Report TC 2 in Lithuania

YSPDB

Training Course

"2nd TC: Youth worker training: Nordic approach" 4th to 11th of March, 2019, Lithuania

Trainers: Marius Ulozas, marius.ulozas@gmail.com Nerijus Miginis, nmiginis@gmail.com Pål Isdahl Solberg, pal@medvirkningsagent.no

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. The publication was produced in the frames of KA2 project “Youth worker training: Nordic approach” Project no.

2018-1-NO02-KA205-001233.

This report provides a summary of main inputs and theory part and also share handouts with participants of the training course, project partners and youth work community.

1

This report provides a summary of main inputs and theory part and also share handouts with participants of the training course, project partners and youth work community.

The international training course "2nd TC: Youth worker training: Nordic approach" is part two of a series of two trainings in an Erasmus+ KA2 project “Nordic Approach�. Training gathered participants from Norway, Lithuania, Latvia, Bulgaria in March, 2019 in Lithuania. The project aims to develop and understand the Nordic approach to youth worker competencies of youth workers.

During the training course space was created to develop youth work competencies of youth leaders/ workers in order to foster inclusion and empowerment of young people. Participants improved skills, attitudes, gained knowledge needed to work with youth by using various youth work techniques and methods: coaching youth initiatives, guiding youth in their professional or educational path.

Specific objectives of the training were working with complicated situations, interventions to solve difficult situations and work with public health and wellbeing.

1. Explore the concept of individual youth work, inclusion and empowerment of young people with fewer opportunities.

2. Develop individual youth work competencies of youth leaders/workers from partner organizations in mentoring, coaching, counselling.

2. Share methodologies how to implement educational interventions and solve complicated situations.

3. Learn main techniques how youth work is dealing with public health issues.

4.Prepare multipliers to promote youth worker training programs and create guidelines and proposals for future youth worker training programs.

2

Program of the Training course:

3

1st day of TC Introduction Program of the training course (further - TC) began with introduction of the daily programme and information about following days.

As an icebreaking and get to know each other activity, “Coat of arms� drawing was used, where each of participants needed to write down their name and country and answer to four questions: - Why am I here?

- My achievement as youth worker - My biggest lesson in life - My professional challenge Questions were used to get to know the profile of participants as everyone shared their story to all group. Participants had different experiences - working as youth workers, wanting to be better youth workers, volunteers working with youth.

Expectations from TC were different but at the same time similar - to learn, to gain knowledge, to know more about Nordic approach in youth work, how to talk to youngsters, to know more about working in youth centers, volunteering and learning to be a youth worker.

4

2nd day of TC 2nd day of TC started with check in and some get to know each other games and energizers. For example - sharing something about yourself and finding similarities in the group or thinking about 3 questions that each of participants want to ask or want to be asked and sharing them within the group.

Conference and Youth centre As part of the programme, participants attended conference “How international cooperation supports youth work development: success stories” which was held on 5th of March in Ministry of Social Security and Labour (Vilnius).

Programme of conference consisted of several stories from different actors which are involved in youth work: - “Cooperation in the field of youth with EaP region”, presented by Guoda Lomanaite; - "Norway - Lithuania: how to make cooperation mutually beneficial", presented by Pål Isdahl Solberg, Medvirkningsagentene (Norway) - “Recognition of youth work and non-formal education with open badges”, presented by Nerijus Kriauciunas and Laimonas Ragauskas - “Active Citizens” badge system - a case of using a badge based recognition system, which was “made in Lithuania, but is spreading internationally”, presented by Marius Ulozas - “Cooperation among National Youth councils”, presented by Urtė Petrulytė Full recap of conference can be found here: https://www.facebook.com/ events/330677674216870/

5

After the conference, participants visited Lentvario Youth centre in Lentvaris, which is located between Vilnius and Trakai.

Youngsters that volunteer in the centre, presented youth centre and activities. Youth centre is equipped with pool table, football table, table tennis. Facilities include kitchen and free space where youngsters can spend their time. Youth centre is open Monday to Friday from 14 to 20 o’clock. In youth centre works two youth workers and as well there are 14 active volunteers. Age limit to youngsters that can visit youth centre is 14 to 29 y/o, but sometimes younger boys and girls visit (12-13 y/o). During summer time, youth centre can be visited by younger kids, but only for 2 hours a day. For community youth centre plays important role, as it offers youngsters to spend quality time and do other things, then using alcohol or drugs, as unfortunately it is most common activity in this region for young people.

