John Visser

We know that in all things God works for the good of those who love him, who have been called according to his purpose. -Romans 8:28The whole message of the Bible can be summed up in four words: Creation, Fall, Redemption, Restoration.Creation is the story of how "In the beginning God created the heavens and the earth" (Genesis 1:1) in order to demonstrate His majesty and power and share His love with the human race created in His own image and after His likeness.The Fall is the story of how our first parents rebelled against their Creator God and in so doing plunged themselves and the whole universe into a destructive cycle of suffering and death.Redemption is the story of how God in the person of His Son, the Lord Jesus Christ, entered into our world to rescue us from sin and all its consequences and restore us to our rightful position as the children of God.Restoration is the story of how, in the fullness of time, God will create a new Heaven and a new Earth in which righteousness will reign and where God's people will enjoy eternal glory in His presence.Read this way, the Bible is more than a series of interconnected stories with some added moral guidelines. Instead, it reveals one comprehensive narrative of how God moves in history to accomplish His eternal purposes for His people. That not only inspires awe, but gives purpose and meaning to life like nothing else ever can John Visser is a retired pastor living with his wife, Michelle, in Belleville, Ontario, Canada where they attend Maranatha Church. They have four children and twelve grandchildren. He has pastored churches in Alberta, Nova Scotia and Ontario. His passion and calling is to help people find and fulfill their destiny in Christ.

First Published in 2001. This book is based upon a perspective which suggests that there are no easy answers to achieving the well-managed classroom and to working with pupils with emotional and behavioural difficulties, whether these are 'mild' or 'severe'. Nor are there any ready-made prescriptive ones. Rather there are some underlying principles which can be applied in a variety of ways, to meet the diversity of situations and learning needs to be found in classrooms. This book is a personal perspective based upon the author's experience in primary, secondary and specialist provision as teacher, researcher and consultant.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme ‘Transforming Troubled Lives’, with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions – be they in provision, policy or practice – are to lead to positive outcomes for the children and young people concerned.This book was originally published as a special issue of Emotional and Behavioural Difficulties.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme ‘Transforming Troubled Lives’, with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions – be they in provision, policy or practice – are to lead to positive outcomes for the children and young people concerned.This book was originally published as a special issue of Emotional and Behavioural Difficulties.

First Published in 2001. This book is based upon a perspective which suggests that there are no easy answers to achieving the well-managed classroom and to working with pupils with emotional and behavioural difficulties, whether these are ‘mild’ or ‘severe’. Nor are there any ready-made prescriptive ones. Rather there are some underlying principles which can be applied in a variety of ways, to meet the diversity of situations and learning needs to be found in classrooms. This book is a personal perspective based upon the author’s experience in primary, secondary and specialist provision as teacher, researcher and consultant.

First Published in 1998. Increasing pressure and new demands on LEAs, schools and their staff have led to an overall reduction in the number of special schools for children with EBD and a questioning of their place within the range of provision for these pupils. Recent attention has also been drawn by HMCI to the number of these schools which have failed to pass the OFSTED inspection process. This book is based on a national exanimation of special schools providing for pupils with EBD. The authors identify factors associated with good practice and offer advice on how schools can become more effective in providing for the country's most troubled and challenging pupils. They also highlight aspects of successful provision which can be applied in mainstream schools and pupil referral units.