Inclusion Lab - MANUAL FOR TRAINERS AND YOUTH WORKERS

FUNDACJA

INSTYTUT

INNOWACJI

PRESENTS

Inclusion Lab MANUAL YOUTH

FOR

TRAINERS

AND

WORKERS

This booklet is the outcome of the Erasmus + training course "Inclusion Lab for trainers" held in Zakopane, Poland 2018

contains of 15 workshop scenarios

The context Inclusion Lab for trainers - the role of experience when working on inclusion

Concept

The “Inclusion LAB” was meant as a capacity building project serving, directly, partner organisations and their youth workers and, indirectly, young people from our local communities who are facing exclusion and discrimination.

At organisational level we recognised the need to enable youth workers (staff and volunteers) to get a deeper understanding of the phenomena of exclusion, it effects on young people and the possible solutions to address this. We also agreed that it is equally important to equip them with educational competences that would support them in building comprehensive, pertinent and efficient activities for the young people in our communities.

At the community level, the “Inclusion LAB” is a means to better serve the young people facing exclusion because it would allow youth workers to design higher quality educational projects.

The overall project’s aim is to improve the capacity of youth workers from our organisations to implement educational activities that respond to situations of exclusion of young people.

Project structure The “Inclusion LAB” consisted of two activities, with an intermezzo phase of practice. The “Training Course (TC) Inclusion LAB - First steps”, as the first activity, served as an introduction for youth workers to both the topic of social exclusion / inclusion and to youth educational activities and their non-formal pedagogical approaches. The TC contributed to youth workers’ educational competences and enable them to run activities for the youth in their communities.

During the intermezzo phase of practice, participants have been encouraged to put in practice their learning from the TC First Steps. Participants are expected to run educational activities ranging from workshops to training courses, from coaching sessions to competence development activities.

The “Training Course Inclusion LAB - Advanced steps”, as its title suggests, was meant to operate on an advanced level of understanding, and thus it focused on specific experiential learning approaches such as problem-solving or projectbased learning and on the meta-reflection on methods, their suitability, the need to adapt them to the young people’s needs, according to the type of discrimination they face. In this sense, it implied a stronger pedagogical awareness.

Both activities have been designed with the multiplying effect in mind - particular attention was given by the trainer’s team to the replicability of educational methods and techniques activities as well as to the selection of participants that have the potential of carrying activities out in their communities.

1. STEREOTYPES Trainers: Olga Burkova, Ugne Gajauskaite, Magdalena Lozowska

Learning: OUTCOMES: -

TO

FACT AND

RECOGNIZE THAT

STEREOTYPES

THEIR

INFLUENCE

IMPORTANT STRONGLY PEOPLE’S

OBJECTIVE: CHECKING

OUT

STEREOTYPES PREDICTIONS DECISION

HOW

AND INFLUENCE

MAKING

PROCESS.

-

EQUAL

THE

AND IT

HOW

AFFECTS

DECISIONS.

TREATMENT

REGARDLESS

OF

ASSUMPTIONS

AND

PREDICTIONS -

DEVELOPING

SKILLS

OF

WORK,

SOFT

PARTICIPANTS:

NEGOTIATION,

TEAM

AUTO

PRESENTATION, LEADERSHIP

Methodology

IS

SKILLS.

Introduction (5min): -Responsible person – Magda.

-All together sitting in a circle and shortly introducing each other one by one by mentioning the name and occupation, trainers included.

-Introducing the objectives and the topic.

Splitting the roles (10 min): -Each participant takes a role randomly. Magda explains the process, Ugne and Olga provides the roles: (ex-prisoner – committed sexual crime, alcoholic – 1 month sober now, prostitute – Having 2 years old child, homeless – from 6 months, doctor addicted to drugs, violent child, very rich priest, Syrian refugee – very experienced scientist, depressed youth worker).

-Participants are given 5 minutes to think about their roles, create their story and new name as well. Ugne plays the music for the background, all three trainers answer the questions of the participants. Magda provides guiding questions to considers while thinking about the role: what is your name, where do you live, how old are you, what is your social status.

Crossing the line (5 min): -Responsible person – Olga.

-Olga invites everyone to stand by the line which is in the middle of the room. Every person needs to tell their real name and occupation, cross the line and introduce himself/herself as a new person according to the roll. Crossing the line symbolises a new world where the participants can be different people.

-Ugne sets an example.

The Donor game (20 min) -Responsible person – Olga and Ugne.

ROUND ONE -Everyone sits in a circle.

- Olga explains the game situation.

