The basic training for Kindertelefoon Nederland volunteers consists of 8 compulsory modules, 3 optional modules, and a development assessment. The compulsory modules cover basic skills for volunteers. The optional modules provide additional training. A development assessment takes place after the 6th meeting to evaluate participants' skills. The training uses exploratory exercises and roleplays to help participants build knowledge, understanding, and ability regarding the skills covered in each module.
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
Here is the "back story" for an actual presentation I gave very recently to a group of seven professional trainers on how to improve our training focus and methodology. It was, by the participants' own admission, very interactive, varied and fun! By optimizing how we deal with learning styles, assessment, and delivery, we can deliver top notch training which actually gets results. Both this Training Plan and the corresponding PPT are totally my work.
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
Here is the "back story" for an actual presentation I gave very recently to a group of seven professional trainers on how to improve our training focus and methodology. It was, by the participants' own admission, very interactive, varied and fun! By optimizing how we deal with learning styles, assessment, and delivery, we can deliver top notch training which actually gets results. Both this Training Plan and the corresponding PPT are totally my work.
The presentation will cover the contents for Training for Trainer. I start my session with introduction and ice breaking. The presentation is brief and it will not help you to be a good trainer. It will give you tips on how to be a good trainer. If you want to be a good trainer, all you need to do is keep practicing, your creativity, natural abilities, perception, attitude and how good are you to connect with the audiences.
Teambuilding through chemistry example lessonFrank R. Morris
A small, 1 lesson, example of a slide deck prepared for an Instructor-led training session. Illustrates some of the instructional design principles important in ILT work.
The presentation will cover the contents for Training for Trainer. I start my session with introduction and ice breaking. The presentation is brief and it will not help you to be a good trainer. It will give you tips on how to be a good trainer. If you want to be a good trainer, all you need to do is keep practicing, your creativity, natural abilities, perception, attitude and how good are you to connect with the audiences.
Teambuilding through chemistry example lessonFrank R. Morris
A small, 1 lesson, example of a slide deck prepared for an Instructor-led training session. Illustrates some of the instructional design principles important in ILT work.
Innovation within organisations: Child Helpline International - Innovation Ex...Thomas Müller
Innovation within organisations: Child helpline International launched a campaign called Free Our Voices in order to raise awareness amongst telecom operators of the high number of unanswered calls to child helplines. The campaign is innovative because it is Child helpline International's first campaign, it involves ground breaking technology and it is entirely youth led. These slides were used in at The Innovation Exchange organised by War Child Holland in collaboration with TNO on 8 December 2015 in The Hague.
Global progress and delay in ending violence against childrenThomas Müller
The International NGO Council on Violence against Children was established in 2006 to work with NGOs and other partners, including member states, to ensure that the recommendations from the UN Study on Violence against Children are effectively implemented. Now, as the Sustainable Development Goals adopt the call to end all violence against children and the Global Partnership to End Violence Against Children take up the mantle of pursuing this goal, the NGO Council publishes its fourth and final report.
The report concludes that for many children around the world violence is an ever present fact of life. Where progress has been made, it remains tainted by its limitations. The contributions from key global experts on violence against children point to some hard truths about our failings, but also to the way ahead.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Because of the rapid advancement of technology, new opportunities in various fields emerge. In addition, learning has become more accessible thanks to online learning platforms. As a result, you can learn anywhere and at any time.
In today's digital world, engaged learning is critical. Sharing knowledge is now as simple as uploading a video to YouTube or writing an ebook.
Learner engagement is critical in any learning process, whether online or offline. Engagement is the student's desire to interact with the learning process, the teacher, and the materials until the learning goal is met.
In this deck, you'll learn;
The major determinant of learning engagement
The best model to adopt in deploying learning programme
Why you need to engage your learners and keep them active
Strategies for engaged learning
Questioning is one of the most important skills that a teacher must have in order to translate or decode those that are written in the books into a meaningful learning experience. It is skill that will illicit learners to think deeper and enhance their reasoning abilities. Thus, asking questions should not just be mere questioning it must a form a question that will allow the learners think out of the box answers and make meaning of their learning. Hence questions shout be HOTS or those questions that will enable learners higher order thinking skills. because the way to assimilate knowledge through allowing learners to connect the knowledge they have learned in the classroom into meaningful learning experiences that they may apply in the real world. Because learning must be directed towards holistic development of the child, it should allow him to develop a decision-making skill by way of developing his way of thinking, giving questions that will allow him to think deeper and give answers that will be more than the expected response to the problem.
