Cover -- Title -- Copyright Page -- Contents -- Contributors -- Foreword -- Part I The theoretical background -- 1 Ensuring schools are fit for the future -- Schools make a difference -- Looking at ourselves -- The extent of misbehaviour -- Defining misbehaviour -- Teachers' perceptions of misbehaviour -- The quality of teaching -- A changed focus -- The school's responsibility: within a systems perspective -- Whole-school approach -- To conclude -- References and further reading -- 2 The development of behaviour problems -- The complexity of behaviour -- Behaviour problems: differing perspectives of causation -- The complexity of causation: case studies -- Factors associated with the development of behaviour problems -- Conclusion -- References -- 3 Assessing and understanding children's behaviour -- Introduction -- Problem children or problem schools? -- Assessment-changing concepts and processes -- Static and dynamic formulations of assessment -- Multi-professional assessment -- The 1989 Children Act -- Five models -- From individuals to systems -- Which model to believe? -- The practitioner's dilemma -- An eclectic stance -- Difficulties in eclecticism -- A team approach -- References -- Part II Theory and practice -- 4 Learning and behaviour problems -- Concepts of special education within the education system -- The relationship between learning and behaviour problems -- The nature of the interrelationship-a question of aetiology? -- Appropriate provision -- Conclusion -- References -- 5 Understanding interaction: the dynamics of emotional and behavioural difficulties -- A serious incident observed -- Understanding pupils -- Dynamic psychotherapy -- The life-space interview -- Gaining insight into the role of the teacher -- Attitudes and values -- Self-awareness and staff support -- Understanding interaction -- The ecosystemic approach.

Reframing -- Conclusion -- References -- 6 Behavioural approaches -- Behaviouristic, humanistic, behavioural? -- The behaviouristic standpoint -- The humanistic standpoint -- The behavioural standpoint -- The basis of a behavioural intervention -- The stages in a behavioural intervention -- Terry-a primary-school pupil -- Mike-a secondary-school pupil -- Range and scope of behavioural approaches -- Learning to use behavioural techniques -- Behavioural approaches and classroom management -- Where next? -- References -- Part III Classroom and school practices -- 7 Pastoral care in schools -- Introduction -- Critical attitudes -- Assessing pastoral care -- Leadership and the quality of teachers -- Relationships and discipline -- Children's needs -- The 1988 Education Reform Act -- Personal and social education -- Effective schools -- Conclusion -- References -- 8 Working with parents -- The concept of shared educational responsibilities -- Heather -- Stages in the development of a shared educational responsibility -- Factors affecting the successful outcome of educational partnerships -- Conclusion -- References -- 9 Agencies working with schools -- Pastoral teams -- Secondary schools -- Primary schools -- Families and schools -- The Educational Psychology Service -- The Education Welfare Service -- The School Health Service -- Social Services -- Other helping agencies -- Case studies -- References -- 10 Reflections and practices -- Schools and teachers do make a difference -- Using reinforcement skills -- Considering punishments -- Modelling from teachers' behaviour -- Enhancing self-concepts -- To teachers from their pupils -- Exploring 'beneath the surface' behaviours -- Preventive approaches to disruption -- Considering the curriculum -- Life-space interview -- Counselling skills and attitudes -- Reviewing pastoral care -- Parent cooperation.

Assumptions and expectations -- Conclusion -- References -- Appendix: Legislation and reports in recent years -- Recent educational change -- The 1992 White Paper on Education -- Personal and social education from 5 to 16 (DES), 1989 -- The Children Act 1989 -- The Elton Report of 1989 -- Index.