The document discusses an approach to mentoring girls and young women in Romania. It defines mentoring as a structured, trusting relationship between a young person and adult where the adult provides support, guidance and assistance. The goals of mentoring are to help young people develop life skills, set goals, and achieve their potential through caring adult relationships. Mentors guide mentees to examine options, support goal-setting, and help solve problems. Stages of the mentoring relationship include building trust and fulfilling objectives through acceptance and growth.
The document provides information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization offers mentoring programs and training to support youth development, entrepreneurship, and community leadership. It works with volunteers, local governments, and organizations across Constantza county and the Danube Delta region to improve livelihoods and opportunities in rural areas through education and skills training.
This document provides an overview of culture- and gender-sensitive guidance and counselling practices across four European countries: Denmark, Finland, Italy, and Spain. It includes introductory articles defining key concepts of multicultural counselling and gender-sensitive counselling. The bulk of the document presents 12 specific good practices, with 3-4 examples provided for each country. The good practices aim to promote culture- and gender-sensitivity among guidance practitioners and increase equitable access to education, training, employment, and social participation.
INTRODUCTION
All mainstream practice needs to change in order to ensure fairer opportunity for all. Understanding inclusive practice is fundamental to the good practice development within any organisation. Furthermore, an inclusive environment is a right to which we are all entitled, and one that we all have a responsibility to make happen.
This document discusses the relationship between society, social stratification, and education. It begins by explaining how social stratification, or social class, is influenced by family income and affects students' educational opportunities and career choices. It then examines several sociological theories of how social stratification develops in a society, such as Marx's economic power theory and Weber's emphasis on status and power. The document also explores the effects of social class on education, such as differences in rural vs urban schooling. Finally, it outlines two major sociological perspectives on education - consensus theory focusing on shared values and conflict theory emphasizing power struggles - and describes four pillars of learning.
Inova Consultancy provides international consultancy services in diversity and equal opportunities. It has expertise in mentoring programs, organizational development, career coaching, research, and policy development related to gender and diversity. Inova works in countries across Europe, North America, Africa, and Asia to promote diversity and celebrate differences through mentoring interventions, projects, and training.
The document discusses mentoring programs for women entrepreneurs in Latvia. It provides an overview of several mentoring programs from 2004-2010 that helped promote entrepreneurship. These programs provided mentoring, networking, information resources, microcredit groups, and partnerships across Baltic and European countries. The document also analyzes factors influencing women's entrepreneurship in Latvia, including social, economic, technological challenges and opportunities. Finally, it discusses how mentoring and social networks can support regional development by providing training and advice to entrepreneurs.
The document discusses a workshop organized by CENTRAS Constantza, a volunteering centre in Romania, on volunteer mentoring as an adult learning strategy. The workshop aims to share lessons learned and best practices in mentoring from Romanian experience. It will present CENTRAS' model of using young volunteer mentors and compare it to other mentoring systems. The document also provides information about CENTRAS' mission of supporting civil society development, its volunteer recruitment and programs for empowering youth.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document provides information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization offers mentoring programs and training to support youth development, entrepreneurship, and community leadership. It works with volunteers, local governments, and organizations across Constantza county and the Danube Delta region to improve livelihoods and opportunities in rural areas through education and skills training.
This document provides an overview of culture- and gender-sensitive guidance and counselling practices across four European countries: Denmark, Finland, Italy, and Spain. It includes introductory articles defining key concepts of multicultural counselling and gender-sensitive counselling. The bulk of the document presents 12 specific good practices, with 3-4 examples provided for each country. The good practices aim to promote culture- and gender-sensitivity among guidance practitioners and increase equitable access to education, training, employment, and social participation.
INTRODUCTION
All mainstream practice needs to change in order to ensure fairer opportunity for all. Understanding inclusive practice is fundamental to the good practice development within any organisation. Furthermore, an inclusive environment is a right to which we are all entitled, and one that we all have a responsibility to make happen.
This document discusses the relationship between society, social stratification, and education. It begins by explaining how social stratification, or social class, is influenced by family income and affects students' educational opportunities and career choices. It then examines several sociological theories of how social stratification develops in a society, such as Marx's economic power theory and Weber's emphasis on status and power. The document also explores the effects of social class on education, such as differences in rural vs urban schooling. Finally, it outlines two major sociological perspectives on education - consensus theory focusing on shared values and conflict theory emphasizing power struggles - and describes four pillars of learning.
