The CASO End Symposium is not just a culmination of three years of tangible outcomes, but an occasion to interact with international participants (students and staff), exchange idea in your field of interests and network for future collaborations ##EmpowerYourself, #EmpowerOthers #EmpowerSociety. Seats are limited, please RSVP


Patient Partners

1.1. Patient Partner: Diversity Competence: Who am I? Who are you? How do we connect?
Facilitators: Bart/Tuula/Busayo
Working with patient partners and students from various backgrounds, it can sometimes be hard to understand each other. Cultural misunderstandings can easily disturb communication. In this workshop, you will get a taste of the Patient Partner’s Intercultural Communication module, where students learn about the influence of culture on their socialization, theories on culture, move away from stereotyping and learn to communicate within a context of cultural diversity.
1.2. Patient Partner: Using the ICF framework as a common language in collaborative education and practice
In this workshop participants will explore real-life examples to understand the interaction of an impairment/health condition with functional limitations, participation restrictions and contextual factors in the disablement process. The value of the patient partner in facilitating the participants’ understanding of concepts through the lived experience of the patient partner will be demonstrated.
Facilitated by: Anthea Hansen, Soraya Maart, Vic McKinney and Randal Wynkwaardt

1.3. Patient Partner: Story-telling to enhance empathy and social dialogue

Presented by Zakheni’s Bonfire theatre group, this workshop allows participants to observe and participate in some of the play-back techniques used in the training of Patient Partners.

School Activities

2.1. Healthy Lifestyle: Improving health and lifestyle at schools.
• presenting research (Elevator Pitch) and panel discussion
• Pecha Kucha on: structured +unstructured activities, development of curriculum, how to reach teachers and teachers perspectives and a review on best practices (teaching practices). Each student 6 minutes.
• Participants: mainly Life Orientation teachers, school directors and
2.2. Higher impact through multidisciplinary collaboration:
Healthy Lifestyle Higher impact through interdisciplinary/multidisciplinary settings/collaboration/playful games for reaching in health and lifestyle within a school setting
• Active and game aiming to understand the multidisciplinary way
• the amazing race (see Scavenger Hunts) on interprofessional collaboration, multidisciplinary practice and interprofessional education
• Participants: mainly other professions from nursing, medicine and physiotherapy
2.3. Healthy Lifestyle: Physical Activity as a tool for Community Development
• 0-5’: PowerPoint on disadvantages and contra’s for Physical Activity for Community development such as ‘Community Development needs to be done by other ways’, ‘injuries instead of health promotion’, ‘people with disabilities, elderly, women are not included’, ‘insurance and administrative difficulties’, ‘it evokes violence in sports, gangs and hooliganism’. ‘It leaves out other straights and resources in the community’. ‘It has to be done by social workers, not by sports people’
• 5’-10’: The workshop stops because there are no advantages. Then there comes a person out of the audience and speaks from his experience and a good example. He says that he doesn’t agree.
• 10’-40’: an additional person appears from the audience and will be a chairperson for discussion. We see both negative and positive opinions. Let us look to the positive side. He will ask questions based on the method of motivational interviewing. We need to prepare these questions and opinions.
• 40’-45’: Voting on certain elements with mentimeter of with an online tool (Kahoot) to ‘agree-disagree’ voting. The chairperson will be the wrap-up, a score on the conclusion with a vote on the final opinion.
• use controversial statements (‘PE is waste of time’) to evoke engagement in Community Wellbeing
• presenting disadvantages and contra’s for Physical Activity for Community development, followed by a discussion with motivational interviewing and end with a public voting on some statements
• Participants: coaches, teachers, students, community and social workers, all stakeholders in the community

International Exchange Students

3.1. Empowered Caregiver: Emotional Agility
Life is going fast, we all struggle with the professional pressure, and we all need to achieve our goals both personal and professional.
As a professional caregiver, we are dealing with a lot of difficulties and we want to perform in the best possible way for our clients/patients.
To keep on going we need to take care of ourselves; sports exercises, mindfulness, emotional intelligence, yoga, stress reducing exercises, and many more are being advised.
They are not always easy to start with and we have to continue it to have results.
In this workshop, we can give you an insight into your own emotional agility. Step by step you will learn how to gain insight in your own situation and your own feelings. You will be able to adapt, align and make changes in your own life.
And if we want to change the world, we need to start by ourselves.

