Research report - Web viewEnaip: Specialists in finding your job together. Euro-Education: Employability for all; focus on disability (EEE4all) Part B. Enaip: Specialists in finding

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ENAIP: SPECIALISTS IN FINDING YOUR JOB TOGETHER.Euro-Education: Employability for all; focus on disability (EEE4all)

Part B.

Students:

Sander Baltus

Jolien Damm

Milou Janssen

Stefani Korvorst

Denise van der Minnen

Donna Roberts

Bjorn Rondags

Teachers:

Loeka Vanderborcht

Bart van Dolderen

Marike Hendriks

René Lipsch

Barbara Piškur

Stakeholder:

Bert Daniëls – Ente Nazionale Acli

Istruzione Professionale

Published: 4th February, 2016

'The fact that we can’t work is really bad because we can’t build our own future. We are dependents. For a human being this situation is the worst.’ – NGO:

Network of Integration Focal Points (2004)

(NGO, 2004)

1EEE4all, group 1 ENAIP 4 th February, 2016



INDEX

Introduction...........................................................................................................................................................5

1 Assignment.....................................................................................................................................................6

2 Background information.................................................................................................................................7

2.1 Employability........................................................................................................................................7

2.2 Immigration..........................................................................................................................................7

2.2.1 Definition of immigration.................................................................................................................7

2.2.2 Immigration in relation to employability..........................................................................................8

2.3 Integration and reintegration................................................................................................................8

2.3.1 Definition of Integration and reintegration......................................................................................8

2.4 Occupational therapy and employability..............................................................................................8

3 Methods.......................................................................................................................................................10

3.3 Qualitative study (interviews).............................................................................................................10

3.3.1 Interview guide...............................................................................................................................10

3.4 Literature study...................................................................................................................................10

3.4.1 Literature search.............................................................................................................................11

4 Results..........................................................................................................................................................12

4.3 Summary of qualitative study (interviews).........................................................................................12

4.4 Summary of identified problems.........................................................................................................12

4.5 Summary of results - literature...........................................................................................................13

5 Discussion.....................................................................................................................................................14

6 Conclusion....................................................................................................................................................15

7 Products – advice, flyer and digital story......................................................................................................16

7.1 Advice.........................................................................................................................................................16

7.2 Flyer............................................................................................................................................................17

7.3 Digital story................................................................................................................................................17

8 Acknowledgements......................................................................................................................................18

9 References....................................................................................................................................................19

10 Appendicies.............................................................................................................................................21

Appendix A: The interview guide......................................................................................................................21

Appendix B: Pilot Interview..............................................................................................................................25

Appendix C: Digital Interview...........................................................................................................................26

Appendix D: Flyer & digital video.....................................................................................................................28

Appendix E: Digital story..................................................................................................................................30


INTRODUCTION

This report provides information about the project that has been conducted under the international module Euro Education: employability for all (EEE4All). This was done under the supervision of PXL University in Hasselt (Belgium) and Zuyd University in Heerlen (The Netherlands) - together with a Belgian company, named Ente Nazionale Acli Istruzione Professionale (ENAIP).The purpose of this module was to search for strategies to promote employment for those furthest removed from the labour market. This project is a collaboration between students of occupational therapy (OT) from different countries (Belgium, The Netherlands and the United Kingdom), their teachers and ENAIP. During the first 8 weeks the students participated in e-learning and communicated with each other via BlueJeans, an online videoconferencing platform. During the last two weeks, the group came together at Zuyd University in Heerlen in the Netherlands to meet each other face-to-face and to finish the end product. During the period of 10 weeks contact has been maintained with ENAIP in order to clarify the assignment.The report delivers information about the assignment, background information, methods used, the results found, and offers advice to ENAIP based on those results.


1 ASSIGNMENTTogether with ENAIP the final assignment contained three main questions:

1) What is the current way of working regarding the return to work process for people from different cultural background as organized by ENAIP?

2) Do professionals of ENAIP describe a need for a change in their current way of working? 3) How do clients describe the return to work process while being guided by ENAIP?

During initial contact with ENAIP, they expressed an interest in how/if OT would be able to help the clients with their goal of finding work. To answer the question about OT involvement a research question was formulated, allowing a search of the literature. The results from this are also presented within the report and tied in with the offered solutions where applicable.


2 BACKGROUND INFORMATION

2.1 EMPLOYABILITY“Employability is the development of skills, abilities and personal attributes that enhance peoples’ capability to secure rewarding and satisfying outcomes in their economic, social and community lives” (Surrey, 2014) .The study of Surrey says, in the 21st century, nearly every job involves:

The need for staff who communicate efficiently with each other, work in a team, understand the needs of, and give good service to, their clients, customers and service users.

Tasks which use IT technology, use of number and the written word. Making decisions, using initiative, problem solving and being flexible. Rapid change – adaptability, willingness to learn, positive approaches and people who can play to

their strengths.

According to (Delsen, 1998) there are three competencies that can affect employability:

• The skills, knowledge and expertise (knowing how); • The strength of their own social network (knowing whom); • The clarity of the career expectations (knowing why).

2.2 IMMIGRATION

2.2.1 DEFINITION OF IMMIGRATION

Several definitions of immigration could be found in the literature. The Oxford Dictionary (2016), defines immigration as: “the process of coming to live permanently in a country that is not your own; the number of people who do this”. While Berry (1997, seen in Bennet et al, 2012), states that immigration consists of: “the adaptation of individuals from a particular cultural context to another as a result of relocating from one country to another”. The addition in this second definition is the cultural factor. This is a very important addition because immigration is not merely the change of accommodation.

