Social Exclusion Groups: Intervention Activities

• Implementation of activities in groups at risk of social exclusion
• Physical-sports activities for social inclusion

Intervention in the group context

• Socio-sports program activities are often developed in groups, so intervention occurs within the group's life dynamics
• Groups are usually formed by people who don't know each other but must interact throughout the intervention
• Interventions must be framed within the group context
• The life of a group goes through different stages, from formation to dissolution
• Knowing the characteristics of each stage is necessary to select the most suitable activities and methodologies for the process

Initial Stage

• Corresponds to the period of group formation and configuration
• Intervention involves diagnostic exercises to gather necessary information of the group such as composition, needs and dynamics

Three phases are differentiated in this stage:

• Establishing contact occurs in the initial sessions to allow group members to get to know each other
• Emphasize knowledge-based games and reflections about the group
• Establish basic rules, and establish boundaries and intervention methods, both individually and as a group
• Activities should reinforce the idea that the group is a significant element and diverse; it includes members with particular circumstances

Establishing objectives

• Learning goals must be agreed upon and clearly defined
• All group members must be able to express their opinions
• Work is done in pairs or small groups

Consolidation Stage

• As stage where individuals have become acquainted and specified rules achieved, the group must grow as a unified and safe unit for its members

This happens over two successive stages:

• Sense of belonging
• All participants need to feel at ease and welcome in the group
• Being a vital portion of a team encourages engagement in its upkeep and participation in activities, ensuring the whole
• Failing to do so will cause the core to gradually distance itself, finally separating from the group or experiencing total isolation
• Trust develops from mutual understanding and routine cooperation, which grows to a new phase when all involved accept collaborating agreeably.

Functional Stage

• The group has grown together and engages in activities that meet the stated goals
• Productive stage of effective teamwork, group identity is built
• Members' personal requirements are satisfied
• Internal clashes and circumstances, that have to be resolved, within three steps occur over time

3 phases of conflict resolution

• Critical phase: conflicts arise and threaten group unity, potentially leading to group breakup
• Coping phase: situation must be addressed for reconciliation, by corrective and motivation measures
• Reconstruction: Group restores unity, motivation, as well as a favorable working atmosphere, which may entail reworking components for achieving consensus

Final Stage

• This is the last stage of the team's life, when it breaks up after accomplishing its objectives
• Corresponds with finalizing project, the group can be scattered and people can resume on their own

Technician's Intervention

• Grounded in designing activities fit for the program's needs, meeting specific methodological guidelines
• Requires proper educative strategies during implementation
• Physical and sports programs for at-risk-of-social-exclusion groups, have a strong transformative educational, and socializing impact, wherefore, they ought to address students' needs first.
• This means that they must integrate the performance of professional activities.

Traits of professional behavior

• Assertiveness: Act respectfully
• Prioritize positive messages and improvement proposals to avoid attacks on self-esteem
• Empathy: Understanding participant requirements, supporting emotional growth plus creating security
• Positive values: Encourage qualities such as tolerance to respect plus encouragement towards healthy habits
• Respectful language: Using accommodating linguistic abilities will minimize discriminatory issues in the conversation
• Interpersonal relationships: Promote group cohesion to create an environment offering mutual trust
• Conflict management: Solving disagreements using discussion. Act as mediators

Tasks for boosting activities

• Motivation: Essential to prevent reluctance, disorderly conduct, whilst ensuring engagement during workshops
• Instruction: Assure that each person comprehends their expectations in order to sustain participation rates
• Productive practice: Reduce downtimes to maintain constant engagement

Additional tasks

• Patience: Key to preserving calm also constancy, mostly in difficult situations.
• Reinforcement: Use careful assistance and feedback to deter habituation, whilst emphasizing encouragement
• Personalized feedback: Providing customized assessments confidentially, reinforces progress
• Enable engagement into decision-making processes: Involve the stakeholders with decisions about operations so as to improve enthusiasm
• Reduce professional influence: Encourage autonomy. Gradually reduce external guidance for the improvement of resiliency

Inappropriate Actions

• Adapt interventions better with the needs or concerns of vulnerable groups to reach success.
• Causes of mismatch
• Inadequate expectation: Undue discipline can hinder learning
• Over Emotional Attachment:, one could impair assistance and create fatigue due poor fulfilment
• Unsuitable Attitude towards core beliefs: Lack/rejection when preparing principles such that the combination also equilibrium could impair the intervention

Educative/Learning Agreements

• Strong commitment: Declare transparently by expressing each party's responsibilities
• Agreement topics -Goals: Realistic plus customized -Rules: Directions for training provided -Actions: The expected activity for all

Contracts

Actions by skilled experts, and those committed to training. Authorization, and those to give advice Debates and Reflections Structure of the debate Exposition of objectives: Explanation on expectations for the procedure Stakeholders interventions: Viewpoints towards the operation that matters Dialogue: Group discussions in workshops, events furthermore, reaching goals Consensus: Arriving at conclusions Role of The monitor At first monitors guide with discussion procedures As it develops the participants lead. Supervisors guide in case adjustments become relevant

Difficulties in identifying attitudes

• Individuals within at-risk classes can find behavioral analysis hard
• Urging an ethical identification using review is imperative
• Objective:

Role Play Games

• Presenting realistic conditions within moral conflict to encourage dialogue
• Advantages: Building collaboration, decision-making.

Game Support

• Promote understandings by making the essence of issues, problem solutions
• Stages with part-play Presentation is an exposition on flow along with problems provided Assigning functions is done to establish roles together, with plenty of preparatory time Drama: Members depict instances Feedback: Conversation concerning controversies
• Remarks: The group's involvement will stimulate participation, with no obligation