ABSTRACT
In this part of the book we look at the theories which have informed and justified different approaches to the solution of problems presented by children with emotional and behavioural difficulties. The possibilities offered to teachers by theories based on dynamic psychotherapy and behavioural psychology are discussed, with particular consideration given to their application to practice in schools. The thinking behind the newer and less familiar ecosystemic approach is introduced and explained, and a conceptual framework is suggested for the apparently pragmatic business of classroom management.
