VT1 Training Notes: Solution-Focused Conversation with Children/Youth

VT1 Training Notes: In Conversation with a Child/Youth Using the Solution-Focused Basishouding

  • Purpose of the training:

    • Practice the solution-focused approach when talking with a child or youth.

    • Develop practical conversation skills (gespreksvaardigheden) and the ability to apply the ProToPlasMa steps.

    • Learn to reflect on one’s own actions using prescribed theory to determine what worked and what could be improved.

  • Ice-breaker activity (Page 2): Welkom en matchen

    • Stand up and walk to someone you don\'t know.

    • In conversation, identify 3 similarities between you and the other person. Examples: family, education, hobby, leisure, music, relationship status, appearance, etc.

    • Goal: build connection and practice initiating conversations with unfamiliar peers.

  • Reflection test on assumptions (Page 3): Awareness of assumptions as a reflective pedagogue

    • Quick self-test about the lecturer: answer without consulting others:

    • Age

    • Hobbies

    • Professional role/type

    • Music preference

    • Relationship status

    • Cultural background

    • Purpose: recognize how prejudgments influence interaction and teaching.

  • What we will do in the skills line (Pages 4–5):

    • Overview of VT1 semester 1 subjects.

    • Introduction to the learning outcomes (leeruitkomsten).

    • Distinction between problem-focused and solution-focused approaches, and the attitude of \"not knowing.\"

    • Establish classroom norms and agreements for training sessions.

  • Learning outcomes (Page 5): What you will have learned by the end of VT1

    • Be familiar with the VT1 learning outcomes.

    • Co-create agreements with the class and the teacher for training sessions.

    • Understand the difference between problem-focused vs. solution-focused approaches.

    • Understand the not-knowing attitude in conversations.

  • VT1 program overview (Page 6): Semester 1 structure

    • Block 1 and Block 2 with focus on:

    • The communication skills of the solution-focused basishouding.

    • Applying these skills in a solution-focused conversation with a child or youth.

  • Practical goal for conversations (Page 7): What you will do in a session

    • Conduct a solution-focused conversation with a child/youth about a light problem they experience.

    • Use the solution-focused conversation skills (the ProToPlasMa steps).

    • After the conversation, analyze your own conduct using the prescribed theory:

    • What made your actions appropriate?

    • Which alternative actions would have been desirable?

    • Learning outcome VT1: define what you have learned by the end of the course.

  • Criteria for the gespreksvaardigheden (Page 8): What counts as good practice

    • Demonstrate the various conversation skills of the solution-focused basishouding.

    • Apply basic steps of solution-focused conversation techniques (ProToPlasMa).

    • For analysis: evaluate your own actions, specify which techniques were used, and what effect they had.

    • Assess your own actions based on the prescribed theory.

    • Formulate alternative actions based on your analysis of your own techniques.

    • Criteria apply to both your conversation and the analysis of your conversation techniques.

  • Practical assignment plan (Page 9): Week-by-week outline

    • Task: Conduct a conversation with a child/youth (6–16 years old, not a fellow student) about a topic they are enthusiastic about (e.g., hobby).

    • Create a video recording of the conversation.

    • Week 1 to Week 6 plan, including practical assignments (Praktijkopdrachten 1–4) and mid-block checks (tussenmeting).

    • Week 5: 2 groups of 5 students; Week 6: 2 groups of 5; trainer contributes input.

    • Emphasis on filming at least one conversation by Week 5/6.

    • Overall objective: produce a practical evidencing of your learning through real conversations.

  • Personal development instrument (Page 10): Your Qualiteitenkaart (Quality Card)

    • Questions/prompts:

    • What are my qualities as a professional?

    • What have I learned in VT1?

    • What would I still like to learn?

    • What feedback did I receive?

    • Purpose: track personal growth through VT1.

    • Timing: complete after each lesson; use during mid-block and final assessments for block 2 as well.

    • Output: your own unique solution-focused basishouding.

  • Assignment dossier structure (Page 11): Open structure for VT1

    • Front page, contents, Praktijkopdracht 1, Praktijkopdracht 2, Praktijkopdracht tussenmeting, Praktijkopdracht 3 (block 2), Praktijkopdracht 4 (block 2), End video, Kwaliteitkaart, Toestemmingsformulier, Opdrachtendossier VT1.

  • Required and additional literature (Page 12)

    • Delfos, M.F. (2014). Luister je wel naar mij? Gespreksvoering met kinderen tussen vier en twaalf jaar. SWP. (via Brightspace)

    • Delfos, M.F. (2014). Ik heb ook wat te vertellen! Communiceren met pubers en adolescenten. SWP. (via Brightspace)

    • Luitjes, M., & de Laat, H. (2022). Gespreksvoering voor sociaal werkers. Noordhoff.

    • Pluijm, van der, S. (2024). Coachen 2.0: Deel 2: Oplossingsgerichte gespreksvoering. Findaway World.

  • The ideal training: classroom ethos and branding (Page 13)

    • Visuals include references to Pedagogiek, Hogeschool van Amsterdam, and “Creating Tomorrow.”

  • Attendance, rules, and classroom climate (Page 14)

    • Be present: arrive on time, participate actively, ask questions, give feedback.

    • Ensure everyone feels welcome and seen.

    • Build study partnerships: pair with someone from the class; your left neighbor becomes your motivational counterpart.

  • Listening and engagement prompts (Page 15)

    • A slide titled “Luister ontspannen naar een verhaal” (Listen calmly to a story).

