La misión del Departamento de Orientación Psicopedagógica es contribuir a hacer realidad el acompañamiento personal de cada alumno. Con este fin, los psicólogos y psicopedagogos que lo integran asesoran a los alumnos, al resto de formadores y a las familias para que, atendiendo a sus necesidades individuales, les ayuden a alcanzar la mejor versión de sí mismos. (Doc. Misión de los Colegios RC España, art. 124)
The staff of our school is a multidisciplinary team composed of:
1. María Guinart, department coordinator, PhD in Psychology, specialising in Child and Adolescent Clinical Psychology and Educational Psychology..
2. Sofía de Castro, pedagogue and secondary school teacher.
3. Nerea Torres, clinical speech therapist and teacher with specialisation in hearing and speech.
Personalisation of learning
We work to prevent, detect, attend to and intervene in difficulties that may interfere with the correct academic, personal and social development of all our students.
We provide advice for the programming and implementation of school, personal, professional and vocational guidance activities, thus promoting the comprehensive training, personal accompaniment and maturity of each student.
Our specific work objectives are:
– To contribute to the improvement of the Teaching and Learning processes which, at all levels and stages, take place in the School.
– To promote educational responses adapted to the needs of individual pupils and groups.
– To collaborate in Tutorial Action and in academic and professional guidance activities, promoting the development and vocational maturity of pupils.
– To develop individual educational support plans for pupils with or without specific educational support needs (SEN).
Educational support/enrichment programmes
Bullying Prevention Programme:
Step 1. Information gathering:
Objective: to understand the context of social interaction in each classroom.
Procedure: assessment of interpersonal dynamics through the BULL-S (Cerezo, 2002), together with information from the tutor and training instructors.
Step 2. Análisis del aula:
Objective: to detect both risk situations and bullying at individual and group level.
Procedure: establishment of patterns of relationships between classmates, detecting positive and negative leaders, pupils in a situation of rejection or isolation, and potential victims or aggressors, according to the expectations of classmates.
Step 3. Awareness raising and intervention:
Objective: to eradicate situations of bullying and promote attitudes and behaviour that foster empathy and group cohesion.
Procedure: within the framework of the Tutorial Action Plan, fundamentally in the area of “learning to live together” and “learning to be a person”, skills such as tolerance to frustration, assertiveness, empathy, cooperation, etc. are developed in pupils at group level, and at individual level training in social skills is carried out, both for pupils with aggressive relationship patterns and for pupils who are passive interpersonally. The need for referral to external centres (clinical psychologists) is assessed if the pupil’s profile requires it.
Step 4. Advice:
Objective: to provide teachers and families with the necessary strategies for early detection and intervention in situations of bullying.
Procedure: through tutorials, coordination meetings and training cloisters, general and specific guidelines are given and specific cases are dealt with.
Eating Disorders Prevention Programme:
Objective: to prevent the appearance of risk behaviours and attitudes for the symptoms of anorexia and bulimia, and to promote those that favour the development of a healthy self-esteem and self-concept (fundamentally in the physical dimension) and an adequate diet based on the Mediterranean diet.
Procedure: training sessions in small groups with occasional interventions by external experts.
Development of Affectivity and Sexuality Programme:
Objective: to accompany adolescents in the process of growth and psychophysiological change.
Procedure: training sessions for parents and pupils in which topics related to body changes, the biological function of these changes, the emotional repercussions of these changes and the approach to psychological aspects related to affectivity and sexuality are addressed.
Substance and non-substance addiction prevention programme:
Objective: to promote the appropriate use of new technologies, social networks and legal substances.
Procedure: thematic educational workshops, training sessions with external experts (Guardia Civil, journalists, psychologists, computer experts, etc.).
Educate and Stimulate Project:
The reading and writing process of our pupils is extremely important for their development and to favour their teaching-learning process. Furthermore, through reading and writing we favour the development of intelligence, cultural acquisition, we encourage their curiosity and they are necessary for the performance of their will.
This project consists of four specific programmes:
– “Operación lápiz”, programme dedicated to the control of the digital tweezers and hand-eye coordination for 2nd cycle Infant and Primary School.