“Currently you are all in a hospital. You are all very sick and need a heart donor. If you get a heart, you will live a long life, if not – you will die tomorrow. There are only three heart donors available. Now you will have to make a TEAM decision, who can live. The methods and criterions for the choice are completely up to you”.

-Ugne explains the rules (also written on the flipchart):

1. There are only three hearts available 2. Stick to your rolls 3. You have to make a TEAM decision 4. You have 10 minutes to make the decision

-The trainers do not interfere while the participants are making the decision. When it is made, round 2 starts.

ROUND TWO -Ugne explains the new situation:

“Unfortunately, the situation has changes. Two donors have died and now you have to save only one person. You will have to make an individual choice. Each of you will receive a paper heart which symbolises your vote”.

One by one vote to a survivor by telling your choice. Olga and Magda provide the paper hearts.

-

Ugne explains the rules (also written on the flipchart): 1. Everyone has a heart to GIVE. 2. Three survivors can either keep the heart of give it to another person.

3. The one with most hearts gets to live.

-Participants discuss and the trainers do not interfere.

-When the decision is made we follow with the next activity.

Crossing the line (5 min): -Responsible person – Olga.

-Olga invites everyone to stand by the line which is in the middle of the room. Every person needs to tell their role and role name, cross the line while ripping off the label and throwing them away. Afterwards the participant introduces himself/herself as their real personality.

-Ugne sets an example.

Debrief (20 min) -Responsible person – Magda.

-Magda leads the debrief using these questions and the ones created during group observation: What was your role?

Was it easy to put yourself into it?

How did you feel? (survivors and those who were without a heart) How did you consider that (prostitute, priest and child) suppose to live?

How do you think stereotypes affect our life?

Did it happen to you in the real life?

How can we overcome stereotypes?

-

Materials and preparation

Music (speaker) Flip charts with rules of the games, questions for story writing Paper with written story of donors and heart transplantation 9 hearts Cards – labels with a specific role Tape to write on it a new name of participant and to stick it in the middle of the room

2. Disable people and job discrimination Trainers: Gina, Stavri, Nicoleta

Learning OUTCOMES: -

TO

UNDERSTAND

DISABLED AND OBJECTIVE:

CAN

PEOPLE

THEIR

HOW

HOW FEEL

NEEDS.

DISABLED

CONTRIBUTE

PEOPLE IN

A

INTEGRATION

DISABLED

WORKING

ENVIRONMENT

PEOPLE

INTO

THE

-

WITH

LABOUR

MARKET

UNDERSTANDING NEEDS

BY THEIR

PEOPLE

DISABILITIES WITHOUT THEY

AND

PEOPLE

ALL

EQUAL.

ARE

CAN

TOGETHER

WORK BY

UNDERSTANDING OTHER.

EACH

Methodology 1. Introduction 2. Objectives 3. Energize Activity – Teddy Bear (There is a small teddy bear and is sad we have to make it happy by kissing it one by one in different parts at his body.

At the end all they have to kiss the person on their left side in the part that they all kissed the teddy bear) 4. Â Main activity 1ST part: Introduction by said names and an imaginary name in case that they are business woman (we had only ladies in our workshop). Then we explained them that they are business people and that they attend this workshop because they wanted to know how can contribute in their company. After we gave them a paper with a specific enterprise and a disability. We took them to sit and we prepare them in order to have the disability as the paper was written (for blind person we closed their eyes etc).

2nd part: When everybody was ready and weren’t other questions we gave them 3 minutes to think the tasks that a disable person (depends of the disability that they had) could do in their enterprise and to think how they will present it to the others (ex. deaf people cannot hear and blind cannot see). After it was the presentation.

3rd part: Blind people had to remove the clothes from their eyes and to see again. After Deaf mute people to remove from their mouth the tape and from their ears the headphones in order to listen and talk again. Then People with physical disabilities (legs, arm, and tetraplegic) the same and last the person with voice problem to speak again with normal way.

We ask them with pantomime way to take out their costume and through it out, to take a big breath and to come back to reality.

4th part: Debriefing - How do you feel now?

- How did you feel during the activity? Why? - How did you feel when we close your eyes etc? Why? - Did you feel excluded?

- Do you think that you included everyone?

- Do you think that you included everyone? Â (Magda, Marci) - Have you ever had similar situation?

- Do you see any similarity with the reality?

5. Definition of Disable people 6. Conclusion 7. Video: No arms, no legs

Materials and preparation - Pens, marks - Papers, stickers - Chairs - Board (flip chart) - Computer - Rope, scarfs, tape, hands-free, blanketÂ

https://www.eeoc.gov/laws/types/disability.cfm

3. LGBTIQ+ Trainers: Katya, Vinc, Ani

Learning OUTCOMES: ABILITY

TO

:

WHAT

IS

SEXUALITY

WHAT

IS

GENDER

LEARNED

-PROVIDE

TOOLS

DIFFERENTS

OBJECTIVE ABOUT

FOR

THINKING

GENDERS

AND

OF GENDERS

OR

UNDERSTANDING SEXUALITY ARE

-

UNICORN

DISCRIMINATION

:

SEXUALITIES

SEXUALITIES EXPERIENCE

AND

/CLARIFIED

DEFINITIONS OBJECTIVE:

IDENTIFY

NOT

1

AND OR

0

GENDER (THE

GENDER) ABILITY

TO

:

SELF-

QUESTIONNING OWN

GENDER

SEXUALITY

THEIR

AND

Methodology 0

→

10 minutes

let’s know each other game 10

→

20 minute

Katja : Introduction +Give the roles (with sticker) randomly.

Each participant get 2 stones (the currency of the bar) 20

→

35 minute

CLEAR STEP IN IN THE ROLE : People enter to cofee For order they are free to sit and wait for the waiter, or go to the bar, each people have to spend all the money 35

→

55 hour

Debriefing Make sure that you allow plenty of time for the debriefing.

Start by asking how people felt about the game and what they learned. Ask: • How did it feel to be a 'yellow' or a 'green'?

Which discriminations did you observ ?

• What was the best/worst thing about being a 'green' or a 'yellow'?

• Did anyone try to swap their label?

• What sorts of discrimination happen in real life?

• Who has the power to make the rules?

• How democratic is your organisation?

• What can you do to promote LGBTQI+ tolerence in your organisation, in your community locally and in your society regionally and nationally?

55

→

60

conclusion

Materials and preparation 9 sticker of 2 colors defined cards roles Tape Write a list of 6 - 8 special rules appropriate to your group on a large sheet of paper des the room as a cafe

http://www.eycb.coe.int/edupack/55.html http://itspronouncedmetrosexual.com/2013/01/acomprehensivelistof-lgbtq-term-definitions/#sthash.SwQeTRfj.dpbs http://www.transstudent.org/gender

4. NATIONALISM Trainers: Giannos, Lina and Nastianka

Learning OUTCOMES: FOR OBJECTIVE: TO

ATTRACT

TO

THE

ATTENTION

PROBLEM

NATIONALISM; EXPERIENCE EXAMPLES

OF

TO

SHARE

AND

OF

NATIONALISM

IN

EACH

COUNTRY;

PARTICIPANTS

UNDERSTAND

THE

IMPORTANCE

AND

SCALE TO

GET

OF A

THE

THE

PROBLEM;

WIDER

VIEW

ABOUT

SITUATION

OTHER

COUNTRIES

DIFFERENT THIS

WAYS

PROBLEM

TO

IN AND

THAT

IS

EXPRESSED;

Methodology INTRODUCTION GAME. Everybody is sitting in a circle and have to think of 3 facts about themselves. 2 of them must be true and 1 should be a lie. Then one by one each participant say their name and the facts. The other guess which one is false.

IMPROVISATIN THEATRE. Trainers prepare a short situation.

We chose 3 volunteers from the participants to star in the play. One of the trainers is staring as an aggressor and the other as a victim, other three volunteers are the additional characters in a play. Those characters are also prepared and presented to each of the volunteers by the trainers. The other participants are the observers of the play. Before the play each actor introduce his role to the observers. First act last around 3 min. After that observers have an opportunity to give advice to the actors to make the situation better, but they can’t advice nothing to the aggressor. After advices given we start the same act the second time and actors act according to the advices given. After second act observers can give advice or change places with any of the actors except the aggressor. After that we start the same act the last time and observe how did the situation changed. After the last act actors introduce their roles once again and while they are still in their roles observers ask questions about their behaviour in the play. As all the questions asked all actors step out of their roles.

DEBRIEFING. Questions: 1. We observed an act about situation in the bus. What happened there?

2. Some of you were in the play, some – gave advice. How did you feel in your role?

3. Why do you think the aggressor was acting like this with the foreigner?

4. Do you think that this situation may happen in the real life?

If yes, what could be done differently?

