Children with social, emotional and behavioural difficulties can be some of the most difficult for teachers to understand and deal with. This book offers new insights into an age-old problem. At the heart of this book is the idea that social, emotional and behavioural difficulties can best be understood in educational terms if we consider the ways in communication, emotion and behaviour interact with one another to produce problems. This well-written and authoritative handbook is divided into three main sections - exploring the issues, practical responses and the way forward. The array of international contributors provide both teachers and trainees with practical strategies and techniques to ensure they get the most from their students with SEBD, as well as offering a cumulative contribution to this complex field. The contributors are: Bill Rogers, Paul Cooper, Sylvia McNamara, Egide Royer, Morag Hunter-Carsch, Edward J. Bond, Rosemary Sage, Alice Sluckin, Balbir Kaur Sohal, Daniella Sommefeldt, Jennifer Rogers, Jill Allison, Yonca Tiknaz, Avril Ellis, Katy Fuller, Peter Haase, Gerda Hanko, Stephen Weiss, Adrian Faupel, Dominique Wilson-Smith, Judith Mullen, Rosemary Duxbury, Shiroma DeSylva, Albie Ollivierre, Neil Kitson, Ian Jones, Chris Comber, Ted Cole, and Scilla Elworthy.

Table of Contents:
INTRODUCTION; Chapter 1: Setting the Scene, Paul Cooper Professor and Director of CIREA, University of Leicester; England; PART I: EXPLORING THE ISSUES; Chapter 2: John's Story: Episode 1: Understanding SEBD from the inside: the importance of listening to young people; Chapter 3: Communication, Emotion and Behaviour: The Challenge for Educators. Sylvia McNamara Acting Head of Birmingham Support Services; writer; England. Chapter 4: EBD Students and Teacher Training: A Knowledge Base is in search of Practitioners. Egide Royer Professor of Special Education, University Laval, Quebec; Canada; Chapter 5: Masks, Manners, Motivation and Mind: the role of the arts, the 'new literacies' and 'the structured approach' in understanding SEBD. Morag Hunter-Carsch Hon. Senior Research Fellow CIREA, U.of Leicester; England; Chapter 6: Ways of Thinking About the Relationships Communication, Emotion and Behaviour. Edward J. Bond Professor Emeritus, Queen's University, Kingston, Ontario; Canada; Chapter 7: The Role of Communication in Development Rosemary Sage PHD Deputy Director of CIREA, University of Leicester; England; Chapter 8: Selective Mutism and Social Adjustment Alice Slukin Chair of SMIRA, secretary of Leicester ACCP, social worker; England.; Chapter 9: Communication between Cultures: The Value of Dialogue Balbia Kaur Sohal LEA Adviser, Leader, Coventry, international educator; England; PART II: PRACTICAL RESPONSES; Chapter 10: John's Story: Episode 2: Problems Develop; Chapter 11: A Local Educational Authority's Response to Meeting Diverse Needs and Promoting Educational Access for All. Daniella Somerfeldt Lecturer, University of Leicester; Former Headteacher; England; Chapter 12: Nurture Groups (1970-present). Paul Cooper Professor and Director of CIREA, University of Leicester; England; Chapter 13: The Communication Opportunity Group Scheme Rosemary Sage PHD Deputy Director of CIREA, University of Leicester; England.; Chapter 14: Emotional Responses to misunderstanding: Early warning signs in mathematical communication. Jennifer Rogers Lecturer, University of Leicester, researcher, CIREA; England; Chapter 15:Art and SEBD: Visualising and Verbalising Jill Allison Art, PSE, 'Gifted/talented teacher, an inner city College, Leicester; England; Chapter 16: A Neuro-educational Approach to SEBD. Peter Haase special education/literacy specialist consultant, Melsungen; Germany; Chapter 17: John's Story: Episode 3: Problems Increase; Chapter 18: Promoting Empathetic Understanding: what teachers can offer each other and other teachers and learners Gerda Hanko international adviser, writer on special education, London; England; Chapter 19: Classic Psychoeducational Approaches to Teaching and Talking with Troubled Children. Stephen Weiss Professor, Steinhardt School of Education, New York; USA; Chapter 20: Promoting Emotional Literacy. Adrian Faupel Southampton LEA educational psychologist, trainer, writer; England; Chapter 21: Confidence Through Art: Coping with SEBD Dominique Wilson-Smith Head of Art (in three schools), writer, London; England.; Chapter 22: Leadership in Schools: Using EIQ Judith Mullen British Council, London, former College Principal, Leicester; England; Chapter 23: John's Story: Episode 4: Strategies for Coping?; Chapter 24: Music and Personal Growth. Rosemary Duxbury Composer, internat.performed /broadcast, Leicester; England; Chapter 25: SEBD and Music Therapy. Shiroma DeSylva music therapist with adults and children, Leicester; England; Chapter 26: Dance: The Empowerment of the Inner-self. Albie Ollivierre dance teacher, choreographer, London and Cumbria; England; Chapter 27: John's Story: Episode 5: Reflections; Chapter 28: SEBD and Drama. Neil Kitson LEA Adviser, drama specialist, writer, Northampton, England; Chapter 29: Thinking Skills for Self-Development: The Art of Influence. Ian Jones Police/Police Training, consultant in Mind Skills, West Sussex; England; Chapter 30: Prioritising engagement with Learning in Alternative Education Contexts. Chris Comber Senior Lecturer, School of Ed., University of Leicester; England; Chapter 31: The Elements of Effective School Provision for SEBD Ted Cole Exec.Director SEBDA, Hon.Sen.Res.Fellow U.of Birmingham;England; Chapter 32: Assessing the Social and Educational Value of AD/HD: A brief critical review of the literature. Paul Cooper Professor and Director of CIREA, University of Leicester; England; Chapter 33: John's Story: Episode 6: The future?; Chapter 34: Teacher Leadership and Student Behaviour. Bill Rogers Consultant, Adjunct- Professor Griffith University; Australia; Chapter 35: Wise Young Minds: How school kids model conflict resolution skills. Scilla Elworthy. Scientist, Peace-worker, nominee for the Nobel Prize, Oxford; England; PART III: THE WAY FORWARD?. Chapter 36: Conceptualising a Vision for Teacher Education: a case study of developing 'Wise Minds'. Morag Hunter-Carsch and Yonca Tiknaz Ed D: engineer /teacher Turkey, CIREA researcher, Leicester: England in consultation with Avril Ellis LEA Music Adviser, Teacher-educator, musician, Cumbria; England and Katy Fuller Conference Manager, London; England; Chapter 37: Towards a Framework for Conceptualising SEBD and Intervention Practices. Paul Cooper, Morag Hunter-Carsch, Rosemary Sage and Yonca Tiknaz; Index; Useful Addresses.