Volunteers describe youth centre as place where to learn a lot about practical stuff and gain experience. But sometimes there are some conflicts between volunteers.

More information about youth centre here: https://www.facebook.com/pages/category/Community-Organization/Lentvario-jaunimo-centras-138414172064/ Impressions After visiting conference and youth centre, participants were asked to give thoughts about the day and impression about youth work: - Thoughts about Youth centre: participants were impressed about youngsters in Youth centre, atmosphere were relaxing. Participant from Norway highlighted differences between youth centre in Lithuania and Norway - not as much space, more games and other stuff in YC. And less people are volunteering, here they know how they benefit from it. But what is the “carrot” for them to volunteer? In Bulgaria also different situation - there teachers are leading youngsters. Not such kind of Youth centres. Seeing the impact youth centre gives to youth is inspiring. Latvian participants saw similarities with the youth centres they have. Space and equipment is the same, but youngsters more want not just experience and spending free time.

It was nice to see that YC is runned by young people. And it was nice to see motivated youngsters. Participant from Norway visited YC second time and for him it was nice to see improvements in it. In YC it felt like home.

- Thoughts about conference: was interesting with nice examples from “real life”. During conference, badges system was presented, for participants it seemed good and interesting idea how to involve more young people to do activities and to show skills. Presentation lead to interest how to implement the system in NGO work. It was interesting to see different institutions in one conference and hear their insights and points on YW. It was nice to see connection of different sectors and strong partnerships, but there is always a way to strengthen them more.

And this conference showed how many players there are in youth work and how it is all connected. As well it was nice to see that in ministry and other institutions have people working that comes from NGO sector.

At the end of the day, trainers introduced programme of the TC and participants shared their expectations.

6

3rd day of the TC Day starts with energizer - counting numbers and excluding number that contains or divides by 3.

Mapping of youth issues

First task of the day - working in groups - mapping youth issues - internal, external, threats, choices, tensions, challenges young people face. After group work, several youth issues were discussed: - sexual identity - school problems (teachers, school system) - bullying - physically, psychologically - lack of reality (phones, digital work) - Stealing - to be listened - ignorance of parents - Lying - mood changes - giving up quickly - doesn't commit to things - not responsible - lack of attention - drugs, energy drinks, alcohol - fitting in - wanting to succeed - lack support and love from parents - filling expectations of others - relationships with family, friends, society - competing with others - minorities-religions, traditions, race - social media pressure - failing

7

- - - - - - - - - - - - -

choice after school-free time social circle finishing university or not lack of opportunities because of social situation (financial problems) lack of emotional support family situation - divorced parents, step parents; sexual and psychological abuse taking responsibility being independent tension between two social groups in youth centre - poor vs rich lack of social skills career development college dropout local community issues

Youth in Europe Further trainers presented statistics about youngsters in Europe. 24 % from the total population in Europe are youngsters aged 13 to 30. They become economically independent from parents in average when they’re 26 years old. Often economical situation of parents are linked to youngsters situation in school and society overall. Youngsters tend to compare themselves to neighbours and friends. They’re easily influenced by others.

Competences of Youth worker What kind of competences Youth worker needs to work with all the youth issues? Participants were working in group and discussing what kind of knowledge, skills, attitude and competences youth worker needs to work with youngsters.

Youth worker needs a lot of knowledge in different spheres to work with youth -knowledge about psychology, insight in social studies, financial literacy, awareness of cultural trends, they need to know how to profile youngster. Knowing of training tools and methods is helpful too.

How to motivate youngsters (tools, approaches) and how to communicate with the youngsters.

It is valuable to have

8

institutional knowledge and to know how to work with different institutions to cooperate with all actors working in youth field.

A wide set of skills is also must for youth worker like facilitation skills, being able to prevent youngsters, flexibility, creativity, ability to empower youth, motivational skills, communication skills, how to gain trust, empathy, acceptance, tolerance, trusting the process of development, conflict resolution skills, emotional stability, playing of sports and games, good memory, leadership, sense of humour, self-confidence, sharing of stories, knowing of non-formal and formal education, being open minded and of course some practical things - cleaning, fixing.

