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• To understand how to proceed if they suspect that a classmate who shows
• changes in his or her usual behaviour is at risk of suffering from a disorder,
• and how to turn to a support network and to the responsible adults, and to
• communicate these strategies within the school environment.
Most of the proposed activities were conducted within the working group, which
was maintained throughout the entire project. Others were carried out individually,
calling for personal reflections and experiences.
The students were able to choose between different proposals, addressing the whole
spectrum of multiple intelligences: verbal, logical-mathematical, visual, kinetic,
musical, natural, interpersonal and intrapersonal. Given the preferences and individual
skills of each group’s profile, a wide variety of productions emerged from this very
interesting and significant project.

then

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