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					Generation E
(Grant Agreement N°
SPC.2002378)




        FINAL STATEMENT

       ACTIVITIES REPORT
       ENGLISH ABRIDGED VERSION (1)
                (THREE PARTS)



                      to the

        EUROPEAN COMMISSION
         HEALTH AND CONSUMER PROTECTION DG




      Institut für Suchtprävention
          Fonds Soziales Wien
           Vienna, August 2nd 2005
Generation E                                                        Final Activity Report / english abridged version 1




                                                                                                       table of content
                                                                                                                                          page


The Workhops of Generation E –
designs / schemes / schedules ..................................... 3

Parents in the Job (Vienna)                                                                                                                4

The Little Bit Different Offer
  For Fathers And Mothers In The Job                                                            .......................................   13


Parent’s Issue Eating Disorders –
  Evenings To Breathe Deeply                                                                                                              18


Eating – More Than Food: Workshop For Parents Of
Children And Adolescent Showing Peculiar Eating
Behaviour .................................................................................................................... 25


Challenge Puberty – Evenings To Breathe Deeply                                                                                            35


Challenge Puberty – Crash Course for Parents                                                                          .................   44


Drinking, Smoking, Smoking Pot …
  Is my Child Endangered?                                                                                                                 47

Experience The Limits – Attempt To

Understand Adolescents                                    .............................................................................   49


Evaluation Report                                      ..............................................................................   53

Activities January-May 2004                                                                 .........................................   60

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                  The Workhops
                       of
                   Generation E


           designs / schemes / schedules




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                        GenerationE-Workshop

               Parents in the Job (Vienna)

                               (4 modules)




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                                       Module I: New Forms Of Life And Work


Time            Title                   Contents                                                    Materials
9:00 – 9:40     start phase               1. introduction of the trainers                           flipchart, pencils,
                                          2. presentation of the EU-project                         name cards, poss. poster or
                                          3. presentation of the GenE modules                       overhead foils to present the
                                          4. course of the day                                      EU-project, moderation cards
                                          5. introduction of the participants according to the
                                             questions
                                               •   My name is…. and I am… and recently I have
                                                   thought often that I take too less time to…
                                           6. clearing expectations and fears, hint at discretion


9:40 – 9:50     activating practice     free for choice, e.g.                                       seat, stereo, CD,
                                        »Travel to Rome«
                                                            short reflection
                                                            necessary only in large groups!
9:50 – 10:20    information block       working system and family system once and today             script
                                                            flipchart gallery                       overhead foils
                                                                                                    flipchart
10:20 – 10:35   RECESS
10:35 – 12:45   diagram of one’s own       1. acquire the role in the single setting      15’       flipchart, pencils
                role (version I)           2. exchange of the results in dyads (triads)   15’       moderation cards
                                           3. form small groups and work out              20’       pintable, pins
                                                  o burdens and resources of parenthood
                                                  o burdens and resources of the job
                                           4. present the results in the large group      10’
                                           5. develop a »target diagram« (»vision«)…..…………15’
                                           6. reflection in the plenum




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                diagram of one’s own      1. acquire the role in the single setting              moderation cards, pencils,
                role (version II)         2. acquire burdens and resources in parenthood and the flipchart paper, resource
                                             job in the dyad and note the results on cards       questionnaire
                                             resource questionnaire
                                          3. single work    work out the target
                                          4. pin the actual state and the target state, and add
                                             resources and burdens      »gallery«
                                          5. presentation and reflection

                diagram of one’s own      1. single work actual state                                 moderation cards, pencils,
                role (version III)        2. dyads, supported by the trainers                         flipchart paper, resource
                                          3. short lasting plenum viewing the most important          questionnaire
                                             resources and burdens
                                          4. single work target state
                                          5. short lasting plenum viewing the differences and
                                             similarities; discussion of the most important
                                             changes expressed by the participants

12:45 - 13:00   conclusion                -   flash                                                   script
                                          -   book and web tips pertaining to specific issues, hint
                                              at the script




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                                         Module II: HEALTH MANAGEMENT



Time            Title                   Contents                                                         Materials
9:00 – 9:20     entrance practice       chair practice + pulse measurement                               chairs
                                        reflection: How do I behave in stress situations?

9:20 – 9:40     theory input               -   strees – what is it?                                      script
                                           -   stress curve                                              overhead foils
                                           -   different stress levels (bodily, psychic-mental, social
                                               level   relation to being a single educator)

9:40 – 10: 40   practice in the small      1. diagram of one’s own self taken out of module I            flipchart, pencils, moderation
                group of ›coping‹             identification of stressors  the 3-5 most impressive       cards
                                              burdens are noted on cards
                                           2. reflect on strategies to cope with stress in groups of
                                              3 participants
                                           3. ›Stressverarbeitungsbogen‹      explain 5 coping
                                              strategies and assign the strategies to the
                                              participants

10:40 – 10:55   RECESS




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                                             Version I nutrition and movement
10:55 – 11:15   entrance practice     »the last nice meal«                                           flipchart, pencils
                                              participants focus on the last meal they really
                                              enjoyed.
                                      analysis:
                                         - what is the characteristic feature of a nice meal
                                         - focus on factors like mood, time, composition, etc.
                                         - short theoretical input Antonovski

11:15-12:10     partner practice of   What are the intentions of the participants, and what are
                ›intentions and       the obstacles to realise these intentions?
                obstacles‹               1. every participant reflects on one intention s/he
                                            wishes to realise
                                         2. the partner asks for the strategy in a problem solving
                                            way aiming at finding the first step

12:10 – 12:20   letter to oneself     participants write a letter to themselves hinting at the       envelope, note paper
                                      planned first step; the letter is addressed, gathered and
                                      sent to the participants three months later

12:20 – 12:40   relax practice        if necessary…

12:40 – 13:00   flash light




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                                              Version II time management
10:55 – 11:10   entrance practice   Time cake:                                                       flipchart, pencils
                                    Participants outline their course of day application of a tart
                                    diagram.

11:15-12:45     square practice     One segment of the time cake is analysed in detail and
                (»Quaderübung«)     registered in a raster:


                                                          important/       important/
                                                          not urgent       urgent
                                              important
                                                          not important/   not important/
                                                          not urgent       urgent


                                                                       urgent


                                           participants should realise priorities

12:10 – 12:20   theory input           -   performance curve                                         envelope, note paper
                                       -   importance of time buffer
                                       -   importance of life phases

12:20 – 13:00   partner interview   reflection on possible improvements of the course of day
                                    and presentation in the plenum




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                                              Module III: COMMUNICATION

Time            Title                   Contents                                                         Materials
9:00 – 9:15     basics in communication   - Schulz von Thun: »said             ≠ heard ≠ understood«     overhead foils
                                          - transaction analysis                                         script

9:15 – 10:15    aims                          -   short input to formulate ›good‹ aims                   script – target formulation,
                                              -   starting point is the diagram of one’s own self =>     diagram of one’s own self
                                                  Which changes are desirable?                           (module I), moderation
                                              -   survey by shouting, trainee notes the aims on          cards, pencils, pintables and
                                                  moderation cards => cards become clustered             pins
10:15 – 10:30   RECESS
10:30 –11:00    »tools for conversation       -   input to preparation of a conversation              script, overhead foils
                and negotiation«              -   decision piano
                                                     o Harvard-draft
                                                     o phases of conversation conduction according to
                                                         Kostka
                                                     o poss. conflict-crisis communication
11:00 – 12:15   communication practice        -   participants choose an own agenda or single case       script, single cases
                                              -   single work: preparation of a conversation, trainees
                                                  coach
                                              -   triad: playing a conversation through; the participant
                                                  who chose an own agenda takes the role of the
                                                  antagonist
12:15 – 12:45   reflection                    -   participants say the high- and lowlights               flipchart, pencils
                                              -   aiming at the realisation that disturbances are
                                                  normal
12:45 – 13:00   preview                       -   flash                                                  script
                                              -   book and web tips
                                              -   hint at other institutions


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                                              Module lV: NETWORKING

Time           Title                  Contents                                                                       Materials
8:00 – 8:15    practice with a ball   participants toss a rope to the others                                         rope (20 m
               of wool                   - the tossing participant asks the catching person an intimate question     long)
                                             who answers
                                         - every participant has to ask and to answer once, and then it is
                                             possible to experiment with the established net
                                         - reflection:
                                                     participants can place themselves in the net
                                         - at rolling up every participant pays the participant with the other end
                                             of the rope a compliment

8:15 – 8:25    theory input           trainees inform about networks                                                 script
                                          - importance
                                          - giving and receiving
                                          - career
                                          - information exchange
8:25 – 8:45    mind map               single training:                                                               flipchart
                                      participants draw their networks in form of a mind map                         paper, pencils,
                                                                                                                     pins, sticky
                                                                                                                     tape
                                                                                                                     mind map
8:45 – 9:15    practices in groups    participants explain their network mind maps and evaluate them pertaining
               à two persons          to the pros and cons (+/-/0)
9:15 – 9:30    picture gallery               participant pin their mind maps and look at the mind maps of the        pins and sticky
                                             other participants                                                      tape
                                             trainees hint at the fact that every person has a great large, and
                                             every new contact enlarges the own network with the network of the
                                             new person within the network


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9:30 – 9:45     RECESS
9:45-10:25      establishing        practice:
                networks               - participants walk around and discuss their networks request
                                       - participants group according to commonly shared (or
                                           complementary) network request
                                       - participant name the network
10:25- 11:00    reflection          participants reflect on:
                                       - What was my special advancement in the previous practice?
                                       - How do I find someone to share my network?
                                       - What facilitated and what inhibited the establishment of the network?

