Greek Focus Group Blog

Την Τρίτη 27 Σεπτεμβρίου 2005 πραγματοποιήθηκε η πρώτη συνάντηση της επιστημονικής ομάδας του προγράμματος Leonardo da Vinci Supporting innovative counselling and guidance: building dialogue between research and practice που υλοποιείται από το Πανεπιστήμιο του Warwick σε συνεργασία με πανεπιστήμια από την Δανία, Ελλάδα, Σλοβενία και Φινλανδία. Η συνάντηση πραγματοποιήθηκε στον Τομέα Ψυχολογίας του Πανεπιστημίου Αθηνών. Στη συνάντηση ενημερώθηκε η επιστημονική ομάδα για τον σκοπό του προγράμματος και συζητήθηκαν οι δραστηριότητες και οι υποχρεώσεις της επιστημονικής ομάδας. Η επιστημονική ομάδα αποτελείται από ειδικούς στον τομέα της προώθησης της πολιτικής των ίσων ευκαιριών και έργο τους είναι η συγκέντρωση κατάλληλου υλικού το οποίο θα ενσωματωθεί στην ιστοσελίδα του προγράμματος και θα προσφέρει νέα γνώση σε τοπικό και ευρωπαϊκό επίπεδο.

Οι φορείς από τους οποίους προέρχεται η επιστημονική ομάδα είναι: Τομέας Ψυχολογίας-Πανεπιστήμιο Αθηνών, Παιδαγωγικό Ινστιτούτο (Κέντρα Συμβουλευτικής και Προσανατολισμού Δευτεροβάθμιας Εκπαίδευσης), Εθνικό Κέντρο Κοινωνικών Ερευνών, Κέντρο Θεραπείας Εξαρτημένων Ατόμων, Ινστιτούτο Μεταναστευτικής Πολιτικής, Εταιρεία Περιφερειακής Ανάπτυξης και Ψυχικής Υγείας. Οι πληθυσμιακές ομάδες με τις οποίες θα ασχοληθεί η επιστημονική ομάδα είναι: γυναίκες, φοιτητές, μαθητές με ειδικές ανάγκες, μετανάστες-παλιννοστούντες, πρώην χρήστες τοξικών ουσιών, άτομα με ψυχικά προβλήματα.

Την επιστημονική ομάδα αποτελούν οι παρακάτω ειδικοί επιστήμονες :

Δέσποινα Σιδηροπούλου-Δημακάκου, Αναπληρώτρια Καθηγήτρια Επαγγελματικής Αξιολόγησης και Καθοδήγησης του Τομέα Ψυχολογίας, Επιστημονική Υπεύθυνη του Προγράμματος. Η Δέσποινα Σιδηροπούλου-Δημακάκου ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής γενικών και ειδικών ομάδων.

Αικατερίνη Αργυροπούλου, Τομέας Ψυχολογίας Πανεπιστήμιο Αθηνών. Η Αικατερίνη Αργυροπούλου είναι διδάκτωρ Συμβουλευτικής και Επαγγελματικού Προσανατολισμού του Πανεπιστημίου Αθηνών και εργάζεται στον Τομέα Ψυχολογίας του Πανεπιστημίου Αθηνών, όπου προσφέρει επικουρικό και ερευνητικό έργο. Είναι επιστημονικός συνεργάτης του παρόντος προγράμματος. Έχει δημοσιεύσει άρθρα σε ελληνικά περιοδικά και είναι μέλος επιστημονικών συλλόγων και εταιρειών.

Λάουρα Μαράτου-Αλιπράντη, Εθνικό Κέντρο Κοινωνικών Ερευνών. Η Λάουρα Μαράτου-Αλιπράντη είναι Διδάκτωρ Κοινωνιολογίας του Πανεπιστημίου των Παρισίων (Paris X-Nanterre) και Εθνική Eκπρόσωπος στην Ευρωπαϊκή Επιτροπή για τις Κοινωνικές Επιστήμες, Technical Committee for Social Sciences (ESF) (2005-07). Το επιστημονικό της ενδιαφέρον επικεντρώνεται σε θέματα σχετικά με την οικογένεια και την πολιτική για την οικογένεια, τις διαφυλικές σχέσεις και το φύλο, την εκπαίδευση και τις ίσες ευκαιρίες, το φύλο και τη μετανάστευση. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με τη συμβουλευτική και τον επαγγελματικό προσανατολισμό των γυναικών.

Φανή Αδάμ-Χριστοπούλου, Υπεύθυνη Συμβουλευτικής και Επαγγελματικού Προσανατολισμού του Κέντρου Συμβουλευτικής και Προσανατολισμού στο Αιγάλεω. Η Φανή Αδάμ-Χριστοπούλου έχει σπουδές μεταπτυχιακού επιπέδου στη Συμβουλευτική και τον Επαγγελματικό Προσανατολισμό, επιστημονική δραστηριότητα και επαγγελματική εμπειρία στο σχολικό επαγγελματικό προσανατολισμό. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με τη συμβουλευτική και τον επαγγελματικό αλλοδαπών μαθητών.

Στέλιος Κρασσάς, Σχολικός Σύμβουλος Πρωτοβάθμιας Εκπαίδευσης. Ο Στέλιος Κρασσάς είναι κάτοχος Μεταπτυχιακού Διπλώματος Ειδίκευσης (Master) Συμβουλευτικής & Επαγγελματικού Προσανατολισμού της Φιλοσοφικής Σχολής του Πανεπιστημίου Αθηνών και Υποψήφιος Διδάκτωρ του Πανεπιστημίου Αθηνών. Έχει υπηρετήσει στο Παιδαγωγικό Ινστιτούτο, στον Τομέα Σχολικού Επαγγελματικού Προσανατολισμού ως υπεύθυνος του Γραφείου για Άτομα με Αναπηρίες και Άτομα που Κινδυνεύουν από Κοινωνικό Αποκλεισμό. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής ατόμων με ειδικές ανάγκες.

Νίκη Παϊσοπούλου, Υπεύθυνη Συμβουλευτικής και Επαγγελματικού Προσανατολισμού του Κέντρου Συμβουλευτικής και Προσανατολισμού στον Πειραιά. Η Νίκη Παϊσοπούλου έχει σπουδές μεταπτυχιακού επιπέδου στη Συμβουλευτική και τον Επαγγελματικό Προσανατολισμό και Μεταπτυχιακό δίπλωμα Ηλεκτρονικού Αυτοματισμού του τμήματος Φυσικής του Πανεπιστημίου Αθηνών. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής μαθητών με μαθησιακές δυσκολίες.

Ρέμος Αρμάος, υπεύθυνος Ευρωπαϊκών Προγραμμάτων του Κέντρο Θεραπείας Εξαρτημένων Ατόμων. Ο Ρέμος Αρμάος είναι εκπαιδευτικός ερευνητής, διδάκτορας του Πανεπιστημίου του Manchester του Ηνωμένου Βασιλείου, στον Τομέα των Παιδαγωγικών Επιστημών με ειδίκευση στις εφαρμογές των τεχνολογιών της πληροφορίας και επικοινωνίας στην εκπαίδευση. Εργάζεται στο σχεδιασμό, εφαρμογή, παρακολούθηση και αξιολόγηση Ευρωπαϊκών ερευνητικών και εκπαιδευτικών προγραμμάτων του Κέντρου Θεραπείας Εξαρτημένων Ατόμων. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής πρώην χρηστών τοξικών ουσιών.

Άννα Τσιμπουκλή, Υπεύθυνη του Τομέα Εκπαίδευσης του Κέντρου Θεραπείας Εξαρτημένων Ατόμων. H Άννα Τσιμπουκλή είναι διδάκτωρ του Ινστιτούτου Εκπαίδευσης του Πανεπιστημίου του Λονδίνου με μετά-διδακτορική έρευνα στην εκπαίδευση επαγγελματιών στην αντιμετώπιση της τοξικοεξάρτησης. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής πρώην χρηστών τοξικών ουσιών.

Δημήτρης Γιαννίτσας, Ινστιτούτο Μεταναστευτικής Πολιτικής. Ο Δημήτρης Γιαννίτσας είναι κάτοχος μεταπτυχιακού τίτλου στην Οργανωτική Ψυχολογία (Manchester School of Management του Πανεπιστημίου του UMIST) και εργάζεται στη Διεύθυνση Ερευνών του Ινστιτούτου Μεταναστευτικής Πολιτικής, όπου το έργο του επικεντρώνεται στην έρευνα και συγγραφή εκθέσεων σχετικά με τη νομοθεσία και την πολιτική που εφαρμόζεται στους επιμέρους τομείς της μετανάστευσης στην ΕΕ και τα κράτη μέλη της. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής μεταναστών.

