Abstract
This work is concerned with children and adolescents with school problems such as poor academic performance or classroom misbehavior. It begins with a critique of the traditional psychological approach, which ignores the schools contribution to such problems. We propose instead a brief solution-focused intervention that includes everyone involved in the network of relationships in which the difficulties are embedded. Thus, we have been able to re-conceptualize the issues, to de-pathologize students and family members, and to avoid long and unnecessary psychotherapeutic treatments.
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