THE PROJECT
The aim of TIGOL is the creation of a solid, shared and transferable model for combating and preventing exclusion, social discrimination and school dropout in young people, both natives and migrants, highlighting the role played by temporality.
Taking inspiration from 6 profiles described by Cedefop (2016) of young people at risk of social exclusion and school dropout – evaders, non-conformists, lost in transition, resigned, forced, marginalized – TIGOL achieves three objectives:
- an integrated model for preventing and combating social exclusion and school dropout with a central role of the concept of time;
- a training and educational offer aimed at young people, trainers and teachers, at the center of which lies planning-acting in conditions of uncertainty in everyday environments and living spaces;
- the consolidation of cooperation between TIGOL partners through the signing of a stable cooperation agreement.
PREVENT
DECIDE
PLAN
TIGOL focuses on the concept of anticipation with respect to the tendency to procrastination, considering it as a factor and modality capable of influencing decisions and their maintenance over time compared to postponing.
TIGOL investigated how the young people involved decided on their course of study or professional training path. The choices were often conditioned by factors unrelated to a clear idea of the future to be achieved through school or training such as feeling obliged, not having alternatives or influences due to family or friends.
TIGOL focuses on the present and future time.
The first is the place of choices, the second is the one into which these choices are projected.
In the young people we met, a marked underestimation of temporality understood as finite emerged as dominant. It emerged, however, how young people represent themselves and perceive an experience of marked pressure and scarcity of available time which affects the ability to plan an idea of the future.
…IN DETAIL…
TIGOL ACTIONS
Action 1
With action 1, adolescents and young people between the ages of 14 and 18 were selected and involved, conducting psychosocial research with 154 Italian subjects with an average age of 17 years and 140 French subjects with an average age of 18 years, at the end of which the young people who participated in the phase of action 2 were identified. The girls’ perceptions of some crucial psychosocial variables considered possible indicators of dropout were analysed. scholastic. These variables were selected because they were identified by the EU as significant antecedents of school dropout (e.g. disadvantaged family background, origin from peripheral areas, migratory context). In addition, the perception of time scarcity and uncertainty about the future were investigated. The psychosocial variables investigated in relation to school dropout intentions were the perception of scarcity of time, uncertainty about the future, sense of self-efficacy, self-esteem and perceived social exclusion. Our data have highlighted that the perception of time scarcity can predict, and increase, intentions to drop out of school. Jointly, ethnic discrimination was also found to predict dropout intentions.
Action 2
With action 2, two distinct groups of young people belonging to the Italian and French context were trained and launched. The two groups composed of 45 and 25 participants respectively allowed participants to explore, through roleplaying and exercises regarding intertemporal choices and hyperbolic discounting, appropriately adapted to individual profiles, the prevailing way of thinking about time and deciding on its daily use.
Action 3
With action 3 the partners collaborated to design the definitive version of the intervention and prevention model for intentions of school dropout or disengagement from planning one’s own possible life project.
Action 4
With action 4, the partners guaranteed the carrying out of the project activities, allowing compliance with the project timetable.
