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Psychologisches Zentrum - Kinder mit Lernschwierigkeit

 Praktikum
 
ACE ist ein Ketter von 6 Zentren, an denen psychologisch fundierte Berufsberatung, Heilerziehung für Kinder mit Lernschwierigkeiten sowie psychologische Beratung für Individuen und Unternehmen angeboten werden. Du kannst deinen Interessensschwerpunkt nennen und wird zum Psychologie-Praktikum einer der Psychologinnen zugewiesen. Im Tab "Mehr Infos" gibt es auch ein Video zu diesem Praktikum.
 
 

Projektbeschreibung

 
ACE (Academy for Counseling & Education) ist eine Kette von 6 Zentren, von denen 3 in Navi Mumbai (Vashi, Chembul, Malar) sowie 3 in Pune sind. Die Methodiken von ACE wurden von der klinischen Psychologin Salma Prabhu entwickelt. Seit dem Start 1996 wurden über 80.000 Personen bei ACE beraten. Dabei fokussiert ACE auf die Bereiche Berufsberatung, Heilerziehung, psychologische Beratung für Privatpersonen sowie psychologische Services für Firmen (Training und Personalwesen). ACE ist auch ein authorisierter Trainingspartner für Pearson Clinical Assessments.
 
The Ideologie von ACE entwickelte sich aus der Beobachtung von Salma Prabhu in den 1990-er-Jahren, dass durch gesellschaftliche Verändererungen in Indien viele Leute Schwierigkeiten bekamen, gesellschaftliches Leben, Karriere und sozialen Status zu bewältigen. Daraus entwickelte sie ACE, dessen Ziel es ist, die Zufriedenheit der Menschen im Leben zu steigern.
 
Salma Prabhu ist eine in ganz Indien bekannte Psychologin. Salma schreibt regelmäßig Kolumnen für führende Zeitungen in Indien wie Mumbai Mirror, Times of India und DNA und hat zahlreiche Psychologie-Bücher sowie Audio-CDs veröffentlicht. Sie hat für das TATA Institut für Sozialwissenschaften das M.A.-Programm in Counseling entwickelt und ist dort auch als Dozentin tätig, sowie für SIES Mumbai das Postgraduate Programm "Guidance and Counseling". Auf dem Fernshekanal Saam TV ist sie jeden Freitag um 16 Uhr als Fernsehpsychologin tätig, im Programm rufen Bürger an und lassen sich beraten, hauptsächlich zu Themen wie Eltern-Kind-Beziehung, Positives Denken, Zeitmanagement und Stressmanagement.  
 
An den 6 Zentren von ACE sind Psychologen eingestellt, die sich auf verschiedene Tätigkeiten spezialisieren, entweder sie führen Tests durch oder beschäftigen sich mit Kindern mit Lernschwierigketien oder bieten Beratung. Alle haben Abschlüsse als klinische oder beratende Psychologen. Mrs. Prabhu selbst ist einmal pro Woche in jedem Zentrum.
 
Etwa 30% der Arbeit entfallen auf Berufsberatung, 40% auf Kinder mit Lernschwierigkeiten (z.B. Legasthenie, ADS) und 30% sind psychologische Beratung (innerhalb derer nur 5% im Bereich der klinischen Psychologie anzusiedeln sind). Alle Arbeit mit Unternehmenskunden (HR Training, Vorträge etc.) macht Frau Prabhu selbst. Dabei bringt sie auch Lehrern von Schulen psychologische Grundkenntnisse bei.
 
Die Dienste, die ACE anbietet sind "Young ACE", bei dem Jugendliche einen Assessment-Test durchführen (ICL - Integrated Career Logic), der Auskunft darüber erteilt, welches die Interessen und Stärken sind und für welches Studium und Beruf man sich eignet. Bereits 50.000 Personen haben diesen Test bei ACE durchgeführt.
 
"ACE Therapist" richtet sich an Kinder, die an Mangel an Konzentration, Tagträumerei, Lernschwäche, Faulheit, Rechtschreibeschwäche und Mangel an Motivation leiden. Dabei werden die Schwächen identifiert und an ihnen gearbeitet; auch Eltern und Lehrer werden dabei einbezogen.
 
"ACE Personal" beinhaltet persönliche psychologische Beratungen inkl. Eltern-Kind-Beziehung, Eheprobleme, IQ-Test, Verhaltensauffälligkeiten, Persönlichkeits-Assessments wie 16PF, MBTO, FIRO-B usw.
 
"ACE Training" gibt Eltern und Lehrern Hilfe in Erziehung; besondere Schwerpunkte beinhalten Heilerziehung, Karriereberatung, Führung & Beratung. ACE ist ein authorisiertes Trainingszentrum für Pearson Clinical Assessments, dabei werden Workshops zu durchgeführt zu Wechsler Serien, Dyslexia Screening, BAYLEY and Vineland Adaptive Behavioural Scale II.
 
"ACE HR" richtet sich an Unternehmenskunden und berät diese in den Bereichen Organisationspsychologie, Recruitment, Mitarbeiterbindung, PMS, Assessment-Based Competency Mapping, Leadership Development und Konfliktmanagement/Team-Dynamik.
 
Im Tab "Mehr Infos" findest du einen Praktikumsbericht einer Praktikantin bei ACE sowie ein ausführliches Tätigkeitsprotokoll einer weiteren Praktikantin.
 
Info Box
Allgemein
Ort: Navi Mumbai, Indien
Verfügbarkeit: ganzjährig, Start flexibel
Mindestdauer: 1 Woche
Maximaldauer: 6 Monate
Sprachkenntnisse: English
Weitere Sprachen von Vorteil: Hindi, Marathi
Unterbringung:
WG, Hotel
Praktikum
Betreuung möglich: Ja
Qualifikation Betreuer/in: Psychologen
Minimale Qualifikation Praktikant(in):
in Studium Psychologie oder Medizin
Weiterer Beitrag ans Projekt: Ja, 2015: 7500 Rs pro angefangenem Monat + 19% Steuern; 2016: 10.000 Rs pro angefangenem Monat + 19% Steuern
Volunteering
Volunteering möglich: -
Erwartete Qualifikationen Freiwillige(r): -
Weiterer Beitrag ans Projekt: Nein
Es wird erwartet:
Professionelles Arbeiten, die "richtige" Einstellung
 

Mehr Infos

 

Schau Dir unser Video an zu diesem Psychologie-Praktikum!

 
Im Video präsentiert Salma Prabhu, Direktorin von ACE das Praktikum und Psychologiepraktikantin Ahmarin aus den USA berichtet kurz über ihre Erfahrungen.
 
 

Praktikumsbericht Ahmarin

 
The Academy for Counseling and Education has been a rewarding experience in many ways. Meeting the counselors and getting the chance to talk to the parents of the children who come for help has really helped me understand learning disabilities (e.g. why they exist, and the things we can do to help) and the impact it has on families and education.
 
