In the context of transition from institutional to community based care of children, all CEE countries face the challenge of changing the institutional culture, re-training and continuing competence development of careers and foster parents who look after the children facing multiple disadvantages and being highly exposed to the risk of social inclusion. To facilitate the development of transversal (social, creative and recreational) and professional skills of the carers and foster parents, who must be able to facilitate group living, must be excellent communicators and advocates, have to know how to access a wide range of child protection and child care legislation information, and also have to be able to create a friendly and nurturing environment by mastering the domestic skills this requires, the present project addressed the following objectives:1. Development of professional competence of trainers of carers and foster parents by offering them training curriculum, training materials and best practice models to be used in their daily work.2. Development of the transversal skills of carers and foster parents by training them in fields such as: handling challenges, working with others, verbal and non-verbal communication, creative thinking, critical thinking, learning to learn, planning own work, problem-solving , etc.Besides the immanent development of project management staffs' competencies, 12 specialists (3 from each country, psychologists, social workers) have been trained in the project on how to use the Curriculum, the Training material and the Best Practice Database produced throughout the project. The transnational joint staff training facilitated not only the professional development of the participants, but will also promoted transnational cooperation and collaborative learning of specialists in child protection beyond the lifetime of the project and beyond the borders of the participating countries.Following the transnational training the specialists in each country have organised national pilot training, using (and testing) the materials developed within the project. The training took place at various locations in Romania, Hungary, Austria and Croatia, between February-April 2016. There was a huge interest in the training in each country, so instead of participants altogether (as foreseen in the project proposal) , a number of 154 carers and foster parents (30 participants in Romania, 75 participants in Hungary, 34 participants in Croatia, 15 participants in Austria) took part in the pilots, all of them appreciating and valuing the opportunity very much. Main activities to accomplish the project objectives were: 1) Needs analysis of the target group resulting in a transnational report on training and continuing development needs of carers and foster parents - The Croatian partner (Sirius) has been coordinating the process of needs analysis and provided guidelines for doing the research work. Results of research have been collected on Wiggio group and by e-mail. The guidelines - translated and used in all countries to collect comparable data and information - included a Methodology Guideline the the following annexes: 1. Questionnaire for the individual interview addressed to foster parents, 2. Questionnaire for the individual interview addressed to carers and educators, 3. Questionnaire for the individual interview addressed to other experts, 4. Desk research template, 5. Instructions for filling templates for collecting data from individual interviews, 6. Excel chart for summarizing findings. FINDINGS of desk research and 130 interviews taken in the four countries (41 foster parents, 68 carers and 21 other experts) are summarized and extensively described in the NEEDS ANALYSIS REPORT.2) Developing a CMS based website that will host not only project information and downloadable outputs but also a best practice database: The website is avaialabe at carecomp.eu , it hosts the best practice database, general information and all intellectual outputs of the project.3) Elaboration of a Curriculum and Training Material: based on the needs analysis the partners shared the tasks of developing a Curriculum and a Training Material that meets the most urgent needs of the target group. The units of the Training materials have been elaborated in national languages then translated into English for comparison, testing and peer evaluation. Pilot testing (see above) have been successfully done in each country. The training material units have been adapted and further improved based on the feedback received during the pilot training, then the final Training material has been translated into Croatian, German, Hungarian and Romanian, illustrated and graphic edited for an attractive design and printed, presented on multiplier events and other dissemination events. All language versions are made available on the project website.

