Partnership with SchoolsModule 2

Pilot Training

Trainer: Josef Schmied & Dagmar Ransmayr

Overview of contents of Module 2

Outline areas in which schools (principal, teacher,…) may need support

Explaining what the transition facilitator offers to school

Presenting transition service for school

Discussing communication and language of school (different types)

Main issues

Transitions, biographies, phases of life

“Worlds of experience”

Transition-Partnership

with school

Transition-Partnership with employers

Key-Skills, responsibilities and competencies in the

Transition process

Definition

partnership (in working context)

is a cooperation between people or groups who agree (even without signing a contract) to share responsibility for achieving some specific goal – which – as a result – has a positive effect on the client.

(an interpersonal) relationship

is a relatively long-term association between two or more people. This association may be based on emotions like love and liking, but also regular business or working interactions, or some other type of social commitment.

Clearing network (examples)

Parents Relatives Public Employment Service Schools Companies, enterprises Training initiatives, Qualification centers Jobcoaching Federal Social Welfare Office Psychologists, therapists, doctors,… …..

Partnerships in the Clearing process considering different countries (group work)

Which partnerships appear/are relevant/become important in the Transition school-work process?

In which networks is this Transition work embedded?

What is charactarising for them/significant? How would you describe them?

How would you distinguish them? Which partnerships do not exist yet but are

preferable/desirable?

Designing a poster! (group work)

A poster with focus on personal transitions: “Please create a poster with lines, symbols,.... regarding the following questions:

“My life on the basis of transitions/crossings/changes.”

Please accentuate/emphasise also the questions: “what supports assists (me), what blocks/obstructs (me) concerning the transitions?”

model development

developmentdepends on

+/-

can want

environment

I can – I can ‘t I want – I dont ‘t want

We need you We don ‘t need you

Fliedl, Jugend und Arbeit, 2006

Transitions are successful/effective……

If they make sense to us and we feel confident about it If we know about our behavioral pattern If we know our individual strength and weakness If we know our targets If we have enough time (step by step) If we have partners in the process and safety nets If our actions are binding If we are active and prepared to take risks If we don‘t give up after disappointment

source: www.pituka.ch

Erikson's eight psychosocial stagesPsychosocial Crisis Stage

Life Stage age range, other descriptions

 1. Trust v Mistrust Infancy 0-1½ yrs, baby, birth to walking

 2. Autonomy v Shame and Doubt

Early Childhood 1-3 yrs, toddler, toilet training

 3. Initiative v Guilt Play Age 3-6 yrs, pre-school, nursery

 4. Industry v Inferiority School Age 5-12 yrs, early school

 5. Identity v Role Confusion

Adolescence 9-18 yrs, puberty, teens*

 6. Intimacy v Isolation Young Adult 18-40, courting, early parenthood

 7. Generativity v Stagnation

Adulthood 30-65, middle age, parenting

 8. Integrity v Despair Mature Age 50+, old age, grandparents

Erikson's psychosocial theory - summary diagramErik Erikson (1902 – 1994) first published his eight stage theory of human development in his 1950 book “Childhood and Society”

Erikson's psychosocial crisis stages

life stage / relationships / issuespositive outcomes from each crisis

1. Trust v Mistrustinfant / mother / feeding and being comforted, teething, sleeping

Hope and Drive

2. Autonomy v Shame & Doubt

toddler / parents / bodily functions, toilet training, muscular control, walking

Willpower and Self-Control

3. Initiative v Guiltpreschool / family / exploration and discovery, adventure and play

Purpose and Direction

4. Industry v Inferiorityschoolchild / school, teachers, friends, neighbourhood / achievement and accomplishment

Competence and Method

5. Identity v Role Confusion

adolescent / peers, groups, influences / resolving identity and direction, becoming a grown-up

Fidelity and Devotion

6. Intimacy v Isolationyoung adult / lovers, friends, work connections / intimaterelationships, work and social life

Love and Affiliation

7. Generativity v Stagnation

mid-adult / children, community / 'giving back', helping, contributing

Care and Production

8. Integrity v Despairlate adult / society, the world, life / meaning and purpose, life

Wisdom and Renunciation

Life stage “Adolescence” – Identity versus Role Confusion (Identity Diffusion)

Characterized by'To be oneself (or not to be)''To share being oneself'Role confusion as an absence of identity (person can not see clearly, who they are)Reawakening of sexual urgeYoung people struggle to belong and to be accepted...but also to become individuals (dilemma in itself)

Questions/Challenges transferred to the self-development of young people with (learning) disabilities

Pubertal search of identity can be taken/fulfilled later Supports of parents/partners/helpers can be:

– Careful attention concerning autonomy-attempt– Help with the dealing/handling of experiences– Making offers for the acquirement/increase of (grown up)

competences– Companionship/Support in value orientation and bonding/creating

friendships (and relationships)– Appreciative and reality accepting attendance in facing or dealing

(with) the fact of a disability

Sociometric exercise!

Room is divides in 2 equal parts, people stand in each part concerning to the answers:

Who works in the same area, where he/she lives, who not?Who works in rural and who in urban area?Who has got a car, who not?Who does regularly go abroad, who not?Who has got children, who not?Who works mainly alone or who works in a team?Who had already the experience of longer unemployment, who not?Who has migration background, who not?Who grew up with 2 languages?Who is in charge of a project/center?Who is doing association work beside work?

Worlds

People

material worldwhat we observe

social worldIntersubjectivity

where we participate

in

Personal worldSubjectivity

what we experience

languagingActing

emotioning

J. Mingers, (1997a, 10)

Life-Worlds of young people

friendspeer groups

clubspersonal places

parentsfamily

relativesschool

environmentneighbors

other contactswork

Areas of life of young people - priorities/importance

Parents and siblings 6,4

Friends, peers 6,3

Partnerships 6,1

School and training 6,1

Profession/work/vocational training 6,1

Leisure time and recovering 5,8

Own family and children 5,6

Politics 4,1

Culture and art 4,0

Religion 3,1 DJI Jugendsurvey 2003

Deutsches Jugensinstitut

1 = not important

7 = very important

“ The normalization principle means making available to all people with disabilities people

patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and ways of life or society.”

(Bengt Nirje, The basis and logic of the normalization principle, Sixth International Congress of IASSMD, Toronto, 1982.)

Life worlds of people with disabilities in different countries? (group work)

Please develop a poster:„Life worlds of young people with disabilities in our country“:

What should be changed in these worlds, that the transition process is successful?

Which partnerschips should be supported/forced/pushed/enlarged?

Map Exercise! (3 groups)

“You found a new Clearing-Office in a small town (for example 20 000 inhabitants):

What do you need? What is your concept? Who are your partners?

Targetgroup? Setting? Equipment? Co-workers?

Which schools are my contact?

2 role-games with different kinds of

principals:

1. defensive, resistant

1. friendly, needy

Contact with principal, language of school, codes, key-words,..

What does the presentation need?