Emotional and Behavioural Difficulties Journal Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers' understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Emotional & Behavioural Difficulties website
Other titles Emotional and behavioural difficulties (Online), Emotional and behavioural difficulties
ISSN 1363-2752
OCLC 47221403
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to perceived inclusion; however, both perceived exclusion and self-reported bullying exposure gave effects on negative affect. Our research points to the need of creating a learning environment that promotes inclusion and caring and supportive interpersonal relationships. This will probably increase student functioning.
    Emotional and Behavioural Difficulties 06/2015; DOI:10.1080/13632752.2015.1053695
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    ABSTRACT: In this paper, we review the factors that impact the mental health of children and youth, highlight the magnitude of the mental health problem based on data from selected countries, emphasise the influence that culture has on the development of children and youth, and delineate several strategies and programmes proven to be effective when working with children and youth in educational settings.
    Emotional and Behavioural Difficulties 04/2015; DOI:10.1080/13632752.2015.1027631
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    ABSTRACT: Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes.
    Emotional and Behavioural Difficulties 03/2015; DOI:10.1080/13632752.2015.1019248
  • [Show abstract] [Hide abstract]
    ABSTRACT: Download paper: http://www.tandfonline.com/eprint/WITpQqvXXMEfsfGJk8AH/full Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties and promotes healthy development from an early age can make a significant contribution to the promotion of positive mental health in children. This paper describes a longitudinal study which sought to identify the risk and promotive factors as young children move from the early to junior years in primary school. Multilevel analysis was used to identify the individual, classroom, school, home and community factors that predict change in social, emotional and behaviour difficulties and in prosocial behaviour in the early school years. It also calculated the cumulative effect of the various risk and promotive factors on the pupils’ well-being and mental health. The paper presents the windows of vulnerability and opportunity for young children’s healthy development, proposing a trajectory for healthy development in early and middle childhood.
    Emotional and Behavioural Difficulties 12/2014; DOI:10.1080/13632752.2014.915493
  • Emotional and Behavioural Difficulties 12/2014; 20(2):1-2. DOI:10.1080/13632752.2014.914272
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    ABSTRACT: Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3-5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties.
    Emotional and Behavioural Difficulties 12/2014; DOI:10.1080/13632752.2014.949988
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    ABSTRACT: Students with emotional and behavioural difficulties (EBD) are increasingly receiving more of their instruction in the general education classroom where they have access to a rigorous curriculum and a highly qualified teacher. In some cases, a co-taught classroom (one in which a general educator and a special service provider equally co-plan, co-teach, and co-assess) can provide many benefits to students with EBD, especially if co-teachers differentiate their instruction. This article provides an overview of co-teaching and illustrates how co-teachers can differentiate instruction for students with EBD in co-taught classrooms for students ages 9-18.
    Emotional and Behavioural Difficulties 12/2014; DOI:10.1080/13632752.2014.976918
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    ABSTRACT: When discussing contributions from psychology in/to educational practices like school-based mental health promotion, it is peculiar that psychologists (of an educational or clinical kind) or education-oriented sociologists, both not often based in schools or classrooms, dominate the topic. It has been acknowledged that school staff have been over looked and underutilised in contributing to the discussion, particularly as this pertains to sharing perspectives on how they experience their role in relationship to education policy and practice. The study presented here looked to address this situation by seeking the perspectives of school staff on a range of concerns situated at the nexus between education and psychology. Contrary to the type of displaced assessment intimated above, this group of school staff generally accepts they perform a crucial task in supporting students, their main concern being to incisively question how they might negotiate existing role-related pressures to better current school-based practice.
    Emotional and Behavioural Difficulties 12/2014; 20(1):1-16. DOI:10.1080/13632752.2014.947095
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    ABSTRACT: Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.
    Emotional and Behavioural Difficulties 12/2014; DOI:10.1080/13632752.2014.964083
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    ABSTRACT: Attending to the ways in which bodies and subjectivities are constituted in social environments is not simply a concern of social geographers but an emerging interest in critical psychology, childhood and disability studies. Boundaries and borders are nothing if not the different relational and durational articulations of bodies and spaces. These entangled boundaries include borders between parent and child; culture and body; school, family and child. Through analysing the ways in which these borderlines are continually re-composed and re-constituted, we are able to reveal their relational and embodied articulations. In previous works, we have explored the ways in which disabled children disrupt normative orders associated with school, family and community. In this paper, we take up the concepts of boundaries and borders to explore their relational and embodied articulations with specific reference to stories collected as part of an ESRC project entitled ‘Does every child matter, Post-Blair: the interconnections of disabled childhoods’. We ask, how do disabled children negotiate space in their lives? In what ways do they challenge space through their borders and boundaries with others? How can we re-imagine, re-think and differently practice - that is revolutionise - key borders and boundaries of education in ways that affirm the lives of disabled children? We address these questions through reference to the narrative from the Derbyshire family, with particular focus on Hannah and her mother Linda, which we argue allow us to consider the ways in which disabled childhoods can be understood and reimagined. We explore two analytical considerations; ‘Being disabled: being mugged’ and ‘Becoming enabled: teacups, saucers and communities’.
