Porcospini Project MNO/ITW -The Netherlands-

1. Porcospini Project MNO/ITW -The Netherlands-

2. PORCOSPINI / EGELTJES PROJECT in the Netherlands • BACKGROUND AND PREPARATION • First we approached schools in the Netherlands to participate in the Porcospini project especially in the North of Holland • The IPABO ( Training organisation for teachers ) was approached but the mayority of schools are undergoing an overload of work and projects : finally we found a Foundation PENTA interested in the PORCOSPINI project ( EGELTJES PROJECT)

3. The PONTONNIER SCHOOL / PART OF of THE PENTA FOUNDATION • The PONTONNIER was from the very start very motivated and interested in the project • Reason was also they are a very active JENA PLAN School and were already involved in the KANJER (anti mobbing )project , that they had to pay for. • So they were very interested in the PORCOSPINI –EGELTJES PROJECT because of the different approach and also because of some overlap with the project they were already involved in

4. The PONTONNIER SCHOOL

5. Proceedings JENA PLAN SCHOOL • Together with teachers we organised training and information sessions with the teachers of the Pontonnier that were interested in implementing the project. ( Anouk Klein and our staff worked together) • We had several meetings for preparing the training sessions ( teachers ) and the implementation of the INTERVENTION model and the follow-up with the children

6. The JENA PLAN APPROACH of the Pontonnier , Foundation PENTA • The JENA PLAN school is developed in Germany in JENA by Mr Peter Peterson. • 1923-1950 to avoid authoritarian structures • His opinion was that it is so important educating children in sharing ,unselfishness, solidarity and confidence , so you will have as a result a better society and Germany was very authoritarian structured

7. The JENA ELEMENTS as the basis • Nobody knows the future so you have to be well equiped dealing with it • Multi-age groups: younger children can learn from older children and viceversa • Progressive Education movement started • Jan Ligthart Dutch educator famous words: don´t look for parks, just make them to express selfdetermination • It represents the philosophy of the role of educators for society with the basis communication, dialogue, playing , work , body important

8. The IMPLEMENTATION OF THE PORCOSPINI PROJECTIN TOTAL 6 CLASSES( GROUPS NL)CHILDREN OF 8 – 11 YEARS WERE TRAINEDGROUP 6, 7 AND 8AND PARALLEL 6, 7 AND 8 IN TOTAL : 153 children 72 girls and 81 boys

9. Implementation of the PROJECT PORCOSPINI • The structure was that we organised in total over 5 meetings 3 with preparation the teachers and they have chosen part 4 and 5 of the INTERVENTION MODEL with the focus on :how to avoid danger and the signal of the body what is good or bad ( hold up green or red cards ) • Due to the fact that the Pontonnier worked with the anti-mobbing project KANJER, they already had done the training of queens and kings as discovering your body and self-confidence

10. outputs ALL THE CHILDREN HAD MADE IN GROUPS: STORIES ABOUT DANGEROUS SITUATIONS , DISCUSSIONS AND DRAWINGS

11. IMPLEMENTATION INTERVENTION MODEL WITH FOCUS ON DANGEROUS SITUATIONS • THE APPROACH WAS ( 5 HOUR BLOCK) • WARMING UP WITH MUSIC • PLAYING TOGETHER • DISCUSSION ON THE STATEMENTS FROM THE INTERVENTION MODEL • GREEN & RED CARDS WHAT IS GOOD OR BAD • ARTICLE ON SEXUAL ABUSE ( BEAUTY SHOP ) • HOW TO AVOID DANGEROUS SITUATIONS • DISCUSSIOS AND RELAXATION EXCERCISES • FOLLOW-UP IN STORIES DEVELOPED WITH GROUPS ( 6 to 7 children)

12. STATEMENTS DISCUSSION • How to deal with your body and feelings

13. Pictures INTERVENTION • DISCUSSION HOW TO AVOID DANGER

14. PICTURES INTERVENTION • DISCUSSION HOW TO DEAL WITH UNSAFE SITUATIONS

15. Material that was used by MNO/ ITW • An article how to deal and recognize sexual abuse • Used as the introduction PORCOSPINI • How to say NO • SMALL ONE ( KLEINTJE) a book for children • Articles for children “sometimes sex is not nice” • Erin Merryn - Stolen Innocence; Triumphing Over a Childhood Broken by Abuse: A Memoir. • How you have to say : don´t touch me

16. EVALUATION AND CONCLUSION • All the teachers have filled in the evaluation form and with some teachers we discussed it and filled the forms and provide the translations in English • The observatory form was done in discussion with the teachers by observers Anouk Klein & staff MNO • The outcome was very positive and the PORCOSPINI PROJECT was considered VERY POSITIVE AND IMPORTANT

17. EVALUATION AND FINDINGS • SEXUAL ABUSE NEVER APPROACHED IN A STRUCTURAL WAY IN BASIC EDUCATION IN THE NETHERLANDS • IMPORTANT PROTOCOL AGAINST MOBBING BUT NOTHING ABOUT ABUSE • CURRICULUM NEED ALSO TO BUILT IN SELF DEFENCE FOR THE AGE GROUP OF 8 – 11 / IS NON EXISTANT AND NEEDED

18. EVALUATION AND FINDINGS • THE MOST IMPORTANT REMARKS FROM THE CHILDREN WERE , NOW WE KNOW WHAT TO DO AND ALWAYS GO TO SOMEBODY YOU TRUST AND RUN AWAY • IMPORTANT AND INTERESTING INFORMATION AND NEVER APPROACHED IN THE EDUCATION • TEACHERS FROM OTHER COUNTRIES AS GUESTS LIKE TO DISSEMINATE THE PORCOSPINI EVEN IN NEW ZEALAND

19. Observations • Our observations - • the pilot was very useful for the children and we adopted the intervention module to the Dutch education system,which is very independent and with a great autonomy • When the project will be implemented in a wider range of schools, it can be complementary to : • existing projects about mobbing or self-defence • in an european context, this project is very useful if social institutions supporting schools and children could work together and have a harmonized protocol in Europe