Children that practice social emotional learning skills have shown increases in pro-social behaviour, reductions in behaviour problems and improvements in academic performance. Social emotional learning is an important skill in all aspects of life. It is how emotional intelligence is formed. It is defined as a process for helping people develop fundamental skills for life effectiveness, and is divided into the five core competencies ( CASEL, 2017):
- self-awareness - social awareness - self-management - relationship skills -responsible decision-making
PSYCHOPEDAGOGY is an experiential process that helps all parties (family, school and or services) involved with the child. The focus is to address areas in which the child may be lacking skills and work collaboratively to help solve problems at hand. The main focus is on social emotional learning skills to help build emotional intelligence. The process involves sharing personal experiences and an openness of one-self in regards to feelings. The practice of working on yourself will provide you (child and/or parent) with intrinsic motivation, a sense of mastery, autonomy and purpose to equip you for a positive change.
The services offered depend on the type of setting and the learners involved. The fees vary depending on what may be needed for the environment.
Working with people in the social service field, teachers and families in order to build strong relationships with children or teens that present psycho-social and/or behavioural maladjustment.
Services are offered for Children exhibiting behaviours of addiction to technology, appear to be sad or disconnected to others, express anxiety or anger, have a low self-esteem, or are diagnosed with oppositional defiant disorders, ADHD or autism. The goal is for these children to have an empowering life. Integrating emotional literacy skills such as social emotional learning competencies is part of the solution to connecting with children and teens of the 21st century.
This service is provided for people within the school or service institution; on a one-on-one basis or for a group of people. It is for the organizational development of schools and other childcare institutions, social assistance services and health care centers. The creation of a positive creative environment with the active use of the content, forms, methods, technologies, and a system of principles and pedagogical tools to best support the formation of professional growth.
For instance, within school settings, programs cater to train children or even workers to acquire new skills to improve the intellectual or emotional development. Programs are designed accordingly to the needs of the institution and the learners themselves.
An assessment is done prior to implementation (interviewing, observation, assessment, evaluation and follow-up). The assessment period is one of the most important elements of the process. Its duration is between 2-3 weeks. This includes 2-3 interviews, on site observations and a written assessment with recommendations of a plan of action. Once the assessment process is completed, the facilitation, training or therapy duration will vary upon each case.
A complete program includes an instructional and learners guide or synchronous self-study program (using a software), or self study booklet. (Price varies depending on the format, medium and structure).
Evaluation: There is always an immediate non-formal evaluation and a follow-up.
With the integration of media and technology into programs many objectives can be achieved. Technology is not who we are, but part of how we get things done. Technology is a powerful tool to connect with children with psycho-social disabilities and/or disorders.
For example, we can use digital story telling or create a sensory room that is research based and strategy driven using the latest technology best prices. Programs can also be applied online as well as face-to-face.
It can be difficult to have children in the 21st century. With unlimited lucid information at our fingertips, children and parents are becoming more dependent on technology, yet without the proper knowledge to equip them in doing so. During this time of evolutionary shift, parents are faced with many challenges:
Dysfunctional identity formation: Due to media representation, gender objectification and information overload.
Inappropriate relationships with technology: Phones, tablets, handheld devices, game consoles and computers.
Expressing concerning behaviours: Restlessness, sadness, inattentiveness, disassociation with others, anxiety and anger.
For those who do not have the means to have access to technology, a digital divide is formed and causes other issues with parents, communities, organizations and institutions. There then becomes a need to implement technology mindfully within the settings for these children.
Parents of children with special needs need proper knowledge on how to make things accessible. Accessibility is designing services, products and or environments for people with disabilities.
With the use of technology to help children succeed to their fullest potential.
By offering individual and/or group counseling by facilitating specialized programs that are based on each person and families needs.
By implementing an assessment, develop programs, therapeutic counseling, an evaluation and a follow-up for families in need to help create a balanced home life
Additional service: There is an open system’s approach to prompt emailing within 48 working hours and text messages response along with accesses to the latest research on social emotional learning in the 21st century .
I take on one pro-bono (volunteer, no charge) case per year.