Rivista di Psicologia dell'Emergenza e dell'Assistenza Umanitaria (Jun 2021)
Emergenza Covid 19. Servizio di assistenza psicologi-ca scolastica. Protocollo d’intesa tra il MIUR e il CNOP. Anno Scolastico 2020/2021Un’esperienza pionieristica all’interno degli Istituti Comprensivi C. Colombo, Regina Elena e Selargius 2 di Cagliari
Abstract
In this article, the author aims to describe the field experience relating to a psychological support intervention at school, aimed at pupils, teachers, educators, school workers and families. Specifi-cally, the author will illustrate the best practices developed together with teachers and students as well as the working method used in working with younger and older children. This is the result of the collaboration, motivation, creativity, proposals and contribution of all the people involved. The methodology used to support teaching follows an integrated psychoeducational model and uses multiple ideas from neuropsychological and pedagogical disciplines with the aim of promoting indi-vidual and group well-being and a normality of life within the community in the ongoing emergency with a cooperative learning oriented approach.The author will describe the needs analysis work done in the school, which is the first and most important aspect to be considered. It is a fundamental element for planning the intervention and an essential tool to promote effective teamwork, which allows all the people involved, adults and children, to value their own resources within their personal life context. The different activities planned in the classes will then be illustrated in response to what emerged from the experiences of the protagonists (children, teenagers, teachers), from the needs they expressed and from their proposals to help “feel good together at school”. The methodological approach used has as its core the constant reference to the good use of the tools available to all, “the brain” and “the heart”, which in everyday life, and in school life above all, are primarily to be known for their anatomicaland physiological characteristics. They convey and determine the communicative, behavioural, and relational manifestations which can facilitate or hinder the achievement of a dimension of pleasure and well-being with peers and adults of reference.
