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"Workshop on Volunteering in the social field"

In compliance with the terms of the partnership with the Association Onlus Archipelago, the Aurora Cooperative News has organized and managed, under Action 5 -All Together Workshop on Volunteering in the social field.

PARTICIPANTS
The group of participants consisted of 26 people ranging in age between 24 and 55 years, residents in the municipalities of Villaricca and Giugliano in Campania. Of the 26 persons, 15 employees and 11 outside of Aurora Cooperative News. The group has proven compact and attentive to all the duration of the course, the full and conscious participation was consistent with the work commitments of each of the learners. The students were particularly keen to some arguments, such as the difficulties of cooperation (the reality in which many of them work) and the strictly volunteer, legislation concerning the voluntary benefits el'associazionismo, volunteering in other countries. Always careful and aware of their role, attended with sincere enthusiasm in the activities, collaborating actively in the drafting of the program and helping to manage the scheduling of classes based on the needs of the services of the cooperative and more generally on the basis of work requirements of everyone, including teachers. The interventions in the classroom were always relevant and timely, as it is well structured the relationship between teacher and students.

subject of the lesson
The arguments put forward during the course ranged from a mere definition of volunteering in its concrete and precise conjugation daily. It is addressed in particular the intrinsic meaning of the volunteer explained in various national and international partners. He then spoke of associations, social cooperation, international cooperation, has dealt with national legislation on volunteering and its impact on the local, as has been applied to a complete picture of the law 328/00 and its everyday applications in the area of \u200b\u200bthe course. Much interest has been aroused in the classroom from the lessons that have been subject to voluntary activities and how to manage the same in other countries, Europe and North America. It is manifested in this report deplores the limited time that we were able to devote to voluntary activities that are carried out through international cooperation projects, managed by our Ministry of Foreign Affairs through associations and cooperatives working in developing countries .

THE COURSE POSITIVITA'DEL
Among the positives of being done, should certainly include:
• Interpersonal relationships generated during the course itself;
• The active attention demonstrated by the students;
• The constant and continuous participation of the same;
• The complexity of the argument and the concomitant ease of learning of pupils;
• L 'homogeneity of the lessons;
• Flexible hours;
• The genuine enthusiasm of the audience.

Criticisms'
• Need to match business needs with days and hours of classroom lecture;
• Scarce resources temporal
• Heterogeneity for education and culture of the classroom.


CONCLUSIONS The experience was definitely positive, both for what concerns the purely educational to both the human side. From the academic point of view, it was important to be able to provide social workers and people simply interested in the same world, the possibility to deepen knowledge useful if not necessary. Provide an opportunity to come back to learning was important, especially in areas like ours, harassed and raped by greed and subculture. We hope very much that such experiences can come back to ask to be in, both for the continued training of the affected population, both provide an opportunity to disclose these kinds of knowledge. Eduardo Chianese

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Report of the activities of "orientation" held in the JV Pascoli 2

