ABSTRACT
Because systems is a complex topic, we deal with it in some detail here, and in more detail in Chapter 10. In this chapter we look in a little more depth at the ways in which the quality of communication between these stakeholders can be enhanced. As noted earlier, there is little hard evidence that systemic approaches on their own are effective with managing students’ social, emotional and behavioural problems, and cognitive and behavioural approaches alone fail to generalize and maintain. Research evidence indicates that it is when these approaches are combined with considerations of curriculum, school leadership and other educational and institutional factors, that problems with EBD students can be most successfully managed (Henggeler, 1999; Kazdin, 1998; Olsen, 1989a, 1997a).
