HOPE Kongress 2010 - Hope Congress Munich 2010

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88 7th European HOPE Congress 2010 DSM-V Task force • Autismus-Spektrum-Störung keine Differenzierung mehr zwischen Autismus, Asperger - Syndrom, atypischem Autismus, PDD-NOS • Soziale Kommunikation & Stereotypes Interesse & Verhalten nicht mehr drei Verhaltensbereiche • Separate Schweregradeinschätzungen für beide Bereiche • ggf. Sprache, Regression, Komorbidität als zusätzliche Codes Was wirkt wirklich? • Strukturierte Therapien – Klar definierte Nahziele, Absprache Eltern – Soziale Kommunikation – Eigenständigkeit – Motivation und Eigeninitiative berücksichtigen – Generalisierung • Anpassung im Entwicklungsverlauf • Behandlung der Begleitsymptome Lerngang Klinikum III. Workshops und Foren Wolfgang Huber Sonderschulrektor an der Schule für Kranke, Ludwigsburg Maria Schmidt Realschullehrerin an der Schule für Kranke, Ludwigsburg Komitee Mitglied für HOPE Sektion Deutschland Der Lerngang Klinikum wird seit vielen Jahren an der Schule für Kranke Ludwigsburg ca. 8-mal im Jahr durchgeführt. Zu jedem Termin wird eine Schulklasse aus dem Einzugsbereich der SfK eingeladen, um einen Tag lang das Krankenhaus hinter den Kulissen zu erkunden und dabei die Vielfalt der Berufe im Krankenhaus kennenzulernen (z.B. Laboranten, Telefontechniker, Haushaltsfachkräfte, IT-Fachleute, Fachpflegekräfte, Elek triker, Physiotherapeuten, usw.). Die Schüler lernen das Krankenhaus als einen der großen Arbeitgeber unseres Landkreises kennen, haben die Gelegenheit, persönlich mit vielen Personen unterschiedlicher Berufe und Tätigkeiten zu sprechen. Gleichzeitig haben die jungen Leute dabei die Chance, falsche Vorstellungen zu korrigieren oder mögliche Ängste abzubauen. Wenn die Schüler morgens ankommen, werden sie in Gruppen zu je vier aufgeteilt. Jede Gruppe erhält individuelle Wegbeschreibungen, Zeitpläne und andere Unterlagen. Dann machen sie sich auf den Weg z.B. zur Notaufnahme, der Neugeborenenstation, der Buchhaltung, der Reparatur- Werkstatt, den Operationssälen, usw. Bei jeder Anlaufstelle nehmen sie Kontakt auf zu einer bestimmten Verbindungsperson. Am Ende des Tages werden in einer gemeinsamen Abschlussrunde die Erfahrungen und Eindrücke zusammengetragen und den anderen präsentiert. Eine Vertreterin der Personalabteilung ist anwesend und beantwortet Fragen nach Schulabschlüssen, Lehrstellen, Berufs laufbahn, Praktikantenstellen. Der Tag wird an der Stammschule vor- und nachbereitet, z.B. auch in Rollenspielen zu Verhalten, Kommunikations- und Präsentations techniken. Das Projekt kann den folgenden Zielen dienen für die Schüler: • Abbau von Ängsten in Bezug auf das Krankenhaus; • Das Krankenhaus hinter den Kulissen kennenlernen; • Berufserkundung für 14 - 16-jährige Schüler; • Kontaktaufnahme bezüglich möglicher Praktikantenstellen; • Einüben von Kommunikations- und Präsentationstechniken; und für unsere Schule: • PR für unser Krankenhaus und unsere Schule; • Stärkung der Kooperation mit den Schulen unseres Einzugsbereichs; • Vernetzung mit Stationen und Abteilungen in der Klinik. Project Hospital-School-Home Collaboration between Monza hospital school and the local school – Evaluation of a multiyear experience Flavia Tarquini Hospital Teacher - Istituto Comprensivo Salvo D’Acquisto Scuola in Ospedale Monza, ITALY Angela Passoni Hospital Teacher - Istituto Comprensivo Salvo D’Acquisto Scuola in Ospedale Monza, ITALY Silvia Pertici Assistente Sociale - Comitato Maria Letizia Verga, Ospedale San Gerardo, Monza, ITALY Fondazione Monza Brianza per il Bambino e la sua Mamma Ospedale San Gerardo Monza, ITALY One of the main aims of the Hospital School is to help children in hospital to keep in touch with their own local schools as well as with everyday life. The Monza hospital school is part of a group of 65 Italian hospitals included in HSH@Network Project provided by the State Ministry of Edu - cation. The HSH-Monza project allows children hospitalized in Monza Pediatric Haematology Unit to collaborate online with some classes of the local Elisa Sala Junior High School in order to develop multidisciplinary projects by videoconference. Since 2001/2002, Junior High School students taking part to the project have been requested to fill in a form to evaluate teaching objectives and the emotional impact of the experience. The aim of our contribution is to present the evaluation method and the results of a multiyear monitoring and to reflect on the deep meaning of the collaboration between the local territory and the hospital. Evaluation method • The evaluation has been carried out by giving Junior High School students open answers questionnaries about previous knowledge of the hospital school, evaluation of the use of the project: didactic and educational value, personal feelings about the participation • The data have been analysed and discussed by the operators to test and redefine the project Results According to the answers given by the Junior High School students, the videoconference has proved very useful to get a better knowledge of the hospital school. The experience of collaboration with the hospital school children has been considered a very positive one, both for its educational aspect and for its relational impact. Conclusions Junior High School students, while just sitting at their own school desks, have been offered the opportunity to enter the hospital classroom, to learn something about the everyday life in hospital, to get in touch with ill children and teenagers, to cooperate and to work in a condition of equality, overcoming together difficulties and fears. The project has been an important occasion to test how a situation of difficulty can become an opportunity of integration and growth for the participants. When the hospitalized students are ready to go back to their local schools, the products made together not only represent their individual’s experience, but also a concrete contribution to share with other people. Parents as Partners Tanja Becan Headteacher Ledina Hospital School, Ljubljana, SLOVENIA We’ll focus on • the need for cooperation between the parents and teachers, • the prospects for successful cooperation between the parents and teachers,
