Sue Roffey

This work suggests strategies for working with children who can't settle down to work, who have angry outbursts, who demand constant attention or who display a whole range of challenging behaviours. The book's special format allows the reader to look up the specific type of behaviour and see a range of tactics to help him or her deal with the situation in the short term, and then to consider what might be done in the longer term to prevent recurrence. No more ploughing through dense text - this is all at your fingertips. By drawing on the good practice of many practioners and by looking at the most commonly experienced behavioural difficulties, the authors suggest approaches that really work. This is a behaviour handbook that should appeal to every teacher and teaching assistant and prove a useful resource for learning mentors, behaviour support staff and educational psychologists.

This book focuses on the relationship that schools have with parents and carers, especially in the early stages of behavioral difficulty. It aims to promote the best possible partnership with parents in what is often a sensitive and emotionally fraught situation. It contains an overview of the context and a general theoretical framework for home school interactions on behavior; research findings on factors which facilitate or inhibit effective partnerships, helping teachers understand why some parents/carers are reluctant to become involved or may appear aggressive and suggests ways in which schools might usefully respond; and chapters written by contributors with specific expertise in working with parents who have harmed their children, the carers of children in foster families and residential homes, mobile families (including travelers and asylum seekers), and families from diverse communities. The book is intended primarily for teachers and school managers at every phase of education, but will also be of interest to educational psychologists, home-school liaison officers, support staff, counselors, mentors, LEA officers and anyone working in parent partnership schemes.

First Published in 2001. This book takes an overall perspective on young children's behaviour. Rather than offering a single approach or a specific strategy to deal with children's difficult behaviour it clarifies all those factors which must be taken into account when promoting positive behaviour in school. The message is that it is the 'whole package' that makes the difference. A strategy is only as good as the context in which it takes place.