MILKO POŠTRAK, PhD (Slovenia)

is originally from Slovenska Bistrica. In the late 60s and the first half of the 70s he followed and was fascinated by the development of new forms of expression of the young post-war baby boom generation from America and the surrounding area, the waves of which also splashed into (then homeland) Yugoslavia.

• After completing his studies at the School for Social Work (now the Faculty of Social Work), he continued his studies at the then FSPN, now the Faculty of Social Sciences, while also remaining active in the youth subculture scene. He combined and intertwined his studies in sociology of culture with his work as a DJ in youth clubs, on various radio stations, such as Radio Študent, Radio Maribor and RGL, and in magazines and newspapers (Mladina, Večer, Dnevnik, etc.).
• Initially working as a sociologist and social worker at the Ljubljana Social Work Centres, he returned to the Faculty of Social Work, in the late 1980s, at the height of the new social movements, where he continued his research into the lifeworld of young people and linked it to theories and concepts of social work. His research and teaching work has always revolved around theories, concepts and approaches of social work with young people and their lifestyles.
• In recent years, he has been observing youth lifestyles and attempts to build new worlds more and more from afar, even from the top of mountains and hills, but he still imagines that – based on his own experience – he can still remember and understand the challenges of growing up.

IN SEARCH OF AN IDENTITY

The starting point will be classical: how the so-called autonomous person is established and constructed in relation to others. The contradiction of the idea, on the one hand thinking of oneself as a unique subject, and on the other hand, being embedded in an environment of like-minded people. Ways of passing through youth: rebellious, conformist, escape from reality. Searching for others like oneself or for a group to belong to.

What are the possible reference groups? Cultural, sporting, political, etc… Since many processes take place in so-called leisure time, this analytical social science concept must also be taken into consideration. We have enough theories, concepts and research to see how what we know as the subject, the person, the individual, the peer group, etc., are shaped.

Many authors have developed theories and concepts to show how a person is enculturated and socialised in a given environment/community/society/cultural context. Authors have shown the interrelatedness, the interconnectedness of the two key analytical concepts of social science, i.e. the subject and society.

The conceptual framework will include reflections on contemporary, current developments among young people in Slovenia and on the possibilities of appropriate professional support and assistance from experts in this field.

JOE THOMPSON (Northern Ireland)

grew up in a small farming community in rural Northern Ireland and currently lives in a small village just outside of the city of Derry/Londonderry.  

• Joe has been working in a professional capacity with young people for over 25 years, having previously volunteered with a range of youth organisation. He is a qualified Youth Worker with a Fd Degree in Responding to Drug & Alcohol Misuse, and is an ERASMUS alumni having attended programmes in both Greece and Poland in the past. 
• Joe currently works as a ‘Steps to Cope’ Key Worker with one of Northern Ireland’s leading substance abuse charities. He works directly with families, primarily supporting young people who are currently living with, or who have previously lived with, a parent or primary carer who is misusing alcohol and/or drugs, or a family member who has significant mental health issues. Joe is passionate about mental health and wellbeing, particularly in ensuring young people have access to appropriate support networks. 
• As keen amateur poet and an aspiring podcaster, Joe has used poetry and creative writing as a means of engaging young people, instilling self-confidence, self-worth and providing opportunities for them to express themselves.

STEPS TO COPE; HELPING YOUNG PEOPLE MAKE SENSE OF ANOTHER’S SUBSTANCE OR ALCOHOL MISUSE

When alcohol, substance misuse or mental ill-health difficulties exist in a family, children can struggle to understand what is happening. They frequently feel they are to blame, have difficulty coping and feel powerless. While they may not be able to change what is happening in their family, they can learn how to make themselves more resilient to these challenges. This is where Steps to Cope can make a real and lasting difference.

Steps to Cope is a brief structured psychosocial intervention to support young people and is the first youth-focused adaptation of the adult 5-Step Method, an evidenced approach to supporting adult family members living with someone who misuses substances. 

Steps to Cope has been shown to be effective in improving resilience, by helping young people to talk about, understand, cope with and feel better supported to manage the impact of these challenges in their family. 

Joe will introduce the Steps to Cope intervention model and share real-life applications and outcomes. 

In his presentation Joe will speak on his personal experiences on delivering the model, with particular emphasis on how the model allows all members of the family to work together to overcome the issues that they face. The reality is that they have had to all deal with the problem together so it makes sense that they should resolve the issue together as well.

SIMONA MIKEC (Slovenia)

has a Bachelor’s degree in Education and is a systemic family psychotherapist. She is the manager of the first Barnahus Children’s House in Slovenia.

• Her work experience is related to working with children and adolescents at risk. She has worked at the Centre for Social Work for a number of years and carried out public mandates, statutory tasks and social welfare services in the field of work with children at risk, juvenile offenders, adolescents with growing-up problems and their families.
• She actively participated in the implementation group for the Family Code, was a member of the focus group for the preparation of the CP4Europe Handbook on Child Participation and is a member of the advisory group for the improvement of the juvenile criminal justice system.
• In addition to running the Children’s House, she is actively involved in training for the professional public on disclosure of child sexual abuse and holistic treatment of children in the Children’s House. She is a member of the international Barnahus Standards Evaluation Group.
• She is a children’s advocate with the Ombudsman.
• In her spare time, Simona loves to travel, she is fascinated by the hustle and bustle of big cities as well as the boundlessness of nature. She likes to share her enthusiasm with young people who are always somewhere close to her.

