ICEHEARTS EUROPE MODEL
ICEHEARTS EUROPE MODEL
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FOREWORD
1. 2. 3. 4. 5. 6. 7. 8.
ABOUT THE ICEHEARTS EUROPE MODEL
ICEHEARTS EUROPE MODEL
CONTENTS
1.1. Characteristics and scope
THE ULTIMATE TARGET GROUP – DISADVANTAGED YOUNG PEOPLE 2.1. Characteristics of the Icehearts Europe groups
SPORT TEAMS 3.1. A sport based model 3.2. Team sports vs sport teams
THE ICEHEARTS EUROPE MENTOR 4.1. Role and activities 4.2. Requirements 4.3. Builder of trust
COMMUNITY ENGAGEMENT 5.1. School 5.2. Sport 5.3. Community Associations
COMMUNITY NETWORKS 6.1. A long-term support in community networks 6.2. European perspective
ABOUT THE ICEHEARTS EUROPE PROJECT 7.1. General objective 7.2. Specific objectives 7.3 Project target groups 7.4 Inspiration: Icehearts Finland
TOWARDS THE ICEHEARTS EUROPE PROJECT… AND BEYOND
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MENTORING TRAINING
ICEHEARTS EUROPE MODEL
ICEHEARTS EUROPE CONCEPT KEY WORDS
GROUP RULES SUPPORT RECREATIONAL – SPORTING ACTIVITIES RELATIONSHIP TRUST BELONGING INCLUSION SKILLS COMMUNITY COCREATION
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Social exclusion is recognised at an international level as a social concern to be addressed. When talking about socially excluded and vulnerable youth, the literature generally refers to children who are subjected daily to multifaceted stressors (e.g., social, emotional, and economic) that create conditions for social maladjustment.
ICEHEARTS EUROPE MODEL
FOREWORD
Children growing up in socioeconomically and psychosocially disadvantaged environments are more likely to suffer from impeded physical health, cognitive development, and behavioural and mental health through multiple processes, including lack of cognitive stimulation and learning opportunities, inadequate parenting practices or family breakdown, psychological failings and stress. Moreover, approximately 20-25% of youth are suffering from mental health problems in the aftermath of COVID-19, and the long-lasting trend of insufficient physical activity for 80% of adolescents, puts the health and well-being of children and youth at serious risk. Investing in vulnerable children and adolescents during early stages of their development generates greater benefits for them and their later lives, and it also reduces the economic burden associated with unhealthy or disengaged youth in society. In recent years, the contribution of team sports to achieving social inclusion of children was emphasised and several academics have pointed out that sport can be used as a vehicle to face up to certain aspects of social inclusion. As a supplemental intervention, mentoring has also been widely implemented as a strategy to aid positive youth development. The support and guidance from mentors may compensate for the lack of social resources available to disadvantaged children (which may in turn empower them to deal with life’s challenges).
Adapted from and for further information, please refer to: • Hermens N, Super S, Verkooijen, KT, Koelen M. Intersectoral Action to Enhance the Social Inclusion of Socially Vulnerable Youth through Sport: An Exploration of the Elements of Successful Partnerships between Youth Work Organisations and Local Sports Clubs. Soc. Incl. 2015, 3, 98–107. • Haudenhuyse RP, Theeboom, M, Skille, E.Å. Towards understanding the potential of sports-based practices for socially vulnerable youth. Sport Soc. 2013, 17, 139–156. • Haudenhuyse R, Theeboom, M, Nols Z. Sports-based interventions for socially vulnerable youth: Towards well-defined interventions with easy-tofollow outcomes? Int. Rev. Sociol. Sport 2012, 48, 471–484. • Coalter, F.; Theeboom, M.; Truyens, J. Developing a programme theory for sport and employability programmes for NEETs. Int. J. Sport Policy Politics 2020, 12, 679–697. • Super S, Hermens N, Verkooijen K., Koelen M. Examining the relationship between sports participation and youth developmental outcomes for socially vulnerable youth. BMC Public Health 2018, 18, 1012. • D’Angelo C, Corvino C, Cianci E, Gozzoli C. Sport for Vulnerable Youth: The Role of Multi-Professional Groups in Sustaining Intersectoral Collaboration. Soc. Incl. 2020, 8, 129–138. • Svensson, PG, Woods H. A systematic overview of sport for development and peace organisations. J. Sport Dev. 2017, 5, 36–48
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ABOUT THE ICEHEARTS EUROPE MODEL
ICEHEARTS EUROPE MODEL
1.
