TOY - Trainers Online for Youth
This is a reference for Francesco Cavicchioli
The main objective of the training activity was to promote social inclusion through the use of monologue as a training method.
The activity aimed to achieve several objectives:
Development of communication skills of youth workers, in particular the ability to use monologue as a tool to express ideas, experiences and reflections.
Personal growth to encourage the personal growth of youth workers, encouraging them to explore different forms of communication and discover new aspects of their personality.
Promoting social inclusion through monologue and exploration of themes related to inclusion, diversity and equity, the activity sought to raise awareness among the group of these important issues.
Mental flexibility and innovation, to question preconceived ideas and seek new approaches to problems.
Raising awareness of the needs of the organizations involved, who sought to train youth workers who are more aware and competent in addressing the challenges related to social inclusion in their local communities.
The target group of the training activity was made up of youth workers actively involved with the project partners or in their local communities.
The group was made up of a total of 24 people and came from city contexts close to the activities of each reference partner. This geographic diversity contributed to a broad representation of experiences and points of view.
The youth workers had different roles within the project and each contributed significantly to the promotion of social inclusion and the education of young people in their communities.
The profile is characterized by creativity, dynamism and an open mentality. They are innovation-oriented and are willing to explore new ideas and approaches. They have a constructive imagination and seek to apply their creativity in concrete situations to address social and educational challenges. They share the goal of promoting social inclusion and the education of young people. They are motivated to develop new skills and approaches to achieve these goals and are open to experimenting with non-formal educational methods.
In summary, the target group is made up of individuals committed to the education and social inclusion of young people, with a variety of roles and cultural backgrounds, united by their creativity, dynamism and commitment to innovation in non-education formal through theatrical and communication methods.
The international training course was conceived as a learning opportunity based on non-formal education methods and experiential methods. These methods were used to encourage learning and internalization of the use of the monologue as a tool for social inclusion training.
In this training:
Participatory theatre: Theater exercises were used to actively engage youth workers in learning. These exercises included improvisation activities, role plays and theatrical communication exercises, which encourage active participation and creativity.
Guided discussion: The sessions offered youth workers the opportunity to explore topics related to social inclusion through dialogue and shared reflection. The trainers led the discussions to encourage everyone's participation and sharing of different points of view.
Group Activities: Group activities involved youth workers in collaborative experiences that promote cooperation and communication.
Monologue and personal narration: These exercises were central to the training activity. Youth workers had the opportunity to develop and present monologues based on their own personal experiences and reflections, promoting individual expression and personal empowerment.
Experiential learning was encouraged through hands-on, hands-on activities. And the learning process was enriched by moments of feedback and reflection, in which youth workers evaluated their experiences, identified challenges and opportunities.
The goal of these methods was to encourage active interaction, individual and collective participation and personal growth through meaningful and engaging experiences.
The training activity achieved significant results which demonstrate its success in terms of learning, personal growth and positive impact on participants.
In particular:
Development of communication skills: Youth workers have acquired advanced skills in communication and the art of monologue. They learned to effectively use the monologue as a communication tool to address issues related to social inclusion.
Personal growth: Youth workers experienced significant personal growth, both emotionally and intellectually. They had the opportunity to explore and share their experiences, reflections and emotions through monologue, which helped strengthen their self-esteem and self-confidence.
Critical thinking skills: The training approach encouraged youth workers to think critically, challenging preconceived ideas and seeking new solutions to complex problems. They have developed the ability to question themselves and adopt an innovative perspective.
Creativity and originality: Youth workers have enhanced their creativity and originality, acquiring the ability to differentiate themselves and develop new ideas. This innovative drive is a significant result of the training.
Raising awareness of social inclusion: The training activity addressed issues related to social inclusion, helping to raise awareness among the group on important issues such as diversity, equity and acceptance of differences.
In summary, the training was a success as it significantly contributed to the youth workers' skill development, personal growth and innovative approach, as well as raising awareness about social inclusion through the use of monologue as an educational tool.
My role as a trainer in this international training course was fundamental in designing, facilitating and guiding the entire training process.
I had the responsibility of designing the training course, defining the objectives, contents, structure and pedagogical methods in line with the aims of the activity.
Session facilitation: During the training course, I led the learning sessions, guiding the group through the planned activities. I created an inclusive and participatory learning environment, encouraging discussion, reflection and active participation.
Individual support: The trainer provided individual support to the youth workers, helping them to develop their skills in monologue and non-formal education.
Evaluation of progress: I monitored the group's progress throughout the training, evaluating their learning and adapting the sessions based on the needs and skill levels of the participants.
Promoting social inclusion: Given the nature of the activity, I worked to promote social inclusion among youth workers, encouraging understanding and raising awareness of issues related to inclusion, diversity and equity.
Inspiration and motivation: I played a crucial role in inspiring and motivating the group, encouraging them to explore their creativity, face challenges and embrace innovation.
I was planning and executing the training course, playing a vital role in promoting learning, personal growth and social inclusion among the youth workers, leaders, educators, trainers and volunteers involved in the activity.
Working with Francesco has been an inspirational experience. His approach to training is prepared and competent; his methods are unique and working effectively for social inclusion.