Coping with Difficult Children
Roland Chaplain and Andrea Freeman
Useful guidance and ideas
This accessible and highly supportive publication offers essential information and guidance for headteachers, governors and classroom teachers.
Focusing on key issues in the assessment and management of children with emotional and behavioural difficulties, it provides a positive and practical framework for the whole school as well as specific techniques for working with individual pupils.
In addition to advising teachers on how to deal with the students themselves, it also addresses working with parents and outside agencies. Topics covered include:
- Legislation and statutory policy: Summaries of key Acts and documents to clarify the current frameworks within which schools are expected to operate.
- Definitions: Clear and user-friendly explanations to help clarify emotional and behavioural difficulties in context.
- Assessment: Practical approaches to determining the precise nature of emotional and behavioural difficulties.
- Intervention strategies: Examination of a range of approaches for preventing and responding to students' difficulties, ranging from whole school responses to multi-professional interventions with individual pupils.
- Whole school approaches: developing informed, sensitive and effective whole school policies.
- Classroom-based responses: a major section for teachers on developing coping strategies.
- Working with other professionals: role clarification, developing constructive and shared understanding of aims and processes with special schools, special units and other agencies.
- INSET materials.
Note that this product also forms part of Developing Your Staff 1: Working with Students.
- Understanding Emotional and Behavioural Difficulties
- Defining Emotional and Behavioural Difficulties
- A Framework for Assessing Emotional and Behavioural Difficulties
- Assessment Procedure
- Appendix 1 Acts
- Appendix 2 Bibliography and further reading
About the authors
Roland Chaplain is a Senior Lecturer in Educational Psychology at the University of Cambridge (England) Faculty of Education. He is a chartered psychologist and has worked as a teacher and a headteacher. His research is primarily concerned with behaviour management, motivation and stress in schools. He is an educational consultant and has worked in many schools and local authorities, offering workshops on behaviour management, stress and teacher effectiveness.
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