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The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector.

A case study in a UK university was undertaken over a two‐year period.

A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment.

The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students.

This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties.

Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.

In the face of major disasters, the Chinese people's willingness to donate has increased and the result is that the donation paths have increased. However, there are certain differences in the choice of donation paths for different types of individuals. It is crucial to pay more attention to the attitude and donation path selection of donors and propose strategies to promote individual donation behavior. The purpose of this study is to propose a conceptualized moderated mediation model for testing the linkage between individual attitude and donation path selection through the mediating effect of donors' behavioral intention and the moderating effect of behavioral difficulty perception or social pressure between donors' attitude and their donation path selection.

Based on a questionnaire survey of 628 community workers during COVID-19 in China. Self-reported measures were used to obtain data on IA, BI, SP, BDP and DPS. Survey data were used to test the proposed model using hierarchical regression analysis. Mediation analyses with bootstrap via PROCESS were used to ascertain the proposed relationship.

The results showed that individual attitude are positively related to donation path selection. Moreover, this study finds that behavioral intention serves as a mediator in the relationships between individual attitude and donation path selection. The social pressure and behavioral difficulty perception negatively moderate the relationship between individual attitude and behavioral intention.

There are still some shortcomings in this study: First, although the data collected at multiple points in this study are all individual data. Future research can add evaluations of relatives, friends or colleagues to individual scheduling of survey subjects to reduce homology errors. Second, although this study has verified the mediating role of the opposite sex, some of the mediating results show that there may be other variables that play a role in the relationship between individual attitudes and donation path selection. In the research on path selection, the integrated theoretical perspective has rich connotations but has not attracted enough attention from the academic community. This research is only based on this single theoretical perspective to construct, verify and explain the model, and there should be other integrated theories. The fit point can be used to analyze the influence mechanism of individual attitudes on the choice of donation path.

First of all, we must deepen our understanding of the connotation and role of individuals' attitudes. In the event of a major epidemic, the following two types of measures will be taken to improve individuals' attitudes toward specific donation paths: First, the sponsors of each donation should do their best to donors and provide more information about donations, because the more information resources they have, the stronger the experience of the corresponding donation path, and the more they will choose the path. The sponsor of the second donation must show concern for major epidemics that are prone to occur and a desire to help people affected by disasters, so as to enhance the emotional identity of the donor, thereby increasing the probability of the donor choosing a specific donation path. Secondly, donation sponsors should be wary of the negative influence of social pressure on the donation path selection of individual donors. Donation sponsors can train individuals who are willing to donate, guide them in social relations, online public opinion and other pressure methods and improve the possibility of individuals choosing specific donation routes.

Deepen the understanding of the content and effectiveness of the behavioral difficulty perception that has a profound impact on the donor. The greater the tendency to make a path choice is often affected by the individual's perception of the difficulty of behavior. The perception of difficulty of a certain donation path will cause the individual to retreat and inhibit the possibility of the individual choosing the path. Therefore, donation sponsors should take all measures to make their own donation channels simpler and more efficient, thereby reducing the individual's perception of the difficulty of donation behavior.

Drawing on TPB theory, a theoretical framework is constructed that specifies the process through which individual attitude affects donation path selection to expand collective understandings of individual attitude in the donation context. Furthermore, the boundary conditions of the underlying process are investigated, which further enhances the contribution of this paper to the extant literature on individual attitude.

The purpose of this paper is to describe the development process of building an assessment model to assess the emotional and behavioural needs of “looked after children”.

The paper is a technical paper developing and evaluating a process for comprehensively assessing children ' s needs using a combination of three existing tools.

The paper identifies a model to assess “looked after” children and highlights some of the early benefits and challenges which have been encountered using this model.

This paper suggests a model and timeframe to ensure that detailed assessments of the mental health of “looked after” children are effectively carried out.

There is a potential for an improvement in assessment of looked after children that will lead to the identification of appropriate interventions and services.

The paper is new in identifying a combination of assessment measures and a timeline to complete these.

This paper examines the overlap between two groups of children, those with speech, language and communication needs (SLCN) and those with social, emotional and behavioural difficulties (SEBD). The case is made that these are common and overlap, with serious consequences for the children and families concerned. The difficulties experienced by the children and their families have implications for health inequalities and should influence the way in which both child and adolescent mental health and public health services are conceptualised and delivered.

The research sought to assess perceived barriers to enrolment in parenting programmes by different ethnic groups in a deprived inner‐city community. In study one, parents of children attending pre‐school services targeted with outreach strategies were assessed using a Barriers Checklist to identify factors influencing uptake. In study two, a larger sample completed the checklist and SDQ (Strengths and Difficulties Questionnaire) to test associations between intention and parent‐rated behavioural difficulties. Study one found no significant differences in individual perceived barriers or levels of behavioural difficulty between ethnic groups. In study two, Pakistani, Asian British and African families showed the highest levels of interest in attending groups, and White British and Black British the lowest. There was no significant correlation between interest and behavioural difficulties. Higher parent education was associated with interest. The research shows that barriers to attendance are diverse, and finding further ways of enhancing the uptake of community‐based group programmes across different ethnic groups would be valuable.

