From Us to You practical guidebook

From us to you There is more in you than you know Non formal education methods to support disadvantaged youth

by Academy of Experience.

E-book based on the experience of „Be the change Yourself” program and the 6 years of „From us to You” program (2011-2016) for social and youth workers.

Tartalom Introduction............................................................................................................................................. 3 Experiences and lessons learned............................................................................................................. 5 What is the structure of From Us to You? ..................................................................................... 5 Principles and methods used during the programme ......................................................................... 6 From Us to You Extra ............................................................................................................................... 9 The basics of Junior Trainer Education ................................................................................................ 9 The Challenge by Choice Principle ........................................................................................................ 11 The Comfort Zone Model ...................................................................................................................... 12 Kolb cycle (Experiential Learning Cycle) ................................................................................................ 13 Outdoor Trainers skills .......................................................................................................................... 13 Risk Assessment .................................................................................................................................... 16 Methodology used during the programme:.......................................................................................... 20 Solution-focused perspective ............................................................................................................ 20 Mentoring and Coaching in the Course of From Us to You Extra ..................................................... 21 Juggler instruments, circus pedagogy ..................................................................................... 22 After the publication. What comes next? ............................................................................................. 24

Introduction What is ’From Us to You1 anyway?

In 2010, a group of enthusiastic young trainers at Élményakadémia Egyesület2 began to brainstorm ideas on a learning method that would have the potential to help underprivileged young people to kick off and navigate in life on their own. This learning method was aimed at youth who began their lives with a lot more limited support compared to others, either because they grew up without a family or in dire circumstances.

At that point, they already knew that by using the means of explorative pedagogy and non-formal education much could be achieved in this field. At the same time, it was also apparent that customary outdoor challenges and one-time sessions did not present a substantial solution.

They saw the most valuable unexploited resource in these young people’s exceptionally strong drive and eagerness to help which was often overlooked by their environment and by themselves as well. Those youngsters who experienced what it was like to be in need and to ask for help themselves, were well aware of the gravity of real help.

This group of trainers therefore organised the very first series of programmes titled ’From Us to You’, the structure of which was based on volunteering work in a team as a means of experimental education. The name of the programme, which refers to the experience in which by responding to an actual need the world is made a little bit better, was invented by the members of the first team.

The trainers’ aim with the programme was for the participating youth to gain experiences that they would be able to use in the leading of their own lives. The results of the first series of programmes were so promising that the programme, which was originally intended to be only a one-time event, has been organised every year since.

Since 2011, an ever-growing team of trainers, educators and facilitators have participated in the programme that has continuously been called ’From Us to You’ (TN1, TN2, TN3 and so on, in the lingo of the participating youth).

In 2015, we reached the point at which the youngsters of the first TN asked for our support in their coordination of the programme and for our assistance as their mentors.

Perhaps the most important affirmation of our going in the right direction was the following sentence said by them: ’Please do not be upset with us, but we’d like you to step back a little bit.’

This new programme has come to be titled From Us to You Extra. Thanks to the financial support of the EEA and Norwegian Grants3, this has been an all-year-long process with more than 30 days of programmes. The group of volunteers have been

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’Tőlünk Nektek’ in the original Hungarian (from now on referred to as TN, following the Hungarian acronym) Élményakadémia is a Hungarian organisation whose name can be translated as Academy of Experience 3 Norvég Civil Támogatási Alap or NCTA in Hungarian 2

supported by a team of junior trainers who had undergone the mentor training organised by, and have participated under the supervision of Élményakadémia.

Therefore TN has been expanded by trainer courses in which junior trainers and social workers participating in the programme have received foundational training. Just as in all good processes of learning, participants have learned at least as much from each other as they have from their trainers. Course leaders have also received a remarkable amount of inspiration from each and every one of the participants.

This is the reason why we created this e-book.

Alongside our own experiences we would also like to share what we have learned from others. In the past few years we have gained significant knowledge from other trainers that prove to be useful in the continuous development and rethinking of the programme.

