Girls Without Barriers Project Final Report of 2015 by alperakca

“GIRLS WITHOUT BARRIERS”

FINAL REPORT FOR THE PROJECT FOR EMPOWERING ADOLESCENT GIRLS PILOT PROJECT IMPLEMENTED AT: Dreams Academy, Antalya / KAŞ REPORTING PERIOD: Covers the Pilot Application for the 20 July - 01 December 2015 Term Report Date: 18.12.2015 / Prepared by: Alper AKÇA – alper@ayder@org.tr Participant and Observer Analyses: Tanyel SÜZER and Sevda BAYSAL Alternative Life Association / Team Ercan Tutal – AYDER Chairman of the Board, Mentor, Instructor Alper Akça – Project Coordinator, Instructor Tanyel Süzer – Educational Director, Instructor Sevda Baysal – Camp and Volunteers' Leader, Instructor Göknil Ünal – Camp Leader, Outdoor Instructor Simay Baykal – Platform Assistant Batuhan Özyurt – Captain, Diving Instructor Umut Servi – Diving Instructor Burak Taş – Outdoor Instructor Assistant Ahmet Kalkan – Horse-Riding Instructor / Kaş Horse Farm Tacım Ali Şenol – Coordinator / Dreams Academy Kaş Esra Kuzucu – Coordinator / Dreams Academy Kaş Olga Blasco, Gizem Y. Yılmaz, Zeytin, Taylan Aktuğ – Workshop Instructors Ali Balkan – Designer Jerfin Erkal – Documentary Film Director of Photography, cameraman Ares Zerunyan – Social Media Officer EMpower Foundation Filiz Bikmen – Turkey Senior Programme Officer, Project Mentor Ministry of Family and Social Policies Elçin Er – Directorate-General of Services for People with Disabilities and the Elderly, Office Head Handan Arslantaş – Directorate-General of Services for People with Disabilities and the Elderly, Family and Social Policies Specialist Ergin Balcı – Directorate-General of Children's Services, Unit Manager Service and Content Supporters Prof. Dr. Gönül Kırcali İftar – Consultant, Academic Staff / Eskişehir University Helios Danışmanlık – Dr. A. Selim Başarır, Psychiatrist / www.selimbasarir.com Tazefikir Group – Visual Communication Agency / www.tazefikir.com Natura Blue - Yusuf Ziya Şulekoğlu, Diving School Owner / www.naturablue.com Barış Yaşbala – Digital Media Consultant

Contents - INDEX

TEAM AND CONTRIBUTORS MOTIVE OF THE PROJECT AND PROGRAMME TARGETS TARGETED AND ACTUALISED ACTIVITIES PARTICIPANT GROUPS AND CITIES, AUDIENCE SAMPLE WEEKLY PROGRAMME TESTS APPLIED AND OUTPUT ANALYSES DOCUMENTS USED AND DIGITAL ARCHIVE PILOT STUDY DEVELOPMENT REPORT WHAT DID WE LEARN FROM THE "GIRLS WITHOUT BARRIERS" PROJECT AND FROM THE GIRLS - EDUCATIONAL PROGRAMME AND APPLICATION CONTENTS o o o o o

o o o o o o o

CAMPING EXPLORATORY DIVING BICYCLING HIGH COURSE PERSONAL DEVELOPMENT MODULES  MODULE 1: COMMUNICATION IS A FORM OF ART  MODULE 2: WHO AM I?  MODULE 3: TREE OF FUTURE ORIENTEERING TREKKING EQUESTRIANISM YOGA AND MORNING EXERCISE OPEN SEA SWIMMING ART, JUGGLING AND ARTS WORKSHOP DANCE AND RHYTHM WORKSHOP

OBSERVER ASSESSMENT ANALYSIS PROJECT COORDINATOR'S REMARKS REMARKS BY THE EDUCATIONAL DIRECTOR AND THE CAMP LEADER VISUAL COMMUNICATION WORKS ABOUT DREAMS ACADEMY KAŞ PRESS BULLETIN PRESS BULLETIN GROUP ANALYSES BY CITY PROJECT LAUNCH POSTER

MOTIVE OF THE PROJECT: The Girls Without Barriers Project targets introducing young girls of 12-18 years with / without disabilities, who were subject to social exclusion, to society as self-confident, courageous and entreprising young girls of high motivation in their postpubescent lives by increasing their mental and physical capacities through training in sports, nature and team work . The objective of the project is to help young girls in realising, fostering and expressing their strong aspects, developing themselves as individuals, expressing themselves in society and building a relationship with culture and the environment through sports activities, creative art and group experiences in nature, during their adolescence, the period during which they are under the greatest risk of losing their self-confidence. This programme provides short-term personal development opportunities complementary to classical education. Guidance provided to socially disadvantaged young girls between the ages 12-18 on selfconfidence, sports culture, integration and social enterprise at a young age is one of the most important elements in supporting the roles they will choose in society, their manner of expressing themselves, their choice of career and other social fields. The critical point of the Girls Without Barriers project is enabling them to gain the self-confidence to say “yes, I'll try” with high motivation and readiness. Team work that will be carried out in nature and target-oriented sports activities provide the physical and emotional satisfaction young girls need to succeed, work and communicate. THE PROGRAMME'S TARGETS: 

Enabling them to know themselves through their relations with other human beings during nature and sports activities,

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Ensuring full inclusion in social life and contributing to social integration through the activities that girls with and without disabilities will carry out together,

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Discovering their leadership aspect and strengthening it,

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Assisting the development of their decision-making and problem-solving skills,

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Developing their skill of developing creative solutions to problems,

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Enabling them to discover their leadership potentials by strengthening their awareness towards social enterprise,

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Illuminating their path in their self-discovery by allowing them to take risks in a safe environment,

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Allowing them to form respect and an awareness towards the environment and nature,

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Instilling social sensitivity and a sense of responsibility, 4

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Through nature and sports activities, enabling them to achieve skills they will use in their lives,

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Enabling multi-cultural sharing by bringing together young girls from different socio-economic statuses and regions,

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Contributing to social gender equality by proving that they can take part in activities requiring physical strength.

TARGETS OF THE PROJECT AND ACTUALISED ACTIVITIES: 

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The objective has been to admit a total of 100 socially disadvantaged young girls, 25 of them with and 75 without disabilities, between the ages 12-18, to an educational programme relying heavily on outdoor social activities. Actualised: 12 young girls with and 75 without disabilities of 12-18 under the care of social services were admitted. Participants from 7 different provinces of Turkey arrived under the supervision of their supervisors. The camp programme shall be carried out in July, August, September and October at the Dreams Academy Village Academy in Antalya/Kaş. Actualised: Since the approval for the project could be obtained in June, and the month of Ramadan followed by the Ramadan Festival coincided with July, the arrival of the first groups started as late as 3 August. The number of participants was raised to 12 in order to compensate for the loss of time. As part of the camp programme, training on subjects such as rock-climbing, spending time in nature and nature sports, familiarisation with the sky, sea sports, art in nature, discovering one's strength and oneself, learning to act as a team etc. shall be provided under the supervision of psychologists and volunteering and specialised instructors. Actualised: While forming the programme, contents under these headings were designed with contribution and direction from the Helios Psychological Counselling firm, ensuring a rich flow of training. A sample of the programme and the mode of implementation has been given below. The activities do not impose on the participants since the young girls will attend the activities they will choose themselves. Actualised: During the Girls Without Barriers programme, no young girl was forced to participate in the activities, alternative activities being offered to those who did not wish to participate. No participant refused the programme altogether. 3 participants did not want to engage in the high course. The camp programme consists of subjects such as basic first aid, basic health and diet, communication with individuals with disabilities, leadership and team work, rights of children, women and people with disabilities, sports activities, problem solution, risk management etc. Actualised: Contents complementing the headings other than basic first aid and healthy nutrition were included in the programme. The reason we did not carry them out was lack of time. Healthy nutrition and basic first aid training shall be added to the project's training modules for the next year. During the camp, psychologists will make general observations on the participants, providing counselling services on subjects on which the girls wish to consult. Actualised: Groups under the Ministry of Family and Social Policies were not included in psychological counselling services upon the request of Ministry officials. Since services are 5

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provided at the institutes of each group, entering this field and providing parallel psychological counselling was considered unsuitable. Instead, face-to-face feedback was provided on the individuals to social services specialists responsible for the groups. 10 camp activities each shall be carried out during the summer and the winter. Actualised: It was possible to fit in 7 groups in the term starting on 3 August 2015 and ending in the week in which the schools opened. Afterwards, the starting date of schools was postponed by order of the Ministry of National Education, which opened up a slot for another group. So, young girls from the Kaş region participated under a total of 8 groups and on various dates. The implementation mode of the project was as periodical indoor and outdoor camps and daily group activities. Reports by specialist instructors and camp leaders shall be published at the end of each period. Actualised: The system implemented during the pilot work was in the form of outdoor experience, in other words, a periodic camp activity. Group assessments and archive work was carried out by volunteers and the project team on the days on which each group departed. The group archive can be accessed under Kızlar Atakta Gdrive. Systematic source feed shall be conducted over the project's official website and social media accounts, which shall be supported by various printed brochures. The sources shall be shared with the public as open source in downloadable e-book format over the www.kizlaratakta.org website. Actualised: The data and content obtained during the pilot study as well as publications regarding empowering young girls and women shall be posted under "Sources" on Phase2 of the website. Estimated date: 15 January 2016

