Psychopedagogy Department

Psychopedagogy Department | Areteia School

At Areteia School, the Psychopedagogy Department is especially relevant, as the department responsible for collecting information about the pupils, evaluating their learning development and their personal characteristics, informing and instructing teachers in the pupils’ patterns of behaviour, collaborating in group training programmes and tutorials, applying educational support programmes and psycho-pedagogical intervention programmes, providing professional guidance for pupils after completing various stages, as well as informing parents.

The Psychopedagogy Department is formed of a group of professionals – psychologists, pedagogists and speech therapists – with extensive experience, who attend to the needs of all the pupils at the school. At each stage or cycle there is a head of department who attends to all the pupils in their charge.

Initial psycho-pedagogical evaluation

The basis of our methodology is an initial, individualised and personalised psycho-pedagogical evaluation in the first 10 days of the academic year, which helps us to understand the starting point of each pupil in order to then design individualised strategies with the teachers and tutors and create intervention programmes for the specific areas in which our pupils need it most.
We understand that in order to offer individualised attention it is necessary to understand the personal and evolutionary characteristics of their learning style, and for this reason, this initial evaluation is the fundamental pillar of our educational project.

This process enables us to understand the capacity and learning situation of each pupil, with regard to the curricular demands of the academic year they are to undertake.

This initial psycho-pedagogical evaluation enables us to guide the pupils in their learning process and fit our teaching methods and procedures to them. It helps the teachers to have objective and interdisciplinary information about the pupils which favours common criteria and strategies. It allows us to form the groups of pupils according to their personal characteristics and curricular level. It also enables us to identify pupils’ specific learning deficiencies. It makes it possible to fit the course planning to the needs identified, and offers parents information about the demands of their child’s academic year.

Support programmes

At different times in the school schedule, which vary according to school level, the pupils take part in psycho-pedagogical intervention or support programmes in Spanish language and Maths in small groups. The aim is to remediate the learning gaps identified in the initial evaluation, facilitate learning of school programmes and contribute to improving the pupils’ knowledge at specific points in the process.

Psycho-pedagogical intervention programmes

These are specific programmes which contribute to remediating discrepancies which determine learning, aiding the pupils in the development of the deficient learning skills and aptitudes. They are applied to favour intellectual development, reading efficiency, visuomotor coordination and language development. We provide:

  • Literacy intervention programmes: to improve reading efficiency, correct orthographic errors, enrich vocabulary and achieve more correct and creative written expression.
  • Dyslexia intervention programmes: aimed at pupils who have specific difficulties in reading or writing which stop them from achieving high performance in other areas.
  • Speech therapy: for pupils in Infant and Primary Education to strengthen communicative abilities and develop articulatory, semantic and morphosyntactic aspects.
  • Behaviour modification programmes: programmes to improve self-control, reduce maladjusted behaviour, work on conflict resolution, etc.
  • Personal tutorials: personalised conversations in order to provide them with the tools with which to plan and organise their study time and school tasks, improve behavioural patterns, etc.
  • Psycho-pedagogical tests: psycho-pedagogical studies which aim to increase pupils’ knowledge to help them in their personal and academic development.
  • Professional guidance: when our pupils come to the end of one stage we offer them professional guidance based on a report and the opinion of all the teachers who have accompanied the pupil on their journey.
  • Meeting with parents and/ or tutors: we believe that it is very important that parents are well informed about the academic path of their children, but more importantly, about their personal, emotional and social development.
  • Meetings with other professionals: communication with other professionals (doctors, psychologists, speech therapists) is also very important to help the pupils to improve.
  • Social skills: programmes designed to help pupils to appropriately express their feelings, wishes and opinions, providing them with tools to make their social competence more effective.

External Psychology Service

Areteia School, in collaboration with the García Moreno Psychology Centre, offers an external clinical psychology service which is supported by the advances of the most recent research. In coordination with the school Psychopedagogy department, their work is focused on treating the symptomatic manifestations of different pathologies, or collateral problems of these, or simply on learning, and management of behaviours, thoughts and emotions which affect both the pupil and their family. Through a cognitive-behavioural approach, different intervention, treatment and monitoring strategies are developed in order to achieve the emotional wellbeing and health of these children. This service is also offered to families outside the school.

Cecilia de Juana

“We are certain that personalised education should start with a real and profound knowledge of each pupil. Our objective is to understand the pupil, understand their learning style, so that we can look for the help they might need.”

Cecilia de JuanaTeacher and Psychopedagogy Department Co-ordinator