(We Hear You) WHY

(We Hear You) WHY

Miltos Sakellariou MSc Counseling Psychology Ministry of Education, Religion & Research Director of Youth Consulting Station of Cyclades . Anti-bullying Coordinator, Observatory on Violence In School in the South Aegean.

Coordinator ANADRASIS-GREECE Västerås 18-21 September 2017

WHY - Early school leaving (ESL)

Erasmu s+

WHY-Project Rationale

Rationale:

• Low level of youth participation in democratic processes

• Young persons display distrust in democratic institutions and values

• Carries special risks of de facto social marginalisation

• Conductive to discrimination, racism, political and religious extremism, school absenteeism and ESL

• Need for increased youth participation in democratic processes.

• Necessity of increasing young persons trust in democratic institutions

• Need of new methods and tools for youth workers to communicate with youth in a more participatory way

• Need for structures, methods and tools within democratic institutions in order to reach these youth groups

WHY - Early school leaving (ESL)

WHY - Early school leaving (ESL)

and Dropout in Greece

WHY – Dropout in secondary

education in Greece

WHY - Early school leaving (ESL)

WHY – DROP OUT

TECHNICAL HIGH SCHOOL

GREECE Drop out 2013-2016

ELEMENTARY SCHOOL LOWER HIGH

SCHOOL UPPER HIGH SCHOOL

WHΥ - Early school leaving (ESL)

WHY - Early school leaving (ESL)

GREECE Drop out 2013-2016

ELEMENTARY

SCHOOL LOWER HIGH

SCHOOL UPPER HIGH

SCHOOL TECHNICAL HIGH SCHOOL

WHY - Early school leaving (ESL)

WHY - Early school leaving (ESL)

Bullying

Bullying Not fitting into class Not fitting

into class

Lack of proper transportat

ion in rural areas Lack of

proper transportat

ion in rural areas

Cultural

influenceCultural

influence Substance addictions Substance addictions

.

All these indicators lead to…

•

Alienation

•

Racism

•

Decreased chances of finding a job

•

Social isolation

•

Criminal activity

•

Marginalisation

Prevention

—

Individual approach

—

Holistic approach

•

Involving kids in arts, sports and outdoor activities

•

Volunteers

•

Mentors

•

Developing and establishing permanent connections between students, teachers, public institutions and the private sector.

—

Creating a supporting network

ROLE OF PREVENTION ACTION TEAMS IN SCHOOLS

— Designing and supporting prevention actions, along with the teachers board, using educational tools of the Network.

— Informing and sensitizing the school community (students, teachers, parents) and the local community (organizing meetings and events)

— Participating in local support networks, in collaborations

— Develop actions that promote empathy and facilitate the approach, cooperation and bridging any conflicts among peers, Peer mediation programme

— Help students to communicate and cooperate

HEALTH PROMOTION PROGRAMMES

Social and Emutional Health at school Prevention against

BULLYING

PREVENTION PROGRAMMES AT

PRIMMARY SCHOOLS

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EDUCATIONAL METHODS FOR PREVENTION

INTERACTIVE METHODS BY INTERNET

ERASMUS +WHY - WE HEAR YOU

For:

a) Reducing early school leaving

b) Improving the quality of teaching by improving teacher education

c) How to better support schools in

preventing/ reducing ESL by developing collaborative practices (in and around school)

Peripheral Team-

Youth Counselling Station of the Cyclades

The objectives of the Station are to

:

•Assist the psychosocial needs of school units of the Cyclades prefecture, through the identification, diagnosis, brief

psychological intervention and referral of cases of students who deserve particular psychological treatment.

• Parents- Teachers counseling groups.

● Implement, support and monitor health education programmes for students

.

THEATRICAL TEAM

We Hear you

—

For:

§

Cooperation and teamwork among school staff with a view to creating supportive and conducive learning environments

§

- The capacity of schools to interact and cooperate with all relevant

stakeholders

Erasmu s+

Erasmu s+

Local Organisation

WHY Core Team

Peri Team Adm/Strat

Support

Steering Group

Local Coord

Erasmu s+

Erasmu s+

qMonthly or discretionary Core Team meetings.

qStrategic /Administrative Support – Coordinator:

Discretionary

qPeripheral Team - Coordinator/Core): Discretionary qSteering Group – Quarterly

qYouth Advisory Group – Quarterly or discretionary

Local Communication/Cooperation

We Hear you

To develop collaborative practices in and around schools :

- School organisation and leadership - Support for teachers

- Support for learners

- Involvement of parents and extended families

- Involvement of other stakeholders

HOLISTIC APROACH

We Hear you- School governance

—

Effective leadership and governance are necessary to promote a more cohesive and collaborative culture and ethos in schools and to establish good cooperation with the wider community.

