Increasing Sensitivity in Teachers Toward Pupils' Behavior by Means of Structured Sensitivity Training

Abstract

This study examines the impact of structured sensitivity training on teachers' perception of their pupils. Thirty-four female teachers were exposed to one of four programs: Group 1, the main experimental group, took part in structured training in which everyday situations in school were analyzed. Case-study protocols from the Bar-Ilan Picture Test for Children, a semiprojective interview, were used as a didactic tool Group 2 participated in unstructured sensitivity training focused on group processes according to the classical model of T-training. Groups 3 and 4 were comparison groups. Group 3 discussed topics concerning school proposed by the group. Group 4 listened to lectures on the topics raised in Group 1. The results showed a significant improvement in sensitivity for Group I (experimental) The rate of improvement for Group 2 (unstructured) fell between those for Group 1 (experimen tal) and Groups 3 and 4 (comparison).

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