5. If you would be in this situation would you react and how?

Materials and preparation Chairs Name tags Flipchart Marker

5. CULTURAL RACISM Trainers: Lika, Klevis, Nikiforus

Learning OUTCOMES: OBJECTIVE: INTRODUCING

COPE

WITH

SITUATIONS

THE WHERE

WE

FACE

THIS

TOPIC, PROBLEM CREATE

THE FOR

BY

EVERYONE

DIVERSITY

OF

BY CULTURE

GAMES,

AND

TAKING

IT

DISCUTIONS, LIKE

PERSONAL

AND

FICTIONAL

EXPERIENCES,

WHERE

CAN

WE

AN

EXPERIENCE

THAT

WILL

OWN

CULTURE

EVERYDAY DISCOVER

TOGETHER

WHAT

EXCEPTING

ATMOSPHERE

TOPIC

MEANS.

IMPROVE AND

LIFE.

OUR

Methodology 1. Energizer to start without presentation.

2. Introducing ourselves starting from the trainers than participants (name and one of their passions) and explaining why we are here.

3. Explaining the games, situations and solutions(they will write about experience when they faced the problem and make solutions.

4. After putting them in a situation role they are an ethnic minority based on the name and their culture is around their own passion.

5. Put participants in random situation like they met for the first time and see their interaction and reactions.

6. Debriefing part: Questions: -How did they felt?

-Can they share with specific cultural racism they faced in own experiences?

-Can you imagine someone, never experienced that before?

-do you react the same in everyday life?

-what can we do to improve it?

Materials and preparation �

Prepared on colourful pages Questions for the debriefing

�

Dynamics

�

Stickers

Compass, Council of Europe

6. GENDER EQUALITY AND DIVERSITY Trainers: Maya, Sashko, Stayko

Learning OBJECTIVE: TO

IMPROVE

OUTCOMES:

UNDERSTANDING GENDER -

TO

OF

-

EQUALITY

ANALYSE

-INTELLECTUAL

AND

ANALYTICAL

COMPARE

EXISTING

NATIONAL

POLICIES

NATIONAL

MACHINERIES

ON -TO

GENDER

AND

EQUALITY.

EXCHANGE

KNOWLEDGE

GOOD

SKILLS

INTEGRATIVE

APPLIED

AND

AND

LEARNING

-DIVERSITY -

SOCIAL

AND

PERSONAL

RESPONSIBILITY

PRACTICES.

Methodology We use tone method it is about “What gives status to girls in your society?“ Instructions Ask participants the following question: What gives status to girls in your society?

You should take note of all the answers on a flip chart or wall chart. Brainstorm for as long as the ideas are flowing freely but for not more than 10 minutes or so. Then ask the group to split up into pairs and to rank the five most important things on the list from 1-5 (1 is most important, 5 is the least important). Give them 10 minutes to complete their ranking.

Then ask the pairs to compare their list with that of any other pair sitting close to them. Ask the groups of four to make their own rank order on the basis of the two lists prepared by the pairs. Give the groups 10 to 15 minutes for this ranking.

Ask the groups of four to present their rankings to the whole group.

Debriefing and evaluation

-Is there any difference between the first list and the second list? -- Why do you think there is a difference? What do we want to change about the status of girls? What are we able to change? How can we change those things?

Materials and preparation Flipchart paper , markers, instruction of exercise , speakersÂ

http://www.eycb.coe.int/gendermatters/pdf/Gender_matter s_EN.pdf

7. DEFINITION OF DIVERSITY, BENEFITS AND DOWNSIDE Trainers: Ani and Aurora

Learning OUTCOMES: OBJECTIVE: 1.

PARTICIPANTS

LEARN 1.UNDARSTAND

WHAT

IS

SHOULD

THE

OF DIVERSITY

DIVERSITY 2.

2.

REFLECT

ON

UNDERSATND

BENEFITS AND

WHAT

IS

BENEFITS

DOWNSIDE

AND

DOWNSIDE

OF OF

DIVERSITY

DIVERSITY 3.

3.

SHARE

THE

REALIZE

DIVERSITY EXAMPLE

WHY

IS

NECESSARY

SOCIETY FOR

NEED

WHY

GOOD

SOCIETY

DIVERSITY

Methodology first start to enrgizer "complimants". Participants should divide in the two groups. Because of we had only 21 participants and this energizer need plural one we decided to one of the traner (Aurora) should partipate as well. After divided gorups they should make two inside and outside circles.

Participants who were in the outside circule should tell the compliments to the partner who were inside the group and then they should change partner from left to right and it's continuies until they weren't meet the first partner.

Next we have disreftion time. After discriftion we had activity. It was about to create the culture, in this activity participants divided in 3 groups. Each of the groups have tasks for example: first group have to create national songs, secend one have to create flag and last one should create the national dance. After they will done their work they shoul prasantate it to other participants.

Debriefing questions: 1. what was the main idea of the activity?

2. was it necessary to create the culture?

3. what do you feeling while preapering the culture?

4. what is the benefits of diveristy?

