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And Osborne, E. (eds) (1994) The Family and the School: A Joint Systems Approach to Problems with Children (2nd edn), London, Routledge. The first edition of this book was an early contribution to relating systems theory to both home and school and the second edition continues this theme. Mosely, J. and Tew, M. (1999) Quality Circle Time in the Secondary School: A Handbook of Good Practice, London, David Fulton Publishers. This, as the title indicates, offers guidance on what constitutes good practice in circle time provision for older pupils.

When such negative perceptions lead to antisocial and antischool behaviour, the teaching staff and other pupils are likely to respond negatively, giving further ‘reason’ to continue the original negative behaviour so creating a vicious spiral. Such, briefly, is the cognitive explanation of the origins and maintenance of BESD. The explanation also points the way towards how BESD might be identified and assessed and what the educational response to these difficulties might be. Identification and assessment in the cognitive approach It will be apparent that identification and assessment in this perspective depends on trying to establish the pupil’s thinking processes such as his self-concept and his attributions (the way of attributing apparent causes to events perhaps being that a certain event was a particular person’s fault).

For example, in an ordinary school a pupil with BESD may spend part of the day with other pupils who have BESD and part of the day being taught with pupils in the rest of the school. g. Essex LEA, 1999; see also address list). The teacher starting a Circle of Friends is often supported initially by someone, perhaps from outside the school and having previous experience of initiating such 26 Systems approach groups. If the approach is used with a class group, a person who does not usually teach the class will hold a preliminary discussion with the pupils.

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