1.1. CHARACTERISTICS AND SCOPE
Through a comprehensive and always positive approach to the educational process, the Icehearts Europe model is aimed at preventing social exclusion, promoting health and mental wellbeing through an active lifestyle, and improving the psychosocial skills of disadvantaged children and adolescents. In partnership with schools, families and community services, Icehearts Europe aims at integrating vulnerable children and adolescents into the kind of normal everyday life that many of their peers in the same age group take for granted. Icehearts Europe is a preventive program oriented towards children and adolescents with a sport-centred approach where grassroots sport organisations recruit dedicated professionals – the Icehearts mentors – to support the involved youngsters both in and outside school hours. Sport is neither intended as an elite sport nor as the final goal, but as a recreational physical activity and a vehicle for securing the inclusion, education and growth of youngsters. This approach, open to families’ involvement, offers opportunities for the kids to grow up in a positive and constructive environment where they can be engaged in meaningful activities and have positive experiences of support and appreciation. In a context where factors such as trust, participation, sense of belonging and cohesion are strongly promoted and strengthened comprehensively. Furthermore, Icehearts Europe aims at boosting work of professionals in basic public services, seeking to initiate and establish multiple Icehearts team in socioeconomically disadvantaged neighbourhoods, amplifying the associated synergies over an area that greatly transcends the catchment area of any individual school.
Icehearts Europe is a 36 months project funded by the European Commission EU4Health Programme (EU4H) – Call: EU4H-2022-PJ. The explicit objective of the project is improving mental health and well-being for disadvantaged children and adolescents in Europe through a pan-European initiative based on the Finnish best practice Icehearts. The project is uniquely positioned to address the intersections of physical activity, mental health and physical health and deliver benefits in all these fields. More: https://www.icehearts.eu
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THE ULTIMATE TARGET GROUP – DISADVANTAGED YOUNG PEOPLE
ICEHEARTS EUROPE MODEL
2.
2.1. CHARACTERISTICS OF THE ICEHEARTS EUROPE GROUPS The target group of Icehearts Europe is deprived, disadvantaged and vulnerable young people aged 6 to 18 years living across Europe who need special support. It is a child/adolescent-centred model of education and care, based on the assumption that each child is a unique subject, learning competently and actively, and not a passive object of evaluation and work. A central role is played by the relationship of trust that is established between the Icehearts Europe mentor and the youngsters involved in the program activity and a relationship of reciprocity, empathy and trust that spans the child’s stages of growth and development. The approach considers the views of young people participant in program activities and actively involves them in decision-making processes that affect them, providing them with multiple opportunities to develop their potential. In the activities, special attention is given to each child’s strengths and resources, and not to his/her problems and weaknesses. Children and adolescents gain experience of inclusion, reinforcing self-esteem. The goal is to offers a growth environment based on equality, safety, care and appreciation through the long lasting and safe adult presence. The undivided attention and long-term support of the mentor for the child requires a flexible attitude geared toward accommodating the youth’s personal interests and natural predispositions. Knowing the children through the joint stages of growth, helps mentor to provide efficient, functional and comprehensive support at the right time. Each Icehearts Europe mentor is dedicated to a group/team consisting of up to 20 kids. The groups are composed by children and adolescents that are homogenous by age, with a gap of less than three years, and mixed by needs and abilities / skills. Age, gender, needs, transition to a new educational cycle or growth phases such as puberty and adolescence are taken into account in the composition of Icehearts Europe groups. Every group consists in both a component of children at (high) risk − the so-termed core children − and a component of sotermed balancing children, who have a need for support identified by professionals but with milder difficulties than the core group.
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ICEHEARTS EUROPE MODEL
3.