5. what kind of diversity is in your country?

Materials and preparation 1. flipchart 2. colour paper 3. markers 4. stick (use selfstick) 5. scott 6. computer 7. audio1. https://www.youtube.com/watch?v=BeVpNEcDRJI 2.https://www.kaplanuniversity.edu/news-resources/what-iscultural-diversity/ 3. https://en.unesco.org/themes/education-sustainabledevelopment/cultural-diversity

8. TOOLS OF DEALING WITH UNKNOWN Trainers: Edone Sadiku Nikiforos Filippas

Learning OUTCOMES: DURING WE OBJECTIVE: .IDENTIFY DEALING

WE

THE WITH

USE

EXPECTED

TOOLS

HOW

THE

TOOLS

TO

FIND

TO

UNKNOWN

EXPERIMENTING CAN

WORKSHOP THAT

PARTICIPANTS

UNKNOWN 2.

OUR

HOW

THESE

TOOLS

HOW AND

TO

HOW THEM

TO TO

TO

LEARN

THE

RIGHT

SURVIVE

AN

ORIENTED,

THEY

LEARNT

APPLY

AND

DEAL

WITH

UNKNOWN

IN

COUNTRY,

BE

ALSO

THE

USE

SITUATIONS.

Methodology The first step of our workshop was the energizer up to 5 minutes.

2nd step was the first activity with the Topic " How to survive in an unknown European Country, we divided three groups and we gave them three tasks, one was about studying case, refugee case and working case, and their task was to find the tools or soft skills how to survive in an unknown country and up to 20 min

3rd step was the debriefing part up to 15 min, we did some questions 4th step was the second activity with the Topic with three different cases with 18 year teenager girl who is preagnant, a prisoner and a transgender what tools they can use to continue their life's in the society, and up to 20 min.

5th step was debriefing part up to 15 min 6th step was the feedback up to 15 min.

Materials and preparation We prepared flip charts with different cases and also we used a red, green and blue papers to divide the groups

9. DISCOVER OWN STEREOTYPES, PERSONAL EXPERIENCE Trainers: Sashko, Lika, Ahlame

Learning OUTCOMES: WE

WANT

THEM

UNDERSTAND PEOPLE ONE

BAD

●

ACKNOWLEDGE

FACT HAS

●

THAT

THE

EVERYONE

STEREOTYPES

EXPLORE

THROUGH

STEREOTYPES

OUR

PERSONAL

US

THAT AT

NOT

HAVE

PERCEPTION

IT

A

HELPS

KIND

OF

WORLD. WE

WANT

THEIR

THEM

TO

AND

●

FIGURE

THAT

DIFFERENT

KIND

STEREOTYPES WITH

OF

WE

DEAL

OUT

STEREOTYPES DIFFERENT

ALSO

FACT

THESE

INFLUENCE

HAVE

THE

STEREOTYPES

LIFE.

TO

LEVELS.

INTRODUCE THAT

SHARE

PERSONAL

EXPERIENCE

THE

OF

THE

BACKGROUND IDENTIFY

AND

SOMETHING

BECAUSE

TO

EVERY

LEAST

STEREOTYPE.

THAT'S OBJECTIVES:

HAS

TO

CAN

OUR

DAILY

Methodology Opening session: Short introduction and link with the last session The Special Trip: We explain that all the participants won a trip to South America and they are really excited, even though it's a long journey. It will be a 18 hours flight. In this particular plans, passengers can choose where to sit. They will have to sit in a row of 5 seats and they can decide whom they want to sit next to.

In small groups they have to agree on a list of 4 people ordered by: 1. Favourite passenger to 4. The least favourite They will have 10 photos with different characters.

1. Kamel: Muslim guy who is teacher with young people with disabilities 2. Andrew: Handsome guy who is an ex prisoner who killed someone 3. Sophie: The pretty blond girl who is the new face if the extreme political parties 4. Damien: He is a nurse. He is married, he has two children.

He abuses his daughter 5. Paula: teenager with serious mental disabilities. She screams violently 6. Nabil: The black man. He is a sport instructor. He saved 30 people after terrorism attack 7. Russel: The large guy. He is the new symbol/the new symbol of the stand up show 8. Sister Helena: She is nun. She cultivates cannabis and send it to excluded people 9. Christina: 40 years old woman. She is a scientist who works in cancer research ins

10. Kevin: the Asian doctor. He is not a doctor but actor, he plays on a TV show Next step showing the results for the groups and give them the real story of the characters and ask pax during the Debriefing if the would like to change their result.

