"<< Objectives >>The aim of the activity was to present the rapidly changing online trends in the field of psychoactive substances, the use and development of digital tools among youth workers, and at the same time to examine and compare the ways of working in organizations during and after the epidemic. The aim was to compare the situation and culturally colored preferences between the participating countries. We also aimed at a wider networking of organizations working in the field of drug harm reduction and knowledge of legal regimes on psychoactive substances across Europe. The project addressed the need to evaluate the changes in working practices that have taken place since the epidemic. Although the project was submitted in 2020 - before the changes brought about by COVID-19, the topic was a perfect fit with what was happening in the next two years. We originally applied for a project with this theme because digital youth work has developed unevenly across Europe. While in the Nordic countries, this branch of youth work started to be developed a decade ago, in Slovenia it was practically unheard of, while trends among young people showed increasing use of technology, various social networks, and applications. We also observed the use of the latter in our daily work. Therefore we wanted to upgrade our knowledge and competencies, as well as to encourage the exchange of good practices and be a stimulus for the development of digital interventions in the European space, which is less developed in this sense. The project has extended digital youth work to harm reduction in youth risk behaviors. This includes harm reduction in alcohol and other drug use, risky sexual behaviors, internet violence, etc.The project has also extended digital youth work to harm reduction in youth risk behaviors. This includes harm reduction in alcohol and other drug use, risky sexual behaviors, internet violence, and knowledge of new substances, among others.How we communicate information to the general population is essential, and we have made efforts to provide lectures and workshops through which participants have acquired or renewed some very important communication skills, especially when dealing with the most vulnerable and hidden groups of young people. We know that it is not possible to reach all users through fieldwork, especially those who, due to their socio-economic capacities, rarely appears at public events covered by our fieldwork. However, online information can also reach a part of the population that lives in geographical areas where our outreach is not widespread. To this end, through the main activity of the project, we have worked on the training of youth workers who can carry out their work on any social platform and at the same time act as an information hub and also as an active member of risk groups on social networks. With a specific way of communication, moderately adapted to the dynamics of the group, we can thus more easily access those who are otherwise hidden from the eyes of our fieldwork.An important aspect of the project is also to broaden acquaintances and strengthen good relations within the network of organizations working on harm reduction in youth risk behaviors. We have shared good practices, and together we have solved the problem situations and dilemmas that arise. This also allowed us to improve working practices in individual organizations across Europe and to create innovative ways of approaching and working with more vulnerable populations.The project also addressed the needs that emerged during the changes that took place during the epidemic. As learning mobility for individuals has been transformed into a virtual activity in 2022, we have had to change some of our original objectives. Despite the epidemic and its challenges, we have successfully implemented the project and most of the activities were reported. Project objectives:- Strengthening the competencies of youth workers (knowledge of the field, assertive communication, innovation, public speaking, program design),- strengthening knowledge on risk reduction in the field of drugs and e-sexism and violence,- meeting youth workers from other organizations and networking,- exchange experiences and practices,- learning the ""language of online culture"",- exchange of good practices between organizations,- peer learning.The project has helped us to understand and internalize the advantages of online working and thus to improve the quality of our work with people because online working is our future and the reality of working with users, also in social care.<< Implementation >>The main activity of the project was a 9-day virtual training on online interventions. A questionnaire was used to test the participants' knowledge of basic ideas and modalities of harm reduction, knowledge of online tools, and specific topics. From the answers, we drew up the content of the training activities.The main activity had a varied set of interactive workshops and presentations to provide participants with creative training. The timetable included lectures, social games, discussion workshops, reflective debates, interactive presentations by participants, and presentations of web tools. Alongside the above program, the activities were enriched with a Bingo, sharing photos of hometowns and favorite spots of the city, awards for the most active participants, and presenting the work of the DrogArt online field team.The content of the lectures and the descriptions of the organizations were used as the basis for the ""CIGS22"" app, which was created before the training to facilitate the monitoring of activities. The app is also intended to be of further use to a wider population. The content of the lectures and the results of the workshops have been compiled into a manual, covering the basics of online work. The manual builds on the basics of online information already developed by partner organizations during the epidemic. After the main activity, an evaluation was carried out to assess the success of the training and the impact and competencies of the participants. The role of the DrogArt Association was to host and coordinate the project, set up the timing and content of the training activity, prepare the presentations, monitor the participants and timeframes, moderate the training, to prepare the application and the manual. We took responsibility for logistics and administration at a local level. The sending organization identified the participants, ensured their attendance, and took care of the content. As the project was implemented virtually, we had no logistical challenges with accommodation, insurance, visa, and protection of the participants. Prior to the activity, we offered to help the participants to purchase technical aids to facilitate the virtual activity, but there was no need to purchase equipment.The 47 youth workers who participated in the training are working in the field of risk reduction in alcohol and other drug use and are also professionals, volunteers, or students.The impact of the project is recognized in the strengthening of knowledge of new approaches to online interventions and online work, the strengthening of digital skills, and communication skills. Participants gained