Updated Mar 11, 2018

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Change of view of teachers and adults of the Global Youth Society

Part of Human Dignity Foundation

Social scientific interventions through art allow young people to express themselves differently. The professional manages to observe and obtain another quality of information. Consequently a differentiating accompaniment is achieved. It is due to the fact that both the youth of Argentina and the rest of the world suffer the same forms of violence. These happen within their dysfunctional families as well as outside of it. For this reason, the bonds between them become sick. Social workers cannot allow so much potential to be lost through violence. Because this not only generates physical, economic, social damages to a country, but also dies youth necessary for a more harmonious world, therefore productive for themselves and for the global society.

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Marcela Merlo

Stage 6: Sustainable Scale

Projects socio-educational tables 2015 The different types of violence instituted in today's society were worked on, the theme was selected by students from various secondary schools in the area, including Isidro Casanova and Laferrere. In this process of debates they chose the modality of mural and the realization of a short film, both were realized together. In such a way, that students were moved of both schools from one to another once per week.Always with the accompaniment of one of the members of the School Orientation Team.(Social and / or educational counselor) The first technique was implemented in EES No. 37 and the second in EES No. 128. Different workshops were held on the theme of violence to get students to choose one or more forms of violence for their group work. The same ones allowed to observe the violence that they themselves suffered in their daily life, also participated the social worker of Envión Kiosco Juvenil and the social worker of the room of the neighborhood San José Obrero. Likewise all the professionals participated in the workshops including the deputy director. All began with relaxation exercises, which facilitated the circulation of the spontaneous word, and therefore healing.The exercises were implemented by two theater students, collaborators of the Lic. In Social Communication coordinator of the film crew. The listening technique was implemented from the outset of the school, so that during the different collective trips to educational institutions could also observe the different ways of putting into the body this process of work on the violence they suffered .From asthma attacks, even a single mother student like her boyfriend boycotted this possibility of expression of the adolescent, also the abandonment of the group of one of the students for expressing too much of an experience of violence and the shame that this produced. The enthusiasm of the students for going to the realization of this short caused that they contact in the first hour with the social counselor reminding him to pick them up. The teachers collaborated evaluating these students in other dates and their companions facilitating the notes of the classes that lost to realize this activity. The main objective of this project called "socio-educational tables" was that the young people of the area knew each other through artistic expressions from another place that prevented the fights between them.For example, disputes for belonging to different neighborhoods. Different techniques of intervention were implemented so that the students analyze the causes, development problems and possible solutions of the different modalities of violence.For example: the problem tree. As for the film short, the students selected from the types of violence to the dialogues that would be carried out in the development of the film. In a second moment, tests of the different scenes were realized, so that in a third instance they were filmed and the students did not feel uncomfortable the day of the final filming. The strategic shooting spaces were also chosen jointly. The slogan of all the professionals involved was to respect the arguments, spaces, reflections and ideas of the students. The youths of the two educational institutions chose the following forms of violence: 1. Bulling (gay, obesity) 2. Domestic violence 3.Violence gender (economic) 4.Labor silence violence [1] “ Violencia Silenciosa en la escuela : dinámica del acoso escolar y laboral.”Alejandro Castro Santander. Editorial Bonum 2011.
