"The World Health Organisation called for mental health to be treated as everyone's responsibility. It does not only affect the lives of people living with mental health problems, and their carers, but also the productivity of society as a whole. In many countries, mental illness is the leading cause of disability, responsible for 30-40% of chronic sick leave and costing some 3% of GDP. More common than diabetes, cancer or heart disease, mental illnesses fill up to 21% of all hospital beds at any given time. The need for effective approaches to treating people with severe mental illness is often a matter of life or death. 1 in 10 people diagnosed with schizophrenia and 1 in 5 with bipolar illness will end in suicide. People suffering from mental illness and especially those who live in mental health structures are in the forefront of socially disadvantaged groups, suffering more over from social stigmatization and marginalization. These people have also been suffering from societal injustices.Although art's healing effect on mental health is being acknowledged more and more, it is not an optional therapeutic approach for most of mental health structures in many European Countries. Moreover, even though, there is an obvious need of more contemporary approaches which will possibly reduce the use of medicines, most of the structures are being stuck to old protocols avoiding trying alternative methodological approaches and routines, as a result of ignorance or being afraid to try something new. The potential and benefits of combining therapeutic art with restorative justice are still not translated into educational material and programmes leaving many adult learners and professionals in the field unaware.Mental Health Matters through Restorative Art (MHM) aims to respond to this gap by bringing together a cross-sector, strategic partnership of 6 familiar and not so familiar with Erasmus organisations to support innovation in the adult education field by creating, piloting and disseminating educational material and tools tailored to the needs and realities of mental health professionals, restorative justice practitioners and artists in the participating countries (the UK, Cyprus, Greece, Spain, Hungary) and across Europe. MHM will also design and accredit e-courses that will enhance the skills and knowledge of adult learners, supporting in this way the setting up of, and access to, upskilling pathways.The project consists of 4 Intellectual Outputs designed to meet its long-term goals:1 Training Manual on the use of Restorative Art in Mental Health, encouraging cooperation between the participant countries. It will provide us with a local and comparative picture of the use of restorative art in mental health structures among the participating countries as well as the ways in which art is exploited in these structures. 1 Training programme and CPD accredited e-course on the inclusion of restorative art in mental health structures (for mental health professionals, mental health structures' coordinators, mental health carers and restorative justice practitioners). It will give to our target group the knowledge skills, competences and attitudes to include art in mental health structure's routine in order to improve the lives of mentally ill people living in these structures 1 Training programme and CPD accredited e-course on the use of art as a relief and restorative tool for people living in mental health structures. The programme is expected to give emerging artists the knowledge, competences and attitudes to be included in the routine of mental health structures and also to use these skills and competences in order to find new career prospects 1 ""Mental Health Matters in Action"" E-book that will include and present the artworks that will have been emerged during the piloting phase and throughout the project. IO4 serves the broader planning of MHM and as a result will further involve emerging artists and healthcare and restorative justice practitioners with mentally vulnerable groups.These are supported by a well planned LTT and various horizontal, dissemination and communication activities including 6 multiplier events.MHM is expected to have considerable local, national and international results and impact including improving the knowledge, competences and attitudes of mental health professionals, emerging artists and restorative justice practitioners. Over 10,000 individuals and organisations are expected to be reached through the project's IOs, 6 multiplier events and 1 LTT. The online availability of all training materials and tools for at least 5 years after EU funding, as well as their translation in 4 languages will ensure sustainability of impact in the long run. Finally, MHM aims to use its findings to inform EU integration, healthcare and other relevant policies. Thus, the achievement of the project objectives will lead a step towards WHO/Europe priorities for mental health."

