"<< Objectives >>Through ""YouthLoop,"" we bring together the youth and film sectors to develop a methodology for working with young people in the field of short fiction. The project will build YP's resilience to the challenges of life through the tool of short fiction film and by integrating youth work in the process of a film.The project will involve 4 partners from 2 different countries (Hungary and Slovenia).Each country will contribute two partners, one from the youth sector and one from the film sector.<< Implementation >>-Analysis and gather good practices, available options, and curricula under development of resilience of YP through film and youth work.. -development structure of the methodology - content, educational goals, and topics and content itself.-Regarding the content, development a e-learning platform and LTT content -Partners will send 2 youth workers per organisation to LTT in Slovenia to test the educational content for YW..-International mobility of 20 partic in Hungary to test methodology<< Results >>-Methodology (cross-curricular education for youth workers and filmmakers)-e-learning platform-Content for train the trainers-Content for international youth mobility with the purpose to test the prepared Methodology.-2 Short Fictional Films-2 Multiplier events"

<< Objectives >>With the activities implemented in this project we want to create an 8-module easy to use program for teachers of students aged 14-18 with difficult backgrounds (migrants, refugees, low income, Roma, etc.). Each module will include 5 different activities for students (together 40) on different topics that teachers can easily include in their everyday work with students. We will support the use of the program by providing a LTT for the teachers in Italy.<< Implementation >>1. Development of an 8-module program (40 different activities) for teachers of students aged 14-18 with difficult backgrounds (M1: Get to know yourself, M2: Growth mindset and positive psychology, M3: Critical thinking and problem solving, M4: Me and you (relationships), M5: Me and the world (community, voluntary work), M6: Make your idea a reality (project management), M7: Digital skills, M8: Finances). 2. Implementation of the training for teachers to show them how to use the program.<< Results >>The project will have the following result:1. An 8-module program available online with 40 different activities for teachers of students aged 14-18 with difficult backgrounds M1: Get to know yourself, M2: Growth mindset and positive psychology, M3: Critical thinking and problem solving, M4: Me and you (relationships), M5: Me and the world (community, voluntary work), M6: Make your idea a reality (project management), M7: Digital skills, M8: Finances).

<< Background >>Young people nowadays face multiple challenges: social inequalities are rising, social mobility is decreasing in most of the European countries; the labour market requires new skills and public education cannot always keep up with these needs; while environmental sustainability is becoming a more and more burning issue that may soon affect our everyday life. It is not surprising that feelings of anxiety, helplessness, loss of personal integrity are more and more common problems among young people in Europe made even worse by the COVID-19 pandemic. (https://bit.ly/33UDbVZ)Therefore, target groups of DYME project are:- Youth workers, youth leaders, trainers, educators, volunteers working with young people; belonging to youth organizations, educational institutions and youth centers that perceive a lack of tools to empower young people and engage them in a digital environment. As not all youth workers are trained to run programs in the digital environment, the pandemic has affected the youth work sector. A lot of organizations are challenged to reach out to youth online (https://bit.ly/3ot8hNG).- Young people between age 18-30, especially disadvantaged youth who are most at risk of mental health issues and lack opportunities to control their reactions to handle the challenges of the modern age. Several studies have shown that mental well-being is probably the most pressing challenge among young people these days. Overall data suggest that 50% of young people in the EU are at risk of depression (https://bit.ly/3yqAppx). Young people are the most affected cohort to be at risk of clinical-level mental health problems caused by the pandemic (https://bit.ly/33UDbVZ).Digitalisation has fundamentally changed the way we communicate. User-generated content, such as text posts or comments, digital photos or videos, and data generated through all online interactions, is the lifeblood of social media. Social media sites can be considered digital storytelling platforms themselves. However, these sites are changing and developing too. While the most used social media platform is still Facebook, among young people Instagram and TikTok are much more popular. This highlights the fact that text-based posts lose their importance while videos are becoming more and more popular.The smartphone has opened a new era even within digital culture. According to Benedek (2007), mobile phones, unlike personal computers, are not only more widespread among young people, but their ownership is also less affected by social inequalities, i.e. most of the disadvantaged young people also own a smartphone. Therefore, following communication and social media trends is a huge opportunity in youth work to reach youngsters with fewer opportunities too.The OECD's 'Learning Compass 2030' (2019) defines student agency as awareness of learners' role in society, a sense of responsibility and the ability to improve the learning environment. Agency consists of several transversal skills like sense of initiative, self-confidence, taking responsibility and self-directed learning which may be particularly important in digital environments.All of the partner organisations have been facing issues regarding the digitalization and alienation, which the pandemic has amplified and brought to the surface. All of the partner organisations are committed to develop their own digital activities and also contribute to the quality of youth work in Europe. DYME project has a unique approach on coping with challenges of the 21st century, by using digital storytelling and video making to raise awareness about mental health, develop agency of young people in digital environments and support them in building resilience among peers in their communities and last but not least, build the capacity of youth organisations in digital spaces.