11:00 – 11:20   theory input        trainees inform about advisory boards and networks
11:20 – 12:00   conclusion« round   talking about the GenE program




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For more details (introduction. tutorials) see the
manual “Konzepte und Arbeitsmaterialien” p.135-177.


           The Little Bit Different Offer For
           Fathers And Mothers In The Job



     First Workshop:

                  »My Child And His/Her Development«
General aim        of this module is to make parents and trainees acquainted
applying specific methods, to present the intention of the parents’ workshop, and
to work out the topics »My child and his/her development« and »The role of the
mother/father«. The parents should have enough time for reflection.




      contents                          duration     materials
1.    entrance                          45 minutes circle shaped sheets,
      welcome and presentation of the              pencils, flipchart, pictures
      workshop                                     or respectively newspaper
                                                   clippings
2.    developmental                     45 minutes fabrics or cords, cards to
                                                   divide up different
      psychological circle                         developmental stages
3.    recess                            15 minutes
4     the father’s role, the            20 minutes posters, paper, pencils
      mother’s role
5.    clearing open questions           20 minutes
6.    fisher net and garbage can        15 minutes poster     or   respectively
                                                   fisher net, sheets shaped
                                                   like a fish, square sheets,
                                                   garbage can, sticky tape or
                                                   glue




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     Second Workshop:

                »Talking With Each Other – But How?«
General aim         of this module is to deal theoretically and practically with the
basics of communication. It is important to recognise that communicative
behaviour depends to a high degree on self perception, on the perception of the
vis-à-vis, and on the perception of the situation. On the other hand, perception
itself is coined by experiences, views, and expectations. In this context,
conscious and unconscious values motivating our thoughts, talking, and acting
will be reflected on.


      contents                             duration materials
1.    welcome                              5 minutes
2.    weather map                          10 minutes weather map on
                                                      flipchart paper,
                                                      stickers
3.    perception, reality, and its         20 minutes music, sheets,
                                                      paper, pencils
      subjective interpretation
4     meditative travel –                  20 minutes shift pictures
      deepening non verbal,
      bodily practice
5.    communication, self perception and   50 minutes flipchart
      esteem
      practice 1
      practice 2
6.    recess                               10 minutes
7.    Which values determine my life,      15 minutes copy
      my communication? Which values
      do I want to pass on my children?
8.    conclusion round                      3 minutes    weather         map,
                                                         stickers




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     Third Workshop:

                       »My Child And The Others«


General aim          of this module is to stimulate parents to reflect on the
relationship to their children and to realise the strong and the weak points. The
parents should get the chance to work out important reference points that are
resources for their children.




      contents                            duration materials
1.    welcome                             5 minutes
2.    reversal of roles                   30 minutes
3.    social atom                         30 minutes white sheets
4     recess                              15 minutes
5.    feedback round (social atom)         40 minutes flipchart
6.    protection factors in the family and 25 minutes sheets with social
      the social environment                          atoms
7.    conclusion                           10 minutes




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     Fourth Workshop:

                             »Me And My Environment«


General aim of this day is to reflect on everyday life in order to create free rooms to be used as
recovery source.




       contents                                      duration materials
1.     welcome                                       5 minutes
2.     portraying life situations by                 10 minutes
       positioning
       technique 1 or
                                                                    chalk or cord
       technique 2
3.     time management                               60 minutes copies of the weekly
                                                                plans
4      recess                                        30 minutes
5.     fantasy travel                                35 minutes relaxing music
6.     hint at supporting public                     5 minutes information material
       institutions




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     Fifth Workshop:

                       »Addiction And Violence –
                       How To Protect My Child?«
General aim         of this module is to convey information concerning addiction
forms. It is not intended to focus on spectacular and scaring addiction forms, but
especially to deal with the everyday habits. The course should create the
consciousness of the fact that education and potential development of addictive
behaviour (problematic behaviour) are connected. Dealing with different practical
examples of everyday life, opinions and views are discussed mediated by the
trainees. In this case it is possible to refer to the already hold modules.



      contents                             duration     materials
1.    welcome                              5 minutes
2.    mood check                           10 minutes red and green sheets
                                                      showing laughing and
                                                      fierce faces
3.    etiquette game                       15 minutes etiquettes naming different
                                                      forms of addiction, poster
4.    consumption forms,                   60 minutes different cards naming
                                                      consumption goods and
      reasons, motives                                addictive drugs, blank
      not every behaviour is addictive
                                                      cards
      recognise motives
      addiction triangle
5.    recess                               10 minutes
6.    imagine…                             30 minutes cards naming everyday
                                                      situations
7.    addiction sack                       10 minutes cards naming consumption
                                                      goods and addictive drugs
8.    general conclusion                   5 minutes




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                          GenerationE-Workshop


               Parent’s Issue Eating Disorders
                Evenings To Breathe Deeply
                                 (5 modules)




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Evenings To Breathe Deeply
1st Evening 18.00 –21.30

Time           Module                 Contents                                                      Materials
18.00 –        Introduction           • welcome of the participants                                 address list
18.20                                 • introduction of the teamers; explanation of the project’s   attendance list
                                        objective and history                                       feedback sheets
                                      • planning (time, group rules, …)                             pencils
                                      • arrangement of the form of address
                                      • distribution of an address list and a attendance list
                                      • preview on the intensive module
                                      • hint to the feedback sheet
18.20   –      Becoming acquainted          • social atom
18.40
18.40   –                                     •   partner interviews
19.00
19.00   –                                     •   large group – introducing the „partner“
19.30
19.30   –      RECESS                 Snack                                                         beverages, snacks
20.15




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20.15 -        Resources            • induction of relaxation                                comfortable seats or couches
20.35                               • resource pool
20.35 –                             • reflection of previous practices in small groups       flip chart, pencils
20.55                               • What is good for me?
                             (What is possible even if my child is ill? How to enjoy right
                             now?)
20.55 –                      Presentation of ideas in the large group (how to enjoy one’s    flip chart, pencils
21.10                        life more; one person of every small group presents what
                             has been worked out in the small group).
21.10 –        Conclusion           • leaflets (giving information, including phases of      info materials
21.30                                  the parents’ feeling)
                                    • homework (to test one of the presented
                                       possibilities to enjoy life more)
                             „I have to take care of me in order to get my child
                             healthy!!!“
                                 Sending power




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Evenings To Breathe Deeply
2nd Evening 18.00 –21.30

Time            Module                  Contents                                                    Materials
18.00 –         Becoming acquainted          • eating                                               snacks
18.45
18.45 –         Resources                     •   large group: open round (How have the persons
19.45                                             taken care of themselves? What has been a
                                                  success?)
19.45   –       RECESS
20.05
20.05   -       Importance of the             •   reflection on the own eating behaviour
20.25           eating disorder               •   assigning cards                                   symbols, cards
20.25   –                                     •   reflection in small groups on chosen symbols
20.45
20.45   –                                     •   exchange in the large group (How have I
21.05                                             experienced this?)
21.05   –       Reflection on the own         •   mirror practice (I hear that you don’t want to
21.25           emotional                         eat.)
                involvedness
21.25 – 21.30   Conclusion                    •   mirror practice with a intimate person (not the
                                                  child)




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Evenings To Breathe Deeply
3rd evening – 18.00-21.30


Time           Module     Contents                                                Materials
               Borders         • open round

                                  •   communicate the stopping                    chalk, rope
                                  •   yes-no practice




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Evenings To Breathe Deeply
4th evening 18.00 –21.30


Time           Module                 Contents                                                Materials
               Function of the eating The chance of the eating disorder – topic: detachment
               disorder
                                      Social atom (past, present, future)
               Conclusion             Common eating                                           (brought along by the
                                                                                              participants)




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Evenings To Breathe Deeply
5th evening 18.00 –21.30


Time           Module        Contents                                                      Materials
18.00 –                      • open round
19.00
19.00 -        Ressourcen           •   feedback round (What have I taken with me, what
                                        do I still need?)
               Conclusion           •   social atom (Who wants to go to the movies?...)
                                        with the objective: The contact should continue.

                                    •   paying compliments for the future
                                    •   the inner secure place                             comfortable seats or couches
                                    •   farewell




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For more details (introduction. tutorials) see the
manual “Konzepte und Arbeitsmaterialien” p.81-134.

                                         Eating – More Than Food

                         Workshop For Parents
      Of Children And Adolescent Showing Peculiar Eating Behaviour



First Workshop:
                                              Identity and Self-Strengthening
                                               That’s me – and that’s alright
General aim      of the 1st module is to bring parents into contact with other parents and to present contents and the course of
the workshops. Secondly, the participants are made appreciate their self self-esteem, they are instructed to feel their self-
esteem and to create possibilities of integration. By application of a creative approach, the participants’ competences can be
experienced more conscious and hence the participants’ action capability will rise and will be broadened.
Ultimately, the module is designed to confirm parents in their self-esteem and to encourage their children to appreciate their
self-esteem by authentic behaviour.




