Overview

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.

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9780415584630

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Reviews

<p>We appreciate the encouraging and very constructive comments of the four reviewers. We acknowledge that the structure and overview circulated was a 'work in progress' and needed further development. We trust that the revised plan, naming intended writers from a range of countries in America, Europe and Australia has gone a long way to meeting the reviewers' concerns in this respect. We would discuss other issues when we have a phone conference on 4th August, if we have the go-ahead for the project. <p>On behalf of the intended editors, I make the following points: <p>Reviewer 1 <p>His/ her note 1: We also believe that 'getting this right' for a 'parochial' US market is a big challenge and would not be optimistic of getting a big name to join our team as fourth editor. <p>4. I see the Wearmouth/Glynn book (for which I wrote) as very different in content and not specifically focusing on EBD. <p>7. Reshaping need - agreed ... and we have responded: <p>- We are the first to re

We appreciate the encouraging and very constructive comments of the four reviewers. We acknowledge that the structure and overview circulated was a 'work in progress' and needed further development. We trust that the revised plan, naming intended writers from a range of countries in America, Europe and Australia has gone a long way to meeting the reviewers' concerns in this respect. We would discuss other issues when we have a phone conference on 4th August, if we have the go-ahead for the project. On behalf of the intended editors, I make the following points: Reviewer 1: His/ her note 1: We also believe that 'getting this right' for a 'parochial' US market is a big challenge and would not be optimistic of getting a big name to join our team as fourth editor. 4. I see the Wearmouth/Glynn book (for which I wrote) as very different in content and not specifically focusing on EBD. 7. Reshaping need - agreed ... and we have responded: - We are the first to recognise that EBD is in part socially constructed - and that the 'S' in 'SEBD' or 'BESD' is often the most important, that school systems/ teachers etc by their organisation and actions exacerbate EBD and sometimes see it existing where it does not. Our views in this respect would be developed in chapters by Roger Slee and Gale McLeod; - we doubt there is space for Assertive Discipline ... and feel it can be inappropriate (too simplistic and unhelpful) for pupils with EBD; - SEAL would be covered as part of our awareness of the need for universal 'whole school' approaches (as the 'first wave'/ whole school approach ahead of ' targeted' and 'specialist individual' interventions). We note that we wish to ask expert Peter Sharp to write about SEAL; - Were there space, I would wish to focus more on specialist settings, e.g. residential schools. We would be covering them in chapter one, range of provision, and mentioning elsewhere. There is also a moot point about how 'specialist' are so called 'specialist settings' typified by the psychiatrist advising my teachers and careworkers (some years ago) after we sought her 'specialist' input: 'You are the experts - keep doing what you are doing'. There is also the myth that 'therapeutic communities' are more specialist than establishments not adopting the word 'therapeutic'. Also usual government guidance excludes those with serious mental health disorders from EBD. - we would ask the authors of Ch 43 and 44 to address the initial teacher training issue. Profs. Philip Garner and Egide Royer are well placed to do this. 9. We would be interested to hear from this reviewer who the 'really great writers' s/he is thinking of - perhaps we could invite two or three to extend the 'sprinkling' already in our list of planned authors. Reviewer 2 His note 1. The planned book is not designed for parents. I do not think that we could achieve that aim as well as creating a companion for professionals. A few parents might gain much from the companion, but not many. 2. Implications for practice: this would be asked for in our invite to authors. 7. We think the structure is much better now. - Truancy: I know the reviewer is an expert in this area - but we don't see this as worthy of a section in an EBD companion. Truancy is more about disaffection. Clearly there is an overlap with EBD but pupils with EBD often LIKE coming to school. Perhaps one chapter would be appropriate. This a topic for the intended editors to discuss at the next planned meeting. Reviewer 3 1. Pleased our bio-psycho-social approach is approved by this exponent of this framework. 5.'Brainstorming' - addressed above. 6. A very helpful paragraph - definite food for thought to be discussed at next editors' meeting. I like the idea of ending with a look to the future, which I suspect will link neatly with our early look at the past - there are key elements in effective interventions wherever in the world for young people with EBD, which appear timeless - and which the latest research seems to confirm and is likely to continue to confirm (although with interesting variations). Reviewer 4 Author recognition -we are seeking American, European and Australian contributors. Coverage - autistic spectrum disorder is worthy of a companion in its own right and a chapter in this book would not seem appropriate; - other ideas for coverage would be discussed by us at our next phone conference. 