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Porcospini Project Evaluation

Porcospini Project Evaluation. Bratislava, 3/10/2012. Educare n.o ., www. educare.sk. Actions implemented to train and educate school personnel. CPPPaP has several strong bonds with basic schools in part of Bratislava. Directors and coordinators from these schools were contacted.

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Porcospini Project Evaluation

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  1. PorcospiniProjectEvaluation Bratislava, 3/10/2012 Educaren.o., www.educare.sk

  2. Actions implemented to train and educate school personnel • CPPPaP has several strong bonds with basic schools in part of Bratislava. • Directors and coordinators from these schools were contacted. • Presentation was made by our colleagues Janka and Tomas, who introduced the project and especially the training to prevention coordinators from several different schools. • No special training was given to the school personnel as the lecturers were from CPPPaP. • CPPPaP lecturers were trained by Janka and Tomas. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  3. Actions implemented to train and educate parents • Informative meetings with parents was organised upon request in about six schools. Parents were given information leaflet and the meetings were organised in case of further need of information. • Structure of the training and each session presented. • What types of activities are going to be performed. • Most of the questions they were asking concerned particular activities. • It is advisable to join them with parents-teacher meeting. • They were also given a waiver to sign, that they agree with their kids to attend the training – most of them did sign, but some didn’t (Slovakia is strongly religious). Porcospini, Project No: JUST/2010/DAP3/AG/1097

  4. Actions implemented to train and educate children • 7 schools agreed on the implementation of the training. • 6 lecturers (always working in couples). • 15 groups were chosen. • 249 children were trained between February 7th and June 25th. • Teachers were present at each session. • The training itself was shortened to 3 90 minutes sessions (turned out to be insufficient amount of time). Porcospini, Project No: JUST/2010/DAP3/AG/1097

  5. Pilot trainings Modified intervention model • All sessions started with welcome activities and warm –up exercises. • Relaxation – this part was usually dismissed due to the lack of time at the end of sessions. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  6. Session 1: LET’S DISCOVER OURSELVES BEAUTIFUL BUT DIFFERENT • Confidence box and diary explanation • The twins • The Game of Queens and Kings • Poster creation • Activities to do at home – “Dear diary” Porcospini, Project No: JUST/2010/DAP3/AG/1097

  7. Session 2: OUR BODY IS BEAUTIFUL BECAUSE... + THE FRIENDLY TOUCH • Confidence box opening and discussing the questions • The game of the differences • Genital organs • Coloured pens • The crazy traffic lights • Ladies and knights • Activities to do at home – “Dear diary” Porcospini, Project No: JUST/2010/DAP3/AG/1097

  8. Session 3: LET’S LEARN TO AVOID DANGERS + I CRY NO, RUN AWAY, GO RUNNING TO TELL SOMEONE • Trust me • Stories heard here and there • I cry no and run • The importance of asking for help • Concluding reflection Porcospini, Project No: JUST/2010/DAP3/AG/1097

  9. Reflection of the pilots • 3 sessions are not enough (3rd one was extended of an hour). • Concluding reflection – innovation – What I liked/didn’t like about the training was printed on a paper and given to children on the last session (approx. 3 last groups of children). • The crazy traffic lights – about 12 different touches were used. • Ladies and knights – there was a middle line, where the kids were asking questions – they did not approach the other kids directly. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  10. Stories heard here and there • Lilly in the car (she is on the front seat being only 9 years old) • All of the stories were laminated, to be re-used • Teachers – mostly involved in the activities, but did not interfere • Last session activities are the most valuable, but it is very good that the activities are intensifying (learning about the body itself – touches – reactions to dangers) • Colourful pens – the most aggressive. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  11. Education value – the training is very educative regarding the matters it concerns (e.g. penis and vagina are not vulgar, some of the touches are unacceptable and many more). • Exception – one set of sessions was held in the school for mentally disturbed children • Their notes in the confidence box were very emotional. • Their evaluation was very positive. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  12. Evaluation • The weakest link • scale based evaluation could be used for most of the questions • some needs word explanation, but not all of them have to be open questions Porcospini, Project No: JUST/2010/DAP3/AG/1097

  13. Diaries • Useless to include them in the training. • Some children were not doing the “home works” and were forgetting diaries. • Some children were having them (it also depends on the teacher, whether she/he cares and reminds the children to do the tasks and bring the diaries). • The diaries were not used to open kids’ hearts but more or less for relaxation. • Notebooks are unavailing. It is better to use work sheets with printed home works or use some type of exercise book. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  14. Overall evaluation • Very good and valuable training. • Teachers, trainers and children were all satisfied. • More schools and pedagogical centres are interested. • CPPPaP decided to apply for accreditation with Ministry of education. • Periodicity of sessions – every week. Porcospini, Project No: JUST/2010/DAP3/AG/1097

  15. Thankyouforyourattention

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