Survey results show that planning and constant vigilance are the price of effective teaching. Effective classroom management involves awareness, good organizational skills, preparation, letting students know what is expected of them and following through, and the ability to diagnose student problems. (CT)

Describes a graduated reentry behavioral intervention to treat a child with school refusal. Following a multimethod evaluation, an initial graduated exposure to school combined with positive reinforcement for staying in school was chosen. The mother's influence prompted a change to rapid exposure to school, which proved effective. (RJM)

A conceptual framework is presented as a guide to defining starting points for primary prevention of behavioral and emotional disorders. Selected approaches reflecting these concepts are reviewed, and implementation considerations within the school setting are discussed. (SLD)

Discusses one teacher's experiences with Kimmie, a Chinese-American first grader with violent tendencies, and how this young girl changed and became manageable, largely through writing and storytelling. Argues that writing may be a means of expression essential to troubled children like Kimmie. (HB)

Investigates the personal concerns and causes of difficulties perceived by Hong Kong adolescent students (N=2,103). Results reveal that academic achievement was perceived as the most pressing concern, while problems at home and maladjusted behavior were seen as lesser concerns. Discusses implications for psychologists working with adolescents in…

Asserts that teasing and bullying are hurtful to children physically and emotionally, and can seriously affect the child who does the teasing or bullying, the child who is teased or bullied, and bystanders who see it happening. Offers suggestions for Head Start to take positive action to address this behavior before it takes root and grows. (SD)

Presents findings of a nationwide survey into the extent to which United Kingdom schools for students with emotional and behavioral difficulties reintegrate their pupils into mainstream schools and on the problems they have encountered. Results indicate that very few of these pupils ever return to mainstream school. Considers study's implications…

This book is organized around several themes, namely: the changing context for the professional practice of school psychology; classroom- and school-based prevention and intervention programs; and professional training issues specific to intervention-oriented school psychology. The first three chapters address numerous reform and restructuring…

The approach to problem behaviors in the school described in this book is called "ecosystemic" because problem behavior is viewed as a part of, not separate from, the social setting within which it occurs. The book is divided into three parts. The three chapters in Part One describe the ecosystemic framework used to explain problem behavior.…

Presents a brief history of the diagnosis and treatment of hyperkinesis, focusing on the social and clinical factors involved with this medicalization; and then considers the problem of expert control, medical social control, the individualization of social problems, and the depoliticization of deviant behavior, as well as ramifications for the…

The project detailed in this document was for the planning of an operational proposal which would allow the testing, in public school classrooms, of selected elements of the Tennessee Re-Education Institute's residential program designed for work with students having learning and behavior problems. The material in this document includes a…

The school-related problems discussed in this article cover three major areas: disruptive behaviors in the classroom; academic behaviors in the classroom and at home; and school attendance as related to both truancy and school phobias. (Author/AM)

Describes a system for dealing effectively with middle school students' learning and behavior problems through a team approach. (Author/DS)

Defines discipline problems and discipline and discusses why discipline problems exist within the schools and Harvey Clarizo's four steps that teachers can take to minimize these problems. (EM)

School archival records and interviews with school personnel were used to obtain measures of the school-related problems of four groups of eight students: those receiving both foster care and special education for emotional/behavioral disorders (FCED), foster care only, special education only, or neither. The FCED group exhibited the most…