Debriefing Just because poem about personal stereotypes Participants will receive list of just because qnd they must to tnik in the group our personal how others perciv you? Wahat to be you.

When they come whit the poem just because I'm…. . Dosent men that I'm..

Debriefing What stereotypes do you play into, our porpoise our not?

Do you think some assumption do people make about you that are true?

Study case about travelling by night to introduce the next session

Materials and preparation Flipshart for the task of the first activity Print the photos for the groups Prepare the Flipshart for the results Print the Just Because Poem Prepare pens Coloured glasses Stereotypes kit

10. WHAT IS FEAR Trainers: Giannos, Darko

Learning OBJECTIVE: FIND AND

OUT THE

TRIGGER THE

FEAR

OUTCOMES:

WHAT BASE OF

IS

OF

FEAR IT

EXPRESSING

AND

THE

TO

FEAR, AND

IDENTIFY

TO

THE

EXPERIENCE

SUGEST

OVERCOME

IMPACT OVERCOMING

HOW

WAYS

IT

TO

IT

THE

FEAR

Methodology The group is separated into 3 smaller groups First group has to make the a roleplay activity about certain topic (phobia),during their preparation the project manzager comes and announce that the two participants will not recive their refund because there is a problem with their provided tickets The second group have to deal with the fear of danger 4 participants are blindfolded

The trainer comes to each of them separately and makes a sound with lighter. The first two starts to sceam knowing that have to act. The others two react based on what they feel.

The 3rd group have to answer on the folowing questions: 1.Who of the participants you would take on island?

2. Who is the most attractive participant?

3. Who can be the best workmate for you?

4. Who would you like to be your neigbour?

5. Who you feel comfortable to talk with?

6. Who has the best style?

All the participants have to give their votes to eachother excluding one particular participant (the trainer decides from before and inform the participants who has to be excluded, but not letting him/her know that he/she is exluded .

Materials and preparation https://www.youtube.com/watch?v=BO6PQHGXnIk

11. STRATEGIES AND MECHANISM TO DEAL WITH THE UNKNOWN Trainers: Ugne Gajauskaite, Stavroulla Strati

Learning OUTCOMES: -

OBJECTIVE: -

IDENTIFY

ELEMENTS

THE OF

DEFINING

UNDERSTAND

STRATEGIES DEALING

THE

UNKNOWN

-

-

IDENTIFY

OF

STRATEGIES

DEALING

WITH

THE

UNKNOWN

BASIC

OF

THE

WHEN

WITH

"UNKNOWN"

POSSIBLE

THE

UNDERSTANDING TERM

“UNKNOWN”

Methodology Introduction (5min): -Welcoming the participants -Presenting the main topic of the session

Main activity “The game of the unknown” (10 min): -Participants are given one paper and asked to write either a word “shoe” or “hat” without explanation why. Papers are collected and put in a bowl. 20 additional papers are already in a bowl with equal number of both words.

-Participants are divided into teams base on random coloured paper picking.

-Participants are provided with basic game rules:

1. Your goal is to win.

2. Team with most steps win.

3. You have three options: move, stay, ask.

MOVE – team can pick a paper from the bowl. “Shoe” means a step forward, “Hat” means a step back STAY – team does not move during the round ASK – team has only one chance during whole exercise to use this option. Team can check three papers in the bowl and put them back. If “ASK” is used, team does not move during the round.

Additional comments: there will be more than one round, decision time is limited.

-The activity starts. Each team announces their choice of action (move, stay or ask). According to their choice they are either provided with the bowl with papers or not. After each round the current positions of the teams are announced vocally.

-After round 4 the steps for “move” are doubled. If a team gets “Shoe” – 2 steps forward, if “Hat” – 2 steps back.

-Activity ends the after 30 minutes and the winning team is announced.

Debrief (30 min) - What happened?

- How did you choose your strategy?

- How did you feel during the activity? Why? - Question for RISK - Question for RESEARCH - Question for REFUSE - We saw some teams were cheating. Why? - How can you associate it with the reality? Can you give us some examples?

- What does unknown mean to you? How do you deal with it in real life?

- Can you identify possible strategies of dealing with the unknown?

- How can you apply the strategies in real life?

- Why is it good to have strategies to deal with the unknown?

- Are you dealing with the unknown with the same strategy every time? Do you have any alternative option in case that it doesn’t work?

- Is the strategy that you used during the activity the same with your real life?

- What do you think, why the people are afraid of the unknown?

- Why people are afraid to take risk In real life?

.

Materials and preparation Markers/pens (put in reachable place for participants) Flip chart (written rules, score table) Coloured paper (cut in smaller cards) Bowl

.

