Read more
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.
List of contents
Prefatory Note; 1. Rethinking the Problem
Bill Gillham 2. Systems Theory and its Relevance to Schools
Robert Burden 3. The Effects of School: A Radical Faith Re-stated
David Reynolds and Michael Sullivan 4. Differences Between Schools: The Implications for School Practice
Janet Ouston 5. The Range of Solutions: A Critical Analysis
Arno Rabinowitz 6. Treatment Under Attack
Norman Tutt 7. Withdrawal Units and the Psychology of Problem Behaviour
Robert Daines 8. One School¿s Experience
John Hastings 9. Confrontation Situations and Teacher-support Systems
Robert Pik 10. Analysing a School System: A Practical Exercise
Joan Figg and Andrew Ross 11. Institutional Change or Individual Change? An Overview
David Galloway; References; Notes on Contributors; Index
About the author
Bill Gillham is a psychology professor at Southeastern OSU.
Summary
First published in 1981. 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.