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     contents                              duration materials
1.   general entrance
        a) welcome                      5 minutes
        b) presentation of the workshop 10 minutes foil
2.   becoming acquainted
     head, heart and hand                  30 minutes work folder
3.   self-esteem
     entrance metaphor: the 50Euro bill 10 minutes 50 Euro bill, bowl,
     theoretical input: Identity and               cocoa, »filth«
     Self-strengthening                 20 minutes poss. own report,
                                                   foils
4.   deepening for realisation in
     everyday life                         15 minutes
        a) I like me for...                20 minutes ball or cushion
        b) Gordic knot                     20 minutes
        c) teaching history: priorities                  copy of teaching
                                                         history
5.   conclusion – feedback                 20 minutes




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Second Workshop:

                                                   Communication
                                      Being in conversation – with me and others

General target         of this module is the realisation that communication is a complex process on different levels and that
personal presence, carefulness, and esteeming acceptance of oneself and of the others is important for the success of
communicative processes. Different experience should give rise to the insight that relationship is supporting base, also for
complicated education situations.
Communication is a mutual process of meaning conveyance, the interaction between humans. I.e. if humans really
communicate with each other, they will be interested in the other person and curious of the thoughts, feelings, hopes, wishes,
intention etc. of the other.
Communication with oneself and the others is the better the more authenticy and clearness exists. Authenticy will exist if the
own communication not only matches with the own inner state, the own aims, and the own values, but also with the state of
the vis-à-vis and the »truth of the situation«.




     topics/practices                   duration      materials
1.   arrival practice                   15            symbol cards standing
     »weather feeling«                  minutes       for the weather: sun,
                                                      rain,           cloud,
                                                      thunderstorm
2.   get talking
     a) energy circle                   15
     b) the hat: order clearing         minutes       paper and pencils
                                        15
                                        minutes


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3.   communication                          45
     theoretical input to the topics        minutes       poss.      own     report,
     resonance, perception, relationship                  foils, flipchart
     and contact
4.   deepening for the realisation in the
     everyday education
     leading and being led                  15            music
     silent mail                            minutes       4-window-picture,
                                            15            flipchart, pencils
     intimacy - distance                    minutes       moderation cards and
                                                          pencils
                                            15
                                            minutes
9.   conclusion                             15            moderation cards and
                                            minutes       pencils




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Third Workshop:

                                                      Eating and emotions

General target        of this module is giving information about adequate nutrition. Different groups of foods are discussed with
regard to the nutrition pyramid. The participants are asked to reflect on their eating behaviour and the importance of eating in
the family. Simultaneously the own eating behaviour will be consciously realised and the motivation to change false eating
habits will rise.
This conveyance of contents should open the insight for the transition of ›normal‹ eating behaviour to disordered eating
behaviour. Hence, the ways to healthy eating behaviour are focused on.
By exchange of experiences, the participants should become confirmed in their motivation for change and they should find
problem solving strategies for their own family. The deep connection between eating and emotions will be realised by the
participants in the course of this module.




          topics/practices                                    duration                 materials
1.        chocolate practice                                  30 minutes               one piece of chocolate for every
                                                                                       participant, cards, and pencils

2.        reflection: eating behaviour                        20 minutes               cards, pencils, pintable

3.        theoretical input to the topic eating behaviour 40 minutes
          a) development of eating behaviour                                           poss. own report, foils, pencils, light
          b) features of unbridled eating behaviour                                    projector, flipchart
          c) entrance in a specific eating disorder
          d) vicious circle of disordered eating behaviour


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4.       adequate nutrition                                  30 minutes              poster, cards showing foodstuffs
         a) nutrition pyramid                                                        foil
         c) experience exchange
         b) recommendations on healthy nutrition

5.       deepening for the realisation in the everyday       30 minutes              copy pattern
         education
         valuable and responsible inclusion: prevention of
         abnormal eating behaviour
6.       conclusion: reflection and transfer                 20 minutes              cards, pencils




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Fourth Workshop:


                                            Coping with stress – stress cool down


General target        of this module is to discriminate between positive and negative stress, to support self observation for an
improved coping with everyday life (foods as stressors), to realise that a certain degree of stress is normal and a part of life, to
discern stressors, to realise situations causing stress in the own life, to experience methods, practices in order to cope with
stress, and to develop personal strategies against stress.


     topics/practices                     duration      materials
1.   welcome and introduction into the 5 minutes
     evening

     body perception practice         15                music
                                      minutes
2.   theoretical input to »stress and 30                poss. own     foils   or
     handling stress«                 minutes           report




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3.   deepening for the realisation in the
     everyday education
        - the cheeky fly                  20          - mat or blanket
        - carefulness practice: stone minutes         - comfortable clothing
           practice                       20          - text for practices
                                          minutes     -       stones/precious
                                                      stones
        -   movement practices:
        •   warming up                   25
        •   swing                        minutes
        •   eye practice
        •   cat’s arched back
        •   relaxation
        •   mountain
        •   observe the own stand
        •   colour mediation
        •   partner orange massage

                                                      oranges

                                         25
                                         minutes
4.   conclusion                          10
                                         minutes




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Fifth Workshop:


                                               Perception: The sense of senses


General target           of this module is to train the perception, to realise needs by bodily expressions, and to become familiar
with the learning type for application in everyday life.
The module’s contents broaden the consciousness concerning the connections between inner and external perception, and if
these kinds of perceptions lack, the aim will be to build them up. The own perception should be respected, broadened, and
deepened. The view on reality of children and of adults should be distinguished, and the participants are trained to acknowledge
life situations of children that are conductive for their perception.
Applying practices, playing doing, and fantasising experiences will be made that should be realised in everyday life.


     topics/practices                      duration      materials
1.   welcome and introduction into the 5 minutes
     evening
                                       10 minutes        text
     sensual poem
2.   theoretical input concerning      30 minutes        poss. own foils or
     perception                                          report




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3.   deepening for the realisation in the
     everyday education
     world of senses:                     75 minutes
        - sensual language                             -   cards        with
        - sense of hearing: noise                          matching figures
           memory                                          of speech
        - sense of seeing: taking                      -   film doses, fill
           photography                                     material
        - sense of touch: body                         -   CD-player + CD
           massage »the town Rome«                     -   stones
        - sense of motion: radiating                   -   different foods
           hands
        - sense of balance: Fontanella’s
           favourite stone
        - sense of smell: scent gallery
5.   feedback round                       30 minutes




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                        GenerationE–Workshop


                        Challenge Puberty
               Evenings To Breathe Deeply
                               (6 modules)




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Evenings To Breathe Deeply: Part 1


Time            Module             Contents                                                     Materials
18:30 – 19:10   Starting phase     Presentation of the leaders, of the topic, of the EU-        attendance list
                                   projects, of the time plan of the intensive module           possibly poster or overhead
                                   Introduction of the participants: fill the name cards,       foils to explain the EU-
                                   number and age of the children, job etc.                     project
                                   Expectations and misgivings: collect them written on         name cards, pencils,
                                   cards and stick them to a pin table                          cards, pin table
                                   Rules: discretion, recesses, form of addressing,
                                   attendance, disturbances have priority, smoking,
                                   attendance at all six evenings, ways of cancelling etc.
19:10 – 19:30 Warming up practices Practice: 2e – I introduce my father/mother                  specification of materials:
                                   Optional:                                                    see the respective practice
                                         • 2b – Brainstorming to the topic puberty (12          manuals
                                             minutes)
                                         • 2a – traffic light (30 minutes)
                                         • 2d – time travel into the own youth (60 minutes)
19:30 – 20:00 The situation of     Theory input: What is puberty?                               overhead foils and leaflets
              adolescents                 view of psychic, physic, and social features of the
                                           puberty age etc.
20:00 – 20:15 Recess




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20:15 – 20:45   The situation of    Practice: 3 – Positive and negative associations to        specification of materials:
                adolescents         puberty                                                    see the respective practice
                                                                                               manuals
20:45 – 21:15   The situation of    Theory input: youth cultures                               overhead foils and leaflets
                adolescents         reflection in the large group to which youth culture the
                                    parents assign their children
21:15 - 21:30   Conclusion          Feedback:
                                        - momentary feeling
                                        - what stayed unsolved
                                        - how has the first evening been experienced
                                        - hint at part 2




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Evenings To Breathe Deeply: Part 2



Time            Module               Contents                                               Materials
18:30 – 18:40   Start phase          Entrance round: How do you feel? What do you           attendance list
                                     remember?                                              name cards
                                     Preview on the contents of part 2: the parents’ role
18:40 – 19:25   The parents’ role    Practice: 1b – Brainstorming on parents’ activities    specification of materials:
                                     Optional                                               see the respective practice
                                        • 1a – tart diagram (60 minutes)                    manuals

