Resumen
The school context, following an overall complexification of society, presents several situations in which it is necessary to build a transformative setting based on the suspension of educational action and the use of in-depth interpretations of divergent behaviors. Method: Two teachers with psychological training present and discuss cases studies of psychological intervention based on the analysis of demand methodology. Results: The two case studies presented concern, respectively, a difficult inclusion of a foreign pupil in the classroom and a school phobia of a student before graduating. In both cases, the classes are reconceived as clinical settings thereby giving new meaning to the psycho-social relationships of the students. The teachers promoted an overcoming of critical events: in the first case the pupil reaches school inclusion in a short time; in the second case the pupil reaches the diploma. Conclusion: The method of psychological intervention is proposed as an innovative practice of negotiation of new emotional symbolic structures in which to reproduce a coexistence in the scholastic context. It therefore appears necessary to equip schools with professional skills in the analysis of demand in order to train teachers to recognize the emotional dimensions within the class context.