12. WHAT ARE STEREOTYPES AND PREJUDICES AND HOW ARE THEY CONNECTED TO OUR FEARS? Trainers: Karolina Nieckarz, Kateryna Deineka

Learning OBJECTIVE: 1)

TO

BRING

OUTCOMES:

THE

PARTICIPANTS

TO

CLEAR

1)

THE

PARTICIPANTS

CLEAR

COMMON

COMMON

UNDERSTANDING

UNDERSTANDING WHAT

STEREOTYPES

PREJUDICES WHAT

OF

IS

ARE

STEREOTYPES

AND

AND

OF

PREJUDICES WHAT AND

THE

HAVE

IS

WHAT

AND

ARE

THE

OF

AND

OF

CONNECTION

DIFFERENCE

BETWEEN

THEM;

CONNECTION DIFFERENCE

AND

2)

BETWEEN

THEM; 2)

TO

THE

CLEAR THE

REACH

AND

CLEAR

UNDERSTANDING

OF

THE

PARTICIPANTS

HAVE

UNDERSTANDING

ROOTS

OF

STEREOTYPES

PREJUDICES

NOTICE

THEM

OF

IN

AND

CAN

EVERYDAY

LIFE

ROOTS AND 3)

OF

STEREOTYPES

PREJUDICES;

TO

EXPLORE

3)

THE

EXPLORED

THE

INTERCONNECTION STEREOTYPES,

PREJUDICES

AND

(BASING

THE

ON

UNDERSTANDING FEARS

FROM

PREVIOUS

FEARS

STEREOTYPES, FEARS

THE

THE

SESSIONS)

(BASING

OF

PREVIOUS

SESSIONS);

OF

BETWEEN

PREJUDICES

UNDERSTANDING FROM

HAVE

THE

INTERCONNECTION

AND

BETWEEN

PARTICIPANTS

ON

THE

FEARS

Methodology 1. On the screen there were showed 5 photos with different portraits of people. The participants were asked to tell about their first impressions about people – who you think is this person? Is her/his appearance connects to you with positive or negative feelings? Would you trust this person? Why you thought this way? This activity was to realise a process of how our minds are connecting particular images with characters, attitudes etc.; 2. Second step was that every participant pick colourful piece of paper and a trainer used it to create 4 smaller groups according to colours of papers. Two groups had a task to write what they think a stereotype is, two others what they think a prejudice is. After 10 minutes groups were asked to change flipcharts with each other (e.g. group which worked on stereotype took the flipchart with prejudice) and to try to create a common definition basing on what previous group have written on a paper; 3. After another 5 minutes groups presented their definitions and discussion started; 4. The participants were asked if they are finding common parts of definitions in topic of stereotypes and prejudices and about examples of stereotypes and prejudices. Trainers, basing on discussion tried to summarize common points and clarify what is a stereotype and prejudice; 5. Debriefing;

Materials and preparation Laptop and a screen to slideshow; slideshow with photos; 8 flipcharts for work in groups; markers; All different – all equal, Education Pack, We all live with images http://www.eycb.coe.int/edupack/09.html

Google Graphics https://www.google.pl/imghp? hl=pl&tab=wi&authuser=0 Photos of: Ted Bundy, Dorothea Puente, Karla Homolka, Rodney Alcala, Nannie Doss;

13. HOW TO DEAL WITH UNKNOWN IN CONFLICT SITUATION? Trainers: Marsela Dhimitri, Agnieszka Gargas

Learning OUTCOMES: AT

THE

END

TRAINING

OF

SESSION,

PARTICIPANTS BE

ABLE

THE

TO

TOGETHER

WILL:

WORK RECOGNISING

OBJECTIVE: AND TO

ENABLE

TO

HAVE

RESPECTING

PARTICIPANTS DIFFERENCES;

AN

A MINDED

DEVELOP

OPEN-

ATTITUDE

SENSE

OF

FOR RESPONSIBILITY

DEALING

WITH

THEIR TO

DEVELOP

OF

WORKING

FOR

CONFLICT;

THE

OWN

ACTIONS

ABILITY WITH

RELATION

TO

PERSONAL COOPERATIVELY

AND DEVELOPMENT;

ADDRESSING

CONFLICT BENEFIT

FROM

EACH

POSITIVELY OTHER’S TAKE

WITH

TOOLS WITH

EXPERIENCE THEM

FOR

THE

&

SOME

DEALING

UNKNOWN;

Methodology Energiser: Last stand Participants form 1 circle around a group of chairs. Music is played on the background and pax walk around the chairs.

When music stops they have to sit in 1 chair. The ones who stand lose. Game continues & stops until there is 1 chair left 1 pax sitting on the chair & 1 standing.