Remedial:
 
The remedial section of the counseling center is helpful for kids with learning disabilities simply because they get practice in specific areas in which they need improvement, for example fine motor skills (FMS), visual motor coordination (VMC), reading vocabulary comprehension (RVC), and arithmetic (ART). This particular counseling style involves group work as well as one-on-one depending on the needs of the child. The child would work on their activities, whether it be in the form of a worksheet or a board game for an hour. The child’s progress is monitored through writing down the time it took for him/her to finish the activity, and the amount of help they had gotten to answer the questions. An individualized education program (IEP) is made for each child depending on the level of difficulty they have which is determined through IQ tests. Through these tests, the academic grade level is determined as well as their mental age. This is particularly important because the level of worksheets (IEP) is designed to fit that grade level. The speciality about this program is that the children are given these skill building activities in a playful manner (through mazes, coloring worksheets, and puzzles) so the child does not feel that they have come for ‘yet another class,’ but rather the children love coming to ACE and through their group activities, they learn social skills as well.

Below are some observations I made for some of the children who come to ACE.
 
Client Observations
 
Isaac - Reading difficulties and ADHD. Isaac is a child with difficulty in reading and ADHD. He is 8 years old and lives/studies in Dubai. Some of the ways in which he shows signs of dyslexia are that he seems to guess at unknown words and can’t figure them out through phonetics until guided by the counselor. He does not get meaning from reading. He insists on reading only part of the passage instead of the entire thing (starts to withdraw) when he finds the reading difficult. When we were reading a poem together he didn’t seem to understand the concept of rhyming words (until explained). When we were playing games he would only stick to the activity with which he is comfortable and would ‘run away’ from other new activities. While it seemed like his spoken vocabulary was commendable, his written vocabulary was weak.
 
Prathamesh - Attention-seeking. He would interrupt conversations between counselors by calling out our names. He has an excessive need for approval/reassurance with the work he does. He would first want to know if whatever he is doing is okay to proceed further. His style of speech is very different from other children. When he speaks to me he would subconsciously change his accent as if to empathize and affiliate with me because I was from a different country. He
would behave like the ‘elder brother’ to all the children younger to him by explaining the directions to worksheets (in case they didn’t understand). He also has learning difficulties such as reading, writing and math. His level seems to be lower than his grade level. Because I haven’t seen his reports, I am not aware of his actual level or the current standard he is attending.
 
Krishna - ADHD. Impulsive and therefore has difficulty following directions. He can be intimidating when he talks too much or when he uses fowl language (when he gets frustrated) or even when he tries to make other people jealous of
the number of chocolates he ate that day. The times I did not know how to handle him were when he would threaten to hurt me (or anything that I own) if I did not give him what he wanted, or when he continuously used fowl
language to gain attention. Interestingly, when his attention is grabbed the minute he steps into the counseling center, he is much more readily able to do worksheets, however when given the leeway to use the computer (which is his
favorite activity in the center), he would refuse and maybe even throw a tantrum. He has difficulty awaiting his turn. What’s great about Krishna is that when he is in a good mood he has the ability to lighten up the entire room.

Joshua. Joshua has a select few people that he is comfortable with. For example, he would only follow directions given from the counselor that he regularly sees. He speaks a dialect that is different from what I am used to, and while it
seems rude to me, it may be normal otherwise. It would have been interesting to speak to Joshua’s parents to get more detail about him. I think Joshua has a reading difficulty. When I was doing an English worksheet with him (join two
halves of a word to make one), he seemed to have difficulty following the directions. The words were 3-4 letters long, and for example, if he was told to join ‘wa’ and ‘nt’ to make ‘want’ he would write ‘ntwa’. He has difficulty
recognizing the sounds of the letters and joining them to make a word that makes sense. However, despite the difficulty he seemed to want to finish the worksheet which I thought was impressive.

Sahil - Autism. Sahil is an autistic child who blessedly has gotten a lot of help and training from his mother to perform normal school activities. He has a knack for computers and puzzles and enjoys playing games in which he has to find treasures. He loves to sing and music becomes his method of productivity. They say music can lift your mood and give you a relaxed focus, and this may be his way of concentrating on activities such as puzzles and less cognitively demanding tasks (computer games). What I find interesting is that usually autistic children are sensitive to physical touch, however, Sahil would want to hold hands with the counselor he is familiar with.
 
Aishwarya - Learning difficulties. Aishwarya is 13 years old and has difficulty in reading and comprehending. She is intimidated by group activities, especially when the activities involve talking/sharing. She lacks confidence and perhaps
is therefore afraid of trying.
 
Below is a brief description of some of the tests I learned about in a two-on-one session with Nishigandha:
 
Curriculum Based Test:
The curriculum based test is a measurement that uses direct observation and recording of a student’s performance in the local curriculum. Their grade level is determined through reading, comprehension, math skills, and writing assessments.
 
VABS:
VABS stands for Vineland Adaptive Behavior Scale. This test is for those clients whose IQ cannot be taken. This scale is used to help diagnose and evaluate the special needs of children. The questions are asked to the parents instead of the child.
 
Career Counseling:
I got to sit in on one career counseling session with Salma Prabhu (founder of ACE). These sessions are for clients to have a clearer picture of what field they would like to pursue in the future. Their decisions are based on an interest test, and an aptitude test (along with two other tests). While these tests and their scores are standardized, the suggestions given for the type of career are not; they are suggested by Salma Prabhu.
 
In one session, the participant had taken an aptitude test and an interest test, the scores of which were used to determine the type of career (in this case sports medicine) the child should pursue. Through the test it was deduced that the child lacked confidence and was asked to attend four confidence building sessions. Also, his parents were asked to come for counseling in order to learn how to positively encourage their child.
 
Comments:
I am extremely thankful to ACE for giving me the opportunity to learn and simultaneously work on my project while I was there. I believe I was able to accomplish more than I could have possibly imagined in a month and a half.
 
Future suggestions:
My experience at ACE has been fun and memorable. However, one suggestion I would make for future interns is to have a plan already laid out (schedule) which could be explained during ‘orientation’ day/days, so that more can be accomplished during a short period of time. For example, before doing observations in the remedial room it would be nice to get to know the child through their reports before observing them. Also, the layout for the internship reports
should be introduced before-hand so that notes can be taken accordingly. Sessions with parents and children should be planned so that the intern knows what to expect before going into a session. Further, perhaps a debriefing session with counselors of the positives and negatives would be helpful from time to time in understanding the center better, the work that the counselors do, and ways to improve. This would be for the intern to have a chance to talk about
work in a comfortable setting and discuss what they are learning/what they want to learn/any questions they may have.
 

