How can social inclusion be achieved?

• We believe in building communities where everyone can live out their different identities, and where cultural, religious, ethnic, age, etc. diversity is seen as a value and built upon by the community - be it a settlement, a school, a class.
• It is an important principle of our work that we work directly in local communities and our primary goal is to build and develop local cooperation, which strengthens the Roma community, achieves results and successes and thus takes small steps towards local integration.

What do we do for social inclusion at Partners Hungary Foundation?

One of the cornerstones of Partners' work has always been the active involvement of the local Roma community, working with a local team that:

• represents the community within certain boundaries and limits
• and is actively involved in local cooperation.

The model works if there are one or two leaders who manage and organise the local group and take a leading role in the cooperation (they can be informal leaders, key members of the community, but also active public figures, professionals, politicians, NGO leaders who have already achieved significant results at local or even national level).Training and empowering the team and leaders improves the effectiveness of the cooperation and can give hope for longer-term sustainability.

We believe that everything that the Roma community does, together with each other and with others, according to their own needs and interests, strengthens the process of local integration. Their work can result in improving their quality of life in certain areas and in experiencing the potential of working together, which can give them the strength to continue working together. We support this process with our methods and programmes, in the hope of creating sustainable local structures in the long term.

What is intercultural mediation?

Partners Hungary Foundation joined the ROMED programme of the Council of Europe in 2010. Currently, we are combining our own experience and ROMED's toolkit to carry out our integration work in the framework of a unified methodology, intercultural mediation, mainly in the fields of education, health and local community needs.

Intercultural mediation is a participatory method, a community work that builds bridges between community members living in settlements and the institutions and decision-makers operating in the settlements, in order to promote and positively change the situation of communities in need. In our country, the method has been localised by our Foundation.
The local mediation activities used in the method are coordinated by intercultural mediators.

How do intercultural mediators work?

1. Mediators receive intercultural mediator training, which includes the Code of Ethics for Mediators and the Universal Declaration of Human Rights. The training includes the basics of intercultural mediation, communication and negotiation techniques, conflict management and collaborative planning. They will learn methods that can be used in their everyday work. Intercultural mediators are currently working effectively in the fields of education, health and community building.
2. The intercultural mediators - the only one in Hungary, held by Partners - organise a local community action group (KACS) after the training, according to the characteristics and aspects they have learned, and also take into account the application of the principle of democratic participation. In the organisation of local groups, mediators have a crucial role to play, as they are the ones who know the members of their own community best and understand the local cultural and social context.
3. At the same time, they will contact (or with our help) the local government and local public institutions. In this way, they prepare the ground for dialogue between community members and local institutions in the form of round tables.
4. In the process, the intercultural mediator is a neutral actor, not taking a position, but conveying demands and information. His/her constant task is to maintain constant contact with the community and public institutions, to transmit information and to prepare local meetings and discussions based on the mapping of needs. Facilitated community planning takes place in the round tables, building on the needs expressed by KACS and the needs of the institutions. The final outcome of the community planning is a local mini-project, which is implemented with the participation of actors from both sides. The local planning process is facilitated and supported by the intercultural mediator in close cooperation with the institutional contact person.

The neutral intercultural mediator works in a balanced way with both public institutions and the community, facilitating communication and cooperation between the two sides, helping to overcome cultural and status differences. In the course of his or her work, the mediator, together with the group, strives to achieve a balance between the parties, where everyone's interests are equally legitimate.

Both parties are expected to take responsibility and engage in a mutually agreed change process. The parties should agree that this is the primary role of the mediator.

An effective mediator has the following core competences: 

• intercultural communication competences
• mediation and conflict management competences
• knowledge of the socio-cultural and historical background of the communities they support
• planning, monitoring and (self-)evaluation competences
• case management competences.

How does intercultural mediation differ from "regular" mediation?

It is important not to confuse intercultural mediation with mediation between conflicting parties (relationship mediation, divorce mediation, family mediation, business mediation, neighbourhood mediation).

• What they have in common is that mediation takes place, supported by a third, neutral actor, the mediator, with the aim of better understanding each other. In intercultural mediation, we work on social issues, problems that affect the minority group, the majority of the minority group, and the aim is to solve the problem in cooperation with the institutions, offices and municipalities that are called upon and involved in the case. The emphasis is on the articulation of interests and the development of a form of cooperation.
• While a traditional mediation is completed on average in one or more 3-hour sessions, intercultural mediation fulfils its function when dialogue and problem-solving between a minority group and institutions is integrated into the functioning of a settlement. In traditional mediation, the aim is to resolve an existing conflict; in intercultural mediation, the emphasis is on conflict prevention and the institutionalisation of dialogue.
• The selection of intercultural mediators will take into account previous experience of working in the community. It is important that the mediator is a respected member of the local community, and it is very advantageous if you are of Roma origin and known by both the community and the public institutions. They are usually selected on the basis of previous experience, usually with a local recommendation, but anyone interested can apply for the training.

We are not alone in our work. We consider as natural allies all those (individuals or organisations) who are also working for inclusion, in similar or even completely different ways, and whose activities do not conflict with our core values.

There are those with whom we occasionally build partnerships in the course of our programmes and everyday work, and there are others with whom we support in principle, and follow their work with great respect and appreciation, as a consequence of their different methods, approaches and goals.

What is inclusive education in nursery and school?

Based on our national and international experience, we believe that:

• Supporting disadvantaged parents is crucial to developing positive parenting practices. If parents are given the right information and support on how to be well present in their children's lives, both at home and in pre-school and school situations, they will be able to support their children in the complex process of growing up.
• Early childhood professionals have a key role to play in bridging the gaps that hinder the inclusion and participation of disadvantaged children and their families in inclusive settings. To do so, they need to receive up-to-date training and ongoing emotional-mental support.
• A trusting relationship between families and early childhood professionals is the basis for successful interventions for disadvantaged children and their families.
• A comprehensive, holistic, intersectoral and integrated approach is needed to successfully support disadvantaged families in dealing with their complex life situations.

Our aim is to help professionals working with children to find joy in their work, to be able to renew themselves and to work in a supportive professional community. This helps to support children in nursery and school to acquire the social-emotional skills they need for a happy life:

• autonomy,
• a sense of responsibility,
• proactivity,
• creativity,
• critical thinking,
• empathy,
• conflict management and cooperation skills,
• treating diversity as a value.

What do we do for inclusive education at Partners Hungary Foundation?

• We develop and deliver innovative training that is immediately applicable in practice, up-to-date, builds on existing pedagogical knowledge and offers innovation;
• In our development processes, we support nursery schools to become flexible, responsive and inclusive institutions;
• We develop cooperation between institutions and sectors and build a professional community Step by Step and REYN  with our network. We bring together a wide range of professionals working in the field of education (pre-school and school teachers, pre-school and school psychologists, pre-school and school social workers, child protection workers, etc.) and create opportunities for dialogue and mutual learning.

If you're a professional working with disadvantaged/roma children, join our free professional community at Roma Early Years Networkwhere free training and exchanges await you!

And if you're interested in our comprehensive training, check out our credit teacher training or half-day workshops:

Step by Step programme

Conflict resolution at school and in the kindergarten

Restorative practices

Workshops for pre-school and school professionals

What are restorative practices?

Restorative processes, like mediation, return conflicts to the people involved. The aim of restorative models is to create a supportive community and strengthen relationships so that there is space and opportunity for community members to indicate if a decision is not the right one before an incident occurs. This will allow us to focus on repairing the damage and making amends when things do go wrong.

Restorative practices bring theoretical and practical frameworks and methods into the life of kindergartens and schools, where community members - including children - are empowered:

• work together to prevent situations of conflict and abuse,
• to work together on the impact of what has happened and to take responsibility for their future roles and responsibilities.

How do restorative practices work in schools and kindergartens?

For a kindergarten or school to operate in a restorative way, all its actors must speak the same language and have a common motivation. In addition, there must be a strong emphasis on prevention, which means sharing how we are affected by everyday events that affect the community in our daily interactions, in our communications and in our conversations, and planning our activities together.

• Generally speaking, a child who bullies others is unlikely to have received the support to become cooperative.
• Basically, one does not become a perpetrator of a negative act by oneself, but lives in a system of relationships. We are driven by the need to belong.
• This also means that if nothing is done in the community following an incident, and the incident is not processed with the people involved, then no meaningful change can be expected.

