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Practice User Registry

This section allows visitors to register child focused practices that they are developing or implementing in order to share knowledge with other users. These practices are posted here to promote information sharing and to support learning across the EU community of  policymakers and providers. A practice entered in this section will automatically be reviewed for inclusion in the Evidence-Based Practice section if the ‘evaluation references’ section below is completed. Additionally, we encourage users to notify us when a new evaluation is completed for a practice that is already listed in this user registry by sending an email to EMPL-EPIC@ec.europa.eu.

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My Community Passport Choose translations of the previous link 
Romania, Cyprus, Lithuania, Malta, Portugal, 2012

Most European countries lack successful resource materials and a proven method to facilitate the transition phase from vocational training in detention to vocational training in public school system, and none have the approach of using key competencies as tools for reintegration. VET offers inside the detention / correction system are based on transmitting information, with no focus on transition to other learning pathways once the juvenile is reintegrating in the community. The results are: school drop-out, lack of job skills, difficult reintegration and relapse of minor offenders.

Restorative Practice Programme Choose translations of the previous link 
Ireland, 2010

The Restorative Practice Programme supports parents, young people and the adults that work with them to build and maintain strong relationships and to easily resolve conflict in a healthy manner. Restorative practices have their roots in restorative justice, which constitutes a way of looking at criminal justice that emphasizes repairing the harm done to people and relationships, rather than simply punishing offenders (Zehr, 1990). Restorative practice (RP) expands on restorative justice approaches to actively encompass prevention strategies by aiming to develop community and to manage conflict and tensions by building relationships and repairing harm (IIRP UK, 2011). In essence, RP offers a set of tools and a framework for working with people of all ages in an inclusive and empowering manner, enabling an approach which fosters collective responsibility and stronger, healthier relationships. The International Institute for Restorative Practices (IIRP) has built a body of evidence for the effectiveness of restorative practices in improving outcomes (Wachtel, 2012) and this demonstrates that the use of restorative practices helps to:
• reduce crime, violence and bullying;
• improve human behaviour;
• strengthen civil society;
• provide effective leadership;
• restore relationships and repair harm

Mate-Tricks Choose translations of the previous link 
Ireland, 2008

Mate-Tricks was an afterschool programme aimed at children between the ages of nine and ten years. The manualised curriculum offered a bespoke programme which was designed by combining elements of the Strengthening Families and Coping Powers Programmes. Mate-Tricks was delivered through three distinct components with sessions taking place for the children, parents and the family as a unit. It included a wide range of themes that had the intention of supporting the children's developing social skills. The parent sessions aimed to support parenting skills and enhance the parent child relationship.

Doodle Den Choose translations of the previous link 
Ireland, 2008

Doodle Den is a literacy programme aimed at children living in disadvantaged communities. Doodle Den is a manualised afterschool literacy programme aimed at children between the ages of five and six years. It uses an evidence-based curriculum which features a balanced literacy framework. Doodle Den has three components with sessions designed for the child, the parent and the family as a unit. The programme aims to give the children opportunities to develop their literacy skills through a wide range of fun, interactive games and activities delivered over the course of a 90 minutes. The parent sessions equip the parents with the skills required to support the children with their developing literacy skills and enhance the home learning environment.

Erzs├ębet Camp Choose translations of the previous link 
Hungary, 2012

The Hungarian National Foundation for Recreation (HNFR), the main social tourism body in Hungary, is responsible to implement Erzsébet Program, the present main social tourism initiative in Hungary.

Erzsébet Program provides the possibility of recreation to such groups of society a) that could otherwise not afford to go on holiday due to financial reasons, b) who face other difficulties and need special attention, as the disabled, or c) who deserve particular attention, as the children. The later lies at the heart of the initiative called the Erzsébet Camp.

Within the framework of the Erzsébet Camp, HNFR has been providing holiday support through grants – for holiday fun at camps – to tens of thousands of children since 2012. Each year the Foundation publishes calls for general camps (spring and fall break trips for school classes, school summer camps, summer camps for children in child protection care/in foster care networks or under family support and/or child welfare services) and thematic camps (organized around more than 50 topics, e.g. creative and performing arts camps led by acclaimed artists, sports camps with Olympic and world champions, scout camps, camps for the Hungarian diaspora). The attentive care provided by the hundreds of volunteers, camp leaders and child care professionals allows for the carefree camp experience of the beneficiaries.