Name of the good/interesting practice/initiative/policy
"STOP & GO. Where do I stand - where do I want to go?"
Country
Luxembourg
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
What makes Stop & Go an example of good practice/initiative/policy?
It enables and empowers youngsters in a sustainable way and builds on the active involvement of the participants.
The approach is holistic, valuing the personal, social, cultural and economic context of the pupils.
The guidance and training is provided through artistic, interactive and innovative means, favoring self-expression without putting too much weight on language skills.
The working methods have a theoretical basis, are relevant to the purpose for which they are used and are implemented by competent, highly qualified and trained staff.
The project has been assessed by Trier University (Germany) researchers specialized in evaluating processes of social and personal change.
The purpose of the initiative:
Many young people have a real-life experience of multiple failures at school. To help them believe in themselves and develop a life-plan, they have to be offered a different way of learning than the one usually experienced at school: self-expression through body work and other non-verbal creative techniques. The young people are going to be perceived differently by the teacher and their classmates and they will perceive themselves more positively and feel more active because we work on their resources.
This is going to give them some energy to commit themselves to their personal careers.
The Integrative Therapy by Petzold (Petzold, Integrative Therapie: Klinische Theorie: das biopsychosoziale Modell, 2003) explains this process of learning:"Vom Wahrnehmen zum Erfassen zum Verstehen zum Erklären".
The work of the professionals of various sectors (artistic, educational and psychological) brings a great added value to the project.
Linkages with LLG policy priorities:
The project allows the educational integration of youngsters who have difficulties in accessing and understanding school culture (social inclusion). The pupils are trained to overcome social class and institutional barriers to learning and to work (social equity). To read more see "Lifelong Guidance Policy Development : a European Resource Kit, ELGPN, 2012" and "Programme gouvernemental concernant l’Education 2009-2014: Art.9. that states:"École pour tous les élèves: L’hétérogénéité des élèves constitue sans aucun doute le plus grand défi que l’école luxembourgeoise se doit de relever. Chaque enfant est différent, à la différence de capacité et de talent, viennent s’ajouter les différences socio-culturelles et les différences linguistiques. Il faut donc que l’enseignant, qui doit aider l’élève à réussir, différencie son enseignement et l’aide à progresser dans son apprentissage et à atteindre le niveau de compétence requis." available at http://www.gouvernement.lu/gouvernement/programme-2009/programme-2009/08-educ-forma/index.html. Read also "Prévention de l’exclusion scolaire" available at http://www.men.public.lu/fr/grands-dossiers/enseignement-secondaire-secondaire-technique/prevention-exclusion-scolaire/index.html
The ongoing reforms in Luxembourg aim, among other things, to provide each pupil with the resources they need in order to succeed in educational, vocational, personal and civic life. One common feature of these current policy developments is to make educational and vocational guidance a priority. Study programmes are designed so as to develop the pupils’ decision making competences and their career management skills from elementary education onwards (read more at https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Luxembourg:Specific_Ongoing_Reforms_and_Policy_Developments_at_National_Level). Stop&Go is one of the approaches brought to schools. It is chosen by those teams who expect guidance to be particularly responsive, which means “meeting the diverse needs of the citizens through a wide range of methods.” (Lifelong Guidance Policy Development : a European Resource Kit, ELGPN, 2012).
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
Aims and targets:
The aim of the programme is to integrate the experiences of the students’ creative work into their everyday life and to favour the best possible development of their transversal skills. In getting self-assurance, self-worth and self-confidence they increase their self-efficacy (meaning “This conviction concerning one’s abilities determines how people feel, think, motivate themselves and act, and therefore influences perception and performance in different ways.“ Andreas Müller, Learning Factory, www.wolfhalden.ch), their ability to make decisions and to show flexibility in their actions, in a sustainable way, and without judging other participants.
The youngsters are provided with tools of expression that they can then transfer to their everyday lifes.
Objectives of the initiative:
- Developing team spirit, empathy, self-efficacy, and communication competences, …
- Learning by doing and expressing feelings and experiences.
- Providing pupils with information about training and guidance services.
Target group
- Pupils who encounter difficulties concerning certain course contents or the learning rhythm as such and who attend preparatory courses within modular classes of the Preparatory Regime.
- Pupils following transition classes after completion of the lower technical secondary education (classes IPDM – classes d’insertion professionnelle aux divers métiers).
- Early school leavers.
Methods applied to reach the objective
With his specific qualifications and competences (pedagogy of dance / theatre, eurythmics, integrative therapy), every professional brings his own perspective to the project. Still, they share the same holistic image of the young person (“Mensch als Körper-Seele-Geist Subjekt", Petzold, Für Kinder engagiert-mit Jugendlichen auf dem Weg; 2009 ). The techniques used are aimed to affect the different personal levels: body-psyche-mind. The techniques comprise body work: RSVP-model by Anna Halprin (Halprin, Anna; Kaplan, Rachel (1995). Moving toward life: five decades of transformational dance. Wesleyan University Press), theatre, photography, etc.
Teenagers use their creativity and treat their questions in different ways:
- playful and creative;
- aesthetic and perceptive;
- personal and process-orientated;
- artistically forming.
We work according to what Petzold calls „tetradisches System” which describes the four phases of the counseling method.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
Strategy and actions:
Stop&Go Outdoor:
"Life Stage Workshops” integrated in the continuous weekly course work help to develop social and personal skills during the school year. Intensive workshops on the "Artistic Stage" help to develop creative and artistic skills.
Stop&Go Indoor Coaching:
The outdoor version of Stop & Go is compressed into a period of one month. Young school-leavers from different Luxembourg institutions participate in the programme of their own accord.
