Tallin. April 23-27, 2012.María Luisa March. Sevilla.

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A challenge for the future:A challenge for the future:Young people at riskYoung people at risk

MAIN TARGETSMAIN TARGETS

• To introduce the Guidance Counsellor Department.

• To know about some “risk groups at school” in Spain and some mechanisms of prevention and support in the I.E.S.Virgen de Valme.Dos Hermanas. Seville. Spain.

Political and administrative system in Political and administrative system in SpainSpain

AndalucíaAndalucíaAndalucía

Cantabria

Autonomous Community of Andalusia

Seville

Dos Hermanas

I.E.S. Virgen de Valme Secondary school

ANDALUSIA. Vocational and Professional Guidance:

Some particular aspects in structure and services.

E.T.P.O.E.P

Pre-Primary

and

Primary Education:

E.O.E.

Secondary Education:

Guidance and Counseling Department. (D.O.)

EDUCATIVE

ADMINISTRATION

A team attends several schools

Usually, the counselors work in a team composed by teachers of Special Needs Education, a doctor, a social worker and themselves.

There is one counselor (or two) for school.

S.E.N. Teachers

Professional Training Education

Inside the Educative System

Guidance and Counselling Guidance and Counselling DepartmentDepartment

PrincipalDirector of Studies

Office

COUNSELLORS´TEAM

TEACHERSFAMILIES

STUDENTS

G.C.D.

In the centre of the hurricane

Scopes of performance

Diversity-Special needs

Tutorial action

Academicand

Professional Plan

Guidance and Counselling Guidance and Counselling DepartmentDepartment

Special support and specific educational attention to pupils

with special educational needs .It comprises of:

a) Preventive measures

Early detection of difficulties of learning and gifted students.

Psycho-Pedagogical evaluation.

Making proposals relative to the attention of diversity (of capabilities, interests and motivations) of the pupils.

Advising Departments, teachers and tutors.

b) Specific interventions with individual pupilsProgramming extraordinary measure and/or curriculum adaptations.

Developing programs and activities of educational balance. Planning coordinated activities of support and reinforcement.

Diversity and special needsDiversity and special needs

TRANSIT PROGRAMM: TRANSIT PROGRAMM: BEFORE entering at Secondary School

Tutorial action: Tutorial action: educational and educational and curriculum-based curriculum-based measuresmeasures

Working with teachers: One weekly session.

Monitoring youngers considered to be at risk.To prepare activities for common tutorial classes.

To comment on the development of the class environment, learning process and group/ individual difficulties

Establishment of guidelines of common performance Prevention programs: resolution of conflicts,

gangs , bullying, drugs,,…

Working with students:Special programs

To develop the capacity to make decisionsTo program extraordinary measures and/or curriculum adaptations.To develop programs and activities of educational compensation.

To plan coordinated activities of support and reinforcement.Specific action of Guidance Counsellors for students with a special learning

profile.

Academical and Professional Academical and Professional PlanPlan

General PerformancesGeneral Performances

Self-knowledge

To provide activities to suitable knowledge and to value their capacities,

motivations and interest.

AlternativesTo facilitate the suitable information and

contacts about the different educative and professional

options related to their stage.

Decisions

To develop the capacities to make decisions.

Academicals and Professional Academicals and Professional PlanPlan

Activities that are developed within the Tutorial Action Annual Plan and Activities the Department makes specifically

To prepare activities of self-knowledgeCounselling about optional subjects.Information about initial , intermediate and

Upper training programmes. Meetings to give them and their families information: alternatives, optional and common subjects,

Visits to work centres, Universities.... Individual attention to students and families who

therefore ask for it.To provide dates to make a Final Advise Report.Final Advise Report.

Youngers at Youngers at riskriskin the schoolin the school

Attitudes

3,8% students had suffered harassment often, or many times 1,.7% of pupils had been bullied “sometimes" over the previous two months.

Cyber bullying: an emerging phenomenon .

Between 1.1% and 2.1% of students say they were sometimes or often victim of recordings or other forms of harassment.

Disruptive behaviour21.6% of teachers said they suffer from disruptive behaviour often or very often while acknowledging that only 4.1% of students participate in such situations.

The majority of students in secondary education rejected violence. They intervene to stop violent situations or think they do (80.2%)

BUT

ICT = equal opportunities?Digital illiteracy/Digital Chasm

Violence

Dropping-out of schoolThe European Union indicator of early scholastic abandonment : 14.8%

Spain: Around 30% of young Spanish people before the age of 16, do not continue studying beyond the obligatory secondary education.

Poor learning outcomes

Obstacles Obstacles pointed at:pointed at:

Individual problems . Little capacity for concentration, low motivation, lack of self-esteem, cognitive and intellectual problems, general fear of the future.... The lack of family involvement

Structural problems· Lack of opportunities in a global crisis· Lack of networking within various programmes and between initiatives · Lack of a diversity of opportunities, few job offers

Educational problems. Lack of support from the Educative Administration. Lack of teachers´ education to help students in risk

Preventionmethods

Measures related to school

management

Measures related

to environmental modification

Educationaland curriculum-based

measures

Prevention programs implemented

in educational institutionsStrategies to keep our school safe

FORMA JOVEN: Improving responses to the health problems of teenagers and young people

Inter-institutional project designed to promote healthy lifestyles

and risk avoidance to young people

It was started in 2001/2002. Main areas of intervention: Sexual-affective, Addictions and Mental Health. Lines of work:

To promote young people’s developmental skills to facilitate good adjustment to this stage of life and psychosocial balance.To promote a healthy and safe approach to sexualityTo encourage an effective contraception policyTo inform young people about the consequences of behaviours related to consumption of alcohol or other substancesTo prevent road traffic accidents To detect and inform about food-related and other disordersTo promote healthy living habits with peers, developing negotiation skills and positive responses .To implement the “Forma joven” program in socially impoverished areas .To include a gender perspective in actions.

