Toolkit of the training Breaking Walls

BREAKING WALLS Training for youth leaders in human rights, migration and freedom of movement

CONTENT I. INTRODUCTION: THE TRAINING o o o o o

Breaking walls YAP – Youth Action for Peace Partners Trainers Timetable

II. TOOLBOX Icebreakers, name-games, welcoming & evaluations o o o o o o o o o o o

Name, adjective and gesture We all have something in common Welcome ceremony Expectations, Fears and Contributions Presentation of the Agenda Juggling with our names World cafĂŠ World map Mid-term evaluation Intercultural evening Final evaluation

Human Rights, Migration & Freedom of Movement o o o o

World map Human Rights Gallery Invisible corridors Sailing to a new land

o o o o o o o o

Gymkana: HR-close up on migration Fish bowl debate on controversial issues Roles and perspectives Social inclusion: dots on foreheads Communication: active listening Conflict prevention: study cases Conflict prevention: chair game Communication and Conflict management

Training in action o o o o o

What inspires us Where to act Open space of ideas Gymkana on facilitation Feedback rules

The workshops from the participants o o o o

Animal Rights Prejudices and HR Memory game on HR articles 2117

I.

INTRODUCTION: THE TRAINING

Breaking Walls “Breaking Walls. Training for youth leaders on freedom of movement� was a training course, 7 days long, that was held from 12th to 18th September at Tenuta Sant'Antonio in Poggio Mirterto (Italy).

The training involved 23 youth leaders, peer educators and group leaders active at local and international level, with past experience in youth exchanges, EVS projects, active citizenship, voluntary service and human rights. The involved countries were: Italy, Estonia, Greece, Finland, France, Scotland, Slovakia, Czech Republic, Spain, Hungary.

The last years' events in Europe (the so-called "crisis of migrants", the creation of new walls and barriers, the reborn of nationalisms) reveal the importance of continuous work on training of youth workers on the themes of intercultural dialogue and global citizenship, using new crosseducational forms from the formal to the informal and non-formal.

We believe that by involving international voluntary service organisations, engaged since many years in international mobility projects, applying methods of grassroots participation, it is possible to create a long-term effect in the construction of new youth projects inside the Erasmus+ programme, within which the respect of differences, the freedom of movement, the rights of migrants are promoted.

For this reason, the training had 2 specific focuses:

1) working methods that can be used within the non formal education framework and in E+ youth projects.

2) freedom of movement and International Voluntary Service movement as tools to promote it.

The project aimed at providing the involved participants with new interactive tools to manage international groups involved in youth exchanges and international voluntary service project - workcamps.

At the end of the project the participants achieved skills that permit them to lead specific workshops in youth exchanges, workcamps and international voluntary service projects; to organize new projects within the Erasmus+ programme on the topic of freedom of movement and migrations; to take part in advocacy and visibility actions of global campaigns.

During the project we proposed interactive methodologies, based on the principles of non formal education, where the different techniques like ice breakers, team building activities, energisers, role play games, were used to stimulate the interaction among participants and to facilitate their active learning. The aim was to involve actively the trainees, to generate a permanent sharing and to facilitate the mutual exchange of experiences and knowledge. In each activity the peer to peer approach was implemented: trainers and participants shared tools and ideas horizontally in order to guarantee the different approaches to the learning process and to facilitate its assessment.

YAP – Youth Action for Peace The project is realized by voluntary service organisation YAP (Youth Action for Peace), founded in 1970. Nowadays it works with international short term voluntary activities (workcamps), seminars, training courses for intercultural youth animators, hosts and sends young volunteers, realises campaigns, information projects and thematic communication. Its structure is based on a network of local groups and partner associations.

YAP is involved in the local voluntary actions and it implements activities of centralised and decentralised information, communication and education on peace, active citizenship, intercultural dialogue focused on youth.

YAP also involves socially, culturally and economically disadvantaged young people in non formal education activities and voluntary service projects, stimulating their personal growth capacities inside the community.

YAP (Youth Action for Peace) is member of the two biggest and most important networks of IVS movement CCIVS - Coordinating Committee for International Voluntary Service and of ALLIANCE of European Voluntary Service Organisations.

The partners The training involved 9 European non profit organisations with long-time experience in volunteering, youth work and non formal education. Within the Alliance of European Voluntary Service Organisations network these partners are committed to promote human rights, migrants’ rights and freedom of movement through youth projects and IVS. You can find more information about partners’ activities in their websites:

ALLIANSSI (Finland) ESTYES (Estonia) INEX Slovakia (Slovakia) UTILAPU (Hungary) INEX - SDA (Czech Republic) XCHANGE SCOTLAND (Scotland) SOLIDARITES JEUNESSES (France) ELIX (Greece) COCAT (Catalunya, Spain)

The trainers The team was composed by 3 senior trainers: Luca Elek (UTILAPU), Stefano Varlese (YAP Italy), Jelena Ristic (YAP Italy) and 2 junior trainers: Adriana Sanz Mañogil (COCAT), Mario Mormile (YAP Italy)

The timetable

II.

TOOLBOX

Icebreakers, name-games, welcoming & evaluations Name, adjective and gesture Aim

To remember the names and to make participants interact.

Material

No material needed.

Duration

Depending on the size of the group. For 20 people 30’.

Description

The participants and trainers stand on a circle. The trainer explains that now everybody will say their name accompanied by a gesture and an adjective starting by the same first letter of their name. The person next to him/her repeats what the first person said and did and adds her/his adjective, name and gesture, the activity continues until the last person on the circle has repeat all the names, adjectives and gestures and introduced his/her own.

