Social entrepreneurship has been identified as a key feature of the EU social market economy, social enterprises (SEs) contributes to the emergence and expansion of new market-based business models seeking ways to contribute to economic and societal values. SEs also have great potential for developing social innovations to improve quality of life, satisfy new needs, or public sector restructuring. Nonetheless, the concepts of “social economy” and “social innovation” are little known or misunderstood and it seems to be considered rarely as an important factor for business, especially for young people. On the other hand social start-ups encounter more difficulties in reaching the economic sustainability.The project INN@SE rely on the idea that a successful approach to overcome such challenges, can be represented by the open innovation methodology based on a cross-sectoral collaborative process. Thus, the project partnership is created by organizations from countries with different level of know-how on SE (Poland, Italy, North Macedonia, Jordan), representing sectors with different approaches to the topic (higher education, research, NGO). All partners are highly specialized in activities related to young people empowerment, training, social economy research, and start-ups development and the diverse knowledge, experience and skills that each partner imputes to the project, should be valued and recognized as essential to ensure the success and sustainability of the joint efforts.Taking context and needs into consideration, partners have identified the following objectives which derive directly from the 3 target needs areas (skills & capacity building, orienteering & networking, awareness raising):1. To disseminate entrepreneurial mindset and skills among young people at a broader EU level; to provide aspiring young social entrepreneurs with a clear toolkit to start up; 2. To facilitate access of young people and youth staff to information regarding grant, training and mentoring opportunities and tools at local and international level; to promote networking among young SEs; 3. To promote an EU culture of SE among society, rehabilitating entrepreneurship through social entrepreneurship, with a special attention to the contribution represented “by” and “to” young people; to raise awareness among young people as active citizens regarding social, environmental, and diversity challenges of EU communities, and how SE can face them; to promote the visibility among key stakeholders of social businesses and the importance of social innovation and social impact.Target groups to be addressed:- young people (18-35), especially running/involved in SEs or with an interest in doing so – 280 participants directly involved in project activities;- youth workers, trainers, teachers, business coaches and other professionals (and related organizations) supporting and promoting entrepreneurship among young people, relevant stakeholders – at least 70 participants directly involved in project activities.Through a 3 project phases (preparation – implementation – exploitation), the partners will elaborate a joint innovative methodology based on the transfer of the open innovation and co-design approach. 4 intellectual outputs linked to 3 main need areas will be created:1. Inn@SE Youth SE Research Study - a multi-sided analysis in the field of youth SE to define the model of supporting SE of young people, spot weaknesses and strong points and design a training scheme both in the field of training for social entrepreneurs already working and for others who will like to develop their professional careers in this sector.2. INN@SE Youth SE Educational Game – to provide young people with innovative and attractive way to learn about social entrepreneurship.3. INN@SE Young People Training Program & Toolkit - to provide aspiring young social entrepreneurs with a clear and flexible toolkit to start up, with a particular attention to the financial sustainability topic.4. Inn@SE Services for Youth SE - innovative youth SE services and policy recommendation developed through service co-design and design thinking methodologies to better empower and support young social entrepreneurs.Moreover, 3 multiplier events (“Innovathons” which follow the hackathon methodology) will be organized to disseminate project results, promote their exploitation and involve young people at local level.The ultimate purposes or the expected impacts of the project are to contribute to strengthening the offer to enhance professional skills of young people and to promote effectiveness and innovation in the SE development.Holistic approach and multi-sided analysis will ensure the transnational applicability and relatively easy transferability. All materials and training tools will be available on an open source platform, in order to reach the maximum results in terms of visibility, dissemination and access to any indirect beneficiary interested in youth SE.

