PROFESSIONAL TRAINEESHIP 1
- Assessment methods
- Learning objectives
- Full programme
- Delivery method
- Teaching methods
At the end of each training area to produce a written report to be submitted to the assistant and the reference tutor. Oral exam on the internship experience. Written exam at the end of the year on the skills acquired during the training period.
It requires the student to carry out his experience in the project-service by systematically collecting objective data (documents, materials, medical history, etc.) and subjective data (observational protocols collected using differentiated techniques and supports) that enable him to know and describe the service itself and its users.Conscious use of participatory observation and understanding of the specific role of the educator also in relation to other professional figures
Referred to the elderly area
Practical experience and guided group and individual re-elaboration through the deepening of an intervention area (Elderly)
1) Analysis of the service and of the reference context. What to analyze of an organization: mission, legislative context, service history, inspiring principles, type of service provided and division of labor. Roles and functions in an organization. Organizational tools: team meetings, staff meetings, registers, communication passage methods, training and supervision. Management: entry, route, resignation. What are the political, social and recreational realities present in the territory with which the internship structure interacts. Which activities are promoted to encourage inclusion with the territory. 2) Observation: what, how and why? What does it mean to observe. Because we observe (purpose). As must be observed. What is observed. Mode of observation of the service, grids, cards or other tools. Deepen the observation of the individual. 3) The educational relationship with users. What is a relationship. What defines a relationship as educational. Because the educator works in the relationship. Reflections on the "right distance". Risks for the operator in managing the educational relationship. Educational tools in relationship management: - activities: classification and definition of activities (educational, rehabilitative, animative and assistance); on which aspects of the person the educator works (self-care, living environment, personal and social autonomy, work, free time); - the group: observation of the management of the group; The role of the conductor; - the interview: observation and analysis of the interview; the role of the operator; privacy management. 4) The relationship with the operators and with the team. The group, the work group, the team. To which end we work as a team. Team work tools. 5) Educational planning. Working by projects: the importance of observation. Different types of projects: individual, activity, service. Case work: guided reading of stories; identification of significant data; rebuild a medical history. 6) The core competence of the Professional Educator. Who is the Professional Educator. What job areas. What is meant by educational work. The educator in the internship structure. Self-observation: recognition of one's emotions; recognition of their own qualities / frailties that can become professional skills and / or risks for the performance of the role.
First year lesson notes. Material dealt with during the hours of tutoring. Insights from the relevant literature and legislation referring to trainee use.
Obligation to attend tutoring lessons. Obligation to attend mini-seminars centered on territorial projects. Learn from practical experience in training alongside the internship assistant.