SPORT TEAMS 3.1. A SPORT-BASED MODEL
As part of Icehearts Europe, groups of children and adolescents will join in a regular sport team along with their peers, which will be facilitated by the mentor. The participants and mentor choose the recreational-sporting activities together. Organised as an Icehearts activity, sport teams: • promote group and peer relationship building • provide the right conditions for creating a growing community • can be an excellent tool for ensuring the involvement of disadvantaged children and providing lasting support for them and their families. Sport teams provide a relevant opportunity for socialisation, in which participants can challenge both themselves and others, experiencing a sense of belonging and acquiring ethical values such as solidarity, cooperation, loyalty and respect for others.
GRASSROOTS SPORT ORGANISATIONS Grassroots sport is a civil society sector working with children and youth on a weekly basis. Integrating mental health and social inclusion into grassroots sport programmes can bring exponential benefits to the well-being of children and youth.
Adapted from and for further information, please refer to: UNESCO. International Charter of Physical Education, Physical Activity and Sport. General Conference 2015 https://unesdoc.unesco.org/ark:/48223/pf0000235409 Gréhaigne JF, Godbout P, Bouthier D. Performance Assessment in Team Sports, Journal of Teaching in Physical Education, 16 (4): 500-516, 1997, DOI: https://doi. org/10.1123/jtpe.16.4.500
Therefore, grassroots and local sport organisations are the best equipped stakeholders to adopt and spread the Icehearts Europe model across EU countries.
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ICEHEARTS EUROPE MODEL
3.2. TEAM SPORTS VS SPORT TEAMS Cooperate to beat opponents In a team sport approach, a group of players confronts another group of players, fighting for (invasion games) or exchanging (net games) an object. Not only individual but collective decisions and strategies are developed to beat the opponents.
Cooperate to improve mutually A sport team approach focuses more on the people associated together in performing an activity: training sessions of both “team” and “individual” sport disciplines can be an opportunity to experience mutual understanding, help, relationship and acceptance. Participants learn how to deal with the weaknesses and strengths of each member in their team, to achieve improvement as individuals and as a group. Along with the team members, the teacher/trainer/mentor observes good hits and mistakes, and can provide feedback: participants have the opportunity to reflect on their actions in the light of the feedback they receive, and make other trails in action.
TEAM SPORT
SPORT TEAM
VS A team sport is a collective group of people who play a form of sport which needs a teams to play (football, basketball, ice hockey…)
A sport team is a group of people who practice the same activity even if it is individual (running, climbing, dancing).
In the Icehearts Europe model, the groups choose together which activity to do, no matter the type of sport.
Adapted from and for further information, please refer to: Gréhaigne JF, Godbout P, Bouthier D. Performance Assessment in Team Sports, Journal of Teaching in Physical Education, 16 (4): 500-516, 1997, DOI: https://doi.org/10.1123/jtpe.16.4.500
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ICEHEARTS EUROPE MODEL
4.
THE ICEHEARTS EUROPE MENTOR
4.1. Role and activities
The Icehearts mentor is a qualified and ad-hoc trained person who promotes the long-term development of children and youth from a disadvantaged background, needing special support, through cooperation with the family, the school, the third sector, the community services and the Government. A mentor is both a role model and a reliable adult whom the child can turn to for help, to discuss issues and look for solutions. Mentors can assist children as well as their parents or guardians to resolve the child’s difficulties and problems. Some children have diverse needs to support, for example due to the financial situation of their families, neurological or psychological problems, or difficulties at school. Mentors are facilitators in various activities, including team sports. Trips and camps should be also one of the key elements of activities. Interventions are implemented in school, sport and community associations.
Role played by the mentor
CARE
TRUST
HEALTH
FUN
EDUCATION
CONNECTION
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The minimum requirement for the position of mentor is a university or professional qualification in social work, health care or sport and physical education. Other suitable basic qualifications include leisure instructor, playgroup leader and community educator, with a focus on child protection. Icehearts mentors should attend training and sharing sessions organised by the operating organisation, such as the grassroots sport organisations.
