|ASSIST / Mobilization of community towards secure school
Project Ref.No. 226580-CP-1-2005-1-LT-COMENIUS-C21
Project duration: 2005-2008
Project supported by:
karjeros centras (Youth Career and Advising Center), Lithuania
Miks ja Millepärast
(A Why`n`Not Education), Estonia
didaktiku centras (Modern Didactics Center), Lithuania
& ΣΙΑ O.E. (European
Interactions co), Greece
Zavod Maribor - Ljudska Univerza (Maribor Adult
Education Centre), Slovenia
Stavanger (University of Stavanger), Norway
The challenges faced by teachers who work with
students with behavioral and emotional disturbances are enormous.
Teachers need a partnership with parents, other students, and community
agencies in order to succeed with these students. This
project focuses on the interdependent relations among these
groups. The education
principle is to help every student adjust normally to the school
environment and to succeed in life. This can only be accomplished if
the school, community and parents work together.
Does the school carry this mission today? Does it address the
increasing societal expectations of education in a complex and
modernizing society? We think not. The students in the schools in
countries that joined in the partnership have a similar range of
problems. They can be grouped into 3 main problematic areas –
attentional or academic, behavioural and emotional
disturbances. These problems occur as a result of child abuse
and neglect, crime, health (HIV/AIDS/ drugs/ sexual problems/teenage
pregnancy), violence in school, in street and at home, homelessness and
socio-economic disadvantages, unemployment and an increasing immigrant
Students with these problems often become a burden to society. They
cause truancy, show poor achievement levels, have absence of motivation
and vocational/ professional orientation, have anxiety and dependence,
and demonstrate school and family disruption and interpersonal
conflicts. The school alone is incapable of addressing this broader
spectrum of students’ needs. Co-operation among different
players inside the school is insufficient. At present, the community is
not involved. The communication between different sectors of the
community is weak. Parents must also be involved. They need to
reinforce the concepts that the school and community are developing. In
addition, the peers in the school are not being trained so that they
can help the other students. This is a loss of manpower. Students can
relate to their peers in different ways than teachers or community
leaders can. It is important to utilize all institutions.
- To encourage teachers to offer students at risk
the opportunities to learn how to manage their own actions and become
- To help students become healthy citizens, both
in the classroom and in society.
- To encourage student peer participation in
behaviour change, self-management, correctional counselling and school
- To develop school and community partnerships.
- To develop in-service training courses that
strengthens the role of the
teacher as the facilitator and train teachers, community agency
personnel, parents and students to assist in the social and emotional
well-being of students at risk.
- To create a strategy for a safe and secure
- To assist community agencies in the cooperative
role of sharing responsibility with schools.
- To train parents in skills so that they can
work with their own children more effectively.
- To provide tailored attractive programmes that
meet young people’s individual needs and their
target groups and participants
Teachers and other school professionals
partner countries schools.
The teachers were trained how to deal with the problems, occurred in
schools: how to identify, asses who needs the help, how to look for
help, how to cooperate with other community members, how to develop
effective school programmes and etc. Teachers and other school
professionals (psychologists, social educators, special needs
educators) have work in close cooperation with other project groups.
Peers of students (about
42-46) were trained to
work effectively with other peers that need help. They have been taught
peer counselling and negotiation skills, conflict management and other
Parents (about 200)
were taught to identify and recognise their child’s
to be able to find appropriate help and consultancies, legal advices,
to be able to talk openly about the issues. They have learn negotiation
skills so that they can work more effectively with their children, to
get basic knowledge about Play Therapy.
Community service agencies from
voluntary and business sector (about 16) have work in cooperation with
other groups in order to collaborate for solving occurred problems.
They delegated practically applicable counselling skills and
knowledge to teachers, students and parents. They have direct
access to students at risk through their peer counselling programmes.
They will be in charge of developing and promoting sharing of
resources, offering effective negotiation and communication skills to
volunteers in the field and services of their agencies personnel to
help teachers and parents to overcome resistance and barriers related
to drug and sex education and other relevant problems.
Indirectly have been targeted other
groups of teachers, students and parents through
project dissemination activities.
Situation analyses and needs assessment.
country preparation for joint project strategy and
activities. 2005 November - 2006 March.
information and best samples from their
countries on school academic and social behavior management strategies.
During the first partner meeting project
coordinator and content developers share gathered
their ideas, compare needs and state general findings on joined project
partnerships and development of in-service
teacher training course framework. 2006
March - July.
Project managers and consultants paid study visits to partner schools.
Together with social partner teams and school communities they discussed
training course methodologies. Course developers analyzed examples of
various training courses and developed the draft of the framework, that
will be reviewed by partners and evaluate by external experts.
Development of multidisciplinary training
course, reference materials and ICT tools. 2006 July - 2007
Partners select in-country course developers from various institutions
and of various backgrounds. Multidisciplinary teams developed mini
training courses and course materials for every specific target group.
Prepared materials were translated into the project
(En). ICT specialists opened e-communication forum – Project
Management System and e-learning Management System.
Workshops in schools. 2007
February - May.
Course development teams presented prepared mini course modules to
partner schools and prepared detailed plans for testing of the course
module in schools. School teachers tested and evaluated mini courses.
Teams revised and improved the courses according to the evaluation
results. Coordinator collected and analysed all tested and evaluated
course materials from partner countries. Project developers compiled one
training course module putting together mini courses on different
specific issues for all target groups.
Evaluation and preparation of final
version of the course and training materials.
