COUV ACTES - Psychologie communautaire

Community Psychology: Common Values, Diverse PracticesWho is the tool design for? It is important to adapt the content, language and design of tool to the ages of thetarget group, in our case Childs 5-11 years old and their families.Why is important their participation? What type of information we aim to collect: more quantitative, morequalitative, ultimately what kind of proposals we hope for? How will we manage their outcomes? What informationis necessary to make to facilitate participation?What do we want to communicate? What values do we want to convey? Also: What information on theparticipatory process do we provide? On what is he/she involved? What point are we at? What direction are wegoing to? And regarding the notebook: What is it? What does it do? What is expected of it? What will be donewith your results?Stage 2: school to homeIn this stage the first step is “school dynamics“, we start managing classroom work with children. You must be ingood harmony with teachers from the school to try to find the right moment. Not only adequate time and space towork must be taken into account, but also the type of dynamics that will take to promote classroom discussionand understanding. It is necessary that after this activity the children have clear which is the participative processthat we are promoting and what we ask them and their families.The second step is “home’s debate”. Some important aspects to consider incorporating into our notebook, withthe aim of facilitating this debate within the family are, for example:Information to introduce the participatory process (goals, timetable, agreement, and so on).Information to introduce de family debate (goals, timetable, and how are the results going to be managed)Some examplesHaving a space reserved for notebook's evaluation.It’s important to say that DEBATE IN THE SCHOOL AND AT HOME is what distinguishes this tool from a normalsurvey o questionnaireStage 3: collection and analysisFamilies should take time to discuss at home, but at the same time we must not extend too much the return of thenotebooks. So ideally it should not go beyond a week. Again it is important to highlight the important role ofteachers to encourage children to return the notebooks or if you prefer to be delivering "his duties" as well ascentralizing the receipt of the notebooks.When notebooks come back to our hands, it’s time to analyse the inputs. Depending on the number of notebooksthat we have received, and the type of information that we have demanded, the time required for analysis cansignificantly change. It’s important to know this.Stage 4: return resultsFeed-back on the result of their work to all the participants is necessary, in this case children and families, as wellas the teachers involved. Feedback methodologies and strategies can be very different. Starting from a letter to249