Training activities and agenda outline

  Total time required 4-4.5 hours 

A.    Introduction – 20 minutes
Introduction to the session agenda, objectives and expectation, along with the presentation of assumptions using as background material the information included in the Chapters 2c and 5.d of the IMPACT Report 2013. In doing so the facilitator presents a brief, interactive lecture, the ‘vertical and horizontal approach’ and the principles behind it, how it could be applied to the national or local situation to enhance the effective implementation of the rights of the child involved.

 B.    Short lecture – 30/40 minutes
The facilitator uses the pie chart illustrating the dimensions and the sectors under analysis in IMPACT. The facilitator could introduce the vertical and horizontal dimension as this is defined in the IMPACT project eventually using the following graphic representations (see figure below).

Sectors under analysis  Schermata 2014-02-14 alle 10.02.54


It illustrates the sectors under analysis in IMPACT and the IMPACT assumptions for a synergic and comprehensive system of protection. The pie chart can be used as guide for testing out the IMPACT assumptions and to identify possible strategies and courses of actions needing an integrative interaction of the different sectors with regard to the structural framework (laws, policies and institutions), the status of their implementation and operation in practice, and the perspective of the child (centrality of the person).  
The facilitator here should integrate the lecture with practical examples and national experiences related to the implementation of the vertical and horizontal approach, as background material could be used the information included in the Chapters 2c and 5.d of the IMPACT Transnational Analysis 2013.

C.    Discussion – 30 minutes
The facilitator opens the discussion on the aspects presented and uses the pie chart illustrating the dimensions and the sectors analysed. Once the comments of the participants and their reactions have been gathered, the facilitator further underlines that the pie chart defines a ground of intervention  including the different dimensions and sectors of action. The facilitator makes some practical examples on how the pie chart could be used with an operational approach.   

D.    Small group activity  –  60 or 90 minutes

The group of participants is then divided in small groups of 5 persons to perform a role play. Always referring to the case story selected during Session 1 and using (a) the list of needs and rights of the child involved identified during Session 2 and (b) the pie chart discusses before, each group is requested to develop a virtuous professional sociogram as that introduced during Session 1 (see figure below) graphically to be presented on a flip chart:


The group is asked to examine the case story and the child’s condition and merging the needs/rights of the child involved is tasked to develop a professional sociogram covering the sectors and the dimensions which need to intervene in order to put into place a synergic system on intervention for the protection and empowerment of the child. In drafting and organising this synergic sociogram, each small group is responsible for the identification of:

  • A special connection node or a connection edge
  • The element/s upon which these synapses are based and structured.

The aim of the exercise is for participants to familiarise with the basic ground rules for the implementation of a synergic protection system in practice.

Note: this activity could in part sound similar to the one planned in Session 1. But the one in Session 1 should be developed on the basis of the participants’ working experience, whereas this one in Session 3 requires the drafting of the ideal professional sociogram of intervention.

E.    Partnership learning moment (role play and discussion)  – 45 minutes
Each team is asked to present to the plenary their professional sociogram along with the  key elements justifying its structure, the special connection node identified and the elements upon which these synapses are based.
Following each presentation, the facilitator leads a group discussion asking the participants to comment of the group’s sociogram presented. In order to ensure that critique is offered in a constructive way, it must be closely monitored by the facilitator to ensure that the comments are are targeted to the analysis of the  sociogram by the whole group of participants and that these do not slip into negative criticism.

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 operating to setting up 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 assumption related to the centrality of the human beings by using a PPT with the following list:

  • Interventions aimed at responding to specific rights and urgencies have to be implemented in synergic collaboration with dimensions which might not seem immediately related
  • The effectiveness of specific interventions should derive from a comprehensive analysis of the individual needs and rights
  • Multi-sectorial analysis and action are key to develop protective contexts for individuals

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

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