EFeCT Conference W1 Wim Hanssens

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EFeCT Conference W1 Wim Hanssens

  1. 1. VOCATIONAL SCHOOL, NEAR LEUVEN - BELGIUM Healthcare GRAFIC DESIGN
  2. 2. CHARACTERISTICS OF THE STUDENTS IN OUR SCHOOL from socially vulnerable groups speaking a different language at home nearly 60% ‘lost’ one year the ‘Cascading problem’ with learning and / or developmental disability with behavioral problems / disorders 60% need additional support
  3. 3. CHARACTERISTICS OF THE STUDENTS IN OUR SCHOOL negative school- and / or learning experiences low self-esteem lack of success experiences personal talents undiscovered disillusionment and demotivation Perception of society: students with problems are students who cause problems
  4. 4. MISSION STATEMENT OF DON BOSCO THE EDUCATIONAL SYSTEM OF DON BOSCO Belief and trust in young people Communication / dialogue Care for those who are in special need Joyfull athmosphere Belonging Children are the centre of all our educational aspirations
  5. 5. RANGE OF SERVICES FOR YOUNGSTERS AND TEACHERS1. Tutoring  Buddy program  Supervised evening study 2 times a week  Learning Disability Coordinator2. Pupil support - 1.8 FTE  Socio-emotional support  Support for teachers  Weekly meetings with management and supervisory team3. Trainings in social skills in school4. Flexible curriculum for students who face obstacles5. LSCI – project6. Training, coaching and support for the staff: containment
  6. 6. CLASS MANAGEMENT
  7. 7. SOURCES OF DIFFICULT CLASSMANAGEMENT - STRESS large heterogeneity of the group great complexity  Problematic home situations  Children with psychological problems  Externalizing problem behavior  Internalizing problem behavior teachers are trained to teach … no support, no expertise- within the school
  8. 8. ACTION PLANOrganizational level mission – vision - HR - support – Toeza & timeout - roadmap to handle difficult behaviour Team level- our colleagues intervision - training - containment - communication - roles Student level clear rules - dialogue - consistent actions - care policy - coaching
  9. 9. DEALING WITH PROBLEM BEHAVIOR Roadmap  Need for a systemized approach  Focus on teacher participation  Care for the emotions of teachers and students  Safety and clarity for both students and teachers
  10. 10. Containment“Containment is thought to occur when one person receives and understands the emotional communication of another without being overwhelmed by it, processes it and then communicates understanding and recognition back to the other person. This process can restore the capacity to think in the other person” (Douglas, 2007, p.33).
  11. 11. Containment
  12. 12. THE STORY OF F.B. Daydreaming Reservedly Obliging No disruptive behavior Fearful Disintrested Observing Melancholic Sincere
  13. 13. THE STORY OF F. B. Suicide attempt while on a training as a cry for help Emergency treatment in hospital Refuses psychiatric help Is unable to talk and wants to come back to school Because of her situation, she is not able to attend classes
  14. 14. Time-out? Time-in?
  15. 15. Longing for peaceLonging for a safe enviromentLonging for friendship, for someone who caresLonging for unconditional trustLonging for timeLonging for understandingHoping for warmthHoping for help
  16. 16. TIME-IN Safe enviroment With people she trusts Safe and joyfull activities Building on a authentic relationship
  17. 17. THE STORY OF 18 STUDENTS – AGE 19 -21The attitude our teachers expect from these students
  18. 18. THE STORY OF 18 STUDENTS – AGE 19 -21The behavior our teachers had to face
  19. 19. THE STORY OF 18 STUDENTS – AGE 19 -21 Our approach to stop the disruptivebehavior both directed outwards as within the group
  20. 20. THE STORY OF 18 STUDENTS – AGE 19 -21 The real problem?
  21. 21. Time-out? Time-in?
  22. 22. TIME IN What we see & feel today
  23. 23. ACTION PLANOrganizational level Mission statement – organizational chart - Continuous support – Toeza– Time out - LSCI trained personnelTeam level- our colleagues containment - training – communication - rolesStudent level clear rules - dialogue - coaching – relationship - time in – LSCI interventions

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