7th European HOPE Congress 2010 • the possibility of parental non-participation, • the alternatives when we, the teachers, cannot do anything. PETER’S STORY Cooperation between parents and teachers of a sick child is necessary for effective teaching and child’s inclusion. Cooperation involving the doctor or multidisciplinary team on each ward is also necessary. PARENTS - TEACHER – DOCTOR, INTERDISCIPLINARY TEAM Good cooperation between parents and teachers requires the following: Teachers should: • respect the sick child, • understand the sick child, • respect the parents of the sick child, • understand what the sick child’s parents think and experience. Parents should: • love, understand and respect their child, • respect the teachers, • understand what the sick child‘s teachers think and experience. Teachers and parents should: • listen (not only talk) to each other, • establish a relationship of mutual trust, • cooperate towards a common goal – the child‘s best interests. PARENTS AND TEACHERS AS PARTNERS CHILD’S BEST INTERESTS What does it mean to work for child’s best interests? What should a teacher know about the parents of a sick child? The sick child’s parents deal with issues the average parent doesn’t have to deal with: • They worry about their child’s health. • They worry about their child’s life. • They worry about their child’s future. • They feel fear. • They face trying to accept their child’s illness and go through denial, anger, bargaining, and finally acceptance. • They face the stress of additional obligations, including travelling to and from the hospital for regular visits. • They are burdened with guilt. • They are burdened financially. • They struggle with keeping their family life and partnership intact. What should a teacher know about the parents of a sick child? o LOVE o CONCERN FOR THE CHILD o FEAR o WORRIES What should parents need to know about the teacher of their sick child? The teacher: • worries about the sick pupil’s life and well-being, • cares about teaching the sick pupil in the most effective way possible, • cares about teaching the sick pupil in a way that would not cause any further illness, • worries that the teaching tasks will not be fulfilled. o CONCERN FOR THE PUPIL o DEVOTION/LOVE o FEARS o WORRIES What should parents/teachers know about their sick child/pupil? S 15 The sick child wants, like any child, to be diligent and successful. The sick child did not choose to have a serious disease. The sick child wants to be healthy, just like any other child. III. Workshops und Foren The sick pupil does not want special treatment. The sick child cares about their parents and doesn’t want them to worry. The sick child may be afraid of having no friends. The sick child may fear not being able to live with the disease. o BE THE NORMAL CHILD o LOVE o CONCERN o FEAR o WORRIES 89 Parents of a sick child usually find it difficult to believe and trust other people in terms of caring for their child. They often believe that only they themselves know what is best for their child. We need to obtain the confidence of a sick child’s parents. TRUST - JOINT COOPERATION How does a teacher gain the confidence of parents? Confidence is gained by: • Understanding the child’s and parents’ feelings. • Respecting and observing the parents. • Respecting and appreciating their child. • Demonstrating a responsible attitude toward the school work. • Demonstrating a devoted relationship to their child. Sharing a teaching plan for their child that is: • clear • transparent • appropriate • useful • realistic • Demonstrating a competent knowledge base. • Demonstrating that the child’s best interests are being kept foremost in mind. WHAT WENT WRONG IN PETER’SSTORY? • The parents were not able to accept their son’s disease; because of their lack of acceptance, they remained angry at the entire world. • The parents’ inability to accept the son’s disease was compounded by their own health problems and partner relationship issues. • They were not able to see what was best for their child. FAIL TO SEETHE BEST INTEREST OF THEIR CHILD FAILURE Competence of a sick pupil’s teacher to accept the failure What can we do when we cannot do anything? • WAIT TILL THE RIGHT TIME COMES? • TRY T0 CONVINCE PARENTS? • TO PUT PRESSURE ON THE PARENTS? TO CONCLUDE • MUTUAL RESPECT BETWEEN PARENTS AND TEACHERS • MUTUAL TRUST • JOINED PARTICIPATION • CHILD’S BEST INTERESTS = PARTNER RELATIONSHIP BETWEEN PARENTS AND TEACHERS It is best if a man can say: ‘I did what I could and knew. I have a clear conscience.’ Honesty is the fact that you have for your profession sufficient knowledge and cultural heart that you can perform for the benefit of man. (Joze Plecnik) Is Peter‘s story my failure?
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