"<< Background >>The key problem addressed by the project is filling an important gap, consisting in the lack of systemic solutions enabling companies to manage employee support in the area of mental health, and in this way - to take care of the mental condition of the staff, which has a direct impact on commitment or work effects. This gap is to be filled by creating a standard for the new professional role of ""Mental Health Leader"" – which is responsible for the coordination, professionalization and regularity of companies' activities in the field of mental health.<< Objectives >>The goal of the project is to create, test, implement in testing companies and promote a new professional role (function), referred to as ""Mental Health Leader"" (until 31.12.2022), operating in the fields of:•building systemic support for mental health in the organization,•coordination of activities - prevention / coping with a psychological crisis;•peer-supporting managers and employees;•promoting behaviors that help maintain good mental condition.<< Implementation >>Achieving goal will be possible by developing complementary solutions:•standard of the new role (professional profile);•description of the process of selecting (selecting) a new role;•recommendations on the implementation of the new role;•a detailed description of the development process (syllabus / training program + trainer manual);•practical tips for performing a new role (handbook);•enabling the promotion of a new role in the organization (educational and promotional materials).<< Results >>All results will be developed in close cooperation with the target group (design thinking and users experience methodology, consultation of each result), which guarantees their adequacy and increases sustainability.The immediate target group are working people who are ready to take on the role of MH Leader, as well as organizations employing them, under which the new role will be implemented. The constitution of the new role means that the project has an impact on a wider group of recipients - employees of the companies in which the Leader will operate, and organization of the business environment with which he will cooperate (NGOs, administration etc.). The project also has an overall impact on raising awareness of the importance of mental health in the workplace.The innovation of the project is to create a systemic, comprehensive solution developed in the ""ready to self-use"" formula that is extremely practical; is directly in line with the VET priorities, has a strong justification in research and market need (and is not available on the market) and whose importance was highlighted by the epidemiological crisis situation, gives the possibility of rapid implementation without the participation of external advisors; responds to the professional needs of employees and has a direct social impact - touching on a topic that is important from a professional and social point of view, which is at the forefront of the challenges facing Europe in connection with a) rapid increase in indicators regarding mental condition, b) breaking taboos around mental health;Thanks to complementary design solutions, it will be possible to achieve long-term results - creating a new professional role (ready for implementation in any organization), promoting the role of Mental Health Leader as a support tool in solving mental health problems and promoting / promoting mental health in the work environment, creating a standard for professional development and implementing a new role (educational materials) and increasing mental health awareness in companies.The project has pan-European significance, creates an easily transferable solution and fits in with VET's priorities regarding work-based and job-based learning."

"<< Background >>The COVID-19 crisis had consequences in all the aspects of our daily life regardless of age and social differences. The lockdown measures affected all young people who had to face such a limited and uncertain situation in a phase of their development that has already some peculiar difficulties. The gap increases if we consider youth from rural areas and those at risk of social exclusion. Although youth are the major users of digital tools and social networks as a way to stay connected, they have been deprived of elements such as freedom and interaction, that are essential in this phase of life. On the one hand the main negative impacts on youth caused by this crisis are: rise of physical and mental stress with consequences on mental health; increase of isolation and social exclusion; alteration and challenges in family relationships; rise of risk of online pressure and cyberbullying; uncertainty about life plans. A research conducted by the European Youth Forum highlighted that due to COVID-19 nearly 40% of young people across the globe report being uncertain about their future.The CoviPrev survey, published by the French National Public Health Agency, shows that the alteration of anxious status during the lockdown has affected above all young people between 25 and 34 years of age. An investigation conducted by Ipsos and the Italian Ministry for Equal Opportunities and Family, covering a sample of young people aged 18-34, in Italy, Germany, France and Spain showed that in Italy the economic and labour uncertainty has questioned young people's life plans more than in France and Spain. A research of the Psychological Clinic of Aristotle University in Greece shows that 70% of respondents (age group 18-39) declared they faced much higher levels of loneliness and isolation, while 71% declare