Experts from all over the world take a critical, highly international and often controversial perspective on the ADHD phenomenon - a condition that has reached global proportions, significantly affecting the lives of children, parents and teachers worldwide. This book raises a number of concerns often not covered by the material currently available to parents and practitioners. Critical New Perspectives on ADHD unpicks the myths surrounding the development of this phenomenon and leaves no stone unturned in its search for answers. An in-depth exploration into the reasons for the emergence and maintenance of ADHD lead to suggested explanations of the dominance of US psychiatric models and the need for new markets for major pharmaceutical companies, as well as the functions that ADHD diagnoses fulfil in families, classrooms and communities. In a world where moves to educational inclusion are paradoxically paralleled by the ever-increasing use of medication to control children's behaviour, this book scrutinises current accepted practice and offers alternative perspectives and strategies for teachers and other education professionals. This in an invaluable resource for anyone with a serious interest in ADHD and other behavioural difficulties.

There is little doubt that ADHD is a 21st century, global phenomenon, nor that it is having a significant affect on the lives of children, parents and teachers worldwide.
Reasons for the growth in diagnoses of the condition are debatable and contentious. This edited collection unpicks the myths surrounding ADHD, and leaves no stone unturned in its search for answers. Whether ADHD has evolved because of the dominance of US psychiatric models, the need for new markets for major pharmaceutical companies, or because of the increasing use of the internet amongst parents and professionals, contributors to this book take a critical, highly international perspective on the topic and raise a number of concerns that are often not covered by material currently in the public domain.
In a world where moves to educational inclusion are paradoxically paralleled by ever increasing use of medication for children's behavior, this book scrutinizes current accepted practice and offers alternative perspectives and strategies for teachers and other educational professionals. Anyone with a professional or personal interest in ADHD and other behavioral difficulties cannot afford to ignore this book.

This book explores the issues surrounding girls who are considered to be a 'problem'. They may be disruptive in class, refuse to attend lessons or have been excluded from school altogether. They may also be committing offences in the community. Whilst it is widely acknowledged that this behaviour can be manifested through physical, emotional or sexual abuse or other personal difficulties, the author examines how we can understand and make sense of their actions by: Considering the latest research surrounding girls' behaviour problems and the related theoretical issues Providing a clear conceptual framework around which professionals can work Suggesting appropriate forms of support and intervention Discussing implications for policy and practice. Contributors to this book use a perspective, which recognises current thinking about 'emotional and behavioural difficulties' but crucially acknowledges the gender-specific difficulties faced by girls and young women at home, at school and in the community.

This book explores the issues surrounding girls who are considered to be a 'problem'. They may be disruptive in class, refuse to attend lessons or have been excluded from school altogether. They may also be committing offences in the community. Whilst it is widely acknowledged that this behaviour can be manifested through physical, emotional or sexual abuse or other personal difficulties, the author examines how we can understand and make sense of their actions by: Considering the latest research surrounding girls' behaviour problems and the related theoretical issues Providing a clear conceptual framework around which professionals can work Suggesting appropriate forms of support and intervention Discussing implications for policy and practice. Contributors to this book use a perspective, which recognises current thinking about 'emotional and behavioural difficulties' but crucially acknowledges the gender-specific difficulties faced by girls and young women at home, at school and in the community.

`... an excellent volume, one which should become essential reading for students of education, especially those at the start of their careers. Incidentally, not only is the book concise; unusually for a jointly-authored book it is also hard to see the joins; it really does read well' - Scottish Affairs `An interesting comparison of pairs of schools which differed in the extent to which they excluded, the authors found several differences: the schools' views on what education is all about; the way the curriculum is structured; relations with parents; and decision-making about exclusion' - Times Educational Supplement Exclusion from school is a major concern for teachers, parents and children, and features in government initiatives. This book takes a broad look at exclusion, mapping the extent of exclusions and showing what factors can lead to children being excluded, whether permanently or informally, from school. The authors focus on various kinds of in-school alternatives to exclusion. They show how schools and teachers can make a difference to young people's emotional and social development, as well as to their cognitive-intellectual development. For many children with difficulties in their families or communities, school can be a safe and supportive refuge. School is also much more than just the subjects on the timetable, and the authors look in detail at the hidden curriculum, or school ethos, as a means of preventing exclusion. The book goes beyond in-school alternatives to consider the effectiveness of out-of-school provision, and raises questions about how to conceptualize effectiveness. The authors consider perspectives on exclusion from other countries including the United States, and place exclusion from school in the broader context of social exclusion.