<< Objectives >>DYME project aims to use a digital storytelling approach to raise awareness and empower young people to cope with challenges and mental health issues, supporting them in building resilience among peers in their communities. For this, we need to equip youth workers with modern communication and development tools.Through applying digital storytelling, featuring first-person stories at the country and local levels, the project will allow youth to share and learn from peers’ experiences. Thanks to the wide partnership of experts in youth work, digital marketing, and the creative industry, we will support young people in designing and delivering awareness campaigns and initiatives that will enable them to be actively engaged in health promotion. Youth-focused social networks initiatives will help us empower a wide range of young people to volunteer, exchange knowledge, and spread awareness. We will develop a bite-sized eLearning resource to offer young people a repository with easy access to information material on mental health addressing the challenges and offering solutions. Objectives●develop competences of youth workers in using digital storytelling as a capacity-building tool●provide youth workers with educational resources, methods, and tools to empower and engage local young people in a digital environment●provide young people with opportunities to share their experiences and feelings with their peers●enable young people to access information on mental health; addressing the challenges young people face and offering solutions on how to deal with challenges●guide and support young people in designing and delivering awareness campaigns with video editing●equip young people with new creative skills to enable them to express themselves creatively in digital environments, via short hands-on online tutorials in various art forms such as digital arts, digital music, design, photography, tools which complement and enhance digital storytelling.<< Implementation >>Within DYME project, we will implement the following activities:1.Development of the Digital Storytelling educational programme. The program will provide youth workers with the essential knowledge about applying the digital storytelling approach in non-formal education activities targeted to youth and its usage as a capacity-building tool proper for empowering young people to handle the challenges of the 21st century. 2.Development of Educational resources for Youth Workers, focusing on the train-the-trainer programme for youth workers, facilitators, educators.3.Educational resources will help youth workers arrange activities with young people utilizing the proposed methods, providing them with activity plans, exercises, and accompanying materials to support young people's learning process. 4.Development of Educational resources for young people consisting in the development of a Manual for young people, and in the development of bite-sized eLearning resources. 5.Development of Video tutorials for youth workers and video tutorials for young people. The video tutorials will provide how-to guides for youth workers on how to use the tools available online to aid young people in telling their digital stories. Partners will enrol at least two youth centres or organisations from their countries. Project will directly involve 15 youth workers, 3/country, who will act as country mentors and will be main training experts for the developed results. This has great sustainability potential and guarantees that project results will be used in future.In the pilot implementation of the project we will involve 60 young people, 10 people from every participating organisation, who will test our results. Along with that, We will involve 50 Young Learners per country in all our online educational resources, 250 altogether.The project is envisioned to have a substantial impact on not just the main target groups (youth workers and young people), but also other people that are having a tough time incorporating and overcoming the struggles during pandemic times. The data from the report, as well as the educational materials developed for the project, can be used outside the scope of this project, to inform and raise awareness about the issues relating to the lack of literacy in the field of IT and the importance of digital storytelling.Whilst adopting a European perspective throughout the project, the transnational and cross-sectorial dimension of the DYME project is highlighted and strengthened through the peer-learning and peer exchange element. Diverse nature of the partnership in terms of location, expertise, experience and culture will contribute to the success not only in the implementation but also in the promotion and sustainability of the results. The partnership is committed to environmental sustainability from the preparatory stage, including plastic-free approach, digital project results and green travelling. Thanks to the wide national and international network of the participating organisations, associated partners will be involved in the development, use and dissemination and the project results will be used in Europe and beyond.