knowledge on internet violence and e-sexism, psychosocial work online, identifying and solving online problems, and gaining in-depth knowledge on drug trends. The impact is reflected in the social links between the participants, which serve as a setting for further participation in new projects and for the creation of a new network of project partners. At the same time, participants have shared knowledge with colleagues and organizations and have had the opportunity to reflect on working practices and the reorganization of work during the epidemic and the experience gained so far in online interventions, which increases the quality of the programs we offer to our users.At a community level, we have raised awareness of ways to reduce alcohol and other drug-related harm through additional trained youth workers. We expect to reach users living in rural areas more effectively with the newly learned working methods of an online intervention.There is also a wider impact on other organizations in the community that have not yet encountered online work and have the intention to develop it. The manual and the knowledge gained will create support in local communities where organizations can be empowered by the results of their project. We also see a wider impact towards more aware individuals, users, and online workers, which means consequently fewer interventions, complications, and risks, as well as more assertiveness and less stigmatization in the community.The participating organizations share the newly learned good practices with other organizations we work with, primarily those working with young people and internationally. At the same time, our results are useful for all organizations wishing to strengthen their online work. The results of the project will also be shared with organizations after the project, also with a view to encouraging participation in future Erasmus+ projects. We keep in touch with the partners via WhatsApp and email and are brainstorming ideas on how to continue the activity and meet in person. We are also discussing how to build on the project by monitoring the development of online interventions. We are also working further with some project partners to support the development of programs such as nightlife fieldwork and substance testing toward harm reduction.<< Results >>The project results in the acquisition of specific skills and concrete methods for online intervention. The project participants and project partners have gained new ideas and knowledge on methods and techniques that could be adapted to their own way of working and to the population we encounter on a daily basis. The result is the upgrading of the web-based informer, which most organizations already have due to the situation between the epidemic and the move of work online. During the main activity, despite the changes in the organizational team and the shift to virtual activity, we were able to establish key guidelines for the work, which will serve as a basis for organizations to reflect on or build on the culturally and socially specific online informants on social networks as they continue their work. By turning the project into a virtual activity, we have strengthened the power perspective method, where we have directly experienced the virtual lives of our users, who in their new reality learn through Zoom, chat with friends through Messenger, learn about life roles through Instagram, gain experience on Reddit and receive psychosocial support through Google Meet.We have made 9 presentations to partner organizations to learn about each country's legal framework on drugs and the impact of legal frameworks on their work. We learned about the changes that have taken place in each organization as a result of the epidemic and the experience of reorganizing their work. We shared opinions and experiences and learned about the pitfalls and positive sides of online interventions.We held 9 workshops: solving cases in online interventions, Stigma on social networks, Let's go deeper into the ""Darknet"", Knowing online tools, Anonymity and online communities, Creating a safe space on the internet!, Learning to ""TikTok-at"", Creating the ideal online informant;We held 9 interactive lectures: basics of online interventions, trends in online work, psychosocial online interventions, cyber violence, and e-sexism, GDPR in online information, changing social policy on psychoactive substances, new psychoactive substances, psychosocial support in computer games, advantages and pitfalls of online psychosocial counseling.We organized 6 social activities: we had breaks with psychophysical exercises and music from the participating countries, we shared cooking recipes, got to know the participants' hometowns and favorite corners of the city, found out ""fun facts"" about the participants, played ""Awkward Situations Bingo"", and at the end, everyone sent a postcard to a randomly selected participant. We also organized a ""Fun Wednesday"", where we put on fun filters and animated backgrounds on the Zoom app, and brought soft drinks and snacks to the lectures.We designed 4 questionnaires: the first one was designed to check the level of knowledge and experience of working online, followed by questionnaires at the end of the first and second week of the training, and finally, we designed a final evaluation questionnaire, where we rechecked the knowledge and competences acquired.The evaluation provided information on the new or enhanced competencies acquired: knowledge of new approaches to online interventions and online work, knowledge and tools to deal with online violence and e-sexism, digital skills building, knowledge of psychosocial online work, active listening, communication skills, identification of online issues, knowledge of drug trends, etc. In addition to familiar tools such as Facebook and WhatsApp, participants also learned about new tools and networks for working online: Jamboard, Slido, Slack, Mentimeter, Discord, Glide, Tik Tok, and Kahoot. We also gained information to improve the work in the organization and beyond: the participants will be able to extend their current work to online environments more effectively, they gain a broader overview of different specific situations, how to communicate online with users, and they gained knowledge to prepare a self-evaluation of their work. Participants have new ideas about projects and partners for the future, have gained some ideas from other organizations on how to share online content in a more engaging way, and have knowledge about the online platforms that from experience are best for reaching the target demographic. One concrete result is a handbook for youth workers on working online. The handbook also provides access to the CIGS22 app, which links organizations from all partner organizations, working on harm reduction in youth risk behaviors and online. The app is also freely available to the wider community. Throughout the project, we have built strong relationships with partner organizations, resulting in an expanding network of non-profit organizations working in the field of harm reduction in youth risk behaviors, with whom we will continue to establish working collaborations and share good working practices in the future."

