I.

BEHAVIORAL PROBLEMS AND DISORDERS

LEARNING Participants will acquire knowledge about the most frequent behavioral
OUTCOMES problems and disorders among children in the child protection system. They will
gain better understanding so they can recognize the reasons for the behavior.
They will learn efficient techniques for disciplining and resolving conflicts, and
they will become able to know where to seek help if necessary.

COMPETENCIES conflict resolution, analyzing and solving problems, thinking and acting
TARGETED creatively, being able to make compromises, verbal and non-verbal
communication, building good relationship with children, recognizing the needs
of others, methods for disciplining effectively

TIME FRAME 8 teaching hours

METHODS/ exchange of experience, short theoretical lectures, role-playing exercises, small

ACTIVITIES group assignments
PROPOSED

MATERIALS/ textbook, video material, handout, flipchart

MEDIA NEEDED
TARGET GROUP educators, carers, foster parents

I.1. The most frequent behavioral problems and disorders among children and
adolescents in the child protection system

LEARNING Participants get to know the most frequent behavioral problems and behavioral disorders
OUTCOMES among children and adolescents in the child protection system. They will be able to make
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difference between behavioral problems and behavioral disorders with clinical

 significance. Participants will be able to identify those cases, when professional help is
needed.

CONTENT - problems about fitting in among new people, traumas

DESCRIPTION
- behavioral problems in adolescence /alcohol, drugs/

- behavioral disorders, attention deficit hyperactivity disorder, pathologies

- conflict in the family resulting from the child’s behavior

- defense mechanisms

TIME FRAME 2 teaching hours

METHODS/ short theoretical lectures, small-group assignments, exchange of experience, discussions,

ACTIVITIES hypothetical situations, role-playing exercises
PROPOSED

RESOURCES handout, flipchart, projector, computer

NEEDED

NUMBER OF 15 participants
PARTICIPANTS

I.2. Dealing with children’s/adolescents’ behavioral problems, disciplining

OBJECTIVES/ Participants will learn to recognize and interpret the underlying motivations
LEARNING behind the child’s behavior. They will be able to distinguish between disciplining
OUTCOMES and punishment while learning effective disciplining methods. They will learn how
to present ideas clearly and to the point and how to act consistently. They will
learn about the importance and role of unconditional acceptance, emotional
support, and the objective evaluation of a situation. They will learn about the
importance of being able to process past experiences, and how that can promote
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positive self-image.
CONTENT - Recognizing the reasons and motivation for a certain behavior (examples)
DESCRIPTION - Differences between disciplining and punishment
- Effective disciplining techniques and methods
- On becoming a qualified foster parent/educator/carer, establishing a
therapeutic environment
TIME FRAME 3 teaching hours
METHODS/ short theoretic lectures, exchange of experience, role-playing exercises, small
ACTIVITIIES group assignments
PROPOSED
RESOURCES handout, flipchart
NEEDED
NUMBER OF 15 participants
PARTICIPANTS

I.3. Dealing with aggression, conflict resolution techniques

OBJECTIVES/ By improving the level of self- knowledge, participants become able to react
LEARNING more consciously and professionally. They will be able to act and react on the
OUTCOMES basis of self-reflection. Participants learn adequate techniques of conflict
management, and they will be able to help children finding their strengths.
Participants will be able to identify those cases, when professional help is
needed.
CONTENT - Reasons of and dealing with aggressive behavior
DESCRIPTION - Types of conflicts
- Effective methods for conflict resolution
- Win-win situations
- Non-aggressive communication
- Meaning of disciplining
- Setting age-compatible rules
- Good and bad expectations
- Recognizing emotions in ourselves evoked by the child’s feelings and
behavior
TIME FRAME 3 teaching hours
METHODS/ short theoretic lectures, exchange of experience, small-group assignments
ACTIVITIES
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PROPOSED
MATERIALS/ handout, flipchart
 MEDIA NEEDED
NUMBER OF 15 participants
PARTICIPANTS

II. Prevention and intervention of burn-out

LEARNING Participants will be able to understand exactly what stress and pressure are and their
OUTCOMES effect both inside and outside of the workplace
Participants will be able to recognize the symptoms of excessive stress and burn-out
symptoms
Participants will have the awareness, knowledge and strategies to deal with stress
more effectively

COMPETENCIES Self- reflection, realizing borders of competency, being able to recognize source of
TARGETED stress, stress management, time management, handling frustration, evaluate success,
recognizing coping strategies, resolving cognitive distortions, assertive way of thinking
and behaving, stress reduction techniques

TIME FRAME 6 teaching hours

METHODS/ Lectures (theoretical learning), self-evaluation, experiential learning and exercises