Ιουλία Κούστα, Σύμβουλος Επαγγελματικού Προσανατολισμού στην Εταιρεία Περιφερειακής Ανάπτυξης και Ψυχικής Υγείας. Η Ιουλία Κούστα είναι κάτοχος Μεταπτυχιακού Διπλώματος Ειδίκευσης (Master) Συμβουλευτικής & Επαγγελματικού Προσανατολισμού της Φιλοσοφικής Σχολής του Πανεπιστημίου Αθηνών. Εργάζεται σε μία δομή ψυχοκοινωνικής υποστήριξης και αποκατάστασης ατόμων με σοβαρά ψυχιατρικά προβλήματα, όπου το έργο της είναι η εκπαιδευτική / επαγγελματική αποκατάσταση ή επανένταξη των ψυχικά ασθενών. Στο πλαίσιο του παρόντος προγράμματος ασχολείται με θέματα επαγγελματικού προσανατολισμού και συμβουλευτικής ψυχικά ασθενών.

FRIENDS AT WORK – VOCATIONAL TRAINING FOR EX-DRUG USERS

1. INTRODUCTlON

Ιn order to meet the demands of international development inn the economic, technological, social and cultural fields, modern people must possess various and interlinked qualifications, adjusted to the ongoing changes of the labour market. They need:

• General education so as to understand the sense of social development, decode information, elaborate knowledge, have criteria of choice, in other words to interpret reality.
• Technical knowledge, special training which will be linked with employment.
• Basic social skills, like goal setting, planning, finding alternative solutions, adjusting, developing interpersonal relations, being co-operative, learning how to learn.

The relation between education and employment is considered all along by experts as well as 'economic and educational policy-makers as a positive relation, meaning that education helps people be free, innovate, extend the range of their choices, have better and more opportunities. Besides, due to the common opinion that existing unemployment is mainly structural, the vocational specialisation of manpower is considered as the answer to the problem of unemployment. Ex-drug addicts are called to integrate into the labour market on unfavourable and unequal terms due to their lack of work specialisation and experience and also due to employers' prejudice. According to common findings, most ex-drug addicts have low educational levels and at the same time face learning barriers, due to their dropping out of school long time ago, their situations and their attitudes towards themselves. However, everybody has learning desires. But in some people they are hidden, covered by other immediate needs or occupations, or flagged and suppressed by other experiences. Vocational training, that is the development of knowledge, understanding and skills, which lead to the conquest of a narrow area of activity, is one of the essential steps towards education. Vocational training projects for ex-drug addicts should not only aim at skill acquisition but also at the promotion of personal development, the growth of a sense of perspective, increased self-confidence and responsibility as well as the ability to choose and take action. Taking into account the above considerations, "Friends at Work" partners have more or less contributed their important work in the vocational training of ex-drug addicts, with the support of the European Union, in order to increase their opportunities and facilitate their entry into the labour market.

2. SOCIODEMOGRAPHIC CHARACTERISTlCS OF THE PEOPLE WHO ATTEND VOCATIONAL TRAINING COURSES

In general, the beneficiaries of partners' vocational training projects are men, ex-drug addicts, who used to be heroine abusers, have low educational levels and very little professional experience. In particular, partners describe their beneficiaries as follows. According to the findings of the last research carried out by the Greek addiction treatment facility (ΚΕΤΗΕΑ) on "Sociodemographic characteristics and patterns of use of clients who contacted KETHEA's counselling centres in 1997", most of the clients who contacted KETHEA's services in1997 were mainly (76.3%) systematic heroine abusers and the average age of the onset of use was 16. In parallel, only 26.6% of users reported having graduated from high school, while 4.6% had entered University. 32 % of participants had completed primary school, and 36.8% had accomplished the nine years of mandatory education. In addition, 71 % of those referred to KETHEA's counselling centres were unemployed, or had unstable employment. Considering the type of population with whom Centro Italiano di Solidarieta (CeIS) works, its emphasis is completely on educating them to the concept of work and community life. Ex-drug addicts, ex prisoners, etc. are among the groups that need community education to learn the rules of civic life. The indifference to those ordinary rules is the main cause of one's failure to get and maintain a job.

The Spanish partner, the Autonomous City of Ceuta, describes its beneficiaries’ profile as follows: there are ex-drug addicts in different treatment phases who have special difficulties in entering the labor market due to apparent or real barriers and show frustration in their employment search, lack of trust in their possibilities, obstacles in decision-making and when searching to their unemployment. Among this group there are long-term unemployed people and first job seekers. They are all males with an average age of 30. They were all heroine and in some cases also cocaine addicts. At the moment some are in drug-free programmes and others in methadone programmes. In the training programmes of the Spanish Union de Cooperativas Madrilenas de Trabajo Asociado (UCMTA), users are mainly ex-drug addicts, although some participants in the idea of the co-operative are not. There are 70 men and 30 women. Mainly, they are people with low professional and educational qualifications. According to the data announced by the Danish partner, this is the profile of the students who attend the courses organised by the private treatment centre in Fredericia: male ex-drug abusers of about 28 years of age, who have never finished primary school, or have finished it with very poor results, and have no or only very little work experience. Their family background was very rough, with a lot of moving around from place to place, different partners for their divorced parents and abuse and violence as a normal part of their lives.

3. PRE-TRAINING ACTIVITIES

Our transnational experience proves that the implementation of pre-training activities is more than necessary. This aspect is due to: - the low educational level of beneficiaries; - their lack of work experience; - their lack of self-confidence; - their low level of social skills; - the need of well organised activities that meet beneficiaries' and the labour market demands. Generally, the pre-training activities implemented by partners are: - Research on the labor market demands; - Research on the needs and interests of individuals and groups; - Vocational guidance; - Basic training; - Development of social skills. In the experience of KETHEA's therapeutic programmes, the preparation needed concerns various levels. Programmes detect the target group's interests, so that training courses can be organised accordingly. Therapeutic programmes also carry out research on the labour market conditions, so that individuals meet the demands of the labour world. In the following step, emphasis is placed on strengthening the therapeutic and educational process of participants who declare their will to attend vocational training programmes. In the last stage, the staffs conduct interviews with participants in order to find out their motivations to participate. The Autonomous City of Ceuta focused its efforts on detecting the changing needs of the target group to establish a training plan. The activities carried out have been: initial interviews to find out information about participants' personal circumstances, education, work experience, attitudes, employ-ment expectations, and their environment. Similarly, UCMTA, firstly identified the target group's training needs. Then, actions such as vocational guidance, social skill development, vocational training, and management training were implemented.

According to the Danish Municipality of Odense, the qualifications that many of the referred people might have are often out of date or actually insufficient. Furthermore, not everybody is mentally fit to undertake the responsibilities that are part of a job. Therefore, many of them need either further training and/or an actual explanation of what their possibilities are in the labour market. Similarly, the Danish Municipality of Fredericia believes that training their clients is the most necessary action, because they have very little knowledge, education, or work experience. During treatment, the drug addiction treatment centre of Fredericia tries to prepare its target group for ordinary life, by informing them about normal society, and what is expected of them when they try to integrate into it.

4. VOCATIONAL TRAINING

Taking into consideration its findings about the common socio-demographic characteristics of its target population, ΚΕΤΗΕΑ developed services to promote the education and the vocational training of ex-drug addicts, since that is an important factor for their professional rehabilitation. In particular, in 1998 ΚΕΤΗΕΑ established three vocational training centres in the areas of Attica, Thessalia (Central Greece) and Makedonia (Northern Greece), certified by the National Certification Centre for Vocational Training Institutions. Up to now, these training centres have implemented 14 vocational training programmes for ex-drug abusers. In parallel, since 1994 - within its multiphase therapeutic programmes - ΚΕΤΗΕΑ has set υp some educational departments in charge of the planning, organisation, implementation, and evaluation of programmes of pre-training, vocational guidance, and vocational training for the members of therapeutic communities and social rehabilitation centres as well as for former drug users. Today, ΚΕΤΗΕΑ educational programmes employee 11 people on a full-time basis and 31 part-time trainers. The main goal is integrating ex-drug abusers into the labour market and supporting their social integration. This effort has been enhanced by the establishment of the Employment Club, which operates in the "Divas" therapeutic programme, and by the creation of a Central Information Office which will be linked with therapeutic programmes through a network. These are the goals of the vocational training courses implemented in ΚΕΤΗΕΑ therapeutic programmes:

• development of vocational skills;
• development of personal skills and competencies;
• guidance into the labour market;
• development of users' ability to work and deal with the demands of the work environment;
• gaining familiarity with the training process and work environment;
• increasing users' motivation to continue their education at higher levels;
• helping users' entry into the labour market and their vocational rehabilitation;
• reducing users' social marginalisation.

