Problematic/aggressive behavior in children and adolescents stems from complex interactions between developing self-patterns and contextual influences, but also holds a symbolic and subconscious meaning related to each child’s and adolescent’s inner reality and experiences. This review presents the theoretical background, the scientific rationale and the practical implications of an innovative multidimensional model for addressing problematic/ aggressive behavior of children and adolescents at school. This model, based on extensive clinical work with children and adolescents and research evidence from its implementation in Greek schools, incorporates the psychodynamic, interpersonal, social, cognitive and multi-systemic perspective, offering a holistic approach intervention. On a practical level, this model translates to the application of a variety of techniques by a multidisciplinary team and involves individual support, psychotherapy, counseling and guidance of children themselves, their families and their teachers. This model moves away from the traditional psychiatric view of children’s problematic behaviour, promoting a comprehensive school-based mental health framework that appears to be promising in addressing children’s and adolescents’ behavior problems and emotional difficulties.
KeywordsProblematic/Aggressive BehaviorMultidimensional ModelHolistic ApproachSchool-Based Mental Health Framework
Adelman, H. S., & Taylor, L. (2009). Ending the Marginalization of Mental Health in Schools. A Comprehensive Approach. In R. W. Christner, & R. B. Mennuti (Eds.), School Based Mental Health. A Practitioners’ Guide to Comparative Practices (pp. 25-54). New York: Routledge.
Adelman, H.S. & Taylor, L. (2013). Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools. Thousand Oaks, CA: Corwin Press.
Afuape, T. (2015). Creative Resistance and Collaborative Relationships: Working with Inner-City Young People and Families. In T. Afuape, & I.-B. Krause (Eds.). Urban Child Mental Health Services (pp. 31-50). London: Routledge.
Allen-Meares, P., Washington, R., & Welsh, B. (2000). Social Work in the Schools (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Anderson, S. (2005). Key Factors in Supporting Students with High Needs in Mental Health: Discussions with the Mind Matters Plus Demonstration Schools. Australian Journal of Guidance & Counseling, 15, 214-219. https://doi.org/10.1375/ajgc.15.2.214
Ares, K., Kuhns, L., Dogra, N., & Karnik, N. (2015). Child Mental Health and Risk Behavior. In B. Kirkcaldy (Ed.), Promoting Psychological Wellbeing in Children and Families (pp. 123-134). New York: Palgrave McMillan. https://doi.org/10.1057/9781137479969.0012
Bierman, K., & Sasser, T. (2014). Conduct Disorders. In M. Lewis, & K. Rudolph (Eds.), Handbook of Developmental Psychopathology (3rd ed., pp. 467-487). New York: Springer. https://doi.org/10.1007/978-1-4614-9608-3_24
Boutwell, B. B., Beaver, K. M., Barnes, J. C., & Vaske, J. (2012). The Developmental Origins of Externalizing Behavioral Problems: Parental Disengagement and the Role of Gene-Environment Interplay. Psychiatry Research, 137, 337-344. https://doi.org/10.1016/j.psychres.2011.12.032
Boxer, P., & Frick, P. J. (2008). Treating Conduct Problems, Aggression, and Antisocial Behavior in Children and Adolescents: An Integrated View. In R.G. Steele, D. Elkin, & M. C. Roberts (Eds.), Handbook of Evidence-Based Therapies for Children and Adolescents (pp. 241-260). New York: Springer. https://doi.org/10.1007/978-0-387-73691-4_14
Brady, G. (2005). ADHD: Diagnosis and Identity. In C. Newnes & N. Radcliffe (Eds.), Making and Breaking Children’s Lives (pp. 49-62). Ross-on-Wye: PCCCS Books.
Browne, G., Gafni, A., Roberts, J., Byrne, C., & Majumdar, B. (2004). Effective/Efficient Mental Health Programs for School-Age Children: A Synthesis of Reviews. Social science & medicine, 58, 1367-1384. https://doi.org/10.1016/S0277-9536(03)00332-0
Burke, J. D., Loeber, R. & Birmaher, B. (2002). Oppositional Defiant Disorder and Conduct Disorder: A Review of Past 10 Years, Part II. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1275-1293. https://doi.org/10.1097/00004583-200211000-00009
Campbell, S. (2002). Behavior Problems in Preschool Children: Clinical and Developmental Issues. New York: The Guilford Press.