We have also learned an immeasurable amount of knowledge from those who create magic - in for instance a roma encampment as a social worker or as a young person who despite all hardships of life stands their ground and takes a leap in the hope for a better life.

What can you find here?

The first part of the E-book is about the methods which to consider when working with young people and about the methodological principles by which we are guided.

The title of the second part is ’Opportunities for Moving Forward’. This part presents pathways you can embark upon if you would like to learn or be inspired, be it by a methodology specialist or academic works, or by organisations that do something very well.

Our aim with the publication We hope that this publication serves as, on one hand, a crossroads and a meeting point for those who would like to work efficiently for the welfare of underprivileged young people, furthermore, Élményakadémia Egyesület would like to improve and develop its methodology, approach and inventory collaborating with other professional workshops aiding underprivileged youth.

On the other hand, it is also a snapshot of our doing our work to the best of our knowledge. We hope that, as a continuously improving and redrawn picture, it will show the level we reach in our professional development. We are incredibly hopeful that in a year there will have been positive changes. :) We would like to include in this process:   

Organisations in collaboration with us Professional workshops that are recognised as specialists of applied methodologies People who, encouraged by either the inspiration of the programme or the publication itself, employ something from the hereby advised methodologies in their own framework/structure. We are looking forward with great fascination to the application of those who have applied certain aspects of the above mentioned methodologies and would like to share the way in which certain elements of our informal tools have worked for them.

Experiences and lessons learned What is the structure of From Us to You? Over the last few years we have formulated a well-tried framework which has come to be a long-term learning process that constitutes of several sessions. This makes it possible for members of the group to get to know one another gradually, so when they are thrown into deep waters during their volunteering period, they know who to lean on when facing a particular problem.

It is very important to note that this is a recurring opportunity for young people to leave their familiar home environment, and to try themselves out in increasingly difficult challenges. Like the youngest child in fairytales: it is important that they take part, fight challenges, and persist. Moreover, it is also imperative that, upon returning, those at home see the signs of change. Social workers and members of a particular age group arrive together to a programme, hence they are incredibly important supporters of the learning process. They can, so to speak, be witnesses to how skills and competences unfold, and the way in which a young person finds a new role in their group.

Narrating the story of TN in other words, it could be said that it is a several modulelong experience based learning process, in which we strongly build on age groups and potential support networks already existing in home environments.

This is why it is of basic importance that we mean TN to be more than just a programme: rather to be a part of a jointly created learning process. These young

people come from places where a professional dialogue had already begun with local organisations. Therefore we see what their aims are, what processes they go through, and the kind of help which could be given to a person joining TN. TN in its original form is stretched out over half a year and constitutes of 16 programmes. It is made up of 4 bigger modules (team-building, organising, volunteering and closing) and a few optional shorther meetings (site inspections).

Below we discuss the aim of each module and the tools previously found useful in the achievement of these goals. By tools we do not mean the description of actual games or activities. To look these up, it is worth taking a look at the second part of the publication, ’Opportunities for Moving Forward’, in which we list very useful academic works in addition to detailed descriptions of games.

Below we would rather present those viewpoints and dimensions that are not included in collections of games even though they are crucial elements of a successful programme.

Experience training (4 days) Explorative pedagogy training for junior trainers Team-building sessions (3 days) Team-building exercises for volunteers participating in the programme Planning sessions (4 days) Planning and organisation of volunteering Site Inspection Preparation for volunteering Volunteering Realisation of volunteering activities Closing (with participants) Programme closing for volunteers – evaluation and feedback – evaluation of the half-year learning process Closing (with junior trainers) Programme closing for junior trainers – evaluation and feedback – evaluation of the half-year learning process