—

School leaders have a key role to play.

WE HEAR YOU-TEATHERS

— The support learners receive from teachers the most important predictor of school engagement.

This strong relationship has been found for social, emotional and behavior well-being and attitudes.

— Teachers are expected to become facilitators of learning.

— By motivating, guiding and continuously supporting all learners, teachers can help

learners to become the masters of their own learning.

— This requires that teachers develop a powerful and trust-based relationship with learners and their parents.

E-COURSE For TEACHERS

Distance learning-ΜOODLE

INTERACTIVE SEMINARS BY WEB

INTERACTIVE SEMINARS BY WEB

Support to learners

v Learners’ needs should be at the centre of

education. All learners are entitled to high-quality education, a relevant curriculum, appropriate

assessment, ‘equivalent’ and valued learning opportunities.

v Schools should provide an environment that

accommodates learners’ diversity, including varied learning needs, to maximise each young person’s

potential.

v Quality education should be designed to fit learners rather than requiring them to fit into an existing

system. This should ensure that they engage with the learning process, and

v see a clear purpose for their studies. These are important incentives to remain in school.

SUGGESTIONS- GOOD PRACTICES

—

Responsibilities to students (particularly useful the role of the Student Mediators) – Mediation

—

Real interest and focused attention

—

No blaming or insults (explain consequences of harmful behavior)

—

Positive attitude for individual support and

discussion with the students

Learners Diversity

Parental involvement

— As the first educators of their children, they play a crucial role in their children's educational journey.

— A stimulating home environment that encourages learning as well as parental engagement in in-school activities are crucial for a child’s cognitive, social and emotional development.

— Playing with children or reading to them in their early years, helping with homework or discussing school life at home, taking part in parent-teacher meetings and other school activities will have positive and lasting effects on children's motivation to learn, their attention, behaviour and academic achievements.

— Parents' educational expectations for their children will also play a crucial role in shaping their children's learning.

— Building family-school partnerships and engaging parents as learning partners from the early years is therefore essential to improving children’s and young people’s development.

Stakeholders involvement

—

The complex nature of early school leaving (ESL) requires a multi-dimensional response.

—

Some of its causes are linked to factors outside the education system, such as personal, health or emotional difficulties, family problems or fragile socio-economic circumstances.

—

School staff do not (and cannot) have the

capacity to address all of these challenges, so

it is essential that they work with wider

stakeholders with the appropriate expertise.

ΕΦΕΤΕΙΟ ΑΙΓΑΙΟΥ

Multidisciplinary teams

— A multidisciplinary approach to educational disadvantage and early school leaving (ESL) brings together professionals from within and beyond the school, including psychologists, social workers and health professionals.

— Multidisciplinary teams have the potential to offer a range of services to support young people at risk of educational disadvantage and ESL.

— This includes, for example, focus on children’s language development, mental health support, emotional support, bullying prevention skills, outreach to marginalised families and support for development of parenting skills.

LOCAL NETWORKS FOR PREVENTION

ΔΙΚΤΥΟ ΠΡΟΛΗΨΗΣ ΚΑΙ ΠΡΟΑΓΩΓΗΣ ΥΓΕΙΑΣ ΝΟΜΟΥ ΚΥΚΛΑΔΩΝ

ΦΟΡΕΙΣ ΚΑΙ ΥΠΗΡΕΣΙΕΣ ΠΟΥ ΣΥΜΜΕΤΕΧΟΥΝ

¨ ΠΕΡΙΦΕΡΕΙΑ ΝΟΤΙΟΥ ΑΙΓΑΙΟΥ

¨ ΔΗΜΟΣ ΣΥΡΟΥ – ΕΡΜΟΥΠΟΛΗΣ

¨ ΝΟΣΟΚΟΜΕΙΟ ΣΥΡΟΥ

¨ ΠΕΡΙΦΕΡΕΙΑΚΗ ΔΙΕΥΘΥΝΣΗ ΠΡΩΤΟΒΑΘΜΙΑΣ ΚΑΙ ΔΕΥΤΕΡΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΝΟΤΙΟΥ ΑΙΓΑΙΟΥ

¨ ΔΙΕΥΘΥΝΣΗ ΠΡΩΤΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΝΟΜΟΥ ΚΥΚΛΑΔΩΝ

¨ ΔΙΕΥΘΥΝΣΗ ΔΕΥΤΕΡΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΝΟΜΟΥ ΚΥΚΛΑΔΩΝ

