Beyond emotional education Training for the teachers' personal development and growth PRH as a reference model

In this paper the bases of PRH (Personality et Relationes Humaines-Personality and Human Relations) are outlined. PRH, which is framed within humanistic pschycology; was put forward by Andre Rochais in 1970 and since then it has spread all over the world. Numerous testimonies are offered which prove its effectiveness for a comprehensive training of teachers and students. Personality is also analysed from this perspective. The influence educators have on children's personality development is studied, pointing out the main objectives of education for them to achieve personal maturity and for them to find the means to grow as individuals. Further, the educator's attitudes which favor the students' personality development are highlighted as well as the position to be adopted by the former in the light of the latter's needs, which are essential for a harmonious, balanced development to take place. It is stressed that educators need to go th rough a process of personal development and growth which prepares them to face the challenges of education. PRH psychopedagogy is acclaimed as a model of reference for the training of teachers and educators. It is outlined that beyond emotional education it is essential that they follow a path that leads them to their personal maturity. It is shown through the testimonies of teachers from different geographical origins, educational levels and disciplinary backgrounds that this psychopedagogy positively influences their development as individuals, making them more aware of their situation, acquire an affective balance and higher levels of maturity, be able to lead their own lives, etc. It is also highlighted that, at a professional level, there seems to be an increase in the constructive attitudes towards children and adolescents as well as a greater attempt to look at them individually trying to find the best in each of them. Finally, it is emphasized that it brings about an improvement of the social relationships, of one's commitment with oneself and the others, higher levels of empathy and help, a better understanding of relational problems and an eagerness for commitment. All this favors the daily teaching work.