Primary School Psychologists continuous professional development in France. Francine CORMAN

Transcription

1 Primary School Psychologists continuous professional development in France Francine CORMAN

2 French school psychologists characteristics Employed by the French Ministery of Education Working under the local Educational Inspector s s authority With a legal title of psychologist but a professional status of specialized teacher

3 School psychologists working conditions in pre-primary primary and primary schools : - about 3000 S P in France - about 1 S P for 1600 children (from 500 to 5000) with children from 3 to 12 years old in a limited sector with others non psychologists specialized teachers

4 French school psychologists official missions Helping children - who present difficulties at school : learning disabilities, behavior problems, handicaped children, gifted children... - With other specialized teachers, educational team, parents and external partners (social workers, speech therapists, health professionals etc.)

5 French school psychologists official missions With teachers - Participation to school meetings concerning children with difficulties - Bringing contribution to the conception and implementation of school projects

6 French school psychologists official missions Participation to Continuous Professional Development of teachers or other educational professionals - On the request of the Educational Inspector - On the request of departemental or academic authorities - On the request of a school team on a special subject Participation to studies or researches

7 Continuous professional development for educational professionals in France According to national ministerial orientations and priorities (DEGESCO) Organized at an academic level by services of a «Rectorat» for school psychologists or a departemental level for teachers

8 27 French Academies + overseas territories

9 LILLE ACADEMY About 200 school psychologists (1 SP for 2500 children) Social difficulties and poverty increasing CPD organized at an academic level administratively and financially Organized by school psychologists

10 Continuous Profesional Development for school psychologists in the Academy of Lille Organized at an academic level according to national and academic orientations in concertation with school psychologists : Some school psychologists take part to meetings with academic services and academic authorities

11 The school psychologists take an active part in the organization - choosing the themes according to their own professional needs - searching for competent trainers - finding a place and fixing the time - registering these actions on the academic website

12 In concret terms School psychologists can consult training offers and register on the website They are allowed to benefit of 36 hours maximum each year A selection of candidates is organised by academic services In the academy of Lille, we are used to organise 4 to 6 training each year from 1 day to 4 days by theme

13 In concret terms Academic services in relation with each training s s organizator send notices to selected candidates finance - salaries, hosting and transports fees of the trainers - transport fees for school psychologists who live distantly - Material expenses

14 Themes of last years Crisis intervention Death Learning disorders :Dyslexia, dysphasia, etc WISC IV, K ABC Projective tests Autism Hyperactivity Violence Systemic therapy, behavioral therapy Gifted children Supervision groups

15 In France Most of school psychologists benefit of a CPD but some not. lasting from 0 to 36 hours a year If no CPD organized y academic services, some are allowed - to take part to congres or conferences - to organise themselves a meeting with or without a trainor, with or without finances

16 Conclusions concerning school psychologists School psychologists Continuous Professional Development has to be developed everywhere because professional needs are increasing : - more children with special needs attending ordinary schools - More children with behavior difficulties - Educational programs more ambitious - Assessment batteries need to change more often - Number of new Researches and studies increasing - More sollicitations from academic authorities : crisis intervention, ion, gifted children, teachers training

17 Conclusions concerning C P D for teachers by school psychologists It s s already one of their official missions Requests from autorities are increasing Requests from teachers themselves are increasing The themes are various : learning disabilities, social competences programs, gifted children, conflict coping, supervision,