RESEARCH ARTICLE
Possibilities for Home and School Partnering Interactions Among Children with Emotional and Behavioral Disorders and Attachment Issues
Candace Schlein*, Raol J. Taft
Article Information
Identifiers and Pagination:
Year: 2017Volume: 9
Issue: Suppl-1, M2
First Page: 90
Last Page: 94
Publisher Id: TOFAMSJ-9-90
DOI: 10.2174/1874922401709010090
Article History:
Received Date: 30/06/2017Revision Received Date: 14/08/2017
Acceptance Date: 12/09/2017
Electronic publication date: 10/10/2017
Collection year: 2017
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background:
Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially.
Objective:
This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD.
Method:
Qualitative research was employed to consider this topic across included special issue articles.
Conclusion:
A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.
