阿德莱德代写assignment:个体的社会

2018-06-27 01:02

在这篇文章中，我们探讨了理解个体的社会、情感和行为困难(SEBD)的原因的重要性，以及这种理解是否对实施成功的干预至关重要。本文主要研究的是英国教育体系中涵盖4至16岁儿童/年轻人的个人。在对SEBD患者的研究和教育中，似乎在标签的解释和应用上缺乏一致性;因此，SEBD的描述符和定义将与目前被诊断为SEBD的学龄个人数量的趋势一起考虑，以便为这一讨论领域提供背景。差异的另一个关键领域是在评估和治疗一个个体的SEBD时所采用的理论视角。从理论的角度来看，每一种方法都有不同的病因和干预方法，这些都将被认为是在每一个原因的基础上，以及它们是如何导致干预的。然后，关键论点将集中于理解的重要性，并从已发表的文献、研究和政策中研究证据，以支持这一观点，然后讨论为什么理解原因可能不是必要的，以便实施成功的干预措施。总体目标是确定干预措施是否主要基于对行为病因的考虑，以及是否有证据表明其成功。的确，哈登得出结论，没有足够的证据表明在行为困难中策略是有效的。
阿德莱德代写assignment:个体的社会
In this essay the importance of understanding the causes of an individual's social, emotional and behavioural difficulties (SEBD) is explored in relation to whether this understanding is critical for the implementation of successful interventions. This essay primarily considers individuals within the UK educational system which covers children/young people between the ages of 4 and 16. In the study and education of individuals with SEBD there seems to be a lack of uniformity in how the label is interpreted and applied; the descriptors and definitions of SEBD will therefore be considered along with current trends in the number of school age individuals diagnosed as SEBD in order to give context to this area of discussion. Another key area of disparity is the theoretical perspective adopted when assessing and treating an individual with SEBD. The theoretical perspectives each present a different approach to aetiology and interventions, these will be considered in relation to importance of cause in the basis of each and how they lead to interventions. The key argument will then focus on the importance of understanding cause and examine evidence from published literature, research and policies to support this followed by discussion of why understanding cause may not be essential in order to implement successful interventions. The overall aim is to ascertain whether interventions are mainly based on consideration of the aetiology of behaviour and whether there is evidence to indicate their success. Indeed Harden  concluded that there was insufficient evidence for strategy effectiveness in behavioural difficulties.

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