The final design of guiding, referring to the objectives and content of individual meetings held with the boys, was made by Dr. teachers. Giuseppe De Costanzo, a sociologist, Dr. and myself. Paolo Guglielmi, a psychologist, with prof. Maria D'Adamo, coordinator of the project for the Comprehensive School 2 Pascoli, Secondigliano district of Naples, in line with the objective of adapting the proposal to the real needs of the children of classes III on the choice of their future educational and vocational. Recipients of the proposal
were students of four classes III, two of the central building, located in Secondigliano of Naples, Rione dei Fiori, two of the branch, located always in Secondigliano, in Arc Cupa.
The target group has a heterogeneous composition in relation to the origin socio - cultural and, especially in the case of one of two classes of the headquarters of the institute, the frequency of boys in school is not always continuous and constant. Each group has revealed specific features for the quality of internal relations, sometimes more supportive and cohesive, and sometimes fragmented into subgroups, and the type of relationship established with the authorities, sometimes more available, a more provocative and suspicious. Participation in the activities proposed, even when children were present, required the constant stress and constant re-motivation by teachers, both internal and external. In general, boys have welcomed the availability and involvement of experts, especially because they are aware of their profound difficulties in undertaking a complex and crucial choice in their lives, such as that of the studies. In the course of business, it was still necessary to remind students the importance of the ultimate objective and commitment to support and facilitate their participation in the proposal of practical activities, aimed at the production of concrete products (posters, cards, short studies, small group activities with exposure to the outcome of discussions).
The methodology used to carry out the activities took into account the characteristics of the audience they were addressed, is the spirit in which they are placed in the broader project proposal, namely to understand and address the deep motivations, personal and family psychological and social conditions that lead children in a low sense of attachment to the study in relation to disinvestment and its future, on the one hand, and reinforce personal and collective elements that are intended as a resource to support the growth path boys, on the other. Therefore, the focus has been on a methodology that, by connecting children with their deepest desires, would involve them in a path of greater understanding of their quality and resources and the active search for "roads" most appropriate and feasible, given the their ability to achieve the goal of their self-realization. The methodology has included work in small group discussions, games, plus times more information in setting front.
The program of activities provided, first, facilitating a deeper communication style and authentic than they are used to the boys in class, always ironic and often provocative, even within the group where there are significant relations of friendship. Secondly, we tried to break down and analyze each of the components that make up the choice of secondary school: attitudes to specific matters, to set the values \u200b\u200bpursued its present and plan their future, childhood dreams, the main areas of interest and activities, concrete opportunities and practical needs of proximity / accessibility / times.
The third phase covered the information completely and accurately as possible the different types of school, of course updated to the changes introduced by the so-called reform Gelmini sorting School Higher.
The fourth phase, which coincided with the practice of inscriptions from the boys at school choice, including a refund to each participant on the group following the recommended path analysis of attitudes, personal qualities, values, aspirations.
The fifth and final phase involved the research and the sharing of specific and detailed information about individual institutions identified in the territorial reference of the boys. The information related to: spatial location and accessibility, main subjects, postgraduate program, extracurricular projects, instrumental equipment of the premises.
In most cases, the choices have suggested coincided with what is finally decided by the students, and this has been a valuable support to motivate kids to pursue with enthusiasm and conviction of their choices.
The main difficulty encountered is the likely perception that the boys show little interest, not so much for assets, which Declaration and sometimes with enthusiasm, sometimes with more apathy, but against themselves: they just seem to take seriously or just believe in their quality, as well as their desires, disillusioned, demoralized, already disheartened by the difficulties, failures, by the compromises inherent in the condition they perceive as an adult and that surely lie ahead as unavoidable in the future. The message generally, and often irresponsible move to younger adults is a sense of hopelessness, lack of hope, and the inevitability of failure, defeat, or to difficulty in achieving their dreams, especially in contexts where social hardship has spread like the one where you place this intervention. While recognizing that the difficulty is an unavoidable by the very condition of being human, it is important to reinforce the confidence that with the commitment and responsibility, not only young people can achieve their desires, but also contribute something to improve the environment around them. The main resource, therefore, represented by a proposal such as that described, lies in the opportunity offered to students to create a space where they can share with each other and with adults available fears, doubts, desires, expectations about its future, in which one can speak of future without it for granted that their goals are unattainable. The alternative message that we wanted to offer is that any path requires commitment, shared the fate common interest in their welfare and that of others, consistent with their personal values, but also with their choices and dreams. Paolo Guglielmi