What do I get from the three-day restorative training?

• A short theory with clear examples of what a restorative approach is and how it helps the preschool-school community.
• A clear, up-to-date theoretical framework will help participants to make a real change of mindset.
• Practical tools that can be immediately applied in everyday school situations, whether it's preventing or dealing with conflict and bullying, in or out of class.
• Effective questions and techniques for leading roundtable discussions
• Tools on how to respond to serious misbehaviour at school

I want to take part in the training, what do I need to do?

Write to kepzes@partnershungary.hu address!

Conflicts at school and nursery

Conflict is a natural part of human behaviour. The problem is not the existence of conflicts, but the lack of tools to manage them well. The effectiveness of conflict management determines the atmosphere in the school and the effectiveness of teaching. At the heart of the restorative approach is the idea that conflict is actually an opportunity for renewal, for restoring the balance that has been upset. Conflict, therefore, if managed well, can actually be used to the benefit of our relationships.

What happens to the children if we don't intervene?

"They need to learn to manage conflict" - we often hear adults say when talking about children. "You be the smart one", "play nice", "if you behave like that you won't have any friends", "it's not nice to tell".

The question is what they learn and from whom. Are there good constructive communication patterns that we as educators can pass on to children? Can they rely on us adults? Do they dare to ask for help?

The earlier we start to professionally engage with children's communities, the more likely we are to avoid serious negative consequences such as school drop-outs and loss of social relationships, persistent anxiety and possible self-harm.

Bullying and ostracism in kindergarten, school

Name-calling, bullying, bad language and the breaking of boundaries set by adults are present in every kindergarten and school and cause difficulties. To handle these situations well, we need to understand what is behind them.

Aggression in nursery and school

Aggression, when viewed in a social context, is intentional behaviour aimed at hurting the other person, which the victim wants to avoid. It can be directed at the person, objects, relationships of the other person, it can be done in word or deed. Aggression often stems from frustration at not being able to find a solution with the existing toolkit, not having a tool or pattern for children to try and practice with the right support. It is therefore understandable that, without appropriate tools and models, conflicts can escalate into aggression, but we must do something about it. Constructive communication and conflict management methods that restore relationships can be learned! We adults are the main role models for children. Children do not need punishment, they need connection, support and communication tools. The tools of mediation and restorative practices provide up-to-date answers and practical help for teachers and children alike.

Harassment? Abuse? Bullying?

There is no uniform usage in Hungary today, all three words refer to the same phenomenon. Abuse/bullying is an act of aggression in a community that:

• regular,
• intentional,
• an imbalance of power between the perpetrator(s) and the victim(s),
• is characterised by a desire to shame and intimidate the other,
• is to gain power in the community.

Bullying is a communal phenomenon, we must not only pay attention to the perpetrators and victims, but also understand the phenomenon itself, because without this, the situation can re-create itself, even if the victim or the perpetrator no longer attends our kindergarten or school.

To intervene effectively, we need to work with the whole community where the abuse is taking place, to understand the power relations and the actors. The actors in a bullying story are the perpetrator(s), the victim(s) and the bystanders, who are either pro-victim or pro-perpetrator, or neutral to the situation.

We need to know that it is often the bystanders who can make the biggest difference, and we need to know how to empower them to dare to intervene or ask for help. Three-day conflict and aggression management trainingor we can step in as an external expert and stop the process.

"The only way to intervene productively is for the teacher to be persistent and understanding of the bullying" (Buda & Friday, 2010)

What is the Step by Step pedagogical programme all about?

The Step-by-Step child-centred pedagogical programme was developed in the 1990s by American experts under the guidance of the Open Society Institute. The kindergarten programme was first introduced in Hungary in 1994, followed by the school programme in the 1996/97 school year. The Partners Hungary Foundation is the disseminator and professional coordinator of the programme in Hungary.

The programme helps teachers to bring children from different backgrounds together, where diversity and individuality also serve to promote learning, better understanding of the world and cooperation.

The aim of the Step by Step programme is to create an honest and accepting atmosphere in kindergartens and schools within a well-organised framework. It creates a pedagogical system that prepares children to:

• become an active, creative member of a functioning community, recognising and appreciating its value;
• to participate actively and independently in their own daily lives, to be able to form opinions and listen to each other;
• to make decisions and exercise personal responsibility in certain situations, according to their age;
• develop their social-emotional skills to enable them to be open to each other;
• to be open to the world, to recognise the complexity of the world, to ask questions, to seek solutions;
• make lifelong learning a natural part of their lives.

With our Step by Step accredited training courses, you can do it too! Read more about our training courses at the bottom of this post.

What is the physical environment of the Step by Step programme in nursery and school?

• Activity-oriented and welcoming classrooms and classrooms are an important part of the programme. The Step-by-Step programme takes into account the developmental characteristics of children, their socio-cultural needs and the conditions for successful learning in the environment, classroom design and furnishing. To this end, it breaks with the traditional classroom layout.
• The space is arranged with movable tables and chairs, divided by shelves that can be adjusted to the height of the children.
• Discussion groups and other activities are held on a carpet in the room, with cushions and a chair for the teacher or kindergarten teacher.
• The equipment and tools ensure active, exploratory learning. Everything you need to learn is freely available in the room.

Equipment needs for the conversion of the kindergarten classrooms and the school classroom:

• chairs and tables appropriate to the age of the children
• low, partitioned bookshelf (minimum 8)
• containers
• large size carpet
• small cushions, large cushions
• armchair
• to store children's work in a variety of folders, files, binders and picture frames.

The programme loosens the traditional classroom framework; teachers adapt the daily, weekly and monthly learning patterns to the needs of the children, the topics to be covered and other topical issues.

What is the agenda for the Step by Step programme?

1. On arrival, children are greeted by a so-called morning challenge, which aims to get them in the mood for work and to fill the otherwise unexciting waiting time with meaningful, interesting activities. The morning challenge is an interesting, exciting task, game or puzzle requiring cooperation or individual solutions. There is a choice of tasks.
2. The important framework of the day is the morning discussion group and the final, experience-sharing discussion in the afternoon, which play a very important community-building role. The discussions help to build community and social skills, as well as developing tolerance, empathy, listening and communication skills. They play an important role in learning different social, behavioural and manners skills. Through regular discussions, we create community traditions. In addition, children learn to reflect on themselves, to evaluate their own and others' work, and to be able to give constructive criticism.
3.  The duration of learning time, lessons, kindergarten group activities and blocks is determined by the teacher or kindergarten teacher according to the condition of the children, their attention span, the nature of the tasks and activities. Throughout the day, activities requiring more concentration alternate with kinetic activities requiring less attention. The daily timetable is written down daily on a board provided for this purpose, and the weekly timetable and programmes are displayed on a poster on the wall.

One of the favourite habits of children learning in the Step by Step programme is that each class and group has a mascot of their choice. The mascot is a member of the group who visits a different family every weekend. The way in which the family is chosen is decided jointly by the children and the teacher - joint rule-making is an important element of the programme, not only in this matter. The mascot's experiences during the visit are recorded in a diary. At first - until the children can write - the parents keep the diary, then the children, on behalf of the character. The mascot and his diary have a wealth of educational potential and are also an important tool for involving the family and for shaping the relationship between nursery, school and family values.

The role of parents in Step by Step

• The Step by Step programme recognises, values and supports the importance of parenting and treats parents as partners. This responsible collaboration between teacher and parent helps the child's intellectual and emotional development.
• When children see their own parents working together with kindergarten teachers or teachers, they feel that we are important to each other here. A positive, friendly relationship between nursery, school and home is good for all children.
• The Step by Step programme sees parents as the most important advisors, helping them to get to know and understand their children better. By working together, both teacher and parent can gain valuable information to build an open, mutually supportive relationship in the best interests of the child.

Evaluation of children in the Step by Step programme

• The assessment is based on a wide range of information about children. The assessment in the Step by Step programme serves children's development and builds their confidence and self-esteem. Because of the developmental value of assessment, we pay particular attention to providing practical advice that is appropriate to the child's development.
• Parents and children are also involved in the evaluation process.