ICEHEARTS EUROPE MODEL
4.2 Requirements
Mentors should provide feedback on each participant’s journey so that the operating organisation may have full grasp of updates on mentoring relationship.
4.3. Builder of trust
Icehearts Europe mentors help participants to develop school skills, self-esteem and resources for future education (e.g. right attitudes, personal resilience and capacities, social networks). The goal of the mentorship program is therefore to accompany children in their development and help them to become responsible adults. Mentors will also engage the children’s families/guardians, teachers and trainers in the process, providing support and encouragement, and playing an active role in bringing out children’s needs and striving for their interests.
Adapted from and for further information, please refer to: • Eby LT, Allen TD, Evans SC, Ng T, DuBois DL. Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. J Vocat Behav. (2008) 72:254–67. doi: 10.1016/j.jvb.2007.04.005 • Erickson LD, McDonald S, Elder Jr GH. Informal mentors and education: complementary or compensatory resources? Sociol Educ. (2009) 82:344–67. doi: 10.1177/003804070908200403
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ICEHEARTS EUROPE MODEL
5.
COMMUNITY ENGAGEMENT
5.1. School
School years are very important for the development of cognitive abilities of children. Difficulties experienced at school and learning disabilities will affect children’s life as they grow up and will influence their school success and experiences outside school. Icehearts Europe seeks to prevent social exclusion of young people and a significant part of its work occurs in the school setting. It promotes inclusion, trust, community and dialogue in the school environment. Through the program, school drop-out among children at-risk is intended to be prevented. Children with learning and behavioural difficulties are assisted by the mentor in school-related activities together with the teachers and headmasters. Icehearts mentors may become an extra adult resource for the school and with their presence may support the whole class and school activities. At school, children and adolescents can be monitored and supported so that they can learn how to face problems and manage possible experiences of failure. Icehearts Europe works in schools through its mentors to: • help teachers to manager children who are most in need • support children learning • strengthen inclusion • ensure co-operation between school and family • reduce truancy and dropout rates.
“The key to the model is to focus on children’s strengths and resources, not problems and weaknesses and in that way build and strengthen the child’s self-esteem” Icehearts Finland Manual, 2016
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ICEHEARTS EUROPE MODEL
5.2. Sport
Sport is considered an educational agency because is a perfect non-formal tool for educating to transmit models and values. Sport provides good opportunities to learn patience, to think about right and wrong, and to learn to follow the rules. Young people may greatly benefit of grassroots sport: a not self-referential approach that does not aim to “pull out” the champion, but to offer young people contexts for growth and opportunities to have fun, express an improve themselves, share experiences, promote a culture of respect and civil coexistence. Icehearts Europe works with sport through its mentors to: • • •
Promote sporting and leisure activities Create contact with sport associations, sport coaches and sport infrastructure Strengthen the group cohesion between the core and the balancing one, finding an activity the group can play together.
The Icehearts Europe team provides children a meaningful community, safety, care and appreciation.
“Supporting dialogue between policy makers and sport organisers promotes healthy living and social cohesion for young people across Europe” European Commission – Sport for community cohesion and social inclusion Adapted from and for further information, please refer to: • European Commission – Sport For community cohesion and social inclusion. https://sport.ec.europa.eu/policies/sport-and-society • Wessman J & Känkänen P & Silonsaari J (2018) Icehearts – sosiaalisesti tiedostava urheilutoiminta haastaa maskuliinisuuden ideaalin. Teoksessa Antti Kivijärvi, Tuija Huuki & Harry Lunabba (toim.): Poikatutkimus. Tampere: Vastapaino, 197–220 • White Paper on Sport (2007) • Icehearts. Brief in English. https://www.icehearts.fi/brief-in-english/
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Cultural and recreational associations aim to improve emotional and communicative relations, foster socialisation and encourage expressive and artistic growth. Associations that promote artistic activities (theatre, painting, music), municipal libraries and youth centres are places where knowledge and experiences are shared, creativity and innovation are promoted, and talents are enhanced. The Icehearts Europe concept involves these local associations through its mentors to: • • •
ICEHEARTS EUROPE MODEL
5.3 Community associations
Explore possibilities for leisure time and extra-schools’ activities Find opportunity for free programs Create special paths for children and young people who have special requests concerning non-formal education.