Internship Protocol Meike


Day 1    
Topics Covered: "Career Counseling. Scoring the test results. Observing the way of work"    
Trainer: Suhasini    
"Performing 16-PF, Interest and Personality Test; How does ACE work? What are the values/concepts? What do the children do? What kind of disabilities do they have?"    

Suhasini told me that the aim of ACE is to teach the children in a very positive way without pressure and that all of the counselors try to help the children improve their achievments in school. Therefore the children come to ACE after school and receive help with their homeworks and L.D.'s. The children who come to ACE sometimes have ADHD/ADD or Dyslexia, Dysphasia, Discalculia. The Career Counseling was also very interesting. I've performed some tests before but most of them because researches and not because of personal feedback. Today I performed an Aptitude-Test and an Intelligence-Test. The Scoring of these two tests showed, that it is highly important to be careful and accurate while doing it. Always double-check before making a diagnose.    
 
Day 2        
"Perform Interest and Personality Test and 16-PF"    
Trainer: Suhasini    
"Scoring the Results"
    
I observed the way the counselors work at ACE and the concepts, which were told me before were confirmed. The work is done in a positive way and the children are allowed to play games, which also help them to learn. Although they are supposed to have fun at ACE they have to learn something as well. Therefore they have to study but this also is done in a playful way. They seem to enjoy coming to ACE and the counselors are patient with them and spend a lot of time with them. I've also observed Ritvija while answer some comprehension questions, which was really hard for her because she couldn't concentrate. A lot was going on in the room on this day. As she was able to concentrate she could answer the questions but still needed help. Later I performed the two remaining Personality-Tests (including 16-PF) and the Interest
 
Day 3    
"Meeting; Get to know ACE; Parental Information Evening"    
Trainers: Aashna, Suhasini, Grishma   
"Interact with the children; getting to know them; What is lesson planning and why do you want to do this? Try to understand the difficulties of each child."
    
At the meeting I've learned how ACE wants to improve and that Salma Ma'am wants to respond on every children individually. Her aim is it to be able to give the parents a promise about the improvement of their child. That's why all counselors have to come up with several creative and fun ideas of teaching. I've also learned that the children get special support for their Learning Difficulties. If they have problems with maths they have to concentrate on the worksheets about maths. At the parents meeting Salma Ma'am told the parents about her plans with ACE and also asked them for their 100% support. They can help their child by doing some massages and brain yoga, thinking positively and giving them herbal-based pills, which increase the IQ by increasing concentration and memory.  
 
Days 4-5
"Read WISC-4 Manual; maths lesson planning"    
Trainer: Grishma    
"WISC-4; talking about the ideas"    
 
I thought of some ideas to make maths easier. E.g. make clear rules-, info-, definition- boxes by colouring them. Define clear learning and training areas might help and don't show the answers of examples or exercises right away. These ideas would make a work book at least less confusing. The games I was thinking about are ""Search-the-number"", ""Fill-in-the -number"", ""Fill-in-the-table"" or even crosswords and ""Fill-in-the-blanks"" for the definitions and rules, which have been learned. The WISC-4 is a very complexe intelligence-test for children and it takes about 2 hours to administer it. It is also allowed to take a break, if the child is tired. It is very important that the test is administered in a highly standardised way.
 
Day 6    
"WRAT-4, Schonell, BG"    
Trainer: Grishma    
"Scoring the tests; When do you use the tests?    
 
It was the first time I've learned something about tests for Learning Difficulties. WRAT-4 is used when there is a suspicion of learning difficulties in a child. It is a parallel testform and includes ""word reading"", ""spelling"", ""sentence comprehension"" and ""math computation"". The WRAT-4 is always followed by Schonell and BG. Schonell is a short test which includes ""spelling"" and ""wordreading"" and BG (Bender Gestalt) is  used for detection of neurological impairment and emotional disturbance. It includes an ""observation test"" ""motor test"" and ""perception test"".
 
Day 7
"Score WRAT-4, Schonell, BG; Short overview of CBT"    
Trainer: Grishma
"Is Santosh autistic?"    
 
After getting to know the tests I helped Ritvija with an exercise about singular and plural. She often forgot the article but was good and quick in creating the singular form out of the given plural word. After that I met Santosh. He was really scared and couldn't say hello to me. He was shaking and really nervous. After ca. 5 min he managed to say hello. In the end I've learned that he is autistic. It was the first time I've interacted with an autistic child or adult."    
 
Day 8
"Repeat and internalise WRAT-4, BG, Schonell; Read manual of CBT"    
Trainer: Grishma    
"Explain the tests to Grishma"
 
Made sure that I don't have any questions left for WRAT-4, BG, Schonell.  Made sure that I understood the CBT e.g. asked about the scoring because it wasn't mentioned how children without L.D. would score. As I was sitting in the room, reading the CBT manual I also got to know Niranjan. The CBT is used for assessments of language, mathematics and perception skills and therefore can help detecting learning difficulties in a child. After I finished reading I helped Niranjan take care of his folder and talked to him. He seemed really open and was confident talking to me in English. He was able to put the worksheets into the right order of date. Afterwards I helped Dhiya with a word-scramble, which was really difficult for her. She especially needed help in spelling words."
 
Day 9
"WISC-4; Perform TAT; Lesson planning"    
Trainers Grishma, Neena    
"TAT. Scoring/Interpret the WISC-4"
 
Made sure that I understand the WISC-4 e.g. why and when you have to do the reverse order? Do you have the manual with you for the ""Similarities""?" "Get to know the WISC-4 with explanations and performing some task of it, helped me to understand it."
 
 
I realized that performing this test isn't easy at all because it is highly standardised. And it needs a lot of practice to administer this test. Performing the TAT was really interesting. At first it seems hard to write about the future, present and past for every single picture. But then it kind of flows. But as a psychologist I always wondered what there can be read out of my stories.
 
Day 10    
"Meeting; Lesson planning; Short insight of the VABS-2; Perform Brain Yoga"    
Trainers: Aashna, Meera, Suhasini    
"Lesson planning, VABS-2, What are the tasks for the lesson planning? Why and when do you use Brain Yoga?"
 
The aim of the lesson planning is to give each child the opportunity and help him/her to learn the important things in a playing way (although it has Learning Difficultires). e.g. in maths you could tell interesting stories with counting in it or do fill-in-the-number-games. Today I was teached how to do the Brain Yoga. The use of it is to calm down and relax yourself and therefore the mind. It also helps letting the autosuggestions reach the subconscious. It should help you to think in a more positively way, which then effects your everyday life. The children and adults, who do it regularly should get a positive attitude and it should get easier for them to reach their goals. After the Brain Yoga I gained a short insight into the VABS-2. If children are too hyperactive to do a IQ-Test you can administer this test (the person who is the closest to him/her has to perform the test).
 