Within this framework, ΚΕΤΗΕΑ therapeutic programmes have encouraged the participation of their clients in vocational training programmes either by organising courses in their premises or by inviting them to attend the educational programmes of other institutions.

4.1. How Transnational Partners Have Dealt with the Problem

According to the information and experience exchanged within the framework of our transnational co-operation, partners have developed vocational training courses for their clients, while the methodology or extent might be varied. CeIS of Rome is not running specific vocational courses, but is tutoring its clients (drug abusers, dropouts, etc.) in many official specific vocational training schools in the Roman and regional (Latium) area.

Considering vocational training courses as a first step towards future social reintegration, the Autonomous City of Ceuta (Spain) has developed a set of structured and differentiated actions whose final objective is to help drug addicts' reintegration into the labour market. After selection interviews and depending on the needs identified, the beneficiaries of this project have participated in a number of activities. Vocational training courses have been organised in training sessions:

• information about employment opportunities;
• development of personal abilities;
• active job hunting.

Information about employment opportunities.

This session consists in providing users with necessary and adequate information about their social and work environment. The main objective is to allow users to obtain the information they need in order to make the right decision about their professional future choosing between three options:

• the world of labour;
• training;
• other services.

This is an informative session about the aspects related to the work environment. In this session, users must be informed about the following aspects:

• organisations, institutions, and companies;
• situations and trends in the labour market;
• training supply for vocational qualification;
• the legal framework of employment relationships;
• job placement.

Development of personal abilities.

This session aims to dismantle the personal barriers that prevent people from implementing their employment or training plans with a view to their occupational integration. In this session, the following objectives are set:

• to acquire and develop abilities and resources that allow users to overcome their own barriers;
• to assume the responsibility of working out their own recovery project;
• to understand how strong their wish to work is, as well as their reluctance to the job search.

Active job hunting.

This session aims to teach, train, and apply the abilities and techniques that make the process of job hunting easier. At the end of this session, users will know the tools that help them carry out active, planned and organised job search to attain their professional goal. The last two sessions are attended in groups with phases of individual work. The groups are made up of 7 to 8 participants and they work on the experience contributed by users themselves. But before this, the general frame of work would suggest that beneficiaries first go through the steps described above, at least need assessment and information about employment opportunities. In this field, Ceuta has implemented two other programmes:

1. "Plan for Vocational Training": meant for all those job seekers who require specific qualifications or refresher training to improve the education and knowledge they can have. Two courses on wall tiling and car electrical repairs have been selected based on the training supply and labour demand. These courses try to develop attitudes and work habits, to give theoretical and practical knowledge with a view to different professions, and to foster the co-ordination with vocational training institutions.

2. "Apprenticeship Project": as an intermediate step towards later employment, users will start the apprenticeship project. This project consists in an apprenticeship period in shops and companies where they can start practising.

The beneficiaries of both programmes get payment in the form of training scholarships. The Danish Municipality of Odense has established a Job Consultant Unit. This Unit is part of the Employment Department of the Municipality, which is in charge of all the initiatives for the recipients of state benefits from the municipality itself. The unit employs 10 job consultants who arrange contacts between the unemployed benefit recipients and the business world. When the unemployed are referred to this Job Consultant Unit, it is on the basis of the idea that they have only one problem: unemployment. The Job Consultant Unit is also carrying through a project called "Helping People Help Themselves", which is also funded by the EU. This project was started because according to job consultants, it turned out that not all the benefit recipients referred to the unit could think clearly about their possible future in the labour market as expected. The unit organises four vocational training courses with both public and private employers. These courses are arranged in accordance with the national legislation that regulates the social field. This activity has existed in its present form since the 1st of January 1994. Regarding results, it can be mentioned that during the first quarter of 1997, for instance, an internal assessment showed that 57% of the people who had attended vocational training (salary supplement agreements) were assumed to be self supporting (the assessment was made 18 months later). The drug addiction treatment centre of Fredericia has completed 4 vocational training courses during the last 2 years. Each course lasted 24 weeks. Each training course was for no more than 16 ex-drug users who had finished treatment and had been drug-free for at least 3 months. During the course, students learnt ordinary school subjects such as their mother tongue, mathematics, and history. The main issues were: personal development and preparation for the ordinary labour market. UCMTA has developed vocational training courses of a technical nature. These courses aim to improve the technical skills of future co-operatives/workers. These skills include: joinery, leatherwork, painting, construction, restoration, and furnishing.

4.2. Examples of Good Practices

The "Diavassi" and "Paremvassi" programmes - two of KETHEA's eight therapeutic programmes - are located in Attica and have participated in the implementation of the Integra project. The "Diavassi" programme is located near the centre of Athens and consists of two different initiatives: a day therapeutic programme for adults and an innovative evening programme for working drug users. "Paremvassi" is a residential programme. In addition to helping drug-abusers become drug free, it is also engaged in environmental protection and runs other projects in the social field. These two therapeutic programmes are in charge of implementing the vocational training courses included in the Integra project because since their foundation, they have had longstanding experience in courses of the same kind. Since it was set υp, "Diavassi" has been aiming at the creation of well-equipped vocational training workshops in which ex-drug abusers can be trained in modern subjects. In 1996, this programme created a number of work groups that have been offering their services in the ρremises of the therapeutic community on a daily basis. These groups are part of the secretarial, administrative, kitchen staff, or work in the fields of graphics, ceramics, and manufactured articles. Within the Integra project framework, "Diavassi" implemented a vocational training course in DTP, which was delivered in its fully equipped workshopp. Participants were 5 members of the oρen therapeutic community. Being a residential programme, "Paremvassi" ρlaces emphasis on the socialisation process and mainly encourages the participation of its users in outdoor courses. At the same time, the therapeutic community members who participate in its operation gain ρprofessional experience and practice. In many cases, based on this experience, users plan their own vocational training and education. Within the Integra project framework, 10 members of the therapeutic community participated in two vocational training courses, which were organised by the national partners of the project. The training courses were on radio broadcasting techniques, bread making, and confectionery. Moreover, a training course on ecology was organised and attended by 5 members of the "Paremvassi" therapeutic community.

5. PARTICIPANTS' INVOLVEMENT IN TRAINING

ΚΕΤΗΕΑ considered it important for vocational training course subjects to be related to the activities of therapeutic programmes. Within the framework of the Integra project, this link was achieved. The group of trainees undertook to take part in several activities of their therapeutic programmes together with their teachers, practicing what they had learnt during their training course. From an educational point of view, it is also useful for participants to take part in relevant activities that are not organised by their therapeutic programmes. Besides, in the “Paremvassi”therapeutic programme, the schedule was such that trainees had time left to study. Moreover, meetings were held to monitor their progress and tests were one to better establish the knowledge acquired. In “Diavassi”, participants also conducted interviews with professionals in the field of their interest. The methodology used in the educational programmes under the Integra initiative is in compliance with the standards required by the guidelines of the Ministry of Labour. As a matter of fact, vocational training courses lasted 600 hours each and were divided in theoretical and practical sessions. According to Ceuta, the general evaluation of the benefits of the project has been positive so far, because the methodology used in all sessions was based on the diverse experience contributed by participants. This involvement was not immediate, but rather gradual as the sessions progressed. At the beginning, there was little participation due to users' depression, lack of involvement and self-confidence. Participation increased later among all users, who asked questions and were often interested in having information: they started feeling the project as theirs and contributed their experience that enriched the sessions. According to UCMTA, involvement in training is achieved through active participation, practice, and sharing of cooperative values, which is the only way to implement concrete projects.

• Empirical and active participation should be based on the target group's own experience, bearing in mind its profile and demands. When planning its training programme, UCMTA considered participants' own present and future needs, experience, expectations, and interests. This is a way to make sure that the training course will be as useful and motivating as possible from the outset. On this basis, the course contents may then be adjusted;
• Participants should be allowed to share their experience. They all have ideas, doubts, and problems. The classroom is the most suitable place to find the necessary tools to solve them; - The inductive method should prevail over the deductive one, according to the specific psychology of adult learning;
• Collective learning. This is very much linked to the above consideration. According to UCMTA, knowledge is not only transmitted from trainers to students. It is rather a fruitful and creative exchange-feedback process. Diversity in the group will only make the conclusions and results of collective learning even richer. As far as the Municipality of Odense is concerned, in connection with the project “Helping People Help Themselves” guidance is provided, with the active involvement of participants. The role of job consultants in this connection is of pure support, which is equally crucial for participants. Odense has good experience with this method: in fact, it was assessed that more than 85% had clear ideas about their professional future at the end of the project. The drug addiction treatment centre of Fredericia has considerable experience in how to involve participants in training: much emphasis is placed on personal development during the course, as this is considered to be the main aspect in the rehabilitation of former drug abusers.