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COMMUNITY NETWORKS
ICEHEARTS EUROPE MODEL
6.
6.1. Long-term support in community networks The Icehearts Europe approach serves as a long-term growth community that comprehensively combines various stakeholders and key stages, and bridges various services. The mentor works closely with educational, health and community services. In addition to supporting the well-being of children involved in the program, the Icehearts Europe approach arouses the work of local public service professionals by seeking to activate and establish more Icehearts teams in socioeconomically disadvantaged areas by amplifying synergies.
6.2. European perspective
The mental health crisis that affects most strongly the already disadvantaged youth population is a shared European challenge requiring cross-sectoral partnerships between the youth, education, social, health and sport sector. Through a Europe-wide spread of Icehearts Europe approach, several stakeholders and countries are supposed to be involved for the model to work in different communities and member states across Europe. By pooling knowledge, it is possible to build solutions, to develop methods and materials, and to build capacities and help a large number of organisations across Europe to deliver real support and solutions.
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ABOUT THE ICEHEARTS EUROPE PROJECT
ICEHEARTS EUROPE MODEL
7.
7.1. General objective
Developing a sport-based model to promote youth psychosocial wellbeing in the EU Countries, on the base on the original Finnish Icehearts program. The Icehearts Europe project captures the experience of the Finnish good practice Icehearts and transfers it into a model for other EU countries to enable them to adapt it to their own context. Through sport and the relationship with a mentor, Icehearts Europe model provides timely, effective, comprehensive and sustained support for disadvantaged and at-risk youth, serving as an embracing community for them and their families. Icehearts Europe project is being carried out by a consortium of 12 full partners and 14 associated partners. Together they will develop an Icehearts Europe model, drawing from the Finnish experience and considering national context differences. This model will be pilot tested for 18 months in Denmark, Estonia, Italy, Slovenia and Spain. Icehearts Europe project is co-funded by the European Union and will run for three years (2023-2025), under the leading of the International Sport and Culture Association (ISCA).
7.2. Specific objectives • •
•
•
To build a model and tools for European implementation of Icehearts (development of a manual of implementation; development of a mentor online training tool). To build capacity in partner and stakeholder organisations to implement Icehearts in adapting its approach in the different pilot settings and countries (by means of online learning courses for implementation, study visits to Finland, national workshops with the involvement of governmental and non-governmental organisations) . To pilot implementation of Icehearts in five European countries: Denmark, Estonia, Italy, Slovenia, and Spain (developmental of final implementation Europe plan; training of mentors and recruitment of young participants; implementation of Icehearts program activities). To enhance EU awareness about the proposed model and involve more countries and non-governmental organisations in implementation and scale-out (production and translation of campaign materials, web sites, articles; first European conference; establishment of Icehearts next adopters’ group; delivery of online courses in other additional countries).
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DISADVANTAGED CHILDREN AND ADOLESCENTS, who suffer from mental health problems or otherwise need special support in learning, going to school or in other areas of life. The scopes are to improve their social and mental health and well-being, achieve better educational outcomes, higher self-esteem, fewer social challenges, and a reduced need for public social services.
•
ORGANISATIONS that are committed to implementing the Icehearts Europe pilot programmes in cooperation with local and cross-sectoral partners. The scope is to increase competence, to create new partnerships, and agency that can spread Icehearts Europe activities in each pilot country, to reach more disadvantaged children and young people in the future and reduce health inequalities by creating high-level profiles among relevant mental health actors and improving organisational capacity to tackle health inequalities.
•
STAKEHOLDERS and organisations with an interest in the Icehearts approach and its possible future implementation to widen impact and sustainability. Expected outcomes are to gain awareness, interest and capacity to prepare or start implementing/partnering for Icehearts, systematically implement the Icehearts Europe methodology, and to broaden the involvement of other stakeholders, engaged in the social, health and educational sectors related to mental health.
