The laboratory, thanks to an experiential approach, allows teachers to increase awareness and competence on intra- and interpersonal dynamics with which the teacher relates in the presence of students with disabilities. The support teacher carries out a job of great responsibility and delicacy which, if well supported, can also give rise to great satisfaction and gratification. Often, however, the difficulties of this profession, due to various factors (management of difficult social realities, conflicts with students' families or between colleagues) make carrying out the work tiring and, at times, frustrating. Furthermore, the working context of the support teacher seems to be a risk factor for the onset of burnout since in addition to the often solitary management of the student with disabilities, relational tasks are required with different actors: parents, educators, social and healthcare workers.
The laboratory, thanks to an experiential approach, allows teachers to increase awareness and competence on intra- and interpersonal dynamics with which the teacher relates in the presence of students with disabilities.
The support teacher carries out a job of great responsibility and delicacy which, if well supported, can also give rise to great satisfaction and gratification. Often, however, the difficulties of this profession, due to various factors (management of difficult social realities, conflicts with students' families or between colleagues) make carrying out the work tiring and, at times, frustrating. Furthermore, the working context of the support teacher seems to be a risk factor for the onset of burnout since in addition to the often solitary management of the student with disabilities, relational tasks are required with different actors: parents, educators, social and healthcare workers.
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Objectives to know how to plan and organize educational courses for kindergarten and primary school using the contributions of psychology to understand the mechanisms that regulate the functioning of different types of disorders including Which: Specific Learning Disorders (D.S.A.), Attention deficit and hyperactivity disorder; delay in cognitive development, Autism spectrum desorder. Knowing how to plan a life project by learning to evaluate socialization, communication, social and emotional behavior and provide tools and opportunities for the growth of students with disabilities.
On a personal and interpersonal level
• Recognition of personal needs
• Recognition, expression and management of one's emotions
• Recognition and management of others' emotions towards us
• Development of effective communication styles
• Promote an attitude of awareness through Mindfulness techniques.
On a professional level
• Recognition of professional needs
• Identification of strategies suited to the satisfaction of professional needs
• Work in a team to reduce the feeling of loneliness and share fatigue, responsibility and stressful elements
The laboratory requires that each meeting be structured by a brief theoretical introduction, in which the basic principles of the argument presented are exposed and a laboratory/experiential part in which the teacher will have the opportunity to experience firsthand what has been shared.
Relationships in educational contexts with the presence of students with disabilities
The brain and his three components
The evolution of emotions
Motivational systems
Emotions and their impact in the educational relationship
Teacher stress and burnout
Functional analysis
Mindsight
Readings will be indicated during the lessons.
MARIA CARMEN USAI (President)
VINCENZA BENIGNO (President Substitute)
The laboratory is repeated for two groups during the second semester.
DISABILITY PSYCHOLOGY (WORKSHOP)
