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Good practice 7 - Psycho-educational approaches T.A.T.I. in Valcea, Romania

Psycho-educational approaches T.A.T.I. in Valcea, Romania

Prof. Octaviana Nitoi



Asociaţia Profamilia Vâlcea realized a partnership agreement locally, signed by nine institutions: Teacher Training Center Valcea, County Centre of Resources and Educational Assistance Valcea, High Technologic School "Oltchim" Rm, National College of Computer Science "Matei Basarab", High School "Antim Ivireanul" Rm. Valcea, High Technologic School "Capt. Nicolae Pleşoianu" Rm. Valcea, Kindergarten North 1, Kindergarten "Nicolae Bălcescu "Rm. Valcea. The aim is to conduct activities with parents, children, teachers, and also practical application of the results and methods TATI and sustainability activities and dissemination of "best practices TATI". The partnership has been accepted by all its employees due to the need identified at Community level on seeking solutions to this major problem - students whose parents work abroad.

In six schools, coordinated by the Asociaţia Profamilia Vâlcea were realized focus groups to determine the needs of children / pupils, parents, teachers on this issue. It was achieved

 three mixed focus groups (teachers, students, legal guardians of children / parents, medical staff)

 one focus group with students (16-18 years old)

 one focus group with teachers


Student responses

Teachers responses

Parents responses

1.What are the needs of children aged between 12 and 19?

- Material needs (money, clothes, gadgets);

- Love, affection;

- Encouragement; guidance;

- The need for balance between the material and emotional needs;

- The need for the parent who remains to be the friend and parent;

- Support / advice in different specific situations;

- Need for understanding from teachers

- Climate of love and affection, protection (feel they have someone "back", someone cares for him), the need for understanding, safety

- Belonging to a group; esteem / self-esteem and respect;

- Feel that they are supported (from adults), need "affiliation" with adult

- Need for models; to confide in someone.

- Surveillance, school counseling;

- The need for social assistance and counseling because it’s hard for adults leaving spouses.

- National Ministry of Education specifics policies addressed on the issue of children with parents abroad;

-need financial / material

-Material needs;

-Need for affection;

-Clothes, food;


2.What behaviors and ways adults must adopt to meet these needs?

- Adults to work;

- To behave with children;

- More support and involvement in our problems;

- Teachers to talk more with us;

- Support and guidance;

- Ensuring food needs (parents) and talk to us "that it is difficult in some ways" (sentimental);

- From teachers and parents: guidance on the friendly relations;

- Head teachers to talk more with us, understand us;

- To communicate more often with us;

- To put in our place;

- feeling the need for teachers to listen, to do master classes;

- Open communication from adults to students (answer given by one student)

- To show more understanding to find the new people who can confide;

- To consider their situation (parents working) when we evaluate;

- Adapting the curriculum;

- To find time to communicate with students; to criticize the behavior and not the child;

- Counseling support groups;

- Attitude of teachers / parents left;

- Be made an adviser to the master classes;

- Effective communication between parents and children, teachers, children (possibly changing the achievement of meetings with parents - to be more open, conducted in a friendly atmosphere);

- Understanding of the parents;

- "Filling" time with attractive activities

- Acceptance of different views of students by adults

- Changing educational environment to facilitate communication (extracurricular activities);

- Identification of children with special needs, their involvement in various school activities (accountability) - involvement in extracurricular activities, cultivating moral values

- To be compassionate, to offer love, moral support;

- The parent must a model for the child (to change their behavior “I quit smoking I do not drink etc. Because neither my child does not do this”)

- The interest of parents in children's activities

3. What behaviors and ways adopted by adult block or prevent those needs?

- Lack of communication;

- Understanding us;

- Imposing fewer rules;

- Some teachers do not pay attention to children with parents abroad;

- Teachers do not do affirmative discrimination (to be addressed as well as others);

- Parents to have more confidence in us;

- Thinking of two generations (parents and grandparents) - put too many restrictions, not empathize with the "times" ("my day was not so" etc..)

- They considered us too small (both, teachers and parents); underestimation

- Demands of parents and teachers ("must take the best marks even if you can"), without listening to what the child has said;

- Adults do not listening us (teachers and tutors);

- Our responsibility ("for us they leave"), parents get accomplished through us

- Not maintaining confidentiality when they confess to us;

- Unwillingness to listen to them (time);

- Our personal problems that only affect students;

- Agglomeration of professional tasks.

- When adults can’t hear, plus the fact that sometimes we think we "know everything" and "we're missing something"

- Non-identity children;

- Indifference;

- Lack of communication;

- Requirement / severity adults;

- Teachers should first explain / discuss and then give punishment students (answer given by the student)

- Empathy - the link between parents and the teacher.

- To pay greater attention to student's entourage

4. What happens to a child when a primary type need not be understood or even blocked?

- “I mind”;

- “I need to solve otherwise”;

- “I try to talk, to explain / convince them that I need, I give myself but I feel uncomfortable”;

- “I reproach them”;

- “I became sad”

- Child can adopt a deviant behavior (absenteeism, environment, drug consumption, theft, etc.).

