"<< Background >>The global ecosystems are rapidly deteriorating. The European Commission states: ""The loss of biodiversity has accelerated to an unprecedented level in Europe and worldwide. It has been estimated that the current global extinction rate is 100 to 1000 times higher than the natural rate. In Europe, some 42% of European mammals are endangered, together with 15% of birds and 45% of butterflies and reptiles."" In terms of global biodiversity, the WWF states that wildlife populations have declined, on average, by 68% between 1970 and 2016. With the loss of biodiversity, there will be a great loss of natural spaces, but the loss will also be cultural and economic, as many people depend directly on thriving ecosystems for food, water, shelter, local economies and others. Moreover, a loss of biodiversity directly impacts human health. By removing the barriers that have existed between human activities and the natural environment, viruses are more likely to jump from animals to people and result in pandemics such the Covid19. In these lines, the European Union acknowledges that ""protecting and restoring nature and ensuring well-functioning ecosystems is also essential to improving the health of citizens and to preventing the emergence and spread of diseases."" Consequentially, there is an increasing need for people to understand the issues and opportunities in the field of biodiversity and biodiversity protection. The European Union has created the framework for this, mainly through the Biodiversity Strategy 2030. The Strategy aims at enlarge the existing Natura 2000 areas, a network of core breeding and resting sites for rare and threatened species. The network stretches across all 27 EU countries, both on land and at sea. The Strategy also aims at creating ""a network of well-managed protected areas comprising at least 30% of EU's land and sea area"" by the year 2030, and also ""better respecting nature in public and business decision-making."" In this project, therefore, partners want to become part of this approach and create tools and methodologies for adults of the target groups to gain knowledge about biodiversity issues and skills to protect biodiversity locally at a small scale. These goals touch on other issues related to climate change. Protecting biodiversity is a key aspect of protecting the environment (Project Priority #1), and climate change has a major role in biodiversity degradation, even more so on the biodiversity of islands in Iceland and Madeira, Portugal, where two of the partners of this project are located. Islands are places that are by nature more vulnerable to biodiversity loss. The Convention on Biological Diversity states that ""The unique characteristics that make island biodiversity so special also leave it particularly fragile and vulnerable. Despite the high levels of biodiversity and the prevalence of endemism, island species are present in relatively small numbers, making them very vulnerable to extinction.""In this area, we believe that Common Values, Civic Engagement and Participation have a significant role to play when protecting biodiversity (Project Priority #2), particularly at the small-scale locally. Lastly, to increase Civic Engagement and Participation, the project will see the creation of pedagogical tools and methodologies that will result in improving the competencies of educators and other of educators and other adult education staff (Project Priority #3). Involving more people through civic participation, knowledge and skills, is essential to speed up this process and ensure that wider European policies are implemented in the medium and long terms.<< Objectives >>We want to train participants of project activities in the knowledge of biodiversity issues and the skills necessary to protect biodiversity locally at a small scale. The implementation of projects at the small scale can have a lower impact in biodiversity protection than larger initiatives developed at the national or international levels, but it also means that more people can participate and make a difference, resulting in a much broader impact in the medium and long terms. A greater involvement by people in the area also means that the national and international policies are more likely to be held to account, especially over the medium and long terms when they are more necessary and also more effective.To train participants in the knowledge of biodiversity and the skills to protect it, the the educational and pedagogical materials of the project will be structured into 2 main Intellectual Outputs: The Biodiversity Illustrated Handbook and the Biodiversity Illustrated Curriculum. The Illustrated Biodiversity Handbook will cover 30 of the world's ""key"" global ecosystems, sometimes referred to as ""biodiversity hotspots."" These are places that are relatively small in area but host the most biodiversity. Examples are the Amazon Rainforest and the Andes Mountains Tropical Hotspot. Information about these 30 ecosystems will be supported with the use of strong artistic content: illustrations, short stories and photography. The artistic elements are one of the most important innovative aspects of this project. There is growing evidence that shows that including visually appealing content when informing people about a certain subject raises a wider interest in the subject. There is also growing evidence that points to the fact that having information about a subject does not necessarily encourage people to change behaviour, including the need to reduce our impact on the environment and adopt more environmentally-friendly lifestyles. The inclusion of artistic content in this project addresses these two problems. Information about the 30 selected ecosystems will be supported with 60 illustrations and 54 high-quality photographs to make them more visually appealing. Furthermore, the Handbook will also include a series of short stories that want to engage participants through the power of storytelling in the subject of biodiversity and biodiversity conservation. Lastly, the Handbook will include 3 documentary videos that cover the main ecosystems of the places where the partners are based. These include 2 island ecosystems from Iceland and Madeira, where most species of plant and animals are endemic and only exist there, and the contrasting ecosystems of Spain, the country in the European Union with the largest national network of terrestrial Natura 