QUALITY4CHILDREN GREECE
Κυριακή 18 Ιανουαρίου 2009
ΕΠΕΡΩΤΗΣΗ ΚΑΙ "ΑΠΑΝΤΗΣΗ"
Την Παρασκευή 16/1/2009 συζητήθηκε στη Βουλή η επερώτηση είκοσι οκτώ Βουλευτών, σχετικά με την ψυχιατρική μεταρρύθμιση.
Οι απαντήσεις του νέου Υφυπουργού Υγείας κ. Μάριου Σαλμά δεν μας έπεισαν ότι γνωρίζει το θέμα και θα θέλαμε να ζητήσουμε κάποιες διευκρινήσεις. Όχι ότι θα πάρουμε απάντηση, αλλά θα μπορούσε τουλάχιστον να τις μελετήσει, γιατί δεν πιστεύουμε ότι το όνειρο του είναι να γίνει "ο νέος Κωνσταντόπουλος" του Υπουργείου.
Το κείμενο εδώ:
http://psi-action.blogspot.com/2009/01/blog-post_18.html
ΠΗΓΗ: psi-action blogspot.com
Ο Υπουργός Υγείας και Κοινωνικής Αλληλεγγύης κ. Αβραμόπουλος απουσίαζε.
Οι απαντήσεις του νέου Υφυπουργού Υγείας κ. Μάριου Σαλμά δεν μας έπεισαν ότι γνωρίζει το θέμα και θα θέλαμε να ζητήσουμε κάποιες διευκρινήσεις. Όχι ότι θα πάρουμε απάντηση, αλλά θα μπορούσε τουλάχιστον να τις μελετήσει, γιατί δεν πιστεύουμε ότι το όνειρο του είναι να γίνει "ο νέος Κωνσταντόπουλος" του Υπουργείου.
Το κείμενο εδώ:
http://psi-action.blogspot.com/2009/01/blog-post_18.html
ΠΗΓΗ: psi-action blogspot.com
Τετάρτη 7 Ιανουαρίου 2009
WORKSHOP ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΑ STANDARDS ΑΠΟ ΤΗΝ ΕΛΛΗΝΙΚΗ ΟΜΑΔΑ Q4C
Conducting a Q4C Workshop: Human and time resources
Based on the experience of the Q4C Greek national team
(SOS Children’s Villages Greece)
People conducting the 2-days workshop
For the Greek National Team: S. Sifnios (national contact person for Q4C), Α. Papastathi
(sociologist), Μ. Τsifouti (sociologist), Ν. Skamnaki (psychologist), Ι. Liopoulou (social worker)
First Workshop part involves:
• Theoretical discussion and presentation of the Q4Children Standards.
• A brief lecture of the work, the mission and the values of the program.
• An explanation of the methodology and the story telling method.
• Discussion – Questions
Second Part:
The Greek National Team, after taking in consideration the whole structure and effectiveness of
the care-organization, decided to focus on the care-taking process in order to offer an insight
of the standards and their practical use.
Standard Area 2 (standards 7 to 14): Care-taking Process
The care-taking process is defined as the period between the admission process and the
leaving-care process. We need four groups for this specific workshop.
Group A Children
Group B Caregivers
Group C Professions – the team of the institution responsible for the care plan,
and the care-taking process (psychologists, social-workers, the principle of the
organization etc).
Group D Observers
Working Material:
• Big piece of paper, crayons, pencils (material needed for drawing).
• Q4C Standards
• Written Case studies (Appendix)
First Part
Group D has a projective work to do through this first part of the workshop. Big pieces of paper
and a lot of different crayons and pencils are given in order for them to draw either in group, or
alone but on the same piece of paper the care-taking process. They were asked to project on
the paper how they imagine the life of a child in an institution. After drawing and discussing in
group, they will be given the standards written on a paper. Now it’s time to discuss for the
changes.
Group A goes to another room in order to read and concentrate on the case studies. They
work on their role. Q4Children team is there to help them find ways to play their role effectively.
They can help them find name, way of walking, way of standing and talking. Jewel: It is
important to help them by phrasing open questions: Why this boy/girl feels at the moment? How
does he/she feel about his/her caregiver?
Same case studies are given to Groups B and C who work in different rooms, as well. People
belong to Group B have to prepare themselves in order to face the child, and Group C has to
work on care-plans for the children. Q4Children team helps them by phrasing open questions to
focus and play their role.
Second Part
Second Part involves the role-playing process between Groups A and B. Caregivers should
meet children separately and try to figure out their problem, understand and “help” them. Role
play is better to be non-directive by the Q4Children team, because what matter is to see the
difficulties of the specific organization as they will come up through the role-play process itself.
Jewel: Prepare people for the role-playing. Let them express their own feelings and thoughts.
Help them find from themselves and their everyday life in the care organization characteristics
for their role!
Every caregiver meets the child he is responsible for in a separate room, and they are alone.
Only people of the Q4Children team can be there as observers.
Warning Sign: Help people de-role after the role play, because it is going to be difficult for
them facing their everyday routine from another point of view. Give them some time afterwards
to talk to their group of what happened. Place people of Group A together again, and the same
thing with people of Group B, in order to talk about what was dramatized before.
Part Three
During this part, we are going to have another Role-play. Group B meets Group C and they
are going to talk about the children. Every care giver is going to talk about the matters of the
child. He will become the voice of the child, and try along with the rest of the organization group
to find the care-plan and the ways of getting through the problem.
Group D (the observers), are given a piece of paper with the Standards. They are asked to
focus on the standards and keep notes through the role play.
