HEPL

Course of 1st year: Multimedia Education

To supplement the audiovisual course in its numerical aspects

Software aspects. Acquisition of a simple tool of tasks' automatisation. Management of current problems inherent to the use of a computer. Concepts of database adapted to the management of the files.

None

Introducing students with systemic approach’s foundations

Clear the main relationship problems meet during training period and try to solve them

The systemic approach’s foundations

Solving the difficulties meet by students during training period : stress and violence’s management, conflicts’ management, assertivity’s notions,…

AMIGUET O. & JULIER C. (2003). L’intervention systémique dans le travail social. Genève : IES

BERTALANFFY L. V. (1993). Théorie générale des systèmes. Paris : Dunod.

DURAND D. (2002). La systémique. Paris : PUF.

GILL, L. (2006). Comment réussir à travailler avec presque tout le monde. Paris : Retz.

Sufficient knowledge of French in order to assimilate medico-technical terms specific of the sciences of the living. Ability to analyse scientific schemes and tables.

Continuation of the objectives presented in 1st year. Moreover, the matter is to induce the student to a better perception of health problems in a reflexive view of preventive actions as well as accompanying.

To train the student with the use of tools of research of information in anatomy, physiology and pathology (the most frequent diseases) for a better accompaniment and of a team work with the medical profession and ancillary medical.

Principles of homeostasis (respiratory, lymphatic, urinary)Anatomy and physiology of the nervous system, the tegumentary system and the reproductive system.Way of life and health: Stress - Tobacco, alcohol and other dependence (addictions)

• Biologie humaine. Anatomie et physiologie -E. N. MARIEB - Edition Deboeck Université - 2000.
• A vos marques, prêts, santé ! + L’équipier - R. CHEVALIER - ERPI - 4^e édit. 2006
• La santé et le bien-être des jeunes, quoi de neuf depuis 1994 ? - ULB PROMES - Bruxelles 2004
• Grand atlas du corps humain, description, fonctions, pathologies, Larousse, 2006

Lectures, video projection and diaporama, directed work of analysis of documents in sub-groups, analyze collegial documents

(mcq)

Courses of general psychology and of development psychology, 1st year

To define and illustrate the phenomenon of social maladjustment

To analyse the educational practices dealing with the field of social maladjustment

To define and illustrate the concept of relational deficiency and delinquency

Introduction to the problem of social maladjustment

Relational deficiency and delinquency

BORN Michel, Psychologie de la délinquance, Bruxelles, De Boeck, 2003

LEMAY Michel. J’ai mal à ma mère : approche thérapeutique du carencé relationnel. Paris : Fleurus, 2001. (Psychopédagogie)

None

To identify and acquire the professional’s values

To reflect about the professional intervention

To have a precise knowledge about the professional deontology

To establish links between the philosophical reasoning, the deontology and the professional practice

To be in a position to understand the theory and the practice of legislation relative to the various sectors of specialised education

To analyse and to understand the educator’s place in the different institutes

Youth help and protection: law of 1965 and decree of 1991

Deontology: definition, professional evolution, professional code of ethics, professional secret, analyse of cases

Les carnets de l’éducateur. Exploration de la profession. Bruxelles : Fonds social I.S.A.J.H., 1996. 336 pages.

None

Education of the non-verbal communication through music and movement

Liberation of body tensions

Self-awareness

Self-control

Search for balance, for spatiotemporal notion.

To master at the theoretical level the general didactic principles and the principles of educational techniques which are required to set up groups of activities appropriate to the physical and mental levels of the beneficiaries as well as meeting their expectations

To put into practice these didactic theoretical principles and those of general methodology, allowing thereby the student to use his creative skills by setting up in relevant contexts, traditional games, sports, and ways of expression by gesture (« body language »).

Body image control, spatiotemporal organisation, laterality, rythm and theatrical expression

Non-verbal communications techniques and tonico-emotional attention of oneself.

Theoretical and practical aspects of :

o traditional games and sports

o group leadership

General didactic principles

Educational techniques through traditional games and sports.