To get insight on what the average wage is for youth workers in participating countries and to compare them, participants were asked to answer the question: how many beers can you buy in a bar with youth workers salary in your country? In Norway it is 324 beers, in Latvia it is 183 beers, Lithuania - 224 beers and Bulgaria 250 beers. Note that number of beers depends also on living standards of country.

Participants discussed about where skills and knowledge of youth worker could be used in other professions and spheres - career development, in education, HR, business, doing social work, in event management.

Trainers shares Salto-Youth material for youth workers that could be useful for participants of TC “A set of competences for trainers working at international level�. It is available here: https:// www.salto-youth.net/downloads/4-17-3043/Basic%20document%20-%20ETS_set_of_trainer_competences_v2.pdf Valuable materials can be found also here: https://www.coe.int/en/web/youth-portfolio

9

Emotional intelligence Empathy Next in the programme - emotional intelligence. Watching video about empathy by Brene Brown (https://www.youtube.com/watch?v=1Evwgu369Jw) What is sympathy and empathy?

After watching video, discussion and according to participants what is sympathy and empathy: - Sympathy - seeing complicated situation, but person doesn’t help, it doesn’t feel like it’s their problem, trying to minimize the problem, trying to change the topic when talking about the problem.

- Empathy - trying to help, having feeling, trying to understand, making questions to know better, knowing what person is feeling, being a listener, choosing to be empathetic and feeling for somebody, seeing things from my perspective;, doesn’t try to convince them, no judgement, recognizing emotion and communicating it.

10

Wheel of emotions To dig deeper in emotional intelligence, participants received a tool - “Wheel of emotions”.

Which was used in next exercises.

Next task - watching video Gotye (ft. Kimbra) “Somebody that I used to know”.

While watching video, participants needed to think about emotions both singers went through.

According to participants, emotions of men were - abandoned, victimized, powerless, betrayed, angry, judgemental, furious, angry, disrespected, hopeful, disgusted. Later accepting situation, confused. Woman was —disappointed, anger, annoyed, bitter, betrayed.

Next task - each participant needed to remember story about yourself and note what were your emotions while experiencing this event. Then divided in pairs, needed to share their story to other and the person sitting next to you notes what emotions that person went through. And then changed.

11

After the task, participants shared thoughts and emotions about the task, how the story telling went and how managed to recognize the emotions. Thoughts that they shared - good task to recognize their own feelings and understanding them. Participants noted that speech and body language have different meaning - person can’t hide their emotions. This task showed also cultural differences - topics were diverse. Lots of minor situations, but actually we experience different feelings and emotions. We are good at reading others, but bad at reading ourselves and our own feelings.

Later the main topic was emotional intelligence. Emotional intelligence is recognizing feeling of our own and feeling of others, motivating ourselves, knowing how to manage emotions or use them intelligently. Emotions are contagious. Trainers needs to be emotionally intelligent they need to have self-awareness, self-management, social awareness.

When talking about Youth workers and their responsibility against youngsters and emotions youth worker is not responsible about actions and decisions of young person. You need to find borderline and need to avoid from burning out.

If youngsters trust you with emotionally difficult situation - there is need for follow up, after a while check in with youngster how situation is going.

Importance of emotional hygiene is also crucial. What are the things that helps with that?

Talking about it with colleagues, mentors or other persons. For some tears, movements, aroma therapy helps, or writing down what happened.

Youth workers are responsible about “cleanse of mind” of younger volunteers.

Next task related to the topic - active listening in couples. Each one in pair have different task.

1st attempt - one telling a story, other not listening. Thoughts and emotions - confused, pressured to be more interesting for other, for some it was normal and easy not to listen.

2nd attempt - one telling a story, other looking right in eyes. Thought and emotions - uncomfortable, it was a struggle, some was trying not to laugh or tried to focus on other too hard.

3rd attempt - both having conversation, actively listening. Thought and emotions - felt listened, felt connection, both had accepting and copying body language. Conversation felt caring and curious, both had eye contact and showed emotions.

Conclusions: time flies when you listen, you feel connection. When listening you’re imagining how person feels when talking. If you feel rejected from conversation partner - you’re losing motivation to share.

