8 The training of trainers as a way to share sense and sensibility in the P.I.P.P.I. programme
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Marco Ius
Abstract
This chapter explores how ‘train the trainer’ initiatives can effectively promote a ‘sense and sensibility’ approach among social professionals working with families, children and communities. It focuses on the Italian P.I.P.P.I. programme, detailing how local trainers are trained and supported to integrate the programme’s theoretical and methodological aspects with specific local factors such as service organisation, provider expertise, and regional needs.
P.I.P.P.I. employs the Participative and Transformative Evaluation (PTE) method to guide not only family interventions but also team dynamics and service operations. The ‘reference framework for a participatory approach in child protection’ connects various stakeholders and contexts involved with vulnerable families.
Post-training, local authorities are tasked with creating the necessary conditions and organising initiatives to implement P.I.P.P.I. This involves identifying those within the childcare service who, while not professional trainers, possess the requisite methodological, technical, and relational skills. These trainers receive a specific training programme to support the local dissemination and adoption of P.I.P.P.I.
The chapter highlights the theoretical framework and structure of P.I.P.P.I.’s ‘train the trainer’ model, emphasising the role of trainers in promoting the programme’s sense and relational sensibility. It also discusses the challenges encountered in the full implementation of the programme.
Abstract
This chapter explores how ‘train the trainer’ initiatives can effectively promote a ‘sense and sensibility’ approach among social professionals working with families, children and communities. It focuses on the Italian P.I.P.P.I. programme, detailing how local trainers are trained and supported to integrate the programme’s theoretical and methodological aspects with specific local factors such as service organisation, provider expertise, and regional needs.
P.I.P.P.I. employs the Participative and Transformative Evaluation (PTE) method to guide not only family interventions but also team dynamics and service operations. The ‘reference framework for a participatory approach in child protection’ connects various stakeholders and contexts involved with vulnerable families.
Post-training, local authorities are tasked with creating the necessary conditions and organising initiatives to implement P.I.P.P.I. This involves identifying those within the childcare service who, while not professional trainers, possess the requisite methodological, technical, and relational skills. These trainers receive a specific training programme to support the local dissemination and adoption of P.I.P.P.I.
The chapter highlights the theoretical framework and structure of P.I.P.P.I.’s ‘train the trainer’ model, emphasising the role of trainers in promoting the programme’s sense and relational sensibility. It also discusses the challenges encountered in the full implementation of the programme.
Chapters in this book
- Front Matter i
- Contents ix
- List of figures and tables xi
- Notes on contributors xii
- Introduction 1
-
Sense and Sensibility as epistemology for social work
- Reflections on the possibilities and challenges offered by a social model of protecting children 19
- The virtuous cycle of using supportive measures to reduce red tape and meet families’ needs 35
- The potential of practice research to advance a framework for protective support and supportive protection (PS-SP) with children, young people and families 51
- Rethinking the concept of institutionalisation in child protection 69
-
Sense and Sensibility as practice
- Towards a collaborative and innovative practice improvement paradigm in child protection? 93
- Participative and Transformative Evaluation: children, families and practitioners as co-researchers through ‘reflective thinking’ processes 114
- Community mapping as a participative tool to enhance informal social support: possible pathways for practitioners 134
- The training of trainers as a way to share sense and sensibility in the P.I.P.P.I. programme 156
- Care leavers in the Italian child protection system: from action research to advocacy of more inclusive policies and relationships 174
- A mind for learning and innovation 191
- Communication as the backbone of intervention with group programmes in the child protection system: exploring challenges and tools 214
- Epilogue 231
- Index 234
Chapters in this book
- Front Matter i
- Contents ix
- List of figures and tables xi
- Notes on contributors xii
- Introduction 1
-
Sense and Sensibility as epistemology for social work
- Reflections on the possibilities and challenges offered by a social model of protecting children 19
- The virtuous cycle of using supportive measures to reduce red tape and meet families’ needs 35
- The potential of practice research to advance a framework for protective support and supportive protection (PS-SP) with children, young people and families 51
- Rethinking the concept of institutionalisation in child protection 69
-
Sense and Sensibility as practice
- Towards a collaborative and innovative practice improvement paradigm in child protection? 93
- Participative and Transformative Evaluation: children, families and practitioners as co-researchers through ‘reflective thinking’ processes 114
- Community mapping as a participative tool to enhance informal social support: possible pathways for practitioners 134
- The training of trainers as a way to share sense and sensibility in the P.I.P.P.I. programme 156
- Care leavers in the Italian child protection system: from action research to advocacy of more inclusive policies and relationships 174
- A mind for learning and innovation 191
- Communication as the backbone of intervention with group programmes in the child protection system: exploring challenges and tools 214
- Epilogue 231
- Index 234
