Evidence-based practice in educational psychology: The nature of the evidence

This chapter reviews a number of psychological perspectives on difficult classroom behaviour including behavioural, cognitive and psychodynamic. It explores how such perspectives can help us to understand difficult behaviour, and how they inform, at various levels, interventions aimed at achieving calm and positive learning environments for all children, including the most vulnerable. Ecological systems theories are noted to help in guiding individual, class and whole school approaches, and a distinction is drawn between reactive and preventive approaches. The chapter discusses the contribution of applied behaviour analysis to understanding difficult behaviour. Turning to various cognitive approaches, the chapter explaines the studies of the causal attributions of teachers, parents and pupils about behaviour. Finally, consideration is given to the way in which psychodynamic insights can inform understanding of, and interventions for, managing classroom behaviour. Case studies illustrating the ways in which educational psychologists intervene with casework involving difficult behaviour highlights the importance of problem formulation when supporting individual pupils displaying challenging behaviour.