The LP-model provides a working method in which the teachers collaborate in groups according to specific principles.

The aim is to establish a good learning environment which ensures that all students acquire social skills and subject knowledge. The methodology involves a systematic approach to analysis and reflection, together with the development of appropriate measures and evaluation. The LP-model is a work strategy for raising levels of expertise. The model is funded by the Norwegian Directorate for Primary and Secondary Education/Ministry of Education (Utdanningsdirektoratet). The methodology has been tested through a research-based development project in 14 schools spread over three local authorities. Lillegrden Resource Centre has had responsibility for the development work, whilst the Norwegian Institute for Social Research (NOVA) has had responsibility for evaluating the project. The evaluation of the LP-project shows that it has achieved good results in vital areas of the school:

Students in the project schools exhibit better social skills in the form of self control, adjustment to the norms of the schools and self-assertion.

Students are less prone to problem behaviour and there is a calmer, more ordered atmosphere during lessons. The incidence of bullying has declined dramatically.

Relationships between students and teachers have improved and the atmosphere between students has also developed in a positive way.

The environment and culture within the school have improved and a stronger collaboration between the teachers has been established.

Parents are happier with the information they get from the school and the dialogue they have with the teachers.

Lillegrden Resource Centre invites local authorities, schools and PP-services to participate in the work of the LP-model. Basic principles Recent research shows that students learning and behaviour are linked to and explained by a series of conditions or factors related to the situations in which the students find themselves. (Egelund og Foss-Hansen 1997, Srlie 2000, Ogden 2001, Nordahl 2003, 2005). In the school such factors can, for example be linked to the relationships between peers, the relationship

between student and teacher, the teaching, classroom management and the students well being (Nordahl 2000). Behavioural problems, both in and outside the school, manifest themselves as a result of a complex phenomenon. The consequences of this knowledge are that behavioural problems and the development of a good learning environment can not be resolved by a particular strategy within the school and that it is not sufficient to focus on the person responsible for the behaviour. This understanding has its basis in systems theory. A systematic understanding of actions and behaviour therefore implies that an interaction takes place between the environment and the single individual.(Bronfenbrenner 1979) This interaction occurs when children and youngsters learn in a meaningful way at school and also when they display a variety of behavioural problems (Patterson 1982).The LP- model uses systems theory as a way of understanding that an interaction, in the form of communication and direct social interaction occurs between the participants. It is the social dynamic and the interaction which are of interest in the understanding of the systems theory which is applied. The system perspective is vital in order to understand how the students experience the learning environment, which behavioural and learning results they achieve and how behavioural problems and lack of learning can be met in an appropriate way. The patterns and structures of the social systems in which the children and teenagers take part, influence the actions they display. Systematics, analysis and reflection The LP-model is a system theoretic analysis model and not a method. It is a model for the analysis of educational challenges, the improvement of the learning environment and the realisation of suitable education in the school. The aim is to gain an explicit understanding of the factors which trigger, influence and maintain the students actions and behaviour. The model includes a range of work principles which demonstrate how one should proceed in order to arrive at a decision about what should be done. The teachers themselves evolve the measures which should be used in order to develop good learning environments. The measures should be directed towards reducing the importance of the factors which trigger and maintain problems in the school.

Work with the LP-model does not follow traditional strategies which involve trying out a method or a particular measure in the school. The measures which the teachers will implement will be developed locally as a result of an analysis of the challenges and conditions in the particular class/group or school. This is in accordance with research on how development work should be carried out in school. The procedural method can be simply outlined as follows: Analysis and reflection section:

A teacher presents to the teachers group a challenge related to a stu dent, group/class or his/her own class management.

Collective analysis of the challenge takes place in order to arrive at a concrete approach to the problem and to determine what information needs to be collected.

Collective planning concerning the assembling of information. The collecting of information. Analysis of the information in order to find those factors responsible for causing the problem.

Strategy and Measures section:

Collective strategy and the development of measures. Collective preparation of a plan for implementing the measures. The teacher implements the plan for three to six weeks Collective evaluation of the implementation. The plans can be revised along the way.