Process of immigrationThe immigration process involves separation from country of origin, family members, and familiar customs; exposure to a new physical environment; and navigation of unfamiliar cultural contexts. Stresses involved in the immigration experience can cause or exacerbate mental health difficulties, including anxiety, depression, posttraumatic stress disorder (PTSD), substance abuse, suicidal ideation, and severe mental illness (Suárez-Orozco, et al., 2013). The reason that people immigrate into another country is often the search for a better quality of life (Bennet et al., 2012). There are several types of migration: labour migration, family reunification, family formation and asylum migration (Euwals, Dagevos, Gijsberts, & Roodenburg, 2007). In Belgium at 2015 January 1st, from a total population of 11.209.044 people, 1.255.286 people were of a foreign background (Bestat, sd).

Berry (1997, seen in Gupta & Sullivan, 2008) designed a model of acculturation. He says when people immigrate there are 4 different ways to cope with these changes. People can opt for:

Integration: this means that the person maintains their cultural heritage but also interacts with others from the host culture.

Separation: these people do not want to have anything to do with the host culture and are very attached to their own culture.

Assimilation: This is the opposite of the previous way. People who assimilate give up their own culture completely to be fully committed to the host culture.

Marginalization: The last way implies that the immigrant neither holds on to his own, nor adapts to the host culture.

Research proves that people who find themselves for a long time in one of the three last ways, can experience mental health issues such as depression or feelings of alienation (Gupta & Sullivan, 2008). To increase the opportunity to integrate well it is important that immigrants can engage in occupations that hold meaning to them. Employment is a big facilitator for integration.


2.2.2 IMMIGRATION IN RELATION TO EMPLOYABILITY

Employment gives opportunities to connect with the host population, to learn the host language, the culture and to build a network and friendships. This will prevent people from feeling isolated and alienated. Unfortunately immigrants are often unemployed.

In Belgium the employment rates of foreign-born people is 11% less than the employment rate of native born people. Despite the fact that most immigrants are highly motivated to gain employment, they experience barriers such as:

Issues related to the transferability of qualifications and skills acquired abroad Language skills Networks and knowledge about labour market functioning Employers’ attitudes and discrimination (Liebig, 2015).

The fourth barrier is identified despite anti-discrimination laws being in place.

If immigrants are successful in finding work, research has shown, that often there is not a sense of familiarity with workplace practices, and there may be a mismatch between the demands of the job role and the abilities of the individual (Bennet et al, 2012).

2.3 INTEGRATION AND REINTEGRATION

2.3.1 DEFINITION OF INTEGRATION AND REINTEGRATIONIntegration: involves people who have never worked, so all activities are focused on entering the labour market.

Reintegration: involves people with a disease/disability/work-related disorder who can no longer carry out their work, and thus there is absenteeism.

All activities are focused on re-employment with the same employer or another employer, in the same job or A new role. The principle is: early intervention, because "rest rust." Reintegration looks at what people are able to do (capacity to work) instead of what people cannot do anymore (work incapacity). A distinction is made between a short reintegration and long reintegration. There is also a distinction between reintegrate on the first track and reintegrate on the second track.

First track: the employee goes back to his current employer. Potentially he has to get a different or new function. Second track: the employee cannot go back to his current employer. The employee gets other suitable work with another employer.

The employer and employee are both responsible for the reintegration. They both have to put effort into the process of returning to work. Hereby they have to be supported by a certified omission business. The employer is obliged by law to have a progress interview with the employee about developments in the reintegration process, every 6 weeks.

2.4 OCCUPATIONAL THERAPY AND EMPLOYABILITY

Occupational therapy is a health profession which aims to promote health and wellbeing through occupation. Occupational therapists work with people to enable them to participate in occupations they want, need, or are expected to do (World Federation of Occupational Therapists, 2012). The American Occupational Therapy Association (AOTA, 2008) list eight areas of occupation: activities of daily living; instrumental activities of daily living; rest and sleep; education; play; leisure; social participation and finally work. The College of Occupational Therapists (2011) describe supporting people to remain in, to return to, or to obtain work as being a key function of the profession. (World Federation of Occupational Therapists, 2012)


So, how can occupational therapists achieve this? They may start by assessing their client’s needs regarding their functional ability, employment status, tolerance for work and their condition or disability (The college of Occupational Therapists vocational rehabilitation strategy, 2008). A workplace assessment may also be undertaken to assess the demands of a job, the environment and to discuss with the employer and employee what can be done to facilitate the individual’s ability to work in that setting (The college of Occupational Therapists vocational rehabilitation strategy, 2008). Further education and work task coaching can be tailored to an individual’s needs (COT, 2008) working on areas such as social and communication skills, potential for improvement and coping skills (American Journal of Occupational Therapy (AJOT), 2011).

Much of the available literature regarding occupational therapists supporting clients in the area of work focuses on clients with physical or mental disabilities. Within this report we aim to discover if there are occupational therapists working with the immigrant community in regards to work, and if not, is there a role they could play within existing services such as ENAIP.


3 METHODS

3.3 QUALITATIVE STUDY (INTERVIEWS)

3.3.1 INTERVIEW GUIDE

To gather information in order to answer the three assignment questions, semi-structured interviews were prepared both for the employees and the clients. They consisted of three main questions, with additional questions to prompt answers if required. Please refer to appendix A for the complete interview schedule.

SamplingThe only inclusion criteria was that they interviewees needed to be a client or employee of ENAIP. Convenience sampling was utilized for this study. This is a type of non-random sampling where members of the target population are chosen as they are easily accessible (Research Methodology, 2016). In this case employees and clients who were available and agreeable were approached.