<< Results >>Through DYME, organizations will develop skills in the area of implementing digital storytelling into daily work with youth. Partners will be able to support other organizations and individuals in their local environments, encouraging the active involvement of different stakeholders in the field of youth and thus developing a cohesive support environment for young people to reach their full potential in building resilience towards negative impacts of the rapid changes and digitalisation. In addition, the organizations involved in the project will benefit immediately and more permanently from changes in their own environments.Four youth NGOs from Hungary, Portugal, Slovakia and Slovenia will use the project results directly from an early stage. Furthermore, a youth centre from the Netherlands not only uses the results, but also ensures that the young people's perspective is constantly considered in the partnership. An SME partner from Slovenia ensures the technological implementation in a professional way while cross-sectoral collaboration strengthens.The five project results, the educational program, training of trainers’ curriculum, manual for young people and e-learning materials, and video tutorials for youth workers and young people will be freely available to the public, which will allow a wider reach and expansion of the usefulness of the method. A detailed dissemination plan will be elaborated and implemented during the project period in order to reach the possibly widest target group in Europe and beyond and contribute to the sustainability of the project.Young people will be able to create changes in the society independently, by presenting their own stories to their peers - using the method, which will have positive effects on empowering peers in tackling the challenges. By getting more aware about mental health, anxiety and self-confidence through creating and listening to digital stories, young people may become more aware about diversity, tolerance and inclusion too.For youth workers and youth organisations, results of DYME project will be especially useful to develop their digital youth work activities and better adapt their communication to the actual needs and habits of youth, with a special regard to disadvantaged young people. The project has a particular potential to improve access and inclusion of young people from disadvantaged backgrounds.The project will positively address one of the biggest challenges in the EU (and wider) in current time - alienation, anxiety and stress in digital environments with a special regard to the COVID-19 pandemic - by facing them through artistic approach, the use of modern digital media and active participation of young people, encouraging a positive change among their peers.

<< Objectives >>With this project, we want to create an online educational source Samcart for youth workers in rural areas to use in supporting young people from these areas in the development of social ideas and social businesses. With this project, we are responding to the challenge of continuing rural-urban migration, which distorts the age, gender, and socio-economic balance by depleting the population of young, well-educated, and economically active people in rural areas we work in.<< Implementation >>1. Mapping and interviewing successful social business owners in partner countries and presenting their know-how.2. Implementation of online educational source Samcart on the development of social ideas and social businesses for youth workers in rural areas. 3. Implementation of the young people’s mobility as a pilot phase of the project content in Bulgaria. 4. Three public presentations (multiplier events) of the project results in Slovenia and Poland and the final conference in Bulgaria.<< Results >>1. Mapping social businesses in rural areas in partner countries which include interviews with at least 3 social entrepreneurs per county on their “know-how”. 2. Development of an online education source on the development of social ideas and their transformation into (social) businesses.

<< Background >>Our project will strengthen the foundation of happiness and improve the well-being of students in secondary schools.Reasoning for the projectStudents receive governmentally approved academic support as part of their compulsory education but insufficient supplementary services to respond to their social and emotional needs. The promotion of well-being in schools may sometimes appear to conflict with other priorities, such as academic standards. Unreasonably high expectations, a regime of constant testing or an overemphasis on the importance of academic performance may actually undermine their welfare. Students need additional non-academic services with a focus on happiness because these have the power to positively remodel all their perceptions for well-being: intellectual, emotional, social, professional, personal as well as their vision for the future.Mastering social-emotional skills has been proven to contribute to the development and use of cognitive functions. It has the potential to be an indispensable tool for teachers in boosting their students' academic performance, solving conflicts and improving their relationship with each other. This shift of focus on happiness will also be important in supporting students in the current crisis caused by Covid-19. They must quickly adapt to constantly changing learning conditions even though they are completely unprepared for them. Identified problem :The challenges in the EU schools have gone far beyond the academic results and the learning standards. Students go to school with different social and emotional burdens and they are showing vulnerability to physical and mental health risks. Insecurity, stress and depression, anxiety, social comparisons, low self-esteem and indifference can lead to deviation, imbalanced growth, the consequences of which should be alarming for our societies. “We as adults have designed educational & school systems for children. But how happy are children within these systems? This question requires us to consider the critical linkage between happiness and our current education system” (UNESCO, 2016). In our fast-moving world, we put great effort in achieving the best of everything but commonly forget about the happiness in our day-to-day life. Needs:Our project is focused on the needs of two target groups: students, aged 13-17 years and high school Teachers. Students receive governmentally approved academic support as part of their compulsory education, but insufficient supplementary services to respond