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There are many theories and models that influenced the approach to helping kids with concerning behaviors—called Collaborative & Proactive Solutions (CPS)—described in this book, including social learning theory, family systems theory, transactional/reciprocal models of development, goodness-of-fit theory, personal construct theory, neuropsychology, and developmental psychopathology. I am indebted to the countless people who exposed me to and taught me about those theories and models, including Dr. Elizabeth Altmaier (then at the University of Florida); Drs. Tom Ollendick and George Clum (at the Department of Psychology at Virginia Tech); and Dr. Mary Ann McCabe and Lorraine Lougee, then at Children's National Medical Center in Washington, DC. Of course, my children—Talia and Jacob (now twenty-three and twenty years old)—have taught me plenty. And the influence of my original teachers—my father, Irving (who is no longer with us), and my mother, Cynthia, to whom this book is dedicated—is inestimable.

But I am especially indebted to the thousands of general and special education classroom teachers, school administrators, paraprofessionals, ed techs, school mental health professionals, and specialists I've had the good fortune to work with and learn from over the past twenty-five years. Despite working under very difficult circumstances, often thanklessly, you've taught me what a huge difference an educator can make in a child's life, most especially those with social, emotional, and behavioral challenges who badly need someone to listen to them, nurture them, and help and care about them. You have my everlasting admiration.