  5.1. Trainers' Qualifications

  In KETHEA's therapeutic programmes, the selection of sensitive teachers is very important. Before the beginning of the programme, trainers participate in a one-week workshop to acquire information about the therapeutic programme and the organisation. Then, the Department of Education informs trainers about the target group's needs, goals, and expectations. In addition, the staff of the Department supervises trainers' progress by means of regular meetings with them during the course. As far as vocational training courses are concerned, they take place in the premises of the therapeutic community, and trainers should be involved in the rehabilitation programme, so that they can better understand the behaviours and educational needs of the T.C. users and cooperate with the therapeutic programme. In case participants attend vocational training courses organised by other institutions, the extent of the information provided to teachers is different. In addition, it would be better to have a large number of teachers so that trainees have the opportunity to get in touch with various kinds of stimuli. Besides, in many cases, trainers who are ex-drug addicts have a priority in the selection. According to CeIS, teachers need to have been trained on the job. Classroom information may date very quickly and trainers and tutors often live in a different context. According to the data provided by the Autonomous City of Ceuta, their trainers in this project are psychologists and social workers. Communication skills, empathy, and familiarity with the labour market, training supply, and drug issues are absolutely necessary in a project of this kind. As said above, those in charge of the programme in Ceuta believe that tutors must be trained in order to understand the target group's needs and expectations. According to UCMTA, it is important to have a small group of trainers, raise participants' interest, and deliver intensive training. It is very important for trainers to be familiar with the target group's features. The people responsible for the programme in Odense estimate that job consultants currently have the right combination of social skills and labour market knowledge, which makes their work very effective. Undoubtedly the most important element in their work is their contact with the labour market and its demands, which must be met by the unemployed. Fredericia treatment centre has chosen to have two teachers in every course. One is a qualified teacher and the other is a former drug addict who has participated in several courses for eχ-drug users. In their experience, it is necessary to have both sides represented in the process, so that teachers can better understand the target group.

  6. COUNSELLING SERVICES AND VOCATlONAL TRAINING PROGRAMMES

  At the beginning, it is important to clarify what counselling services mean for each partner organisation. The partners of the "Friends at Work" network are not all alike. Some of them are mainly therapeutic centres, like ΚΕΤΗΕΑ, and their counselling services cover all the rehabilitation process from users' first contact with the therapeutic community till their social integration. The main purpose of other organisations like UCMTA is the vocational rehabilitation of ex-drug addicts. Therefore, their counselling services focus on vocational counselling. ΚΕΤΗΕΑ provides counselling services during the therapeutic programme but the frequency varies depending on the stage at which each user is. In particular, as users attend vocational training courses, parallel counselling can foster their empowerment. In this way, vocational rehabilitation is more easily achieved. In CeIS, specific vocational training and counselling are provided at the same time all the way. Their model includes not only vocational and educational, but also therapeutic person centred tools. The Municipality of Ceuta considered users' agreement to attend vocational training courses and apprenticeships as a necessary requirement of the project, the first step towards a series of activities such as need assessment. The development of the aforementioned activities demands a process of individualised attention to detect users' interests, attitudes, and professional bent. Individual and group activities have been organised, always protecting users' privacy and avoiding general actions.

  UCMTA firstly provides vocational training courses and job counselling comes at a later stage. Sometimes, however, the two phases come one after the other. It all depends on participants' profile. In the experience of the Municipality of Odense, vocational training, hence the work of the job consultant, is done in close co-operation with the social worker responsible for each user. The social worker is the person in charge, and the job consultant may recommend him/her what the best thing to do is on the basis of each user's experience, knowledge, and background. Finally, Fredericia treatment centre provides vocational training for the beneficiaries of the project about 90 days after they have become drug free, because in their experience, ex-drug users are not ready for vocational training before that stage.

  7. DEVELOPMENT OF JOB SEARCHING SKILLS

  In ΚΕΤΗΕΑ programmes, vocational counselling is provided since the first month of the therapeutic treatment. This first stage lasts one month with 4 individual weekly interviews. The purpose is to integrate each user, according to his/her knowledge, skills, and interests, into the therapeutic community (working, creative, educational, sports groups). In this way, in addition to developing his/her skills, each user can gain self-esteem and self-confidence. These elements are necessary for his/her integration into society and the production world. Vocational guidance starts at the third month of users' stay in the therapeutic community. The purpose, through appropriate procedures (tests, interviews), is to enable users to better understand themselves, their competencies, and to give them all the necessary information to be able to actively re-enter the labour market following their interests and skills. Additionally, vocational training courses always consist of lessons on vocational guidance. In CelS, job searching is part of the overall action. In the experience of Ceuta, a specific training session was introduced for the development of personal abilities. The introduction of this session was important because in addiction to the integration measures envisaged by the local administration, the unemployed can receive training, experience, guidance, and information. Nevertheless, an additional step must be taken in order to optimise the resources of the users and those made available by the local administration of Ceuta. For this reason, most of the activities and practices of this action aim to:
  • increase the value of work in the unemployed person's consideration;
  • attribute causes realistically and promote solutions to the causes that are likely to be solved by the unemployed person him/herself;
  • foster self-organisation (for example timing) in order to
  • increase readiness;
  • promote a positive and successful image of oneself;
  • encourage perseverance in one's achievements over time;
  • enhance unemployed people's communication and social skills;
  • modify the control expectations perceived towards the internal locus, so that job seekers consider their own actions and abilities as the main drivers of success in their job search.

  According to UCMTA, job searching techniques play an important role in the training course. They can be taught at the beginning of the course in quite a few hours, and then accompany the rest of the course. In the Danish project "Help People Help Themselves" many efforts were made to motivate unemployed participants to actively seek employment; for this reason, methods and tools are included as elements of the course. Similarly, job searching techniques are also part of the courses at Fredericia treatment centre. They are included in the vocational training periods that students spend in the private labour market.

  8. INTEGRATlON ΙΝΤΟ ΤΗΕ LABOUR MARKET

  Α common aspect is to consider integration into the labour market as the ultimate goal of vocational training programmes. The "Diavassi" therapeutic programme (ΚΕΤΗΕΑ) has developed an additional service to empower ex-drug addicts in their vocational rehabilitation. In February 1999, "Diavassi" set up the Employment Club, which is a support facility. The main activities are:
  • individual and group counselling;
  • information about job vacancies in the private and public sectors;
  • information about unemployment subsidies for young - people;
  • information about employment relationships;
  • organisation of seminars on job searching, how to produce an effective c.v. and deal with job interviews, etc.

  In general, according to the experience of the two therapeutic programmes of ΚΕΤΗΕΑ, ex-drug addicts who attend vocational training courses find employment. Today 10 out of 15 participants in Integra 1998-1999 vocational training programmes have stable, full-time jobs in large enterprises in Athens. This outcome was also due to the subsidy that companies are granted by the Greek Manpower Employment Organisation. According to CeIS, if it is backed by good preparation, permanent counselling, and a later period of work practice, vocational training can be effective. According to Ceuta, the effectiveness of vocational training for ex-drug users in terms of their future access to employment cannot yet be appraised because they are still in training. The expectations about meeting the labour market demands are favourable to success, because the course selection in the Plan for Vocational Training was carried out after an exhaustive study of the structure of the employment demand in Ceuta, in February 1999. The research showed that a high percentage of job demand is to be found in the building and service economic sectors. According to UCMTA, training increases everyone's opportunities to find a job, in general. The employment unit in the Municipality of Odense works primarily with people over 30 years of age. Therefore, you can hardly speak of "younger people". Yet, the general experience of vocational training is that it gives quite substantial results. It is also their opinion that, after a shorter or longer period of vocational training, most trainees are in fact able to meet the demands and expectations of the business sector. Similarly, from the point of view of the Fredericia treatment centre, vocational training helps users integrate into the ordinary labour market. According to their data, over the past 2 years, about 30% have been employed in the private labour market.