And what about listening to yourself? Isn't that the biggest challenge.

Task - watching movie “Good Will Haunting”. Paying attention to the sessions with young men and therapist, and discussing how the process of therapy went.

Watching through different therapy sessions with Will. Therapist, played by Robin Williams, had the biggest impact on Will.

12

On 1st meeting therapist moderated conversation based on Wills behaviour and talking about stuff Will would like - sports, books, arts. Talking about where they’re from. Will constantly testing limits - finding soft point and attacking. Both used the same language - swearing a lot.

On 2nd meeting - therapist changing environment, meeting in park not the office. Will trying to attack again, checking the limits. Therapist started to share his life - sharing emotions first. Will listened and therapist had captured attention of him.

On 3rd meeting Will have challenged therapist, but he was waiting for the next move and didn't talk for whole session.

4th meeting - a joke helped to start conversation, they talked about relationships, girlfriend.

Therapist talked about his wife. Now they were on equal level, provoking each other, still swearing.

5th - talking about things that are interesting to both - relationships, sports. Will started to know boundaries.

6th meeting - Will wants to talk himself. Therapist has earned his trust, they’re talking about important questions, the relationship between them has been built up. Therapist is provoking Will again.

In 7th meeting - they’re sharing experiences - about childhood. Will was beaten up in childhood, he has disorder. There’s intervention, crying and hugging in this session.

On last meeting - they have close relationship. Meeting each other have made changed in both of their lives. But therapist knows when to finish his work - tells Will - You’re a free man. They solve all issues and close relationship.

Some thoughts from participants about the movie and story: - you need to build relationship to build trust; - Do not give up; - There’s importance of reflection; - You need to be open; - Be equal, but draw a border; - Situations are diverse and complicated; - Need importance of humanity; - Needs patience; - It can be destructive if you're not doing things right; - Thinking about dynamic in therapists’ work; - Respect - is important to dialogue; - There are approaches of different therapists, need for creativity; - Needs to give time in process; - Need to empower; - Need to “learn to cut the cord”; - Don’t take all personal - Hardest part - when it's over; - Need to have knowledge - and need to use it right.

13

4th day of TC Starting the day with dancing energizer.

Mental health Watching video about teenage brain - Sarah Jaynes “Mysterious workings of the adolescent brain” (https://youtu.be/6zVS8HIPUng ) There are two parts of brain. Impulse and emotion centre and control centre - but there’s little connection. Teenagers vs adults - both have different emotions. Teenagers can’t understand what adults can. Some things can impact youngsters brain and mess it up, for example violence.

After trauma, brain develops difeerently.

Trainer Pal shared a story - teenager was abused and sexually abused by youth worker. He didn't how to react to this. Only knew to call child services, social workers. He didn't respond in right way. He didn't have any procedure how to deal with it. It was though 24 hours. It was a learning point for him as youth worker and member of NGO. Other case he have experienced - Breivik case. His NGO workers and youth was on the island which expreienced shooting. But they were prepared - they had plan how they should react for first 24 hours. Discussing difficult cases is important - for example who should we contact when you die... being prepared is important.

Prevention work Prevention work should be done where the youth are - where they hang out. Actions should be holistic - should happen in cooperation with school etc. Actions should be designed and adapted to the target group. It should be founded in strategies and plans. Should work in a long term perspective. Implement measures as early as possible - before you observe problematic or anti-social behaviour. Continuity in the work is essential. Active participation of the target group is important. Interactive learning experience and a resource based approach seems as the best design for programme and projects.

Prevention levels: - Generic level - basically everyday work. Working with youth in basic level, holistic work, with all youth.

- Targeted level - working with groups or specific issues, stepping the game up.

- Indicated level - specific cases, for longer period - with follow up. Different stakeholders - social work, police, psychologist. Needs training to be working with such cases.

Bullying Bullying - if someone is being bullied, the signs are - faking illness; having actual illness symptoms, changing eating habits, loss of friends, feeling of helplessness, different behaviour. Signs of depression.

14

If someone is the bully - signs - they get in fights, friends bullies, they become aggressive, extra money or new belongings, blame others for their problems, don't accept their responsibility, importance of popularity level.