2000 sites.The Curriculum is linked to Project Priority #3: ""Common values, civic engagement and participation"". Civic Engagement will complement the need to increase the competencies in the knowledge of what is biodiversity, what constitutes and healthy ecosystem, and what people can do locally at a small scale to protect biodiversity. The Curriculum will include the experience of the partners in the subject and the pedagogical tools and methodologies necessary to achieve project goals.Target groups will make use of these two pedagogical materials to incorporate knowledge about biodiversity in their activities, and also biodiversity protection at a small scale, for example, through the growing of a food forest in their local area, which has the potential to spillover to become a regional initiative. Target groups will be encouraged to develop their biodiversity strategy within the EU's Biodiversity Strategy 2030 framework, and therefore, become part of a network.<< Implementation >>The project will commence with the research of 30 ""key"" global ecosystems or biodiversity hotspots. Once the research has been completed, partners will train in Spain in the practical issues of implementing. This training will be led by ABRAZOHOUSE, who has broad experience in small scale local biodiversity protection through the growing of both a food forest and expanding the forest cover in the area with endemic trees. This training will enable the participating organisations and target groups to understand the necessary knowledge and skills to foster biodiversity locally at a small scale. Partners will work with one another to understand and define the tools that are necessary for biodiversity protection, which varies from place to place, as it is dependant on social, cultural, economic networks that are unique to each area. All partners will then train in the island of Madeira, Portugal, where partner My Madeira Island is based in documentary film-making. This training will enable each participating organisation to produce an in-depth documentary about their local ecosystem, which will be added to the Biodiversity Illustrated Handbook. Once partners have completed these activities, they will organise a call for artists. Artists from the 3 participating countries will be invited to produce 60 illustrations to represent these 30 ecosystems. They will also be invited to submit short stories that depict biodiversity and biodiversity conservation. Artists from Erasmus+ programmes will be invited to send photographs from the ecosystems where they live. The wider call for this last group will be implemented so that a wider range of ecosystems can be included and the project includes a European dimension. Once the content about biodiversity, biodiversity protection, the documentary films and the artistic elements are ready, partners will finalise and publish the Handbook and then translate it into the national languages of the participating organisations: Icelandic, Spanish and Portuguese. MMI will organise and run an exhibition in Maderia showcasing the artistic materials of the Handbook. The exhibition will be physical in Madeira and will last 15 days. Works from the exhibition will be uploaded onto the project to become a permanent exhibit in digital form.The project will continue with the initiation of the Curriculum. USOT will lead the drafting of the Curriculum. The Curriculum will adapt the information and artistic content of the Handbook to the pedagogical and educational goals and objectives of this adult education project. The development of such Curriculum will provide target groups with a structured and clear educational path, adapted and designed to be implemented to suit their needs. Partners, together with target groups, will implement and pilot the Curriculum in each partner country. Each partner will deliver 3 workshops and 2 online support sessions to support participants in any any actions regarding biodiversity conservation they choose. Each of the 2 coaching sessions will be 2 hours each. This will result in coaching worth 36 hours of support. After each workshop, participants will be asked to complete an evaluation that partners will analyse and use to improve the following workshop in each participating country. Partners will share conclusions and recommendations with one another to improve the process further. Partners will also consult with at least one expert external to the organisations on the quality of the Curriculum. Lastly, consortium will produce a final document in English in the form of an e-guide with information on the knowledge, skills and competencies that biodiversity and biodiversity conservation might offer to target groups, as well as case studies of the different adult education workshops and support sessions implemented during the piloting phase. Partners will translate the document and publish it in Icelandic, Spanish and Portuguese.<< Results >>At the end of the project, results and outcomes will have been completed around two main outputs: the Biodiversity Illustrated Handbook, and the Biodiversity Illustrated Curriculum. The Biodiversity Illustrated Handbook will include information about 30 key global ecosystems or ""biodiversity spots"". The Handbook will also include information such as:--- What is biodiversity?--- What constitutes a healthy ecosystem?--- The approach of the participating countries.--- The approach of the European Union.--- Global approaches to protect biodiversity - case studies and best examples.--- What is urban biodiversity?--- How can people protect and extend urban biodiversity?