'Publish' - we do not think it appropriate or necessary to develop chapter synopses at this stage. Conclusion I hope we have now provided sufficient information to allow the informal go ahead to be given for this project , for us to see a contract and (if that is acceptable) for us to start approaches to writers. Our aim would be to get the writers to submit their articles to us by the end of academic year, 2009/2010 with us submitting the edited version to Routledge by the end of November 2010 (although having contributed to other major readers e.g. Williams and Kerfoot, Oxford UP,2005, child and Adolescent Mental Health Services book I have witnessed how dilatory some writers can be...the relatively short time-frame could prove a major challenge). a Ted Cole on behalf of editorial team 9.7.09 REVIEWS: Paul Cooper review (Paul is Director of the Centre for Innovation in Raising Educational Achievement at the University of Leicester & Editor of the continuum Handbook referenced above): aAlthough there have been in recent years a number of 'handbooks' of this type dealing with EBD/SEBDa this one is welcome because it embraces (at last) the wider, contemporary biopsychosocial paradigm.a Since this appears to be a central organising principle of the book athis will lend a degree of originality that should make it an attractive proposition to the target readership.a Furthermore, because of this focus, the book may well have a wider audience than texts of this kind produced in UK normally have and appeal to US and other international readers. Existing books covering similar terrain:a Clough et al (2005) Handbook of EBD, Sage; Hunter Carsch et al (2006) The Handbook of SEBD, Continuum;a Cooper et al (1994) EBD: Theory to Practice, Routledge.a The Clough et al book comes closest to the current proposal, but lacks the biopsychosocial dimensions.a The Hunter-Carsch book, although offering some insight into the biopsychosocial perspective emphasise the central importance of the emotional dimension and the role of the expressive arts in educational intervention.a The Cole et al proposal, however, appears to adopt a stronger focus on mental health issues.a The Cooper et al book is now 15 years old and requires revision, lacking the biopsychosocial focus presented here. It is difficult to determine the shelf life of books, however, although the references to research from cog neuroscience are likely to be superseded afairly quickly, the wider contents are likely to endure, if they are useful (NB. The Cooper et al book is still selling after 15 years, and still cited frequently in research lit.). The three authors are well established authorities in the field of EBD, and their expertise is the area of education.a (see next point) The general coverage of the subject area appears to be quite good.a Though having said this, the list of chapters appears more like the product of a brain storming session of foci for such a book rather than a list a of chapter headings.a It awould have been helpful to have had more detail on the contents of the various chapters.a As they stand, some of these chapter titles could apply to a general text book on amental health among children and adolescents rather than one in which the focus is primarily educational.a aThe title for chap 17 is particularly puzzling: 'other countries' implies that the main focus of the book is a particular anational context.a If this is to be a genuinely 'international' book, this kind of bias must be avoided. Also, we have no indication of the who will author the various chaptersa (apart from chap 1).a This is a serious omission for a book of this kind as its saleability will depend (to some degree at least) on there being some recognisable and respected names among the authors of the different chapters, as well as there being representatives from a wide international base. I have a few specific suggestions that the editors might wish to consider: (i) to be true to the book's title I think the opening chapter should offer an international overview of aEBD.a What are the different ways of looking at and dealing with EBD throughout the world?a What are the issues that preoccupy writers in different national contexts? (ii) given that this is a 'Companion' it might be worth having a short, discrete chapter devoted to the historical development of EBD; (iii) the chapter on definitions appears to restrict itself to the US and UK (tho both the DSM and ICD are produced in the USA!)a An international handbook ought to have a wider sweep, and consider approaches to definition that lie outside of the monolithic structures of the APA and WHO.a Such a chapter could then be used to open up the debate around the nature and value of different approaches to assessment and identification/ diagnosis.a (iv) There is no explicit mention of competing paradigms in this area (e.g. the bio-medical approach; the social model of disability etc.).a This may be intended for chap 5, in any event it needs to be covered.a (v)a