A challenge for the future: Young people at risk

1. Tallin. April 23-27, 2012. María Luisa March. Sevilla. . A challenge for the future:Young people at risk

2. MAIN TARGETS To introduce the Guidance Counsellor Department. To know about some “risk groups at school” in Spain and some mechanisms of prevention and support in the I.E.S.Virgen de Valme.Dos Hermanas. Seville. Spain.

3. Political and administrative system in Spain Cantabria Andalucía Andalucía Andalucía

4. Autonomous Community of Andalusia Seville Dos Hermanas I.E.S. Virgen de Valme Secondary school

5. ANDALUSIA. Vocational and Professional Guidance: Some particular aspects in structure and services. Inside the Educative System EDUCATIVE ADMINISTRATION E.T.P.O.E.P Pre-Primary and Primary Education: E.O.E. Secondary Education: Guidance and Counseling Department. (D.O.) A team attends several schools Usually, the counselors work in a team composed by teachers of Special Needs Education, a doctor, a social worker and themselves. There is one counselor (or two) for school. S.E.N. Teachers Professional Training Education

6. Guidance and Counselling Department Principal Director of Studies Office STUDENTS COUNSELLORS´ TEAM FAMILIES TEACHERS In the centre of the hurricane G.C.D.

7. Scopes of performance Diversity- Special needs Tutorial action Academic and Professional Plan Guidance and Counselling Department

8. Special support and specific educational attention to pupils with special educational needs . It comprises of: a) Preventive measures Early detection of difficulties of learning and gifted students. Psycho-Pedagogical evaluation. Making proposals relative to the attention of diversity (of capabilities, interests and motivations) of the pupils. Advising Departments, teachers and tutors. b) Specific interventions with individual pupils Programming extraordinary measure and/or curriculum adaptations. Developing programs and activities of educational balance. Planning coordinated activities of support and reinforcement. Diversity and special needs TRANSIT PROGRAMM: BEFOREentering at Secondary School

9. Tutorial action: educational and curriculum-based measures Working with teachers:One weekly session. Monitoring youngers considered to be at risk. To prepare activities for common tutorial classes. To comment on the development of the class environment, learning process and group/ individual difficulties Establishment of guidelines of common performance Prevention programs: resolution of conflicts, gangs , bullying, drugs,,… Working with students: Special programs To develop the capacity to make decisions To program extraordinary measures and/or curriculum adaptations. To develop programs and activities of educational compensation. To plan coordinated activities of support and reinforcement. Specific action of Guidance Counsellors for students with a special learning profile.

10. Academical and Professional PlanGeneral Performances To provide activities to suitable knowledge and to value their capacities, motivations and interest. To facilitate the suitable information and contacts about the different educative and professional options related to their stage. To develop the capacities to make decisions.

11. Academicals and Professional PlanActivities that are developed within the Tutorial Action Annual Plan and Activities the Department makes specifically To prepare activities of self-knowledge Counselling about optional subjects. Information about initial , intermediate and Upper training programmes. Meetings to give them and their families information: alternatives, optional and common subjects, Visits to work centres, Universities.... Individual attention to students and families who therefore ask for it. To provide dates to make a Final Advise Report.

12. Youngers at riskin the school Violence Attitudes The majority of students in secondary education rejected violence. They intervene to stop violent situations or think they do (80.2%) BUT • Cyber bullying: an emerging phenomenon . Between 1.1% and 2.1% of students say they were sometimes or often victim of recordings or other forms of harassment. 3,8% students had suffered harassment often, or many times 1,.7% of pupils had been bullied “sometimes" over the previous two months. Disruptive behaviour 21.6% of teachers said they suffer from disruptive behaviour often or very often while acknowledging that only 4.1% of students participate in such situations. Dropping-out of school The European Union indicator of early scholastic abandonment : 14.8% Spain: Around 30% of young Spanish people before the age of 16, do not continue studying beyond the obligatory secondary education. Poor learning outcomes ICT = equal opportunities? Digital illiteracy/Digital Chasm

13. Obstacles pointed at: Individual problems . Little capacity for concentration, low motivation, lack of self-esteem, cognitive and intellectual problems, general fear of the future... . The lack of family involvement Structural problems · Lack of opportunities in a global crisis · Lack of networking within various programmes and between initiatives · Lack of a diversity of opportunities, few job offers Educational problems . Lack of support from the Educative Administration . Lack of teachers´ education to help students in risk

14. Prevention methods Measures related to school management Measures related to environmental modification Educational and curriculum-based measures Prevention programs implemented in educational institutions Strategies to keep our school safe

15. FORMA JOVEN: Improving responses to the health problems of teenagers and young people Measures related to environmental modification Inter-institutional project designed to promote healthy lifestyles and risk avoidance to young people • It was started in 2001/2002. • Main areas of intervention: Sexual-affective, Addictions and Mental Health. • Lines of work: To promote young people’s developmental skills to facilitate goodadjustment to this stage of life and psychosocial balance. To promote a healthy and safe approach to sexuality To encourage an effective contraception policy To inform young people about the consequences of behaviours related to consumption of alcohol or other substances To prevent road traffic accidents To detect and inform about food-related and other disorders To promote healthy living habits with peers, developing negotiation skills and positive responses . To implement the “Forma joven” program in socially impoverished areas . To include a gender perspective in actions.

