First Published in 2001. This book is based upon a perspective which suggests that there are no easy answers to achieving the well-managed classroom and to working with pupils with emotional and behavioural difficulties, whether these are ''mild'' or ''severe''. Nor are there any ready-made prescriptive ones. Rather there are some underlying principles which can be applied in a variety of ways, to meet the diversity of situations and learning needs to be found in classrooms. This book is a personal perspective based upon the author''s experience in primary, secondary and specialist provision as teacher, researcher and consultant.
