Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/19853
Title: Evidence-based approaches to social, emotional and behavior difficulties in schools
Authors: Cooper, Paul
Cefai, Carmel
Keywords: Child mental health
Well-being -- Children
Social skills -- Study and teaching
Behavior disorders in children
Issue Date: 2013
Publisher: Korean Educational Development Institute
Citation: Cooper, P., & Cefai, C. (2013). Evidence-based approaches to social, emotional and behavior difficulties in schools. KEDI Journal of Educational Policy, special issue, 81-101.
Abstract: Mental health problems across the lifespan represent a significant international health burden, the consequences of which are often underestimated by policy makers. Education services can make a significant contribution to the promotion of positive mental health through school-level preventive and remedial interventions targeted at social, emotional and behavioral difficulties (SEBD). Issues of particular concern include the qualities and skills of effective teachers and teaching in relation to SEBD, and the need for front line educators’ understandings of SEBD to be located within a biopsychosocial paradigm. Various empirically validated psychologically-based interventions (e.g., behavioral, cognitive-behavioral and ecosystemic), along with strengths-based approaches (e.g., resilience and positive education) provide a valuable basis for the continuing development of policy and practice.
URI: https://www.um.edu.mt/library/oar//handle/123456789/19853
ISSN: 17394341
Appears in Collections:Scholarly Works - CenRSEH

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