Group dynamics through art: The social counselor proposes to make free drawings and / or to write lyrics of some song that pleases her. The result was successful because the information obtained allowed to know not only the three adolescents. But the situation of social vulnerability they suffer in the community where they live. More information was obtained than in previous interviews. The intervention strategy was to investigate the grieving process suffered by the institution due to the death of a former student and the brother of one of them. Who buried in his brother's grave his musical compositions, arguing that he would never write songs again. He drew as he helped his partner remember the song they both knew by heart. In addition they pasted on the desk labels with their names with each roll in their musical producer. The next day they wanted to return to the art studio and the neighboring school proposed to make a mural in honor of their dead brother. This workshop was the trigger for over a different duel.
Is bad life killing more than traditional pathologies? -If "bad life" means the combination of bad habits, environmental damage and domestic or street violence, the answer is yes. In 20 years, death from external causes has grown exponentially. In our country it already represents 53 percent of all deaths. Among the most frequent causes are road accidents, firearms, interpersonal conflicts and suicide. In Argentina, in an investigation of deaths among young people between 10 and 29 years 1999 and 2010 the years died 55% poe cusas of the violence. However 70% of the dead were male adolescents. The causes were addictions, homicides, accidents and suidicios. As a consequence of access to arms, lack of jobs and accidents. Likewise in the USA the prevention of youth violence in CDC. Youth Violence is Significant. Public health problem. • Homicide is the second leading cause of death for young people between the ages of 15 and 24. • In 2010, more than 738,000 young people ages 10 to 24 were treated in emergency departments for assault-related injuries; over 30% of high school students reported being in at least one physical fight; and nearly 20% reported being bullied on school property. • Homicides and assault-related injuries among youth ages 10 to 24 in just one year cost Americans an estimated $16.2 billion in lifetime combined medical and work loss costs. Public Health is Making a Difference • We know that youth violence can be prevented. The Task Force for Community Preventive Services has identified strategies that work (e.g., universal school-based violence prevention programs), and the Blueprints Project has identified 11 specific model programs and another 19 promising programs. • CDC is unique among federal agencies in that it works to prevent youth violence before it occurs. CDC promotes a comprehensive and coordinated approach by contributing evidence to inform prevention and working across sectors (including schools, law enforcement, and community based organizations). In 2011, CDC spent $19.7 million on youth violence prevention efforts. • CDC provides public health leadership and CDC funding has helped to provide data used to describe the magnitude and burden of youth violence, identify promising and effective prevention strategies, and build communities’ capacity to prevent youth violence. CDC’s Accomplishments The Division of Violence Prevention (DVP) at CDC is committed to stopping violence before it begins. We do this by using the public health approach, which includes describing the magnitude, characteristics, and consequences of violent behaviors and tracking trends over time, identifying risk and protective factors, developing and testing prevention strategies, and ensuring widespread adoption of evidence-based strategies. Strong Data to Track the Problem and Identify Populations at Risk: • In May 2011, CDC released Violence-Related Firearm Deaths Among Residents of Metropolitan Areas and Cities --- United States, 2006—2007. This report documented firearm homicides and firearm suicides for major metropolitan areas and cities (MSAs), with an emphasis on youth aged 10-19 years. Compared with the national rate of 4.2 per 100,000 persons per year, this study found that firearm homicide rates were higher for large metropolitan areas, with a rate of 5.2 overall; the highest rates were in central cities. Specifically, for youth ages 10-19, residents of the 50 largest MSAs accounted for 73% of firearm homicides and 39% of firearm suicides nationally. In addition, the youth firearm homicide rate exceeded the all-ages rate in 80% of the MSAs and in 88% of the cities. TM National Center https://www.cdc.gov/violencepreventionYouth Http://www.lavoz.com.ar/ciudadanos/salud-es-construccion-colectiva