  8.1. Interinstitutional Partnerships

  In order to meet the training needs of the target group, ΚΕΤΗΕΑ has developed relevant partnerships with training institutions and organisations. This is something absolutely necessary in case participants should be encouraged to participate more actively in the socialisation process and in case ΚΕΤΗΕΑ should lack the facilities and equipment for some particular subjects. For instance, ΚΕΤΗΕΑ has very well-equipped workshops for training in DTP, PC, greenhouse cultivation and carρentry. But for other subjects, ΚΕΤΗΕΑ must team υp with other institutions. This was the case with the courses on bread making, confectionery, and radio broadcasting techniques, which demanded special infrastructure. The first one was undertaken by a private training institution, called "XINI Vocational Training Centre" and the second one by a local authority training institution in co-operation with the General Secretariat for Popular Education of the Greek Ministry of Education, with which ΚΕΤΗΕΑ has established a long-lasting co-operation. In addition, interinstitutional partnerships are established with a variety of organisations in Greece in order to maximise the benefits for the ex-drug addicts who participate in training courses. Aiming to achieve the highest quality in the training provided and also participants' integration into the labour mar-ket, ΚΕΤΗΕΑ co-operates with: the Greek Manpower Employment Organisation, private organisations, co-operatives, non-governmental organisations, the public sector, universities. The "Diavassi" therapeutic programme co-operates with training institutions in order for users who are undergoing social rehabilitation to be able to continue their education by means of scholarships or reduced fees. In this way, ex-drug abusers can be fit for the job market. The "Paremvassi" programme establishes partnerships mostly with private and public training institutions wishing to interact with the social field. In the experience of the Autonomous City of Ceuta, interinstitutional co-operation also applies to the field of vocational training. The training sessions on information about employment opportunities were supported by an executive of the Department of Development and Employment Advice. Contacts have also been established with SIPE (an employment information service). Το select the courses of the Plan for Vocational Training, some interviews were agreed with executives and professionals of ΙΝΕΜ (the national institute of employment) and the Department of Education and Culture of the City Council, more precisely with the Vocational Training Unit. As a first step before starting the Apprenticeship Project, contacts were established with the Chamber of Commerce of Ceuta, in order to sort out all the companies of actual interest in Ceuta.

  UCMTA co-operates primarily with local associations that have experience in training, or with professionals who design, organise, and provide training, and offer their support in the design of training modules. UCMTA also has the support of associations for which it has provided vocational training. The Municipality of Odense co-operates with both the AMU Centre (i.e. the labour market education centre) and other basic training institutions. The drug addiction treatment centre of Fredericia co-operates with all the training institutions that are normally used to help marginalised people back into the labour market and train them to cope with this challenge.

  9. EVALUATION APPROACH

  According to ΚΕΤΗΕΑ practice, the evaluation procedure takes place during and after the training course. It consists of tests on the subjects taught, evaluation questionnaires, and meetings with trainees and trainers on issues that concern the organisation, their progress and performance in general. CeIS particularly focuses on a long follow-up of its users. Questionnaires have to be administered on a long-term basis. In order to be able to monitor the effectiveness and efficiency of its programmes, the Autonomous City of Ceuta uses the following procedures: - evaluation questionnaires for users, administered at the end of each session, to survey their opinions on the effectiveness, strengths, and weaknesses of the course, and to gather their suggestions; - individual evaluation sheets to assess each project participant's aptitudes, activities, interests, motivations, relationships with the group, etc.; - interview-based surveys that will be carried out when users actually begin their active search for employment. UCMTA usually resorts to students' satisfaction questionnaires and evaluation by technical tutors. Besides, there is periodical face-to-face evaluation of each participant. The Municipality of Odense uses follow-up evaluation which is carried out by the job consultant who visits the workplace to talk with the unemployed applicants and (often) also with the general manager. There is a formal form to be filled in by participants, but written conclusions on the inspection are reported to the social worker. For each training course, Fredericia treatment centre performs individual evaluation with students about the experiences they have had during the course and, at the end, an evaluation of the whole course is written by tutors and students.

  10. PROPOSALS FOR THE IMPLEMENTATION OF VOCATIONAL TRAINING PROGRAMMES

  Young people who have gone through particularly difficult and pitiful experiences in their lives find themselves faced with very complex problems when it comes to their recovery and social reintegration. In terms of employment, they have to learn how to look for a job and how to find it. However, this is something that demands specific competencies, a sense of direction, and the ability to relate to others, which are all elements that should be part of one's basic education. Moreover, it is important for these young people to focus on what could actually be their job, their ambition or, at least, which occupation might provide them with fulfilment other than mere financial reward. According to CelS of Rome, those who have experienced drug addiction and have successfully undergone a therapeutic programme are generally quite frail and insecure. On the other hand, however, they have values as well as particular and exclusive sensitivity. Frailty and insecurity are due to:
  • feelings of inadequacy;
  • difficulties in experiencing positively and constructively the reward or frustration that may be connected to a job;
  • need for a structured job, with strict rules and schedules that would not leave much room for personal initiative nor much freedom of action;
  • difficulties in interpersonal relationships and, in most cases, a very basic educational level. Values and sensitivity:
  • self-knowledge and ability to evaluate their own attitudes and behaviours;
  • criticism of whatever is inconsistent with their newly acquired values (honesty, sincerity, justice, and clarity);
  • wish to make up for the years wasted even by accelerating the reintegration process despite any sacrifice or effort.

  The combination of the above aspects often creates a very complex situation and young people need help to figure it out not only during what we call 'basic training" but also during "vocational training". How? The experience of CelS of Rome suggests that some useful guidelines may be:

  • to vary the training course supply as much as possible so that ex-drug users can have a wide range of choice to define what could be the best job for their future;
  • to offer not only practical and technical training but also creative activities such as formal and informal workshops. They would be useful to develop individual creative abilities, realise them and, in some cases, bring to light particular vocations. For example, CeIS has not only organised traditional seminars such as painting, sculpture, music, theatre, but also workshops that have more to do with treatment such as psychodrama, art therapy, dance therapy, music therapy, cultural activities, video shooting, etc.;
  • to teach how the socio-economic and cultural environment has brought about changes in the labour market. In fact, it has become more and more frequent for workers to change jobs many times in the course of their lives and it has also become necessary for them to be always up-to-date and alternate periods of work with periods of training. Traditional lifelong jobs will be replaced by these practices;
  • to promote the self-entrepreneurship of young ex-drug addicts as far as this is realistically possible, so as to bring about: more chances of success for them in the labour market; an increased sense of responsibility; more personal fulfilment in case of success; readiness to actively start a new life and less fear of failure; the awareness that one's achievements depend on the energy, sacrifice, enthusiasm, and time devoted to them.

  It is true that the tasks and small-scale production activities that are typical of many therapeutic communities may turn into a future job for a person undergoing treatment. But this is not the case with everybody. In fact, at the moment in Italy young ex-drug addicts undergoing treatment are mainly engaged in manufacturing handmade goods and growing fruit and vegetables. Only seldom are they engaged in more sophisticated activities such as cattle breeding and hardware manufacture. Their outlet is private consumption and sale through quite marginal channels such as charities, churches, and relatives. This is why CeIS is implementing another Integra project that intends to emphasise the culture of real comparison with the market, also in areas other than those already experimented in the course of the therapeutic programme. This project would like to create a strong network connecting systems that are different in structure, experience, and geographical location. Moreover, it aims to support the integration of ex-drug users into small- and medium-sized companies and encourage their self-entrepreneurship as well. However, apart from these programmes, it has to be underlined that ex-drug users while facing the labour market have to be sustained and supported like any other group of disadvantaged people; yet, they should not be guided towards any particular job or specific field. Furthermore, when it is possible, an ex-drug addict should not be introduced as such in order to avoid his facing negative comments and incur in prejudice and stereotyped views. The tendency to these attitudes, in fact, was widely confirmed in the research carried out by CeIS in 1998 within the project called "Reducing Prejudice against Ex-Drug Users in the World of Labour" (see Chapter Four). One of the options most frequently suggested to ex-drug addicts (or which they often spontaneously choose) is to be social workers themselves. Very often they end up working in the same field where they have managed to solve their problems.

  In this case, CeIS has highlighted a few points:

  • qualities such as goodwill and courage have proven essential but not sufficient at all for a person to be entrusted with major responsibility such as dealing with people made fragile, inconsistent, and difficult by drug abuse;
  • no methodology has yet been worked out and suggested on the basis of the operating models stemming spontaneously from the concrete needs of the drug addicts who ask for help (such as receiving facilities, communities);
  • although continuously evolving in a process of growth and updating, structured training is the only solution that enables real co-operation between professionals and volunteers.