Prior to completing the interviews at ENAIP, the interview was piloted. This pilot was done at the PXL University, with Loeka Vanderborcht one of the tutors for this project. You can find a review of the pilot in appendix B.

To conduct the interviews there were always three researchers present. One to ask the interview questions and the other two to note the answers. The final interviews were carried out at ENAIP on the 21st and the 22nd of January 2016. In total three staff members and three clients were interviewed. The third client was not present at ENAIP, therefore a researcher interviewed her by phone. This interview could not be recorded, but the researcher took notes during the call. A fourth client agreed to be interviewed, but it was not possible to arrange a meeting with her. An employee of ENAIP conducted the interview with her, and the results were implemented into the study.

All interviewees were given a verbal preamble introducing the interviewer and the purpose of the interview. Interviews were conducted in Dutch and translated for this report. Interviewees were made aware that the data collected would be kept confidential and used for the purpose of this report only. Interviewers obtained verbal consent to continue with, and record the interviews.

The interviews were conducted individually in order to ensure interviewees answers were not influenced by others.

Overall, three main questions were asked during the interview:

Can you tell us something about how the whole process works (including all the steps from the beginning where the client arrives until they leave or until today)?

Can you tell us something about your personal opinion on the process and the guidance? Could you tell us what you feel could be improved in the whole process?

Similar companies to ENAIP in the Netherlands were also contacted, to see if there were similarities in their practice. A reply was received from OSA Amsterdam. While there was not enough time to plan visits, them digital interviews were emailed that they could fill in. These included similar questions to the original interview schedule. For the digital interview, please refer to appendix C.

3.4 LITERATURE STUDY


3.4.1 LITERATURE SEARCH

During the literature search, the following steps were followed:

Creating a research question:The following research question was initially used when searching for relevant literature:

‘What OT interventions, strategies, treatment and/or approaches are available to support the (re)integration into employment of clients with a foreign background and a disability’

As it became evident the clients with disabilities were in a minority at ENAIP and their focus was mainly on those with a foreign background, the research question was adjusted:

‘What OT interventions, strategies, treatment and/or approaches are available to support the (re)integration into employment of clients with a foreign background?’

Identify where to search

It was decided to search within PubMed and CINAHL to source relevant articles. These are both reputable databases available via the respective universities. In addition, searches were conducted within Google Scholar, OT-journals and other scientific and academic articles/journals.

Select appropriate search termsFor example, terms such as employment, reintegration, occupational therapy, immigrants and so on.

Use ‘operators’ 'Operators' define the relationships between words or groups of words. The operators used were AND, to narrow the results and OR, to broaden them.

Organize research historyo Search for full text in the journals or databaseso Save all full text articles on Dropbox in the folder ‘relevant articles’o Keep a record of all search history in one document.o Add the resulting search code to the search strategy.

Make a summary of the literature All articles deemed to be relevant were summarized and documented in one table.


4 RESULTS

4.3 SUMMARY OF QUALITATIVE STUDY (INTERVIEWS)

In this summary the most important results are introduced, gained from the analysis based on the interviews given. The full interview schedule can be found in appendix A.

From the interviews, it transpired that both the employees, and the clients were generally satisfied with the process and the company. Almost everyone mentioned that the individual approach was a strength of the company. However some issues were highlighted:

There were some differences between the perspective of the employees and clients. The employees were unhappy with the fact that the company's building is too small and that there are not many facilities. On the other hand, the clients indicate that this was a good thing because the atmosphere felt like home.

There were also a difference in opinion between the employees; some said they liked the small groups they work in, while others said this was a weakness because the work pressure becomes too high. Another example is the flexibility some employees mentioned as a strength while others felt this was a weakness in the way that it blurs the boundaries between the two parties.

The employees reported that the level of Dutch language from some clients is sometimes below others and they would like even more time for each individual. Sometimes the clients are poorly informed by the VDAB before coming to ENAIP, this often results in unrealistic expectations. One employee mentioned that there is no follow up after the client found a job. It is optional to have a follow up within three month after finishing the process at ENAIP, but only if the clients did not gain employment. It is optional in the sense that the initiative has to come from the clients.

Another employee mentioned that there are no pre-written rules about the contact between an employee and a client. It often happens that the client contacts the personal guide for questions in private time. It is possible to do that, because they can find the private mobile number within their personal guide. The employee said that this is one extra reason for the high work pressure; they do not get the chance to relax after work when they are at home.

It was mentioned that companies and employers often do not want to employ people with a foreign background. ENAIP see this as an obstacle and are unsure how to overcome this issue.

4.4 SUMMARY OF IDENTIFIED PROBLEMS

After analyzing all interviews, five main problems were formulated:

1. Sometimes the clients do not feel well informed about what to expect at ENAIP.2. The work pressure on the

employees is too high. 3. There is no follow up after

the clients find a job;4. There are no pre-written

rules about the contact between an employee and a client;

5. Often companies do not want to employ people with a foreign background;


4.5 SUMMARY OF RESULTS - LITERATURE

OT strategies

When thinking about interventions, an OT can offer the following: - Education related to health, safety and injury prevention, proper body mechanics, postural awareness, joint

protection, ergonomic considerations, symptom awareness, and stress and pain management strategies applicable to work and productive activities.

- Adaptations to work activities, the work environment, and work demands and the use of assistive technologies that support the client’s participation in the desired work activities.

- Strategies to improve social, communication, emotional regulation, and coping skills. - Strategies to improve foundational work behaviors and work skills- Development of occupational activities to develop, increase, or improve productive work behaviors and skills.- Development of work transition programs, job modifications, or job adaptations to facilitate successful work

performance.- Consultation and collaboration with clients about adaptations of work tasks, tools, equipment, and the work

environment.- Case management services to assist in the coordination and planning for beginning or returning to work.

