ABSTRACT
Despite considerable advances in the development of effective working relationships between parents and professionals, particularly within the area of reading (Wolfendale 1986; Topping 1991), there have been comparatively few reported accounts of successful liaison which focuses upon behaviour problems (McConkey 1985). Jowett and Baginsky (1991) refer to ‘missed opportunities for productive collaboration’. Research suggests that practice is, indeed, often counterproductive, in that when confronted with behaviour problems some teachers and parents have been ready to ‘blame the other side’ (Galloway 1985; 60). Croll and Moses (1985:47) show, for example, that teachers see behaviour problems as ‘in the main deriving from the home and parental circumstances of the child’.
