Objectives of general skills

• Adequately interpret situations experienced in the classroom and outside the classroom by mobilising knowledge in human sciences
• Adapt to different school groups by mobilising knowledge in human sciences
• Interact with the institution, colleagues and parents for effective partnerships
• Master legal documents so as to practise the profession properly
• Develop relational skills related to the requirements of the profession
• Measure the ethical issues regarding everyday practice
• Work as a team within the school
• Reflect on practice

UE's Learning outcomes

At the end of this programme component, students will be able to:
- Define the terms related to "adolescence in the school context"
- Present the models for understanding adolescence in a psycho-developmental perspective,
- Describe the physiological changes in adolescence,
- Present the major psychological characteristics of adolescent development,
- Describe the construction of the personality of a teenager,
- Present the organisation of secondary education in the Wallonia-Brussels Federation,
- Present the risk factors in adolescents (individual, family, psychosocial)
- Describe the difficulties encountered by adolescents in a school context (learning and impulsivity disorders, adjustment difficulties) and deviant behaviour in adolescence (crime, social conflicts, violent behaviour, addiction, exclusion, suicides)
- Describe the relationships between adolescents and others: peer influence, social norms, the teenager/teacher relationship, the place of parents in youth education, the role social networks in adolescence
- Reflect on setting life projects for adolescents in school
- Define "school life",
- Define what is meant by the concept of "group management" and "group dynamics" in a school context,
- Identify issues related to group management and group dynamics,
- Target psychosocial phenomena through observation, understanding and studying group and individual behaviour,
- Know the internal organisation of groups (informal structure, concept of role, tension, positions of the members of the group, interactions and role of the facilitator, etc.) and be able to react in an appropriate manner vis-à-vis the group,
- Know, from the legal point of view, the provisions on school life,
- Reflect on their own attitudes and favouring of certain modes of communication in interpersonal and group contexts,
- Analyse the main phenomena related to interpersonal relationships and interactions experienced in a class group.

UE Content

Keywords: adolescence; adolescent/teenager; developmental psychology; organisation of secondary education; psycho-social relations; learning / teaching styles; physiological changes; personality of the young person; school context; learning disabilities; life projects

Prior experience

Not applicable

Term 1 for Integrated Assessment - type

• N/A

Term 1 for Integrated Assessment - comments

Not applicable

Term 2 for Integrated Assessment - type

• Written examination

Term 2 for Integrated Assessment - comments

Written test.

Term 3 for Integrated Assessment - type

• Written examination

Term 3 for Integrated Assessment - comments

Written test.

Resit Assessment for IT - Term 1 (B1BA1) - type

• N/A

Resit Assessment for IT - Term 1 (B1BA1) - Comments

Not applicable