  In fact, it is only through training that volunteers can see their needs acknowledged and can become "professionals" by systematically acquiring reliable technical skills. On the other hand, structured training would also be the only means for professionals to acquire the qualities that are typical of voluntary work such as devotion and humanity, which are essential to deal with particularly "weak" people in such places as receiving homes, residential communities, social reintegration facilities. It is essential to make education more professional in order to offer some clear and really effective educational models to the official academic world that for years has had an attitude of suspicion and distrust, or even superiority, but has sometimes also shown interest in voluntary work and its socially committed workers. However, this kind of training in the social (or socio-medical, or socio-pedagogical) field should be carefully taken into consideration by educators or those who are in charge of the agencies and facilities that would benefit from these prospective social workers. What should be avoided, however, is that ex-drug users choose their jobs only out of enthusiasm or mere thankfulness to the system and staff that have helped them. Ex-drug users should be advised against choosing makeshift jobs because these are better than nothing, or because they do not want to give up the safety and protection of their therapeutic community. This would be absolutely detrimental to the continuous process of autonomy, self-responsibility, creativity, and flexibility that every person should follow for his/her personal growth.

  The last issue concerns the development, flexibility, and strengthening of educational methodologies. Since the 70s, CeIS of Rome has promoted exchange between social workers, teachers, and experts from different countries of the world. It would be also important to define new professional profiles that are more suitable for a changing environment, and to experiment them in official contexts such as Universities. In the Italian experience, these forms of exchange have been promoted between people coming from voluntary work (including many ex-drug addicts) and people with specific professional profiles; between groups concretely experimenting with new psycho-pedagogic solutions; between psychologists, sociologists, doctors, social workers, teachers; between young and older people; between voluntary groups and public sector managers. However, the best and most fruitful forms of exchange have always been those between people of different nationalities, continents, cultures, religions, socio-political and economic situations. Under those circumstances, mutual enrichment has been both the means and goal of the training action and a driver of evolution and creativity in the development of the following initiatives proposed by CeIS of Rome in this area.

ΖΗΤΗΜΑΤΑ ΕΠΑΓΓΕΛΜΑΤΙΚΟΥ ΠΡΟΣΑΝΑΤΟΛΙΣΜΟΥ & ΕΠΑΓΓΕΛΜΑΤΙΚΗΣ ΣΥΜΒΟΥΛΕΥΤΙΚΗΣ ΥΠΟ ΘΕΡΑΠΕΙΑ Η ΑΠΕΞΑΡΤΗΜΕΝΩΝ ΑΤΟΜΩΝ

Εισαγωγή:

Η προώθηση της απασχόλησης και η σύζευξη με την αγορά εργασίας, αποτελούν σκοπό και μέσο για τη κοινωνική ένταξη των πρώην χρηστών. Πώς όμως μπορούμε να προωθήσουμε τη διασύνδεση των πρώην χρηστών με την αγορά εργασίας αν δεν γνωρίζουμε τα ιδιαίτερα χαρακτηριστικά και τις ανάγκες της ομάδας;

Οι μελέτες στο χώρο της τοξικοεξάρτησης δείχνουν ότι όσο πιο χαμηλό είναι το εκπαιδευτικό επίπεδο του υπό θεραπεία μέλους τόσο μεγαλύτερη είναι η τάση του να εγκαταλείψει νωρίς κάθε προσπάθεια για θεραπεία (Kooyman, 1993). Η παρατήρηση αυτή μας οδηγεί στην υπόθεση ότι οι μορφωτικές και επαγγελματικές ελλείψεις και τα αδιέξοδα που συνδέονται με αυτές, όπως η δυσκολία επαγγελματικής αποκατάστασης μειώνουν τα κίνητρα και τις πιθανότητες για ολοκλήρωση της θεραπείας με επιτυχία.

Η έρευνα δείχνει επίσης ότι υπάρχει μια σχέση ανάμεσα στην «διακοπή» από το σχολείο και στην χρήση ουσιών, επιβεβαιώνοντας (Chavez, 1993) ότι αυτοί που σταματούν το σχολείο έχουν περισσότερες πιθανότητες να εμπλακούν με τη χρήση από αυτούς που συνεχίζουν την εκπαίδευση τους.

Τα θεραπευτικά προγράμματα τα οποία προσφέρουν υπηρεσίες επαγγελματικού προσανατολισμού και κατάρτισης στοχεύουν στην ψυχολογική και κοινωνική αλλαγή του ατόμου και στην πλήρη ένταξη του στο κοινωνικό σύστημα.

Στη διαδικασία απεξάρτησης και πλήρους ένταξης των χρηστών ουσιών ως ισότιμα μέλη της κοινωνίας, τα δυο συστήματα λειτουργούν συμπληρωματικά.

Στόχος της θεραπείας είναι η απεξάρτηση αλλά και η ενδυνάμωση του ατόμου ώστε να καταφέρνει να αντιμετωπίζει με δημιουργικό τρόπο το άγχος, να στρέψει την αρνητική εικόνα του εαυτού σε θετική, να μάθει να φροντίζει και να διατηρεί τις διαπροσωπικές σχέσεις που το καλύπτουν συναισθηματικά και τελικά να μπορεί να χαίρεται την ομορφιά της ζωής (Kooyman, 1993). Αυτοί οι στόχοι σχετίζονται με τους στόχους της εκπαίδευσης και της επαγγελματικής κατάρτισης και προσανατολισμού για ενδυνάμωση και ένταξη του ατόμου στη σύγχρονη κοινωνία.

«Όλες οι δραστηριότητες της θεραπείας είναι σχεδιασμένες για να παράγουν θεραπευτική και εκπαιδευτική αλλαγή στους συμμετέχοντες και όλοι οι συμμετέχοντες είναι φορείς αυτής της θεραπευτικής και εκπαιδευτικής αλλαγής» (De Leon, 1994).

Τα θεραπευτικά προγράμματα απεξάρτησης δίνουν ιδιαίτερη έμφαση στην πλήρη ένταξη του ατόμου, σαν ισότιμο μέλος της κοινωνίας και προωθούν τις δράσεις επαγγελματικού προσανατολισμού αναγνωρίζοντας ότι «η θεραπεία από μόνη της δεν αρκεί στην αντιμετώπιση του προβλήματος και ότι απαιτείται μάλλον μια συντονισμένη κοινωνική προσπάθεια για την αντιμετώπιση των αναγκών της κάθε κοινότητας για πρόληψη, εκπαίδευση, θεραπεία και επαγγελματική αποκατάσταση» (Βall et.al., 1994).

Πολλοί χρήστες ψυχοτρόπων ουσιών εγκαταλείπουν το σχολείο στην ηλικία των 15 ετών. Όταν ζητούν θεραπεία δέκα χρόνια μετά από τη χρήση, αντιμετωπίζουν μεταξύ των άλλων προβλημάτων τους σοβαρές επαγγελματικές και μορφωτικές ελλείψεις.

Προγράμματα προκατάρτισης, επαγγελματικού προσανατολισμού και κατάρτισης συνεισφέρουν στην προσπάθειά τους για κοινωνική ένταξη. Όμως ακόμη και στην ίδια ομάδα των χρηστών ουσιών, συναντάμε πολλές διαφορές. Υπάρχουν χρήστες ψυχοτρόπων ουσιών οι οποίοι εργάζονται και χρειάζονται υποστήριξη για να παραμείνουν στη θέση εργασίας και παράλληλα να διακόψουν τη χρήση. Από την άλλη πλευρά, έφηβοι χρήστες ουσιών οι οποίοι έχουν πρόωρα εγκαταλείψει το σχολείο, χρειάζονται ενίσχυση, ώστε να ολοκληρώσουν τη δευτεροβάθμια εκπαίδευση και παράλληλα να σταματήσουν τη χρήση, ενώ ενήλικες χρήστες ουσιών με σοβαρές μορφωτικές ελλείψεις απαιτείται να παρακολουθήσουν προγράμματα προκατάρτισης και επαγγελματικής κατάρτισης, ώστε να καταφέρουν να επανενταχθούν.

Για να επιτύχουν αυτούς τους στόχους, τα προγράμματα εκπαίδευσης που υλοποιεί το ΚΕΘΕΑ στοχεύουν να αντιμετωπίσουν τις σοβαρές μορφωτικές και επαγγελματικές ελλείψεις των πρώην χρηστών και να βιώματα της σχολικής αποτυχίας, που έχουν οδηγήσει αρκετά άτομα από αυτή την ομάδα στην πρόωρη εγκατάλειψη του σχολείου.