"The successful and organic integration of migrants into EU hosting societies remains problematic for many national migration policies. This is a persistent Europe-wide challenge, which has now become more urgent, due to the COVID-19 pandemic. The pandemic has disrupted our lives and societies, but extensive research is showing that the pandemic has already revealed and exacerbated pre-existing socioeconomic inequalities of migrants, a group facing also the additional burden of xenophobia and discrimination. These persistent phenomena are triggered by cultural misunderstanding, bias and fear of the “other”. At the same time the cultural and artistic sectors were hit the most.Culture and Art for Restorative Justice (CARJ) aims to respond to this need, using the power of art and restorative justice to increase cultural awareness and thus contribute to the successful integration of migrant communities at one of the most challenging times for Europe. It will exchange its results at national (the UK, Greece, Turkey, Spain and Cyprus) and European levels, helping in this way to achieve the objectives of the EU Integration Action Plan, and supporting the Erasmus+ priorities. The project will adopt a user-led methodology in order to address several Sectoral and Horizontal Erasmus+ Priorities.In particular, CARJ aims to empower creative and cultural professionals who support migrants and especially those who are at risk of marginalization. It will increase the skills, knowledge and confidence that will allow them to foster their migrants' development of social, civic and intercultural competences, while helping them to develop ownership of shared values and boost social inclusion. This will be achieved through the project's tailored and evidence-based accredited trainings and other social actions, which use creative arts combined with the values of restorative justice. The starting point of our intended, innovative training programme is the UK tested ""Culture and Art for Unity"" a user-led project, which received multiple awards by the London Mayor. It was run by the RJ4All International Institute in 2018-19, and used creative restorative justice art to increase community cohesion in a divided London area. Combined with restorative justice and creative arts, our project will bring people closer, showcasing what unites rather what divides us. This is an area that has not been developed for adult education training and which we will address via our project. These results will also include inbuilt assessment tools creating for the first time educational and training materials that are CPD accredited and which will help prevent the marginalisation and social exclusion of migrants through a positive approach that combines creative arts with restorative justice.Moreover, acknowledging that prevention of migrants' marginalisation requires a holistic approach to social inclusion and inequality, CARJ will put emphasis on connecting cultural and art organisations with civil society, and strengthening cross-sectorial cooperation. To overcome the COVID19's impact, the art and cultural sectors will be connected with restorative justice practitioners, education, social and health services, mental health and community organisations who support migrants' integration creating new market opportunities and break the silo working.CARJ also tackles the social inclusion priority, as it aims to contribute to the successful integration of migrants, a group impacted disporporionately by COVID-19. This will be achieved, by supporting the workers and professionals working with them through the development of training tools and manuals; also, by involving them directly in the project’s educational and creative activities, using art as a vehicle to support them in their integration. The project will also generate many opportunities of social action for professionals supporting migrants and migrants themselves. The planned activities will focus on empowering them to take part in the project, fostering their active citizenship and preventing their marginalisation, taking into account the European values of freedom, tolerance, equality autonomy and respect of human, social and economic rights.By the end of the project, CARJ will deliver:- 4 Intellectual Outputs (handbook, e-course, training, pilots, ebook)- 4 national and 1 international multiplier- hundreds of volunteering learning opportunities to adult learners and migrants- regular e-newsletters, press releases, a dedicated project website and social media engagement- multiple networking opportunities between cultural, art organisations and civil society as well as national and European funders and stakeholders."

As a result of the literature review and research conducted with our strategic partners, under the coordination of Gaziantep University, it was determined that gifted children have problems in adapting to the social environment in European countries as well as in our country. It is observed that gifted students, who are distinguished from others in terms of their cognitive abilities, turn towards friends who are older than them, or make friends with them. Gifted children are experiencing problems; It is observed that the environment is experienced in areas such as expectations, friendship relations, school culture. When the data of the Ministry of National Education Information Systems (MEBBİS) data were examined, it was determined that the number of gifted students in our province constituted 2.42% of the percentile across the country. The “Social Skill Scale”, developed by Gresham & Elliott in America for teachers, families and students, consists of 27 questions. version; It was applied to Şahinbey Science and Art Center students in cooperation with Gaziantep University, Provincial Directorate of National Education and Guidance and Research Center (RAM). Considering the results, the need to strengthen the social skills of the 78% slice emerged, and only 22% of the students were found to be at the expected level.Our main goal is to examine the education of our gifted students and to strengthen their social skills by examining the best practices in other countries; to explore different aspects of individuals and to provide special education opportunities, to train leading personal, social and entrepreneurial individuals.As highlighted in the Horizon 2020 Program; The aim of inclusive education is to cover all children who have difficulties in accessing social, cultural, educational, vital activities and opportunities equally with all community members, with or without disabilities, and the right of these children to receive education with other peers. In line with the knowledge and experience we have acquired, we aim to create educational environments at standards that will strengthen the social skills of our gifted students by adopting inclusive education principles.Our Consortium, consisting of project partner institutes and institutions that work with individuals with special needs and gifted students in their own countries under the coordination of Gaziantep University;4 academicians from Gaziantep University, 4 Project