<< Objectives >>The overall goal of EU Food Security Hub project is to promote the cooperation, collaboration, exchange of knowledge and practice-scaling up across different types of organisations to foster the creation of green jobs in the agriculture and food security ecosystems, while increasing the professional development of VET professionals and thus enhancing the social inclusion of vulnerable groups.<< Implementation >>The activities the Consortium will implement to reach the project objectives are:* EU participatory action analysis of best practices to define future-oriented green jobs VET professional itineraries.* International Multiplier Event* Test a VET Learning Program in the field of food security and agriculture* Short-term staff training events for VET professionals* Dissemination activities and Transnational Dissemination Campaign*Individual meetings with key stakeholders<< Results >>1 European knowledge and experience sharing meeting.Competence Framework and VET professional itineraries Report to generate green jobs in the food security ecosystems.1 Cross-Sector VET Training Program, 1 VET MOOC and 1 VET Toolkit targeting professionals, institutions, universities, NGOs, Public Administration and Social Economy Enterprises.5 European Exchange and Peer-Learning Workshops.EU Guidelines to help local governments to tackle food insecurity1 European Conference and Networking

Our proposal is based on Bruges Communiqué declaration in December 2010 strategic objectives and the Consortium organizations working experienced. We have detected that VET professionals when focusing in migrants and refugees in vulnerable situations, lack of knowledge and resources in different areas such as 1) Work-based flexible and blended learning methodologies that can increase the success rate of students and decrease dropouts; 2) The use of intercultural and multicultural background in VET courses; and 3) Collaboration and exchange of knowledge between different organizations.In order to address the abovementioned needs, we have set the following project OBJECTIVES:1.Strengthening international cooperation in the field of VET between different types of organizations focused on promoting immigrants and refugees’ labor inclusion in the areas of sewing, upcycling, fashion and design 2.Design, implement and test a common work-based Training Programme aimed at VET professionals focused on immigrants and refugees in the abovementioned fields 3.Enhancing access of low-skilled immigrants and refugees to high-quality outcome-based VET, through flexible learning paths including key competences (languages and entrepreneurship) in curricula within an intercultural gender framework4.Strengthening the use of blended learning approaches combining Massive Open Online Course (MOOC) with face-to-face pedagogies, tailored to boost the social inclusion of difficult-to-employ people (DTE) such as immigrants and refugees in vulnerable situations 5.To promote the professional development of VET professionals in NGOs, VET centers, Education centers and Social Enterprises to jointly implement innovative curricula providing a common language between competences acquired in learning and the needs of occupations and the labor marketIn order to achieve these objectives we have created a CONSORTIUM formed by NGOs, VET providers, Social Enterprises and Higher Education Institutions from Spain, Italy, Greece, Portugal and Belgium, closely linked with the fashion and training sector. According to the project aims the TARGET GROUPS are: -VET professionals (trainers, mentors, practitioners)-Immigrants and refugees at risk -Key-Stakeholders and Public Authorities (local, regional, national and European level)-General stakeholders and publicThe ACTIVITIES the Consortium will implement to reach the project objectives will be: -Transnational Partner Meetings-Preparation of Intellectual Outputs-Short-term joint staff training events-Multiplier Events-Local Workshops-Transnational Dissemination Campaign-Individual meetings with key-stakeholders and public authorities -Evaluation processes of all the activities and outputsThe METHODOLOGY used throughout all the project will be the Dialogic learning approach, which will ensure a horizontal and participatory bottom-up approach in order to actively engage all participants. The project main RESULTS will be the following: -IO1. Competence framework for VET professionals in the fields of sewing, upcycling, fashion and design addressed to immigrants and refugees at risk. -IO2. Intercultural Training Programme for VET professionals in the fields of sewing, upcycling, fashion and design. -3 Short-term joint staff training events in Barcelona, Bologna and Athens. -15 Local Workshops in Barcelona, Bologna, Athens, Brussels and Madrid. -IO3. MOOC for VET professionals and practitioners in the topics of sewing, upcycling, fashion and design focused on DTE. -IO4 Handbook for trainers in the topics of sewing, upcycling, fashion and design focused on DTE.. -Fashion4Inclusion National Seminars in Athens, Bologna, Brussels. -Madrid Fashion4Inclusion European Conference. -Counter-narrative awareness dissemination campaign in Social Media. The expected IMPACT in the groups of participants throughout the project results will be: -404 VET professionals (trainers and practitioners) are involved in the trainings increasing their professional development and knowledge in the project fields-135 Immigrants and refugees in vulnerable situations are involved in the trainings increasing their access to high-quality VET education and increasing their labor inclusion-110 Key stakeholders and Public Authorities from the fashion, VET and integration sectors are involved in the dissemination and sustainability activities creating a network at a local, national and European level-30 Key stakeholders and Public Authorities sign the Multi-stakeholder Agreement in order to capitalize and scale-up the project results in the future-7.000 Stakeholders and general public are reached through the Counter-narrative campaigns The potential LONG TERM benefit we foresee is that after the project funding all materials produced will still remain accessible through the project website, hence other organization and public administration will be able to replicate it

