Efnisyfirlit

• The Effective Teacher’s Guides series, all by Michael Farrell
• Contents
• About the author
• Preface
• Chapter 1 What are emotional and behavioural disorders? Introduction
  • ‘The Effective Teacher’s Guides’ Series
  • The new edition
  • Types of disability and disorder and types of emotional and behavioural difficulties
  • Proposed readers
  • Outline of the remaining chapters
    • Chapter 2: Pedagogy
    • Chapter 3: Key perspectives
    • Chapter 4: Disruptive behaviour disorders
    • Chapter 5: Anxiety disorders and depressive disorders
    • Chapter 6: Attention deficit hyperactivity disorder
    • Chapter 7: Conclusion
  • Key texts
• Chapter 2 Pedagogy
  • Introduction
  • Behavioural approaches
    • Learning by trial and accidental success
    • Classical conditioning
    • Conditioned emotional responses
    • Operant conditioning
      • Operant conditioning, reinforcement and discrimination
      • Positive reinforcement, negative reinforcement, and punishment
      • Other aspects of reinforcement
    • Evaluation of behavioural approaches
  • Observational learning and modelling
    • Social learning theory and social cognitive theory
    • Processes in observational learning and modelling
    • Evaluation of social cognitive theory
  • Learning theory and observational learning and emotional and behavioural disorders
    • Learning theory
    • Observational learning
  • Elective mutism, phobia, and attention deficit hyperactivity disorder
    • Elective mutism
    • Phobias
    • Attention deficit hyperactivity disorder
  • Conclusion
  • Thinking points
  • Key texts
• Chapter 3 Key perspectives
  • Introduction
  • Psychotherapy and special education
    • Three approaches
  • Systems approach
    • Functional family therapy
    • Family and school as systems
    • A joint systems approach involving family and school
    • Systems perspectives and special education
  • Psychodynamic approach
    • Psychodynamic approaches: Klein, Winnicott and Bowlby
    • Focal psychodynamic psychotherapy
    • Arts therapies and play therapy
    • Psychodynamic perspectives in education
  • Cognitive-behavioural approach
    • Cognitive and behavioural elements
    • Cognitive-behavioural interventions
      • Rational-emotive behavioural therapy
      • Cognitive therapy
      • Problem-solving dialogues and training
    • Cognitive-behavioural perspectives and special education
  • Conclusion
  • Thinking points
  • Key texts
• Chapter 4 Disruptive behaviour disorders
  • Introduction
  • Support for teachers and others
  • Definitions, prevalence and possible causal factors
    • Disruptive behaviour disorders and schools
    • Oppositional defiant disorder
    • Conduct disorder
      • Definitions and features
        • MAIN FEATURES AND CHARACTERISTIC BEHAVIOURS
        • CHILDHOOD AND ADOLESCENT ONSET
        • OTHER FEATURES
        • LEVELS OF SERIOUSNESS, PERSISTENCE AND GENDER DIFFERENCES
      • Prevalence
      • Causal factors
  • Identification and assessment of disruptive behaviour disorders
    • Provision for disruptive behaviour disorders
    • Children (3 to 10 years old)
      • Parent training
      • Social skills training and anger management training
      • Problem-solving skills training and cognitive-behavioural therapy
      • Classroom contingency management
    • Adolescents (10 to 17 years)
      • Family-based interventions: Functional family therapy and multi-systemic therapy
      • The Teaching-Family Model in group homes, and fostering
      • Combination packages of adolescent-focused interventions
      • School-based interventions
      • Medication
  • Curriculum and assessment, pedagogy, resources, therapy and care, and organisation
    • Curriculum and assessment
    • Pedagogy
    • Resources
    • Therapy and care
    • Organisation
    • Other aspects of provision
  • Conclusion
  • Thinking points
  • Key texts
• Chapter 5 Anxiety disorders and depressive disorders
  • Introduction
  • Anxiety disorders
    • Generalised anxiety disorder
      • Definition
      • Prevalence
      • Causal factors
      • Identification and assessment
      • Provision
    • Obsessive-compulsive disorder
      • Definition
      • Prevalence
      • Causal factors
      • Identification and assessment
      • Provision
    • Phobias: Specific and social
      • Definition
      • Prevalence
      • Causal factors
      • Identification and assessment
      • Provision
    • Separation anxiety disorder
      • Definition
      • Prevalence
      • Causal factors
      • Identification and assessment
      • Provision
    • Selective mutism (elective mutism)
      • Definition
      • Prevalence
      • Causal factors
      • Identification and assessment
      • Provision
  • Depressive disorders
    • Definitions and other matters
    • Prevalence
    • Causal factors
    • Identification and assessment
    • Provision
  • Curriculum, pedagogy, resources, therapy and organisation for anxiety/ depressive disorders
    • Curriculum
    • Pedagogy
    • Resources
    • Therapy
    • Organisation
    • Other aspects
  • Thinking points
  • Key texts
    • General
    • For anxiety
    • For depression
• Chapter 6 Attention deficit hyperactivity disorder
  • Introduction
  • Some debates concerning ADHD
    • Shifting responsibility
    • Family location within society and socialisation
    • Cultural influences and pressures
    • Over zealous medicalisation
    • Incompatibility between child and environment
    • Preferred diagnosis when ADHD co-occurs with other conditions
    • Possible further developments
  • Definitions
  • Prevalence and co-occurrence with other disorders
  • Causal factors
  • Identification and assessment
  • Provision
    • Curriculum and assessment
  • Pedagogy
    • Concrete experience and active, experiential learning
    • Behaviour management training
    • Biofeedback
    • Social skills teaching and developing compensatory skills
    • Better pupil participation
  • Resources
  • Therapy/care
  • Organisation
    • Breaks and structure
    • Classroom layout
    • Routines, sequences and duration
    • Criticisms of organisation involving separation and structure
  • Other provision
    • Parent training and support
    • Diet
  • Thinking points
  • Key texts
    • Internet
• Chapter 7 Summary and conclusion
  • Emotional and behavioural disorders and areas of provision
  • Pedagogy and approaches
  • Provision for particular disorders
    • Disruptive behaviour disorders
    • Anxiety disorders
    • Depressive disorders
      • Curriculum, pedagogy, resources, and organisation for pupils with anxiety disorder and depressive disorders
    • Attention deficit hyperactivity disorder
      • Curriculum and assessment, pedagogy, resources, therapy/ care, organisation and other provision
  • A final word
• Bibliography
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu