progetto arion arion project speaker cinzia bendin socio affective education as adolescent welfare...
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Progetto Arion
ARION PROJECT
Speaker Cinzia Bendin
SOCIO AFFECTIVE EDUCATION AS ADOLESCENT WELFARE
PROMOTION
Progetto Arion
I would there were no age between sixteen
and three-and-twenty, or that
youth would sleep out the rest ……
W.Shakespeare Winter’s tale
We are living in a century ruled by the “sad passions” as they were defined by Spinoza
Progetto Arion Method of intervention
Focus on potential development
Welfare promotion
Teenagers’ support during their growth
INTERVENTIONS TO PROMOTE THE WELFARE DURING THE
ADOLESCENCE
Progetto Arion
PREVENTION- PROMOTION
To prevent situations of discomfort, we promote a lifestyle and an effective way to face the
developmental responsibilities and opportunities
INTERVENTIONS WELFARE PROMOTION
Progetto Arion
INTERVENTIONS TO PROMOTE THE WELFARE DURING THE ADOLESCENCE
Privileged Context to support the interventions of promotion is the school, which, in the last few years, has opened on the territory cooperating with the institutions to reach common aims
The focus, used during on the general rules of the preventing interventions, is on all the
actions to develop the potential
Focus on the potential
Approach Building and reinforcing the competences
Definition of the problem Participated
Changing instruments reinforcing the individual and the community, increasing resources and capacities
INTERVENTIONS TO PROMOTE THE WELFARE DURING THE ADOLESCENCE
Families
Research – integrated
action project of promoting
the adolescent comfort
Research – integrated
action project of promoting
the adolescent comfort
AmbitoTerritoriale
social private
Province
Teachers
AssociationsASURZ.T.12
Educational Institutions
PREVENTION PROJECT IN MIDDLE SCHOOL
SAMPLE
n.12 classes
n.193 teenagers aged 12/14
n.ro 98 experimental sample
n.ro 95 control sample
EXPERIMENTAL LEVEL
Experimental sample
Pre-test Intervention Post-test
Control sample
Pre-test No intervention
Post-test
1° STEP OF THE PROJECT
Analytic – cognitive intervention:Identifying adolescent comfort indicators
Instruments (among aimed psychometric surveys):
TMA ( self-assessment evaluation) ACESS ( education adaptation evaluation) QUASS (evaluation on uncertainty of the educative choice)
2° STEP OF THE PROJECT
Socio-affective laboratory
Identifying the class samplesDirect intervention in the affective literacy classes
Methodology based on experiences
SOCIO-AFFECTIVE LABORATORY
The laboratory has actively involved the students through a series of experiences to develop their emotional literacy.
BUILDING OF AN EMOTIONAL VOCABULARY DIRECTED TOWARD:
• Recognition of emotions• Listening the others and their
diversity• Communication of emotions
Improving of self-assessment in the studied class. The follow-up values ( in red) are better than the first dispensing ones in all the seven steps of the TMA evaluation
interp compet emotiv scolast famigl corpor totale
85
90
95
100
105
110
115
Graf.2.4 TMA 3A. Acquaviva (C.Sper) a.s. 04-05
a.s. 05-06
pt.
sta
nd
ard
EXPERIMENTAL SAMPLE RESULTS
SAMPLE RESULTS CONTROL
interp compet emotiv scolast famigl corpor totale
85
90
95
100
105
110
115
Graf.2.5 TMA 3B. Acquaviva (C.Contr)a.s. 04-05
a.s. 05-06
pt.
sta
nd
ard
The self-assessment in the present educational year is much lower than in the first dispensing
EXPERIMENTAL SAMPLE RESULTS
INCERTEZZA SCELTA SCOLASTICA
0
10
20
30
40
50
60
70
80
90
100
61,07
47,58
Graf. 4.5 Quass - 3A.Acquaviva (C.Sper)
A.s. 04/05
A.s. 05/06
Med
ian
a p
erc
en
tili
The uncertainty in the educational choice lows
SAMPLE RESULTS CONTROL
INCERTEZZA SCELTA SCOLASTICA
0
10
20
30
40
50
60
70
80
90
100
58,27 60,69
Graf. 4.6 Quass - 3B.Acquaviva (C.Contr)
A.s. 04/05
A.s. 05/06
Med
ian
a p
erc
en
tili
The uncertainty in the education choice slowly rises
QUALITY EVALUATION
Graf. 4 Avrei voluto saperne di più su:
20
3
7
13
2
9
0
5
10
15
20
25
Em
ozio
ni/sentim
enti
Orie
nta
mento
scola
stico
Sessualità
Rapporti inte
rpers.
Am
iciz
ia
Alim
enta
zio
ne
Conoscere m
eglio
se s
tessi
Experimental sample students’ survey
QUALITY EVALUATION
Soddisfazione generale
0 0
33
67
00
20
40
60
80
100
1
Generalmente si ritiene soddisfatto dell'intervento?
Poco
Sufficientemente
discretamente
molto
non valutabile
Teachers’ approval survey
STRENGTH POINTS
• Integrated action
• Potential improving interventions
• Experimental methodology
• Good general rules-protocols
Critical state Short Time of intervention
TERRITORIALITY PRINCIPLE
With it we mean the capacity for the education institutions to build a net of relationships and projects with all the subjects who are interested to instructive contents and to steer human and structural resources in the territory.
