Specificity and Efficiency in Using Non-conventional Methods for Adolescent Education

Having controversial characters, both within the familial and educational environments, being almost mature but nevertheless childish, with sudden mood changes, fluctuations, and hormonal imbalances causing psychic lability, bad moods and anxiety; being vulnerable, yet fevered to launch oneself into a rational and harmonious life, although living the least emotionally balanced phase of life, the adolescent is perfectly framed into this initiating period, also called intergenerational conflict. Being a nonconformist, one can hear him/her often saying that (s)he hates school, but loves education. Finding the most effective ways to respond to his (her) cognitive, affective and relational, needs and values is an urgent necessity. This article approaches these issues by studying the methods used in non-formal education, the strategies used in instructional assistance, as well as the way adolescent valorization is reinforced.