Above all, consistent with Long's overriding frame of reference, the book evidences a humanistic philosophy that embraces the worth of each young person and teaching methods that feature relationship building and valuation of children. * The editors selected papers that stressed a re-education, or developmental philosophy whereby learned counterproductive behaviors can be unlearned. * The theme of holism runs through the volume, suggesting that affective, physical, and cognitive aspects of child development cannot be separated as professionals work with troubled and troubling youth. * Long and colleagues build on a positive philosophy. Specifically, Long and colleagues' contributors urge practitioners to re-examine their own racial attitudes and to be mindful of the role of culture in selecting curricular approaches and methods (see for example, excellent pieces by Chambers and Brokenleg). * Though emphasizing approaches featuring warm and caring environments, it is clear throughout the book that students with emotional and behavioral disabilities are expected to function and grow in classrooms that feature order, structure, and students' attainment of self-discipline.
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