Measures related Measures related to environmental to environmental modificationmodification

"www.sinmiedo2h.com"

Project designed to promote healthy lifestyles and risk avoidance to young people

It started in 2010/2012. Main area of intervention: Sexual-affective. Individual and group competitions.

Measures related Measures related to environmental to environmental modificationmodification

To increase the titleholders in Secondary Education: reinforcement programs:

Special programs in the 3rd and 4th level of Basic Secondary School.To increase the supply of PCPI places. PCPI becomes common practice in all schools.

To establish the possibility of access tests from PCPI programmes to CFGM..

Extension of educative guidance not only in the scholastic centres .Teacher training programs .

Creation of support resources for teachers and other professionals.To use ICT to increase the communication between scholastic centres and families.

To increase the supply of remote and semi-presencial training.To promote the recognition of non-formal learning.

To report on the acquisition of basic competencies to facilitate the re-admittance of students in the future.

To promote adult education :" Schools of Second Opportunity“.

PLAN FOR THE REDUCTION OF DROP-OUT STUDENTS

Educational and Educational and Curricula-based measuresCurricula-based measures

To favor the coexistence and to create a space of negotiation

• Mediation involves the skillful intervention of a third-party professional to help resolve disputes that arise between two or more parties.

• The role of the mediator (go-between) is to facilitate communication. • Mediators work towards balancing power and providing a space for all parties

to hear and listen to one another.• The mediator does not tell the people what to do; he or she helps them

decide for themselves.

Training Mediation Programs

Training for teachers and students

Lessons to promote school safety

To discuss the meaning of “young at risk" and give examples of positive and

negative situations they have experiencedTo discuss the difference between negative

and positive behaviors used in conflict situations (e.g. talking vs. hitting, passivity

vs. action) To identify consequences of dropping-out

To inform about possibilities

EUROPEAN PROJECTS:EUROPEAN PROJECTS:eTwinning-ComeniuseTwinning-Comenius

Etwinning: ICT + Foreing languages + Curriculum

To use ICT to increase the communication between European educative centres.

To facilite the acquisition of basic competencies.

Comenius: STAY AT SCHOOL. FOR YOUR FUTURE.

Denmark, France, Norway, Lithuania, Spain.

The overall aim is to reduce the level of absenteeism at school as well as to motivate secondary school students to complete schooling for their successful future career.

Topics: “Jobs and careers” , “The school of my dreams”

ADULT EDUCATIONADULT EDUCATIONThe aim is offering people over eighteen, the posibility to adquire, update their

knowledge and skills for professional and personal development.

A.E. provides special programmes for: Teaching of Spanish language Support to students with special educational

needs People which are into prison Young people over sixteen

Collaboration agreements with: Universities Local goverment Other institutions

It will periodically organize test for students to obtain:

Certificate in Compulsory Secondary (18 years old) Bachelor Certificate ( 20 years old) or in the case

Technical Certificate ( 18 years old) Higher Technical Qualification (20) or (19) in the

case Tecnical Certificate. University:( 25 years old )

Teaching methodology: Self- study Face to face Distance learning. ITC

48.6 per cent of its under 24-year-olds are now out of 48.6 per cent of its under 24-year-olds are now out of workwork

Unemployment in Spain tops five Unemployment in Spain tops five millionmillion

The European Union considers long-term unemployment among youth an impediment to their full integration into society

Youth at risk of social exclusion. Is Spain different?

The most important protective factor is social support

While integration into social networks is of great importance for youth from northern Europe, in southern Europe the family is more important. Especially due to the high level of family support, the number of youth at high risk of social exclusion in Spain is, in general, lower compared to northern Europe.

ANDALUSIA

Collaboration with other Institutions

Andalusia Employment Service (S.A.E.)

THE PROVINCIAL DELEGATION of

EDUCATION of SEVILLE

THE PROVINCIAL DIRECTION of THE ANDALUSIAN SERVICE of EMPLOYMENT.

To joint efforts and to unify criteria for the orientation and insertion of the pupils into labour world.

To promote the formation combines and the work in team of the different taking part agents

Connecting educational and labour sphere

Andalusia Employment Service (S.A.E.)

Some personal Some personal considerations…considerations…

Widening participation and social inclusion should feature more prominently on the education policy agenda.There is a need to improve the alignment of education provision with labour market needs,improve university-industry linkages and track student progress and graduate employment outcomes.

The ideal prevention policy will likely be different for each school.

Programs work in some places and not in others.

We have to encourage schools to experiment,

to innovate

and to find what "works" in their particular school.

Families and schools working together.

Useful linksUseful links

• Consejería de Educación. Andalucía. http://www.juntadeandalucia.es/educacion/

• Ministerio de Educación y Ciencia. http://www.mec.es• ORIENT@ - Portal de Información y Orientación Profesional.

http://orienta.mecd.es/orienta/piop/jsp/index.jsp• Centro del Profesorado de Alcalá de Guadaíra. http://www.cepalcala.org/• Guidance Counsellor Department:

http://dorientacionvv.googlepages.com/

THANK YOU! ;)THANK YOU! ;)