“How to understand youth is the question dealt with by each generation. The answer to the question is at least similar in one part, while in the other part it has the characteristics of the "spirit of the time" that is experienced at least partially differently. Therefore, we cannot talk about a child or adolescent in general. We can only speak of an individual who lives in a social context, in a particular family and in an environment, and is characterized and developed through their own experience”. (Kobolt, 2010, p.13)

In our Professional Centre, the above means that we cannot offer the same programmes to all children and adolescents because, due to individual differences, different approaches are to be employed. And along the spirit of time we need to develop new and innovative programmes.

One of these is a daily programme where a child or adolescent spends part of the day in the Professional Centre and part of the day at home.

Daily programmes target children and adolescents who need a form of educational support which is performed by the Professional Centre on a daily basis. At the same time, they demonstrate the ability to live autonomously in their home environment, with proper guidance and support. An additional condition for the inclusion in the programme is adequate domestic housing conditions and a satisfactory family situation.

Four formats of daily programmes are provided:

  • internal institution school/afternoon educational programme in the institution/sleeping at home,
  • internal institution school/afternoon at home/sleeping in the institution,
  • internal institution school/afternoon at home/sleeping at home
  • external school/afternoon educational programme in the institution/sleeping at home.

Furthermore, the internal institution school offers preparation for the assessment of those receiving instruction based on an educational contract in external schools.

The daily programme offers individualized educational work performed on the basis of an individual plan prepared by the professional team.

In addition to regular school and/or educational programme, the half-day programmes also provide:

  • Psychotherapeutic treatment
  • Integration into a sports programme
  • Inclusion into the therapeutic creative programme
  • A possibility to work with the child’s/adolescents’ family
  • Engagement into the acquisition of craft skills
  • Various therapies with animals

The program promotes autonomy of an individual and builds on their strengths. It combines the provision of educational assistance within the Professional Centre and the development of autonomy in the child’s or adolescent’s domestic environment

 

Kobolt, A. idr. (2010). Izstopajoče vedenje in pedagoški odzivi (socialno pedagoške teme, 08). Ljubljana: Pedagoška fakulteta

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