<< Objectives >>In the past years we have heard a lot of news about different terrorist attacks throughout the whole Europe and together with big amounts of muslim refugees fleeing to Europe, it only increases radicalisation of young people. At the time of rising concerns in Europe over radicalisation and violent extremism, the role of education and intercultural and interreligious dialogue plays a big role in promoting respect for diversity which will lead to peaceful and respectful coexistence. The media also play an important role in manipulation of public opinion, so one of the aims of this project is to increase the media literacy of participants and through them and their wider surroundings, learn to work with the media, detect manipulation content, fake news and hoaxes.We believe that such Training Course will provide positive experiences of intercultural encounters and engagements which could help prevent radicalisation and promote the understanding, cooperation and mutual respect needed for us to live together.We are witnessing many accelerating processes like global economic crisis, pressure of demographic movements, wars, insecurity, cyber-attacks among youth, etc.The activity of the training course will be held in Bilbao from March 05 to 9, 2023. It will have the participation of 11 organizations from different European countries and partners in North Africa in the Middle East,Balkans, and a total of 31 youth workers who work and collaborate in sensitive environments, four expert trainers and facilitators.The Training Course was based on non-formal learning methods and principles, intercultural dialogue and communication in including group discussions, interactive presentations, participant’s lead workshops, team work,etc. Youthpass tool was used throughout the project to help young people reflect regularly on their personal learning journeys and become more aware of their own learning. The methodology of the project stimulated active participation and sense of initiative and involvement of the learners. It created a learning space with better self-awareness and awareness of the needs and goals of the groups of young people they work with to enhance the results of the learning process and give birth to high quality projects led by the participants in the future.Objectives:Create skills and knowledge for participants and develop activities to become more aware of the processes and risks that lead to extremism and extremism and enable them to exchange best practices and methods to engage in efforts to combat extremism and deradicalization at the individual and collective levels within their local communities in general and among refugees and migrants in particular. and acceptance of a multicultural society,The programme will contribute to achieving the following SPECIFIC OBJECTIVES:: -• To promote knowledge about different religions and cultures• To empower youth workers and active volunteers with skills, knowledge and necessarycompetences through the sensitive use of media, Nonviolent Communication & lived Interfaith Harmony• To promote peace, prevent radicalization and hate speeches• To raise awareness on vulnerable groups to radicalization within our societies and to allowparticipants to discover the different situations of other participating countries• To promote tolerance and diversity towards other religions within local and international voluntary and youth projects by creating videos, workshops, interviews etc.• Develop solidarity and tolerance among young people, at local and international level and fight against stereotypes and prejudices and Promote mutual understanding between young people from different countries and different religions in the Euro-Mediterranean area.• To help young people develop their own initiatives• To give youth organisations methods on how to prevent youth from radicalization within their existing projects• to get inspired by best practice examples to enable young people to discover the origins and mechanism of racism, intolerance, xenophobia<< Implementation >>The project “What YOUth believe? Interreligious Dialogue in Practice to prevent young people from extremism” is a mobility of youth workers where they will meet in order to create new guidelines and exchange experiences aimed at develop a more flexible and tolerant attitude to the context of cultural diversity in society.The training course will include 11 organizations and 31 youth experts from (Spain, Tunisia, Germany, Jordan, Finland, Morocco, Belgium, North Macedonia, France, Italy) to empower and equip them to fight extremism and extremism. The project activity will take place in Bilbao from March 05 to 9, 2023 which will serve to offer ne w tools, knowledge and skills to youth workers; and thus, value good practices acquired in their workplace and in their organizations in their countries of origin, to later be transmitters of the same at local, regional, national and euro-med level.Our action is essentially based on interculturality as a tool for bringing people together and therefore as a tool for peace and tolerance, hence a multiple activities promoting intercultural learning based on the non-formal method by following the planned activities. . The stay will begin with the establishment of a bank of questions in which each participant will write at least two questions revolving around the theme of the action. These questions will be blocked until the end. The participants will try to answer their questions based on their experience during this experience in the context of collective evaluation. Also a tree of wishes and expectations will be established with the young people at the beginning of the stay and which will be displayed during the meeting. Each participant will remove the sheet of the wish and expectation fulfilled. A return to this tree will be made in the middle and at the end of the stay to see the result and quantify the expectations and wishes fulfilled. During the presentation of the program, a detailed description of the objectives (general and specific) of the action