For example: First person: “Happy Helen” and the person is jumping.

Second person: “Happy Helen” and the person is jumping and then introduces himself/herself “Active Alessandro” and the person is moving arms.

We all have something in common Aim

To give participants of a new group the opportunity to start to talk to each other, find things they have in common and know each other.

Material

Paper and pen for each participant.

Duration

20’

Description

The participants are asked to go around the room, talk to the other participants and find something they have in common.

They are asked to write down the name of the person and what they have in common. At the end there can be a common discussion on which funny or unexpectable things they found in common!

Welcoming ceremony Aim Material

Creating a safe space and appropriate atmosphere for the training.

As many blindfolds as participants, PC and speakers, instrumental music, passports, pens.

Duration

30’

Description

The participants are taken out of the living building and are blindfolded. The trainers ask them to hold hands and all in a line, walk calmly to the working building where relaxing music is playing on the background.

Once there, the participants are asked to take a seat and there is a welcome speech before they are asked to remove the blindfold. When they remove the blindfold, they will find the YAP T-shirt, the passport and a pen in front of them.

The trainers will introduce the passport model as a tool to follow the learning process:

Expectations, Fears and Contributions Aim

To share within the group fears, expectations and contributions towards the training.

Material

Colour pens, flip charts, tables, instrumental music.

Duration

45’

Description

There are three flipcharts on the tables; in each of the flipchart there is a word: “Expectations, “Fears”, “Contributions”. On the table there are different coloured pens. The participants are asked to think about their fears, expectations and contributions about the training and make a drawing or write a sentence in each flip chart that represents it while instrumental music is playing.

Afterwards there is a circle meeting where participants, one by one, share as much as they feel about what they reflected and drawn.

Presentation of the Agenda Aim

Giving the participants all the practicalities they need.

Material

Flipchart with the agenda, flipchart with the objectives, flipchart with the rules 15’

Duration Description

The trainers share within the group the weekly agenda, the objectives of the training and the rules to make the livingtogether experience more enjoyable.

Juggling with the names Aim

Refresh the names and introduce latecomers in the group.

Material

Two juggling balls of different colours.

Duration

10’

Description

The trainers explain that we are going to refresh each other names by juggling with our names. The game goes in three rounds: Round 1 (with ball 1): We have to stand on a circle and pass the juggling ball to someone else; we can decide to whom, the only condition is that everybody in the circle gets the ball and does it just one time. When we throw the ball, we need to say the name of the person we are throwing it to. The trainer remarks how important is to remember the person that we throwed the juggling ball to and the colour of the juggling ball we threw.

Round 2 (with ball 2): After the first round, the participants are asked to proceed again with the same steps but this time with a juggling ball of a different colour and throwing the ball to a different person than in round 2.

Round 3 (with balls 1 and 2): Now the two balls are in the circle at the same time and the goal is that they arrive to the last person passing by everyone in the order determined during the two previous rounds.

World CafĂŠ

Material

Create more confidence between participants to generate a good atmosphere for the training where people feel free to express themselves.

Different tables or areas where participants can gather.

Duration

40’

Aim

Description

There are four different tables where participants can seat.

The trainer read the question and the participants have about 8-10 minutes to discuss it. After each question the participants can change their seat so that they discuss with other participants.

The questions used in our case were the following: 1. Speak about an international or volunteering experience that has had an special impact on you 2. Which has been the main motivation to come to this training?

4. Share a migration story that you know.

5. Share an inspiring experience you have had.

World Map Aim

Get introduced to the topic of the training by seeing how our participants and their closest ones have moved around the world.

Material

Enough space to fit the group and some signs with capitals or country names to put on the floor as references.

Duration

30’

Description

Participants have to move on an imaginary world map on the floor according to the questions asked by the trainers.

After each movement, the trainer asks some of the participants to tell where they are and to share a bit of their story.

The questions used in our case were the following: o Where were you born? o Where do you live nowadays? o Where is the further place where you have been?

o Thinking on migrations, where is a place where the people from you country has migrated historically or migrates nowadays? o Think on the member of your family who lives more far away from you. Where does he/she lives? o If you would like to move somewhere, where it would be?

Mid-term evaluation: Menu

Material

To evaluate the training so far, identify point to improve the remaining program, check the atmosphere and levels of expectations of participants Prepared menus, pizza model, pens, markers

Duration

45’

Description

There were Menus prepared so to invite the participants to discuss in small groups and get inspired by the Menu and chose appropriate “dishes” to explain how they felt: • one spice too many • cherry on the top • healthy broccoli • meat for vegetarians • glass half-empty or half-full • the best meal ever After having the time to share in small groups, the participants were asked to comment in plenary. Because of this methodology, the impressions of the participants are more structured and to the point.

• what was the most surprising thing so far?

• was there anything that made you uncomfortable?

• How do you feel about teamwork?

• How do you feel about your own contribution?

After, we passed to the pizza model. The participants were asked to put a dot closer to the circle if they feel very positive about it or further from the centre if they are not liking it, related to different aspects of the training:

Aim

• methods • topics • own contribution • trainers • accommodation, food, working space • group atmosphere • meaning • overall feeling

Intercultural HR evening Aim

Material

• To create familiar atmosphere and to build trust among the participants • To discover participants’ countries and cultures • To learn about migration and human rights situation in each represented country Traditional snacks & drinks from participants’ countries, participants’ presentations

Duration

120’

Description

The participants are asked to prepare the plenary for the intercutlural evening: each country is presented through national snacks and drinks. They are also asked to prepare a short presentation by country that should include a personal story and/or national cases/policies linked to migration.