DIRECTORATE-GENERAL OF CHILDREN'S SERVICES (Education and Social Support Services Bureaus)

Groups Sent by the Turkish Ministry of Family and Social Policies Kızlar Atakta Grup

Şehir

SOSYAL POLİTİKALAR BAKANLIĞI Tokat SOSYAL POLİTİKALAR BAKANLIĞI Kırıkkale SOSYAL POLİTİKALAR BAKANLIĞI Eskişehir SOSYAL POLİTİKALAR BAKANLIĞI Sakarya SOSYAL POLİTİKALAR BAKANLIĞI Konya SOSYAL POLİTİKALAR BAKANLIĞI Adıyaman Vodafone Vakfı Kagider SOMA Muğla Soma SOSYAL POLİTİKALAR BAKANLIĞI Antalya AYDER Kaş Milli Eğitim Antalya

Giriş Tarihi Çıkış Tarihi Kızlar Refakatçi Misafir Gönüllüler Staff Çadır 3.8.2015 10.8.2015 17.8.2015 24.8.2015 1.9.2015 8.9.2015 16.9.2015 2.10.2015 3.8.2015

9.8.2015 16.8.2015 23.8.2015 30.8.2015 7.9.2015 14.9.2015 21.9.2015 4.10.2015 21.9.2015 Toplam

12 10 11 12 12 10 10 6 4

2 2 2 2 2 2 2 3 0 87

0 2 0 0 0 2 0 0 0 17

6 6 6 6 6 6 6 2 0 4

4 4 4 4 4 4 4 4 4 44

** There are 12.542 children under the care of Turkish Ministry of Family & Social Policies in 2015

WITHIN THE SCOPE OF THE PROJECT "GIRLS WITHOUT BARRIERS", 7 GROUPS FROM THE HOUSES OF LOVE AND CHILD SUPPORT CENTRES UNDER THE REPUBLIC OF TURKEY MINISTRY OF FAMILY AND SOCIAL POLICIES, DIRECTORATE-GENERAL OF CHILDREN'S SERVICES WERE INVITED. THE LAST GROUP WAS THE SOMA WOMEN'S COOPERATIVE THROUGH THE COOPERATION OF KAGIDER.

12 12 12 12 12 12 12 12 12 12

ACTUALISED SAMPLE WEEKLY PROGRAMME Kızlar Atakta Konya MEVLANA SEVGİ EVLERİ ÇOCUK YUVASI 01.09.2015 Salı

Karşılama AC ve KA yaşam biçimi 09:00-11:00 katılımcılara anlatılır, Akademi oryantasyonu için tesis gezdirilir. Yemeğe kadar dinlenirler. 13:00-14:00

Öğlen Yemek Doğa sporları, açık hava etkinlikleri ve bölge hakkında bilgilendirme, doğada yaşam biçimleri ve püf noktaları 14:00-16:00 hakkında uygulamalı sunum (uyku tulumu kullanımı, mat nedir, ilkeler atölyesi, liderlik oyunu) YERLEŞTİRME ! 16:30 Çiğdem ile Akşam YOGASI 18:00 18:00-19:00

02.09.2015 Çarşamba 07:45-08:30 Sevda ile Sabah Sporu 08:30-09:00 Kahvaltı

09:30-13:00 Tekneyle denize açılma ve açıık denizde yüzme eğitimi, temel tekniklerin gösterilmesi. 13:30-14:30

Teknede sandviç

Scuba - Keşif dalışı 15:00-16:00 Scuba - Keşif dalışı 16:30-18:30 Zeytin ile Juggling Atölyesi

19:00-20:30

18:30-19:30 Bisiklet Deneyimi Akşam Yemek Hafta öncesi proje 20:30-22:00 değerlendirme, anket ve belgesel 19:30-21:00 çalışması.* Voleybol Maçı 22:30

07:45-08:30 09:00-09:30 09:30-12:30

Yatış 04.09.2015 Cuma Çiğdem ile Sabah Yogası

20:00-22:30

08:30-08:45

12:00-13:00

13:00-15:00

15:00-15:30 15:30-18:00 Deniz etkinliği Akçagerme

15:30-17:00 17:00-18:30

19:30-21:00 20:00-22:30

Sevda ile Sabah sporu !

Kahvaltı Kahvaltı Kişisel Gelişim Atölyesi - "Kimim Yüksek parkur geçisi. OUTDOOR açık 09:30-12:00 Ben?" hava deneyimi.

Öğlen Yemek Sanat atölyesi ile her grup büyük bir tablo yapacak, proje 13:30-15:00 sonunda 8 büyük tablo ortaya çıkacak.

18:30-19:30

Yatış 05.09.2015 Cumartesi

08:45-09:30

12:30-13:30

Akşam Yemek Gece Yürüyüşü Uyuyan Dev Yatış

18:30-19:30 19:30-21:00 20:00-22:30

09:3012:30

Kişisel Gelişim Atölyesi "İletişim Sanattır"

12:3013:30 Öğlen yemek

13:3015:30

14:30-15:00

Akşam Yemek

03.09.2015 Perşembe 07:3008:00 Sevda ile Sabah koşusu! 08:15Kahvaltı 08:45

Öğlen Yemek

Yüksek parkur geçisi. OUTDOOR açık hava deneyimi. Serbest zaman At çiftliği Etkinliği ! At çiftliği Etkinliği ! Akşam Yemek Film izleme ve sohbet Yatış

15:30Zeytin ile Juggling 16:30 16:3018:30 Orienteering - doğada yürüyüş ve yön bulma oyunu. 18:3019:30 Akşam Yemek 20:0022:30 22:30 07:4508:30 09:0009:30 09:3012:00 12:0013:00

Kaş antik tiyatro ve çarşı gezisi Yatış 06.09.2015 Pazar Çiğdem ile Sabah Yogası Kahvaltı Kişisel Gelişim Atölyesi "Gelecek Ağacı" Öğlen Yemek

13:0014:00 Akademide Genel Temizlik 14:3016:00 16:0018:00 18:0019:00 19:0021:30 21:3022:30 22:3024:00

Kaş Belediyesi Plaj Kaş Belediyesi Plaj Akşam Yemek SON GECE EĞLENCESİ Değerlendirme, sesli ve görsel kayıt, raporlama Yatış

Tests Conducted and Materials Used for Output Analyses 1. Beck Hopelessness Scale – questionnaire http://www.slideshare.net/secret/aljPXjTZn4s4t4 2. Life Satisfaction Scale-questionnaire http://www.slideshare.net/secret/2fmSSYzhF52vLm 3. Tests/voice recording with participants before and after programme (Voice recordings: Kızlar Atakta gdrive) 4. Video documentary record and interviews throughout the project https://www.youtube.com/channel/UCHkDq5pGvx1dz3UyPPeLVnQ/videos 5. Diaries collected from the participants (for the archive: Kızlar Atakta gdrive) 6. Leftover documents such as paintings and drawings from workshops All photographed (for the archive: Kızlar Atakta gdrive) 7. Participant questionnaires sent after the groups left (Hardcopy archived) 8. Assessment questionnaire prepared for the observers (Hardcopy archived) Documents Used During the Implementation of the Girls Without Barriers Programme The following documents were prepared for the sustainability of the programme. These documents may be shared with project stakeholders for the purpose of developing the continuity infrastructure. 1. Project introduction file http://www.slideshare.net/secret/cJqewW2RXRoVg1 2. Volunteer's Guide http://www.slideshare.net/secret/u3K21EVgv6MeG 3. Volunteer Agreement http://www.slideshare.net/secret/1JrQhJ11xgqk1K 4. Volunteer job definition http://www.slideshare.net/secret/2KksgkOstqaJfo 5. Observer information file http://www.slideshare.net/secret/ce6Uo0ivojuP4O 6. Personal development modules developed under the training programme a. Communication is a form of art (3 hours) b. Who am I? (3 hours) c. Tree of Future (3 hours) d. The Correct Approach to Disability (3 hours) 7. The online PODIO infrastructure was used for the organisation of volunteers. https://podio.com/kizlar-atakta/gonullu/apps/gonullu-formu

