Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special needs; increasing mental health difficulties in children; youth crime and parenting skills. It s little wonder that the 'EBD' (often known as BESD or SEBD ) category is one of the most common forms of SEN around the world.

This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators key concerns by:

• looking at the overlaps between EBD, ADHD and mental health difficulties;
• outlining the types of appropriate schooling for children with EBD;
• urging readers to look beyond pupils challenging behaviour in order to understand and respond to the social, biological and psychological causation;
• considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings;
• outlining helpful work with families, the crucial contribution of effective multi-agency working and the importance of supporting and developing teachers who work with challenging pupils.

Containing contrasting views on controversial topics, this Companion s approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education.

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation. It aims to promote debate as well as providing a record of the achievements in practice, policy and provision in Britain since the Warnock Committee reported. The challenges which remain or have been created since the introduction of the Education Act 1981 are also discussed.

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation. It aims to promote debate as well as providing a record of the achievements in practice, policy and provision in Britain since the Warnock Committee reported. The challenges which remain or have been created since the introduction of the Education Act 1981 are also discussed.

First Published in 2001. This book is based upon a perspective which suggests that there are no easy answers to achieving the well-managed classroom and to working with pupils with emotional and behavioural difficulties, whether these are 'mild' or 'severe'. Nor are there any ready-made prescriptive ones. Rather there are some underlying principles which can be applied in a variety of ways, to meet the diversity of situations and learning needs to be found in classrooms. This book is a personal perspective based upon the author's experience in primary, secondary and specialist provision as teacher, researcher and consultant.

First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

Increasing pressure and new demands on LEAs, schools and their staff haveled to an overall reduction in the number of special schools for children with EBD, and to a questioning of their place within the range of provision for these pupils. Recent attention has also been drawn by HMCI to the number of these schools which have failed to pass the OFSTED inspection process. Based on a national examination of special schools providing for pupils with EBD, this book identifies factors associated with good practice. It also offers advice on how schools can become more effective in providing for the country's most troubled challenging pupils, and highlights aspects of successful provision which can be applied in mainstream schools and pupil referral units.

Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme 'Transforming Troubled Lives', with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions - be they in provision, policy or practice - are to lead to positive outcomes for the children and young people concerned. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme 'Transforming Troubled Lives', with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions - be they in provision, policy or practice - are to lead to positive outcomes for the children and young people concerned. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools - too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.

Guest edited by Dr. H. John Visser, this issue of Clinics in Podiatric Medicine and Surgery will cover several key areas of interest related to Cavus Foot Deformity. This issue is one of four selected each year by our series Consulting Editor, Dr. Thomas Chang. Articles in this issue include but are not limited to: Radiographic Evaluation and Classification of Pes Cavus Foot and Ankle Deformity,Neurological Conditions Associated with Cavus Foot Deformity,Hallux and Lesser Digits Deformities Associated with Cavus Foot, The Subtle Cavovarus Foot Deformity: The Non-neurologic form of Cavus Foot Deformity, Use of Calcaneal Osteotomies in the Correction of Infra-Malleolar Cavovarus Deformity, Midfoot Osteotomies involving the Cavus Deformity, Principles of Triple and Limited Arthrodesis in the Cavus Foot, Tendon Transfer and It's Role in Cavus Foot Deformity, The Cavovarus Ankle: Approaches to Instability and Inframalleolar Deformity, Ankle and Pantalar Arthrodesis: End-Stage Salvage in Cavus Foot, and Total Ankle Replacement in the Varus and Cavus Foot, among others.

"In the last days," God says, "I will pour out my Spirit on all people. Your sons and daughters will prophesy, Your young men will see visions, Your old men will dream dreams." Acts 2:17 As the Old Testament story of Joseph illustrates, one of the ways God leads His people is through dreams and visions. The question is, what happens when we pursue those dreams and visions? The natural tendency is to think that things will go from good to better to best. After all, isn't that what the Lord promises to His people? So, when it doesn't, when instead it goes from good to bad to worse, as sometimes it does, we are often left confused and sometimes embittered. "God, where are you?" is the cry of our heart in times like this. What the story of Joseph illustrates so clearly is that sometimes the Lord uses the adversities of life to refine both our vision and our character so that we can better fulfill the purposes of God in our generation. Packed with practical wisdom and insight, this book is a must-read for anyone who longs for their dreams to come true.

"I have set before you life and death, blessings and curses. Now choose life, so that you and your children may live." - Deuteronomy 30: 19 "I awoke with a knife at my throat. 'Why did you make me born?' my son said angrily. 'Don't you know I don't want to be here?' How does a mother answer that? I railed in pain and frustration-How can the Lord allow this to go on? Why bring me to life only to live with this? My son is completely tormented; I am in shambles. Where is the glory for God in that?" - from Ivy's story, page 297 Both blessings and curses are biblical realities! While we prefer to dwell on blessings, honesty compels us to admit that curses are every bit as much a part of biblical reality. Accordingly, this book aims to answer three questions: - What are blessings and curses? What do they look likeand where do they come from? - How are they passed on from one generation to the next? - What are the provisions God has made in Christ to break the power of the curse and replace it with the blessing? Filled with numerous true storeis of redemption and hope, Blessings & Curses: The Key to Lasting Change illustrates how much Jesus delivers us from the power of the curse and restores us to the promised blessings of God. John VIsser is the Senior Pastor of the 750-member Maranatha Church in Belleville, Ontario, Canada. In addition to his various pastoral duties, he carries on an extensive counselling ministry, designed to help people discover and live out the freedom of life in Christ. He and his wife, Michelle, have four children and six grandchildren.

A comprehensive examination of the factors that contribute to family dysfunction and how families can break free of them.