Principles and methods used during the programme 

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’Nobody is home’ – stepping out of one’s comfort zone o Every participant travels to an unfamiliar place in the programme. This requires commitment: we make the new environemnt homelike together. o During the programme, the schedule, rules and traditions are shaped together as a group. From the beginning, we aim to include the participating youth: at what time do we have recess? Do we need a refreshing, excercising game? Should they organise a football match? If a question comes up, what common solution may we find? ’I am good at this’ – safe enviroment

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o Includes games and activities familiar to the youngsters. Playing these allows them to show who they are and what they are proud of, such as football, dancing, graffitiing their name, and showing songs. o This is often used as an opening step by trainers: even if I am not good at footbal, the fact that I do dare step out of my comfort zone and try something new can serve as a model, which, at the same time, is a sign of trust and interest.

Inclusive partnership - safe environment o We aspire to communicate our intention in an honest manner be it about the whole programme, our personal motivation or a particular game. It is easier to create a trusting atmosphere if what we do and reasons why we do it are clearly perceivable. o We talk about the youngsters in their presence when they can easily listen. o Sometimes we discuss the programme in an ’aquarium’ manner - asking participants questions and including them every now and then. By doing so we make sure they know we are not doing anything secret that they cannot know about. They can hear our viewpoints and get to know our way of thought and our intentions regarding the whole programme. This practice helps build trust and provides a solid example.

Looking after our presuppositions and presumptions (safe environment) We aim to address them openly and without setting up a diagnosis. We look at the youngsters as the sole experts of their own lives. We are not in their shoes, hence we do not know what is needed to stand ground in a roma encampment and not to lose hope (e.g. getting up in the morning to go to school). They do.

Therapy or forced change are not our goals. We aim to show them we accept them just as they are. We avoid it seeming like we know how they should change, rather, we help them recognise the kind of change they would like to see in their lives. What is it like when they are doing their best? In a paradoxical way: by only giving change space and attention rather than forcing it, the programme may have an effect that is of a therapeutic nature.

Change happens where there is attention (affirmative environment) o We practice things that work well in the group and highlight children’s strengths which we often voice. Sometimes at the end of the day we talk about excellent or fascinating things that have happened during the day, the reasons why it is great to be with a certain person and about that person’s special qualities. This is the free use of ’positive gossip’ (see ’Solution-oriented methods’). o We give a lot of affirmative feedback. We create a space for members of the same age group to do so as well. (see ’Solution-oriented methods) Adults are friendly, playful and curious (affirmative, supportive atmosphere) o We, too, participate in fun games, dancing and musical events, and in games using dramatic elements which are easy to join in order to serve as a good example. o We also define ourselves as hosts.

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Structured and unstructured parts of the programme: o The structured part of the programme helps people to connect with those who they do not yet know (’this is just a weird game that the trainers are playing with us’) :) o Besides this, we aim to provide them with free time to be with those who they connect with easily. This provides an opportunity to connect with acquaintances and to reflect on events with participants with whom they have come together. The presence of those coming from home also helps the creation of a safe environment. o Giving personal time.

The threshold is low (easily getting involved) o Games which are easy to join and provide a sense of achievement o Games in which challenges can be gradually increased (see Explorative Pedagogy) This is not serious (openness, curiosity) o We aim to create an atmosphere that does not yet carry the volunteer project’s whole weight o Any activity that helps us turn to each other easily with an open mind increases the likelihood for the youngsters to try out new patterns of behaviour (see Explorative Pedagogy) It is fun and easy to develop o Games requiring physical ability that are different from the regular, verbal tasks found in shcool curricula o Games that provoke discovery and curiosity rather than competition (see Explorative Pedagogy and Game Pedagogy) Guys like me o We give a lot of space for youngsters to connect with one another. In the end, they are most interested in other young people, someone who walks in the same shoes. o Giving an opportunity to mix: exploring their group, learning from one another o The strongest motivation to stay in the programme perhaps comes from the presence of members of a particular age group. Their feedback and opinion could be the most efficient element of the behaviour-shaping aspects of the programme

From Us to You Extra The basics of Junior Trainer Education The training process of junior trainers focuses mainly on facilitation skills. Within this we put a more substantial focus on working with teams, working with underprivileged youth, learning through experience, and game pedagogy. Beyond the scope of facilitator and youth leadership training we would like to support the junior trainers by developing the necessary competences to lead one’s life on their own.