that they have high levels of anger. The study “My well-being”, conducted by Vilnius University (Lithuania), shows that more than half of the young surveyed were negatively affected by the changed study process during the pandemic, and a quarter indicated that they experienced great stress due to limited access to various services. On the other hand, according to 2030 UN Agenda for Sustainable Development, sport is a tool to enhance mental health by delivering social, psychological and physiological benefits, so it may be a key to overcome critical conditions.The project foresees the application of creative approaches to combatting the psychological issues and the negative consequences of unpredictable and/or traumatic events that may affect young people. It primarily focuses on the empowerment of young people, in particular those living in disadvantaged situations or in vulnerable conditions by helping them overcome stress and discomforts they may face in their daily lives. The project intends to apply dance and other forms of art as effective tools to support youth to concentrate on oneself in order to be able to control one's body, release the stress, regain a balance and consequently to improve the quality of their life and the relations with the others. The project promotes the quality of youth work and the capacity building of professionals working with youth, equipping them with innovative and creative methodologies that can make their work more effective in dealing with youth challenges. During the project, young people will be involved in an online training to develop an educational empowering path. Youth workers and professionals of dance and other forms of art dealing with young people will learn new methodologies and activities applying dance and arts for better addressing youth challenges. They will transfer their knowledge to the organisations' staff, to improve their actions in the field of youth. Finally, an App, with interactive and customisable contents, combining mindfulness, dance and arts, will be developed to support young people's wellbeing and help them in developing healthy habits.<< Objectives >>The project DASS aims to deal with challenges affecting youth, creating an educational path through training applying therapeutic effects of dance and other forms of art, associated with experiences lived through other artistic disciplines, divided into different modules. The project aims to develop a creative approach that may act in the long-term to benefit young people and their well-being while tackling the negative impacts of the current crisis. Objectives: - Foster creative and artistic responses for youth living in difficult situations; - Develop artistic sensibility while promoting well-being and tackling mental and physical stress of youth; - Develop the ability to understand and describe feelings without fear of judgment and the ability of self-expression; - Providing long term benefits for young people by applying methodologies of dance along with complementary artistic tools, for young people who are experiencing stress and discomfort as negative consequences of the pandemic; - Promoting social inclusion, diversity and tolerance, as well as the intercultural dialogue - Foster the positive and educational use of digital tools among young people, creating a safe virtual learning environment; - Enhance competences of youth workers through the training on innovative methodologies to apply in their daily work; - Improve capacity building of youth workers and enhance high quality of youth work; - Enhance the ability of partners’ staff to deal with youth challenges and improve the impact of the organisations in the field of youth.<< Implementation >>During the project DASS the consortium will develop three project results, by implementing the following activities R1: Dancing and artistic empowering training (M2- M9) A1.Review of the methodologies, practices and activities (M2-M3) Leader: Essevesse A2.Surveys to understand young people’s discomforts (M3-M4) Leader: Active Youth A3.Creation of the contents for the 5 modules (M3-M5) Leader: CEIPES A4.Online training for young people (M5-M9) Leader: Essevesse A5.Collection of feedback from the participants (M9) Leader: Smart Umbrella R2: DASS Booklet (M10-M17) A1: Collecting feedbacks from the participants to the LTT activity (M10) Leader: CEIPES A2: Collecting the methodologies and the activities. (M11-M13) Leader: Diversity HUB A3: Creation of the Booklet (M14-M17) Leader: Active Youth R3: App ""Mind-yourself"" (M10-M24) A1: graphics of the app (M10-M11) Leader CEIPES A2: content development (M11-M14) Leader: Active Youth A3: content creation - (M14-M19) Leader: Diversity HUB A4: translation of contents (M19-M20) Leader: Smart Umbrella A5: uploading the contents in the app (M20-M21) Leader: CEIPES A6: initial testing of the app (M21-M22) Leader: Essevesse A7: launch and promotion of the app (M23-M24) Leader: CEIPES During the project, the consortium will implement 5 transational meetings: TM1 - Kick-off meeting in France (M1) TM2 in Lithuania (M6) TM3 in Greece (M12) TM4 in Poland (M18) TM5 in France (M24) The staff of the partners will be involved in a LTT activity (M10) that will take place in Italy. Essevesse will train the professionals working in the organisations of the partnership, on the use and application of dance and other forms of art for therapeutic purposes, to develop innovative tools for the empowerment of youth. For the good sharing and promotion of project's results, the partners will organise the following multiplier events: Local