Carr, A. (2006). The Handbook of Child and Adolescent Clinical Psychology: A Contextual Approach. London: Routledge.
Carr, A. (2009). What Works with Children, Adolescents, and Adults?: A Review of Research on the Effectiveness of Psychotherapy. London: Routledge.
Carr, A. (2014). The Evidence-Base for Family Therapy and Systemic Intervention for Child-Focused Problems. Journal of Family Therapy, 36, 107-157. https://doi.org/10.1111/1467-6427.12032
Cefai, C., & Cavioni, V. (2015). Mental Health Promotion in School: An Integrated, School-Based, Whole School. In B. Kirkcaldy (Ed.), Promoting Psychological Wellbeing in Children and Families (pp. 52-67). New York, NY: Palgrave McMillan. https://doi.org/10.1057/9781137479969.0007
Christner, R. W., Mennuti, R. B., & Whitaker, J. S. (2009). An Overview of School-Based Mental Health Practice from Systems Service to Crisis Intervention. In R. W. Christner, & R. B. Mennuti (Eds.), School Based Mental Health. A Practitioners’ Guide to Comparative Practices (pp. 3-24). New York, NY: Routledge.
Coghill, D., & Sonuga-Barke, E. J. S. (2012). Annual Research Review: Categories versus Dimensions in the Classification and Conceptualisation of Child and Adolescent Mental Disorders: Implications of Recent Empirical Study. Journal of Child Psychology and Psychiatry, 53, 469-489.
Cohen, J. (2013). Promoting Children’s Healthy Development and Ability to Learn. In Μ. O’Loughlin (Ed.), Psychodynamic Perspectives on Working with Children, Families, and Schools (pp. 15-38). Plymouth: Jason Aronson.
Compton, K., Snyder, J., Schrepferman, L., Bank, L., & Shortt, J. W. (2003). The Contribution of Parents and Siblings to Antisocial and Depressive Behavior in Adolescents: A Double Jeopardy Coercion Model. Development and Psychopathology, 15, 163-182. https://doi.org/10.1017/S0954579403000099
Davis, P., & Sturge-Apple, M. (2014). Family Context in the Development of Psychopathology. In M. Lewis, & K. Rudolph (Eds.), Handbook of Developmental Psychopathology (3rd ed., pp. 143-161). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-9608-3_8
De Jong, T. (2005). Strengthening Mental Health Programs for Secondary School Students with High Support Needs: A Framework for Effective School Case Management. Australian Journal of Guidance & Counselling, 15, 156-167. https://doi.org/10.1375/ajgc.15.2.156
Dirks, M. A., De Los Reyes, A., Briggs-Gowan, M., Cella, D., & Wakschlag, L. S. (2012). Annual Research Review: Embracing Not Erasing Contextual Variability in Children’s Behavior—Theory and Utility in the Selection and Use of Methods and Informants in Developmental Psychopathology. Journal of Child Psychology and Psychiatry, 53, 558-574. https://doi.org/10.1111/j.1469-7610.2012.02537.x
Dishion, T. J. (2007). An Ecological Approach to Family Intervention in Early Childhood: Embedding Services in WIC. Intervening Early Conference, University of Oregon, 18-19 September 2007. https://slideplayer.com/slide/8757769/
Dishion, T. J. (2014). A Developmental Model of Aggression and Violence: Microsocial and Macrosocial Dynamics within an Ecological Framework. In M. Lewis, & K. D. Rudolph (Ed.), Handbook of Developmental Psychopathology (pp. 449-465). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-9608-3_23
Dishion, T. J., & Patterson, G. R. (2006). The Development and Ecology of Antisocial Behavior. In D. Cicchetti, & D. Cohen (Eds.), Developmental Psychopathology. Risk, Disorder, and Adaptation (Vol. 3, pp. 503-541). New York, NY: Wiley & Sons.