(Gupta & Sullivan, 2008)

Some of these strategies may be suitable for many populations. Some specific work an OT may do with a client with a foreign background is described below.

OT interventions

An alternative curriculum vitae (CV) — the Refugee Lifelines seminar approach, could be an example of how to shape a workshop for strengthening clients’ skills. This seminar brings together refugees, artists, researchers and other interested practitioners to explore the concept of the CV, (i.e., its role in the process of integration) and to engage with alternative approaches to exploring and recording refugees' skills and experiences (Freire, 1972; Kolb, 1984; Kidd, 1996 seen in Schultheiss, 2011). The seminar helps people think differently about their prior experience and facilitated critical reflection about the CV. In addition, it enabled them to use their new learning to demonstrate more effectively to potential employers or learning providers what they had achieved in the past. Consistent with this approach (O'Neill & Hubbard, 2006, seen in Schultheiss, 2011). The stories provide a link between the storytellers' past and present situations, exposing the tension between the experience of leaving and the sense of belonging to one's country of origin, and reinforced the need for refugees to take a holistic view of their lives. (Schultheiss, 2011)

As highlighted earlier in the report, language can prove to be a barrier when searching for work. While language courses may be readily available, OT’s can put a unique twist on learning.  This was explored by Werge-Olsen and Vik (2012). Their study focused on how skills acquired in one’s native country can be used a resource in language training for both immigrants and refugees. The findings indicated that the use of everyday activities helped to create a link between the native country and the country they now lived in, becoming a way to preserve their resources (Werge-Olsen and Vik, 2012). OT have a range of assessments which would allow them to identify previously valued occupations that can be continued in the new country, and used as a means of facilitating language learning. One such example would be the Occupational Performance History Interview - II (Kielhofner et al, 2004). This is a semi-structured interview, exploring the individual’s history in areas of play and self-care performance as well as work, giving the therapist a holistic overview.

Learning the language through doing was also shown to be useful by Gupta (2012). An OT programme was linked into an English language learning course, where occupational goals and outcomes were aligned to the school’s benchmarks. An example of this would be the school’s benchmark module  on ‘community’, including time management and safety at home. Occupational routines, health, habits and health were linked to the benchmarks, allowing modules to be developed on topics such as cultural transition, but also, interestingly to this report, a module on work (culture, norms, stress, etc.). The participatory approach  was appreciated as participants got to practice their English (Gupta, 2012).


5 DISCUSSION

The aims of the report were to study the current way of working at ENAIP and to explore whether employees and clients were happy with this, or did they feel changes were needed? It was also a goal to show ENAIP how OT could be integrated into their way of working, and what possible benefits this may bring. This was achieved by completing interviews and a literature search before analysing the results. This made it possible to create end products for ENAIP in different forms, which are described in section 7.

The study contained some limitations. To start there was a three week delay in receiving the assignment. When the module began, a company to work with had not been confirmed and after starting the population changed (from those with disabilities to those with a foreign background). This meant that initial literature searches were all related to disability, and the literature sourced was not relevant to the final project.

The relevant Belgian policies and laws were searched for, in relation to disability, which then needed to be revised. We only found one relevant law (Antidiscrimination law).

Due to miscommunication and a lack of time, the methods adopted were adjusted. Observation of the process at ENAIP was planned, but not possible. There was a low participation rate amongst clients (four clients from ten) due to time constraints. This may mean that the results could not be generalizable to the whole client population. However, three out of the five employees were interviewed, giving a good overview.

One of the interviews with the clients was done by an employee of ENAIP. Those results were not decisive but were implement into the study.

During this project it was concluded that there are not many articles or research about OT interventions in combination with (re)integration of foreigners into work, and it could be said that more research is needed in this area.


6 CONCLUSION

In collaboration with ENAIP the three assignment questions were answered by completing questionnaires and analysing the results. The answers revealed five problems. A literature search highlighted how an OT might work with the clients of the company, and possible solutions to the problems identified. One problem (clients have no clue about the content of ENAIP) was solved, by creating a flyer and a video. For the remaining problems, possible solutions were offered. It is accepted that ENAIP may not be able to implement these recommendations at present due to financial constraints. Perhaps, as they have more information about how OT may sit within their service they might consider creating an internship for an OT student. This would allow them to observe the possible benefits without the financial barriers.


7 PRODUCTS – ADVICE, FLYER AND DIGITAL STORY.

7.1 ADVICE

The advice contained within this report is based on problems identified via the interviews, with solutions sourced within the literature.

1. Improve information for the clients

The first problem identified was that the clients feel uninformed about what to expect at ENAIP. The American Journal of Occupational Therapy (2011) describe how an OT practitioner collaborates with the client and other team members (e.g. employers, case managers, family members) or agencies (e.g. educational, local/state, vocational rehabilitation and social services departments and programs) to plan and implement intervention strategies. Because they collaborate, an OT can give a lot of information/plan workshops for future clients of ENAIP at the VDAB for example, creating a bridge to ENAIP. We created a flyer and a video to inform the clients. We would recommend that a website would build on this.

2. Integrate a follow up:

Another problem identified, was the fact that there is no follow up at ENAIP when the clients have found work. If an OT/OT student could do the follow up with the clients after they are in employment, they could share experiences and/or do some demonstrations so the clients get a broader view about the labour market and work on participation challenges. (Gupta & Sullivan, 2008).

