Building fresh perceptions of a class: Turning ‘horrors into lovelies’

Abstract This paper describes a uniquely designed intervention, carried out by two educational psychologists (EPs), for a large primary school in North London, to help with a problematic Year 4 class. The project involved the whole staff group, parents and pupils. It drew upon a reflexive, consultation-based model of EP practice which was based upon ideas from a social constructionist theoretical frameworks including systems theory, phenomenology, psychodynamic theory, solution-focused brief therapy, appreciative inquiry, personal construct psychology and family therapy. Its aims were to increase on-task and pro-social behaviour, to develop and improve classroom management structures through staff development and to raise levels of positive communication between home and school. The project resulted in staff, parents’ and pupils’ perceptions being more positive towards the class group. It also resulted in the formulation of a plan of action based upon clear objectives, strategies and arrangements for implementation, and evaluation measures. Some discussion of the model of EP work and the EPs’ role and function in ensuring school staff’s ownership of the process of change, through embedding the work within the practice of school-based staff, is also offered.