• 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.

Defining Emotional or Behavioral Disorders: The Quest for Affirmation
Defining emotional or behavioral disorders: The quest for affirmation

The high incidence, mild disabilities (specific learning disability (LD), mental retardation (MR), emotional disturbance (ED)) represent the largest group of students receiving special education in the United States. Yet, these categories have failed to acheive consensus about the way they should be defined. Both LD (see Kavale and Forness, 2000) and MR (see MacMillan et al., 1993) continue to experience contentious debate about definition. Similarly, ED is experiencing tensions about definition (see Kavale et al., 1996). Basically, the definitions offered lack precision and this creates vague boundary conditions among categories. Consequently, the high-incidence, mild disabilities tend to demonstrate more similarities than differences, which makes it difficult to reliably ...

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