Inova Consultancy provides international consultancy services in diversity and equal opportunities. It has expertise in mentoring programs, organizational development, career coaching, research, and policy development related to gender and diversity. Inova works in countries across Europe, North America, Africa, and Asia to promote diversity and celebrate differences through mentoring interventions, projects, and training.
The document discusses mentoring programs for women entrepreneurs in Latvia. It provides an overview of several mentoring programs from 2004-2010 that helped promote entrepreneurship. These programs provided mentoring, networking, information resources, microcredit groups, and partnerships across Baltic and European countries. The document also analyzes factors influencing women's entrepreneurship in Latvia, including social, economic, technological challenges and opportunities. Finally, it discusses how mentoring and social networks can support regional development by providing training and advice to entrepreneurs.
The document discusses a workshop organized by CENTRAS Constantza, a volunteering centre in Romania, on volunteer mentoring as an adult learning strategy. The workshop aims to share lessons learned and best practices in mentoring from Romanian experience. It will present CENTRAS' model of using young volunteer mentors and compare it to other mentoring systems. The document also provides information about CENTRAS' mission of supporting civil society development, its volunteer recruitment and programs for empowering youth.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document summarizes information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization provides mentoring and training programs to support youth, farmers, and rural communities. It implements an educational model using mentoring to develop local communities. The organization's volunteers, who are mostly girls, provide mentoring to at-risk youth through various projects focused on personal development, social skills, and empowerment.
Parallels Between Indigenous Education and Inclusive EducationBrittany Leonard
Now what is my next learning?
Some areas I could explore next include:
- Learning more about specific Indigenous cultures and communities to better understand their unique educational needs, philosophies, and practices. Getting input and perspectives directly from Elders and knowledge keepers.
- Researching how various inclusive models have been implemented in Indigenous schools/communities and their effectiveness based on feedback from students, families, and educators. Looking at both successes and areas for improvement.
- Exploring how inclusive models and Indigenous knowledge and practices can be most authentically and respectfully integrated into mainstream classroom settings with diverse student populations. Gaining practical strategies and lesson ideas.
- Continuing self-reflection on my own assumptions, biases,
The document describes the Junior Youth Empowerment Program (JYEP), which aims to empower junior youth aged 12-15. It discusses the characteristics of junior youth and how the program meets their needs through moral education, service projects, and guidance from animators. The program uses age-appropriate books and exercises to help junior youth develop skills and internalize concepts in a way that respects their desire for independence.
The document summarizes a program for youth leadership and peacebuilding. It discusses bringing students from different cultures together on a university campus to learn about global issues and diversity. It outlines the goals and theoretical concepts behind the program, including experiential learning and developing intercultural competence. It also describes some scenarios staff may face and recommendations for improving staff training, particularly in facilitating intercultural dialogue sessions.
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
The document outlines the key themes and objectives of the SLP (Social Leadership Program) methodology. The themes covered include governance, human rights, citizenship, education, discrimination, health, child rights, environment, and rural-urban issues. The objectives are to foster self-awareness, social competency, citizenship, problem-solving skills, and professional competency in students. Students will learn questioning skills to better understand social issues and work towards the SLP mission of transforming students into empowered individuals who can identify social issues and embrace active citizenship.
Breakout session provided by Martin Wilson, Tin Arts which was part of the Cultural Commissioning National Seminar in Doncaster on the 10th June 2014
Find out more about Cultural Commissioning Programme. http://www.ncvo.org.uk/practical-support/public-services/cultural-commissioning-programme
This document provides information about Elementary School "Marjan" in Split, Croatia. It summarizes that the school has 490 students and 48 teachers. It also outlines four projects the school is involved in: 1) A UNICEF project to create a safe and stimulating environment in schools, 2) A UNICEF campaign against cyberbullying, 3) A project to promote a culture of respectful communication, and 4) A project to increase tolerance for diversity. The school aims to improve social skills and respect among students through these international cooperation projects.
Promote the gender equality in school curriculumMar Jurado
This document provides recommendations for promoting gender equality in school curriculums. It recommends reviewing curricula to include knowledge traditionally marginalized like women's history. It suggests educating students to become who they want to be rather than who society expects based on gender. Teachers should create a free environment for discussion and avoid neutrality on gender. Activities suggested include role playing, analyzing media for stereotypes, and rewriting fairy tales with swapped gender roles to promote critical thinking. The overall goals are removing obstacles to self-awareness, countering prejudices and stereotypes, and valuing gender diversity and differences.