– “Preparados, listos, ¡ya!”, attention, perception and memory training programme for 1st E.P.
– “Mejora tu fluidez lectora”, reading mechanics programme for 2nd, 3rd, 4th and 5th grade P.E.
– “Despacito y buena letra”, spelling and writing improvement programme for 5th and 6th grade P.E.
Executive function training programme:
Executive functions are cognitive processes from which we establish our objectives or goals and execute effective behaviours to achieve them (Lezark, 1982), playing a fundamental role in our behaviour.
We can train executive functions until early adulthood, with 8 years of age being the period of greatest learning capacity.
For this reason, we lay the foundations in Infant Education, dedicating one hour a week to specific work, classroom workshops from 1st to 3rd year of Primary Education and applying the digital training programme Cognifit® from 4th to 6th year of Primary Education.
Cognifit® is a professional tool designed by specialists in child neuropsychology, which works on the brain processes involved in learning and neurodevelopment, improves the teaching-learning process and early identification of learning difficulties.
Support to the Tutorial Action Plan
We coordinate and advise on the implementation of the Tutorial Action Plan, specific to each year, according to the challenges of each age group.
We work, with specific materials and our own materials, on the development of virtues, emotional education, social skills and conflict resolution, education in affectivity and sexuality, psychosocial adaptation programmes, study methodology and time management, vocational guidance programme, workshops on the appropriate use of technology, prevention of addictive behaviour and eating disorders.
Counselling for families and teachers
Individual counselling for parents on their children’s development and learning processes and ways of supporting the school’s work at home. This counselling is carried out through the implementation of the pupil’s integral development report (DAFO), in which both the family and the tutor undertake to strengthen their skills and abilities and to help improve those areas in which the expected objectives have not yet been achieved.
On a group level, training is offered to parents to cover the evolutionary challenges of each moment through workshops and parents’ schools where tutors, together with the guidance department, give guidelines to accompany children adequately throughout their growth.
Advice to our teaching team, in training cloisters, or to individual teachers on the psychological characteristics of their students, prevention, detection and response to educational problems, methodology, didactic strategies…
We participate in the learning assessment sessions of pupils at all stages, providing, when necessary, psycho-pedagogical support for assessment and/or promotion decisions and guaranteeing the accompaniment of pupils with specific educational support needs.
Evaluation of pupils
Pupils are observed and assessed at different times during their schooling using specific technical means.
Individual assessments are carried out during the admission process to the centre with the aim of identifying the pupil’s learning skills in order to be able to offer reinforcement or stimulation resources once they join the centre.
Individual assessments are also carried out if teachers or families detect learning or psychosocial needs that need to be addressed.
At group level, psycho-pedagogical evaluations are carried out in key courses with the aim of knowing the competence and aptitude development of the pupils and identifying the cases that require specific accompaniment, thus being able to detect, in an early manner, their strengths or areas for improvement.
Vocational Guidance Programme
The school offers students a vocational guidance plan which begins in 3rd year of ESO and ends with the choice of a university degree in 2nd year of Bachillerato. Our activities include:
– Group psycho-pedagogical tests.
– Guidance counselling interview with each student and their family.
– University fair.
– Work Experience.
– Informative talks on pathways and options.
– Workshops in Valencian universities.
Coordination with teams outside the school
We maintain contact with different educational or health institutions or professionals who attend to students at the school, such as: psycho-educational support offices, speech therapy offices, neuro-pediatricians, psychiatrists, odonto-pediatricians, ophthalmologists, optometrists, etc.
Talent Enrichment Programme
The Talent Enrichment Programme at Cumbres School aims to offer pupils all the opportunities necessary to discover and develop their intellectual and creative potential at all stages of their education. This is in line with our motto “Semper Altius”, always higher, which expresses our aspiration for our pupils to achieve, every day, the maximum possible all-round development from their natural or acquired talents.
Our programme for the development of talent is based on the Renzulli and Reis Schoolwide Enrichment Model (SEM, 1994) which advocates a model of enrichment for the whole school, and, therefore, not only focused on students with high intellectual abilities, thus deploying initiatives that start from the student’s own interest, so that he/she can discover and enhance those talents that he/she possesses.