L'Ecoles de la Deuxieme Chance: L'Adaptation de la Relation Pedagogique a des Jeunes en Difficulte Relationnelle (Second Chance Schools: Adaptation of Teaching Methods for Youth with Problems in Relating).

Autor/in	Royer, Egide
Titel	L'Ecoles de la Deuxieme Chance: L'Adaptation de la Relation Pedagogique a des Jeunes en Difficulte Relationnelle (Second Chance Schools: Adaptation of Teaching Methods for Youth with Problems in Relating).
Quelle	(1996), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Foreign Countries; Interpersonal Competence; Intervention; Parent Participation; Parent School Relationship; Parent Student Relationship; Peer Relationship; Problem Solving; Psychoeducational Methods; Secondary Education; Special Schools; Student Adjustment; Teacher Collaboration; Canada + Suchen Sie Ihr Suchwort? Ausland; Interpersonale Kompetenz; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Peer-Beziehungen; Problemlösen; Sekundarbereich; Special school; Sonderschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerkooperation; Kanada
Abstract	This paper outlines school-based intervention methods for students with behavior problems that have caused them to be excluded from their neighborhood school. The methods focus on developing the social competence of these youth. Four projects found to be effective in Quebec (Canada) secondary schools are described. One program provides an alternative to school suspension by creating a special class for students who have been removed from their classes for behavior problems. In the special class, which is led by a psychoeducator and resource teachers, the students complete assignments and reflect on the situation which led to their exclusion from their regular class. Students receive counseling and are gradually re-integrated into their original class. The second program focuses on social learning and involves teaching students effective problem solving strategies for dealing with classmates. The third program involves collaboration among members of the teaching team at a 75-minute weekly meeting where difficult classroom situations are presented and concrete intervention methods are discussed. The final program deals with parental involvement in developing the student's social competence. School personnel meet with the student and his or her parents to evaluate family functioning. Parents then meet in a group to learn about how they can create an environment that reinforces their child's school progress. The paper concludes with recommendations for educators working in "second chance" schools. (Contains 18 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC