HEPL

To possess a necessary title of the higher education of short type, type long or university

To give at each student complementary informations about the “ Body as mediator in education “ and therapy.

Eutonie

Swimming practice for infants

Kinésiology

Haptonomy

Godness massage

Newborn massage

Touch and health

Hippotherapy

Psychotherapy

Other practical activities

To possess a necessary title of the higher education of short type, type long or university

To establish an assessment of its assets

To seek, process and analyse the necessary data

To be active : to come into contact with the recipients, the members of the team, observe and carry out interventions,…

To analyse in manner self-criticism of the situations

To present a professional and personal reflexion in writing

Taking into consideration its personal and professional course, and assistance of coordinators of training course as well as team of professors, the student has the advisability of choosing the training course which appears to him most formative

This one must allow the discovery and the comprehension of the components of the professional environment considered in its complexity as well as the analysis of its attitudes and steps as a future specialist in psychomotricity.

Write a personal and professional work about a definite subject (working hypothesis).

Search for theorical information, show a critical and creative attitude ; explain their experience : analyse from a psychomotrician point of vue ; compare theory with practical experience ;

Describe psychomotrician identity in the institute where they worked, communicate about their personal questions and values ;

Make a careful typewritten thesis (with introductory chapter, conclusion, bibliography, abstract, key-words and appendix).

To possess a necessary title of the higher education of short type, type long or university

To analyse several situations from psychomotor view-points

To exercise his critical mind and his thought abilities through these situations

To identify psychomotor needs, competences, and so on…. And make intervention proposals

To understand theoritical caracteristics foundations of these situations, illustrate them, apply them to others contexts

To put objectives (expounde before) into practice through educational situations

Audiovisual extracts of psychomotility sessions suggested by students on teaching practice Psychomotor situations lived and analysed by the students according to specifies fields of invited teachers each

Application of psychomotor practice with the help of cerebral physically handicapped adults

Les Socles de Compétences de l'Enseignement Maternel et Primaire, Ministère de la Fédération Wallonie-Bruxelles, Administration Générale de l'Enseignement et de la Recherche Scientifique.

Fieldwork – Other practical activity

To possess a necessary title of the higher education of short type, type long or university

To apprehend the global nature of human body

To give prominence to muscles great types and their movements possibilities

To identify connectives tissues and their organic continuitation

Anatomy of the locomotion system through the study of :

The muscles chains, their composition and functions

The fascia, its composition and functions (tendons, ligaments, aponeurosis, and so on…)

Approach to psychomotors portraits associated to muscles chains

BUSQUET L., Les chaînes musculaires, tomes I, II, III et IV. Ed. Frison-Roche; Paris, 1992 à 1995

STRUYF-DENIS G., Les chaînes musculaires et articulaires. Ed. ICTGDS asbl.; Bruxelles, 1987.

To possess the  required degree of higher education (short or long type) or university

The active and usual presence of the student, during the training courses, constitutes an essential prerequisite in his training. 

1. Group dimension: To allow every team

• to elaborate its appropriate objectives, to define a program of activities and a working schedule corresponding to its aspiration, ambitions and needs;
•  to identify its best own resources (internal and external) and to train for an adequate use;
•  to create a "structured exercise" brand new and original. This one will be "tested" by the other teams to insure its coherence and refine the conception.

Objectives

B. Individual dimension: To allow everyone

• to perceive his responsibility towards the group, to accept it and make the effort to suit the group;
•  to enrich his skills and develop attitudes and practice of constructive behaviour towards teamwork;
•  to develop a view on the nature of the group, on the interpersonal relations;
•  to conceptualize the experience of his team, be able to generalize it and draw the  relevant applications for his professional environment.

Initiation and training into the teamwork: observation, communication, animation, leading meeting, creativity and conflict.

Contents

·           A practice textbook of "structured exercises".

·           A theoretical reference textbook, a support for analyses and explanations.

A. Common part

1. The group dynamics: history, models, definitions, classifications, fields of application.

2. Construction of a group: aims and purpose, negotiation, decision-making, border definition, the integration, the customization and the individuation.

3. Atmosphere of the group: cooperation, competition and cohesion.

4. Assembly of interpersonal relations: emotions, feelings and affects. Conflicts, polarization and influence.

5. Organization: standards, statuses, roles and functions.

6. Efficiency of the group: progression of the working.

B. Thematic part

1. The communication: networks, axioms, obstacles, ingredients for an active participation...

2. The observation: definition, project, tools, provoked effects...

3. Leading of meeting: stages of functioning of a meeting, a group, levels of power, typology, progress, preparation, difficult moments...

