All teachers can become 3FG facilitators with pupils, preferably by half-class. The training takes place within the framework of French National Education training plans. It is ideally organized over three days (six hours each) spread over the year (usually October, February and June), plus a day in the following year to verify that the protocol is applied correctly and to allow an exchange about the experience.
3FG is ideally run by half-class so that the number of children is less important (about fifteen pupils). During the year of their formation, the teachers animate 3FG by half class. It is therefore advisable for teachers who are interested in training to think beforehand about the possibility of dealing with only half of their class for 45 minutes per week, therefore 90 minutes as a whole. This assumes that other colleagues are involved in the project: 3FG is much easier to set up when it comes as a school project, encouraged and supported by the hierarchy. In kindergarten, nap time may facilitate such arrangements.
In college, even more so than in kindergartens and elementary schools, the activity may be even better implemented as it may match with a school project.
You are school psychologist.
The training offered is intended to enable you to become a teacher trainer. It takes place over three days (six hours each) spread over the year (usually October, February and June), plus one day the following year to verify that the protocol is well assimilated.
During their year of training, psychologists must put it in place in half a class as it is impossible to be trained in 3FP without any field experience.
You are a clinical psychologist or other socioprofessional category
Contact us. All cases will be considered. However let's not forget that the 3FG is aimed at children who spend time together for a whole year. Group dynamics play an essential role here. That is why it is mostly for schools and day hospitals with children staying for long periods. On the other hand, it is unsuited to the extra curricula activities in which children from different classes share an activity over a quarter. Not to mention the risk, if the 3FG was proposed in this framework, of being reserved for "difficult" children (euphemism for designating students perceived as violent), whereas its objective is precisely to concern itself equally with children who Tend to be victimized, without ever stigmatizing any of them.