
- 192 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
About this book
First published in 1981. The inadequacy of traditional 'solutions' is nowhere more apparent than in the area of problem behaviour in secondary schools. Neither tough-minded punishment nor tender-minded treatment seems to be the answer. But the practical failure is also a theoretical one, since it misconstrues the determinants of behaviour.
Taking a system perspective, Bill Gillham argues in his introductory chapter that 'our conception of the individual has been too narrow', so that both treatment and punishment approaches have missed out important elements in an adequate psychology of individuals: the roles they fill, the tasks they perform, the people they encounter – and the institutional settings where all these are experienced.
Drawing together a wide range of theory, evidence and practice, the present book makes out a case for a school-centred, interactionist, approach to dealing with problem behaviour.
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Information
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Prefatory Note
- 1 Rethinking the Problem
- 2 Systems Theory and its Relevance to Schools
- 3 The Effects of School: A Radical Faith Re-Stated
- 4 Differences Between Schools: The Implications for School Practice
- 5 The Range of Solutions: A Critical Analysis
- 6 Treatment Under Attack
- 7 Withdrawal Units and the Psychology of Problem Behaviour
- 8 One School’s Experience
- 9 Confrontation Situations and Teacher-Support Systems
- 10 Analysing a School System: A Practical Exercise
- 11 Institutional Change or Individual Change? an Overview
- References
- Contributor
- Index