Transferability and key functions of a life skills school program: PROgramme de Développement Affectif et Social (PRODAS)
Tardy, Aurélie
Transferability and key functions of a life skills school program: PROgramme de Développement Affectif et Social (PRODAS) - 2022.
81
Objectives: To provide practitioners with useful information about the transferability of life skills programs in schools, based on the PROgramme de Développement Affectif et Social (PRODAS) (Emotional and Social Development Program), by identifying the effects of the program as perceived by stakeholders and by identifying its key functions. Methods: A literature search was carried out to develop the interview guide used to conduct individual interviews and focus groups with thirty-eight individuals involved in the implementation of the program in two different settings. Results: In both settings, the effects of the program as perceived by stakeholders were consistent with those found in the literature on the program evaluation and, more generally, on life skills programs. Fourteen key functions were identified. Their form was similar from one setting to another, except for three key functions. Conclusion: This work has made it possible, first, to determine in concrete terms how this early life skills program in schools works and produces its effects and, second, to create a framework for the transfer of this type of program.
Transferability and key functions of a life skills school program: PROgramme de Développement Affectif et Social (PRODAS) - 2022.
81
Objectives: To provide practitioners with useful information about the transferability of life skills programs in schools, based on the PROgramme de Développement Affectif et Social (PRODAS) (Emotional and Social Development Program), by identifying the effects of the program as perceived by stakeholders and by identifying its key functions. Methods: A literature search was carried out to develop the interview guide used to conduct individual interviews and focus groups with thirty-eight individuals involved in the implementation of the program in two different settings. Results: In both settings, the effects of the program as perceived by stakeholders were consistent with those found in the literature on the program evaluation and, more generally, on life skills programs. Fourteen key functions were identified. Their form was similar from one setting to another, except for three key functions. Conclusion: This work has made it possible, first, to determine in concrete terms how this early life skills program in schools works and produces its effects and, second, to create a framework for the transfer of this type of program.
Réseaux sociaux