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This paper considers the nature and effect of accounting disturbances on organizational micro-practices in three secondary schools in England. A close application of a developed model of Habermasian colonization provides a framing for both the ways in which accounting is implicated in organizational change and the effect of accounting disturbances on organizational micro-practices.

Qualitative field studies at three secondary schools were used to gather empirical detail in the form of interview data and documentary evidence. A total of 24 semi-structured interviews were conducted with teachers and bursars.

Accounting disturbances that were constitutive-transactional in nature had the greatest influence on organizational micro-practices. Behavioural responses to accounting disturbances can be organizationally ambiguous, subtle and subject to change over time.

More field studies are needed, and there is scope to develop a longitudinal perspective to better understand the impact of accounting disturbances over time.

By framing the processes of accounting change using a developed model of Habermasian colonization, contributions are provided by illuminating aspects of both the processes of accounting colonization and the impact of accounting on organizational micro-practices. The findings also add to prior appreciations of reciprocal colonization, creative transformation of accounting disturbances and how accounting can be enabling.

This paper explores the workforce development issues that arose in the course of an Australian repeat pilot study. The aim of the pilot study was to introduce, within a different setting, a planned approach to the assessment of, and interventions in, emotional states of service users that may lead to episodes of behavioural disturbance within psychiatric units. The pilot study necessitated training of staff in the use of an assessment tool. During the course of the study, a novel element was encountered with regard to staff understanding of service user involvement in treatment. This element, presented here as 'integral self‐intervention', emerged in conjunction with the development of two wall charts: an acute arousal management process chart for staff, and a patient safety chart for service users. The paper will outline the collaborative process towards the partial realisation of this element of integral self‐intervention, and associated workforce development issues.

All societies carry out sorting and classificatory actions, the way they view deviance changes over time for a variety of reasons that are sometimes unrelated to the behavior or its consequences (Moynihan, 1993). Also, some behaviors that were considered to be illnesses or crimes at one time have been redefined in ways that remove them from the medical, psychological, or legal professions' guidelines for interpreting them as deviant behaviors. Homosexuality is one example of such a reclassification (Bowker & Star, 1999).

Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students also have additional disabilities in conjunction with an EBD identification, such as Learning Disabilities (LD), Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), or Obsessive Compulsive Disorder (OCD), among other psychiatric disorders (Henley, Ramsey, & Algozzine, 2009; Kauffman, 2005).

Because the identification of EBD examines behaviors that tend to be more subjective in nature than other disabilities and because these pervasive behaviors are manifested in a variety of forms, EBD is one of the most misidentified disability categories (Skiba, Poloni-Staudinger, Gallini, Simmons, & Feggins-Azziz, 2006). For students with EBD, the behavior(s) they exhibit contribute to learning difficulties in multiple academic and functional areas. This chapter provides in-depth information on the common characteristics and behavioral dimensions of this population. Additionally, the in-school performance and long-term outcomes of students with EBD are discussed.

Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.

Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future outcomes. It is recommended that while transition-specific practices are essential in maximizing the potential for success in post-school environments, it is also necessary to ensure that students with E/BD are engaged in school through evidence-based practices in early intervention/prevention, instructional, and behavioral interventions.

Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem behaviors were under control. However, within the past decade, we have seen an increase in studies investigating and documenting the academic characteristics of students with EBD and instructional practices that improve the academics of this population. This chapter discusses the general academic characteristics of students with EBD, how teachers can address the academic needs of students with EBD through specific instructional techniques (e.g., Direct Instruction, Strategy Instruction), and future directions and implications for practice.

There is a clear national trend toward the inclusion of students with disabilities in general education classrooms. This trend poses particularly vexing challenges for delivering appropriate programs for students with emotional and behavioral disorders (EBD). This chapter describes the complexity of determining appropriate inclusive placements for students with EBD within the historical, legal, and philosophical context of inclusion and related to what we know about these students and how we can improve outcomes. Recommended practices for maximally appropriate placements include a comprehensive approach that integrates academic and behavioral interventions, and robust professional development in research-validated instructional practices for teachers. Shifting roles and shared responsibility of the professionals who are now working with students with EBD must be considered. Finally, issues currently being addressed that will shape the future direction of service delivery for students with EBD are discussed including the need for systematically and objectively manipulating key variables, including educational placement, to impact student achievement across settings.

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment measures. Assessment practice across school settings is greatly influenced by clinical guidelines such as the DSM-IV, which more specifically defines emotional and behavioral disorders and highlights the issue of co-morbidity. Before a student is assessed for special education eligibility under the IDEIA category of emotional disturbance, screening techniques and pre-referral interventions are needed. Positive Behavioral Supports and Response to Intervention models provide empirically supported frameworks for establishing the need for formal psychological assessment. Collaboration among members of the multidisciplinary team, including parents, helps to ensure that identification and intervention efforts have ecological validity. Tests and techniques vary considerably, but developmental histories, interviews, observations across settings, and behavioral checklists and rating scales are recommended, along with cognitive and achievement testing. While problems exist in the reliability and validity of projective techniques, they continue to be used in school-based assessment for EBD. Multitrait, multisetting, and multimethod approaches are essential for culturally fair assessment and reduction of bias in identification and placement.

To improve the quality of care of patients who are given parenteral medication for an episode of disturbed or violent behaviour in the context of a psychotic illness.

Current guidelines are described, and adherence to the standards is audited, with particular emphasis on the performance of physical observations following an episode of behavioural disturbance. Comparisons are made with the findings of previous audits performed at Addenbrooke's and Fulbourn Hospital, Cambridge.

The results revealed an improvement in following the guidelines whilst highlighting concerns regarding the unwarranted and potentially dangerous use of intravenous medication in these situations. The results also demonstrated a significant improvement in routine physical observations performed, following treatment of acute behavioural disturbance.

Careful risk management is needed when considering the safety of both patients and staff when dealing with behaviourally disturbed psychotic patients.

The completion of this audit cycle suggests that regular review and dissemination of guidelines, as well as conducting a comprehensive audit cycle, have led to safer prescribing and evidence based practice.