<< Background >>BACKGROUND & NEEDS | In this project we plan to provide a digital game for teenagers that will help them internalise a growth mindset and develop so-called grit. While growth mindset principles have become more popular and widespread since professor Carol Dweck first coined the term, research by PISA in 2018 showed that on average, around 63% of students in OECD countries can be described as having a growth mindset, believing that your intellect is something that you can develop. That’s a majority, but not a big majority. This is a shame, as students who believe that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging courses, even among students with less (educational) opportunities caused by poverty, as a 2016 national study among all 10th grade public school students in Chile showed. Growth mindset is an important topic to address especially for teenagers, as it enables them to fulfill their full potential and develop into happy, resilient adults. Currently there are some tools that use the growth mindset, but most of them take the growth minded principle as something that is already in place. We want to focus on really internalizing the growth mindset first. Also we are determined to get the adults and peers around the teenager involved, as consistency is key to internalising this outlook. During a short survey we did among teachers and youth workers, it was reported that the mindset of the parents play a big role in how children feel about their ability to develop their capabilities. If these parents become familiar with constructive ways to provide encouragement - focussing on process and not on ‘inborn’ talents’ - the game will have a bigger impact. Another issue we plan to address is the way in which the internet has had an impact on children’s stamina and willingness to put in effort in something for a longer time span. In our preoperational survey, different teachers reported their worries about the way children have become very used to immediate responses and successes. One teacher wrote: ‘Nowadays, young people even if they want to learn a new skill they don't have the patience, system and stamina to learn something from zero. As a generation they are used to easy and fast access to knowledge which doesn’t necessarily means access to learning something.’ As contradictory as it may sound, we believe there are ways to mitigate this tendency through a game app. We want to explore the right game mechanics for this. Ideally, the game would ‘celebrate’ failing and having different talents. By evaluating together, you get to directly experience that everyone has their own flaws and skills that they need to work harder at. This will make it less scary to try something new. We think the game format is a very good way to actively engage users with the material, addressing a need that also was mentioned in our orientation survey: teachers feel that growth interventions should play a role in the classroom, but as soon as the material is too ‘schooly’ it is considered boring by the students. They tend to get more excited if the material is presented in a technological exciting way. The game format is very fitting to internalizing the growth mindset, as it provides a safe environment to fail. The whole appeal of a (video) game is to keep trying without real consequences. You just start a new round or play the same level again. PERSONAL MOTIVATION | On a personal level, we’re very enthusiastic about this project because we truly believe having a growth mindset is key to a happy life (on an individual level) and innovative societies (on a global level). We actively promote a growth mindset on the workfloor and have seen the positive effect this has had on team members that weren’t very familiar with this before.<< Objectives >>The ‘dream impact’ of this project is to increase the use and knowledge of growth mindset principles throughout all socio-economic backgrounds, thereby contributing to more equality of opportunity in education and encouraging innovativeness in European societies. To make sure the project contributes to this goal, we need to reach the following objectives. 1. The game to be developed is well-researched and co-created with the target audiences. It addresses a) informational needs by visualizing ‘brain development’ in a way connecting to the children’s b) provides gamified ‘growth’-exercises to bring in practise the learnings c) dares players to challenge each other in a fun way - especially on subjects you’re not necessarily good at d) encourages a longer, more focused attention span while doing the exercises (i.e. social media block, timer) 2. Children using the Growth Game report that they believe their capacities can be developed and have a demonstrable deep understanding of growth mindset theory. 3. Children using the Growth Game report putting their knowledge of the growth mindset (i.e. how to hand out compliments to peers, siblings, parents) to use in their social circle. 4. In all participating regions, 10% of the schools have implemented the Growth Game within a year of completion of the project.<< Implementation >>The activities that we’re going to implement can be roughly divided in four categories: PREPARATION & RESEARCH | Including: Discussing detailed timetables for all PR’s during transnational strategy meeting(s), desk research on theoretical background, expert interviews in all countries involved, survey among teenagers aged 10-14 in all countries involved, setting up a zero measurement method.CONTENT DEVELOPMENT | Including: Analyzing PR 1: BEST PRACTICE REPORT and adjusting course during transnational strategy meeting. Start working on PR2: CURRICULUM and PR4: User Guide, including desk research, expert interviews, pilot tests in all partner countries. GAME DEVELOPMENT | Including: development of PR3: GROWTH GAME, research on game incentives fitting to growth mindedness, graphic design tests with target audiences, pilot tests with target audiences in all partner countries. Analyzing and optimizing PR2, PR4 and PR5 during transnational strategy meeting(s).FINALIZATION | Including: finalization of all PR's during transnational strategy meeting(s), Multiplier Events to launch the game in all involved countries, Plan of Action for long term sustainability and implementation in existing training programmes.