Whatever materials and techniques could be used: storytelling, photos and collages, videos, presentations etc.

During the intercultural evening each group presents their stories and the others make questions. When the round of presentations is over, the participants are invited to share typical snacks, drinks, dances, traditions etc.

Final Evaluation Aim

• Create a closing experience of the training • Give space to self-reflect and share with others and with the group of the experience through different methods.

Material

Printed version of each day programme, evaluation forms, pens, plenary room

Duration

75’

Description

Act it out: Participants are put in small groups of 5 (not with the same people they have worked with) and each group receive a day of the program. They have to discuss how was the day for them and create a small sceen to act out from the most important moments of the day.

Written evaluation: Participants are asked to take proper time to fill out the evaluation form both for themselves to reflect and for the team to learn and improve from their feedback.

Closing circle: Participants are asked to sit in a circle and everyone is asked to share what have they learned from themselves, what will they use after the seminar and how and a message to the group.

Human Rights, Migration & Freedom of Movement Invisible corridors Aim

Material

Duration Description

Make participants reflect on their own behaviour in a team and the leadership roles they take and make them reflect on cultural and communicational differences.

A piece of paper. An even number of participants is need it plus a person (not belonging to the participants group) to stand in the middle of the circle. A facilitator guides the activity and other facilitators should observe and make notes for the debrief.

40’ + 30’ of debriefing After a short intro, the participants are asked to stand on a circle very close to each other. The activity goes in two parts followed by a debriefing: Part 1 (20’): The trainer asks the participants to face the person across them, who becomes their pair. They have to imagine that they are standing on the two ends of a very narrow corridor. When the facilitator counts to 3, the participants have to exchange places with the person in front of them making sure not to exit their corridor. The trainer let the group try a few times.

Part 2 (20’): No matter if they have found the solution to exchange their place or not, for this second part a person stands on a paper on the middle of the circle. Participants have the same task than in the part 1: exchanging places without leaving their corridors. The person in the middle doesn’t speak, only uses non-verbal communication if the group approaches. The person’s only belonging is the paper, so the person tries to protect it and gets angry when feels the paper is in danger.

The group should understand without verbal communication with the person in the middle that the paper has to be saved

and if that is safely moved the person would move as well, hence they can complete the task of exchanging places.

Debriefing (30’): The debrief focuses on what has happened, who was the person in the middle (why was he/she there, what happened?), communication within the group, leadership, what we have done as a group?

Questions used for the debrief: What happened?

•How did you decide what to do? Did you communicate? How? •Was there someone leading that process?

•Did everyone agree with the strategy?

Were there different ideas how to complete the task?

•Who was the person in the middle?

•What was the aim of the person in the middle?

•Did you try to communicate? How did you feel when the person did not answer?

•What do you think, how was the experience for the person in the middle?

•Did the group succeed?

•How did we do as a group?

Human Rights Gallery Aim

Getting familiarized with the articles of the UDHR and make a link between the abstract document, rights and our life.

Material

Articles of the Universal Human Rights Declaration and Quotes related to Human Rights printed and put on the wall as a Gallery, tape, passports, pens, sheets with the questions for the group discussions.

Duration

90’ (35’ + 30’ + 25’)

Description

The activity consists of three parts: visiting the gallery, discussing in groups and sharing in plenary.

Visiting the gallery (35’): The trainer explains the concept of the gallery of Human Rights and ask participants to enter, reflect and read the different quotes and articles on the wall making notes in their passports.

Discussing in groups (30’): Participants sit in groups of 4 and discuss their feelings and opinions based on the questions proposed: Sharing in plenary (25’): The groups share the key points discussed on the small groups. o What resonated with you? o What are the articles that influence your life? o What are the articles that you feel are not respected in your country, community? o

Sailing to a new land Aim

• To evaluate what is essential for survival and development • To separate wants from needs • To connect human needs and human rights

Material

As many sets of printed cards* as groups, envelopes, pens to draw in the empty cards, flip chart, scotch.

Duration

50' + 30’ of debriefing

Description

The participants are divided in groups and the trainer gives to each group an envelope for the game with the cards. The groups are asked to occupy different places in the room. The trainers explain basic rules and make a short intro to the activity, then, he/she becomes the narrator of the story: “You are about to sail to a new continent. There are no people living there now, so when you arrive, you will be pioneers establishing a new country. In your suitcases (envelopes) you have all what you will take with you to live in the new country. You can open the luggage, take it out from the suitcases and have a look on what you have.

As you see, you have three blank cards; on those ones you can decide if you would like to bring any additional things with you. Remember you are moving to the island to live there, not just as a temporary trip.’’

They have 5 minutes to look at the cards and decide if they want to bring something extra.

“Now that every group has their luggage ready, the sailing trip starts. At first the trip is very pleasant. The sun is shining and the sea is peaceful. You are enjoying the trip and looking forward to discover the new island. Suddenly, some big clouds come out, everything gets darker and a big storm comes up. You have problems: the ship is rocking. In fact, it’s about to sink! You must throw three of your cards overboard to keep the boat afloat’’.

The trainer asks every group to decide what to give up and explains that they won’t be able to get these things back later.

