Partnership with Schools Module 2

1. Partnership with SchoolsModule 2 Pilot Training Trainer: Josef Schmied & Dagmar Ransmayr

2. Overview of contents of Module 2 • Outline areas in which schools (principal, teacher,…) may need support • Explaining what the transition facilitator offers to school • Presenting transition service for school • Discussing communication and language of school (different types)

3. Main issues Key-Skills, responsibilities and competencies in the Transition process Transitions, biographies, phases of life “Worlds of experience” Transition-Partnership with employers Transition-Partnership with school

4. Definition • partnership (in working context) is a cooperation between people or groups who agree (even without signing a contract) to share responsibility for achieving some specific goal – which – as a result – has a positive effect on the client. • (an interpersonal) relationship is a relatively long-term association between two or more people. This association may be based on emotions like love and liking, but also regular business or working interactions, or some other type of social commitment.

5. Clearing network (examples) • Parents • Relatives • Public Employment Service • Schools • Companies, enterprises • Training initiatives, Qualification centers • Jobcoaching • Federal Social Welfare Office • Psychologists, therapists, doctors,… • …..

6. Partnerships in the Clearing process considering different countries (group work) • Which partnerships appear/are relevant/become important in the Transition school-work process? • In which networks is this Transition work embedded? • What is charactarising for them/significant? How would you describe them? • How would you distinguish them? • Which partnerships do not exist yet but are preferable/desirable?

7. Designing a poster! (group work) • A poster with focus on personal transitions: “Please create a poster with lines, symbols,.... regarding the following questions: • “My life on the basis of transitions/crossings/changes.” • Please accentuate/emphasise also the questions: “what supports assists (me), what blocks/obstructs (me) concerning the transitions?”

8. Fliedl, Jugend und Arbeit, 2006

9. Transitionsare successful/effective…… • If they make sense to us and we feel confident about it • If we know about our behavioral pattern • If we know our individual strength and weakness • If we know our targets • If we have enough time (step by step) • If we have partners in the process and safety nets • If our actions are binding • If we are active and prepared to take risks • If we don‘t give up after disappointment source: www.pituka.ch

10. Erikson's eight psychosocial stages

11. Erikson's psychosocial theory - summary diagramErik Erikson (1902 – 1994) first published his eight stage theory of human development in his 1950 book “Childhood and Society”

12. Life stage “Adolescence” – • Identity versus Role Confusion (Identity Diffusion)Characterized by • 'To be oneself (or not to be)' • 'To share being oneself' • Role confusion as an absence of identity (person can not see clearly, who they are) • Reawakening of sexual urge • Young people struggle to belong and to be accepted • ...but also to become individuals (dilemma in itself)

13. Questions/Challenges transferred to the self-development of young people with (learning) disabilities • Pubertal search of identity can be taken/fulfilled later • Supports of parents/partners/helpers can be: • Careful attention concerning autonomy-attempt • Help with the dealing/handling of experiences • Making offers for the acquirement/increase of (grown up) competences • Companionship/Support in value orientation and bonding/creating friendships (and relationships) • Appreciative and reality accepting attendance in facing or dealing (with) the fact of a disability

14. Sociometric exercise! Room is divides in 2 equal parts, people stand in each part concerning to the answers: • Who works in the same area, where he/she lives, who not? • Who works in rural and who in urban area? • Who has got a car, who not? • Who does regularly go abroad, who not? • Who has got children, who not? • Who works mainly alone or who works in a team? • Who had already the experience of longer unemployment, who not? • Who has migration background, who not? • Who grew up with 2 languages? • Who is in charge of a project/center? • Who is doing association work beside work?

15. Worlds social world Intersubjectivity where we participate in material world what we observe People languaging Acting Personal world Subjectivity what we experience J. Mingers, (1997a, 10) emotioning

16. Life-Worlds of young people school parents family relatives environment neighbors other contacts work friends peer groups clubs personal places

17. Areas of life of young people - priorities/importance • Parents and siblings 6,4 • Friends, peers 6,3 • Partnerships 6,1 • School and training 6,1 • Profession/work/vocational training 6,1 • Leisure time and recovering 5,8 • Own family and children 5,6 • Politics 4,1 • Culture and art 4,0 • Religion 3,1 DJI Jugendsurvey 2003 Deutsches Jugensinstitut 1 = not important 7 = very important

18. “ The normalization principle means making available to all people with disabilities people patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and ways of life or society.” (Bengt Nirje, The basis and logic of the normalizationprinciple, Sixth International Congress of IASSMD, Toronto, 1982.)

19. Life worlds of people with disabilities in different countries? (group work) Please develop a poster: „Life worlds of young people with disabilities in our country“: • What should be changed in these worlds, that the transition process is successful? • Which partnerschips should be supported/forced/pushed/enlarged?

20. Map Exercise! (3 groups) • “You found a new Clearing-Office in a small town (for example 20 000 inhabitants): • What do you need? What is your concept? Who are your partners? • Targetgroup? Setting? Equipment? Co-workers? • Which schools are my contact?

21. 2 role-games with different kinds of principals: • defensive, resistant • friendly, needy • Contact with principal, language of school, codes, key-words,.. • What does the presentation need?