This module introduces students to a range of issues related to social, emotional and behavioural difficulties (SEBD). It examines national and local policies in relation to definitions, legislation and guidance documents. The interactions of key psychological and social perspectives are explored in the context of understanding and providing explanations for SEBD. Students will be provided with a series of frameworks governing interventions and will have opportunities to apply these to case studies based on needs assessments of children and young people with SEBD. Forms of provision and schooling are covered and evidence of good practice will be discussed. The module will raise ethical issues, which students will need to understand and address when working with children and young people with SEBD.

Learning Outcomes

Level H 

Students will be able to:

• Show an understanding of the causal, developmental and interactional nature of SEBD. 
• Show an awareness, knowledge and understanding of policy, and good practice in SEBD provision. 
• Gain an awareness of the relationship between types of intervention and needs assessment in work with SEBD. 
• Understand the range of ethnical issues in the assessment of SEBD

This will be assessed by a 3,000 word assignment which investigates and shows an awareness of issues related to identification, assessment and provision for pupils with SEBD. Students will be required to nominate and use information from activities within the module which relate to the focus of their assignment.

Level M

Students will be able to:

• Show a critical understanding of the theoretical models of the causal, developmental and interactional nature of SEBD. 
• Show a critical interrogation, developed awareness, knowledge and understanding of identification, assessment and provision for children and young people with SEBD.
• Critically understand the management of interventions and needs assessment in work with children and young people with SEBD. 
• Shown an ability to critically assess and understand professional perspectives on the management of ethical issues related to SEBD

This will be assessed by a 4,000 word assignment which provides evidence of critical analysis of issues related to the identification, assessment and provision for children and young people and draws upon the wider literature to support the line argument put forward. Students will be required to nominate and use information from activities within the module which relate to the focus of their assignment.

Key texts for this module are:

Ayres, H., Clarke, D and Murray, A (2000). Perspectives on Behaviours. London: David Fulton.

Cooper, P. (1999). Understanding and Supporting Children with SEBD. London: Jessica Kingsley.

Frederickson, N. and Cline, T (2002). Special Educational Needs. Inclusion and Diversity. Buckingham: Open University Press.

Kauffman, J.M. (2000) (7th Edition). Characteristics of Emotional and Behavioural Disorders of Child and Youth. Columbus: Merril Prentice Hall.

McNamara, S. and Moreton, G. (2001). Changing Behaviour. London: David Fulton.

This module outlines the key approaches to interventions, strategies and approaches to meeting the needs of children and young people with SEBD. Models of practice are explored which will be linked to key theoretical perspectives covered in the first module for this programme. Factors that contribute to prevention and the exacerbation of SEBD within Schooling are addressed with a focus on aspects of good practice. Activities, which enable students to explore influences on the management of conflict, are a part of this module. The contribution of multi-agency working, extended schools and work-place reforms is addressed.

Learning Outcomes

Level H

Students will be able to: 

• Show an understanding of approaches informed by key theoretical models of SEBD. 
• Have gained an awareness, knowledge and understanding of good practice in prevention of, and interventions with, SEBD. 
• Have gained an awareness of issues related to conflict management. 
• Demonstrate an understanding and knowledge of inter-agency collaboration and individual approaches to meeting needs. 

This will be assessed by a written assignment in which students display understanding and knowledge of the issues in working with children and young people with SEBD (word length 3,000 words). Students will be required to nominate and use information from activities within the module which relate to the focus of their assignment.

Level M

Students will be able to: 

• Show an understanding of approaches informed by key theoretical models of EBD. 
• Have gained an awareness, knowledge and understanding of good practice in prevention of, and interventions with, SEBD.
• Have gained an awareness of issues related to conflict management. 
• Demonstrate an understanding and knowledge of inter-agency collaboration and individual approaches to meeting needs.

This will be assessed by a 4,000 word assignment which displays a critical awareness of issues in working with children and young people with SEBD. Students will be required to incorporate their use of an activity from within the module which relates to the focus of their assignment.

Key texts for this module are:

Cole, T., Visser, J. and Upton, G (1998). Effective Schooling for Pupils with Emotional and Behavioural Difficulties. London: Fulton.

Daniels, H., Visser, J. and Cole, T. with de Reybekill, N. (1998) The Education of Pupils with Emotional and Behavioural Difficulties in Mainstream Schools. Research Report 90. London: DfES.

Porter, L. (2000). Behaviour in Schools: Theory and Practice for Teachers. Milton Keynes; Open University Press.

Greenhalgh, P. (1994). Emotional Growth and Learning. London: Routledge.

Visser, J. (2000). Managing Behaviour in Classrooms. London: Fulton.

