The paper discusses the need for new programing strategies for seriously emotionally disturbed children, describes the ecological or systems orientation approach, cites instances in Scandinavian ecological approaches, and considers applications to the United States. The ecological approach is described in terms of nine principles, including that the target child is seldom, if ever, the whole problem; that understanding and responding to needs and concerns of significant others in the child's environment are critical; and that coordination of the many people and agencies involved is the key. Examples of the ecological approach used in Denmark, Norway, and Sweden are detailed, and differences between the Scandinavian and United States culture are noted. The appearance in the United States of the systems oriented resource teacher is described, and the role is explained. The paper concludes with a summary of the systems oriented resource teacher training program at Syracuse University. An ecological profile of a behaviorally disordered elementary school student is given to illustrate the approach. (CL)