In our opinion, the efficiency of the training is further increased if instead of a one-time training session an opportunity of a several-module learning is given to our participants. For this reason, besides teamcoaching we have instituted one-day long series of preparatory sessions for junior trainers. The programme held by them afterwards aided the learning process through experience regarding both working with and in a team, within the framework of on-thejob learning and mentoring. An especially important aspect of this practice project was volunteer action, which provided volunteers led by junior trainers with a similar on-thejob learning opportunity, which at the same time presented a very strong learning opportunity for junior trainers trying themselves out as supporters in the position of leader, mentor and facilitator.

Volunteer action, therefore, is also a complex space for experimental learning.

Additionally, it is possible to build an affirmative learning framework (mentoring, coaching, teamcoaching, peer-to-peer feedback) on motivation materialised during the course of volunteering, which helps naturalise new

forms of behaviour, and identity components in everyday behaviour.

Consequently, this framework has a significant effect on self-evaluation and self-knowledge, while it also gives an opportunity to identify resources that may prove to be useful to the junior trainers or the volunteers in their adult lives.

We invited social workers to the volunteering programme as well who participated in volunteering activities and site inspections when their schedule allowed.

The Challenge by Choice Principle (Rohnke, 1984)

“It is important to able to say at the end of our activity today that you have challenged yourself in at least one way.”

Rohnke Challenge by choice strives to empower participants by pro-actively informing them that they, not you as the outdoor leader, control a major part of determining the degree of challenge, risk, and competence with which they will engage in the adventure experience. This policy is more than simply not forcing people to be involved. The purpose of advising participants in this way is not to lead them to withdraw from the experience, but to provide them with the opportunities to challenge themselves in the manner they wish, in the amount they would like, and with the type of support they want.

Participants may select levels of involvement, including, but not limited to, full or partial participation or observation in physical, social, and emotional events.

Since, however, non-participation makes learning impossible due to the absence of a common experience, you should encourage participants to engage, but at whatever levels they desire.

Schoel, Prouty, and Radcliff (1988) describe the challenge by choice concept as offering participants:

 a chance to try a potentially difficult or frightening challenge in an atmosphere of support and caring,  the opportunity to ‘back off” when performance pressures or self-doubt become too strong, knowing that an opportunity for a future attempt will always be available,  a chance to try difficult tasks, recognizing that the attempt is more significant than performance results, and  respect for individual ideas and choices The challenge by choice concept also extends to participation in debriefings: participants have the right to pass at any point in a discussion.

The Comfort Zone Model Comfort Zones: Notes This model looks at how we respond to unfamiliar situations.

Comfort Zone: where we are most comfortable, familiar environment of our daily lives

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Stretch Zone: a high support and high challenge environment. It may be uncomfortable, but not so much so as to be unsafe, emotionally, physically, mentally, or socially.

Learning about self, others, and interaction with the environment occurs here.

Panic Zone: The circumstances or situation causes stress and fear. No learning occurs here.

If an individual remains in his Comfort Zone, there is little chance to learn substantially from an experience.

The adventure experience takes participants out of their individual Comfort Zones.

Raising awareness when one approaches the panic zone is the first step towards stretching the Comfort Zone.

Stretch zone increases or decreases depending upon many factors which include:      

Environment People involved Feelings on a particular day How people speak and interact with us Whether we trust those who are helping us Whether we trust the equipment we are using

Kolb cycle (Experiential Learning Cycle) Dewey (1938), Kolb (1984) David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal cognitive processes.Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences. “Learning is the process whereby knowledge is created through the transformation of experience” Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences.