•
POLICY MAKERS in their role as decision-makers, can be essential in creating favourable conditions for local governments to adopt the programme. Aims, for this target group, are to increase awareness and appreciation of the value of Icehearts methodology to mental health, to engage in supporting and funding Icehearts programs, and to provide policy support in promoting mental health prevention programs.
ICEHEARTS EUROPE MODEL
7.3. Project target groups
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The original Icehearts programme was established in 1996 in Finland by Ville and Ilkka Turkka, from the experience that Ville had by working in child welfare institutions. Most of the children in these institutions showed a range of frailties related, for example, to problems in managing daily life, family relationships, socio-relational difficulties, school dropouts, mental problems, and often resulted in deviant behaviors (e.g., drug abuse, violence).
ICEHEARTS EUROPE MODEL
7.4 INSPIRATION: ICEHEARTS, FINLAND
A common element of these children was the lack of a hobby to which they could devote themselves outside of their daily commitments: throughout their lives they had never had the experience of practicing activities during their free time under the guidance of an adult. And that is how the main idea of the Icehearts sport teams was born: an asset-building sport-based approach for children with no opportunity to play elsewhere, needing early support in their lives. Mentorship is promoted as a crucial part of the Icehearts approach and of the asset-building component. In Finland, this model still plays a significant role in preventing youth social exclusion, promoting socio-emotional skills and mental well-being, and providing a secure, long-term adult commitment throughout the child’s life (12 years, from 6 to 18 years of age) using team sports and other hobbies as a tool.
MISSION:
VISION:
“...to promote the social skills of deprived children by providing a regular team sport hobby involving the presence and support of a secure and dependable adult for a period of twelve years”.
“...children growing up in Finland with the necessary and adequate support of a secure and dependable adult, so that they can grow into socially integrated young adults who foster wellbeing around them”
Icehearts Finland Manual, 2016
Icehearts Finland Manual, 2016
Adapted from and for further information, please refer to: • Icehearts. Brief in English www.icehearts.fi/brief-in-english • Icehearts Finland Manual (2016) • Online Marketplace event on best practices in risk factors of non-communicable diseases (2021). Icehearts. health.ec.europa.eu/system/files/2021-07/ev_20210630_co09_en_0.pdf
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TOWARDS THE ICEHEARTS EUROPE PROJECT… AND BEYOND
ICEHEARTS EUROPE MODEL
8.
While practices and implementation will be adapted from the Icehearts Finnish model to meet the new countries’ contexts, the same objectives remain: • • •
Preventing social exclusion Fostering social and emotional skills Promoting mental well-being
Specifically, through the mentors’ work and group and team sports activities, the new Icehearts Europe model aims at: • • • • •
Helping children in building relationships with peers and offering to them a community where they belong Helping children in identifying and developing their own strengths Supporting children with schoolwork and in daily life activities Guiding children through transitions typical of the developmental period Supporting and engaging children’s families, in collaboration with the competent authorities and stakeholders.
