We have argued for a dynamic, transactional and ecological model which acknowledges that problem behaviour is the product of a relationship history between young people, their caregivers and aspects of their wider environment (e.g. peers, schools, etc.) which actively contribute at the level of behaviour, beliefs and feelings ...BUT ... a child present[ing with] social and emotional problems, those problems [don't] necessarily originate in a disturbance in their social and emotional development. There are other, quite different, pathways that can feed into the process of becoming disturbed. For example, language disorders are often closely linked to behavioural difficulties (Rutter and Casaer, 1991).
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