ABSTRACT

This systematic review used framework synthesis methodology to explore literature describing problem-solving, circle and consultation groups in schools (PSGs). The review sought to understand the underlying mechanisms which contribute to the reported success of these groups. Key themes contributing to positive outcomes associated with these groups were identified. Environment, preparation and planning, and group structure enabled subsequent psycho-social processes in the group; examples being a sense of safety, learning, emotional containment, and belonging. Group participation was related to wider positive impacts in the classroom and school environment. The intervention was deemed to be socially valid by participants. This paper contributes to the understanding of group approaches to problem-solving in education. It discusses benefits for staff, pupils and education settings. The paper further offers a description of an ideal set-up for such groups to support staff working in schools.

摘要

这项系统的综述使用框架综合方法论来探讨描述学校中的问题解决，圈子和咨询小组的文献。审查试图了解促成这些群体成功报道的潜在机制。确定了有助于与这些群体相关的积极成果的关键主题。环境，准备和计划以及小组结构使小组中随后的社会心理过程得以实现；例如安全感，学习，情感控制和归属感。小组参与与在教室和学校环境中产生更广泛的积极影响有关。参与者认为该干预对社会有效。本文有助于了解解决问题的小组方法。它讨论了对员工的好处，学生和教育环境。本文进一步描述了为此类团体提供支持以支持学校工作人员的理想设置。