<< Results >>After the completion of the project, there will be a very clear and well-founded output that’s fitted to be distributed all over Europe through youth work organisations and schools. We intend to produce the following project results: PR1: BEST PRACTISE REPORT | Interviews and desk research on current growth mindset interventions and their bottlenecks for both teachers/parents and childrenPR2: CURRICULUM | A set of researched and tested exercises/mini-games that stimulate grit and growth capacities + information on neuroplasticity, the working of the brainPR3: SERIOUS GAME | The Game connects PR1 en PR2 and uses the right incentives, game mechanics and art styles that speak to a teenage audiencePR4: USER GUIDE | For teachers, educators, parents.PR5: ASSESSMENT METHOD | Method to conduct a zero measurement at project start, method to measure impact in different stages (tests) of the development process and optimizing the evaluation method for implementation in the User Guide. Other outcomes are a set of (promotional) articles on our research efforts and pilot tests and a project website. We will disseminate and maintain the project results and other outcomes through this website. All needed instructions and content for promotion can be downloaded from the platform. The Growth Game itself will be made available through the App Store and Google Play Store. The User Guide will include an evaluation method for professionals and parents, which will continually provide the community of users wirth insights and tips. We’ll explore ways in which these insights can be shared in the long run, for example through the project website or during informal meetings after completion of the project. This can potentially be combined with measuring the extent to which our objectives are being met.

"Acceptance for cultural diversity - remembering, developing, testingAgainst the background of the current movement of refugees into the countries of the European community, the project pursues the question of how adult education can contribute to promoting the acceptance of cultural diversity in these countries. Didactic concepts and methods were exchanged and tested in a consortium of five partner organizations from Germany, Poland, Austria and Romania. The project proceeded from the assumption that a historical-biographical approach to adult education, as well as learning in a social environment, are particularly suitable for promoting attitude change. In addition it took up adult education's required critical examination of its own offerings regarding cultural ascription and ""unconscious biases"". The goal of the project was to become acquainted with concepts and methods of participative work in the social environment, memory work, and anti-discrimination work in an exchange with partner organizations. The innovative aspect of the project was the attempt to link the methods and the systematic reflection under the perspective of ""promoting the acceptance of diversity,"" and the identification of ""conditions for success"". Four elements were decisive in the project's process: the learning groups of the partner organizations (4 - 10 persons), three European workshops, a semi-public blog for the exchange of evaluations of the learning groups, and the transnational meetings of the project team. In the course of the project three conceptually related learning activities (workshops) were conducted in the Offenbach district in the Frankfurt/Main region, in Vienna, and Warsaw; these took up the aspects of ""participation"", ""memory work"" and ""anti-discrimination work"". The methodology of the workshops followed the principles of subject and experience orientation. The learning groups sent 3 - 7 members to each workshop. There were also day guests. In the workshops the participants presented their own work experiences and concepts, they tested methods of biographical work and anti-discrimination work. At the end of the project it could be determined (in the evaluation) that the participants had enhanced their capacity for action related to the attention to diversity (in school and community), and become sensitized for discriminatory practices. In excursions and discussions they became acquainted with the participative approach to the admission of refugees, and could discuss its conditions and risks. The ""opening"" effect of biographical work has been confirmed, but also the special conditions in a multicultural group became clear.Experience-based learning also pointed out the borders of their own acceptance. Thereby both their own personal prejudices as well as their attitudes could be articulated and brought to reflection. Within the framework of the project we were successful in recognizing various levels of acceptance and in conducting open-result discussions.The results of the project with respect to the identification of ""conditions for success"" have been published in a documentation for further dissemination as ""Recommendations"". The project reached approximately 80 persons working as teachers, counsellors and trainers in adult education, anti-discrimination work, refugee work and staff development of teachers and social pedagogues. Another 120 people involved in the issue as experts, citizens' groups and stakeholders were involved.Feedbacks to the Project:""As a whole, the experiences from the workshop are important in order to be better able to estimate the contexts and conditions of one's own work. In fact the objective European exchange and the cross-linking is the greatest gain for us. The experiences from the workshop will become part of our continuing work. “ ""My participation in the workshop has increased my consciousness and my knowledge of the situation of foreigners in Poland enormously. I use this knowledge in discussions with students in the Department for Pedagogy and Psychology at the university in Białystok."""

