"The highway project." Action 3-Open to all School Report and concluding remarks.
In September of 2009 began the second year of the Action 3 of the project "the high road" and ending in May 2011. Encouraged by the success of the first year increased the requests from schools in the area north of Naples, to join the project.
The interventions are as explicit in the following partner schools:
The SMS "Pascoli 2" Secondigliano, with activities for classes IIF, IIE and IE. The SMS
"Vico" Arzano, with activities for class ID, IC, IB, IE and IA. The
SMS "by Ludovico Casoria" Casoria, with activities for classes IB and IH. The SMS
"Palizzi Casoria, with activities for classes IA, ID and IIID.
The headmasters of these schools with their referents have embraced with great enthusiasm the activities under Action 3 and thanks to their availability has been possible to have a fruitful cooperation for social accompaniment. The specific objectives of
interventions were aimed at socio-emotional education, solidarity, tolerance, peace and civil coexistence, self-respect of others and the environment.
The meetings with the classes have been marked by the banner of self-knowledge and of the importance of knowing how to label their emotions and recognize them in oneself and others. The technique is promoted in the circle-time, thanks to which, the boys in a circle have felt free to tell prevailing sentiment in the circular "ring" warmth, optimism and trends free from any form of legal proceedings.
However, the use of this space is expressive could promote the growth of autonomy, accountability and participation in civic life.
Topics covered in several meetings with the classes have been divided by paths:
1. Route knowledge of self and bullying
were privileged exchanges of experiences on relationship distress in school and out of improving communication and interpersonal skills with peers.
objectives formulated at the design stage were maintained for as long as the training course. E 'ground state of a path of self-knowledge through education to the emotions that the student could recognize their own emotions and differentiate them from those of others.
The task of the adult, in an educational relationship, is to help children deal with the conflict as an opportunity to evolve and learn, or learn, with them not to feel overwhelmed, threatened, to go beyond the dichotomy I I win / you lose. The strategies adopted
: The technique used was the prevailing circle-time, thanks to which it was possible to circulate among the students heat and willingness to listen and dialogue.
important was the use of the strengths and weaknesses of the game for self-knowledge and perception of others.
Results: This location has made possible the free expression of emotions linked to the different situations and different people. The students felt at ease and free from trends related to legal proceedings. In this way they have exceeded even the shame we feel for those who have been bullied or the victim of several incidents of school violence and extra-curricular activities. Have acquired greater safety and greater communication skills with a positive impact on self-esteem.
2. Path minor crimes
land issues related to both episodes of the mafia and illegal actions have been addressed bearing in mind the importance of the issue of education rules. Often, in the path, there was the realization that students are not opposed to the rules that underpin the educational relationship, for they ignore almost completely the existence, not to notice when they take on attitudes that hinder relationships with teachers and peers, or undermine the peaceful passing of school life and extra education.
The methods used were simulations of various cases and incidents recounted by them and through the technique of problem solving was found with a solution as an alternative to oppositional behavior and illegal until then implemented.
The results: the students have expressed, during the journey, a growing need for order, rules, boundaries, limitations. Their repeated requests are addressed significant adults, teachers, experts, that assists them in returning growth to be firm and stable reference points. It 's a positive result and shared by teachers, the claim that there is a significant adults to help them take the lead and build an identity different from the patterns of delinquency imposed by society.
3. Path: "To be well in school and out"
Students in training, they expressed the need to know based on what parameters are judged, not only to improve their performance, but also to develop awareness of the perception that others have of them. Only through these certainties are able to progressively build their identity, grasp clearly what are the rules that should guide them in society and what the limits beyond which that their identity may not be adequately perceived.
The technique used was the administration of the test TVD and cooperative learning. Thanks for testing it was possible to identify various forms of discomfort and through the investigation of various cases and the simulation of various episodes was possible to confront various themes, learn new skills to cope with stress and distress, a natural part of the path of growth.
Results: This path has resulted in the redefinition of the conflict perspective the route to be well in school and out, the conflict is understood as a status report, which covers duo or more people where there is a problem that makes them uncomfortable. By choosing to use the cards conflict assumes a specific approach "so-be in conflict." The result was therefore not resolve the conflict, but to take it as an opportunity to restructure relationships.
