stopp! now we are speaking! the austrian part of the alen-project roundtable on the project...

Stopp!Now we are speaking!

The Austrian Part of the ALEN-Project

Roundtable on the Project Belgrade, January 31st, 2013

Dr. Michaela Moser Dr. Michael Wrentschur

The project (VS/2011/0171 is co-funded by the EU Commission/DG Employment, Social Affairs and Integration and the Austrian Federal Ministry of Labour, Social Affairs and Consumer Protection

The Beneficiary Group

Workshop at the beginning of the project


Discussion with key stakeholder, including the Austrian Minister of Social Affairs and the head of the Public Employment Service at the end of the project


12 young adults

18 to 25 years old

living in different disadvantaged situations (workless, foster care, no school or vocational training graduation, debts problems, homeless…)

Key approach and methodsParticipation in a legislative forum theater projectTheatre training methods Participative and process orientated theatre methods <

Image Theatre, Improvisation Theatre, Movement and Expression Work, Drama based Research

Forum Theatre and Legislative Theatre Street Theatre

PLUS

Socio-educational guidance and support by a professional social education worker

Affect-Control-Training. A.K.T®

Activities with mentors (hiking, playing football, juggling, swimming, visiting the observatory, creative writing ...)

PLUSBasic financial support

by Public Employment Service Austria (AMS)recognition of the project as labour market training programme

A broad network of partners

• Key Project partners: InterACT and Die Armutskonferenz (=Austrian Anti Poverty Network).

• A multitude of partners (at national and regional level): youth-, youth welfare-, the social sector, employment projects; schools, street papers

• Dialogue partners (at national and regional level):ministries, regional authorities, social partners, school authorities, Public Employment Service, teachers organisations, youth organisations, social organisations, social housing organisations ...Stakeholder represented in the Austrian EU 2020 Poverty Platform

• Evaluation:The department of Social Pedagogy at the Institute of Educational Sciences at the University of Graz

Steps of the Project

Kick-Off-Meeting at the University of Graz (02/2012)

Kick-Off-Meeting with regional stakeholders from politics, public authorities and NGOs at the University of Graz (02/2012)

• in order to familiarize them with the project, its objectives and methods

• to involve them into passing on information on the project to potential participants.

• to build up networks and find partnerships for the project

• to connect with regional stakeholders which are possible addressees of political recommendations

Folder and three Information evenings about the project (3/2014)

• To inform the young adults (and offer them a practical experience) about the methods, background, targets and framework of the project

• To talk with them (supported by a questionnaire) in order to clarify in how far the agreed criteria for participation were applicable.

• 29 participants were selected and invited to take part in the Kick-off Theatre Workshop; which 23 of them did.

• After the workshop 16 of them, one month later 12 of them decided to take part in the project as a part of the beneficiary group, most of the others became members of the “additional team”.

A 5-days theatre workshop for 23 young adults(04/2012)

• On this basis, the project team was dealing with the personal experiences concerning family, school, training, world of employment and society in various stage improvisations, concentrating on obstacles, barriers and conflicts – as a base for the Forum theatre Play…

5 days theatre workshop for 23 young adults

5 days theatre workshop for 23 young adults

Key factors:

• Building up interpersonal relationships, for the group cohesion and the mutual appreciation.

• Setting rules that allowed for a high degree of self-determination and offered sufficient freedom.

• Creating an environment which would enable each participant to be fully involved and thereby the foundation for mutual trust

Rehearsals + Development of the Forum Theatre Play (05-06/2012)

Rehearsals + Development of the Forum Theatre Play (05-06/2012)

• Aquaintance with basic techniques of forum theater work

• Transformation of the stories and experiences of the participants into three plays.

• Strong personal challenges through personal confrontation with the adapted topics

• Evolvement of “ambition”: Moving the play forward

The Forum Theatre Play„jung, pleite, abgestempelt: ... Sucht: das gute Leben“

• Moments and situations drawn from everyday life experiences of the young people as well as the challenges and crises connected to these experiences

• Stage scenes that reflect these everyday experiences of the young people, demonstrating the obstacles and challenges the have to face if they want to take their fate into their own hands and realize their dreams, needs and interests according to what they consider a better life.

The Forum Theatre Play: „Max“

The Forum Theatre Play: „Benny“

The Forum Theatre Play: „Bella“

Interactive Performances(06/07 – 2012)

Interactive Performances(06/07 – 2012)

• 16 interactive performances in public theatres, schools and at special events with cooperation partners

• 900 people participated as an “interactive” audience

– Joining the actors on stage in an attempt to find alternative solutions and steer the plot in a new direction

– Discussion concerns and consequences on political and other levels after the performances

.

Interactive Performances(06/ 2012 – 01/2013)

Interactive Performances(06/2012 – 01/2013)

• The participants stated that it was an extraordinary experience for them

to see members from the audience entering the stage, and they greatly

admired how well the people mastered these situations. It was seen as a

great challenge to be able to meet the requirements of the different roles.

They had to get acquainted with the respective roles and to consider the

position of the particular role, how the character ticks etc (from the

Midterm Evaluation Report).

