Education: Journals

Emotional and Behavioural Difficulties

The central intention of Emotional and Behavioural Difficulties (EBDs) is to contribute to readers’ understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs. This audience includes:

• Teachers in mainstream, non-mainstream and special schools/facilities.
• Social workers in residential and field settings.
• Professionals concerned with EBDs in medical and psychiatric settings.
• Educational and clinical psychologists, counsellors and psychotherapists.
• Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers.
• Researchers and academics concerned with the needs and interests of the above groups.
• Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award bearing courses. (Provided by Publisher)

The University of Manchester Library provides full access to this journal from 1996 (Volume 1, Issue 1) onwards.

Journal of Youth and Adolescence

Journal of Youth and Adolescence provides a single, high-level medium of communication for psychologists, psychiatrists, biologists, criminologists, educators, and researchers in many other allied disciplines who address the subject of youth and adolescence. The journal publishes quantitative analyses, theoretical papers, and comprehensive review articles. The journal especially welcomes empirically rigorous papers that take policy implications seriously. Research need not have been designed to address policy needs, but manuscripts must address implications for the manner society formally (e.g., through laws, policies or regulations) or informally (e.g., through parents, peers, and social institutions) responds to the period of youth and adolescence (Provided by Publisher).
 

Contemporary Educational Psychology

This key title publishes quantitative, qualitative, and mixed methods empirical research. This is an important resource for anyone interested in contemporary discourse around educational psychology research and practice.

The University of Manchester Library provides access to content from 1976 (Volume 1, Issue 1) to the present day.

British Educational Research Journal

The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world.

The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews (Provided by Publisher).

The University of Manchester Library provides full access to content from this journal across a number of platforms from 1975 (Volume 1, Issue 1) to the present day. **Please note the different date ranges associated with each platform.

Emotional and Behavioural Difficulties

The central intention of Emotional and Behavioural Difficulties (EBDs) is to contribute to readers’ understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs. This audience includes:

• Teachers in mainstream, non-mainstream and special schools/facilities.
• Social workers in residential and field settings.
• Professionals concerned with EBDs in medical and psychiatric settings.
• Educational and clinical psychologists, counsellors and psychotherapists.
• Those concerned with the training and support of workers in the above groups, such as teacher and social work trainers, consultants and advisers.
• Researchers and academics concerned with the needs and interests of the above groups.
• Professionals from the above groups engaged in in-service training as part of their professional development, including those pursuing award bearing courses. (Provided by Publisher)

The University of Manchester Library provides full access to this journal from 1996 (Volume 1, Issue 1) onwards.