Transfer of learning

Experiencing

Planning

Reviewing

Concluding

Outdoor Trainers skills 1. Technical skills: Are competencies in the actual adventure activities or outdoor pursuits being led. Two examples include being able to climb at a certain level or standard and being able to paddle a particular grade or class of whitewater. If, as an outdoor leader, you are able to perform at a proficiency higher than that of the group members, you will probably have a much easier time in maintaining group control during these activities, giving you a greater margin of safety by providing a “cushion of competence”.

2. Safety skills: Are those competencies necessary to enjoy the adventure activity in a safe and prudent manner. Examples of safety skills include navigation, weather interpretation, body temperature regulation, first aid, accident response, search and rescue, and water safety.

3. Environmental skills: Are those competencies necessary to prevent damage to the natural surroundings. Examples of these skills include practicing and encouraging minimum-impact travel and no-trace camping, and modeling behaviors such as carrying out the garbage and not crosscutting switchback trails.

4. Organizational skills: Are those competencies permitting you to plan, prepare, execute, and evaluate experiences for the specific needs of particular client groups.

For example, you must manage risks, arrange transportation, coordinate group food and lodging needs, schedule activities, select routes, plan contingencies, and secure necessary permits, equipment, and clothing to increase the likelihood of successful experiences.

5. Instructional skills: Are those competencies required to teach participants appropriate technical skills related to the activity, environment, and safety. For example, teaching skiing technique in a series of progressions, teaching safety through the inquiry or discovery approach, and using effective instructional aids to teach environmental concepts are all important instructional skills.

6. Facilitation skills: Are those competencies fostering productive group dynamics, enabling clients to work toward completing tasks while developing appropriate interpersonal relationships. For example, as an outdoor adventure leader, you will often need to resolve conflicts, communicate effectively, and foster personal trust and group cooperation. You also need to know how to debrief and guide reflection on adventure experiences to generate conditions for optimal learning.

7. Flexible leadership style: Means knowing how, why, and when to utilize differing leadership approaches.

8. Experience-based judgment: Is a required skill since you will often confront situations in the outdoors in which pertinent information is missing or is vague. By considering past experiences and using sound judgment, you can appropriately substitute predictions for the missing or vague information. This type of judgment

becomes extremely important when the act of delaying a decision in the hope that new information will become available might result in further problems. Sound judgment comes from surviving past judgment calls, whether good or bad, analyzing those successes and failures, and applying learning from the analysis to future situations.

This generally requires that you gain plenty of intensive and extensive field experience as a leader. While wide experience does not ensure sound judgment, the lack of experience will inhibit your ability to create sound predictions as to what to do when presented with uncertain information.

9. Problem-solving skills: Can be creative or analytical, and a combination of both might be best. Follow analytical processes to recognize problems, define difficulties, anticipate outcomes, identify several possible solutions, select the most probable one, put it into action, and evaluate its effectiveness. However, you also need to be able to use creative techniques, such as brainstorming, extended effort, attribute listing, forced relationships, and deferred prejudice.

10. Decision-making skills: Enable you to make choices. Specifically, you must be capable of discovering and assessing multiple options as well as selecting the “best” choice for the participant. Some useful methods include gathering, screening, organizing, prioritizing, and choosing.

11. Effective communication: Is a process of two or more people exchanging information, resulting in behavioral change. The information in the form of ideas, actions, or emotions is transmitted along a pathway of audio, visual, or tactile channels.

You must be able to generate, encode, link, send, transmit, receive, decode, and interpret such messages. Moreover, you should be able to use feedback to confirm that the message received was indeed the same as the message sent.

12. Professional ethics: Refers to the moral standards and value systems that you may have and that adventure programming demands. For example, “challenge by choice” is an ethic that defines and often guides adventure programming. This ethic asserts that people have the right to choose the level of participation in activities they feel comfortable performing. Similarly, you hold enormous power over clients; thus, it is primarily ethics that must guide you away from possible abuses of this power, including, but not limited to, deception and sexual contact with clients.

