1. Interpersonal communication

A. Definition:

Interpersonal communication is a set of skills that allow a person to communicate effectively with others, expressing what he/she feels and wants and listening to the others, accepting the differences of opinions and respecting others’ points of views and rights. It is an essential tool for the social and professional integration and it is defined by verbal and non-verbal way of expression that includes language, gestures, and attitudes.

The young people whom we welcome generally have a failing communication which results in various aspects: problem of self-esteem and trust in the adult; difficulty of respecting the others when they haven’t been respected, language problems, especially of non-native speakers; lack of understanding about the importance of communication; lack of commitment; cultural differences; gender specific communication problems; refuge in coded languages; incapability of active listening and selective listening; different definitions of boundaries; stress.

B. Working methodology:

Specific methodologies that we use in order to improve the interpersonal communication skills of our students are:

• Self-assessment questionnaire about their communication and behaviour.
• Group dynamics.
• Drama and role-play.
• Groups of expression.
• Electronic equipment in the classrooms (Smart boards)
• Exercises of awareness about the reasons of failure and the factors of success of the communication.
• Contract of development of individual project.
• European projects.
• Counselling and conversational situations.
• Interpersonal communication is a key aspect of our methodology based on:

1. Practical centres (at school).
2. The Work (practical) in the business (as soon as possible)
3. In the training we teach the students what professional skills they need.
4. Education

2. Conflict resolution

A. Definition

• Conflict resolution ability is the set of skills that allows a person to resolve conflicts in a peaceful way, negotiating with the other person, in order to find solutions that are beneficial to both.
• The conflict belongs to our educational work and it is one of specificities of adolescence. The conflict is an escape in front of the problems; it makes it possible not to face our own difficulties and is often the expression of a lack of self-esteem.
• With our students a fundamental part of the work consist in reducing and eliminating the aggressive-violent attitude with that normally they deal with the conflict (conflicts between students, conflicts with the educators/trainers).
• Main problems: lack of time, improper setting, expectations, cultural differences, language problems, especially of non-native speakers, lack of tolerance, unreliability, force, financial pressure.

B. Working methodology:

Teachers interacting with students:

• Work in small groups and group dynamics.
• Self-assessment questionnaires.
• Continue work with the students’ council to learn and accept the democratic rules of the society.
• Focusing on the national language skills to improve communication skills.
• Respecting the young person, in his/her dignity, his/her history.
• Relay to a colleague or to another group to defuse a conflict, a tension, with an adult, or between young people.
• Context switch (conflict between young people).
• Activities of decompression (sporting or releasing): to learn respect and target unacceptable behaviour.
• Multi-field assistance (psychological, external teachers, referents)
• Regulation of group, without “intervention” of the adult.
• Mediation
• “Warning pedagogical Group” (teachers, trainers, psychiatrist, heads of department, direction) to resolve problems.

C. Difficulties and results.

• The students become aware that there are other styles of communication and conflict resolution than those ones that they normally use.
• The students feel safe to learn about communication and conflict resolution.
• The resolution of a conflict constitutes an educational experiment which enriches our teaching practice experience, sometimes with new methods and approaches to the problems.
• The group of the young people is a helping factor if it is not in imbalance and danger.
• Pay attention that there are not more conflicts than calm moments, and that there are not more disturbers than relaxing students.
• Difficulty in using the dynamic of group while keeping control.
• Feel not to be personally attacked (teacher), as individual, in acts of conflict posed.
• It is difficult to promote awareness of aggressive-violent behaviour and on its consequences on social relations and self-esteem.
• Refusal to enter in communication.
• Refusal to be entrusted to the organisation (aggressiveness, etc.)
• To be a teacher you need to have courage, devotion, humour and involvement.

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