A Systemic Approach to School Problems: Reflections 20 Years Later (notice n° 588586)
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| fixed length control field | 02169cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121144103.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Curonici, Chiara |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | A Systemic Approach to School Problems: Reflections 20 Years Later |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2004.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 33 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In twenty years of work with children presenting school problems, our practice has evolved from an approach focused on the child and his family, to working within the school context with the resources and competencies of students and teachers. We have dealt with a variety of problems in which discouraging symmetrical struggles and school failure severely tried everyone’s resources. In concentrating on the interactional processes and representations that constitute the problem, and in helping teachers recover their creativity in managing difficult situations, we have often encouraged a rigorous framework in the form of clear rules, high expectations, and a dynamic use of deadlines. This is coherent with the normative aspect of the school context. This framework, underpinned by the teachers’ involvement, their respect for and recognition of students, their capacity to believe in them and to instill meaning in their teaching contributes to solving a great deal of school problems. What are the limits of this type of work, based on the idea of teachers’ and students’ resources and competencies? Is this a reductive “normalization” of children within a context that is no longer questioned? Is it a dynamic opportunity and, as such, a preventive measure, a lever for more important changes? We will briefly summarize our practice and propose some reflections on these questions. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Students |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | School problems |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Resources |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | System-class |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Teachers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Framing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Systemic approach to school problems |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | McCulloch, Patricia |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Thérapie Familiale | 25 | 3 | 2004-09-01 | p. 381-405 | 0250-4952 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-therapie-familiale-2004-3-page-381?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-therapie-familiale-2004-3-page-381?lang=en&redirect-ssocas=7080</a> |
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