Then collects the cards which have been ‘thrown overboard’, and put them together in one pile. Return to the narrative: “At last the storm is over. Everyone is very relieved. However, a weather report has informed the captain that a Category 5 hurricane is heading straight to the ship. If you are going to survive the hurricane, you must throw overboard another three cards! Remember: do not throw away what you may need to survive in your new country.” As before, the trainer collects these cards and keep them in a separate pile. Return to the narrative: “That was a very close shave! However, we are almost at the new continent. Are you excited? But just as we sight land on the horizon, a giant whale crashes into the boat and makes a hole in the side. You must make the ship even lighter! Throw away three more cards.” The trainer collects and puts these cards into a pile. “Finally you have reached the new continent safely and are ready to build a new country. You can glue your remaining cards onto a piece of paper so that everyone can remember what you brought to your new home island. Now you can hang your sheet at the front of the room and explain what you have brought to the new land.”

Questions used for the debrief: o o o o o o

How did you feel about this activity?

How did you decide what you could live without?

What was essential?

What do you think about your final choices?

Were some decisions difficult? Which ones?

Were there any disagreements as a group on what to keep and what to throw? o Will you be able to survive in the new country? o Will you be able to grow and develop well? o How do you connect this activity with human rights and their violation?

*The cards to be printed and distributed:

Gymkana HR: close-up on migration Aim

Get more familiar with documents, actors, working mechanism of Human Rights and think about issues related to migration from a Human Rights perspective.

Material

Flipcharts, pens, PC, printed UDHR and ECHR, printed simple version of UDHR.

Duration

Duration: 80’ (25’ per station and extra time for changing stations).

Description

The activity takes place in three stations – participants have 20 minutes at each station to discover a different aspect of Human Rights.

The participants are divided in three groups and rotate through the three stations, alocated in different places and with different trainers. At the end of the gymkhana there is a short plenary meeting to wrap-up with the activity.

Station 1: Human Rights 101 As an introduction the participants are shown a short movie: “Human rights in two minutes” Then, the trainer discusses with the participants what are Human Rights – what do they know about them. Are they a set of values or binding laws?

Then the trainer presents and shows the following documents: - Universal Declaration on Human Rights (UDHR) - European Convention on Human Rights (ECHR) And introduces the European Court of Human Rights

Then, presents the key values and characteristics of Human Rights: inalienable, indivisible, interdependent, interrelated, universal and ask the participants if these are a reality around them.

Afterwards, the trainer asks: “Why do we have Human Rights? What do we want to archive with them?” And present the concept of positive and negative peace (Galtung) and the triangle of democracy, human rights and rule of law as system to create positive peace. Then they discuss all together if they have positive peace in their country or community. At the end, they sum up the main things to remember about Human Rights.

Station 2: Actors in Human Rights The trainer asks the participants to gather actors who are involved in the protection of human rights. What are their roles and the link between them? Who protects and who violates? And how? Then, asks for examples of actions that these stakeholders can do to protect human rights. Whose responsibility is to protect human rights?

How can the same actors protect and violate rights at the same time?

During the discussion, the trainer writes down in a flipchart their ideas and the outputs of their discussion.

Station 3: Why to migrate – which rights are at stake?

The trainer introduces the participants to three key terms: asylum seeker, migrant, refugee.

Then, the participants are asked to discuss the reasons why to migrate – push and pull factors (find example of discussion in Take it out toolkit).

Then, the participants receive the simple version of the UDHR and ECHR and ask participants to identify the rights at stake at both for migrants and welcoming community.

Fishbowl debate on controversial issues Aim

To bring the concept of HR to a personal level and to facilitate deeper understanding of the HR concept and areas it refers to.

Material

Chairs, bowl, written statements.

Duration

80’

Description

The trainers have previously prepared statements, write them down in papers and put them in a bowl; they have, as well, allocate the chairs in a circular shape and three of chairs on the middle of the circle.

The trainer explains how the fish bowl methodology works and invites three volunteers to take the central chairs. There is a bowl in the middle, with the statements on the paper.

They take one statement, read it out loud and discuss about it. At any moment someone from the audience wants to add something, can come and by touching on the shoulder of someone sitting there, take the place and resume the conversation. When the topic is exhausted, they take another statement.

After the time given, the trainer stops the conversation no matter how many statements were taken by that time.

In this case the following statements were used: Privacy

Governments should be allowed to follow our personal movements and actions in order to fight terrorism, even if that means invading our privacy

Migrants

In my country I should have a priority to get a job compared to a foreigner with the same qualifications.

Gender – lgbti rights

I don’t have a problem with gay people but they should not be hugging and kissing in public

Gender – lgbti rights

I don’t have a problem with gay people as long as my son/daughter is not one

Gender – lgbti rights

Gay Pride is an impactful way to fight for equality.

Freedom of speech and access to information

Having internet should be a basic human right.

Migrants

We need qualified migrants because we are not able to sustain our welfare system as the European population is getting too old (less work labour).

Reproductive health / right of life

Decision about abortion belong to the pregnant woman only, without the interference by the state or family

Religion

Baptizing a baby and so deciding a person’s religion is a violation of religious rights of that person

Religion

In school children should not wear any religious symbols or cloths because this is the way to promote equality

Gender – equal pay and job opportunities

Women are better leaders than men but they still don’t have the same opportunities

Disability

People with disabilities should not volunteer because they are easy to be taken advantage of

Gender – education and recognition

Housewives should have a salary and a health insurance provided by the state because it is a real job as much as being a lawyer is.

Children’s rights sustainable living

Adopting a kid is the most sustainable way of having a family as there are too many people on the planet anyway.

Relativisation rights

of

and

human

Sometimes a war is inevitable.

Human rights during a war have different interpretation.

My vote in national elections doesn’t make any difference.

Justice

Rape victims in some part brought it on themselves by dressing provocatively or with flirting

Torture

Death penalty should exist for the worst of crimes

Torture

Torture in the name of counter-terrorism is ok if one is a known terrorist or is suspected to be one Military intervention is justified against terrorism.