as well as the methodology will be made with the aim of getting more young people to adhere to the implementation of the project. A global evaluation sheet will be completed at the end of the stay by the young people in order to establish a report on their contribution and the achievement of its objectives. A 20-minute daily evaluation session is planned to see the progress of the day's activities and present those of the next day. Without forgetting the essential maintenance of the management team (feedback on the day's activity, distribution and possible rectifications of the lines of conduct). Following the day in the families, a mid-project evaluation session will be carried out by country to evaluate the intercultural exchange. Testimonials will be recorded to be used for the final assessment and to furnish the website. The tools and assessment materials will be discussed and established with our partners. In addition to the evaluation sheets, at the end of the stay we have an open debate with the young people as follows:* Multinational group session (working group)* Plenary session where each group will present its report* General discussion on the results presented.The presentation of the works produced in the various workshops in the presence of local guests, associated organizations and representatives of INJUVE en spain, will concretely allow them to be quantified and qualified. A project compendium cd covering the different components and activities will be distributed and communicated to the different participants, speakers, collaborators and associates. Continue to furnish the website and the face book page. Thanks to the lived experience during this experience, awareness of the challenges of peace is developing more among the young people of each country as well as in the local community, consequently attitudes and behaviors will change and the relaunch of new action projects will be guaranteed in order to to overcome any aspect of extremism and intolerance, especially since young people will return with project ideas in mind thanks to the initiative fair. Contact with local structures and NGOs will be present during the action and they will be invited to participate actively in the execution of certain components from where possible ideas can be developed and open new horizons of partnership. The media and productions produced during the action (play, songs, website, “Euro Med Tolerance Space” memorial and CD ROM, etc.) will be distributed in all forms at local, regional and national level by our association, associates, and collaborators as well as on the international level by the help of our partners. This collective effort will encourage young people from other associations to take new initiatives.<< Results >>We believe that this project fits very well with Erasmus+ and its various activities. In our project we will aim to highlight the regional priorities and the objectives of the program in particular the fight against racism and xenophobia.The central theme of the action is essentially the incitement to tolerance and respect for differences. The existence of the olive tree in the Euro-Mediterranean basin, in particular in the six partner countries, constitutes a common point that we want to exploit as a symbol of rapprochement between peoples. The theme seems to us to be unifying, allowing young people to unite around universal values ​​far from prejudices and stereotypes. It is through the dialogues during the conference-debates, which will be a real opportunity for exchange, that more understanding between young people in the Euro-Mediterranean region will be stimulated, with a view to overcoming stereotypes and prejudices.This project will contribute to the personal and social development of the participants. Youth workers from different countries, cultures and religion have a great opportunity to spend time together, learn about specific realities and express their ideas, thoughts and feelings about such important topic as preventing youth from radicalisation. The participants will gain knowledge about the peaceful message of different religions. Our goal is, that many of the participants will pass on, what they havelearned and can contribute to a more peaceful and tolerant cohabitation.The topic of prevention of radicalization allows them to discuss important issues such as discrimination and marginalization, social justice, extremisms, (medial) perception of religions and human rights. During the project the participants will learn to interact with people from different cultural, social, ethnic and religious backgrounds through teamwork. They will develop a sense of tolerance and understanding among themselves as well as towards others and learn how to work together on a topic that will involve active participation and responsibility. The intercultural and inclusive environment will help them to look outside the box and understand the different approaches of working and learning, particularly about the aspects of preventingradicalization and promoting peace. On a personal level, participants will learn tools and methods and be more sensitive on manipulation through media and violent abuse of religions. On an organizational level, partners will reflect on their role as agents for change and with acquired tools and experience stand up for justice in their communities or realities. And of course, the realisation of activities, discussed and developed during the training, will have awide impact on the group of people that will see the developed material, as well as the impact of the selected target groups of each organisation.