¨ ΙΕΡΑ ΜΗΤΡΟΠΟΛΗ ΣΥΡΟΥ

¨ ΚΑΘΟΛΙΚΗ ΕΠΙΣΚΟΠΗ

¨ ΓΕΝΙΚΗ ΑΣΤΥΝΟΜΙΚΗ ΔΙΕΥΘΥΝΣΗ ΠΕΡΙΦΕΡΕΙΑΣ ΝΟΤΙΟΥ ΑΙΓΑΙΟΥ

¨ ΠΑΡΑΤΗΡΗΤΗΡΙΟ ΠΡΟΛΗΨΗΣ ΣΧΟΛΙΚΗΣ ΒΙΑΣ ΚΑΙ ΕΚΦΟΒΙΣΜΟΥ

¨ ΣΧΟΛΙΚΟΙ ΣΥΜΒΟΥΛΟΙ ΠΡΩΤΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΝΟΜΟΥ ΚΥΚΛΑΔΩΝ

¨ ΣΧΟΛΙΚΟΙ ΣΥΜΒΟΥΛΟΙ ΔΕΥΤΕΡΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΝΟΜΟΥ ΚΥΚΛΑΔΩΝ

¨ ΤΜΗΜΑ ΣΧΟΛΙΚΩΝ ΔΡΑΣΤΗΡΙΟΤΗΤΩΝ ΠΡΩΤΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ ΝΟΜΟΥ ΚΥΚΛΑΔΩΝ

¨ ΚΕΠΛΗΝΕΤ ΝΟΤΙΟΥ ΑΙΓΑΙΟΥ

¨ ΣΥΜΒΟΥΛΕΥΤΙΚΟΣ ΣΤΑΘΜΟΣ ΝΕΩΝ Ν.ΚΥΚΛΑΔΩΝ

¨ ΕΝΩΣΗ ΣΥΛΛΟΓΩΝ ΓΟΝΕΩΝ ΚΑΙ ΚΗΔΕΜΟΝΩΝ ΣΥΡΟΥ

¨ ΚΙΝΗΤΗ ΜΟΝΑΔΑ ΨΥΧΙΚΗΣ ΥΓΕΙΑΣ ΒΑ& ΒΔ ΚΥΚΛΑΔΩΝ (ΕΠΑΨΥ)

¨ ΚΕΝΤΡΟ ΠΡΟΛΗΨΗΣ ΕΞΑΡΤΗΣΕΩΝ ΚΑΙ ΠΡΟΑΓΩΓΗΣ ΨΥΧΟΚΟΙΝΩΝΙΚΗΣ ΥΓΕΙΑΣ

“ΘΗΣΕΑΣ ΚΥΚΛΑΔΩΝ”

¨ ΚΕΔΔΥ ΣΥΡΟΥ

¨ EEEEK ΣΥΡΟΥ

¨ ΚΕΝΤΡΟ ΦΥΣΙΚΗΣ ΙΑΤΡΙΚΗΣ KAI ΑΠΟΚΑΤΑΣΤΑΣΗΣ (πρώην ΚΕΚΥΚΑΜΕΑ)

¨ ΑΝΑΔΡΑΣΙΣ ΠΡΩΤΟΒΟΥΛΙΑ ΠΛΗΡΟΦΟΡΗΣΗΣ ΕΚΝΕ ΣΥΡΟΥ

¨ ΣΥΛΛΟΓΟΣ ΠΑΡΟΧΗΣ ΦΡΟΝΤΙΔΑΣ ΚΑΙ ΚΑΤ’ ΟΙΚΟΝ ΝΟΣΗΛΕΙΑΣ ΣΥΡΟΥ

¨ ΚΔΑΠ –ΜΕΑ

¨ ΚΕΝΤΡΟ ΣΤΗΡΙΞΗΣ ΚΑΚΟΠΟΙΗΜΕΝΩΝ ΓΥΝΑΙΚΩΝ

ΕΥΡΩΠΑΪΚΑ ΔΙΚΤΥΑ ΠΡΟΑΓΩΓΗΣ ΥΓΕΙΑΣ

§

§

§

§

§

ΠΟΛΙΤΗΣ

EUROPEAN NETWORKS FOR PREVENTION

«ΚΑΛΛΙΟΝ ΤΟ ΠΡΟΛΑΜΒΑΝΕΙΝ Ή ΘΕΡΑΠΕΥΕΙΝ»

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ΕΥ ΖΗΝ

WELL BEING

IS BETTER TO PREVENT THAN TO TREAT

THANK YOU!!