Environment, hunger

poverty,

Supermarkets should destroy food past its expiration date.

My rights vs. your rights

My country is too poor to accept refugees.

Gender, safety, violence, permission

Sexist jokes are a form of violence.

Migrants

It is better to help migrants/refugees at home than having them here.

Roles and perspectives Aim

Think about different roles we take in life

Material Duration Description

Paper and pen for each participant, PC, speakers and instrumental music.

75’ Previously, the trainers prepare the room, creating a nice atmosphere with music, putting the chairs all around the room one by one with one paper and a pen – so participants will have space alone to do the activity.

First part (35’): The trainer explains that we all take different roles in life and in this activity, we want to focus on ourselves and our roles. An activity to reflect and to be honest about the roles we take in society with ourselves. “We are either oppressors or oppressed in every situation.”

Then, the trainer asks to the participants to divide the papers into four parts and write: victim, perpetrator, bystander and intervener into the four parts and let them time to think and write four stories of discrimination from their life when they took the different roles.

Second part (20’): The trainer creates groups of three and ask participants to share – as much as they are ok with sharing.

Third part (10’): Close in plenary asking not for the stories, but the impressions. Tell participants that we need to accept ourselves as we are, being aware that taking different roles is part of normal life. To move on forgive, console, accept, learn, get empowered by the story of intervening.

Social inclusion: dots on foreheads

Material

• to learn to recognize how cultural differences and similarities, stereotypes based on generalisation and cultural boxes can affect our lives even when we are not aware it is happening • to identify both obstacles and benefits experienced in our life based on the groups we have been identifying ourselves with or others have been putting us in • to introduce the definition of young people with fewer opportunities as seen through the Erasmus+ Programme of the European Commission • to introduce different concepts of social exclusion Prepared flipchart for input, paper tape, markers

Duration

75’

Aim

Description

Participants are asked to close their eyes while the trainers put a piece of a paper tape on their foreheads. All the papers have different forms on them. They are either square, triangle or round and each form has variations in 4 different colours.

Just a few (2 or 3) are completely different, e.g. a house created from a square and a triangle with a little chimney or a flower with round petals but a triangle in the middle.

Once all the participants have the papers stuck, they can open their eyes and they are asked, without talking, find their group. They can help each other.

After 10 minutes of the action, the trainer asks the group if they are fully satisfied with how they formed the group. This triggers another round of mix & match among the participants.

The debrief is based on the following questions: • How do you feel now, in one word? Exhausted, frustrated, accepted, safe, unsecure about my own identity, ashamed What happened? Who helped whom, how did you find a way to find your group? Participants report on different strategies employed by some people.

• How did you feel when you were pushed from one group or invited into another? Did you feel that you belong anywhere? Did you expel someone yourself? Was there a leader, someone to take charge and put others into groups? Why did you believe they had the right to do that?

Especially those with “strange” signs report they have been feeling left out, like nobody wanted them, then taken in like a charity, and eventually that they formed a group of “uniques”; they report being put in groups they didn’t know the characteristics; they someone else was deciding about their own identity.

• Could we find examples in real life where this dynamic can apply? examples are made about people with fewer opportunities and how they are treated in schools, companies; minority and ethnic groups; how we can be put in a box when we are young, like giving us a religion without us being conscious about it, or being born in a certain place can affect how others interact with us, etc.

Conflict management: study cases

Material

To practice conflict management having in mind different styles of communication and approach to conflict Study cases

Duration

90’

Description

The participants are divided into 3 groups.

Each group receives a study case to reflect on. Within their group the participants are asked to read the story, think about the conflict, create a theatre scene to represent it and figure out some possible solutions of the conflict. While presenting the scene at the stage, the group is asked not to reveal the possible conflict resolution.

The study cases are:

Aim

1. A Muslim husband doesn't want that a male doctor touch his pregnant wife but she is in danger of life.

2. A neighbor calls the police because the husband is beating the wife, and the wife is fine with this because they come from a very sexist society 3. Jewish women ask a special day for them in the public swimming pool in order to put the hijab.

4.

Each group, one by one, makes the representation on the stage. After the representation each group remains on the stage and the following k-questions are asked: • What did they represent? (to the audience) • What did you represent? (to the actors) • How did you feel? (to the actors) • Do you think the situation you represented may happen in the real life? (to all) • Which solution can be found? (to the audience) • Which solution/s you found out? (to the actors)

Communication: active listening

Material

• To experience (in)active listening • To acknowledge the signs of an active listener in respect to bad habits • To understand and learn how to notice signs of different types of communication • To explain different communication styles and link them with problem solving choices one makes based on what is more important, the goal or the relationships -

Duration

30’ + 60’ inputs

Description

The participants are divided into two groups. One group is instructed to tell a story about a meaningful event they had

Aim

this year. The other group is instructed to be “bad listeners”, e.g. not to look directly into eyes, check their phone, not to ask any additional questions etc.

The participants are paired up and have minutes to do the exercise.

The short debrief is made: • How did you feel to tell a story about yourself to the other person?

• How did you feel to be a “bad listener”?

• What are the signs of “bad listeners”?

• What does it mean to actively listen?

In the second round of communication, the pairs are asked to repeat the same exercise, this time that the one that listens pays attention.

A round of impressions was shared after the second round, which, inevitably lasted longer than the first.