Project organizations working in the field of anti-discrimination education feel the need to update their methods and match them better to the individual situation in a given country's region, as well as to strengthen and prepare better their staff in this issue - especially In the current situation of social or ethnic tensions. We want to involve three institutions, of which the 9dwunastych association in Białystok (Poland) and the Anne Frank Educational Center (AFEC) in Frankfurt Main (Germany) represent organizations working directly in the field of anti-discrimination work. The involvement of the big local authority like D.G.A.S.P.C. in Oradea (Romania) will in turn help to work out the tools, that enable better inclusion of excluded groups and work with the majority group from a public institution perspective. We want the model developed in this way can be used by NGOs and public institutions in other countries. All partner organizations work in regions and places with very diverse structures - Frankfurt am Main in Germany is one of the most multi-ethnic cities in Europe, the Podlasie region in Poland has a significant Orthodox minority, and a significant share of minorities such as Belarusians, Ukrainians and Chechens and is at the same time a rural region. The city Oradea in Romania in the Bihor region has a significant share of the Hungarian and Romani minorities. The Frankfurt am Main region is economically one of the richest regions in Europe, while Bialystok and Oradea are the capitals of some of the poorest regions in the EU in terms of GDP. Each of the partner organisations has a slightly different area of activity that complement each other well - each of them will be presented during a three-day international workshop. During each workshop, we want to focus on the selected part of anti-discrimination work. The thematic areas for participating countries are as follow:1. Poland - gender equality, working with youth in the area of anti-discrimination and diversity managment;2. Germany - antisemitism, racism, islamophobia and hate speech; 3. Romania - anti-discrimination in context of inclusion of minorities (like Roma people), inclusion through education (like instruments for educating iliterated adults). During each workshops we will match anti-discrimination tools and methods to the individual situation in the countries concerned and create scenarios, that can be applied in their situation. We also want to subject them to reflection, resulting from the natonal, socio-historical and economic specifics and to test them in international conditions of the countries of Western, Eastern and Southern Europe. So in each organization there will be a team of people forming a working group - (from 7 till 12 people) who will take part in international workshops rotatable. The methods and knowledge gained there will be tested in the time between the international workshops (field work) in working groups. During this time, people from disadvantaged groups with whom the project organisations cooperate will be invited to give feedback. Scenarios of the activities carried out during each three-day international workshop, tested additionally in time between the international workshops, will constitute a basic part of the e-book. The e-book will be one of the main results of our activities, we plan to develop, as well as the increase in the competence of our staff. The e-book will be an element with which each organization will be able to reach a significant number of potential recipients, especially since the organizations in the project have a wide network of contacts - institutions and people they can reach. The 9dwunastych association has contacts with all the most important organisations dealing with anti-discrimination education in the region and country. The partner in Romania DGASPC is a very large public aid institution and AFED in Frankfurt am Main is one of the most well-known institutions dealing with anti-discrimination education in Germany.Our basic working tool will be various methods of anti-discrimination education. We treat them broadly - because anti-discrimination education is not only a set of methods concerning majority-minority and disadvantaged groups. But it is also a very important and effective tool for the social inclusion and empowerment of these groups. In order to build a society that is open and able to function in a diverse social context and to reflect more widely on the benefits of anti-discrimination education.