4. The animation: styles of animation, leadership, fundamental principles, lines of conduct, means of action, motivations, methods and techniques...

5. The creativity: origins of the notion of creativity, definition, capacities, positive attitudes and restraints, stages of the process of creativity...

6. Conflict management: types of conflicts, influences of the conflict, the styles, the stages, negotiate around a conflict, mediator...

1. A.    Common part

•  « La dynamique des groupes restreints », D. ANZIEU, JY.  MARTIN, PUF, 1997
• « La dynamique des groupes restreints », Didier Anzieu, Jacques-Yves Martin, PUF  12ème éd Sept  2000
• « Inconscient et culture », D .ANZIEU,  R.KAES, A. BEJARANO, Dunod, 1976
• « Dynamique des groupes », J.M. AUBRY – Y. SAINT ARNAUD, éditions de L’HOMME, 1975
• « Dynamique des groupes » Notes de cours faculté de psychologie et des sciences de l’éducation, 1995-1996
•  « L’œil du berger mais le cœur de l’agneau », essai sur l’animation et la consultation de groupes. R.DELHEZ, « Les cahiers internationaux de psychologie sociale » De Boeck.
• « Développer l’animation de réunions et de groupes de travail » dossier de lecture, R. HELLA, CDGAI 2000
• « La dynamique des groupes d’hier à aujourd’hui », P. De VISSCHER, Psychologie Sociale, PUF, 2001
• « Psychologie sociale des organisations », Claude LOUCHE, Armand Colin, 2007
• « La psychologie des groupes » A BLANCHET et A TROGNON, 2^ème édition, Armand Colin, 2008
• « Entraînement au travail en équipe » JM AUBRY, JM MASSE, Y ST-ARNAUD, CIM, 7^ème édition, 1990
•  « Les petits groupes, Participation et communication » SAINT-ARNAUD, Y, Les presses de l’Université de Montréal, 1978, éditions du CIM, Quebec

B. Themes

• « Conduite de réunion «  Chantal FAIDHERBE, dossier de lecture CDGAI, 1996-97
• « Méthode d’éducation active » J.M. LANGE, syllabus de communication, ISIS.
• « La conduite de réunion » séminaire MUCCHIELLI, Paris, ESF, 1980.
• « Les méthodes actives dans la pédagogie des adultes. », MUCCHIELLI EFP en sciences humaines
• « La méthode de cas » R. MUCCHIELLI,
• « La formation psychologique des enseignants » J NIMIER, la formation permanente en sciences humaines.
• « Essai sur l’animation et l’intervention sociopsychologique » R. DELHEZ, 1999, ULG
• « L’animation des réunions » P. LEBEL, édition d’organisation, 1983
• « Les outils des cercles et de l’amélioration de la qualité » RAVELEAU , PERIGORO édition Organisation, 1985 Monteuil, ,
• « La créativité dans l’entreprise », G. AZNAR, 1973,  édit. d’organisation-paris, p.18
• « Vers une psychologie de l’être » A. MASLOW, 1972,  édit. Fayard
• « Pratique de la créativité, connaissance du problème”, M.FUSTIER, 1991, édition Formation  Permanente en sciences humaines.
•  « Stimulation des facultés créatrices » GORDON édit Hommes et techniques, in “Problématique  de la création”, dossier de lectures, J. Baiwir CDGAI, 1997-98
•  « A propos des tests de créativité », J.J. DELTOUR in “Problématique de la création”
•  « La créativité, mode d’emploi » H. JAOUI, 1990 ESF, in “Créativité intellectuelle ”, dossier de   lectures, P. De VISSCHER, CDGAI, 1997-98
•  « L’humour et la créativité”, A. ZIV, 1979, éditions ESF cité
•  « Processus intellectuels et attitudinaux favorisant la créativité”, “Problématique de la création”, BAIWIR, 1998 CDGAI dossier de lectures
•  « La créativité en groupe», J.C. ABRIC, Psychologie sociale
•  « Les ressorts de la création” A. STORR, 1974, édition R. Laffont, Paris
•  « Stimulation des facultés créatrices » GORDON édit Hommes et techniques
•  « L’observation », journal des professionnels de l’enfance – Mars – Avril 2001- N°10
•  « L’observation des groupes » A ANCELIN SCHUTZENBERGER, EPI, 1972
•  « Indications méthodologiques sur l’observation dans les groupes restreints » R.DELHEZ
•  « La position fantasmatique de l’observateur dans les groupes », H SCAGLIA in « Inconscient et culture », Dunod, 1976
•  « L’interprétation de ce qui est vu » D. Hoffman
•  « L’observation psychologique » R.MUCCHIELLI, ESF, 1974
•  « Observation sur l’observation », R.DROZ in l’observation, textes de base en psychologie,     DELACHAUX et NIESTLE, Neufchâtel, Paris, 1984
•  « Les enjeux de l’observation », R CANTER-KHON, PUF, 1982
•  « Comment sortir des petits conflits dans le travail », D.CHALVIN, F.EYSETTE,
•  « Les petits groupes – Participation et communication » PU de Montréal, édit. CIM, 1978
•  « Etudes descriptives de la négociation et de la médiation », H. TOUZARD , PUF, 1977
•  « Etre constructif, une question d’état d’esprit, de méthode » L BELLENGER, ESF, 1984
•  « La gestion de conflits », R FOUCHER, K.THOMAS
•  « La négociation », A. STIMEC, Dunod, 2005http : // www.nesco.org/pub/info/#hodgso
• « Pragmatique de la communication », formation CDGAI, P.GRAULUS.
• « Une logique de la communication », P. WATZLAVICK, BEAVIN et JACKSON, Paris, Ed. du Seuil, 1972
• «  Changements, paradoxes et psychothérapie , P. WATZLAVICK, J.WEAKLAND, R.FISCH, Paris, Ed. du Seuil, 1975