Day 11    
"Read WPPSI-3  Manual; Score and interprete TAT"    
Trainer: Grishma    
"WPPSI-3 - Does the need automatically include the same press? How many needs can a person have?"    
 
The TAT is a very complex method which takes a lot of practice and experience to score and interprete. In my opinion it is also very subjective and sometimes I couldn't follow the conclusions given in the examples in the manual. It is important to interprete it carefully. However, I've learned that according to Murray, needs and press go hand in hand. My needs can be a press to someone and my press can be a need to someone. The time I spent with the children was very good. I played Monopoly with some of the boys and suddenly they were quite good in dealing with money and counting the pips on the dice. Having fun and playing games seems to support the learning process. Furthermore, while doing a comprehension exercise with Ritvija, I've learned that it is important to let her explain the meaning of the sentence to me. Otherwise she only will read the text without getting the content of it.    
 
Day 12
"Explain WRAT-4, BG, Schonell, CBT to Grishma; Read TAT-manual"
Trainers: Grishma, Suhasini    
"TAT - What do you do, if a child doesn't want to do a test anymore? How do you react, if it doesn't know something and asks you, but you are not allowed to give the answer to that question?"    
 
Grishma told me to teach her the test I've allready learned. I knew which subtest should follow which and what the Starting-/Stoping-Points etc. were. All in all, I knew how they theoretically are supposed to be administered. But as Grishma started askig me question as if she was a child, which doesn't want to perform the test, I started struggeling a little bit. It is now clear to me that it takes a lot of practice to administrate a test on a child. It is very important to know the order of the tests and the materials by heart but also to motivate the child over and over again and to know some good answers to questions your not allowed to answer.
 
Day 13
"Score WRAT-4 & fill in the protocol-sheet; learn some facts about indian festivals"
Trainers: Grishma, Suhasini
 
Made sure, that I understand the way the WRAT-4 is scored and how the protocol is filled in. While Eshaan and Sairam were doing colouring and accordingly doing a jigsaw, Eshaan was very keen on telling me many facts about some indian festivals. E.g. Holy, Diwali. He also asked me a lot of questions about the festivals in Germany and was very bubbly, but sometimes Suhasini had to remind him to speak more slowly and help him with some words and grammar. Later I was allowed to score an actual WRAT-4 and then fill in the protocol of the child. It is well descriped how to score the test, however you have to be attentive to get all the scores right.    
 
Day 14
"Help Aashna"    
Trainers: Aashna, Meera    
"How can I motivate ... to write a short passage?"    
 
I helped Aashna to keep the children busy. She did some maths/spelling/writing exercises with them and after or before that they were allowed to play with me. At the beginning they played Memory with me and after that, we played Bubble Trouble. Especially the last Memory game was exhausting because all of the three children wouldn't stop cheating. At the end I got Bharna to stop picking as many cards as she needed to find the right one. She understood, that once she picked two cards, she had to show them to us. After that I helped Sarthak to write a short text. He gets distracted very fast respectively distractes himself very easy. But with a lot of encouraging, he finally wrote the text.    
 
Day 15
"Reading Rorschach-Manual"    
Trainers: Grishma
"Rorschach; How was Sairam at the beginning? Did he improve?"    
 
One boy left ACE for good on Friday and I was wondering how he improved during his stay. Grishma told me that he had been here for 3 years and had been hyperactive at the beginning. He was also very stubborn, fixed on the time and couldn't make eyecontact, which raise the suspicion that he is autistic. But after a while he got better and I got to know him as a very nice, polite boy who tends to be a little shy but willing to talk to you and to learn. Later that day I was playing "Hidden World of Arts" with Ashlyn. He was very bubbly and really good in finding the objects as well as reading and and talking in English. He was just a little bit restless and nervous.    
 
Day 16
"Score & perform MMPI; Score Career Counseling"    
Trainer: Meera    
"Scoring MMPI; Reading MMPI-manual; Scoring Career Counseling; What kind of scales do we have? How can you help people with pesonality disorders?"    
 
I helped Meera with the scoring of a MMPI. It is a lot of work because of the 566 items. The manual gives clear instructions how to handle the different scales, e.g. which item belongs to which scale. There are three validity-scales and 10 clinical-scales. Meera also explained to me that if someone has a strong personality disorder it is difficult to help him/her. You'd have to do constant counseling and therapy. And even then it is highly unlikely that the disorder will disappear.  After that I observed Meera interacting with a young boy who is most likely autistic. He didn't want to talk but was really excited about one particular song. He also wanted to "play" the piano and was able to play with water. Later that day I performed the MMPI myself.After that I was helping Ritvija with making sentences out of words, which were dictated to her earlier. She only did three mistakes out of 20 words. At the begining of my internship it was hard for her to look the words up in the dictionary all by her self. Today she did it very well. Even the sentences she wrote weren't too easy and even showed some complex structures. Grishma asked me to talk with Ritvija about school to see, if she likes school, how she feels about it and if she feels comfortable having a conversation with me. She wasn't very bubbly but still talked to me in full sentences and I came to know that her favourite subject is maths, that she has her best friend at school and that's why she likes it there. She told me about Teacher's Day without me asking for that day and even explained me what will happen. Her younger brother was with her today and he was very good in colouring and drawing. But even as we complimented him on his drawings she didn't seem to feel jealous but actually appeared to be proud of him.    
 
Day 17
"Scoring my own MMPI"    
Trainers: Grishma, Suhasini
"How do I score the test? What is the critical value? Why did I score so high on paranoia?"
 
At the beginngin of the day I scored my own MMPI. It took me a while to count all the true and false answers of the single scales, but it was easy to understand. Sometimes I looked it up in the manual, which answer indicates e.g. Depression, Paranoia etc. After finishing counting the raw scores I had to do the K-Correction with some of the scales. I misunderstood that I had to do a K-Correction with the Paranoia-Scale as well but didn't realize it. As I convertet the raw scores into T-Scores it suddenly appeared that I was very high on the Paranoia-Scale. Even beyond the critical value (75). At first I was felt certain that I made a mistake in counting somewhere so I started all over again. However except for two points I couldn't find a mistake. So I started searching for a rule in the manual which would tell me what to do, if the K-Score is really high. I couldn't find that as well. At that point I was worried that I actual might be paranoid. Thats why I asked Grishma for help and she told me to have a closer look. After five more minutes I suddenly read that the manual said to correct the Psychotheria-Scale and not the Paranoia-Scale. After the correction of my mistake I scored below the critical value. That taught me that I have to be more concentraited and careful with scoring tests. If it hadn't be my test, I probably wouldn't have searched for a mistake at all but just accepted the score as it was. After that I concentraited on helping with the children. I tried to read two short passages with Farhan. He had a good understanding of what he was reading but kept  skipping some words and letters. Especially articles and "s" at the end of a word. The same appeared in his writing. He forgot the articles and some letters at the end of a word. He also was very hard to motivate and was kind of stubborn. For a very short text and three following questions he took 15 minutes to finish it. I also did a "Fill-in-the-Gaps" text first with Meridul and then with Ritivija. It was obvious, that Meridul could understand the meanings of the sentenes better than Ritvija. But she also did well on the task. Another very interesting and nice thing happend today. Santosh, the autistic boy, stopped being nervous in my presence a few days ago. He accepted my "hello" but wouln't answer it because he was to shy. Today Erica was able to talk to him and helped him with his exercise. It also was Teacher's Day and the students kept wishing us a happy Teacher's Day. Suddenly Santosh put forth his hand and wished me a happy day aswell. Without any shyness but very happy and positivly excited. The rest of the day it was okay for him, when I looked at him and started smiling. He even smiled back sometimes.     
 