8. TESTS and QUESTIONNAIRES Participant assessment form: http://www.slideshare.net/secret/2V57jnvl6FXE6 Supervisor's questionnaire: http://www.slideshare.net/secret/NjVfMBEzcPxPuM Participants' preliminary test: http://www.slideshare.net/secret/KMqkbjWvf9JT1V

from the effective communication study GIRLS WITHOUT BARRIERS PROJECT PILOT STUDY DEVELOPMENT REPORT During August and September, a total of 8 camps forming the pilot study for the project, namely 7 weekly camps and 1 weekend camp, were organised. It was assessed whether the pubescent girls participating in the project were able to achieve targets oriented at personal development, such as self-realisation as individuals, expressing themselves in public, correctly establishing communication and obtaining an awareness of culture and the environment by experiencing camp life in nature and participating in sports, creative art and group activities. Changes Targeted Through Girls Without Barriers Becoming aware of their emotions and thoughts, and expressing them properly. Target-oriented Activities: 3 new education modules were created together with specialist consultants and academicians working in the field of behavioural sciences. Each module lasts 3 hours. The groups attended these sessions for a total of 9 hours during the week, and creative drama activities were carried out in groups. The contents of the education modules have been explained in the relevant part of the report. Taking risks in a safe environment and discovering oneself. Target-oriented Activities: Extreme nature sports activities perceived by the individual as risky and challenging, particularly the high course experience, were carried out. Verbal coaching was provided by the training director prior to these activities, and participants experiencing difficulty during the activity were provided with special 10

support through a one-on-one approach. Many young girls with fear of heights or going into the sea and with fear of insects, which prevented them from staying in tents, were taught that they could overcome their fears through the 'live and learn' philosophy. Improving physical strength with nature and sports activities. Target-oriented Activities: The young girls participating in the programme were explained on the first day that they would experience a physically challenging yet fun programme. The day, which began at 7:30 in the morning with morning exercise and yoga, ended at 22:00, allowing a 7-day process during which the tempo never dropped. Obtaining various skills through the help of nature and sports activities. Target-oriented Activities: Activities the participants would be experiencing for the first time in addition to familiar sports activities were especially added to the weekly programme. 82 out of 87 participants entered an orienteering track for the first time in their lives. All participants learned to use a compass for the first time in their lives. This is the reason why the trekking activity was held during night; they learned to use headlamps and experienced group walking in the moonlight for the first time. Workshop activities were also in this direction; such as juggling 3 balls at the juggling workshop, holding the art workshop on the street and learning to create a living space by staying in a tent. Forming an awareness of the environment and nature. Target-oriented Activities: The Dreams Academy orientation and camping training provided on the first day contained subjects such as sustainability, solar power, recycling of waste and respecting nature. Awareness of the environment and nature remained on the agenda during all outdoor activities during the camp week. For instance, on the day the horse farm was visited for horse-riding, waste collection and segregation for recycling was included in the walk between the academy and the farm, which targeted to involve the participants in taking action and to create awareness. We must also state that the fact that Dreams Academy's KaĹ&#x; facilities hosted this project and that the venue is situated in a breath-taking location surrounded by forests and fields fit this purpose perfectly. Developing leadership skills. Target-oriented Activities: Each group organised activities on the academy's stage for a total of 7 final nights. The groups cooperated within themselves, and various talents shone out. Voluntary sisters supported the stage shows staged on the final night of each group, such as dance, music, theatre, sketch etc. shows, by coaching them. They also took part in the shows. High course and orienteering activities contain processes that develop leadership skills. Developing decision-making and problem-solving skills. Target-oriented Activities: All of the groups participating in the Girls Without Barriers project formed the living principles for that week themselves. The principle-forming work carried out under the mentorship of the training director is at the same time a visual poster. It has been archived also in print. The purpose of this activity has been 11

to enable participants to internalise the language of love and rules of respect within the positive living rules they made themselves, and to show them that they can solve the problems they came across with respect to these rules in their own dynamics. Also, the "Who Am I" training module, which is directly covered by the objective in the heading, is a personal development set that lasts three hours and contains creative drama. All participants and volunteers have received this training. Being capable of producing creative solutions to problems. Target-oriented Activities: This subject was handled in the "Communication is a form of art" training module. Through creative drama the participants, divided into groups, were introduced to games in which they were able to find creative solutions, setting out from cases of social gender inequality. Developing social sensitivity and a sense of responsibility. Target-oriented Activities: The Alternative Camp project was conducted simultaneously at the Dreams Academy KaĹ&#x; facilities. One of Turkey's longest-lasting projects and aiming at achieving the integration of individuals with disabilities through sports, the project involved the participation of at least 20 individuals with disabilities using the same areas with the Girls Without Barriers participants, organising joint shows on final nights. Participants and volunteers jointly coordinated the food and kitchen operations. The only professional was one cook. Girls Without Barriers participants volunteered to help the groups, which mostly consisted of people with mental and physical disabilities. Within this context, a "correct approach to disability" training was provided to the participating girls by specialist Tanyel SĂźzer. Enabling them to obtain insight through their relations with other people. Target-oriented Activities: The "Communication is a Form of Art" training module offers contents addressing this objective. Since volunteering women were the role models at the core of the project applications, the groups were subjected to multifaceted and complex communication mathematics throughout the week. This process was specifically targeted and managed by the instructors. The interaction of the participating girls with their volunteering sisters as well as their communication with social services employees, project instructors, their friends within the group, the other volunteers and officials at the Dreams Academy KaĹ&#x; facilities and individuals with disabilities of difference genders and age groups, who came to the Alternative Camp, may be assessed within this context. One must also mention that the participants, who stayed in tents in groups of two, were not able to choose their partners, but were distributed randomly through a fun game of introduction. This, in turn, encouraged them to develop new relationships. Enabling various and multi-cultural sharing. Target-oriented Activities: During the entire project the Academy hosted volunteers from 20 different countries. These volunteers took turns in taking part in the governance at various positions throughout the Girls Without Barriers project. The work&travel group consisting of 40 individuals, which visited the Academy, naturally became part of this interaction. The second language spoken at the facilities was 12

English, and one of the Girls Without Barriers groups, impressed by this situations, even requested English lessons. As an environment where people from various regions of Turkey and the world live together, the Dreams Academy KaĹ&#x; facilities hosts sociallyinclusive social change projects. To show them that they can be involved in activities requiring physical strength, which are traditionally assigned to men. Target-oriented Activities: "Who Am I" is one of the subjects on which the personal development training module focuses. Within the module, videos involving extraordinary achievements by women were shown, which was followed by brainstorming sessions. Also, the video "like a girl", part of Orkid's successful worldwide campaign was shown, and the UN Women "heforshe" campaign was introduced and its contents were discussed at a round table. It is worth mentioning that the difficulty of the sports areas designed for the Girls Without Barriers programme as well as the introduction films (12 years old Ă&#x2021;aÄ&#x;la riding a cross motorbike) were created around this main theme. To see the introduction films www.kizlaratakta.org Internalising social gender equality. Target-oriented Activities: This is one of the subjects handled by the "Who Am I" and "Tree of Future" personal development training modules. The entire programme was structured in order to bring a grasp and understanding on this target. Direct and effective references were made to social gender equality by admitting only girls, accepting women volunteers as strong and experienced role models and choosing the line "Girls Without Barriers, aware of their strength" as the project's slogan. You can listen directly to them during the final night organised by the participants to see that they have gained a positive point of view on social gender equality.

The first step in the camp programme is a friendly welcome the volunteers in the project give to the participants entering the area where the project is carried out, followed by an introduction between the participants and the volunteers through a game. The first group work organised to ensure that the pubescent girls undertake equal responsibility with the volunteers involves jointly determining the rules and principles to be followed by individuals during the camp. A session targeting an awareness on universal values such as respect, courtesy and protecting the nature allows us to observe which living and relationship standards the participants determine for themselves. The preliminary and final tests prepared by the American Camping Federation were adapted and used in the Girls Without Barriers project in order to determine to what extent the participants benefit from the project. The participants take this test on the day they join the camp and on the day they leave. Evaluating the results of the preliminary and final tests, a positive increase is observed in the answers the individuals give to questions concerning their perception of themselves in relation to others. “Under the positive identity” category, the expressions “(1) people consider me a fun person” and “(13) people like me to be around them” received the answer "I totally agree" with an increase from 12 to 16 and from 15 to 23 respectively.

The Tokat Group: Keeping the used area clean.

Kırıkkale Group: Pleasant conversations. Being quiet at night.

Eskişehir Group: Blending in with people in a respectful

Sakarya Group:

Konya Group:

Adıyaman Group:

Every person should help the other (work

Voluntary participation. Positiveness / friendliness.

Trust. Mutual aid. Empathy.

A distinct increase was observed in the answers "I agree" and "I totally agree" given to the questions asked under the category “making friends”, under which social skills are evaluated, such as “(9) I like making conversation with people I have just met”, “(4) I get along with people of my own age” and “(18) I communicate with people who are different from me”. The expressions “I thought I would never be friends with certain people, but now I have won them”, “for example I could never communicate with a person I did not know, but everything has changed after I came here” used by the participants in their verbal and written evaluations on the development of their social skills supports the increase in the preliminary and final tests. Instilling a sense of "self-confidence" has been one of the priorities of the Girls Without Barriers project, the objective of which is to help girls in realising their strong aspects during pubescence, their most vulnerable period in terms of self-confidence, developing these aspects and expressing them. The five items identified for the "self-confidence (basic confidence)" category are discussed at personal development workshops, a preliminary condition for realising the activities carried out during the camp. Most of the participants, who were taught during nature sports activities such as night hikes, high course, swimming and diving that instead of talking about their fears they could try giving themselves a chance and that they would complete these activities successfully if they believed in themselves, replied positively to the questions under the category of “self-confidence” at the last test compared to the first. There was an impressive increase in the number of the expressions “(11) I trust myself in making the right decision”, “(17) I trust myself”, “(15) I feel safe”. The increase in the number of positive replies to the questions under this category is supported by the participants' answers “this place taught me to be brave, that there is no such thing as impossible and that fear is unnecessary”, “I leave this place having received courage and self-confidence”, “there is no longer place for fear in my life” to the questions "with which knowledge, experience and feelings are you leaving here" with respect to the camp and the project. One of the most important development characteristics to support the forming of self-confidence, “independence”, was assessed against the expression “(21) I enjoy doing things on my own”, this item being one with the highest rate of increase in the reply “I totally agree” (from 21 to 31). The project's personal development training content was developed for Girls Without Barriers, and consists of three modules, namely "communication is a form of art," "who am I?" and "Tree of Future". The training sessions involve various learning methods in which the participants can actively take part, such as discussions, brainstorming, group work, plays, simulations, creative drama, videos

