**4.4 Programs and services in the context of dialogue**

### *4.4.1 Evidence-based programs and services*

Evidence-based programs have a positive impact from the perspective perspective. They ensure transparency in part of social and pedagogical work and offer the structure of short-term service work, supervision, and methodological topics. They are suitable for achieving short-term goals. On the other hand, they may represent an inappropriate tool for providing social services. The risks of evidence-based programs [63] can be as follows:

Lack of transparency in the area of achieving long-term goals for citizens participating in these programs for a long time;

Lack of transparency in the understanding of power – structural power and in the relationship between the actor providing the service and the recipient of the service;

The social service provider could replace their professional approach by looking for behaviour defined by the program, potentially failing to recognise the young person as an individual with a whole identity;

In institutional conditions, there is a "*sequestration of experience*" – the very presence of disturbing existential questions becomes a disruption of the smooth, predefined course of things. The service provider and receiver sometimes suppress

#### *Dialogue as a Principle of Education DOI: http://dx.doi.org/10.5772/intechopen.114034*

the profoundly human to maintain a coherent narrative. It is an institutionalised act of repression and essentially involuntary [64];

Subsequently, this creates a false sense of security for social and pedagogical practice; they will function only as manuals, manual programs in a reproduction-tuned praxis. There is no mutual dialogue between the provider and the service recipient while working on "*fields of tension*" [63]. We clarify that work on "*fields of tension"* is understood as a time-limited trial, which, as an issued request, ceases after the goal is reached or the request is rejected. We also clarify that the type of evidence-based service is based on the generalised outputs of several services provided. In the case of the subsequent service provision without reflection, it is only a schematic provision of the service. This approach, in practice, leads to the fact that the recipient of the service is issued an official document in which the need is expressed, which does not reflect the real condition of the individual. An individual is led to accept a non-personalised service as there is no other way to get that support.

The impossibility of identifying all significant cultural aspects of the country in which the request for help was made represents a failure of the behaviourist theoretical base [63]. Internationalisation, globalisation and Europeanization impose significant framework conditions for social and pedagogical work [65], but they "*ignore the different local context in which it is produced and in which it should be read*" [65, p. 9]; [66, p. 734] As an example, we can cite social-pedagogical practice in Denmark, where the results of proven praxis in one area were expected to be effective in other areas of the field as well. On the contrary, it caused considerable difficulties after transferring knowledge to the local setting and institutions [67]. In adopting an international perspective that transcends national and local limitations and traditional national identity, it is necessary to respect national differences [65]. National differences should represent an element in the concept of internationalism.

Based on the above facts about evidence-based service, we deduce that stiffness and anomalies in service appear due to the absence of dialogue.

#### *4.4.2 Personalised service*

The 'social' component in pedagogy is not an evidence-based concept and must, therefore, be constantly open to interpretation by professionals and service recipients [64]. The personalised service is created on the principle of a "social" component – that is, the starting point is a person's need, and the goal is a benefit for a person. Consider the possibility of personalised service as an adequate form of assistance provided.

The personalised service in the social system is designed and tailored to the needs of the individual. The goal of the personalised service is:


• Ensure that individuals have access to the relevant and appropriate type of support based on specific needs and preferences.

Based on the above facts, the personalised service can be considered a tool of inclusion and an economical form of service from a sustainable approach.

### *4.4.3 Consensus of evidence-based service and personalised service*

In the intentions of dialogue, we think about points of view in principle; in the preferences of an inclusive approach, we think about providing more options. We are considering a service (educational, social) that considers a person's specifics. At the same time, this should also include the conditions of the environment – a sustainable approach, that is, a targeted service appropriate to the possibilities of resources, supporting growth in adequate time and space. It is natural, logical, and, from an economic point of view, efficient to think about the starting point of the provided service in an already existing service based on evidence, which has the potential to transform into a personalised service when reflecting current requirements. Thus, we consider the concept of consensus between evidence-based service and personalised service.

The concept of personalised service represents the following basic criteria:

	- a.as an inspiration for the participants in the process of setting up the service, where the recipient of the service can define their own needs, preferences and parameters of the service so that they are sufficiently oriented in the service options, have access to a variety of services and choices. We add that the criterion is relevant to the work and the relationship between the provider and the recipient of the service according to the democratic model. [68] and the negotiation model [69].
	- b.as a service recommendation based on several factors, not only based on personal preferences. Suppose the individual cannot clearly define the parameters, or they need to be clearer or austere. In that case, the service provider will recommend a service based on his professional competence, which also considers other factors, such as the context and the current situation. It could ensure that recommended services are relevant and tailored to current needs and conditions. The aim of this criterion is also to check the tendency of delicacy – the service recipient will receive an offer beyond the parameters defined by him, which can also enrich his point of view when choosing a service. The recommendation should not necessarily lead to selecting a service but to enable an overview of different perspectives and information. The recommended services can subsequently inspire the creation of a customised or personalised service. This criterion has an educational character, aimed at the client's ability to understand his situation. The standard is helpful in the work and the

relationship between the provider and the recipient of the service according to the adaptation model [68] and the treatment model [69].

#### 3.*Personalised service:*

