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Books on the topic 'Emotional and Behaviour Difficulties (EBD)'

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Author: Grafiati

Published: 8 November 2022

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1

Gill, Moreton, ed. Changing behaviour: Teaching children with emotional and behavioural difficulties in primary and secondary classrooms. London: D. Fulton Publishers, 1995.

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2

Gill, Moreton, ed. Changing behaviour: Teaching children with emotional and behavioural difficulties in primary and secondary classrooms. 2nd ed. London: David Fulton, 2001.

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3

Marchant, Stewart L. The 24 hour curriculum in residential schools offering placements to primary age children experiencing emotional and behaviour difficulties. Birmingham: University of Birmingham, 1997.

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4

Lewis, Daniel. Investigating social and moral rule-following behaviour within a small group of infant and lower junior aged children with emotional and behavioural difficulties. London: North East London Polytechnic, 1989.

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5

Nicolopoulou, Anastasia P. The role of play in the preparation of children with emotional and behaviour difficulties before the assessment procedure in a Greek Child Developmental Centre. Birmingham: University of Birmingham, 1998.

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6

McGinley, Eithne. An evaluation of the support given to primary schools by a behaviour support unit, in the management of children with emotional and behavioural difficulties. Birmingham: University of Birmingham, 1996.

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7

Henderson, Andrea. Exploration of the impact upon the attitudes and behaviour of young people with emotional and behavioural difficulties, of a police-LED activity-based intervention programme. Birmingham: University of Birmingham, 2000.

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8

Robert, Laslett, Laslett Robert, and Association of Workers for Children with Emotional and Behavioural Difficulties., eds. Changing perceptions: Emotional and behaviour difficulties since 1945. East Sutton: Association of Workers for Children with Emotional and Behavioural Difficulties, 1998.

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9

Astron, Amber. Educational provision and outcome for children with emotional and behaviour difficulties. 1994.

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10

McNamara, Sylvia, and Gill Moreton. Changing Behaviour: Teaching Children with Emotional Behavioural Difficulties in Primary and Secondary Classrooms. Taylor & Francis Group, 2016.

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11

Making Sense of Behaviour: Supporting Pupils with Emotional and Behavioural Difficulties Through Consistency (Nasen Publication). David Fulton Publish, 2000.

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12

Positive Behaviour Support Strategies for Students with Aggressive Behaviour: A Step by Step Guide to Assessing - Managing - Preventing Emotional and Behavioural Difficulties. eBookIt.com, 2018.

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13

Morag, Hunter-Carsch, ed. A handbook for understanding and supporting young people with social, emotional, and behavioural difficulties: Communication, emotion, and behaviour. New York, NY: Continuum International Pub. Group, 2006.

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14

Sappok, Tanja, Sabine Zepperitz, and Mark Hudson. Meeting Emotional Needs in Intellectual Disability: The Developmental Approach. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00589-000.

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Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment-informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailored interventions, which complement existing models of care, practitioners can help to facilitate maturational processes and reduce behavior that is challenging to others. As a result, the ‘fit’ of a person within his or her individual environment can be improved. Case examples throughout the book illuminate how this approach works by targeting interventions towards the person’s stage of emotional development. This book will be of interest to a wide range of professionals working with people with ID, including: clinical psychologists, psychiatrists, occupational therapists, learning disability nurses, speech and language therapists, and teachers in special education settings, as well as parents and caregivers.

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15

Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.

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Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.

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