and direct narration. The training contents were applied taking into consideration the experience, cultural factors and developmental characteristics specific to the groups, making the necessary adaptations every week. Weak, aggressive and strong types of communication were discussed during the first training sessions, and the participants were helped in becoming aware of the main elements of communication and handling the negative experiences they went through with the aid of solution suggestions addressing a strong communication through games, simulations and creative drama work. A positive increase was observed in expressions under the category of “communication,” such as “(3) I express myself as I see fit”, “(2) I start communication with others”. Emphasis was placed on the fact that saying "no" is an individual right and that others may also say "no" and this should be respected; during the stage performance one of the participants indicated that one of her most important achievements during the camp was to "learn to reject things she did not want." Sexual development processes during pubescence and social gender roles were handled during the second training module. The importance of participants to realise and accept their personal characteristics and to use these characteristics properly to take on responsibility when necessary, to actualise their dreams and to struggle to become a strong individual was emphasised. An increase was observed in the number of the replies "I agree" and "I totally agree" to the expressions “(25) I bring people together for an activity”, “(19) I help in leading group activities”, “(14) my friends choose me to lead an activity”, and “(5) I am a good leader” in the assessment tool. It was also observed that the participants chose the answer "I agree" for the negative expression of “(8) I am not good enough to lead an activity,” which negative tendency was in contradiction with the other items in the "communication" category. The performance of the participants in simulations and group works suggested that they increasingly took on the role of leadership and that they started to act in a more compliant manner in following the leader of the group. Art activities and the subjects of planning the future and identifying targets were focused on during the third training session, and which standards of value would be taken as basis while planning our future was discussed. Within this context, a positive increase was observed with respect to the items “(16) I follow rules”, “(20) competing fairly is more important than winning”, “(10) I think of ways of helping people around me”, “(12) I help others”, “(24) good things happen to me” and “(22) there is a beautiful life ahead”. During the training sessions where the participants shared the jobs they wanted to do in the future and how they wanted to spend the money they earn, a greater part of the participants in all groups specified that, when they became adults they wanted to make donations to those in need. Especially in the Dreams Academy Kaş facilities, an increase was seen in the awareness on disability of the participants sharing a living space with individuals with disabilities. 17

An effort was made to instil in all of the participants an awareness on ecological life, one of the main concepts of Dreams Academy KaĹ&#x;, where the project was carried out, and the camping trainings were handled under the theme of harmonising with, and respecting, nature. The participants segregated organic waste and recyclable waste, and made a contribution by cleaning the environment on certain days. The "awareness of nature" category revealed a distinct increase in the answer "I totally agree" to the questions "(6) I believe that recycling is important" and "(23) I value nature". The data obtained in the assessment scale that was used and the observations of the volunteers and project team involved in the project revealed that the targets set for the Girls Without Barriers project were realised to a great extent with the one-week training programme that was implemented.

WHAT DID THE ALTERNATIVE LIFE ASSOCIATION LEARN DURING THE "GIRLS WITHOUT BARRIERS" PROJECT?

IN ALL ITS PROJECTS IT CARRIED OUT FROM THE DAY IT WAS FOUNDED, AYDER TOOK “SOCIAL INCLUSION” AS BASIS, HOSTING THOUSANDS OF PEOPLE FROM SOCIALLY DISADVANTAGED INDIVIDUALS SUCH AS STREET CHILDREN TO PEOPLE FROM ALL AGE AND DISABILITY GROUPS. HAVING SET OUR TARGETS WITHOUT DISCRIMINATING BETWEEN MALE AND FEMALE DURING THIS PROCESS, FOR THE FIRST TIME WE OFFERED A SOLUTION TO SOCIAL GENDER DISCRIMINATION WITH A BRAND NEW PROJECT, GIRLS WITHOUT BARRIERS. IN THIS PROJECT WE USED OUR FIELD AND VOLUNTEER MANAGEMENT EXPERIENCE IN THE LIGHT OF THE PRINCIPLES OF AYDER. W HILE FORMING THE TRAINING PROGRAMME W E BENEFITED FROM THE EXPERIENCE BROUGHT BY THE DREAMS ACADEMY PROJECTS TARGETING SOCIAL TRANSFORMATION THROUGH ALTERNATIVE CAMP, A SPORTS INTEGRATION PROJECT, AND ART. IN THE PAST WE WORKED WITH YOUNG PEOPLE PROTECTED BY THE STATE UNDER SOCIAL SERVICES, BUT TARGETING ONLY GIRLS HAS BEEN A BRAND NEW FIELD OF EXPERIENCE FOR AYDER. THE FACT THAT 75% OF OUR VOLUNTEER PORTFOLIO CONSISTED OF WOMEN BROUGHT FAVOURABLE RESULTS DURING THIS PROCESS. THE GREATEST CONTRIBUTION OF THE PROJECT TO THE AYDER TEAM HAS BEEN THE FACT THAT WE WERE ABLE TO LEARN THE SOCIAL GENDER DISCRIMINATION CONCEPT BOTH THROUGH EXPERIENCE AND SYSTEMATICALLY. WE HAD THE CHANCE TO EXAMINE NUMEROUS ACADEMIC STUDIES DURING THE PREPARATION PHASE. WE CONDUCTED RESEARCH INTO SIMILAR PROJECTS AND NONGOVERNMENTAL ACTIVITIES IN TURKEY. THE MOST IMPORTANT PART WAS THAT WE OBSERVED ACTIVITIES TARGETING "EMPOWERING YOUNG GIRLS" IN EXAMPLES FROM THE WORLD. THE FACT THAT THERE W AS NO COMPREHENSIVE PROGRAMME WE COULD TAKE AS EXAMPLE IN TURKEY ENCOURAGED US FURTHER. FROM THIS POINT OF VIEW, THE GIRLS W ITHOUT BARRIERS PROVED A PILOT APPLICATION DURING THE OPERATION PHASES. BY THE END OF THE PROJECT, WE KNOW THAT; THE FACT THAT WE TARGETED YOUNG GIRLS AND DID NOT CHOOSE A MIXED MODEL HAD POSITIVE REFLECTIONS ON THE SOCIAL EFFECT. THE SPEED BY WHICH GIRLS LEARNED AND GATHERED EXPERIENCE TO USE IN THEIR LIVES IMPRESSED AND SURPRISED US DEEPLY. HAVING TO FACE THE SIZE OF THE WOMEN'S RIGHTS ISSUE IN TURKEY DURING THE PROJECT MANAGEMENT WAS ANOTHER POINT. YES, ALTHOUGH THE JUSTIFICATION OF THE PROJECT WAS TO HELP IN ELIMINATING THESE PROBLEMS, W E MUST CONFESS THAT IT WAS NOT EASY TO FACE, IN THE FIELD, THE FACT THAT THE DAYS IN WHICH SOCIAL EXCLUSION IS SO NATURALISED WITH RESPECT TO GENDER DISCRIMINATION HAVE STILL NOT PASSED. ADDING SOCIAL DISADVANTAGE TO THIS REALITY, IT BECAME NECESSARY TO REPEATEDLY ASK THE QUESTION, 'WHAT CAN W E DO FOR TRANSFORMATION WITH YOUNG GIRLS WHO ALREADY LIVE UNDER DIFFICULT CONDITIONS?' 19 WITH GIRLS WITHOUT BARRIERS, W E MUST CONTINUE ON OUR PATH IN EMPOWERING YOUNG GIRLS AND BOYS FOR A BETTER WORLD AND FUTURE, AND THERE ARE STILL MANY OBSTACLES TO OVERCOME...

WHAT DID THE ALTERNATIVE LIFE ASSOCIATION LEARN FROM THE PARTICIPATING YOUNG GIRLS?

WE MAY SAY THAT WE OBTAINED ALMOST IDENTICAL EXPERIENCES FROM OUR YOUNG GIRLS COMING FROM THE CITIES OF TOKAT, KIRIKKALE, ESKIŞEHIR, SAKARYA, KONYA, ADIYAMAN AND ANTALYA, AS WELL AS FROM SOMA, A SYMBOL DISTRICT THAT WENT THROUGH A SEVERE CALAMITY. OF COURSE, A PUBESCENT GIRL BEING UNDER THE PROTECTION OF THE STATE OR UNDER THE PROTECTION OF HER FAMILY HAS CAUSED MANY DIFFERENCES IN PRACTICE. THE PARTICIPANTS' MANNER OF PERCEPTION, SPEED OF LEARNING, THEIR FORM OF REFLECTING THEIR EXPERIENCES TO LIFE AND SHARING THEM MAY VARY, WHICH WAS INDEED THE CASE. HOWEVER, THE VIOLATION OF RIGHTS WITHIN THE CONTEXT OF SOCIAL GENDER DISCRIMINATION IS SUCH A COMMON PROBLEM 20 THAT WE BELIEVE THAT COMBINING THE ACTIVITIES TARGETING SOLUTION UNDER A SINGLE OBJECTIVE IS MORE IMPORTANT AND URGENT.

