ABSTRACT
In this part of the book, we examine the different theories which have sought to explain the nature of emotional and behavioural difficulties, and which have provided the rationale for educational practice in responding to them. In considering the problems presented by pupils with emotional and behavioural difficulties, there has been a distinct move away from the simple ascription of problems to individual psychopathology, towards an acceptance that the definition of emotional and behavioural difficulties, like other special educational needs, is a complex, interactive process. In delineating this process we look first at the nature and development of behaviour problems.
