Emotional Behavioural Difficulties Research Articles

Building inclusive education on social and emotional learning: challenges and perspectives – a review

This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.

How many and what kind of mental health problems present to paediatricians?

<h3>Background</h3> While 10% of 5–15 year olds in the UK have a mental health disorder, only a small proportion use specialist services. Children with mental health problems can present to child mental health services (CAMHS), paediatricians or both. The Children9s Services Mapping now collects data on numbers and case mix presenting to CAMHS services in England. No routine statistics are collected on those presenting to paediatricians. <h3>Aim</h3> To analyse the number and nature of mental health disorders presenting to paediatric outpatients in district A. <h3>Method</h3> Data were collected prospectively from 1.2.06–31.5.06. Disorders were classified using the CAMHS mapping categories. <h3>Results</h3> 123 (one in six) children presented with a mental health disorder (referral rate: 6 per 1000 children aged &lt;15 per year). Community paediatricians saw 111 (90%) cases including attention deficit hyperactive disorder (ADHD) (59), autism spectrum disorder (ASD) (17) and emotional/behaviour disorders (35). General paediatricians offered appointments to 12 cases including emotional disorders (4), habit disorder (2) and behavioural difficulties (1). Five referrals did not attend. Eight referrals had been duplicated to CAMHS. After assessment, another 15 (13%) children were referred on to CAMHS by community paediatricians—mostly for specific services for ADHD and ASD. <h3>Conclusion</h3> This study gives a unique insight into mental health disorders presenting to UK paediatricians.

Scrapbooking: an application of narrative therapy

This paper outlines an application of narrative therapy to counselling programs with children between ages 9 and 12 years. It combines the principles of narrative therapy with the industry of scrapbooking to provide children with an enjoyable process that enables them to find a new perspective for some of life's difficulties. In essence it helps a child to externalize problems and eventually regain some optimism for the future. It has been particularly helpful for children with physical disabilities, limiting medical conditions and emotional-behavioural difficulties stemming from known trauma or long-term hardship.

The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning

This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The article draws upon a case study which evaluates a group work approach devised by the author to support pupils experiencing SEBD within a mainstream secondary school, within a deprived area. The study (N = 69) established benchmark measures relating to pupil attendance, discipline sanctions, attainment and pupil attitudes and followed the progress of the pupils until one to two years after completion of the intervention. The findings indicate that the intervention did not reduce the differential in performance in National Tests between the Support Group pupils and comparator groups but it did impact positively upon dispositions towards learning.

Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability

Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability

Exploring the relationship between physical education and enhancing behaviour in pupils with emotional behavioural difficulties

This article contributes to an evidence base suggesting that PE offers particular advantages for promoting improved behaviour. The research design involved using statistical approaches to investigate the behaviour of 4 male pupils, aged 15 year old, all of whom were statemented for EBD in mainstream classes. Assessments were made of both Pre‐ and Post PE lesson behaviour for 10 consecutive weeks. ‘On task’ behaviour improved following PE lessons leading to the conclusion that the sequencing (and, potentially, activity levels) in subject curriculum planning may be a factor in improving pupil behaviour.

Effects of Attendance at a New Zealand Residential School for Students with Emotional-behavioural Difficulties: The Views of Former Students and their Parents

AbstractFormer students (34) of a residential school for students with emotional-behavioural difficulties, and their parents, were interviewed to determine their perceptions about the educational and social adjustment of the students. Following reintegration into mainstream schools, or work, the majority of the former students were reported as coping at least adequately with the social and academic demands of their lives. Both former students and their parents held positive perceptions regarding the students’ special school experience, and in general believed that the students’ attendance at the special school had facilitated their subsequent development and adjustment. The results are discussed in terms of the need for this first study in New Zealand to be supplemented by further research to validate the beliefs of former students and their parents, and some of the major attendant methodological problems which confront research in this area.

