Training for Facilitators: Systemic and strategic tools from the Palo Alto model to reflect on issues of pedagogy, communication and team cohesion

Kontext / Contexte

To provide all primary and secondary school Facilitators with reflection tools based on the Palo Alto model to address various themes such as bullying, school drop-out, communication between Facilitators and parents, and communication between management and Facilitators. This request is part of the school's innovative project to develop a new approach to learning for Learners by developing their creativity, curiosity and critical thinking through collaborative work, more ecological communication and values of compassion, listening and citizenship.

Zielsetzung / Objectifs

Knowledge
The participants will learn about the practical and pragmatic tools of the Palo Alto model for meeting Learners' needs.

Know-how
The participants will be able to:
- manage problematic or even aggressive interactions with Learners in class, and possibly with the parents of the Learners concerned
- analyse and deconstruct paradoxical injunctions which can provoke resistance or even violence from Learners, and which can also make Facilitators feel like failures and uselessness, a source of professional malaise.

Posture
The participants will:
- be creative
- respond in the most appropriate and environmentally-friendly way to deal with Learners with behavioural or learning problems in the class group, and to lead them to adopt an attitude more in keeping with the work (in class) and the values of the school.

Inhalt / Contenu

Day 1:
- Introduction to epistemology and the basic systemic and strategic analysis tools of the Palo Alto model
- the main principles of systemic and strategic intervention in schools
- the concept of adolescent brain development
- the paradoxes of communication in dealing with Learners in difficulty at school.
Day 2:
- Analysis of the paradoxical injunctions imposed by the school system on its Learners
- interacting with the "impossible missions" of the Facilitator: the paradoxical dysfunction perceived by Facilitators and the conscious goals that confine them
- study and analysis of cases brought in by participants.
Day 3:
- Return and debriefing of the tasks given during the second day
- notion of harassment, what communication tools can be put in place
- exercises, role-playing.
Day 4:
- Feedback and debriefing on the tasks given on the third day
- concept of learning difficulties, how to encourage the desire to learn
- exercises, role-playing.
Day 5:
- feedback and debriefing of the tasks given on day four
- interacting strategically with parents: how Facilitators can mobilise parents for mutual appeasement for the benefit of Learners
- exercises, role-playing.
Day 6:
- Review certain concepts according to the needs of the Facilitators
- how to set up sustainable initiatives based on the concepts covered during the course.

Arbeitsformen / Approche méthodologique

Providing notions of how to work on the epistemology of the Palo Alto model through the intervention grid, the 180°, emotions and notions of the brain biology of adolescents. Each element will be worked on through role-playing and concrete cases brought in by the participants.

Referent, Referentin / Formateur, formatrice

Marie-Guilhem Schwartz, psychopratician, hypnotherapist, graduate of the Institute de Gregory Bateson