[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_column_text]Project No.<\/strong> 226580-CP-1-2005-1-LT-COMENIUS-C21<\/p>\n Project duration:<\/strong> 1 October 2005\u201330 September 2008<\/p>\n Project co-funder:<\/strong> EU Socrates Comenius program<\/p>\n Project coordinator:<\/strong> Jaunimo karjeros centras<\/a>, LT<\/p>\n Project partners:<\/strong><\/p>\n \u0160iuolaikini\u0173 didaktik\u0173 centras, LT Project team<\/p>\n [\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]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\u00a0focuses 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. [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n Situation analyses and needs assessment. <\/b>2005 November\u20132006 March. Building up social partnerships and development of\u00a0in-service teacher training course\u00a0framework.<\/b> 2006 March\u2013July. Development of multidisciplinary training course, reference materials and ICT tools.<\/b> 2006 July\u20132007 January. Workshops in schools.\u00a0<\/b>2007 February\u2013May. Evaluation and preparation of final version of the course and training materials. <\/b>2007 May\u2013December. International trainings of trainers (ToT). Creation of joint training programme. <\/b>2007 December\u20132008 January. Publishing of training materials. <\/b>2008 January\u2013May. Training of Teachers-Multipliers<\/b>. 2008 May\u2013August. Dissemination of project products and results.<\/b> 2008 August\u2013October. [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”13927″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n The aim of the training course (24 hours) is to provide new skills for teachers, so they could help students to become equipped with skills so that they know how to resist negative peer pressure, to learn how to change their own behavior, adjusting to new settings, becoming more self-assured, and resolving conflicts in a healthy manner, to learn how to relate to their teachers, their parents, and their fellow classmates., to become less dependent on others and have direction and purpose in life. The training course is dedicated for teachers, wishing to introduce new working methods in their schools, psychologists, social pedagogues, and other school who are directly responsible for development of a safe school environment.<\/p>\n <\/p>\n Download <\/strong>LT<\/a>, <\/a>EN<\/a>, <\/a>EE<\/a>, <\/a>GR<\/a>, <\/a>IT<\/a>, <\/a>SI<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”13929″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n The Module Handbook contains the methodological material and tasks used in the training. The handbook consists of separate sections devoted to specific issues: the concept of conflict, conflict prevention, methods to help students resolve conflicts, game therapy methods, counseling or peer support methods, skills needed for counseling and mutual support, group work, leadership development, problem-solving strategies and methods, and training using video material. The handbook concludes with several examples of training evaluation forms that can be used to analyze specific parts or the entire training.<\/p>\n <\/p>\n Download <\/strong>LT<\/a>, EN<\/a>, EE<\/a>, GR<\/a>, IT<\/a>, SI<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”13923″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This publication is intended for teachers, educational support specialists, parents, and anyone who helps or wants to help children, adolescents, and young people solve various problems they encounter at school or in other close environments. It describes the principles and methods of play therapy and how they can be used in schools and social services. Play therapy is an effective counseling method that helps children correct their behavior, improve their self-awareness, find acceptable ways of communicating, establish meaningful relationships, regain spiritual balance, and develop emotional literacy. Children are often unable to describe their thoughts, feelings, and perceptions of the inner and outer world, but during play they establish an active connection with the therapist, which allows them to express and understand complex and painful experiences, and to comprehend confusing feelings and sad events that they have not had the opportunity to properly understand.<\/p>\n <\/p>\n Download<\/strong> LT<\/a>, EN<\/a>, EE<\/a>, IT<\/a>, SI<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”13921″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This publication is intended for teachers and educational support specialists who wish to implement a peer counseling program at school. The manual provides a concise overview of the essential principles and theoretical foundations of counseling, illustrated with practical examples. The book consists of seven interrelated parts. It begins with the most general concepts\u2014the theoretical foundations, the definition of terms for planning a counseling program at school, and the assessment of needs. It then goes on to present various types of conflicts and ways of resolving them, strategies, and methods illustrated with specific case examples.<\/p>\n <\/p>\n Download <\/strong>LT<\/a>, EN<\/a>, EE<\/a>, IT<\/a>, SI<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”13925″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n This is additional methodological and handout material, a set of interactive games for student assistants, to use for practical activities. The student workbook contains tasks for getting acquainted, promoting cooperation, conflict resolution, self-awareness, leadership skills development, and other tasks carried out as part of the program “Mobilization of Community towards Secure School”.