- Subject index
Emotional and Behavioural Difficulties (EBD) in schools can be defined in many ways. For example, EBD can be seen as: a set of problems that reside mainly within the individual student; as the result of interactions between social and psychological sub-systems, or as the product of professional discourses that create and maintain the very problems that they purport to identify and solve. Clough and Garner's Handbook of Emotional and Behavioural Difficulties sheds light on all of these perspectives and reveals the enormous complexity and diversity of what is termed "EBD". In doing this, the book reveals itself to be both a scholarly and practical resource that will be indispensable to anyone seeking insight and direction for understanding and responding to EBD in the 21st century.
Chapter 11: Juvenile Delinquency and Emotional and Behavioural Difficulties in Education
Juvenile Delinquency and Emotional and Behavioural Difficulties in Education
The classification emotional and behavioural difficulties (EBD) provides an omnibus term, embracing difficulties resulting from ‘abuse or neglect, physical or mental illness, sensory or physical impairment or psychological trauma’, which manifest themselves in a wide variety of forms, including ‘withdrawn, depressive or suicidal attitudes; obsessional eating habits; school phobias; substance abuse; disruptive, antisocial and uncooperative behaviour; and frustration, anger and threat of or actual violence’ (UK Dept. of Education 1994). The concept of emotional and behavioural difficulties in education is deliberately multifactorial and holistic, promoting a contextualized and relational, and not merely an individual-centred, understanding of the child. The broad focus on family, community and peer group influences ...