PSYCHO-PEDAGOGICAL RE-EDUCATION
What is it?
Psycho-pedagogical re-education is a personalised and individualised psycho-educational intervention that aims to work on academic difficulties, transmit learning strategies and strengthen the capacity for autonomous and organised work. Unlike school reinforcement, in re-education we do not work specifically on certain subjects, but rather we take a more global approach, providing the student with general study techniques that can be applied to the different subjects.
Psycho-educational re-education aims to promote the establishment and generalisation of strategies and skills necessary for correct learning and the reduction of those that are interfering with or hindering it. Therefore, it focuses both on learning factors and emotional and behavioural aspects resulting from frustration, anxiety, low self-esteem and lack of motivation in the face of learning.
Before starting with the re-education it is necessary to carry out:
- A first visit with the parents to define the reason for the consultation.
- First contact with the child and/or adolescent to establish a bond and get to know their point of view in relation to the request made by their parents.
- Neuropsychological assessment, to detect specific needs and establish therapeutic objectives.
- Return of results.
- Initiation of re-education.
Who is it addressed to?
It is aimed at pupils in infant, primary or secondary education who have specific learning difficulties linked to the presence of a specific learning disorder such as dyslexia, dyscalculia, SLD (specific language disorder), NLSD (non-verbal learning disorder), developmental disorders such as ADHD and emotional disorders.
It is also useful for students who, in the absence of specific learning difficulties, wish to improve their academic performance and improve their work habits, routines and strategies.
Neuropsychological assessment
Re-education is based on the neuropsychological profile of the student. It is important to take into account their own expectations and the demands of their peers. For this reason, before starting the intervention, it is necessary to carry out a complete exploration to determine the profile of the child and/or adolescent, and to establish the starting point.
Therapeutic objectives
Taking into account the demand and/or the results of the neuropsychological examination, the different work objectives can be determined, which can be focused on:
- Literacy: reading speed, reading comprehension, written expression, spelling.
- Cognitive aspects: attention, concentration, memory, executive functions.
- Study techniques: comprehensive reading, underlining, outlines, summaries.
- Organisation and planning: use of the diary, diary management, organisation of school material, preparation for exams, study habits and daily work.
- Emotional education: increasing motivation to study and self-esteem, as well as learning to manage those negative and non-functional emotions that interfere in the acquisition of academic learning, such as high states of anxiety that do not allow to face: exams, the presentation of work in front of the group and/or the performance of academic tasks in an affective way. Likewise, and in the case of any disorder associated with the acquisition of learning, it is necessary to work on its acceptance.
- Behavioural aspects: being well groomed, starting and finishing tasks, following self-instructions.
- Self-control strategies and techniques.
- Relaxation strategies and techniques.
Who makes it?
Psycho-pedagogical re-education is carried out by professionals in psychology, pedagogy or psycho-pedagogy with specific training in child and learning disorders. Intervention must be multidisciplinary. Coordination must be established between the family, the school and external professionals.
Assessorament als pares
The intervention includes counselling for parents with the aim of improving awareness of specific difficulties and recognition of the associated behaviours, as well as training in specific guidelines and strategies aimed at learning to manage the moment of the debts and the possible conflicts that are generated. The intervention also includes communication with the school to monitor school work directly, fostering knowledge of the student's specific profile and providing guidelines aimed at promoting the student's best performance in the academic sphere.
AMB L'ESCOLA
We maintain contact and coordination with the tutors in order to monitor the work at school directly.
We offer the necessary strategies and tools to improve students' academic performance.
Temporality of re-education
Psycho-pedagogical re-education does not have a fixed duration, as it varies according to the personal characteristics of each pupil. They can accompany the child/adolescent throughout their schooling or be punctual in order to promote specific objectives.
In order to facilitate better and faster learning, it is recommended to have one or two sessions a week. In some cases, it may be advisable to combine these sessions with psychotherapy.
Treball a dominicili
We are committed to working at home, as we believe that the best place to teach children and/or adolescents to develop their school skills is in their real work and study environment.