    • The page includes a long, nonessential block of text that appears to be a design/infographic fragment unrelated to the direct VT1 content; the key takeaway is the emphasis on listening with calm attention.

  • Exercise: Describe figures from a story (Page 16)

    • Individually describe the pilot, the loving couple, and the manager for 5 minutes each.

    • Then exchange with the person opposite you to compare descriptions.

  • Post-exercise reflection (Page 17)

    • Questions to discuss: How did you experience the exercise? What did it do to you? When have assumptions or prejudices proved wrong in real situations?

    • Debrief to deepen awareness of how one’s perceptions influence communication.

  • Reference framework for listening (Page 18)

    • Reference framework highlights how listening can be influenced by:

    • Aannames (assumptions), interpretaties (interpretations), vooroordelen (prejudices), normen (norms), waarden (values), overtuigingen (beliefs).

    • Recognize the gap between intention and how the other person is understood (Reaktie vs Informatie).

  • Probleemgericht vs oplossingsgericht taalgebruik (Page 19)

    • Probleemtaal: focus on what goes wrong; necessary initial step to identify the problem.

    • Oplossingstaal: focus on what can be done to improve the situation.

    • Techniques: open questions and continued inquiry so the person can realize why they are stuck and how to resolve it themselves.

  • Attitude: Not-knowing as a prerequisite (Page 20)

    • The stance of not knowing is a fundamental condition for effective solution-focused conversation.

  • Listening-position switching exercises (Pages 21–23)

    • Exercise 1: A tells B a personal experience; B listens to own impressions and reflections while hearing A; then switch roles.

    • Exercise 2: Switch to a more analytical listening: ask yourself \,What do you mean by this?\" while listening; clear your mind and give full attention to the other person; withhold your own judgments.

    • After the conversations, debrief with a partner:

    • How often do you think you know what someone will say?

    • How often do your thoughts wander while listening?

    • How often do you interrupt to add something? What is the effect on contact?

  • Final reminders and enrolment (Pages 24–26):

    • Important: enroll in the correct class so the instructor can evaluate the final assignment.

    • Group inscriptions are required for class activities.

    • Brightspace actions after a lesson: complete and submit experiential tasks; use not-knowing attitude during conversations with friends/family/colleagues; share results next week.

    • Reflection activity: write two post-its about the training and exchange with a partner:

    • Post-its on the door and on the board; take a photo and share it in the team chat.

    • Checkout prompts:

    • What will you take away from this training? What would you like to add to your own conversation stance?

    • What do you want to leave behind from this training? What would you like to drop (or do less of) in your own conversational approach?

  • Extra material (Page 27)

    • Extra materials are available under the heading "Extra materiaal" with branding: Creating Tomorrow.

  • Core themes to remember across VT1 (summary)

    • Solution-focused baseline: listen, describe, and partner with the child/youth to identify possible solutions rather than dwell on the problem.

    • ProToPlasMa as the guiding steps for structuring conversations (exact step labels are not expanded in the transcript).

    • Reflective practice: use theory to justify actions and propose alternatives.

    • Self-awareness: identify and challenge assumptions; practice not-knowing as a constructive stance.

    • Practical application: video-recorded conversations, mid-block checks, and an end-of-block assessment with a qualitative reflection on growth.

    • Academic integration: consult prescribed and additional literature to ground practice in established theories of conversation and coaching.

  • Key terms and concepts to master

    • Waarderend luisteren (appreciative listening)

    • Coaching

    • ProToPlasMa (solution-focused conversation framework)

    • Niet-Weten (not-knowing attitude)

    • Aannames, interpretaties, vooroordelen, normen, waarden, overtuigingen (assumptions, interpretations, prejudices, norms, values, beliefs)

    • Open vragen and doorvragen (open questions and probing)

    • Handelingsalternatieven (alternative actions)

    • Praktijkopdrachten (practical assignments)

    • Tussenmeting (mid-block assessment)

    • Eindopdracht (final assignment)

  • Connections to broader practice and real-world relevance

    • Emphasizes early stage problem identification followed by solution-focused action planning with the young person.

    • Encourages reflective teaching practices and evidence-based adjustments.

    • Builds communication competencies applicable in social work, education, and counseling contexts.

  • Ethical, philosophical, and practical implications

    • Respect for the child/youth voice by focusing on their strengths and solutions rather than deficits.

    • Awareness of one\'s own biases to avoid harm or misinterpretation.

    • Emphasis on consent, confidentiality, and ethical use of video recordings in practice dossiers.

    • Notion of shared decision-making with participants in setting training goals and agreements.

  • Formulas and numerical references (LaTeX)

    • The transcript contains no mathematical formulas or numerical equations requiring LaTeX formatting. Any numbers mentioned (ages, week numbers, group sizes) are presented in plain text within the notes as context (e.g., 6–16 years, Week 1–6, groups of 5).

  • Concluding guidance for study and exam prep

    • Familiarize yourself with the VT1 learning outcomes and how each component (lectures, practice conversations, and reflections) contributes to them.

    • Practice the ProToPlasMa steps conceptually, even if the exact labels are not expanded in the text.

    • Prepare to discuss the differences between problem-focused and solution-focused language and how to apply open questions to empower youth.

    • Be ready to describe the Not-Weten stance and its role in eliciting client-driven solutions.

    • Review the required and supplementary readings to ground practice in established theory and to support your analytical reflections.

Title

Notes for VT1 Training: In Conversation with a Child/Youth Using the Solution-Focused Basishouding