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Research demonstrates that minorities' children diagnosed with Emotional and Behavioural Disorders is overrepresented, being the ethnic minorities the most affected. The diagnostics have resulted in racism and discrimination. This article reflects upon the necessity to develop more integrated and dynamic models of inclusion for the schools. Based on Vygotsky´s ideas, a reflexion is done regarding the emotional education in schools, specifically about the need to include -in the teacher formation- the main role of the culture emotional rules in the dynamic of exclusion/inclusion of minorities. The article concludes with proposals to be considered for a culturally sensible vision on inclusion.

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Cet article présente un programme d'aide aux parents qui éprouvent de la difficulté dans l'éducation de leur adolescent. S'inscrivant dans une perspective interactionnelle et orientée vers les solutions, une attention y est apportée à l'identification de solutions concrètes à mettre en œuvre dans la famille. L'exploration du problème dans le cadre des interactions qui y ont cours et l'analyse minutieuse de moments d'exception où ce problème ne se manifeste pas, de même que l'identification de moments privilégiés partagés en famille, sont à la base de la démarche. Afin d'améliorer les relations familiales, ce programme préconise d'éviter la répétition des solutions inopérantes tout en encourageant ce qui fonctionne déjà bien. Par cette attention accordée à ce qui est positif, l'intervenant met en évidence, voire amplifie les forces et ressources présentes dans le répertoire familial.This article presents an intervention program for parents who experience some difficulties in parenting their adolescent. From an interactional and solution-focused approach, an attention is carried to the identification of concrete solutions to put in action in the family. The exploration of the problem in the frame of the interactions who prevail and the careful analysis of exception moments where this problem is not present, and the identification of privileged moments shared in family, are at the basis of the approach. In order to improve the family relations, this program recommands to avoid the repetition of inoperative solutions and to encourage the occurrence of what works already well. With this attention to the positive, the worker places in prominence, and even amplifies the forces and resources present in the family repertory

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