ABSTRACT
From general approaches to assessment and intervention in mainstream and special schooling, this Companion turns to two specific forms of helping children with social and emotional difficulties. Caroline Couture (Chapter 29) looks from a Canadian perspective at the history, rationale and practice of nurture groups and reviews evidence of their effectiveness as a means of intervening early to keep children with EBD within mainstream schools. For many years, Jenny Mosley and Zara Niwano (Chapter 30) have been advocates of the circle time approach to promoting the social and emotional skills that help to underpin cognitive development. They describe how circle time should operate, before turning their attention to the targeted variant,which they call ‘circles of support’. The latter are particularly appropriate for children with emotional and behavioural difficulties (EBD).