Day 18
"Read Rorschach-Manual"    
Trainer: Grishma
 
In the morning I helped Dakshit to look up some meanings of simple words in the dictionary, like "because", "always" etc. He wasn't very motivated or concentrated and it was hard for me to motivate him, as he doesn't understand English very well and I don't speak Hindi. He wasn't good in reading the words or the meanings but could repeat it after I read them to him. He was good in tell me the single letters of the word and was able to copy the words. But still a long time was needed to complete a single word. After that I continued reading the Rorschach-Manual which is very complex and I believe it will be easier for me to apply it once I saw how it is administered. The Rorschach-Test claims to be useful in differ between menatly healthy people and psychotics. It takes roughly 45 minutes and should be performed in one session. It can be administered in addition to MMPI but e.g. in Great Britian it isn't used at all.     

Day 19
"Read the Vineland-2-Manual; Score and interprete the Career Counseling"
Trainers: Grishma, Gautami    
"How many Career Counselings do you have per week? What do you tell parents, if its clear that the child/client has problems at home? How do you know, which career is convenient for the client?"
    
The Vineland-2 seems to be a very good option to diagnose a person (especially children), which can't perform a test by itself. But as for nearly every test, it is very important to have experience and even more important to be prepared very well. Especially for the Semistructured Interview Format the preperation of some general questions is indispensable. For parents it is more pleasant to perform the Semistructured Interview rather than the Rating Scale because there they can just talk about their child more freely. A comfortable atmosphere is necessary as well as to remind the respondent to talk about the usual performance of the child. The test is supposed to identificate whether a child/person has difficulties in specific areas or not. After that Gautami showed me how to score the Career Counseling and how to handle the special software. This software basically does the statistical work for the counseler. You type in the raw scores of the Aptitude-Test, Intelligence-Test, Interest-Test and Personality-Test. After that you can see, where the special interests and aptitudes of the client are. With that knoweledge you have to pick the matching career-opporunities. Even the report is given automatically. The test is highly requested and for choosing the right career-opportunities you have to have experience.     
 
Day 20
"Score Career Counseling; Learn how to administer the Rorschach-Test"    
Trainers: Meera, Suhasini    
"Administer Rorschach-Test; What do you do, if a client doesn't score high on any interest at the Interest-Test? What do you tell the client at the beginning of a Rorschach-Test?"
 
I helped Suhasini to score a Career Counseling of a 16-year old girl. She did very well in the Aptitude-Test as well as in the Intelligence-Test but didn't score above the critical value in any scale of the Interest-Test. Her Validity-Score was beyond the critical value but not very high and it might be that she has to perform this particular test again. It is very hard to interprete the results without the individual's special interests and because of that until now no suggestion of career could be made. Meera showed me how to administer the Rorschach-Test. It is important to tell the client/patient that there is no "right" or "wrong" and he/she should tell all the answers, which he/she can think of. At first the client has to describe what he can see on the card until nothing more can be seen anymore. The psychologist has to write down every single answer for all of the ten cards. After the client described all ten figures the next task will be to show, in which place he can see the figures. The psychologist then has to circle in which position a object was seen.     
 
Day 21
"Work with the children"    
Trainer: Suhasini
 
It was a very quiet day, so I just worked with the children. I tried to have a conversation with Neha in English but she didn't seem to be confident in talking to me in English. She was very polite and a little bit shy but I had the feeling that she just wouldn't dare to talk to me. Later I read a story with Athasva, who had an injury on his hand and couldn't write. So he read to me aloud and was very good in understanding what he read but tended to overread the fullstops. As I reminded him to make a short break after every fullstop he got better. After that I played one game of chess with him, where he prooved to have a very good logical thinking and even that he can think ahead. When Sarthak entered the room he was very upset and a little bit whiny. That's why he was allowed to color a picture and as I started to help him he got better. We played a few games like memory and later he was free to play on the computer. The problem was that he can't read very well and doesn't understand the difficult words in the game "The Hidden World of Arts". Because of that we couldn't play that game. So I suggested to play "The Treasures of Montezume". But even here appeared a problem because he didn't understand which gems he had to swap. Still he had fun with the games but it just didn't serve the purpose.    
 
Day 22
"Administer and score the ROR"
Trainer: Meera    
"How do you stop the rection time? Do you administer the ROR on its own or does it maintain a test/diagnose?"    
 
Today I administered the Rorschach-Test on Meera. It was a very good experience and showed me that it is not as hard to administer as expected. It is important that everything is organised and doesn't destract the client. I had to get used to stop the time as well as note down the answer in the same time. Befor conducting it to a real client, I would have to internalise the phrases, which have to be said to him. After the administration I got to score the test myself. At first it seemed really confusing but after a short time I got the hang of it. First you have to score the Location (Whole Picture or Details), than the Content (Human, Animal, Nature etc.) after that the Determinants (Color, Form, Movement) and at last whether it is a common or unusual answer. For the report it is important to mention the Total Responses, Total Time, Popular Responses, Rejections, Total Reaction Time, Average Reaction Time as well as the Chromatic Reaction Time (Black and white pictures) and the Achromatic Reaction Time (Colorful pictures). Afte that the percentages of the F+, F- and Extended Flr answers have to be calculated. The percentage of F+ indicates whether the client has a good basis to reality or not and the Extended Flr percentage shows if a therapy would be successful. At last it is important to mention the single percentages of the Location-Scores, Content-Scores and Determinants-Scores. Those provide the important base for the interpretation of the client's performance. For the interpretation the psychologist should have much experience and always use the manual, which gives him important information about the meaning of the relation of the scores. (E.g. lots of Whole Responses indicate no interest in the test and lots of Small-Details Responses indicate paranoia). Still the ROR shouldn't be used by itself but supports e.g. the MMPI and helps to ease the decision whether a therpie is appropriate or not. It is clear, that the ROR still is a subjective method.   
 

