Study programme 2021-2022Français
Approaches to Youth, School Life and Group Management
Programme component of Certificate of Teaching for Upper Secondary Education - Architecture and Urban Planning à la Faculty of Architecture and Urban Planning

CodeTypeHead of UE Department’s
contact details
Teacher(s)
UA-A1-ARCHIT-007-MCompulsory UEDUROISIN NatachaP316 - Méthodologie et formation
  • DUROISIN Natacha

Language
of instruction
Language
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français30000022.001st term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
P-SEDO-218Approaches to Adolescents in Educational Contexts150000Q1
P-SEDO-219School Life and Group Management150000Q1
Programme component

Learning Outcomes of UE

At the end of the course, students will be able to:
- define the term "adolescence"; - present the models for understanding adolescence from a psycho-developmental perspective; - describe the physiological changes in adolescence; - present the major characteristics of psychological development in adolescents; - present the risk factors in adolescents (individual, family, psychosocial); - describe the difficulties encountered by adolescents in a school context (bullying/harassment in/out of school, learning and impulsivity disorders, adjustment difficulties) and deviant behaviour in adolescence (crime, social conflicts, violent behaviour, addiction, depression, suicide); - describe the relationships between adolescents and others: peer influence, social norms, the teacher/teenager relationship, the place of parents in youth education, the role social networks and their influence at school; - define "school life"; - define what is meant by the concept of "group/class management" and "group/class dynamics" in a school context; - develop theoretical and practical considerations on school life situations; - identify, prevent and manage "a lack of discipline"; - manage the emotions of students through the use of impact techniques; - distinguish homogeneous / heterogeneous groups and understand their impact on the class group; - distinguish collaborative learning from cooperative learning and understand the influences on classroom management, - identify issues related to group management and group dynamics; - target psychosocial phenomena through observation, understanding and studying group and individual behaviour; - to understand the issues and impacts uniting school life and crisis situations (health crisis, terrorist attacks, etc.) and how to act in order to preserve well-being in education;- react in an appropriate manner with the group; - 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.

Content of UE

adolescence; adolescent/teenager; developmental psychology; psycho-social relations; learning / teaching ; physiological changes ; school context; learning disabilities; (cyber) bullying ; school life; well-being in education; internal organisation of groups; individual and group behaviour; group dynamics; role of a leader; role; modes of communication; group management; group work; interpersonal relationships; group relationships; homogeneity ; heterogeneity ; collaborative ; cooperative ; interactions; class groups.

Prior Experience

Not applicable

Type of Assessment for UE in Q1

  • Written examination

Method of calculating the overall mark for the Q1 UE assessment

The overall EU score is an average of the AA.

Q1 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q3

  • Written examination

Method of calculating the overall mark for the Q3 UE assessment

The overall EU score is an average of the AA.

Q3 UE Assessment Comments

Written test.

Type of Resit Assessment for UE in Q1 (BAB1)

  • N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
P-SEDO-218
  • Cours magistraux
  • Conférences
P-SEDO-219
  • Cours magistraux
  • Conférences

Mode of delivery

AAMode of delivery
P-SEDO-218
  • Mixed
P-SEDO-219
  • Mixed

Required Reading

AA
P-SEDO-218
P-SEDO-219

Required Learning Resources/Tools

AARequired Learning Resources/Tools
P-SEDO-218Course material available on Moodle
P-SEDO-219Course material available on Moodle

Recommended Reading

AA
P-SEDO-218
P-SEDO-219

Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
P-SEDO-218Not applicable
P-SEDO-219Not applicable

Other Recommended Reading

AAOther Recommended Reading
P-SEDO-218Balleys, C. (2015). Grandir entre adolescents. A l'école et sur Internet, Lausanne : PPUR.
Yee, B., Sliwka, A., & Rautiainen, M. (2018). Engaging adolescent learners: International perspectives on curriculum, pedagogy and practice. Springer.
Gullotta, T. P., Plant, R. W., & Evans, M. A. (Eds.). (2014). Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment. Springer.
Florin, A. (2013). Introduction à la psychologie du développement. Paris : Dunod.
Van Meerbeeck, Ph. (2012). Ainsi soient-ils? à l'école de l'adolescence. Bruxelles : De Boeck.
Le Breton D., Marcelli D. (2010). Dictionnaire de l'adolescence et de la jeunesse. Paris : Puf.
Emmanuelli, M. (2009,2e éd.). L'adolescence. Paris : Presses Universitaires de France " Que sais-je ? ".

Mellier, D., Lehalle, H. (2013). Psychologie du développement : enfance et adolescence : cours et exercices (chap. 7, 8 et 9).Paris : Dunod.
Boumard, P. (1999). L'École, les jeunes, la déviance: Enfants et adolescents en difficulté. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.bouma.1999.01.
Balleys, C. (2018). Comment les adolescents construisent leur identité avec Youtube et les médias sociaux. Nectart, 6(1), 124-133. doi:10.3917/nect.006.0124.
Balleys, C. (2015). Grandir entre adolescents. À l'école et sur Internet, Lausanne, Presses polytechniques et universitaires romandes, collection Le savoir suisse, 2015. In: Revue des politiques sociales et familiales, n°125, 2017. Parcours adolescents : expériences et représentations. pp. 99-100.
Zaffran, J., Vollet, J. (2018). Zadig après l'école. Pourquoi les décrocheurs scolaires raccrochent-ils ?, Lormont, Le Bord de l'eau, coll. " Documents ", 225 p., ISBN : 9782356875464.
Vanier, A. (2016). Un retour sur l'adolescence. Adolescence, t.34 2(2), 251-260. doi:10.3917/ado.096.0251.
Galand, B., Carra, C. & Verhoeven, M. (2012). Prévenir les violences à l'école. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.verho.2012.01.
Bosc, M. (2017). Être élève, l'identité en question. Adolescence, t.35 2(2), 371-380. doi:10.3917/ado.100.0371.
Cannard, C. (2015, 2e Édition). Le développement de l'adolescent. L'adolescent à la recherche de son identité. Bruxelles : De Boeck Superieur.
Perrenoud, P. (2011). Quand l'école prétend préparer à la vie... Développer des compétences ou enseigner d'autres savoirs ? Issy-les-Moulineaux : ESF, 221 p.
P-SEDO-219Vitali, C. (2015). Nouveaux enjeux pour La vie scolaire. Hachette Éducation.
Labrégère, R. (2010). Territoires éducatifs. Quand la vie scolaire prend l'initiative. L'Harmattan.
Gasparini, R. (2013). Un contexte tendu autour des questions de discipline. Dans : , R. Gasparini, La discipline au collège: Une analyse sociologique de la note de vie scolaire(pp. 15-26). Paris cedex 14, France: Presses Universitaires de France.
Gasparini, R. (2013). La discipline au collège: Une analyse sociologique de la note de vie scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.gaspa.2013.01.
Perrenoud, P. (2000). Métier d'élève et sens du travail scolaire. Issy-les-Moulineaux : ESF.
Perrenoud, P. (2011). Quand l'école prétend préparer à la vie... Développer des compétences ou enseigner d'autres savoirs ?
Issy-les-Moulineaux : ESF, 221 p.
de Saint Martin, C. (2012). Nommer les violences scolaires. Des incivilités au harcèlement scolaire. La lettre de l'enfance et de l'adolescence, 87(1), 119-126. doi:10.3917/lett.087.0119.
Guillotte, A. (1999). Violence et Éducation: Incidents, incivilités et autorité dans le contexte scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.guill.1999.01.Not applicable
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
Date de génération : 01/10/2021
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