Inputs: Types of communication: Passive, aggressive, passiveaggressive, assertive An example was made: You are out on a dinner with some friends. You notice that your fork is a little bit dirty. How do you react: A: you yell at the waiter and demand they exchange it immediately, maybe even call for the manager or say you won’t even pay for the bill (aggressive) B: you act as if nothing happened and clean the form using the napkin (passive) C: you show to the person next to you and comment how unprofessional it is but when the waiter comes and asks if everything was alright, you say that everything is alright (passive-aggressive) D: without making too much fuss about it, you ask the waiter to exchange the fork without raising the voice (assertive) Basic signs of types of communications were identified and commented by the participants.

Styles of communication linked to the balance between the goal to be achieved and the relationship among people

involved: shark, teddy bear, owl, fox, and turtle. Examples from workcamps can be made, e.g.

How would any of these animals react: After 3 days of rain, which were the first 3 days of a workcamp, you decide to let the volunteers go to the lake and rest, enjoy the good weather. At some moment, the workcamp’s host arrives and asks why the volunteers are not working, as the rain has finally stopped. What do you do?

Shark: ask the volunteers to come back from the lake and start working; Teddy bear: insists that the volunteers need to have a day off as the morale is low; Fox: make a compromise so that they stay 1 hour more but tomorrow they work an extra shift; Turtle: doesn’t do anything and refers to the second leader.

Conflict prevention: chair game Aim

• To show the difference between competitive and cooperative approach; • To highlight the importance of communication in conflict prevention • To have participants understand the dynamic of conflict development and recognise its phases • To have participants practice the skill of active listening and acquire its principles • To understand the assertive rights

Material

• To present and understand the principles of non-violent communication Chairs, prepared flipcharts for the inputs

Duration

120’

Description

Divide the participants into 3 groups of equal number. Put some chairs around (same number as the size of the groups).

Each group gets one objective that could not be shared with other 2 groups. The objectives are: (1) Form a circle with the chairs; (2) Sit in all the chairs; (3) Put the chairs close (5m) to something (e.g. a palm).

It’s possible to achieve all the goals for all the groups at the same time but the participants don't know it. The trainer should encourage the sense of competition.

The participants have few minutes to discuss within the group and plan a strategy to reach the objective. After the discussion the game starts and it’s not possible to speak.

The participants start to compete: run with the chairs, struggle to take the chairs from the other groups, etc.

After few minutes, tell them that the time is up, and gather the entire group back in plenary and ask some questions: • What happened during the activity?

• What was your strategy?

• Read the secret objectives. Did you succeed to reach it?

Why? • Who told you that it was a competition?

• Can you relate this exercise to your real life?

After the debriefing, the trainer presents some inputs on conflict prevention: - Conflict explosion timeline Conclusion on competitive and cooperative approach - Indications of conflict - Types and dimensions of conflict - Ways of responding (Shark, Owl, Turtle, ecc.)

- Dealing with conflicts in international environment – iceberg, deeper understanding - Some basic conflict resolution tips and reminders

Communication and conflict management Aim

Material

• To understand and learn how to notice signs of different types of communication: aggressive, passive-aggressive, passive, assertive • To practice conflict management having in mind different styles of communication and approach to conflict Printed materials: 2 examples to solve, roles to be assigned

Duration

90’

Description

The groups get examples to solve, but also each of the participants gets a note for their role, they should act like, but not reveal to the rest until the plenary discussion. The roles are described so to impersonate a passive, aggressive, passive-aggressive, assertive person.

There are 4 groups but 2 tasks, so 2 groups do the same tasks, so later on in the debrief to be able to see and comment on different solutions: GROUP 1 and 2 You are organizing a seminar about sustainable living. A part of your team for the sake of sustainability want to make the event vegan and another part thinks there are other ways to be sustainable. How do you solve the issue?

ASSIGNED ROLES: 1: You believe your way is the best way. You enjoy eating meat. There are other ways of being sustainable.

2: You believe your way is the best way. You are a vegan for the past 10 years.

3: You want to find a compromise in your team.

4: You don’t like to eat meat, but if the others want, who are you to say anything.

GROUP 3 and 4 The training started and the participants are asked to put their names on the board for 4 times so that there is an equal contribution to daily tasks. After two days there are empty spaces on the board as not all participants put their names.

How do you solve this issue?

ROLES: 1: You are ok with signing up for more times.

2: You want to discuss, find a common solution that is good for everybody. Your approach is educational.

3: You don’t like conflicts and you try to stay out of them.

4: You do not want to clean after other people. You feel very strongly about it and don’t want to make compromises with this.

For the debriefing the participants share their way to solve the problem at hand and then share their roles while

commenting on how they felt in these roles, how easy or difficult was it to act contrary to your nature (the facilitators try to assign opposite roles to participants, e.g. to a very active person to assign a passive role).

Training in action What inspires us?

Aim

To share inspirational experiences.

Material

Papers, pens, tables, chairs.

Duration

90'

Description

The trainers give to the participants a set of questions and gives them some time to think and write about them by themselves.

Then, there are different tables were participants can seat together and share their inspirational experiences in small groups. The groups are changing so the participants can talk with different people.

The set of questions given in our case was:

Where to act

Material

• Provide opportunities to follow it up concretely after the training • Introduce the history of the IVS movement and its dimensions Presentations, PC, projector and prepared flipcharts

Duration

50'

Description

The trainers present IVS movement and international networks, their priorities and fields of action: • History of the IVS movement • Different dimensions of IVS: touristic, educational, workrelated/productive, social-emotional, political, financial • The “culture of peace” as defined by UN and how it relates to IVS

Aim

Ways to get involved on different level: • Campaigns • Working groups of Alliance • Participants’ organisations: apply for their SO national trainings for camp leaders next spring, organising a workcamp, • the campaign Raising Peace of CCIVS • activism (run small workshops in the framework of the Global HRs week)

Open space of ideas

Material

• To trigger ownership over one’s own learning process and needs • To facilitate teamwork • To invite the participants in decision-making process about the structure of the training • To tailor the rest of the programme to the needs and interest of the participants Papers, pens, tables, chairs.

