• 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.

What Do We Mean by ‘EBD’?1
What do we mean by ‘EBD’?

Elsewhere (Thomas and Loxley, 2002), I have asserted that arguments for special education rest in particular ways of thinking and understanding. Those arguments have, I suggested, set on a pedestal certain kinds of theoretical and empirical ‘knowledge’ and favoured particular methodological avenues as routes to such knowledge. The putative character of this knowledge - stable, objective, reliable - has created a false legitimacy for the growth of special education and the activities of special educators. This chapter takes that theme forward, focusing on children who don't behave at school. It makes the point that the metaphors and constructs which are used to generate understanding about such difficult behaviour are often misleading, evoking as they ...

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