ABSTRACT
This chapter shows how the teachers who participated in case discussions increasingly felt that they managed to handle appropriately the difficulties that they had with some of their pupils. The children discussed are selected partly because of the range of problems described by their teachers, to demonstrate how work in the groups developed, and to show how the situations discussed and the solutions attempted are of equal relevance to primary and secondary schools. The chapter focuses on the context of the concern and the disturbance; on the children's differing reactions, on what these seemed to indicate about their expectations of others and their view of themselves, on the past experiences which can produce such expectations and on the new learning experiences. It describes the discussions in detail to show the step-by-step development of issues as they suggested to the teachers workable solutions, both for the child under consideration and as part of the problem-solving framework that developed in consecutive sessions.