16. "www.sinmiedo2h.com" Measures related to environmental modification Project designed to promote healthy lifestyles and risk avoidance to young people • It started in 2010/2012. • Main area of intervention: Sexual-affective. • Individual and group competitions.

17. Educational and Curricula-based measures PLAN FOR THE REDUCTION OF DROP-OUT STUDENTS To increase the titleholders in Secondary Education: reinforcement programs: Special programs in the 3rd and 4th level of Basic Secondary School. To increase the supply of PCPI places. PCPI becomes common practice in all schools. To establish the possibility of access tests from PCPI programmes to CFGM. . Extension of educative guidance not only in the scholastic centres . Teacher training programs . Creation of support resources for teachers and other professionals. To use ICT to increase the communication between scholastic centres and families. To increase the supply of remote and semi-presencial training. To promote the recognition of non-formal learning. To report on the acquisition of basic competencies to facilitate the re-admittance of students in the future. To promote adult education :" Schools of Second Opportunity“.

18. To favor the coexistence and to create a space of negotiation Mediation involves the skillful intervention of a third-party professional to help resolve disputes that arise between two or more parties. The role of the mediator (go-between) is to facilitate communication. Mediators work towards balancing power and providing a space for all parties to hear and listen to one another. The mediator does not tell the people what to do; he or she helps them decide for themselves. Training for teachers and students Lessons to promote school safety To discuss the meaning of “young at risk" and give examples of positive and negative situations they have experienced To discuss the difference between negative and positive behaviors used in conflict situations (e.g. talking vs. hitting, passivity vs. action) To identify consequences of dropping-out To inform about possibilities Training Mediation Programs

19. EUROPEAN PROJECTS: eTwinning-Comenius Etwinning: ICT + Foreing languages + Curriculum To use ICT to increase the communication between European educative centres. To facilite the acquisition of basic competencies. Comenius: STAY AT SCHOOL. FOR YOUR FUTURE. Denmark, France, Norway, Lithuania, Spain. The overall aim is to reduce the level of absenteeism at school as well as to motivate secondary school students to complete schooling for their successful future career. Topics: “Jobs and careers” , “The school of my dreams”

20. ADULT EDUCATION The aim is offering people over eighteen, the posibility to adquire, update their knowledge and skills for professional and personal development. • A.E. provides special programmes for: • Teaching of Spanish language • Support to students with special educational needs • People which are into prison • Young people over sixteen Collaboration agreements with: Universities Local goverment Other institutions • It will periodically organize test for students to • obtain: • Certificate in Compulsory Secondary (18 years old) • Bachelor Certificate ( 20 years old) or in the case Technical Certificate ( 18 years old) • Higher Technical Qualification (20) or (19) in the case Tecnical Certificate. • University:( 25 years old ) Teaching methodology: Self- study Face to face Distance learning. ITC

21. Unemployment in Spain tops five million 48.6 per cent of its under 24-year-olds are now out of work The European Union considers long-term unemployment among youth an impediment to their full integration into society

22. Youth at risk of social exclusion. Is Spain different? The most important protective factor is social support While integration into social networks is of great importance for youth from northern Europe, in southern Europe the family is more important. Especially due to the high level of family support, the number of youth at high risk of social exclusion in Spain is, in general, lower compared to northern Europe.

23. ANDALUSIACollaboration with other Institutions Connecting educational and labour sphere Andalusia Employment Service (S.A.E.) THE PROVINCIAL DELEGATION of EDUCATION of SEVILLE To joint efforts and to unify criteria for the orientation and insertion of the pupils into labour world.To promote the formation combines and the work in team of the different taking part agents THE PROVINCIAL DIRECTION of THE ANDALUSIAN SERVICE of EMPLOYMENT. Andalusia Employment Service (S.A.E.)

24. Some personal considerations… Widening participation and social inclusion should feature more prominently on the education policy agenda. There is a need to improve the alignment of education provision with labour market needs, improve university-industry linkages and track student progress and graduate employment outcomes. The ideal prevention policy will likely be different for each school. Programs work in some places and not in others. We have to encourage schools to experiment, to innovate and to find what "works" in their particular school. Families and schools working together.

25. Useful links Consejería de Educación. Andalucía. http://www.juntadeandalucia.es/educacion/ Ministerio de Educación y Ciencia. http://www.mec.es ORIENT@ - Portal de Información y Orientación Profesional. http://orienta.mecd.es/orienta/piop/jsp/index.jsp Centro del Profesorado de Alcalá de Guadaíra. http://www.cepalcala.org/ Guidance Counsellor Department: http://dorientacionvv.googlepages.com/

26. THANK YOU! ;)