Info workshops

By East-Sussex Community Voice (UK), with examples from the other project partners 

Everyone has a range of different talents. But often we are unaware of these talents. The journey of discovering talents, nurturing them and investing in them, can have a very positive and long-lasting effect. Every young person has the right to know their talents. But the talents of young people are often left untapped. Especially those young people who find engaging with education difficult. 

We will look at the programmes that nurture talent, the people who work with young people and the recommendations and ideas for you to take away. 

Many professionals, teachers, social workers, youth and childcare workers, prevention workers, police, coaches in sports clubs etc. still too often feel they are on their own with their concerns about children, youth and families. Unsure how to involve other professionals, from other sectors, etc.  

On the other hand, expectations are increasing from policymakers, organisations and society to work together, to have more impact together.  

City of Mechelen: How can an intersectoral network offer added value in the day-to-day reality of professionals? How do we generate holistic support and development opportunities for children, youth and families through intersectoral collaboration? 

City of Leiden: There is a content-related consultation structure, but there is a lack of structure to form a shared vision. Such a process requires ongoing manpower and attention. How do you involve the entire network in this process and how do you motivate stakeholders and partners to stay involved?   

We take you through our VRAC research, our experiments and zoom in on the findings. What works? What are the challenges? What role may, can, should a local government take? How do we proceed? 

The transition to secondary school is an important and far-reaching event in a young person's life.  

Pupils, parents, schools and support services work together to find an appropriate school and discipline, based on the young person's talents and interests. Subsequently, the young person starts in a school where they feel welcome and involved, which contributes to good results and offers prospects for the future.

This is how it should be, right?  

Within the VRAC-project, ESCV and SAAMO both work on ways to realise this for all young people. We do this together with them, their parents, the schools, and everyone else who is needed.  We are working on pathways where talents and interests are central. We address their concerns and together find effective strategies and fun ways to support them. 

This workshop explores the importance of youth participation, theories and models, and will demonstrate what good youth participation looks like in practice. We will take a deep dive into how UK’s Norfolk local authority both adopts and adapts to including youth voice in the design and monitoring of youth services. Come and hear from other VRAC communities and services that have valued being youth led across the VRAC projects, and be inspired to learn more about the success of listening to young voices.

VRAC Mechelen puts the voices of children, youth and parents at the centre of both the neighbourhood and school contexts.  Mechelen has created the workshop 'The Pupil Expert'. We were inspired by Deep Democracy, Liberating structures and techniques from Appreciative Inquiry. In ‘The Pupil Expert’ we work in a participatory way with students on a specific theme. We already worked on diversity and student participation at different schools. SAAMO developed participatory trajectories in the neighbourhood with both children and youth and worked on a strategy of inspiring local policy. Today we would like to share with you some tools and methodologies. 

ESCV will present the work of the Youth Inspect & Advise Group (IAG). IAG is a youth voice group based in East Sussex carries out issue-based campaigns with a key focus on emotional wellbeing.  They work with partners to develop youth-led approaches to mental health support. 

Qu'est-ce que le modèle Wraparound Care et comment pouvez-vous l'utiliser dans votre pratique quotidienne ? 

Nous montrons les succès de VRAC dans l'utilisation de Wraparound Care: comment cela change la façon dont vous travaillez avec les enfants, la famille, l'école et comment cela contribue à des effets à long terme. 

Le Centre médico-psycho-pédagogiques (CMPP) et les Services d’Education Spéciale et de Soins à Domicile (SESSAD) d'Afeji, et l’Association des Centres Sociaux de Wattrelos présentent leurs expériences de début de travail avec Wraparound Care. Leurs histoires illustreront la diversité des parcours des enfants et les approches adaptées. 

Les participants de l'atelier s'impliqueront activement pour partager leurs expériences, leurs réflexions et leurs questions : Vous reconnaissez-vous dans les principes Wraparound Care ? Comment l'appliqueriez-vous dans votre travail quotidien ? Comment feriez-vous différemment ? 

Les participants sont invités à réfléchir à leur pratique quotidienne et à ce que Wraparound Care pourrait apporter. 

What is the Wraparound Care model and how can you use it in your daily practice?

We show the successes of VRAC in using Wraparound Care: how it changes the way you work with children, family, school and how it contributes to long term effects. 

The Medical, Psycho- and Pedagogical Centre (CMPP) and the Special Education and Homecare Services (SESSAD) of Afeji, and the Community centre of Wattrelos present their experiences of starting to work with Wraparound Care. Their stories will illustrate the diversity of children’s background and the adapted approaches.

Participants of the workshop will be actively involved to share their experiences, thoughts and questions: Do you recognize yourself in the principles Wraparound Care? How would you apply it in your daily work? How would you do it differently? 

Particpants are invited to think about their daily practice and what Wraparound Care could add. 

Workshop 7: The topic of parental involvement - English

Parents want to be involved – Actively involve and appreciate parents in the educational career of their children.