“it’s better to be a good teacher instead of being a bad therapist” bram tuk, pharos, refugees...
TRANSCRIPT
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• “It’s better to be a good teacher instead
of being a bad therapist”
• Bram Tuk, Pharos, refugees and health knowledge centre
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School programmes
• “It is easier to build children than to repair adults”Tammy Bean
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Education System in the Netherlands for aslyum seeking children
• New arrivals classes, departments, or schools for longer periods
• Sometimes in reception centre (primary education)
• Slower integration with mainstream school system
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Adjust mental health knowledge for school programs
• School is an important protective factor• Literature and research stress the
importance of school in the implementation of prevention programmes
• Strengthening the competence of the children in school situation
• Strengthening the competence of teachers in supporting the children
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Characteristics school programs
• Series of ‘lessons’• Based on knowledge about children's
acculturation, stress reactions, developmental conditions
• Children share experiences (recognition) and support each other in a classroom setting (social support)
• Many non verbal working methods like drawing, drama, playing, creative activities, dancing etc.
• Teachers in a counselling role
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school prevention programmes
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These programmes have in general the following aims
for teachers
• Knowledge about backgrounds and stress factors
• Skills to help children to cope with social-emotional problems
• Satisfying teachers needs for tools • Awareness about their important but limited
role
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Ultimate Aim for the children: improving well-being and reducing
psychological problems
• Acknowledgement and recognition
• Relief by expression
• Mutual social support
• Improving social behavior in the class
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Teachers’ skills
• Communicative skills• Being able to observe and listen• Empathy ability
• Intercultural sensitivity• Interest in backgrounds• Familiar with cultural backgrounds and features
• In general• Open attitude/open mind• Self exposure• Sure footed
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Teachers’ skills for The World United
• Open attitude• Interested in childrens stories• Involved in their life circumstances• Creating a safe atmosphere• Stimulating children to openness• Respecting childrens’reactions• Sensible in expressed emotions• Able to balance sad and pretty feelings
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Attention to emotional reactions
• Invite to share personal experiences, but do not force them.
• Don’t put pupils to long in the centre of attention
• Pay attention to the reaction of all pupils, don’t forget the quiet ones
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Preparation
• Thorough introduction
• Inform colleagues
• Inform and involve counsellor, social worker, school psychologist
• Make consultation possible
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Evaluation research: The World United and Just show
who you are
Used research instruments:Teachers questionnaire: SCHOBL-RChildrens’self assesment instrumentInterviews with teachersObservationsTempo Test Rekenen (TTR)
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Research results The World United and Just show
who you are
In follow-up assesment after a year children reported:
Higher scores on psychic functioningHigher scores on social functioningDecline in psycho somatic complaintsImprovement in cognitive development
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Research results Welcome to school:14 schools/525 pupils/3 measuring
moments
• Larger social network but not more support from classmates
• No effects on recognition or fear• No higher feelings of acceptance in the Dutch
society • More positive about the past• Better social behaviour in the class• Teachers and pupils do like to work with the
method
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The key for adoption
• School programmes must fulfill teachers and pupils needs
• Adaptation to national circumstances
• Adaptation to school circumstances
• Make yourself an owner of the programmes
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Adaptations to the programmesEffective elements
• Recognizing• Learning from each other• Mutual social support• Mutual respect• Safe atmosphere• No achievements• Child centered• Positive labeling
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School programs state of art 2005• Many asylum seeking schools use or used our
school programmes in their curriculum • Decreasing numbers asylum seekers; many
asylum seeking schools were forced to close• Target group will be extended to all newcomers• Dutch policy ‘voluntary’ return reduces
motivation schools to work with school programmes
• Dutch policy less focused on well-being and mental health but on integration.
• Welcome to school has to be adapted
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Towards a better Towards a better futurefuture