The central intention of Emotional and Behavioural Difficulties (EBDs) is to contribute to readers’ understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy.
The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
This audience includes:
- Teachers in mainstream, non-mainstream and special schools/facilities.
- Social workers in residential and field settings.
- Professionals concerned with EBDs in medical and psychiatric settings.
- Educational and clinical psychologists, counsellors and psychotherapists.
- Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers.
- Researchers and academics concerned with the needs and interests of the above groups.
- Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award bearing courses.
The journal also welcomes submissions of Book Reviews.
Members of the Social, Emotional & Behavioural Difficulties Association (SEBDA) receive the journal as a benefit of membership, see the SEBDA website www.sebda.org to learn of other benefits of membership.
Peer Review Policy:
All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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