THE BODY, THE MIND, ABILITY, THOUGHT

A MULTI-FACETED PROGRAMME SYSTEMATIC FOR PERSONAL TRANSFORMATION: THE BODY; general health information, first aid, awareness of the body, healthy life (sports/nutrition), sexual knowledge, hygiene. THE MIND; character, personality traits, courage, enterprising spirit, internal-environmental harmony. THOUGHT; general knowledge and culture (education/reading), method/methodology, vision, awareness/world view. ABILITY; genetic transmission, passion, ambition, desire, special training, discipline, commitment, new identity. For draft information on training modules: http://www.slideshare.net/secret/d492qlqWgoTHam "Pubescence" is a slice of life described as the passage from childhood to adulthood, during which many physical, intellectual and emotional changes occur. Being one of the most important steps of development, it is associated with many emotional and behavioural difficulties. The relation between the child and the adult, which is mainly based on unequal powers, starts to take on a more equalitarian structure as a result of the individualisation and autonomy brought about by pubescence.

Efforts were made to attain targets addressing personal development in natural learning environments through activities such as nature sports and art, dance and yoga carried out under the Girls Without Barriers project.

IN ORDER TO ACHIEVE AN AWARENESS OF CAPACITY, DANCE, RHYTHM AND ART WORKSHOPS WERE FORMED IN ADDITION TO NATURE SPORTS SUCH AS CAMPING, EXPLORATORY DIVING, BICYCLING, HIGH COURSE,

CONTENTS OFORIENTEERING, THE TRAINING AND HORSE-RIDING APPLICATIONS PROVIDED UNDER THE PROGRAMME TREKKING, AND SWIMMING CARRIED OUT UNDER THE PROGRAMME, WHILE 3 NEW PERSONAL DEVELOPMENT MODULES WERE INTRODUCED SPECIALLY FOR THE GIRLS WITHOUT BARRIERS PROGRAMME.

CAMPING Starting with choosing a camp place, the training included cleaning the camping area, erecting a tent, ordering backpacks as well as an introduction of the main materials used in camping. The importance of subjects such as respecting ecological life and living together with other people with different characteristics was emphasised. Since training was applied directly using the materials, familiarising the participants with the camping area and answering their questions took place during this phase. The application of this training was supervised by the training director, outdoor sports trainer and camp field responsible during the camp week. The camping training module is provided on the first day the group arrives at the camp. Following the training, the participants are placed in their tents. The training plan consists of the following headings; - Nature and humans - Nature sports - Camping - Choice of camp location - Basic camping materials - Backpack organising - Nature walk - Points to be taken into consideration in nature and at the camp The questionnaires revealed that camping was the favourite activity. Instructors: Göknil Ünal, Tanyel Süzer, Sevda Baysal For the training document: http://www.slideshare.net/secret/E05A2H3coYDWRE

EXPLORATORY DIVING The participants gained scuba diving experience by diving down to maximum 5 metres depth accompanied personally by the diving instructors. The training was conducted on the academy's open sea boat, in the diving areas of the supporter Natura Blue diving school. The equipment and logistics were provided by Dreams Academy and the Natura Blue diving school. This activity was planned in two parts, lasting from morning until evening on the second day of the groups' stay. It was structured 24

as involving open sea and swimming activities in the morning and exploratory diving in the afternoon, during which the participants were observed. This way, precautions were taken by keeping safety risks under control. 77 out of 87 participants agreed to diving. Since this activity required a coordinated effort among the volunteers and the professional diving instructors, minimum 4 people acted as open sea swimming volunteers and 2 supervisors took turns in staying on the boat. 3 diving instructors took the participants one by one on exploratory diving following a training summary (briefing). The questionnaires revealed that exploratory diving was the second favourite activity. Diving Instructors: Ercan Tutal, Batuhan Özyurt, Umut Servi Swimming Instructors: Sevda Baysal, Tanyel Süzer, Göknil Ünal, Simay Baykal, Alper Akça

BICYCLING The skill of bicycling, an important part of child development, was taught with this activity. The basic techniques were taught to 42 participants who knew nothing about bicycling. The activity was carried out during evening hours, and the groups were divided generally as those who knew how to ride and those who did not. While the group that knew how to ride went out into the nature in the company of leader instructors and volunteers, the other group received information on riding bicycles, the structure of the bicycle and even repair and maintenance information such as inflating tyres. If it succeeded in this process, this group too was taken out for a nature ride the next evening. 4 night rides were carried out under this activity. The bicycling equipment and hardware was met from the Dreams Academy Kaş inventory, while international volunteers experienced in this field supported the maintenance and repair activities. Instructors: Sevda Baysal, Göknil Ünal, Simay Baykal, Ayşenur Babutçu

HIGH COURSE This activity, where the safety materials used in nature sports were introduced to the participants on the adventure course formed of steel ropes and planks fixed on trees at a height of approximately 6 metres, was the most fun but also the most challenging activity of the project, targeting to enable the participants to face their fears

and develop their sense of courage. Divided into 3 parts according to the level of difficulty, the high course activity was carried out with an eye to safety priorities, an entire day being assigned for this activity. At the blue, green and red courses, basic safety principles and the rules of the activity were taught in the morning, and each participant was encouraged to complete the course by being supported by volunteers at each station when necessary under the supervision of the training director. 77 of the 87 participants passed the high course stations. Participants who were afraid and/or failed to succeed were also included by being convinced to use the zipline. The counselling for the high course activity was provided through the sponsorship of the company Begonville, contributing to the use of the course through its instructors when necessary. Instructors: Tanyel Süzer, Sevda Baysal, Göknil Ünal, Burak Taş, Alper Akça

PERSONAL DEVELOPMENT These training modules carried out at the Dreams Academy training hall were developed especially for the programme with the contribution of Girls Without Barriers training director Tanyel Süzer and the consultant academic staff. Following this pilot study, the contents of the modules shall be revised and made into a training booklet for the next application period. It is the first training programme in Turkey that runs simultaneously with an outdoor experience and that focuses on empowering young girls, enriched by the use of video, drama and debate techniques. Each module lasts 3 hours, which are presented to the participants from morning to noon on 3 different days. The names of the modules were identified as "communication is a form of art", "who am I", and "the tree of future". Module 1 / Communication is a Form of Art: Under this training module that is planned to take place on the first day with the participants of the Girls Without Barriers project arriving at the Dreams Academy Kaş facilities, games and simulation activities aiming at enabling the participants to notice the variables that are necessary for accurate and effective communication are carried out. Concepts such as listening, narrating, understanding and making eye contact with the person with whom communication is established are taught through application and experience. The method of representation is employed in order to help the participants become aware of the "aggressive, weak and strong" communication types and transform their aggressive or weak communication experiences stemming from their negative experiences into strong communication through group suggestions or

drama work. Breathing exercises and puppet work are employed for the purpose of developing their skill of self-expression, and each participant is asked to provide positive information on herself.

Module 2 / Who Am I: The physical changes and development in girls and boys during puberty is explained in order to create an awareness of the body, and information on hygiene in relation to sexual development is shared. In order to identify in which manner the social gender roles entering the scene together with puberty is perceived by the Girls Without Barriers participants, a brainstorming is conducted on the concepts of "woman" and "man", and the videos prepared by a private company on the theme "like a girl" are shown. After drama work in which women and men characters are represented in different settings, which of various knowledge widely accepted by society are based on biological gender and which on social gender is discussed. A video is shown on the "beauty" concept imposed on women, and the effect of concepts such as self-acceptance and "respect, industry and a happy life" are discussed.

Module 3 / the Tree of Future: At the Tree of Future module taking place on the last day of the six-day programme, a study including an art activity aiming at identifying the standard of life the participants expect and helping them to question the necessity of the consumer goods they purchase or plan to purchase in the future is carried out. A brainstorming is conducted on the word "target", and a collage work is carried out to reveal the moments in the participants' past lives in which they were most successful and happy, and to concretely put forward the targets they wish to achieve in the next 10 years. Each participant is asked to identify one target for herself and to form a table in which she writes her strong aspects, her aspects requiring development and the names of the people from which she can receive assistance. The module is ended by emphasising that the formation of a new identity can be achieved based on the concepts presented during the week. The collages were archived and photographed. (K覺z覺lar Atakta gdrive) Instructors: Tanyel S羹zer, Sevda Baysal Content Development and presentation: Tanyel S羹zer

ORIENTEERING Through orienteering, the game of finding one's bearings in nature, which supports the development of mathematical and visual intelligence due to the use of a compass, the Girls Without Barriers participants meet a new sport activity. Acting under a commitment to a team and in discipline during this activity that is carried out in the form of a competition, the participants are expected to experience their desire and ambition to win a competition within courtesy and an understanding of fair competition. Before this activity the participants were taught to use a compass, and the importance of team work was explained. In addition to finishing the game in time, the participants were allowed to experience the practice of reaching the final line together with the team, being fast, and the efforts of individuals of different characters in achieving a common purpose. The games lasted 30 min. in average, and the leader group representatives provided all groups summaries on why they were or were not successful. This way, the team members were given a chance of self-assessment before and after the game. Within this scope, a special orienteering course was formed from scratch every week. 8 flag points were placed on a 20-hectare land with 3 different routes. Instructors and Course Organisers: Ercan Tutal, Tanyel Süzer, Alper Akça, Sevda Baysal, Göknil Ünal, Burak Taş

