Resilience based inclusive interventions for disability and social-emotional disorders (EBD) in childhood and adolescence

Abstract

The area of disability, socio-emotional disorders and behavioural disorders in childhood and adolescence poses a long series of issues to families, to school as well as to professionals, scientists and more generally to society. School policies, inclusion, integration of students with disabilities, categorization and classification of disorders, choice of terminology, model and paradigm of science, methods, practices, role of specialists, teachers, Educators, psychosocial strategies and clinical practices, the conceptualization and application of these practices, the philosophy and quality of interventions, their interdisciplinary represent some controversial and controversial aspects that are at the crossroads between many scientific disciplines, philosophies , Practices and epistemological approaches.
In this article, we will develop some of the issues just listed, giving our contribution in particular to epistemology, philosophy and practice in the field of childhood disabilities and disorders. We will focus above all on the criticism of the medical model, the new practices inspired by the resilience paradigm and the psychodynamic approach for children with Special Educational Needs (BES) (with learning disorders, emotional disturbances, behavioural problems) and children coming from A disadvantaged family environment that exhibits adaptation problems at school.