Registered as a Non-Profit in Argentina.

Focus Areas:

Economic Empowerment, Leadership Development, Social Services and 21 MoreSEE ALL

Economic Empowerment, Leadership Development, Social Services, Democracy, Human Rights, and Governance, Rule of Law and Human Rights, Education, Secondary Education, Methods & Learning, Inclusive Education, Parent & Family Engagement, Mentoring/Coaching, Workforce Development, Youth, Emerging Adulthood (20-24), Mid-Adolescence (15-19), Young Adolescence (10-14), Youth Friendly Services, Moral Development, Social Development, Emotional Development, Cognitive Development, Physical Development, Positive Youth Development and InclusionSEE LESS

8,100,000,000
Lives Impacted to Date

Innovation Description

Intervenciones científico sociales a través del arte.
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  • El estudiante M transitó las diferentes instancias del grupo expresando poco sobre la violencia que sufrió su familia. Aunque algo le dijo al Consejero Social nunca en el grupo.
Aunque su papel como padre alcohólico permitió la observación indirecta de la violencia que sufrió el adolescente. Estas situaciones se confirmaron el último día de rodaje en el que expresó abierta y libremente las situaciones de violencia que sufrieron tanto él como su madre. Según sus palabras "un padre alcholico". Este testimonio logrado en este arduo trabajo terapéutico se observa en la última parte del cortometraje "CICATRICES" donde los estudiantes abandonan sus roles de actores para hablar.
  • La adolescente madre soltera K sufrió violencia de género (psicológica) por parte de su novio. Lo mismo se confirmó el último día de este proceso terapéutico. Porque la observación directa del padre de su hijo cuando la llevó a hacer un trato con su bebé. De esta manera, le impidió ir al rodaje y la culminación de este grupo y la intervención de la comunidad.
La estrategia de invitar al novio a la filmación se implementó una vez que el proceso finalizó. De todos modos, la alumna no llegó ni respondió mensajes. El coordinador también envió su mensaje de acuerdo con el consejero social. Aunque la estudiante llegó al lugar de la filmación, su escena fue filmada.
  • La estudiante X de EES No. 128 comentó desde el comienzo del proceso de intervención científica que tenía problemas para regresar a su hogar.
Debido a la malathal verbal, por lo tanto, psicológica de sus padres, esto fue por cualquier razón, incluso cuando estos inconvenientes fueron con otras personas. Por esta razón, pensó en volver o no a casa. Pudo observar el vínculo sano y fraterno que tenía con su compañero. Y la forma de disfrutar cada reunión grupal siempre fue el adolescente que más expresó sus situaciones complejas para recibir ayuda. Es por eso que es uno de los papeles principales de los actores de este cortometraje.
  • El adolescente y estudiante de teatro colaborando con el equipo de filmación.
Ella logró expresar las situaciones de violencia que también tuvo en su casa. Fue un proceso de curación no solo para los estudiantes de las dos instituciones educativas. Fue lo mismo para otras mujeres jóvenes que participaron indirectamente en las reuniones. Su angustia era elocuente, que estaba estratégicamente motivada para expresar todo su dolor físico inclusivo que sentía. Cuando su hermana mayor de su padre lo tiró con fuerza del cabello para sacarlo de la computadora. Parecía que era en ese momento descriptivo que volviera a ser acosada porque parecía que iba a llorar.

Competitive Advantage

Las intervenciones científico sociales a través del arte permiten a los jóvenes expresarse de manera diferente. El profesional logra observar y obtener otra calidad de información. En consecuencia, se logra un acompañamiento diferenciador. Es debido al hecho de que tanto los jóvenes de Argentina como del resto del mundo sufren las mismas formas de violencia. Esto sucede dentro de sus familias disfuncionales y fuera de ella. Por esta razón, los lazos entre ellos se enferman. Los trabajadores sociales no pueden permitir que se pierda tanto potencial a través de la violencia. Porque esto no solo genera daños físicos, económicos, sociales a un país, sino que también muere la juventud necesaria para un mundo más armónico, por lo tanto productivo para ellos y para la sociedad global.

Planned Goals and Milestones

La estrategia de expansión de las diferentes intervenciones científicas individuales, grupales y comunitarias tanto micro como macro sociales son: fundaciones de ADN expatriados y organizaciones sociales del Estado de La Matanza, CABA en Argentina y Estados Unidos.
Funding Goal300
New Implemented CountriesUnited States
Recruit20
New FeatureProtect the right the life of the global youth therefore the potential of the nations.

Milestones

Jul 2017
New Product or Service
ADN expat & foundation
Feb 2016
Lives Impacted
7,100,000,000
May 2015
Lives Impacted
1,000,000,000
Date Unknown

Supporting Materials

Felicidad-global-2018.pdf
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