Important criteria for evaluation:

• Credibility based on multifaceted child observation.
• Use a variety of tools and methods to measure performance.
• Taking into account the whole personality of the children.
• Assessment is crucially non-criterion-oriented, measured against the individual's progress.
• It is based on repeated, serial, observations.
• Easy to understand for both parents and children.
• It highlights children's strengths, not weaknesses.
• It tells you what to teach and how.
• Providing ongoing guidance.
• It takes a multi-faceted, complex approach to children, taking into account social, emotional and intellectual aspects.
• It builds on an active collaborative relationship between teachers and parents and teachers and children.
• It stresses the importance of learning.

Step by Step accredited training courses

Introduction to the Step by Step programme, 30 hours, 30 credits. Our training courses are run separately for pre-school teachers and teachers, with methodological options tailored to each group.

On completion of which you:

• Gain in-depth knowledge of the Step by Step child-centred pedagogical programme and its methods
• Gain practical experience of how the method works and how it is applied
• Throughout the process, you will also be supported by mentoring from our expert pre-school teacher trainers

By completing the training, you will join a network of 20 countries that provide ongoing support to each other by sharing knowledge

By completing the training:

• They will be able to apply the principles of the Step by Step programme, the specific habits, life-style and rituals based on it.
• Familiarise themselves with the space, room layout, equipment, activity centres and equipment placement appropriate to the programme's activity scheme
• Be able to create the conditions, select, use and prepare tools and methods for active activities
• learn the basics, working methods and tools of differentiated action, cooperative learning and the project method
• Provide up-to-date answers to the needs of both children and parents
• Apply developmental assessment procedures, with particular reference to the portfolio

2. Step-by-step cooperative learning. 30 hours, 30 credits.

Our training courses are run separately for pre-school teachers and teachers, with methodological options tailored to each group.

What does the Cooperative LL training provide?

• Learn about the different tools that can be used to achieve different goals cooperative methods.
• Learn to distinguish between situationswhen they are effective and when they are not.
• You will be able to develop tasks that support social relationships.
• It builds on children's existing skills and knowledge, developing them according to their individual and social needs.
• Get to know and master the different forms of evaluation, for both individual and group tasks.
• He/she knows and recognises the attitudes and attitudes needed to create a cooperative learning environment and is willing to do so.
• They learn through their own experiences, and they can sense the workings and impact of co-operativism.

The training is delivered by experienced Step-by-Step trainers who are themselves practising teachers. We welcome applications from pre-school and primary school teachers for our training courses!

Read more articles about the Step by Step programme:

KÖLÖKNET: Step by step programme in school

Teaching reading step by step. Written by Éva Varga

Case study_Miskolc _Step_by_step

Case Study Step by Step North Hungary

1. Mediation at school

Accredited training, eligible for the teacher training scheme, 64 hours - 64 points!

In schools and in family life, we can also feel that conflicts of interest are increasingly bringing to the surface a wide range of conflicts and that it is very difficult to get the parties involved to engage in dialogue. Each side may be right from its own point of view, but there is often a lack of methods to create a platform where agreements can be reached where stakeholders can support each other. Without constructive communication patterns and conflict management tools, individual and institutional relationships become strained. Mediation and restorative practices in social support work in kindergartens and schools, alongside teachers, can help.

How can we prevent and manage conflicts in schools?

Our mediation training, tailored to school situations, helps teachers to identify conflicts between school actors at an early stage and provide them with the tools to deal with them. Mediation also provides effective and varied tools for resolving long-standing conflicts with parents, students and colleagues. And mediation training is an excellent complement to restorative practices training, which places a strong emphasis on community building and can be used as an effective method for dealing with bullying cases in schools.

Structure of mediation training in schools

At Partners Hungary Foundation, we have developed a module-based programme, accredited in the teacher and social training system, for teachers and social professionals interested in mediation.

1. module: 3 days/ 30 hours, 30 credits. Basic training, through many exercises, personal experience, tailored to the group, which introduces the nature of conflicts, the process of mediation and its relevance to school life.
   Training can be continued on request.
2. module: 3 days/ 30 hours, 30 credits. Participants will learn and practise new mediation methods and techniques, using their own experience, and deepen their practical knowledge in the use of the method, focusing on conflicts in schools.
3. module - case discussion group. Duration: 4 hours, 4 credits.

What topics are covered in the school mediation training?

• Process, causes, stages, characteristics, types, possible approaches to conflicts, with examples from real schools
• Individual conflict resolution strategies - self-awareness
• Conflict management tools from the mediation toolkit, adapted to school situations
• Theory and practice of questioning
• Advanced mediation techniques with difficult clients
• Alternative dispute resolution tools in school policies or how to start real change in schools?

I want to take part in the training, what do I need to do? Contact us at kepzes@partnershungary.hu!

2. Training as a cortical mediator for students aged 12-18

How does contemporary mediation work?

The role of peers is highly emphasised among teenagers, who share their problems primarily with each other, so it is of paramount importance to provide them with tools to manage their conflicts. Mediation tools can be used by students among themselves.
As young people, it is not realistic to expect them to mediate independently in conflict situations, which are extremely complex. For example, a conflict may end in aggression or abuse, or some details may be posted online, over which it is very easy to lose control. Our mediator training is offered in combination with our mediator training for teachers, so that teachers and students can act in a coordinated way when dealing with conflicts in schools.

The role of contemporary mediators

• If a conflict is detected, use mediation tools with the parties in dispute.
• Tell the teacher that adult help is needed to resolve the conflict.
• They can lead mediation sessions with a teacher-mediator in the event of teacher-student conflict.

Who can be contemporary mediators?

If a school is committed to the peaceful resolution of conflicts, teachers and students should be trained in mediation and restorative practices. Students over the age of 12 are well placed to be involved in mediation training:

• are interested and motivated,
• have relevant extra-curricular experience, for example peer support would be an advantage,
• have good communication skills,
• enjoy working in a team, are active in social situations,
• it makes sense to involve the 9th to 10th grades in order to keep the method in school for as long as possible.

How many days is the training for a contemporary mediator?

During our 6-day training, we worked with interactive, student-tailored exercises to increase participation and involvement. It is important that teachers are also trained in mediation, preferably several of them from the same teaching staff, to ensure that the method is embedded in everyday life and that students are not left alone in difficult situations. The training in contemporary mediation should be concluded with a joint session involving the teacher-mediators, so that together we can work on integrating mediation into school life.

How can mediation work in schools?

In order for mediation to become part of school life and for teacher-mediators and student-mediators to work together successfully, there needs to be ongoing collaboration and opportunities in schools to talk about the importance of conflict resolution. Student councils can play a key role in promoting the method. Teachers should discuss the benefits of mediation at management meetings and with staff. It is a good idea to produce posters with the mediators' photos and names on them, and to post them on the notice board, for example, next to the bell-ringing order. It is also important to be able to ask for help anonymously, for example by writing in a box in the corridor to report a perceived conflict.

Mediation sessions should preferably take place outside of school hours, perhaps in seventh or eighth period, when the teacher is not substituting and the student is not writing a paper, to minimise the number of absences and the need for re-scheduling. 

3. Restorative practices training

Read more about the training HERE!

Why do we need new conflict management methods?

Overload, children developing at different rates, with different abilities and cultural backgrounds, all pose huge educational challenges. The more tools we have at our fingertips, the more we can feel we have our freedom of movement back, the less risk of burnout and the more we can really focus on what is important. After all, it's the desire of dedicated early childhood professionals to see children happy, able to connect with others in a positive way, and to make everyday life together easier. This is where the story of social-emotional learning begins, and the process through which practitioners, especially preschool staff, can support children in acquiring skills and competencies that will help them in their preschool and everyday lives.

YOU BELONG WITH US, IF:

• As a kindergarten teacher or a teacher, you feel that difficult situations are taking their toll on your relationships with children, parents and colleagues, and you want to change this.
• He wants to experience that there are tools, methods and choices for difficult social situations.
• It wants to be able to turn disputes and conflicts into learning opportunities, where the goal is not to win or survive, but to develop together.

What does the three-day accredited training provide?

• Practical conflict management techniques, clearly structured methods with children, parents and colleagues.
• Constructive communication tools, so that we can talk to each other in partnership, based on needs and wants rather than complaints.
• Questioning basics to get a good breakdown of what happened, how participants experienced it and what needs to be done to put things right.
• A six-step methodology for mediation conflict resolution with young children in practice.
• Group problem-solving methodology, so that we can work together with the whole preschool group or with the parent community to find our own solutions effectively.
• Stress management techniques, because as professionals dealing with people, we have to deal with our own well-being, our own feelings.
• Workable alternatives to punishment, threats, shouting.

