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CHAPTER I • The support provided to teachers during their school life: “to help the class teacher to know more, not all class teachers know about these services”; “that would calm the spirits, those conflicts with the teachers, even with the pupils, a vacancy for a psychologist would be useful” (FG_EC_rural); • Assistance provided to children left behind: “Children whose parents are abroad generally go to a psychologist. They usually address us with interpersonal issues, with conflict situations, when they are oppressed or have misunderstandings. They want to talk and we try to work with them” (FG_EC_urban); “I believe that there is a need for psychological services for primary classes. Most of the problems arise when children attend primary school. Do you know what a school psychologist should do? Take care of groups of children at risk. What do I mean by “a group at risk”? A disorder that is there for less than 6 months but if it is there for over 6 months this is already a disorder. In high schools most of them have issues which have lasted over 6 months and we have to work with them, but we are not experts” (FG_EC_urban); • Qualified specialists who would provide all types of psychological assistance: “I believe that having a psychologist would be a good thing, but one for every domain, for example one of them is correcting, the other is working on prevention” (FG_EC_urban); • Placing a psychologist’s room outside the school and providing anonymity: “I think that every school should have a psychologist, but their rooms should be outside school, so that the child would go there” (FG_EC_urban). The role of the class teacher cannot be reduced to class education but also implies interacting with children and their family. Thus, it is necessary to assume more responsibility regarding behavioural and educational interventions. Teachers’ continuous training becomes a challenge in this context: “This process has to be determined by changes produced at school levels but also by the new category of children who come to school. Teachers’ professional competences are extremely necessary in psychology and social pedagogy. There should be some changes made regarding school management and continuous training” (III_EC_6). Modern educational tendencies encourage teachers to respond to children’s particularities, to establish cooperation and partnerships with all involved actors. Interviewed experts list the following solutions for working with families with members abroad: • Organizing parents meetings in order to raise awareness: “We organize meetings where we talk and give parents the possibility to talk” (FG_EC_rural); • Organizing educational measures for pupils: “We study their behaviour, we try to find people who would talk to them such as a priest or someone else” (FG_EC_rural); 124
The perception Children’s of labour education migration • Facilitating continuous communication of children with their parents by providing educational institutions with information and communication technologies: “A lot of schools have Internet access and we could plan a day when they would be able to talk to their parents – call it the Communication Day or Love Day so that their mom and dad would see them, I think parents would find a couple of hours to talk to their children. To introduce their parents to their classmates and the class teacher” (FG_EC_urban); • Organizing socializing activities between children in order to ease their children’s loneliness: “We encourage these children to visit others classmates for a day or two during holidays and then we have the possibility to take those kids who are alone during holidays to other families” (FG_EC_ urban); • Developing additional specialized services: “I think some additional services should be created especially to take children on trips, etc. Maybe social centres and teachers should provide more activities”; “Legal and social assistance, a psychologist” (FG_EC_urban); “Development of educational services, including psychological services, that are both viable and rentable, to expand and diversify the range of quality educational services for children/pupils and parents” (III_EC_6); • Developing and spreading information for parents: “Some steps have been taken in this field by developing and distributing the Guide for professionals who work with migrants’ children (together with the Child Rights Information and Documentation Centre and support from donor organizations), a series of regional lectures that were held for deputy principals on the educational process within the projects “The impact of parental migration on a child’s personality” and “School communities in action: creating conditions for children of socially vulnerable families to remain in school (Centre PRO DIDACTICA). It would be beneficial for the society to be more informed about the advantages, which are rarely illustrated and unknown, and disadvantages, sometimes irreversible of the separation between children and parents” (III_EC_6); • Motivating teachers: “The class teacher has to be more motivated; he has a plan and has to follow it. I tried to conduct seminars to get closer to class teachers, because I think that the class teacher is the main helper as he sees the child every day and gets involved in the child’s activities. The class teacher knows everything, even the results of the medical tests” (FG_EC_urban). Thus, the study revealed all the specific peculiarities of children left behind regarding their relationship with schoolmates. So, on a relatively neutral background that at the first sight does not reveal any changes regarding communication with their classmates, there is a distance that can be seen in the communication with other children regarding their home situation; there is discus- 125
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SPECIFIC NEEDS OF CHILDREN AND ELDE
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CONTENTS Foreword .................
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Foreword quence of migration and in
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List of boxes List of boxes Box 1 B
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Executive summary elderly adjust to
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Executive summary • To develop fo
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Executive summary For private servi
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Executive summary - To offer inform
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Executive Introduction summary grat
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Methodology Executive Introduction
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Chapter I The lack of care and affe
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The perception of labour migration
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Psychological and social effects of
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The well-being of migrants’ house
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The well-being of migrants’ house
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Values and life plans 1.7. Values a
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Values and life plans arrest shopli
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Values and life plans abroad as I d
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Values and life plans Extremely mar
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Chapter II Some children whose pare
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Normative aspects tection the child
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Normative aspects The legislation o
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Normative aspects Amongst the other
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Normative aspects Still providing p
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Policies and mechanisms existing on
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Mechanisms for coping with difficul
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Some children protest against the a
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Conclusions and recommendations (in
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Conclusions and recommendations sum
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Conclusions and recommendations inf
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Conclusions and recommendations - T
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Conclusions and recommendations - T
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Annexes Code Age Sex Residence envi
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Annexes Annex 4. Data on focus grou
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Annexes Annex 8. Certificate for th
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