P.E.R.F.O.R.M.E.R.S. project, initiated and coordinated by the Hungarian Psychodrama Association was made alive in cooperation with eight organisations from four partner countries. The fifteen-month programme started in October 2016 and finished in January 2018.The main objective of the project was to establish a European network of sociodramatists committed to share their methodological knowledge and willing to cooperate with local institutions working with underprivileged youth. Also, the experiences gained from these co-operations were meant to be part of an international exchange of practices.The consortium consisted of two organisations from all the participating countries (Greece, Portugal, Sweden and Hungary), each country delegating a psychodrama training association and an institution dealing with disadvantaged youth. The psychodrama associations of Portugal and Sweden functioned as method providers, whereas the psychodrama organisations of Greece and Hungary were method receivers. Partner institutions from youth field varied fromdetention centres (Hungary) to an NGO focusing on young refugees (Greece) through a specialized service centre in Portugal providing assistance for slum residents and a secondary school in Sweden integrating refugee and migrant youngsters into society. Besides the international professional meetings the staff members of the partner institutions took part in international sociodrama training sessions in Lisbon,Thessaloniki and Budapest as well, which gave them the opportunity to get to know a method-specific knowledge about the techniques and application practice of sociodrama.Between the international trainings, a series of local activities took place. At least four sociodrama workshops were held for the employees of the partner institutions on each venue directed by the experts of psychodrama associations.In addition, disseminating seminars were organised in each country to make the programme more visible both for the experts and public.In Hungary, a sociodrama Working Group was established, whose activity included monthly gatherings as well as a three-day methodological summer camp. Professional work done in the project along with methodological results were shown in the form of a presentation and a workshop on the annual FEPTO conference.Below you can read the most important results of the project:- The Brussels-based umbrella organisation of European psychodrama trainers called FEPTO asked the partnership to integrate sociodrama into its professional work and establish a minimum training standard of the method.- A sociodrama network was established, which gained publicity on whole-European professional level. The network proved to be able to further cooperation, methodological development and working out professional materials and training programmes.- Local youth field partner institutions got familiar with the method resulting in openness for organisation-specific development and implementation. In Hungary, three of the four detention centres involved are committed to further cooperation. Although financing hasn’t been solved yet, supervision for workers as well as drama sessions held for youngsters go on after the project has finished, too.- A bunch of sociodrama methodological results were produced (for detailed description see R2) such as the elaboration of the process analysis protocol, establishing the basis of the training curriculum, working out the technique of the sociodramatic supervision in detention centres, and describing and developing some of the sociodramatic techniques.- Two scientific articles were published in Psychodrama and Psychotherapy Journals.- A basic website was created and made public.The possible long-term impacts of the project are as follows:- In Hungary, sociodrama appeared among the methods of social and organisational interventions.- The Hungarian Psychodrama Association expressed its intention to start an advanced level sociodrama training, to elaborate its curriculum and syllabus. The appearance of a previously not existing training will result in social workers with special skills.- In Hungary, sociodrama has become an acknowledged method in detention centres. As a result, now it functions as the most effective supervision method for its employees.- In Portugal, a long-term cooperation has begun between the organisations of the social supply system and the local psychodrama association, which might serve as a good practice for further relationships within the system.- The Portuguese Psychodrama Association has expressed a strong intention to change its name and incorporate sociodrama in its appellation.- Hopefully, the empowerment of sociodrama will affect other therapeutic methods as well, underlying the importance of not neglecting social factors neither in individual nor group therapies.

The ECCHO project (Exchange-Communication-Connection-Huddinge-Oostmalle) is a project between a high school in Belgium, Immaculata Secundair, and a high school in Sweden, Huddingegymnasiet, and has as its central theme the discovery of the cultural heritage of both countries. The project takes place in a two-year cycle and combines virtual exchange via eTwinning with the physical mobility of pupils. In 2019-2020, the two high schools prepare for next year's mobility by doing an eTwinning project on cultural heritage together.In 2020-2021 pupils will continue to work collaboratively online but will also have the opportunity to meet their partners face to face and explore in real life the cultural heritage they already learned about online. During the mobilities, activities that stimulate cooperation and communication will be combined with activities to discover the country's cultural heritage.By doing this project together, the two institutions want to achieve three main objectives.1. Plurilinguism (COMMUNICATION) :Firstly, this project wants to stimulate the motivation to learn foreign languages. The eTwinning project and the mobilities create an authentic context that allows pupils to improve their language skills outside the school walls. Participating teachers will pool their experience in foreign language teaching to develop dynamic and motivating methods that can stimulate cooperation and interaction between pupils from both countries. By developing activities together, teachers have the opportunity to present their good practice to others and to learn from others.2. Active citizenship (CONNECTION) : Secondly, both schools want to stimulate their students to become active citizens who assume their responsibilities in a changing society. Through the eTwinning project and the mobilities of this project, pupils can connect with different European cultures to discover the differences and similarities within Europe. Through the discovery of the tangible and intangible cultural heritage of the partner's country and of their own cultural heritage, students are encouraged to adopt an open attitude towards each other.3. European dimension at school (EXCHANGE):Finally, this project wants to