Unterbringung

 

Unterbringung in Navi Mumbai

 
In Navi Mumbai kannst du auswählen zwischen Unterbringungen verschiedener Standards:
 
mostpopular transparent
Most popular! - Dies ist die Wahl der meisten unserer Teilnehmer. Du wohnst in einer WG zusammen mit weiteren Teilnehmern.

comfortplustext transp
Comfort+ - Für die, die mehr Wert auf Komfort legen: Unterbringung in einem Hotel.

mostpopular

WGs

In Navi Mumbai wohnen die meisten unserer Teilnehmer in Wohnungen, die sie mit weiteren Teilnehmern oder mit jungen Indern teilen. Das Schlafzimmer teilen sich meist 2-3 Personen gleichen Geschlechts. Wir greifen in Navi Mumbai auf verschiedene Unterbringungen zurück, je nach Verfügbarkeit und abhängig von deiner Einsatz-/Praktikumsstelle. Bitte habe Verständnis, das wir dir in der Regel nicht lange im Voraus mitteilen können, in welche Unterbringung du genau kommst. Dies hat den einfachen Grund, dass Teilnehmer vor Ort sich manchmal entscheiden länger zu bleiben und wir von Teilnehmer zu Teilnehmer flexibel die Verfügbarkeit der Unterbringungen prüfen. Bitte bringe für alle Wohnungen deine eigene Bettwäsche und Handtücher mit.
 
Wohnung in Sanpada
 
 
 
Die Wohnung befindet sich im 7. Stock eines Wohngebäudes in Sanpada (Navi Mumbai). Es handelt sich um ein sehr zentral gelegenes Wohnviertel der indischen oberen Mittelschicht. In nur 10 Minuten gelangt man zu Fuß zur Vashi Station (Bahnhof) sowie zu den Shopping Centren "Inorbit Mall", "Centre One" und "Raghulela". Die "Vashi Plaza" mit vielen Geschäften ist etwa 10 weitere Minuten zu Fuß entfernt. Ab Vashi Station fahren Züge zu anderen Bahnhöfen in Navi Mumbai und Mumbai.
 
In unmittelbarer Nachbarschaft des Gebäudes gibt es mehrere kleine Geschäfte mit Lebensmitteln und Alltagsbedarf, kleine lokale Restaurants, die auch einen Lieferservice in der Nachbarschaft haben, Apotheken, eine Wäscherei sowie ein gut ausgestattetes Fitness-Studio.  
 
Die Wohnung verfügt über einen Durchgangsschlafzimmer mit Deckenventilator, ein weiteres Schlafzimmer mit Deckenventilator und Klimaanlage, eine Küche, Dusche/Bad und Toilette. Das Bad verfügt über eine Dusche mit Wassererhitzer und Waschbecken. Die Küche verfügt über einen Kühlschrank, eine Kochplatte, einen Wasserkocher und Spüle. In der Regel bewohnen 1-3 Personen diese Wohnung.
 
Das Gebäude hat 7 Stockwerke mit jeweils 2 Wohnungen in 4 separaten Flügeln (also ingesamt 56 Wohnungen), in der unmittelbaren Umgebung befinden sich weitere ähnliche Wohnanlagen.
 
Das Gebäude wird durch Sicherheitspersonal betreut und verfügt über einen Aufzug in jedem Flügel.
 
Mahima Apartment
 
 
In Kooperation mit der Mahima International School, an der wir ebenfalls wir Praktika und Freiwilligeneinsätze ermöglichen, organisieren wir Unterbringung in einer Wohnung guten Standards in Koparkhairane. In der Wohnung leben auch bis zu 5 Mädchen zwischen 8-15 Jahren und anderen Teilnehmer unserer World Unite! Programme. Die Mädchen stammen in der Regel aus sozial schwächeren Familien und erhalten von der Mahima School kostenfrei Unterbringung und Schulbildung. Du kannst Zeit verbringen mit den Mädchen, aber musst es nicht! In der Wohnung können neben den Mädchen zeitgleich 1-3 Teilnehmer unterkommen.
 
Es gibt zwei Schlafzimmer für Teilnehmer unserer Programme (eines davon ist ein Durchgangszimmer, durch das auch das Badezimmer/die Toilette erreichbar ist), jeweils mit Deckenventilator.
 
Es gibt eine Waschmaschine, eine Küche, einen Gemeinschaftsraum und Sicherheitspersonal.
 
In unmittelbarer Nachbarschaft des Gebäudes gibt es mehrere kleine Geschäfte mit Lebensmitteln und Alltagsbedarf, kleine lokale Restaurants usw. Auch größere Shopping-Center sind in nur wenigen Minuten per Autorickshaw erreichbar.
 
Wohnung in Kalamboli
 
 
Das Apartment in Kalamboli befindet sich im 14. Stock eines Wohnkomplexes und ist modern ausgestattet. Es gibt einen Gemeinschaftsraum mit einer Bettcouch, der gegebenenfalls auch als Durchgangsschlafzimmer genutzt wird, ein Badezimmer, WC sowie zwei weitere Schlafzimmer. In dieser WG können zeitgleich 1-5 Teilnehmer untergebracht werden.
 
Die Wohnung verfügt ebenfalls über eine Küche und einen Balkon.
 
Das Gebäude verfügt über Sicherheitspersonal und einen Aufzug. In der unmittelbaren Umgebung befinden sich weitere ähnliche Wohnanlagen.

comfortplus

Hotel-Unterbringung:

 
Hotel-Unterbringung
 
Wir organisieren ebenfalls Unterbringung in einem zentral in Vashi gelegenen Budget-Hotel, das auch für längere Aufenthalte erschwinglich ist. Es ist einfachen Standards und bietet Einzel- oder Doppelzimmer, jeweils mit eigenem Bad und Klimaanlage. Leider verfügt das Hotel nicht über WiFi, aber man kann sich über Smartphone oder Internet-Sticks Zugang zum Internet verschaffen.
 

