ABSTRACT
The most important contribution of action research as part of a school's programme is its ability to stimulate change, ideas and construction. This study focuses on this aspect of action research and is part of a continuing story. It not only reflects the thinking and an active involvement in the education of the children in this school for emotionally and behaviourally disturbed children but also accentuates the possibilities for schools and units working with children who exhibit problematic behaviours. Working with emotionally and behaviourally difficult children can be stressful and staff must be able to sustain the working environment. We show here the regenerative nature of action research and its ability to promote not only research in this area but also ongoing support of staff and school development. Here we show how the adventure of acquiring language for self-exploration is introduced into the behaviourally managed environment of Cooperative Play. The development of this active involvement lends itself to the introduction of the companionship of behavioural and psychotherapeutic approaches.