"We came to the training because we wanted to know how our colleague Móni does it, how she resolves situations with the children in no time and somehow makes the discussions last longer. I've been in the field for fifteen years and I love learning new things. The training gave me a very well put together theoretical basis and a lot of practical steps, which I was successful with on the first days."
(Bea, kindergarten teacher)

Remember, the training is worth 30 credits in the teacher training system! We welcome applications from pre-school teachers and primary school teachers. Contact us at kepzes@partnershungary.hu for more details and upcoming dates!

What does Partners Hungary Foundation's mediation training provide?

Participants will learn the tools of mediation as a novel alternative conflict management method. The methods will enable them to deal effectively with conflict situations that arise, and high professional standardsbe able to conduct mediation proceedings.

Our Foundation, Drawing on 25 years of experience, and taking into account the legal regulations, has developed a modular programme for training professionals interested in mediation, prospective mediators, in 3+3+1.5 days, 64 hours. Our training courses are also pedagogically and socially accredited and can be counted in the continuing education system.

How can I become a mediator?

The total training is 64 hours. The first, three-day module is followed by a second, three-day module, the dates of which are given in the Events to find out more. And after completing the training, you can register with the national register of mediators of the Ministry of Justice, after fulfilling the requirements of Act LV of 2002 (link: https://igazsagugyiinformaciok.kormany.hu/kozvetito-szeretnek-lenni).

How is the training structured?

Module 1: Introduction to mediation, 3 days, 3×10 hours

Basic training, which introduces the participants to the nature of conflicts and the process of mediation through many exercises and personal experience.

Topics for initial training:

• Process, causes, stages and characteristics of conflicts
• Negotiation techniques for effective cooperation
• Conflict typologies
• Individual conflict resolution strategies - self-awareness
• Conflict management tools from the mediation toolbox

Module 2: Advanced mediation training, 3 days, 3×10 hours

We offer our advanced training to those who have already completed the Introduction to Mediation training at Partners Hungary Foundation or another organisation and wish to delve deeper into the mysteries of the profession.

Advanced training topics:

• A review of the theory of Introduction to Mediation
• Mediation - advanced techniques
• Mediation with difficult clients
• Simulated case exercises based on real cases
• Facilitated meetings, where we can provide feedback on stumbling blocks and opportunities for improvement, tailored to the participants

Module 3 - Practical training. Duration: maximum 4 hours

The final module aims to give future mediators the opportunity to practice in a safe environment before they start mediating in a live situation.

In this module, we create simulation situations similar to our training sessions: the "clients" are given scenarios based on real cases, outlining the participant's point of view, providing each actor with as much information as is necessary to make the situation realistic. The participant in the training leads the case as a mediator, while the trainer present provides personalised support to the mediator.

The simulation exercise is followed by a discussion. After the process, the participants give feedback to the mediator, who can share his/her experiences. Afterwards, the session leader, the trainer, will give feedback on specific challenges by speaking out about individual stumbling blocks and strengths.

After completing the three modules, participants will have the opportunity to register with the Ministry of Justice's Register of Intermediaries, subject to the fulfilment of additional legal requirements.

Why study with us?

• In Hungary, the Partners Hungary Foundation has been involved in the promotion of mediation for the longest time. We train mediation professionals and have been involved in the development of the institutional and legal framework for mediation. Our Foundation has also trained probation officers of the Office of Justice who work as criminal mediators.
• Our training courses have both teacher and social accreditation.
• Our Foundation's experts highly experienced trainers: they have been and are still involved as lecturers in several university courses.
• We work with cases from practice, so real, professionally challenging casesthat you will encounter in your daily practice when you start mediating.
• Our Foundation is a member of the Partners Global network, so beyond the domestic experience international experienceto help those who are interested.
• Our Foundation is an organisation on the Ministry of Justice's list of intermediary legal entities. Our training courses are registered on the Ministry's list of mediation training courses.

Opinions on training:

"With my experience, I can now afford to learn only from professionals, as my time is precious. And this training, with the trainers, was really professional."

Ágnes Daróczy, Head of Institution

Our current training courses HERE find it! Apply online with a few clicks or request more information by emailing kepzes@partnershungary.hu!

Why should you involve specialist help in managing conflicts in nursery and school?

• An external impartial, methodologically trained professional helps to create the necessary background for peaceful, constructive conflict resolution. He or she takes into account the feelings and thoughts of all concerned and helps to find common solutions.
• It also helps you consider aspects that are essential for lasting cooperation.
• The trainers of Partners Hungary Foundation are practitioners involved as mediators and restorative facilitators in the peaceful resolution of conflicts in kindergartens and schools.
• We also work in institution-wide programmes to help create functioning communities in kindergartens and schools through modern tools for cooperation and conflict management.

What does the mediation process look like in kindergarten or school?

1. When we are approached by a parent, teacher or principal for help with conflict resolution, we will consult with each person on the phone to understand exactly what is at stake and what approach to take.
2. We will then provide you with an individual offer with a precise process description and price.
3. A joint meeting may require longer preparation, and it may be worth talking separately to stakeholders or stakeholder groups. This may involve talking to the people directly concerned first, then expanding to include parents, other teachers and, in schools, even students, as conflicts in the community can be managed effectively if community members are active participants in the process: joint solutions are more durable.
4. Afterwards, we will sit down together with all stakeholders for a discussion. It is important to know that one conversation does not usually bring lasting improvement, as it takes time to build a new way of working together in a difficult situation, which requires rebuilding trust between the parties.
5. If an agreement is reached, we will put it in writing. It is not a legal document, but a reminder to the participants that will serve as a handhold in the process of building cooperation after mediation.

What can I do as a teacher to prevent and manage conflicts in schools?

If you feel that you need to bring in an external professional, please contact the head of the school and contact us! We tailor the process of mediation or restorative talks in schools to each situation and its actors, with a specific offer, and work together to enable those involved in the conflict to sit down together and find common and lasting solutions through mediation or restorative practices.
In addition, teachers can become conflict specialists through our accredited mediation and restorative practice training.

What can I do as a parent if my child is in conflict with peers or teachers?

• It is important not to be emotionally alone in the situation, and to seek out people you trust and can share your concerns with. In addition, a joint meeting with the people involved can in itself go a long way to allowing everyone to share their own perspective and to reach important understandings. Ask for a meeting where everyone can tell their story and find common solutions.
• And if you want to involve a professional, it is important that you consult the class teacher and the head teacher beforehand, so that you can start a conflict management process together. It is worth contacting the school social worker and school psychologist who can help keep the conversation on track.
• As an external expert, we can also help to clarify what happened, who was affected and what can be done to improve the situation. Contact us and we will support you in resolving your conflicts with methods tailored to the situation and with the utmost attention.

What happens to unresolved conflicts?

Even when there are walls or a fence separating our living spaces, living side by side can still bring conflict. Sounds, smells, overhanging branches, uncertain property boundaries, parking in front of gates, pets, children, perhaps different agendas and values can all be sources of conflict. However, it need not necessarily end in arguments and long litigation, as this is not what will produce acceptable, shared solutions.

If we've tried to gently signal to our neighbour what is bothering us and the message hasn't got through, tensions can mount. Slowly, we start to feel annoyed by the sight of our neighbour, we hide around our own home, perhaps making comments to see if we understand. We think about going to court, and then we push back because of the high costs. Or, in our final desperation, we join the conflict. However, experience shows that the decisions at the end of court proceedings cannot deal with how it will feel to look each other in the eye when we meet again day after day. Even if we are proved right we are not met with a good taste in our mouths, and if the relationship is not resolved, the conflict can flare up again and again.

How does mediation help?

• On the one hand, it is faster and cheaper than going to court. On the other hand, the parties themselves can work out a solution that works for them, because we create a new kind of communication where real interests and needs come first, instead of emotions. And if we can listen to each other, we are more likely to work out joint and lasting solutions, which are more likely to be respected than measures imposed from outside.
• There is no further conflict between the parties generated by win-win positions, as we are striving for solutions that are acceptable to all.
• The parties have the opportunity to recognise that they are interdependent in resolving the situation and can start to move from being enemies to partners.
• Through the communication techniques used in mediation, problem-solving behaviour becomes dominant. This makes it possible to resolve situations that previously seemed intractable.

