<< Background >>According to Art. 21 of the EU Charter of Fundamental Rights, any ‘discrimination based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation shall be prohibited’. Where ageism occurs, older adults – especially those with functional restrictions, chronic diseases and disabilities – often feel excluded from society and face major hurdles to their social participation. In addition to the untapped contributions these groups could make, research shows that ageism has harmful effects on both the physical and mental health of older adults. Ageism has been shown to impact on one's life expectancy, and to cause cardiovascular stress, lowered levels of self-efficacy and productivity.Across the EU, policies and practices still reflect ageist prejudices and deprioritise, disregard or even exclude older adults. Structural ageism is a form of systematic stereotyping and discrimination and can be defined as a way in which society and its institutions sustain ageist attitudes. It can be found, among others, in the legal system, the media and the economy, but also in the Third Sector. It takes the form of upper age limits, the inadequate provision of services for the needs of older people, failure to take situations or aspirations of individuals into account when making decisions or allocating resources, and the segregation of people in later life due to a lack of real choice to remain present and active in their communities.Ageing is a universal experience. Hence anyone who lives long enough to be labelled as ‘old’ will potentially be a victim of ageism and likely to experience stereotyping, stigmatisation and discrimination. According to a still prevailing perspective in society, old age is considered a personal problem, not that of the environment that does not adequately respond to our human diversity. Ageism involves systematic discrimination against people on the grounds of their age, often in close relation to ableism that defines people with certain disabilities as inferior and assign or deny them specific abilities, skills, or character orientations. As with other discrimination, ageism takes various forms ranging from stereotyping to mistreatment and abuse. Moreover, ageism leads to violations of human rights on the grounds of age that often go unnoticed or are accepted, also by older people themselves who may be unaware of their rights being breached. In this context, the negative effects of ageism tend to be denied or are not considered to be as serious and harmful as other forms of discrimination.Older people need to be encouraged to reflect their own negative biases towards old age and to be protected from condescending attitudes and practices that often go together with patronising. This applies to an extremely high degree when old age goes together with vulnerability and they depend on the support by others. However, persons engaged in the social or healthcare sector as staff, volunteers or informal carers are not free of ageist attitudes.Ageism is a phenomenon that is found in all European countries and is in need to be tackled not only in one of the Member States.By working towards the planned project results, our transnational cooperation offers opportunities for mutual learning and developing strategies that respond to a similar challenge in different cultural settings. In this context, the SAA project is also addressing vital needs of the partner organisations involved.<< Objectives >>The consortium members share the belief, that measures are needed to promote self-reflection efforts among persons of all age-groups and to develop an understanding for the harm that can result from ageism. By implementing the project, we want to achieve the following results for particular target groups:• We want to develop a learning game that is particularly directed at paid staff and volunteers in social and healthcare organisations who are usually highly burdened by workloads and short of time. Taking their strains into account we intend to offer them an informal learning experience with a playful approach in order to increase their understanding of ageism and enable them to reflect on their attitudes and practices.• Although the game can be applied as a stand-alone tool, its effects will deepen if applied in a non-formal learning environment. A toolkit for adult educators will give support in conducting workshops in which the SAA game is applied. The tools will also consider the special needs of associations and lobby-groups of seniors to run such workshops as facilitators. They are in direct touch with older people, with colleagues from the Third Sector, and with decision-makers in authorities which puts them in a position to make attractive educational offers. • Ageism is pervasive, and many old people are not aware of their discrimination or even share ageist attitudes. Therefore, we want to create a game that will be intuitive and easy-to-handle and can be used to initiate self-reflection and a new view to age diversity. Older adults in particular need support in (re-)developing self-assurance and confidence in their own strengths, talents and abilities.In summary, the SAA project aims to create a low-threshold and playful access to the experiential worlds of older adults, especially when suffering from functional restrictions, chronic diseases and disability. This serves to promote a self-reflective and emphatic examination of the topic through an educational game. For this purpose, accompanying material for stakeholders in adult education, decision-makers in associations and municipalities as well as for the broad public is intended to add to the personal impacts of