Personal profile


My aim is to bring together the fields of education and psychology, to reconcile "reason" and "emotions", to forge links between these supposed opposites and put them at each other's service.

  • With a degree in clinical child and adolescent psychology from UCL (Belgium), I've always been interested in putting clinical psychology to work in education. My Masters internship in Montreal gave me the opportunity to try out a preventive approach to psychosocial and educational activities, based on peer mediation and NVC.
  • Since 2016, I have been working at the DET. For 6 years, I worked part-time as a teacher's initial training assistant. As part of this training, I was mainly involved in the practical exercises linked to the theoretical courses (problem-based learning sessions, seminar on collaborative learning, etc.) as well as various topics such as the educational relationship and the psychology of adolescents in school situations. We have set up an 'emotional skills workshop' for teachers in training. The idea came about as a result of various observations made by trainers and students who felt that they were not sufficiently 'equipped' to deal with classroom management, relations with students/colleagues/parents, students (dis)motivation, etc. This module therefore aims to introduce (future) teachers to the theories needed to understand emotional processes and their role in learning, but it also aims to offer various practical exercises to help tame the emotional dimension for oneself and then for pupils. 
  • During the 2017-2018 academic year, I supplemented this first part-time job with a mandate as an assistant to the University Pedagogy Service. For 6 years, I also provided individual and group support to students with learning difficulties and doubts about the effectiveness of their learning stratgies. Right from the start of this role, I was particularly interested in the emotional difficulties that arise in learning.
  • My doctoral thesis, defended in June 2022, is on the subject of emotional regulation in university learning (how and why do students regulate the academic emotions they feel when preparing for their first university exams?) My research questioning therefore stems from my field practice as a methodological coach and clinical psychologist.
  • From September 2023, I will be a lecturer in initial teacher training and will teach various courses with my colleagues at the FASEF (the new faculty of Education and Training at the University of Namur), particularly as part of the reform of teacher training

Areas of expertise

  • Creation and management of teaching tools for a variety of audiences (teachers in initial training, teachers in continuing education, students new to the University)
  • Creation of teaching tools to improve the effectiveness of students' learning methods (teaching sheets, practical tools, etc.) and individual and group support for students (working methods, link between methods and emotion regulation, etc.).
  • Reesearch expertise (quantitative, qualitative and mixed methods)
  • Specific expertise in the field of emotional skills, particularly emotional regulation in learning
  • Interdisciplinary teamwork (with educational psychologists and didacticians in initial training, with colleagues from higher education institutions, with those involved in student support, etc.).
    Peaceful conflict management, NVC, peer mediation

External responsibilities


Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 1 - No Poverty

Education/Academic qualification

Doctor of Education, Regulating the academic emotions of university students during their first exam session, UCLouvain

Award Date: 15 Jun 2022


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