ABSTRACT
In Chapter 1, the editors noted that the biopsychosocial perspective is a useful if incomplete umbrella under which other accounts, of both child development and major theories guiding intervention, can sit. Paul Cooper, Katherine Bilton and Michalis Kakos (Chapter 10) see it as a holistic foundation for multi-systemic interventions in schools and other settings-an approach that is ‘capable of capturing the complexities of SEBD’.