What is the mediation process?

1. If one of the parties contacts us by phone or email, they can briefly explain the conflict and we will inform them about the mediation process and framework. As volunteering is an important principle of mediation, we ask the person we have already spoken to to give our telephone number to the other party and ask them to call us.
2. Once all the key players in the conflict have been consulted, we will jointly arrange a meeting.
3. A mediation process can take several sessions, as change requires time and support. The mediator is bound by confidentiality, i.e. he or she cannot disclose information to third parties.
4. If an agreement is reached during the process, it is put in writing - this can help the parties to be clear about what they have agreed and, if necessary, to agree further on how exactly to implement it.

What can I do if I want to come for mediation but my neighbour doesn't want to hear about it?

Even if the other party is not open to dialogue, you can do a lot to prevent communication between you from deteriorating. Conflict consultationWe will help you find your own resources and communication strategies tailored to your situation. Our methodological tools are based on constructive communication. After the consultation, you can return to your everyday environment with a change plan and, if you wish, we will guide you through the change process, so you can consult our mediator colleague several times.
As a result of the consultation, you will

• You can see your own room for manoeuvre in a given case, so you can handle the situation more consciously
• Learn to recognise the current phases of a conflict and adapt your solutions accordingly
• You can reduce your stress because you can see more aspects from the outside
• Gain skills and practice in constructive communication tools, increasing your personal effectiveness by providing you with tools that can be adapted to other situations
• You're not alone as you look for solutions, and with expert support you can make changes more consistently in important situations.

What are the benefits of economic mediation?

• FasterA mediation process, like litigation, can be conducted at a time that suits the parties' schedules.
• Cheaperthan litigation, there are no fees and, thanks to the faster process, the fees for the expert (mediator) involved are lower on a time basis than for a legal expert.
•  If mediation fails, the parties still have the option of going to court.
• In mediation, the parties themselves can work out solutions that are acceptable to them, such as a higher rate of compliance with the agreementas if a third party were dictating how they should act.
• In contrast to the court route, mediation involves human factormediation can take into account not only economic and financial issues, but also the need to maintain a good working relationship or to end the relationship fairly - mediation can also be a humane way of dealing with redundancies and redundancies. This is the story of a Hungarian HR professional from an international transport company who was so attracted to the method that she took part in mediator training at the Partners Hungary Foundation.

"It's very stressful, emotionally, when we have to let go of staff. It's a very out-of-control experience for the employee, and we started to counteract that through mediation, where both sides could talk about how they were experiencing the situation and how to make it easier: financially and humanly. The workers were surprised to learn that this was a difficult situation for us too, and we offered flexibility on the terms of the exit. This way, we can end a difficult phase with dignity and less tension, and when we meet on the street, we don't have to be upset."

In which cases should you use economic mediation?

• If there is any dispute about the division and performance of tasks
• In the event of structural changes or reorganisations within the company, where friction is likely to occur
• In case of derogations from the contract
• In case of damages and compensation
• Personal or professional conflicts between colleagues or groups
• In the event of redundancies, for a fair closure
• If you need a faster, more efficient and cheaper solution than litigation

How does economic mediation work?

1. Mediation can start if all parties concerned want it to. If one of the parties approaches one of our mediators, we will listen to the situation in which they are seeking our help and provide information about the process. However, volunteering is an important condition for participating in mediation, so we ask that other parties involved contact us by email or phone. This way, we can ensure a balance of power from the beginning of the process: everyone has the opportunity to talk briefly about the conflict and we explain to everyone how the mediation process works, clarify the signing rights and the mediation fee.
2. Once an appointment has been made, we will start the process together or separately, depending on the information we have in advance. A mediation session lasts 3 hours and the mediation process itself may take several sessions, as it is important that the parties can discuss all the details of the conflict situation. The aim is that, even if we start the meeting separately, all parties involved should talk at the same table as soon as possible so that they can find real joint solutions. Even if all is not lost, if we can only negotiate separately with the parties until the end of the process, we facilitate communication through so-called "walking mediation". We look for the needs and interests behind the complaints and shortcomings that arise during mediation sessions, and use the tools of constructive communication to help the parties to focus on the future, whether it is about continuing the work together or ending the working relationship, rather than blaming and rehashing past grievances.
3. If an agreement is reached during the process, it will be recorded in writing.
4. Some time after the process is completed, the mediator will call the parties to ask if further help is needed.  

Experience has shown that 85% of mediation agreements are respected by the parties. The benefits of economic and workplace mediation are 24.hu and. Portfolio.hu has also written. 

What difficulties can arise during a divorce?

• In Hungary about 18,000 marriages break up every year. The high number of divorces does not necessarily mean that there are more unhappy marriages today than in the past, but simply that it has become more socially acceptable for spouses to admit that they want to continue living separately. However, divorce is still preceded and accompanied by a lot of anxiety, fear, questions and doubts, especially if there are children involved.
• Although divorce is basically the end of a relationship between two adults, the former spouses remain in contact because of the contact with the children.
• However, if the framework is not well set up, further conflicts can arise after the divorce, further poisoning the lives of the former spouses and children.

How does mediation work in divorce cases?

1. The person concerned calls the mediator on the phone and can briefly explain the situation they are asking for help with. The mediator asks questions to explore the communication and relationship between the parties and gives detailed information about the mediation process.
2. When all parties involved have spoken to the mediator on the phone, we will arrange a mutually convenient time to meet in person.
3. At the end of the first session, we will discuss how to proceed. A mediation session lasts 2.5-3 hours and a full mediation process consists of 1-5 sessions. Although partial agreements can be reached in the first session, experience shows that it takes more time to develop a new kind of cooperation, and it is good to have a safe communication medium and a trained professional where this can happen under the right conditions. Any change can only be integrated into our lives with the right support.
4. If an agreement is reached at the end of the process, it will be put in writing.
5. Once the mediation process is over, the mediators will contact the parties a few weeks after the process has ended to see if they still need further support.

The role of the mediator in the divorce process

In family conflicts, the parties are deeply involved and often delay divorce because they cannot leave the relationship without loss. Relationship conflicts also involve a specific male-female dynamic, which is strongly influenced by the different roles and conflict management patterns of the parties. The mediator keeps the parties' emotional expressions in check and helps them to articulate their needs and wants. If the parties understand each other's motivations and intentions, emotions can be reduced and feelings of helplessness can be eliminated.
The focus of mediation is not on past events and why they happened, but on the future needs and wants of the parties, which can be used to develop a new way of working in the relationship. Through guided discussions, the parties can work around a relatively tangible, concrete problem and reach an agreement. Unlike court proceedings, there are no losers because mediators lead the discussion in a way that leads to solutions that are acceptable to all.

Divorce mediation opinions

"It may sound strange, but during our marriage we couldn't talk to each other like we could in mediation. A fitting end to an important period in our lives. If I could choose again, I would have asked for help first, maybe we wouldn't have got divorced."

Károly, 47 years old

What is relationship mediation?

There are difficult times in every relationship. Sometimes the clouds pass and the sun comes out, but there are situations that come back again and again, and it's hard to deal with them, it can feel like we're going round in the same circles over and over again. Mediation, constructive communication toolkithelps the parties to talk about what each needs to improve the relationship and what each can do to do so, instead of "who has done what wrong again". Attention, acceptance, quality time and forward-looking cooperation, joint plans and joint construction.

The process of relationship mediation

1. The people concerned call the mediator individually by phone, where they can briefly explain the situation they are asking for help with. The mediator will ask questions to explore the communication and relationship between the parties and give detailed information about the mediation process.
2. When both parties have spoken to the mediator on the phone, we will arrange a mutually convenient time for you to meet in person.
3. At the end of the first session, we will discuss how to proceed. A mediation session lasts 2.5-3 hours and a full mediation process consists of 1-6 sessions. Although partial agreements are already reached in the first session, experience shows that it takes more time to develop a new kind of cooperation, and it is good to have a safe communication medium and a trained professional where this can happen under the right conditions. Any change can only be integrated into our lives with the right support.
4. If an agreement is reached, we will put it in writing.
5. Once the mediation process is over, the mediators will contact the parties a few weeks after the process has ended to see if they still need further support.