Group A are observers as well now. They are asked to focus on whether the caregiver has
offered understanding and respect. We ask them to focus on whether their plans are fulfilling
and involving their own personal needs.
Part Four
During part four the discussion process is going to occur in order for the Standards to be
recognized as important. Every group talks about their role and the feelings this process has
come up. Observers are the ones who are going to help a lot.
APPENDIX
Pictures of the people during the workshop: The projection process of drawing the care-taking
process. Examples of the Case Studies:
Case Study 1
Boy 7 years of age belongs to an immigrant family and the
father is an alcoholic. The boy has a younger brother at the
age of four and it is his first time moving away from his home.
Matter of consideration (Only for group A): He misses a lot
his younger brother. He wants to meet him.
Case Study 2
Boy 12 years old. No mother, no brothers and sisters. He
just finished the sixth grade. Diagnosis: ADHD.
Matter of consideration (Only for group A): He doesn’t like
school and is thinking of dropping. He is looking forward for
a job.
http://www.quality4children.info/ps/tmp/q4c_docudb/WS-Greece.pdf
Based on the experience of the Q4C Greek national team
(SOS Children’s Villages Greece)
People conducting the 2-days workshop
For the Greek National Team: S. Sifnios (national contact person for Q4C), Α. Papastathi
(sociologist), Μ. Τsifouti (sociologist), Ν. Skamnaki (psychologist), Ι. Liopoulou (social worker)
First Workshop part involves:
• Theoretical discussion and presentation of the Q4Children Standards.
• A brief lecture of the work, the mission and the values of the program.
• An explanation of the methodology and the story telling method.
• Discussion – Questions
Second Part:
The Greek National Team, after taking in consideration the whole structure and effectiveness of
the care-organization, decided to focus on the care-taking process in order to offer an insight
of the standards and their practical use.
Standard Area 2 (standards 7 to 14): Care-taking Process
The care-taking process is defined as the period between the admission process and the
leaving-care process. We need four groups for this specific workshop.
Group A Children
Group B Caregivers
Group C Professions – the team of the institution responsible for the care plan,
and the care-taking process (psychologists, social-workers, the principle of the
organization etc).
Group D Observers
Working Material:
• Big piece of paper, crayons, pencils (material needed for drawing).
• Q4C Standards
• Written Case studies (Appendix)
First Part
Group D has a projective work to do through this first part of the workshop. Big pieces of paper
and a lot of different crayons and pencils are given in order for them to draw either in group, or
alone but on the same piece of paper the care-taking process. They were asked to project on
the paper how they imagine the life of a child in an institution. After drawing and discussing in
group, they will be given the standards written on a paper. Now it’s time to discuss for the
changes.
Group A goes to another room in order to read and concentrate on the case studies. They
work on their role. Q4Children team is there to help them find ways to play their role effectively.
They can help them find name, way of walking, way of standing and talking. Jewel: It is
important to help them by phrasing open questions: Why this boy/girl feels at the moment? How
does he/she feel about his/her caregiver?
Same case studies are given to Groups B and C who work in different rooms, as well. People
belong to Group B have to prepare themselves in order to face the child, and Group C has to
work on care-plans for the children. Q4Children team helps them by phrasing open questions to
focus and play their role.
Second Part
Second Part involves the role-playing process between Groups A and B. Caregivers should
meet children separately and try to figure out their problem, understand and “help” them. Role
play is better to be non-directive by the Q4Children team, because what matter is to see the
difficulties of the specific organization as they will come up through the role-play process itself.
Jewel: Prepare people for the role-playing. Let them express their own feelings and thoughts.
Help them find from themselves and their everyday life in the care organization characteristics
for their role!
Every caregiver meets the child he is responsible for in a separate room, and they are alone.
Only people of the Q4Children team can be there as observers.
Warning Sign: Help people de-role after the role play, because it is going to be difficult for
them facing their everyday routine from another point of view. Give them some time afterwards
to talk to their group of what happened. Place people of Group A together again, and the same
thing with people of Group B, in order to talk about what was dramatized before.
Part Three
During this part, we are going to have another Role-play. Group B meets Group C and they
are going to talk about the children. Every care giver is going to talk about the matters of the
child. He will become the voice of the child, and try along with the rest of the organization group
to find the care-plan and the ways of getting through the problem.
Group D (the observers), are given a piece of paper with the Standards. They are asked to
focus on the standards and keep notes through the role play.
Group A are observers as well now. They are asked to focus on whether the caregiver has
offered understanding and respect. We ask them to focus on whether their plans are fulfilling
and involving their own personal needs.
Part Four
During part four the discussion process is going to occur in order for the Standards to be
recognized as important. Every group talks about their role and the feelings this process has
come up. Observers are the ones who are going to help a lot.
APPENDIX
Pictures of the people during the workshop: The projection process of drawing the care-taking
process. Examples of the Case Studies:
Case Study 1
Boy 7 years of age belongs to an immigrant family and the
father is an alcoholic. The boy has a younger brother at the
age of four and it is his first time moving away from his home.
Matter of consideration (Only for group A): He misses a lot
his younger brother. He wants to meet him.
Case Study 2
Boy 12 years old. No mother, no brothers and sisters. He
just finished the sixth grade. Diagnosis: ADHD.
Matter of consideration (Only for group A): He doesn’t like
school and is thinking of dropping. He is looking forward for
a job.
http://www.quality4children.info/ps/tmp/q4c_docudb/WS-Greece.pdf
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