ABSTRACT
This chapter dips (necessarily briefly) into a number of other views and perspectives, recommends sources of further reading on managing behaviour and considers what these different strategies might look like in the classroom. It also compares and contrasts these approaches with those encouraged by the British government. Managing behaviour from the behaviourist stance can be impersonal as it does not take into account the influence of emotions on children's behaviour and does not have any focus on responding to an individual's needs. The chapter focuses on the theoretical underpinnings of a range of strategies and perspectives for managing behaviour. It introduces and thoughts about a range of perspectives on managing behaviour. Finally, the chapter considers the medial and more recent perspective of the biopsychosocial model and how this can begin to address the complexity of behaviour in school due to its ability to consider the relationships and interaction between a range of social, biological and psychological factors.
