Training activities and agenda outline

 Total time required 4 – 4,5  hours 

A.    Introduction – 20 minutes

Introduction to session agenda, objectives and expectations, along with the presentation of the session assumptions using as background material the information included in the Chapter I of the IMPACT Report 2013. In doing so the facilitator presents a brief, interactive lecture on the centrality of the human beings and the principles behind it, how it could be applied to the national or local situation to enhance cooperation and coordination among the various actors involved.


B.    Presentation of the participants – 40 minutes

 The facilitator asks  each participant to introduce him- or herself   with biographical/experiential elements. The intention is to avoid focusing only on their professional roles and mandates. A possible question could be in abstract one of the following:
-    What factor or element makes you feel protected?
-    When did you feel protected?
-    When did you feel particular at risk?
Each participant is required to write an element of risk or protection on a post-it. The facilitator pastes all the post-it on a flip chart and, once gathered all of them, picks each one at a time and asks the participant that wrote that specific element to explain it. It is one of the possible ‘icebreakers’ which could allow participants to share something about them in a non-threatening and enjoyable way. The facilitator should identify the most suited question on the basis of the participants’ characteristics.

C.    Definition of  a common language and interaction ground – 40 minutes

The facilitator presents three case stories to the participants. The stories will propose different situations of children from vulnerability to ‘normality’.
Using the elements identified by the participants presenting themselves in the introductory round, the facilitator outlines per each one of the case stories the possible moments of risk and protection faced by the child involved. Before moving to the next point, the facilitator invites participants to select a case story out of the three presented. The case story singled out will be used for the upcoming sessions. The participants indicate their decision voting by show of hands.
The facilitator underlines that the three case stories provided are unique (are not exemplification) and therefore they require a systemic intervention operatively flexible and able to better suit the reality of the child involved.

Once a case story has been identified, the participants are invited to answer these two questions:
a)    What elements could support the creation of a direct relation with the child?
b)    Who could assist me in the process to support, protect and empower the child?
The facilitator notes the participants' responses to the questions on two different flip charts and comments the elements most frequently recurring in the answers provided.  

D.    Small group activity  – 60 or 90 minutes

Participants are divided in small groups with 4-5 participants in each. In each group, a participant briefed by the facilitator will direct the group activity and act as rapporteur of the group.  
Each group takes responsibility to work on the case story selected during the previous activity and develop on the basis of the working experience of the small-group participants their  inter-disciplinary and multi-stakeholder  forms of collaboration. Through the use of a sociogram, which will be introduced by the rapporteur as a graphic representation of the structure of inter-institutional relations in a group situation, each one of the small group participants is invited to describe their own professional sociogram that they will activate in order to respond to the needs and rights of the child concerned in the case story selected.
The professional sociogram represents their own mandate’s operational synopsis, a depiction of the professional links that each one has on the basis of their mandate. The graphic representation below is an example of the possible illustration that the rapporteur of the small group could use to introduce the sociogram in the discussion.

sociogramma-1 

On the basis of the answers provided by the participants the facilitator could indicate, directly on the sociogram previously drafted, the sectors mentioned and underline the operational synopsis identified throughout the participants’ individual presentations.

On the basis of the time allocated to this session the facilitator can eventually further develop the discussion asking question such as:

  • Is it there a special connection node or a connection edge?
  • What are these synapses based and structured upon?

A graphic representation of the connection node or edge can be the following one:

socio-gramma 2 

The facilitator will note on the first sociogram used the eventual connection nodes and the connection edges along with the reasons for these professional synapses.

The aim of the exercise is for participants to cover the basic ground rules for developing and implementing a cooperation and coordination among the various actors involved with an approach centred on the needs and rights of the person.

Alternatively, the facilitator could do this activity in plenary with the entire group of participants always using as starting point of the discussion the selected case story. This alternative is feasible with a group of no more than 10 participants.

E.    Partnership learning moment - 30-45 minutes

Each team is asked to present the outcomes of their group activity to the full group. Following each presentation, the facilitator underlines the recurrent aspects raised on the centrality of the human beings and the pivotal role played by the coordination and collaboration among the different actors involved. The facilitator keeps track of the general suggestions and insights gained from these activities.

F.    Lessons application - 30 minutes

Once all the groups have presented the outcomes of their work and all the flip charts have been reviewed, the facilitator and the participants work together to identify: (1) key lessons that could be extracted from this experience; (2) considerations to be kept in mind when developing strategies, interventions, services; (3) what steps could be taken to increase more effective use of this approach.

G.    Closing - 10 minutes

The facilitator reviews the list of the insights developed in the course of the session as main outcomes and briefly presents once more the IMPACT methodological assumptions related to the centrality of the human beings by using a PPT with the following list:

  • Each person is unique in her/his history and has a specific set of relations with the surrounding context
  • Every intervention is determined by the integration of perspectives between the different actors involved
  • Every intervention should be based and enacted upon a systemic set of functional relations aimed at enhancing responses through their connection and integration

The facilitator should thank the participants and time should be allowed for any final questions or observations.

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