Coordinator teachers and 2 managers from Gaziantep Provincial Directorate of National Education (4 participants will take part in transnational mobility), 1 manager from Şahinbey Science and Arts Center, 1 teacher, 2 academicians from Akademia Humanistyczno-Ekonomiczna w Łodzi,2 educators from Associação Cultural e de solidariedade Social Raquel Lombardi, 2 experts from EUNOIA Associatio and 1 academician from Restorative Justice for All International Institute,It consists of 19 participants in total. All of our participants are people who have worked on inclusive education and education of gifted students, teacher, student, parent education. They have Erasmus + and eTwinning project experiences.With online and on-site meetings in cooperation with our strategic partners, we aim to reach students, teachers, parents, trainings, seminars, forums and workshops, as well as gifted students at the primary / middle / high school levels and their families, friends and individuals around them.Web-site and social media channels with scientific publications and project products that we will prepare to ensure the sustainability of our project results and reach to larger audiences, the sustainability of eTwinning and erasmus projects will ensure the impact of the project and will be beneficial for the beneficiaries.In the execution of the project, our main methodology is to share responsibility according to the expertise areas of all partners and to analyze possible risks in advance and to provide crisis management plan and effective communication.As a result of the project, accessible scientific publication articles and online sustainable resources, as well as the proposal report we will provide to education policy makers, are the keystones in achieving our project goals. In the long term of our project, we aim to create a permanent source to guide Education Policy Makers in the development of social skills of gifted students through inclusive education, to strengthen the social skills of our gifted students. At the same time, all project partner countries will prepare a draft program by adapting the reports they generate from the project outputs to their socio-cultural structures.

"Europe is faced with increased phenomena of violent radicalisation, extremism and nationalism. The dominant approach to prevention is encapsulated in the Risk Need Responsivity (RNR) model. Developed in the 1980s by Andrews, Bonta and Hope (1990), RNR’s focus is on managing offender as risks. There is scientific evidence that the RNR model is not as effective as originally thought. According to Maruna (2006) and Gavrielides (2013; 2015; 2019), concentrating on criminogenic needs to reduce risk factors are not sufficient conditions. McAdams (1994; 2006), Gavrielides (2017;2018;2019) argue in favour of approaches which assert that integration, resilience and relatedness for offenders and those at risk are crucial in encouraging desistance from violence and radicalisation. Restorative Dialogue Against Violent Radicalisation (RDaVR) has been put together to provide an alternative approach to preventing violent radicalisation and extremism based on dialogue and restorative justice. It will use the power of adult education and the restorative justice principle of power sharing to bring together 7 organisations from the UK, Turkey, Ireland, Romania, Italy and Spain to form a strategic partnership, who will support the development, piloting and transfer of an innovative model for the capacity building of criminal justice professionals and volunteers (e.g. prison officers, probation staff, police and community based practitioners) working with offenders, ex-offenders or individuals who are at risk of being groomed into violent radicalisation and/ or group offending.RDaVR will exchange its results at national and European levels, helping in this way to achieve the objectives of Erasmus+, the 2015 ‘Paris Declaration’, the EU strategy for combating radicalisation, and the Erasmus+ Inclusion and Diversity Strategy. In particular, RDaVR aims to address the following Erasmus+ priorities:HORIZONTAL: ""Supporting individuals in acquiring and developing basic skills and key competences""The project primarily aims to support adults in acquiring and developing key competences (such as the dialogue method of restorative justice) with the ultimate objective of helping them to perform their work with those involved or at risk of violent radicalisation and group violence. The strategic partnership has been formed in a way that includes experts in all fields (i.e.. restorative justice, training, e-learning, adult education and training) that are necessary to create, pilot and disseminate innovative tools that will support adult learners not only in the participating countries, but across Erasmus+. These results will also include inbuilt assessment tools creating for the first time educational and training material that are CPD accredited and which will help prevent violent radicalisation, group violence and marginalisation through a positive approach vs the current RNR model that has been adopted by most public services in the EU.ADULT EDUCATION: ""Extending and developing the competences of educators and other personnel who support adult learners"" Restorative justice is not in opposition to current criminal justice practices, but complementary. It has proven to provide the justice system with alternative approaches that when implemented properly can increase victim satisfaction, reduce re-offending and increase community cohesion. That is why we strongly believe that the project will extend the existing competences of personnel who support criminal justice professionals and volunteers to develop competences that will allow them to work better and more effectively with their target groups. Our adult educational programme will be provided both through face-to-face workshops as well as online allowing for Erasmus+ wide impact. However, before doing so, the project has planned fieldwork through IO1 that will assess their prior knowledge and skills in order to build on their needs assessment. This fieldwork phase will also engage with our target groups and thus involve them in all stages motivating them to learn. The CPD certification will also act as an additional incentive. The transformation of the programme into a CPD accredited e-course will also help improve teaching methods for these groups as well as creative modern tools through effective use of innovative solutions and digital technologies.ADULT EDUCATION: Improving and extending the supply of high quality learning opportunities This priority will be achieved by making available flexible learning opportunities to adults in the participating countries and across Erasmus"". These opportunities will be adapted to their learning needs following a needs assessment through IO1 and the project's User Scrutiny Panel. We will develop training material that will be translated and used at the local level, but also transferred into an e-course that can be taken flexibly and in their own time. Its CPD certification will also validate this informal learning."