ACTIVE PARTICIPATION OF CHILDREN AS A STANDARD FOR WORKING WITH CHILDREN

Based on my own work experience and personal conviction, I am of the opinion that the active participation of children in institutions that directly or indirectly affect children’s lives is one of the most important challenges of working with children. It is an aspect of children taking responsibility for their own future.

Shaping decisions and active participation builds a sense of self-worth and increases motivation to take the next steps. Children are the ones whose lives will depend on the consequences and effects of these decisions.

The implementation of the Children’s House is an example of good practice, where children’s participation has been involved in the drafting of the law, the renovation of the premises and the development of the participation strategy. It is the latter that provides a good starting point for all those working with children who are aware of the important role of child participation. The child participation principles and the model presented follow the Barnahus model standards on children’s right to have their say in proceedings and to receive information, as well as other standards on child-friendly environments and child-sensitive treatment.

Shaping, understanding and including child participation strategies must become a standard part of the work of the institutions that deal directly or indirectly with them.

CÉLINE D’HONT (Belgium)

is a nature facilitator, teacher, project manager, environmentalist, therapist and mother, currently working with two alternative schools in Belgium. 

• With master’s degrees in Anthropology and in Linguistics from the University of Brussels, her academic journey led her to observe attentively our societies, and especially people’s relationships with nature and health. As her competencies extend to European wildlife, herbalism, NLP, global indigenous health practices, material and artistic cultures, among other areas, Céline brings a diverse perspective shaped by travels and life experiences in various social contexts, including working with African remote tribes, youth in slums, and European homeless people. She has been working as a teacher in a Belgian traditional school as well.
• Equipped with skills in non-violent communication and shared governance, Céline actively participates in collective projects. For the past decade, she has channelled these competencies into adult and youth education on nature, sustainable living, and well-being.
• Céline has been living sustainably for 13 years in a small house in the Ardennes Forest along the Belgian-French border. As well as being a mother and working on several projects, including alternative schools, she has been offering opportunities to people of all ages, particularly teenagers and young adults, to learn about nature and various skills within the forest’s embrace.

RESHAPING SCHOOLS: WHAT DO YOUNG PEOPLE TRULY NEED? PRACTICES AND BENEFITS OF OPEN-SCHOOLING

The critique of traditional schooling in industrialized countries has persisted since the 1970s. Countless educators, psychologists, scientists, and teachers have argued that children, naturally curious, don’t need confinement five days a week. Neuro-linguistic scientists enhance our understanding of brain development, learning processes, and the environmental impact on mental health.

Schools often lack emotional support and may contribute to psychological issues. Despite their expertise and goodwill, social workers and therapists typically spend too little time with youth, and modern lifestyles erode community support, leaving young people to face difficulties alone in their daily lives.

A movement advocates for alternative schools prioritizing community involvement, diverse activities, non-formal skills, and a focus on social and emotional development. Since 2017, Céline has been participating in The Tree of Possibilities, a democratic alternative school, and she is currently active at The Travelling High School. Some students join these schools due to challenges in the normal system, and the positive impact of open-schooling on them is significant. These projects aim to participate in reshaping the education system to better meet today’s youth needs.

Céline’s talk will focus on sharing good practices to support youth and discussing the current development of Open-Schooling. Open-Schooling refers to an educational approach that extends beyond traditional classroom settings. It recognizes the importance of varied experiences and environments in fostering holistic development of young people.

MANCA DORRER (Slovenia)

is self-employed in culture (actress and pedagogue) and holds a Master’s degree in Film and Television Studies (Academy of Theatre, Radio, Film and Television) and a Bachelor’s degree in International Relations (Faculty of Social Sciences). For more than twenty years she has been a tutor of film and theatre workshops and clubs. 

• As an actress, she is active in theatre performances, films, TV series, radio plays and contributes to a national radio podcast on sexuality called “The Evolution of Pleasure”. At the same time, she has worked with various institutions as a film workshop tutor and has received awards for her acting work at national and international festivals. She has also gained experience at renowned schools such as the European Film College in Denmark and the William Esper Studio in New York.
• She is also a researcher in the field of video/film therapy and the author of a Master’s thesis entitled “With Film to Health – The Beneficial Psychological Effects of Making and Watching Films”.
• She loves contemporary dance, takes part in a weekly workshop by renowned choreographer and dancer Dejan Srhoj, writes scripts, and in her spare time writes poetry and enjoys wandering in the woods.