Since every mediation process is different, as every person and every relationship is different, we cannot predict how many sessions will be needed to achieve the desired change. One thing is for sure: if the participants are really motivated, there is a very high chance of finding mutually beneficial solutions.

Couples therapy or mediation?

• During the couples therapy process, the therapist aims to shed light on the past drivers of the participants' feelings and behaviours, based on the family patterns established by parents and grandparents, and then uses this information to help the parties to establish new foundations for cooperation in everyday life.
• In mediation, the role of the mediator is to build on the current needs and wants of the participants to create a mutually acceptable cooperation in everyday life, especially by rethinking communication patterns.
• While mediation can have therapeutic effects and emotional catharsis can be part of the process, the primary purpose of mediation is to the parties are able to articulate their own needs and wants and to listen to the needs of the other party, so that solutions based on mutual understanding can be found. We provide our clients with communication tools that, when applied to their own situations, can break the cycle of unproductive disputes.

How is relationship mediation different from relationship counselling?

In the process of mediation, the mediator does not give advice, does not take sides, does not take sides with either client, but takes sides with both: helping clients to articulate their needs and to listen to the other party's interests and needs, and to develop their own solutions based on them, as everyone is the best expert in their own life - if given the right tools.

What can I do if I want to come to mediation but my partner doesn't want to hear about it?

Even if the other party is not open to dialogue, you can do a lot to prevent communication between you from deteriorating. Conflict consultationWe will help you find your own resources and communication strategies tailored to the situation. Our methodological tools are based on constructive communication. After the conflict consultation, you can return to your everyday environment with a change plan and, if you wish, we will guide you through the change process, so you can consult our mediator colleague several times.

As a result of the consultation, you:

• You can see your own room for manoeuvre in a given case, so you can handle the situation more consciously
• Learn to recognise the current phases of a conflict and adapt your solutions accordingly
• You can reduce your stress because you can see more aspects from the outside
• Gain skills and practice in constructive communication tools, increasing your personal effectiveness by providing you with tools that can be adapted to other situations
• You're not alone as you look for solutions, and with expert support you can make changes more consistently in important situations.

The meaning of family mediation

In family mediation, we help participants to say what they want, what they need and to listen to the other participants' views, needs, feelings and interests. Whether they are family members living together or not, in mediation, a neutral and impartial professional helps the parties to discuss all issues in a way that they have not been able to do before. Family mediation is an emotional process, which is natural, but we don't shy away from emotions, we use them to the benefit of the process: we look for needs behind the complaints, and instead of unravelling past mistakes, we look at what each of us can do in the present to make relationships work better in the future.

The stages of the family mediation process

Family mediation is a process. A single session is not a miracle, but often it is enough to get family members to sit down and talk about their problems. We can also change our old communication patterns if we are given the tools to do so in a supportive environment. In other words, we also talk about how to talk to each other.

1. The person concerned calls the mediator on the phone and can briefly explain the situation they are asking for help with. The mediator asks questions to explore the communication and relationship between the parties and gives detailed information about the mediation process: how long it will take, how much it will cost, who should be present, etc.
2. When all parties involved have spoken to the mediator on the phone, we will arrange a mutually convenient time to meet in person.
3. At the end of the first session, we will discuss how to proceed. A mediation session lasts 2.5-3 hours, and a full mediation process consists of 1-5 sessions. Although partial agreements can be reached in the first session, experience shows that it takes more time to develop a new kind of cooperation, and it is good to have a safe communication medium and a trained professional where this can happen under the right conditions. Any change can only be integrated into our lives with the right support.
4. If an agreement is reached, we will put it in writing. This is not a legal document, it is a reference point for the family members involved to refer back to if things get stuck.
5. Once the mediation process is over, the mediators will contact the parties a few weeks after the process has ended to see if they still need further support.

Since every mediation process is different, because every person and every relationship is different, we cannot predict how many sessions will be needed to achieve the desired change. One thing is for sure: if the participants are really motivated, there is a very high chance of finding mutually beneficial solutions. Whether it's parent-child, parent-parent or sibling disputes, it's worth taking the time and energy to talk about our family relationships - with each other, for support.

What can I do if I want to come to mediation but family members don't want to hear about it?

Even if the other party is not open to dialogue, you can do a lot to prevent communication between you from deteriorating. Conflict consultationWe will help you find your own resources and communication strategies tailored to the situation. Our methodological tools are based on constructive communication. After the conflict consultation, you can return to your everyday environment with a change plan and, if you wish, we will guide you through the change process, so you can consult our mediator colleague several times.
As a result of the consultation, you will

• You can see your own room for manoeuvre in a given case, so you can handle the situation more consciously
• Learn to recognise the current phases of a conflict and adapt your solutions accordingly
• You can reduce your stress because you can see more aspects from the outside
• Gain skills and practice in constructive communication tools, increasing your personal effectiveness by providing you with tools that can be adapted to other situations
• You're not alone as you look for solutions, and with expert support you can make changes more consistently in important situations.

Are you unsure whether family mediation is the best solution to your problems? Want to know more about how it can help you resolve family conflicts? Contact us!

Éva DEÁK

Krisztina KUKITY

János WÁGNER

BACSÓ Flóra

ILLYÉS Katalin

What does the facilitator do?

• The facilitator is a process manager, who facilitates the effectiveness of the group discussion. It may be chosen from within the group or be an external expert.
• Characteristics of its activities, is responsible for the effectiveness of the discussion of the topic(s) identified by the parties or the group. He/she is well versed in group decision-making techniques and can use his/her methodological knowledge to make suggestions to the group leader beforehand or to the group during the process on how to proceed with the discussion of a particular issue. At the end of the meeting, he/she summarises the results and the tasks that have been identified. Agree on who is responsible for writing the memo.

For which organisational or group situations do we recommend facilitation?

• Prolonged discussions
• Bumpy, groaning negotiations
• Heated debates
• Stubborn positions, disagreements that hinder joint work
• Lack of tangible results, disinterested discussions
• Difficult to reach agreement on a complex issue

What changes can you expect if you work with a facilitator?

• Time efficient operation
• The meeting is on track
• We manage to keep to the timeframes
• Participants will be involved and motivated to work together
• Group productivity increases
• Delivering tangible results
• Group decision-making becomes easier, simpler
• The meeting is held in a supportive atmosphere

Those who have used our service have said:

"Without facilitation there is no progress, either we get lost in the details or communication between actors becomes focused on advocacy. I asked Partners to work with me because of my personal experience and expertise. It is also good that they know the field in which the stakeholders work. So to do the work we need an external actor to keep us on track, to highlight, summarise, prevent or resolve conflicts, to help us 'keep on target' and 'stay on task'. In our case the facilitator made our meetings effective, I can only recommend him.

If it's important to you as a leader to make your meetings more effective and efficient, ask our trained facilitators to help you!

What conflicts can we encounter in the kindergarten?

• Behavioural and adjustment problems in children;
• parents who are difficult to find common ground with;
• colleagues with whom we talk past each other and can't work in harmony.

Why is it important to deal with conflicts consciously in kindergarten?

• Children learn most effectively when the adults around them take into account their needs and desires, respect their need for autonomy, encourage them to be autonomous and develop their empathy and self-confidence.
• Adults can support children to manage conflict well if they themselves are aware of their conflicts. However, in everyday life, we are often afraid of conflict and without conscious strategies we may tend to avoid it, deny it exists ("it's OK") or make quick compromises. Our socialisation and training have not taught us how to formulate and express our feelings and needs, which are key to building and maintaining good relationships.

What can I do as a parent if a conflict arises at my child's nursery?

If we feel we are not coping in a conflict situation involving our child, we should always you should first clarify the situation with the people concerned, and even if we are not in conflict with the kindergarten teacher, it is important to involve her, as she takes care of the children on a daily basis and can have crucial information and insights about the situation. It is worth emphasising that as parents we want to be able to work together to make the children's daily lives easier, as it is easier to work with them when adults work together as partners. It's worth talk about our own feelings, rather than qualifying the other party, it is not worth taking up the gauntlet, even if you feel that you are communicating offensively. . If we feel we are being outgrown, it is worth bringing in an external helper, whether it's the preschool social worker, the preschool psychologist, the head of the institution, or even conflict resolution specialists.