Dishion, T. J., & Stormshak, E. A. (2006). Children’s Lives: An Ecological, Family-Centered Approach to Mental Health Care. Washington DC: APA.
Dodge, K. A. (2006). Translational Science in Action: Hostile Attributional Style and the Development of Aggressive Behavior Problems. Development and Psychopathology, 18, 791-814. https://doi.org/10.1017/S0954579406060391
Dodge, K. A., & Pettit, G. S. (2003). A Biopsychosocial Model of the Development of Chronic Conduct Problems in Adolescence. Developmental Psychology, 39, 349-371. https://doi.org/10.1037/0012-1649.39.2.349
Doran, A. (2012). Meeting with Teachers and Other School Staff. In L. French, & R. Klein (Eds.), Therapeutic Practice in Schools (pp. 124-130). New York, NY: Routledge.
Emde, R. N., & Robinson, J. (2000). Guiding Principles for a Theory of Early Intervention: A Developmental-Psychoanalytic Perspective. In J. P. Shonkoff, & S. J. Meisels (Eds.), Handbook of Early Childhood Intervention (2nd ed., pp. 160-178). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511529320.010
Fonagy, P. (2004). The Interpersonal Interpretive Mechanism: The Confluence of Genetics and Attachment Theory in Development. In Emotional Development in Psychoanalysis, Attachment Theory and Neuroscience (pp. 113-130). Abingdon-on-Thames: Routledge.
Fonagy, P., Gergely, G., & Jurist, E. L. (2004). Affect Regulation, Mentalization and the Development of the Self. London: Karnac Books.
Fonagy, P., & Target, M. (2003). Psychoanalytic Theories: Perspectives from Developmental Psychopathology. London: Whurr.
Fonagy, P., Target, M., & Gergely, G. (2006). Psychoanalytic Perspectives on Developmental Psychopathology. In D. Cicchetti, & D. Cohen (Eds.), Developmental Psychopathology. Vol. 1: Theory and Method (pp. 701-749). New York, NY: Wiley & Sons.
Ford, J. D. (2004). Traumatic Victimization in Childhood and Persistent Problems with Oppositional Defiance. Journal of Aggression, Maltreatment and Trauma, 6, 25-58. https://doi.org/10.1300/J146v06n01_03
Forness, S. R. (2003). Barriers to Evidence-Based Treatment: Developmental Psychopathology and the Interdisciplinary Disconnect in School Mental Health Practice. Journal of School Psychology, 47, 61-67. https://doi.org/10.1016/S0022-4405(02)00144-9
Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children. Young Children, 58, 48-52.
Fraser, M. W. (2004). The Ecology of Childhood: A Multisystemic Perspective. In M. W. Fraser (Ed.), Risk and Resilience in Childhood. An Ecological Perspective (pp. 1-12). Washington DC: NAWS Press.
Fraser, M. W., & Allen-Meares, P. (2004). Intervention with Children and Adolescents: New Hope and Enduring Challenges. In P. Allen Allen-Meares, & M. W. Fraser (Eds.), Intervention with Children and Adolescents: An Interdisciplinary Perspective (pp. 532-544). Boston: Allyn & Bacon.
Fraser, M. W., Kirby, L. D., & Smokowski, P. R. (2004). Risk and Resilience in Childhood. In M. W. Fraser (Ed.), Risk and Resilience in Childhood. An Ecological Perspective (pp. 13-66). Washington DC: NAWS Press.
Fraser, M., & Williams, S. A. (2004). Aggressive Behavior. In L. Rapp-Paglicci, C. N. Dulmus, & J. S. Wodarski (Eds.), Handbook of Preventive Interventions for Children and Adolescents (pp. 100-129). Hoboken, NJ: J. Wiley & Sons.
