• 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.

Emotional and Behavioural Difficulties: An Historical Perspective
Emotional and behavioural difficulties: An historical perspective

‘History,’ wrote Lord Acton in 1906, ‘must be our deliverer not only from the undue influence of other times but from the undue influence of our own’ (Carr, 1961: 44). Certainly studying past provision for children now said to have emotional and behavioural difficulties (EBD) helps understanding of the present and should lessen the repetition of earlier mistakes (Kauffman, 2001). It might induce pessimism as ‘new’ initiatives are seen as re-workings of approaches found in the past to be incomplete answers (Cole, 1989); that known ‘good practice’ is being ignored (Skiba and Peterson, 2000); or highlight that ideology (such as faith in ‘full inclusion’) can blind professionals to uncomfortable historical evidence. More ...

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