• Summary
  • Contents
  • 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.

Directions in Teaching Social Skills to Students with Specific EBDs
Directions in teaching social skills to students with specific EBDs

Gresham (1997) has argued that a lack of social competence virtually defines an emotional and behavioural disorder (EBD). Social competence is the extent to which a student can initiate and maintain positive relationships with both classmates and teachers, gain social acceptance from their peers, make satisfying friendships, and terminate negative or disadvantaging social associations (Gresham, 2000). This chapter focuses on the identified specific social learning needs of students with the EBDs of attention deficit/hyperactivity disorder, conduct disorder, or one of the several anxiety disorders. The effectiveness of teaching social skills to students with EBDs as a supportive intervention is also discussed. A feature of the chapter ...

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