"<< Objectives >>The revolution of the information technologies (RIT) have changed the lifestyle of the young people who have already been born with them. They can make their life a lot easier but they can also complicate it seriously, to the extreme of becoming an addiction, which has resulted in new behaviors of aggressiveness and isolation.In 2018 the ""World Health Organization"" (WHO) claims that the addiction of young people to video games is a mental behavioral disorder and notes that one of four young people have suffered this pathology of gambling, which is currently known as: ""Betting game disorder"", ""Addiction and disorder by Game on the Internet"", mobile phones, etc. This can lead to a loss of the notion of time, insomnia, isolation, abandonment of studies, restlessness etc.It is important to note that the digital distribution platform ""Steam"" this year reached a maximum of 18.5 million young people connected at a time and it is expected that by 2019 this number will increase by another 1.6 million users.In this context, which we consider of the highest priority, there is an International Seminar ""ADDICTION OF YOUNG PEOPLE TO NEW TECHNOLOGIES"" to be held in Las Rozas de Madrid from October 11 to 17, 2019, in which 14 active organizations from different countries will participate. geographic areas. There will be 30 young workers with training in behavioral disorders, 2 coordinators, 2 experts and facilitators, to create a space for the exchange of experiences that favor dialogue and develop new strategies for improvement through the creation of a joint action plan.OVERALL OBJECTIVEConduct a thorough and exhaustive study on the causes that lead young people to an irrational, even abusive use of technologies in nowadays´ society, analyzing all their risks from different points of view, offering alternatives that contribute and help in alleviation of these additions. At the same time working on the AWARENESS and SENSITIZING the young people as well as the society in general of the dangers hidden behind different platforms and social networks.SPECIFIC OBJECTIVESA development of new competencies that contribute to the prevention of youth addictions through reflective and independent positions in order to address possible solutions.Search for best practices aimed at promoting dialogue and communication among young people by solving the root of the problem and putting a solution to this addition.Early detection of uncontrolled use of digital technologies by young people.Develop an in-depth study on the different juvenile addictionsStrengthen the knowledge received and re-formulate new performance parameters through the creation of new toolsDevelop key skills and competencies for conflict resolution. Promote alliances and communication strategies to give the Erasmus + program greater visibility. Develop a competent and permanent collaboration NETWORK at international level with new strategies that serve as Networking. • Methodology and learning: The project will be based on the principles of non-formal education with active, cooperative expository methods where the principle of knowledge is explored through reflective and independent positions to address possible solutions.• Profile of the participants: There will be a team of youth workers qualified in young people’s impulsive behavior. • Activities Program: It will be based on training sessions, conferences, exhibition panels of experiences, debates etc. • Project life cycle: It is structured and divided on six phases: preparation and planning, coordination, execution, monitoring, evaluation, conclusions and closure panel. • Evaluation Process: during the activity three evaluations will be carried out (initial, intermediate and final) in order to deepen the topic that will be used to check, analyze and feed-back the activity. • Dissemination Measures: Measures will be taken to disseminate it through the digital platforms and social networks and local media in the host country as well as in the participating countries. • The language used will be English. • Accreditations: ""Youth Pass"", ""Europass"" and ""Certificate of Attendance"" by the host organization Adefis Juventud Internacional. The realization of this seminar will serve to promote a research in studies on addictions of young people to technologies in collaboration with other organizations at the international level, exploring new activities that are beneficial for young people.<< Activities >>ACTIVITIES THAT ARE TO BE CARRIED OUT IN THE SEMINAR1.-TECHNIQUES TO PROMOTE PARTICIPATION: developing a climate of trust, awakening interest in group work, helping in sharing the knowledge, motivating (group of five to twelve people with a similar level of knowledge and homogeneous interests). Its objective are developing deepen knowledge through a critical analysis of the issues and to stimulate interpersonal communication, tolerance and teamwork.2.-INFORMATIVE AND REFLECTIVE SESSIONS: The group will study in depth the subject and at the end will present a report with the obtained data in order to acquire knowledge through the discovery of different aspects. It will address the complexity from the cognitive to the attitudinal. There will be group meetings will last as much as three hours). They will be divided into phases:1. Individual search for information.2. Sharing and establishment of conclusions.3. Preparation of the summary report of the group's conclusions.3.-STORM OF IDEAS: it will develop and increase the creativity and it will be used to discover new concepts, solve problems or overcome conformism and monotony (before the beginning both the problem and the rules will be explained).4.-ACTIVITIES TO ORGANIZE THE GROUP: in order to organize and plan the work at the time of executing specific activities.5.-CONCRETE PLANNING OF THE WORK: in order to know, organize and order the steps that must be followed while planning the transferability of knowledge with a multiple effect in all the countries participants. 6.-ROLL GAMES: will allow your participants to experience a situation or action, not only intellectually, but also physically and emotionally.7.-ORGANIZATIONAL TECHNIQUES: designed to make the most of time and effort.8.-DYNAMICS OF PRESENTATION: games of names, chain of names, etc.9.-EXPOSITION PANELS AND EXCHANGE OF IDEAS AND EXPERIENCES10.-DEBATES IN PLENARY AND IN GROUPS11.-EVALUATIONS OF THE LEARNING PROCESS AND THE USAGE OF THE RESULTS 12.-ACTIVITIES OF INTEGRATION OF THE PROCESSES WITH THE TICs through the information13.