Lecture: Kids in trouble… CARE as an interdisciplinary approach for children and youngsters with behavior or socio-emotional problems.

CARE, a four- step (Concrete – Attribute – React – Evaluate) program is a family- and school based intervention designed to prevent and treat child and adolescent behavior problems.

The goal of CARE is to improve a youth’s behavior problems by improving family and teacher interactions which are presumed to be directly related to the child’s symptoms, thus reducing risk factors and strengthening protective mechanisms. This therapy is tailored to target the particular problem interactions and behaviors in each client family.

Therapists seek to change maladaptive family interaction patterns by coaching family interactions -as they occur- in session to create the opportunity for new, more functional interactions to emerge. Major techniques used are joining (engaging and entering the family system), diagnosing (identifying maladaptive interactions and family strengths), and restructuring (transforming maladaptive interactions).

CARE is a short-term, problem-oriented intervention. The average length of treatment is ten to a maximum of twelve sessions over more than three months. Treatment mostly takes place in the therapist’s office, at home and in the school setting. 

Target-age: 0- 18 years

Lecture/workshop: “My team can function at a higher level !”

Teamculture and teamcommunication: how to improve?

Most of us have had both good and bad experiences with communication in group projects.

In the school setting – do you remember? -  sometimes one or two students end up doing the bulk of the work and then feeling resentful that other team members weren't more involved. Team communication can make or break a work environment. It can force a team forward or prevent it from reaching goals. Good communication in group projects leads to an almost unbeatable synergy that makes accomplishing goals and meeting projections nearly seamless. When the teams in your company are doing well, your bottom line and long-term success will reflect that.

Understanding Team Communication

Even when someone is working independently, they typically need to communicate with others in order to achieve their goals. Whether it be with their boss, a colleague in another department or a client, excellent communication skills help ensure their success. This is even truer when it comes to communication in group projects, where people are collaborating more than working independently.

Focusing on Team Communication

There are multiple ways to organize your efforts to improve communication in your organization, but the underlying principle is that good communication is based on healthy relationships, so the focus needs to begin there. You can model healthy relationships with your teams, create opportunities for them to gather over lunch and be intentional about spending time with key leaders in your organization. Then, encourage them to take the same approach with those they supervise so that the focus on cultivating strong relationships gets handed down through the entire organization.

This workshop with video-feedback will  focus on communication skills and systemic relationships. 

Method: Mix of lecture and training

Lecture: “Teachers can make a difference. Yes, they can."

How to deal with behaviour and socio-emotional problems in the classroom?

Are kids nowadays more obstinate, difficult, depressed, vulnerable than former generations used to be?

To move schools beyond overreliance on punishment and social control strategies, there is ongoing advocacy for social skills training and new agendas for emotional "intelligence" training and character education. Relatedly, there are calls for greater home involvement, with emphasis on enhanced parent responsibility for their children's behaviour and learning. More comprehensively, some reformers want to transform schools through creation of an atmosphere of "caring", "cooperative learning" and a "sense of community".

Such advocates usually argue for schools that are holistically-oriented and family-centered. They want curricula to enhance values and character, including responsibility (social and moral), integrity, self-regulation (self-discipline), and a work ethic and also want schools to foster self-esteem, diverse talents, and emotional well-being.

The teacher as significant other

This workshop intends to develop new methodological insights and techniques for  teachers and other members of school staff or educational agencies, such as special educators, social workers, and psychologists, to generate knowledge and expertise on how to support children and youngsters with developmental, behaviour, social-emotional or mental health problems in a context of inclusive education, in order to create more effective and efficient help, and more cooperation with others including  parents, to adopt an inclusive approach.

Next to this we intend to train the teachers in communication with families and children.

Method: Mix of lecture and training