3. Create boundaries between employees and clients:

The third problem identified at ENAIP was that there are no pre-written rules about contact between an employee and a client. E.g. the client would call or text the employee after work hours. ENAIP could decide on ‘rules’ for contact, and present them in the first session. According to a study that identified what OT practitioner can offer for immigrants when searching a job, they could inform immigrants about relevant workplace practices and norms. Maybe it is a cultural factor that should be explained to them (Gupta & Sullivan, 2008).

4. Enabling new jobs:

Another identified problem was the fact that not many clients find employment. This could be related to employers’ prejudices, it was not within the scope of this study to overcome this, but it is an important factor. Another reason influencing the employment rates may be the process at ENAIP. Crystal and Glover’s (2011) study identified what makes employment specialists successful, stating that there are six competencies that an employment specialist should have. Two of these competencies are not present at ENAIP, which could be a problem. The two competencies referred to are: “Face-to-Face Communication’’ and ‘’Networking”. In this study, employment specialists spend most of their time networking with employers. They mention that this is an essential step to facilitate employment (Crystal and Glover, 2011). This is something that ENAIP does not engage in at the moment. The clients may also struggle to find work as they do not have the appropriate experience in the host country. Low-skilled work could provide experience, so that the clients can move into a higher skilled roles. (Aiming higher policies to get immigrants into

middle skilled work in Europe, Nov 2014). 5. Redesign of ENAIP process to support employees:

The final problem identified was the employees experiencing a high work pressure. This pressure could be lowered by dividing tasks more efficient among the employees and to set clear boundaries by inserting written


rules about the relationship between employees and the clients. Through the interview with Angela Bush, from OSA, it was found out that they offer an intervention called ‘language coaching project’. This includes a student and a foreigner, performing activities of daily living and learning the Dutch language together. This is possible at the house of the foreign person or through voluntary work. An advantage for ENAIP is the small cost of hiring a student/offering an internship. For the foreigner participating in meaningful activities and learning Dutch at the same time has added value for their integration. It is also a possibility to have an intern without following this specific language coaching project. This could relieve some of the work pressure.

7.2 FLYER

Towards the end of the project, an example of the flyer that VDAB uses to inform the target group before they are referred to ENAIP was seen. It was concluded that the current flyer did not inform clients fully about what to expect at ENAIP. Therefore a new flyer was designed, the flyer can be seen in appendix D.

7.3 DIGITAL STORY

A digital story (a short informative video) was also made, which can be uploaded on YouTube or a website and can be viewed by (potential) clients. This story briefly explains what ENAIP does, and their process in general. The flyer and a link to the digital story can be seen in appendix E.


8 ACKNOWLEDGEMENTS

The authors thank Fernando Marzo and Bert Daniëls along with the clients and employees of ENAIP for their cooperation in completing this project. Also, thanks to Zuyd University for the accommodation, and to the teachers, especially Barbara Piškur and Loeka Vanderborcht for their support.We would also like to express gratitude the VDAB, Angela Busch from OSA for providing information. We enjoyed working together.


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https://www.bestuurszaken.be/integratieprotocol. (n.d.). Retrieved from https://www.bestuurszaken.be/integratieprotocol: https://www.bestuurszaken.be/integratieprotocol

https://www.bestuurszaken.be/sites/bz.vlaanderen.be/files/wett_kader_reintegratie_20110826.pdf. (n.d.). Retrieved from https://www.bestuurszaken.be/sites/bz.vlaanderen.be/files/wett_kader_reintegratie_20110826.pdf: https://www.bestuurszaken.be/sites/bz.vlaanderen.be/files/wett_kader_reintegratie_20110826.pdf

Kuipers, C., & Heerskens, Y. (2011). Wat is arbeid, wat is gezondheid? In C. Kuiper, Y. Heerskens, & e. al, Arbeid & Gezondheid: een handboek voor paramedici en arboprofessionals (pp. 33-63). Houten: Bohn Stafleu von Loghum.

Liebig, T. (2015). Integration of immigrants into the labour market in EU and OECD countries.

NGO, N. (2004). Policy briefing on employment and employment support for refugees and migrants in Europe.

Occupational Therapy Practice Framework: Domain and Process. (2008). American Occupational Therapy Association, 625-688.

Occupational Therapy services in Facilitating Work Performance. (n.d.). Occupational Journal of Occupational Therapy, 2009.

Saskia R., G. S.-S. (2009). Support for multiculuralism in The Netherlands. UNESCO.

Suárez-Orozco, C., Birman, D., Casas, J. M., Nakamura, N., Tummala-Narra, P., & Zárate, M. (2013). Working with immigrant-origin clients: an update for mental health professionals. Washington: American Psychological Association.

Surrey. (2014). Retrieved from Creating Opportunities for Young People: https://www.surreysays.co.uk/csf-syp-commissioning-development/creating-opportunities-for-young-people-engagement/supporting_documents/COFYP%20Engagement%20July%202014.pdf

The college of Occupational Therapists vocational rehabilitation strategy. (2008). College of Occupational Therapists. Retrieved from https://www.cot.co.uk/sites/default/files/publications/public/Work_Matters_Vocational_Rehab_English.pdf


10 APPENDICIES

APPENDIX A: THE INTERVIEW GUIDE

ClientsDutch intro English introHallo,

Wij zijn ergotherapie studenten van Hogeschool PXL, Zuyd Hogeschool en Plymouth University. Mijn naam is ……. en dit zijn mijn collega’s ………...Alvast bedankt voor uw deelname aan het interview, dat ongeveer 30 tot 45 minuten zal duren.

