ITACA works with schools and training centres by addressing specific professionals: educators, trainers and teachers of nurseries and pre-schools, primary and secondary first and second degree schools, universities.

ITACA is working in the social area with public and private services, with operators specialized in child protection (social workers and psychologists) and educators from social cooperatives that deal with a variety of services (housing communities and First Aid for children and families, after-schools and in settings of social prevention policies).

Our interventions in schools and social settings are characterized by the focus on the Person: the child, adolescent or the adult.We are motivated by a deep conviction that “the human person exists is in his/her relationships, and the human being deepest potential needs are marked in the attachment” (Romanini, 1991). Our work pays therefore always attention as much on the individual as the group of belonging (family, class or community) Declined in an approach of inter-subjectivity, with particular attention and care for the many relationships that each person lives in his own professional reality. Starting from the I-YOU till the US, that is, from the remotest connection dyadic (parent-child, teacher-child, teacher-student, student-trainer) to the organizational system of membership and roles that embody in its interior (extended family, schools, community).Our reference is to be find in Transactional Analysis, both in the Organisational field of application, (Van Beeckum, 2015; Krausz, 1986; Schmid 1994), as in the field of Education and learning (Montuschi, 1993 ; G. Barrow – T. Newton, 2016), and it is supplemented with other approaches.

The underlying belief that each person is a “being in relation” and “every child, adolescent and adult is a group” (Munari Poda, 2009) is expressed, from a methodological point of view, in the contractual approach of all our interventions (Inglese 1975; Shechem, 1991; Micholt, 1992; Romanini, 1997).

Consulting, training and supervising (teachers, educators, social workers, operators).

– A set of interventions ranging from supervision on individual cases to the elaboration of projects of protection of minors.
– Training courses dedicated to the specific needs of children and their families, as well as to the operators who work with them.
– Empowerment based training regarding strengthening self-esteem and self-efficacy, with the aim of bringing out the hidden potential of the persons.
– Analyzing strategies and interventions related to learning processes both in everyday environments as well as in particular situations (Specific Learning Disorders and Special Educational Needs).

Consulting, training and supervision in group (multi-professional teams, school classes, teaching staff, professional staff).

– Workshops regarding classroom management, and team/class councils.
– Training of a working teams and possible intervention strategies for change.
– Enhancing the ability to communicate different work contexts.
– Training courses on how to handle emergency situations in schools deriving from experiences of trauma.
– Workshops on leading groups in general and study of the models that favour the understanding of the dynamics.
– Study on general themes: communication, meeting management, the creation and drafting of an IEP or a PDP, learning and teaching styles.
– Workshops dedicated to the change and the resistance of it.

Consulting, training and supervision to organizations (schools, public and private social services)

– Training on organizational contexts, their assessment and management.
– Training courses on the co-construction of positive work environments, functional and targeted both for the recognition of the individual as to the performance required.
– Training dedicated to the characteristics of different leadership models.