<< Objectives >>L’obiettivo generale del progetto era quello di promuovere, valorizzare e rafforzare il ruolo delle ONGs e le competenze degli YWs nella promozione del benessere psicofisico e sociale dei giovani, nel periodo di transizione tra l’adolescenza e l’età adulta, che rappresenta la fase più critica per l’insorgere del disagio psichico e comportamentale. Il disagio in questa fascia d’età nasce da una complessa e dinamica interazione tra le condizioni individuali e gli ostacoli che il giovane incontra nel suo contesto di vita, che possono essere caratteristiche limitanti anche quando non vengano riconosciute o certificate in termini di malattia o disabilità. La presenza di eventi stressanti eccezionali e non previsti, come la crisi che il mondo sta ancora affrontando, ha influito negativamente sulla capacità di gestione del cambiamento nel periodo di transizione tra l’adolescenza e l’età adulta, causando maggiore incertezza del futuro ed esponendo i giovani ad ulteriori fattori di rischio. Gli esperti a livello internazionale hanno evidenziato il rischio per la salute mentale dei giovani legato alla crisi pandemica, stimando per i prossimi anni un aumento tra le categorie più fragili di depressione, disturbi d’ansia, dell’umore, psicotici e del comportamento alimentare. Le difficoltà che i giovani più fragili affrontano in questa fase sono state analizzate, comparando i dati di 28 Paesi UE, da una ricerca (Milestone, finanziata da EU FP7) dalla quale è emerso che un problema rilevante dopo il compimento dei 18 anni sia l’interruzione dei servizi sociali di supporto a causa del passaggio dai CAMHS (Child and Adolescent Mental Health Services) agli AMHS (Adult Mental Health Services). In 26 Paesi su 28 manca infatti il collegamento tra i due servizi e solo 1 giovane su 9 tra coloro che erano presi in carico dai CAMHS, continua ad essere supportato dagli AMHS. Inoltre, come riportato da tutti i componenti della partnership di progetto, gli AMHS non sempre agiscono in sinergia con il mondo dell’associazionismo e del volontariato che opera nel sociale, con un rischio di esclusione aumentato a causa dell’insufficiente cooperazione tra servizi istituzionali pubblici e enti no profit nel settore dell’assistenza socio educativa per favorire il coinvolgimento attivo dei giovani e la loro inclusione nella società. A causa di ciò, i giovani care leavers si trovano ad affrontare le sfide legate alla transizione alla vita indipendente e all'inclusione nella società senza un adeguato supporto, compromettendo fortemente le loro possibilità di istruzione e occupazione, e accrescendo le difficoltà di passare con successo all'età adulta. Grazie alle attività delle ONGs, molti giovani con minori opportunità possono sperimentarsi, acquisire competenze e soft skills in percorsi di apprendimento e crescita personale, con la guida di YWs che possano aiutarli ad incrementare la loro autonomia, migliorare l’autostima, affrontare le sfide della vita quotidiana, rafforzare le competenze utili allo sviluppo personale e professionale. Compatibilmente con gli obiettivi del Programma Erasmus+ per la KA1, gli obiettivi specifici del progetto erano: - fornire agli YWs competenze socio educative utili a supportare i processi di adattamento innescati dal mutamento del “personal frame of reference” dei giovani vulnerabili nella transizione tra l’adolescenza e l’età adulta; - migliorare la capacità delle ONGs e degli YWs di intercettare i giovani care leavers, per coinvolgerli attivamente in processi inclusivi e diminuire il rischio di disagio psichico e sociale; - rafforzare la collaborazione tra ONGs e servizi istituzionali pubblici nel settore del disagio giovanile, per migliorare la qualità dell'assistenza socio educativa; - condividere esperienze, soluzioni e strumenti a livello europeo, in modo da rafforzare e accrescere la dimensione internazionale delle attività svolte dalle ONGs nel campo dell’inclusione sociale dei giovani appartenenti al target group.<< Implementation >>Il progetto ha previsto la realizzazione di un TC che ha coivolto 29 YWs provenienti da 9 Paesi UE: Italia, Polonia, Grecia, Slovacchia, Danimarca, Romania, Spagna, Ungheria e Francia. Il TC è stato realizzato ad Arborea. La scelta di questo luogo è stata strategica in quanto strettamente funzionale all’utilizzo delle metodologie di outdoor experiential education & wilderness therapy, poiché ha consentito di usufruire di ampi spazi, indoor e outdoor, opportunamente attrezzati, sicuri e accessibili. La fase preparatoria ha previsto: condivisione metodi e strumenti tra i partner, selezione e preparazione partecipanti, coinvolgimento istituzioni e stakeholder e visibilità del progetto. L'attività di mobilità è durata 7 giorni: 21-27 settembre 2021. Ciascuna giornata ha previsto un programma di attività condiviso e accordato tra i partner sulla base delle esigenze analizzate, del profilo dei partecipanti e degli obiettivi di apprendimento individuati. L'attività di follow up ha previsto la realizzazione di un piano articolato di disseminazione e valorizzazione dei risultati, che coinvolgeva partecipanti, partner e stakeholder coinvolti durante il progetto e mirava a raggiungere il target group e nuovi soggetti. Le attività formative, realizzate in un “active learning environment”, sono state strutturate sulle 3 dimensioni dell'apprendimento: 1.consapevolezza e conoscenza, 2. abilità ed esperienza, 3. riflessione e valutazione. Per garantire un approccio partecipativo, attivo e inclusivo degli YWs durante lo svolgimento delle attività, sono state utilizzate le metodologie della NFE applicate ai principi dell’ Outdoor experiential education & wilderness therapy, quali: learning by doing, experiencial learning, challenge by choise, critical thinking, problem solving, transfer, simulation e role playing, team building, project work, visual storytelling, ice breaking games e energizers, speak corners, group dynamics, visual facilitation, brainstorming, self assessment ed evaluation games. Le 5 giornate della mobilità hanno compreso 5 sessioni di lavoro (dettagliate nel timetable), strutturate in modo consequenziale e interdipendente, per fornire agli YWs partecipanti competenze di outdoor mentoring utili allo sviluppo delle 5 aree di abilità previste dagli obiettivi del progetto. 