The use of paradoxical intention with oppositional behavior in the classroom

Jacob Edward Brown*

*Corresponding author for this work

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)77-81
Number of pages5
JournalPsychology in the Schools
Volume23
Issue number1
DOIs
Publication statusPublished - Jan 1986
Externally publishedYes

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