ABSTRACT
Children who present difficult behaviour are perhaps one of the most frequent causes of teacher stress and anxiety. This chapter begins by emphasising how important it is, as a consequence, to examine our own thoughts and feelings about such children before we proceed to attributing causal explanations of their behaviour which may be misguided and based on inadequate information. The crucial role of careful and systematic assessment is emphasised. The second half of the chapter reviews approaches to intervening effectively, based upon behavioural, humanistic and cognitive-behavioural approaches, together with advice about which approach will be appropriate in different circumstances.