-ACTIVITIES OF EXPLOITATION OF THE RESULTS (conclusions) in order to improve the skills of youth workers14.-TRAINING ACTIVITIES for youth workers15.-ACTIVITIES TO PROTECT THE PRIVACY AND SECURITY OF THE GROUP16.-ACTIVITIES AND STRATEGIES FOR THE DISSEMINATION OF RESULTS: creation of a joint action plan.All the conferences will be in charge of qualified personnel and the coordinators will be experts in the field with extensive experience in different actions of ERASMUS +PROFILE OF THE PARTICIPANTThe number of participants that will attend the International Seminar will be a total of 30 and they will have experience in dysfunctional behavior of young people. They will be workers in the field of youth directly involved with youth groups in their local communities. There will also be 2 expert coordinators in problems of impulse control of young people who have participated as moderators in other ERASMUS + program seminars, as well as 2 experts in problems of addictions to technologies (psychiatrist specialists in juvenile addictions).<< Impact >>The International Seminar ""ADDICTION OF YOUNG PEOPLE TO NEW TECHNOLOGIES"" is expected to detect the true causes that lead young people to the irrational use of abusive technologies that lead to their addiction and bring serious consequences both personal, psychic and within its environment. At the same time, AWARENESS and SENSITIZE young people and society in general of the dangers hidden behind different platforms and social networks.THE FIRST IMPACT will be stressed on the expert youth participants themselves so they can learn new techniques, skills and obtain enough knowledge so they can apply it later practice.SECOND IMPACT ON FAMILIES: the abusive use of digital technologies provokes in many cases true conflicts within the families. With this seminar we want to set guidelines for behavior so they can guide their situations within, since the majority of them are not even aware of these dangers that can affect their children.The concern of the parents in relation to this issue is growing, especially for the ignorance and lack of control and awareness of what their children do on network and for the problems in which this uncontrolled use can lead to ""sexting"", ""cyberbullying"", "" grooming ""; addiction to violent games, etc. This can even lead to behavioral addictions and impulse control problems.THIRD SOCIAL IMPACT: (local, National and International). Once the youth workers, experts in additions, go back to their places of origin, they will meet again at their headquarters and in other organizations related to this problem so that they can disseminate the good practices learned. The can even collaborate in the dissemination of good practices that serve as a multiplier effect; besides forming a network of joint collaboration.RESULTS OF THE IMPACT OF THE SEMINARThey will make the problems of inappropriate and irrational use of ICTs by young people be known at local, national and international level.They will show the behavioral attitudes of young people with addictions to digital technologies and the dangers they entail.It will favor the detection of groups of young people at risk and susceptible to the inappropriate use of ICTs.·It will make visible the dangers derived from abusive use, as well as the advantages and disadvantages.·Collaborate in the reduction of addictive behaviors to new digital technologies in young people. They will raise awareness and inform the most vulnerable groups, just like those professionals and organizations that work in this pathology about the best practices learned.·The project will serve as an impact on local, national and international communities with a multiplying effect"

<< Objectives >>International evidence shows that mental health problems invariably start in adolescence and young adults; youth suicide in Europe is high; bullying, abuse, conflict, sustained distress, and trauma is rising; youth are prone to peer pressure and delinquency. Disadvantaged and refugee youth are more at risk.Conflict refugees, arriving in European Union countries, have a risk of depression, anxiety, post-traumatic stress and psychosis 3 times higher than host populations. •The Syrian crisis and ISIL’s incursion led to 6.4 million international refugees and 2 million conflict widows (Europol, 2017). About ¼ entered the EU-28 ‘with a median age of 28.1 years’ (Eurostat), and ‘... nearly 40%, mainly female youth, unable to connect or access mental health support’ (WHO).•Youth in migrant communities, or conflict refugees, have a higher risk of entanglement with slavery, female genital mutilation, forced marriage, conflict victimhood, intolerance, human trafficking, and being radicalized (WHO, 2017; Europol, 2017; IOM, 2017).Youth workers serving in these target groups carry a significantly increased risk of adverse effects. Secondary Trauma Syndrome (STS) - commonly described as ‘compassion fatigue’ or ‘burnout’, is significant (USA - Bride, 2016; EU - Kizilhan et al, 2018; Middle East (Plakas, 2016):a)Youth workers (i) with prolonged exposure to disadvantaged communities or communities with trauma related challenges; (ii) where social isolation is a significant factor (iii) and either working with limited resources (or their recommendations not being taken seriously)– are at significant risk of STS in the third sector.b)Quality of care offered by youth workers falls significantly when their mental wellbeing and resilience drop. This Trauma Healing and Community Resilience Development (THCRD) project was formed to address the imbalance - ‘to enable youth workers to be more aware and to be equipped in self-care to forestall the risk of STS’, with four objectives:1)Establishment of continual reflective, self-assessment and self-monitoring2)Grasp of the anatomy and drivers of fear, anxiety, trauma, worry and STS3)Establishment of reflective self-care practices evidenced in fostering resilience and intactness4)Inter-cultural collaboration, across borders, with youth workers handling similar challenges – improving awareness and connectedness. (‘Peer-learning activity on cross-sectoral approaches in youth work, EU Youth Strategy, 2019 – 21).We began in 2021 as the pandemic was shattering lives, ‘a serious threat to mental health, particularly among young people’ (OECD,2021), with European youth mental health problems, both significant (37-40%) and severe (6-13%). Youth workers enrolled with stress levels both pronounced (40%) and significantly elevated (10%). The project led to a fall in participant stress levels of 40%. Anxiety levels fell by ~70%. Elevated stress/anxiety dropped to 10-15%.The project verifiably improved intactness, self-awareness, hugely improving resilience. Participants collaborated, connected between diverse cultures, religions, geographies, finding their shared humanity, significantly improving professional effectiveness in the largest global epidemic for 90 years. 