Prévention et promotion de la santé mentale chez les enfants par le développement de la pleine conscience et des compétences psychosociales

Lamboy, Béatrice; Shankland, Rébecca; Cardoso, Thierry

doi:10.3917/dunod.falle.2016.01.0187

Cited by 4 publications

(4 citation statements)

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“…R. Shankland, B. Lamboy i T. Cardoso wiążą rozwój kompetencji psychospołecznych ze stanem zdrowia psychicznego ludzi, z ich poczuciem dobrostanu, co, według autorów, stanowi ważny czynnik zapobiegający licznym dysfunkcjom oraz problemom zdrowotnym i społecznym. Dlatego też podejmowane są szeroko zakrojone działania szkoleniowe, obejmujące jednocześnie kształcenie uczniów, rodziców i nauczycieli, w ramach programów społecznych (Lamboy, et al 2016). Shankland podkreśla potrzebę kształcenia nauczycieli w obszarze psychologii pozytywnej i kompetencji psychospołecznych, tak, aby byli oni w stanie rozwijać u swoich uczniów, między innymi, umiejętności identyfikowania swoich mocnych stron i ich wykorzystywania, umiejętności redukcji stresu, poczucie autonomii, poczucie bycia kompetentnym, poczucie więzi społecznej (Shankland, 2009).…”

Section: Kierunki I Możliwości Rozwoju Kształcenia Kompetencji Psychospołecznychunclassified

Psychological and social competencies in foreign language teachers’ training

Kempny¹,

UniversityofLowerSilesia²

2018

SPSUTOM

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Streszczenie: Celem artykułu jest refleksja nad rolą i miejscem kompetencji psychospołecznych w kształceniu przyszłych nauczycieli języków obcych. Intencją autorki jest zwrócenie uwagi na istotność kompetencji psychospołecznych w aktualnej rzeczywistości edukacyjnej jako czynnika zwiększającego efektywność przygotowania studentów do pełnienia roli nauczyciela języka obcego i wychowawcy, jak również czynnika zwiększają-cego szanse uczestników systemu edukacji na skuteczniejsze przygotowanie się do funkcjonowania na rynku pracy oraz ich przystosowanie się do wymogów współczesnego świata.

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Section: Kierunki I Możliwości Rozwoju Kształcenia Kompetencji Psychospołecznychunclassified

Psychological and social competencies in foreign language teachers’ training

Kempny¹,

UniversityofLowerSilesia²

2018

SPSUTOM

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“…Moreover, in the literature, Life Skills are identified as being a health-protecting factor ( 7 ), notably in primary prevention with health-compromising behaviour ( 8 , 9 ) mental health ( 10 ) and violent and risky sexual behaviour ( 3 ). In addition, Life Skills development appears to foster well-being, sociability, positive social interactions, cognitive development, academic achievement, and professional success ( 11–13 ). It is also recommended they be developed through participation and experiential pedagogical methods ( 11 , 14 ), through integrated and intersectional approaches ( 11 , 12 ).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, Life Skills development appears to foster well-being, sociability, positive social interactions, cognitive development, academic achievement, and professional success ( 11–13 ). It is also recommended they be developed through participation and experiential pedagogical methods ( 11 , 14 ), through integrated and intersectional approaches ( 11 , 12 ). Thus, Life Skills seem to be a dynamic notion, which has been evolving over time, with many identified benefits for health and well-being, through multiple approaches.…”

Section: Introductionmentioning

confidence: 99%

“…School can also be a place to promote healthy eating habits through a whole-school approach thanks to healthy school meals and nutrition education ( 20 ). Furthermore, school is the place where pupils acquire knowledge and learn how to use it (i.e cognitive development), live alongside others and learn how to behave in a group and in society (i.e social development) and where they are placed in situations through which they will have to learn about themselves and work on dealing with their emotions (i.e emotional development) ( 21 ). In addition, developing Like Skills through school provides a support system for adolescents ( 22 ) with documented benefits in terms of education, prosocial behaviour, health, culture, the economy, employment as well as for society and the individual ( 23 ).…”

Section: Introductionmentioning

confidence: 99%

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Defining Life Skills in health promotion at school: a scoping review

Darlington-Bernard,

Salque,

Masson

et al. 2023

Front. Public Health

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BackgroundLife Skills have been central to Health Promotion interventions and programmes with children and adolescents for over 40 years. School is a strategic setting for Life Skills education. Recently, policy-and decision-makers have focused on Life Skills development for youth. Research on Life Skills has gained momentum. Different terms are used to discuss and define Life Skills. Research identifies a lack of conceptual definition. The purpose of this study is to identify the definitions in the literature in English and French, and to reach a conceptual and consensual definition.MethodThe Scoping Review methodology was used. Three research questions aim to identify how Life Skills are defined in the field of health promotion at school, to see whether a conceptual and consensual definition exists, and, if relevant, to propose a conceptual definition. The search was conducted in 5 databases by 3 reviewers. This study focused on full-text publications in English or French, human studies, health promotion in school, school pupils, teacher training, and with a definition of Life Skills. Publications on after-school activities, higher education outside teacher training, adult education, other than peer-reviewed scientific papers were excluded.Results48 publications were included in English and 7 in French. NVIVO was used to determine and compare the French and English terms used for Life Skills and their definitions. According to the three research questions, (i) the terms used to define Life Skills are diverse and numerous, with different purposes at school in relation to health promotion, and different taxonomies, and relate to different areas of research; (ii) no consensual, conceptual definition of Life Skills was found; (iii) further semantic, epistemological and ontological clarifications are required.ConclusionSome conceptual definitions of Life Skills exist without consensus. Life Skills being at the crossroads between different fields could explain this and is illustrated by the multiplicity and diversity of the terms employed, and the various taxonomies and purposes used at school in health promotion. This may also explain why they are difficult to evaluate. Defining Life Skills consensually cannot be achieved due to the diversity of research perspectives from different fields.

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Développer La Résilience Et Le Bien-Être Des Étudiants

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Prévention et promotion de la santé mentale chez les enfants par le développement de la pleine conscience et des compétences psychosociales

Cited by 4 publications

References 1 publication

Psychological and social competencies in foreign language teachers’ training

Psychological and social competencies in foreign language teachers’ training

Defining Life Skills in health promotion at school: a scoping review

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