Time‐out procedures often seem to be overused by teachers and tend to emphasize a linear view of problem behavior. Paradoxical strategies appear to provide a change in the dynamics of the teacher‐child relationship and are thus a more systemic way of viewing the behavior. Three case studies are presented where the paradoxical strategies have varying degrees of success. The cases are discussed in terms of the critical aspects of the approach, as demonstrated in the case studies.
|Number of pages||5|
|Journal||Psychology in the Schools|
|Publication status||Published - Jan 1986|