playing the game.In addition to this, at European and international level, we want to be a best practice example for tackling the problem of ageism in a playful and non-accusatory way, and inspire other organisations to also apply the SAA game. Additionally, the gained experiences and project results will enrich the discourse in the field of adult education and research. The SAA consortium members can present the educational game, its underlying methodology and project outcomes in terms of accompanying material and the feedback from learners and other stakeholders in social and healthcare provision. By doing so, we also want to strengthen our local, regional, national and European networks, broaden our portfolios with new and attractive offers to our primary audiences from the social and healthcare sectors, train their staff and volunteers, provide the opportunity to share experiences across borders and hence help them to better fulfil their missions.<< Implementation >>In order to achieve the project objectives and deliver the planned results, we will elaborate four Project Results. They form different components for an integrated training offer but can be also used independently from each other:• To find out more about the impacts of ageist situations and strategies how to cope with them, we will collect experience reports, testimonials, frequently used allegations, argumentation patterns and forms of self-protection. The results will also provide a solid basis for developing the scenes of the game. They will be documented in national summaries and synthesised in a European compendium. The deliverable will be edited as online publication and contribution to the public discourse, and it will serve as a basis for PR2.• We will create an interactive learning platform with the SAA game at its core that will be accompanied by a library and materials for adult educators, including a workshop curriculum, a trainer manual and a template for certificates, and for stakeholders at political level. In developing the game and e-learning platform, the project partners will make use of co-creation methodologies to include the voice of older people. For the development of the scenes of the game, we will conduct workshops with persons who have experienced ageism and are ready to share its impacts. They will also assess the scenes elaborated by the responsible partners and initiate improvements if necessary. In the second step, the scripts and scenarios will be translated into technical qualification. The beta version of the game will be tested in local workshops with staff and volunteers from the social and healthcare sector. Based on these results, the alpha version will be completed, and the learning platform will be equipped with accompanying documents and media.• For using the game in a non-formal learning setting, we will develop a toolkit for trainers including a curriculum and trainer manual with instructions on how to make use of the game. Adult educators who are not yet experienced in applying digital media will be provided with aids for using digital media in general and the SAA learning games. A specific section will deal with needs of members of lobby-groups of seniors to conduct workshops for the target groups in the social and healthcare sector. Like the beta version of the game, PR3 will be tested by local learners and adapted where necessary.• Further support will be given to policy-makers as well as lobby groups and associations in educational and socio-political fields that are elementary to spread knowledge about the existence of these learning opportunity and to foster its implementation. To do so, we will elaborate recommendations on how to promote diversity and empathy for victims of ageism and to facilitate the usage of the game and the learning platform. Multiplier events at national and European level will also be used as communication and dissemination channels.Horizontal tasks accompanying the whole process of the implementation of pilot courses and the delivery of results embrace:• Project management and coordination, including regular communication among partners and the promotion of an open, outcome-oriented working atmosphere;• Quality assurance by peer reviews, the feedback of learners at the end of the courses and other measures specified in a quality plan;• Sharing and promotion activities by all project partners at local, regional, national and European levels to reach out to relevant stakeholders as well as the interested public under the lead of a dissemination manager according to a sharing and promotion plan.<< Results >>Upon completion of the project, four core outputs will have been established:• The compendium 'Responding to ageism' based on personal experiences of being a target of age discrimination as well as of strategies to cope with the situation.• The SAA interactive learning platform with the learning game at its core and further material for learners, adult educators, policy-makers in authorities and associations, and the broad public.• The toolkit for trainers with all necessary material to implement the game in workshops, also enabling members of seniors lobby-groups to offer trainings.