About the project
From the interaction with the children, with the teachers and with the parents, from the answers to the questionnaires applied before addressing this topic and from a UNICEF report, we found out that teachers, children and parents lack the skills that would help them cope with certain stressful situations. Children affected by anxiety and stress cannot regulate their behavior or cope with emotions. At the partnership level, we do not have instruments for measuring the well-being of the students, of the teachers, of the parents. We all agreed that we need a pool of resources focused on social and emotional education to prevent the occurrence of emotional disorders at children, but also at adults. We all agreed that we also need to internalize the requirements of our roles as teachers in the well-being of students, to assess our skills in the field of socio-emotional skills training, to identify new ways of communicating with parents, also caught in the carousel of paradigm changes.
We want to create a more child-friendly school, a school that teaches them not only reading, writing and counting, but also reflection, relationships and resilience, an emotionally intelligent school, a school of trust.
For this we started from
1. The elaboration of a school procedure regarding the development of social and emotional skills of students, teachers and parents of students.
2. Increasing the awareness of 100 students, 20 teachers and 20 parents about the need development of socio-emotional resilience skills in crisis conditions, to the effects of using socio-emotional skills in stress management, communication relationships and responsible decision making.
3.Providing knowledge, skills, values, help and support for 20 teachers , counselors and principals from each school participating in the project.
With students we organize an extensive awareness process on the importance of social and emotional skills: we check where we start, then we carry out social and emotional learning activities, according to a progressive structure, from self- awareness and acceptance to decision making. The topics that each school will cover refer to self-awareness activities, activities for the development of social competence, activities for the development of emotional regulation skills, activities for the development of social relationships and efficiency in communication and activities for the development of self- awareness skills of decision making. With the students in the risk group (orphaned children, with the parents gone abroad, with economic difficulties, etc.) we will carry out individual and group counseling activities, ensuring psychological and emotional support. All these activities will structure also the LTTA meetings in the partner schools.
Beyond the results related to the improvement of social and emotional skills of the 500 students, 100 teachers and 100 parents, of making a school policy, we will also have tangible and transferable results: A guide to social and emotional development for teachers, 5 procedures implementation of SEL in schools, counseling and personal development in CDS for high school, with group and individual activities, psycho-educational and social intervention program for parents, a portfolio of digital resources for social and emotional learning usable by both students and teachers and parents, a portfolio of documents, called the ABC of emotional intelligence and the costs of functional illiteracy, a model portfolio of teaching technology projects for teachers, included in the guide, a portfolio of healthy copying strategies in crisis situations, a PDF for students, a website, a blog , worksheets, self-knowledge tools easy to manage.