Multiplier events in Italy, Poland, Greece and Lithuania (M23) Final event - Festival ""EYTA"" (M24)<< Results >>Project result 1 includes several activities, namely a review of methodologies and practices applying dance and arts for empowering youth, a survey investigating youth's discomforts and the creation of educational modules, aimed to the development of an educational path in the form of an online training, applying dance and movement methodologies associated with experiences lived and other artistic disciplines. The training is divided into 5 different modules, as follows: 1. Analysis of the stressful factors in young people’s daily life, above all those incurred since the pandemic began, and introduction to the methodologies of dance and movement; 2. Tailoring the therapeutic approach according to the issues raised. Working on stressful situations, distress, fears and the reactions; 3. Working on expressing the feelings and developing processes of defusing, for one’s self and the interaction with others; 4. Working on creating positive physical and mental responses; 5. Evaluating the positive effects and contributing to the creation of a booklet with methodologies applied and some exercises for maintaining long term benefits. The training will provide long-term benefits for young people living stressful situations and facing the consequences of the restrictions due to the pandemic. Project result 2 will consist of a Booklet containing methodologies, practices, activities to tackle negative feelings of stressful events, addressing youth workers, educators professionals from dance and arts field working closely with youth. The Booklet will provide creative and effective tools that will enhance the quality of youth work and increase the effective response to youth challenges. Project Result 3 will comprise a self-help mobile application for youth combining mindfulness, dance and art. The activities to create this tool include the brainstorming, development, construction, testing, and launch of the app. The App provides customisable paths for young people, suggesting artistic activities, audios, videos and informative tabs that can support the users in improving their well-being and their daily habits."

"<< Objectives >>The aim of the project is to create, promote and test a new standard for a professional role of the ""Pride Network Lead"", which will support the inclusion of LGBTQ+ people in the work environment and which will build the openness for Diversity & Inclusion within the organisations.<< Implementation >>There are planned activities related toWP1 - Project managementWP2 - (Defining) Profile, selection rules and implementation of the Pride Network LeadWP3 - (Defining) Development of syllabus, handbook and toolbox for the Pride Network LeadWP4 - (Defining) Tool for promoting the new role and action plan for process of implementationWP5 - Promotion and disseminationThe project includes – 3TPM, 1LTT, 5 multiplier events<< Results >>The results are:●Professional profile of the Pride Network Lead ●Selection process ●Guidelines for the implementation in organizations ●Development program & trainers’ handbook ●Handbook & Tool-box for the Pride Network Lead ●The microlearnig film and a set of materials promoting a new role ●Guidebook “Action Plan for implementing the Pride Network Lead”Additionally:●testing phase performed (pilot training)●wide dissemination activities"

It is well documented that minority ethnic groups experience higher levels of poverty, social exclusion and greater barriers to accessing health, education and social services and equality of access to employment than majority indigenous populations in most European countries. Intercultural Mediation is an internationally recognised tool for overcoming the barriers to key services such as health, social protection, education, justice and law enforcement and also for overcoming the barriers in the workplace context, all of which are very often experienced by people from minority ethnic backgrounds. The practice of intercultural mediation involves a trained Intercultural mediator facilitating cross-cultural communication and mutual understanding between service users +/ workers from minority ethnic backgrounds and service provider and/or employers with the objective of achieving a high quality of service, participation and outcome for each party. Intercultural Mediators can work in a wide range of services. These include health and social services, education, judicial and law enforcement agencies, business and other employment, public administration. Their role is to :•facilitate cross-cultural communication and mutual understanding between migrant service users and service providers / NGOs / public administration/ employment bodies; schools and other educational establishments•empower migrant service users to communicate their service needs more clearly and effectively and participate more equally in their new societies, taking culturally related nuances into account •assist service providers deliver a culturally competent and culturally sensitive service•Promote diversity and equality of participation in the work place•advocate for migrants and their families.The aim of this project is to share and further refine and customise, the learning, training and practice of Intercultural Mediation which has already been developed by the lead partner, Culture Connect, with four other EU partners by:•Customising the methodology to the particular country and organisation culture and needs of each partner•Delivering training programmes in Intercultural Mediation to a small number of participants from minority ethnic backgrounds in each partner country.