    Emotional and Behavioural Difficulties 12/2014; 20(1):1-13. DOI:10.1080/13632752.2014.947096
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    ABSTRACT: The roles of parental monitoring and support (parenting styles) as mediators of the relationship between socio-economic status (SES) and perceived inclusion in school were studied in a sample of 7137 Norwegian primary and secondary school pupils aged between 10 and 16 years. To study whether additional social disadvantages moderated the relationships of SES with parenting styles and perceived inclusion at school, a sample of 539 subjects with low SES and additional disadvantages was investigated separately. The results revealed weak to moderate associations between SES and perceived social inclusion in school. Parenting styles mediated the associations between SES and perceived relations with teachers but not the associations between SES and perceived relations with peers at school. The associations between SES and perceived relations with peers at school were stronger in the sample with additional social disadvantages. Otherwise, results for the two samples were similar.
    Emotional and Behavioural Difficulties 12/2014; 20(2):1-16. DOI:10.1080/13632752.2014.931018
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    ABSTRACT: The definition of conduct disorder in The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSMV) includes a new ‘limited prosocial emotions’ specifier, designed to assist in the identification of those with more severe and persistent difficulties and the better targeting of interventions. This study set out to investigate its relevance to pupils with social, emotional and behavioural difficulties (SEBD) in the United Kingdom who might meet the criteria for a diagnosis of conduct disorder (CD). Limited prosocial emotions were assessed using a measure of callous-unemotional (CU) interpersonal style, and their relationship with social behaviour, social status and self-concept was investigated among children aged 8-11 years with identified SEBD (N = 54) using teacher, peer and self-report measures. Findings demonstrated that higher scores on the specifier were associated with more severe problems in all but one of the domains investigated. Higher CU scores were positively associated with teacher and peer-assessed antisocial behaviour and with social rejection. The association between CU scores and social acceptance by peers was negative. However, associations between CU scores and self-perceptions, including social self-perception, were small and non-significant. Thus, despite being socially rejected and rated more negatively by peers than children with low CU levels, the social self-concept of children with elevated CU levels was not lower. Implications for assessment and the differentiation of interventions are considered.
    Emotional and Behavioural Difficulties 12/2014; DOI:10.1080/13632752.2014.964084
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    ABSTRACT: Self-regulated learning (SLR) is a socially embedded process in which individuals use strategies to influence thoughts, behaviours and environments in ways that enable them to achieve their academic goals. As a form of engagement that is almost exclusively associated with academic success, empowerment and agency, researchers are committed to improving conceptualisations of, measurements for and pedagogical interventions related to SLR. However, there is little attention to critical issues that underpin this discourse. Against this trend, I explore an alignment between SLR and neoliberalism, which is a contentious ideology that is implicated in reproducing inequality, promoting radical individualism and eroding democratic responsibility. From this alignment, taking up the aim to teach students to regulate their learning is implicated in: (1) creating manageable workers; (2) endorsing a view of self and personhood that is class-based; and (3) contributing to efficiently and effectively reproducing a class hierarchy. Environments that teach and reward SLR may pose greater disadvantages for working-class students than their middle-class counterparts.
    Emotional and Behavioural Difficulties 12/2014; 20(1):1-16. DOI:10.1080/13632752.2014.947102
  • Emotional and Behavioural Difficulties 12/2014; 20(2):1-2. DOI:10.1080/13632752.2014.924223
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    ABSTRACT: The objective of this article is to investigate how psychosocial difficulties, functional level and school factors affect social security dependence among former students with special needs (N = 373). These individuals have been followed prospectively from their teens and into their late twenties. The study is theoretically inspired by life-course perspectives, with emphases on transitions, linked lives, geographical and historical location and human agency. More than one-third of the study participants are dependent on social security. The logistic regression analyses show how each of the seven independent variables - while simultaneously controlling for the other covariates - impacts adult adaptation to social security. Women have almost a threefold higher risk of social security dependence than men. The covariates affect males and females differently. For men, the risk is especially high if they have psychosocial problems, are supported by teaching assistants in class or experienced delayed educational transitions. For women, the risk is elevated if their functional level is low or school results are poor.
    Emotional and Behavioural Difficulties 12/2014; DOI:10.1080/13632752.2014.947068
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    ABSTRACT: This article considers developments in conceptualising and responding to student disruption and disaffection. Commencing with the educational sociologist John Furlong’s attempt to fuse psychology and sociology to better understand disaffected students, this essay also engages with a recent attempt at transdisciplinary considerations of student disaffection. It is argued that the biopsychosocial model as advocated by Paul Cooper promises to extend the analysis of student disaffection and disruption. The biopsychosocial model as postulated by Cooper is weighted towards the biopsycho and is limited by scant consideration of the biopolitics of the increasing prevalence of behaviour disorders. Nikolas Rose’s examination of the development of medical knowledge is enlisted to suggest broader possibilities for transdisciplinary lines of inquiry. The transdisciplinarity of Cooper’s suggested model is important and points to the potential of the responses from across fields of knowledge to assist in building more nuanced understandings of social organisation and behaviour.
    Emotional and Behavioural Difficulties 12/2014; 20(1):1-17. DOI:10.1080/13632752.2014.947100