Frick, P. J. (2006). Developmental Pathways to Conduct Disorder. Child and Adolescent Psychiatric Clinics of North America, 15, 311-331. https://doi.org/10.1016/j.chc.2005.11.003
Frick, P. J., Blair, R., & Castellanos, F. (2013). Callous-Unemotional Traits and Developmental Pathways to the Disruptive Behavior Disorders. In P. Tolan, & B. Leventhal (Eds.), Disruptive Behavior Disorders (pp. 69-122). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-7557-6_4
Frick, P. J., & Kimonis, E. (2008). Externalizing Disorders. In J. Maddux, & B. Winstead (Eds.), Psychopathology: Contemporary Issues, Theory and Research (pp. 349-374). Mahwah, NJ: Erlbaum.
Gendreau, P. L., & Archer, J. (2005). Subtypes of Aggression and Humans and Animals. In R. E. Tremblay, W. W. Hartup, & J. Archer (Eds.), Developmental Origins of Aggression (pp. 178-201). New York, NY: Guilford Press.
Goldenthal, P. (2005). Helping Children and Families. A New Treatment Model Integrating Psychodynamic, Behavioral, and Contextual Approaches. Hoboken, NJ: J. Wiley & Sons.
Green, V. (2000). Therapeutic Space for Re-Creating the Child in the Mind of the Parent. In J. Tsiantis (Ed.), Work with Parents: Psychoanalytic Psychotherapy with Children and Adolescents (pp. 25-45). London: Karnac Books.
Greenwald, R. (2004). The Role of Trauma in Conduct Disorder. In R. Greenwald (Ed.), Trauma and Juvenile Delinquency: Theory, Research and Interventions (pp. 5-23). New York, NY: The Haworth Press, Inc.
Heathfield, L. T., & Clark, E. (2004). Shifting from Categories to Services: Comprehensive School-Based Mental Health for Children with Emotional Disturbance and Social Maladjustment. Psychology in the Schools, 41, 91. https://doi.org/10.1002/pits.20047
Horne, A. (2000). Keeping the Child in Mind: Thought on Work with Parents of Children in Therapy. In J. Tsiantis (Ed.), Work with Parents: Psychoanalytic Psychotherapy with Children and Adolescents (pp. 47-64). London: Karnac Books.
Kauffman, J., & Landrum, T. (2013). Characteristics of Emotional and Behavioral Disorders of Children and Youth (International Edition). Boston: Pearson/Merrill.
Kazdin, A. E (2000). Psychotherapy for Children and Adolescents: Directions for Research and Practice. New York, NY: Oxford University Press. https://doi.org/10.1093/med:psych/9780195126181.001.0001
Kazdin, A. E., & Nock, M. K. (2003). Delineating Mechanisms of Change in Child and Adolescent Therapy: Methodological Issues and Research Recommendations. Journal of Child Psychology and Psychiatry, 44, 1116-1129. https://doi.org/10.1111/1469-7610.00195
Koller, J. R., & Svoboda, S. K. (2002). The Application of a Strengths-Based Mental Health Approach in Schools. Childhood Education: Infancy through Early Adolescence, 78, 291-294. https://doi.org/10.1080/00094056.2002.10522744
Kourkoutas, E. (2012). Behavioral Disorders in Children: Ecosystemic Psychodynamic Interventions within Family and School Context. New York, NY: Nova Science.
Kourkoutas, E., & Giovazolias, T. (2015). School-Based Work with Teachers: An Integrative Comprehensive Counseling Model. The European Journal of Counselling Psychology, 3, 137-158. https://doi.org/10.5964/ejcop.v3i2.58
Kourkoutas, E., & Hart, A. (2014). Suggesting a Resilient and Systemic Oriented Psychodynamic Model to Include Students with Behavioural Problems: Theoretical Issues and Practical Challenges. Rivista di Psicologia Clinica, 2, 147-168.
Kourkoutas, E., Stavrou, P.-D., & Loizidou, N. (2017). Exploring Teachers’ Views on Including Children with Special Educational Needs in Greece: Implication for Inclusive Counseling. American Journal of Educational Research, 5, 124-130.
