Progetto Arion ARION PROJECT Speaker Cinzia Bendin SOCIO AFFECTIVE EDUCATION AS ADOLESCENT WELFARE PROMOTION

Progetto Arion I would there were no age between sixteen and three-and-twenty, or that youth would sleep out the rest …… W.Shakespeare Winter’s tale We are living in a century ruled by the “sad passions” as they were defined by Spinoza

Progetto Arion  Method of intervention  Focus on potential development  Welfare promotion  Teenagers’ support during their growth INTERVENTIONS TO PROMOTE THE WELFARE DURING THE ADOLESCENCE

Progetto Arion PREVENTION- PROMOTION To prevent situations of discomfort, we promote a lifestyle and an effective way to face the developmental responsibilities and opportunities INTERVENTIONS WELFARE PROMOTION

Progetto Arion INTERVENTIONS TO PROMOTE THE WELFARE DURING THE ADOLESCENCE Privileged Context to support the interventions of promotion is the school, which, in the last few years, has opened on the territory cooperating with the institutions to reach common aims

The focus, used during on the general rules of the preventing interventions, is on all the actions to develop the potential Focus on the potential Approach Building and reinforcing the competences Definition of the problem Participated Changing instruments reinforcing the individual and the community, increasing resources and capacities INTERVENTIONS TO PROMOTE THE WELFARE DURING THE ADOLESCENCE

Families Research – integrated action project of promoting the adolescent comfort Research – integrated action project of promoting the adolescent comfort Ambito Territoriale social private Province Teachers Associations ASURZ.T.12 Educational Institutions PREVENTION PROJECT IN MIDDLE SCHOOL

SAMPLE  n.12 classes  n.193 teenagers aged 12/14  n.ro 98 experimental sample  n.ro 95 control sample

EXPERIMENTAL LEVEL Experimental sample Pre-testInterventionPost-test Control sample Pre-testNo intervention Post-test

1° STEP OF THE PROJECT Analytic – cognitive intervention: Identifying adolescent comfort indicators  Instruments ( among aimed psychometric surveys):  TMA ( self-assessment evaluation)  ACESS ( education adaptation evaluation)  QUASS ( evaluation on uncertainty of the educative choice)

2° STEP OF THE PROJECT  Socio-affective laboratory  Identifying the class samples  Direct intervention in the affective literacy classes  Methodology based on experiences

SOCIO-AFFECTIVE LABORATORY The laboratory has actively involved the students through a series of experiences to develop their emotional literacy. BUILDING OF AN EMOTIONAL VOCABULARY DIRECTED TOWARD: Recognition of emotions Listening the others and their diversity Communication of emotions

Improving of self-assessment in the studied class. The follow- up values ( in red) are better than the first dispensing ones in all the seven steps of the TMA evaluation EXPERIMENTAL SAMPLE RESULTS

SAMPLE RESULTS CONTROL The self-assessment in the present educational year is much lower than in the first dispensing

EXPERIMENTAL SAMPLE RESULTS The uncertainty in the educational choice lows

SAMPLE RESULTS CONTROL The uncertainty in the education choice slowly rises

QUALITY EVALUATION Experimental sample students’ survey

QUALITY EVALUATION Teachers’ approval survey

STRENGTH POINTS Integrated action Potential improving interventions Experimental methodology Good general rules-protocols Critical state  Short Time of intervention

TERRITORIALITY PRINCIPLE With it we mean the capacity for the education institutions to build a net of relationships and projects with all the subjects who are interested to instructive contents and to steer human and structural resources in the territory.

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