•Evaluating the effectiveness of ICM in a range of services. educational institutions and places of employment•Devise and publish a web- based Guide to Training and Guidelines for Best Practice in Intercultural Mediation•Developing an internationally recognised certification system for the training. +•creating, promote and test a new standard for a professional role of Intercultural Mediator within each partner countryThe project will work closely with migrant participants, with NGOs supporting migrants, with service providers and educators and with employers in the development, implementation and ensuring the long term sustainability of the projectExpected results during and after the projectThe project will create a systemic, comprehensive and empowering solution to overcoming the barriers encountered by people from minority ethnic backgrounds / refugees / migrants in access and outcomes to a broad range of essential sectors within mainstream society: health and social services; education and entering and equality in employmentIt will also raise awareness of these barriers amongst a range of health, social service and education providers, employers, and other key actors with whom the project impinges on and promote a commitment to dealing with them. The project will also leave a legacy of tangible results:•A maximum of 3 trained and experienced mediators in each country•An internationally tested and evaluated methodology for training Intercultural Mediators equipped to work in a range of sectors •A set of guidelines for the selection of participants •A code of practice for Intercultural Mediators•A professionalisation of the role of Intercultural Mediator The project will be designed and implemented by five partner organisations, from five different corners of EuropeCulture Connect, Drogheda, IrelandFundacia Diversity Hub, Krakow, PolandYork Associates, York UKRuni, Sofia BulgariaCentrul Pentru Promoverea Invataru Permanente Timosoara, RomaniaThe partners are engaged in a range of training and capacity building actions aimed at the integration of migrants and refugees and promoting interculturalism in their respective organisations. They will bring their very diverse skills and expertise to the project. Potential Long Term Benefits:•Empowering refugees and migrants and developing their social capital•Creating a broader awareness of interculturalism across society•Promoting cultural competence in education, health and social service, the workplace•Project outputs including the training programme, code of practice, job description for Intercultural Mediation will be available for wider use after project finishes

"<< Background >>The need to develop this project arose by working with professionals of the youth and education sector. The partners of this consortium discussed the most burning needs related to the social challenges as well as those of the young learners and educators cooperating with the partner organisations. The question was raised about the lifelong learning system, and how formal, non-formal and informal education can cooperate to face common problems and intervene, each with its own role, in providing answers. Formal, non-formal and informal education are complementary and mutually reinforcing elements of a lifelong learning process (Council of Europe). Educators affected by migration and displacement are inadequately prepared to carry out the more complex tasks this entails, such as managing multilingual classrooms (UN Global Education Monitor report). The conclusion was that the role of professionals of youth education is essential to improve a systemic answer to the emerging learning needs of young people leading them to a full, satisfactory and functional integration in the society.This project refers to the adequacy of training approaches used by youth workers with relation to the main trends of social change in progress. These trends apply to:• Further discrimation opportunities derived from the covid crisis• Family changes and the arrival of new type of families, more complex and with more members;• Evolution of educational and existential styles;• Diversification of cultural context;• Extension of the gap between rich and poor people and the crisis of middle class;Each of these trends, deeply connected to each other, are part of a specific social context – about liquid modernity, outlined by Bauman – that have largely lost its traditional networks of cohesion and cooperation, intensifying individualistic deviations that damage the basis of democracy and peaceful coexistence (Todorov). In this context, youth organisations are among the main pillars against the process of social molecularization but, in order to act efficiently, must be able to engage with different interlocutors than those of the past and different from each other for many reasons: needs, expectations, values, training models.As described by the EU Commission:""Education and training policy should enable all citizens to benefit from quality education and to acquire and update over a lifetime the knowledge, skills, and competences needed for employment, inclusion, active citizenship and personal fulfilment.Young people from immigrant backgrounds, the disabled, and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which family background influences learning outcomes.Against this background, Europe needs more efficient but at the same time more inclusive and equitable education systems, which give access to quality educational provision."".