The resources presented here are products of the H2M Children research program for professionals, in particular psychologists and teachers who work with hard-to-manage children.
Lou and Nous
is an interactive program for working on parenting and co-parenting in psychological coaching with parents.
Lou is a young child with behavioral disorders.
At home, at school or on a walk, parents make choices among educational practices and assess their immediate and longer-term effectiveness.
The interactive program is a simulator of childrearing situations. Without ever suggesting that childrearing may be reduced to a universal recipe, it leads parents to reflect on the relevance of educational practices to the child's behavior, the impact of stress and exhaustion on family functioning, and the importance of environmental variables.
It also proposes a set of "golden rules".
Its use - always accompanied by a clinician - by the parent, as a couple with or without the child, as a group of parents, helps to promote work on educational practices, sense of parental competence, co-parenting and parent-child communication.
Its playful approach makes it an indispensable tool for psychologists and family educators working with young children with behavioral disorders and their parents.
The interactive program is presented in four languages (French, English, German and Spanish). It is accompanied by a manual in French and English giving indications on its theoretical underpinnings and tips for use for professionals of educational guidance.
Lou and Us will be soon available for free on the OER site of UCLouvain https://oer.uclouvain.be/jspui/
Yeah… again a punishment!
is a booklet (French version only) made by and for teachers confronted with a hard-to-manage child within their class.
This booklet is the culmination of an unpublished paper (June 2008). It was carried out in the framework of a research carried out by Professor Isabelle Roskam at the Université Catholique de Louvain
Prepared by: Julie Degroote
With the collaboration of: Professor Isabelle Roskam and Marie Stievenaert
This booklet has been made for at preschool teachers and the first years of primary education that encounter children with behavioral disorders in their classrooms.
Accompanying children called « hard » at school
is a 12-step approach to helping teachers manage difficult children in school. The method is also concerned with relations with parents and the co-education which must be put in place for the development of the child.
Agitation, impulsivity, opposition, provocation, aggression and emotional instability are typical externalized behavior of young preschool and school age children. When they are both frequent and intense, teachers consider them as « hard to manage » because they are likely to prevent children’s social integration with peers as well as learning outcomes. The epidemiology of externalizing problems is such that most of the teachers are regularly concerned with hard to manage pupils. Some of them feel incompetent and even suffer from burn-out. Others engage instead in a continuous search for solutions which sometimes lead them out of their role. The current approach’s framework is the developmental psychopathology approach. It intends to provide a series of 12 successive steps. The teachers are invited to take an active role, to collaborate with « co-educators » both from the school and the family settings, to focus on a limited number of objectives and to assess their intervention with the child. The protocol also aims to establish this support at the school level in order to increase the consistency and effectiveness of the approach.
> Download the documentation (fr)
Accompanying difficult children in school: a case study
is the story of Alex and his ADHD ...
It is the story of a collaboration between a teacher who wants to do quality work and a university professor who is keen to reflect on the application of her knowledge. Both felt complementary to help Alex, 9, suffering from ADHD. With the help of a specialist teacher, a trainee student and the support of Alex's parents, they have taken on the challenge of including a child with ADHD in ordinary primary education. It is the story of professionals and parents facing similar challenges: explaining the benefits and constraints encountered, the tools used or developed, as well as the ongoing questioning they have conducted ... "
The case study is described in a small French book available at Les éditions du Petit ANAE from the following link:http://www.anae-revue.com/tdah-petite-histoire-d-une-inclusion-editions-du-petit-anae/