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This article presents a case study of a 3-year-old boy with severe behavior difficulties whose emotional development was supported by nursery school staff through an understanding of stages of development (Levin, 1982) and required developmental affirmations (Clarke & Dowson, 1998). Significant change occurred for the child, his father, the school, and others engaged in a multicornered contract.

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Trudi Newton

Trudi Newton is a Teaching and Supervising Transactional Analyst in the educational field. She has written a number of articles and co-authored two books on learning: one for adult educators and one for schools. Co-Director of a training institute in Cambridge, England, she also directs a transactional analysis training program for educators in St. Petersburg, Russia, and specializes in consultancy for behavior support services and teams.

Gill Wong

Gill Wong, B.Sc., is a member of a primary behavior support team in Sutton, England, with a particular interest in children with special needs. She is also experienced in marketing and business. She can be contacted via the PBST at Century Youth Centre, Fellowes Road, Carshalton SM5 2SX, United Kingdom, or by email at .