Having had some interventions (dubious?) and read some tips on achieving the end of memory training, I decided to make a method sheet. I thought it might be interesting to share with you.
Warning, as usual, I caution you on the fact that even if all these elements are taken from books or advice turned right and left, it is only the plug a student. Therefore, it is not necessarily a tool to be taken literally but rather to grasp with a critical eye (I myself am I perhaps alter the way). The books that were used in the preparation of this article can be found at the end.
First, a little reminder of what the texts say and competency framework. He is writing a memoir about fifty pages that present a problem developed by the education candidate. This thesis is defended before a panel of two interviewers for 30 min.
Arguably the memory, for the practical the four skill areas and questioning led to the establishment of special education, represents the culmination of training. The reform of 2007 reaffirmed the need to link theory and practice in the development of memory: it is therefore to produce what is sometimes called a draft memory (compared to memory research) still using the existing research methodologies. Therefore difficult to find a ready-made methodology. On the other hand, while relying on several methods, the space can be left to the inventiveness and creativity, and I find it very well!
For this proposal, I distinguished two main phases methodological . The first concerns the establishment of a problem that follows a more or less along active observation. In an attempt to address this problem, students develop a hypothesis. The second part is here to test the hypothesis using a theoretical exploration and experimentation (the project).
Arguably the memory, for the practical the four skill areas and questioning led to the establishment of special education, represents the culmination of training. The reform of 2007 reaffirmed the need to link theory and practice in the development of memory: it is therefore to produce what is sometimes called a draft memory (compared to memory research) still using the existing research methodologies. Therefore difficult to find a ready-made methodology. On the other hand, while relying on several methods, the space can be left to the inventiveness and creativity, and I find it very well!
For this proposal, I distinguished two main phases methodological . The first concerns the establishment of a problem that follows a more or less along active observation. In an attempt to address this problem, students develop a hypothesis. The second part is here to test the hypothesis using a theoretical exploration and experimentation (the project).
Part 1
From observation actively working hypothesis
=>> The active observation
This is the collection information. This is done with a book edge and varied readings (fiction, specialized magazines, internet ...). In the book DC2 Design and project special education, the authors refer to as the observation that "the educator uses his membership or position in a group to study temporarily .
During this stage, several levels can be observed:
- The global context (fields of intervention, historical view, economic, social ...)
- The geographic area using scientific means (eg INSEE) and empirical
- service in which the intern is assigned: Character objectives (written, internal and external documents, organization ...) and characters subjective (comment ...) The
- relationship between the social worker and the person together (work on social representations, perceptions ...)
- person: what determines the demand? Where does it come from? Who is she? Situations? Issues? Its network & environment? etc. ...
Joseph Rouzel in The practice of professional writing in special education , offers several methods for observing:
- The straight-line chronological
- The tree method: mind mapping that allows to combine ideas to a concept, a concept
- The method in seven questions: What? Who? Where? When? How? How? Why? The method
- views: usable in a meeting where several opinions confront (Name of contact persons / Topics)
- The SPRI method (Situation, Problem, Resolution, Notices) used to solve simple problems
- The method zoning (distinction between observed facts and interpretation / feelings / emotions ...)
course, interest in this third year course is to combine these different techniques in different situations addressed. We can start with a descriptive method to describe facts, the days spent at the place of internship and pass to the method of zoning when you realize it can be consistent. While this may seem daunting, it is certain we will not hold everything, and when written for achieving certification, details may be useful to us!
=>> The findings
The observations lead to a number of observations. These must be based on a number of observations measurable and quantifiable, non-judgmental and subjective interpretation.
The findings thus define already the subject to be covered in the brief. They can draw on different elements: a break in daily life, a paradox, a difference of opinion, a recurring problem, etc. ...
=>> The question Departure
The conclusions reached should enable students to make a point of departure, which will be the thread of research. It must be formulated in the idea of " How to ...? "as she referred to a resolution and action (the project).
To prepare, the website Networks SOS calls from the complex issues that can not find answers, nor on the ground or in academic research, at least not directly. We must then test it with trainers, friends, colleagues to ensure it is understandable by all. Ex
an initial question: By what methods the education educator brings children from EMI Smile socialization?
=>> Lighting conceptual
this stage is to search for concepts or notions about the inherent question of departure in order to refine it and come to a problem.