Kosten

 

I. World Unite! Service-Paket

Mobil-User: Wenn Du die Preise für deine Wunsch-Aufenthaltsdauer nicht siehst, blende andere (kürzere) Einsatzdauern aus.
  bis zu 31 Tage32-60 Tage61-90 Tage91-120 Tage5 Monate oder länger
 Servicepaket
1 Person
450 EUR 600 EUR 700 EUR 750 EUR 850 EUR
2-4 Personen
(Preis pro Person)
400 EUR 500 EUR 600 EUR 650 EUR 700 EUR
 
Hier EUR umrechnen in Schweizer Franken (CHF) und andere Währungen
 

Das World Unite! Service-Paket beinhaltet:

 
  • Persönliche Beratung und Vorbereitung vor deiner Anreise
  • Zugang zum World Unite! Online-Teilnehmerbereich mit für deinen Standort und Tätigkeit abgestimmten Vorbereitungsmaterialien inklusive interkultureller Vorbereitung (PDFs, Videos)
  • Vorbereitungsveranstaltung per Skype zusammen mit weiteren Teilnehmern
  • Unterstützung sowie Bereitstellung der Dokumente, die du für die Visumsbeantragung brauchst sowie (soweit erforderlich) Registrierung vor Ort
  • Abholung und Transfers ab/nach Mumbai Flughafen (BOM) bei Ankunft und Abreise
  • Persönlicher Betreuer an deinem Einsatzort und in unserem Büro
  • Stadtorientierung und Einführung in Navi Mumbai
  • Begleitung zu deiner Einsatzstelle an deinem ersten Tag
  • 24 Stunden Notfall-Erreichbarkeit des örtlichen Betreuers
  • Örtliche SIM-Karte mit 600 Rs. Gesprächsguthaben
  • Schreiben von Bestätigungen/Zertifikaten für deine Hochschule, Stipendium, Kindergeld, Versicherung etc. sowie Ausfüllen/Unterzeichnen von Praktikumsverträgen
 

Die Tarife beinhalten NICHT:

 
  • Unterbringung und Verpflegung (siehe unten)
  • An- und Rückreise nach Mumbai (buchst du selbst)
  • Offizielle Gebühren für Visum (siehe unten)
  • Versicherungen (Reisekrankenversicherung, Haftpflichtversicherung, Reiserücktrittskostenversicherung)
  • Persönliche Ausgaben
  • Impfungen
  • Transport vor Ort (Schätzwert siehe unten)
  • Bitte beachte, dass für manche Praktika weitere Beiträge an die Praktikumsorganisation anfallen. Bitte schau in der "Info Box" unter der Projektbeschreibung.
 

II. Unterbringungskosten

 
Du wählst aus zwischen folgenden Möglichkeiten:
Mobil-User: Wenn Du die Preise für deine Wunsch-Aufenthaltsdauer nicht siehst, blende andere (kürzere) Einsatzdauern aus.
Preisangaben in Indischen Rupien!
Währung umrechnen
 Kurzzeit-Aufenthalt
(1-31 Tage)
Langzeitaufenthalt
(32-365 Tage)
(Es sind nur halbe und volle Monate buchbar)
WG-Zimmer oder Hotel   
mostpopular2
WG mit weiteren Teilnehmern
1 Person
(Im Doppelzimmer)*
7500 Rs/2 Wochen
(min. 2 Wochen)*
15.000 Rs/Monat
2 Personen p.p.
(Doppelzimmer)
7500 Rs/2 Wochen
(min. 2 Wochen)
15.000 Rs/Monat
Verpflegung
(optional; indisches Essen)
pro Person Frühstück 35 Rs; Mittagessen 45 Rs; Abendessen 55 Rs./Tag Frühstück 35 Rs; Mittagessen 45 Rs; Abendessen 55 Rs./Tag 
comfortplus3
Hotelunterbringung mit Frühstück
1 Person
(Einzelzimmer)
7000 Rs/Woche
+ Steuern (4%)
30.000 Rs/Monat
+ Steuern (4%)
2 Personen p.p.
(Doppelzimmer)
4900 Rs/Woche
+ Steuern (4%)
21.000 Rs/Monat
+ Steuern (4%)
 
* Zimmer wird mit einer weiteren gleichgeschlechtlichen Person geteilt (Teilnehmer von uns oder indische Studierende). Strom ist nicht im Preis inbegriffen und wird nach Verbrauch berechnet! Preis für Verpflegung ohne Gewähr. Es sind nur volle oder halbe Monate buchbar.
Im Falle von 3-4 Personen: Preis wie 2 Personen. 5 oder mehr Personen: Kontaktiert uns für Gruppenpreise.
 

Übersicht über sonstige anfallende Kosten:

 
  • Visum ca. 60-130 EUR, je nach Tätigkeit und Aufenthaltsdauer (zu Beantragen vor der Anreise)
  • Wenn Verpflegung nicht inklusive ist: ca. 40-100 EUR/Monat (Schätzwert)
  • Kleine Ausgaben vor Ort (Internet, Transport vor Ort): ca. 20-40 EUR/Monat (Schätzwert)
  • Versicherungen ca. 20-40 EUR/Monat
 

Wie bezahle ich?

 
Nachdem wir alles mit dir besprochen haben und du fest zusagst, senden wir dir eine Rechnung. Du kannst bequem per Banküberweisung oder mit Paypal bezahlen. Du zahlst mit Rechnungsstellung eine Anzahlung von 200 EUR. Einen Monat vor der Anreise begleichst du dann den ausstehenden Betrag für das Service-Paket sowie den ersten Monat Miete.
 
Miete ab dem 2. Monat, eventuelle weitere Beiträge an die NGO oder für Praktikumsbetreuung (siehe Info-Box im Tab Projektbeschreibung) sowie Kosten für Visum und eventuelle weitere offizielle Dokumente zahlst du in der Regel direkt vor Ort (wenn wir es dir nicht anders mitteilen). Es gibt vor Ort Geldautomaten.
 

Extras

 

Folgende Einsätze könnten dich auch interessieren:

 
 
Diese Einsätze sind Vorschläge für Alternativen, die dich interessieren könnten oder KOMBINATIONEN. Die Kombination von Einsätzen bei verschiedenen Organisationen ist oft möglich und meist günstiger als zwei Einzelbuchungen. Kontaktiere uns bitte! Schau dir auch unsere Angebote aus den Bereichen "World Learner" und "Aktivreisen" in deinem Reiseland an, um deinen Aufenthalt noch interessanter zu gestalten.
 

Reisekrankenversicherung

 
Wir empfehlen die folgende Reisekrankenversicherung, die sich speziell an Teilnehmer von Praktikum, Freiwilligendienst, Sprachreise, Work&Travel, Kursteilnahme u.ä. im Ausland richtet. Sie ist verfügbar für Reisende jeglicher Nationalität und abschließbar für alle Länder außer Deinem Heimatland. Auch eine Reisehaftpflichtversicherung kannst du hinzufügen.
 
Klicke einfach auf den Banner und du kannst sie gleich in wenigen Schritten online abschließen und bekommst dann eine Bestätigung per Email.
 
 
 

Anreise

 

Anreise nach Navi Mumbai

india map
 
Du buchst dir einen Flug nach Mumbai (BOM). Dort wirst du abgeholt und zu deiner Unterbringung in Navi Mumbai gebracht.
 