Response as a YW - bullying needs to be dealt with different institutions - social workers, school, parents etc. Youth workers should not interfere.

Mental health crisis Mental health crisis - unable to complete their daily tasks, showing impulsive behaviour, being aggressive, not in their right mind Response as a YW - keep voice calm, move slowly, don't judge, know where to get help (now people, phones who to call etc), quick reaction to situation, identify family members and friends or know their situation to know who to contact, in contact with authorities - share history that you know - drugs, alcohol etc. Remove weapons or medication they don't need - what is a risk to others and the youngster.

Participants from Red cross sharing experience- while working with refugees, some had anxiety and panic attack. Their action - called ambulance. Next time they were prepared, talked to them, got situation in control.

Suicide Suicide - emotional, verbal and behavioural markers.

Response as YW - be specific, ask concrete question, if they will answer yes, you need to ask how they're gonna do it - if they have a plan. If they have answer - act immediately. Need to seek professional help. If they don't have plan - you need to think of action what to do. Leave it to professionals.

Other experience - you see the signs, but then signs don’t show again - you need to be aware. If person have decided to do it, it's hard to convince not to do.

If things go wrong and you’re not able to help, you need to clear your mind also.

Sexual abuse, violence, drugs and mental illness Sexual abuse, violence, drugs and mental illness. Seeing at least 5 signs - youngster has problem, needs to pay attention, take a little attention. Get professional help.

15

Youth worker needs to know their limits. And no to interact with kids, who need professional help with a lot of problems.

ADHD/ADD ADHD/ADD - diagnosis for lot youth, but real diagnosis is abuse - low impulse control, unrest, problems with keeping attention.

Response as YW - if you see a lot of symptoms, seek help. Trust - friends, mother, father, youth worker, teachers, trainers. Immediately report to institutions - don't need proof, but enough to believe it. Do not act shocked or disgusted. Be supportive and let him know its not their fault.

Treat with kindness, respect and empathy. Make sure they have plenty of ways to express them - drawing, writing. Support the child. Be prepared.

Thoughts - how to lead way to psychologist? Not to look like they have problem, not to feel ashamed. Bullying-not all black and white. Talk to both sides. Complex situation.

As YW when dealing with stuff like this, you need colleagues who to talk to. Counselling. Discussions. Reflection. Understanding reactions. https://www.dropbox.com/s/uvn01scpgxqi7a8/Mental%20Health.pdf?dl=0 Risk assessment Group work in three groups. Risk assessment - what could go wrong in youth centre. Make list and action plan for different situations. (https://www.dropbox.com/s/jpwa2a2w6bt2iju/ Risk%20assesment%20and%20responses.xlsx?dl=0 ) Input from group work - a lot to deal with in youth centre like stealing, sexual assault, drugs.

If someone is stealing, then if it’s a worthy thing - call police, if not so worthy - have a talk or discussion and/or inform legal guardians.

How to handle youngsters when they're under influence of substances? There are differences of drugs, alcohol and their prevention methods.

Need of strict rules of youth centre, campaigns, mentoring programs. Need to talk to all sides of stakeholders. Don't send them away - talk to them.

Mental disabilities - how to deal with people who don't have the same social cues as the others.

Looking for solutions. Think about safety - your safety, safe environment.

Use at least 1 week to do risk assessment for youth centre.

After sessions - splitting in national groups - talking and reflecting for 30 min: ● What do you take from this? ● How do these sessions make you feel? ● How can you use this in your national context?

16

Task for all - do something that will benefit mental health. Not working for rest of the day.

After - talking what you did for your mental health and sharing tips and tricks: - Eating and watching something.

- Walking - at least 30 min.

- Reading.

- Visiting theatre, galleries.

- Sleeping, watching TV - Writing.

- Making atmosphere.

- Releasing emotions.

- Calling relatives.

- Playing chess.

- Talking.

- Relaxing. Not doing anything.

- Solving rubik's cube.

- Countryside stuff.

- Forest.

- Painting.

- Not thinking.

- Drawing.

- Playing music.

- Fixing things.

- Running away.

- Meditating.

- Physical exercise.

- Going to mountains with tent.

- Start playing in metal band.

- Holidays.

