Evidence-based approaches to social, emotional and behavior difficulties in schools

Paul William COOPER, Carmel CEFAI

Research output: Contribution to journalArticlespeer-review

4 Citations (Scopus)

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. Copyright © Korean Educational Development Institute 2013, Electronic version: http://eng.kedi.re.kr
Original languageEnglish
Pages (from-to)81-101
JournalKEDI Journal of Educational Policy
Volume10
Issue number3
Publication statusPublished - 2013

Citation

Cooper, P., & Cefai, C. (2013). Evidence-based approaches to social, emotional and behavior difficulties in schools. KEDI Journal of Educational Policy, 10(3), 81-101.

Keywords

  • Social-emotional behavioral difficulties
  • Interventions
  • Best practice
  • Social-emotional learning
  • Character education

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