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EFeCT Conference Franky D’Oosterlinck
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  • 1. Methods directed towards development and evolution. Franky D’Oosterlinck franky.doosterlinck@oobc-nieuwevaart.be
  • 2.  Children and Youth with EBD display disturbing behavior  Self  Teacher  Other Out of balance
  • 3. What is this kind ofrelationship about?
  • 4.  3 Worlds o “We” →’What is good?’ (Ethics) o “I” → ‘What is beautiful?’ (Art) o “It” → ‘What is right?’ (Science)
  • 5. Child OtherWe ValuesI Wanting Feeling Thinking Meaningfulness PerceivingIt Behavior Action
  • 6. People experiencing the support of an IRwill use “value-words”as respect, honesty, …
  • 7. Child OtherWe Values ≈ ≈I Wanting ≈ ≈ Feeling ≈ ≈ Thinking ≈ ≈ Meaningfulness ≈ ≈ Perceiving ≈ ≈It Behavior ≈ ≈ Action ≈ ≈
  • 8. This kind of attunement we find by nature in ◦ Attachment relationships ◦ Friendships ◦ Well functioning care relationships ≈ cfr P. Baker ◦ “Being with” ◦ “Feeling with” ◦ “Doing with”
  • 9. In an IR, both actors are changed through the experience of the shared actionWhen one actor tries to influence the behavior of the other through directing upon one or more of these dimensions, we call this “interaction”
  • 10. Student TeacherWe Values ←I Wanting Feeling Thinking ← Meaningfulness Perceiving ←It Behavior ← Action
  • 11. Student TeacherWe Values ≈ ←I Wanting Feeling Thinking ≈ ← Meaningfulness Perceiving ≈ ←It Behavior ≈ ← Action
  • 12. Student TeacherWe Values ∣ ←I Wanting Feeling → Thinking ∣ ← Meaningfulness Perceiving ∣ ←It Behavior ∣ ← Action
  • 13. Student TeacherWe Values ∣ ←I Wanting Feeling → ∣ Thinking ∣ ← Meaningfulness Perceiving ∣ ←It Behavior ∣ ← Action
  • 14. Student TeacherWe ValuesI Wanting Feeling → ← Thinking Meaningfulness PerceivingIt Behavior → ← Action
  • 15. Conflict situations imply that values and normes are exceeded. Therefore they must be stopped!
  • 16. The need for IR
  • 17.  Restore the attunement Try to be helpful to build up an IR Goal = to provide enough support to recreate the ability of functioning in life and in learning situations
  • 18. Teacher Team member CoachWe Values ≈ ≈I Wanting ≈ ≈ Feeling ≈ ≈ Thinking ≈ ≈ Meaningfulness ≈ ≈ Perceiving ≈ ≈It Behavior ≈ ≈ Action ≈ ≈
  • 19. CoachSupervisorTeacher Child
  • 20. Student Teacher Other StudentsWe Values ←I Wanting Feeling ← Thinking ← Meaningfulness Perceiving ←It Behavior ← Action
  • 21. Parents Child CarerWe Values ≈ ≈ ∣≈I Wanting ≈ ≈ Feeling ≈ ≈ Thinking ≈ ≈ Meaningfulness ≈ ≈ Perceiving ≈ ≈It Behavior ≈ ≈ ∣≈ Action ≈ ≈ ∣≈ Involving the parents in the IR
  • 22. Parents Child CarerWe Values ≈ ≈I Wanting ≈ ≈ ∣≈ Feeling ≈ ≈ ∣≈ Thinking ≈ ≈ ∣≈ Meaningfulness ≈ ≈ ∣≈ Perceiving ≈ ≈ ∣≈It Behavior ≈ ≈ Action ≈ ≈ Involving the parents in the IR
  • 23. Parents Child CarerWe Values ≈∣ ≈ ≈I Wanting ≈∣ ≈ ≈ Feeling ≈∣ ≈ ≈ Thinking ≈∣ ≈ ≈ Meaningfulness ≈∣ ≈ ≈ Perceiving ≈∣ ≈ ≈It Behavior ≈∣ ≈ ≈ Action ≈∣ ≈ ≈ Involving the parents in the IR
  • 24. ParentChild Carer
  • 25. Sequential shift from interaction towards IR
  • 26. We Values “The Good” Virtues EthicsI Wanting “The LSCI Qualitative Beautiful” Research Feeling RAP Thinking Turning Down Meaningfulness the heat Perceiving Developmental Audit Circle of CourageIt Behavior “The Right” Rock and Water Quantitative Research Action Timeout