Creating a Non-Violent Juvenile JusticeThomas Müller
Child Helpline International is part of the "International NGO Council of Violence against Children", which developed this report. This report from creates an enriching
vision of a non-violent juvenile justice system.
The vision is no more than the fulfillment of states’
obligations under international law to create a distinct
and separate justice system which takes account of
the special status of the child, focuses exclusively on
rehabilitation and reintegration and protects the child
from all forms of violence.
The International NGO Council on Violence Against Children: "creating a non-v...Thomas Müller
The International NGO Council on Violence Against Children has launched it latest report, "Creating a non-violent juvenile justice system". This report is a follow-up to the 2006 UN Study on Violence against Children. This report has been written to address the growing epidemic and global magnitude of the violence being experienced by children in juvenile justice systems. Whilst aspiring to clarify the many ways in which governments are failing to protect children in conflict with the law, the report also presents a non-violence vision of juvenile justice.
Chat Counselling for Children and Youth - A HandbookThomas Müller
This book was developed by Trine Sindahl from the Child Helpline International Danish member organisations Bornsvilkar. Child Helpline International has translated it from Danish into English language in order to make this great resource avaialble to a bigger target group.
Categorising or labelling large and diverse groups of people as vulnerable can lead to fragmented and
ineffective interventions, which ignore overlapping vulnerabilities and the changing nature of
vulnerabilities over time, even during one specific crisis”. To effectively and strategically respond to
the protection needs of populations across the conflict impacted region, decision makers must
determine which vulnerable groups are most in need of humanitarian support and what the factors
are that increase and compound their vulnerabilities.
Fundraising Handbook for child protection and gender based violence in humani...Thomas Müller
The global Gender Based Violence (GBV) and Child Protection Working Group
(CPWG) areas of responsibilities (AoRs) have developed this handbook to
provide practical guidance to child protection and GBV coordination groups and
their members; with the aim of helping them access more humanitarian funding.
Minimum Standards for Child Protection in Humanitarian ActionThomas Müller
The Child Protection Working Group (CPWG) is the global level forum for coordination and collaboration on child protection in humanitarian settings. The group brings together NGOs, UN agencies, academics and other partners under the shared objective of ensuring more predictable, accountable and effective child protection responses in emergencies. - See more at: http://cpwg.net/cpwg/#sthash.wTqjET4D.dpuf
In 2010 the members of the global CPWG agreed on the need for child protection standards in humanitarian settings. The Minimum Standards for Child Protection in Humanitarian Action were developed between January 2011 and September 2012. The process of drafting the Minimum Standards involved over 400 individuals from 30 agencies in over 40 countries, including child protection practitioners, humanitarian actors from other sectors, academics and policy makers. - See more at: http://cpwg.net/minimum-standards/#sthash.01h1va2Z.dpuf
1. The basic training Kindertelefoon Nederland: 8
compulsory modules, 3 optional modules and a
development assessment
The basic training consists of 8 compulsory modules, 3 optional modules and a
development assessment. The compulsory modules cover the basic skills all
volunteers should have when they start working for the Kindertelefoon. The
optional modules are intended as additional modules. As a trainer you have to
decide when the optional modules are dealt with in the basic training.
A development assessment takes place after the sixth meeting. The assessment
aims to ascertain the participants‟ skills.
Module1: Mission and vision of the Kindertelefoon.
Getting to know the trainers and each other.
The mission, vision and starting points of the Kindertelefoon in practice.
A warm welcome and actively making contact.
Explanation about the contents and course of the training.
Module 2: Dealing with and limiting your own opinion
About what do you have a strong opinion?
When do you and when don‟t you give your own opinion?
Recognising situations when your own opinion can play a role.
Making contact in stimulating new circumstances.
Limiting where necessary.
Module 3: 5-phase model
The 5-phase model: from making contact, listening and laying the cards
on the table to determining the goal and defining.
Doing it yourself.
Giving feedback to each other and helping each other to learn.
Module 4: Clarifying the story and conversation techniques
Connecting and directing in a conversation.
In uncertain situations: asking open questions.
Sum up, paraphrase and respond intuitively.
Levels of asking questions: situation, emotions, behaviour and thoughts.
Module 5: Chat
Chat language.
