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Recording of the 1st online meeting for school counsellors and special educators

Recording of the 1st online meeting for school counsellors and special educators

These days, each of us needs support. Especially those who¬†are supporting¬†others.¬†We¬†have¬†therefore organized the first online meeting for employees of school counseling centers¬†on Wednesday 18.¬†11. 2020.¬†There was a¬†great¬†demand for the meeting¬†and over 160 school counselors,¬†principals,¬†and teachers from all over the country¬†had attended¬†virtually. We¬†have¬†focused on supporting children with SEN during¬†the¬†pandemic, supporting the mental health of children and teachers, and children’s behavior¬†support¬†in the online environment. The¬†children’s¬†behavior support presentation¬†describes¬†some important principles and procedures of PBIS.¬†

You can find the video here. 

Providing support for children with SEN during distance education (PDF) 

Promoting self-regulation and mental health (PDF) 

Supporting children’s behavior in the online environment (PDF)¬†

 

The discussion brought many inspiring observations of the participants. We publish some of them: 

Most important is¬†the relationship between teacher and¬†educational¬†assistant¬†(for children with SEN),¬†if¬†it does not work well¬†in regular environment,¬†it¬†is¬†then¬†perhaps even more difficult in distance learning. We use assistants¬†largely, for example for tutoring children. “¬†

“I am very happy that we have¬†assistants¬†– they work individually, pay attention to the pupils¬†needs, they also support those who do not have¬†official¬†recommendations from the counseling center, but they can also support those who need it – but we are still¬†learning¬†and looking for the best ways‚Ķ”¬†

“I involved¬†ed.¬†assistants in the lessons and it’s great. The problem was mostly with the teachers, who¬†didn‚Äôt¬†cooperate. But it is already clearly proven, an assistant¬†can¬†contact the family, come to online¬†classes,¬†and can then work with the student individually. It is not¬†only up to¬†the teacher, who at this time is very busy communicating with parents¬†and¬†students,¬†providing¬†formative assessment¬†etc. “¬†

Relevant questions were raised in person and in the chat, and most of them were answered directly during the meeting and complemented by interesting experiences of the participants from their practice. 

We wrote for journal ҆koln√≠ poradenstv√≠ v praxi about the PBIS system

We wrote for journal ҆koln√≠ poradenstv√≠ v praxi about the PBIS system

We have prepared a detailed article on the Positive¬†Behavioral Interventions and¬†Supports¬†(PBIS) system,¬†for a professional magazine for employees of school counseling centers. ńĆOSIV is currently piloting PBIS in three Czech schools.¬†

In this article, we describe in detail the first of three tiers of interventions used in the PBIS system: 

Tier 1 (main content of the article) Рpreventive support with a set of recommended procedures and steps for all pupils and employees in the school 

¬†Tier¬†2 – more intensive support in small groups and shorter time intervals,¬†aimed on¬†10¬†‚Äst20%¬†of students¬†

¬†Tier¬†3 – individualized intensive intervention for pupils with severe behavioral problems,¬†aimed on¬†1¬†‚Äst5% students¬†

 In the article are described also other measures that are used in PBIS. For example, how to organize the classroom environment, what routines to implement in schools, and how to define expected school behavior for students. 

You can read the whole article here.

Deník.cz writes about the Czech pilot implementation of PBIS

Deník.cz writes about the Czech pilot implementation of PBIS

Since this summer, we have been piloting the implementation of the PBIS framework at three Czech primary schools, in Most-Ch√°nov, Velvary and Zeleneńć. PBIS originated in the 80’s in the USA and is now used in dozens of other countries around the world. Thanks to the Schools Helping Vulnerable Children project, we bring an evidence-based approach towards children with challenging behavior, that is based on a clear formulation and setting of positive expectations throughout the school.

“We tell all the children what we want them to do. The adopted unified rules relate to safety, responsibility and mutual respect, in all areas of the school, ” Anna Precl√≠kov√°, a seventh grade class teacher at the Zeleneńć primary school, describes for Den√≠k the beginnings of work with this framework. Since summer, her school has had established a four-member PBIS team consisting of teachers, administrators and an educational counselor or special education teacher. They are supporting colleagues in the day-to-day implementation of PBIS and preparing further steps in implementation, after the initial training of the entire faculty done by ńĆOSIV. A key part of the PBIS is shifting attention to expected behaviors and reinforcing appropriate behaviors.