1 –RICONOSCERE L’obiettivo delle attività formative della sessione era quello di fornire agli YWs competenze e strumenti per aiutare i giovani del target group ad aumentare autostima, conoscenza e concetto di se; riconoscere le proprie emozioni; individuare i bisogni per la crescita personale; sviluppare una vocational identity basata su autoconsapevolezza delle capacità residue e potenziali. 2 –RELAZIONARSI L’obiettivo delle attività formative della sessione era quello di fornire agli YWs competenze e strumenti per aiutare i giovani del target group a rafforzare empatia, collaborazione, lavoro in team e aiuto reciproco; creare un rapporto di fiducia e rispetto; migliorare le capacità di comunicazione ed espressione emotiva; sviluppare capacità di mediazione, cooperazione e relazione rispettando confini, regole di comunicazione e interazione. 3 –SPERIMENTARSI L’obiettivo delle attività formative della sessione era quello di fornire agli YWs competenze e strumenti per aiutare i giovani del target group a mettersi in gioco fuori dalla confort zone; rafforzare la partecipazione attiva; stimolare processi di autonomia e decision making; aumentare le social skills. 4 - AFFRONTARE L’obiettivo delle attività formative della sessione era quello di fornire agli YWs competenze e strumenti per costruire un ambiente resiliente funzionale all’educazione inclusiva e per aiutare i giovani del target group ad acquisire capacità di affrontare ostacoli e imprevisti; sviluppare strategie di problem-solving e auto efficacia (responsabilizzare e motivare Vs creare codipendenza e risolvere i problemi); rafforzare strategie di coping; valorizzare i propri punti di forza e trasformare le sfide in opportunità. 5 – PIANIFICARE L’obiettivo delle attività formative della sessione era quello di fornire agli YWs competenze e strumenti per aiutare i giovani del target group a individuare obiettivi e programmare piani di intervento personali, formativi e occupazionali; trasferire competenze sociali e abilità organizzative utili a mettere in atto un progetto di vita. Per ciascuna delle 5 aree di abilità/sessioni formative, ciascun partner, sulla base della propria expertise e competenze specifiche, ha contribuito allo sviluppo dei contenuti in termini di condivisione di esperienze, metodi, buone pratiche, approcci, strumenti e suggerimenti. I partner hanno quindi collaborato con l’applicant nella realizzazione dei contenuti degli workshop, valorizzando le capacità relative ai propri ambiti di competenza.<< Results >>Il progetto ha contribuito a sviluppare le capacità e le competenze degli YWs, rafforzando il loro ruolo di portavoce e moltiplicatori a livello europeo. Attraverso il progetto i partecipanti hanno rafforzato le prospettive di crescita individuale (formative e professionale) e migliorato le abilità pratiche nel lavoro con i giovani del target group, in quanto essi ora sono in grado di: - sostenere i giovani con disagio psichico e sociale nei processi di inclusione e transizione dall’adolescenza alla vita adulta, - utilizzare approcci di mentoring outdoor per supportare la crescita e lo sviluppo personale dei giovani del target group, - stimolare nei giovani del target group processi di autovalutazione, autoapprendimento, consapevolezza e autorealizzazione del se, - trasferire competenze tra i giovani e gli altri YWs e applicare i modelli appresi nel loro lavoro quotidiano con i giovani nelle ONGs di provenienza. L'impatto formativo sui partecipanti può essere sintetizzato come segue: - acquisizione di competenze specifiche in relazione ai temi dell’inclusione sociale dei giovani con disagio psichico e sociale, - acquisizione di strumenti e metodi di supporto e mentoring per il lavoro con i giovani del gruppo target, - condivisione di esperienze e buone pratiche utili a supportare i processi di autorealizzazione per inclusione dei giovani nella società, - aumento delle motivazioni e della soddisfazione nel lavoro quotidiano con i giovani con minori opportunità, - rafforzamento delle competenze professionali e dell’occupabilità nel settore del lavoro con i giovani con minori opportunità. Impatto sullo sviluppo professionale dei partecipanti: • Apprendimento dalle buone pratiche di altri paesi • Acquisizione di competenze pratiche utili al lavoro attuale e lo sviluppo professionale • Sperimentazione di nuove pratiche/metodi di apprendimento • Condivisione delle proprie conoscenze e competenze con le altre persone • Rafforzamento della rete professionale e costruzione di nuovi contatti • Miglioramento delle potenziali opportunità di lavoro. Impatto sullo sviluppo personale dei partecipanti: • Miglioramento delle competenze sociali linguistiche e culturali • Incremento dell’interesse verso tematiche europee • Maggiore consapevolezza di quanto sia importante la conoscenza delle lingue straniere per lo sviluppo personale e professionale • Incremento dell’impegno a favore dell''integrazione sociale di persone svantaggiate • Creazione di contatti con persone di altri paesi utili per il coinvolgimento nelle questioni sociali. Impatto sulle organizzazioni partner: - rafforzamento della collaborazione tra le ONGs e i servizi istituzionali sociali, sanitari ed educativi per intercettare e coinvolgere attivamente i giovani care leavers a rischio di esclusione; - condivisione