The practice guidance in the project the main road to social inclusion programs 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. Galimberti U., 2007
0. The story starts from here
This paper will summarize some of the issues that emerged during the implementation of the highway project, to propose a reflection and some field evidence. The experience of the Archipelago Onlus Agency in the field of social and education of youth has its origins in the context of social practices (Ln285/97; Ln328/00) and education (ESF). The aim of the project was to call in network organizations and concrete experiences, reduce isolation of parents, reducing the number of students leaving school and who, not having their "life project" at risk of social marginalization, sometimes falling into the circuit illegality. The perspective is to act according to the search for solutions and alternatives to the discomfort experienced by children and parents and teachers in schools and areas at risk. The purpose is to act in response to a collective malaise that requires innovative solutions, time-bound, able to activate and strengthen the extended communities ("inciting territorial"). Starting from the strong motivation to identify solutions "creative" for many aspects of social disadvantage, family, individual, were organized within the two-year project the high road, and some incisive collective and individual actions and interventions (social support, parenting support, workshops on voluntary social , etc..) that have contributed to the rapid growth in the context of collective school / family, up to forge a working practice of social network with strong participatory and solidarity. In this stretch era humanity has a premonition of a change and fearful of his fate, along with a strong hope of salvation and peace (S. Piro, 2002).
The prospect of action is was the socio-educational, labor network and has been characterized, primarily, as a community action centered on the activities inside / outside the educational context to promote pathways to combat early school leaving and social inclusion. Awareness of the different groups (adults, parents, teachers, and youth) has allowed to develop and deepen relationships in the community, and social development and aggregation in the territory, allowed the organizational growth by promoting the abandonment of the original forms of assistance and spontaneity of action. The roots of educational practices, the continued presence of psychologists, educators and volunteers in the individual schools involved in the partnership, knowledge of the languages \u200b\u200bof young people, attention to deprived areas, parents and their life stories, resources, collective and individual needs, are, along with the sense of belonging to the land, the heritage that has led to the start The experience and development road. Hence the action of the Association was designed to encourage participation of the teachers / workers (some references to the territories involved in the project), the connections between experiences and cultural groups and generations, from the perspective of strengthening the sense of community, a synergy in terms of law enforcement and combating early school leaving and, more generally, of the unwary.
The history of the project starts in schools and in contact with teachers, parents and children, with hopes and expectations, desires and practices of aid (practice psychological, social and educational). The project tested a model of operational integration between public and private institutions and has been developed involving a partnership consisting of enlarged rather different partners (schools, cooperatives, public bodies, voluntary associations).
Through an agreement of cooperation / partnership was created a network of institutions / experience / skills: the activation of actions / interventions that have led to the assumption of more than 2000 end-beneficiaries (individuals, groups, class, adults, parents, volunteers) and the activation of the initiative on individual projects. It was also possible to develop and test a system for networking and social planning (Afragola, Arzano, Casoria, Giugliano in Campania, Napoli, Teversham, Orta Atella).
The achievement of these goals has allowed the testing of this working model could be gained by programming of the others who have expressed a desire to retain it for a more effective strategic management system and provision of social services.
Once again relies significantly the size of accompanying institutions / areas / experiences understood as a function that, starting from the exploitation of resources (human, organizational, promotional, scientific, etc.). in order to facilitate the objectives of autonomy (self-help), is designed as a promoter of positive action, synergistic, able to establish connections (network extended) between the various areas of intervention and territorial areas (areas at risk) and able to grasp the relationship to a design compatible with local resources. The project social
the high road (May 2008-May 2010) have been involved a number of schools beyond those originally planned by the partnership (Comprehensive School District Secondigliano Pascoli II of Naples, Comprehensive School Palisades Casoria, Don IPSCT Jeremiah Piscopo Arzano, Secondary School of First Instance G. Puccini Casoria, Secondary School of First Instance De Filippo / Vico Arzano, Secondary School of First Instance by Ludovico Casoria Casoria), the complexity interventions for the education of young people, dealing with school drop-out, social promotion, prevention, harm reduction psychological recovery (re / Unit staff about their studies and social disadvantage) and social inclusion have resulted in a particular attention to the needs of the deprived area (cultural gaps, no spaces, acquisitions), the needs / expectations and motivations (positive and negative) of young people, particularly the functions of learning and support / guidance that characterize the relationship with some typical target: children, youth, parents, social workers and teachers. On the one hand, some activities (current volunteers, computer course) have increased some abilities and skills (social skills, commitment, etc..), On the other other activities (also addressed to his parents on parenting courses, orientation, social support) have helped strengthen the social and relational skills.
The two-year project is proposed as a test of a service model "extended" for the construction and activation of pathways collective social and individualized assistance to vulnerable groups.
The problematic features are significantly intertwined with its social problems: the lack or loss of extracurricular activities and socio-educational support to parenthood is closely related to the risk of marginalization and social exclusion. The implementation of social welfare assistance is not sufficient to resolve this issue, an accompanying welfare does not induce the activation of a solution and ultimately does not lead to a social autonomy.
In this regard the project the high road - to reach their goals - has created and empowered a number of social ties between institutions and non istitutzionali, the "care" not so much the people (students, youth, parents, professionals, etc.). but the territory. In the culture of the Association, in particular, the social practices and, in this case, the practice of accompaniment can be described within the area bounded by the semantic concepts recognize-listen-to recognize what you hear is understood as the ability to grasp the potential an area / community, the suspension of an adverse opinion ("young people are all ...."), the reception and reproduction of real life stories, the manifestation of space the other, recognition is understood as a return of dignity and personal identity and collective recognition is understood as a movement symmetrical mutual naming identity within a system of community ties. Among the activities undertaken on the practice of accompaniment (Area 3) to persons in distress and at risk of social exclusion was aimed to analyze not only the manifestations of discomfort but also the suffering dark (Piro, 2005) or the size of operational and organizational in relation to school-learning environment. Following this path has been provided for the implementation of measures for individual classes and individual pupils (The classroom), psycho-pedagogical assistance and training aimed at upgrading the functions of teaching, support interventions for teachers and practitioners.
Through these activities so we wanted to proceed in the direction of aid to families, children (social support) and teachers, a kind of support for the "education for education" and the "care crisis" for a continuing qualification the educational context, the function of school staff, and then valuing the social networking dimension of reception / listening. How was it possible to detect the function of accompaniment was highlighted most useful for its cross-disciplinary from both the educational context and to its implementation, both with respect to organizational systems involved. The need to link these two levels was therefore particularly relevant. In this sense, the operational analysis represented a strategic opportunity for a more comprehensive reading of the practices of social inclusion in schools. In particular, for its comprehensive application, has allowed a more systematic rationalization of the whole school division.
The other distinguishing feature was the size of inter-institutional project. At this level the accompaniment has taken on the characteristics of an intervention system that has developed into a multidimensional framework (Inter-organizational and intra-organizational).
1. A stretch of road along with other
Active engagement against exclusion necessarily include all psychological interventions, social planning (rehabilitation terminology in use), environmental, pedagogical collective work, real research, the 'experience, experiments have proved useful in the treatment of pain and change in the singular destiny.
You can not in any way to read into those that deal with the pain a dark ability to release that does not result in exclusion from the general consciousness of the human condition in this part of history, practice, experience, by free search. We created a piece of street kids and their parents, teachers and social workers. Maybe not everyone will remember the path taken. But the road project is seen as reciprocal and involves matters between the parties: teachers, students, professionals, and parents. Together we could say that "we tried to change reality." The reality we are talking about is linked to discomfort, exclusion, suffering, early school leaving, the obstacles in learning. In this sense the project The road is to be read through the experience of sharing, social ties, doing a little way along inside and outside the school and the family: first aid there because of the existential experience of the company, self-help. Reading is the key to this sense of belonging to a network of social bonds and to an area through which you can find a final size of the accompaniment: the aid community, the community. In the experience of the Association Onlus Agency
Archipelago, including the accompanying personal, social, collective, because it preceded by a social link, does not really have a term defined by time (age) or functionally (the solution of a problem ), but continues as a plot development of individual products, groups and families, both inside and outside schools.
addition to technical skills attributable to the professional educator or psychologist, other operators Association (employees) have also articulated the skills in the following points:
- know how to listen (creative silence and solitude);
- know how to be silent;
- humility in the process of construction of the relationship;
- know how to believe in the possibility of change;
- know how to be available at your change;
- being able to welcome the life stories recounted in the report.
In other words, social practices can be based also figures on non-technical but no less important in the processes of growth.
2. The revival of social ties
E 'can raise a polite affective (and not only cognitive) in schools, places of young people, aggregation and expression, a culture of social ties based on mutual respect? We believe that this aspect or working hypothesis is not secondary to the use of innovative social practice in schools. The implementation of our project has, in some ways, a revival of territorial policies in the Province of Naples and Caserta (and in some districts of the city of Naples: Scampia and Secondigliano) as a development tool networks, development of the accompaniment in participatory policies, stable and coherent action: it is points which constituted the framework of a comprehensive program of regional policy and at the same time, considerable organizational impact to joints.
3. The overall approach: the social with the cultural
For the Association Onlus Agency Archipelago education of young people and combat early school leaving are priorities, concrete concepts closely related to each other, preventing and counteracting individual and require a complex work, community and social networking. It is no coincidence that the approach used was kind of eco-systemic and recognized as an internal function to support the aim to revive the vital processes of the community and explicit mechanisms of solidarity.
The first phase of the course has provided more detailed work with parents, staff and teachers through meetings and discussions with witnesses and privileged partners related to the academic world, dealing with political and social services to operators of local services. As the time of this first phase of work have been held several meetings to exchange assessments among the various stakeholders invited. The exchanges have to acquire several elements of knowledge on the conceptual dimension of the functions Accompanying for disadvantaged children, scale and expertise to the most directly related to the organizational sphere of services and social interventions on the ground and in the schools involved in the areas of Casoria, Arzano, Afragola, Giugliano, Napoli (Scampia, Secondigliano) Teversham, Orta Atella. They are also interesting evidence emerged about the interactions between policy actions and the effectiveness of accompanying a local office.
In the second phase of the case studies have been conducted for the study of the issue.
4. Exclude / Include
Social exclusion of children or students is a condition linked to a multiplicity factors that limit the realization of spare capacity, latent, of an individual jeopardizing its integrity and its overall well-being.
The urgency of a thorough analysis on this issue and a development of social policy intervention arises essentially from two conditions:
- the interweaving of the various factors which, in an increasingly complex social and cultural life, contributing to the risk of exclusion (in fact most are not only clear and certain conditions of existential insecurity and marginalization that produce discomfort, but a complexity of factors but often elusive in the mutual influences, which require new and more articulated interpretations);
- the traditional "static contrast between in and out, hiding the erosion of intermediate positions."
Social exclusion can generate a chain of reactions that highlight the complex intermingling of plans of life which is nourished by the same margin: conflict, tension, impoverishment and decline of social cohesion and sense of community. Through the mechanisms of the label, the excluded groups reinforce the behaviors that were grounds for exclusion.
is therefore thought that the polarity broad inclusion / exclusion needs to let others see military planes, a thought that is able to retrieve and articulate value orientations in relation to the workings of society, beyond divisions, distances, contrasts (eg. between included and excluded, as more and more individuals "in" at risk of being "out" at any point in their lives and for reasons beyond their control and a relative predictability). In this regard, the excluded themselves, and especially those at risk of exclusion, which should be taken an active part in order to understand and combat situations and dynamics that create discomfort and push the margins of social life. In this sense, the active participation of the excluded, even in organized forms, is a key element for the development of strategies effective against social exclusion.
In setting its own standards of operation a company indirectly defines the conditions of marginalization and disaffection from those who do not participate in the mechanisms of social in an active and aware. How
highlights the International Labor Organization, social exclusion is a state of poverty in which the individual can not access the living conditions necessary to meet its basic needs (food, health, education, etc..) And to positive experiences of participation within the social contexts in which we live. In this perspective, therefore, the socially excluded are those groups of citizens whose skills and abilities to participate in society are compromised significantly.
In a complex society, the exclusion also shows the features of the complexity and multiaccadimentalità : to describe the phenomenon using the concept of exclusion is multidimensional, which attempts to account for the multiplicity of factors entering the exclusion condition : housing conditions, income, occupation, family status and network relational-affective, no security, social labeling. Some definitions emphasize the purely relational factors, placed its focus on aspects of disaffiliation powered by the phenomena of insecurity work and weakening of social ties due to the transformation of structures and family patterns and the decline of social forms such as social support networks provided by neighborhood associations or networks at the local level. "
We have already stressed the fact that social exclusion is one of the most common phenomena of our society and that it primarily refers to the entities defined fragile, at risk, in certain circumstances, fall into a state of complete isolation from the social and professional. Many (and very different) are the subject to be exposed. Features common to refer to the theme of identity and participation in public life, social spaces, of belonging and reciprocity. The fragility of an individual / group expresses the degree of exposure to risk factors to be considered in relation to the possibilities that people meet to communicate, express themselves and access to resources and social opportunities.
Among those that can be placed among those most at risk are certainly those who live outside of a support network or who do not have an internal system and relational able to provide access to opportunities and resources, from those provided by institutions education to those of socialization.
Another general issue is one that calls into question the "carelessness", "the loss of investment "social investment represents a design where the focus welfare.
5.What future for social support of institutions and people?
In this sense, the accompaniment takes the form of the promoter function of resources, opportunities for communication, connections. It is useful, however, a semantic agreement on the objectives and functions of the accompaniment in different contexts in which it is or should be expected, besides the skills of the crew. The accompaniment, then, is revealed as a function of the report or process helpful, particularly used to fight a path of exclusion or a risk of social exclusion, promoting resources and moving in a logic of empowerment. In this sense, social workers should be more and more promoters of resources rather than providers of answers, searching for resources where they exist: family resources, local resources that can be activated to promote autonomy. If the main emphasis is placed in relation to individuals, consideration is necessary, however, that there is a greater explanation of the functions of monitoring, a renewed status, particularly in light of the achievement of such ambitious and much needed, such as autonomy and social inclusion of the subject at risk. The
design of the functions of guidance must take into account the size of the research needed to move from the logic of services to that of social needs.
few brief remarks, finally, the relationship between conceptual dimension of the functions of monitoring and professions is crucial to address the issue of redefinition of the professional training of social workers, both as regards the aspect of basic training for lifelong learning in service.
Social work without accompaniment function is not defined as such. Therefore, rather than as autonomous function can be understood as a set of identifiable features within a function more complex. The design requirements are those of the accompaniment of every canonical design (definition of purpose, objectives, actions, resources, etc.), paying particular attention to tie, however, the accompaniment to the broader context of social work, which in turn responds to goals and visions of social policy.
Overall, the centrality of the size and functions accompanying motivate the need to define an effective model of local experience and training on the one hand aimed at improving the skills base and technical professional social workers directly employed in contact with the different type of users of those at risk social exclusion, and secondly to describe the design, monitoring and evaluation functions of the accompanying increase efficiency and effectiveness. The analysis of the field work, limited to the issue of effective organizational dimension linked to the exercise of the duties of coaching, has revealed the following features flanking
accompanying value of mediation between school and families;
accompanying pedagogical value for individual students at risk of social and school dropout;
accompanying therapeutic value (for Psychology "traditional");
accompanying planning within a specific teaching problem-centered;
as accompanying activities in support of the relationship.
These diverse forms of accompaniment had as a center, each in a different way, the centrality of the relationship of trust (bond fund), the decoding of the request, the paths of sound local networks (including public and third sector), the process of care specialist, the connection with institutional policies, the development of networks, integration across sectors within participatory policies.
fundamental aspects of the practice of social support lies
Accompaniment in a multi-actor dimension
Accompaniment centered inside a planning problem
Accompaniment within a logic programming with incremental
Centrality of the bond of trust and exchange
Centrality of the decoding of the question, "extended" to the context (school, family )
Moving from case to redefine the problem
social professions (working multiple)
Key role of local action
accompanying value of mediation and border
accompanying pedagogical value
accompanying therapeutic value (such as relationships and activities in support of the process of care)
The project has the highway and then made available intervention models and tools that have proved to be transferable to different beneficiaries and different territories.
On an operational plan was developed by the Association accompanied by a continuous movement between teachers and practitioners, from batch to single and vice versa, always trying to bring the interpersonal relationships within social ties (within and outside the school) to open them to developments in personal identity. The key operation of the project was the report, whose study was central to the development of mutual trust, for the revival of an emotional education. Through the emotional relationship, which often originate in the informal setting, the consolidation of mutual trust allows you to animate the search paths of the shared resources (internal / external) that can help solve problems and actively participated, as well as classical logic "service -user ".
Once again, the dispersion / exclusion needs to be understood or studied, revealed antagonized: and she, as a monster with a thousand heads, continually reproduces and transforms into pseudoprogressiste and pseudoliberatorie variants, with names, forms, techniques, skills and diverse complicated. However, any action should provide for a dissolution of the rigid model in a much more fluid model, note the connection in a social network, pushed outreach, aimed at incitement forms of territorial autonomy, ready to exploit any opportunities for non-institutionalized management of the crisis, agreed to undertake measures and actions that are voluntary suffering, variables, temporary , designed to return the individual to the community. So you can open a new scenario, in favor of a more flexible host emergency situation, aiming to understand the sense of crisis and overcome it without mutilation exists. The social practice does not "run out" almost never occurs and no action, "concluded." The "good" social practice is embedded in the changes of time, includes active and unconditional support of the people and without their participation for effective and authentic, it is useless. At the end of the highway project has highlighted that every practice or teaching and support to combat social exclusion, school drop-out against any effort, suffering and exclusion of the incident is a real human soul people: Every operator, every volunteer, every citizen, every teacher, every child, every student who actively play a positive, liberating against suffering, is conducting a search of fertile lessons and consequences. And not just for himself. Giuseppe La Torre Angela Errico and
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