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1. Icehearts Europe Proposal (2022) 2. Hermens N, Super S, Verkooijen KT, Koelen M. Intersectoral Action to Enhance the Social Inclusion of Socially Vulnerable Youth through Sport: An Exploration of the Elements of Successful Partnerships between Youth Work Organisations and Local Sports Clubs. Soc. Incl. 2015, 3, 98–107. 3. Haudenhuyse RP, Theeboom, M, Skille, E.Å. Towards understanding the potential of sports-based practices for socially vulnerable youth. Sport Soc. 2013, 17, 139–156. 4. Haudenhuyse R, Theeboom, M, Nols Z. Sports-based interventions for socially vulnerable youth: Towards well-defined interventions with easy-to-follow outcomes? Int. Rev. Sociol. Sport 2012, 48, 471–484. 5. Coalter, F.; Theeboom, M.; Truyens, J. Developing a programme theory for sport and employability programmes for NEETs. Int. J. Sport Policy Politics 2020, 12, 679–697. 6. Super S, Hermens N, Verkooijen K., Koelen M. Examining the relationship between sports participation and youth developmental outcomes for socially vulnerable youth. BMC Public Health 2018, 18, 1012. 7. D’Angelo C, Corvino C, Cianci E, Gozzoli C. Sport for Vulnerable Youth: The Role of Multi-Professional Groups in Sustaining Intersectoral Collaboration. Soc. Incl. 2020, 8, 129–138. 8. Svensson, PG, Woods H. A systematic overview of sport for development and peace organisations. J. Sport Dev. 2017, 5, 36–48. 9. Finnish Icehearts. Brief in English – https://www.icehearts.fi/brief-in-english/ 10. Online Marketplace event on best practices in risk factors of noncommunicable diseases (2021). Icehearts. https://health.ec.europa.eu/system/files/2021-07/ev_20210630_co09_en_0.pdf 11. Icehearts Finland Manual (2016) 12. Save the Children’s Child Rights Resource Centre. Durrant JE. Positive Discipline in Everyday Teaching Guidelines for educators https://resourcecentre.savethechildren.net/pdf/what-is-positive-discipline-ineveryday-teaching-2010.pdf/ 13. Appelqvist-Schmidlechner K, Wessman J., Kekkonen M.H. Icehearts: Sportbased early support program for children at risk. EPA 2017 European Psychiatric Conference At: Firenze, Italy, April 2017. doi: 10.13140/RG.2.2.20511.36008 https://www.researchgate.net/publication/315798801_Icehearts_Sport-based_ early_support_program_for_children_at_risk 14. Appelqvist-Schmidlechner K, Haavanlammi M & Kekkonen M. Benefits and underlying mechanisms of organized sport participation on mental health among socially vulnerable boys. A qualitative study on parents’ perspective in the sport-based Icehearts programme Sport in Society, 26:2, 245-262, doi: 10.1080/17430437.2021.1996348 15. Office of the High Commissioner for Human Rights is the leading United Nations. Convention on the Rights of the Child (1989) https://www.ohchr.org/en/instruments-mechanisms/instruments/conventionrights-child 16. UNESCO. International Charter of Physical Education, Physical Activity and Sport. General Conference 2015 https://unesdoc.unesco.org/ark:/48223/pf0000235409 17. Gréhaigne JF, Godbout P, Bouthier D. Performance Assessment in Team Sports, Journal of Teaching in Physical Education, 16 (4): 500-516, 1997, DOI: https://doi.org/10.1123/jtpe.16.4.500 18. Eby LT, Allen TD, Evans SC, Ng T, DuBois DL. Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. J Vocat Behav. (2008) 72:254–67. doi: 10.1016/j.jvb.2007.04.005 19. European Commission – Sport For community cohesion and social inclusion. https://sport.ec.europa.eu/policies/sport-and-society 20. Wessman J & Känkänen P & Silonsaari J (2018) Icehearts – sosiaalisesti tiedostava urheilutoiminta haastaa maskuliinisuuden ideaalin. Teoksessa Antti Kivijärvi, Tuija Huuki & Harry Lunabba (toim.): Poikatutkimus. Tampere: Vastapaino, 197–220 21. White Paper on sport (2007). https://eur-lex.europa.eu/EN/legal-content/summary/white-paper-on-sport.html 22. Erickson LD, McDonald S, Elder Jr GH. Informal mentors and education: complementary or compensatory resources? Sociol Educ. (2009) 82:344–67. doi: 10.1177/003804070908200403
ICEHEARTS EUROPE MODEL
SOURCES
PHOTOS IN THIS DOCUMENT ARE FROM: • Icehearts Finland – www.icehearts.fi • UISP Nazionale – www.uisp.it PHOTO CREDITS: Juhani Järvenpää ICONS ON PAGE 9 BY: Pixel Perfect, Freepik, Justicon MORE INFORMATION ABOUT THE PROJECT: www.icehearts.eu
Icehearts Europe Project (2022-2025) under a WP2 Concept refinement and tools development and as D2.1 (D3) Icehearts Europe concept description. WP2 Leading organisation: Istituto Superiore di Sanità (ISS), Italy
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Health and Digital Executive Agency (HADEA). Neither the European Union nor HADEA can be held responsible for them.
ICEHEARTS EUROPE MODEL
ICEHEARTS EUROPE PROJECT Icehearts Europe model has been prepared in
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