What can I do as a kindergarten teacher?

• If we see everyday conflicts not as a necessary evil, but as a natural phenomenon, we see the situation from a more positive perspective. If we are aware of this and aim to manage them rather than eliminate them, we have a realistic goal. Surprising as it may seem, conflict is an opportunity to rethink existing frameworks, to strengthen relationships, and the teacher may even find joy in the process of conflict resolution, where a secure structure provides a framework and the participants - even the children - can work their way to a solution. In a joint conflict resolution process, we gradually become able to express our feelings, interests and needs, if we are open to each other. This can be very rewarding for all involved.
• Appropriate methods and supportive environment helps conflict participants to experience that clashing different perspectives in the right circumstances can lead to better solutions and stronger communities. It's very inspiring to see children come up with creative and innovative solutions to their conflicts, and it's important to we recognise the work they put into their efforts. In our achievement-oriented world, we can help each other to reward not only the results achieved, but also the work, efforts, efforts, strategies, perseverance invested in ourselves and in each other, thus gaining the ammunition to face difficult situations that seem hopeless.

Our training for kindergarten and primary school teachers, Conflict Resolution in Early Childhood, covers the approach and tools of mediation with young children as an alternative conflict resolution method. It also covers practical tools for working effectively with parents and colleagues. Our training is 30 hours long and accredited by the Teacher Training Scheme, for a detailed description click HERE.

Why are there more and more conflicts in schools?

In fact, we may not have more, we just talk about it more - but we need to talk about it. Conflict is inherent in human interaction. Therefore, the way we manage these conflicts is key. Unmanaged conflicts can lead to aggression. School aggression and bullying have been shown to have a detrimental impact on young people's physical, mental and social well-being, to play a role in early school leaving and even to contribute to delinquency.

Why don't the old methods, the admonition, the punishment, work?

Difficult social situations can be learning opportunities. Learning can take place in a safe and positive environment. Punishment isolates and destroys relationships, and promises made out of fear only work for a while. Taking a cooperative-restorative approach rather than a punitive-disciplinary approach strengthens relationships within the community and prevents conflicts from escalating into aggression. Developing social-emotional skills and managing and preventing aggression is essential in schools, and there are appropriate and modern methods - which, fortunately, can be learned.

As a parent or teacher, what can I do if I get stuck with conflicts at school?

First of all, don't be alone with the problem, look for allies: another parent, a fellow teacher, someone who also takes the problem seriously and is open to finding solutions together. It is worth bringing in an external professional who can help to ensure that all parties' views are heard and that they can work together to find a solution. It may be worthwhile to first consult a school psychologist or a pre-school social worker, or a teacher with good communication skills who is not involved in the case. And if you are stuck, contact us!

Why should you involve specialist help in managing conflicts at school?

Partners Hungary Foundation has been working on school conflicts since 2009. Using mediation, facilitated discussion and restorative practices, we have successfully managed a number of school conflicts. Over the years, we have trained more than 250 educational professionals (teachers, principals, school psychologists, social workers) and students as mediators. In addition, the organisation's trainers, as practitioners, are involved as mediators and restorative facilitators in the peaceful resolution of conflicts in schools.

Methods to work successfully in school conflicts:

• Mediation
• Facilitated discussions in parent and staff meetings
• Class teacher lessons on conflict and aggression management, bullying
• Restorative practices
• Parents in school sessions
• Teacher training and workshops

Contact us with confidence and we will tailor the conflict management process to your situation!

What can I do if I am in conflict with a colleague or manager?

• The first thing to do is to look at workplace conflict as an opportunity for development and learning - it's easier to start resolving it straight away. It's important to try to talk it through with the people involved first, in a calm atmosphere, when you have enough time and are not disturbed.
• Try to make an appointment with the people concerned, and not just ask for a few minutes. Under time pressure, we can become more tense and not everyone will have the opportunity to express their point of view. Reassure the other party that you want a common solution that is acceptable to everyone.
• It's worth asking the other person open questions, and it helps if you summarise what you've heard from time to time to show them that you've listened. Summaries also help us to hear not only what differs from our own point of view, but the other person's whole story.
• Instead of judging the other participants, let's talk about how what is happening affects us. This will avoid the other participants experiencing the conversation as an attack, and we will find that if we dare to talk about our feelings and thoughts, the other party will open up more easily.

What can we do if we can't manage?

Workplace communities often speak a professional language, but a common language is also important for cooperation. Even if we disagree in a debate, it is important that we are able to accommodate each other's points of view and communicate our interests and needs clearly. When we are involved in a conflict, it is not easy to do this. Our experienced conflict management specialists can help you to ensure that conflicts between colleagues or departments are discussed effectively and resolved together. Read more about our methods, workplace mediation, restorative practices and facilitated meetings!

If you feel you need the help of an external professional, contact us! With 25 years of experience, we are at your disposal to help you find the best conflict management method for your situation!

How should we look at our conflicts?

• Conflict is therefore not "of the devil", but a natural part of life, and a vehicle for problem-solving, if the conflict parties have the right tools at their disposal. Conflict can also be a means of peaceful change - and thus a key to stability.
• Conflicts are a way of expressing different opinions and interests in a more focused way, which encourages people to express their interdependence and to seek forward-looking solutions, despite the conflict.
  Therefore, conflicts can be the basis for a higher order of balance, resilient, trusting relationships, if managed properly.
• In order to approach conflict constructively, we need to accept it as a difference between behaviours, attitudes, feelings, needs, goals or values that we regularly encounter in our daily lives.

What conflict management techniques exist?

Most conflicts arise between people in contact with each other, around competition and cooperation. Conflicts most often arise because the parties to the conflict are competing with each other, even when cooperation would be beneficial to all. They are unable to take steps towards cooperation, nor do they accept the initiative to cooperate, because they do not recognise that they are interdependent in a common situation and can only achieve their own goals through effective cooperation. In our training courses we impart theoretical and practical conflict management skills. And when clients come to us with their own conflicts, we apply techniques that are appropriate to the situation. Here are some of them to try when you are in conflict with someone.

• Retrieved from open questionsto ask the other person, even if we think we know what the other person will say. It's worth putting aside our prejudices and bad experiences to put the conversation on a new footing.
• It's worth stopping in the conversation from time to time and Summary fromwhere we are now. This is useful because it gives us a chance to look at the situation and see if we have understood the other person, who can clarify what we have said if necessary.
• It is good to discuss in advance what kind of TopicsWe want to find solutions in a transparent and predictable way, because predictability and transparency build trust.
• Instead of strengthening our own position, we should seek common solutions, share important information and recognise that we are interdependent in the solution.
• The very fact that certain rulesat and framesset up at the beginning of a conflict management process, it helps to be able to talk in a different tone. The rules we apply include speaking respectfully to each other, not qualifying each other, listening to each other and keeping the conversation confidential. We also we agree in advance how much time we will spend talking, because the more predictable and clear the framework is, the easier it is to talk constructively about difficult situations.

What is needed for successful conflict resolution?

There is no script or recipe for dealing with our conflicts. Different types of conflict can often be dealt with in different ways, and there may be other, deeper causes behind a conflict, so it is worth exploring these too. What is certain, however, is that if we take a conscious approach to our conflicts, i.e:

• if we are aware of the causes of the conflict
• what stage of the conflict we are at,
• and what strategies, communication tools and experts are available to us,

we will be more likely to be able to work out solutions that are acceptable to all. Competition, accommodation, compromise, consensus building and even temporary avoidance of conflict can all be valid strategies if we are aware of the above components of the conflict process.

How can an external conflict management specialist help?

At Partners Hungary Foundation, we support people who come to us to give them the tools to manage their conflicts.

• We provide conflict management training for individuals and groups
• We train conflict management professionals
• We also help to resolve conflicts between individuals and groups!

Contact us by phone or email to find the conflict management methods that suit your situation!

What happens in a conflict management training session?

Through experiential learning, participants will gain first-hand experience of the methods of mediation, restorative practices and facilitated discussion, as well as an understanding of their own areas for improvement and strengths. We work with real, real-life conflict situations, testing the theory through situational exercises.

If you want to improve your conflict management tools, come and join us for our conflict management training, tailored to your team according to your needs. And if you want to become a conflict management professional, we recommend our mediator training.

