Search results for ‘Subject term:"conduct disorders"’ Sort:
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When school's out
- Author:
- SONE Kendra
- Journal article citation:
- Community Care, 16.4.92, 1992, pp.12-13.
- Publisher:
- Reed Business Information
Informal exclusion is an increasing option being utilised by schools in dealing with children whose behaviour is particularly difficult or disruptive. Such children, many of whom are already disadvantaged, face further problems.
Outside looking in: report from the Children's Society
- Author:
- -
- Journal article citation:
- Childright, 175, April 2001, pp.3-4.
- Publisher:
- Children's Legal Centre
Reports on a recent research report based on parent's and children's experiences of exclusion. The findings show that exclusion not only has a serious effect on the lives of the children involved, but it can also place families under incredible stress.
School's out
- Author:
- RICKFORD Frances
- Journal article citation:
- Community Care, 22.6.95, 1995, p.10.
- Publisher:
- Reed Business Information
An alarming number of children with emotional and behavioural problems are being excluded from school. A substantial number of them are in the care of social services. Reports on new government guidelines on children with special educational needs.
The care and education of troubled children
- Author:
- BENNATHAN Marion
- Journal article citation:
- Therapeutic Care and Education, 1(1), Spring 1992, pp.37-49.
- Publisher:
- Association of Workers for Maladjusted Children
Considers a range of current issues in the care and education of emotionally and behaviourally disturbed children - exclusions from school, mainstream schools, the decline in power of the Local Education Authority, the decline in support services, the 1981 Act and statementing, out of school provision, seriously disturbed children, the ban on residential school placements and the role of residential care after the Utting Report, and a policy for children.
Classroom management of children with emotional and behavioural disorders: A storied model: Torey Hayden’s 'One child'
- Authors:
- MARLOWE Mike, DISNEY Gayle, WILSON Kayce Jo
- Journal article citation:
- Emotional and Behavioural Difficulties, 9(2), June 2004, pp.99-114.
- Publisher:
- Taylor and Francis
Torey Hayden’s style of classroom management in her nonfiction book One Child was examined. One Child unfolds within the space of a special education classroom for children with severe behavioral impairments and focuses on Sheila, a troubled 6-year-old, who has tied a 3-year-old boy to a tree and critically burned him. Each technique Hayden used to respond to Sheila and her other students’ problem behaviors was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing, and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The role of caring relationships and student empowerment in Hayden’s storied model of classroom management is discussed.
A follow-up of a home and school support project for children with emotional and behavioural difficulties
- Author:
- PANAYIOTOPOUPS Christos
- Journal article citation:
- Emotional and Behavioural Difficulties, 9(2), June 2004, pp.85-98.
- Publisher:
- Taylor and Francis
School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.
Reducing exclusions whilst developing effective intervention and inclusion for pupils with behaviour difficulties
- Authors:
- JONES Jeff, SMITH Colin
- Journal article citation:
- Emotional and Behavioural Difficulties, 9(2), June 2004, pp.115-129.
- Publisher:
- Taylor and Francis
This article draws upon a recent evaluation study of developments in behaviour/discipline systems in an inner-city secondary school over a period of 5 years (including a 3 year ‘action research’ cycle). The methodology involved the collection and analysis of data from a combination of qualitative and quantitative approaches with reference to other school performance indicators. Elements of the study are discussed in order to help bridge the theory/practice divide and to share practical research findings with other schools.
The mental health needs of young people with emotional and behavioural difficulties: working with vulnerable young people
- Authors:
- COLE Ted, et al
- Publisher:
- Mental Health Foundation
- Publication year:
- 2002
- Pagination:
- 61p.,bibliog.
- Place of publication:
- London
This report seeks to identify the mental health needs of children and young people experiencing emotional and behavioural difficulties (EBD) in English special schools for EBD an pupil referral units. It examines how mental needs are currently met in these institutions and the changes needed at local, national and individual institutional levels.
Issues of inclusion
- Author:
- FLETCHER-CAMPBELL Felicity
- Journal article citation:
- Emotional and Behavioural Difficulties, 6(2), May 2001, pp.69-89.
- Publisher:
- Taylor and Francis
Presents the results of three research projects undertaken recently at the National Foundation for Educational Research. The projects looked at ways in which schools do or might accommodate more effectively the needs of a range of pupils who are at risk of being denied the opportunity to experience the 'normality' of the curriculum offered by schools in England and Wales. The pupils whose experiences were studied had special educational needs, and/or were 'disaffected', and/or were in the public care. While their circumstances varied analysis showed that they were underpinned by a common set of needs which, unaddressed by the education system, resulted in the exclusion of the pupils. Strategies that effectively nurtured pupils' inclusion were found to be applicable across the client group.
Supporting secondary schools to manage emotional and behavioural difficulties: an account of work in progress
- Author:
- LEGGETT Nick
- Journal article citation:
- Emotional and Behavioural Difficulties, 5(2), Summer 2000, pp.18-24.
- Publisher:
- Taylor and Francis
This is a practitioner-account of work in progress with students at risk of permanent exclusion in two inner city UK secondary schools. It is also an exploration of institutional resistance.