3.2. .Empowered Caregiver: Critical thinking
In the hustle and bustle of our daily lives we constantly need to employ our critical thinking skills to distinguish fact from fiction, identify different arguments relating to an issue, provide structured reasoning and support an argument and stand firm in the decisions we have made.
A critical thinker can make a reasoned judgement that are logical and well thought through. In other words, you do not just accept all arguments and conclusions you are exposed to but question these arguments and conclusions by conceptualizing, applying, analysing, synthesizing and evaluating the information in front of you to reach a conclusion.
Arguments are claims backed by reasons that are supported by evidence. Evidence is used as “proof of the actuality or existence of something” or as “a fact is something that is known through observation or experience” or “evidence is a collection of facts that are believed to be true”. Evidence is thus vital in critical thinking and decision making.
Want to find out how reliable your critical thinking skills is? Please join us for a critical thinking workshop and find out.

3.3. Empowered Caregiver: Motivational interviewing
Helping people to change their behaviour is quite a challenge. Motivational interviewing (MI) is a collaborative conversation style for strengthening a person’s own motivation and commitment to change.
In this interactive workshop, we demonstrate how MI can be used in conversations with clients and patients. Besides briefly learning the basic understandings of MI, you will practice reflective listening and experience of how motivation can be influenced.

4.1. Building Capacity: lessons learned from the CASO project
The EU funded Capacity Building Programmes in the field of Higher Education (KA2 CBHE) allow for the participation of non-EU partners. The CASO project was a collaboration between 3 EU and 3 SA higher education institutes (HEI) focusing on healthcare and wellbeing and targeting various community-based target groups as well as the university students and local stakeholders. What does it mean to build capacity from a quadruple helix approach for all project stakeholders? What can we learn from the CASO project and how has the CASO project built capacity for the CASO stakeholders?
In this workshop, we will discuss these questions in the light of this EU funded Erasmus+ programme (KA2 CBHE) as well as in relation to successes and obstacles in the perspective of international and intercultural collaboration within the CASO project and the output delivered.
4.2. Sustainable exploitation and dissemination: lessons learned from the CASO project
One of the overall evaluation requirements of CBHE projects concerns dissemination, exploitation and sustainability. The well-developed and well-delivered output is directly related to quality scores of the entire project and needs to be described in the final report.
The CASO project has mainly focused on educational development. In this light, we will discuss dissemination, exploitation and sustainability of CASO output benefitting the partner Universities as well as other stakeholders. We will also briefly look into the options for sustaining the consortium as a platform for future projects. Lessons learned from the CASO project, successes, as well as obstacles, will help us understand challenges and future chances.
4.3. Creating impact: lessons learned from the CASO project
The impact is the big ‘thing’ for EU Erasmus projects. Project output should have a wide and large impact on education, on all stakeholders, and preferably to communities as well as the target groups. CASO aimed at delivering output benefitting students, teachers, learners, patients and professionals. Working together with external stakeholders and associated partners is imminent. How well have we succeeded in achieving impact? How successful have we been in realizing output according to a quadruple helix approach? What do (external) stakeholders consider impact?
In this workshop we will discuss the output of CASO in the light of the impact it may have, should have or will have (in the future) on the stakeholders linked to the project or linked to the consortium. Local CASO’s external stakeholders (e.g. Playing Sports for Live, PS4L) will shed light on this as well by providing their perspectives on participating in the project.

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