Social Pedagogical Work (05-01/2013)

• Indivudal Development Plans and Coaching: Goals, Research, Practical Trainings, Refections

• AKT (Affect-Control-Training) – Group Work

• Social Work/ Support

Activities with Mentors (05 – 09/2012): Visit to an Observatory

Activities with Mentors (05 – 09/2012): Hiking

Activities with Mentors (05 – 09/2012): Creative Painting

Activities with Mentors (05 – 09/2012): Hiking and Creative Writing

Activities with Mentors (05 – 09/2012): Herbs…

Street Theatre Actions (09/2012)

(Inter)Active Participation at regional Conferences about „Youth Coaching“ (11/12/2012)

Reflections, Discussions, and Development of Policy Proposals (11-12/2012)

Reflections, Discussions, and Development of Policy Proposals (11-

12/2012)

Performances and Discussions with Stakeholders (10th of Dec. 2012 Graz)

Performances and Discussions with Stakeholders (8th of January 2013 Vienna)

Beneficiary Group: Some Results

General developments

• Increased self-assertiveness and self-confidence– enhanced confidence in one’s own abilities– a higher degree of assurance concerning one’s own actions– experience of self-efficacy – the realization that you are always allowed to learn.

• Overcoming of old behavior patterns

• Changed attitude to life as such – Changed interaction with others – “opening up”– Feeling more energy– Feeling more balanced – Greater awareness towards their own health.

General developments

• Gaining„breathing space“

– Projekt time as a ,time without any worries about the future– Time and space to develop and explore yourself and gather new ideas– Time for refelction: what do I want, how can I achieve it, what do I

need

• Experiencing the group as a huge ressource– You are not alone– Others are in the same situation– Mutual support is possible

From exclusion to inclusion

• Being part of society

– Feeling part of society and being interest in it– Desire to get involved and do something.

„Before I entered the project, how should say, I had more or less been sneaking through life, so as to not attract any attention and not to really step on anyone’s toes, and I was just trying to get by without any problems somehow, and now I get out and I am there and say, „Hey guys, here I am and I want you to see me’” (From the Final Evaluation Report)


• Gaining self confidence and knowledge with regards to dealing with public institutions– Need to clarify the facts of a problematic situation– Relevance of being well versed and informed– Knowing what one wants and to vigorously and repeatedly

demand it

• Ability to cooperate with others

– Experiencing the group as important resource and social network

– Experiences that the network further expands – Planning future cooperation with regards to realising

pesonal plans


• Increased level of skills and knowledge for independent life

– “Flexibility. Stability. And self-reflexion. And a bit of family.“ (FG2/1: 45:26-45:38).

– Improvement of language skills and rhetorics– Improvmenet of communication skills– Realising one’s personal strenghts and abilities– Estastibling and enhacing autonomy and self-reliance– Increased awarens of one’s learning capacity


• High political awareness– Increased interest in politics– Knowledge of key politicians on local and national levels

and their spheres of responsibility– Insight into importance of initiating reflection- and

awareness processes– Ability to express and discuss their needs and demands vis

a vis (high) political representatives – Experience that change can be made (or at least initiated)


Learning experiences of audience and stakeholders

Learning experience of the Audience - Examples

– Awakened interest for the topic.

– Raised awareness for the obstacles and conflicts that young adults have to cope with.

– Taking some of the suggestions for change and reflecting consequences and possibilities to contribute to this change in one’s own field of work/life.

Learning experience of Stakeholders - Examples

• Impressed by commitment, enthusiasm, authenticity, courage and professionalism of the young people young people

• Evoking of personal concern (through memories of one’s own or other people’s similar experiences).

• Strong confirmation of the existence of problems they already knew about

• Reflection on personal and professional consequences – Realization that one was not active enough. – Inspiration to do something and change things, even if it will help only

one person. – Inspiration to re-think one’s attitudes vis a vis young people

Conclusions of the Project Team

• Great achievement of the objectives set at the beginning• Achievements were made possible by

– Applied diversity and the combination of methods– Experience of participants that set-backs are no “failure”

but part of the process– Dealing with “life-threatening” situations – Providing a minimum income (socio-economic existence)– Establishment of trust and confidence– Acknowledgement and encouragement regarding abilities

and skills– Improvement of social and cultural capital

Conclusions of the Project Team

• Key obstacles in the current situation – The lack of coordination and cooperation between

the different institutions– Lack of individual and comprehensive approaches– Lack of participative approaches and direct

involvement of the concerned persons in the problem analysis and search for solutions

Key policy proposals

• Education and Training

– More respect for individual needs and talentseform of the Austrian educational system: Introduction of one comprehensive school for all 6-16 years old; Introduction of all-day schools

– More social workers at school– Anti-violence and anti-bullying training– Better support for teachers– Mentoring and ombudsman system in enterprises


• Social and labour market policies (including health)– Access to minimum income– More and better housing for young people– Better access to health care– More (adequate) information and advice– Less psychotropic medication – more alternative treatments– Destigmatization of mental health problems

• Youth policies and youth work– Adequate youth services– More participation – Stronger focus on rights


• Family policies– Support services for parents – esp. in situations of conflict– Special training for foster parents– Better promotion of outdoor activities

• General recommendations– Better listening: Taking needs and aims of young people seriously– Individual time for adequate individual solutions– Error-friendliness– Deconstruction of stereotypes and prejudices– Social change and change of the economic system

stopp! now we are speaking! the austrian part of the alen-project roundtable on the project...

Documents

project belgrade

vocational training

eu commissiondg employment

public employment service

years old living

foster care

debts problems

homelesskey approach