2007 May - December.
Internal experts in partner countries and external experts from USA and
Lithuania evaluated the course and present recommendations for
improvement. Project developers analyzed evaluators’
recommendations, amended the course and prepared its final version.
Coordinators collected translated materials into the project language
from all partners. Project developers prepared a detailed content
outline of the course, assessed special resources and made references
useful to all partners. Partners consulted local experts and prepared
country reference guides.
Coordinators edited the final English version of the course and all the
materials and sent out to every partner. Partners took responsibility
of translation into their national languages and editing of the
of trainers (ToT). Creation of joint training programme.
2007 December - 2008 January.
Each country selected 2 trainers for the pilot in-service
training. Selected trainers prepared for a training on a
issue. Each country trainer delivered a mini training to all
partners. All partners worked as trainers and facilitators during the ToT. Trainers exchanged their knowledge on the content of the course and
training skills. Partners and project developers selected best trainers
and form international training teams. Project developers and trainers
drawed final content outline for the unique training course module.
Coordinators and experts put all specific topics together into one
Publishing of training materials. Video
production. 2008 January - May.
Coordinators published in the English and Lithuanian all
project materials - Course Guide, Module Handbook
with handouts for students, Peer Counseling Guidebook,
Reference Guides. Partners took all responsibilities and necessary
arrangements for preparation of CD with all materials into national
languages (LT, IT, GR, SI, EE). Partners also were responsible for
Reference Guides as these guides provide mainly national
Training of Teachers-Multipliers.
2008 May - August.
Partners selected trainees – future trainers-multipliers from
local schools and other institutions all over the country. Pilot
trainers delivered 4 days training courses in national languages to local
trainees – future trainers. After the training the trainees
have to use training methods and materials in school practical work.
They prepared written assignments for the assessments. Local trainers,
coordinators and experts provided consultations and assistance during
their practical work.
Dissemination of project products and results. 2008 August - October.
During the final partners meeting in Lithuania partners and experts
evaluated project and it’s results, discussed dissemination and
further project continuation issues. Coordinators prepared dissemination plans.
Project coordinator organized the final conference in Lithuania.
Developers presented all project products to conference participants. All
pilot schools, experts and trainers from each participating country
took interactive part in the conference via Internet.
1. The in-service teacher training course for
teachers and community agency personnel.
The project created an in-service training course module focusing
the following: an individual school child, a student in a classroom,
peers, parents, the multidisciplinary team, school itself as an
organization, and the community with its personal and organizational
members. The course provides strategies and techniques to analyze
student problems and to support different approaches to modify behaviour.
2. Materials for in-service trainings:
Course guide gives
an overview of the structure and content of the in-service training
course. This course guide will be used by teachers and community agency
A Guide on play therapy gives an
overview of the techniques used in play therapy and
its uses for teachers and community agency personnel.
Module handbook contains learning
materials and include information, methodology and exercises covered in
training. The handbook is compiled of several parts linked to
specific problematic issues piloted in partner schools and presentation
of innovative methodological approaches. This module handbook will be
used by teachers.
A set for students
– a set of additional materials/worksheets/interactive ICT
games for students on a range of related topics, which will support
teachers’ practical work. These handouts will be used by peer
Video on negotiation skill training for
practical assistance in teaching.
Peer counselling manual – a
portfolio of peer counselling philosophy, ethical
issues and skills. This manual provides specific, practical, and
easily grasped materials for training peer counsellors in a variety of
applications, including crisis counselling, academic and residential
advising, career planning, and general psychological support. This
manual will be used by peer counsellors and teachers teaching peer
Reference guide information on useful
agencies, along with a range of relevant legislation. The guide is
published only in electronic version, what is simplifying updating of
the information. This guide will be used by teachers, community
agencies, and parents.
Parent handbook – a
set of handouts for
parents. This includes information on agencies, school information,
and a range of relevant tips for parents to use with their children.
|3. Web portal provides
relevant information about country project development stages, results
and products, will serve as communication platform for project
partners, will have discussion rooms for teachers/counsellors and
interactive feedback for portal visitors. Miksike
(LeFo) platform will be used for ASSIST project.
Web portal consists of 2 parts:
Project management system, which consist
of tools enabling ASSIST
consortium to work effectively together and share information (closed
forum, open forum, intranet for draft documents, folder for public
Learning Management System: a) tools for
creating the content.
Partners from different countries work with content development. Tools
are provided on LeFo server, which allows different users work with
same documents and share draft works with colleagues, b) tools for
working with content and adding value to the ASSIST content.
learning materials are published in LeFo. There will no fee of any
kind to access these materials. LeFo will enable teachers to create
online tests, different additional interactive exercises to illustrate
the course. ASSIST copyright policy allows teachers to edit and
modify the ASSIST content the way teachers in each particular situation
need most. That way ASSIST will flexibly adjust its content to
encouraged teachers (and any
professionals), student peers within the school, community agencies
(child protection institutions, local authorities, social services and
legal institutions) and parents to work together so that every student
succeeds both in the school environment and in life outside the
classroom. Together all four groups designed activities that develop
links among them. Through the collective effort, students at risk will
improve their academic and social behaviour. Ultimately the achievement
level of the students will increase. Such partnership will help
teachers to overcome their narrow focus on student’s
problems. It will provide support teams that will better formulate
strategies and plan actions to implement changes. Finally it will add
an innovative aspect to many community agencies, strengthening their
position in their community.
|Partners meeting in Maribor, Slovenia on 7-9 May 2007
|Partners meeting in Athens, Greece on 1-3 July 2006