Duration

35'

Description

The participants are asked to identify topics they would like to go deeper about during the rest of the training, having always in mind the general frame of human rights education.

After they are proposing different ideas and explaining the concept of each idea.

Afterwards people sign to those they would like to follow.

The trainers see the formed groups and their outputs in the sessions during the following days.

Aim

Gymkana on facilitation

Aim Material Duration Description

Give an input on facilitation to frame the following training on action.

Flipcharts, pens, post-it, the programme of the training, toolkit, NAOMI doll 80' (25' per station and extra time for changing stations).

Station 1: NAOMI model At this station participants are explained the NAOMI model; they also see the toolkit of the last training to understand NEEDS: what is the issue in society that you want to address with your workshp AIM: what is the goal you want to archive with your workshop OUTCOMES: what is the main message you want participants to walk away with METHODS - what are the activities you will include in the workshop IMPLEMENTATION - what are the technical/logistic elements (time, materials) EVALUATION - plan both the evaluation for the participants ad the team to measure succes how their sessions will be used and published for a wider Station 2: Methodology public as well.

At this station participants analyze the activities of the NAOMIthe model explains what what are the different elements past days discussion were the different of a workshop also outlining step by step the tasks methodologies used and what are the pros and cons of participants has to go through during the afternoon. choosing them.

As well2:discuss that their workshop will have to have five Station Methodology energizer/ice-breaker, main Atelements: this stationintroduction, participants analyse the activities of the past activity, debriefing evaluation days discussion whatand were the different methodologies used and what are the pros and cons of choosing them.

As well discuss that their workshop will have to have five Debriefing should start from feelings, arrive to activity, what elements: introduction, energizer/ice-breaker, main happend and and evaluation. close with making a link to reality. debriefing

At this station we also discuss what should be taken into consideration when choosing a method - like age, cultural background, stage of the group development.

Debriefing should start from feelings, arrive to what happened and close with making a link to reality.

At this station we also discuss what should be taken into consideration when choosing a method - like age, cultural background, stage of the group development.

Station 3: Facilitation do’s and don’t’s The session is closed in plenary with the instructions to start working on the session always from the needs and aim and not from the methodology.

Feedback rules

Material

Prepare participants to give efficient feedback on their own workshops Flipchart with feedback rules

Duration

15'

Aim

Description

Participants walk in the space – they have to stop and pair up with the first person they see.

They have to give a positive feedback to that person about their first impression when they have arrived to the training.

Participants keep walking and at the next stop they share a positive feedback about working with the person.

The trainer presents feedback rules and the sandwich model of giving feedback.

The workshops from the participants Animal rights

Material

To realize that all living beings should be helped in case of need and it is in everyone’s power to act and to make a change.

Flipcharts, pen, cards with the cases, chairs.

Duration

60’

Description

We used role play as a main methodology. We divided participants in three groups. Each group was given a card with a case of mistreatment of animals. The task was to discuss the case, agree on how to solve it and create a theatre play to introduce the situation and the solution. After each play we discussed suggested solutions with the audience. In the end we had a discussion about it.

Aim

Prejudices and HR

Material

Raise the awareness about own prejudices and show how they can eventually lead to discrimination and to human rights violation.

Scotch, markers and flipcharts.

Duration

60’

Description

Before the workshop: cut piece of paper tape for every participant and write on it a character. Prepare a list of statements.

Aim

Activity: Ask participants to make a circle and to close their eyes and stick on their foreheads the paper tape with the name of one of the characters you’ve chosen for the activity.

Ask them to open the eyes and to walk around the space without talking and to look to the names of the other characters. Start declaiming some statements. For example, “living in the same flat” or “preparing activities for children”.

The task is to get close to the people with whom you would like to do what the statement says and at the same time to get away from those you would not choose. Let the participants enough time to decide and to move around the space according to their preferences. The activity is dynamic and it’s quite sure that the people will keep walking all the time. In order to change the rhythm and show the participants what is happening within the whole group the leader can say “stop” to ask the people to stand without moving. Before starting declare the affirmations can be useful familiarize the group with the basic rule of the game.

For example, every person can be asked to get close to the tallest people, get away from the shortest ones and keep a medium distance from the people with a medium height.

Debriefing: debrief with the papers still stuck on the foreheads. At the end ask the people to see their character one at a time.

Memory game on HR articles Aim

Put communication and cooperation skills in practice while learning the UDHR articles.

Material

Printed Articles and statements for making memory pieces, paper and pens for each team.

Duration

60’

Description

The participants were divided into groups. There was a table on which 16 memory pairs with UDHR Articles/statements about the Articles, placed upside down arranged in an ordered way. Each group was placed in an equal running distance from the table. Next to every group there was a controlling person to make sure everyone understands what to do, to keep an eye on the process and to check possible pairs. Controllers were not there to help strategize but could encourage if needed.

Groups were not allowed to communicate with other groups.

The objective was to uncover as many memory pairs as possible. The groups were allowed to send a group member to the table and turn one piece, each time. Afterwards, the group member had to run back to the group and in freely chosen strategy explain what was seen and where the piece was located. Then, a next person from the group was allowed

to go to the table and peek at a new piece. The rules state that it cannot be one person running back and forth between the group and table, they have to some way rotate and change the running person. Once the group thinks they know which papers form a pair one of the members can run to the table, take the two pieces of paper without looking at them and run back to the group to show the pair to their group controller. The controller checks if it is a match or not. If yes, they can keep the pair, if no then the pieces have to be taken back (and placed at the exact same place where they were taken from. This is very important in order to not create a chaos on the table.)