LEVIEUX F. et LEVIEUX J.-P., Expression corporelle. Ed. REVUE EPS; Paris, 1999

HERIL A. et MEGRIER D., Techniques théâtrales pour la formation des adultes. Ed. RETZ; Paris, 1999

QUENTIN G., Enseigner avec aisance grâce au théâtre. Ed. CHRONIQUE SOCIALE; Lyon, 1999

DE GRAEVE Sabine, Apprendre par les jeux. Ed. De Boeck, Bruxelles, 1996

Other practical activities

None

Exploitation of the knowledge acquired during the first year lessons of physical training and sports. Assimilation of the playing rules of various sporting activities. Putting in practice of the connected theoretical notions of methodology : didactics. (leading and animating groups)

Collective, individual and racket sports, sporting games Leading and animating groups Connected theoretical notions

General musculation

Collective, individual and racket sports

New sports (ball, racket, …)

Leading and animating groups - Theoretical knowledge of different sports activities

- PIERON Maurice. Pédagogie des activités physiques et sportives Presses universitaires de Liège, 1984

- PIERON Maurice. Enseignement des activités physiques et sportives - Observations et recherches. Presses universitaires de Liège, 1988

- PIERON Maurice. Pédagogie des activités physiques et sportives de loisirs. Presses universitaires de Liège, 1991

Lectures and account - debates ensured by the students Micro-teaching amidst the group-class ; debriefing of animation-performances

Micro-teaching amidst the group-class ; debriefing of animation-performances

Courses of the previous year

The student will be able to take shape a session of fine arts and to adjust it to social and educational life

Apprenticeship of knowhow (drawing, colour, volume)

Exploitation of individual and cultural patrimony

Apprenticeship of critical mind

Practice of interdisciplinary

Adjustment of manual work to a group of recipients

JOHNSON-FLINT Gillian, Papier, collé, plié, découpé, etc. ,Editions Ulysse

Coquillages et galets peints, Paris, Editions Fleurus, coll. Mille-Pattes

Sculptures de papier, Paris, Editions Fleurus, coll. Mille-Pattes.

Les masques, Editions Usborne

None

To improve the knowledge in the last year.

Learn to animate a group of people in several ways.

Continue to develop creativity.

To learn simples movements of musical direction.

To be able to create and lead a musical animation.

Reading musical notes.

Rhythms and coordinations.

To use pictures in order to simplify the music reading and to help beginners.

Suggestions for music activities.

Keyboard.

Musical activities organized by students

None

None

To discover, analyze, include/understand thoroughly and to try out the principal phenomena of groups;

To allow the students to be formed in a personal way by the awakening of its manners of interacting with the others;

Groups’ dynamic

Groups' psychology

Control of meetings

BLANCHET A. et TROGNON A., La psychologie des groupes, Paris, Armand Colin, 2005, Coll. 128

ANZIEU D. et MARTIN J.-Y., La dynamique des groupes restreints, 12ème édition, Paris, PUF, 2000

MUCCHIELLI R., La dynamique des groupes, 6ème édition, Paris, ESF, 1973, Coll. « Formation permanente en Sciences humaines »

MUCCHIELLI R., La conduite des réunions : Les fondamentaux du travail en groupe, ESF, Broché, 2004

FISCHER G.-N., Les concepts fondamentaux de la psychologie sociale, Paris, Dunod, 2003

LEYENS J.-P. et YZERBYT V., Psychologie sociale, Liège, 1997, coll. sciences humaines

role plaies

None

Oral

To guide students towards greater ease in speaking

To develop the competencies of listening, concentration, imagination and team spirit, self confidence

Written

To apply the acquired skills needed for research, understanding and creating documents linked to the requirements of professional life

Oral

practical exercise to enable the development of the competencies mentioned in "Objectives"

Written

Creating different types of written documents used in the profession

Exercises concerning writing techniques

Guide de la communication écrite. Savoir rédiger, illustrer et présenter rapports, dossiers, articles, mémoires et thèses, Paris, Dunod, 1992, 325 p.

Jean-Marc DEFAYS, Principes et pratiques de la communication scientifique et technique, Bruxelles, De Boeck Université, 2003, (coll. « Méthodes en sciences humaines »), 150 p.

PIOLAT Annie, La recherche documentaire. Manuel à l’usage des étudiants, doctorants et jeunes chercheurs, Marseille, SOLAL, 2002 (coll. « Psychologie. Théories, Méthodes, Pratiques »), 150 p.