3 EU Key Competencies delivered had a pivotal role:·Literacy: ‘to pose, solve and interpret problems’§·Learning to learn:‘awareness of one's learning process and needs, overcome obstacles to learn, build on prior learning and life experiences’, ‘learning autonomously’, ‘work collaboratively as part of the learning process’, ‘draw benefits in a heterogeneous group’, ‘share what they have learnt’, ‘organise their own learning’§‘mobilising inner, reflective psychosocial resources, ‘act/ think reflectively, build the ability to deal with change’‡·Social and Civic Competencies:‘to resolve conflict, [foster] ‘ethnic diversity’ and ‘gender respect’; ‘express and understand different viewpoints’; to ‘create confidence’, ‘empathy, overcome prejudices’; ‘creative reflection, constructive participation in community’§‘relate well to others’, ‘cooperate, work in teams, manage and resolve conflicts’‡‘The need for individuals to think and act reflectively is central. Reflectiveness involves ... the ability to apply routinely a formula or method for confronting a situation ... the ability to deal with change, learn from experience and think and act with a critical stance. It is not just about how individuals think, but also about how they construct experience ... including their thoughts, feelings and social relations. This requires individuals to reach a level of social maturity that allows them to distance themselves from social pressures, take different perspectives, make independent judgments and take responsibility for their actions.’‡§ ‘Recommendation of the European Parliament. 2006/962/EC’‡ PISA (2005). ‘The definition and selection of Key Competencies.’<< Implementation >>PRINCE2 disciplines were applied. Annex 2 identifies the Project Team. The project had 5 phases:1.APPLICATION23 NGOs, 16 from Programme Countries, 7 from Partner Countries were identified by direct research, OTLAS, or referrals from existing partners. Questionnaires and direct interviews led to the discovery that Youth Workers in 65% of partners had a prior history of primary/ secondary trauma, a matter of significance.The project was thus aimed: ‘to enable youth workers to be more aware and to be equipped in self-care to forestall the risk of STS’, serving participants with these attributes: •youth workers (18+)•working with young people 13-30 (disadvantaged, traumatized, experienced conflict, violence, abuse) - at risk of Secondary Traumatic Stress•demonstrated passion about learning and improving•cognizant, responsive to risks of their beneficiaries•committed to reflective and peer learning•the project is specifically relevant to their work•proficiency in English (workshops conducted in English).The project objectives were agreed and mandates given for the application.2.ACTIVATIONWhen the Grant Agreement was issued the Partner Working Group (PWG, the project board) was formed. Partnership agreements, policies, procedures, and arrangements for participants were issued and finalized with the PWG, along with templates for progress monitoring, communication and dissemination, evaluation plans and stage reports. A financial framework was issued to handle claims and potential audits.Participants during enrolment responded to questionnaires, identifying learning needs and individual work challenges. Protected time was approved to attend the project activities. From 85 participants enrolled, 53 dropped out; the reasons - mainly pandemic constraints - are given in Section 4.3.3.PREPARATIONThe Feminenza Education team facilitated 21 months of monthly online preparatory workshops, (extended from 11 months due to the pandemic) backed by recordings, books, media and worksheets. A continuing quality improvement process was applied to adapt to the changing needs of our participants outlined in Section 4.1.The Hosting Team ensured readiness of the venue, accommodation, meeting facilities, equipment, health and safety, insurance and dietary requirements; issuing participants with written guides on Greece, the venue, in-country travel and COVID19 arrangements. Partners liaised - on visas, flights health, dietary and other participant requirements – with the Hosting Team.4.ACTIVITY/MOBILITYThe activity was a 6-day workshop in Greece (14th – 19th November 2022).The Hosting team arranged: transport from airports and railway stations; first aid support and safeguarding; logistics with the venue; communication with project partners; local cultural experiences, cultural exchange, etc; provided registration, workbooks and handouts for the activity and ensured COVID19 tests and screening.The 6-day Workshop consisted of 2 modules led by 8 experienced facilitators.•Managing Mental Trauma (2 days)•Seven Pillars of Forgiveness/Resilience (3 days).One day was assigned for intercultural exchange time, including a local outing to Korinthos. Methods are described in Section 5.1.5.EVALUATION AND DISSEMINATION (the entire project time window)EVALUATION:Four survey frameworks were applied in addition to the participant reports. •DASS-21 and HFS, internationally recognised surveys which measure depression, anxiety, stress, regret and forgiveness•Qualitative surveys clarifying the degree to which participants had valued the application of the tools provided, the inner reflective processes•A pilot for Partners, to help clarify their inherent corporate levels of mental health risks •Interviews with Participants and their managers, findings shared with Partners. The headline results:•A fall in participant stress levels of 40%, anxiety levels by ~70%. Elevated stress/anxiety dropped to 10-15%.•82% improved understanding of the drivers of anxiety, stress and fear and to recognise and change their behaviour.•71% were able to release themselves from past adverse incidents.More detail is given in Section 9.1DISSEMINATION:•13 ‘STS Project Diaries’, summating online workshop content, posted on Feminenza’s website and shared through our and partners’ social media channels •During the mobility, daily social media posts by Feminenza were further disseminated by partners•In addition to the Projects Results Platform, Feminenza will publish a final report on our website; results will be disseminated through our partner’s social media and organizational networksABOUT OUR FUTURE PLANS14 partners have since requested: (I) additional courses, (ii) workshops for other staff, (iii) practitioner training to deliver the workshops. We will make a further application to Erasmus+ for this and other NGOs our partners have referred.<< Results >>The project, designed before the pandemic was aimed ‘to enable youth workers to be more aware and to be equipped in self-care to forestall the risk of STS’. It had four objectives:1.Establishment of continual reflective, self-assessment and self-monitoring.2.Grasp of the anatomy and drivers of fear, anxiety, trauma, worry and STS.3.Establishment of reflective self-care practices evidenced in fostering resilience and intactness.4.Inter-cultural collaboration, across borders, with youth workers handling similar challenges – improving awareness and connectedness.The pandemic shattered lives, presenting ‘a serious threat to mental health, particularly among young people’ (OECD,2021). Eurobarometer surveys (2020-2022) found mental health problems in European youth - significant (37-40%) and severe (6-13%). When we started, participants also enrolled with stress/anxiety pronounced (40%) and significantly elevated (10%), matching Eurobarometer findings. Hence the entire project experience was adapted to (i) ensure each participant had improved support, relevant to their needs (ii) captivate, ensure value in the skills transferred; (iii) widen their perceptive canvas; (iv) equip participants to develop and maintain self-starting, self-reflective skills and sustainable resilience (v) address short attention spans.Participants supported the learning fabric, collaborated across 11 countries, shared meaningful stories from widely different cultural/societal backgrounds/religious beliefs, delivered captivating presentations. Increasingly working from the inside out, they drew on their inner resources. The continuing awareness of challenges faced by others from different countries led to shared values, genuine cross-cultural social connectedness, a key driver in boosting resilience. Objective 4 was delivered fully.The project led to a fall in participant stress levels of 40%. Anxiety levels fell by ~70%. Elevated stress/anxiety dropped to 10-15%. No severe risks remained: in major contrast to risk profiles at the start of the project.•89% more able to understand, allow for the inner challenges faced within themselves and others;•82% actively benefited from their improved understanding of the drivers of anxiety stress and fear, to recognise and change their behaviour;•63% successfully applied the circuit-breaker tools, essential to restoring intact mind-states;•81% succeeded with self-starting changes into intact mind-states, 67% succeeded under pressure, and 64% found that their efforts, to develop an intact mind, positively impacted others;•84% made the connection between reflective self-care, forgiveness and the building of intactness and resilience; grasping the role that forgiveness plays in recovering from trauma, inner intactness and fostering resilience;•79% formed a newfound role for compassion;•71% were able to release themselves from past adverse incidents;•20-30% rise in willingness to forgive (a marker long associated with reduced stress, better psychological well-being and resilience); ~64% experienced a significant breakthrough in forgiving themselves or others. Participants benefited privately (~90%) and professionally (81%), showing:(a) improved tolerance/patience and understanding of others (b) recognizing how their efforts to develop inner qualities led to recognition of the strengths/ qualities in others, impacting office work culture (c) increasing self-confidence; became quick to forgive minor irritations with family, friends, co-workers.All four project objectives achieved higher results than expected, swiftly; developing through the Preparation phase, into the mobility and sustained well beyond it. The project also delivered strongly on 3 EU Key Competencies:·Literacy: ‘to pose, solve and interpret problems’§·Learning to learn: ‘awareness of one's learning process and needs, build on prior learning and life experiences’, ‘learning autonomously, work collaboratively’, ‘share learning, ‘organise own learning’§; ‘mobilising inner, reflective psychosocial resources, ‘act/ think reflectively, build the ability to deal with change’‡·Social and Civic Competencies: ‘express and understand different viewpoints’, ‘create confidence’, ‘empathy, overcome prejudices’§; ‘relate well to others’‡§2006/962/EC’, ‡PISA (2005). Annex 10 offers more insight.The project’s Erasmus YouthPass Alumni received unique, life shaping, connecting experiences which led to sustained resilience and improved mental health during the largest pandemic in 90 years. 22 of the 26 NGOs had no prior experience of engaging in Erasmus projects. Their youth workers now want to learn how to deliver these tools to others. Their NGOs expressed respect for the quality of the Erasmus project. Six collaborate with us in the UK, Europe and the Middle East.

"<< Objectives >>As explained in the original application, as an organisation we work within 4 strategic themes reflecting both our knowledge and expertise, and the types of partnerships we have developed over the last 10 years. All our projects support one or more of these themes; Reducing social isolation;Employability; Intercultural learning and heritage; Digital mediaWe believe that these themes dovetail seamlessly with the overall Erasmus + programme objectives in boosting skills and employability; modernising education, training and youth work and focusing on young people. At a time when Europe is in a state of flux, particularly affecting young people , due in part to pressures on the cohesion of communities, we wanted to offer a new leadership training course for youth workers, teachers and adult volunteers to demonstrate the effectiveness of the model, and promote and disseminate the impact to a wider audience. We also wanted people to understand that leadership is not always just about ""being in charge"": our project was not about training ""future leaders"" but about developing a broad range of ""leadership skills"" that are valuable for youth workers, teachers and adult volunteers in their professional life, but moreimportantly will have a direct bearing on their relationships with young people. .Our objectives were to help youth workers:- Gain knowledge of and make plans for social action and community cohesion- Understand effective teamworking- Understand self as part of a wider ability to cooperate effectively with others- To make use of digital media to communicate with marginalised young people- To improve general communication skills- To promote intercultural working- To improve organisational and administrative skills; presentation skills; and general professionalism and professional development (punctuality, respect, reliability, self-management etc).These skills are needed by youth workers seeking to engage and develop young people, and motivate them to become not only active citizens of Europe (and the world) at a time of increasing uncertainty, but also key members of local communities. The underlying theme of this project was leadership in a social action setting. This had a particular relevance to planning and structuring community action to support socially isolated people which includes immigrants and refugees where applicable. Non formal education methods allowed for greater understanding of the concept and planning for future action.<< Implementation >>Project activities included:- Welcome meeting, icebreakers and introductions- Introduction to Youthpass competencies and baseline measurement (""where am I starting from"")- Teambuilding based on a ""London Challenge"" activity- Workshops and discussions on community cohesion and social action- Visit to working youth and social organisations in London- Interactive discussions on the meaning of leadership in a social action setting- Personal branding and values based leadership - sessions led by our internationally renowned senior management coach, Paul van Casteren- Co-coaching masterclass- Myers-Briggs personality profiling- Full-day practical leadership challenge at the end of the week, to put learning into practice and with full individual and group debrief. - Intercultural evenings- Preparation of and presentation of specific social action project ideas presented to a panel of experts in a ""Dragons Den"" style event- Action planning and preparation for follow up roles- Daily Youthpass learning review sessionsThere were 21 participants from 12 different programme and partner countries. Participants were A) youth workers and B) younger ""associates"" , some of whom face situations of fewer opportunities (e.g. difficulty in finding full time employment, economic and social obstacles etc) and for whom development as youth workers offered a potential solution and motivation. The latter were already active in their local youth organisations as volunteers or trainee youth workers. All participants were committed to youth mobility and had a strong motivation for international opportunity of this kind as well as a passion for betterment of their communities. They were already be active in their communities but had little or no internationalproject experience. All of them needed development of leadership skills, in which we included general soft skills and professionalism including team work, communication , presentation, intercultural awareness and so on. They were all interested in social action and community cohesion in their home towns<< Results >>Impact on participants was seen in terms of their increased professional skills and ability to organise community social action as well as motivation to interact more with marginalised young people. They gained confidence in putting skills and competences learned in to practice in their local communities. They are able to recognise the results of their efforts in seeing greater cohesion. This was measured from longer term feedback as well as immediate evaluation. They have taken an active role within partner organisations or other local / community groups on return home, byorganising their follow-up projects, and have become effective ambassadors for Erasmus+.On a daily basis the newly trained youth workers are more confident in relating to young people on a one to one basis about social action and community cohesion. They have a greater understanding of self and are able to offer mentoring and coaching to young people. They are able tosignpost opportunities for learning and development for marginalised young people and through this additional poise and confidence act as role models for the young people concerned. They are able to build trusting relationships and be better able to solve problems. They are seen as being at the heart of youth community and are able to influence for the good.Partner organisations:• Are more capable of promoting the value of international youth projects around European citizenship and other international and youth issues, particularly for young people with fewer opportunities• See higher levels of professionalism in their staff• Have gained motivated young people as their local volunteers, ambassadors and activity leaders- Have more expertise in social action matters- Promote Erasmus+ more effectively- Have a reputation for innovation• Are more motivated to join further European / international cooperation projects• Benefit (directly or indirectly) from expanded international partnerships and promotional opportunities through the participants networkThe impact on partners' target groups (young people) has been:• More active participation, and engagement with European and international issues• Improved learning competence• Increased access to international opportunities through Erasmus+• Increased numbers of young people (in particularly with fewer opportunities) benefitting from international exchanges- Greater motivation to volunteer in the community and help others- Greater intercultural and inter-religious understanding"