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
The practice of treating everyone fairly and justly regardless of age, with special consideration to the structural factors that privilege some age groups over others.
The document discusses various techniques for inculcating values among students, including storytelling, dramatization, role playing, personal examples, and addressing value crises. It emphasizes that teachers, parents, and society as a whole must work together to instill values in children and make them responsible citizens. Storytelling, dramatization, and role playing can help internalize values by bringing lessons to life. Personal examples and experiences of great people also inspire students. However, India is facing a value crisis with the erosion of traditional values, requiring education to strengthen social solidarity and national unity through value-based learning.
This document summarizes a parent workshop about creating an inclusive school culture and climate. The workshop covered defining parents' role in school culture, understanding the impacts of individual and systemic bias on relationships, and setting goals for educational equity. Parents discussed how to have purposeful conversations about bias and influence positive change through collaboration and community involvement. The goal was to help parents understand how to actively support an equitable and inclusive school environment.
Social literacy deals with developing social skills, knowledge, and values to behave responsibly and support complex social processes. It aims to help students understand social phenomena and how they are impacted. Prosocial behavior intends to benefit others and can be fostered through socialization. Intercultural communication refers to communication between different cultures and involves creating shared meanings. It studies communication processes between varied cultural groups. Schools can play a role in enhancing prosocial development and intercultural communication skills.
This document summarizes a presentation about the impacts of creativity on learning and relationship building. It discusses how the adolescent brain is primed for creative learning experiences and relationship building. It also describes the First Exposures mentoring program which uses photography to help underserved youth build confidence, skills, and relationships. Research on the program finds impacts on creativity, community connections, self-confidence, and academic plans. The presentation models creative activities and discusses applying these creative mentoring approaches more broadly.
This document discusses guidance and counseling in education. It provides definitions of guidance from various authors, emphasizing that guidance involves helping individuals solve problems and pursue paths suited to their abilities. Counseling is defined as a relationship where a professionally trained counselor helps a client address personal difficulties. The differences between guidance and counseling are outlined. Principles of each are presented, as well as needs for their services in education. Current trends and issues novice counselors may face are also summarized. Finally, an abstract of a related research study on the effectiveness of guidance and counseling in enhancing student adjustment is provided.
The four pillars of education as recommended by UNESCO are:
1. Learning to know, which involves developing concentration, memory, thinking skills, and tapping into hidden talents.
2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
3. Learning to live together, which aims to foster understanding between people and teach conflict resolution through dialogue.
4. Learning to be, which means supporting the holistic development of each individual's mind, body, intelligence, sensitivity, and spirituality.
Holistic education in elementary schoolsSaminah Khan
Holistic education focuses on educating the whole child through connections to community, nature, and spiritual values. It aims to nurture wonder and intrinsic reverence for life. There is no set curriculum; education starts with each unique student and their experiences. The teacher acts as a coach and facilitator rather than just an information provider. Classrooms are democratic communities where students learn through play, activities, and projects rather than textbooks. When students become confident, sincere, hardworking learners who value themselves and their community, the goals of holistic education are achieved.
This document discusses the roles and importance of guidance and counseling in education. It defines guidance and counseling, outlines their differences, and describes how they help students with educational, career, and personal development. It also explains the responsibilities of various individuals like school heads, guidance counselors, teachers, nurses, and librarians in providing guidance services in schools.
The document summarizes the work of The Relationship Foundation (TRF), an organization that provides relationship education programs in schools. It discusses TRF's origins, mission, and methodology, which focuses on teaching social and emotional skills like communication, empathy, and self-awareness. It outlines the outcomes of TRF's programs, including improved classroom culture, respect among students, student-teacher relationships, and engagement/academic performance. It positions TRF's work as part of a growing movement around social-emotional learning and notes the organization's role in developing a comprehensive relationship education curriculum for 21st century classrooms.
The document describes a 3-stage mentoring process model consisting of exploration, new understanding, and action planning. Mentors guide mentees through open-ended questions to explore issues, gain new insights, and develop an action plan.
