The Frequency of Emotional and Behavioural Disturbance in an EBD School

Within the UK, around 10% of children have mental health problems, but this is likely to be higher among certain specific populations. Children and young people attending provisions for social, emotional and behavioural difficulties (SEBD) are a particularly vulnerable group whose mental health needs are under-researched. The authors, Latha Hackett, Louise Theodosiou, Freya Spicer and Rachel Lever of the Winnicott Centre, Manchester, Claire Blackburn who is a clinical psychologist and Caroline Bond of Manchester University conducted a study which involved all pupils in two schools for children with SEBD. The views of parents and teachers were sought for a sample of 71 children. The Strength and Difficulties Questionnaire and a supplementary questionnaire were used to gain a broad picture of the mental health needs of this group and the services required. The findings from these questionnaires indicate a much higher than national level of perceived mental health difficulties within this population. This piece of research highlights that both teachers and parents identified a need for professional support, from education, social care, health and other services. These findings have implications for future commissioning of services.

Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Mental health needs in schools for emotional, behavioural and social difficulties

Hackett¹,

Theodosiou²,

Bond³

et al. 2010

“…Starting with the more rudimentary definition of inclusion, research by Reid, Maag, Vasa and Wright (1994) suggested that up to 80% of children diagnosed with AD/HD are educated in mainstream settings, although this is dependent upon a number of factors, including whether they are on medication and whether they also have learning difficulties. Children with AD/HD certainly appear to be over‐represented in certain sectors of the special education system; for instance, Place, Wilson, Martin and Hulsmeier (2000) found a prevalence rate of 70% in special schools for children with emotional and behavioural difficulties.…”

Section: What Do We Mean By ‘Inclusive Education’ In Relation To Studmentioning

confidence: 99%

FOCUS ON PRACTICE: Including students with attention‐deficit/hyperactivity disorder in mainstream schools

Humphrey¹

2009

Around 80% of pupils with attention deficit disorders are educated in mainstream schools. The difficulties relating to inattention, impulsivity and hyperactivity experienced by such pupils present mainstream educators with a unique set of challenges and opportunities. In this article, Neil Humphrey, Senior Lecturer in the Psychology of Education at the University of Manchester, presents and discusses key evidence-based strategies and approaches to facilitate the inclusion of pupils affected by attention deficit/hyperactivity disorder (AD/HD). These include the need to reframe AD/HD, to understand the role of medication, to minimise distractions, to provide predictability, structure and routine, and to apply cognitive and behavioural strategies.

“…Tannock (1998) reported that approximately 25% of pupils with AD/HD are excluded from secondary school because of serious misconduct and about 80% are below average in at least one academic subject. Place, Wilson, Martin and Hulsmeier (2000) examined the prevalence rates of a number of psychiatric disorders including AD/HD within a primary school for emotionally and behaviourally disturbed children (aged between six and 13 years, all with a Statement of special educational needs), and found 70% fulfilled diagnostic criteria for AD/HD, although many were not being appropriately treated.…”

Section: Difficulties Associated With Multi‐agency Ad/hd Assessmentsmentioning

confidence: 99%

AD/HD: The role of teachers in the assessment of children suspected of having AD/HD

Salmon¹,

Kirby²

2009

In the light of recent guidance published by The National Institute for Health and Clinical Excellence (NICE) on the diagnosis and management of attention deficit disorders in children, young persons and adults, Gill Salmon, a consultant Child and Adolescent Psychiatrist based in Swansea, South Wales, and Amanda Kirby, Professor of Developmental Disorders in Education based at the University of Wales, Newport, give an overview of the rationale for involving teachers in the assessment of children with AD/HD and the development and implementation of subsequent educational interventions. They also review the resulting training implications; explore some of the obstacles to multi-agency, multi-disciplinary working; and examine how current special educational needs policy goes handin-hand with the tiered approach to provision of child and adolescent mental health services in offering a graduated response to these children.