This module examines issues of teaching and learning in relation to the child or young person with SEBD. It examines learning styles, differentiation, progression, appropriateness of curriculum, as well as literacy and numeracy within the context of National Strategies and the National Curriculum. Of particular focus will be PHSE and the teaching of social, emotional and behavioural skills.

Learning Outcomes

Level H

Students will be able to: 

• Show an awareness of need the need to match curriculum provision and pupils with SEBD. 
• Have awareness of issues of organisation and assess to curriculum for pupils for SEBD. 
• Consider aspects of proficient teaching and effective management of pupils with SEBD related to National College for Teaching and Leadership specialist standards. 
• Awareness of inclusive practice in relation to SEBD. 

This will be assessed by a 3,000 word assignment, which examines theoretical and practical aspects of the achievement of pupils with SEBD within a curriculum context, draws upon activities within the module.

Level M

Students will be able to: 

• Critically aware of and able to evaluate the match between curriculum provision and pupils with SEBD. 
• Show a critical awareness and evaluate approaches to organising access and process within the curriculum for pupils with SEBD. 
• Show a critical awareness and evaluated aspects of teaching and effective management of pupils with SEBD related to the National College for Teaching and Leadership specialist standards. 
• Show a critical awareness and reflective understanding of the principles of inclusive practice in relation to pupils with SEBD.

This will be assessed by a 4,000 word assignment, which demonstrates a critical analysis of an issue(s), related to curriculum achievement and pupils with SEBD, draws upon activities within the module.

Key Texts for this module are:

ACCAC (2000) Challenging pupils: Enabling Access. Cardiff, Qualifications, Curriculum and Assessment Authority for Wales.

Daniels, H., Visser, J., Cole, T and de Reybekill (1998). Emotional and Behavioural Difficulties in Mainstream Schools. Research Report RR90. London: DFES.

Copely, B (1997). Therapeutic Work with Children and Young People. London: Cassell.

McNamara, S. and Moreton, G (2001). 2nd Edition. Challenging Behaviour: Teaching Children with Emotional and Behavioural Difficulties in Primary and Secondary Schools. London: Fulton.

This module provides a framework within which students can explore and gain an understanding of the paradigms within psychological developmental. The model further develops perspectives raised in earlier SEBD modules and their potential in understanding the nature of SEBD, its potential antecedents, and interventions to meet the needs of children and young people.

Learning Outcomes

Level H

Students will be able to: 

• Show an understanding of the principal theoretical models and their related research findings 
• Use their understanding of child and adolescent development to inform their professional practice 

This will be assessed by a3,000 word assignment which explores an issue within child and adolescent development in relation to its theoretical model and its professional implications.

Level M 

• Critically analyse the principal paradigms in psychological perspectives on development 
• Apply research findings and theoretical models of development to their professional practice.

This will be assessed by a 4,000 word assignment students will be expected to show a critical understanding of a particular aspect of Child and Adolescent development in relation to research findings and professional practice.

This module will begin with a needs assessment to provide students with a profile of engagement with the course content and provide a ‘base line’ from which to show professional development. The following units will cover the problematic nature of identification and assessment of ADHD; ADHD from the perspectives of a Child Psychiatrist; An Educational Psychologist and a perspective from the classroom. Students will be given a working knowledge of child psychological and psychiatric aspects of ADHD; the roles and responsibilities of Child and Adolescent mental health services, intervention strategies and their likely outcomes; school-based issues related to the achievement of pupils with ADHD; aspects of pupil and parental involvement in assessment and provision; aspects of adult behaviours both verbal and non-verbal affect. ADHD; the controversy surrounding medication in relation to ADHD.

Learning Outcomes

Students will be able to:

• Provide an educational contribution to the identification and assessment of ADHD. 
• Work effectively with educational colleagues to establish and sustain interest in strategies that promote pupil progress
• Develop and implement appropriate behaviour policies.

This will be assessed by: 

• Participation in tutorials, discussions and school-based activities 
• Case work with pupils 
• A portfolio of critical analysis of course Units and reportage of activities, drawn together to give a 4,000 word summary on an issue identified in the student’s needs assessment

Key Texts for this module are:

Cooper, P. and O’Regan, F.J. (2001). Educating Children with ADHD: A Teachers Manual. London: Routledge.

Kauffman, J.M. (2001) (7th Edition). Characteristics of Emotional and Behavioural Disorders of Children and Youth. Columbus: Ohio. Merrill: Prentice Hall.

Kewsley, G.D. (2001). Attention Deficit Hyperactivity Disorder: Recognition, Reality and Resolution. London: David Fulton