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Prevention of addiction through emotional and prosocial education

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Badia M., Escotorin P., Roche R.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2021
|
issue 54(4)
29-47
EN
The project “Prevention of Addiction through Emotional Education” (PATH), financed as part of Erasmus+, KA2 Strategic Partnership-School education sector, Reference No: 2018-1-IT02-KA201-048318 Erasmus Project+, aims to create a minimum quality standard to support school education and it involves all the important figures in the experiential and practical program for children. The aim is to draw the attention of all educators to the importance of the children’s ability to understand and know emotions, the training of prosocial behaviors, and the use of reflection and emotional self-regulation (as opposed to the impulsiveness of the automatic system) to promote the daily well-being of individuals and, consequently, communities. This paper features a summary of the experiences collected by the partners (especially the Spanish partner) during the two years of project implementation. The results of the experimentation are meant to provide the reader with a comprehensive overview of what has been done and an assessment of the effectiveness of the PATH model in school contexts. This paper also aims to increase the attention of teachers who wish to integrate the activities designed by the PATH model into their teaching. Indeed, the PATH training model is aimed at increasing the teachers’ professional skills by providing a structured intervention methodology based on emotional education, self-control, and prosociality to promote, among students, the acquisition and consolidation of fundamental emotional and social skills to prevent addictions in early stages. It is a recondition for a healthy development and a balanced individual and a protective factor for the implementation of risky behaviour.
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Educational interventions for an inclusive culture in primary school: The qualitative dimension of the PROSEL programme

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Badia M., Escotorín P., Morganti A., Roche R.
Człowiek - Niepełnosprawność - Społeczeństwo
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2019
|
vol. 46(4)
25-37
EN
Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Students with or without disabilities have the right to be educated in the least restrictive, most appropriate environment. The movement toward less restrictive environments is not only a school phenomenon; it is a societal one with the ultimate goal being to have individuals with all types of disabilities live, work and be educated in their own communities. For this reason it is imperative that the schools adjust to serve all students. If we do not work in this line, it is conceivable that he/she will not develop the necessary skills for how to effectively live and work with them. EBE-EUSMOSI have the aim to identify and integrate, within a reference model, the research procedures which can contribute to an evidence-based validation of educational programs aimed at school inclusion for all pupils. The PROSEL program was conceived: (1) From the will to experiment with innovative didactic practices which support the structure of an inclusive school through the development of social, prosocial and emotional skills in all students; (2) From the commitment to give teachers, appropriate “tools” useful in their daily work and adaptable in the increasingly heterogeneous classes. Four basic approaches to implement the PROSEL program: Systematical teaching of the social-emotional and prosocial competences; Integration of the social-emotional and prosocial competences in others subjects; Create a positive climate in class; Engaging the families.
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