If this book turns out to be as good as it looks at the moment, then it would be a wasted opportunity if the final chapter did not devote a little space to considering the future of EBD across the international sphere.a What are the potentially exacerbating and protective factors lurking in the economic, social and political world in which are moving relating to EBD? aWhat solutions are suggested? This could link back to points raised in point (i) above, thus adding to the books sense of being an integrated whole. My response to this proposal is almost entirely favourable, however, I think I would feel more confident about making a recommendation to publish if I were able to see a more detailed outline containing chapter synopses and, where possible, the names of actual authors. If you would like clarification or expansion of any of these points, please contact me.a Philip Garner, Professor of Education, The University of Northampton Is there a real need for this book and what are the principal markets? Please indicate the level at which the book would appeal and identify the main buyers (quantify if possible): Market in the UK: would seem to be a good market gap at present, especially a paperback. Market in the US: I suspect that the majority of US books are written by US academics/practitioners for the US market. I also believe that 'getting it right' for this rather parochial market will represent a major task. The strategy of recruiting a US joint-editor is a good one -- providing it is a headline name (Kauffman, Freiburg, Furlong, Algozzine etc!) Market elsewhere: the proposal doesn't mention Australia/NZ/Hong Kong -- plus other post-colonial markets (Singapore? South Africa etc) Again, an issue here will be how sensitively the editors are able to weave a commentary which defines the global nature of the issue in order to talk to these audiences If the book is intended for the student market, how would you expect it to be used (e.g. indicate whether main text, recommended reading, library only). Please list courses: this would make a secure 'reader' for M-level courses, and as a good resource for those embarking on a research career (EdD, PhD). I could see it being a core reference to professional (teacher preparation) courses. It has the makings of a substantial reference book in its own right What would you consider to be a reasonable price for the book? Paperback -- given the range/volume of content maybe GBP25-30? Hardback -- considerably more What are the principal competitive books available and what particular advantages has the proposed new book? Obviously the Clough/Garner/Pardeck/Yuen book (Sage) mentioned in the proposal; then a series of Open University books on the topic (edited by Janice Wearmouth & Ted Glynn) would be a set which used a similar (single chapter, single issue) approach. But, in truth, the majority of books in the field tend to be more focussed on a behaviour-related topic (or small group of related topics) or approach. How quickly is this book likely to become out of date? I think that many of the approaches used in EBD (or its variants) have been around for a long time. What this book could do is act as a means of collating the current situation, whilst celebrating the past and prospecting a future. Assiduous editing can ensure that the volume has credentials for up to (or beyond) 10 years (I still use stuff which is well into pensionable age -- teachers/researchers/policy-makers in the field of EBD are creative in this respect!) a Is the author a recognised authority in this field? Yes -- all three authors are well known, and the publisher ought to feel confident that the triumvirate has the experience, contacts and ground-level nous to move this project to a successful conclusion Is the author's coverage of the subject adequate and appropriate to the level aimed at. If not , what modifications are needed? I think there needs to be a small amount of refinement or re-shaping of the proposed content -- at least, were I to be involved, that's what I'd be wishing to do. I will briefly give a flavour of these below (whilst at the same time not wanting this analysis to be viewed as anything other than supportive). My comments are to be viewed more as discussion points, rather than definitives: the editors might wish to consider adjusting the UK/USA emphasis in the chapter collection -- some worthwhile & innovative things are taking place elsewhere (!) -- Australia, Finland, Russia, Singapore, Estonia etc etc. Whilst it not being at all practicable to cover these locations in detail, the 'international' in the title really does need to be justified! the two 'overlap' chapters (2 & 3) could do with being reconsidered. What about (for instance) the 'overlap' between EBD and disadvantage/social class? Or the structure & organisation of schools? Both could be said to influence 'definition'. This section is hugely difficult, because many countries will have an accepted definition (in official/legal terms). the section on how EBD's develop appears not to acknowledge that schools, teachers, the curriculum, peers, key professionals etc can all be implicated in the development of some EBDs. This may need to be built in to a review of what is essentially a section concerning 'cause' (and