What do I get from conflict management training?

• Training of a length and content adapted to the needs and capabilities of the team, whether it is half a day, one day or more.
• Up-to-date theory, with practical examples, followed by exercises where you can try out what you have learned.
• Practice-oriented training that makes everyday social situations more effective and human relations easier, with solutions that can be adapted to everyday situations.
• Negotiation and conflict management tools for daily practice
• Effective ways to reduce the emotional tension associated with conflict.

Opinions on the conflict management trainings of the Partners Hungary Foundation:

"The training gave me professional security. If you are looking for professional development, awareness, collaboration, this is a good opportunity."
by Rita Galambos (DIA)

"It has contributed to a positive change in my outlook. I warmly recommend it to everyone!"
Attila Polgár (Executive Office)

What I have learned, I "use" every day to manage my own conflicts and to support the conflicts of others. First and foremost, I learned awareness: To recognise my own "entrenchment" in my positions; to aim to create some new "platform" with the other party through identifying common interests; to not seek to maintain or let go of my own position; to accept my own and the other party's feelings and emotions and not work against them; to not pass judgement because I am not the champion of truth; to not resolve the conflict but to put cooperation on a new footing.
Gergely Zajkás
(Talent Acquisition Lead Talent Management / Acquisition, L&D MLEMEA, DHL Supply Chain)

In May 2020, with the support of the Partners Hungary Foundation's REYN (Roma Early Years Network) programme, we will be able to provide immediate laptop support to 7 families to enable them to participate in digital education.

All families with at least one child involved in digital education and who meet one of the following conditions are eligible to apply.

1. Grandparents who raise their grandchildren and have no means.
2. Single parents with no assets.
3. Large families with no assets.

Applications must include the following (no format requirements, handwritten applications are also accepted):

1. Name, address and telephone number of the children and the parent/guardian.

2. A statement of disadvantage (in a few sentences).

3. The child applying for support should describe in a few sentences what tasks they could do more easily or what they could improve with the help of a computer.

Address for sending applications:

Elizabeth Nagy: nagye@partnershungary.hu

The application deadline for the Sponsorship Programme is:

29 May 2020.

Applications received after the deadline will not be considered.

Evaluation of the application:

Applications will be assessed by the Foundation's REYN programme staff.

Announcement of the results of the competition:

2 June 2020.

Phone number: 06706232154

E-mail address: nagye@partnershungary.hu

Partners Hungary Foundation

Budapest, 24 April 2020.

The Partners Network is a leading international NGO network in the field of conflict and change management accompanying peaceful democratic transitions, and in the development of effective partnerships. Currently with 19 members on 4 continents and 30 years of experience, it is working with the Peace Nexus Foundation to renew its own forms of cooperation.

For this work seek the help of an experienced adviser, development professional. The working language of the task is English and a detailed description is given in the attached call.

TORs Partners Network consultant

If you think the job is for you, apply! Application deadline: 15 June 2020.

Rosa Parks Foundation, Motivation Workshop, Partners Hungary, April 2020

Teachers of predominantly disadvantaged children say a third of their pupils have failed to engage with digital education, according to a recent survey. The results suggest that the gap in the school-to-work gap is set to widen further, based on children's social status. There are large regional differences: while in Budapest, teachers who filled in the questionnaire estimate that four-fifths of pupils are participating in digital education, the figure is only 65% in large municipalities. In a situation like this, respondents do what they can: they provide a high proportion of telephone assistance, sending photocopies to students when needed. According to the responses, teachers rely most on each other and least on the maintainer. Nearly half of them said they had not received the help they needed to make the changeover.

About the research

The Rosa Parks Foundation, the Motivation Association and Partners Hungary, three organisations working to improve the educational situation of disadvantaged children, asked teachers to fill in an online survey. Of the 425 teachers who responded, two thirds teach in primary schools, the vast majority (83%) work in state schools, 10% in church schools and 7% in foundation schools. A third of them were teachers in municipal schools in all parts of the country. 44% of them estimated the proportion of Roma pupils in the classes they taught at more than 60%, so nearly half of the respondents work in segregated or segregated schools.

Key findings of the research:

• The data shows that the higher the proportion of students with fewer opportunities, the lower the proportion of students participating in digital education: while an average of 84% of students in schools with well-socialised children participate online, one third of children in segregated institutions drop out of digital education. While in Budapest, the teachers surveyed estimated that between four and five fifths of students participate in digital education, this proportion is only 65% in the larger municipalities.
• As for the reasons for dropping out, most people a lack or scarcity of adequate infrastructure, computer, internet connection. One in five teachers cited existential reasons (children also need to be involved in earning a living, household chores, looking after younger children).
• The responses show that teachers are doing what they can: there is a high proportion of telephone help and photocopies are sent to students when needed. In small villages, 70% of respondents said that paper-based delivery of learning materials was "typical" or "somewhat typical".
• The majority of teachers who teach a higher proportion of Roma/disadvantaged children say that the new curriculum new approaches also wishes to: more than half of them did not agree at all with the statement that "they should assess students' performance with the same expectations as before", 70% did not agree at all or hardly at all with the statement that "they should follow a timetable and give students the right amount of learning".
• When asked who they have received and receive specific help from for digital teaching, respondents cited teacher colleagues as the most important (68%) and the provider as the least important (24%).

Nearly half of them (48%) said they had not received the help they needed to make the switch.

"The first indications of transition problems arrived at our Invisible School soon after the introduction of the digital curriculum. We are therefore currently assessing the situation nationwide with a questionnaire sent to the schools and one to be sent to Roma communities soon." - said Adél Kegye, Director of the Rosa Parks Foundation.

The full research is available here:

Segregation and digital education in the age of the coronavirus

It was about us

• from RTL Newsban
• a 444.hu-n
• and the Indexen is

For more information, please contact Ágnes Kende, Research Manager agnes.kende@gmail.com, or Gábor Bernáth, Communications Officer at bernath_g@yahoo.com-or call 70-451-8649.

In the situation created by the Crown virus, we have also made decisions that affect our day-to-day operations and our partners. We have decided to prevent the spread of the virus by suspend all activities that involve face-to-face meetings. It affects the our programmes, our training courses and other our services is. Where possible, we move our activities to the on the web. Our staff will contact you by e-mail or telephone.

The suspension at the moment Until 15 May 2020 plan and adjust them as necessary to reflect changes in events.

Dear Our partners!
We also ask you, until the emergency is over, to refrain from personal encounters. We believe that the cooperation that underpins our work now requires that, by avoiding a face-to-face meeting take care of ourselves and each other.

We trust that you will find the good in the bad, and new forms of cooperation and connection.

We wish you all stamina and good health!

Best regards:

The Partners Hungary Foundation team

The aim of the teachers and staff who choose the programme is to empower children, their learning and the classroom community by finding the value in each child.

Their aim is to help create an honest and accepting atmosphere in kindergartens and schools, to provide an organisational framework and conditions, and to create a pedagogical system that prepares children to

• become active, creative members of a democratic society, recognising and appreciating its values;
• to make decisions and exercise personal responsibility as learners throughout their school lives;
• develop their social and emotional skills, enabling them to be open to each other and to develop positive human and community relations;
• to be open to the world, to recognise the complexity of the world, to ask questions, to pose problems and to seek solutions;
• be able to behave independently and actively, to form their own opinions and to express them in an open and honest atmosphere of communication, typical of the group or institution
• make lifelong learning a natural part of their lives

What happens during development?

A total of 20 teachers from all the teachers of the institution will participate in the programme, and will adapt the elements of the programme by learning the Step by Step methodology.

By the end of May 2020, they will be familiarised with the Step by Step programme, they will acquire the necessary skills to implement cooperative learning, they will receive training in the basics of differentiated teaching and the integration of the programme will be accompanied by a strong mentoring programme, implemented by Mari Zágon at the institution.

During the training, teachers will learn how to create an environment for children that

• where they are actively engaged, living, learning and experiencing the world,
• where they can experience "I am important, my ideas matter, my opinions count"
• experience a sense of belonging to a team and practice teamwork....
• where they can test themselves ... "I can do it..." "I can do it", and "if I fail, I can try again"

The training builds on the strengths of teachers and provides them with support and professional solutions for their everyday situations.

The total cost of the project is HUF 2 516 000, supported by the Evangelical Church.