- child doesn’t know his/her limits, not knowing at what to report.

- Dependence on another person

- Student adopt deviant behavior (stealing);

- The child don’t grow healthy, harmonious;

- Avoid awareness of gaps (at students);

- The child changes the contextual behavior

- Child becomes uncommunicative

5.Which are the prejudices that adults have related to children's education?

- They don’t know the specific of age and society;

- speaking often about their "old times";

- They have prejudices about clothes, hairstyles, makeup (both, parents and teachers)

- Parents say "I’m doing this for you"

- Do not reproach us / shout that we always send us money;

- Do not use phrases like: "I know better than you", "I've passed through this"

- They should listen our opinion too;

- Our parents tell us that they have heard their parents.

- the child becomes close, becomes depressed, dependent (tobacco, alcohol, drugs), behavioral problems

- Teachers label us, ask us to do meditation in their field, teachers consider that we frequent an entourage wrong, we hurt;

- Teachers have 'standards' (and related us to them), and parents as well (depending on the their failures)

- Imposting too imperative (excessive authority) and don’t listen pupils' point of view;

- Not encouraging the expression of personal views;

- Having prejudices regarding they haven’t values, they don’t learnteach, they are a lost generation, etc..

- The idea that in life only succeed people higher educated, even if the child doesn’t want, the child has to do more or profession;

- Authority / impulsivity adults (parents / legal guardians, teachers) - on the "I born you, I'll kill you"

- Too high expectations from children;

- Failure needs of children and their personality

- The use of parables in the family (keeping the "theories" about a particular behavior considered wrong)





Were made psycho-pedagogical counseling services by school psychologists, pedagogical activities coordinated by the Asociatia Profamilia Valcea. CJRAE Valcea realized a database at the county level with students / children with parents working abroad. At “Oltchim” Technologic High School it has be done psycho-pedagogical counseling services of:

a. teenagers with parents working abroad (8 students). Counseling approach was presented at the International Conference organized at Rm. Valcea by Asociatia Profamilia with the participation of project partners in August 2013. Purpose of such advice was: to prevent potential installation and development of psychiatric disorders, situations of school failure, deviant behavior, smoking, alcohol, physical and verbal aggression, depression, anxiety, emotional lability, overload or tasks involving adolescents in groups with inadequate rules. Their necessity stems from a study conducted in October in the school where he was found a percentage of 10% of ninth grade students who had at least one parent working abroad.

       Theme advisors:

-Knowledge of the context, the needs of students (topics: Wheel impact; My family, etc..)

-Self-knowledge of student, acceptance of self and others (Who are they? How are they? Etc.)

-Self-emotional (Rainbow emotions; Boiling level; Thought-Emotion-Behavior etc.)

-Rational and irrational beliefs and behaviors (My attitudes; The difference between wants and needs, etc.)

-Decision making and problem solving ("D" from Decision, Difficult Decisions etc.)

-Interpersonal relationships, knowing each (I, my family and others; Face to face; Family relations, etc..)

      Different reactions:

- From joy revenue growth ("It's good! Today mother receives salary and send me 200 euro") to sadness ("It's hard, dear teacher, is very difficult, sometimes you get tired so ... alone!) and rage ("It's you do not have parents! I feel abandoned! ")

- Students learn to overcome difficult situations best in the counseling group;

- Communication and family relationships decreased intensity but after counceling, pupils have acknowledged the need to come again;

- Pupils say that "if they had to leave when they become parents, they would take their children with them!"

- There is a greater desire for family reunification (from Romanian schools, many students go to be with their parents)

b. remaining parents/grandparents (4 parents). Counseling approach: understanding the problem and its context; effective Communication Techniques for remaining family members; solving of problems. It was used the psycho-educational method in the form of ROLE PLAY. In this high school, during the school year, attended only 4 parents / grandparents to counseling because of reasons: social awkwardness, distance, thinking. They are overwhelmed by worry, cry, think they misunderstood pessimistic.

On March 31 occurred Pedagogical meeting of school counselors, during which the study was presented by the Association Profamilia Valcea. Participated guests invited from Direction of Social Protection Valcea, the head of this institution who presented the department's approach on parental counseling before leaving the country, to ensure the social protection of children left in the country and initiation of actions to balance the emotional family left the country. They shared leaflets on the issue: "I want to be with my parents”, leaflet which was disseminated to each school, for presentation at parent meetings.

During the period 26 May to 10 June 2014, four trainers have held the TATI project course "Psycho-educational techniques applied" in Rm. Valcea. The 51 participants were school counselors, other teachers, parents, a social worker. The course has enjoyed great success among participants.

Teacher Training Center Valcea has in its educational offer the course "Inclusive Education. Intervention on diagnosis" ran from June 23 to 27, 2014 in Rm, with 23 teachers, mostly from schools from rural areas. The course was supported by two trainers, including the TATI project, and has a chapter on attachment theory, Montessori method, psycho-educational techniques - for children with parents working abroad.

The project sustainability in the coming years, is achieved through specific activities, namely: application psycho-educational methods in Valcea schools, adult trainings, updating the database, disseminating best practices guide TATI etc.

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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