Empirical and structured methodology. Situational learning through doing or custom: the applied exercises are classical miniatures situations. They so can serve as catalysts for the "auto-collective training": feedback (of observations) and collective explanation

·           Active contribution and change of outline. The theoretical knowledge is not enough. In a group situation, in order to resolve substantial interactions of every type,  it is not enough to observe/study from the outside without questioning oneself. So, each one will be an effective actor (versus spectator) and an integral part of a situation he will experiment and operate a change of frame: loosing defensive habits, being not afraid of conflicts, being not defensive and developing divergent thinking.

·           Incompleteness of the knowledge and non closingThe assistant professor deliberately refuses to supply "readymade" solutions, tricks, recipes; he refuses "scratch one's back". For everyone's quest of the implicit: perception of the redundancies … One has to admit it's impossible to escape uncertainty and that every experience is limited.

·           It is about approaching the learning of autonomy, and not dependency Know how, ability to change, aptitude to be. Each, with his own potential, will aim towards broader responsibility, creativity and authenticity …

·           Project pedagogy In the first place, the participants work at the constitution of the group. Secondly, the team plans the topic to investigate. Then, each team conceives a "structured exercise" brand new and original. At the end, the team realizes a work of synthesis and a self-assessment from precise criteria.

"Self-assessment is one of the most effective means the group has when it wishes to take up all the working of its activity and to assure the control of the different phenomena which constitute its life." J-M Aubry

Assessment

A. Assessment of the group

·           After every structured exercise, the team drafts an activity report.

·           After every session, an assessment of functioning will be drawn by the team: the time management, the functions of the group, the planning…

·           Every team, being organized and having worked on at least one particular topic, will build a complete structured exercise (equipment, working document, case record, evaluation...) brand new and original.

·           Every team hands in synthetic evaluation report divided in three parts: description and analysis of the construction of the team and its evolution; presentation and critic of the original structured exercise; activity reports and the assessment reports of functioning

B. Individual evaluation

The written  individual evaluation is build up throughout the training courses.  Through his logbook, every student takes distance with the life of the group and realizes an abstract map, a work of self-reflection. The student explains this subject during an oral examination. The purpose of this test is to set up a process of training trough assessment.

To possess a necessary title of the higher education of short type, type long or university

Smattering of biology

Knowledge and understanding of nervous system physiology and a few pyramidal and extra pyramidal pathologies.

Emotions and emotional neurology.

Smattering point of view about

Muscle working

Neuronal conduction

Spinal fonctions

Reflexes

Encephale

Brain

Illness of the motricity, muscular diseases

Emotional neurology.

Thalamic and hypothalamic functions

PERKIN, Neurologie, de Boeck, 200

KOLB and WISHAW: Cerveau et comportement, de Boeck 2002

Daniel Richard and Didier Orsal, Neurophysiologie.Organisation et fonctionnement du système nerveux. Dunod ,2001. 2° édition.