ACTIVITIES

MATERIALS/ Laptop, Flip chart, paper, crayons, pencil, audio equipment (speakerphone), candies
(or nuts)
MEDIA NEEDED

TARGET GROUP Educator/carers/foster parents

II.1. Stress in everyday life

OBJECTIVES/ Participants will be able to recognize their own source of stress in everyday life
Participants will learn how stress can influence the health
LEARNING
Participants will be aware of first signs of stress overwhelmed and find out if they are
OUTCOMES
stress-resilience

CONTENT What is stress (differences between eustress and distress; acute, chronic stress)
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Sources of stress
DESCRIPTION
Effects of stress on our thoughts, feelings, and behaviour
 Recognizing how stressed out we are
Recognizing the symptoms of stress and what stressing us out
Consequences of stress on health

TIME FRAME 2 teaching hours

METHODS/ Short presentation (lecture), self-evaluations using questionnaire, experiential learning

ACTIVITIES

RESOURCES Laptop (presentation), Flip chart papers, papers, crayons, pencil

NEEDED

NR. OF Up to 15
PARTICIPANTS

II. 2. Stress at workplace

OBJECTIVES/ Participants will be able to recognize source of stress at work

Participants will gain the knowledge of burn-out syndrome
LEARNING
Participants will be able to recognize signs of burn-out syndrome
OUTCOMES Participants will be able to recognize how they respond to specific work stressors

CONTENT Types of stress at workplace

What is burn out syndrome
DESCRIPTION
Mental and physical signs of burn out syndrome
Consequences of burn-out syndrome on health

TIME FRAME 2 teaching hours

METHODS/ Short presentation (lecture), self-evaluations using questionnaire, experiential

ACTIVITIES learning
PROPOSED
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RESOURCES Laptop (presentation), Flip chart papers, papers, crayons, pencil

NEEDED

NR. OF Up to 15
PARTICIPANTS

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 II. 3. Stress management

OBJECTIVES/ Participant will be able to recognize their own coping strategies with stress
Participant will learn of effective and less effective coping strategies
LEARNING
Participant will learn how to cope with stress effectively
OUTCOMES Participant will learn how to use stress reduction techniques
CONTENT Coping with stress – problem oriented coping, emotional oriented coping and
DESCRIPTION avoidance
Effective and less effective coping strategies with stress
Resolving cognitive distortions as a source of stress
Time management
Assertive way of thinking and behaving
Stress reduction techniques:
A) body awareness
B) breathing and visualization
C) progressive relaxation
D) thought stopping technique
E) mindfulness technique
TIME FRAME 2 teaching hours
METHODS/ Short presentation (lecture), self-evaluations using questionnaire, experiential
ACTIVITIES learning
RESOURCES Laptop (presentation), Flip chart papers, papers, crayons, pencil, candies (or
NEEDED nuts), audio equipment (speakerphone)
NR. OF Up to 15
PARTICIPANTS

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 III. Cooperation and communication with the biological family

LEARNING By successfully completing this module, participants will understand and accept
OUTCOMES the importance of the relationship between the child and the biological family. The
participants will become able to understand and adequately handle the behavior
of the parents and the children during and after visitations. Participants will learn
how to encourage positive identity and personality development in the child.

COMPETENCIES effective communication; building relationships; cooperation; verbal and non-

TARGETED verbal messages; conflict resolution methods; empathy; accepting cultural
differences; equal treatment; developing tolerance; developing assertiveness;
accepting individual differences; ability to examine situations from different
perspectives, realizing similarities between each other

TIME FRAME 8 hours

METHODS/ACTIVITIE discussions, exchange of experience, role-playing exercises

S PROPOSED

MATERIALS/MEDIA textbook, video materials, flipchart, projector

NEEDED

TARGET GROUP Educators, carers, foster parents

III. 1. The child’s attachment to the biological family – The importance of

the relationship between the child and his/her biological family

OBJECTIVES/ Participants will be able to accept the child’s relationship with the biological parents
LEARNING and other relatives.
OUTCOMES
Participants will understand the importance of this relationship, they will be able to
recognize its effect on personality development.
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 Participants will be able to get an insight into loyalty conflicts experienced by the
child resulting from opposing expectations toward him or her.