• Recommendations for policy-makers, lobby-groups and associations to tackle the problems of ageism.The SAA tool will enable learners from the social and healthcare sector to identify forms of age discrimination. They will be encouraged to reflect on their attitudes and to reconsider parts of them that may be problematic. Through learning about the perspectives and feelings of those concerned by discrimination, they will develop empathy and gain knowledge about ageism as a harmful and discriminatory phenomenon that is influencing the way they think, feel and interact with older persons. Hence, learners are supported to change their practices towards less stigmatising, more respectful and inclusive mindset and attitudes of older adults.Adult educators will be provided with a free and state-of-the-art tool including a framework for self-reflective discussions among their staff and the players of the game. They will be able to include them in existing educational modules or use the game elements to create new workshops on related issues. Lobby-groups of seniors will be supported to take on multiplying and training functions for staff and volunteers of social and healthcare providers. Through their contacts with social associations and local authorities, they are in an excellent position to identify ageist situations and behaviours and offer support and training with the tools developed in this project.Policy-makers will be provided with a brochure on problems and solutions to ageist practices as well as the relevance of anti-discriminatory educational work and how to support it. By encouraging involvement and education for everyone, they can contribute age diversity in our societies. Lobby-groups, NGOs and initiatives will gain information, arguments and strategies to reinforce this development. Through various dissemination and communication means, the broad public will be made more aware of the pervasiveness of ageism. The SAA game will contribute to a strengthening of tolerance of diversity and non-discrimination in coping with older adults by training empathy and the ability to change perspective. The project outcomes will be reinforced at local, regional, national and European level through the on-going activities and their communication (newsletters, social media, articles, the involvement of governmental organisations, adult educators, lobby-groups, etc.) Ideally, this will lead to a more inclusive public environment which is respectful of diverse age groups and abilities, and to changes in the knowledge, attitudes as well as personal and professional practices.Last but not least, by developing new practices and methods to combat ageism, the SAA consortium members along with their associated partners will have strengthened their links at European level, introduced their staff - most importantly: new colleagues - to transnational work experiences, and broadened their expertise and range of services by another attractive educational offer.

<< Background >>Social inclusion lies at the very base of the society, which needs to be encouraged and promoted in order include disadvantaged and underrepresented users such as Alzheimer's patients. In 2016, WHO and ADI (Alzheimer's Disease International) Report, dementia was defined as 'a global public health priority'. Recently, it has been estimated that there are around 46 million people in the world suffering from dementia, 50-60% of whom have Alzheimer's disease. Due to an ageing population, the number of cases will triple in the next 30 years and by 2050 one in 85 people worldwide will be affected, for a total of 130 million people. Therefore, it is evident that there is a need to increase and expand the training of professionals who already work with Alzheimer's patients through innovative practices, by creating a network and a team of experts.The primary objective is to improve the quality of life of people with dementia and their caregivers, to promote respect for their dignity, to reduce the negative impact on communities and states by raising awareness and making dementia a priority. The ageing of the population implies an increase in leisure time for a growing segment of the population and requires specific dedicated services. Embracing the concept of lifelong learning, there is a need to design and promote activities and initiatives involving actors outside the health and social service. The promotion of such activities demonstrates the importance of the concept of lifelong learning because by stimulating the elderly to learn and to confront themselves with others, we may solve the problem of loneliness, combining culture and sharing.Seniors are more and more recognised as a social resource and not only as a “delicate” group with complex needs. This awareness is also gaining importance in the medical-health field where there is a shift from a practice aimed at 'producing healing' to that of 'caring', that is, taking care of the patient. And it is from here that the GentleCare model (Moyra Jones) was developed: it starts from the premise of how a person with dementia undergoes a modification in their abilities to interact with reality. It will then be useful to build a 'prosthesis' around them to compensate and help them maintain their autonomy for as long as possible and to minimise stressful situations that cause agitation, anxiety and aggression.AIDA stands as a practice in response to these needs and as a means to help this category to react in the post-Covid-19 society and to get out of the state of loneliness that the pandemic has caused. It is well documented that culture nourishes and heals the fragile. The world of culture, the world of health and the world of the digital world must develop an alliance aimed at re-giving hope to the treatment centres, considering homes as refuges and squares as places of exchange; the body and soul of each person is to be seen as a starting point and not as an unbearable burden.