The document summarizes lessons learned from past mentoring programmes for women in the UK. It discusses the mentoring process, including establishing rapport, setting direction, making progress, and moving on. It provides suggestions for developing mentoring schemes, such as considering longer relationships, flexible paperwork, and using external facilitators. The document also describes matching mentors and mentees, evaluating outcomes, and examples of skills training for mentors like listening, feedback, and suspending judgement.
The document summarizes information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization provides mentoring and training programs to support youth, farmers, and rural communities. It implements an educational model using mentoring to develop local communities. The organization's volunteers, who are mostly girls, provide mentoring to at-risk youth through various projects focused on personal development, social skills, and empowerment.
Parallels Between Indigenous Education and Inclusive EducationBrittany Leonard
Now what is my next learning?
Some areas I could explore next include:
- Learning more about specific Indigenous cultures and communities to better understand their unique educational needs, philosophies, and practices. Getting input and perspectives directly from Elders and knowledge keepers.
- Researching how various inclusive models have been implemented in Indigenous schools/communities and their effectiveness based on feedback from students, families, and educators. Looking at both successes and areas for improvement.
- Exploring how inclusive models and Indigenous knowledge and practices can be most authentically and respectfully integrated into mainstream classroom settings with diverse student populations. Gaining practical strategies and lesson ideas.
- Continuing self-reflection on my own assumptions, biases,
The document describes the Junior Youth Empowerment Program (JYEP), which aims to empower junior youth aged 12-15. It discusses the characteristics of junior youth and how the program meets their needs through moral education, service projects, and guidance from animators. The program uses age-appropriate books and exercises to help junior youth develop skills and internalize concepts in a way that respects their desire for independence.
The document summarizes a program for youth leadership and peacebuilding. It discusses bringing students from different cultures together on a university campus to learn about global issues and diversity. It outlines the goals and theoretical concepts behind the program, including experiential learning and developing intercultural competence. It also describes some scenarios staff may face and recommendations for improving staff training, particularly in facilitating intercultural dialogue sessions.
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
The document outlines the key themes and objectives of the SLP (Social Leadership Program) methodology. The themes covered include governance, human rights, citizenship, education, discrimination, health, child rights, environment, and rural-urban issues. The objectives are to foster self-awareness, social competency, citizenship, problem-solving skills, and professional competency in students. Students will learn questioning skills to better understand social issues and work towards the SLP mission of transforming students into empowered individuals who can identify social issues and embrace active citizenship.
Breakout session provided by Martin Wilson, Tin Arts which was part of the Cultural Commissioning National Seminar in Doncaster on the 10th June 2014
Find out more about Cultural Commissioning Programme. http://www.ncvo.org.uk/practical-support/public-services/cultural-commissioning-programme
This document provides information about Elementary School "Marjan" in Split, Croatia. It summarizes that the school has 490 students and 48 teachers. It also outlines four projects the school is involved in: 1) A UNICEF project to create a safe and stimulating environment in schools, 2) A UNICEF campaign against cyberbullying, 3) A project to promote a culture of respectful communication, and 4) A project to increase tolerance for diversity. The school aims to improve social skills and respect among students through these international cooperation projects.
Promote the gender equality in school curriculumMar Jurado
This document provides recommendations for promoting gender equality in school curriculums. It recommends reviewing curricula to include knowledge traditionally marginalized like women's history. It suggests educating students to become who they want to be rather than who society expects based on gender. Teachers should create a free environment for discussion and avoid neutrality on gender. Activities suggested include role playing, analyzing media for stereotypes, and rewriting fairy tales with swapped gender roles to promote critical thinking. The overall goals are removing obstacles to self-awareness, countering prejudices and stereotypes, and valuing gender diversity and differences.
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
The practice of treating everyone fairly and justly regardless of age, with special consideration to the structural factors that privilege some age groups over others.
The document discusses various techniques for inculcating values among students, including storytelling, dramatization, role playing, personal examples, and addressing value crises. It emphasizes that teachers, parents, and society as a whole must work together to instill values in children and make them responsible citizens. Storytelling, dramatization, and role playing can help internalize values by bringing lessons to life. Personal examples and experiences of great people also inspire students. However, India is facing a value crisis with the erosion of traditional values, requiring education to strengthen social solidarity and national unity through value-based learning.
