The Importance of a Biopsychosocial Approach to Interventions for Students with Social, Emotional and Behavioural Difficulties

‘Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience’

“…The wording of these titles, when allied to a 'Staged Intervention' multi-agency approach (see above), captured the essence of inclusionary practice described in the Research Background Section of this article. They reflected the ecosystemic or biopsychosocial approach long advocated by, for example by Apter (1982), Cooper, Smith and Upton (1994) or Cooper, Bilton and Kakos (2013) and alluded to by the English interviewees.…”

“…However since the Elton Report (DES, 1989), there have been substantial quantitative, qualitative and/or observational studies, surveys and reviews of UK and international literature investigating and reporting the factors in and around schooling that help to determine whether pupils presenting challenging behaviour 7 remain in their host schools or whether they are excluded. This literature includes Gray, Miller and Noakes, 1994;Cooper et al, 2000;Cooper, Bilton and Kakos, 2013;Ofsted, 1999Ofsted, , 2005Ofsted, , 2009DfES, 2005;Munn, Lloyd and Cullen, 2000;Daniels and Williams, 2000;Daniels et al, 1999;Daniels et al, 2003;Daniels and Cole, 2010;Cole, Visser and Upton, 1998;Cole, Daniels and Visser, 2003;Cole and Visser, 2005;Cole & Knowles, 2011;Clough et al, 2005;Hallam and Rogers, 2008;Parsons, 2009;Pirrie et al, 2009;Mackay, Reynolds & Kearney, 2010;Office of the Children's Commissioner, 2012;Garner, 2013;Hancock, 2013;Porter, 2013Porter, , 2014Cole, 2015;McCluskey, 2018). The governments of the UK jurisdictions have also released detailed research-informed guidance outlining how schools and support services should help at risk children (e.g.…”

Student behaviour and emotional challenges for teachers and parents in Hong Kong

“…SEBD are characterized by displays of behaviour and emotion which are experienced as being severely disruptive to learning and other social environments (as a result of oppositional, defiant and/or actively or passively aggressive behaviour), and/or disturbing because they indicate the presence of serious emotional problems in the form of extreme withdrawn behaviour, a tendency to avoid social contact and fearfulness, and self‐harm/suicidal ideation, which interfere with social relationships and engagement in learning and other processes (Cooper, ). It is important to note that emotional problems often underpin severely disruptive behaviour (Poon‐McBrayer & Lian, ), and that SEBD are more often than not a response to stressful influences in the individual's environment interacting with an individual's psychological and sometime biological characteristics (Cooper, Bilton & Kakos, ).…”