Στο σχεδιασμό των προγραμμάτων επαγγελματικού προσανατολισμού και κατάρτισης για τη συγκεκριμένη αυτή πληθυσμιακή ομάδα λαμβάνονται υπόψη τέσσερις σημαντικοί παράγοντες ώστε να επιτευχθεί η σύζευξη με την αγορά εργασίας. Οι παράγοντες αυτοί αφορούν:

• στη διερεύνηση των χαρακτηριστικών και των ιδιαίτερων αναγκών κάθε ομάδας εκπαιδευομένων που αποτελείται από πρώην χρήστες, η οποία έχει ιδιαίτερη σημασία για την ενεργή εμπλοκή των μελών της ομάδας στην διεξαγωγή του προγράμματος.
• στην ψυχο-κοινωνική υποστήριξη των πρώην χρηστών και των οικογενειών τους με συμπληρωματικές δράσεις, προκειμένου να ολοκληρώσουν με επιτυχία το πρόγραμμα εκπαίδευσης.
• στην εκπαίδευση των εκπαιδευτών, ώστε να είναι κατάλληλα προετοιμασμένοι για το χειρισμό των προβλημάτων που θα προκύψουν στη διαδικασία της μάθησης και
• στη διασύνδεση των ατόμων με την αγορά εργασίας, μέσα από ομάδες επαγγελματικού προσανατολισμού, ενημέρωσης και ευαισθητοποίησης των εργοδοτών και με την ανάπτυξη ενός δικτύου συνεργασίας με τους αρμόδιους φορείς. Η επίτευξη αυτού του στόχου προϋποθέτει την οργάνωση ενός δικτύου υπηρεσιών διασύνδεσης με την αγορά εργασίας

Η ελλιπής ωστόσο γνώση και πληροφόρηση για τις ιδιαίτερες ανάγκες της ομάδας των πρώην χρηστών συμβάλλει στην αύξηση των κοινωνικών προκαταλήψεων, διαμορφώνει στερεότυπα και προσδοκίες για τη συμπεριφορά των ατόμων που προέρχονται από συγκεκριμένες ομάδες και οδηγεί σε προκαλυμμένες ή εμφανείς διακρίσεις που δυσκολεύουν την ένταξη τους στην αγορά εργασίας.

Η πολυδιάστατη φύση του κοινωνικού αποκλεισμού απαιτεί παρεμβάσεις σε πολλά διαφορετικά επίπεδα, την υποστήριξη και εμπλοκή όλων των ενδιαφερόμενων μερών και ιδιαίτερα την ενεργητική συμμετοχή των ίδιων των ατόμων.

Η προηγούμενη αποτυχία του σχολικού και οικογενειακού συστήματος να εντάξει εξαρχής τα άτομα στη κοινωνία έχει μακροχρόνιες συνέπειες. Η απορρόφηση από την αγορά εργασίας εξαρτάται από το βαθμό στον οποίο τα ίδια τα άτομα θα καταφέρουν να αντιμετωπίσουν τα προβλήματα που τους απασχολούν και να θέσουν τις βάσεις για ένα νέο τρόπο ζωής.

Η Υπεύθυνη του Τομέα Εκπαίδευσης του ΚΕΘΕΑ

Άννα Τσιμπουκλή, PhD
Εκπαιδευτική Ψυχολόγος

Άννα Τσιμπουκλή, PhD
Εκπαιδευτική Ψυχολόγος

Προγράμματα Εκπαίδευσης και Επαγγελματικής Κατάρτισης Mελών στο ΚΕ.ΘΕ.Α.

Το ΚΕ.Θ.Ε.Α. σχεδιάζει και υλοποιεί προγράμματα εκπαίδευσης και επαγγελματικής κατάρτισης για τα μέλη των θεραπευτικών του προγραμμάτων με στόχο την καλύτερη προετοιμασία τους για την εξεύρεση εργασίας μετά την ολοκλήρωση της θεραπείας. Για την επίτευξη των ανωτέρω στόχων συνεργάζονται:

Το Τμήμα Εκπαίδευσης-Κατάρτισης μελών του Τομέα Εκπαίδευσης ΚΕ.Θ.Ε.Α.
Το Τμήμα σχεδιάζει και υλοποιεί προγράμματα εκπαίδευσης/επαγγελματικής κατάρτισης για τα μέλη των θεραπευτικών προγραμμάτων συγχρηματοδοτούμενα από το Ε.Κ.Τ. και προωθεί διακρατικές συνεργασίες εκπαίδευσης και έρευνας. Το 2005 το ΚΕ.Θ.ΕΑ. συμμετείχε στην υλοποίηση της κοινοτικής πρωτοβουλίας EQUAL 1, διασφάλισε τη συμμετοχή του στην κ.π. EQUAL 2, συμμετείχε σε προγράμματα Leonardo Da Vinci, προγράμματα κατάρτισης και συνοδευτικών υποστηρικτικών υπηρεσιών.

Τα 2 Εξειδικευμένα Κέντρα Κοινωνικής και Επαγγελματικής Ένταξης (ΕΚΚΕΕ)
Από το 1998 το ΚΕ.Θ.Ε.Α έχει πιστοποιηθεί ως Εξειδικευμένο Κέντρο Επαγγελματικής Κατάρτισης και από το 2002 ως Εξειδικευμένο Κέντρο Κοινωνικής και Επαγγελματικής Ένταξης απεξαρτημένων ή υπό απεξάρτηση ατόμων. Διαθέτει 2 ΕΚΚΕΕ (ΚΕ.Θ.Ε.Α. και ΙΘΑΚΗ) και δραστηριοποιείται στις περιφέρειες Αττικής, Θεσσαλίας, Μακεδονίας και Κρήτης. Οι δράσεις των ΕΚΚΕΕ συνίστανται:

• στο σχεδιασμό και την υλοποίηση προγραμμάτων επαγγελματικής κατάρτισης για απεξαρτημένα ή υπό απεξάρτηση άτομα.
• στο σχεδιασμό και την υλοποίηση προγραμμάτων συνοδευτικών υποστηρικτικών υπηρεσιών (επαγγελματικός-εκπαιδευτικός προσανατολισμός, ψυχοκοινωνική, επαγγελματική συμβουλευτική) για απεξαρτημένα/υπό απεξάρτηση άτομα και τις οικογένειές τους.
• στην προώθηση στην απασχόληση και τη στήριξη των απεξαρτημένων ατόμων.

Οι παραγωγικές μονάδες του ΚΕ.Θ.Ε.Α.
Οι παραγωγικές μονάδες περιλαμβάνουν το λιθογραφείο «Σχήμα & Χρώμα», το ξυλουργείο, το εργαστήριο κεραμικής και το αγρόκτημα στη Σίνδο (ΙΘΑΚΗ), το ξυλουργείο και το θερμοκήπιο στη Λάρισα (ΕΞΟΔΟΣ). Στις παραγωγικές μονάδες του ΚΕ.Θ.Ε.Α. απασχολούνται απεξαρτημένα άτομα ως προσωπικό αορίστου χρόνου καθώς και σε προγράμματα απόκτησης εργασιακής εμπειρίας.

Τα Τμήματα Εκπαίδευσης των θεραπευτικών προγραμμάτων Η εκπαίδευση και η κατάρτιση αποτελούν συστατικό στοιχείο της καθημερινότητας των θεραπευτικών προγραμμάτων. Με βάση τις ανάγκες των μελών των προγραμμάτων σχεδιάζονται και υλοποιούνται προγράμματα εκπαίδευσης και κατάρτισης, τα οποία υλοποιούνται σε ειδική εκπαιδευτική ζώνη και στοχεύουν :

• στην ανάπτυξη της δημιουργικότητας
• στην επανασύνδεση με την εκπαιδευτική διαδικασία
• στην κατάρτιση σε βασικές δεξιότητες
• στη στήριξη για την απόκτηση απολυτηρίων, πτυχίων, διπλωμάτων
• στη συμβουλευτική και τον προσανατολισμό σε θέματα εκπαίδευσης και εργασίας

Η Μαθητεία µέσα σε Προστατευµένο Περιβάλλον: Η περίπτωση των Παραγωγικών Εργαστηρίων του ΚΕΘΕΑ

ΠΕΡΙΛΗΨΗ

Η µελέτη που ακολουθεί αναφέρεται στην επαγγελµατική κατάρτιση µε την µορφή της µαθητείας, µέσα σε ένα προστατευµένο περιβάλλον, επιχειρώντας µια επισκόπηση του εκπαιδευτικού έργου των Παραγωγικών Μονάδων του ΚΕ.Θ.Ε.Α. στην Σίνδο Θεσσαλονίκης. Η µαθητεία, η παλιότερη µορφή εκπαίδευσης στην ιστορία της ανθρωπότητας, απαξιώθηκε ως µέθοδος µε την δηµιουργία χωριστών από τις διαδικασίες κοινωνικής παραγωγής και αναπαραγωγής δοµών, που εξελίχθηκαν στα σύγχρονα εκπαιδευτικά συστήµατα. Τα προβλήµατα που δηµιούργησε αυτή η επιλογή τόσο στο επίπεδο της ποιότητας του εκπαιδευτικού αποτελέσµατος όσο και σε αυτό των κοινωνικών διαδικασιών που εγκαθιδρύονται και της «επανεκπαίδευσης» που απαιτείται για την αξιοποίηση του στην ένταξη στον κόσµο της εργασίας οδήγησαν σε νέες αναζητήσεις για το ποιες θα πρέπει να είναι οι εκπαιδευτικές µέθοδοι που θα ανταποκρίνονται στις προκλήσεις του σύγχρονου παγκοσµιοποιηµένου περιβάλλοντος.