Mounting evidence of a crisis in mental health care for young people has underlined the need for early and better recognition of mental health difficulties in children. Recent policy suggests that schools and teachers must play a pivotal role in smoother pathways to care. This will necessitate enhanced working relationships between schools and child and adolescent mental health services (CAMHS). However, there is little understanding as to how teachers and mental health professionals currently relate to one another or what difficulties undermine ‘joined up’ care. In this study we examine current systems of collaboration between schools and child and adolescent mental health services, paying particular attention to relationships between schoolteachers and mental health professionals. Data was collected using semi‐structured, in‐depth interviews. Our findings indicate deep‐seated barriers to good collaboration. Moreover, teachers experience significant frustration through feeling excluded from the mental health care management of children despite being affected professionally by such decisions taken, the delays to intervention and poor communication between agencies. Interprofessional trust and mutual suspicion emerged from these interviews as an over‐arching factor. The implications arising from expectations for greater inter‐agency collaboration are discussed.

Higher levels of participation in school are linked to greater academic performance, better health and well-being and positive long-term outcomes for young people. Evidence shows that for students with emotional and behavioural difficulties (EBD), participation in school-based occupations is often restricted in comparison to their peers. Given the recent advancements towards introducing a new model of school-based occupational therapy in Ireland, this paper aims to discuss how occupational therapy can support students with EBD to increase their participation within the post-primary school context. The opinions in this paper are derived from the authors’ experience in the development of this practice in the Republic of Ireland.

The authors reviewed current literature and reflected on current practice to describe the unique role of occupational therapy in supporting students with EBD in the school environment.

Occupational therapists have potential to play a key role in school-based support for students with EBD. The authors describe how occupational therapists can promote whole school understanding of EBD and enable skill development, self-regulation, participation and school belonging, among youths with EBD. There is a significant lack of literature guiding practice in this area. Further research is required to explore professional issues and identify best practice.

This paper aims to provoke consideration of how school-based occupational therapists can play a crucial role in supporting students with EBD who are otherwise at risk of occupational injustice.

The purpose of this paper is to determine the efficacy of the Peer Education Project (PEP), a school-based, peer-led intervention designed to support secondary school students to develop the skills and knowledge they need to safeguard their mental health and that of their peers.

Six schools from across England and the Channel Islands took part in an evaluation of the PEP across the 2016/2017 academic year. In total, 45 trained peer educators from the sixth form and 455 Year 7 students completed pre- and post-questionnaires assessing their emotional and behavioural difficulties, perceived school climate, and knowledge, skills and confidence related to mental health.

Results indicate that participation in the PEP is associated with significant improvement in key skills among both peer educators and student trainees, and in understanding of key terms and readiness to support others among trainees. Most students would recommend participation in the programme to other students.

While peer education has been found to be effective in some areas of health promotion, research on the effectiveness of peer-led mental health education programmes in schools is limited. This study contributes evidence around the efficacy of a new peer education programme that can be implemented in secondary schools.

The purpose of this paper is to explore the different clinical features of pathological demand avoidance (PDA) and antisocial personality disorder (ASPD) presented in the form of a single case study. The study highlights the potential of misdiagnosis and conceptual confusions to practitioners in forensic settings between the two conditions when working with offenders with personality disorders.

A case formulation using the “five Ps” method based on the personal history of an incarcerated male is presented and the clinical similarities and differences between PDA and ASPD are delineated. These differences and similarities are evaluated and applied to offender management including intervention options.

There are considerable similarities between ASPD and PDA making the two conditions difficult to separate. Both diagnostic criteria identify childhood behavioural problems, aggression, destructiveness, conduct disorder (CD), manipulation and non-compliance as indications of the disorder. For example, the criteria for later adult ASPD are the presence of childhood antisocial behaviour and CD. However, these behaviours may also be suggestive of the attention deficit hyperactivity disorder and non-compliance that are part of PDA. Violent behaviours and aggression can also be perceived in a similar way. Misdiagnosis of PDA as ASPD reduces the efficiency of treatment programmes.

The implications of these findings could prove useful in the successful risk management of offenders with PDA. Given the similar behavioural characteristics between PDA and ASPD, the prevalence of PDA among offenders may be higher than observed. The aim of this study is to raise awareness of potential conceptual complications and clinical confusions between the two conditions with a view to aid offender management through case formulation. A large scale study into offenders with PDA would draw attention to the prevalence of the condition as well as its association with offending behaviour.

This article is based on a case study jointly presented by Lyndy‐Lee Green, Brain Injury Case Manager and Jo Dicks, Children's Social Worker, describing their experiences of joint working on a case of a young man who sustained a brain injury at birth. It aims to describe a model of successful collaborative delivery of a personalised service, and to demonstrate what can help or hinder professional relationships and client outcomes.

A joint perspective on a three year period of collaborative work with one client was obtained from a case manager in private practice and a social worker in statutory services, with reference made to the current legislative context in health and social care. The findings were discussed with reference to: implementation of the personalised agenda; guidance and practice methods used by case managers in private practice; and understanding of the difficulties caused by brain injury in young people.

The availability of statutory services was found to be insufficient in comparison with the collaborative input received by one young man with a brain injury, utilising available statutory services, and supplemented by private funding aiming to maximise quality of life. The paper identified a number of elements that contribute to effective joint working: communication and the value of face to face meetings; maintaining the client's goals and needs at the centre of all decision making; joint responsibility and positive risk taking; understanding and valuing roles; rapid response to crisis situations and contingency planning; the need for planned and coordinated transition; knowledge of brain injury; autonomous decision making, supported at organisational level; and creativity.

There is little evidence examining the issues that arise at the convergence of private case management and statutory service provision, particularly where funding for services is not the primary concern. This case study highlights the collaborative practice that can be achieved working across the boundaries of statutory services and private practice and provides an insight into the complexity of the needs of young people with brain injury in the community. This article will be of interest to practising case managers, and to social work care managers.