Kourkoutas, E., & Wolhuter, C. C. (2013). Handling Learner Discipline Problems: A Psycho-Social Whole School Approach. KOERS Journal for Christians Scholarships, 78, 1-8. https://doi.org/10.4102/koers.v78i3.550
Kourkoutas, E., & Xavier Raul, M. (2010). Counseling Children at Risk in a Resilient Contextual Perspective: A Paradigmatic Shift of School Psychologists’ Role in Inclusive Education. Procedia Social & Behavioral Science, 5, 1210-1219. https://doi.org/10.1016/j.sbspro.2010.07.263
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-Based Mental Health: An Empirical Guide for Decision-Makers. Tampa, FL: Louis de la Parte Florida Mental Health Institute Publication.
Levine, J. E. (2007). Learning from Behavior: How to Understand and Help “Challenging” Children in School. Westport, CT: Greenwood Publishing Group.
Liu, J., Lewis, G., & Evans, L. (2013). Understanding Aggressive Behavior across the Life Span. Journal of Psychiatric Mental Health Nursing, 20, 156-168. https://doi.org/10.1111/j.1365-2850.2012.01902.x
Maggin, D., Wehby, J., Farmer, T., & Brooks, D. (2016). Intensive Interventions for Students with Emotional and Behavioral Disorders: Issues, Theory, and Future Directions. Journal of Emotional and Behavioral Disorders, 24, 127-137. https://doi.org/10.1177/1063426616661498
Maital, S., & Scher, A. (2003). Consulting about Young Children: An Ecosystemic Developmental Perspective. In E. Cole, & J. A. Siegel (Eds.), Effective Consultation in School Psychology (pp. 336-364). Göttingen: Hogrefe & Huber.
Mash, E., & Wolfe, D. (2013). Abnormal Child Psychology (International Edition). Belmont, CA: Wadsworth.
McMahon, R. J., & Forehand, R. L. (2003). Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2nd ed.). New York, NY: Guilford Press.
Music, G. (2009). Containing Not Blaming: Therapeutic Work in Schools. Therapy Today, 20, 20-24.
Music, G., & Hall, B. (2007). Learning Our Lessons: Some Issues Arising from Delivering Mental Health Services in School Settings. Psychoanalytic Psychotherapy, 21, 1-19. https://doi.org/10.1080/02668730601181077
National Association of School Psychologists (2010). Model for Comprehensive and Integrated School Psychological Services. NASP Document.
National Foundation for Educational Research (NFER) (2016). Developing School Counseling Services for Children and Young People in Wales. https://www.nfer.ac.uk/search/?searchTerm=school+counselling
Nastasi, B., Moore, R. B., & Varjas, K. M. (2004). School-Based Mental Health Services: Creating Comprehensive and Culturally Specific Programs. Washington DC: American Psychological Association. https://doi.org/10.1037/10724-000
Neece, C., Green, S., & Baker, B. (2012). Parenting Stress and Child Behavior Problems: A Transactional Relationship across Time. American Journal on Intellectual and Developmental Disabilities, 117, 48-66. https://doi.org/10.1352/1944-7558-117.1.48
Paternite, C. E. (2005). School-Based Mental Health Programs and Services: Overview and Introduction to the Special Issue. Journal of Abnormal Child Psychology, 6, 657-663. https://doi.org/10.1007/s10802-005-7645-3
Putzu-Williams, S. (2015). Understanding Anger. In L. French, & R. Klein (Eds.), Therapeutic Practice in Schools (Vol. 2, pp. 71-80). New York, NY: Routledge.
Reddy, L. A., & Richardson, L. (2006). School-Based Prevention and Intervention Programs for Children with Emotional Disturbance. Education and Treatment of Children, 29, 1-26.