At a critical point for Europe when COVID19's impact on the creative and cultural sectors has been unprecedented, up-to-date pan-European tools that empower the young and new generations to be creative are needed. To overcome the pandemic's health and socio-economic impacts, innovation and creativity must be employed in all that we do. Creativity is necessary to inventive thinking in any domain, but under-appreciated in many formal educational environments. All solution making and construction require creative thinking. Yet, almost no school teach creativity or train teachers to teach creativity. Creativity is fundamental to human thought development and survival. Creativity theories are important in supporting instruction and learning, and elevation of teacher understanding and learning design. As the economic gap is widening due to the pandemic creativity can act as a key engineer for facilitating social harmony, sustainable human development, technological invention and scientific revolution.Restoring Power will respond to this need. It will bring together 7 diverse organisations from the UK, Turkey, Norway, Iceland, Italy, Ireland, and Malta to form a strategic partnership that will empower schools to pursue creative education with their young people. Responding to Covid19 challenges, our project's main objective is to deliver the Erasmus HORIZONTAL priority of Skills Development and Inclusion through creativity and the arts.The key objectives of the project;1. To equip young people and adults with the necessary tools and competences needed to come up with creative and innovative solutions to face unprecedented risks and societal challenges;2. To train teachers/educators in the use of new methods and tools related to creativity, innovation and entrepreneurship;3. To strength the profiles of the teaching professions, including teachers, school leaders and teacher educators through enhancing teachers’ professional development and supporting teachers in collaborative and innovative practices;4. To enhance skills development and competences that reinforce creativity;5. To develop students’ creativity and awareness of their own culture, as well as get familiar with the cultural diversity of Europe;6. To create and investigate an artifact, such as creating study skills resources, presentations, media messages, and cultural artifacts;7. To encouraging dynamic thinking through varying scenarios, showcasing multiple solutions, and considering mind expansive concepts.7 Organisations working on educational subjects from UK, Turkey, Finland, Norway, Iceland, Ireland and Italy have come together to establish this consortium. Around 25 teachers and trainers will directly take part in this project; furthermore, 100 more teachers and trainers will involve the project indirectly. The target groups of the project are students, teachers, headmasters and trainers.3 Transnational Project Meetings, 7 multiplier events and 3 LTT meetings will be held during 24 months period. Moreover 4 Intellectual Outputs (Guidance, MOOC, Handbook and Toolkit) will be developed and carried out during the project period.For students and parents we will develop new learning material and tools. For teachers we will develop a new course about fostering creativity in education, which delivers a teaching approach relevant to all teaching subjects. With a new course we will improve in-service training. However, the course will be also suitable for initial education of teachers, therefore we will also disseminate it to universities. By creativity project, we will foster new forms of learning by real life cases, virtual mobility, coaching and flipped classroom.Dissemination will be aligned with the key stages of the project. The purpose of our dissemination is raise awareness in creativity, inform about teaching based on creativty approach, engage in creativty activities and communication, and promote using projects’ intellectual outputs.The dissemination tools include; partners’ websites; partners' social media accounts with more than 20.000 followers altogether including Facebook, LinkedIn, Instagram; one of the international MOOC platform; newsletter every 3 months; email marketing with more than 10.000 contacts altogether; media articles, at least 10 articles in different countries etc.With this project we aim to form long lasting, sustainable results. We carefully planned what is needed to develop creativity at schools. In order to assure sustainability of this, it is inevitable to include parents, principals and school staff, not only students and teachers. All of the project's results address real needs of the teachers, which were identified in the previous project. For that reason, it is more likely for teachers to use the project results.