Risk Assessment Tools for Managing Risk Level of Risk Depending on the goals of the program different levels of risk may be acceptable. For example taking children on an introductory course would have a different risk tolerance than a program where instructors were being trained to manage mountain ascents in the Himalayas.

There is always some inherent risk in any activity and one can never say the Outward Bound or any other activity in life is absolutely safe. This chart help assess what level of risk is acceptable for given the goals of the program.

Risk Assessment Cycle At whatever stage one starts thinking about how to do an activity there will be some Risks inherent to it. The following diagram shows the Risk Assessment and Management System of identifying risks and deciding how to manage them so that they are consistent with the program goals.

Assessment of Risk To assess what might go wrong in any given activity requires some careful thought but also considerable experience of the kinds of hazards that arise in adventure activities. Reading reports of past incidents and instructor manuals can help develop this experience. To make this analysis of what might go wrong more systematic one can think of the three sources of risk: Activity - the things that typically might go wrong Participants - their unique skill and knowledge level Environment - the weather or surface conditions, equipment etc.

Management of Risk If the consequences of the risks identified above are unacceptable for the goals of the program then other Management of Risk strategies are devised. This may either be to: Reduce the risk by additional precautions Avoid the risk entirely Proceed because the risk seems acceptable

Summary This Risk Assessment and Management System is remarkably simple, which makes it more likely it will be remembered by staff and used when needed. However the complex and interactive nature of hazard that can arise require much training in being able to anticipate all the issues that might arise. Whatever these hazards are they will fit within this simple theoretical framework.

Risk assessment of an activity Name of the activity:……………………………….

Sources of risks (Hazards)

Probability (1- How to avoid it low, 2 medium,3 high)

Participants - their unique skill and knowledge level

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Activity - the things that typically might go wrong

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Environment - the weather or surface conditions, equipment etc. …………………………… …………………………… ……………………………

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Methodology used during the programme: Solution-focused perspective Over the course of the programme we also experimented with the very exciting idea of turning experimental learning upside-down. Not only can we learn from the experiences of the past but from the future as well. More precisely, the aspired future.

This approach was inspired by brief therapy and coaching, as it had previously been proved successful in short-term, confirmatory processes, and in social and therapeutical spheres, from where it had been placed into business coaching.

As we regularly tell the children: coaching has a similar attitude of that of a taxi driver.

He knows how to get from A to B, and he is the expert of the process also used during coaching, namely dialogue. Topics worthy of speaking about and the place the young person wants to get to cannot be known by a coach, just as a taxi driver cannot know the destination better than the passenger.

In general, during the programme we tried to support the youngsters in a solutionfocused manner. By way of: 

Building on strengths, paying attention to the kinds of behaviour and resources we see in young people which we are glad to encourage. Our starting point was: change occurs where there is attention

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Consequently, we built on what the youngsters had already known. We many times considered: where are we? What have they achieved during the programme? What would we do similarly in the future? What would we do more of?

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Generally, working with what we.have. The solution-oriented attitude that comes from their occupational backgroud is a significant strength of those working in the social sphere. We aim to practice this attitude. What if the child can only join the programme later? What if something happens differently during volunteering than we had previously planned? What should we do if a young person’s life presents grave difficulties?

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Following our other starting point, change is constant. The question is whether we and the youngsters themselves realise it. Every so often it happens that the perceived scope of a bad moment or problem overshadows the forewarning signs. By turning the children’s attention back to differences and small changes, many times we were successful in helping them notice their own improvement and their ability to strengthen those of others.

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Focusing on differences also gave an opportunity for us to take a look at the following: What are the signs of making progress? We did not formulate a longterm strategic plan with them, rather, we created the detailed description of the

next steps. This practice proved increasingly efficient when not only the projectmanaging part of volunteering was discussed, but when the circumstances of young people’s lives, vision for the future, or lifestyle was concerned.