<< Objectives >>The project starts from the analysis of existing practices, the study of the consortium's experiences and the need to develop a unique working methodology, able to make society more friendly and improve the living conditions of people with Alzheimer's and their caregivers. The overall objective is to create a new approach for people with Alzheimer's in order to improve their quality of life and that of their caregivers, their social relationships, their environment and the services they receive.Specific objectives:- exchange of good practices and experiences;- development of a new methodology and working tools;- creation of the AIDA space in the HUBS platform.Results:- at least 21 learning scenarios to be created on the basis of good practices and experiences;- at least 21 professionals from the social, health, arts, culture and digital fields to be trained in the AIDA Methodology;- 6 territorial teams that will pilot the Methodology at local level;- 12 experimentation paths of the Methodology activated in the 6 countries of the consortium;- Report containing analysis and study of the results obtained;- 1 methodology developed and validated;- Creation of an international network of experts;- Contribution to the creation of a more friendly and accessible society.<< Implementation >>The work plan is based on the idea of creating a triangulated exchange between the partners from the three project areas; they will work together to:- promote and disseminate activities at local and national level; - co-create the LTTA programmes and Project Results, based on the different experiences and needs emerging from the analysis of the Alzheimer's sector scenario;- co-produce the learning-scenarios, the basis from which to organise and conduct local activities, and then the case-studies;- organise and promote local involvement activities in the territories of reference - produce material for the website and platform.The project starts from the analysis of existing practices, the study of the consortium's experiences and the need to develop a unique working methodology, allowing the creation of a more friendly society and improving the living conditions of people with Alzheimer's and their caregivers.Phase 1: Jan/Oct 2022: Launching the project and the methodology-Feb TPM1Meeting of partners to discuss general arrangements for project implementation, tasks, common rules.LTTA1 organisation (C1).Meeting of trainers to set up and organise C1.Partners should:Present a description of the state of the Alzheimer situation in their territory and examples of the good practices they have experienced.Present associated partners and motivate their choice.Discuss website management.Discuss methodology and criteria used in the collection of good practices and analysis phase.-Feb/MarLocal events for the public launch of the project: each partner participates in events in its area.Development of the website.- Apr: LTTA1 (C1)- May/JuneMethodology development- Jun/OctDevelopment of learning scenariosProduction of training toolkit-OctTPM2LTTA2 (C2)Phase 2: Nov '22/Dec '23 PILOTING METHODOLOGY- Nov/Dec- Jan/Jul 23Local activities - Jan/NovCollection of case studies- Oct/DecReport on monitoring activities and resultsPhase 3: Aug '22/Dec '23 AIDA DIGITAL ENVIRONMENT DEVELOPMENT ON HUBS [parallel to 2nd phase]- Aug/NovTechnical development of the AIDA environment on the HUBS platform- Nov '22/Jun '23Uploading the learning scenarios and the Training Toolkit on the website and HUBS- Mar TPM3- Jun/SepDevelopment/Adaptation of case studies in HUBS- Set/OctUploading digital case studies- Nov TPM4- Oct/DecOfficial launch of AIDA HUBS and digital case study tourDissemination<< Results >>There are examples of networks created to improve the conditions of this fragile category, but there is no trace of the existence of a triangulation that foresees the co-creation and co-participation of the social-health, artistic-cultural and digital spheres to conceive and pilot a cross-sectoral Methodology: this is the primary objective of AIDA. The project will allow to join these fields in a triangulation of interdisciplinary skills; AIDA invests and focuses on the training of professionals of the three sectors, on the creation of learning scenarios and case-studies that will then have a direct effect on patients and their caregivers.The project proposes to start from the exchange of multidisciplinary, innovative and effective practices coming from the experiences already consolidated by the partners, in order to create a European multidisciplinary team able to create the AIDA methodology and recognise it as a non-pharmacological therapy.Specifically, the tangible results will be:- AIDA methodology (Project Result 1);- Materials and guidelines for the 2 training meetings (LTTA)- Validation of the Project Results through the Territorial Experimentation in each country and the consequent creation of products and data (Project Result 2);- Project platform on Open-Source HUBS by Mozilla (Project Result 3);- Project website;- 2 Scientific articles;- Production of digital and printed materials for communication and dissemination;- At least 21 learning scenarios;- At least 14 case studies;- At least 21 trained professionals;- AIDA methodology;- 1 Training Toolkit;Non-tangible results:- At least 84 (14*6) Alzheimer's patients and family members/caregivers involved in territorial pilots/projects based on the developed and shared learning scenarios;- Improvement of the socio-health, artistic-cultural and digital skills of the different target groups;- Improvement of the well-being of people with Alzheimer's and their families/caregivers;- Increased awareness of the issue in civil society;- European network composed of professionals trained in the topics, methodologies and tools of the areas of interest of the project.