delle esperienze, soluzioni e strumenti per migliorare la qualità dell'animazione socio educativa delle ONGs e rafforzare la dimensione europea delle organizzazioni coinvolte, - rafforzamento della cooperazione con i partner, con il comune obiettivo di migliorare il livello del supporto socio educativo per i giovani con disagio psichico e sociale che vivono in Europa. Il progetto ha garantito un effetto moltiplicatore in quanto, le ONGs partner hanno migliorato e applicato in nuovi contesti (altre ONGs, scuole, centri giovanili, etc) le loro conoscenze apprese sui metodi di outdoor mentoring a supporto dei giovani tra i 15 e i 25 anni con disagio psichico e sociale. Inoltre, le stesse ONGs, ora sono in grado di includere e coinvolgere sempre più giovani con minori opportunità nei progetti di mobilità internazionale Erasmus+ ed ESC. Impatto sul target group e su altri stakeholder: - miglioramento del benessere psicofisico e della salute mentale dei giovani tra i 15-25 anni; - miglioramento della capacità di adattamento per gestire l'impatto fisico o emotivo delle situazioni rilevate come problematiche; - rafforzamento dei processi di autonomia, problem solving e decision making per l’ autodeterminazione e l’ autoefficacia nell’ affrontare ostacoli e sfide quotidiane; - sviluppo di una vocational identity basata su autoconsapevolezza e conoscenza di se, in relazione alle aspettative di crescita individuale e professionale; - riduzione dell'isolamento sociale attraverso la partecipazione attiva nella vita di comunità; - aumento delle social skills per rafforzare la crescita inter e intra-personale dei giovani del target group; - promozione della cooperazione con le reti istituzionali locali per il supporto ai giovani careleavers; - promozione della cooperazione tra YWs che lavorano con i giovani con disagio psichico e sociale; - maggiore sensibilizzazione delle istituzioni pubbliche e private e della comunità verso i temi del progetto, nell’ottica di supportare i giovani con disagio psichico e sociale nell’affrontare gli ostacoli dei loro percorsi di transizione alla vita adulta.

<< Background >>Youth+ is a step toward destroying prejudices, negative beliefs and establishes successful inclusion of youth with fewer opportunities. It gives tools and recognition to youth work where the target groups are challenging. Youth + raises the quality of youth work with the development of an innovative online learning course (O1). It also creates a collection of guidelines for youth workers working with fewer opportunities and implements social media campaigns as best practices to adapt abroad (O2). The online course targets an effective youth work method which enables youth with fewer opportunities to work long-term in self-governed groups on local volunteer projects according to their own initiations.According to our experiences, youth with fewer opportunities get very little positive feedback on their qualities from the part of the society, communities they live in and their families. They do not know them and they do not own them therefore they often feel unworthy or useless.Within the current partnership we welcomed the initiation of Erasmus + programme to run long-term local youth projects (ESC) with the most difficult youth groups. This act inspired us to build up a youth work strategy within our partnership that works long-term, mostly at grass-root level and empowers vulnerable youth to create their own projects within their larger context and communities. However, with the target groups of most in need (poverty; traumatized family background; foster homes; segregation; low level of education; NEET youth; migrants) national ESC programme is not low-entry-leveled even with the extended support of National Agencies and the programme itself. We believe strongly that the establishment of empowered youth groups who are capable of initiating local volunteer actions are the best solution to break the negative circles of their life and make a step toward positive changes thus realizing “tangible” social inclusion. With the development of the Youth+ project we intend to fill this gap.The objectives of YOUTH + is to increase the competences of youth workers in the community centres of young migrants,of Roma settlements, of youth at risk with mild drug addictions and rural areas. This happens through using blended non-formal education methods, online learning course and tools, for the youngsters through: volunteering, role modelling, peer learning/leading, reinforced mentorship. In the partnership there is a wish to learn from good practices, transfer and adopt methodology from abroad, which is innovative in the context of youth work in participating organisations. Youth+ aims to increase the quality of youth work - specifically with youth of fewer opportunities resulting in O2 youth work guide - and develop digital competencies of youth workers and partner organisations through the O1 developed online course. Furthermore the purpose is to create an enhanced social media campaign and its best practice (O2) toward different stakeholders of society (governmental - and formal education institutions, companies and civil actors) in order to address the grass-root inclusion strategies and practices to all level of society, to start discussions and actions and sustain best practice projects.Working with challenging youth groups (drug addiction, NEET of rural areas, minority segregation, migrant background) is often stigmatized. When NGOs are reaching out for financial or other resources in the wider society to sustain these projects, organizations often receive negative answers from the public, or different stakeholders (e.g. companies, municipalities, local environments). However with targeted measures (Youth+ and similar initiatives) the trends can be returned. We want to spread a message about these youth groups that they are a useful and essential part of the society if they are empowered. They can offer volunteer projects to others that make them role models in the eyes of other stakeholders.