Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender-contrary behaviours more severely than gender-consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.

Despite a general move and support for inclusion of children with exceptionalities in the regular classroom, children with emotional and behavioural difficulties are often excluded. The paper describes an ecosystems model to facilitate the inclusion of children with emotional and behavioural difficulties in use in some schools in Canada. Results of a survey revealed that in general while teachers in this model did not believe the students' behaviours changed, they were confident in having these children in their classrooms, A more detailed study comparing schools with and without this model uncovered a complex pattern of effects. Children in the inclusive 'team' model schools were exhibiting more internalizing behaviours and more off-task behaviour relative to children in comparison with non-team schools. However, in contrast, children in team schools had more positive views of themselves and personally reported experiencing less internalizing feelings (sad, withdrawn), and parents had significantly more positive views of their children in team schools. Discussion focuses on the difficulty in evaluating outcomes in the inclusion of children with emotional and behavioural difficulties

A renewed call for enhanced communication and collaboration between school psychology and medicine is envisioned, in light of a transdisciplinary model, where school psychologists, family physicians, and other health professionals transcend disciplinary boundaries. Recommendations for optimal communication and collaboration are described, as well as challenges inherent in such an endeavor. School psychologist-physician collaboration has the potential to result in significant improvements in outcomes for families and children with developmental disabilities. A case illustration highlights the major points mirrored in the discussion, and conclusions are drawn regarding necessary components for meaningful change to occur. RésuméUne hausse de communication et de collaboration entre la psychologie scolaire et la médecine est envisagée en vue d'un modèle transdisciplinaire. Ce modèle a pour but d'assembler des psychologues scolaires, des médecins de famille et autres professionnels de la santé et de dépasser les limites de leurs disciplines. Les défis reliés à une telle collaboration ainsi que des recommandations pour améliorer la communication entre professionnels sont décrits. Des collaborations entre psychologues scolaires et médecins ont le potentiel d'améliorer les issues des enfants et des familles atteints de troubles de développement. Une étude de cas est présentée qui reflète les conclusions majeures dans la discussion, de plus des conclusions sont tirées pour assurer un changement durable.

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