eBook The SAGE Handbook of Emotional and Behavioral Difficulties, 2nd Edition

  • Philip Garner
  • Published By: SAGE
  • ISBN-10: 1446265595
  • ISBN-13: 9781446265598
  • DDC: 371.93
  • Grade Level Range: College Freshman - College Senior
  • 552 Pages | eBook
  • Original Copyright 2014 | Published/Released October 2014
  • This publication's content originally published in print form: 2014
  • Price:  Sign in for price



This is a substantial revision of The Handbook of Emotional & Behavioural Difficulties, first published in 2004. The content has been completely revised and refreshed by a new editorial team led by Phil Garner. This new edition includes a thorough revision of existing content which, together with additional material, brings the volume firmly up-to-date, and offers guidance and recommendations for future research and practice. This new text has an impressive array of UK, US and other international contributors. The book will be indispensable for undergraduate and Master’s level students pursuing Teacher Training, Educational and Developmental Psychology and Special Education courses. It will also be valuable to social workers, counsellors, educational psychologists and other practitioners in relevant fields.

Table of Contents

Front Cover.
Half Title Page.
Other Frontmatter.
Title Page.
Copyright Page.
About the Editors and Contributors.
Introduction: Themes and Dimensions of EBD: A Conceptual Overview.
1: Contexts, Definitions, and Terminologies.
2: International Perspectives in EBD: Critical Issues.
3: What Do We Mean By ‘EBD’?.
4: Defining Emotional or Behavioral Disorders: The Quest for Affirmation.
5: Identifying EBD Students in the Context of Schooling Using the Federal ED Definition: Where We've Been, Where We Are, and Where We Need to Go.
6: Is EBD ‘Special’, and is ‘Special Education’ an Appropriate Response?.
7: The Importance of the ‘E’ in ‘EBD’.
8: Roots, Causes, and Allegiances.
9: Causality and Emotional or Behavioral Disorders: An Introduction.
10: Biology, Emotion and Behavior: The Value of a Biopsychosocial Perspective in Understanding SEBD.
11: Genetic Causes and Correlates of EBD: A Snapshot in Time and Space.
12: Social Contexts, Cultures and Environments.
13: The Influence of School Contexts and Processes on Violence and Disruption.
14: Academic Achievement and Behavior.
15: Childhood Emotional and Behavioral Problems and Later Criminality: Continuities and Discontinuities.
16: Improving Behavior through Instructional Practices for Students with High Incidence Disabilities: EBD, ADHD, and LD.
17: Linking ADHD – Dyslexia and Specific Learning Difficulties.
18: EBD Teachers’ Knowledge, Perceptions, and Implementation of Empirically Validated Competencies.
19: Psychologists in the Schools: Perceptions of Their Role in Working with Children with Emotional and Behavioral Disorders.
20: Strategies and Interventions.
21: Advocacy for Students with Emotional and Behavioral Disorders.
22: Developing Intervention and Resilience Strategies.
23: Curriculum, Inclusion and EBD.
24: Directions in Teaching Social Skills to Students with Specific EBDs.
25: Parent Training for Behavioral Difficulties During the Transition to School: Promises and Challenges for Prevention and Early Intervention.
26: Including Students with Significant Social, Emotional and Behavioral Difficulties in Mainstream School Settings.
27: Voices from the Margins: The Perceptions of Pupils with Emotional and Behavioral Difficulties About Their Educational Experiences.
28: Schoolwide Prevention and Proactive Behavior Interventions that Work.
29: Supporting Children and Youth with Emotional/Behavioral Disorders Through School-Wide Systems of Positive Behavior Support.
30: The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavioral Disorders.
31: Training and Professional Development and Enhancement.
32: Does Teacher Training Prepare Teachers for the Challenge of Students Experiencing Emotional/Behavioral Disorders?.
33: Professional Development in EBD: What is Most Effective in Supporting Teachers?.
34: What is the Value of Award-Bearing Professional Development for Teachers Working with Students with EBD?.
35: Teachers’ Craft Knowledge and EBD.
36: EBD Futures: Challenges and Opportunities.
37: Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional Disabilities.
38: Classroom-Based Intervention Research in the Field of EBD: Current Practices and Future Directions.
39: What Should We See, Watson?: Developing Effective Training for Teachers Working with EBD Students.
40: Attention Deficit Hyperactivity Disorder: Challenges and Tensions.
41: How We Prevent the Prevention of EBD in Education.