Momenteel volgen wij een internationale module met andere Europese studenten over de inzetbaarheid op de arbeidsmarkt door mensen met een buitenlandse achtergrond. In deze module werken wij aan een opdracht in samenwerking met ENAIP. Voor deze opdracht onderzoeken wij of ergotherapie een meerwaarde biedt in dit werkproces en/of er mogelijke ergotherapeutische strategieën toegepast kunnen worden om het succespercentage te verhogen. Wij zouden u graag daarom een paar vragen stellen over de huidige manier van werken en jullie visie daarbij.

Voordat we beginnen, wil ik u vragen of u toestemming geeft om dit interview op te nemen. De opname zal alleen voor dit onderzoek worden gebruikt.Zijn jullie ermee akkoord dat we jullie antwoorden gebruiken voor ons onderzoek en dit interview filmen?

Hello,

We are occupational therapy students from PXL University Zuyd University and Plymouth University. My name is ………….. and these are my colleague….……….Thank you so much for accepting the invitation for this interview that will take approximately 30 - 45 minutes.

One of our educational modules is focusing on employability opportunities for clients with a foreign background. For this module we are working together with students from other European countries. In this module our assignment is to look what could be an added value of occupational therapy in the process of employability or which strategies could be added to increase the employability rate of the clients at ENAIP. We would like to ask you some questions in order to understand the current process and the way of working of ENAIP.

First of all we would like to ask you if you would agree or give us a permission to record the interview. The recording will only be used for the purpose of this project. As we would like to analyze the interviews with not too much interpretation.

Dutch interview questions English interview questionsHoe vindt u het om hier te zijn? OF Hoe bent u in contact gekomen met dit bedrijf (ENAIP)

How do you feel like being here? OR How did you get in contact with this company (with ENAIP)?

Kunt u vertellen hoe het proces verliep/ welke stappen u gevolgd heeft vanaf het moment dat u hier kwam tot aan vandaag? Vertelt u eens: hoe verliep de eerste keer dat u

hier kwam? Werd u gevraagd wat uw behoeften en wensen

waren? Werd er gevraagd naar uw kwaliteiten,

vaardigheden en kennis? Werd er naar uw privésituatie gevraagd? Werd er aan u gevraagd of u steun en begrip

ontvangt uit uw eigen omgeving?

Can you tell us how this process went/ which steps you followed from the moment that you came for a first time and till today? Please tell us about your first time being here. Did they ask you what your wishes/needs are? What your qualities/skills/knowledge are? Asked about your life? About support you currently have? If any?

Kunt u ons iets vertellen over uw mening over het hele proces en de begeleiding die u ontvangt? Werd u persoonlijke begeleiding en/of lessen

aangeboden?

Can you tell us something about your personal opinion on the process and the guidance? Did they offer you guidance or lessons? What do you learn in individual lessons? If there


Wat leren jullie in individuele lessen (indien van toepassing)?

Wat leren jullie in de groepslessen (indien van toepassing)?

Voldoen de lessen aan uw wensen en verwachtingen? Wat is uw mening over deze lessen?

Wat vond u lastig tijdens het proces? misschien qua cultuur?

Bent u op zoek naar betaald werk of bent u ook blij met werkervaring op een andere manier?

Heeft ENAIP uw situatie of u als persoon veranderd?

were lessons? What do you learn in group lessons? Does the lessons fulfill your needs/wishes? What did you find difficult during the process?

(culture) How do you feel about the guiding ENAIP is

offering you? Are you just looking for paid work, or are you

also happy with some work experience in a different way?

Did ENAIP change you as a person or change anything about your situation?

Kunt u ons vertellen wat verbeterd kan worden in dit proces zodat het beter aansluit bij uw verwachtingen en wensen? Heeft u het gevoel dat de medewerkers van

ENAIP uw goed kunnen helpen/geholpen hebben?

Wat vind u van de huidige manier van begeleiden die u ontvangt?

Wat zijn volgens u sterkten en zwakten van het bedrijf?

Heeft u het gevoel dat u iets mist tijdens de individuele en de groepslessen?

Could you tell us what could be improved in this process to better fits your needs or increase chances for employment? Do you feel like the people at ENAIP helped you

well? What do you think about the guidance that you

get at ENAIP? What do you think are strengths and

weaknesses about the company? Do you miss something during the lessons

individual or in a group?

Wordt u op het moment nog begeleidt en ondersteund door andere organisaties?

Zou u nog meer begeleiding willen ontvangen; zo ja, wat is dan het beste voor u?

At this moment, do you receive other guidance and help from other organizations?

Would you like to have more support; if so, what would be best for you?

Dutch the end English the endDit waren al onze vragen, heeft u nog toevoegingen die nodig zijn voor ons onderzoek? Hartelijk dank voor dit interview en succes met uw verdere zoektocht naar werk!

This were all the questions, do you have any additional information that may inform our research? Thank you very much and we wish you success in your search for employment!

EmployeesDutch intro English introHallo,

Wij zijn ergotherapie studenten van Hogeschool PXL, Zuyd Hogeschool en Plymouth University. Mijn naam is ….. en dit zijn mijn collega’s ………...Alvast bedankt voor uw deelname aan het interview, dat ongeveer 30 tot 45 minuten zal duren.

Momenteel volgen wij een internationale module met andere Europese studenten over de inzetbaarheid op de arbeidsmarkt door mensen met een buitenlandse achtergrond. In deze module werken wij aan een opdracht in samenwerking met ENAIP. Voor deze opdracht onderzoeken wij of ergotherapie een meerwaarde biedt in dit

Hello,

We are occupational therapy students from PXL University, Zuyd University and Plymouth University. My name is ………….. and these are my colleagues….……….Thank you so much for accepting the invitation for this interview that will take approximately 30 -45 minutes.