4. Final location: the movie "The Mighty"
A moving modern tale whose courage comes in all sizes. "The Mighty" is a fun and adventurous story of two boys, in the noble spirit King Arthur and the two knights of the round table, create a fascinating journey to conquer the greatest treasure that is friendship. Together, the two protagonists share the pains and joys of their school and family life and managing to cope with their difficulties with great courage on the strength of their union, their friendship.
The participation of children in the project was truly remarkable and exciting show with great interest and curiosity to techniques, games and how to conduct group work as well as the topics dealt with from time to time.
In particular, have experienced the harmony that has arisen between them and a growing willingness to express their emotions, hardships and difficulties related to the trends free from fear of being judged.
Having the opportunity to be heard and to openly express both positive and negative aspects of their experiences free from the burden of feeling "full" of emotions with the aim of promoting a harmonious development of his personality. Each topic was presented in a playful dimension in order to foster cooperation and exchange between members of the group promoting the fun and never boring.
games used to be allowed to learn to relate that to reflect on the difference in perceptions of self and those of others.
All in a policy of prevention of discomfort and promote physical and psycho-education law as an ethical principle.
An analysis and interpretation of data derived from the preparation and testing of the various meetings TVD is rich in terms of emotional and relational, I was able to reflect and formulate my hypothesis.
The school, a place of real life, is the main space where teens are put to the test in the management of relationships, here you meet the rules, limits, "established practices" to relate to others. If the school does not provide this option, if it becomes a space within of which there are no reports of cause and effect (I do this and the companion / teacher / headmaster respond in this way), or does not provide guidance on the rules of management reports (as I meet with friends' teacher, the headmaster as with my classmate, etc..), then turns into a country "great", which is not and will never find any correspondence in reality, since "out" (for example in the world of work ) rules, limits and cause-effect relationships are held in high regard.
Teenagers need for order, rules, boundaries, limits how children need security, trust and reliability.
There are many teachers who possess the skills and many are able to put to good use, knowing deal effectively with their students. Others, however, and not a few, have difficulty in transmitting knowledge and skills, because it hampered by the inability of children to recognize its limitations do not perceive it as the educational context of the need to respect certain rules, as well as the relationship with "the 'teacher' as a relationship with its specific characteristics. Teachers strive to show that everything is not always possible, that what may be right in a context, it is not suitable in another, but often find themselves in front of a wall: "Because I can not paint their nails in class?" I'm not disturbing mica? "," Why can not I stay out of class if the professor is questioning other students? "Why can not I stay with headphones in your ears, if I follow the lesson too ? here are some examples that demonstrate how to teach respect to the rules is also a need for teachers, which should be noted that not just pretend not to see.
I find myself increasingly asking myself the question of whether teachers can avoid the evaluation of the educational value of turning a blind eye.
I must, however, to recall the contract in no way implied, that society, and within it especially the family, concluding with the school and its representatives. This agreement involves teachers and pupils, but even more, teachers and families of the children, calling each one to fulfill his educational role.
Educating the rules is the responsibility of family and school, it is for the school, as well as the family, the boy to experience the existence of socially shared rules and boundaries. The teacher, like the parent, should feel the moral need to educate young people the rules, even more so when he loves them and cares about their education, without forgetting the need to dose right and feeling, without confusing the train to punish or penalize. You could use a metaphor
significant: the determination of education to the rules as it dispenses medicine to a sick person, in situations of suffering, the activities of medical care if-rule can be given in the right dose and right time, or poison if poorly administered or dispensed at the wrong times.
I believe strongly that educating the rules is a requirement that teachers also need more than adolescents in particular. I get the impression, supported by my training and experience personally experienced that today's teenagers who live within ask our schools for adults to help them grow, returning to be firm and stable points of reference, to show real men and real women and adults who want to look like teenagers with the illusion of pleasure more, or to understand them better. I often feel that kids look at the professors who like to try to better understand how they themselves could become "large" rather than to find similarities in dress or attitude.
Children frequently have the need to have rules, perhaps masked by something else, or called by different names, but to help them to play a role in building an identity. Often, some teachers tell me of kids who cause the intervention of adults, who seek ol'attenzione call the teacher and showing signs of discomfort, until the adult is not exactly what is expected of him, that sets limits, returns to each a role. When there
education rules, when there is even the perception of the very existence of rules, the reactions of children rely on a number of variables that is hindering the construction of a relationship between teacher and pupil, and the formation certainty in relation to its identity. For example, just think of the look puzzled when some students, receiving an assessment or simply not a formal assessment by a teacher, they discover that what they believed to be not at all correspond to what the teacher, and often the companions, think of them.
