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[...] while valuing them verbally, giving them improvement advice . This pedagogical approach was highlighted by Jacques Lecomte, who supports the fact that rules and visual markers allow for better integration of these hygiene and cleanliness rules because they enable them to become daily reflexes while actively engaging students in this learning process, which is intended to be motivating and collaborative (Lecomte, J. 2004). Here, the evaluation of skills and student progress is carried out through different axes. First, through direct observation of clothing choices and their appearance, but also through the implementation of games where students must choose the outfit they think is appropriate according to proposed situations. [...]
[...] Furthermore, the organization of the project, particularly the individualization of the skill sheets, requires time. Here, the project only concerned four students, but if the entire class were involved, it would require much more time, whether it's at the level of preparing the workshop sheets, determining the objectives and skills, remediation methods, or the time needed for individual feedback to each student. Similarly, the difference in the pace of progress of the students can be an obstacle that complicates the accompaniment. [...]
[...] Les Peupliers establishment also has a reception space for the elderly and specialized vocational training classes. The young people I accompany all have different paths and have to face increasingly diverse problems, which have confronted them with many difficulties and obstacles throughout their school journey. Through daily observations within the class as well as during informal times, I was able to notice that all of them showed great gaps in their self-esteem, social integration, and motivation by school and learning. [...]
[...] 2019) during specific active listening and reformulation workshops. For example, students were put in a situation where, in pairs, they had to take turns choosing a topic to speak about. The second student had no right to interrupt during the 'exposure' and had to reformulate without judgment or distortion what had been said. Here, the choice was made to progress in the subjects discussed: as the workshops progressed, more delicate subjects were addressed, so as to give rise to negative emotions, more difficult to manage, but which students had to learn to control in order to reformulate what had been said in an objective and neutral manner. [...]
[...] 171-194). Dunod. https://doi.org/10.3917/dunod.fisch.2014.01.0171. Shankland, R., Strub, L., Guillaume, P. et Carré, A. (2016). Mindfulness for prevention and management of eating disorders. In Fall, E. Introduction to Mindfulness. (p. 71-88). [...]
