Teaching and learning with therapists who work with street children and their families.
Providing training for people working with some of the most marginalized families in Guatemala and Peru meant establishing credibility as a facilitator; entering organizations as a learner; cocreating training agendas; and working in a format that paralleled a strength-based, resilience focus in therapy. Strategies used for different phases of the work are detailed: multiple ways to gather information, shadowing staff, delivering topics on demand, and creating learning environments with a focus on families as teachers. Key processes included moving in and out of the role of facilitator and participant, entering into the trainings from different vantage points within the organizations, and designing activities with an eye to how they would impact work relationships of staff and clients.
Roberts
Janine
J
University of Massachusetts, Amherst, USA. janine@educ.umass.edu
D001155:Art Therapy / Q000379:methods*; D002648:Child; D003299:Cooperative Behavior; D005195:Family Relations; D005196:Family Therapy / Q000379:methods*; D006166:Guatemala; D018453:Homeless Youth / Q000523:psychology*; D006801:Humans; D007858:Learning; D010568:Peru; D011613:Psychotherapy / Q000379:methods*; D013663:Teaching