TOY - Trainers Online for Youth
This is a reference for Georgia Sotiropoulou
Explore, experience and innovate the concept of affirmative or informed mental health as a tool for working with LGBTIQ+ youth mental health in Europe. In addition, this learning activity was about upskilling youth workers, trainers, educators and mental health professionals from the field.
Trainers from Ireland, Croatia and Greece.
28 participants from Croatia, Slovakia, Scotland, Ireland and Greece. All of the participants are rooted in mental health support through different approaches ranging from youth work, peer support, sport facilitation, dance,movement, therapy etc.
In the training, we employed a variety of non-formal learning methods to engage participants and promote active participation. Some examples include:
Icebreaker Games: To build rapport and create a positive atmosphere, we started each session with interactive icebreaker games. These activities encouraged participants to get to know each other in a fun and relaxed setting.
Role-Playing Exercises: We facilitated role-playing exercises to encourage participants to explore different perspectives and practice problem-solving skills. For example, participants role-played scenarios related to gender or discrimination.
Group Discussions: Group discussions were a central component of the training, providing a platform for participants to share their thoughts, experiences, and ideas on relevant topics. We used open-ended questions to stimulate critical thinking and encourage active participation.
Team-Building Activities: Team-building activities were incorporated to foster collaboration, communication, and teamwork among participants.
Experiential Learning: Experiential learning activities provided hands-on opportunities for participants to apply theoretical concepts in practical settings. For instance, we organized a community space where participants were invited to take the role of facilitator of activities/practices they do in their daily life and then reflect on their experiences.
Creative Expression: Creative expression activities, such as dance sessions and voguing, allowed participants to express themselves in non-verbal ways and explore their creativity. This approach provided alternative modes of communication and encouraged self-expression.
These methods were carefully selected to create an engaging and dynamic learning environment that catered to the diverse needs and learning styles of participants. By incorporating non-formal learning methods, we aimed to promote active participation, critical thinking, and experiential learning outcomes in the training.
The aim of this learning activity was to gather feedback from the trainers, youth workers etc. who participated in the non-formal learning activity and in this way to test the methodology developed throughout the KA2 project span. Participants got to learn new tools to work with LGBTIQ+ youth and pointed out the utility, efficiency, and learning outcomes transferred to target groups.
Before the implementation of the TC: Regular meetings with the trainers team; set objectives and share responsibilities; creation of the activity timetable; adjustment of the activity timetable given the participants profiles.
During the TC: sessions on of opening and closing; group dynamics; team building activities, expectations and fears; body and self awareness; inclusion through dance; facilitation of reflection groups; meetings with the team of trainers to see if any adjustments were needed.
After the TC: Meeting with the Trainers team to give and receive feedback and assess our cooperation.
It was such a join to run this project and the training with Georgia. Spot on training methods, patience and joyfulness that Georgia brings through the dance :)