TREKKING

With the advantage stemming from the fact that the Dreams Academy Kaş facilities are located on the historic Lycian Road, a night walk was organised for each group to the "sleeping giant" hill, which has become one of Kaş's symbols. The walk on both stabilised roads and footpaths targets developing both individual and group responsibility, and the group members are expected to adopt walking rules and move in harmony on the 8 km. road. Rests were given on the historical spots of the region. Challenging natural conditions requiring courage emerge when day turns into night. At the end of this activity, in which interest is great and participation almost complete, a rest is given at one of Kaş's most memorable vistas, and fruit juice / food is offered as a reward. The activity, in which headlamps are used, ends at the latest on 23:00 at the camp area. Instructors: Tanyel Süzer, Sevda Baysal, Göknil Ünal Emergency support: Alper Akça, Esra Kuzucu

EQUESTRIANISM

Learning to respect all living beings during the programme in which skills of living in nature are acquired, the participants are allowed to spend a pleasant time by interacting with horses, animals which are capable of making their emotions known to human beings. Each group is once walked to the Kaş Horse Farm, which is 2 km to the Academy. One by one the participants are allowed to ride a horse so that they can experience horse riding. With the introduction of other animals on the farm, the activity lasts 3 hours in average. Plastic waste was collected for recycling on the way back from the horse farm in order to instil in the groups an awareness on the environment. Instructor: Ahmet Kalkan

YOGA AND MORNING SPORT

Found confusing by the participants and being chosen as both a liked and disliked activity at the questionnaires, this activity was made its mark on the programme. It is carried out as collective outdoor yoga activities, mostly as morning and rarely as evening sessions. The main target is to introduce healthy living principles such as a fit and strong body, concentration and flexibility to the participants by starting the day with morning sports or yoga. From time to time, jogging was practices in the mornings with suitable groups. Many participants stated that they had never before experienced yoga although having knowledge of it, claiming to have liked it a lot or being undecided afterwards. 2 instructors supported the Girls Without Barriers yoga activity. These instructors applied their own programmes. Yoga Instructors: Çiğdem Tanyer, Başak Tolun Sports coach: Sevda Baysal

OPEN SEA SWIMMING

This is the first comprehensive activity for the groups after participating in the programme. After introducing the team and the academy, the field is left. The Dreams Academy boat leaving the Kaş Marina sails for approximately 1 hour towards the open sea. During this time the volunteers and the group find the opportunity to get together. The team will have assessed the participants from the first day, those who can and cannot swim will have been separated, and the trainers will have shared the tasks. This challenging and extraordinary activity increases communication among instructors, volunteers and participants to the highest level by being performed at open sea. Therefore, it also offers an opportunity to obtain information on the personalities, approaches and physical/mental capacities of the participants. It is carried out by 6 volunteers, 3 diving instructors, 1 team leader and 1 supervisors, taking safety risks into consideration. Instructors: Ercan Tutal, Sevda Baysal, Tanyel Süzer, Göknil Ünal, Simay Baysal, Alper Akça, Esra Kuzucu Emergency support: Batuhan Özyurt, Umut Servi 32

ARTS, JUGGLING AND ART WORKSHOP

The target is to enable each participating group to work collectively in the art workshops to create visual works. Each group created a work of art. Taking the wishes and suggestions of the group into consideration, all varieties of plastic arts were employed, a collective work was targeted through large paintings, watercolours, collage and geometric shapes. The art workshop was held once for each group. Juggling workshops were organised for 4 groups. Juggling stage performances such as ball juggling and plate manipulation were carried out under the supervision of Zeytin, the volunteer instructor. The library, dancing hall and the outdoors were chosen as venue. Those who did not wish to join these workshops were recommended reading as an alternative. 14 girls did not participate. Art Workshop Instructor: Gizem Y. Yılmaz Juggling Workshop Instructor: Zeytin

DANCE AND RHYTHM WORKSHOP

Three dance workshops included in the weekly programme turned into a show with the final night performance. Participants from each group organised a final dance on the night before they left the camp, as well as shows in the fields of music, drama and rhythm according to their abilities. All shows were recorded on video or photographs. During the first 6 weeks of the programme, the training was supervised by Spanish dance instructor Olga Blasco, and a dance performance with figures referring to the Girls Without Bounds logo were prepared. These dance figures were used except for in the Adıyaman and Soma groups, for which different dance contents were provided by volunteer dance instructors. Dance Instructor: Olga Blasco Rhythm Instructor: Taylan Aktuğ To watch the interview held with dance instructor Olga Blascı: https://www.youtube.com/watch?v=b7euuMZPVxo To watch the interview held with rhythm instructor Taylan Aktuğ: https://www.youtube.com/watch?v=AQqYbEq1-gs

OBSERVER ASSESSMENT ANALYSIS FOR THE GIRLS WITHOUT BOUNDS PROJECT During the pilot application of the Girls Without Bounds project held in the summer of 2015, 87 pubescent girls from the protection homes of the Social Services unit of the Ministry of Family and Social Policies were hosted at the Dreams Academy Kaş facilities as participants. Social services specialists, psychologists, child development specialists or institution directors working at the protection homes were included in the project in order to supervise the pubescent girls participating in the Girls Without Bounds programme. The observing specialists' opinions on the project's effect on the development of the pubescent girls and the project performance were obtained through an assessment form sent to their institutions a month after leaving the camp. The assessment forms were obtained from four of the six institutions, and the data obtained from five specialists have been presented in the following section: OPINIONS OF THE OBSERVERS ON THE PARTICIPANTS' DEVELOPMENT I think that the Girls Without Barriers project has a positive affect on the participants’ view on social responsibility projects. I think that the participants gained awareness on the environment. I think that the participants became more informed about volunteer work after the camp. I observed that the participants had more positive expectations about their futures following the camp. I observed that the participants started to use a more positive communication language following the camp. I observed that the participants displayed a positive change in their relations with each other following the camp. I observed that the participants started to take on more extensive responsibility in their lives in their institutions following the camp. I observed that the participants took on more extensive responsibility during the camp compared to their lives in their institutions. I think that the activities carried out at the camp has affected / will affect the participants’ development in the medium and long term. I think that nature sports contribute to physical and mental development during pubescence.

0 I do not agree

I agree

1 I partly agree

I fully agree

Based on the information provided by the specialists working at the protection homes under the Ministry of Family and Social Policies on the development of the participants, the necessity of new planning for sustaining the target behaviour after leaving the camp is observed. While indicating that the project targets were suitable for the participants' development and that a positive change in behaviour was obtained in the camp environment, they stated that part of the participants failed to generalise their newly acquired behaviour to their lives in the institution. OPINIONS OF THE OBSERVERS ON THE PROJECT PERFORMANCE

I think the project should be extended to cover all of Turkey. I am glad to have taken part in the project. The activities targeted the development of the participants. The volunteering project teams were adequate and attentive. I think that the project benefited my personal and professional development. 0 I fully agree

I agree

I partly agree

I do not agree

The observers provided positive feedback regarding the project performance, and 2 specialists selected the answer 'I agree' rather than 'I totally agree' with respect to the competence of the volunteers taking part in the project. It is believed that this opinion may stem from the fact that no education in the fields of education and/or psychology is required for voluntary work. It is also recommended that the volunteer trainings should include a more comprehensive training on developmental psychology.

THE CRITICAL POINT OF THE GIRLS WITHOUT BARRIERS PROJECT IS ENABLING THEM TO GAIN THE SELF-CONFIDENCE TO SAY “YES, I'LL TRY” WITH HIGH MOTIVATION AND READINESS. TEAM WORK THAT WILL BE CARRIED OUT IN NATURE AND TARGET-ORIENTED SPORTS ACTIVITIES PROVIDE THE PHYSICAL AND EMOTIONAL SATISFACTION YOUNG GIRLS NEED TO SUCCEED, WORK AND COMMUNICATE.

GIRLS WITHOUT BARRIERS PROJECT OBSERVATION REPORT During the Girls Without Barriers project, the effects of a one-week camping and nature sports programme supported by personal development workshops and art activities on the personal development of pubescent girls of 12-18 were observed. The data obtained before and after the camp indicate that the girls participating in the programme gained an increased level of awareness with respect to the targeted characteristics of self-confidence, leadership, team work, effective communication skills and environmental awareness, and that the girls started to see these characteristics in themselves. Monitoring forms were sent to the participating institutions one month after the groups left the camp in order to determine whether the project had a lasting effect and to maintain communication with the participants after the camp ended. The information obtained from these forms completed by forty-three participants are indicated below in the participants' own written statements. Questions

Yes

1) Were the instructors and volunteers helpful enough?

2) Do you think that Girls Without Bounds gave you anything new? 3) Do you believe that the subjects treated by the personal development workshops contributed to your development?