=>> The problem
" Formulation of a central issue which poses a problem in the subject. It raises a paradox visible or invisible "
" articulated reasoning that allows to consider working hypotheses through and from a questioning, which progressively specify the orientation of the research, this increase will lead to the assumption "
" The educational issues can be considered as a process of understanding social and existential problem of requiring the establishment of the project, in its irreducible complexity "
To construct a problem, several steps can be envisaged:
- Identify different aspects of the problem (sociology, psychology, political etc ...) as well as the experience of this problem by the people involved (people supported, professional hierarchy, ...), identifying the connections and contrasts his work
- Refer to a specific theoretical framework
- Explaining the choice of the problem
is a proposed response to the selected issue is a thesis of departure, a supposition, a proposal that the student will test at the Using a project. It is the culmination of the exploratory phase that preceded it. It is an accepted explanation for temporarily given phenomena.
Part 2
From hypothesis to experiment
=>> Exploration theoretical
This is to refine the hypothesis by new conceptual insights.
This phase can also be done using complementary methodological tools (for details, see the article A research methodology in social work ):
- Questionnaire (deductive)
tool that reveals the practical and mental representations of individuals. Search relations of cause and effect relationship between several factors. Use of open questions or closed (items of choice), using a representative sample.
Steps: Manufacturing, statistical, analysis
- Maintenance
Ability to highlight the social practices and ideas of people. This method can be used in response to a questionnaire by example, he does not give the social context in which people responded. The interview is used in many ways: * Maintenance
nondirective (inductive method): this form of maintenance may be useful in the case of the anthropological approach when our hypothesis has not yet been formed. People will guide us as to some issues or problems that we have not thought
* semi-structured interview (inductive and deductive)
* Directive interview (deductive)
Stages of Maintenance:
* Construction of the interview guide : it is simply the questions we will ask the person interviewed. It is important to reflect on their agenda and their formulation, in fact, should not induce the responses and be vigilant. Also, the vocabulary must be suited to public questioning. * Series
speech
* Transcript of interview
* Content Analysis (summary or interpretation)
- Literature (objective sources)
This will complement confirm or invalidate the data collected through various methodological tools.
=>> Exploration Field (Project Development)
This is to issue proposals for education in the light of discoveries that have been done before. Any project will be integrated into the overall plan of the institution and also correspond to individual projects of those admitted.
The project must involve the special education teacher and this must be submitted in writing the dissertation. The project must present aims, objectives and targets opérationnels découpés en séquence réalisables dans le temps.
Pour aller plus loin, lire Le projet, oui mais lequel ?
=>> Evaluation du projet
Une fois le projet réalisé ou impulsé, l’évaluation est un « processus dynamique qui tente de mesurer les changements objectifs et subjectifs produits dans la situation des usagers ». C’est aussi une manière de préparer la fin du projet ou éventuellement son renouvellement.
Christina de Robertis, dans his book Methodology of intervention in social work are three levels of assessment depending on the point of view addressed:
- The view of the person received " User is required to assess its own situation, both external and internal changes "to give its opinion to think critically about the project, to propose amendments if necessary, etc ...
- Point view of the social worker : according to the author, the professional will focus Evaluation on four main points: *
analysis results (degree of achievement of results, evaluation of differences) *
analysis impact (beneficial or tracking events that occurred other than those sought)
* The analysis of its own intervention (which has been our involvement? What you get out?)
- The view of the institution : it is Here more of the internal review so I do not linger.
To conduct this evaluation, special education teacher will build tools:
- The diary and writings can be back on actions
- The tree of objectives and Indicators: This tool must be built upon the implementation of the project. Here's proposal Christina de Robertis.
course, number of targets / indicators varies depending on the situation and the chosen project
- self-administered questionnaire is a tool, based on data collected, to make visible the progress, actions and acquired products by the intervention (questions on needs identified at the outset, the contents of the theoretical, the contents of the project highlighted the objectives and results, the reason for the success / failure of the project, etc ...)
- The scale of movement: measuring the evolution of a project between time X and time Y For example:
Housing: much improved / slightly improved / no change / slightly degraded
Health: excellent / good / fair / average / poor / bad / terrible
The books
Note: Caution, this book would be more for social service assistants but there are tracks that I found interesting
Note: Please note that this book is not directly related to the DEES but allows the lighting
Internet
