ABSTRACT
The views of academic and moral knowledge held by those running a school will have a great influence upon the nature of the interactions that occur within it. Some of the processes involved can best be studied at the level of the classroom, but others can more profitably be examined at the level of the school. This chapter discusses later processes in detail. It examines some examples of the structures and processes that follow from employing the counsellors in schools the definition of the common term 'maladjustment' must be considered, because assumptions are built into it that govern the ways in which mental health is encouraged in schools. Innovative behaviour or school work often challenges teachers and hence is not readily positively evaluated. In addition, the presentation of its results demands discipline of one type or another to which the teacher usually gives more weight than the pupil, so that conflict can ensue.
