problem no. 2: “the pupils will solve their own problems in class or on the playground.”,
and for problem no. 3 “The pupils will show respect to the others.” In order to reach these
very generous goals a series of concrete actions were identified. Each problem was
formulated in terms of easily measurable and observable behavioural terms. For example
“respect” meant a list of behaviours of pupils and teachers. Progress was measured
function of the acquisition of these operationalized behaviours.
Implementing the action plan to produce change. Interventions for problem no. 1: The
counsellor began by changing the teachers’ and pupils’ perception of the counsellor’s role
in the school. The most part of the programme took place in class with pupils and
teachers or on the hallways during breaks. The objective was that both pupils and teachers
get to know the roles and responsibilities of the counsellor in the school. The counsellor
was present during classes and in the school (and spent very little time in the office) for 2
years, until the perception of the counsellor’s role has changed.
During classes, the counsellor engaged in activities with pupils in order to solve
problems, essential to reduce behaviour problems in class. The teacher was encouraged to
take part in counselling classes in order to learn class management methods based on
behaviour change and problem solving. Another complementary method was a training
with all teachers at the beginning of the school year, centred in problem solving and class
management (e.g. formulating rules and their consequences).
For problem no. 2 the class sessions also had results concerning pupils behaviour and
problem solving. The pupils learnt non-violent problem solving alternatives. The
counsellor also put together a group of pupils who learnt conflict management methods to
intervene during breaks, in the schoolyard or in sports classes. The programme is based
on peer education. The pupils with the role of conflict mediators wore an orange vest
during breaks to be easily noticed.
For problem no. 3 the counsellor organized various activity types. First of all, psycho-
educational counselling groups were renamed “clubs” and each activity had a fun and
attractive name (e.g. “Achievers Club ”, “Bomb Squad ”, “Lemon AID ”, Colors of Invis –
ABILITY ”). In addition, activities meant to develop problem solving skills and taking on
responsibility during class were continued. The counsellor engaged the teachers in
monitoring pupils’ activity from the point of view of the behaviour label called “respect”.
Applying behaviour management methods in class instead of punitive behaviour
indirectly increased pupils’ “respect” for teachers and the other way around.
Results: the programme lasted two years, during which the counsellor attended classes
with every grade, each pupil went through a full program of problem solving and conflict
management. 6 pupils clubs were formed. After two years of intervention a relevant
assessment indicator was the frequency of teachers’ resorting to the counsellor’s aid,
which decreased up to 4 a day as opposed to the initial 30. At the same time, pupils were
trained as conflict mediators in the school. Special situations of violence decreased from
30 a month to 2. The progress was maintained three years after the intervention.