This document summarizes a parent workshop about creating an inclusive school culture and climate. The workshop covered defining parents' role in school culture, understanding the impacts of individual and systemic bias on relationships, and setting goals for educational equity. Parents discussed how to have purposeful conversations about bias and influence positive change through collaboration and community involvement. The goal was to help parents understand how to actively support an equitable and inclusive school environment.
Social literacy deals with developing social skills, knowledge, and values to behave responsibly and support complex social processes. It aims to help students understand social phenomena and how they are impacted. Prosocial behavior intends to benefit others and can be fostered through socialization. Intercultural communication refers to communication between different cultures and involves creating shared meanings. It studies communication processes between varied cultural groups. Schools can play a role in enhancing prosocial development and intercultural communication skills.
This document summarizes a presentation about the impacts of creativity on learning and relationship building. It discusses how the adolescent brain is primed for creative learning experiences and relationship building. It also describes the First Exposures mentoring program which uses photography to help underserved youth build confidence, skills, and relationships. Research on the program finds impacts on creativity, community connections, self-confidence, and academic plans. The presentation models creative activities and discusses applying these creative mentoring approaches more broadly.
This document discusses guidance and counseling in education. It provides definitions of guidance from various authors, emphasizing that guidance involves helping individuals solve problems and pursue paths suited to their abilities. Counseling is defined as a relationship where a professionally trained counselor helps a client address personal difficulties. The differences between guidance and counseling are outlined. Principles of each are presented, as well as needs for their services in education. Current trends and issues novice counselors may face are also summarized. Finally, an abstract of a related research study on the effectiveness of guidance and counseling in enhancing student adjustment is provided.
The four pillars of education as recommended by UNESCO are:
1. Learning to know, which involves developing concentration, memory, thinking skills, and tapping into hidden talents.
2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
3. Learning to live together, which aims to foster understanding between people and teach conflict resolution through dialogue.
4. Learning to be, which means supporting the holistic development of each individual's mind, body, intelligence, sensitivity, and spirituality.
Holistic education in elementary schoolsSaminah Khan
Holistic education focuses on educating the whole child through connections to community, nature, and spiritual values. It aims to nurture wonder and intrinsic reverence for life. There is no set curriculum; education starts with each unique student and their experiences. The teacher acts as a coach and facilitator rather than just an information provider. Classrooms are democratic communities where students learn through play, activities, and projects rather than textbooks. When students become confident, sincere, hardworking learners who value themselves and their community, the goals of holistic education are achieved.
This document discusses the roles and importance of guidance and counseling in education. It defines guidance and counseling, outlines their differences, and describes how they help students with educational, career, and personal development. It also explains the responsibilities of various individuals like school heads, guidance counselors, teachers, nurses, and librarians in providing guidance services in schools.
The document summarizes the work of The Relationship Foundation (TRF), an organization that provides relationship education programs in schools. It discusses TRF's origins, mission, and methodology, which focuses on teaching social and emotional skills like communication, empathy, and self-awareness. It outlines the outcomes of TRF's programs, including improved classroom culture, respect among students, student-teacher relationships, and engagement/academic performance. It positions TRF's work as part of a growing movement around social-emotional learning and notes the organization's role in developing a comprehensive relationship education curriculum for 21st century classrooms.
The document describes a 3-stage mentoring process model consisting of exploration, new understanding, and action planning. Mentors guide mentees through open-ended questions to explore issues, gain new insights, and develop an action plan.
The document summarizes lessons learned from past mentoring programmes for women in the UK. It discusses the mentoring process, including establishing rapport, setting direction, making progress, and moving on. It provides suggestions for developing mentoring schemes, such as considering longer relationships, flexible paperwork, and using external facilitators. The document also describes matching mentors and mentees, evaluating outcomes, and examples of skills training for mentors like listening, feedback, and suspending judgement.
The document summarizes a project aimed at promoting mentoring for girls and young women in Latvia. It provides background on the status of women in Latvia, including their predominant roles in education and careers. It also describes existing mentoring programs supported by EU funds that pair rural women with mentors. The project organized a national workshop to share experiences of women mentors and explore ways to establish a European Federation of Mentors to further support girls and young women.