CONTENT - Legal and psychological reasons for visitation and regulation

DESCRIPTION
- The importance of attachment toward biological relatives, its effects on
positive personality development and identity development

- Risks of loyalty conflicts and opposing expectations toward the child

- The effects of the quality of visitations on the child’s self-confidence,

chances of returning to the biological family, and chances for adoption

TIME FRAME 2 teaching hours

METHODS/ short theoretical lectures, role-playing exercises, exchange of experience,

ACTIVITIES discussions

MATERIALS/ handout, flipchart table

MEDIA NEEDED

NUMBER OF 15 participants
PARTICIPANTS

III.2. The perspective of the biological parents

OBJECTIVES/ Participants will become able to accept, cooperate with, and work together with the
LEARNING biological family.
OUTCOMES
They will be able to recognize how different meanings can be attached to the same
messages.

Participants will be able to recognize and consider the point of view of the biological
parents.

They will learn to ask for professional help if necessary.

Assertive communication, building relationships
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CONTENT
Possibilities for involving parents into tasks, building motivation
 Ways of supporting the biological parents
DESCRIPTION
Handling aggressive communication
Possibilities of professional help

TIME FRAME 3 teaching hours

METHODS/ short theoretical lectures, discussions, exchange of experience, case study, small-
ACTIVITIES group assignments

MATERIALS/ handout, flipchart table

MEDIA NEEDED

NUMBER OF 15 participants
PARTICIPANTS
III. 3. Promoting good relationship between the child and the biological
family

OBJECTIVES/ Participants will recognize the importance of visitation and the preparation
LEARNING toward that. They need to be perceptive whether intervention is needed in a
OUTCOMES certain situation. Participants need to understand the emotions of the parents,
they need to be able to handle them and help the parents in advancing their
competencies as parents. During visitations it is important to facilitate that the
child and the parents spend quality time together. Participants will be able to set
an example for the parents with their behavior regarding care, education,
communication, disciplining, and emotional support.
CONTENT - Helping the child (and parent) prepare for the visitations, supporting the
DESCRIPTION child in recognizing and handling emotions arising after these occasions
- Responsibilities regarding visitations: content, facilitating quality time
together, reinforcing parental competencies, communication with
parents, perspective of parents
- Effectively handling possible difficulties (aggressive behavior, irregular
appearance of parents)
TIME FRAME 3 teaching hours
METHODS/ short theoretical lectures, exchange of experience, small-group assignments, role-
ACTIVITIES playing exercises
MATERIALS/ handout, flipchart
MEDIA NEEDED
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NUMBER OF 15 participants
PARTICIPANTS

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 IV. TRAUMA AND CRISIS IN THE LIFE OF CHILDREN IN FOSTER CARE

LEARNING Make a case; hypothesis/thesis

OUTCOMES Minimizing symptoms through creating an outer saver environment
Traumpedagogic negotiation
Using of new working material and methods
to adopt an attitude of traumapedagogic
Better handling of strain factors
Traumaspecific anamnesis and diagnostic
COMPETENCIES Implementation of fundamental methods of traumapedagy.
TARGETED Recognizing trauma factors.
Understanding of destructive behavior of kids and young people.
Transfering theoretical knowledge to everyday life.
Producing frame conditions to release children by developing new alternative action
strategies and life concepts.
TIME FRAME 12teaching hours
METHODS/ACTI Theoretical basic information/knowledge and methods in the foreground: practical
VITIES using of methods in everyday life; role play, physical exercises.
PROPOSED
MATERIALS/ME Course Book, handout.
DIA NEEDED
TARGET GROUP Educators/carers/foster parents.

IV.1. Introduction to traumapedagogy

OBJECTIVES/ Traumpedagogic negotiation

LEARNING
Adopting the attitude of traumapedagogy
OUTCOMES

CONTENT - Introduction to traumpedagogy

DESCRIPTION
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- Ways of reliving traumatical memories

TIME FRAME 4 teaching hours

METHODS/ACTIVI Theoretical basic information/knowledge and methods in the foreground:

TIES PROPOSED practical using of methods in everyday life; role play.

RESOURCES Course Book, handout, flip chart, treatment plans.

NEEDED

NUMBER OF 15 participants
PARTICIPANTS

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 IV. 2. Creating a saver environment

OBJECTIVES/LEARNING Minimizing symptoms through creating an outer saver environment

OUTCOMES
Traumpedagogic negotiation

Better handling of strain factors

CONTENT - Frame conditions for an outer saver place

DESCRIPTION
- Traumpedagogic negotiation

- Skill-training for stress tolerance

TIME FRAME 4 teaching hours

METHODS/ACTIVITIES Theoretical basic information/knowledge and methods in the foreground:

PROPOSED practical using of methods in everyday life; role play, physical exercises.

RESOURCES NEEDED Course Book, handout, flip chart, yoga materials.