The differences between the telephone and chatting.
Keep up the tempo and „hold the line‟.
Module 6: Seks
Talking about sex: how do you do it?
What is difficult about talking about sex?
The 5-phase model for questions about sex.
2. Development assessment
Test: social map.
Chat conversation.
Telephone conversation.
Module 7: Baby-steps method
Recognising the phases in phase 4.
The baby-steps method.
Working towards a truly actionable solution (add your own question!).
Module 8: Child abuse and active referral
Signals of child abuse.
How does active referral work in practice?
Set standard, voice your concern, introducing Bureau Jeugdzorg, dealing
with resistance.
Keeping the balance between directing and following.
Optional modules:
Module 9: Drama triangle
Experiencing the three roles: saviour, prosecutor, victim. Which role fits
you best?
How do you get in, how do you stay out?
Module 10: Bullying and setting a goal
What is the cause of bullying and what can you do about it?
Own experiences with bullying.
A case in three phases: clarification – analysis – definition of a solution.
Module 11: Suicide/grieving and dealing with emotional problems
A caller who wants to die: what does it do to you?
The gap between want and can.
How do you deal with extremely emotional conversations?
Educational background of the
training
Introduction
Your job as a trainer is to teach participants new behaviour. But how do you
achieve that? We think two components play a role. Participants have to want
and be able to adopt new behaviour, if they are to behave differently after the
training.
Working towards ‘want’
Your first task in every module is to work towards „want'. In general, participants
are motivated to participate in the basic training. Sometimes, they are not yet
3. able to recognise a problem or acknowledge the benefit of a module. For
example, at the start of the training many participants think that taking someone
seriously and listening is not hard at all. When they notice that this is not as
easy as they thought, their thirst for knowledge will grow. Cultivating this „thirst‟
is what we mean by „working towards want‟.
In the basic training we deal with that in two ways. At first, by making a
challenging start. A challenging start always consists of listing examples of
tricky situations regarding the subject familiar to the participants. If the example
concerns taking someone seriously you could perhaps start with the question
“how do you take a child seriously who is not being serious?” This question
immediately provokes the thought “yes, how do you do that?” and the
participants will at once want to hear your explanation. Every module lists
intriguing comments you could use under the heading „programme‟.
Another way of working towards „want‟ is the exploratory exercise. This always
has a confrontational element. Participants will soon discover that something is
difficult. Going back to the example of taking someone seriously: you can
present a case of a child who is not being serious and invite the participants to
respond to it spontaneously. An exploratory exercise is aimed at letting the
participants experience how difficult it is. We therefore give the participants a
difficult assignment, which reduces the chance of success. The idea behind this
is when participants experience something they are not yet able to do, this will
increase their „thirst‟ for learning.
Working towards ‘can’
Only if the participants want to learn the new behaviour will you be able to work
towards the „can‟ part. We think that participants learn new skills in three steps,
from knowing via understanding to can.
Diagram learning phases
Can
Core exercise
Understand
Intervening exercise
Know
Theory
4. Know
The first step is knowing. In order to teach participants how to take children
seriously, for example, they first have to know how to do that. During the
training we often work towards knowing by explaining things to the participants,
discussing the theory or by enabling them to give shape to the theory (in a
plenary session).
Understand
The second step is understanding. This step is incorporated because it is a huge
step for participants to directly apply the theory in practice. The „understanding
step‟ makes the gap between knowing and can smaller. The goal of
understanding is that the participants are able to link the theory to practical
examples. Working towards understanding is dealt with in the basic training by
practising sub-skills. We also work towards understanding by having the
participants analyse conversation from a theoretical angle. Sometimes we also
work towards understanding by showing how it is done.
Can
The last step is actually being able to do the skills. We practice this in the basic
training by making use of roleplays. Sometimes in large groups, usually in sub-
groups. We practice by using a checklist that clearly describes the skills expected
of the participants.
From ‘can’ back to ‘want’: experiencing success
Learning should first and foremost be fun! Learning is fun when the participants
notice that they can do the new skills and experience success. We therefore
always incorporate repeats in the core exercises, also known as the success
spiral. Participants try to execute the checklist in practice. We will stop the
exercise or roleplay, assess what went well according to the checklist and give
tips for improvement. The participant is allowed to practise the tip so he/she can
find out that he/she can do it! We will stop the exercise when the participant has
done well.