Activities
- Social support activities in the placement centres
- Theoretical and practical courses delivered by one of the ASIS group coordinators
The curriculum of those courses covered the following topics: verbal and written communication, personal budget management, work place, personal identity, sexual education, cooking, persons trafficking, legislation, state authorities/ institutions, socializing and leisure time, community life.
- Support activities for emancipation from institutions and community integration
- Individualized assistance and counselling
Provided by the group coordinator to each young person individually, the assistance and counselling focused mainly on identifying solutions for social and professional integration (integration in family/ hosting/ ASIS residential structures, studying follow on, health, education, etc.)
- Intensive training activities for community integration/ intervention at the level of ASIS’ residential structures
The activity was based on personalized educational activities designed by each youngster together with the related social worker. Those projects were implemented through a wide range of activities concerning the development and consolidation of independent life skills (personal hygiene habits, housekeeping, cooking and occupational skills, written and verbal communication, budgeting exercises, etc.).
The ASIS team used strategies and methods whose efficiency had been tested along the time (and which have been already taken over by similar organizations from abroad), namely work methods with small groups and individuals (1 youngster – 1 social worker) and innovative tools for case monitoring and evaluation - Support activities for the staff of the placement centres
- Joint workshops
The training strategy consisted of establishing some common and concrete work objectives, whose accomplishment was monitored individually by the placement centre social worker in the day-by-day work with the youngsters. Meetings with the staff of each placement centre have been organized periodically (monthly or twice a month).
The assistance provided to the staff of the placement centres during the joint workshops consisted also of a know-how transfer related to work techniques and tools used by ASIS with a purpose to socially integrate, monitor and evaluate the youngsters who emancipate from the placement centres.
Good practices
- “Social support in the placement centres”
- Cooking activities
Being a practical activity with immediate results, the youngsters always participated to cooking activities which were carried on most of the times outside the placement centres, namely in the ASIS’ locations.
During those activities, which were rather new for the majority of our beneficiaries, the youngsters had the opportunity to communicate both with the staff of ASIS and among themselves in a more relaxed manner and mainly in another environment, out of the placement centre.
Developing food purchasing and cooking skills and even using the kitchenware are certain, touchable and verifiable results of those activities.
- Training the youngsters for a profession demanded on the labour market
The activity was successful due also to the fact that the youngsters who attended the courses previously benefited of specific counselling and afterwards were constantly monitored by the ASIS staff up to graduation and assisted to get a proper job in the field they were trained for.
- Know-how transfer to educational staff
The activity proved to be a good practice as far as the trained staff considered ASIS’ principles and methodology as being very useful and took them over partially.
- “Interventions within the residential structures of ASIS”
The work system developed within our residential structures proved the fact that the independent life skills are better assimilated, both quantitatively and qualitatively, in an environment where the youngsters are “challenged” to find out, regularly practice and turn into value those skills.
Due to the fact that the social support is provided constantly in our residential structures and the youngsters carry on the stages of their own educational project assisted by a social worker through the work method “one-to-one”, the independent life skills are consolidated not only in a correct manner but also in a shorter time than in other types of programmes.