EFeCT Conference w1 Conclusions

  • 75 views
Uploaded on

Conclusions w1

Conclusions w1

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
75
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 5th International EFeCT ConferenceCascais, Portugal Conclusions W1 - Practice based and evidence based practices Franky DOosterlinck, Bram Soenen, Wim Hansens & Katrien Sel Conclusions – Rui Lopes Funder: Partners: Organizors:
  • 2. what’s new? • LSCI in regular schools as a strategy for inclusion • De-instrumentalization of students (i.e. recognizing the person “behind” each pupil) • Teacher training as a part (and only as a part) of an intervention plan to improve quality of intervention: – Organizational level – Team level – Student level – (parent and community level)
  • 3. what’s new? • There is time-out and there is also time-in: going to school (connectedness/ guidance/ communication) instead of being suspended after displaying behavior problems • Use children and professionals (and diverse stakeholders) feedback to (re)organize programs, projects and activities (“PLEASE LISTEN”) – Mismatch between children’s perceived problems and staff’s perception of children’s problems
  • 4. what’s new? • Temporary placement (max. 5 days) as a time- out strategy for reeducation (recreational and therapeutic farm activities) • Connection with nature and relation with the elements as a form of therapy • Adult-child, adult-adult and child-child relationships as a basis for all intervention
  • 5. and so, what? • Systemic intervention to abilitate educational contexts (schools, NGO’s,…) • “Holistic” training programs (professional/scientific and personal dimensions) – teacher containment / support • Adequate staff/child ratios (e.g. school classrooms with 9 students; residential homes with 12-14 residents)
  • 6. and so, what? • Gather and analyze data collected among children, staff, parents, etc. (scientific research methodologies fundamental in/for practice) – Need for multiple informants – Need to relate gathered information • Utilize nature as a privileged milieu for educative and therapeutic intervention with children and adolescents