<\/p>\n <\/p>\n Download<\/strong> LT<\/a>, EN<\/a>, EE<\/a>, IT<\/a>, SI<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”13931″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n <\/p>\n The\u00a0Family School Calendar is a methodological tool for parents, designed to draw their attention to their children’s behavior, desires, hobbies, and the environment in which they learn and interact with their peers. It contains advice and short tasks that can help prevent emotional, behavioral, and communication problems faced by today’s students.<\/p>\n <\/p>\n Download<\/strong> LT<\/a>, EN<\/a>, EE<\/a>, GR<\/a>, IT<\/a>, SI<\/a>[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]The project encouraged teachers (and any other school 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\u2019s 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.<\/p>\n [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/4″][vc_empty_space][vc_empty_space][vc_single_image image=”12610″ img_size=”medium” qode_css_animation=””][vc_empty_space][vc_empty_space][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_empty_space][vc_column_text]Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor National Agency can be held responsible for them [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":" [vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_column_text] Project \u201eASSIST \u2013 Mobilization of Community towards Secure School\u201c [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_column_text]Project No. 226580-CP-1-2005-1-LT-COMENIUS-C21 Project duration: 1 October 2005\u201330 September…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":911,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full_width.php","meta":{"footnotes":""},"class_list":["post-13911","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/13911","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/comments?post=13911"}],"version-history":[{"count":16,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/13911\/revisions"}],"predecessor-version":[{"id":13964,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/13911\/revisions\/13964"}],"up":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/911"}],"wp:attachment":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/media?parent=13911"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nMiks ja Millep\u00e4rast, EE
\nEuroform RFS<\/a>, IT
\nA. \u0398. \u039a\u039f\u039b\u03a5\u0392\u0391 & \u03a3\u0399\u0391 O.E., GR
\nAndrago\u0161ki Zavod Maribor \u2013 Ljudska Univerza<\/a>, SI
\nUniversitetet I Stavanger<\/a>, NO[\/vc_column_text][vc_empty_space][vc_single_image image=”13840″ qode_css_animation=””][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”13814″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\nPROJECT RELEVANCE<\/h6>\n
\nDoes 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 \u2013\u00a0attentional or academic, behavioural and emotional disturbances<\/b>. 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 population.
\nStudents 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\u2019 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. [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\nPROJECT AIMS<\/h6>\n
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PROJECT OBJECTIVES<\/h6>\n
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PROJECT TARGET GROUPS<\/h6>\n
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PROJECT ACTIVITIES<\/h6>\n
\nPartners collect 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 information,\u00a0exchange their ideas, compare needs and state general findings on joined project strategy.<\/p>\n
\nProject 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.<\/p>\n
\nPartners 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 language (EN). ICT specialists opened e-communication forum \u2013 Project Management System and e-learning Management System.<\/p>\n
\nCourse 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.<\/p>\n
\nInternal experts in partner countries and external experts from USA and Lithuania evaluated the course and present recommendations for improvement. Project developers analyzed evaluators\u2019 recommendations, amended the course and prepared its final version.<\/p>\n
\nEach country selected 2 trainers for the pilot in-service training.\u00a0Selected trainers prepared for a training on a specific issue.\u00a0Each 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 course.<\/p>\n
\nAll project materials \u2013 Course Guide, Module Handbook with handouts for students, Peer Counseling Guidebook, Reference Guides were published in EN national languages (LT, IT, GR, SI, EE).<\/p>\n
\nPartners selected trainees \u2013 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 \u2013 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.<\/p>\n
\nDuring the final partners meeting in Lithuania partners and experts evaluated project and it\u2019s 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.<\/p>\nPROJECT INTELLECTUAL OUTPUTS<\/h6>\n
Mobilization of Community towards Secure School: Corse Guide, 2008<\/h6>\n
Mobilization of Community towards Secure School: Module Handbook, 2008<\/h6>\n
Mobilization of Community towards Secure School: Play therapy in Schools. Tips for Getting Started, 2008<\/h6>\n
Mobilization of Community towards Secure School: Peer Counseling Manual, 2008<\/h6>\n
Mobilization of Community towards Secure School: Set for Students, 2008<\/h6>\n
Mobilization of Community towards Secure School: The Family School Calendar, 2008<\/h6>\n
PROJECT RESULTS<\/h6>\n
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