One of our educational modules is focusing on employability opportunities for with a foreign background. For this module we are working together with students from other European countries. In this module our aim is to look what could be an added value of occupational therapy in the process of


werkproces en/of er mogelijke ergotherapeutische strategieën toegepast kunnen worden om het succespercentage te verhogen. Wij zouden u graag daarom een paar vragen stellen over de huidige manier van werken en jullie visie daarbij.

Voordat we beginnen, wil ik u vragen of u toestemming geeft om dit interview op te nemen. De opname zal alleen voor dit onderzoek worden gebruikt.Zijn jullie ermee akkoord dat we jullie antwoorden gebruiken voor ons onderzoek en dit interview filmen?

employability or which strategies could be added to increase the employability rate of your clients. We would like to ask you some questions in order to understand the current process and the way you work at ENAIP.

First of all we would like to ask you if you would agree or give us a permission to record the interview. The recording will only be used for the purpose of this project.

Dutch interview questions English interview questionsKunt u vertellen hoe het gehele proces precies verloopt voor een individueel persoon (vanaf het eerste contact tot het voltooien van het proces)? Gebruikt u een protocol gedurende het

proces? Gebruiken jullie intake assessments/testen?

Zo ja, kunt een voorbeeld laten zien of uitleggen welke elementen er allemaal in terug komen?

Wat is de stap na de intake? Wat bieden jullie de cliënten aan

(lessen/trainingen)? Wat leren ze gedurende de individuele en

groepslessen? Wat maakt het proces succesvol? Wanneer de cliënt een baan vindt, vindt er

dan een follow-up plaats?

Can you tell us how this process look like for one individual person (from the first contact till discharge)? Do you use a protocol during the process? Do you have intake assessments/test? If yes, could

you show us an example or explain what the elements of it are?

After the intake, what is the next step? What do you offer (lessons/training?) What do you teach in the group and individual

lessons? What makes the process successful? If the client gets a job, will there be a follow-up?

Kunt u ons vertellen hoeveel professionals betrokken zijn bij het proces?

Denkt u dat dit voldoende is? Mist u andere experts of professionals;

zo ja, welke?

Can you tell us how many professionals are involved in the process? Do you think this is sufficient? Do you miss any expert or professional; if yes, which

one?Kunt u ons iets vertellen over uw mening over het hele proces en de begeleiding? Zijn er dingen die u lastig vindt gedurende

het proces? (cultuur) Als u de kans krijgt om iets te mogen

veranderen, wat zou dit dan kunnen zijn? Wat is iets dat u niet zou willen veranderen?

Wat is een sterkte van het bedrijf?

Can you tell us something about your personal opinion on the process and the guidance? What did you find difficult during the process?

(culture) If you have the opportunity to change anything to

make the process more effective, what could it be? What are the strengths of the company? Which

things wouldn’t you want to change?

Dutch the end English the endDit waren al onze vragen, heeft u nog toevoegingen die nodig zijn voor ons onderzoek? Hartelijk dank voor dit interview.

This were all the questions, do you have additional information that may inform our research? Thank you very much.

APPENDIX B: PILOT INTERVIEW

On Thursday 14 January 2016 a pilot interview was undertaken to test the semi-structured interview before the actual interviews were conducted with clients and employees of ENAIP. Due to time constraints the pilot was


not conducted with an external individual. Because the Belgium students would conduct the actual interviews, they also did the pilot. The choice for the tutor was easily made then; Loeka Vanderborcht, tutor at PXL University in Hasselt would place herself in the role of a foreign client from ENAIP.

Bjorn Rondags was the interviewer and had prepared himself using the interview guide for clients. He read the introduction from our guide literally out loud. When he began to ask questions, it was noticed that the questions were closed. This was adjusted to include open questions in order to gain more information during the interviews.

It was also noted that the client did not understand all the questions or parts of the questions. It is known know that all the clients have a foreign background and a different culture. The competence of the clients in the Dutch language was not known prior to the interviews. Therefore some vague words in the questions were changed to simplify them. Also because of the lower Dutch language comprehension, Loeka suggested that there were not too many questions asked. As mentioned before, if use more open questions are used, this allows the person to speak more openly.

The next items to change in the interview guides for clients and employees:

Ask more open questions; Do not ask too many questions; Do not use difficult words or questions that could be interpreted differently; Give the person the chance to speak more.


APPENDIX C: DIGITAL INTERVIEWDutch EnglishIntroduction:Beste meneer/mevrouw,Wij zijn derdejaars ergotherapie studenten van Zuyd Hogeschool in Heerlen (NL), Hogeschool PXL in Hasselt (BE) & Plymouth University in Plymouth (UK).Momenteel volgen wij een internationale minor samen met meerdere Europese studenten. Wij werken samen aan een opdracht voor een Belgische organisatie, ENAIP. Zij begeleiden mensen met een buitenlandse achtergrond of andere cultuur, in het vinden van werk.Om ons onderzoek wat meer diepgang te geven, zijn wij benieuwd hoe andere organisaties te werk gaan betreft dit onderwerp en met deze doelgroep. Wij zouden graag daarom een paar vragen stellen over jullie manier van werken en begeleiden.

Alvast hartelijk dank voor uw deelname en de tijd die u hiervoor wilt nemen. Het beantwoorden zal hooguit 30/45 minuten in beslag nemen.

Gaat u ermee akkoord dat we de gegevens en informatie alleen gebruiken voor ons onderzoek?

Dear sir/madam, We are third year occupational therapy students from Zuyd University in Heerlen (NL), PXL University in Hasselt (BE) & Plymouth University in Plymouth (UK).We’re currently following an international module together with more European students. We’re working together on an assignment for a Belgian organization, ENAIP. They guide people with a foreign background or another culture, in finding work.To give our study some more depth, we wonder how other organizations work on this topic and with this target group. We would therefore like to ask a few questions about your way of working and guiding.

