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Constructing an integrated model of the nature of challenging behaviour: a starting point for intervention
- Authors:
- LYONS Claire W., O'CONNOR Fiona
- Journal article citation:
- Emotional and Behavioural Difficulties, 11(3), September 2006, pp.217-232.
- Publisher:
- Taylor and Francis
Although the issue of challenging behaviour receives a great deal of attention in educational literature, the exact nature of this behaviour is open to debate. Challenging behaviour can be defined objectively by listing or describing behaviours that are considered disruptive and undesirable. On the other hand, challenging behaviour can be seen as contextual or relative. Based on data from questionnaires and interviews with children and teachers in an Irish primary school, the authors argue that these approaches to challenging behaviour are not mutually exclusive and find support for an interactive approach. This ‘behaviour-in-context’ approach involves taking a perspective of behaviour as a response to environmental and individual needs while recognising the objective undesirability of some behaviours. In our study, the development of a mutually acceptable construct of behaviour has emerged as a vital first step in intervention.
Foetal alcohol spectrum disorder: information sheets
- Editors:
- EGERTON Jo, (comp.)
- Publisher:
- Worcestershire County Council. Early Years and Childcare Service
- Publication year:
- 2009
- Pagination:
- 27p.
- Place of publication:
- Worcester
A range of seven practical information sheets developed to provide early years practitioners with the knowledge to support children who may have Foetal Alcohol Spectrum Disorder. The information sheets cover subjects such as: how FASD affects children, supporting families, understanding the child with FASD, strategies that can be used to help the child learn, encouraging positive behaviour, and health and mental health issues. A glossary, list of organisations and listing of further reading are also included. This document is one of the resources to come from the Building Bridges with Understanding project.
People and animals, kindness and cruelty: research directions and policy implications
- Authors:
- ASIONE Frank R., SHAPIRO Kenneth
- Journal article citation:
- Journal of Social Issues, 65(3), 2009, pp.569-587.
- Publisher:
- Wiley
This article addresses the challenges of defining and assessing animal abuse, the relation between animal abuse and childhood mental health, the extensive research on animal abuse and intimate partner violence, and the implication of these empirical findings for programmes to enhance human and animal welfare. Developments in the field of human–animal relations and apply the primary–secondary–tertiary prevention public health model to prevention and treatment of animal abuse are also reviewed. The article concludes with a description of community networks addressing animal abuse, interagency collaborations, and new developments in animal-related law.
What clinical characteristics of children with autism influence their inclusion in regular classrooms?
- Authors:
- YIANNI-COUDURIER C., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 52(10), October 2008, pp.855-863.
- Publisher:
- Wiley
This study took place in the context of recent legislation enacted in several countries – including France – and aimed at promoting inclusion of children with intellectual disabilities. It focuses on young children with autism and examines the links between the children's characteristics and their weekly hours of regular-classroom inclusion and intervention in specialised setting. Standardised clinical and sociodemographic data were collected for 77 children with autism, along with data about their interventional programmes. The study showed that the number of hours of inclusion at school was influenced by the children's behavioural and adaptive characteristics, as well as by the socioprofessional category of their parents, although these factors did not affect the number of hours spent in specialised setting. Moreover, the total amount of time per week spent in interventional services of any kind was very small for some of the children. The time spent in special-intervention services and regular classrooms combined did not add up to an adequate number of weekly hours for these children, particularly those exhibiting at least one of the following characteristics: low adaptation level, major behavioural problems or low socioprofessional category of parents.
The incredibles
- Author:
- ATHERTON Celia
- Journal article citation:
- Community Care, 17.05.07, 2007, pp.32-33.
- Publisher:
- Reed Business Information
This article summarises two strands of research on a parenting intervention programme delivered through Sure Start Wales for parents with children at risk of developing conduct disorders.
Bad, mad or sad: constructions of young people in trouble and implications for interventions
- Author:
- MacLEOD Gale
- Journal article citation:
- Emotional and Behavioural Difficulties, 11(3), September 2006, pp.155-167.
- Publisher:
- Taylor and Francis
Young people in trouble can be seen as passive victims of circumstance who are in need of help; as individuals responsible for their own behaviour who need to be punished; or as sufferers from medical conditions who require treatment. This paper will examine the history of policy relating to pupils with social, emotional and behavioural difficulties in Scotland, noting the continued coexistence of both punitive and welfare approaches. It is argued that the punitive approach, which construes pupils as deliberately causing trouble, is counter productive. Evidence from interviews with pupils will be presented to argue that the pupils internalise the reflected appraisals of the adults around them, with implications for their sense of self. This paper argues for a revitalisation of approaches to young people in trouble which are grounded in a more welfarist approach. The importance at the same time of retaining a sense of the pupils' individual agency is noted. Recent developments in restorative approaches are evaluated as a potential way forward in this respect.
City of Glasgow nurture group pilot scheme evaluation
- Author:
- GERRARD Brendan
- Journal article citation:
- Emotional and Behavioural Difficulties, 10(4), December 2005, pp.245-253.
- Publisher:
- Taylor and Francis
Three forms of objective evaluation were used to assess the impact of a nurture group pilot project on the lives of staff and pupils: Boxall Profiles, the Strength and Difficulties Questionnaire, and questionnaires for staff. In addition, a micro study was carried out of two nurture groups using matched control groups. The article provides an overview of the project. It is hoped that analysis can be continued and that further evaluation of the progress of children can be carried out with more robust control groups in place from the outset.
Behavior management principles: incorporating a biopsychosocial perspective
- Author:
- LEVINE James E.
- Journal article citation:
- Child and Adolescent Social Work Journal, 18(4), August 2001, pp.253-261.
- Publisher:
- Springer
This article identifies ten principles for developing, establishing, and maintaining behavioral interventions in work with children. Employing a biopsychosocial perspective, it offers a framework for utilizing such interventions in ways that are consistent with social work's historical contribution to the mental health disciplines. With a primary focus on school settings, it describes both theoretical considerations and practical applications. A relational, feedback-oriented approach to implementing behavioral interventions is advanced.
The dangerousness of youth-at-risk: the possibilities of surveillance and intervention in uncertain times
- Author:
- KELLY Peter
- Journal article citation:
- Journal of Adolescence, 23(4), 2000, pp.463-476.
- Publisher:
- Academic Press
Explore the dangerous possibilities provoked by the popular and promiscuous construction of the category of "youth-at-risk". In an age of large-scale and profound social changes, narratives of uncertainty and risk dominate popular, political and theoretical discourses about youth. Under these social conditions, the discourse of youth-at-risk is mobilised from a variety of intellectual and political positions in various attempts to regulate the behaviours and dispositions of youth. The article will argue that these discourses provoke dangerous possibilities for the increased surveillance of, and intervention into, young people's lives by regulatory authorities (schools, police, health services, and juvenile justice systems) and the forms of expertise recruited by these agencies.
Working together in schools
- Authors:
- POTEL Debra, BOWLEY Julia
- Journal article citation:
- Young Minds Magazine, 37, November 1998, pp.12-14.
- Publisher:
- YoungMinds
Describes the Southwark Adolescent Schools Initiative, a joint health and education project designed to explore the possibility of developing 'joined-up' early interventions targeted at young people with mild to moderate emotional and behavioural difficulties, and reflections on some of the practical obstacles to working effectively together on the ground.