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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.
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