'At first glance I felt that this is a book that I should buy. On reading a selection of the chapters I realized that I must buy it. Each of the four sections has chapter that I know I will want to read and many others that I will read. It is a book that will provide student and authors in Higher Education and practitioners with much food for thought. It also emphasizes the desperate need to cut through much of the polemic that abounds in this field and to return to argument based on carefully conducted empirical work' - Harry Daniels, Deputy Head of School and Director of Research, School of Education, University of Birmingham.'Emotional and Behavioural Difficulties' (EBD) in schools can be defined in many ways. For example, EBD can be seen as: a set of problems that reside mainly within the individual student; as the result of interactions between social and psychological sub-systems, or as the product of professional discourses that create and maintain the very problems that they purport to identify and solve.Clough and Garner's Handbook of "Emotional and Behavioural Difficulties" sheds light on all of these perspectives and reveals the enormous complexity and diversity of what is termed "EBD". In doing this, the book reveals itself to be both a scholarly and practical resource that will be indispensable to anyone seeking insight and direction for understanding and responding to EBD in the 21st century. Readers looking for off the cuff 'tips for teachers' or simplistic solutions will not find what they want in this book.Rather, the "Handbook of Emotional and Behavioural Difficulties" will appeal to readers who want to hear from writers who have genuine insight into the multi-faceted world of EBD, who have worthwhile things to say about the range of possible solution to this area of difficulty, and, regardless of differences that might appear between their theoretical positions, share a sense of deep compassion for needs of students and educational professionals who experience EBD on day-to-day basis' - Professor Paul Cooper, The University of Leicester.The behaviour of children in primary and secondary schools has been a consistent source of interest and controversy since the 19th century. Some commentators suggest that the phenomenon has a far more impressive historical pedigree. As education systems in First World democracies struggle to meet changing social, economic and educational conditions, one group of children has increasingly become the focus of attention. These are those who, for a variety of underpinning reasons, are either unable or unwilling to conform to the requirements of formal schooling. As a result they are identified as having Emotional and/or Behavioural Difficulties (EBDs) of one level of severity or another. Contemporary debate increasingly links causation with intervention, to form a holistic approach to problem prevention or remediation.This Handbook provides a systematic and comprehensive overview of a series of often related themes which underpin theoretical and philosophical approaches to pupils perceived as having EBDs, and their realization in both policy and provision. The structure of book divides these themes into three core sections. These allow the reader to consider children or young people with EBDs from a number of perspectives and levels. They are viewed in relation to society in general, then in terms of individual education systems and the policies and provision they adopt, and also in terms of the meanings of these problematic behaviours to the individual 'actors' on whom they impact most profoundly.Each theme or topic is organised to highlight: the key principles or characteristics; examples of their impact on current practices; and issues arising for debate. The Handbook assembles contributions from significant authors in the field of EBD and particular emphasis is given to the international and comparative focus of the contributions. Thus, although contributions are principally from the UK and the USA, these writers have been identified because of their capacity to develop broader, transcultural, insights.The development of a comparative approach to special and inclusive education has now been well charted, and there are some highly significant books in this field. It therefore remains puzzling that the field of EBD, probably one of the most significant areas of special education in terms of pupil numbers, has largely escaped such international comparison. Each chapter deals with a key theme in EBD from both a theoretical and practical perspective. This approach has been adopted to enable individual chapters to be useful resources for a wide range of readers: students, academics and practitioners.
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我是在一次偶然的机会下得知这本书的,当时我正在寻找一些关于如何帮助我家那位“问题少年”的书籍。他最近的行为让我感到非常头疼,情绪不稳定,易怒,而且在学校也经常出状况。我尝试了很多方法,但似乎都收效甚微。读了这本书后,我才意识到,很多时候我的理解和处理方式可能存在偏差。这本书并没有直接告诉我“怎么做”,而是提供了一个全新的视角来审视孩子的行为。它解释了为什么孩子会出现某些情绪反应,以及这些行为背后可能隐藏着哪些未被满足的需求。作者的分析非常细致,深入浅出,让我能够理解孩子行为的根源,而不是仅仅停留在表面的冲突上。书中关于“沟通的艺术”的部分,对我启发很大。我以前总是觉得要“教育”他,但这本书让我明白,倾听和理解才是关键。它提供了很多实用的沟通技巧,比如如何积极倾听,如何用非暴力的方式表达自己的感受,以及如何与孩子一起解决问题。这些技巧在我的家庭中逐渐开始奏效,我和孩子之间的紧张关系得到了明显的缓解。我也开始意识到,孩子的行为问题,很多时候也是家庭环境和父母教育方式的折射。这本书让我从一个更加全面和包容的角度看待我的孩子,也让我对如何成为一个更好的父母有了更深刻的认识。
评分这本书的结构设计非常人性化,每一章节都围绕着一个特定的主题展开,并且在章节末尾都附有总结和思考题,这对于学习者来说是非常友好的。我是一名正在攻读教育学博士的学生,我的研究方向是特殊教育。在文献综述的过程中,我接触了大量关于情绪和行为困难的文献,但很多都过于偏重理论,或者过于狭窄。这本书则提供了一个非常宏观的视角,将情绪和行为困难放在了更广阔的发展和教育背景下进行探讨。我尤其欣赏的是,书中不仅仅关注问题本身,还强调了优势视角和积极心理学在干预中的作用。它告诉我们,在关注孩子存在困难的同时,也要看到他们的潜力和优势,并在此基础上进行发展。这对于特殊教育领域来说,是非常重要的理念转变。书中关于“早期干预”的章节,让我印象深刻。它详细阐述了早期识别和干预的重要性,以及不同发展阶段儿童可能面临的风险因素。这对于我们教育工作者来说,具有很强的指导意义。此外,这本书还强调了多学科合作的重要性,比如教育、心理、医疗等领域的专业人士如何协同工作,为孩子提供全方位的支持。这对于构建一个支持性的生态系统至关重要。总而言之,这本书为我提供了很多宝贵的理论支持和实践指导,对我的学术研究和未来的职业发展都大有裨益。
评分这本书的出版,无疑填补了我们在理解和处理儿童情绪及行为问题方面的一个重要空白。我是一名儿童心理学家,在临床实践中,我经常会遇到一些家长,他们对孩子的行为问题感到非常困惑和无助。我通常会向他们推荐一些书籍,但总是觉得有些书籍过于理论化,不适合家长阅读,有些又过于浅显,缺乏深度。而这本书,恰好在理论深度和实践可行性之间找到了一个绝佳的平衡点。它以一种非常人性化的方式,向读者解释了儿童情绪和行为困难的复杂性,并且提供了一套系统性的分析和干预框架。我特别欣赏书中关于“家庭系统理论”的应用。它强调了家庭在儿童成长过程中的核心作用,并且指导家长如何识别和改变可能导致孩子出现问题的家庭互动模式。这对于改善孩子的行为问题,具有深远的意义。书中还非常注重“儿童的视角”,鼓励读者从孩子的角度去理解他们的感受和行为,而不是简单地用成人的标准去评判。这种同理心的培养,对于建立良好的亲子关系至关重要。我已经在我的临床工作中开始向一些家长推荐这本书,并收到了非常积极的反馈。他们表示,这本书帮助他们更好地理解了自己的孩子,并且掌握了更有效的沟通和教育方法。我相信,这本书将成为儿童心理健康领域一本不可多得的经典著作。
评分这本书的名字听起来非常学术,我本来以为会是那种晦涩难懂的理论堆砌,但翻开之后,发现它的实用性远超我的预期。我是一名有着多年经验的心理咨询师,平时接触的案例中,情绪和行为问题的孩子占了很大一部分。这本书提供了一种非常系统性的框架来理解这些复杂的问题,它不仅仅是罗列症状,而是深入剖析了问题背后可能存在的心理机制、发展轨迹以及家庭和社会环境的影响。我尤其喜欢它在案例分析部分的处理方式,每一个案例都非常贴近现实,并且作者在分析时,不仅仅是指出问题,更重要的是提供了多种可行的干预策略,并且详细阐述了这些策略的理论基础和操作步骤。这让我能够将书中的知识点直接应用到我的日常工作中,并且在实践中取得了很好的效果。例如,书里关于儿童焦虑症的章节,详细介绍了不同类型焦虑症的识别方法,以及针对性的认知行为疗法和家庭治疗技术,这让我对如何帮助那些被焦虑困扰的孩子有了更清晰的思路和更有效的工具。它还强调了与孩子建立信任关系的重要性,这对于治疗过程来说是至关重要的。这本书的语言风格也比较易懂,即使是对于非专业人士,也能从中获得很多有价值的信息。我强烈推荐给所有从事儿童心理健康工作的人员,以及对儿童情绪和行为问题感兴趣的家长们。
评分我是一名小学班主任,每天都要面对几十个孩子,其中总有那么几个孩子,他们的情绪和行为总是让班级难以平静。我曾经为此感到非常沮丧,觉得自己的教育能力不足,也常常感到力不从心。直到我读了这本书,我才开始看到希望。这本书并没有提供什么“灵丹妙药”,但它让我明白,情绪和行为困难并不是孩子“故意捣乱”,而是他们的一种表达方式,一种求助信号。书中关于“儿童情绪发展规律”的章节,让我对不同年龄段孩子的正常情绪波动有了更清晰的认识,也让我能够区分哪些是正常的童年行为,哪些是需要引起注意的问题。作者在“应对策略”部分,提供了一系列非常具体且可操作的方法,比如如何帮助孩子管理愤怒情绪,如何引导他们表达需求,以及如何在日常教学中创造一个更加支持性的环境。我尝试在班级里运用书中介绍的一些“情绪识别游戏”和“冷静角”,发现孩子们对这些活动的反响非常好,他们开始能够更好地认识和表达自己的情绪,班级整体的氛围也变得更加和谐。这本书也让我明白,作为老师,我们不仅仅是传授知识的,更是要关注孩子的情感需求和心理健康。它让我对自己的职业有了新的理解和认识,也让我更加有信心去面对孩子们带来的挑战。
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