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27 september Euromet 2013

“DE ZANDE” Looking for inspiration in complex cases. 27 september Euromet 2013. 20 minutes Framework 60 minutes sharing best practices in sub- groups Level of policy Level of institution Level of the youngster and context .

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27 september Euromet 2013

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  1. “DE ZANDE” Lookingforinspiration in complex cases 27 september Euromet 2013

  2. 20 minutes Framework • 60 minutes sharing best practices in sub-groups • Level of policy • Level of institution • Level of the youngsterand context

  3. Part 1Profile of ourinstitution : someelements (as is) • Juvenilejudge / compulsary treatment • POS/ MOF • Duration of stay • Target Group • Patterson / Experiential learning /Context / LSCI/ Restorative practices • Open/closed • Education / School / Stay

  4. Beernem Capacity for the whole of Flanders Open: 10 Closed: 36 Our Case Marie was placed in an open setting

  5. Ruiselede Boys Capacity Open: 44 Open – Time-out: 10 Closed : 26 for west and East Flanders + Brussels Our case Stijn Jansens  Open

  6. PedagogicalAspects • Reception/ Educational / Treatment • Groups of 10 youngsters (GRT: 6) • 9 educators / Socialworker / Psychologist • Individual program / groupactivities • Structured free-time (sport, cooking, creativity,…) / Goal oriented programs (selfbuilding-group, experiential-learningprojects, equip-training, …

  7. Beernem / Ruiselede School Building

  8. School • Minister of education Minister of Welfare • Teachers are part in the wholeaid system • Principles • Individual approach • Max. 6 in a class • Try to give the youngster the lessons she/he has in the direction/year the extern school • 3 hours theoretical lessons: mathematics, language, history, geography, sports, computer • 3 hours practical lessons (gender focused)

  9. Practical lessons Beauty care Mode Office/Sales Catering Nutrition

  10. Practical lessonsRuiselede • construction • welding • wood • painting • horticulture • electricity • sales office

  11. Part 2:Debate

  12. Best practices

  13. How can we give context-oriented support when the, onlyavailable, family member of the youngster no longerwishesto accept him home? How is thishandled in yourinstitution?

  14. How can we shape the education of suchyoungpeople? Is itjustifiedtoteach 6 consecutivehours of class toyoungpeoplewith a cognitiveandmotoricfunctioningthat is tooweak? How does the staffcopewithsuchproblems in yourinstitution? Conflictingpropositions: The groupeducatorsarguethateveryyoungstershouldbe in classicaleducationfor 6 hours, whileteachersarguethatthis is unsafefor the boy

  15. Canitbejustifiedtodeny class toyoungpeople, forwhom the school career is developing without problems, for the sake of therapysessions? Multiple care questions gave riseto multiple priorities: whodetermines the prioritiesandwhat steps are tobe made first? Is itjustifiedtorelegate a strong point to the background toaddress a weakness first? (First therapy, theneducation?). How does staffcopewithsuchproblems in yourinstitution? Proposition: Psychologistswillfind a groupconversation more important than a math class where the youngster is preparingfor her exam.

  16. How are activitiesorganized in the living groups in yourinstitution? Proposition: Everyone is equalbefore the law. Allyoungpeople have toaccomplisch the sameacitivities/tasksregardless of theirproblematicsituation/background.

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