MENTORSCHAP NETWERK NEDERLAND

1
Meer dan belangstelling
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Guardianship in the Netherlands Education
Support

• Introduction
• A philosophy of learning
• The support of guardians
• Topics for teachers / coaches
• Educational methods content
• Discussion

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Introduction

• A short history of the organisation
• 1995 introduction Law on Guardianship
• 2001 regional initiatives
• 2004 evaluation of the Rotterdam method
• 2006 ministry of health subsidies Mentorschap
  Netwerk Nederland to enthuse Holland for
  Guardianship
• November 2006 Mentorschap Netwerk Nederland
  starts
• November 2007 We are in Berlin, Germany?

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A philosophy of learning I

• Social constructionist pedagogy in 4 concepts
• 1. Constructivism
• new knowledge through interacting with
  environment
• interpretation / reflection within yourself is
  vital
• 2. Constructionism
• knowledge is more effective when you try to make
  it your own by using own words to explain it to
  an other person
• also taking notes (summarising) helps to remember
• 3. Social Constructivism gt next page
• 4. Connected separate and constructed behaviour
  gt

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A philosophy of learning II

• 3. Social Constructivism
• using peers (a social group) to learn is
  developing a shared culture with shared meanings
  on many levels
• group develops group attitude by working
  together
• 4. Separate, connected and constructed behaviour
• separate behaviour P. tends to remain factual
  / objective
• connected behaviour P. in a more empathic
  approach
• constructed behaviour one is sensitive to both
  s. and c.
• Possible result
• bringing people closer together
• promoting deeper reflection
• re-examination of existing beliefs.

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A philosophy of learning III

• Conclusion learning philosophy
• focus on experiences from learners point of view
• a learner can also be a teacher vice versa
• teacher /coach is an influencing person / role
  model, moderates discussions and activities in
  the light of the learning objectives/ goals.
• What is your opinion on the presented philosophy
  of learning?

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The support of guardians (NL)

• What is good guardianship?
• The law does not give many details
• The daily hassles give some clues
• The judge can give directives of dos and donts
• The education and support has 4 components
• 1. Course introduction
• 2. Personal coaching
• 3. Thematic workshops
• 4. inter vision.

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Topics for teachers / coaches I

• Teacher / coaches can be tutors, actors, (also
  clowns), professional guardians, experienced
  volunteers or client groups representatives,
  experts in law, ethics and so on
• Teachers attitude in general
• assess the initial situation
• clarify goals for the actual theme
• start from experiences of the participants
• motivate / enthuse with real life case studies
• complexity can motivate participants looking for
  more knowledge
• use practical examples to steer wished behaviour.

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Topics for teachers / coaches II

• make contents assessable
• from breaking complexity in parts to
• assembling into real life contextual diversity
• practice skills and give attention to reflection
• create a safe atmosphere to practice, faults are
  permitted
• let the participant feel what it takes to be a
  good .
• let the person draw her /his own conclusions from
  .
• Analysing is more important than conclusions /
  solutions
• spare time to evaluate product and process orally.

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Educational methods content I

• Meeting 1a Volunteer for guardianship
• Introduction for the participants with
• the organisation of guardianship
• each other
• the course program
• the competences of the guardian
• exchange expectations
• Goal(s)
• the participant can formulate a personal initial
  situation and pronounce an expectation towards
  ...

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Educational methods content II

• Meeting 1b Rights and duties according to the
  laws
• Introduction for the participants with the laws
• the role of the canton judge
• guardianship with boundaries, dos and donts
• what is G. as representation, what alternatives
  are possible
• human rights, patient rights, (medical) judicial
  regulations, and so on.
• Goal(s)
• P. can formulate the current situation in the
  field of rights and regulations.

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Educational methods content III

• Meeting 2 Assessment of the representation
  needed
• what are the possibilities, views of the client,
  how to assess
• which other ways of communication are possible
• what other parties are to be consulted to fill in
  gaps (history)
• how weighing data and what instruments are
  useful?
• Goal(s)
• P. demonstrates in a simulation to assess the
  representation of a guardianship for the person.

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Educational methods content IV

• Meeting 3a Vision on (institutional) care and
  care givers
• different places / surroundings of living and
  care
• different professionals with different visions on
  
• knowledge and network, methods of care / welfare
• Goal(s)
• P. is able to describe relevant aspects of the
  organisation of care, the care professionals,
  models/ procedures of treatment, care and living.
  
• Meeting 3b The use of forms, files, dossiers
• Goal(s)
• P. can demonstrate to work with data from .

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Educational methods content V

• Meeting 4 Representation by negotiating
• introduce yourself as a guardian with power of
  representation
• know your other players in the field
• know the rules of engagement
• know the best practices
• Prefer win-win outcomes.
• Goal(s)
• P. demonstrates to participate in
  result-orientated negotiations.

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Educational methods content VI

• Meeting 5 Dealing with ethical dilemmas
• know yourself, what values are important to you
• what is the meaning of quality of life for you
• what can we learn of stepping in the shoes of an
  other p.
• introduction of an ethical method of weighing the
  situation.
• Goal(s)
• P. demonstrates to formulate with an ethical
  instrument which interests must be taken into
  account in a given situation.

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Educational methods content VII

• Meeting 6a Method for accompanying the guardian
  in practice
• learning from each other methodically analysing a
  problem
• use the others as a think-tank of professionals
  in guardianship
• Goal(s)
• P. demonstrates to analyse someone elses
  situation. Through questioning, discussion and
  reflection new ideas for alternative behaviour
  will be opened.
• Meeting 6b Evaluation
• Inventory of educational values as consequence of
  the course will be assessed.

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Discussion

• What is good about the course Guardianship for
  the person?
• What aspect is missed?
• What can be improved?
• Thank you very much for your attention and
  contribution.