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Report path "Never Alone"


project "La Strada Maestra. "The IC" Pascoli 2 "operates on three campuses (plexus Marta Russo, Carbonelli plexus, plexus Cupa Arc) and is located in the northern outskirts of Naples, an area heavily affected by phenomena delinquent and disadvantaged from the point socio-economic development. The training needs of the environment are part of a pattern of behavior-oriented law.
path "Never Alone" that I was given the task of teaching procedure within the project "La Strada Maestra" was a timely response to the needs of the school community. The course was divided in 25 encounters (50 hours total) that were held in the complex "Carbonelli" plexus and the "Martha Russo." The action, aimed at supporting parenting, drew attention to the problems of family education emphasizing the role of the family as a basic element of mental and physical development of children. The primary objective was to promote awareness that parents are a valuable resource in the prevention of school dropout, recognizing the influence of parental behaviors in personal growth. In collaboration with Dr.
. Goat I tried to make parents aware participants on the need of culture, then the school, as a precondition for recognition of their human dignity and civilian schools away from the street kids and petty crime, offers a hospitable environment that contributes to personal development in all its dimensions, to school kids develop self-esteem and sense of belonging to the local community. But in a strongly disadvantaged, the school is located by the family last rung of the ladder of values, knowing that it is the fundamental precondition for the integration into society. I tried to find a calm and friendly through frequent opportunities for debate, discussion on the most pressing family problems. During the meetings, parents also culturally and socially disadvantaged people had the opportunity to learn and encouraging more positive attitudes towards their children, have had the opportunity to learn how to "promote positive action to improve the quality of interpersonal relationships and daily life by reducing potentially risky situations.
The various themes, activities proposed, certainly led all parents participating in the reflection that constitutes the starting point of any potential change. Finally, I aimed to promote the circularity of communication so that everyone could express their views and questioning. My role, supported by professional skills and expertise of Dr.. L. Goat that has stood by me in 12 encounters, it was essential not only as a conductor expert, in fact it is often characterized as a facilitator of communication by encouraging active listening and without distorting communication as moralizing, threaten, intimidate, etc. order. Moreover, as the instrumental function (Area 3-supported students: social disadvantage and early school leavers. Area 4 - relationships with local authorities), I supported the paths "social support for children at risk" and the "Laboratory Orientation and Training ". In the first
the event, students are uncomfortable with high routes were included in theses schools and social inclusion; the second one, aimed to develop pupils' awareness of the third classes of future choices. Valid and has proved the role of education carried out by experienced operators within the class groups. The experiences can be regarded as positive and satisfactory, and without rhetoric, reinforcing the need for additional educational activities, and to fit in a perspective of education and prevention is an investment, although in the long term, society. The lecturer Prof. Maria D'Adamo Institute Comprehensive Pascoli II Napoli (Secondigliano district)

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Who supports educators??

few days ago I was talking with a teacher, referring some episodes of the behavior of some of his colleagues, told me "you see my hand?? The fingers are not all equal !!!!"

Indeed he was right!! As in every category, there are not only weak across the board, those teachers who have tried the competition only to have the security in the state, but also those who commit themselves with passion, try to be authoritative, to assume the responsibility of being first educators. My thoughts turned to them, which often become advocates of a need: to be listened to, supported, helped to understand the behaviors of their children, for whom undertake, for which they fight and do it in four.

Who supports these teachers, in a society in which the school, often isolated and underfunded, the responsibility is delegated totally educational?

So we welcome projects that raise the needs, concerns, questions, even if hope would be that of a compulsory attendance in all schools of all levels of a psychoeducational team that can support on an ongoing basis faculty and staff, students and their families so that everyone can have a space where they know they can be properly welcomed.

I hope that my wish will come true. In the meantime, go ahead, enjoying the privileges that our profession offers us a thank you, a smile, a gesture, a drawing, a message written on the package, which can enlighten your day. Valentina Ferrara

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Adaptation, inconvenience or creativity '?