Mentoring and Coaching in the Course of From Us to You Extra Each and every junior trainer has the opportunity to get further support by the leading trainers over the course of From Us to You Extra using the means of mentoring and coaching.

What is mentoring about?  A person helps another achieve something that is important to them  Giving help and support in a way that the mentoree is able to start off encouraged and in a confident way towards what they want to achieve  Creating an informal environment in which the mentoree feels encouraged to openly share their feelings and situation with a person who is there to help in a positive manner As mentors in the process of learning, we see ourselves as experts proficient in holding a series of trainings and courses rather than therapists – and we do definitely not see ourselves as examiners or evaluators.

Given that learning is a holistic process, mentoring may give space and time for both professional and personal questions that may come up in the lives of mentorees over the course of From Us to You Extra.

The mentoring process     

5 mentoring sessions are held over the course of From Us to You Extra and 1 afterward, during the follow-up phase The time and place of mentoring is agreed upon by the mentor and mentoree together During Experience Training each junior trainer meets their mentor The mentoree has the same mentor during the whole process Mentoring sessions can be held over Skype/Viber/Hangouts

General Framework   

The topic of conversation is determined by the junior trainer Mentors share the learning paths of their mentorees with one another, however, the content and and personal details of these conversations are handled as private information.

A mentoring session lasts between 30-60 minutes

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The specific characteristics of mentroing of From Us to You Extra What kind of invitation is a mentor meeting?

It is possible that the mentoree is nervous before the meeting, for example about what they should say or what they should talk about if they do not believe they have a problem.

It is very important that we communicate clearly that mentoring is an offer: during the next half -year we would like to support the junior trainers’ or potential junior trainers’ professional and personal development.

How? What can happen during a mentoring session in practice?

In what position and within what framework can a mentor provide support to their mentoree?

As an expert/trainer who has relevant experience in working with teams  May talk about the events of the Experience Training  If an actual question comes up relating to the leading of From Us to You, they may spend time on discussing it. They can also share their own experience as inspiration.  Can be built on previously given academic works, videos or other materials  Can be spent on planning a particular learning path for the mentoree  Can reflect on the junior trainer’s improvement of competences, if there is a need As a coach/ conversation partner experienced in leading supporting conversations:  Leading useful conversations using the tools of solution-oriented /brief coaching. Curiosity and client-orientation are important elements in conversations conducted as an expert as well.  Possibility of a coaching pact: if the mentoree brings up a question with relation to which they do not ask for guidance or advice.

Juggler instruments, circus pedagogy Setting up a toy-cafeteria out of toys which do not occur in the young people’s everyday environment was a very important part in creating a playful, open-minded, and supporting environment.

Juggler-games had the unique role of having not only one correct usage. They are a very good model for the development and the unfolding of competences.

It brings a curious spirit for experimenting and the teaching of one another onto the surface.

Those youngsters who do not dare initiate when academic competences, school-like curricular tasks that require more verbality are concerned, seem to be more willing to join activities requiring physical ability.

The Hans Fuiri and Social Circus had helped us prepare for the correct usage of equipment and instruments. The links found at the end of the publication direct you to materials that show you the learning opportunities regarding these instruments.

After the publication. What comes next?

The story of From Us to You continues. Élményakadémia is also further improving as a professional workshop for professionals supporting underprivileged youth.

We hope this year we learn additional lessons and receive more inspiration so we are driven to do further work on the e-book.

Our goal is to word recommendations in the publication according to the very best of our current knowledge.

We believe that upholding conversation between us and professionals working in a similar field is imperative. We would like to shape the e-book’s content with organisations and professional workshops that are open to collaboration.

What should you expect? When you open the e-book in a year, you will find a fresh, up-to-date content based upon feedback.

If we have made you curious or you have a comment regarding the e-book, you may find more information and our contact details here. Élményakadémia – Tőlünk Nektek http://elmenyakademia.hu/tolunk-nektek/ https://www.facebook.com/tnextra/