Enabling Self-Care and Competent Service: Janne Bünning, Nicole Günzel, Rebekka Horstmann, Pia Meißner With support by: Sarah Eickmann, Maria Graul Project Supervisor: Dr. Sandra Schiller 4th of November, 2011
Structure 1. Background 1: Restructuring of voluntary work in Germany 2. Background 2: Occupational Therapy and Health Promotion & Prevention 3. Organizing the project 4. Organizing the seminar day 5. Realization of the seminar day 6. Reflection 7. Future Perspectives 8. Sources
1. Background 1: Restructuring of voluntary work in Germany after the abolition of civilian service in 2011 Germany conscription 1956 Young men refusing the military service Fulfil work for public welfare 1st of July 2011 Military service discontinued Civilian service as well Voluntary service in Germany Federal Voluntary Service Voluntary Social Year
2. Background 2: Occupational therapy and Health Promotion & Prevention Great importance in the future WHO: process of enabling people to increase control over & improve their health OT: to promote health through engagement in meaningful occupation Three varying ways to approach health: 1. Medical Approach 2. Behavioural Approach 3. Socioenvironmental Approach CMCE brings along enablement skills: 1. Advocate 2. Coach 3. Educate
2. Background 2: Occupational therapy and Health Promotion & Prevention New possible measures of action are mentioned in the German literature: Training Is characterized by a group that dealt intensively with a specific content in a theoretical and practical way Education Aims at changing behaviour or attitude through enhancement of knowledge Maintaining health and well-being Our intention: To use these measures of action and our enablement skills through an implemented seminar day for young volunteers working with children of different ages and in different institutions
3. Organizing the project May-August In May: considering the possibilities of the ENOTHE topic Volunteer work Deciding to plan a workshop for young people volunteering to do a Voluntary Social Year Chosing the Kinderladen-Initiative Hannover e.v. : possibility to arrange a seminar day Agreement to arrange seminar day for 60 volunteers To enable volunteers to: Become conscious of damaging factors in the workplace Be able to use their own resources as well as the resources of their environment effectively Be able to better deal with stressful situations
3. Organizing the project Kinderladen-Initiative Hannover e.v. our cooperation partner Kinderladen Is a self-governed kindergarten in Germany mostly provided by supportingassociations or parents initiatives Looks after preschool children Early parents initiatives in the 1960s/1970s wanted to run their own kindergartens by using previous shop premises reason why they have the name Kinderladen (children s shop)
3. Organizing the project Kinderladen-Initiative Hannover e.v. Umbrella organization of the parents initiative with 204 member institutions Runs child care facilities With 3,748 places for children in the city of Hanover, the region and in Lower Saxony Since 2003: offer young people (aged 17-27 years) the opportunity to do voluntary service within the Voluntary Social Year
4. Organizing the seminar day Needs assessment: a questionnaire was designed and distributed among volunteers who had just finished their voluntary service in this institution The topics: Self-care and Child development Stress factors working at the Kinderladen Conflicts in teams Back school Sensorimotor Development from 0 to 3 years and 3 to 6 years Play Development Painting Development School Readiness
4. Organizing the seminar day Establishing two subgroups with three members each to work out the two main topics Sources: specialized literature and the internet June-August: whole group joint meetings with their academic supervisor Seminar day on 5 th of September : creating powerpoint-presentations and handouts for their specific topics Creating evaluation questionnaire to be distributed at the end of the day
5. Realization of the seminar day Time Topic Whole group of seminar-speakers (students): 8.30 a.m. Check-up schedule Equipment check-up Preparation of the rooms Official start of the seminar-day: 9.30 a.m. Welcome Presentation of what is OT and the project Theatre performance Grouping of the volunteers (group A, B and C)
5. Realization of the seminar day Time Topic First part 10.00 a.m. A Self-care B Child development (ages 0-3) C Child development (ages 4-6) 12.30 p.m. Lunch break Second part 1.15 p.m. A Child development (ages 0-3 & ages 4-6) B & C Self-care
5. Realization of the seminar day Time Topic All of the seminar-speakers and the volunteers come together 3.30 p.m. Distributing the evaluation questionnaire Theatre performance Saying good bye 4.00 p.m. Evaluation of the day for the seminar-speakers and their supervisor; setting a date for the next meeting
6. Reflection General reflection Time management Documentation Organisation and communication between and within the subgroups Organisation and communication with the Kinderladen Initiative Seminar day Negative feedback: too many topics and contents Positive feedback: role-play, warm-up plays, self-experiences, exercises and video clips Majority of the participants felt increasingly prepared for their use in nursery, kindergarten and after school care centre Personal reflection Mixture: challenging & familiar Acquired and tried out new skills
7. Future Perspectives Offer to continue the seminar as a course for young kindergarten teachers at Kinderladen-Initiative on a fee basis Monetary support for the prevention course from a health insurance company Possibility to work together with health insurance companies Listing in the database has been offered by a health insurance company
8. Sources Internetredaktion des Bundesministeriums für Familie, Senioren, Frauen und Jugend (s.a.). Der Bundesfreiwilligendienst von A bis Z. Assessed on 08.10.2011: http://www.bundesfreiwilligendienst.de/der-bundesfreiwilligendienst/bfd-von-abis-z.html Letts, Lori. Health Promotion (2009). In: Elisabeth Blesedell Crepeau, Ellen S. Cohn & Barbara A. Boyt Schell (Hrsg.). Willard & Spackman s Occupational Therapy. 11. ed. Philadelphia u.a.: Wolters Kluwer & Lippincott Williams & Wilkins, 2009, S. 165-180. Polatajko H., Townsend E. (2007). Enabling Occupation II: Advancing an occupational therapy vision for health, well-being & justice through occupation. Ottawa: CAOT Publications ACE.
8. Sources Thapa-Goerder N. (2010). Prävention und Gesundheitsförderung. Aufgabe der Ergotherapie. Stuttgart: Thieme. Verein Für soziales Leben e.v. (s.a.). Das freiwillige soziale Jahr FSJ. Assessed on 08.10.2011: http://www.bundes-freiwilligendienst.de/fsj-freiwilliges-soziales-jahr/ Verein Für soziales Leben e.v. (s.a.). Gemeinsamkeiten und Unterschiede FSJ BFD. Assessed on 08.10.2011: http://www.bundes-freiwilligendienst.de/fsj-freiwilliges-sozialesjahr/unterschiede-fsj-bfd Wikipedia (s.a.). Kinderladen. Assessed on 30.10.2011 Wikipedia (s.a.). Elterninitiative. Assessed on 30.10.2011
Thank you for your attention! Contakt: HAWK Hochschule für angewandte Wissenschaft und Kunst Fachhochschule Hildesheim / Holzminden / Göttingen University of Applied Sciences and Arts Fakultät Soziale Arbeit und Gesundheit Faculty of Social Work and Health Studiengang Ergotherapie, Logopädie, Physiotherapie Degree Programmes for Occupational Therapy, Speech and Language Therapy & Physiotherapy Goschentor 1 D-31134 Hildesheim Fon: +49-5121 - 881 449 Fax: +49-5121 - 881 591 URL: http://elp.hawk-hhg.de/