The Construction of Emotional and Behavioural Difficulties

This paper presents a critique of the educational model of emotional and behavioural difficulties in British education. In the wake of strong criticisms of the so-called medical model of maladjustment (pre-1980s), educational policies have defined the 'disturbing' pupil as having emotional and behavioural difficulties, and have more recently shifted towards reconstructing such difficulties as matters of discipline within school. The arguments from social science, semantics and ethics that were brought into play in the anti-medical critique are considered here in view of their consequences today for the construction of the 'disruptive pupil' and dilemmas for practitioners.     

Implementing the Ecosystemic Approach to Changing Chronic Problem Behaviour in Schools

The present paper discusses a study of the ecosystemic approach to changing chronic problem behaviour in schools undertaken with a group of 33 primary and two secondary teachers. The impact of the ecosystemic techniques and the main theoretical issues are discussed. Three case examples are presented and conclusions are drawn on the potential of this new approach.     

Teachers' Responses to the Ecosystemic Approach to Changing Chronic Problem Behaviour in Schools

This paper discusses the responses of a group of thirty-three primary and two secondary teachers to a series of sessions in which the ecosystemic approach to changing chronic problem behaviour in schools was explained and then tried out in practice. Three case examples are presented, as well as related discussions, which illustrate the approach. This study follows on from the work reported in Pastoral Care , December 1998.     

Using the Ecosystemic Approach to Change Chronic Problem Behaviour in Primary Schools

This paper describes a small‐scale study of what the authors describe as the ecosystemic approach to changing chronic problem behaviour. The study was undertaken with a group of twelve Leicestershire primary teachers. The technique is briefly described and then teachers' responses to it and its effectiveness are discussed. Four case study examples are presented and finally its potential is considered. Although in this case the work was undertaken with primary teachers, this is an approach which could also be useful at secondary level.     

A Comparison of the No Blame Approach to Bullying and the Ecosystemic Approach to Changing Problem Behaviour in Schools

This paper compares the No Blame approach to bullying with the ecosystemic approach to changing problem behaviour. It suggests that there are several similarities between the two approaches: they are both applicable in particular kinds of situation; their success depends to a great extent on the people using the technique, in particular the degree to which they can bring the quality of genuineness to the situation; they are not directly concerned with punishment, truth or control; and they challenge the assumptions teachers make about children's problem behaviour. A key point is the need for teachers to recognize that bullying is a natural event (in so far that it is a regular one) and the need to suspend their own feelings of anger and repugnance. As the writer points out, 'a process which fails to engage the bully and makes no attempt to enhance feelings of concern and understanding is unlikely to bring about any fundamental change in behaviour'. Though written at a fairly theoretical level, what the writer says has direct relevance to practice in schools.     

A Survey of Psychological Support for Children with Emotional and Behavioural Difficulties in Special Schools in Great Britain

The research reported in this paper represents an attempt to discover the current state of psychological support, at a national level, for emotionally and behaviourally disturbed (EBD) children placed in special schools and units. There is little extant information about the levels of support such children receive. It is assumed these pupils have problems of a ‘psychological nature’ and are placed in special schools by collaboration between School Psychological Services and Special Education Departments. This survey examines this assumption and indicates what psychological resources are made available by local education authorities, child guidance clinics and independent agencies.     

The Ecosystemic Approach to Personality

There has been considerable interest recently in the ecosystemic approach, particularly with regard to interpersonal relations and groups (Cooper & Upton, 1990a, 1990b; Upton & Cooper, 1990; Tyler, 1992). This paper shows how the personality theories of George Kelly and Carl Rogers embody many of the principles of ecosystemics. By considering the work of these two important figures in this way, further light is thrown on the nature of the ecosystemic approach itself and its connection with humanistic psychology.     

Aggressive Playground Behaviour in Children with Emotional and/or Behavioural Difficulties

This study takes the form of an action research project. The focus is on the aggressive playground behaviour demonstrated by a class of 10 7‐8 year old boys in a special school for children with emotional and/or behavioural difficulties. An overview of the central issues is presented and potential strategies for behaviour improvement are identified. These strategies are evaluated and the most appropriate are identified for implementation in an attempt to remedy the aggressive playground behaviour. A non‐participant observation procedure is adopted and initial observations on the varying frequencies and levels of individual children's involvement in aggressive incidents are recorded. These findings are then analysed in order to identify the main types of aggressive actions and the children's individual roles within the incidents. The most appropriate strategies are then implemented, after which a second set of recordings of playground behaviour is taken. These show a marked decrease in the frequency of aggressive behaviours. Finally, the main findings are evaluated and a summary of procedures and central issues is offered.     

Improving Success in the Mainstream Setting for Pupils with Emotional and Behavioural Difficulties

Pupils' perspectives are clearly a very significant element in seeking to understand and evaluate the educational process. In spite of this, research into 'the way pupils see it' has been limited. This paper focuses on a group whose views have so far suffered particular neglect. The writer sought the views of pupils with emotional and behavioural difficulties attending special schools. These pupils were asked what factors had influenced the way they had behaved in mainstream school. Their views on many aspects of their experience have implications which go beyond the education of this specific group. The paper concludes with a number of proposals for changes in mainstream education which might reduce the number of pupils currently educated outside the mainstream.     

The Development of Provision for Young People with Emotional and Behavioural Difficulties: An activity theory analysis

In this article we consider aspects of past and continuing transformations in specific forms of social practice relating to educational services for young people now described as having emotional and behavioural difficulties (EBD). Our particular concern is the evolution of this provision and how historical dilemmas and tensions are relevant to explaining present and likely future developments. We believe that the framework of Activity Theory, not previously employed in this field, is a useful aid to analysis and facilitates wider understanding.     

Children with Behavioural and Emotional Difficulties: Complex Children,Complex Training for Teachers

This paper consists of two parents’ accounts of their experiences of having children with AD/HD. The article is divided into three distinct sections. In the first section the mother of ‘Simon’ describes her experience of bringing up a child who, from early infancy, presented challenging behaviour. She describes the effect of this on her family and her self esteem as a parent. She goes on to give an account of the process by which ‘Simon’ came to be diagnosed as having AD/HD and the effects of the ensuing treatment programme. In the second section the same writer describes the impact of her experience on her relationships with the extended family. The third section of the paper is provided by a second writer, who is also the mother of a child with AD/HD. This section focuses on the difficulties she experienced in dealing with her child's educational needs and the conflicts which arose between her and staff in her child's school.     

中小学教师评估的探讨

一、探讨的背景21世纪的教育应该是以培养新型人才为根本目的创新教育。创新人才的培养靠教育，教育的发展是师资，所以，采取有力措施，加速建设一支高质量的教师队伍，才能适应新时期教育发展的需要。笔者认为，形成一套较完善的教师评估体系，是推进教师队伍走向科学化、规范化轨道的重要措施，这对提高教师队伍整体素质，对中国教育事业都是有重大深远的意义。（一）当前教师队伍的现状引起的思考：教师队伍的整体素质与教育不适应，突出的问题首先是学历层次不高：据统计，小学、初中、高中分别还有41％，1437％，3415％的人员未…