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“ It’s better to be a good teacher instead of being a bad therapist ”

“ It’s better to be a good teacher instead of being a bad therapist ” Bram Tuk, Pharos, refugees and health knowledge centre. “It is easier to build children than to repair adults” Tammy Bean. School programmes. Education System in the Netherlands for aslyum seeking children.

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“ It’s better to be a good teacher instead of being a bad therapist ”

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  1. “It’s better to be a good teacher instead of being a bad therapist” Bram Tuk, Pharos, refugees and health knowledge centre

  2. “It is easier to build children than to repair adults”Tammy Bean School programmes

  3. Education System in the Netherlands for aslyum seeking children • New arrivals classes, departments, or schools for longer periods • Sometimes in reception centre (primary education) • Slower integration with mainstream school system

  4. Adjust mental health knowledge for school programs • School is an important protective factor • Literature and research stress the importance of school in the implementation of prevention programmes • Strengthening the competence of the children in school situation • Strengthening the competence of teachers in supporting the children

  5. Characteristics school programs • Series of ‘lessons’ • Based onknowledge about children's acculturation, stress reactions, developmental conditions • Children share experiences (recognition) and support each other in a classroom setting (social support) • Many non verbal working methods like drawing, drama, playing, creative activities, dancing etc. • Teachers in a counselling role

  6. school prevention programmes

  7. These programmes have in general the following aimsfor teachers • Knowledge about backgrounds and stress factors • Skills to help children to cope with social-emotional problems • Satisfying teachers needs for tools • Awareness about their important but limited role

  8. Ultimate Aim for the children: improving well-being and reducing psychological problems • Acknowledgement and recognition • Relief by expression • Mutual social support • Improving social behavior in the class

  9. Teachers’ skills • Communicative skills • Being able to observe and listen • Empathy ability • Intercultural sensitivity • Interest in backgrounds • Familiar with cultural backgrounds and features • In general • Open attitude/open mind • Self exposure • Sure footed

  10. Teachers’ skills for The World United • Open attitude • Interested in childrens stories • Involved in their life circumstances • Creating a safe atmosphere • Stimulating children to openness • Respecting childrens’reactions • Sensible in expressed emotions • Able to balance sad and pretty feelings

  11. Attention to emotional reactions • Invite to share personalexperiences, but do not force them. • Don’t put pupils to long in the centre of attention • Pay attention to the reaction of all pupils, don’t forget the quiet ones

  12. Preparation • Thorough introduction • Inform colleagues • Inform and involve counsellor, social worker, school psychologist • Make consultation possible

  13. Evaluation research: The World United and Just show who you are Used research instruments: • Teachers questionnaire: SCHOBL-R • Childrens’self assesment instrument • Interviews with teachers • Observations • Tempo Test Rekenen (TTR)

  14. Research results The World United and Just show who you are In follow-up assesment after a year children reported: • Higher scores on psychic functioning • Higher scores on social functioning • Decline in psycho somatic complaints • Improvement in cognitive development

  15. Research results Welcome to school:14 schools/525 pupils/3 measuring moments • Larger social network but not more support from classmates • No effects on recognition or fear • No higher feelings of acceptance in the Dutch society • More positive about the past • Better social behaviour in the class • Teachers and pupils do like to work with the method

  16. The key for adoption • School programmes must fulfill teachers and pupils needs • Adaptation to national circumstances • Adaptation to school circumstances • Make yourself an owner of the programmes

  17. Adaptations to the programmesEffective elements • Recognizing • Learning from each other • Mutual social support • Mutual respect • Safe atmosphere • No achievements • Child centered • Positive labeling

  18. School programs state of art 2005 • Many asylum seeking schools use or used our school programmes in their curriculum • Decreasing numbers asylum seekers; many asylum seeking schools were forced to close • Target group will be extended to all newcomers • Dutch policy ‘voluntary’ return reduces motivation schools to work with school programmes • Dutch policy less focused on well-being and mental health but on integration. • Welcome to school has to be adapted

  19. Towards a better future

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