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TeamUp War Child, Save the Children, UNICEF Nederland
1. This is TeamUp
• TeamUp: structured movement based activities• Intervention developed together by consortium: War Child Holland, Save the Children and UNICEF Netherlands
• Based on years of experience working with displaced andrefugees globally
AIM: supporting social and emotional development of children, improve children’s wellbeing, strengthening their resilience.
TeamUp Today1. This is TeamUp2. Why3. Where4. Why teachers use TeamUp5. 5. TeamUp compared to Montessori6. Is it effective?7. Opportunities for all8. Q&A
2. Why TeamUpAn estimated 50 million children are on the move in the world
today (Unicef Innocenti, 2019).
When nearly two million people came to Europe in 2015 and
2016, in Holland we called it a ‘refugee crisis’.
• Children are the ones who are most exposed to stress and
traumatic experiences during their journeys to safety.
• Children as ‘newcomers’ also have social and emotional
needs, which are often neglected in the asylum process.
Stressors Affecting ChildrenPre Migration During Migration Post Migration
Witnessing war / bombing Leaving your home behind Uncertainty around the procedure
Witnessing violence Witnessing violence Moving between centers
Loss of family / friends / pets Trafficking / smugglers Violence at the center / in the family
Discrimination Dangers on the journey Insecurity about future
Destroyed house Traveling by boat / shipwrecks Fear of being taken away from the center (IND)
Torture Closing borders Lack of privacy in the camp
Forced labor Separation of families Discrimination
Forced fighting Travelling alone Parental distress
Targeted persecution Lack to basic resources / poverty
Forced migration Prolonged detention in the centers
Separation of families Loss of structure and meaning withoutschooling
What do children need?
“What today’s children need, is an education thatencourages them to be motivated and curious and helpsthem develop the skills to focus on the task at hand, persevere at difficult things, think critically and come up with creative solutions to meet today’s challenges”.
Maria Montessori Institute, 2019
BODY LEVEL ONE• BODY LEVEL TWO
• BODY LEVEL THREE• BODY LEVEL FOUR
• BODY LEVEL FIVE
SUB TITLE
PRACTICE-DR 2. WHY: TEAMUP ACTIVITIES IVENEVALUATION OF THE TEAMUP APPROACH
8 THEMES
TeamUp exerciseUganda
3. TeamUp – where?
• in Asylum Seeking Centers (NL)
• at School (NL)• International
TeamUp in asylum seeker centers 2019
TeamUp in Asylum Seeking Center
TeamUp international
TeamUp at school 2019
4. Why teachers use TeamUp at school
• Prevention• Resilience
• Normalise• Stabilise• Socialise
• Help teachers feel secure in making contact with childrenwho don’t speak the language yet
• As an extra instrument for signalling possible behavioralproblems
Working with TeamUp in Dutch language schools
“When I skip a routine in the TeamUp session, the children remind me of it and even start doing the routine themselves.”(teacher)
“Since we use TeamUp at School, I use an energizer in between lessons, that way they can empty their heads.”(teacher)
TeamUp and Montessori
Overlap in principles and aim
• Inclusive and collaborative learning environment;• Freedom within limits (respect, safety self and others)• Teacher as a guide instead of instructor• Leading by example (like in self-regulation)
TeamUp and Montessori (2)
• Children experience they are respected for who they are. • Children actively engage, learning to take responsibility for their
own behaviour• Trusting the child in joining in on learning (by doing) at its own
tempo/pace • Following the child (in its development), not the book• If action is needed to direct an activity, it happens with a minimum of
interruption.
TeamUp and Montessori (3)Complementary?
• Mainly non-verbal activities• Pre-structured activities per theme and age group• Specially designed for children with a refugee background• Extra tools for teachers to observe and support individual
development
HOW IS TEAMUPBEING IMPLEMENTED?
§ The strength of TeamUp is that it is a structured approach (5 steps, 7 variables, 8 themes)
§ Question: is TeamUp being implemented as it was designed (= quality of care)?- What works? - What could work better?- How is it perceived?
5. TeamUp effectiveness
EVALUATION STATUS
2) Process indicators• Children’s attendance
3) Service delivery indicators(Facilitators’ implementation quality
•fidelity/adherence (quant: observation list)•competencies (quant: observation list)
(in 16 AZCs, about 54 BL and 41 EL)
•Facilitators’ satisfaction, motivation, challenges and perceived outcomes(quant & qual: Online Survey) (n=99)
•Facilitators’ training evaluation (n=75)(quant & qual: Questionnaire)
1) Outcome indicators• Observation lists• FGD & interviews
very well done …
done ok/partly …
not done 27%
Team elements: Sessionmanagement
(n=21 session observations)
• Sessions steps• Variety of activities• Content of activities• Group management
IMPLEMENTATION ADHERENCE (BL) – SAMPLE PRELIMINARY FINDING
Lessons learned: TeamUp in child friendly spaces & learning centres
• More social interaction between children of different ethnicbackgrounds (and speaking different languages)
• Reduced fighting and conflicts among children• More collaboration among children after the sessions• Improved communication among children and able to solve
conflicts without fighting• Facilitators observe stress relief with children, they are having
fun, children have to trust each other in the activities, games increase collaboration, teenagers open up in play, in games no winners, no wrong or right, the games empower children
6. TeamUp OpportunitiesTeamUp makes a difference for children in
• Refugee Camps• Asylum Seeking Centres• Local neighbourhood projects
• Regular schools with ‘newcomers’• Language schools