2117 Aim

To make people aware that the climate change is a serious threat to Article 3 of the Human Rights Declaration

Material

Flip chart, chairs, paper, scotch, colourful pencils, a watch.

Duration

60’

Description

This is a group activity about taking decisions. There is a narration and after some happenings the participants need to choose between two options; the choice determines how the story continues. After reading out the situations and the two offered choices, you either eliminate a certain number of people or let everyone keep playing. The aim is to have one person playing at the end, so plan this according to your group size. Present the questions, the two options and the results with some simplifying drawings, so that everyone can understand regardless of their language abilities. The simple frame of the storyline and the questions is as follows, but you should elaborate a bit more on the story and connect it properly with the consequences of climate change.

First welcome the participants into the year 2117 and elaborate on how the world would look like due to the climate

change at that time. The facilitators should use some theatrical approaches throughout the storyline.

Your small community needs to leave your current area because of desertification caused by the climate change.

Will you…

1. Try and move across the ocean or will you.

What happens? You were lucky to make it through the ocean, but a number of you got washed away by a tsunami and were no longer able to continue the journey.

2. Try to cross the desert?

What happens? You were lucky to get to the other side of the desert, but a number of you got caught in a tornado and were no longer able to continue the journey.

You have been travelling for weeks and some of you are starting to get really ill, because of the lack of clean food and water and because of the spreading diseases.

Will you…

3. Try and find some medicine from an abandoned town across the river?

What happens? You were able to find some outdated medicine from a destroyed pharmacy building and you were all able to continue the journey.

4. Try to find some natural herbs from your surroundings?

What happens? Despite of the collapse in biodiversity, you were able to find some natural herbs and you were all able to continue your journey.

Your group has been walking long distances, but you haven’t found enough water for days now. You are all very, very thirsty. You come across a small stream of water. It could be polluted, however. Will you…

5. Drink from the stream.

What happens? The water was quite polluted. Most of you survived, but a number of you were not able to continue the journey.

6. Keep walking and try to find a safer source of water?

What happens? Most of the group survived, but the wait was too much for some and a number of you were not able to continue the journey.

Your group has kept moving and everybody is more or less starving at this point. You come across an abandoned shop that probably has some food inside. The shop has, however, just been occupied by another community of climate refugees and they refuse to share any of the food. Will you…

7. Fight them for the food.

What happens? You were able to retrieve some food, but due to the fighting a number of you were not able to continue the journey.

8. Keep walking and hope to find food elsewhere?

What happens? You were able to find some food, but it was too late for some and a number of you were not able to continue the journey.

Your group finally arrives at the border of a nation that still has some resources left. The border, however, is full of barbed wire fences and guards. You don’t know if the country will let you in. Will you…

9. Try and apply for a permission as an asylum seeker?

What happens? Only one of you was granted asylum and the rest of the group were not able to continue the journey.

10.Try and enter the country illegally?

What happens? Only one of you managed to get past the fences. The rest of the group gets imprisoned by the guards and therefore were not able to continue the journey.

You are now living in a somewhat safer environment, but the food is still scarce and there are plenty of riots in the city. You have lost all the other members of your community, which has forced you to give up your own language and your cultural traditions. One day you go searching for a water source on a desolated area, because people are often fighting with each other at the city’s regular water sources. You start digging deep into the ground, but instead of water you come across

a peculiar object. (At this point, the facilitator should pick a hand watch from their pocket.) It’s a time machine! And before you know it, the machine takes you back in time to this wonderful place: the grass looks green outside, the birds are chirping and there is a delicious smell coming from the kitchen. Suddenly you are surrounded by people who are healthy and happy and blissfully ignorant of the dim future ahead of them. You find out that you have entered the (actual location of the workshop) in the year (current). And now you have one more decision to make. Will you act?

11.Yes 12.No. (This rhetorical question should mark the ending of the simulation and lead to the de-briefing with the whole group and then to the group conversation.)

Some examples of the questions for the debriefing: o What could you, as an individual, do to prevent climate change? o Do you think we could accomplish saving the human race if all of us did these adjustments in our daily lives? o Do you think that the effort of individuals would be enough or should governments and corporations make adjustments too? o Which kind of adjustments? o How could we influence big companies to start acting more sustainably? o How could we influence our governments? o What could we do to protect environmental refugees?

This toolkit has been done with the contribution of the participants of the training course “Breaking Walls. Training for youth leaders on freedom of movement”: ZAPLETALOVA Katerina HELME Liina MURUMAGI Maarja-Helena HUNTLEY Alexander SUCHA Juliana RIBANSZKA Nikoletta LHOIR Noémie MANGUELE Patricia ANGELILLI Jonathan MULARI Heidi PELTOLA Pirita BRUTOVSKY Dávid PRIMASOVA Alice PAGES MAS Joana GONZALEZ ESCRIGAS Natalia TAKACS Anna BILLAY Gábor

The booklet has been edited and designed by Adriana Sanz Mañogil and Elizaveta Zaytseva.

The pictures have been made by Mario Mormile and Stefano Varlese.

This toolkit is a result of follow up of the project "Breaking Walls", financed by KA1, Erasmus+ Programme, coordinated by YAP - Youth Action for Peace, held in Poggio Mirteto (RI), Italy from 12th to 18th of September. © 2017, YAP Italia.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.