The document discusses issues facing young girls and women in Bulgaria, including poverty, inequality in education and healthcare access, violence, and discrimination. It outlines 12 problematic areas such as these inequality issues, inadequate support for women's development, stereotyping of women, and discrimination. Specific issues discussed for girls include lack of political representation, health problems, and early pregnancy. The document also provides statistics on domestic violence, human trafficking, and employment gaps in Bulgaria. It concludes with recommendations to address discrimination, violence, exploitation, and increase girls' empowerment.
The document describes the projectoffice for innovative social policy, a non-profit organization located in Graz, Austria. Their main areas of activity include social and labor market policy, employment and equal opportunities, social and intercultural dialogue, and issues related to youth, gender, and corporate social responsibility. Some of their activities include social research through surveys and studies, counseling and training, and managing both domestic and international projects focused on topics like mentoring for girls, time use patterns, quality management for disability professionals, and employment strategies in Europe.
The document describes an NGO in Estonia called ÖÖKULL that works to help children and youth without parental care through activities at a youth center, projects, and rehabilitation programs, and discusses their Girls Club program from 2002-2008 that used methods like forum theater, group work, and cultural activities to support at-risk girls ages 13-17.
The document summarizes information from a workshop on mentoring for girls and young women in Austria. It discusses challenges faced by these groups, including low self-esteem, pressure to conform to beauty ideals, and traditional career paths. Mentoring programs in Austria address these issues through education, career counseling, and support for disadvantaged groups. However, gender stereotypes persist. Women face glass ceilings, lower pay, and a lack of representation in politics and leadership. The workshop evaluated mentoring approaches and their ability to empower girls and women in Austria.
This document summarizes the key topics discussed at the WOMENTOR International Conference on mentoring in the UK. It outlines several emerging themes from a mentoring workshop, including different approaches to mentoring in the UK, skills needed for mentors, mentoring women in science fields, and mentoring programs for women returning to work. Feedback from mentoring programs showed benefits such as increased confidence, empowerment, and motivation to achieve goals. The document provides an overview of the gender pay gap in various UK industries and challenges faced by women in the UK workforce.
- The Association for Supporting Youth Education "Euroszkola" is a non-profit organization established in 2002 that runs secondary and high schools.
- The main purposes of the association are supporting the versatile development of children and youth and preparing students for life in a united Europe.
- The schools aim to develop cooperation with peers in other European countries through youth exchanges and learning about the European heritage.
Euro-net is a non-profit organization based in Potenza, Italy that specializes in developing and managing European projects and programs, especially those related to youth. It has directly realized over 50 projects involving youth exchanges, education, and community development. Euro-net provides information and support services to organizations, networks, and individuals interested in European opportunities and collaborates with various public administrations across Europe.
This document summarizes information about the WOMENTOR project, a European Federation of Mentors for Girls and Young Women. The project aims to create a network across Europe to exchange best practices and provide better support for women through mentoring programs. Specific objectives include evaluating current support programs, researching women's needs, and creating a positive lobbying effort for women. The network currently includes 16 partner organizations from various European countries. Examples of best practices in mentoring and supporting women from the region of Basilicata, Italy are also provided.
The Greek Women Engineering Association (EDEM) aims to promote gender equality and support women engineers in Greece. EDEM has over 1,500 members and works to address challenges faced by women in engineering through research, collaboration with other organizations, and mentoring projects that provide career guidance and professional development to female students and young professionals. Recent projects have focused on renewable energy, entrepreneurship, work-life balance, and combating gender stereotypes in science and technology fields.
The document discusses a study on the low numbers of women in engineering careers and the causes, including stereotypes faced by female engineers, an unwelcoming work atmosphere dominated by men, and their competence and commitment constantly being questioned more than their male counterparts. The study collected data through questionnaires from engineering students and non-engineering students across several European countries.
Zonta International is a worldwide service organization that works to advance the status of women. The International Zonta Jelgava Club was founded in 1997 in Latvia and works on projects to improve the legal, political, economic, educational, health and professional status of women. In Latvia, women make up over half the population but face challenges such as traditional career paths, lower pay and underrepresentation in leadership roles. Several organizations in Latvia work to promote girls and young women through activities such as mentoring programs, which have helped rural women start businesses and increase their qualifications. The Zonta Jelgava Club organizes competitions and events to empower girls and support their development.
More from European Federation of Mentoring for Girls and Women (15)
1. “Mentoring for Girls and Young
women”
Volunteering Center
of Constanta
CENTRAS Constanta
ROUMANIA
2. OUR APPROACH ABOUT
MENTORING
Mentoring is based on the idea that young people
are supported by caring, concerned adults, they
are more likely to overcome difficulties and
achieve their goals.
