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ARE WE ON THE RIGHT TRACK? BY PIETER REMMERSWAAL Do they pick it up in the right way? 1/10/2015.

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Presentation on theme: "ARE WE ON THE RIGHT TRACK? BY PIETER REMMERSWAAL Do they pick it up in the right way? 1/10/2015."— Presentation transcript:

1 ARE WE ON THE RIGHT TRACK? BY PIETER REMMERSWAAL Do they pick it up in the right way? 1/10/2015

2 What do parents want in the proces of transition? See: PvCXaylAt-c 1/10/2015

3 A subjective summary, conclusions and farewell Repeating some slides of the presentations of today Trying to find collective parts in conclusions Reflective thoughts and take-home questions Thanking the contributors of today 1/10/2015

4 Enkele reflecties vanuit de cliëntenraad: Dr.Mr.G. Cardol & Dr. M. Stuijts Onduidelijkheid over wie de cliënt is ? Analyse op meerdere leefgebieden vaak onvoldoende meegenomen. Feiten en meningen onvoldoende gescheiden Verhaal / perspectief van de cliënt onderbelicht Structuur van organisatie wat heeft hulpverlener nodig Methodisch handelen kan verbeterd: inzet steunfiguren, eigen kracht, meer aansluiten bij sociaal-culturele achtergrond cliënt

5 Belangrijke uitgangspunten project: veranderen met en in de relaties “Wat je denkt, is wat je ziet is wat je krijgt!” Dialoog met diverse actoren: uitdagend om actief te participeren in plaats van consumeren. Sturen op eigen verantwoordelijkheid (ownership) ter voorkoming tribunegedrag Goede balans tussen rationaliteit, denken (wijsheid), doen (daadkracht) en voelen (compassie) Kleinschalige bijeenkomsten (argumentenuitwisseling, betekenis) ipv. grootschalige informatiebijeenkomsten (vaak schijnverandering, “Het waait wel weer over!”) Toolontwikkeling voor participatie / betrokkenheid vorm te geven middels storytelling (Denken MET de mensen en niet alleen OVER de mensen).

6 Advice cliënts: -Agree with me who the cliënt is (child and parents) -Try to view at it from our perspective -Analyse our situation -Train your methods 1/10/2015

7 Advice and conclusions of the researchproject (with contributions of students and social workers of a Youth Care office) for developing a learning community of practice at a small scale -Maintain a dialogical proces with all actors -Develop tools for participation -Think together with cliënts in stead of for them 1/10/2015

8 Mrs. Barbara Piskur: PhD.c., MSc.OT What do parents do to support their disabled child? P.Remmerswaal: Participation is obviously the keyword. Can these principles be generalised to all professional work with parents?

9 1/10/2015 W. Goossens 2014 ©

10 It starts with (training in) an attitude of parent-friendlyness, parent-sensitivity, and commitment with parents in company policy at all organisational levels. Is their an official (written) vision and mission on the position of parents? Is (theory of) parenthood well known and part of the overall HR strategy? What formal position do parents have at different levels? Titel presentatie Advice: Stichting Pergamijn and parent Wim Goossens: Working on a parent-focussed organisation

11 What can organisations do to find their own father or mother Goossens? 1/10/2015

12 Dr.Krista Lev ȁ j ȁ rvi: supporting parenting = supporting the educational role as a parent

13 1/10/2015 Mrs Piskur learned us: Focus on (all) parents actions, challenges and needs (Parenting is more than their workspot as a child- educator)


15 Are Youth care offices open systems and do they welcome students? Advantages: - Permanent connection with the university, with reciproke goals: influencing the workspots with new methods and influencing the training of social workers with workspot experience. - Students support in practice based research - developing toolkits with the help of social media 1/10/2015

16 Train students and workers in theory of parenting and professional communication with parents. 1/10/2015

17 Prof. Dr. Carmel Borg, University of Malta: Mind the (welfare) gap The Pedagogy of Partnerships - Authentic Dialogues Authentic dialogues are educational processes, liberatory in nature. They provide opportunities for educatees and educators to unveil each others’ world and, through the process, commit themselves to their transformation. One cannot engage in an authentic dialogue with individuals following a prescribed script that is left untouched till the end of the dialogue. Authentic dialogues are acts of freedom, rejecting the image of the superior and inferior and replacing it with autonomy and responsibility. Authentic dialogues are acts of human solidarity.

18 Learning communities of practice (including parents & youngsters) are platforms of authentic dialogues Authentic dialogues as communal experiences. The word is the right of every human. Consequently, no one can say a true word alone – nor can s/he say it for another, in a prescriptive act which robs others of their words. Authentic dialogues are subject-subject experiences. They becoming pseudo-dialogues the moment relationships become subject-object.

19 Parental workfloor Bufferprocesses Circumstances Basic educational skills safety caring looking after demands/ expectations bordering - Timing & dosing (measuring actions) - Emotion regulation Solidair commu- nity (the ‘village’) Dividing parental tasks (internal + external) Metaposition (Self-Reflection) Parental growth (Good parent- experiences) Child Mother Father Brothers and sisters Grandparents, other family Social network Living, job, finances, City, countrieside, neighbours Culture, religion, schoolsystem Violance on tv and internet Migration, influence social media Advertisments on alcohol a.s.o. Educational experts Enz. Parenting (according to Dr. A. van der Pas)

20 The Van der Pas Schedule is not the answer to all questions, but a number of sugestions of today fit in them: Participation of parents in LCOP’s and also locally organised as platform/partner of local authorities as a solidair community “Nothing about us, without us” Institutions for youthcare can be part of a solidair community for parents, by their parent focussed attitude, formal and informal Solidair dialogues with parents helps children in normal situations (neighbourhood, clubs, schools etc.) Solidarity with parenthood can be differentiated from their (sometimes failing) educational roles When there are problems and parental questions the schedule of Dr. Van der Pas may help parents and professionals to analyse parental buffersystems and discuss the contents of their help Goalsetting by differentiating bufferprocesses together with parents 1/10/2015

21 Are we on the right track? Do they pick it up well? Title of an article (Remmerswaal, 2006). Childcareworkers wondered about how parents, “take over their tasks”. Reframing of that question as a challenge for social workers (trained as childcareworkers) to try and understand parental questions. 1/10/2015

22 Reflective question Are we on the right (= the same) track? A repetitive reflective question for a helping profesional (and its organisation) towards parents in any meeting. What is your goal and what is mine, and where do we meet? 1/10/2015

23 Who is the prior actor in the transition of 2015 Professionals, Social Institutions, Local Authorities, Parents and Youngsters combine their expertise to help parents & youngsters to be heard and are invited and supported to be active and participate at all levels. 1/10/2015

24 Thank you, goodbye and see you! Pieter Remmerswaal 1/10/2015

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