PL/06/B/F/PP/174 020 FOCUS GROUP COUNSELLORS-TEACHERS.

Slides:



Advertisements
Similar presentations

Advertisements

Understanding the Six Types of Family Involvement
New Acres Home For Children -- A residential placement resource for foster children, juvenile offenders and homeless youth. The purpose of NAHFC is to.
Career Development Interventions in the Elementary Schools
Students as enquiry facilitators Emerging findings Fufy Demissie Karen Hardy Mary Haynes.
Session Objectives: For Mentors to know:
1 Know Your Students Teaching Effectively in Higher Education in Hong Kong.
Overcoming Barriers to SWPBS Implementation Stacy D. Martin, PhD Center for Promoting Research to Practice Lehigh University Working.
Self Determination in the IEP
WestEd.org Infant & Toddler Group Care Self-Awareness & Cultural Perceptions.
EECERA 2007 Proliferating parenting in the UK: Advancing understanding through a zone of proximal development Sue Aitken and Terri Curtis Manchester Metropolitan.
Human Rights and Social Equality. CHILDREN’S PARTICIPATION AS A CONTRIBUTION TO THE DEVELOPMENT OF THEIR OWN HUMAN RIGHTS. Josefina Fernández i Barrera.
Therapeutic Communication
Multicultural Interventions Consultation And Counseling Consultation And Counseling.
Developmentally Appropriate Practices (DAP)
Steps to Success COS 4860 Bruce K. Barnard. Steps to Success Be Prepared – What is the objective? – Research – Environment (internal & external)
Chapter 1 Thinking Critically 2,4,5,9,10 Assoc. for Information Technology 1,2,3.
©2003 Community Faculty Development Center Teaching Culture and Community in Primary Care: Teaching Culturally Appropriate Communication Skills.
Test Preparation Strategies
A N I NTRODUCTION TO A DVOCACY : T RAINING G UIDE Ritu R. Sharma Women Thrive Worldwide Ritu R. Sharma Women Thrive Worldwide.
Treatment Parents and Therapists: working together to help children Utah Youth Village Talon Greeff.
Implications of Part 3 of the Children and Families Act for children, young people, families and professionals The future of SEND in Hartlepool Philippa.
Soft Skills for a Digital Workplace: Verbal Communication Unit D: Improving Informal Communication.
Teaching and Learning Presented by Susan S. Silver Director of Curriculum and Instruction.
SEN 0 – 25 Years Pat Foster.
Disabled Children’s Action Group 13 May 2013 Hot Topic: Emotional support for parents Feedback from the pinpoint parent carer participation network meetings.
Teachers: How to Engage Parents _________ Parental Involvement
 HUA- LIN TSAI  WEN-JIUH CHIANG  RONG-JYUE FANG  ZHEN-GANG CHEN.
INITIAL AND IN-SERVICE TRAINING OF PRACTITIONERS AND RESEARCH IN THE FIELD OF GUIDANCE IN FINLAND Professor Marjatta Lairio University of Jyväskylä Department.
ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. The basic principles that serve as the foundation for all adult.
Housing and Roma Mediation The role of intercultural mediation in promoting better living conditions for Roma The case of Portuguese Roma Municipal Mediators.
Third Party Alternative Dispute Resolution. Alternative Dispute Resolution (ADR)?  It involves the application of theories, procedures, and skills designed.
Journal Write a paragraph about a decision you recently made. Describe the decision and circumstances surrounding it. How did it turn out? Looking back,
Tel: Family Mediation Child Contact Children’s Advice & Support Developing partnerships with Family Mediation Services.
NIH Office of the Ombudsman Center for Cooperative Resolution NEGOTIATION TRAINING WORKSHOP NIH Office of the Ombudsman/ Center for Cooperative Resolution.
