Abstract：
OBJECTIVE: Promoting health, and in particular developing psychosocial competences, at school encourages the emancipation of pupils and creates a favourable school environment. Furthermore, by helping to improve academic success, they improve pupils\' overall health. However, school professionals need to be trained to develop students\' psychosocial competences. The aim of this study was to describe the perceptions of French National Education professionals who have attended in-service training in psychosocial competences.
METHODS: This research adopts a mixed methodology. An online questionnaire was administered to 304 professionals in order to measure their levels of satisfaction and professional development following the training. Then, 14 professionals took part in individual semi-structured interviews to discuss their needs and the obstacles and levers they encountered in reinvesting what they had learned into their professional practice.
RESULTS: The quantitative data showed that the professionals have an average satisfaction rating ranging from 6.96 to 8.22 out of 10 depending on the variable measured, but that they need to discover more tools and practices to develop psychosocial competences (79.28%). The qualitative data reveal that continuing training enables National Education professionals to exchange ideas with their peers and to review their posture (78.57%). They were able to experiment with psychosocial competences according to their needs and modified their practices as a result of the training (57.14%).
CONCLUSIONS: This study suggests that continuing training in psychosocial competences leads to changes in the attitudes and practices of National Education professionals, despite significant heterogeneity in terms of the length of training. Future research could focus on the actual practices of professionals trained in the development of psychosocial competences in order to assess the difficulties they encounter.
METHODS: This research adopts a mixed methodology. An online questionnaire was administered to 304 professionals in order to measure their levels of satisfaction and professional development following the training. Then, 14 professionals took part in individual semi-structured interviews to discuss their needs and the obstacles and levers they encountered in reinvesting what they had learned into their professional practice.
RESULTS: The quantitative data showed that the professionals have an average satisfaction rating ranging from 6.96 to 8.22 out of 10 depending on the variable measured, but that they need to discover more tools and practices to develop psychosocial competences (79.28%). The qualitative data reveal that continuing training enables National Education professionals to exchange ideas with their peers and to review their posture (78.57%). They were able to experiment with psychosocial competences according to their needs and modified their practices as a result of the training (57.14%).
CONCLUSIONS: This study suggests that continuing training in psychosocial competences leads to changes in the attitudes and practices of National Education professionals, despite significant heterogeneity in terms of the length of training. Future research could focus on the actual practices of professionals trained in the development of psychosocial competences in order to assess the difficulties they encounter.
摘要：
目标：促进健康，特别是发展心理社会能力，在学校鼓励学生的解放，创造良好的学校环境。此外，通过帮助提高学术成就，他们改善学生的整体健康。然而,学校的专业人员需要接受培训，以培养学生的心理社会能力。这项研究的目的是描述参加过心理社会能力在职培训的法国国民教育专业人员的看法。
方法：本研究采用混合方法。对304名专业人员进行了在线问卷调查，以衡量他们在培训后的满意度和专业发展水平。然后，14名专业人士参加了个人半结构化面试，讨论了他们的需求以及他们在将所学知识再投资到专业实践中遇到的障碍和杠杆。
结果：定量数据显示，根据测量的变量，专业人员的平均满意度评分为10分之6.96至8.22，但他们需要发现更多的工具和实践来发展心理社会能力(79.28%)。定性数据显示，继续培训使国家教育专业人员能够与同龄人交流思想并审查他们的姿势（78.57％）。他们能够根据自己的需要尝试心理社会能力，并通过培训修改了自己的做法（57.14％）。
结论：这项研究表明，继续接受社会心理能力培训会导致国民教育专业人员的态度和做法发生变化，尽管在训练长度方面存在显著的异质性。未来的研究可以集中在受过社会心理能力发展培训的专业人员的实际做法上，以评估他们遇到的困难。
方法：本研究采用混合方法。对304名专业人员进行了在线问卷调查，以衡量他们在培训后的满意度和专业发展水平。然后，14名专业人士参加了个人半结构化面试，讨论了他们的需求以及他们在将所学知识再投资到专业实践中遇到的障碍和杠杆。
结果：定量数据显示，根据测量的变量，专业人员的平均满意度评分为10分之6.96至8.22，但他们需要发现更多的工具和实践来发展心理社会能力(79.28%)。定性数据显示，继续培训使国家教育专业人员能够与同龄人交流思想并审查他们的姿势（78.57％）。他们能够根据自己的需要尝试心理社会能力，并通过培训修改了自己的做法（57.14％）。
结论：这项研究表明，继续接受社会心理能力培训会导致国民教育专业人员的态度和做法发生变化，尽管在训练长度方面存在显著的异质性。未来的研究可以集中在受过社会心理能力发展培训的专业人员的实际做法上，以评估他们遇到的困难。