the connection with medical or emotional health too). A big undertaking! presumably IEPs and IBPs will form part of part IV? Why a UK overview and a more focussed USA perspective? (Again, watch for the 'international' dimension here) the section dealing with interventions (VI) seems something of an ad hoc collection. Again, the skills of the editors will need to come to the fore, in order to weave it all together. What about the 'interventions' which are not headlined -- Assertive discipline? Alternative therapies? Quiet Places? Restorative justice? Transactional Analysis? Etc etc. I suppose this section is something of a hostage to fortune -- in that the editors will not please all of the readership etc, such is the parochialism of some EBD practices! Some reference is made to SEAL-type approaches. Is this not worth a separate billing? What about location? The work of specialist settings in intervention seems not to be highlighted Similarly the 'big' debate regarding mainstream inclusion! A major omission is that of initial teacher preparation -- the way that new teachers are trained is the professional development equivalent of 'early intervention'. It should definitely be part of what could be a definitive book Do you recommend that we should publish this book? Yes -- most definitely. Written with due sensitivity, and a roster of contributors who have been assembled with care, the volume would stand a good chance of joining a small group of books which have stood the test of time. Please add any additional comments you feel might be helpful to us in our consideration of this proposal. I hope that the editors will choose their chapter-authors wisely. There are some really great writers who are not seen as 'mainstream' academic writers, and a sprinkling of these would be very valuable. Also, whilst somewhat labour-intensive, I hope that due consideration is given to potential contributions from those writers for whom English is a non-native language. Finally, is it the intention that the volume views its audience in an interactive way? Whilst perhaps becoming a little modish of late, the idea of providing key issues/thinking or discussion points/development questions for each part, section or chapter is (at least) worth considering. Pamela Munn, Professor of Curriculum Research, University of Edinburgh. Market I think there would be a market for this collection both in the UK and the USA and indeed further afield if the international intention in the title is confirmed through the careful commissioning of authors. There has been no comparable publication since 2005 and the book will probably appear in 2010-2011. There is continuing policy interest in the area, especially where there are commitments to inclusion. Similarly teachers in mainstream and special schools will be interested especially in interventions to help children and young people with EBD. The book will appeal to academics, education policy makers at national and local levels and to teachers in both mainstream and special schools. Student Market I would see the book being on recommended reading list for students doing a B.Ed or PGCE. It would be a main text for those following masters courses on Special Needs and could be a main text for those following leadership and management courses if the range of interventions was carefully highlighted. Price I would consider a reasonable price to be between GBP50 -GBP60. Competitors I am not aware of major competitors beyond the Sage volume published in 2005 -- but presumably your team can trawl recent catalogues from major publishers. Dated This is difficult to say but I would guess within about 5 years. Given the comprehensive content it would make sense to revise -- if there are advances in neuro- science, for example, in helping us understand causes of EBD and if new interventions were seen to be bearing fruit. Author recognition These are well-established and well-respected authors who have a track record of working together and who have good name recognition. I see that an American editor is being sought and I think this is essential if the book is to sell in the USA. I think too that chapter authors should be selected from Australia and from Europe and be asked to provide an international overview of the topic of their chapter. The editors say they wish to commission experts in the field but give no examples of possible contributors. Adequate and Appropriate Coverage I think the coverage is good. I would suggest the following additions for consideration: What can neuro-science tell us about the development of EBD? (I am not sure if this is what is intended in Chapter 5 or whether the approach is one of more traditional developmental psychology). Should autistic spectrum disorders be included somewhere? In the sections on theories and interventions it would be helpful to see them classified in terms of e.g. for theories individualistic and socio-cultural theories; for interventions whole school and targeted approaches. More thought need to be given to the sequencing of the major section on intervention which seems a bit unconnected as currently presented. It would also be helpful to include medical research on EBD and associated conditions to provide a more comprehensive overview. Does the section on