Opportunities, Challenges, and Solutions within a Family-School Partnership Approach The Future of School Psychology Task Force on Family-School Partnerships.
Multicultural Awareness This from the University of Georgia…(and other places)
Children's rights and children place outside their home Discussions and results from the workshop in Torino, Sept
Overview The Tenth International Youth Conference acknowledges the young people in SEE as one of the main creative and productive forces of the region,
CCT for kindergarten and school programs – opportunities and limits Maria Herczog Florence, 19 March 2013.
Engagement. Ask yourself the hard questions…  How can we better involve families, youth and caregivers in case planning?  How can we better empower.
Positively Influencing Provider Behavior Julie McBride, PSI Presented at The First Global Conference on Social Franchising 11 November 2011.
LISTEN! How to listen better to young children MÉXICO María Morfín Stoopen.
CCT for kindergarten and school programs – opportunities and limits Maria Herczog TÁRKI – World Bank workshop 7 May Hotel Novotel, Budapest.
Roles of a Facilitator and Required Competencies Training Management and Facilitation Workshop Mekong Institute, Khon Kaen,
BELLRINGER “A happy home is more than a roof over your head – it’s a foundation under your feet.” Anonymous In what ways does a happy home provide a person.
Session 7 Practical Intervention Part Two Stages Safe space Scripted roleplay Improvising.
BES-t Practices Training Phase 3 Counseling – Behavior Modification.
In the process of his or her personal development, a human being meets a lot of educators. The first educators are the parents. The family has the greatest.
INSTITUTE OF PRODUCTIVE LEARNING Productive Learning in Vocational Training VILAFRANCA CITY AS SCHOOL.
1 It’s all about R-E-S-P-E-C-T R is for Rapport E is for Empathy (not sympathy) S is for Strength based focus P is for Persistence E is for Exploring all.
FOUNDATIONS OF EFFECTIVE COUNSELING. I. QUALITIES OF EFFECTIVE COUNSELORS** n A. Objectivity n We focus on the client’s feelings, not our own n We don’t.
Challenges to Home-School Communication  Pragmatic  Economic-work schedules may prevent parents from attending meetings  Time-scheduled events may not.
Developing coaching skills
Life Skills Education (LSE) Peace Trust, 15-Kuruchi Road, Kulavanigarpuram, Tirunelveli , Tamilnadu, India. PH:
Standards & Competencies MA in Social Work Nevenka Zegarac, Full professor, FPN, BU.
Infant Toddler Mental Health Module 8 Alicia Hathaway
In 2014/15 a new national curriculum framework was introduced by the government for Years 1, 3, 4 and 5 However, Years 2 and 6 (due to statutory testing)
READING WITH YOUR CHILD USING HIGHER ORDER QUESTIONING TO SUPPORT HOW WE TEACH READING AT SCHOOL AND HOW YOU CAN SUPPORT AT HOME.
EUROPEAN CONFERENCE Pico Island – Azores – Portugal May 28th 2015 Project Nº TR1-LEO Leonardo Da Vinci Multilateral Partnership.
ST MARY’S RC HIGH SCHOOL Communicating with Pupils A Whole School Approach to Improving Access, Participation and Achievement.
INTERPERSONAL SKILL C HAPTER 3 Lecturer : Mpho Mlombo.
Know How To Make Best Of The Flute Lesions A True Fact, Taking Flute Lessons Is All About Making A Big Commitment That Takes A Fairly Long Time To Master.
Coaching in Early Intervention Provider Onboarding Series 3
Activities to support children left behind by migrating parents
Dr. T.D.T.L. Dhanapala The Open University of Sri Lanka
An Introduction to Persuasion and Argument
HISTORY TAKING BSNE I. The purpose of medical practice is to relieve patient suffering. In order to achieve this, one must make a diagnosis to guide therapeutic.
Constitutional rights and responsibilities
Presentation transcript:

PL/06/B/F/PP/ FOCUS GROUP COUNSELLORS-TEACHERS

First phase: introduction Introduction of attendants. Presentation of the project. Explanation of the informative leaflets previously handed in. PL/06/B/F/PP/

First phase: introduction PL/06/B/F/PP/ % of the audience know what counselling is, they also know that it is offered both students and parents to take key decisions that will affect their professional and personal future.

First phase: introduction Learn more from a practical point of view as the training they receive during their career is mainly focused in theoretical bases. Improve professionally. Recognize other intervention fields. PL/06/B/F/PP/

participating in this project could help them to know the reality of the vocational counselling not from an institutional point of view neither from the students’ point of view but from the parents’ perspective They think that they elude the opinion and decision of parents without really knowing their perspective about their children. PL/06/B/F/PP/ First phase: introduction

Parents try to solve their problems at home without asking for help as they think that “they are qualified for it”. Nowadays parents are more qualified and they attend specialists when they think they cannot help their children. When parents ask for help to specialists it’s because they think they have no alternatives. They turn to the counsellor once the problem exists (if it is detected), and few times they attend with a preventive character, they go just to solve the problem. PL/06/B/F/PP/ First phase: introduction

Second phase: key questions How do your help should be …..? The professional should not give solutions to problems, he should be guide to help everybody to find a solution to difficulties. The counsellor should provide guidelines to get a convenient taking of decisions and at the same time he should make parents to understand that they should respect the opinion and decision of their child, even if they do not like it. A guide A facilitator in negotiation processes The one who should give guidelines for the mutual understanding The one who should show the steps guaranteeing effective decisions taking A mediator and not the one who solves the problem PL/06/B/F/PP/

They should help parents to find the way using practical cases in sessions with them. It would be interesting to establish group sessions among parents to let them draw conclusions and find the most correct way using the experience of the others. It would be interesting to have sessions with parents and children at the same time to get an open dialogue between them and that way make them aware of the other needs (It would also be interesting doing it with several parents and their children.) Second phase: key questions How do your help should be …..? PL/06/B/F/PP/

Skills: Empathy Kindness Being critic Listening Not being “therapist” Professionalism Knowledge of the subject Communication techniques The main problem of parents is the lack of time. In nowadays society parents do not spend enough time to know their children and their expectations, intentions and interests. PL/06/B/F/PP/ Second phase: key questions What do parents expect from the counsellor?

Second pahse: key questions Do parents give the necessary importance to that stage? Mistakes…? PL/06/B/F/PP/ When parents turn to counsellors, they want quick solutions and “formulas” to help them to “help their children to understand which is the way”. parents know the importance of the vocational counselling but, due to labour and personal circumstances, they cannot spend enough time with the matter. It also depends on the cultural level of parents, their age, etc. The most common mistakes: Parents take their own decision. They compare children with other children. They do not give importance to their problems. They try to influence their child with their beliefs about professions.

Their work is fundamental to: let parents understand that their children, regardless of their age, are able to take their own decisions. Difficulties: – Parents think they know how to help their children and that they do not need outside help. – Therefore, there is a roadblock difficult to overcome because they themselves do not accept help. – Another difficulty is in the established communication between parents and children, a communication based in the non respect and the paternal authority. Solutions: – giving information to parents and children in a constant way, with periodical group sessions and if it would be necessary in an individual way (especially if they detect any kind of problem.) PL/06/B/F/PP/ Second phase: key questions The work of counsellors with parents…? Difficulties in their work with families…? How they overcome them…?

This project is necessary as, due to our educational system in which children should take decisions earlier each time, they need the help of their parents. This help should be based on dialogue, mutual support and respect for the decisions taken. CONCLUSIONS OPINION ABOUT THE PROJECT PL/06/B/F/PP/

if parents want to help and respect they need : Complete and updated information of the academic possibilities of their children, either for vocational training or university training; knowing where get that information (counsellors, educational institutions, the Internet, etc.) Information about the labour market. Deleting communication roadblocks, working the communication parents-children. CONCLUSIONS OPINION ABOUT THE PROJECT PL/06/B/F/PP/

In general, they think that our approach of a handbook for parents could work in some cases (however not all parents are determined to read a handbook). They would bet for something more practical such as workshops and through the Parents Associations or School for Parents. CONCLUSIONS OPINION ABOUT THE PROJECT PL/06/B/F/PP/