INTRODUCTION; Chapter 1: Setting the Scene, Paul Cooper Professor and Director of CIREA, University of Leicester; England; PART I: EXPLORING THE ISSUES; Chapter 2: John's Story: Episode 1: Understanding SEBD from the inside: the importance of listening to young people; Chapter 3: Communication, Emotion and Behaviour: The Challenge for Educators. Sylvia McNamara Acting Head of Birmingham Support Services; writer; England. Chapter 4: EBD Students and Teacher Training: A Knowledge Base is in search of Practitioners. Egide Royer Professor of Special Education, University Laval, Quebec; Canada; Chapter 5: Masks, Manners, Motivation and Mind: the role of the arts, the 'new literacies' and 'the structured approach' in understanding SEBD. Morag Hunter-Carsch Hon. Senior Research Fellow CIREA, U.of Leicester; England; Chapter 6: Ways of Thinking About the Relationships Communication, Emotion and Behaviour. Edward J. Bond Professor Emeritus, Queen's University, Kingston, Ontario; Canada; Chapter 7: The Role of Communication in Development Rosemary Sage PHD Deputy Director of CIREA, University of Leicester; England; Chapter 8: Selective Mutism and Social Adjustment Alice Slukin Chair of SMIRA, secretary of Leicester ACCP, social worker; England.; Chapter 9: Communication between Cultures: The Value of Dialogue Balbia Kaur Sohal LEA Adviser, Leader, Coventry, international educator; England; PART II: PRACTICAL RESPONSES; Chapter 10: John's Story: Episode 2: Problems Develop; Chapter 11: A Local Educational Authority's Response to Meeting Diverse Needs and Promoting Educational Access for All. Daniella Somerfeldt Lecturer, University of Leicester; Former Headteacher; England; Chapter 12: Nurture Groups (1970-present). Paul Cooper Professor and Director of CIREA, University of Leicester; England; Chapter 13: The Communication Opportunity Group Scheme Rosemary Sage PHD Deputy Director of CIREA, University of Leicester; England.; Chapter 14: Emotional Responses to misunderstanding: Early warning signs in mathematical communication. Jennifer Rogers Lecturer, University of Leicester, researcher, CIREA; England; Chapter 15:Art and SEBD: Visualising and Verbalising Jill Allison Art, PSE, 'Gifted/talented teacher, an inner city College, Leicester; England; Chapter 16: A Neuro-educational Approach to SEBD. Peter Haase special education/literacy specialist consultant, Melsungen; Germany; Chapter 17: John's Story: Episode 3: Problems Increase; Chapter 18: Promoting Empathetic Understanding: what teachers can offer each other and other teachers and learners Gerda Hanko international adviser, writer on special education, London; England; Chapter 19: Classic Psychoeducational Approaches to Teaching and Talking with Troubled Children. Stephen Weiss Professor, Steinhardt School of Education, New York; USA; Chapter 20: Promoting Emotional Literacy. Adrian Faupel Southampton LEA educational psychologist, trainer, writer; England; Chapter 21: Confidence Through Art: Coping with SEBD Dominique Wilson-Smith Head of Art (in three schools), writer, London; England.; Chapter 22: Leadership in Schools: Using EIQ Judith Mullen British Council, London, former College Principal, Leicester; England; Chapter 23: John's Story: Episode 4: Strategies for Coping?; Chapter 24: Music and Personal Growth. Rosemary Duxbury Composer, internat.performed /broadcast, Leicester; England; Chapter 25: SEBD and Music Therapy. Shiroma DeSylva music therapist with adults and children, Leicester; England; Chapter 26: Dance: The Empowerment of the Inner-self. Albie Ollivierre dance teacher, choreographer, London and Cumbria; England; Chapter 27: John's Story: Episode 5: Reflections; Chapter 28: SEBD and Drama. Neil Kitson LEA Adviser, drama specialist, writer, Northampton, England; Chapter 29: Thinking Skills for Self-Development: The Art of Influence. Ian Jones Police/Police Training, consultant in Mind Skills, West Sussex; England; Chapter 30: Prioritising engagement with Learning in Alternative Education Contexts. Chris Comber Senior Lecturer, School of Ed., University of Leicester; England; Chapter 31: The Elements of Effective School Provision for SEBD Ted Cole Exec.Director SEBDA, Hon.Sen.Res.Fellow U.of Birmingham;England; Chapter 32: Assessing the Social and Educational Value of AD/HD: A brief critical review of the literature. Paul Cooper Professor and Director of CIREA, University of Leicester; England; Chapter 33: John's Story: Episode 6: The future?; Chapter 34: Teacher Leadership and Student Behaviour. Bill Rogers Consultant, Adjunct- Professor Griffith University; Australia; Chapter 35: Wise Young Minds: How school kids model conflict resolution skills. Scilla Elworthy. Scientist, Peace-worker, nominee for the Nobel Prize, Oxford; England; PART III: THE WAY FORWARD?. Chapter 36: Conceptualising a Vision for Teacher Education: a case study of developing 'Wise Minds'. Morag Hunter-Carsch and Yonca Tiknaz Ed D: engineer /teacher Turkey, CIREA researcher, Leicester: England in consultation with Avril Ellis LEA Music Adviser, Teacher-educator, musician, Cumbria; England and Katy Fuller Conference Manager, London; England; Chapter 37: Towards a Framework for Conceptualising SEBD and Intervention Practices. Paul Cooper, Morag Hunter-Carsch, Rosemary Sage and Yonca Tiknaz; Index; Useful Addresses.