secondary school or on transition planning include 16+ education, as well as nursery -- primary and primary-secondary? Is there a section on debates about special provision and its effectiveness? I think this is such a major issue that a brief section on models of provision cannot really do it justice. In short I think the content needs further development and that this should be the first stage of the project. The editors might like to host a reference group meeting of some sort to test the comprehensiveness and salience of the proposed content. Publish I think that Routledge should publish in principle but ask the editors to develop the content more fully, give a synopsis of a couple of chapters and encourage the identification of authors. I am not sure how these things work and I can see that the editors would not want to proceed with the major task of securing chapter authors without a commitment to publish. However, the international standing of the authors of the various chapters will be an important influence on sales and on the utility of the book. Perhaps asking for authors for one section would be a half way house. I hope this is helpful Ken Reid, Swansea Metropolitan University This is a timely book proposal and the co-editors are the ideal team to edit the book. Ted Cole is the Director of SEBDA, The Social, Emotional and Behavioural Difficulties Association which has approx. 45,000 members; hence, a potential rich marketing source. Professor Harry Daniels is the UK President whilst Dr John Visser is the Education Officer. Professor Daniels and Dr Cole are the joint editors of the Journal of Emotional and Behavioural Difficulties which is published by Routledge. In my judgement there is considerable potential to market the book both in the UK and USA as well as elsewhere. In fact, some of the contributions will emanate from the USA. It is important that the book is marketed to the parent as well as the professional audience given the nature of some of the topics. With regard to the student market, given its size and likely cost, it is probably going to be used mainly in libraries although some specialist master's and in-service programmes could well adopt the text as a course reader. I am not an expert on price. Given the book is likely to be 450 pages long, with c40 articles, it will probably be in excess of GBP30, maybe much higher. There are comparatively few competitive books available. There are some specialist texts on such issues as Asperser's Syndrome. The advantage of this text is to bring a wide range of topics into a single volume. In 1988, I edited a two-volume text on Helping Troubled Pupils in Secondary Schools for Basil Blackwell. The book was selling like 'hot cakes' in both the UK and USA prior to their takeover but then poor marketing by the new company reduced the sales. The authors have already referred to the volume by Clough et al published by Sage in 2005. I suspect that Cole et al will produce a more readable and hopefully, a more practicable book. In fact, I would suggest that each contributor is asked to write a section on 'practical implications' at the end of their chapter. Changes are occurring in this field all the time. There are always new medical, social and psychological advances being made. However, the fundamental conditions per se remain static. Some conditions (eg. autism) appear to be becoming more widespread and acknowledged and the number of pupils suffering from special educational needs appears to be continually on the increase. Knowing the authors, I would suggest they are more than capable of updating the book say, every five years or so when, if required, new chapters could be added. Yes, the authors are extremely appropriate and have a high professional standing in this field. At present, I take the structure and content section to be 'indicative' only. I definitely think there should be a section on truancy and school attendance. This is a key omission. I think a chapter on Asperser's would be appropriate. I wonder whether there might be a case for a section on policy relating to governmental approaches in the USA, Canada, England, Scotland, Wales and Eire? I wonder whether, if new chapters were added, it might be possible to combine some of the suggested chapters on EBD together? Chapter 38 on speech therapists is important but is it worth a chapter on its own? Could this be combined with another chapter? Equally, could chapter 40 be combined with chapters 21 and 28? I wonder too, whether chapter 32 should be extended to include sections on mentoring and pastoral care? Also, I wonder whether section 7 should come before section 6. The latter deals with principles and practice; the former with specific issues and ideas. Worth considering. I definitely recommend that you publish the book; 100%! I advise you should think carefully about the marketing of this book. I would suggest that SEBDA includes a leaflet on the book to all its members. Perhaps one of SEBDA's national conferences could be based around the book once it is published! I stress again the importance of including practical ideas and implications in the text. a

Author Information

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.

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