• Part 1 Key components of the model: a blueprint for collaboration-- collaborative assessment and intervention-- leadership within the ecosystem-- the importance of direct communication.
• Part 2 Educating the players: assessment skills for collaborators-- training for systems interventions.
• Part 3 Collaborative team interventions: children misdiagnosed with intrapsychic problems-- when child managers disagree-- underinvolved fathers or other family members-- helpers outside the nuclear family.
• Part 4 Establishing a programme: the politics of collaboration-- from pilot projects to standard practices.
• (source: Nielsen Book Data)

More and more therapists, teachers, social workers and parents are frustrated by their inability to work productively with students who are hyperactive, depressed, inattentive or using drugs. How can our schools meet the needs of chldren who are labelled "problem students"? In this book, J. Brien O'Callaghan offers therapists, and other helping professionals, practice-based solutions for fostering the healthy development of children - presenting a model of therapeutic assessment and intervention for working effectively with families, schools and other groups within the school setting. O'Callaghan provides a detailed step-by-step blueprint for implementing the collaborative model that he has used successfully in more than 300 school-based interventions. Drawing on his experience, he offers a framework for understanding and addressing behaviour problems within the context of students' family and school systems - instead of placing them in special education, drug rehabilitation, or other outside institutions. The author offers extensive practical guidelines for implementing a school-based collaboration with families, offering strategies for selling this model to schools, instructions for implementing team intervention meetings, and charts and diagrams revealing the roles of each of the groups involved.
(source: Nielsen Book Data)

• Emotional And Behavioural Difficulties: Causes, Definition And Assessment, Peter Farrell-- Different Perspectives of Parents and Educational Psychologists When a Child is Referred for EBD Assessment, Nick Boreham, Ian Peers, Peter Farrell and Denise Craven-- Integrating Children with Emotional And Behavioural Difficulties: The Effect On Self-Esteem, John Banks-- Placement and Progress in Residential Special Schools for Children With Emotional And Behavioural Difficulties, Roger Grimshaw-- Get Them Young: The Impact of Early Intervention on Social and Emotional Development, Anne Rushton-- A Whole School Approach to the Management of Pupil Behaviour, Andy Samson and Georgina Hart-- Exclusion: Failed Children or Systems Failure?, Vanessa Parffrey-- Pastoral Care and Black Pupils: An Uneasy Relationship, Kenneth McIntyre-- Developing an LEA Strategy For Meeting Emotional And Behavioural Difficulties: Policy And Practice, Gareth Price and John Cousil.
• (source: Nielsen Book Data)

Blending academic theory with policy guidelines and practical suggestions, this book provides a review of current approaches to assessment and Intervention For Children With Emotional And Behavioural Difficulties. It incorporates a discussion of government guidelines on policy and provision with schools and LEAs and reviews a range of successful innovations in intervention. Specific areas are covered, including Exclusion, Integration And Emotional Abuse.; Five Recurring Themes permeate the whole book, these being: the effects of government legislation on all aspects of EBD assessment and provision; the recognition that children with EBD come from economically and socially disadvantaged families and the implication that this has for assessment and provision; the problems of agreeing on an acceptable definition of EBD; the fact that children labelled as EBD do not have an equal opportunity to assessment and provision; and the belief that schools can make a substantial contribution to the prevention of EBD.
(source: Nielsen Book Data)
Blending academic theory with policy guidelines and practical suggestions, this book provides a review of current approaches to assessment and Intervention For Children With Emotional And Behavioural Difficulties. Specific areas are covered, including exclusion and integration.
(source: Nielsen Book Data)

• Emotional And Behavioural Difficulties: Causes, Definition And Assessment, Peter Farrell-- Different Perspectives of Parents and Educational Psychologists When a Child is Referred for EBD Assessment, Nick Boreham, Ian Peers, Peter Farrell and Denise Craven-- Integrating Children with Emotional And Behavioural Difficulties: The Effect On Self-Esteem, John Banks-- Placement and Progress in Residential Special Schools for Children With Emotional And Behavioural Difficulties, Roger Grimshaw-- Get Them Young: The Impact of Early Intervention on Social and Emotional Development, Anne Rushton-- A Whole School Approach to the Management of Pupil Behaviour, Andy Samson and Georgina Hart-- Exclusion: Failed Children or Systems Failure?, Vanessa Parffrey-- Pastoral Care and Black Pupils: An Uneasy Relationship, Kenneth McIntyre-- Developing an LEA Strategy For Meeting Emotional And Behavioural Difficulties: Policy And Practice, Gareth Price and John Cousil.
• (source: Nielsen Book Data)

Blending academic theory with policy guidelines and practical suggestions, this book provides a review of current approaches to assessment and Intervention For Children With Emotional And Behavioural Difficulties. It incorporates a discussion of government guidelines on policy and provision with schools and LEAs and reviews a range of successful innovations in intervention. Specific areas are covered, including Exclusion, Integration And Emotional Abuse.; Five Recurring Themes permeate the whole book, these being: the effects of government legislation on all aspects of EBD assessment and provision; the recognition that children with EBD come from economically and socially disadvantaged families and the implication that this has for assessment and provision; the problems of agreeing on an acceptable definition of EBD; the fact that children labelled as EBD do not have an equal opportunity to assessment and provision; and the belief that schools can make a substantial contribution to the prevention of EBD.
(source: Nielsen Book Data)