<< Background >>YOUTH MOVING aims to enhance care leavers participation in democratic life in Europe, through their empowerment as active citizens, especially addressing how to connect with, express their views and be heard by stakeholders in the alternative care field. For children and young people who have experienced living in alternative care, separated from their biological family, the process of growing up is extremely demanding because they are often left without formal support and a functional social network. They also face many other challenges that independent living brings. There is a relationship between youth's personal biography and the impact of the social and economic context in which they live, suggesting that policies and interventions can increase (but also limit) opportunities for young people coming out of alternative care to maximize their potential and ensure that they themselves are involved in shaping the services they need and receive. It is necessary to raise awareness among citizens, but especially among public policymakers about the additional support that youth from alternative care needs to express their opinion and to be given an opportunity to meet their needs in all spheres of democratic life in the community. A survey conducted on the general youth population in Croatia showed that 75% of young people think that they should have more opportunities to have their voices heard in politics, 40% think that their generation does not enjoy enough rights, and only 10% think that young people's interests are sufficiently represented in politics. Nevertheless, 80% of the respondents expressed an unwillingness to engage in any political function. Given that research has shown that successful social integration of young people depends more on family resources than on socially created conditions, young people from alternative care face an additional disadvantage when it comes to social exclusion and participation in democratic processes in the community. Available research on youth participation in democratic processes does not provide data on the participation of young people from alternative care in democratic processes. On the other hand, there is data that indicates that the opinion of young people from alternative care is still insufficiently taken into account when making decisions that affect them in all partner countries, which certainly suggests that participation in some forms of decision-making associations such as school councils and youth councils, is very modest and without an influence. The aim and activities of this project are focused on strengthening the competencies of people working with youth from alternative care, to encourage youth to actively participate in society, to overcome limitations and to provide opportunities for young people to express their opinion. All of the above will empower young people from alternative care and we will advocate for the improvement of the entire alternative care system, because the voice of those who know their reality and problems the best will be heard by people who work with them and by policy-makers.<< Objectives >>Given this context, the objectives of the project were set:1.Investigate the involvement of young people from alternative care in democratic processes in society 2.Raise awareness about the need of inclusion of young people from alternative care in democratic processes in society 3.Promote international cooperation of people working with youth from alternative care 4.Promote cross-sectoral cooperation of organizations and institutions working with youth from alternative care in representing the views of youth in the society<< Implementation >>Through the project we will produce 2 project results:PR1) Developed curriculum of workshops aimed at encouraging the participation of young people from alternative care in the democratic processes of society1.Conduct research on the involvement of youth from alternative care in democratic processes in the community (involvement in youth councils, youth associations, school councils, etc.) through the implementation of desk research, interviews (or focus groups) with young people, interviews with youth workers and policy-makers 2.Investigate good EU practice examples for active involvment of youth from alternative care in democratic processes in the community 3.Development of training materials for youth workers, based on research conducted with the aim of encouraging and teaching young people to get involved in democratic processes in the community *** after development of the material, an LTT activity will be organized - training in which youth workers and young people from alternative care will participate, and where developed materials will be implemented 4.Translation to all partner languages 5.Pilot training materials on one group of young people in each of the partner countries 6.Dissemination PR2) Developed video material for raising public awareness about the importance of participation of young people from alternative care in democratic processes- Involve young people from alternative care and youth workers in the production of video material that sends messages to youth workers and policy makers about the needs of young people from alternative care and their position in democratic processes in society 1. Preparation of the video production: finding suitable stories, creating scenario2. Filming of the video materials3. Editing the video materials4. Translation to all partner languages5. Dissemination<< Results >>Expecting to benefit around 300 people, the main expected results and impacts of the project are:1.Empower organizations involved in the project to actively advocate that views of young people from alternative care in designing the services they need and receive are taken into account2.To enable partner and associated organizations to share knowledge, insight into good practices and design the most appropriate forms of work with young people from alternative care for their more active role in society and reduction of social isolation3.To expand knowledge and competencies of people working with youth from alternative care in the field of active involvement of these young people in democratic processes in society