Courses of the previous year

To construct a professional identity

To acquire the useful skills to such identity

To learn and apply educational methods to professional practice

Institutional project

Common project

Individual project

Tools used in educational psychology and applied to the various sectors of the specialized action

Re-mastering and implementation of such concepts and tools

Brichaux, J., L’éducateur spécialisé en question(s). La professionnalisation de l’activité socio éducative. Toulouse, Ed. Erès 2001.

Gaspard, F. et al, Les carnets de l’éducateur. Exploration de la profession, Bruxelles, Fonds social I.S.A.J.H., 1996.

The normal development since the child’s conception until the period of adolescence

To inform students of the global development and its evolution. and its cognitive, motive, emotional, social evolution

Introduction

The human development from the cognitive, motive, social, emotional and sensorial point of view. This evolution will be studied by stage: the adolescence, the young adult and the mature man.

Bideaud, J., Houdé, O., Pedinielli, J.L. L'homme en développement. Presses Universitaires de France, 1993.

Cloutier, R., Drapeau, S. Psychologie de l'adolescence 3ème Edition. Chenelière Education, Gaëtan Morin Editeur, 2008.

Pommereau, X. L'adolescent suicidaire. Editions Dunod, 1996.

Couses of general and social psychology of 1st year

Presentation of the phenomena studied by social psychology intervening in the every day life and allowing to understand, explain and in certain cases, to predict the human behavior.

Presentation of the various concepts of social psychology. Analyze mechanisms acting on the behavior of an individual influenced by others or a group. Approach phenomena such as the interpersonal aggression, the social influence, the formation of impression (the existence and the use more or less conscious of the stereotypes and the prejudices), the change of attitude and persuasion, the tender with the authority, conformism…

Leyens, J.P. & Yzerbyt, V. (1997). Psychologie sociale. Sprimont : Mardaga

Elements of psychology and specially developmental psychology

Describing the different behavioral disorders of the child, teenager, adult a the older people

To make a dinstinction between nevrosis and psychosis

Analyzing the psychological issue of the subjects met during the practicum

Gathering and processing information about psychopathology, in spécialized litterature, as well as in the institutions visited by the student

Elaborating socio-éducative strategies, making the adaptation easier of subjects with behavioral and psychic disorders.

Great functions disorders

Behavioral and characterial disorders

Nevrosis

Psychosis

Dementia

G. BESANCON (Dir) Manuel de Psychopathologie, Ed. Dunod 2005

DSM-IV-TR, Manuel diagnostique et statistique des troubles mentaux, Ed. Masson 2003

M. DELBROUCK Psychopathogie, Ed. De Boeck, 2007.

audio-visual documents

During the January 2010 session, you will have a test counts for a third of the final evaluation.

None

to acquire knowledge to take charge of handicapped persons

mental deficiencies physical handicaps sense deficiencies

CHARLIER, M., Travailler avec des handicapés, SIEP, 1995

DETRAUX, J.J., Contexte psychologique et sociologique de l’éducation spécialisée, in Rondal J.A. et B. Piérart (sous la direction de), Psychologie de l’éducation spécialisée : aperçu théorique, recherche et perspective, TA, Labor, Education 2000

RONDAL, J.A. et COMBLAIN A. (sous la direction de), Manuel de psychologie des handicaps, sémiologie et principes de remédiation, Sprimont, Mardaga, 2001

other practical activities

Element approached during the course and seminars of the first year

To develop competences introduced the 1st year

To initiate to the construction self-sufficient and partner shipped educative action

To initiate to the elaboration of a personal professional identity

To intensify practice communication experiences and to give different perspectives to situations who’s met.

GASPARD, Françoise et al. . Les carnets de l’éducateur. Exploration de la profession. Bruxelles : Fonds social I.S.A.J.H., 1996. 336 pages

other practical activities

Placements : 5 weeks

Group seminars

Individual and collective interviews (supervision)

None

Relate to physicals, intellectuals and emotionals requirements through social life.

Lead a collective activity for other students

Practice of physical activity in group

Daily life

Activities leading

Other practical activities