T ale nts Unite d A se lf- e ste e m building pr ogr am with soc - - PowerPoint PPT Presentation

T ale nts Unite d

A se lf- e ste e m building pr

• gr

am with soc ially disadvantage d c hildr e n

L I ST OF CONT E NT S

• I

ntro duc ing the pa rtic ipa nts o f the pro je c t

• Outline o f the pro je c t
• I

de a s a nd the o re tic a l b a c kg ro und b e hind the pro je c t

• Guiding princ iple s o n dive rsity
• Sha ring I

de a s

INT RODUCING T HE PART ICIPANT S OF T HE PROJE CT

• F
• urth ye a r stude nt fro m the Amste rda m Unive rsity o f Applie d Sc ie nc e s
• Stude nt fro m the ma ste r-pro g ra m o f the Unive rsity o f Ruse
• Se c o nd ye a r stude nts fro m the Unive rsity o f Ruse
• Childre n fro m Dimita r Ba sa rb o vski, ho me fo r a b a ndo ne d c hildre n
• Childre n fro m the Re d Cro ss Da y Ca re Ce ntre a nd She lte r
• L

iliya T

• do ro va (he a d o f the OT

de pa rtme nt o f RU) wa s the supe rviso r o f this pro je c t

OUT L I NE OF T HE PROJE CT

• L
• ng te rm pro je c t
• T

wo ta le nt sho ws

• 2 g ro up se ssio n a we e k, e a c h fo r 2 ho urs, 1 re fle c tio n se ssio n with the

stude nts, e a c h we e k

• Stude nts a nd c hildre n we re invo lve d with the pla nning , o rg a nising , ma king

de c isio ns, pra c tic ing , pe rfo rming a nd e va lua ting .

I DE AS AND T HE ORE T I CAL BACK GROUND BE HI ND T HE PROJE CT

• T

he T a le nt sho ws a s me a ns to e mpo we r the c hildre n a nd o urse lve s.

• So c ia l o r c o mmunity c irc us
• F

lo w a nd re ve rsa l the o ry

• Childre n in re side ntia l institutio ns
• T

he Mo de l o f Huma n Oc c upa tio n a nd ho w it c a n b e use d to impro ve so c ia l a nd

• c c upa tio na l justic e .
• E

uro pe 2020 ta rg e t 5: F ig hting po ve rty a nd so c ia l e xc lusio n

“What appe ar e d to be the pr

• je c t’s most powe r

ful oc c upational for m, in te r ms of e nabling tr ansfor mations at individual and soc ial le ve ls,was public pe r for manc e .” F r ank Kr

• ne nbe r

g, 2005

GUI DI NG PRI NCI PL E S ON DI VE RSI T Y (WF OT , 2009)

• Dive rsity ma tte rs: the fa c ts

Re fle c tio ns ab o ut the dive rse c ultural b ac kg ro und o f the c hildre n

• Huma n rig hts a nd inc lusive ne ss ma tte r: oc c upa tion, pa rtic ipa tion a nd

c ultura l sa fe ty

Re fle c tio ns o n the c irc umstanc e s and b e havio ur o f the c hildre n

• L

a ng ua g e ma tte rs: the powe r of words

Re fle c tio ns o n wo rking with c hildre n who spe ak ano the r lang uag e

• Compe te nc e ma tte rs: a ttitude , knowle dg e a nd skills

Re fle c tio ns o n c o mpe te nc e impro ve me nts o f stude nts and c hildre n

SHARI NG I DE AS

I f yo u lo o k a t the E uro pe 2020 ta rg e t 5 a nd thinking a b o ut the Guiding Princ iple s o n Dive rsity: Guiding princ iple s:

• Dive rsity
• Huma n rig hts a nd inc lusive ne ss
• L

a ng ua g e

• Co mpe te nc e

E uro pe ta rg e t 5: F ig hting po ve rty a nd so c ia l e xc lusio n (c o mb a ting so c ia l e xc lusio n thro ug h e na b ling so c ia lly disa dva nta g e d c hildre n to pe rfo rm me a ning ful o c c upa tio ns b a se d o n c ultura l dive rsity.)

QUE ST I ON 1

Wha t wo uld yo u do with a g ro up o f pa rtic ipa nts tha t a re so (c ultura lly) dive rse ?

QUE ST I ON 2

Are the re princ iple s tha t wo uld b e e a sy o r diffic ult fo r yo u?

QUE ST I ON 3

Wha t princ iple wo uld yo u g ive e xtra a tte ntio n?

RE F E RE NCE S:

Bo lto n, R. (2004) Why c irc us wo rks, ho w the va lue s a n struc ture s o f c irc us ma ke it a sig nific a nt d e ve lo pme nta l e xpe rie nc e fo r yo ung pe o ple . E uro pe a n E xpe rt Gro up o n the T ra nsitio n fro m Institutio na l to Co mmunity-b a se d Ca re (2012). Co mmo n E uro pe a n Guid e line s o n the T ra nsitio n fro m Institutio na l to Co mmunity-b a se d Ca re . E ve ry Child (2005). F a milie s ma tte r: a stud y o f institutio na l c hild c a re in Ce ntra l a nd E a ste rn E uro pe a nd the fo rme r So vie t Unio n. K ie lho fne r, G., d e la s He ra s, C.G., Sua re z-Ba lc a za r, Y. (2011). Huma n o c c upa tio n a s a to o l fo r und e rsta nd ing a nd pro mo ting so c ia l justic e . In K ro ne nb e rg , F ., Po lla rd , N. a nd Sa ke lla rio u, D. Oc c upatio nal the rapie s witho ut b o rde rs: vo lume 2, to wards an e c o lo g y o f o c c upatio n-b ase d prac tic e s. K innune n K ., L id ma n J., K a kko S.C. a nd K e ka la ine n, K . (2013) We llbe ing e ffe c ts fro m so c ia l c irc us. Ce ntre fo r pra c tise a s re se a rc h in the a tre a nd Unive rsity o f T a mpe re . K ro ne nb e rg F . (2005) Oc c upa tio na l the ra py with stre e t c hild re n. In K ro ne nb e rg , F ., Alg a d o S. S. And Po lla rd N. Oc c upatio nal the rapy witho ut b o rde rs, le arning fo rm the spirit o f survivo rs. Mulhe ir, G. a nd Bro wne , K . (2007) De -institutio na lisa tio n a nd tra nsfo rming c hild se rvic e s. A g o o d pra c tic e g uid e . Unive rsity o f Birming ha m. Ra ppa po rt S. (2014) Circ us a rts & o c c upa tio na l the ra py: g a ining g re a t pe rfo rma nc e . T ufts Unive rsity: Bo sto n sc ho o l o f o c c upa tio na l the ra py Wrig ht, J. J., Wrig ht S., Sa d lo G. a nd Ste w, G. (2014). E xplo ring o ptima l e xpe rie nc e s: a re ve rsa l the o ry o f flo w a nd o c c upa tio na l sc ie nc e . Jo urnal

• f o c c upatio nal sc ie nc e , vo lume 21, numb e r 2.

Wo rld fe d e ra tio n o f o c c upa tio na l the ra pist. (2009) Guid ing princ iple s o n d ive rsity .