Maras, Pamela F. and Kutnick, Peter (1999) Emotional and behavioural difficulties in schools: consideration of relationships between theory and practice. Social Psychology of Education, 3 (3). pp. 135-153. ISSN 1381-2890 (Print), 1573-1928 (Online) (doi:https://doi.org/10.1023/A:1009618701899)

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Abstract

Current research has found that students who experience emotional and behavioural difficulties (EBDs) in school are not identified early, their behaviours (and causes) are often misrepresented, and they may not receive appropriate intervention. In this paper we review current
theories (and their shortcomings) on the identification and recommended actions for students who experience EBDs, acknowledging the importance of teachers’ initial identification (as schools are the social arena within which most students who experience EBDs are first identified). We suggest that teachers’ identification may not be informed by the full range of theories and explanations for EBDs and that they often disregard the emotional and relational aspect of EBDs which focus on individual students and fail to recognize the social context in which the students operate. These suggestions
were supported in a questionnaire-based study. Teachers’ identification of EBDs coincides with predominant
theoretical explanations based upon an individual’s inability to fit into society, seeing EBDs as a product rather than social process. Such a situation may encourage instability in classrooms and may not allow for adequate intervention for EBDs.

Item Type:	Article
Uncontrolled Keywords:	EBDs, review, classroom
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences
Related URLs:	Publisher
Last Modified:	14 Oct 2016 09:09
URI:	http://gala.gre.ac.uk/id/eprint/3424

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