stimulate European cooperation among colleagues from both schools so that more pupils can participate in European projects. The knowledge and skills acquired during this project will be used for future European projects. The project will also be a source of inspiration for other teachers in both schools.Two groups of 17-year-old pupils who are taking a course in French and English as a foreign language with the two teachers responsible for this project will participate. In Belgium, a limited number of pupils outside this group will be able to participate after going through a selection procedure.The two leading teachers have both experience with eTwinning projects and are willing to help develop the European dimension at school.This project therefore expects long-term results and benefits for the participating pupils and teachers and for both schools.Pupils will improve their language skills and their ability to communicate in foreign languages as the eTwinning project and the mobilities create an authentic context and offer motivating activities to practise speaking in a foreign language. The project therefore enables pupils to become aware of their own abilities to function and communicate in a new situation.By visiting together the cultural heritage already explored online through the eTwinning project, pupils will deepen their cultural knowledge of the country. Through these visits and the social contacts that follow, the pupils will gain a better understanding of the similarities and differences between the two countries and thus develop an understanding and respect for each other to become active and responsible citizens.By realising the virtual museum together and composing the mobility programme together, pupils will learn to collaborate with their group in the classroom and to collaborate at a distance with young people from another European country.The participating teachers will share the dynamic forms of work developed during this project with the Foreign Languages departments in the two schools and with interesseted teachers from other schools.For both schools, this project will be an opportunity to develop their European dimension and to show more teachers the benefits and advantages of European cooperation for pupils and teaching staff. The skills and knowledge acquired during this project will be used to continue and improve European collaboration and to create new European projects. Both schools will also be able to use the results of this project to develop concrete actions in the future to better motivate pupils to learn foreign languages and to stimulate pupils to become active citizens who will take responsibility in a changing society.

"Context: In the world of ""information warfare"" and fake news spreading in social media there is an urgent need for critical review of media content. Young people are strongly affected by social media. Fake news tend to concern immigrant issues, which is apt to cause confusion, misunderstanding and prejudices. A new National Curriculum for Upper Secondary Education (Finland) came into effect on 1st August 2016. One of the reforms in the new curriculum is developing the upper secondary school education towards a hollistic approach to teaching and phenomenon -based learning instead of working with isolated fragmentary pieces of information. The new curriculum also emphasizes cross-curricular themes, which are connected to all subjects. Among these are eg. active citizenshhip, intercultural competence and media and information literacy.A reformed syllabus for the following subjects Civics, Swedish, Religion and History will be introduced in Sweden and Media and Information Literacy (MIL) will play a bigger part of the courses. Objectives and activities: To create both a social media campaign and also organize educational workshops for younger pupils at other (comprehensive) schools. Creating such a campaign was meant to lead to a deeper understanding of which ways an active citizen in modern society can have an influence- through enhanced MIL and critical thinking for instance - but also what characterizes a strong democracy which can stand up to threats like disinformation and lobbyism. Through creating the information campaign, the project students could work in a practical, concrete way with information material, which made it necessary for them to take an active responsibility both for their own acquisition of knowledge and that of others. Their preparatory work improved their teamwork skills.The teachers involved in the project improved their skills and new methods in teaching critical thinking and exchanged experiences of teaching MIL in their different classes. The teachers also learnt about social media and its effect. They did this both through working with the project and by implementing the new curriculum (Finland) and that of the reformed syllabus for Civics, which was released in May 2017 (Sweden). The cooperation between the teachers in Finland and in Sweden has lead to an exchange of good methods and new tools for measuring the competence in MIL.The project included: Three project transnational meetings, two Students´ transnational exchanges and in-between activities at the two schools. Participants: 4 teachers and 20 second year students from both countries, altogether 48 participants. The students from the partner schools came from different backgrounds. They were chosen with regards to skills and interests. The pedagogies in the teachcing and learning of MIL from Unesco's ""Curriculum for Teachers"" (2011), e.g. Issue-enquiry Approach, Cooperative Learning, Textual Analysis, Contextual Analysis and Production were discussed among the teachers as wells as EPA ergo listen-think-pair-share-technique. Results, Impact and Long Term Benefits: The students have become critical readers and are now able to use their skills in Media and Information Literacy (MIL). Students are now able to evaluate and interpret messages and information from a variety of sources, e.g. news articles, Tweets, photographs etc. The students should now have a deeper knowledge of MIL for their active citizenship and participation in the professional community. The use of MIL can be considered as an essential tool to simplify intercultural dialogue, and mutual understanding and a cultural understanding of people both for students and teachers.The capacity for critical thinking and source criticism is of utmost importance and form a good basis for active citizenship, which is very important for an inclusive society based on democratic values. We hope that the students now feel even more sure of how they should view news items in the Media - from a more critical point of view, and that they will not be ""fooled by fake news !"" Working within the project and with its effect, will hopefully have helped also the teachers involved to implement the new directives for teaching in Sweden and Finland. The project will also have good effect on the planning of the following scolastic years with regards to the inclusion of MIL."