Emotional and Behavioural Difficulties

Publisher: Taylor & Francis

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.

  • Impact factor
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  • 5-year impact
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  • Cited half-life
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  • Immediacy index
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  • Eigenfactor
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  • Article influence
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  • 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

  • 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 either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • 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
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • Emotional and Behavioural Difficulties 09/2014;
  • Emotional and Behavioural Difficulties 09/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Theoretical views and empirical findings suggest interrelations among attachment security, emotion dysregulation and anxiety in childhood and adolescence. However, the associations among the three constructs have rarely been investigated in children, and no study has yet addressed these associations in adolescence. The aim of the present study was to test a model of the interrelations among the three factors on a sample of 673 youths (age 9–16), using structural equation modelling. In accordance with theoretical conceptualisations, it was hypothesised that attachment security would relate to anxiety and that emotion dysregulation would help explain the association between attachment security and anxiety. Results showed that more securely attached youths reported less emotion dysregulation and that youths who had fewer emotion regulation difficulties experienced less anxiety. The association between attachment security and anxiety was mediated by emotion dysregulation. The model was confirmed for both children and adolescents. Findings are discussed with respect to theoretical implications, as well as future directions.
    Emotional and Behavioural Difficulties 07/2014;
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    ABSTRACT: The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs.
    Emotional and Behavioural Difficulties 05/2014;
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    ABSTRACT: There is evidence for co-occurrence of social, emotional and behavioural difficulties (SEBD) and communication/language difficulties in children. Our research investigated the feasibility of vocalisation technology, its combination with observational software and the efficacy of a novel coding scheme and assessment technique. It aimed to investigate children’s online verbal and non-verbal communicative behaviours. Two techniques were employed: Language Environment Analysis (LENA) and behaviour coding (Noldus Observer). These were trialled with children during an interactive task developed for the study: ‘The Story in a Box’. The participants were 14 children, aged 4–7 years; 7 typically developing (TD), 7 with SEBD. There was a statistically significant difference between counts of child vocalisations and conversational turns from children with SEBD and trends in the nature of verbal and non-verbal behaviour used by TD and SEBD children. The research concluded that LENA and Observer can be used effectively with children with SEBD. TD and SEBD children present differences in communicative ability.
    Emotional and Behavioural Difficulties 01/2014; 19(1):41-58.
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    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 01/2014;
  • Emotional and Behavioural Difficulties 01/2013; 18(3):297-309..
  • Emotional and Behavioural Difficulties 01/2013;
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    ABSTRACT: This paper considers the role played by universal, school-based social and emotional learning (SEL) programmes in addressing the mental health needs of children and young people. Theory and research in the field are discussed. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England, a flagship National Strategy under the New Labour government whose outcomes were mixed. We examine the findings of the various evaluations of SEAL and consider what learning can be taken forward to inform future attempts to prevent emotional and behavioural problems in school settings. Recommendations include proper trialling of SEL initiatives before they are brought to scale, the use of research to inform and improve programme design, the need to temper expectations, and the importance of educating implementers about the importance of implementation quality.
    Emotional and Behavioural Difficulties 01/2013; 18:248-260.
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    ABSTRACT: Problem Behaviour Theory suggests that young people's problem behaviours tend to cluster. This study examined the relationship between traditional bullying, cyberbullying and engagement in problem behaviours using longitudinal data from approximately 1500 students. Levels of traditional victimisation and perpetration at the beginning of secondary school (grade 8, age 12) predicted levels of engagement in problem behaviours at the end of grade 9 (age 14). Levels of victimisation and perpetration were found to moderate each other's associations with engagement in problem behaviours. Cyberbullying did not represent an independent risk factor over and above levels of traditional victimisation and perpetration for higher levels of engagement in problem behaviours. The findings suggest that to reduce the clustering of cyberbullying behaviours with other problem behaviours, it may be necessary to focus interventions on traditional bullying, specifically direct bullying
    Emotional and Behavioural Difficulties 08/2012; 17(3-4):435-447.