"<< Background >>According to the Report of the WHO and Alzheimer Disease International, dementia is a worldwide public health priority. The rapid aging of European society makes the scenario dramatic from the social point of view and the costs of the disease,so much so that in 2011the EuropeanParliament asked that dementia become a health priority for the Member States, invited to develop specific national programs and to make research funds accessible.One of the challenges in the near future is a sharp increase in the number of individuals diagnosed with dementia.Researchers estimate that the population of people diagnosed with dementia will double over the next 25years, with a consequent increase in the demand for assistance. This puts pressure on our society since drug therapy is insufficient in managing the complex clinical picture characterized by cognitive, behavioral and psychiatric symptoms.A variety of psychosocial interventions for people with dementia have been developed and evaluated in recent decades.Several systematic reviews show that multicomponent support programs for people with dementia in tune with individual needs are more effective than single patient support activities.Although the added value of combined support programs has been demonstrated repeatedly in scientific studies, their implementation remains limited in care practices across Europe.Research on the implementation of care innovations, including psychosocial care interventions, shows that dissemination and implementation are not easy and certainly are not a guaranteed consequence of the proven effectiveness of these innovations.So we face the problem of how to make professionals adequately trained in the management of patients with dementia.Currently the teaching and training methodology of those dealing with dementia is very varied and uneven across the international scene.Today, education and training systems are changing and favor a competence-centered approach.Therefore, the importance of improving skills is a fundamental requirement in the field of teaching/training. With this in mind, the priority is to develop an innovative higher education system capable of improving basic and key competences, adapted to the needs of the person with dementia in order to improve the quality of life.Through these actions DementiaCare intends to maximize the quality of the teaching/training addressed to academicians, while promoting inclusive system that will welcome differences.Through awareness-raising activities,orientation and motivational strategies we will tend to spread the importance of an innovative and highly specialized training model,to broaden the demand for specific and highly qualified teaching/training.The DementiaCare methodology also aims to support people in the acquisition and development of basic skills and emotional, social and creative key competences.These skills and competences are configured as indispensable elements to respond adequately to the needs of patients and at the same time to develop problem solving and resilience skills.DementiaCare intends to encourage the exchange of good practices,new methods of elaboration,delivery and evaluation of programs and new multidisciplinary training approaches able to promote high levels of teaching and skills development among different institutions and training institutions.The project is developed thanks to the alliance of knowledge and cooperation between higher education institutions,training agencies,clinical and research centers, which share and develop knowledge, good practices and methodologies to achieve the common goal of improving the quality of training of educators working in the dementia sector.DementiaCare focuses on the adoption of non-pharmacological intervention strategies,in particular on the use of art therapy, recognized as a technique capable of reducing the depressive and behavioral symptoms of the clinical picture and of improving the patients'overall quality of life.<< Objectives >>The main objectives of the DementiaCare method are:1. Provide a comprehensive training program for educators, so that they can gain a deep understanding of the nature of dementia and the needs of the patient and provide them with the right skills necessary for work in the health and social sector;2. Evaluate the effectiveness of a specific training curriculum;3. To disseminate knowledge and evidence on how a highly specialized training curriculum based on the use of ""Art Therapy"" can be applied and best implemented in the treatment of dementia and how it can improve the quality of life of people with dementia.4. European sharing of experiences, through staff exchanges, training courses, joint activities, etc.<< Implementation >>The activities will be developed in 5thefollowing steps:Step1:Project management Leader OKAThe objective of WP1 is to facilitate the overall management of the project to guarantee its correct execution and all its activities through a seamless communication, including the contractual, legal, financial, administrative, technical and ethical parts of the delivery of the project.In this phase a collaborative work platform will also be created to be shared throughout the project.The following objectives will be pursued:-Provide coordination and general management of the project-Facilitate the effective functioning of the project and the timely delivery of quality results,ensuring that all partners act in accordance with the workplan-Respond to any unexpected developments, take corrective actions and reduce risks.Job description:The project coordinator will supervise the project management,through meetings with Skype and twice a year face to face to ensure easy administration,will constantly communicate with all partners informing them promptly about developments and the approach of deadlines for activities and results.Step2:State of the art research Leader IFE,UR,UK,AB.A survey will be conducted among assistance organizations and specialized dementia care centers to identify facilitators and barriers expected for the implementation of DementiaCare.This activity will also allow the identification of the various interventions already used,analyzing their effectiveness.This will include the following objectives:-Analysis and evaluation of the various non-pharmacological interventions used in the treatment of dementia;-Establish analytical/interpretative models to correlate user responses and therapeutic interventions;-Analysis of training needs;-Identification of the profile and skills that best fit the role of educator;Job description:Step2 will provide a literature analysis of the interventions most used in the treatment of dementia, identifying the limits and resources of the strategies already tested.Step3:Development of DementiaCare.Starting from the survey analysis, the DementitaCare methodology will be developed.Targets:-Curriculum development;-Definition of training modules;-Identification of intervention strategies.Job description:The Step3 leader OKA,GU,UF,EIA,SA - Atlântica.Will study and develop the contents of the curriculum by identifying the best practices of art therapy for the treatment of dementia in relation to the needs of the patient and the level of severity.Step4:Implementation and testing Leader AB,UK,UR,IFEStep4 will conduct the curriculum implementation and testing to evaluate its effectiveness.Different methodologies will be used during the implementation and testing of the curriculum, including a pilot training course, active learning, simulations, group work, discussion, case studies, observation, classroom lessons, meetings with professionals and associations that work in the dementia sector.Targets:-Application of art therapy with people with dementia.-Evaluation of the impact and effectiveness of thecurriculumdeveloped.-Development ofdesignguidelines for the future use of art therapy in the treatment of dementia.Job description:Step4 will include the implementation and final testing of the curriculum in order to evaluate its effectiveness.Step5:Dissemination of results leaderALLPartnersAt the end of the project,a final national event will be organized in each country to present the results of the study to relevant services,such as dementia care centers, policy makers,and research associations.Targets:-Disseminate information events through appropriate project partners-Keep onlineresources OpenAccess.-Continuation activity to enable the sustainability of the partnership.The partners will summarize the scientific documents in targeted peer reviewed conferences and periodical publications results of project.All partners will produce content for the project website<< Results >>The project provides curriculum design, implementation, tests, learning outcomes and impact assessment. During the planning through the comparison of the different profiles of the partner it will be possible to realize a constructive exchange of good practices and methods in order to realize a formative method valid at European level. This phase will allow the strengthening of the collaboration between the partners and a further improvement of the project management. DementiaCare's long-term goal is to develop a teaching/training methodology based on the use of Art Therapy, understood as a treatment tool capable of reducing the behavioral symptoms of dementia, applied in the early stages of the disease, and to disseminate greater knowledge of the complexity of the clinical picture of dementias. A concrete result will be the transposition of online teaching materials on the platform, where all the training modules and rehabilitative tools developed during the project will be inserted. The materials will be available without time limits, for free use, even after the end of the project as Open Educational Resources (OER). The expected results in dementia service provision are the strengthening of the professional, creative and personal skills of educators. In the long term the expected result is a new, innovative and highly specialized approach for educators working in the dementia sector. Through the dissemination of the results obtained, the project is expected to have a strong impact on three levels: academic; professional and social. The project will have an indirect impact on all families."

<< Objectives >>The goal of the EMPROVE project is to support the quality of assistance for elderly by creating an innovative curriculum for the people who would like to train to become a Professional Relative. Professional Relative is a profession of a profession of a geriatric care manager: someone who is with the family, who plans and supervises care. He/she has the appropriate preparation, experience and does not struggle with emotional baggage.<< Implementation >>The activities will be carried within 4 WPs:1. Project Management2. Development of the EMPROVE Training Course and Manual3. Development of the EMPROVE e-Learning Platform4. Dissemination and Sustainability<< Results >>1. A training course aimed at the acquisition of the skills and competencies of a Professional Relative of the elderly with various symptoms of old age or mental or physical illness who need assistance with everyday activities. The training materials will be developed as an e-learning content.2. A Manual addressed to the participants of the Course describing the general knowledge about the profession of a Professional Relative3. An e-Learning Platform giving access to the training materials.