While defining the characteristics they liked about the instructors and volunteers, the participants used terms such as "Good-hearted, warm, attentive, sincere, helpful, genial, respectful, fun, compassionate, encouraging, protective, teaching, tolerant, understanding, sportsperson". The participants gave many different answers to the question 'What do you think the Girls Without Barriers project gave you?' Talking in the language of love That I should not judge people according to their appearance That I must make efforts to earn something To trust myself To be stronger How strong girls are To be like a girl To set myself goals 36

To do things that I could not do To love nature The realities concerning life Humanity To communicate To act in a more aware manner Self-confidence Courage Faith Socialising

"- We are acting like girls, and I am proud of being a girl. I have overcome my fears."

"- Now I am more calm. I use the language of love, and apologise when I hurt someone."

"- I no longer say yes to everything. Now I find it easier to overcome my problems."

â&#x20AC;&#x153;- I learned that I should not give up whatever the circumstances, that, even if the things I do are wrong, I can notice these, and, most importantly, to love and to be lovedâ&#x20AC;?.

Being asked what they learned at the personal development workshops, the participants gave the following answers: Self-confidence. Healthy communication. My imagination became richer. We realised our talents. They developed my thoughts. They increased our awareness. I acted in the presence of many people. We talked about things we normally could not. 38

They helped me to think in a better and clearer way They had certain positive effects on my behaviour. They also were good for my physical and intellectual development. We did everything together with my friends, and each was loyal to the other. I think that my point of view changed and that I can now see from a wider angle. That being a girl is important. I am proud of being a girl. That there is nothing to be ashamed of in subjects concerning women. We learned how to be like girls and to act as we are, and that we could do the things we wanted to.

The participants' remarks to the question 'what should be added to the personal development workshops' were: They treated every subject that was necessary. There should be more impressive things. Games could be added. As girls and women are always beaten up in Turkey, fighting should be taught. It should last 2 weeks. The forms completed by the participants one month after the camp was over and the opinions they put forward indicates that the target behaviour aimed to be instilled in the project were strongly noticed by all participants and that most of them started to develop these characteristics in themselves. It is recommended that communication with the participants should be maintained, and that institutions should increase their rate of participation to works carried out with pubescent girls under protection.

ALPER AKĂ&#x2021;A PROJECT COORDINATOR WE ARE ALL ON OUR FEET FOR UNIVERSAL HUMAN RIGHTS, FOR FREE, SELF-CONFIDENT AND STRONG INDIVIDUALS! One hesitates for a moment, but yes! the "Girls Without Barriers project has a male coordinator :) During the summer of 2015 we took the first steps of a dream that was written about years ago, the concepts and objectives of which very little people understood in those days. It set positive and constructive targets for the developing social life of a developing country, which actually empowered not only young girls, but also the entire community. I believe we reached these targets within the structure of the project. I know that there is still a long way to go before the social life actors and the "dominant" parties that shape our social life cycle experience with us and share the targets we dream of and stand by us with enthusiasm. Civil society must become more involved in order to create a bright, happy, developed and peaceful future on this difficult soil where women, people with disabilities, young people, the elderly, the poor, those requiring care and those of different religions and cultures can be marginalised sometimes heavily and sometimes at a lower dose, but always uninterruptedly. I believe that the private sector, public corporations, local governments, independent civil corporations and international corporations can at least cooperate with respect to the solution of universal human rights issues. Our work of almost 20 years as the Alternative Life Association has always focused on this target; an integrated approach to problems, uniting parties around a common cause in all its aspects and developing sustainable projects for social transformation. "Girls Without Barriers" was brought to life with the support of the EMPower Foundation, the contributions of the Ministry of Family and Social Policies, and the hospitality of Dreams Academy KaĹ&#x;, which has partners such as the Vodafone Foundation, UNDP and the Ministry of Development, setting a beautiful example to such multi-faceted cooperation. "Girls Without Barriers" is a project aiming at empowering the individual; it creates awareness, supports it with education, instils meaning into it by providing experience, but what is more important is that it offers alternatives to the traditional sexist point of view, which has become a huge problem, in the light of the universal values of human rights by taking advantage of all disciplines. Struggling spirits in Turkey together with all over the world are volunteering to make efforts to change this sectarian and obsolete mentality that foregrounds men and automatically drags girls into a disadvantaged position right from the beginning of their life. Those joining this struggle cannot be categorically grouped as men or women. We are all ON OUR FEET for universal human rights, for free, self-confident and strong individuals! And of course, we will be aware not only of our strength, but also of the miracles created by change, dialectic, goodness, dreaming and being a good human being! 40

TANYEL SĂ&#x153;ZER â&#x20AC;&#x201C; TRAINING DIRECTOR A PROJECT THAT SHOULD COVER EVERY PUBESCENT INDIVIDUAL LIVING IN OUR COUNTRY When I first heard of the Girls Without Barriers Project, as a psychology enthusiast who was specialised in behaviour analysis and who started scouting during her high school years, who practiced mountaineering at university and whose only understanding of vacation was camping and nature walks, I knew that I should be involved in it. The national and international articles I read claimed that pubescent girls, whatever the conditions they grew up in, were affected negatively and, even worse, merely being a woman was reason enough to be considered socially disadvantaged. When we, as the entire team and the volunteers, were to welcome the first group of the project, I believe that our knees were shaking. The fact that girls from protection homes under the Ministry of Family and Social Policies were coming meant that we would be handing down the experience we obtained at the Alternative Life Association to a different socially disadvantaged group. However we knew nothing about the girls' backgrounds, and according to our joint decision, we were not going to hear their individual stories. It was possible that many individuals who grew up deprived of basic behaviour such as self-confidence and independence could try to obtain privileges by attracting attention over the traumas they experienced. As the instructors and volunteers of Girls Without Boundaries, however, we wanted socially disadvantaged individuals to feel as one of us to the fullest extent. For this reason we had to explain to the girls participating in the project that everyone had the same rights and responsibilities. While there were pubescent girls with very different characteristics in each group that arrived, they all needed to be trusted, respected and treated as grown up adults. Once, after a night walk, a feedback that we received claiming that "the volunteer sisters intervened too much on our way, we can protect ourselves" gave us clues about what we should focus on in order to establish correct communication with the girls, however great the responsibility we undertook was. Who experienced what in her past was never our concern. Every single girl's problem was the same for us. I came to the conclusion that the Girls Without Barriers project should include every pubescent individual in our country whne they started to strike out on their first sea activity, when they completed the high course, about which they thought "I can never do this", when they completed the eightkilometre night walk with joy just after saying I am afraid of the dark, when they learned how to use a compass and did not leave behind their friends who could not run at the price of losing the competition, when they said that it was the first time they were dancing, when they staged a surprise

play at their own wish, when they learned to say no to things they did not want, when they said “we learned that being a girl is a beautiful thing” or "here you did not treat us as if we were different” and told us that they experienced the feeling of having a family with us. I'm so glad I took part in this project. I am grateful for all values both the participants and my volunteer friends added to me.

SEVDA BAYSAL – CAMP LEADER A LIFE-CHANGING EXPERIENCE The Girls Without Barriers Project offers both participants and volunteers an awesome programme where you question social gender roles and discover your strength, physical capabilities and capacity and which helps you to know yourself. At seven o'clock in the morning you leave your tent, which is starting to warm up, for morning exercise and after a hearty breakfast you start on an unbroken line of adventures that lasts until ten o'clock in the evening. Your hands sweat on the high course, you feel the excitement of walking in nature at moonlight during the night walk, you ride a bicycle, you get to know the underwater world while diving, you get to know your body during dancing and feed your body and soul with yoga, you swim quite a lot and learn to live in harmony with nature. The days chase each other; you question yourself in personal development workshops and discover a small detail about yourself each day. No one tells you to be strong or to make a leap - in each activity, every time you say 'I can't do it', you find out a little bit more about yourself and become stronger. Puberty is one of the periods during which women come against the word 'You can't do it!' most often. During those years we are reluctant to move, and are ashamed of being active. However, on the other hand puberty is a period that is most open to change and most suitable for restructuring. For these reasons, I sincerely believe that Girls Without Barriers will be a life-changing experience for many of the participants. With its new experience opportunities, Girls Without Barriers lays the foundation for the participants and volunteers to feel strong and to start knowing themselves. You face your fears and see what you can do if you want to, you change your view on yourself. I am happy to say that this project, being a part of which makes me proud, transformed my life. During this experience maybe I had the chance to teach a few participants to swim, but it was the participants that really taught me to seize the moment, to be full of love, that all hardships could be overcome with courage, to get excited by novelties and to express my feelings. There was a wonderful thing a participant told me when I asked her opinion about the Girls Without Barriers Project: "Words aren't enough, one must experience it!"

GIRLS WITHOUT BARRIERS PROJECT VISUAL COMMUNICATION WORKS Startup LOGO and corporate identity: The corporate identity work, including logos and posters, was completed with the support given by the Tazefikir communication agency.

