Editor: Harry Daniels and John Visser
Subject: Education (view other series in this subject area)
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'Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties', edited by John Visser, Harry Daniels and Ted Cole.
This book explores the challenges of inclusive education for these disadvantaged groups. The chapters describe, and critically examine, strategies and interventions in meeting their educational and well being needs. They also provide insights into the ways pupils can be persuaded to engage.
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The main aim of this series is to present contemporary research covering policy, practice provision and theory in relation to children and young people with social emotional and behavioural difficulties (SEBD). The research represents interventions, strategies, understandings and modeling of related issues thought to be of importance to professionals working with these children and young people in a variety of settings. The series wishes to disseminate those policies and practices which are enabling of positive outcomes. Though largely focused upon schooling and educational settings the series also covers related professional areas such as children’s Homes, residential schools, youth work, mental health, neuroscience, employment, environment and well being. The series will cover these issues across local, national and international settings.
Volumes in the series contribute to the academic and professional discourse on social, emotional and behavioural difficulties. They will cover issues which promote good practice in terms of enabling children and young people with SEBD to make positive progress towards being ‘rounded’ individuals capable of enjoying and achieving high quality lives which contributes beneficially to their community. Controversial issue will be presented in a balance and reasoned manner which explores the nature of variables affecting such outcomes.
The centrality of the notion of inclusive practice across the world and its relation to compliance with various international Charters raises this series importance across education and schooling in both the developed and developing worlds. Children and Young people with SEBD are amongst the most marginalised groups in all societies. The topics covered by the series provides contemporary analyses of a wide range of controversial global issues impacting the well being of this group and there potential not just to be included but also to engage with their communities positively. The potential impact of the series on contemporary research and public policy discussions in global contexts, among diverse populations, cannot be overstated.
University of Northampton, UK
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