1. CLIPSYD – Université Paris-X Nanterre, France
Single-session school - based MBCT – like intervention for conflict resolution.
Dana CASTRO, Ph.D
CLIPSYD – Université Paris-X Nanterre, France

2. The secondary aims are :
The primary aim of the study is to acknowledge the impact of a single-session MBCT –like intervention in a high conflict classroom where students showed important levels of angers towards each other.
The secondary aims are :
test the feasibility of single sessions peer interventions in classroom
assess the effect of the intervention on the instructors.
• The class problem: violent verbal and physical conflict between 2 groups : insults, bumping, threatening, etc. The 2 groups were immune to teachers advices, authority or disciplinary action.

3. METHODS  Participants : 22 students of a professional school undergoing a hair-styling program, mean age 17,6; 16 females and 6 males. Most of the students had a history of academic failure and had an upsetting trajectory of life.  Procedure : A 2 hours session structured as follow: - Presentation of instructor’s background: 2 undergraduate psychology : peer counselling - Introduction : reminder of the class problem and class validation - Explaining the session : mindfulness, emotion regulation and social relationships - Relaxation exercises - Self esteem - Emotion regulation - Managing relationships: the negative effects of comparison upward and downward: don’t judge; accept; participate

4. METHODS
For each item a didactic element looked at the issue at hand followed by a brief discussion.
The instructors : Psychology undergraduate trainees very closely supervised and monitored for the quality of their services offered to clients. They had a 20 hours introductory course on MBCT and a 36 hours course on non violent communication crisis management. The idea was to enhance the interest of the class in the intervention by the peer counselling model, as peers listen, share the same language and idioms; and provide “young and adjusted counselling”.
Measures of change and data analysis :
Satisfaction interviews were analysed by content analysis crossing instructors' interpretation and that of their supervisor.

5. RESULTS
Class participants : expressed a high level of satisfaction with the intervention.
- They were agreeably surprised to notice that they can cope (for a while )with conflict otherwise then by aggressive behaviours.
- They mentioned that the intervention’s format and its peer management were suitable for their problems as different from other psychological techniques.
Their perception of a psychologist’s role change for the better.
Teachers : surprised but relieved and willing to learn more about Mindfulness.
Instructors :Assisting peers is a most helpful professional experience which impacted positively their feeling of legitimacy as professionals, enhanced subjective sense of competence and activated creativity.

6. ASSETS AND LIMITATIONS
-         Original design crossing peer support, single session intervention for conflict management and MBCT exercises.
The design is feasible, easy to implement in school settings, well accepted and results producing…on the short run.
LIMITATIONS The number of participants is small and issued from the same location.
Reliance on qualitative measures only: interviews
The gains on the long term have not been measured

7. CONCLUSIONS
More research on school based single-sessions MBCT interventions conducted by peers is needed to guide best practices and to conceptualise this model.

8. Thank you for your attention
And
The author acknowledges the contribution of Mélanie Therbaut and Rémi-Pierre Théolade in the achievement of this presentation.