The whole article is available here.

More about the PBIS system and the pilot implementation is on the website www.pbiscr.cz

The project is being supported by the Committee of Good Will ‚Äď the Olga Havel Foundation from the Active Citizens Fund. The programme promotes citizens‚Äô active participation in the public life and decision making and empowerment of vulnerable groups. The Active Citizens Fund is financed from EEA and Norway Grants.

ńĆOSIV helps Czech schools to introduce a three-tiered behavior support

With the beginning of the new school year come further changes and uncertainty for teachers and students as to whether and when we should expect next waves of distance education. The situation is challenging for teachers, parents and, of course, students. We value schools all the more that they try to tackle the situation in such a way as to help children adapt to the school environment as much as possible after a long separation from friends and teachers and a long period of home education, which unfortunately often did not take place in ideal conditions.

We are pleased to have been able to support three schools involved in the project Schools Helping Vulnerable Children in the preparatory week. We have carried out a two-day training for the schools‚Äô faculty focused on the introduction of the PBIS (Positive Behavior Interventions and Supports) framework. Schools will be implementing PBIS with ńĆOSIV‚Äôs support for over the next three years. The three-tiered behavioral support (PBIS) framework enables schools to respond to students‚Äô current behavioral and well-being needs, thus creating an environment that enables students to reach their maximum educational potential.

In the first year of implementation, schools will focus primarily on unifying behavioral expectations and routine procedures. This will strengthen the predictability and structure of the learning environment and increase students’ sense of security. When students feel safe at school and the environment is easy to understand for them, they can concentrate on learning better. School-wide expectations are formulated positively, thus creating a school culture of competence. As part of the feedback on students’ behavior, teachers strive to draw attention primarily to students who respect the agreed expectations, and thus the expected behavior is further strengthened.

During the two-day training, the lecturers supported the faculty of each of the participating schools in creating school-wide expectations, specific examples of expected behavior and procedures for teaching students the expected behavior in the adaptation period. Schools also reflected on the current course of distance education and the effects of quarantine on children’s mental health. Due to the COVID-19 pandemic, an important topic of the training was also the support of children’s mental health, relaxation techniques and ways of recognition and appropriate responses to a possible adverse experience of students.

We wish all children, students, teachers and parents the most pleasant start to the new school year. After such a difficult conclusion of the previous school year, we need to renew and build mutual relationships and a sense of security, which will help us to manage any further period of separation and insecurity

You can find more Czech materials about PBIS at https://www.pbiscr.cz https://www.podporainkluze.cz/material/pbis-podpora-pozitivniho-chovani-deti-a-zaku/

 

We are preparing materials and meetings…

We are preparing materials and meetings…

We are currently translating a text of our Norwegian lecturers, which will become a key study script for teachers and other pedagogical staff who will be trained in the new educational programme. The purpose of the text is to help the trainees understand why even the best teaching methods offered by the current pedagogy fail when we are working with children suffering from developmental trauma. In the text, teachers will find valuable advice that can help them teach such children. Developmental trauma affects the development of the brain. Knowledge of the impact of childhood in fear and conditions of inadequate and insufficient care can help us understand why these children misbehave in school. Understanding the causes of challenging behavior of children with developmental trauma can help significantly and make teaching and caring for these children a little easier.

The script provides readers with information on procedures and measures that can help children with developmental trauma cope with daily schooling. It aims to provide a deeper understanding of the developmental trauma, its impact on children, and their education. It also contains practical recommendations on how to reduce the impact of trauma on the child’s education.

In September, we are planning to implement yet another two-day training in Prague, to which we again plan to invite (epidemiological situation permits) our Norwegian lecturers. Their visit will also include a seminar at the Ministry of Health targeting health and social services involved in the reform of mental health care. The seminars will also be attended by lecturers of lifelong education of pedagogical staff in matters related to the behaviour of children at school.