Mentoring programmes can be a positive tool to
enhance the development of young people.
A DEFINITION OF THE MENTOR/ MENTEE
RELATIONSHIP:“ Mentoring is a structured, trusting and
sustained relationship between a young
person and an adult, in which the adult
provides the young person with support,
guidance and assistance.”
3. A MENTOR IS SOMEONE WHO:
Listens and attends to what Mentee is saying
Guides Mentees to examine options and consequences
(there are 4 communication skills used by us)
Supports Mentees to set goals and stick to them
Is involved in a structured helping relationship with a
mentee
Help the mentee to solve his problems
4. Stages of a mentoring relationship
Stage 1
The mentor and the mentee become acquainted and informally clarify
their common interests, shared values, and future goals and dreams. In
this stage, there may be a lack of communication, or difficulty in
communicating. Mentees may be
reluctant to trust mentors, and may attempt to manipulate them.
Stage 2
The mentor and mentee communicate initial expectations and agree
upon some common procedures and expectations as a starting point. In
the less likely event that the two individuals may not be compatible, the
pair is able to part on a friendly basis. In stage 2, there will be more
listening, sharing, and confiding in one another. Values will be
compared, and personal concerns will be expressed.
5. Stage 3
The mentor and the mentee begin to accomplish the
actual purposes of mentoring. Gradually, needs become
fulfilled, objectives are met, and intrinsic growth takes
place. New challenges are presented and achieved.
Stage 3 is the stage of acceptance, but it is also a stage
of change, where a mentee is more likely to exercise
self-discipline.
Stage 4
The mentor and the mentee close their mentoring
association and redefine their relationship. Follow-up is
conducted.
6. PROGRAMME: “Support the development of
youth and children’s life skills”
PROJECT NAME: “I know what I can, now I can
try”
Duration of the project: 1 August- 31 December 2007
1. Summary of the project:
The general aim of the project: to develop the auto
valorisation (to identify their own value) life skills of 15
children, aged between 12 and 17 years, from 3
orphanages from Constanta. Auto valorisation life skill
consist in the identification, recognition of personal
resources, in order to develop their self confidence, to
improve their self esteem.
7. In this project, the roles of the mentor are:
- teach young people how to relate well to all kinds of people
and help young people strengthen their communication skills.
- help improve a young person's self-esteem.
- provide support for young person trying new behaviors .
- help young people set goals and start taking steps to realize
them.
- help the young people with homework and improve their
academic skills.
“All mentors have the same goal in
common: to support young people to
realise their goals, to develop decision
making skills and reach their full
potential.”
8. The context, the problem identified:
Children from orphanages are affected by a severe
affective privation, a lack of possibilities to have long
relationships with an adult, relationship in which the child
may identify himself with an image, a model. This all lead
to an introvert or a depressive behaviour, abandoning
hope of gaining affection or someone’s sympathy, having
in mind the idea that they are worthless, they don’t
deserve the attention of the ones around them or better
things in life.
Long lasting institutionalization creates a feeling of
dependence, an insufficient known of the skills, a wrong
auto evaluation/ valorisation, most times with
subapreciation tendencies.
9. The project consists in a personal development
programme with a 3 parts structure:
1. Group Counselling sessions for developing self-conscience and self-
confidence (important elements of auto valorisation), using modern
techniques (active listening, reflection of emotions, reflection of the
content from the client speech, types of questions in a good interview)
and problem solving methods that will be applied in solving situations
from their own lives.
2. A training regarding social/ forum theatre techniques that valorise each
one’s personality in order to develop their resources, their potential.
During the project each child will be helped in developing his abilities
by a mentor volunteer.
3. Individual working/ counselling sessions between mentor volunteers
and abandoned children in order to valorise their free time.
In all 3 stages we used 15 mentors volunteers who were
trained in mentoring techniques, methods and skills, in
order to support the abandoned children in a personal
relationship (one to one).
10. WHY IS THE SOCIAL THEATRE UN INOVATIVE
METHOD ?
“The Oppressed Theatre is a system of Games and
special Techniques developed as a method by Augusto Boal,
meant to develop among the oppressed citizens the theatre`s
language, which is an essential language. This form of theatre
was created for being practiced by, about and for the
oppressed, helping them against oppressions and for
transforming the society which generates this oppressions.