Effects of attendance at a New Zealand residential school for students with emotional-behavioural difficulties: The views of former students and their parents

Effects of attendance at a New Zealand residential school for students with emotional-behavioural difficulties: The views of former students and their parents

The Strength and Difficulties Questionnaire: Predictive validity of parent and teacher ratings for help-seeking behaviour over one year

Latent growth modelling was applied to investigate the predictive validity of the subscale and total difficulties scores from the Strengths and Difficulties Questionnaire (SDQ). Prospective data were collected on a community sample ofn= 659 children (aged 7 to 11 years) over a one-year period. Outcomes at one year after baseline were defined in terms of parental help-seeking behaviour and worry. Teacher-reported SDQ summary scores were more predictive of help-seeking behaviour from both the general practitioner and the school than parent-reported SDQ scores. Changes (increases) in SDQ scores proved more useful in predicting help-seeking than initial scores. Gender, age and socioeconomic status were not related to help-seeking behaviour, but the parents of children with higher IQ scores were more likely to seek help. The usefulness of the SDQ to predict help-seeking behaviour for emotional-behaviour difficulties in community settings and its implications for service-use issues in the UK context are discussed.

Group Work in Schools: A process consultation approach

This paper provides a description of how an educational psychologist can consult with groups of teachers mostly in relation to their work with pupils who display emotional behavioural difficulties. The paper includes a review of the work on group consultation in schools, followed by a description of process consultation (Schein, 1988) and how the principles of this model can be combined with Hanko's (1985, 1999) approach to group work with teachers. A model of group process consultation is then proposed that is based on these two approaches of working with groups, and which is predominantly based on systemic thinking, and a psychodynamic approach.

Early intervention in behaviour

FAST-Track is a support programme for pupils with social and emotional behaviour difficulties. It is designed to integrate the school curriculum, social skills training, reading development, parenting skills and home-school liaison. A 3 year longitudinal study is reported in which schools implementing the full FAST-Track programme were compared with those implementing only the curriculum component. Changes in behaviour were monitored using an amended version of the Rutter Behaviour Rating Scale. Results did not show any clear difference between the two groups of schools but did show substantial differences between individual schools, highlighting the difficulty of demonstrating the effectiveness of intervention programmes given the multiplicity of other factors which determine behaviour change. The implications of these findings for the methodology and practice of intervention programmes in this area are explored.

Variability of neuropsychological deficits associated with carbon monoxide poisioning: four case reports

Carbon monoxide (CO) poisoning is associated with variable neuropsychological deficits, depending on levels of CO exposure and individual differences. Studies to date have reported variable findings, as their subjects have been exposed to different levels of CO from different poisoning sources. Four unique case studies are presented, all of whom experienced the same level of CO poisoning (17-29%) in the same accident. Two of the individuals were brothers with an identical genetic disorder (i.e. syndactylism) and the other two were brother/sister. The results indicated: (1) variable neuropsychological deficits despite similar levels of CO poisoning; (2) consistent estimated decline in intelligence; (3) similar memory decline for the two brothers, but not for the brother and sister; and (4) consistent late-onset emotional-behavioural difficulties. The results also suggested that the neuropsychological and emotional-behavioural deficits had an impact on the individual's ability to work.

Biology, behaviour and education: ADHD and the bio-psycho-social perspective

AbstractADHD is a symptom or a shift in dominant ways of understanding human behaviour. Superficially it appears to challenge the ways that educational psychologists, educational researchers and policy makers currently construe the nature of behavioural and emotional problems in school children by asserting that a significant proportion of these problems may be in part influenced by individual biological characteristics as opposed to being of a solely psychosocial nature. To dismiss ADHD as ‘the new dyslexia’, or as simply a re-run of the crude medicalization of social problems is unlikely to best serve the interests of children with Emotional Behavioural Difficulties (EBD). The constructive route forward is for EPs and other educationists to develop an understanding of ADHD that draws together biological and psycho-social understandings in a bio-psycho-social perspective. Such a development is necessary not only in relation to the topic of ADHD but with regard to the much wider implications of contemporary developments in the biological sciences.

Teacher Support Groups

The interface between education and training is concerned not merely with knowledge and skills but with adjustment to life. A feature of a three‐year research project of outreach work from a special school for pupils ranging from 11‐16 years with emotional disturbances and behavioural difficulties is presented.