The document summarizes some of the key conclusions and takeaways from the 5th International EFeCT Conference in Cascais, Portugal. Some of the new approaches discussed include using nature-based interventions for children, recognizing the individual person behind each student, and using time-out of school as an opportunity for therapeutic activities rather than just suspension. Gathering feedback from multiple stakeholders like children, parents, and staff was emphasized to improve programs. Maintaining adequate staff to student ratios and utilizing relationships as the basis for interventions were also discussed.

1. 5th International EFeCT Conference
Cascais, Portugal
Conclusions
W1 - Practice based and
evidence based practices
Franky D'Oosterlinck, 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