27 september Euromet 2013

“DE ZANDE”Looking for inspiration

in complex cases

- 20 minutes Framework - 60 minutes sharing best practices in sub-

groups- Level of policy - Level of institution - Level of the youngster and context

Part 1

Profile of our institution : some elements (as is)

- Juvenile judge / compulsary treatment - POS/ MOF - Duration of stay- Target Group - Patterson / Experiential learning /Context / LSCI/ Restorative

practices- Open/closed - Education / School / Stay

Beernem Capacity for the whole of Flanders

- Open: 10 - Closed: 36

Our Case Marie was placed in an open setting

Ruiselede Boys Capacity

- Open: 44- Open – Time-out: 10- Closed : 26

for west and East Flanders + Brussels

Our case Stijn Jansens Open

Pedagogical Aspects

- Reception / Educational / Treatment - Groups of 10 youngsters (GRT: 6)- 9 educators / Social worker / Psychologist

- Individual program / group activities- Structured free-time (sport, cooking, creativity,

…) / Goal oriented programs (selfbuilding-group, experiential-learning projects, equip-training, …

Beernem / Ruiselede School Building

School

- Minister of education Minister of Welfare - Teachers are part in the whole aid system - Principles

- Individual approach - Max. 6 in a class - Try to give the youngster the lessons she/he has in

the direction/year the extern school - 3 hours theoretical lessons: mathematics, language,

history, geography, sports, computer- 3 hours practical lessons (gender focused)

Practical lessons

Beauty careModeOffice/SalesCatering Nutrition

Practical lessons Ruiselede• construction • welding • wood • painting • horticulture • electricity • sales office

Part 2:Debate

Best practices Policy Institution Youngster

and contextInvolving and activating contexts Educators/teachers

How can we give context-oriented support when the, only available, family member of the youngster no longer wishes to accept him home? How is this handled in your institution?

How can we shape the education of such young people? Is it justified to teach 6 consecutive hours of class to young people with a cognitive and motoric functioning that is too weak? How does the staff cope with such problems in your institution? Conflicting propositions:

The group educators argue that every youngster should be in classical education for 6 hours, while teachers argue that this is unsafe for the boy

Can it be justified to deny class to young people, for whom the school career is developing without problems, for the sake of therapy sessions? Multiple care questions gave rise to multiple priorities: who determines the priorities and what steps are to be made first? Is it justified to relegate a strong point to the background to address a weakness first? (First therapy, then education?). How does staff cope with such problems in your institution? Proposition:

Psychologists will find a group conversation more important than a math class where the youngster is preparing for her exam.

How are activities organized in the living groups in your institution? Proposition:

Everyone is equal before the law. All young people have to accomplisch the same acitivities/tasks

regardless of their problematic situation/background.