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    ABSTRACT: Although youth with disabilities represent nearly a third of the population served in residential care, little is known about the functioning of these children as compared to their peers without disabilities at program entry, departure and six-month follow-up. This study sought to extend previous research by evaluating the behavioral, mental health and educational characteristics of youth with (n = 159) and without disabilities (n = 344) served in a large residential treatment family group home program at three time points to determine group similarities and differences. Results revealed both groups presented significant risks and profiles that were more alike than different. However, across specific indicators of behavioral, mental health and educational functioning, group differences were found. Specifically, youth with disabilities presented more formal placements and social problems at program entry, had more placement changes in care, and presented poorer peer and adult relationships and higher risk behaviors (e.g., arrests and probations) six-months post-departure. Implications, limitations and future research are discussed.
    Emotional and Behavioural Difficulties 12/2011; 16(4):383-399.
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    ABSTRACT: The purpose of present study was to explore the perceptions of peers as socialization agents in school adjustment among upper secondary school students. The associations were studied in a sample of 564 Norwegian students. Results showed that perceptions of friends and classmates as socialization agents accounted for unique variances in various measures of school adjustment, when controlled for academic achievement, family financial situation, year of schooling, gender and course of study. The unique effect of peer socialization factors on variances in intentions to quit school, truancy, class absence, school alienation and improved motivation for continued education was 7.9%, 7.2%, 6.8%, 6.5% and 5.3% respectively, indicating that late adolescents' school adjustment is statistically significant, but relatively moderately associated with different aspects of peer socialization. School-obstructive regulation was the variable that accounted for most variances in school adjustment, followed by classmate support and school-supportive regulation.
    Emotional and Behavioural Difficulties 06/2011; 16(2):159-172.
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    ABSTRACT: This research has studied how children and young people, who are deemed by their school to have social, emotional and behavioural difficulties (SEBD), experience the National Curriculum of Physical Education (PE) in England. Research has previously highlighted the physical, social, affective and cognitive benefits of participation in PE. Furthermore, practical, physical and expressive creative experiences in education have been cited as being an important constituent when educating children with SEBD. However, research has yet to address the experiences of the child with SEBD alongside the ideological benefits of their participation in physical education. After a period of sensitisation to the field in a number of pilot schools, 24 weeks in total were spent immersed in the cultures of two mainstream schools in the west of England. After six weeks of local familiarisation, during which field notes and research diaries were kept, weekly interviews with each of six case study participants commenced. In this research, a PE environment afforded opportunities to spend time and build trust through co-participation in the negotiation of socially constructed roles in the subject. The six case study participants, whose experiences were explored, make reference to, amongst others: their affinity towards the physical nature of PE, and the perception of it being a subject allowing for freedoms not found elsewhere in the curriculum as well as one which cemented both the positive and negative social systems in relation to their relationships with peers. Inductive processes of analysis utilising constant comparison methods between data sources have generated data which show signs of both the idiosyncratic nature of multiple truths and some common ground in their experiences.
    Emotional and Behavioural Difficulties 06/2011; 16(2):189-206.
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    ABSTRACT: In this paper, the authors review empirical evidence on the effects of peer groups on social, emotional and behavioural functioning. The paper shows that an understanding of the ways in which peer groups can influence the development of deviance and subvert the positive effects of interventions can be exploited in the promotion of positive social and emotional functioning.
    Emotional and Behavioural Difficulties 03/2011; 16(1):5-13.
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    ABSTRACT: This study analyses the experiences of youth workers in dealing with challenging behaviour among young people. The findings from a qualitative approach to the collection and analysis of data from 45 research participants are presented. The paper begins by briefly exploring the context of youth work in Ireland and outlining the research process. This is followed by a discussion of the nature of challenging behaviours experienced by youth workers including the emergent area of challenging behaviour involving new technology. Other significant themes arising from the research data are discussed. These include issues such as the audience factor, the importance of individual work, the significance of understanding background factors leading to difficult behaviour, and the need to support staff through challenging encounters. Particular attention is given to highlighting the practice implications of the research in developing effective practice in the area of challenging behaviour.
    Emotional and Behavioural Difficulties 03/2011; 16(1):35-46.