17

5th day of TC Introducing movie about psychotherapists (https://www.youtube.com/watch?v=24d-FEptYj8&t=2s ) Methodological approaches: Two to avoid: ● directive (give orders, fast method), but if used with youngsters it usually backlashes.

More used on older people. ● Patronizing (mother doing everything, taking off power.) Starting from 3 years old. Fast method. People who used this approach - has hard to delegate things. Taking the power of the youngsters.

Two to use: - Participatory - doing everything together.

- Consulting - young people doing organizing stuff, asking questions. Youre guiding.

Beginning: How can I save, heal or change this person? (Directive) Top: How can I develop a relationship which the person could use for personal growth? (Consulting) “On becoming a person” - book to pay attention.

Theory of Carl Rogers - interpersonal relationship (the main thing). Participants: Relationship with others. For Rogers - empathy (shouldn't be too empathy) unconditional acceptance; congruence.

Accepting ambiguity; empathy; revealing yourself.

Interpersonal relationships: finding meaning; impact; feeling of acceptance; feeling valued; motivated to develop and grow; feeling of safety; perfection of myself; realistic perception of myself. (Carl Rogers) Communication theory (Johari Window) Task in groups - Consulting task. Coaching. 3 people - one telling story, other listening, giving advice, and the last watching. Analysing 3 stories.

Using the GROW model.

- - - -

Goal - set the aim Reality - analyse situation Options - possible solutions Will - act

Rules 4 feedback: time, space, preparation!

18

Define areas where you can improve Don't use expressions which would provoke emotions Let the feedback work Feedback’s a gift Impressions from task: excited. Hard to consult and give feedback. Get nice ideas. Gained some experience. Easier to give advice when you have been in this position. Asking the right questions.

Why do people ask for advice?

Tips and tricks - Don’t give advice - Use the sandwich technique (positive thing, thing to improve, positive thing) - Scaling - 1-10 how your behaviour - Highlight strengths - change perspective - make a contact - handshake - rephrase - use the words of the other person - have several scenarios - don't make decisions for the other Trip to Trakai and day in Vilnius

19

6th day of TC Starting the day with check in.

Workshops lead by Norwegian group from Red cross - Street mediation.

Mediation - usually takes 15 hours, but now for 2 hours. This was Red cross method - how to work on conflicts. Everyone sits in close circle. After every task - reflection.

Street mediation 1.

What is conflict?

2.

4 words of communication 3.

The dot 4.

My enemies 5.

My triggers 6.

The conflict stairs 7.

Non-violent communication 8.

ZIP, ZAP, BOP 9.

Enter the circle 10. Bombs&Shelds 11.

What lies underneath anger?

12. Mediation 13.

The orange 14. Gift 1.

Conflict (writing how they make us feel, about what we can conflict, with whom we can make conflict) Is there positive conflict? (Putting “+” next to). Which are negative? (Putting “-“ next to). Conflict=energy. Emotions needs to be taken care of in conflict situation - it can go good way or bad way. Every conflict can end in good note and give good resolution to everything.

2.

What is communication for you? What word describe communication? Write 4 words on communication. Then get in pairs. Then in 4s and 8s. In conclusion - to come up with only 4 words. And then in whole group. Giving each group 2-3 minutes to discuss. If they don't talk, then say how many seconds they have left. Then reflection - Discussion of words. Discussing process. How was working in smaller, bigger groups. Need of compromise. 4 word of group active listening, empathy, respect, honesty.

3.

The dot - stands in circle with backs. Each has point on head. With different colours.

Without talking, you need to find group. Some were alone. Discussion - different emotions.

Needed to help others. Trying to find similarities. Other helping, other putting you in the group - pushing in. What about belonging to group.

4.

My triggers: Task - think about yourself and write down answers to questions about your triggers. (Which people/things/situations annoy me; Which people/things/situations make me angry; What kinds of behaviour/gestures/word uses make me disconnect from withdraw from

20

the situations?; What makes me feel impatience? Which people/things/situations make me insecure? Which people/things/situations makes me afraid or worried?) Feedback - need to dig deeper, self-awareness, to realize what is anger or annoying. Where can I improve myself.

What annoys me - actually I have some of those things. Input from participant Helena-Doing this method with people who knows each other a lot (example youth) - there are more feelings, they have conflict, persons who we are related to). With experience comes skill how to deal with anger, annoyment etc. Lot of knowledge to be patient. Anger is normal. Youth more know things they’re worried about. Adults need to dig deeper. Need of recognizing triggers for others. Importance of sharing.

