Agressions indirectes des enseignants par les parents d'élèves : deux exemples d'interventions cognitivo-comportementales dans une école primaire grecque

Indirect aggression of teachers by pupils' parents is a frequent problem, with important psychological consequences and that teachers often do not know how to deal with. Cognitive and behavioral interventions based on functional analysis of problem-behaviors are a possible response. This paper shows the results of two interventions of this type in a primary school in Greece. The efficacy of functional analysis models is demonstrated. The techniques used are detailed. The limits of these interventions in the Greek school system are analyzed. Finally, the interest in training teachers to cognitive and behavioral techniques is discussed.