Guys who think they are very nice, realize that they have offended or hurt the other several times, guys who expect positive assessments fall from the clouds when they are informed that even intelligent people misbehavior which adversely affect their judgments and, Finally, one class remaining to be amazed to discover that even their favorite teacher, with whom he has always laughed and joked does not consider them mature, but still little boys with whom dialogue is impossible. From these and other
similar experiences as you can imagine teenagers need to know based on what parameters are judged, not only to improve their performance, but also to develop awareness of the perception others have of them.
Only with such certainty can gradually build up their identity, grasp clearly what are the rules that should guide them in society and what the limits beyond which that their identity may not be adequately perceived. In the absence of this education rules, the adolescent is unable to understand the functioning of society, its values. Moti
boys struggle to fit in it and even sometimes seem disinterested to be part of a society that, for them, has no rules. Teenagers do not become accustomed to the limits boys intolerant, aggressive, disrespectful of self and others and therefore unsatisfied.
not internalize norms and values \u200b\u200bare guided by the principle of immediate pleasure, unable to invest in long-term relationships, making sacrifices that will lead, over time, more satisfaction. The boys need to learn to take satisfaction from relationships with others, a satisfaction based on recognition of the limitations in content as adolescents, enhance them as persons, so that his friend, the adult, the teacher is perceived as external support in their process growth and training.
The ultimate aim of the project road is the man who must become the student, not the guy. Parents and educators responsible for the serious responsibility of educating young people to understand the role they have in the future society and to give them the necessary tools including the ability to capture, internalize and respect the underlying rules, that are able to take it with skill and fidelity.
From my experience in various educational institutions, project partners, I have observed that students very often do not object to rules that form the basis of the educational relationship, but almost completely ignore the existence proving not to notice when they take on attitudes that hinder relationships with teachers and peers, or undermine the peaceful passing of school life (and extra-curricular). That is the need to provide education not "respect the rules," but "the rules" in a general sense, it should be, and is now a need felt by the whole community: parents, teachers and pupils .
E 'preferred a guy who is opposed to the rules and chose to defy them, compared to a teenager who does not know the rules and limitations in society, so it behaves as if it were part of a community, but lived isolated, led only by the instinct of personal survival.
The development of subjects characterized by a similar way of thinking and behaving marks the end of society, the disappearance of their environment in relational and emotional tales of individualism and, worse, isolation and exclusion.
The need to educate the rules could rise to the risk of choosing the path of authoritarianism, setting limits, requiring compliance with rules, forgetting that the rules in the field of education are not the end but a mere means. There is a thin line between choices of authoritarian intervention, whose purpose is to prevent the transgression of a rule, and choices of action motivated from the perspective of supporting the boys in the education of the rules.
include an authoritarian style pure, whose aim is peace, the elimination of every possible opportunity to clash, confrontation, dialogue, and a laissez-faire style, the aim of which is not very different from the one described above (note the acquiescence of many parents and teachers against children for fear of breaking the climate of serenity and peace built on the basis of concessions indiscriminately against them), there is a third way, that interventions aimed at supporting the development of a capacity / competence to conduct free and conscious at the same time positive. This is to provide through the relationship of education, tools and strategies to make the leap from a passive to limit the internalization of ethical value of a rule.
In fact, the social purpose of accompaniment for Action 3 is to be taken to ensure that children come to decide to behave properly for personal conviction, rather than just to avoid punishment or implies to have behaved in a way that other for some reason is often unintelligible to the children, consider unfair.
So when it comes to education in the rules is not compared to their education, skills development as linked to success in the inclusion and integration of young people in their environment social, even before training.
The school, to prepare students professionally, they must ensure the possibility of having all the basic skills, including ethics, essential for growth as "real men" and "real women" to educate and strengthen the will, rather than restrict the freedom of action: the only way fulfills its educational function.
WORKING TOOLS
registers and psycho-educational activities
Activities
Card Games Game of the merits of conflict
and defects
Assessment Test discomfort and early school leaving
Discussion with the technique of circle-time and cooperative learning
Consulting
TIMES
19 September 2009 - May 18, 2010 Date
Dr. Rosa Casaburi
21-05-10 (Psychologist-Psychotherapist)
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