STUDENT’S POST TRAINING INTERVIEWS TO IMPROVING THE QUALITY OF THE PROJECT IN ORDER TO CONTRAST ACADEMIC DROP-OUT

Nowadays, in European universities the phenomenon of “non- traditional students/disadvantaged”, groups at risk of drop-out and low academic achievement, is growing. To contrast this phenomenon, beginning in October of 2011, was funded by the European Community the INSTALL project (Innovative Solutions To Acquire Learning to Learn). INSTALL proposes a group narrative training (Narrative Mediation Path) conducted by a psychologist, Narrative Group Trainer (NGT), to support the reflexive process and the Learning to Learn competence. The aim of this study is improving the quality of the project, from the opinions of the participating students. Specifically, the goal is to collect constraints and resources, valuable to rethink the NGT functions and the training methodology. After a month and half the end of the training, the participating students were interviewed in depth, to explore some aspects characterizing the path (i.e. methodological feature, setting aspects and specific tools that have supported students). We have analyzed 15 audio-recorded and transcribed verbatim interviews. The analysis of the interviews with IPA (Interpretative Phenomenological Analysis) shows: group processes, NGT functions and methodological aspects that must be adapted to increase: reflexive process, learning to learn competence and agency, according to academic goals.