THE BENEFICIAL EFFECTS OF FILMMAKING FOR ADOLESCENTS (FILM/VIDEO THERAPY)

In the introductory part, I will talk about film/video therapy – that is, therapeutic filmmaking or filmmaking as a form of helping through art, and about the positive effects of filmmaking with children and young people from vulnerable groups. I will describe my experience and method of conducting film workshops with children and adolescents who are not involved in mainstream education, and with unaccompanied refugee and asylum-seeking children and adolescents, where film-making enables effective communication with the adolescents and allows them to express their personal stories.

The use of expressive and creative media facilitates communication with adolescents because it is more difficult for them to talk directly about their feelings. Using art therapy, unconscious repressed or denied feelings can be made visible.

In this experiential workshop, I will present the process of filmmaking from idea to finished product. Participants will gain basic knowledge about filming, framing and the basics of screenwriting, with an emphasis on the hero’s journey. Groups will use their phones to make a two-minute feature film in which each participant will take on different roles in the film crew. The focus will be on expressing emotions through the creation of the film, encouraging exploration of what character they want to play and how to shape the story through the hero’s journey approach.

MAJA MILAČIĆ (Serbia)

comes from Belgrade, Serbia. She is a gestalt therapist under supervision, gestalt consultant for organizations and companies and community coordinator in Center for social preventive activities  GRIG.

• At the beginning of her professional development, she believed that her work should have some kind of wider purpose and it led her towards counselling and therapeutic work with people, especially with adolescents from vulnerable groups. 
• Since 2011, she has been focused on socio-therapeutic work with youth from vulnerable groups, and their integration in society. She started as a volunteer for intercultural activates for youth, and later after the master degree in project management, she focused herself on developing competences in the field of gestalt psychotherapy and leading groups for youth.  
• Currently, Maja works in the field of  providing support for juvenile offenders and their families, and also with the young leaving social care system and becoming independent.
• Maja loves to travel, always looking for beautiful beaches or getting lost in beautiful cities. She adores dancing, having been a hip-hop dancer for a long time. Now, she likes to go to the gym, not just for keeping fit, but also to  clear her mind and  recharge her batteries. 

THE PATH OF SEARCHING FOR IDENTITY

Adolescence is a turbulent developmental phase characterized by changes that affect all areas: physical, biological, emotional and social, where the main task is the formation of a solid personal identity. 

Since they are experimenting and discovering themselves in various fields of life that can lead them to risky situations and antisocial behavior, adolescence is so delicate and challenging for both adolescents and everyone around them. 

Doing something that breaks family or cultural values, that is forbidden and risky, is not necessary what they really want, but something that confirms their separation from childhood. This can be particularly challenging for young people from dysfunctional families, from non-family backgrounds, with unresolved family conflicts or due to early separations and lack of secure emotional ties. Discovering and experimenting with their sexual identity is a complex topic in which they need a lot of information and support in order to understand and integrate that part of themselves.

How can we be an adequate support, is there any formula for professional approach, how to keep healthy boundaries and be close? These are some questions we will try to answer during this lecture.

MATIC NOVAK (Slovenia)

is a former motorcycle paramedic, soldier and mountain rescuer. He is a qualified health professional and is currently completing his Master’s degree in Health Promotion at the Angela Boškin Faculty of Health. He is not only interested in his career, but also in Attention Deficit Hyperactivity Disorder, or ADHD for short.

• Matic currently focuses on working with children with ADHD, using his experience and knowledge to help them develop their potential and cope with the challenges associated with the disorder.
• For many years he worked as a paramedic at the Jesenice General Hospital and later as a motorcycle paramedic at the University Medical Centre Ljubljana (UKC). Later, he upgraded his experience by working at the University Psychiatric Clinic Ljubljana, where he  focused on working with drug-dependent individuals.
• Matic is currently working at the Simon Jenko Primary School in Kranj, where he uses experiential pedagogy based approach to help children with ADHD with their daily challenges. He is also the founder of Blue Heroes, whose main activities are to provide workshops for individuals with ADHD and to support and educate their families, teachers and other professionals about Attention Deficit Hyperactivity Disorder.
• In his free time, Matic enjoys outdoor activities and adrenaline adventures. He enjoys exploring nature, going on motorbike rides and experiencing various adventures, often in the company of his dog. He enjoys spending time in nature to relax, recharge and get away from the hustle and bustle of everyday life.

TURNING ADHD INTO A SUPERPOWER

My goal is to create a more inclusive and understanding society towards people with ADHD (Attention Deficit Hyperactivity Disorder).

The ADHD  lecture aims to raise awareness and understanding of the disorder that affects attention, impulsivity and hyperactivity. The lecture will focus on explaining the symptoms, causes and consequences of ADHD, and ways to make living with the disorder easier. Emphasis will be placed on understanding how ADHD manifests itself in children and adults, and how it can affect their daily lives, school and work performance, and interpersonal relationships. The lecture will also include practical advice based on their own life story and strategies on how to support individuals with ADHD and help them reach their full potential. Throughout the lecture we will also encourage dialogue and sharing of experiences between participants, with the aim of creating a better understanding and support for individuals with ADHD in our community.

At the conference I will share my personal experiences, theoretical knowledge and practical approaches to understanding and accepting ADHD. T