Presentation of the UE3 : DEVELOPING SOCIAL AND EMOTIONAL SKILLS level 1
-This course is open to all but is recommended for school teachers and teachers of secondary education in Arts, and HGEMC.
Not recommended for CSRs, evaluation done in person.
Key words: Harassment, empathy, self-esteem and awareness, cooperation, conflict prevention
Semester 1 and 2 : Aix / Marseille / Avignon
Improving school climate has become a major issue in public policy in education. The school climate reflects the judgment of parents, educators and students concerning their experience of life and work within the school . It thus refers to the quality of life in school. Scientific research, and in particular the OECD's international program(Pisa), proves that a school climate influences student successThe program [...] has an impact onsafety in the school environmentIt has an impact on the reduction of risk behaviors, micro-violence and harassment, absenteeism and dropout (MENJS, 2022)
This course aims to provide you with knowledge related to
- social skills (ability to understand social expectations and to adapt one's behavior to various socio-cultural contexts)
- Emotional skills (ability to understand emotions, adapt them and moderate their expression)
It will allow you to discover a prevention program (Prodas) that aims to promote the well-being of students and prevent violence by developing psychosocial skills. This program is implemented in the Aix-Marseille academy from kindergarten to high school, and in the Montpellier academy
It will also allow you to be aware of harassment in schools (what is it? how to prevent? how to act?)
The organization of the EU :
Approximately 2/3 of the time spent on the course is devoted to the discovery of Prodas and its various workshops that allow students to develop their psychosocial skills. The training is based on real-life situations where students are brought to live these workshops to analyze the issues. The training therefore requires a real commitment from the student (body, voice...) in group work. There is an alternation between theoretical contributions, role-playing, and analysis of real-life situations. The remaining third is devoted to raising awareness about harassment in the school context.
The evaluation is related to the professional development of the student in the field of social and emotional skills based on the student's commitment to the different workshops and in his ability to explain the evolution of his perception of social and emotional skills.