The present experience reports a systemic multi-family intervention in which expressive resources were used as instruments for reinforcing the support of families of adolescents with a history of low academic performance, enrolled in two primary schools in a city in the metropolitan region of Porto Alegre/RS. The activities were based on the concept of family support and privileged the dimensions affective-consistent, family adaptation and autonomy. The use of expressive resources (drawing, story, creative writing, scrap metal, clay, and music) provided a playful, relaxed environment of complicity, which facilitated the expression of emotions, insight and stimulated the development of new behaviours related to family support, like sharing activities, praise, play and family group value, also improving the academic performance of adolescents.
Keywords:
systemic intervention, multi-family group, expressive resources, school performance
Pozzobon, M., & Marin, A. H. (2021). Expressive Resources and School Performance: A Multifamily Group Intervention. Revista De Psicología, 30(2). https://doi.org/10.5354/0719-0581.2021.52578
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