TOY - Trainers Online for Youth
This is a reference for Veronika Skorokhod
The participatory training in Řeka, Czech Republic, aimed to increase the knowledge, skills, and awareness of youth workers and educators on addiction prevention. Participants explored the types, effects, and social consequences of addictions, including the context of drug production and distribution, as well as the challenges faced by young people struggling with substance use across the EU. The training also aimed to develop participants’ capacity to apply practical strategies and techniques in prevention work, which will be documented in the STAR Framework interactive book. Through interactive sessions, workshops, roundtables, and lectures, participants strengthened their professional competences, communication skills, and capacity to support young people effectively in addiction prevention.
The training targeted youth workers, educators, and professionals working with young people, particularly those involved in addiction prevention, social inclusion, and youth support. Participants were selected based on their experience and motivation to improve their competences in addressing the challenges faced by young people at risk of addiction. The training was designed to meet the needs of professionals who want to enhance their knowledge, practical skills, and strategies for prevention work, while also exchanging experiences with peers from different cultural and organisational backgrounds.
The training was an international activity, bringing together participants from three Erasmus+ partner organisations: Czech Republic (Petrklíč Help, z.s.), Spain (Permacultura Cantabria), and Italy (ORIEL). This multicultural composition allowed participants to share different perspectives, approaches, and practices related to youth addiction prevention across the EU.
The STAR training in Řeka was based entirely on non-formal learning methods, focusing on active participation, experiential learning, and reflection. Participants were engaged through interactive workshops, roundtables, and practical exercises, allowing them to learn by doing and by sharing their own experiences. Group work and cooperative learning were central to the programme, enabling participants to exchange best practices, collaborate on problem-solving tasks, and explore different approaches to addiction prevention.
Experiential activities included interactive sessions with former addicts, which offered participants a direct, real-life perspective on the challenges of substance use. Simulation exercises and role-based activities helped participants practice intervention strategies, communication skills, and professional decision-making in safe and controlled settings. Self-reflection exercises, such as analysing case studies and personal experiences, allowed participants to connect their learning to real-life youth work.
The STAR training activity in Řeka achieved a significant improvement in participants’ knowledge, skills, and awareness regarding addiction prevention. Participants gained a deeper understanding of the types, effects, and social consequences of addictions, as well as practical strategies to support young people at risk. They strengthened their professional competences, including communication, teamwork, reflection, and intervention techniques, and were able to apply these skills to realistic scenarios through interactive workshops and sessions with former addicts.
The success of the training is evident in several ways. Participants actively engaged in all activities, contributed to discussions, collaborated effectively in group tasks, and completed reflective exercises such as case study analysis and personal action plans. Feedback collected during and after the training confirmed that participants felt more confident, motivated, and better equipped to address addiction-related challenges in their work. Additionally, the development of outputs such as the STAR Framework interactive book demonstrates that the learning was applied and will have a continuing impact in partner organisations.
In the STAR training in Řeka, I worked as a full-time trainer, responsible for the design, delivery, and facilitation of the training programme. I led interactive workshops, group discussions, and experiential activities, including sessions with former addicts, case study analysis, and practical exercises on prevention strategies. My role included guiding participants through reflection, peer learning, and skill-building exercises, ensuring active engagement and supporting their professional development.
I also coordinated the practical implementation of non-formal methods, adapted activities to meet the needs of the international and multicultural group, and monitored participants’ progress throughout the training. By facilitating both individual reflection and collaborative tasks, I helped participants consolidate their learning and apply it directly to their work with young people. Overall, I contributed to creating a safe, participatory, and inclusive learning environment that enabled participants to achieve the learning objectives and fully benefited from the training.