This book is a practical guide to the following eight perspectives on behaviour:

• biological -

focusing on biological and biochemical processes in accounting for behaviour;

• behavioural
• (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour;
• cognitive
• (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective;
• social learning
• - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour;
• psychodynamic
• - focusing on unconscious conflicts in early childhood as accounting for current behaviour;
• humanistic
• - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour;
• ecosystemic
• - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour;
• ecological
• - focusing on the influence of systems and the environment in accounting for behaviour.

The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.