David Servan Schreiber: Guérir. Ed Robert Laffont. 2003.

Damasio Antonio: L'erreur de Descartes, la raison des émotions.Ed Odile Jacob .2001.

To possess a necessary title of the higher education of short type, type long or university

Understand the motor, affective and cognitive characteristics of the psychomotor development and their close interdependence.

Broach the 4 stages of the psychomotor development

Illustrate the course with personal experiences leaded while the personal, professional and student course

Elaborate a representation of the psychomotrician work and define differents tracks of intervention. Respect the fundamental principles of the psychomotility and the caracteristics of each stage

Introduction : the fundamental principles of the psychomotility

The competences of the person and the differents tracks of intervention at the 4 development stages

AUCOUTURIER B., DARRAULT I., et EMPINET J-L., La pratique Psychomotrice, Rééducation et Thérapie, éd.Doin, coll.Corps pluriel, Paris, 1979

BOLDUC R., Pychomotricité et pédagogie : favoriser le développement de l’enfant, Paris, éd.Logiques, 1997

BUCHER H., Psychomotricité : le plaisir d’être comme thérapie, éd. Masson, coll. Psychothérapies corporelles sous la Direction de J.DEITTE, Paris, 1995

To possess a necessary title of the higher education of short type, type long or university

Be able, at the end of the training, to make out a psychomotor and holistic assessment

Searching for and learning psychomotor scales, assessments.

Tutorials works about neo-natality, infants, children, adult, geriatry

Practicals activities with video supports and observations in differents schools

LEBOULCH Jean, La Psychocinétique du Dr Leboulch, Ed. ESF, 1971

DAGAN J., Psychopathologie et périnatalité, Ed. Masson, 1999

Tests d’Ozeretsky revus par GUILMAIN, Ed. Masson, 1976

PEUDENIER S., Développement psychomoteur et examen neurologique de l’enfant, Rennes, 1999

FORWARD S., Le chantage affectif, Interéditions, 2000

BUCHER. "Développement et examen psychomoteur de l 'enfant" Masson 2004

Works about establishment of a psychomotor profil. Fieldworks

Graduated from High Schools

Be able to do connections between neurological bases and practice interventions

The 3 brains

Brain and movement, motricity.

Reticular formation of brain stem: anatomical aspects and functional correlations.

The emotional brain and the movements.

Training and automation of the movements

Vidéos (voir programmes provinciaux)

MASSION, J., Cerveau et motricité, éd.PUF, 2000

SERVAIS, A., Notes de cours personnelles

Jean Le Boulch "La psychocinétique à l 'école élemntaire" Vigot 1999.

videos

To possess a necessary title of the higher education of short type, type long or university

Acquisition of theoriticals and practicals necessary basis to the psychomotor approach

Student’s personal development through situations using actual experiences of implication, self-expression and self-discovery

Development of tonico-emotional attention through non-verbal communication exercises

Acquisition of the ability of criticizing his own practice

Acquisition of specifies methodologicals tools required for psychomotor practice

Exercises for adults based on the holistic side of the human being :

Expression exercises

Sport exercises

Communication exercises

Physiotherapy or rehabilitation techniques exercises

MURCIA Raymond – Le Kinomichi : du mouvement à la création, rencontre avec Masamichi Noro ; Ed. DERVY, Chemins de l’Harmonie, 1996.

LACOMBE Josianne – Le développement de l’enfant de la naissance à 7 ans, approche théorique et activités corporelles ; Ed. De Boeck. Bruxelles, 1996

Jean LEBOULCH " La psychocinétique à l 'école élémentaire" Ed. Vigot 1999

Other practical activity

To possess a necessary title of the higher education of short type, type long or university

To brush the various trends and multiple methodologies of the psychomotility

To develop the capacity to evaluate and invest any situation of psychomotility

To build specific tools for the psychomotility

Trial of definition

Instruments with the service of the psychomotility: observation, building of objectives

Outline of various methodologies: B. Aucouturier, Le Boulch, nondirectivity, snoezelzn, fairy tales, …

Coste, J-C., La psychomotricité, PUF, 1994

Xaleyi, K., La pratique psychomotrice éducative de B. Aucouturier

Antoine, N., Psychologie générale, notes de cours, H.E.L.E. Troclet, 2000-2001

Le Boulch, Mouvement et développement de la personne, Vigot, 1995.

Thiry, M., Le snoezelen, Document de travail, 2001