<< Objectives >>Our vision is that, step by step, starting with implementing local actions, youth with fewer opportunities with increased sense of initiative, social and civic competences will feel more empowered, more involved in society and will play an active role in shaping Europe into a sustainable, non-discriminatory and inclusive society.The developed Youth+ online learning course (O1) aims to increase the quality, innovation and recognition of youth work. The quality aspect is ensured through the development standards of SALTO HOP Council and online platform. The innovation comes from the fact that such a result (online learning course to work with youth o.f.o) has never been developed before. We target a very specific youth work - to work with youth w.f.o but with those who are the lowest scale of to be able to reach with non-formal education tools (the next step would be therapy). We aim to find easy to use tools and practices for running workshops with the most difficult target groups of youngsters. The experience of the partnership is that the youth sector in non-formal education, especially the majority of civil organisations, are lacking the courage and the tools to approach, reach out and engage them into long-term learning relationships. The partnership owns the experience of the best ways to do youth work with the most in need, with various target groups who give a wide coverage of youth w.f.o. The most important goal we want to reach is to engage the most vulnerable youth with fewer opportunities to be involved in long-term non-formal learning activities initiated by themselves - the so called future “youth+ groups”. Partners want to empower them so they can form their own self-managed groups (with extended mentoring and facilitation support). To prepare them to be active citizens, initiate local ESC projects but also be able to reach beyond the Erasmus+ programme, empowering them to run their own ideas and manifest them into activities. We aim to increase the quality of youth work and promote social inclusion and active participation of youth with fewer opportunities by 1) creating an online course to share a best practice FUY method (including role modelling, volunteering and empowerment for the development of youth with fewer opportunities' competences, awareness and knowledge linked to integration) that facilitates the emergence of youth+ groups (self-governed groups of youth w.f.o. that carry out positive voluntary initiatives) and 2) elaborating a Guide and toolkit for youth workers and youth organizations to empower them to involve youth with fewer opportunities on a long run in (local development) processes and activities (sustainability of youth+ groups). O2 guide will contain all the necessary steps and approach that makes the long-term impact successful. The result of O2 is that youth workers learn how to engage youth w.f.o. in long term initiatives and to sustain their youth+ groups. The guide, among others, will contain easy-to-use approaches (solution focus coaching, mentoring and intervision) how to support and empower the youth groups and how to make it a mutual learning process for all parties.O2 social media campaign and template will increase the recognition and understanding of youth work for the wider society. Youth work will be shown as an effective tool for social inclusion and to reach the most “difficult ones”. The template helps other youth organizations to dare to start their campaigns, thus the results in youth work in general gain higher visibility.Moreover, the quality of youth work will be increased Europe-wide, the youth workers’ competences, awareness and knowledge linked to inclusion work, non-formal and digital educational methods will be developed, their job satisfaction and employability will be increased and they will be provided with high quality learning opportunities in a real lifelong learning context.<< Implementation >>YOUTH+ aims to increase the quality of youth work, digital skills and promote social inclusion and active participation of youth w.f.o. To achieve this, we’ll create a digital tool (O1), i.e. an online course (MOOC) to share experience and practices of partners (4 modules) and an adapted best practice FUY method (4 modules) which includes role modelling, volunteering and empowerment for the development of youth w.f.o.' competences; we’ll elaborate a guide and toolkit (O2) for youth workers and organizations to empower them to involve youth w.f.o. in a long run in (local development) processes and activities; and we’ll facilitate the birth of self-governed youth+ groups of youth w.f.o. to implement future own initiatives.O1 thematic work starts with the online course designing workshop (C1) for the developer team. This team will work out the design and content of the online course, including adaptation of the FUY method to different target groups of youth w.f.o. External/internal testing of the online course also incorporates the Youth + process: it starts with a kick-off training (C2), and then the online course starts - some modules of which will also imply the implementation of field tests in line with the parts of the FUY method ( Teambuilding & planning (C3-4), national volunteering actions (1 in each country), Evaluation (C5-6)). field tests will be implemented in country pairs (EA-ABD; NEM-VK).The field tests have several functions within YOUTH+: they contribute to the development of tried out project results, as based on them improvements of the final online course will be realizedthe tests are at the same time learning and development opportunities for the participant youth workers (residential parts of the blended learning process) and youth with fewer opportunitiesthey are the field of real input collection from youth with fewer opportunities target group for the development of O2 within a participatory methodOnce