André Rochais is the founder of PRH. He was born to a working class family in 1921 in Moulins, a small village in the region of Cholet, France. At the age of 14 he began working at the Brothers of St. Gabriel, where he was trained as a teacher. In 1940, during the second World War, he completed two years of forced labor in Germany. From 1945 to 1952 he became head of several educational centers. Later, he studied philosophy and theology.

 
He was always attracted to adult education and wanted to help them to become more themselves. In 1966, his encounter with the work of Carl Rogers confirmed him in his intuitions concerning the existence of a deep and positive zone, core of the personality, more than just the disturbances in which contemporary psychology was mostly interested. This confirmation recalled his own research on the human being, his psychological structure and the roots of his dysfunctions.

 
Gradually, he developed a methodology, related to both pedagogy and psychology, which will later become the psychopedagogy of PRH. Its goal is threefold: the growth of people, harmonizing their behaviors and improving their relationship. He wants to equip people with the tools to discover the deep zone of their personality to support its deployment, and also help them understand the source of their power to remedy malfunctions. Thus he created his first training sessions focused on self-knowledge, making his discoveries accessible to anyone.


In 1970, he created a training and research organization, PRH (Personnalité et Relations Humaines or Personality and Human Relations), which was soon widely disseminated, and is now present in all five continents.

Tireless and helped by collaborators who are passionate about the same research, he set up a structured set of courses and training addressing the various areas of social life, emotional, as well as relational, children's education, and group life. He requires that PRH trainers follow a thorough training and diffuse the courses and training tools that are developed.

He died in 1990 in Poitiers (France) after a serious illness, which gradually affected him in his work.

                                                            


1 - PERSONAL BELIEFS


Initially, four things resonated with him:

 

  • The fond of the being is positive;
  • We can trust our intuitions;
  • To know ourselves, we must distinguish between what a person knows and what he experiences.
  • When helping people, non-directivity is more effective.

Later, along his path, he expressed some of his personal beliefs about the growth of the human being:

  • Every human being is driven by a triple aspiration: to be himself, to grow as far as possible, and to take his rightful place within social groups;
  • Every human evolution is a slow process, often hampered and sometimes blocked. Understanding these braking or blocking mechanisms helps to make progress; one can heal what was wounded in a moment of existence;
  • Life awakens life, love awakens love, strength boosts strength;
  • Others play a vital role in building our personality, at least those who are important to us;
  • To access control of our own lives, we must know ourselves, live with lucidity in our inner world and own it consciously;
  • Each person can discover an inner freedom from which he is able to make decisions independently while remaining connected to others;
  • Working on your growth helps to gradually decentralize yourself and to commit to others and towards society.

 


2 - PEDAGOGICAL ORIGINALITY

 

Research conducted on the psychological and educational level is focused on answering some of the most essential questions, which constantly spurred his work. These include:

 

  • How can we begin the process of personal growth?
  • In man, what is innate and what is acquired?
  • What is the share of emotions in human relationships?
  • What is the most appropriate and most effective way to help others?
  • How can a human research aimed at deciphering one’s interiority help to open up to more than yourself?

 

Andre Rochais’ anthropology was developed from a carefulobservation of human reality, understood in terms of personal growth and interpreted as a whole (i.e. taking into account its various dimensions: psychological, physical, social, spiritual...)

His pedagogy, based primarily on self-discovery with a specific method of analysis of one’s own psychological experience, was innovative in the world of psychopedagogy.

 

This pedagogy aims :

  • to generate personal richness and develop our strength;
  • to live in fidelity to ourselves, referring to our deep consciousness;
  • to release our capacity to love and be loved.

 

This psychopedagogy is based on a positive vision of the person, and on two core values: faith in his abilities and respect for his freedom.

 

To achieve these objectives, he has developed:

  • an original, simple and coherent explanatory system of the human being in growth, faithful to observations made in real life, which favors a better understanding of oneself from the perspective of various important instances or realities of the person.
  • a method of analysis based on personal experiences (the Travaux Personnels d’Analyse or Personal Work Analysis), with additional tools to stimulate the growth of individuals, couples and groups.

 

                                                             

 

 


3 - MEANS OF DISSEMINATION

 

André Rochais’ research and that of his collaborators is essentially presented in three collective works made available by PRH-International:

  • Persons and their growth (anthropological and psychological foundations of the PRH education);
  • A map for life in depth (Understanding personal experience trough PRH analysis);
  • Writing it really helps! (a practical guide of the PRH analysis).

 

This research has given rise to an international school of education for adults, regardless of their activities or level of education (but this training is not recommended for people in psychiatric treatment, unless the opinion of their doctor is favorable). Today, the school organizes internships and training programs and a method of personalized accompaniment.

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