FAQs

 

Häufig gestellte Fragen (FAQs)

 
Gibt es feste Starttermine, an die ich mich richten muss?
Nein, du kannst fast zu jedem beliebigen Termin anreisen und dich dabei nach Verfügbarkeit und Preisen von Flügen richten. Zu vermeiden ist lediglich die Anreise während der mehrtägigen indischen Feiertage Holi und Diwali. Wir können dich vom Flughafen Mumbai auch nachts abholen.
Kann ich noch länger in meiner Unterbringung wohnen bleiben nach meinem Freiwilligendienst/Praktikum oder früher anreisen?
Ja, dies ist möglich und wir geben dir günstige Unterbringungspreise. Sag uns einfach von wann bis wann du Unterbringung brauchst und wir geben die die Kosten durch.
Kann ich während meines Aufenthalts auch herumreisen und mir das Land anschauen?
Selbstverständlich kannst du herumreisen, fast alle unsere Teilnehmer tun dies. Wenn es sich um Reisen zu entfernteren Zielen handelt, die du nicht innerhalb eines Wochenendes durchführen kannst, empfehlen wir jedoch, dass du dies vor oder nach deinem Praktikum/Freiwilligeneinsatz oder während Ferienzeiten machst, damit du nicht in deiner Einsatzorganisation fehlst. Auch mit einem Praktikumsvisum ist es nicht verboten, touristisch in Indien herumzureisen.
Wann ist Regenzeit und kann ich während dieser Zeit nach Indien reisen?
Der Monsun beginnt Anfang Juni in Kerala, erreicht Mumbai Mitte Juni und die Himalaya-Region Anfang bis Mitte Juli und endet im September. Die Thar-Wüste in Rajasthan (Einsatzort Setrawa) bekommt auch während des Monsuns kaum und selten Regen ab und auch Jodhpur bleibt eher trocken.
 
Während des Monsuns regnet es meist mehrere Stunden täglich sehr stark. Dadurch gibt es oft Überschwemmungen auf den Straßen in den Städten, da die Kanalisation die Wassermengen nicht aufnehmen kann. Ein Praktikum oder Freiwilligeneinsatz ist auch während des Monsuns möglich und das einzige Ärgernis sind vermutlich nasse Kleider und Schuhe, die oft wegen der hohen Luftfeuchtigkeit schwer trocknen. Du solltest vielleicht ein paar Extraschuhe und Kleider zum Wechseln mitbringen (oder vor Ort kaufen). Auch einen Regenschirm oder eine Regenjacke kannst du vor Ort kaufen. Ein Vorteil für das Reisen während des Monsuns ist, dass die Flugpreise günstiger sind und auch Unterbringungen während der Nebensaison billiger sind.
Kann ich als junge Frau alleine nach Indien reisen? In den Medien wird ständig über Vergewaltigungen berichtet - wie hoch ist das Risiko?
Jahrzehntelang galt Indien als sicheres Reiseland für Frauen und nun wird in der Berichterstattung der Medien der Eindruck erweckt, als sei die Zahl der Vergewaltigungen sprunghaft angestiegen und Indien für Frauen unsicher. Dass plötzlich mehr Fälle bekannt werden hat in der Tat mit der Verbesserung der Frauenrechte in Indien zu tun, denn mehr Frauen als zuvor erstatten bei Vergewaltigung jetzt Anzeige oder gehen in die Öffentlichkeit. Setzt man die Zahl der Fälle in Relation zur riesigen Bevölkerungszahl von Indien (fast doppelt so viele wie ganz Europa) gibt es in Indien jedoch (auch wenn Hochrechnungen von nicht gemeldeten Fällen einbezogen werden) wesentlich weniger Vergewaltigungen als in vielen anderen Ländern. Es wird in Indien von 2 Fällen pro 100.000 Einwohnern ausgegangen (im Vergleich dazu: Mitteleuropa: 8,1 Fälle; 14,7 Fälle in Lateinamerika; 28,6 Fälle in den USA pro 100.000 Einwohner).
 
Natürlich muss man als Frau vorsichtig sein, was Kleidungsstil und den Umgang mit einheimischen Männern betrifft. In der Erziehung werden Jungs und Mädchen oft strikt getrennt und viele junge Männer haben keinerlei Erfahrung im Umgang mit Frauen, die nicht die eigene Mutter oder Schwestern sind und können dein Verhalten, wie es für dich im Umgang mit westlichen Männern ganz normal ist leicht als "Interesse" deuten.
Werde ich der einzige Freiwillige/Praktikant im Projekt oder in Mumbai sein?
Die Gesamtzahl der Teilnehmer, die gleichzeitig bei einer Organisation Freiwilligendienst oder Praktikum durchführen hängt von Größe und Tätigkeit der Organisation bzw. Aufgaben der Freiwilligen/Praktikanten dort ab. Wir versuchen zu verhindern, dass zu viele Freiwillige/Praktikanten gleichzeitig in einer Organisation sind. Es kann sein, dass du alleine in deiner Einsatzstelle bist, aber in der Regel sind das ganze Jahr über weitere Teilnehmer in Mumbai, die du in deiner Freizeit treffen kannst, wenn du dies wünschst.
Welche Impfungen brauche ich?
Die Website Tropenmedicus.de gibt Impfempfehlungen für Indien. Unser Info-PDF, das du als Teilnehmer bekommst, erhält ausführliche Informationen zum Thema Gesundheitsvorsorge.
Wo werde ich wohnen?
Im Tab "Unterbringung" siehst du die Wohnmöglichkeiten.
Gibt es in meiner Unterbringung Internet?
In den WGs gibt es kein Wifi, aber du kannst dir einen mobilen Internetstick vor Ort kaufen oder Internet auf deinem Smartphone nutzen. Die Registrierung dafür ist in Mumbai sehr aufwändig und nicht möglich, wenn man nicht mit einem festen Wohnsitz angemeldet ist. Unsere Betreuerin ist dir behilflich mit den Formalitäten.
Wie kann ich meine Wäsche waschen?
Es gibt in Navi Mumbai viele Waschsalons, die dir die Wäsche per Hand waschen und adrett bügeln. Dabei wird in der Regel per Stückpreis berechnet (Festpreis pro Hose, Oberteil, Handtuch, Unterwäsche etc.). Frage in deiner Unterbringung nach einem empfehlenswerten Waschsalon und verhandle die Preise, besonders, wenn du öfter kommst und eine größere Menge Wäsche bringst.
Kann ich in der Unterbringung kochen?
Ja, in WGs kannst du kochen.
Ich bin Vegetarierin. Kann ich mir vegetarische Nahrung kaufen?
Ja, Indien ist für Vegetarier ein Paradies. Fast alle Restaurants sind klar gekennzeichnet, ob sie vegetarisch sind ("Veg") oder nicht ("Non-Veg"), bzw. es gibt getrennte Menüs. Etwa 40% der Inder sind Vegetarier.
Welche Sprachkenntnisse muss ich haben?
Du solltest in der Lage sein, dich auf Englisch verständlich machen zu können und Englisch zu verstehen.
 
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