Renouf, A., Brendgen, M., Séguin, J. R., Vitaro, R., Boivin, M., & Perusse, D. (2010). Interactive Links between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression. Journal of Abnormal Child Psychology, 38, 1109. https://doi.org/10.1007/s10802-010-9432-z
Rhodes, J. (2007). Mentoring and Resilience: Building Resilience in Children, Families and Communities. http://www.nuigalway.ie/sites/childandfamilyresearch/downloads/crfc_2007_jeanrhodes.pdf
Roeser, R., & Eccles, J. (2014). Schooling and the Mental Health of Children and Adolescents in USA. In M. Lewis, & K. Rudolph (Eds.), Handbook of Developmental Psychopathology (3rd ed., pp. 163-184). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-9608-3_9
Rohner, R. P. (2016). Introduction to Interpersonal Acceptance-Rejection Theory (IPAR Theory) and Evidence. Online Readings in Psychology and Culture, 6, 4. https://doi.org/10.9707/2307-0919.1055
Roth, A., & Fonagy, P. (2005). What Works for Whom? A Critical Review of Psychotherapeutic Research. New York, NY: The Guilford Press.
Sameroff, A. (2009). The Transactional Model. How Children and Contexts Shape Each Other. Washington DC: American Psychological Association.? https://doi.org/10.1037/11877-001
Sameroff, A. (2014). A Dialectic Integration of Development for the Study of Psychopathology. In M. Lewis, & K. D. Rudolph (Ed.), Handbook of Developmental Psychopathology (pp. 25-44). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-9608-3_2
Scriva, M. L., Heriot, S. A., & Kourkoutas, E. (2015). Emotion Regulation and Interpersonal Schemata in Depressed and Aggressive Youth. In E. Kourkoutas, & A. Hart (Eds.), Innovative Practices for Children and Adolescents with Psychosocial Difficulties and Disabilities (pp. 113-151). Newcastle: Cambridge Scholar Publications.
Serbin, L. A., & Krap, J. (2004). The Intergenerational Transfer of Psychosocial Risk: Mediators of Vulnerability and Resilience. Annual Review of Psychology, 55, 333-363. https://doi.org/10.1146/annurev.psych.54.101601.145228
Sharry, J. (2004). Counselling Children, Adolescents and Families: A Strengths-Based Approach. London: Sage.
Smith, B., & Fox, L. (2002). Systems of Service Delivery: A Synthesis of Evidence Relevant to Young Children at Risk for or Who Have Challenging Behavior. Center for Evidence-Based Practice: Young Children with Challenging Behavior. http://www.challengingbehavior.org
Snyder, J. (2016). Coercive Family Processes in the Development of Externalizing Behavior: Incorporating Neurobiology into Intervention Research. In T. Beauchaine, & S. Hinshaw (Eds.), The Oxford Handbook of Externalizing Spectrum Disorders (pp. 267-285). New York, NY: Oxford University Press.
Sroufe, L. A., Duggal, S., Weinfield, N., & Carlson, E. (2000). Relationships, Development, and Psychopathology. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.). Handbook of Developmental Psychopathology (2nd ed., pp. 75-91). New York, NY: Klewer Academic/Plenum Publishers. https://doi.org/10.1007/978-1-4615-4163-9_5
Sroufe, L. A., Egeland, B., Carlson, A. E. W., & Collins, A. C. (2005). The Development of the Person: The Minnesota Story of Risk and Adaptation from Birth to Adulthood. New York, NY: Guilford Press.
Stavrou, P.-D. (2018a). Psychoanalytic Psychotherapy as a Method of Treatment for a Special Educator Experiencing Disengagement in Relation to Her Profession: A Case Study. Global Journal of Human Social Sciences, 18, 47-59.
Stavrou, P.-D. (2018b). Children’s Self-Image Following Abuse, Development of Resilience and Family Context Impact: A Clinical Psychodynamic Approach. Advances in Social Sciences Research Journal, 5, 308-329.
Stavrou, P. D., & Kourkoutas, E. (2017). School Based Programs for Socioemotional Development of Children with or without Difficulties: Promoting Resilience. American Journal of Educational Research, 5, 131-137.