The word “oppression” is used for describing the state in which
the person who has lost the right of expressing his will, he is
reduced at the condition of a passive listener of a monologue.
The method allows that the target group itself (discriminated
persons or volunteers that work with discriminated persons)
will be actively implicated in solving its own problems of
discrimination and intolerance of the community.
11. Social Theatre is a form of participative theatre, which
encourages the democratic forms of interaction among the
participants and has the goal of changing attitudes,
“the key of change”. Social Theatre was not conceived
as a function, but as a form of communication and language
which analyses and discusses problems of the oppression
and power manifestation, explores group solutions of these
problems, is a language accessible for all of the parts
implicated in the process.
Social Theatre is a form of interactive theatre ,
which starts from a discriminative situation, implicating the
audience public in its solution. They may stop the play in
any moment the desire, offering solutions for the
discriminative one to fight against or for the persons around
to react for protecting him. The audience can never act
against the element that incites the discrimination, they can
not replace on scene the oppressed.
12. In Constanta we used forum theatre in many
project, like:
- November 2006 – February 2007: there had been 14
representations of forum theatre in schools and high
schools from Constanta, with the theme “the discrimination
of persons with disabilities in schools”.
- There are apparent teenagers’ forms of discrimination in
schools (press articles, people tales), disabled persons
being perceived as limited persons, with no value, without
equal chances of development and participation in
communities and the efforts made for these persons are
useless.
13. - March – June 2007: there took place 11
representations of forum theatre with the theme “family
violence in rural environment” taking place in schools
and high schools from Constanta`s rural environment.
Family violence is a phenomenon with vast proportions
in the last 5 years, at national level and rural
environment from Constanta, due to the low level of
education, of poverty and unemployment , the lack of
promoted and respected models and values in the
affected communities.
14. The most important conclusion from the solutions
proposed by teachers and students:
80% of the publics interventions proposed a change at a verbal
level, as a concept, an idea and less in the behavior or
attitude . The general tendance was to teach the oppressor what
he has to do, to speak a lot about ethics, without doing
something themselves to determine the opressor to change .
This has confirmed one more time the need of these programs of
personal development in schools putting the accent on the life skills
development.
15. Youth in action project
Mentoring peer to peer
01 November 2008- 05 December 2009
The proposed project under the “1.2 action - Youth Initiatives”,
is a local initiative that will be implemented during 13 months period of
time. The project aims to support young people from 3 orphanages
from Constanta (aged 15 to 17) in order to develop a positive
motivation for life. It is expected that the youngsters will get involved in
the social and professional life.
Four main factors of motivation for life will be tooken into account:
strong values, healthy life style, positive image on themselves (based
on appropriate self-evaluation), good qualitaty of the social
relationship.
These motivation factors will be achieved through the following
objectives and activities:
O1: At least 20 youngsters from orphanages achieve correct self –
evaluation tools.
Activities: training provided by a coach to 20 mentor/ volunteers,
Councelling sessions for the selected youngsters, training Forum
Theatre of the selected youngsters, 10 contests (forum theatre) in 10
schools.
The experiential method will be used in all activities.
16. O2. At least 20 youngsters from orphanages will achieve a
socialization model based on the peer relationship menthor volunteer -
youngster.
Activities: Peer mentoring activities, supervision activities provided by
two experts to volunteers – mentors, evaluation session of both, the
volunteer mentor and youngster, based on an individual activity diary.
O3: The project results, products and methods (mentoring,
experiential counselling, forum theatre), are transfered to at least 25
youth organizations.
Activities: editing posters and flyers, and the “Mentoring guide peer to
peer”, information dissemination on the web site, producing sweatshirt
s/ t-shirts on the theme of the project, a dissemination seminar.
Valorisation and follow-up: At least 50 de representatives (at least 25
organisations, will be trained in order to improve their mentoring and
councelling skils. A network of young menthors will be initiated in
order to develop and promote social policies for youngsters from
orphanages.
The project will promote the european values like: active participation,
equality of chances, freedom of opinion, non-discrimination.
17. The most important questions of mentors
during their mentoring relationships were:
1. Why do we respond to some messages and not
others?
2. Why we are open to some people and not
others?
3. Why are we comfortable in some situations and
not others?