TOY - Trainers Online for Youth
This is a reference for Alain Crudenaire
Aim of the training practice:
The training practice "Keys to Communication and Conflict Management in Youth Work'' was designed in alignment with the principles and frameworks outlined in the European Youth Work Agenda, the Bonn Process, and the Charter of Local Youth Work's output of Europe Goes Local. These documents emphasize the importance of youth work in promoting active citizenship, social inclusion, and personal development of young people. The training practice aimed to contribute to the goals and objectives outlined in these frameworks by focusing on enhancing the competences of youth workers in the areas of meaningful communication and effective collaboration within teams.
By utilizing non-formal methodology principles and the ETS (Education and Training Strategy) Framework, the training practice provided an experiential learning environment that encourage active participation, reflection, and peer learning. The content of the training sessions was designed to address the specific competencies identified in the European Youth Work Agenda, such as Communicating Meaningfully and Collaborating in teams.
To facilitate engaging and interactive sessions, graphic facilitation techniques were employed during input sessions, ensuring that the content was visually stimulating and easily understandable. Roleplay games and museum-like tools were also utilized to provide hands-on learning experiences and to illustrate real-life scenarios related to communication and conflict management.
By integrating the principles and values outlined in the European Youth Work Agenda, the Bonn Process, and the Charter of Local Youth Work, the training practice aimed to contribute to the professionalization of youth work and the development of competent and skilled youth workers who can effectively support the personal and social development of young people in their communities.
Objectives of the TC
The training practice "Keys to Communication and Conflict Management in Youth Work" had the following objectives:
To increase and explore the vocabulary of emotions and feelings by learning about the mechanisms of emotions and feelings, and discovering techniques, methods, and tools to facilitate and deal with interpersonal and intrapersonal conflicts.
To explore the power of using different types of breaks as a tool for conflict resolution, such as self-reflection time and breaks for self-care, and understand their effectiveness in managing conflicts.
To understand the different attitudes when facing conflicts, both our own and those of others, and develop strategies for effective communication and conflict resolution.
To explore existing tools and approaches that provide a safe space, foster nonviolent communication, and facilitate group dynamics in youth work settings.
These objectives were designed to empower youth workers with the necessary skills, knowledge, and attitudes to effectively manage conflicts and enhance communication in their youth work practice. By addressing these objectives, the training practice aimed to contribute to the professional development and capacity building of the participants, enabling them to create positive and inclusive youth work environments that support the personal and social development of young people.
The training practice "Keys to Communication and Conflict Management in Youth Work" targeted 30 youth workers involved in local youth work from various countries. The participants were selected by their respective National Agencies working in the youth field. The diversity of backgrounds, experiences, and cultures within the group created a rich learning environment and allowed for cross-cultural exchange and sharing of good practices.
The training practice "Keys to Communication and Conflict Management in Youth Work" utilized a variety of non-formal education methodologies to create an engaging and interactive learning environment. The methodologies employed were based on the principles of non-formal education and aligned with the European Training Strategy (ETS) Framework for Youth Workers. The methods used included:
Graphic Facilitation: The input sessions were delivered using graphic facilitation techniques, where visual elements such as diagrams, drawings, and images were used to enhance understanding and stimulate participant engagement.
Roleplay Games: Roleplay games were incorporated to provide participants with hands-on experiences and practical skills in conflict management and communication. These games allowed participants to actively engage in various conflict scenarios, apply different conflict resolution techniques, and explore the consequences of their actions.
Museum-like Tools: The training practice utilized museum-like tools to provide content and facilitate learning. These tools included interactive displays, exhibits, and artifacts related to communication, emotions, conflict management, and nonviolent communication. Participants were encouraged to explore these tools and reflect on their personal experiences and insights.
The combination of these methodologies aimed to create a dynamic and participatory learning environment that catered to the diverse learning styles and preferences of the participants. By incorporating interactive and experiential approaches, the training practice fostered a deeper understanding and application of the concepts related to communication and conflict management in youth work.
Many participants found the training to be extremely useful in their personal and professional growth as youth workers. They emphasized the importance of both theoretical input and the interpersonal relationships established during the training. They recognized that true growth happens outside of the comfort zone and felt inspired to apply the lessons learned in their daily lives.
The organization and structure of the training practice were highly praised by the participants. They found it inspiring for their own role as youth workers in their organizations. The topics covered and the interactive methods used during the training left a lasting impact, guiding them in their professional and personal lives. Participants expressed their intention to apply the lessons learned in various contexts, from daily conversations to their overall ways of life.
Participants appreciated the exploration of different dimensions of communication management, conflict resolution, and nonviolent communication. They valued the wealth of useful information provided and the opportunity to gain new tools for their work with youth. The training empowered them with knowledge and skills that they can immediately apply in their practice.
The training practice offered a conducive environment for self-directed learning, allowing participants to engage in educational options through various activities, slow starts, and ends. The diverse group dynamics were well-managed, creating a supportive and enriching learning experience.
Participants expressed their gratitude for the trainers' effective transfer of knowledge and the innovative methods used. They felt equipped with new ideas and activities to engage participants and improve their own practice. The practicality and usability of the tools shared during the training were highly appreciated.
As part of my role, I had the opportunity to design and create an immersive learning environment known as the "cave." The purpose of this environment was to provide participants with a unique and engaging experience where they could not only learn but also actively participate, think, and feel.
The "cave" was designed as a space for exploration and discovery. Within this environment, participants had access to various resources that stimulated their senses and encouraged self-reflection. The space contained books and videos related to personal development, self-esteem, and various other relevant topics. Participants were invited to engage with these resources at their own pace.
To foster a holistic experience, the "cave" also incorporated interactive elements. There were quizzes and activities focused on building self-esteem and self-awareness. Creative art and craft materials were available, allowing participants to express themselves artistically and engage in hands-on activities.
To create a relaxing and calming atmosphere, the "cave" was equipped with soft lighting, essential oils, and different massage tools. These elements aimed to create a soothing environment that supported the emotional well-being and relaxation of the participants.
Overall, the "cave" served as an immersive learning environment where participants could explore a wide range of resources, engage in interactive activities, and experience a multi-sensory approach to personal development and growth.
Importantly, all the methods I utilized drew from the principles and practices of non-formal education. This approach emphasizes experiential learning, active participation, and engaging methodologies outside of traditional classroom settings.
In summary, my role as a trainer involved delivering sessions on nonviolent communication, communication basics, emotional management, and well-being. I also took part in designing an interactive learning environment that fostered growth and development.
Alain is a colleague which you can rely on.
He can set a meaningfull working environment and he is taking care of you and your work by listening carefully to what you have to propose and by giving a chance to any of your ideas.
Working with Alain is joyful and relaxing.
I learnt a lot from his work and from his professionality and now I have a new friend also.