the external testing is concluded, final fine tuning of O1 will be realized based on the feedback and evaluation.O2 thematic work will start with focusing on the level of youth workers, and activities start before the field testing process with the elaboration of guidelines on participatory method and also the template for activity description for the Toolkit section. Field tests will serve to collect inputs from youth with fewer opportunities and to try out and collect non-formal engagement activities for the toolkit section. Based on the inputs from the youth target group and experience and knowledge of the transnational team, it will be outlined how youth workers can engage youth with fewer opportunities for a longer period of time.2nd part of O2 focuses on organizational level sustainability, supporting youth organizations with the elaboration of tried out methods and scripts to increase their funds and visibility through efficient low budget sensitizing social media campaigns. For this we’ll prepare the 1st version of the script that we’ll test in 4 countries by running 4 sensitizing social media campaigns. Based on the evaluation and feedback of the tests the general script and guidelines will be finalized.Also to support sustainability of project results (i.e. existence of an active peer leader group of youth with fewer opportunities who will be the motor of further active participation) a youth leader training for sustainable local actions will be held (C7) linked to E1 ” Be the change yourself” multiplier event.To share, promote and disseminate project results to a wider professional audience, the youth target group and the general public, the Source conference (E2) will be carried out as the 2nd major multiplying event (E2) and will be held for 200 international pax.Regular project, financial and thematic management as well as monitoring activities (5 project meetings) will be carried out in order to support successful implementation of YOUTH+ and sustainability of its results.<< Results >>The two main project result are O1 “YOUTH+ online course: a practice and guide on how to prepare youngsters with fewer opportunities to implement their own local projects (e.g. ESC)” and O2 “YOUTH+ Guide and toolkit on Sustainable Local Youth Engagement (special focus on how to increase visibility and funds)”O1 is part of a blended learning event within Youth+ but it is designed to act as an individual learning process (MOOC) that can be done as a self-directed learning by learners at any time in the future.It has 2 main parts:youth work of youth w.f.o (4 modules) in the first part based on a well-thought structure where partners give inputs about their experiences, best practices and approaches. adapted From Us to You (HU) best practice (4 modules) - this part is about acquiring the necessary knowledge to run FUY with different target groups of youth o.f.o O2:The guide will contain all the necessary steps and approach that makes the long-term impact of youth work with youth with fewer opportunities successful. Youth workers learn how to sustain their youth+ groups. The guide contains easy-to-use toolkits and approaches on how to support and empower the youth groups/youth workers and how to make it a mutual learning process for all parties.For the civil actors or any other stakeholders we provide a concrete template/flow of how to run a low budget social media campaign. So called impactful messages relating matters of youth w.f.o. This challenging task will be split into easy-to-follow tasks, with the contribution of y.w.f.o.The two main results YOUTH+ online course (O1) and YOUTH+ Guide and toolkit on Sustainable Local Youth Engagement (O2) supported by the following activities:workshop on online course creation (C1) with 9 participantsblended learning process for youth workers (YWs) carried out linked to O1 online course testing (within that residential trainings: 1 training of youth workers (C2), 2 Teambuilding & planning field tests (C3-4), 4 Volunteering days field tests, 2 Evaluation field tests (C5-6); and 1 online course participation; 4 webinars; 3 meetups; 12 online mentor meeting; 12 participants)blended learning/development process for youth w.f.o carried out (within that residential trainings: 2 Teambuilding & planning (C3-4); 4 Volunteering days, 2 Evaluation field tests (C5-6); plus 20 mentoring/coaching/per country (individual or group); 18 residential training daysa “Youth leader training” for sustainable local actions (C7) carried out for 20 yw.f.o.R7- 4 local volunteering projects carried out by youth w.f.o for communities with fewer opportunities (4x5 days, 80 + 400 participants)These will be supported by dissemination tool and events:set of dissemination tools (project logo, website, FB&insta pages, 2 short promotional videos, F2F exhibition, 4 podcasts) 2 international dissemination events (E1-2, 200 participants) Face to Face exhibitions held in 4 countries (4000 visitors) local YOUTH+ parties (4) dissemination events (YOUTH+ parties) (200 participants)social media campaigns (4) carried out (280.000 pax. reached)5 Transnational project meetings execute, that the project reaching the set objectives.As a final long term result 4 local Youth+ groups will be formed, who are empowered to run local volunteer projects in their communities.As an impact 9 youth workers familiarized with online course development; 80 youth w.f.o with increased sense of initiative, social and civic competences and more active participation in society,and improved digital skills and 200 youngsters with fewer opportunities (via volunteering days) with increased social competences, 12 youth workers with improved digital skills and professionalism; 200 youth workers with improved digital skills and professionalism (actively involved in YOUTH+ and dissemination events) and 4 organizations with increased recognition and visibility thus approx. 300.000 ppl reached and sensitized about social inclusion.