Monitorizarea și educația aspectelor psiho-emoționale în penitenciare: argumente pentru un curriculum școlar adaptat [Articol]

Abstract

This article explores the essential role of emotions in the psychological life of the future adult and the relevance of integrating the emotional dimension into the educational process. Emotions are in a relationship of interdependence with mood, temperament, disposition, and motivation, directly influencing learning processes and personality development. For this reason, the curriculum must reflect not only cognitive objectives but also aspects related to the socio-emotional development of the individual. The particularities of the educational context in restrictive environments, such as the penitentiary system or alternatives to detention for minors, highlight the need for a personalized curricular approach focused on emotional support. These environments generate, from the very beginning, a multitude of frustrating emotions and favor the emergence of negative emotional states, such as frustration, anxiety, anger, or guilt. The stress associated with rigid rules, lack of freedom, and constant supervision can profoundly disrupt learning and development processes. Therefore, the continuous monitoring and adjustment of the curriculum designed for these categories of beneficiaries must include mechanisms of emotional support, educational activities with a therapeutic role, and strategies for developing resilience. Recent studies from Romania and the Republic of Moldova confirm that educational interventions with a psycho-emotional component significantly contribute to the social reintegration and balanced development of young people in conflict with the law.