Porcospini Project Evaluation

1. PorcospiniProjectEvaluation Bratislava, 3/10/2012 Educaren.o., www.educare.sk

2. Actions implemented to train and educate school personnel • CPPPaP has several strong bonds with basic schools in part of Bratislava. • Directors and coordinators from these schools were contacted. • Presentation was made by our colleagues Janka and Tomas, who introduced the project and especially the training to prevention coordinators from several different schools. • No special training was given to the school personnel as the lecturers were from CPPPaP. • CPPPaP lecturers were trained by Janka and Tomas. Porcospini, Project No: JUST/2010/DAP3/AG/1097

3. Actions implemented to train and educate parents • Informative meetings with parents was organised upon request in about six schools. Parents were given information leaflet and the meetings were organised in case of further need of information. • Structure of the training and each session presented. • What types of activities are going to be performed. • Most of the questions they were asking concerned particular activities. • It is advisable to join them with parents-teacher meeting. • They were also given a waiver to sign, that they agree with their kids to attend the training – most of them did sign, but some didn’t (Slovakia is strongly religious). Porcospini, Project No: JUST/2010/DAP3/AG/1097

4. Actions implemented to train and educate children • 7 schools agreed on the implementation of the training. • 6 lecturers (always working in couples). • 15 groups were chosen. • 249 children were trained between February 7th and June 25th. • Teachers were present at each session. • The training itself was shortened to 3 90 minutes sessions (turned out to be insufficient amount of time). Porcospini, Project No: JUST/2010/DAP3/AG/1097

5. Pilot trainings Modified intervention model • All sessions started with welcome activities and warm –up exercises. • Relaxation – this part was usually dismissed due to the lack of time at the end of sessions. Porcospini, Project No: JUST/2010/DAP3/AG/1097

6. Session 1: LET’S DISCOVER OURSELVES BEAUTIFUL BUT DIFFERENT • Confidence box and diary explanation • The twins • The Game of Queens and Kings • Poster creation • Activities to do at home – “Dear diary” Porcospini, Project No: JUST/2010/DAP3/AG/1097

7. Session 2: OUR BODY IS BEAUTIFUL BECAUSE... + THE FRIENDLY TOUCH • Confidence box opening and discussing the questions • The game of the differences • Genital organs • Coloured pens • The crazy traffic lights • Ladies and knights • Activities to do at home – “Dear diary” Porcospini, Project No: JUST/2010/DAP3/AG/1097

8. Session 3: LET’S LEARN TO AVOID DANGERS + I CRY NO, RUN AWAY, GO RUNNING TO TELL SOMEONE • Trust me • Stories heard here and there • I cry no and run • The importance of asking for help • Concluding reflection Porcospini, Project No: JUST/2010/DAP3/AG/1097

9. Reflection of the pilots • 3 sessions are not enough (3rd one was extended of an hour). • Concluding reflection – innovation – What I liked/didn’t like about the training was printed on a paper and given to children on the last session (approx. 3 last groups of children). • The crazy traffic lights – about 12 different touches were used. • Ladies and knights – there was a middle line, where the kids were asking questions – they did not approach the other kids directly. Porcospini, Project No: JUST/2010/DAP3/AG/1097

10. Stories heard here and there • Lilly in the car (she is on the front seat being only 9 years old) • All of the stories were laminated, to be re-used • Teachers – mostly involved in the activities, but did not interfere • Last session activities are the most valuable, but it is very good that the activities are intensifying (learning about the body itself – touches – reactions to dangers) • Colourful pens – the most aggressive. Porcospini, Project No: JUST/2010/DAP3/AG/1097

11. Education value – the training is very educative regarding the matters it concerns (e.g. penis and vagina are not vulgar, some of the touches are unacceptable and many more). • Exception – one set of sessions was held in the school for mentally disturbed children • Their notes in the confidence box were very emotional. • Their evaluation was very positive. Porcospini, Project No: JUST/2010/DAP3/AG/1097

12. Evaluation • The weakest link • scale based evaluation could be used for most of the questions • some needs word explanation, but not all of them have to be open questions Porcospini, Project No: JUST/2010/DAP3/AG/1097

13. Diaries • Useless to include them in the training. • Some children were not doing the “home works” and were forgetting diaries. • Some children were having them (it also depends on the teacher, whether she/he cares and reminds the children to do the tasks and bring the diaries). • The diaries were not used to open kids’ hearts but more or less for relaxation. • Notebooks are unavailing. It is better to use work sheets with printed home works or use some type of exercise book. Porcospini, Project No: JUST/2010/DAP3/AG/1097

14. Overall evaluation • Very good and valuable training. • Teachers, trainers and children were all satisfied. • More schools and pedagogical centres are interested. • CPPPaP decided to apply for accreditation with Ministry of education. • Periodicity of sessions – every week. Porcospini, Project No: JUST/2010/DAP3/AG/1097

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