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SAGE 800.818.7243 OR 805.499.9774 6 A.M. TO 5 P.M. PT FAX: 805.375.5291 22 FOR YOUR BOOKSHELF THE SAGE HANDBOOK OF EMOTIONAL & BEHAVIORAL DIFFICULTIES SECOND EDITION Philip Garner, University of Northampton, UK • James Kauffman, University of Virginia • Julian Elliot, Durham University This is a substantial revision of The Handbook of Emotional & Behavioural Diffi culties, fi rst published in 2004. The content has been completely revised and refreshed by a new editorial team led by Phil Garner. This new edition includes a thorough revision of existing content which, together with additional material, brings the volume fi rmly up-to-date, and offers guidance and recommendations for future research and practice. The Handbook includes new chapters on: causal factors in EBD; the infl uence and role of social contexts; ADHD; teacher knowledge; social support; and engagement with parents. This new text has an impressive array of UK, US and other international contributors. The book will be indispensable for undergraduate and Master's level students pursuing Teacher Training, Educational and Developmental Psychology and Special Education courses. CONTENTS PART ONE: CONTEXTS, DEFINITIONS AND TERMINOLOGIES / International perspectives in EBD: Critical issues / What do we mean by 'EBD'? / Defi ning Emotional or Behavioral Disorders: The quest for affi rmation / Identifying EBD Students in the Context of Schooling Using the Federal ED Defi nition: Where we've been, where we are, and where we need to go / Is EBD "Special," and is "Special Education" an Appropriate Response? / The Importance of the 'E' in 'EBD' / PART TWO: ROOTS, CAUSES AND ALLEGIANCES / Causality and Emotional or Behavioral Disorders: An Introduction / Biology, Emotion and Behaviour: The Value of a Biopsychosocial Perspective in Understanding SEBD / Genetic causes and correlates of EBD: A snapshot in time and space / Social contexts, Cultures and Environments / The Infl uence of School Contexts and Processes on Violence and Disruption / Academic achievement and behaviour / Childhood emotional and behavioural problems and later criminality: continuities and discontinuities / Improving Behavior through Instructional Practices for Students with High Incidence Disabilities: EBD, ADHD, and LD / EBD Teachers' Knowledge, Perceptions, and Implementation of Empirically-Validated Competencies / Psychologists in the Schools: Perceptions of their role in working with Children with Emotional and Behavioral Disorders / PART THREE: STRATEGIES AND INTERVENTIONS / Advocacy for Students with Emotional and Behavioral Disorders / Developing Intervention and Resilience Strategies / Curriculum, Inclusion and EBD / Directions in teaching social skills to students with specifi c EBDs / Parent Training for Behavioural Diffi culties During the Transition to School: Promises and Challenges for Prevention and Early Intervention / Including Students with Signifi cant Social, Emotional and Behavioural Diffi culties in Mainstream School Settings / Voices from the Margins: The Perceptions of Pupils with Emotional and Behavioural Diffi culties about their Educational Experiences / Schoolwide Prevention and Proactive Behavior Interventions that Work / Supporting Children and Youth with Emotional / Behavioral Disorders Through School-wide Systems of Positive Behavior Support / The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavioral Disorders / PART FOUR: TRAINING AND PROFESSIONAL DEVELOPMENT ENHANCEMENT / Does Teacher Training Prepare Teachers for the Challenge of Students Experiencing Emotional/Behavioral Disorders? / Professional development in EBD: what is most effective in supporting teachers? / What is the value of award-bearing professional development for teachers working with students with EBD? / Teachers' craft knowledge and EBD / PART FIVE: EBD FUTURES - CHALLENGES AND OPPORTUNITIES / Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional Disabilities / Classroom-based Intervention Research in the Field of EBD: Current practices and future directions / What should we see, Watson?: Developing effective training for teachers working with EBD students / Attention Defi cit Hyperactivity Disorder: Challenges and Tensions / How We Prevent the Prevention of EBD in Education HARDCOVER: $150.00• ISBN: 978-1-4462-4722-8 • ©2014• 552 PAGES • • SAGE THE SAGE HANDBOOK OF SPECIAL EDUCATION: Two-Volume Set SECOND EDITION Lani Florian, University of Aberdeen This Second Edition provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: new chapters on families, interagency collaboration and issues of lifelong learning; the UN Convention on the Rights of Persons with Disabilities; policy reform proposals; equity and social justice in education; the impact of new thinking on assessment; issues and developments in classifi cation; and the preparation and qualifi cations that teachers need. The Handbook's breadth, clarity and academic rigour make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators. CONTENTS HOW SPECIAL EDUCATIONAL NEEDS ARE UNDERSTOOD / THE CHALLENGE OF INCLUSION / KNOWLEDGE PRODUCTION / ISSUES OF TEACHING / FUTURE DIRECTIONS FOR RESEARCH AND PRACTICE HARDCOVER: $350.00 • ISBN: 978-1-4462-1053-6 • ©2014 • 620 PAGES • • SAGE Connect with us! sagepub.com/social