--- Opportunities to protect biodiversity around the world.Two training events attended by 10 participants from the participating countries who will train i) how to protect biodiversity locally at a small scale by growing a forest and a food forest; and ii) how to make documentary videos about the ecosystems where the partners are based. The information of the Handbook will be supported with artistic content. A call for artists organised by MMI, USOT and ABRAZOHOUSE to select illustrators, writers and photographers to produce these artistics materials that are expected to engage a wider audience in project activities. Writers and illustrators from the 3 participating countries will produce 7 short stories that will represent themes of biodiversity structured around 7 continents and 60 illustrations that depicting the flora and fauna of 30 key global ecosystems or biodiversity hotspots, respectively. Selected photographers from Erasmus+ partner countries will also submit 54 high-quality photographs to add a wider range of biodiversity outside of the participating countries and include a European dimension to the project. Moreover, USOT, MMI and ABRAZOHOUSE will also produce 3 documentary films about the endemic, volcanic ecosystems of Iceland; the laurel forest of the island of Madeira; and the dense forests of the region of Cantabria in northern Spain. This will also result in a highly creative means of communication and learning. Partners will edit and publish the final Biodiversity Illustrated Handbook in Icelandic, Spanish and Portuguese. MMI will organise an exhibition open to the public in Madeira to showcase the artisitic materials produced during IO1, which is expected to be visited by at least 50 people. Similarly, there will be a permanent online exhibition at the project website of the illustrations, photography, videos and short stories produced available for the duration of the project and for at least 3 years after the project concludes, which is expected to be visited by over 100 people. Forty-five people in each participating country are also expected to attend a Multiplier Event. The Biodiversity Illustrated Curriculum will include a draft document that will have adapted the information and artistic content of the Handbook to the pedagogical and educational goals and objectives of this adult education project, followed by a Piloting Phase that will include 3 educational events, 1 in person and 2 online delivered to 10 participants in each participating country, a total of 90 participants. Three MEs will take place at the end of the project in each of the participating countries with an expected participating of 35 people.Upon completion of the project:- Participants will have extended their knowledge and competencies of biodiversity, global ecosystems and protecting biodiversity;- Learned about the EU's Biodiversity Strategy for 2030 and how European economic policy will change to adapt to environmental concerns in the next decades in accordance with the EU's Green Deal (to become carbon neutral by 2050);- Learned how adult education can offer opportunities for people to train in green skills that will enhance employability opportunities in the next decades.- Learned facilitation skills and competencies to run programmes for groups;"

Mental disorders are the fastest growing category of diseases health systems must cope with. During childhood and adolescence the development of cognitive, social and emotional skills goes through its crucial phases. Quality education promoting emotional, social and cognitive development of youth is recognized as the core tool for successful interventions for promotion of long term wellbeing and mental health. School is the arena where students engage with a broad range of meaningful experiences that helps them build their sense of identity, interpersonal relationships and develop emotional intelligence, resilience and self-control. Mental health and wellbeing of teachers is also of key consideration. Educators face a number of emotions when they relate to pupils, and continuous support is essential, together with professional development. Educators are required not only to teach their own curricular subjects, but also to support students whose personal, behavioral and educational difficulties may be rooted in their difficult situations (abandonment, displacement, social exclusion), social inequalities and emotional distress. It is fundamental to support educators by providing them with tools to foster the mental wellbeing of students, preventing and addressing behavioral disorders, self-destructive behaviors and long-term consequences, such as early school leaving.The ONCE UPON YOUR TIME project will develop and introduce to teachers and educators an innovative methodology aiming at enhancing students’ capacity to integrate skills, attitudes and behaviors that will help them deal effectively and ethically with daily challenges and to form positive identities.The objective is to provide tools and training opportunities for professionals and, by so doing, create educational opportunities that effectively support students’ mental health and wellbeing. The project aims at harnessing the vast educational potential of storytelling and biographical work to tailor it to the emerging needs in the formal education sector and provide a powerful and effective methodology to teachers and educational professionals. The project objectives are to:-reinforce the response of the formal education sector to current challenges and priorities; -develop training opportunities and innovative outputs to be disseminated across the formal education sector, to guarantee improved capacity and know-how of the teachers and educators;-create an innovative curriculum granting teachers and educators specific competences and methods to identify and support students’ identity formation and to address problematic behaviors and strong emotional responses;-create an innovative and inclusive educational approach promoting wellbeing and mental health of pre-adolescents and adolescent, with specific focus on students with fewer opportunities;-promote an educational approach to foster mental health through empathy, self-discovery and expression, creativity and innovation in pre-adolescents/adolescents and to support them in better understanding themselves and finding commonality with others;-promote a healthy framework at the emotional level in the classroom and educational community, creating a healthier and more effective learning environment.The main expected result is the creation of an innovative and specifically tailored educational methodology based on storytelling and biographical work to be used by teachers and educators in the formal setting, to work with students between 11 and 16 y/o, aiming at fostering their mental health and wellbeing to prevent self-destructive behaviours and early school leaving. For that purpose, the project will create 3 concrete Intellectual Outputs:IO1-THE POWER OF STORYTELLING - framework - a research on storytelling methodologies, their application in the educational setting and best practices in promotion of mental and social wellbeing of students, followed by creation of an advocacy document, aiming at promoting such methodologies in the formal setting. IO2-YOUR STORY-MANUAL - a Manual with practices and exercises based on storytelling and biographical work, tailored to the target group of pupils and students, promoting positive self-perception and mental wellbeing. IO3-YOUR STORY-Pedagogical Curriculum - an educational model tailored to 2 target groups of students at the age 11-13 and 14-16, providing teachers and educators with a well structured path to be implemented in a class. A series of activities is foreseen to facilitate the achievement of set of objectives:- 4 TPMs to facilitate the cooperation and bridge the work of different outputs- 1 Joint Staff Training to transfer the knowledge developed in the project to the professionals in the formal education setting- 2 rounds of MEs to disseminate the project results- recording of “Impact Stories” video with the testimonies of teachers and students participating in the activities, to promote the impact of the developed methodology