be true that adults and young people are alone, in a state of lack of communication and isolation from the world, who have no future, who suffer compared to their fate, who feel and live conformist inertia (Galimberti, 2007) and that among the forms of existential emptiness, the latter is the most common? The absence of viable prospects and scenarios for costituie a recognizable identity in the human environment that result implies personal development? It could be said that depriving the young of the future, lead to mortify the soul, talent, hope, desire to improve and build an identity. When a young man receives a private activity of its purpose, which means depriving those who take part in a real relationship with the future, and without a future, the action moves into that timeless turns into a senseless act , vacuum, pure response to the requests of the device. And this is not unlike the rigid response to stimuli that each animal has come from its external environment.
When maximum force is the biological, emotional, and intellectual young people (between fifteen and twenty years), these young people live parked in the no man's land where the family no longer performs any function in society and no recall.
Young people live as long as empty as the identity has no support, no sense of self is lost, self-esteem deteriorates.
But what about a company that makes less of its young and creative? It's just a matter of wasted energy or the first symptom of its dissolution? Perhaps the West is not going away for the unstoppable migration processes, against which everyone screams, but did not give meaning and identity, and then for having wasted their younger generations.
I think that young people today seem to recognize the low levels of autoconsiderazione for their sensitivity precarious, uncertain, weak, introverted, lazy, for their inaction caused by excessive exposure to the influences of television, the Internet and global communications. Immersed in a world that offers opportunities and scenarios for building a viable future seem to be owned by a constant concern: to get an incredible amount of free time to enjoy to the full weight of the absolute meaninglessness of his era, to prove the 'thrill of not having a certain horizon, by not having a viable future. Hence the frequent escapes, perhaps, in the network, in the era of virtual social networks, relations invisible in the dream and myth. A journey with no momentum already at the start. A trip to
identity tinged with nostalgia on their inability to find roots, a basic existential identity solid. For these young things of the "world" outside the universe and are available even before you want them. Are at the limit of the dream and hope, the reach of a mouse. But this new kind of inertia, characterized by a resignation contained described as "kind of enough" (referring to those young people who are quite in agreement with their parents, who allow them enough freedom, etc..) Action can be taken instruments or with psychosocial must rely on the traditional institutions (school, family, parish, etc.).? I mean such practices are possible, such as critical tools and forms of human relations can serve. It captures the extent of the damage so that adults in their generation, have created over the years. Adults who have, without even the slightest understanding of the importance of the phenomenon of youth delegate to other objects and forms, responsible for creating the legal and social rights. A generation of adults who have experienced the process of delegation in dealing with young people, children, coming out of the role of educators active, responsible, critical and rigorous.
And then, at times also seems obvious that young people have enough will to become adults, although early, sometimes, not too fast. They want to escape from that world who live badly, who have "read" evil, who have experienced watching the parents, all the mistakes of their parents distracted by the new global process of human relationships. No project for the future because there are not enough opportunities, no ideal to be realized because there are quite engaging.
But these young people have a weight and value of the market even before the identity. They are objects to be pursued to the world of consumption. They focus on new areas of profit and advertising, the production of clothing and travel agencies and, above industry fun. Many parents and many teachers did not even notice that these young men do not experience any correspondence between what is learned and what is glimpsed in the life outside. No one is given the opportunity to choose the time in which to live, nor the possibility to live without the age in which it was born, there is no man who is not a child of his time and then somehow approved.
happens, however, that with respect to periods that preceded it, ours is the first to seek approval for young people and force them to live in a middle ground, a parking area compared to the trip of destiny.
The "empty" leads to nihilism and hope, disappointed about the possibility of finding a sense, a possible path. It is an inertia in order to get busy production. They are living in an environment of abundance and opulence of stimuli "global", which lead to a state, at times, anesthesia social indifference of the hierarchy of values. A state of boredom and lack of communication without poetry.
All of these factors in an area where digging is shaped kind of loneliness that is not despair but a kind of weightlessness of those who are moving in as a social space into disuse.
gestures arise from this mode and that youth do not become life-styles, constructs, streets of innovative ideas but little actions that are depleted in the actions "unnecessary" for the soul, life projects that instantly disappear between dreams, inconclusive steps of an eternal human disorder. Dr. Giuseppe Errico.