Training we
offer ...
Relational CYC Practice
Trauma & Mental Health
Protective Behaviours
We believe that ongoing learning and development are key to enable a person to develop to their full potential. People want to develop and thrive, and build skills in a meaningful way to improve what they do.
When we experience direct positive effects from our learning, we are motivated to take responsibility for our own development. When we feel acknowledged and appreciated as unique individuals, we can fulfill our professional roles with the richness of our human potential.
Our goal is to encourage parents, caregivers, youth workers, and other professionals who work with children and young people to engage in ongoing self-educating activities, so they gain additional forms of knowledge, skills, attitudes, and values, building on their own experience.
We believe that when each adult is recognized as an autonomous learner striving to reach their full potential, learning and development will be sustainable and lead to positive outcomes for children and young people.
The traditional view of learning at work is that it happens primarily through training. However, research shows that we learn in four main ways:
- Didactics – from being taught or trained
- Discovery – from finding things out for oneself
- Doing – from learning from job activities
- Discourse – from interacting with people
We learn more from some of these ways than from others (see average percentages on diagram). A modern approach to learning and development embraces all these ways of learning and does not simply focus on training.
Therefore, L&D for child and youth care practitioners focuses on supporting individuals to make the most of their daily work experiences. This involves encouraging interaction with peers and colleagues, as well as taking the initiative to seek out information for themselves. Our approach to L&D aims to provide guidance for practitioners and those who support them on how to develop and enhance the competencies needed to deliver quality care.
Methodologies used
Training facilitators require knowledge about content as well as facilitation methods and skills to run the training workshops. The facilitator is seen as “guide on the side”, someone who enables learning and exchange, rather than being a “sage on a stage”, someone who teaches like in a traditional school learning process. The used “flipped classroom approach” supports participants in growing towards being independent learners. The main part of learning takes place outside the workshop where participants prepare for the workshop sessions, and only what was not understood or could not be integrated into practice, is discussed in the workshop and explored together with the L&D facilitator and peers.
Other methodologies used in our workshops include The Circle Way, Mind Maps, Role Plays, or Collective Story Harvesting.