<< Objectives >>Young people from immigrant backgrounds, the disabled, and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which cultural and social background influences learning outcomes.Against this background, Europe needs more efficient but at the same time more inclusive and equitable education systems, which give access to quality educational provision."".The project is based on the specific objective to create specific training tools to enable youth workers to engage directly, at least potentially, with each young person (especially with those at risks of exclusion for social or economic reasons, or for cognitive or physical disabilities) in an individual and group way.General objetives: -To reconnect young people into networks of exchange and social cohesion - to take Young people away to their solitude and/or prevent the risk that they establish new types of solitude and marginalisation.The above mentioned training tools will be developed on the basis of the “Global Education” approach. Global education is education that opens people’s eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all.<< Implementation >>In order to achieve the project objectives and produce the foreseen results ad deliverables, the project structure includes 5 Working Packages (WPs). A work package (WP) describe the work each team member is responsible for. Each partner organization will be responsible of specific WP according to its own expertise. All Partners will perform all work packages activities on national level. The WP leader will monitor and evaluate the progress of activities carried out by each partner to make sure that the aims of the WP are achieved on time and according to quality standards. The project comprises of 5 Workpackages (WPs) and each of them includes several tasks. WP1 - Project management and coordination: PRISM WP2 - Data collection, mapping and analysis: IERFOP WP3 - Development of GE4YOUTH modules and platform: I&F + Pelican WP4 - Communication & Dissemination, Exploitation & Sustainability: Div. Hub WP5 - Quality Management, Monitoring & Evaluation: Growth Coop WP1 PROJECT MANAGEMENT & DISSEMINATION Throughout the duration of the project, different activities of management will be developed, including project meetings, the creation of a common space on anonline platform and the development of a reporting process.which will be supported by the grant “Project Management and Implementation”. WP2 Data collection, mapping and analysis : This phase of the project is addressed to analyse the current practices, the attitude and approaches of youth workers towards Global Educational methodologies in the youth education field.WP3 Development of GE4YOUTH modules and platform: This phase of the project is addressed to set up the methodology and the contents of the training tools together with the learning platform. This phase will be crucial in terms of reaching the objectives as the core of the project and the main reasults are developed in this phase, and it includdes also the Pilot training course to test the modules.WP4 COMMUNICATION Throughout the duration of the project, different activities of communication will be developed such as development of the project’s website, logo, press releases etc.Related objective: to take Young people away to their solitude and/or prevent the risk that they establish new types of solitude and marginalisation.WP5 - Quality Management, Monitoring & EvaluationThis wp intends to ensure a proper and effective implementation of the activties, in line with the expected quality of the results and of the impacts.<< Results >>The project will be developed following the structure below:WP1 - Project management and coordinationWP2 - Data collection, mapping and analysisWP3 - Development of GE4YOUTH modules and platformWP4 - Communication & Dissemination, Exploitation & SustainabilityWP5 - Quality Management, Monitoring & Evaluation;Within the project lifecycle, the following results are set to be achieved:TANGIBLE RESULTS:- 1 MAP on the approaches of youth workers towards Global Educational methodologies in the youth education field (PR1)- GE4YOUTH modules developed on 2 levels (GE beginners and GE sexpert), each one including a 40 hour blendedlearning course serving Global Educational purposes based also on interactive digital technology (PR2)- 24 youth workers participated on a 5 day training course as part of the development of the GE4YOUTH modules- 3 pilot GE4YOUTH course realized in the partners' countries- 60 young people participated in the pilot modules of the GE4YOUTH methodology in the partners' countries- 1 GE4YOUTH learning platform (OER) developed and functioning containing the 2 learning modulesand a Guide for youth workers (PR3)- 5 Multiplier events realized for the promotion, dissemination and exploitation of the GE4YOUTH methodology- 220 stakeholders participated in the multiplier events in the partners' countriesINTANGIBLE RESULTS:- Increased awareness on the approach and methodologies of Global Education in partner countries- Increased competences of youth workers for Global Educational purposes- Increased competences of young learners as a global citizens- Increased skills of young people in a real intercultural context- Increased intercultural competences of participants of the joint staff training- Increased awareness of wide range of stakeholders on Sustainable Development Goals- Increased capacities to manage European-wide innovation projects by partner organisations- Increased offer of services by youth organisations- Increased European network by partner organisations"