Thanks in advance for your participation and time. Answering the questions will take about 30/45 minutes.

Do you agree that we use the data and information only for our research?

Questions:1.Kunt u een korte omschrijving geven van de organisatie waar u werkzaam bent en wat uw rol hierin is? (Denk hierbij ook aan het aanbod dat jullie aanbieden, met welke doelgroepen jullie werken etc.)

1. Can you give a short description of the organization where you work and what your role is in this? (you can think about what you offer, with which target group you work etc.)

2.Zoals u weet ligt onze focus op het begeleiden van buitenlandse mensen met een andere cultuur en achtergrond. Kunt u vertellen hoe het gehele proces precies verloopt voor een individueel persoon (alle stappen die doorlopen worden vanaf het eerste contact tot het voltooien van het proces)?

2. As you know our focus is on guiding people with a foreign background and culture. Can you tell us what the process looks like for an individual? (all the steps that have to be taken from the first contact to the finishing of the process)

3.Kunt u wat vertellen over protocollen/formulieren/handleidingen die u of uw collega’s gebruiken tijdens de verschillende stappen in het proces? Welke elementen komen hier in terug? (Indien mogelijk zou u een kopie hiervan in de bijlage kunnen toevoegen (zie einde document)? Deze worden verder niet letterlijk gebruikt of toegepast in ons onderzoek, maar geven ons meer inzicht!)

3. Can you tell something about protocols/documents/instructions that you use during the several steps? Which elements return in this? (if possible, can you make a copy of this and put it into the appendices? These will not be used literally, but could give us more insight)


4.Kunt u wat vertellen over mogelijke testen of assessments die toegepast worden bij bv. de intake? Welke elementen komen hier in terug? Waar dienen de verschillende testen/assessments voor? (Indien mogelijk zou u een kopie hiervan in de bijlage kunnen toevoegen (zie einde document)? Deze worden verder niet letterlijk gebruikt of toegepast in ons onderzoek, maar geven ons meer inzicht!)

4. Can you tell something about potential assessments or tests which are applied for the intake? Which elements return in this? What do they serve? (if possible, can you make a copy of this and put it into the appendices? These will not be used literally, but could give us more insight)

5.Wat bieden jullie de klanten aan betreft de manier van begeleiding? (Denk hierbij aan lessen/trainingen, individueel/groep contact, etc.)

5. What do you offer the clients regarding in the way of guidance? (You can think about lessons/training, individual/group contact etc.)

6. Wat leren de klanten allemaal gedurende het proces? Ligt alleen de focus op bv. re-integratie of ook op persoonlijke ontwikkeling?

6. What do clients learn during the process? Is the focus only on (re)integration or personal development?

7.Wat maakt jullie traject succesvol? (Indien u weet wat het succespercentage is, mag u deze graag hier benoemen)

7. What makes your process successful? (If you know anything about success rates, you can mention it here)

8.Wij volgen momenteel de opleiding voor ergotherapeut. Hierbij onderzoeken we wat de inbreng en rol van een ergotherapeut kan zijn tijdens een re-integratietraject voor mensen met een andere cultuur of achtergrond. Kunt u ons wat vertellen over de verschillende professionals die betrokken zijn gedurende het proces? (Om welke professionals gaat het, welke rol in het proces vervullen zij, hoeveel professionals, mist u nog professionals? Dit kunnen zowel (para)medische als overige professionals zijn)

8. We are currently following the education for occupational therapists. Here we examine what the contribution and role of an occupational therapist may be in a reintegration program for people with a different culture or background. Can you tell something about the several professions which are involved in the process? (About which professions, how many professionals, do you miss any professions?)

9.Kunt u ons iets vertellen over uw mening over het hele proces en de begeleiding die aangeboden wordt? (Zijn er dingen die u lastig vindt, denk bv. aan cultuurverschillen? Als u de kans kreeg om iets te mogen veranderen, wat zou dit dan kunnen zijn? Wat is iets dat u absoluut niet zou willen veranderen (een sterkte van het bedrijf)?

9. Can you tell us your opinion about the process and the guidance that is offered? (Is there anything you find hard (cultural barriers e.g.) If there’s a chance for change, what would you like changed? What would have to remain absolutely the same?)

EndDit waren alle vragen. Als u nog toevoegingen of opmerkingen heeft, mag u die hier toevoegen.Als u bijlagen heeft mag u die hier toevoegen.Nogmaals hartelijk dank voor uw deelname! Wij waarderen het heel erg dat u deze informatie met ons wilt delen zodat wij ons onderzoek meer diepgang kunnen geven.

This were all our questions. In case you have any additions or comments you can add them here.In case you have any appendices you can add them here.Thanks again for your participation. We appreciate your information for our study!

APPENDIX D: FLYER & DIGITAL VIDEO


Flyer – Dutch language.

Flyer – English language.27

EEE4all, group 1 ENAIP 4 th February, 2016

APPENDIX E: DIGITAL STORY


Link to digital story – Dutch language.

https://www.youtube.com/watch?v=urKUh-DK7Pg

Link to digital story – English language.

https://www.youtube.com/watch?v=AP1IBAAeBdI


https://www.youtube.com/watch?v=AP1IBAAeBdI

https://www.youtube.com/watch?v=urKUh-DK7Pg

Documents

Research report - Web viewEnaip: Specialists in finding your job together. Euro-Education: Employability for all; focus on disability (EEE4all) Part B. Enaip: Specialists in finding