Activity: Role-play “Guess who’s coming for diner” Instructions will be given printed to participants.

Questions for debriefing will be as follows: Audience: Can someone share with the group what happened in this show?

Actors: How did u feel playing the role?

Observers: What did u observe? What were their arguments used by each actor to persuade the others of their point of view?

Everyone: Were the arguments used similar to those you have heard in your own families?

Would it have been different if, instead of being muslim the boyfriend was the same colour as the girl?

Would things have been different if, instead of a girl bringing home a boyfriend, it was a boy who was bringing home a girl friend?

What would have happened if the girl had announced that she had a relationship with another girl?

What if it was the boy presenting his boyfriend?

Do you believe that this kind of conflict is still common nowadays or is it something from the past?

Has this happened to you or do you know of anybody in your neighborhood who has faced a similar kind of challenge?

Materials and preparation Flipchart for presentation of aim & objectives; Flipchart presenting different styles & steps for dealing with the unknown; Handouts for the role play during the activity; Table, Chairs, Benches, Tape Most of the preparation has been based on publications by Council of Europe: Education Pack Compass book T-kit6 Training Essentials T-kit10 Social Inclusion T-kit12 Youth transforming conflict

14. AMBIGUITY TOLERANCE Trainers: Maya Parkhomenko, Lina Morkunaite

Learning OUTCOMES: OBJECTIVE: -

TO

DEFINE

WHAT

IS

AMBIGUITY; -

TO

REFLECT

AMBIGUITY

AS

ON A

COMPETENCE;

PARTICIPANTS

WILL

UNDERSTAND

THE

CONCEPT

AMBIGUITY;

-

PARTICIPANTS

DISCOVER A

OF

WILL

AMBIGUITY

AS

COMPETENCE;

Methodology Introduction activity (10min): -Participants are going to see 3 different pictures on the screen. All of them will have a double meaning. Participants will have to choose side in the room according to what they saw. We will repeat it 3 times giving 10 seconds to analyse each picture.

Debrief (15 min): -What did you see in picture 1,2,3? If you saw both options which one did you see first?

Why did you see what you see?

-What stopped you to see the other option?

-Do you think if you already see one option its harder to see the other?

-Do you think that is possible to have one than more option and choose not to take any side? Can you give me an example?

Explaining what is ambiguity (5 min).

Main activity “The drawbridge” (30 min): -Each participant is given a printed story “The drawbridge”.

They have 5 min for reading and understanding the story; -Each participant must rate the characters of the story from 1 to 6 who is most responsible for the main characters death (3 min); -After rating individually, we are creating pairs and giving them 5 min to discuss and rate again; -Then we are joining pairs into groups of 4 and repeating the task (5 min); -Last step- separating all participants in 2 groups and giving them 10 min to find the final answer;

Debrief (30 min) - What was this game about?

- How did you feel when you had to choose who is the most responsible for the death?

- Did your opinion change after discussing in the group? Why? - Do you think in this kind of situation the right answer exists?

Why? - Is it an opinion to stay in the middle? Why? - Could you find any real situation metaphorically related to this story?

Summarising (5

Materials and preparation Markers/pens (put in reachable place for participants); Flip chart (written rules, score table); TV; Printed stories and rating papers; Paper tape;

15. Perception of diversity Trainers: Olga and Vincent

Learning OBJECTIVE: THE

PARTICIPANT

REFECT TYPES

ON

OUTCOMES:

WILL

TO

DIFERENT

WHAT

OF

DIVERSITIES

TO

PARTICIPANTS

REFECT

ON

THE

WILL

BENEFTS

RELATED

TO

DIVERSITY

Methodology I- Balloons and needles 1- split randomly the group in two groups 2- Give balloons to one group and needles to the other one

AWARE

OF

COMPOSE

THE

BE

MORE

AWARE

BENEFTS

OF

AND

CHALLENGES RELATED

AND CHALLENGES

MORE

DIVERSITY

THROUGH

DISCUSSION THE

BE

TO

DIVERSITY

3 – say to the group with the balloons “Blow your balloon is the most important thing that you haver you must protect it” 4 – Start and game 5 – debriefng -What happends?

- Do you remember your task?

- How did you feel with the needles?

- How did you feel with Balloons?

- Why did you act like you did?

- What did you learn from this game?

- In what kind of life siuation will you use that new experience?

II diversity café 1- People sit around the 4 tables with fip chart 2 – Explication of the workshop + choosing one host 3 – workshop runing 4 – Report (presentation of the fipchart) and conclusion 5 - video

Disclaimer “The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein.