ERIC Number: ED458768
Record Type: Non-Journal
Publication Date: 2001-Jan
Reference Count: N/A
Changing Behaviour: Teaching Children with Emotional and Behavioural Difficulties in Primary and Secondary Classrooms. Second Edition.
McNamara, Sylvia; Moreton, Gill
This book is designed to help British educators successfully include students with emotional and behavioral difficulties into the mainstream school. It addresses the skills and strategies needed to support the emotional needs of pupils within the British National Curriculum framework and school improvement agenda. The book begins by examining the underlying causes of poor behavior and what educators can do in the school environment because they cannot change what happens elsewhere. It addresses the three groups who have an impact upon schools: teachers, peer groups, and the pupils themselves. The book looks at skills needed by the teacher, structures that allow those skills to be used effectively, and skills needed by the peer group of pupils with behavioral difficulties. A variety of strategies are suggested that can be used in the classroom to develop these skills. In each case, the book addresses the skills needed to be taught to the pupils, both with and without specific behavioral difficulties, and the structures through which the curriculum can be delivered that will offer a secure environment for the pupils to practice these skills. (Contains over 100 references.) (CR)
Descriptors: Behavior Disorders, Behavior Modification, British National Curriculum, Classroom Techniques, Educational Environment, Educational Strategies, Elementary Secondary Education, Emotional Disturbances, Foreign Countries, Inclusive Schools, Interpersonal Competence, Peer Relationship, Peer Teaching, Teacher Student Relationship
Taylor & Francis, Inc., 7625 Empire Dr., Florence, KY 41042 ($27.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.taylorandfrancis.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)