Social media and official website: The social media accounts were opened and rendered stable. The social media action plan was prepared by Ares Zerunyan, our volunteer supporter. Being a pilot project, Girls Without Barriers was not able to carry out activities that would heighten the level of social media interactions, and a follower target could not be set. During this term the instagram account was used mostly. The Phase1 website was opened between July-August, and the volunteer admission form

was activated. In mid-August 2015, the Phase2 website started being posted with its new infrastructure. 43

The Phase3 website: will be commissioned during the first quarter of 2016. Phase3 involves

the mailing infrastructure, various improvements and, most important, the opening of the â&#x20AC;&#x153;sourcesâ&#x20AC;? page. Through the sources page, training documents concerning empowering young girls can be shared both internally and externally, and activities shall be carried out to announce it on social media.

web:www.kizlaratakta.org twitter: www.twitter.com/kizlaratakta facebook: www.facebook.com/kizlaratakta instagram: www.instagram.com/kizlaratakta

pinterest: www.pinerest.com/kizlaratakta 44

T-shirt, bandana, sticker, certificate designs

About Dreams Academy Kaş The Dreams Academy Kaş (DA Kaş) project is a village academy founded in order to enable all individuals subjected to social ostracism, particularly individuals with disabilities and socially disadvantaged individuals, to integrate with the community in a socially inclusive manner through arts and sports. Having restructured the primary school that has remained unused for 30 years in the Çukurbağ village of Kaş along with the 14-hectare land surrounding it, Dreams Academy Kaş has been operating since June 2014. It carries out works under four different concepts, namely Alternative Camp, the Social Enterprise Park, Ecological Life and the Dreams Academy. Alternative camp provides free of charge one-week camping services to various groups of people with disabilities and socially disadvantaged individuals between the months of May November. With the Social Enterprise Park concept, students, corporate employees and all kinds of social enterprise candidates are provided with training on subjects such as the basics of social enterprise and its implementation, the correct approach to disability and volunteering, and sub-projects are created. Endorsing the principles of ecological life, the academy obtains part of its power from solar panels while supplying its kitchen partly with fruits and vegetables grown on a four-hectare land employing natural methods. At the same time, the local populace of the village and Kaş benefit from the academy through various education and art programmes and activities.

22.09.2015 Final Press Bulletin "GIRLS WITHOUT BARRIERS, Aware of their strength!" This year, socially disadvantaged young girls arriving at Dreams Academy Kaş from 7 provinces of Turkey discovered their abilities and saw what they could achieve in their social lives by realising how strong they are through the outdoor training programmes they experienced. The “Girls Without Barriers”project for empowering pubescent young girls set out to

empower young girls of 12-18 years of age by increasing their mental and physical capacities through sports, nature and team work. Presenting the community with highly-motivated, selfconfident, courageous and enterprising young girls was identified as the primary target. The contents of the programme, the aim of which was to strengthen personality traits such as openness, self-confidence and a sense of identity, which are vulnerable during the difficult transition period of pubescence, was structured so as to help each young girl in discovering and realising herself. The Alternative Life Association actualised the project supported by the Ministry of Family and Social Policies with a grant provided by the EMpower Foundation at the Dreams Academy Kaş facilities. Young girls from various ethnicities, cultures and socio-economic backgrounds came together for a period of time under the Girls Without Barriers project, which is open to cooperation with all non-governmental organisations working in the same field, local governments and the private sector. With the training they received and the activities they experienced, the participants discovered what made them special, the necessity of respecting others, equal opportunity and working with those that are different from themselves. The participants, who were expected within this framework to learn methods for mitigating the negative effects of pubescence and completing this period becoming stronger, would benefit from this experience while making decisions on important issues such as career, school, artistic and sports choices in the future, and would be able to consult the role-model women providing voluntary support to the programme. Under the programme applied in different camp periods, the participating young girls were provided with an intensive education including topics such as learning by experience, emotional intelligence, the correct approach to disability, leadership and team work, problemsolving, negotiation skills, sports such as camping, canyon passage, high course, exploratory diving, open sea swimming, bicycling, nature walks, high rope descent, orienteering (finding 49

one's course in nature) as well as artistic activities such as dance, art, creative drama and yoga. Also, under the training programme, three different modules lasting three hours each, entitled “communication is a form of art”, “who am I”, “the tree of future” were developed specifically for the project and applied. Carried out as a camp at the Dreams Academy Kaş facilities created by restoring the former Çukurbağ primary school, on a breath-taking natural spot, the project was supported by 42 volunteering women with social and professional experience, who were capable of contributing to the participating young girls' visions as role models. For the programme of the training periods and information on volunteering: www.kizlaratakta.org Information on the project and communication: info@kizlaratakta.org /

Girls Without Barriers! This summer, between August and October, socially disadvantaged young girls joined to Dreams Academy Kaş from seven different cities of Turkey, discovered their distinctive abilities, realized how strong they are, and witnessed what they could achieve in their social lives while experiencing the outdoor training and empowerment program. “Girls Without Barriers” - a project empowering adolescent girls has started with the aim of providing strength to socially disadvantaged young girls from 12-18 years old, by increasing their intellectual and physical capacities through sports, exposure to nature and team work. The most important goal has been determined to be gaining society's acceptance of highly motivated, self-confident, courageous and entrepreneurial young girls. The contents of the program was designed in a way to help every young girl discover and realize herself by strengthening the personal characteristics such as openness, self-confidence and a sense of individuality that can be lost during the difficult transition like puberty. This project was implemented by the Dreams Academy at its Kaş facilities with grant funds contributed by the EMpower Foundation and was supported by the Alternative Life Association and the Ministry of Family and Social Policies. In the scope of the “Girls Without Barriers” project (which is also open to all non-governmental organizations, local governments and private sector cooperation) young girls coming from different ethnic groups, cultures and socio-economic groups got together. Via the education they received and the activities they experienced, the participants discovered the things that make them special, the necessity to respect others, equality of opportunity, and the importance of working together with those who are different than them. Also in this context, the participants, who are expected to learn the ways of reducing the negative effects of adolescence period, and getting stronger while completing it, benefit from their experience while making decisions on important future issues such as career, school, artistic and sports preferences. They were also be able to consult their leaders who volunteer to support the program. At different stages of the camp the participating young girls were given an intensive training including experiential learning, emotional intelligence, the right approach to disability issues, leadership and teamwork, problem solving, negotiation skills, camping, sports activities (such as canyoning, ropes course, discovery diving, open water swimming, cycling, hiking, rappelling, and orienteering) as well as artistic and personal development activities (such as dancing, painting, creative drama, and yoga). Also within the training program three different three-hour modules named “communication is art,” “who am I,” and “future tree” had been developed. Planned to be held in tent accommodations in the magnificent nature of the Dreams Academy's Kaş facilities, which was restored and converted from the former Çukurbağ elementary school, this project was also supported by the volunteering women who have experience in their social and professional lives and who can be role models for the participants.

SUGGESTIONS FOR THE GIRLS WITHOUT BARRIERS PROJECT FOR 2016

The following limitations were identified in the 2015 summer programme as a result of the assessment conducted by the Project Team at the conclusion of the Programme. It is recommended that the necessary steps are taken to remove these performance-limiting conditions in the next year; 1. Limitations in reaching the programme targets with participants from the residences of BSRM (Care and Social Rehabilitation Centre) status. 2. Difficulty in profile analysis since the personal information of the participants remain confidential. 3. The fact that the observers from the Ministry do not arrive voluntarily and as aware of the programme targets. 4. Participants who are not inclined to sports. 5. The shortness of the training period of the volunteer sisters. 6. Increasing intermediary professional team support. Such as swimming, outdoor and diving instructors... 7. Organising the camps in succession with one-day breaks.

The following recommendations emerged at the team assessment conducted at the end of the programme; RECOMMENDATION 1: During the summer term training under which the "Girls Without Barriers Programme Volunteering Project" was carried out, this was the programme that received the highest number of volunteering requests from participants, and many volunteered to join the academy as revealed in questionnaires and one-to-one interviews. During their training, the attitude and behaviour model of the participating young girls in each group were "working", "contributing" and "adding positive value to production processes". The fact that the mode of service production of the Academy was based on voluntary work and that the provider and receiver of the services experienced the programme over this understanding came to the fore as one of the strong aspects of the programme. The cleaning and running of the refectory, integration with other groups of individuals with disabilities and production of services to the

participants with disabilities in the other groups converged, and the Girls Without Barriers participants experienced the process as natural volunteers producing this service. Therefore, in the feedback the participating young girls strongly indicated that they would like to take part in the academy as volunteers in the future. The type of volunteering is both supporting groups with disabilities to have a free of charge camping experience and to act as a volunteering sister for the Girls Without Barriers programme. -

Internship Programme o Those receiving education on Social Services o Students and/or graduates working in the field of psychology and counselling o Special service areas to be specified by the academy (such as gastronomy students) o BESYO students and graduates

Short- and Long-Term Volunteering o Weekly: Includes short-term volunteers attending the Girls Without Barriers and Alternative Camp project groups and providing support in the area in which they are experienced. Young people to be identified by the Directorate-General of Children's Services, who are over 18, are admitted as groups. o Monthly: Includes long-term voluntary support activities covering all needs within the Dreams Academy campus, the job definition, however, having been defined at admission. Covers male/female volunteer candidates over 18 upon the recommendation of the Ministry of Family and Social Policies. All young people joining this volunteering programme are obliged to take the free of charge "be the change" leadership training programme.

Specialist Volunteers o A mode of volunteering into which are admitted individuals with adequate expertise to prepare rhythm training and swimming lessons programmes and workshops such as music and dance. Social services employees under the Ministry of Family and Social Policies and experienced men and women aised and prepared for life by the Ministry are invited upon the recommendation and reference of the Ministry. 52