Vol. 17 No. 2 (2020): n° 2 luglio-dicembre 2020
Quale formazione degli educatori per la gestione delle dinamiche relazionali e c

La mediazione del cambiamento nel processo comunicativo e relazionale. La pedagogia di Feuerstein e il modello del colloquio motivazionale di Miller e Rollnick

Cristina Vedovelli
Università di Cagliari, Dipartimento di Pedagogia, Psicologia, Filosofia
Published December 24, 2020
Keywords
  • mediation of change,
  • educational relationship,
  • Feuerstein method,
  • motivational interviewing,
  • cognitive and behavioural change
How to Cite
Vedovelli, C. (2020). La mediazione del cambiamento nel processo comunicativo e relazionale. La pedagogia di Feuerstein e il modello del colloquio motivazionale di Miller e Rollnick. Rivista Italiana Di Educazione Familiare, 17(2), 353-375. https://doi.org/10.13128/rief-9502

Abstract

The training processes constitute a systemic dimension in which the educator is part of the system itself: he/she puts himself at stake, shares, builds, coexists, and participates together with people in training within a communicative flow, in which the relational dimension is the key for growth and change processes. In this proposal, we focus on two theoretical and methodological models that aim to accompany the educational processes of cognitive and behavioural change: namely, the Mediated Learning Experience, conceived by Feuerstein (1980), and Miller and Rollnick’s motivational interview (1991, 2002). A strong and cohesive theoretical-methodological framework that easily allows educators to propose their principles in schools, families and environment in order to considerably improve educational practices, with particular reference to the relational and communicative style, supports them both. They are structured around clear and simple methodological criteria, which allow educators immediate application in the training relationship aimed at changing.

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