In dit hoofdstuk in het Nederlands Leerboek Jeugdgezondheidszorg gaan we in op de mogelijkheden om digitale ondersteuning te combineren met face-to-face ondersteuning. De Jeugdgezondheidszorg gebruikte tijdens de corona-pandemie allerlei online communicatiemogelijkheden. Hoe zijn deze te integreren, en hoe zetten we deze professioneel, deskundig en dus ook methodisch in voor een goede alliantie tussen ouders en professionals?
As of March 2019 I’m part of Actie Leer Netwerk, which aims to support initiatives for action learning in the Dutch workforce of healthcare and social services. Action learning is defined as the collaborative and structured search for solutions in matters of urgency by knowledge-based experiments (based on the legacy of Reg Revans). One of the most urgent matters concerning the workforce is the fact that there is an increasing shortage of staff. Initiatives which lead to work satisfaction, innovation of services and retention of personnel can be developed through action learning.
As of 01-01-2018 I am Professor of Youth, family and society at Avans Center of Expertise Caring Society.
As such I will research topics concerning youth, health and prevention – and connect research with education of future professionals in health care and social work.
From June 2017 onwards, I will use Deep Democracry techniques to perform action research projects.
Read more: Deep Democracy
In May/June 2017, I contributed to a literature review on out of school children for a UNICEF-project.
Working on an assignment for Stichting Opvoeden, a Foundation which validates online parenting information in the Netherlands.
This book reflects the contributions to a conference on Linguistic Integration of Adult Migrants (Council of Europe, 2016).
Chapter 4, p. 201-206
Abstract:
Educational courses that exist to support migrants in their efforts to participate in a host society should be properly designed with pedagogical expertise. In this paper, we clarify basic principles of adult learning, using the Themis method as an example. Instead of a fixed curriculum which aims to teach dominant and stereotypical cultural habits, a participatory approach fosters the development of new kinds of awareness and new ways of coping with the differences between cultures, and leads to more profound results in terms of self-confidence, participation, empowerment and language proficiency.
Christa Nieuwboer & Rogier van ’t Rood
Full reference:
Nieuwboer, C.C. & Rood van’t, R. Progress in proficiency and participation. An adult learning approach to support social integration of migrants in western societies. In: Beacco, J.-C., Little, D., Krumm, H.-J. and Thalgott, Ph. (eds.) (2017), The Linguistic Integration of Adult Migrants: Some Lessons from Research. Berlin: De Gruyter Mouton in cooperation with the Council of Europe.
“Who has access to information?” During a recent workshop everybody gave an optimistic answer: everyone has access, if they want to. Don’t they? Exploring this a little bit further, I was astonished by the way we take our own perspective for granted. The next question: “Who decides on new policies” suddenly brought on uneasiness and worry.
Read my blog post here: >> Januari 2017 Fight Inequality Technology rules
Blogpost for the Fight Inequality Week, 14-20 January 2017 #fightinequality
Parenting support is a form of adult learning. I am pleased to cooperate with the IDEAL-programme, which takes a participatory approach to learning processes and offers training for professionals.
You can find the explanatory movie of IDEAL on this website:
In this position paper, we describe the theory-base of principles of this effective pedagogical approach and discuss assumptions of adult learning and civic integration in order to define constructive future directions.