The Routledge International Companion to Emotional and Behavioural Difficulties  book cover
1st Edition

The Routledge International Companion to Emotional and Behavioural Difficulties

ISBN 9780415584630
Published October 12, 2012 by Routledge
384 Pages

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Book Description

Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special needs; increasing mental health difficulties in children; youth crime and parenting skills. It’s little wonder that the 'EBD' (often known as ‘BESD’ or ‘SEBD’) category is one of the most common forms of SEN around the world.

This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators’ key concerns by:

  • looking at the overlaps between EBD, ADHD and mental health difficulties;
  • outlining the types of appropriate schooling for children with EBD;
  • urging readers to look beyond pupils’ challenging behaviour in order to understand and respond to the social, biological and psychological causation;
  • considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings;
  • outlining helpful work with families, the crucial contribution of effective multi-agency working and the importance of supporting and developing teachers who work with challenging pupils.

Containing contrasting views on controversial topics, this Companion’s approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education.

Table of Contents

1. Introduction to the international Companion to EBD – dilemmas and scope  SECTION I  DEFINITIONS, LABELLING AND PATTERNS OF PROVISION  Introduction to Section I  2. Labeling and categorizing children and youth with emotional and behavioral disorders in the USA: current practices and conceptual problems  3. The labelling and categorisation of children with EBD: a cautionary consideration   4. ADHD and Children with Social, Emotional and Behavioural Difficulties  5. Institutional labeling and pupil careers: negotiating identities of children who do not fit in  6. Youth offending and emotional and behavioural difficulties  7. Policy and provision for children with social emotional and behavioural difficulties in Scotland: inter-sections of gender and deprivation  8. How children and young people with emotional and behavioural difficulties see themselves  9. The challenge of inclusion: a full continuum model of educational provision for children with EBD in Germany  SECTION II  THEORIES EXPLAINING CHILD DEVELOPMENT AND MODES OF INTERVENTION  Introduction to Section II  10. The Importance of a biopsychosocial approach to Interventions for students with social, emotional and behavioural difficulties  11. How affection shapes a young child's brain; neurotransmitters, attachment and resilience  12. Psychodynamic perspectives on children’s emotional growth and learning  13. Applied behaviour analysis: its applications and limitations  14. Cognitive behavioural approaches to mental health difficulties in children  SECTION III  ASSESSMENT AND INTERVENTION IN EDUCATIONAL SETTINGS  Introduction to Section III  15. Assessing and supporting children and young people with EBD: the role of educational psychologists  16. Identifying and addresssing EBD in the early years  17. Links between Social, Emotional and Behavioral Difficulties and Speech and Language Difficulties: What every teacher should know  18. The challenge of assessing and monitoring the progress of children with SEBD - a British perspective  19. Impact of Functional Behavioral Assessment on Services for Children and Youth with Emotional and Behavioral Difficulties  20. Developing Comprehensive, Integrated, Three-Tiered Models to Prevent and Manage Learning and Behavior Problems  21. Resilience-enhancing classrooms for children with social, emotional and behavioural difficulties  22. Reducing emotional and behavioural difficulties in students by improving school ethos  23. Violence in schools: its nature and effective responses to it  24. Addressing children's learning problems through helping them control their attention difficulties  25. Beyond classroom 'management' - understanding students with SEBD and building their executive skills  26. Communicating with children in the classroom when addressing disruptive behaviours  27. Pupil voice and participation: empowering children with emotional and behavioural difficulties  28. Understanding and responding to angry emotions in children with emotional and behavioural difficulties  SECTION IV  SPECIFIC APPROACHES AND ISSUES  Introduction to Section IV  29. The value of nurture groups in addressing emotional and behavioural difficulties and promoting school inclusion  30. Promoting social, emotional and behavioural skills through Circle Time and Circles of Support  31. Culturally responsive approaches to the challenging behaviour of minority ethnic students  32. Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships  33. The pastoral pedagogy of teaching assistants  SECTION V  SUPPORTING SCHOOL- BASED PROFESSIONALS  Introduction to Section V  34. Working with parents and families to lessen the EBD of children and young people  35. Multi-agency working with children with EBD and their families  36. Training and professional development for educators working with children and young people with EBD: a personal checklist   37. Teacher education: dilemmas and tensions for school staff working with pupils with EBD

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Dr Ted Cole, formerly Senior Research Fellow, University of Birmingham, England and Director of the Social, Emotional and Behavioural Association, is a Visiting Research Fellow at the University of Bath. He has published extensively on issues surrounding EBD, child mental health, school exclusions and special education.

Professor Harry Daniels is Director of the Centre for Sociocultural and Activity Theory Research at the Department of Education, University of Bath, England and editor of the international journal ‘Emotional and Behavioural Difficulties’. His many publications include works on Vygotsky, special needs and social inclusion.

Professor John Visser, for many years in charge of training educators specialising in EBD at the University of Birmingham, England, now works part-time at the University of Northampton. Well known as a speaker and consultant, he has published extensively on behavioural issues, differentiation and inclusion.


The Routledge Companion to Emotional and Behavioural Difficulties is an invaluable resource for students and professionals developing their knowledge of this complex area.