“How can occupational therapists participate

in this project?” as „De katrol‟

1. Introduction1.1. Deprivation in general

1.2. „De Katrol‟ and his uniqueness

2. „De Katrol‟2.1. The beginning

2.2. The three main objectives

2.3. Participants

3. The „Anchor Figure‟

4. Occupational therapy

5. Pitfalls / Bottlenecks5.1. Pitfalls

5.2. Bottlenecks

6. Conclusion

1. Introduction 1.1. Deprivation in general

Poverty rate of the main European state members

Poverty rate by socio-economic groups

1.2. „De Katrol‟ and his uniqueness

• Being present in the family- context

•The support they offer when the family is threatened by serious family- problems

•Installing an educational culture within‟ the family context

•The multidisciplinary event of the project

2. „De Katrol‟

2.1. The beginning

“ We wish for our children to have better chances and to

have a better future than we had. A degree can help to

make this happen."

The search for the answer soon developed in the

project „de Katrol.‟

„De Katrol‟

= An integrated- preventive project that offers study- and

parenting support to disadvantaged families at home.

• To give vulnerable children a lift

and hoist up their study gap to

avoid delays

• To create opportunities to hoist

them out of the downward spiral

of marginalization.

Why did they choose the name „De Katrol‟?

2.2. The three main objectives

1. Making disadvantaged children more rich

2. To enhance the self-reliance of parents and install a culture of education in the family system

3. To give future teachers and professionals the

opportunity to gain insight on families living in poverty

2.3. Participants

• Students: From different disciplines

• Families: The project started upon request from disadvantaged families.

• Methodical supporter

• The „Anchor Figure‟

3. The „Anchor Figure‟

• A central role in the project:

• A safety net for the families and students

• She looks for the student who fits best into the needs of the family

• A trustee/contactperson for both parties

• She introduces the student en guides the families

• Responsible for the „comeback‟ moments

“What is the relationship between occupational therapy and the project „de katrol‟?”

4. Occupational therapy vs. „De Katrol‟

Sam and Marie are a young married couple with 3 children, all sons. Lucas, 5 years,

Matthew, 3 years and Tommy, 18 months. Sam is a dock worker and works in shifts.

He often works the graveyard shift and because of that he sleeps during the day. De

oldest two sons go to elementary school, Tommy on the other hand stays at home

with his mother. Marie has no set job future, but tries to work here and there as a

cleaning lady. On account of financial reasons Marie is obligated to look after Tommy

during the day. When she’s working, there’s a lack of attention towards Tommy. Most

of the time he’s left in the corner where all his toys lay. Because of this situation

Tommy’s behind on his peers, he hasn’t got the chance to learn how to walk.

Marie couldn’t stand this situation any longer. She realizes that this situation is a

disadvantage for Tommy and herself. The school of her two oldest sons informed her

of ‘De Katrol’ and Marie made contact with them.

The anchor figure took an intake on the situation and decided to sent an OT student

to this family. This decision was based on his underdevelopment of motor skills, which

is the main problem and the most restrictive on the family.

• The 3 basic components of occupation

• How do we meet the needs of this family?

• Empowerment

• „Comeback‟ moments

• Total secrecy of any client data

5. Pitfalls / Bottlenecks

5.1. Pitfalls

• (1) The „release‟ of the family at the end of the cooperation.

• Solution: checklist of 5 checkpoints

› Security of the child (children) of the family

› The social context of the family

› The pure area with the children and the family

› The study culture within the family

› The resistance or co-activity against possible dysfunctions in the

family

• (2) The knowledge of the student does not reflect the

needs of the family.

• Solution:

› To present the students a methodological framework

› Role of the anchor figure :

The search for the student who fits best into a certain family

• Rarely a problem, thanks to a proper preparation

BUT…

“What if the students „don‟t take the outlines of the project

closely?‟

• (3) Do not position the child as an isolated problem

• Solution: Also support the family and the family culture

• (4) Use an attitude that is based an certain guidelines

of the presence- and systemtheory.

• Solution:

› Checklist with characteristicsvb. The student joins the other in being different

The student provides a strong relationship-building

The student follows the pace of the others

› Forces> weaknesses

› Students place themselves at an equal level with the

family

5.2. Bottlenecks

• (1) The shortage of students limitation number of families

• (2) Learning from each other Knowledge fails to see within his own training.

Students can not build on the new knowledge

6. Conclusion

The start is given ...

Sarah, one of our fellow students will build on this during the academic year of 2010-2011 and will put the theory into practice. This gives the project a new

discipline: Occupational Therapy

Thank you for your attention !

Are there any questions?