5.

ZIP ZAP BOP - energizer (with motions, with sounds, with movement). How youth reacts and how adults react - it differs when using this energizer.

6.

My enemies. Drawing giraffe, wolf. Describing giraffe - tall, professional, proud, long neck, flexible neck, biggest hearts, slow, sensors, vegetarians. Wolf - hierarchy, communicate vocally, close to ground, wolf packs, tend to be aggressive, hunters, killers, grass eaters. Giraffes - observe with sensors, non-violent communication, getting the whole picture, big ears - active listeners, long neck - slow digestion, reflection, biggest heart - feelings, emotions. Wolfs - closer to ground, does not see whole picture, more aggressive on communicating, different angle of communicating. Me vs you. Seeing from other and your perspective.

7.

Non-violent communication - drawing of human. I - facts (observe, then I see), feelings (that makes me feel), needs (Because I need, it's inside me and I need...), wishes (express wishes, I wish that we...). You - interpreting facts (you are...), accusing (you always, you never...), judge (putting fault on other people), demand (you have to...). Need of communicating. We’re not x-rays.

8.

The conflict stairs

Total war Trench warfare Open hostility Enemy images Dialogue is given up The problem grows Personification Disagreement Presentation of conflict stairs - real life fight about cats.

Dialogue is given up - need of mediator, need help to solve it.

Other steps - when its about groups, when mediator doesn't help - isolate sides, need of discussion, conference with different sides - social worker, etc. See the sides from other sides. Goals together, individual goals - setting them. Coming together to solve problem and conflicts.

Important to take action when you see disagreement. To say something.

21

9. Energizer - bombs and shields. Reflection - also in life like that. How did you feel as bomb, as shield.

10. What is mediation – a process in which and impartial (neutral) third party assists the parties in resolving a conflict themselves. It has to be voluntary for every part. Confidentiality of mediation process.

Start with separate mediation sessions. Motivate people to start talking.

Observation - let to talk. Active listening - “What happened?”. Also silence works.

- Feelings - “How did you experienced it?”

- Needs - “What do you need for things to be better?”

- Wishes - “What can you do to resolve the conflict?”

Importance of finding “answers” by themselves. Use time. Timeout for a while.

There are always three roles.

Helper - Aggressor - Victim Task - in teams of 3 - one is helper, one is victim and one is helper.

If there’s mediation - he doesn't take sides.

11. The Orange Scheme for results of conflict. Withdrawal (no way) - compromise (halfway) – win-win (our way) 12. Gift. What will we take. Reflection.

How we measure: how many youngsters, how unique youngsters, events, age, gender, area, geographical background, activities, opening hours.

We used to measure things that we can put in numbers, but how we measure for example time we spend with youth. Is our work with quality? We pick easy stuff to measure.

How to measure empowerment of youth work?

Input - for example, how many of the youth is employment; return rate to youth centre.

Goal blindness - not linked to quality of youth work.

We need what is important. How to measure not measurable things - ask youth, survey, personal development, prevention work, values, social dynamics, frequency.

Last task - working in 4 groups and creating your own badge system. Presenting them the next day.

Badges for youth workers, for volunteers, for youngsters. Different tasks for each group. Badges serving different purposes.

22

7th day of TC Staring the day with check in - how are you feeling?

Presenting badges systems created for Youth workers and youngsters.

Reflection about making badges - addictive to develop, thinking a lot about how to make and use them. Interesting to see technical aspects, to make them, see the system from inside.

Professional development of youth worker.

I am here - what competences I need to develop? How to get there? Lerninng? Reading? Working in groups.

Working on visibility of Youth.Work.Matters.

Need to make video (up to 2 min) or post about youth work and post in on social media.

Why Youth work matters?

For young people? For youth workers? Society/institutions.

Later sharing what did do - posts, videos, explaining. (See them under hashtag youthworkmatters) Talking about importance of communication. Why it is important to pass the message, how should you pass the info to youngsters and other stakeholders in youth work.

At the end of TC - reflection and checking out - 3 F’s from all participants - feeling, findings and feedback.

23