NUMBER OF 15 participants
PARTICIPANTS

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 IV. 3. Ways of relieving traumatical memories

OBJECTIVES/ Make a case; hypothesis/thesis

LEARNING
Traumpedagogy negotiation
OUTCOMES

Using of new working material and methods

Trauma-specific anamnesis and diagnostic

CONTENT - Posttraumatic stress disorder

DESCRIPTION
- Impact of traumatical experiences

TIME FRAME 4 teaching hours

METHODS/ACTIVI Theoretical basic information/knowledge and methods in the foreground:

TIES PROPOSED practical using of methods in everyday life; role play, physical exercises.

RESOURCES Course Book, handout, social network card, genogram.

NEEDED

NUMBER OF 15 participants
PARTICIPANTS

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 V. Learning difficulties and learning motivation

LEARNING Participants will understand what learning difficulties are, and familiarize with
OUTCOMES the most common types of learning difficulties or disabilities: dyslexia,
dysgraphia, and dyscalculia, ADD.
Participants will be able to recognize the signs and symptoms of learning
difficulties.
Participants will develop skills to help the kids who are struggling with learning
difficulties.
Participants will be able to recognize the reasons behind the lack of learning
motivation in children.
Participants will understand how extrinsic and intrinsic motivation works and the
connection between age and the type of motivation that works better.
Participants will be able to plan and use systematically both types of motivation
with the kids.
COMPETENCIES mediating information, learning techniques, integrating learning contents with
TARGETED real- life teaching, planning, motivational skills, self-reflection, increasing the
feeling of self-competence, developing an encouraging attitude, recognizing the
personal limits in helping with learning disorders, cooperation with specialist
TIME FRAME 6 teaching hours
METHODS/ short theoretical discussions, presentation, experiential learning, role-plays,
ACTIVITIES exercises
MATERIALS/ MEDIA course book, flip chart, paper and crayons, laptop
NEEDED
TARGET GROUP Educators/carers/foster parents

V. 1. Learning difficulties, common types of, and deficiencies behind them

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OBJECTIVES/ Participants will familiarize with the most common types of learning difficulties
LEARNING or disabilities: dyslexia, dysgraphia, dyscalculia, ADD.
OUTCOMES
Participants will understand the reasons that hide behind learning difficulties.

Participants will be able to recognize the signs and symptoms of learning

difficulties.

CONTENT What are learning difficulties, categories (dyslexia, dysgraphia, dyscalculia,

DESCRIPTION dyspraxia, attention disorders, memory disorders)

Signs of learning difficulties (in speaking, reading, writing, thinking)

back to the basics: body-image, eye-hand coordination, main thinking processes,

self-correcting

TIME FRAME 2 hrs

(TEACHING HOURS)

METHODS/ACTIVITIES Presentation, practice, experiential learning, self-evaluation

PROPOSED

RESOURCES NEEDED Worksheets, flip chart papers, crayons, didactic tools

NR. OF PARTICIPANTS Up to 15

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 V. 2. Helping a child with learning difficulties: filling in the holes,
connecting with real-life, creating new wires in the brain

OBJECTIVES/ Participants will know how to help in the learning process.

LEARNING
Participants will recognize the specific area where the child needs support and help.
OUTCOMES

Participants will be able to plan and implement life-related learning sessions for the
child.

CONTENT Improving body-image and directions

DESCRIPTION
Improving reading and writing skills

Improving memory: visual, auditory

Improving attention

Improving in maths

Mediating the information to the child

Common mistakes while learning with children

TIME FRAME 2 teaching hours

METHODS/ Presentation, practice, experiential learning, self-evaluation
ACTIVITIES
RESOURCES
Worksheets, flip chart papers, crayons, didactic tools
NEEDED

NR. OF Up to 15
PARTICIPANTS

V. 3. Learning motivation
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OBJECTIVES/ Participants will understand and recognize the components of motivation.

LEARNING OUTCOMES Participants will be able to recognize the reasons behind the lack of learning
motivation in children.

Participants will understand how extrinsic and intrinsic motivation works and
the connection between age and the type of motivation that works better.

Participants will be able to plan and use systematically both types of motivation
with the kids.

CONTENT Amotivation. Why? Feelings and bad experiences

DESCRIPTION
Extrinsic motivation

Intrinsic motivation

Discovering the world of the child

Goal-setting: challenge, progressiveness, effort

TIME FRAME 2 hrs

(TEACHING HOURS)

METHODS/ACTIVITIES Presentation, practice, experiential learning, brainstorming, self-evaluation

PROPOSED

RESOURCES NEEDED Worksheets, flip chart papers, crayons, didactic tools

NR. OF PARTICIPANTS Up to 15

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