Level of implementation:
The outdoor project has existed in Luxembourg for 6 years and is continuously developing. At this moment: we are working with 8 classes in 3 Luxemburgish secondary schools.
“Stop & Go Indoor Coaching” is provided at the Centre for Educational Psychology and Guidance at the Maison de l’orientation (House of Guidance) three times a year.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monitoring and evaluation
STOP & GO was assessed by Trier University (IPW, Interregionales Institut für Professionsforschung und Weiterbildung, Wissenschaftliche Einrichtung der Universität Trier, Germany) in 2010.
The task force also participates in annual field work supervisions by professionals (Doris Von Eickstedt, Integrative Gestalttherapie, Mario Lantscheff à l’Academie Remscheid
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Specific results
- Increased self-confidence ("I am no longer afraid to talk to someone.").
- Increased interpersonal skills by all-class-inclusive work ("I meet with students from other classes during the break.").
- Increased motivation.
- Extended problem-solving skills due to flexible reasoning.
- Increased body awareness.
- Getting involved in new situations and coping with one’s own abilities.
- Increased self-evaluation and possibilities of reflexion.
Innovative aspects
- The project develops methods permitting the participants to integrate the experiences they have made in their creative process into their daily lives.
- The participants develop a behaviour assimilated into their personality through their own experiences, and is therefore available at all times unlike behaviour acquired trough training.
- The participants operate in an interdisciplinary context (Education / Psychology / Art) of creative media: playful and creative, aesthetic and perceptive, personal and process-orientated, artistically forming.
- Paricipants tend to band together.
- The work is based on a system of creative methodology for collaboration (RSVP developed by Anna Halprin).
-The project offers the possibility to integrate a new subject in Luxembourgish schools as well as providing the collaboration with different institutions.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
Lessons learnt
- The offer has to be strongly adapted to the age of the participants as well as to the composition of the target group.
- The personal and artistic developments of young people go hand in hand. In Life-Stage, the participants develop access to their own style of life by aesthetic and body-orientated means.
- These means form the basis for artistic work. Through this creative process a personal transformation takes place that can have a supportive effect on their work prospects.
- Communication with teachers needs to be done with care.
- The School principal’s commitment to the project is essential.
- External group supervision is necessary.
What areas of the policy can we learn lessons from?
- Self-efficacy, commitment to learning, ability to make decisions, flexibility in taking action, all need to be built on self-worth and self-confidence. With some under-qualified pupils, that’s where guidance needs to start.
- The balance between verbal and non-verbal techniques is a key to success.
- The personal and artistic developments of young people go hand in hand.
- It is interesting to look for opportunities that make transfer possible.
- One weakness could be that the teaching staff might stay in the role of the observers, thus not benefiting from personal experiences in order to contribute to mutual understanding.
- The academic world must remain part of the project world, in order to maintain contact between professionals.
- The professional team should continue to look for other creative ways of enhancing more accessible reflexions for young people.
Are there still challenges ahead?
-To continue guaranteeing quality through:
Permenant evaluation and development of the team.
No rigid programme but flexible adaptation to the target group.
- The highly specialized competences of the trainers/practitioners can be transferred by holding on to the learning-by-experience method.
- How could more pupils benefit from the programme while costs are kept down?
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
What areas of the policy can we learn lessons from?
- Self-efficacy, commitment to learning, ability to make decisions, flexibility in taking action, all need to be built on self-worth and self-confidence. With some under-qualified pupils, that’s where guidance needs to start.
- The balance between verbal and non-verbal techniques is a key to success.
- The personal and artistic developments of young people go hand in hand.
- It is interesting to look for opportunities that make transfer possible.
- One weakness could be that the teaching staff might stay in the role of the observers, thus not benefiting from personal experiences in order to contribute to mutual understanding.
- The academic world must remain part of the project world, in order to maintain contact between professionals.
- The professional team should continue to look for other creative ways of enhancing more accessible reflexions for young people.
Are there still challenges ahead?
-To continue guaranteeing quality through:
Permenant evaluation and development of the team.
No rigid programme but flexible adaptation to the target group.
- The highly specialized competences of the trainers/practitioners can be transferred by holding on to the learning-by-experience method.
- How could more pupils benefit from the programme while costs are kept down?
The professional team :
The team consists of four people:
Feldhoff, Barbara (music teacher, eurythmics/piano)
Giebels, Esther (psychologist, integrative therapy)
Moris, Carole (educator, dance teacher)
Stauffer, Till (director, drama teacher )
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Giebels Esther;
Role (in policy initiative)
Psychologist, Integrative therapy for youngsters, Dance therapy
Organization name
CPOS (Centre de Psychologie et d’orientation scolaires) Luxembourg
Address
58, boulevard Grande-Duchesse Charlotte L-1330 Luxembourg
Phone
(+352) 247-75910
Fax
(+352) 45 45 44
esther.giebels@cpos.lu
Website address
www.cpos.lu
Documents and publications
Attached files
- File: Case study-Stop & Go-LU-09182013.pdf (11 KB)
Links
www.lebensbuehne.eu; www.culture-4d.com; www.akademieremscheid.de; www.eag-fpi.com; www.dgt-tanztherapie.de; www.managerbildung.eu; www.tournesols.lu
This information was provided/updated by:
Feldhoff Barbara, Ferres Jeannot, Friedel Claire, Giebels Esther, Moris Carole, Noesen Joseph
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good practice, initiative, interesting practice, policy, career management skills, guidance in schools, Luxembourg