to their social and emotional needs, as it has been proved in the analytical report “Strengthening Social and Emotional Education as a core curricular area across the EU”. Students need a curriculum focused on happiness as it will empower them to take control of all aspects of their lives. It will also aim them with the means to improve their chances for success in the future.Teachers need additional training and support to work effectively in the increasingly multicultural classrooms. Due to a specific mindset and the lack of specific education on the subject they usually focus only on the academic results of students and do not pay enough attention to the importance of their social and emotional skills. Including happiness training in their everyday work will be a valuable tool to help increase students' academic performance, to solve conflicts and other problems in the classroom and to improve their relationship with the children they are entrusted with.<< Objectives >>We expect the following results during the project and upon its completion:Outcomes of the project:- Positive impact on the awareness of teachers regarding the importance of students’ happiness. It has been proven that teachers at schools do not pay enough attention to the soft skills of the students due to different reasons, but the development of the social and emotional skills of the students brings tangible improvement of the academic results and overall well-being. Last recommendations of the European commission is wider attention on the topic from the school systems and improvements on the development of the social and emotional skills of the students as measures. - Improvement of students’ social and emotional skills as mindfulness, self-awareness and awareness about others, empathy towards others (including those who may have different backgrounds), and trustworthiness.- Students focusing on the positive aspects of life and their ability to control how they experience it.Tangible results of the project and their impact:- Happiness training content for students - Upon its completion students will have increased the level of their social and emotional skills. - Convenient and user-friendly materials for the teachers - A Booklet with good practices and Teachers’ Toolkit to support the training and the practical application of the acquired knowledge in teachers’ everyday work with students;- A tailor-made online educational system - Educational Resource with bite-size learning for the students along with digital tools for assessment and training materials for the teachers.Objectives:- A ready-to-use book with the existing good practices in Happiness training at the EU level, so the teachers could start to use some practices instantly- Development of an accessible Happiness training content for social and emotional skills focused on strengthening the foundations of happiness with established experts in the field to help students to acquire the needed skills- Development of a Teacher training toolkit, to be able to educate students on how to find happiness and intrinsic motivation in their day-to-day activities- Implementation of Students training in schools- Development of innovative and accessible Online learning resource<< Implementation >>We are going to implement the following activities:1:Research and gathering of good practices, available options and curricula under the topic of strategies, awareness and education about students well-being.2:Analysing the data collected, listing the key findings to form a consolidated report and analyze the identified gaps. 3:Based on the data collected, Developing structure of Happiness educational content, educational goals, and topics to form the base structure for the development of the program. 4:Cultural adaptation of the educational program is an answer to different needs in every country. 5:Development of Online educational resource.6: Development of Training toolkit.7:LTT:20 teachers will be educated on how to use a prepared training toolkit as well to test it, get feedback and improve it. 8:Pilot students training,800 pilot students to test all available tools and give feedback.9: Finalization of all project results.10: Final dissemination events in each country.<< Results >>We expect the following results during the project and upon its completion:Result 1 - Competence and Skills Matrix (CSM)Result 2 - Happiness training contentResult 3 - Online Educational Resource Result 4 - Teachers’ ToolkitOutcomes of the project:Positive impact on the awareness of teachers regarding the importance of students’ happiness. It has been proven that teachers at schools do not pay enough attention to the soft skills of the students due to different reasons, but the development of the social and emotional skills of the students brings tangible improvement of the academic results and overall well-being. Last recommendations of the European commission is wider attention on the topic from the school systems and improvements on the development of the social and emotional skills of the students as measures. Improvement of students’ social and emotional skills as mindfulness, self-awareness and awareness about others, empathy towards others (including those who may have different backgrounds), and trustworthiness.Students focusing on the positive aspects of life and their ability to control how they experience it.Tangible results of the project and their impact:Happiness training content for students - Upon its completion students will have increased the level of their social and emotional skills. They will also have gained a conscious perception of their happiness and the ways it can be preserved, regulated and improved;Convenient and user-friendly materials for the teachers - A Booklet with good practices and Teachers’ Toolkit to support the training and the practical application of the acquired knowledge in teachers’ everyday work with students;A tailor-made online educational system - Educational Resource with bite-size learning for the students along with digital tools for assessment and training materials for the teachers.