Η εκπαιδευτική επανεµφάνιση της µαθητείας ως αποδεκτής εκπαιδευτικά µεθόδου αποτέλεσε µια από τις συνέπειες των αναθεωρήσεων αυτών. Τα Εργαστήρια του ΚΕ.Θ.Ε.Α. επιλέχθηκαν γιατί αποτελούν χώρους εφαρµογής των αρχών της µαθητείας για την επαγγελµατική κατάρτιση µελών µιας οµάδας ενηλίκων µε πολλές ιδιαιτερότητες από εκπαιδευτική άποψη. Το µακρόχρονο της λειτουργίας τους δίνει την δυνατότητα να διερευνηθεί η εφαρµογή στην πράξη γενικών αρχών της Εκπαίδευσης Ενηλίκων σε ιδιαίτερα επιβαρηµένους πληθυσµούς, και τα πλεονεκτήµατα αλλά και τα εµπόδια της εκπαίδευσης µέσα στην εργασία και δια µέσου της εργασίας.

Στόχος της µελέτης είναι µέσω της διερεύνησης αυτής να συµβάλλει στην συζήτηση για τις δυνατότητες εναλλακτικών προσεγγίσεων στον τοµέα της εκπαιδευτικής και εργασιακής ένταξης – επανένταξης ενηλίκων, µελών κοινωνικά αποκλεισµένων οµάδων, και ιδιαίτερα της «εκπαίδευσης µέσα στη εργασία», σε δοµές που διασφαλίζουν προστατευµένο και υποστηρικτικό περιβάλλον. Η έλλειψη στην ελληνική αλλά και την αγγλόφωνη βιβλιογραφία αντίστοιχων ερευνών καθιστά το πεδίο ουσιαστικά αχαρτογράφητο, οδηγεί στην επιλογή της µελέτης περίπτωσης ως ερευνητικής µεθόδου και καθιστά αναπόφευκτο τον περιγραφικό της χαρακτήρα. Με τους περιορισµούς αυτούς επιχειρεί να εισάγει το θέµα της µαθητείας σε προστατευµένο περιβάλλον σε συζήτηση και να αποτελέσει την αφορµή για πιο εξειδικευµένο ερευνητικό έργο.

Η µελέτη χωρίζεται σε τρία µέρη, εκ των οποίων το πρώτο επιχειρεί µια βιβλιογραφική ανασκόπηση για την µαθητεία ως µέθοδο , µε ιδιαίτερη έµφαση στην εκπαίδευση / κατάρτιση µελών ευαίσθητων κοινωνικά οµάδων.

Το δεύτερο εστιάζεται κατ’ αρχήν στην διερεύνηση των κοινωνικο - δηµογραφικών χαρακτηριστικών των µαθητευόµενων στις Παραγωγικές Μονάδες και στην συνέχεια στην έρευνα µε την χρήση ποιοτικών µεθόδων των αντιλήψεων των συντελεστών του εκπαιδευτικού έργου των Παραγωγικών Εργαστηρίων. Στην έρευνα που έγινε µε την µέθοδο των Οµαδικά Εστιασµένων Συνεντεύξεων εξετάστηκε η εκπαιδευτική διεργασία, οι µέθοδοι και τα αποτελέσµατα τους, όπως αυτά γίνονται αντιληπτά από τους εκπαιδευτές, τους εκπαιδευόµενους και τα άτοµα που έχουν ολοκληρώσει τον κύκλο της µαθητείας τους.

Στο τρίτο µέρος συνοψίζεται µια συζήτηση πάνω στα ευρήµατα της έρευνας, που µπορούν να αποτελέσουν αφετηρία περαιτέρω διερεύνησης.

ABSTRACT

The forward study refers to professional training in terms of apprenticeship, in a sheltered environment, trying to achieve an assessment of the educational tasks carried out by the productive session of K.E.T.H.E.A in Sindos,Thessaloniki. Apprenticeship, the oldest educational method in Hyman history, has been cotempted as a method, due to the fact that there have been structures which are separated from procedures like social production and reproduction and which have evolved into modern educational systems. This choice has resulted to several problems as concerned the quality of the educational results as well as the results of social procedures being established and «re-education» which is important for its exploitation to the entrance in employment, which have led to new investigations connected to educational methods that can deal with the requirements of a new globalized environment.

Apprenticeship’s educational revival as a consignee of an educational method has been one of the results existing due to those revisions. K.E.T.H.E.A’s workshops have been chosen because they constitute place of implementation of apprenticeship principals for the educational training of members who belong to adult teams with individualities, from an educational point of view. The fact that they have been officiating for a long time gives us the opportunity to search, through experimental methods, the implementation of general educational principals special for adults who belong to hardly aggravated social teams, as well as the advantages and the obstacles faced in education via working.

Task of this treatise is to contribute to the discussion about the abilities of alternative approximations in the educational and working sector of the entrance in employment and come-back of adults, members of social excluded groups and especially to the matter about «education in the workplace» in a structure which assures a sheltered and helpful environment. Deficiency in relevant Greek and foreign bibliography which may include equivalent researches makes the matter unknown, leads to the choice of its studying as a searching method and appoints its descriptive character. Bearing in mind these restrictions, the treatise tries to make an introduction for the issue about apprenticeship in a sheltered environment so as to promote discussion and to form the ground for further expertise research.

The treatise consists of three parts of which the first attempts a bibliographical survey for apprenticeship, as a method, with great emphasis on education/training of members belonging to sensitive social teams.

The second part focuses firstly on the investigation into the social and population statistical characteristics of apprentices who work in productive workshops and moreover at the research by using qualitative analysis of the perceptions of factors who refer to the educational work done in the Productive Workshops. During the research, which took place by using the special method of focus groups, education procedures, methods and their results have been examined as they are confined by trainers and teachers, apprentices and people who have finished the apprenticeship circle.

At the third part, there is a synopsis of a discussion about the investigation results, which can offer a start of further investigation.

"ΑΝΤΙΜΕΤΩΠΙΣΗ ΤΟΥ ΑΠΟΚΛΕΙΣΜΟΥ ΑΠΟ ΤΗΝ ΑΓΟΡΑ ΕΡΓΑΣΙΑΣ ΤΩΝ ΠΡΩΗΝ ΧΡΗΣΤΩΝ ΨΥΧΟΤΡΟΠΩΝ ΟΥΣΙΩΝ. ΕΡΕΥΝΑ ΓΙΑ ΤΗΝ ΕΚΠΑΙΔΕΥΤΙΚΗ ΚΑΙ ΕΠΑΓΓΕΛΜΑΤΙΚΗ ΤΟΥΣ ΠΟΡΕΙΑ ΚΑΙ ΤΟ ΡΟΛΟ ΤΩΝ ΠΡΟΓΡΑΜΜΑΤΩΝ ΕΠΑΓΓΕΛΜΑΤΙΚΗΣ ΚΑΤΑΡΤΙΣΗΣ"

Στην παρούσα εργασία γίνεται μία προσπάθεια μέσω της συσχέτισης της θεωρίας με την έρευνα πεδίου να περιγραφούν οι συνθήκες του αποκλεισμού από την αγορά εργασίας των πρώην χρηστών, που προκύπτουν ως αποτέλεσμα των συνθηκών της γενικότερης κοινωνικής κρίσης, της αύξησης της ανεργίας αλλά και των αδύνατων στοιχείων της ομάδας των απεξαρτημένων ατόμων που εντοπίζονται στο χαμηλό εκπαιδευτικό επίπεδο και την έλλειψη επαγγελματικών δεξιοτήτων.