19:25 – 19:55   The parents’ role    Theory input:
                                       • education styles and education behaviour
19:55 – 20:10   Recess
20:10 – 21:10   The parents’ role    Practice: 2b – the ideal parents II                    specification of materials:
                                                                                            see the respective practice
                                                                                            manuals

21:10 - 21:30   Conclusion           Feedback:
                                       - momentary feeling
                                       - what stayed unsolved
                                       - how has the first evening been experienced
                                       - hint at part 3




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Evenings To Breathe Deeply: Part 3


Time          Module                 Contents                                                      Materials
18:30 – 18:40 Start phase            Entrance round: How do you feel? What do you                  attendance list
                                     remember?                                                     name cards
                                     Preview on the contents of part 3: the parents’ role
18:40 – 19:25   The parents’ role    Practice: 5b – Resources I.                                   specification of materials:
                                     Optional:                                                     see the respective practice
                                        • 06 – acceptance of life periods                          manuals
19:25 – 20:05   The parents’ role    Practice: 5a – Ich-Häferl                                     specification of materials:
                                                                                                   see the respective practice
                                                                                                   manuals
20:05 – 20:20   RECESS
20:20 – 20:35   Autonomy and         Theory input:                                                 leaflet
                relationship         Communication – Schultz von Thun

20:35 – 21:15   Autonomy and         »Tips for parents«                                            leaflet »tips for parents«
                relationship         discuss the paper with the parents, especially step 3 and tip
                                     »Im Gespräch bleiben« (»Keep talking«)
21:15 – 21.30   Conclusion           Feedback:
                                        - momentary feeling
                                        - what stayed unsolved
                                        - how has the first evening been experienced
                                        hint at part 4




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Evenings To Breathe Deeply: Part 4


Time            Module          Contents                                                         Materials
18:30 – 18:40   Start phase     Entrance round: How do you feel? What do you                     attendance list
                                remember?                                                        name cards
                                Preview on the contents of part 4: Autonomy and
                                relationship
18:40 – 19:10   Autonomy and    Practice: 1 – intimacy-distance                                  specification of materials:
                relationship    optional:                                                        see the respective practice
                                    • 2 – Solo en el circo (15 minutes)                          manuals
                                    • 3 – circle diagram of intimacy and distance (45
                                       minutes)
19:25 – 19:55   Autonomy and    Practice: 8 – daily course:                                      specification of materials:
                relationship    Hinting in the reflection in the plenum at,                      see the respective practice
                                    - the acting model is more effective than urging             manuals
                                       statements (model learning)
                                    - not the quantum of commonly shared time is
                                       important, but its quality, especially with adolescents
19:55 – 20:10   RECESS




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20:10 – 20:40   Autonomy and    Every participant reflects on the dissonances rising from his
                relationship    own education experience in respect to model effect on
                                adolescents and notes his results on cards;
                                afterwards forming dyads (the partners are not freely
                                chosen) and discussion on the dissonances (listen first, then
                                give feedback); finally trying to solve dissonances.
                                Reporting on the results in the plenum (if wished by the
                                participants).
20:45 – 21:15   Autonomy and    Practice: 9a – emotions                                       specification of materials:
                relationship                                                                  see the respective practice
                                                                                              manuals
21:15 – 21.30   Conclusion      Feedback:
                                   - momentary feeling
                                   - what stayed unsolved
                                   - how has the first evening been experienced
                                   hint at part 5




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Evenings To Breathe Deeply: Part 5



Time            Module          Contents                                             Materials
18:30 – 18:40   Start phase     Entrance round: How do you feel? What do you         attendance list
                                remember?                                            name cards
                                Preview on the contents of part 5: Autonomy and
                                relationship
18:40 – 20:10   Autonomy and    Practice: 13a –How much responsibility do I think my specification of materials:
                relationship    child capable of bearing?                            see the respective practice
                                                                                     manuals

20:10 – 20:25   RECESS
20:25 – 20:35
                                Theory input: legal protection for children and young
                                persons

20:35 – 21:15   Autonomy and    Practice: 12 – My education style II                    specification of materials:
                relationship                                                            see the respective practice
                                                                                        manuals
21:15 – 21.30   Conclusion      Feedback:
                                  - momentary feeling
                                  - what stayed unsolved
                                  - how has the first evening been experienced
                                  hint at part 6




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Evenings To Breathe Deeply: Part 6


Time            Module              Contents                                                    Materials
18:30 – 18:35   Start phase         Entrance round: How do you feel? What do you                attendance list
                                    remember?                                                   name cards
                                    Preview on the contents of part 6: conclusion and preview
18:35 – 19:35   Autonomy and        Practice: 11 – role-playing conflicts                       specification of materials:
                relationship                                                                    see the respective practice
                                                                                                manuals

19:35 – 19:50   RECESS
19:50 – 20:35                       Practice: 15a – education styles                            specification of materials:
                                                                                                see the respective practice
                                                                                                manuals
20:35 – 20:45                       Networking: hint at the addresses in the documents and      booklet (the same one of the
                                    the booklets                                                crash course)
20:45 – 21:10 Conclusion taken     Practice: 2e – I introduce my mother/father
              from                 in the modified version: »My mother/father has profited
              Warming up practices from my education in the 6 modules as follows: ……«
21:10 – 21:30                      Feedback:                                                    take off the cards from the
                                       - momentary feeling                                      pintable (expectations)
                                       - what stayed unsolved
                                       - what happened with my expectations (referring to
                                          the cards on the pintable)
                                   Review on the Evenings To Breathe Deeply
                                   Farewell




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                       GenerationE–Workshop


                       Challenge Puberty
               Crash Course for Parents
                               (1 module)




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Crash Course For Parents – for parents groups of as many as 12 participants


Time            Module                 Contents                                                     Materials
9:00 – 10:00    Start phase            Presentation of the leaders, of the topics, of the EU-       flip chart, pencils,
                                       project and of the order of events                           attendance list
                                       Introduction of the participants:                            name cards,
                                          - fill the name cards,                                    possibly poster or overhead
                                          - participants want to introduce themselves and to        foils to present the EU-
                                             come into contact; note the children’s names on the    project
                                             flip chart, inquire the parents’ topics, and
                                          - clear the expectations (flip chart)
                                       Rules: - discretion,
                                          - recesses (smoking, coffee),
                                          - addressing,                                             flip chart protocols, taking
                                          - attendance,                                             photography
                                          - disturbances have priority
10.00 – 10:20   Warming up practice    Brainstorming on puberty                                     flip chart and pencils
                                       Optional:
                                             • traffic light (30 minutes)
                                             • time travel into my youth (60 minutes)
10:20 – 11:45   Challenge puberty      Theory input: What is puberty?                               prepared poster
                                              View of psychic, physic, and social features of the
                                               puberty age
                                               parents question and refer to their own everyday
                                               education; the exchange of parents takes place
                                               here; leaders: one presents, the other one
                                               moderates the discussion
11:45– 12:00    RECESS




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12:00 – 12:30   The parents’ role    Tart diagram: every participant draws alone                 specification of materials:
                                                                                                 see the respective practice
                                                                                                 manuals

12:30 – 13:30   LUNCH BREAK          (one hour is sufficient only if a location is near)
13:30 – 14:00                        Continuation tart diagram:
                                        • presenting the tart diagrams by pairs or triads
14.00- 14.20                         Theory input:                                               possibly overhead, leaflets
                                        • education styles and education behaviour
14:20 – 15:00   Autonomy and         Role-playing 1
                Relationship            • role-playing and discussion of problems with the
                                           young persons at home(see expectations); testing
                                           the democratic-participative education style
15:00- 15:15    Recess

15:15-15.30                          Handing out and discussing »tips for parents«, should the
                                     occasion arise discussing »staying in talk«.
15.30 -16.15                         Role-playing 2
                                        - role-playing and discussion of a problem situation
                                           with an adolescent at home (see expectations);
                                           attempt to realise the tips in the role-playing
16:15 – 16:30   Conclusion              - Feedback by the participants on the course
                                        - Questing whether there is a further interest
                                        - Farewell




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For more details (introduction. tutorials) see the
manual “Konzepte und Arbeitsmaterialien” p.27-61.

         Drinking, Smoking, Smoking Pot …
              Is my Child Endangered?

1st forenoon
General aim of the first morning is to make parents and trainees acquainted
in order to bring about an easy and intimate atmosphere. The contents of the
workshop are presented and the expectations of the participants are cleared. The
different ways of consumption and connected risks are discussed so that parents
can better assess their situation, because not every consumption leads to
addiction.

      contents                             duration materials
1.    entrance                             15 minutes attendance list
2.    the postcard game                    20 minutes postcard
3.    guiding principle of the course      5 minutes foil showing the guiding
                                                      principle
4.    referendum of expectations           10 minutes sheets, flipchart, pencils,
                                                      box
5.    presentation    of    the   planned 5 minutes flipchart
      contents and group rules
6.    not every behaviour is addictive – 45 minutes 6 posters showing short
      not every situation is problematic              histories, colour points
7.    name game using a ball               5 minutes small ball
8.    recess                               15 minutes info material and book
                                                      case, flipchart
9.    presentation of expectations         5 minutes flipchart
10.   talk on different categories of 75 minutes foils »different categories
      consumption                                     of substance consumption
                                                      and the phenomenon of
                                                      addiction shown at the
                                                      example of alcohol«
11.   topic 1:                             30 minutes cards
      When turns the consumption of
      cannabis out to be problematic?
      or
      topic 2:
      What      is      important      for
      adolescents?
12.   feedback round                       5 minutes
13.   home work                            5 minutes coloured cards, pencils



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2nd forenoon

General aim of      this unit is to work out protection factors for the own health,
but also to realise risk factors. It is a further aim to discuss the basics of
communication. It is important that different forms of the parents’ perception
and intervention are worked out.
A concluding view of both days and the evaluation of the workshop done by the
parents round the unit off.



      contents                              duration materials
 1.   introduction                          5 minutes
 2.   review on the first block             20 minutes postcards, flipchart,
                                                       pencils
 3.   crisis situation puberty              80 minutes scene of the film »All I
                                                       Need«, life histories,
                                                       sheets, flipchart
 4.   home work of the 1st morning          10 minutes
 5.   recess                                15 minutes
 6.   How to act in concrete situations?    60 minutes educational situations,
                                                       flipchart, pencils, foil
                                                       »To talk about with
                                                       adolescents«
 7.   good conversation                     40 minutes flipchart, pencils, foil
                                                       »Self-messages« and
                                                       »Message of emotional
      or                                               states and interests«


      active listening                                    foil »Active listening«
 8.   conclusion                            5 minutes     small rubber balls for
                                                          parents
 9.   evaluation                            15 minutes evaluation sheets




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For more details (introduction. tutorials) see the
manual “Konzepte und Arbeitsmaterialien” p.62-80.



             Experience The Limits –
        Attempt To Understand Adolescents



1st forenoon
General aim       of the first morning is to make parents and trainees acquainted
in order to bring about an easy and intimate atmosphere. The contents of the
workshop are presented and stay visible on the flipchart during the whole
workshop. The participants’ expectations are cleared.



      contents                            duratio materials
                                          n
 1.   welcome and entrance                15         attendance list,
                                          minutes    flipchart
 2.   course of events                    10         flipchart or cards
                                          minutes
 3.   introduction round of               30
      participants                        minutes
 4.   aims and expectations               30         green, yellow and red
                                          minutes    cards, flipchart, pencils

 5.   lunch break                         90
                                          minutes




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1st afternoon

General aim         of the first afternoon is the treatment of different issues like
›taking a risk‹ or ›experience trust‹. The personal experience is in the focus. At
the beginning of the afternoon the parents are priority concerned with
themselves. In a second moment they are inspired to build a bridge from their
own experiences to the world of the adolescent.



      contents                             duratio materials
                                           n
 1.   path of confusion                    45          diverse objects
                                           minutes     thematically matching to
                                                       the workshop
 2.   discussion »path of confusion«       15          collected objects
                                           minutes

 3.   stroll of trust                      60          trees, fabrics
                                           minutes
 4.   the net of senses                    60          two long ropes, some
                                           minutes     cords with different
                                                       length
 5.   guided instruction into the own 30
      history                           minutes
 6.   discussion of the whole afternoon 15
                                        minutes
 7.   dinner                            90
                                        minutes
 8.   film »All I Need…«                90             film »All I need…«
                                        minutes




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2nd forenoon

General aim       of this unit is dealing with the basics of communication and
conflict mastering in concrete situations. It is important to work out different
forms of the parents’ perception and to discuss the impact of parental perception
and values concerning adolescents’ behaviour on reactions and communication.




      contents                            duratio materials
                                          n
 1.   welcome and entrance                15         warming up practices,
                                          minutes    e.g. dancing
 2.   imagine that…                       90         prepared cards
                                          minutes
 3.   acidity pond                        60         tree, climbing rope (30
                                          minutes    m), rope (20 m),
                                                     climbing belt with
                                                     carbine, climbing helmet,
                                                     basket for »treasures«,
                                                     fabric to blindfold




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2nd afternoon

General aim        of this second afternoon is the concluding view on both days
and the evaluation of the workshop done by the parents. The trainees have to
pay attention that there is enough time for reflection and for collection proposals
of change because this workshop is of investigative character and the active role
of the parents is hence very important.



      contents                             duration      materials
 1.   overview                             20 minutes    poss. photo
                                                         presentation
 2.   work in small groups                 50 minutes    green and red sheets,
                                                         pencils
 3.   mood picture                         20 minutes    posters showing
                                                         weeping, neutral
                                                         happy and very
                                                         content faces
 4.   evaluation                      15 minutes         evaluation sheets
 5.   guided instruction into the own 30 minutes
      history
 6.   conclusion                      15 minutes




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               EXTERNAL EVALUATION
                    OF
   GENERATION E – WERKSTATT FÜR KREATIVE
               ELTERNARBEIT




                   FINAL REPORT
               ENGLISH ABRIDGED VERSION
                 (OF THE INTRODUCTION)




                          Orderer:
                    Fonds Soziales Wien


                     Consignee:
ZSW Verein – Zentrum zur Förderung und Durchführung
   von Sozialforschung und Wissenschaftsdidaktik




                   Vienna, June 15th 2005


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Introduction
The Zentrum für Sozialforschung und Wissenschaftsdidaktik was instructed to
evaluate Generation E in November 2003. The task was both formative (as
project accompany) and summative (as evaluation of the result). The evaluation
conception is orientated according to the standards of the Deutsche Gesellschaft
für Evaluation. Following a participative evaluation conception, the evaluation
steps respectively the evaluation instruments were adapted to the project
progress and discussed with the project employees. The partial results of the
evaluation were distributed to the employees. The results of the formative and
summative evaluation are the contents of this report.

This report consists of four parts presented briefly in this introduction.


Part I: Development Process

Generation E is a product developing project. Hence it was the focal point of the
evaluation to accompany systematically this developmental process and to
scrutinise the results according to the project application.
In part I the evaluation results of the development work is discussed for the foil
of the general aims concerning the development work as formulated in the
project application:
    • general need survey
    • using the know-how and creativity of persons coming from different
       professions – using expert knowledge
    • training of trainees
    • including chosen parents
    • survey and offer development pays attention to regional differences and
       similarities (analysis of social and demographic features at the local place)
    • supraregional exchange between the project partners transcending the
       scheduled exchange meetings

To evaluate whether the aims are reached, the views, experiences, and insights
of all involved persons (i.e. project employees, experts, parents as life world
experts) were inquired. The employees had to fill feedback sheets to inform
about their view of the project proceeding. In the focus were questions
concerning the regional project state, contentment with the communication,
course, coordination, and leadingship of the project. At the end of the
development phase the employees were interviewed by the ZSW aiming at more
detailed information than available with feedback sheets. The involved experts
had to asses the project (the proceeding and the result) using feedback sheets.
The evaluation results were presented to the project leaders in regular meetings
and to the employees per mail.
The survey instruments were adapted to the regional differences concerning the
proceedings in the working out of the modules.
The development workshops in Bolzano were focused on the following target
groups:
    • parents with adolescents
    • parents of children showing disordered eating behaviour
    • single parents in the firm


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The Viennese development workshop works on the same topics in a similar way.
In difference, the partner in Bremen didn’t include the topic »single parents in
the firm«. In Bremen the idea of involving parents in the developmental process
was pursued in the most consequent way. In form of »Steuergruppen« (»head
groups«) parents coming from the basic school and from the secondary school
(gymnasium) worked the workshop conceptions out. Their know-how and
experiences were inquired applying manual guided interviews.
Furthermore a workshop for parents of children showing an eating disorder was
established.


Part II: Realisation of the Parents Workshop

In part II of this report the evaluation results of the carried out workshops in the
three regions are presented. The guiding idea of this project was to find new and
creative ways in the parental work of addiction prevention. Parents should be
supported and promoted in their education capability. The workshops’ work out
should consider the following personality building aspects:

General aims concerning parents (see project application) are:
  • parents education – an active process
  • support of the motivation of parents to deal with their children’s life world
  • strengthening of the parents’ education capability
  • extension of family and professional action scopes
  • promotion of intern family and professional resources (motivation,
     knowledge, skills)
  • strengthening of the trust in the own resources and the own acting
  • making available learning scopes and initiating them by appropriate
     methods

These principles were differently weighed and concretised in the respective
regional workshops.
In Bolzano four workshop forms were developed and realised:
   • workshop: »Parents In The Firm« (initially: »Single Parents In The Firm«)
   • workshop: »Eating Is More Than Food, Food Is More Than Eating«
   • workshop: »Experience The Limits – Attempt To Understand Adolescents«
   • workshop: »Drinking, Smoking, Smoking Pot – Is My Child Endangered?«

The evaluation and result presentation aims at the following workshops in
Bremen:

Gymnasium (secondary school) Horn:
  • daily workshop: »…ganz schön stark« (»Quite Strong«)
  • daily workshop: »Strong Parents – Strong Children« (»Starke Eltern –
     Starke Kinder«)
  • daily workshop: »Parental Work – How To Move Things Positively In
     School?« (»Elternarbeit – wie kann ich in der Schule Positives bewegen?«)

Grundschule (elementary school) Freiligrathstraße
   • daily workshop: »Quite strong«
   • daily workshop: »Strong Parents – Strong Children«


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For parents of children showing an eating disorder:
   • workshop: »Making Parents Strong«, Part I, II, III (»Eltern stark
      machen«)

In Vienna the evaluation and result presentation aims at the following
workshops:
   • workshop: »Parents In The Firm« (initially: »Single Parents In The Firm«)
   • workshop: »Challenge Puberty«

The eating disorder workshop was conceptualised, but not realised in Vienna.


Methodological Proceedings
The evaluation relied on differentiated survey instruments in order to meet with
the manifold of perspectives given with the manifold of the involved actors. The
validity of the instruments can be improved and the cognition can be broadened
by the triangulative employment of qualitative and quantitative instruments.
The parents workshop realised in Bolzano, Bremen, and Vienna were evaluated
by application of the following survey instruments:
    • questionnaire for parents workshop evaluation/feedback by the parents
    • telephone interview with parents who attended the workshops
    • reflection sheets for trainees or teamers of the parents workshops

With it both the perspective of the trainees and the perspective of the parents
were taken in the evaluation in order to recognise differences and similarities in
assessment of these both groups.


Questionnaire survey of parents
The questionnaire registers the experience and the assessment of the parents
workshop from the perspective of the parents. The questionnaire was distributed
at the end of every workshop. In all, 133 feedback sheets were calculated, 43 in
Bolzano, 46 in Bremen, and 44 in Vienna. As far as possible the questionnaires
were similarly designed, but regional differences were taken into account. The
questionnaire consists of the following thematic blocks:
    • questions concerning the general conditions of the workshop
    • questions concerning the aims and contents of the workshop
    • questions concerning the parents’ role understanding as a father/mother
    • questions concerning the future of the workshop
    • socio-demographic questions

The following three dimensions were grasped by this instrument:
   • learning success
          o acceptance of the respective contents of the workshop
          o acceptance of the applied methods
   • contentment success
          o contentment concerning the workshop
          o suggestion for improvement
   • transfer success
          o usability of contents

The most items in the questionnaire were closed, but in some cases open items
were applied so that the parents had more possibilities to answer.

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Manual guided telephone interviews of parents
When about two or three month were over, one or two participant of the
workshops was or were interviewed on the phone taking about 20 to 40 minutes.
In all, 36 manual guided telephone interviews were lead, namely 10 in South
Tyrol, 15 in Bremen, and 11 in Vienna. The questions aimed mainly at:
   • the assessment of experience made in the workshop after the event
   • influence of the experience made in the workshop on everyday life
   • effect of the discussed and worked out issues in the workshops (transfer
        success and lasting effect)
   • suggestion for improvements for further workshops

The way for the interviews was paved by contact on telephone and in
cooperation with the trainees. The interviews were completely transcribed,
thematically condensed, and summarily presented. The interviewed persons were
named by letters by reasons of anonymity.


Reflection sheets for trainees
Following open impulse questions the trainees were asked to reflect in writing on
the course immediately after the workshop. In all, 15 reflection sheets were
calculated. The reflection sheets aim at:
    • registration of the reaction of the participants perceived by the trainees
       concerning the offered inputs and practices
    • holding and giving the reasons for improvements of the initial conception
       that became necessary during the course of the workshop realisation
    • permanent reflection whether the conception proves its worth during the
       workshop realisation phase and which improvements make sense


Part III: Regional Specific Overall Evaluation

No supraregional overall evaluation was carried out because the workshop
conceptions are too different. The target definitions, the methodological-
didactical orientations, and the time frames are too heterogeneous, and hence a
comparison made no sense. But since the evaluation instruments are rather
similarly designed and the regional specifics objectives tally, an overall
evaluation of the workshops is possible on the regional level. This is listed in part
III of this report. For the measurement of the most important effects of the
workshops, a counting index of selected items was created.
    • learn and information contents
    • empowerment
    • methodological realisation

The regional results of the telephone interviews and of the trainees’ reflection
sheets complete this evaluation step in order to obtain a differentiated and
deepened understanding of the achieved success. Based on this analysis results,
it can be showed whether the effect measured by the index ›empowerment‹ is
long lasting and which methods are experienced as especially learning-
stimulating by the participants.




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Part IV: Evaluation Results – Summary

In this part of the evaluation report the crucial results of the evaluation
concerning the aims formulated in the project application are presented
according to the following issues:
    • development workshop
    • public relations
    • product assessment – workshops
    • comprehensive cognition of the evaluation of regional workshops
    • embedding into the current theoretical discourse
    • establishing a trainee pool
    • contribution to scientific debates
    • project course

The following diagram shows the evaluation steps in the process course (and
with it the chapter ›Introduction‹ is finished):




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                 project steps             evaluation steps
Nov.2003    •   coordination         •   feedback sheets.            first interim
to              meeting in Meran         coordination meeting in     report
June 2004   •   regional specific        Meran
                need survey          •   feedback sheets:
            •   trainee training:        project course
                Bolzano              •   establishing the
            •   expert workshop:         cooperation: regional
                Bremen                   project partners –
            •   development              external evaluation
                workshop Bolzano,        institution
                Vienna               •   feedback sheets –
            •   head group:              development
                Bremen                   workshops (Bolzano,
                                         Vienna)
                                     •   interviews: project
                                         leader/employee
                                         (Vienna, Bolzano)
June/July   •   public relations     •   feedback sheets –           second interim
2004        •   parents workshop:        parents                     report
January         Bolzano, Bremen,     •   reflection sheets
2005            Vienna                   trainees
            •   head group:          •   telephone interviews –
                Bremen                   parents
            •   revision of the      •   interviews: project
                workshops                leader/employee
            •   coordination             (Bremen)
                meeting in Bremen    •   feedback sheet: project
                                         course
                                     •   feedback sheet:
                                         coordination meeting in
                                         Bremen
January     •   parents workshop     •   feedback sheets:            final report by
2005            in Vienna, Bremen        parents                     the external
June 2005   •   revision of the      •   reflection sheets:          evaluation
                workshops                trainees
            •   conclusion of the    •   telephone interviews:
                external                 parents
                evaluation,          •   partial report for the
                refelction               workshop revision
                                     •   feedback sheets:
                                         project course
                                     •   interviews: project
                                         leaders/employees
                                         (Bolzano, Bremen,
                                         Vienna)
July 2005   •   conclusion meeting   •   presentation of the         supplementary
October         in Vienna                evaluation report           report
2005                                 •   foundation of the
                                         quality profile of future
                                         trainees



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Second Interim Activities Report
for the Period January, 1st to May, 31st 2004



English Abridged Version




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Organisation and Time Plan of the Entire Project
In November 2003 the operation plan was actualised. Dating from this point
Generation E was divided in the following phases:

1. Preparation phase                    01.11.2002 to 19.12.2003
2. Project phase                        22.12.2003 to 29.10.2004
3. Reflection and transfer phase        02.11.2004 to 01.08.2005

The preparation phase is finished by reaching its defined aims.

This report period deals with the project phase. This phase is divided in the
following steps.

theoretical preparations
2nd coordination meeting (in November in Meran)
trainers/experts installation                                 R        see 1.
parents enlistment                                            E        see 2.
need investigation according to target groups defined         P        see 3.
by workshops                                                  O
module development workgroups (in workshop form)              R        see 4.
module completion                                             T        see 5.
parents workshops
module revision

Some definitions for a better understanding of this report:
Generation E aims at four parental target groups. The defined aim is to develop
standardised programs (=modules) for every target group. These modules were
worked out by experts (=trainers), parents, and the project team (=module
development workshops). These newly developed modules will be tested in
parents’ workshops.

There are the following workshops (in all nine, according to the project places):

     Bremen           modules for            modules for        modules for
                     primary school         parents whos       parents whos
                                          through puberty         children
      Bozen            modules for          going children      show eating
                         single                  show
     Vienna          parents in firms      risky behaviour        disorder




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Activity Description Dating from January to May 2004
In the period January to May 2004 is realised:
   1.   trainers installation
   2.   parents enlistment; public relations
   3.   needs investigation according to workshop target groups
   4.   module development workgroups
   5.   modules completion
   6.   scientific company research

At the end of this report you can find an overlook of the activities in table form.


1. Trainers Installation
The project team at the pit face are supported by trainers (experts) who
collaborate in part freely, but mainly paid by fees on module development.

For the Puberty Workshop the following trainers are assigned.

Vienna                  Bozen               Bremen
Martina                 Roland Feichter     Anton Bartling        Gerd Kock
Deutenhauser            Helene Oberhofer    Peter Nickel          Harald Voß-
Sabine Dietrich         Bernhard Armin      Nicole Zwahlen        Benthien
Andrea Eicher           Renato Botte        Maike Hoffmann        Thomas
Martina Leibovici                           Günter Hoffmann       Wichmann
Andrea Montamedi                            Susanne Stadler       Casten Fehlhaber
Michael Reif                                Petra Thielebein      Steffen Naumann
Ernst Silbermayr                            Peggi Nischwitz       Mathias Hinderer
                                            Astrid Mangold        Steph Owsinksi
                                            Jürgen Hirsch         Thomas Grahl
                                                                  Georg Schmitz

For the Eating Disorder Workshop the following trainers are assigned.

Vienna               Bozen                                             Bremen
Maria Biebel         Brigitte Regele           Susanne Bodegal-        see above
Christine Bischof    Renate Ritsch             Holzknecht
Sonja Fasching       Jürgen Piger
Renate Gänszle       Ivonne Daurù              Christina Winkler
Klaudia              Silvia Agreiter           Bettina Fück
Gehmacher                                      Alessandro Lorenzetti
Christina Kofler
Brigitte Schiedl

For the Single Parents Workshop the following experts are assigned.

Vienna                      Bozen                         Bremen (Grundschule)
Sonja Hintermeier           Eva Pircher                   see above; additional:
Karoline Kuscher            Solvejg Nübel Buzek           Eckhard Schiffer
Susanne Kloser              Christa Asam                  Sina Reinarz
Brigitte Kainz
Martina Leibovici
Ernst Silbermayr


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2. Parents Enlistment – Public Relations
In Bremen folders are developed for project presentation, project registration,
and lecture series. The folder layouts are completed on May, 12th 2004. The print
order concerning 4.000 exemplars goes to Merlin printing office. Further, lectures
within the scope of GenerationE are planned in Bremen. Eckhard Schiffer,
psychotherapist and medical leader of the psychosomatic department of the
Christian Hospital Quakenbrück, gives a lecture titled »Schatzsuche statt
Fehlerfahndung« on June, 14th 2004. On September, 9th 2004 Prof. Annelie Keil
will talk about »Das Überraschungsei – oder die Kunst, das Leben zu lernen«.

In Bozen folders are developed and produced. 200 exemplars for the Single
Parents Workshop, 600 exemplars for the Eating Disorder Workshop and 800
exemplars for the Puberty Workshop. The folders have a uniform layout, but
differ in contents. The entire folder development lasts from May, 18th to June, 9th
2004

In Vienna GenerationE is promoted in firms, in schools, at the Viennese School
Inspectorat (Wiener Stadtschulrat), and in eating disorder ambulances.


3. Need Investigation According to Workshop Target
Groups
According to the plan current data about parental needs should be provided
every workshop. Thus ISP made it its objective to develop a specific
questionnaire for every workshop (Single Parents Workshop, Puberty Workshop,
Eating Disorder Workshop). The Viennese questionnaires are discussed with the
partner institutions in Bozen – Forum Prävention & Dienststelle für
Gesundheitserziehung – and specific questionnaires are developed according to
local wishes.

The Bremer partner institution, the Landesinstitut für Schule (Suchtprävention
Bremen), doesn’t make an investigation by questionnaire. Here current data are
collected by talks to parents, parents representatives, experts, etc. within the so
called Steuergruppen.

In Vienna and in Bozen experts in addiction prevention and parents work are
interviewed, and the results of these interviews serve for questionnaire
development. Starting point of this development is January 2004, lasting to
March/May 2004 (depending on the workshop target group). Mainly involved in
the development of the eating disorder questionnaire and the puberty
questionnaire is MATT, supported by KRIEGER (and JANDL). Mainly involved in
the development of the single parents questionnaire is MATT, supported by
PETRIK. KRIEGER, COSTAZZA and MAGNUS discuss the questionnaires drafts;
improvements are inserted.


3.1 Depth interviews

In Vienna and in Bozen structured depth interviews with experts concerning
addiction prevention and parents work are lead before starting to develop



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questionnaires. The manuals for these depth interviews are worked out by
COSTAZZA and JANDL (dating back to October 2003). Twelve Viennese experts
were interviewed in October/November 2003 (the interviews in Bozen date back
to March 2003), what is before this report period. However, the interviews are
evaluated in January 2004. The evaluation reports are sent to the partner
institutions in Bozen and Bremen at the end of January 2004. Some good ideas
and hints extracted from the depth interviews are used for questionnaire
development in Vienna.

Within the scope of need investigation of single parents the (quantitative)
questionnaires are supplemented by qualitative depth interviews with works
councils and personnel departments representatives in Vienna – naturally the
work councils and the personnel department representatives of the cooperating
firms (RIZ, hp) are interviewed. JANDL interviews (every interview lasts about
one hour) one works council of hp (April, 4th 2004), one personnel department
representative of hp (April, 6th 2004), two works councils of RIZ (April, 15th
2004) and one personnel department representative of RIZ (April, 6th 2004).
Manuals for these interviews are produced by PETRIK, MATT and JANDL. The
interviews are recorded, transcribed, and placed at the disposal of the single
parents experts.



3.2 Questionnaire Development

The development of the Viennese questionnaire for the Single Parents Workshop
starts on February, 3rd 2004; on February, 2nd 2004 the Viennese questionnaire
development of the Eating Disorder Workshop starts. The Viennese questionnaire
of the Puberty Workshop starts on February, 18th 2004. Every questionnaire
development lasts about four weeks (the Viennese versions).

To outline the Viennese questionnaire development shortly:
After having a study on specific issues items are developed intending to
investigate parents needs indirectly. But discussions within ISP and following
suggestions of our partner institutions this procedure orientated by scientific
standards is stopped in favour of a direct form of asking parents about their
needs. Discussions with persons in charge in the Viennese School Inspectorat
(Wiener Stadtschulrat), in the firms, and in the eating disorder
ambulances/institutions contribute to this decision.

ISP develops in its function as project leader questionnaires for the partner
institutions in Bozen. Drafts of these questionnaires are sent to Bozen for the
first time on February, 27th 2004. In March 2004 these drafts are studied by
LADURNER, TUMPFER and MATSCHER, discussed with local experts and in the
case of the Single Parents Workshop also with the cooperating firms.
Improvement suggestions are told to Vienna per phone and mail, and here they
are worked out. These works are finished in May 2004. In Vienna COSTAZZA,
KRIEGER and MATT are concerned with the procedures in content and with the
communication.




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3.3 Investigation Realisation: Single Parents

The need investigation of single parents is realised in cooperation with firms. In
Vienna PETRIK is able to guarantee a contractual cooperation with three firms,
and with it she brings her efforts dating back to December 2003 to a successful
end in January 2004. These three firms allow the need investigation in their firms
and furthermore that their employees can take part in the parents workshops
during work time. To list these three firms:

•   Raiffeisen Informatik Zentrum (RIZ)
•   Hewlett Packard (hp)
•   Herold Buisiness Data

Unfortunately the representative of Herold is not longer willing to continue the
cooperation with ISP after the need investigation was finished. (This fact maybe
explained by the change of the manager in charge.)

In Vienna the single parents questionnaires are sent to the firms early in March
2004. The return of the filled questionnaires is finished in the last week of March.
67 filled questionnaires return.

In Bozen the single parents need investigation starts in July 2004. MATSCHER is
able to guarantee the contractual cooperation with the firm ›Sportler‹. This
cooperation is due to Reinhard FEICHTER, the personnel department
representative, who is highly interested in the module development of
GenerationE. Together with the folders the questionnaires will be handed out in
the branch offices of the firm Sportler starting early in June 2004.


3.4 Investigation Realisation: Puberty

For the realisation of the need investigation within the scope of the Viennese
Puberty Workshop the approval of the Viennese School Inspectorat (Wiener
Stadtschulrat) is obtained, done by KRIEGER. Further, since February 2004 the
possibility of an investigation at different schools is explored by asking school
principals. Until end of April 2004 the principals of the following schools agree in
handing out the questionnaires to parents whos children are 15 years old (and
hence going through puberty):

•   AHS Neulandschule, A-1190 Vienna
•   AHS Neulandschule, A-1100 Vienna
•   AHS Schulschiff, A,1210 Vienna
•   AHS Anton Baumgarten, A.1230 Vienna
•   HBLA Herbststraße, A-1160 Vienna

In mid-June a further principal (of the HTL Donausstadt, A-1220 Vienna) agrees
to cooperate. Early in July 450 questionnaires are sent to this school where the
questionnaires are handed out to parents.

Because of the difficulties to contact principals the sending out of questionnaires
is delayed until mid-May. In the moment of the report the return just starts. The
data input will start on June, 14th 2004. ISP will evaluate current data as soon as
possible and will present the results in the expert Puberty Workshop.


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The need investigation of the Puberty Workshop is going on in Bozen, too.
LADURNER gives the questionnaire to various institutions that will hand out the
questionnaires to persons in care. Here no need investigations using schools is
intended. It is intended to contact various advisory boards. Furthermore, the
questionnaire is handed out to parents who attend the parents workshops. At the
report moment 100 questionnaires are handed out, and about 20% return. But
the procedure of return is not finished yet.


3.5 Investigation Realisation: Eating Disorder

For the realisation of the Viennese Eating Disorder Workshop KRIEGER organises
the cooperation of the following eating disorder institutions until end of April:
     • So What?
     • FEM
     • Essstörungsambulanz des Wiener AKH
At the report moment further eating disorder institutions are contacted.

The questionnaires are issued in the named institutions. The contact persons
working at every institution inform patients and their parents about the
questionnaires.

Unfortunately we must state right now that our plan to support the Viennese
Eating Disorder Workshop with current data failed. But ISP won’t stop its efforts
and will contact further institutions to present a report on the current parents’
need in this scope. The results will be useful for the design of the trainee manual.

In Bozen the eating disorder questionnaire is cleared up by COSTAZZA and
TUMPFER finally on May, 20th 2004. Its handout start in the school district Terlan
on June, 1st 2004.


3.6 Evaluation

Data input and the evaluation concerning the single parents starts in Vienna on
March, 15th 2004 (applying SPSS). A short evaluation report for every firm (RIZ,
hp, Herold) is prepared and then sent out to the firms in mid-April 2004. The
overall evaluation report for the single parents started on April, 19th 2004,
computes all data (not with respect to the firms), and the results are presented
to the experts of the Single Parents Workshop on May, 3rd 2004. The evaluation
and presentation is done by JANDL and MATT.

Data input of the puberty questionnaires starts in Vienna on June, 16th 2004. The
evaluation on June, 15th 2004. Both is not subject of this report.
Data input of eating disorder questionnaires is postponed to autumn by reasons
named above in Vienna.

In Bozen the eating disorder questionnaire is handed out on June, 1st 2004. At
the report moment there are no data.

The return of the puberty questionnaire is going on in Bozen. Thus data are
computed later on.
The single parents questionnaire will be handed out in Bozen in June. Once more
we must state, that there are no data.


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4. Module Development Workgroups
The module development workgroups mark the core of the GenerationE product
development. Before starting module development the parental target groups,
objectives, intervention approaches, and the methods must be fixed. These
issues were fixed during the second coordination meeting in Meran in November,
20th to 22nd 2003. Thus it was possible to start the module development.

There is a crucial difference between the Viennese and the Bozner procedure on
the one hand and the Bremen procedure on the other hand. In Vienna and Bozen
first the module development workgroups consisting of experts and exemplary
parents take place. Then parents workshops are carried out with the objective to
test the provisional product (module). In Bremen the module development
workgroups aren’t divided in this two steps. Here the workgroups are build up of
parents lead by experts (advisors/trainers).

Further there is a difference concerning the workgroup issues: LIS in Bremen
doesn’t deal with a single parents module, but develops offers for parents with
children in the primary school.


4.1 Preparations of Module Development

The local project teams assign experts for every workshop. In Vienna the expert
assignment takes place in January 2004. In Bozen experts are contacted and
assigned at the workshop on January, 7th 2004. In Bremen an expert workshop
(to train experts) is held in the Lidice-Haus on February, 23rd to February, 25th
2004.

In Vienna the first module development workgroups (in workshop form) mark
the start of the module development. In Bozen experts are trained before the
start of their module development work. This training is held on January, 16th
2004 and April, 28th 2004; there is a further meeting dealing with planning on
March, 30th 2004. In Bremen experts are trained in their role as a teamer – in
the Lidice-Haus in North Bremen is held a expert workshop due to this objective
on February, 23rd to February, 25th 2004. Here the experts who are able to take
on the role as a teamer are assigned.

In Vienna PETRIK assigns experts to the Single Parents Workshop, and KRIEGER
assigns experts to the Eating Disorder Workshop and the Puberty Workshop. The
assigned experts work in the scopes management advisory, organisation
planning, organisation development, eating disorder ambulances and institutes
(physicians, psychologists, diet assistants), school psychology, and school
advisory.

In Bremen HASSELMANN and ADAM assign experts who work as teamers with
parents in the module development workgroups. The assigned experts are
recruited from the scopes experience pedagogics (in German:
Erlebnispädagogik), theatre pedagogics, dace pedagogics, box training, gender
specific work, and youth work.

It is important to note that in the case of the Single Parents Workshops after the
module development phase (=workgroups/expert workshops) the parents


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workshops are supported by the firms that allow to their employees to take part
in these workshops during working hours. In Vienna PETRIK organises the
cooperation of the firms RIZ and hp, and in Bozen MATSCHER organises the
cooperation with the firm Sportler. The firm Hoppe initially signalising interest to
MATSCHER cancelled its promise; its the same with the firm Herold in Vienna.


4.2 Activities within the Workgroups

To realise the workshops the persons of the project team in charge (PETRIK and
KRIEGER in Vienna, LADURNER, TUMPFER and MATSCHER in Bozen, and
HASSELMANN and LIANE in Bremen) work through the relevant literature
according to the issues of the workgroups/workshops. Based on this works and
their own vocational experience the workgroups/workshop drafts are prepared.
These theoretical, planning, and organisational works date on February to May
2004.

At the report moment the Viennese workshops are still going on, with the
exception of the Eating Disorder Workshop. In spite of the fact that the Single
Parents Workshop is going on its module is complete.

In Bozen the workshops are going on or will start at a later moment. Hence the
module development isn’t finished.

In Bremen the workgroups consist of ›Steuergruppen‹ that are established at all
schools cooperating with the LIS. On May, 25th 2004 all Steuergruppen are
established. The cooperating schools are:

•   Gymnasium Horn
•   Gymnasium Freiligrathstraße
•   Gesamtschule Mitte
•   Gesamtschule Leibnizplatz
•   Elternschule Lehe/Bremerhaven
•   Elternkreis essgestörter Kinder

In the report period there are further activities of LIS: A common parental
seminar for parents of all cooperating schools is organised from July, 9th to July,
14th 2004 – the »Outdoor-Training Generation E«. It will take place in
Schedeneck an der Scheitl in Schleswig-Holstein (see www.eventnature.de).
There will be an parents training from June, 11th to June, 13th 2004. There will be
parents workshops on June, 5th and June, 19th 2004.


5. Module Completion
At the moment the Viennese Single Parents Module is finished. This is a 18 hours
lasting further education in four units that is hold in the firms during work hours.
The module consists of the workshop design, the work program (curriculum),
working materials for two trainers, materials for parents and theoretical
materials.




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6. Scientific Company Research
Right from the beginning a scientific company research in form of an internal and
external evaluation of GenerationE was planned. The internal evaluators are
members of the local project teams, namely HASSELMANN, LADURNER and
MAGNUS.

The external evaluation is carried out by Zentrum für Sozialforschung und
Wissenschaftsdidaktik (ZSW). In summer 2003 the public invitation to bid took
place and ZSW was awarded the contract in October 2003. GenerationE is
attended by two ZSW employees.

An evaluation program for the scientific company research of 20 pages is the
base of these activities. ZSW employees are in constant contact with the project
team. In Vienna there are fixed meetings. In the reported period the following
meetings attended by the listed persons are held:

        date                                  persons
January, 22nd 2004   Clementi,   Ziegler, Magnus, Costazza
March, 11th 2004     Clementi,   Ziegler, Magnus, Costazza
April, 19th 2004     Clementi,   Ziegler, Magnus, Costazza, Krieger, Petrik,
                     Matt
May, 13th 2004       Clementi,   Magnus, Costazza, Petrik, Matt

ZSW evaluates the following points during the report period:

•   The feedback of the 2nd coordination meeting in Meran is evaluated.
•   A feedback questionnaire for the first quarter of 2004 is constructed and
    handed out to the project team. The evaluation report is finished.
•   The expert training in Bozen is evaluated. The report is submitted.
•   ZSW attends as an observer the Viennese module development workshops.




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Generation E – Werkstatt für kreative Elternarbeit:
Activities of the Period January to June 2004 - Overlook in Table Form

          Expert     Parents need    Realisation of   Module   Public    Start of
          interviews investigation   module           complete relations parents
          concernin                  development      d                  worksho
          g parents                  workgroups                          p
          work
Vienna                                                                     23.06.0
single               (questionnair                              (firms)      4&
parents                   e)                                               25.06.0
                                                                              4
Vienna                                                  July
puberty (structure   (questionnair                      2004    (schools
             d            e)                                        )
        interviews
              )
Vienna
eating               (questionnair                              (advisor
disorde                   e)                                       y
r                                                               boards)
Bozen
single               (questionnair                              (folder)
parents                   e)
Bozen
puberty (structure   (questionnair                              (folder)
             d            e)
        interviews
              )
Bozen
eating               (questionnair                              (folder)
disorde                   e)
r
Breme                   (informal                                          5.06.04,
n                        talks)      (Steuergrupp               (folder,   19.06.0
primary                                   e)                    lectures      4
school                                                              )
Breme         (in       ( informal                                           9.-
n        informal         talks)     (Steuergrupp               (folder,   14.07.0
puberty    talks)                         e)                    lectures      4
                                                                    )
Breme                   ( informal                                          11.-
n                         talks)     (Steuergrupp               (folder,   13.06.0
eating                                    e)                    lectures      4
disorde                                                             )
r




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This report was produced by a contractor for Health & Consumer Protection Directorate General and represents the views of the
contractor or author. These views have not been adopted or in any way approved by the Commission and do not necessarily
represent the view of the Commission or the Directorate General for Health and Consumer Protection. The European Commission
does not guarantee the accuracy of the data included in this study, nor does it accept responsibility for any use made thereof.

				
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