Steiner, H., Silverman, M., Karnik, N. S., Huemer, J., Plattner, B., Clark, C. E., Blair, J. R., & Haapanen, R. (2011). Psychopathology, Trauma and Delinquency: Subtypes of Aggression and Their Relevance for Understanding Young Offenders. Child and Adolescent Psychiatry and Mental Health, 5, 21. http://www.capmh.com/content/5/1/21 https://doi.org/10.1186/1753-2000-5-21
Thornberry, T. P., Freman-Galant, A., Lizotte, A. J., Krohn, M. D., & Smith, C. A. (2003). Linked Lives: The Intergenerational Transmission of Antisocial Behavior. Journal of Abnormal Child Psychology, 2, 171-184. https://doi.org/10.1023/A:1022574208366
Timimi, S. (2002). Pathological Child Psychiatry and the Medicalization of Childhood. Hove: Brunner-Routledge.
Timimi, S., & Radcliffe, N. (2005). The Rise and Rise of ADHD. In C. Newnes, & N. Radcliffe (Eds.), Making and Breaking Children’s Lives (pp. 63-70). Ross-on-Wye: PCCCS Books.
Tremblay, R. E. (2003). Why Socialization Fails: The Case of Chronic Physical Aggression. In B. B. Lahey, T. E. Moffit, & A. Caspi (Eds.), Causes of Conduct Disorders and Juvenile Delinquency (pp. 182-226). New York, NY: Guilford Press.
Tremblay, R. E. (2010), Developmental Origins of Disruptive Behavior Problems: The “Original Sin” Hypothesis, Epigenetics and Their Consequences for Prevention. Journal of Child Psychology and Psychiatry, 51, 341-367. https://doi.org/10.1111/j.1469-7610.2010.02211.x
Walker, H., Ramsey, E., & Gresham, F. (2004). Antisocial Behaviour in School. Evidence Based Practices (2nd ed.). Belmont, CA: Wadsworth.
Wampold, B., & Imel, Z. (2015). The Great Psychotherapy Debate: The Evidence for What Makes Psychotherapy Work. New York, NY: Routledge.
Weare, K. (2000). Promoting Mental, Emotional and Social Health. A Whole School Approach. London: Routledge.
Weare, K. (2005). Taking a Positive, Holistic Approach to the Mental and Emotional Health and Well-Being of Children and Young People. In C. Newnes, & N. Radcliffe (Eds.), Making and Breaking Children’s Lives (pp. 115-122). Ross-on-Wye: PCCCS Books.
Weare, K., & Gray, G. (2003). What Works in Promoting Children’s Emotional and Social Competence and Well-Being? London: Department of Education and Skills.
Weist, M. D. (2003). Promoting Paradigmatic Change in Child and Adolescent Mental Health and Schools. School Psychology Review, 32, 336-341.
Weisz, J. R. (2004). Psychotherapy for Children and Adolescents: Evidence-Based Treatments and Case Examples. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511734960
Williams, J. H., Ayers, C. D., Van Dorn, R. A., & Arthur, M. W. (2004). Risk and Protective Factors in the Development of Delinquency and Conduct Disorder. In M. W. Fraser (Ed.), Risk and Resilience in Childhood. An Ecological Perspective (pp. 209-250). Washington DC: NAWS Press.
Winship, G., & MacDonald, S. G. (2018). The Essentials of Counselling and Psychotherapy in Primary Schools. New York, NY: Routledge.
Wyman, P. A. (2003). Emerging Perspectives on Context Specificity of Children’s Adaptation and Resilience: Evidence from a Decade of Research with Urban Children in Adversity. In S. S. Luthar (Ed.), Resilience and Vulnerability. Adaptation in the Context of Childhood Adversities (pp. 293-317). New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511615788.014
Young, K. R., Marchant, M., & Wilder, L. K. (2004). School-Based Interventions for Students with Emotional and Behavioral Disorders. In P. Allen-Mears, & M. W. Fraser (Eds.), Interventions with Children and Adolescents. An Interdisciplinary Perspective (pp. 175-204). Boston: Pearson.
Zoccolillo, M., Romano, é., Joubert, D., Mazzarello, T., Côté, S., Boivin, M. et al. (2005). The Intergenerational Transmission of Aggression and Antisocial Behaviour. In R. E. Tremblay, W. W. Hartup, & J. Archer (Eds.), Developmental Origins of Aggression (pp. 353-375). New York, NY: Guildford Press.