COUV ACTES - Psychologie communautaire

Community Psychology: Common Values, Diverse Practiceschildren with learning problems which can still be treated with psycho educational instrument; partly wronglyleaving this place when the school calls them for help; the same for the social educational service members.If we look at the following system - social services - school – family - we can notice a lack of even minimumpropensity to “the aesthetics of connection” and particular care for the shadow zone, special space for such workof interconnection.The beating heart of the project is the meeting between children and adults (and their families) in a new story ofthe classroom group. The teaching team is the most responsible for the interpretation of the story and gives it itsdignity back; they should be able to interpret the “noise” of the shadow zone and transform it into understandable“sounds”: at this stage it's the psychologists’ turn; now the job is for us:co-buiding new stories where the differences become good opportunities; where the learning problems, thebehaviour problems and the subgroup “out of tune” acquires pertinence again; but also where the problematicteacher isolated by the team together with her/his problematic child ( because the team often mimes familystructures) can be helped to enter the team again and be trustworthy again.The epistemological models underneath our way of proceeding are essentially three:The Theory of human systemsfor the concept of system and relationship(s), and the overcoming of the primary prevention concept through thepromotion of the wellbeing and suitable styles of life.The constructivism and the social constructionismIn this frame the reality is never definitely given but we build it step by step and the instructor task is also tounderstand which are the intentions, and how the mind, which creates a certain educational process, works.Attention to the process and not to the models.This allow us to observe and take notes of our way of watching the reality, including ourselves in the aboveobservation.Such a significant project works only when:It is shared among operating protocolsIt is integrated in the school –area systemIt is monitored and redefined in the system.It works when it helps to change the contextOnce the context has changed, the project must be calibrated again.269