An experiment in a small group development program

The school's main expectation of the school psychologist is that the so-called take the care of a "problem child" on his shoulders, thereby easing the teacher's situation and relieving him of the burden. And of course: you want to see a well-adjusted and relatively well-educated child soon. The "problem" usually means a behavioral disorder, including excessive restlessness and hypermobility. Often, however, these symptoms do not exist by themselves, but are associated with or arise from learning difficulties. The primary task of the psychologist is to find out what is behind the abnormal behavior. Very often it turns out that we are dealing with a learning disability. It is important to establish this, because this time also determines the method of development and intervention: should the goal be only personality development, or should it be associated with ability and skill development. Regarding the school, I consider it important that the children who cause problems do not live in isolation, on their own, but as members of a group, a class community, so they cannot be considered independent from it. In my study, I report on a primary school group, of course also explaining its impact assessment. I also present the group process - highlighting the essential moments - precisely in order to make the demonstrable changes and the occasional coincidence of certain group events obvious. Table of contents: Introduction The antecedents of group formation Theoretical foundations Cognitive aspects of development Emotional and motivational aspects of development Purpose and course of development Organization of the group, selection of members Process of the group, interpretation of what is happening Impact assessment of the development process Summary