The main aim of the project is to develop the capacity of youth workers to foster the wellbeing of youth through nature connection. Nowadays, wellbeing of youth is being challenged due to increasing global, social and personal stressors. Parallel to this, natural environments have experienced an unprecedented level of destruction which is bringing nature to the edge of collapse while many species are in a process of mass extinction. On top of this, the current global pandemic is forcing human societies to change really fast, increasing the level of separation, distress and acceleration of whole communities. Thus, we are in need of making responsible actions to prevent the collapse of nature while cultivating lifestyles that will secure sustainable wellbeing for new and future generations in uncertain times. It came very strongly to our attention that young people who had the chance to keep a good contact with natural environments during the first wave of COVID-19, where the entire World was under the lockdown, had much better mental health and better wellbeing then the ones who lived in a urban areas, which had no access to the nature at all. This was a huge indicator of the importance of nature that helps us nurture wellbeing. We are also facing new trends that emphasize the importance of digitizing our world; however, we wish to balance this tendency by bringing youth work (back) to nature. Most of the youth work is happening in enclosed facilities or online, but there are rarely any natural approaches and activities that would bring nature, wellbeing, and young people closer together. Therefore, this project proposal also intends to raise the capacity building of youth workers in the youth field to develop activities, projects and networking focusing on the wellbeing and nature connection for young people.Objectives:1)develop a theoretical framework and a concept for wellbeing and nature connection in youth work (Erasmus+), 2)create a practical manual with the variety of methodology that derive from the theoretical framework and 3)develop a long-term training course programme for the youth workers/leaders who will benefit from our work and will be able to transfer their knowledge and experience to the young people their work with.The target group of this project are youth workers that will be participants in the training courses but also youth workers and youth leaders in general that will have access to the manual developed in this project and use it in their practice. The youth workers participating in our training courses will develop their knowledge about the theoretical framework and test the methods (collected in the practical manual).Young people are not a direct target group and will benefit from the methodology, action plans and networking that youth workers will carry on at international, national, or local levels. We plan to work on three intellectual outputs. First IO (IO1) is a theoretical framework that will connect wellbeing of the young people, nature, and youth work. This document will consist of the integration of many scientific theories that support our idea – the importance of using nature connection as one of the elements for fostering well-being in youth work. Second IO (IO2) will be the compendium of different methods that complements the theoretical framework integrated into a practical and interactive manual. IO1 will bring the reasoning (answer to the question “why”) to the project, while the IO2 brings the answers to “how to achieve” the change. IO3 will be a training course programme that will make a comprehensive learning experience for the youth workers.To reach these three results, we will organise one seminar for the core team to check the methodology we have come up with and to test the newly developed methodology. We will also execute the training course programme for some of the youth workers from our respective organisations and/or countries. They will be a part of the two TC events and a mentorship that will be provided during both TCs. All methods will be tested also on the local level with the local youth to check the efficiency of each method and the level of impact participants feel. This will help us modify and to improve our results.For the purpose of the dissemination, we plan to create a website, Facebook and Instagram account to promote and disseminate not only our results (framework manual and TC), but also to raise awareness about the philosophy we will be developing – the need to include nature in the wellbeing of the young person. A direct impact of this project will be seen as an improved capacity of youth workers to foster wellbeing in young people. Youth workers will be better equipped to engage young people in nature connection and wellbeing.Young people will also learn how to cope with some personal challenges, and how to be more active in their communities.

<< Background >>Context and needs:-Based on the report of the Global Framework for Youth Mental Health, mental ill-health represents a major threat to the health, survival, and future potential of young people around the world. -This threat has been magnified through the lens of the COVID-19 disaster.-The European Youth Strategy and the 5th European Youth Goal aims to improve the mental wellbeing of young people.-The Lancet Commission on Global Mental Health and Sustainable Development highlights the neglect of mental health in all countries, while in 2019, the World Economic Forum prioritized the need for action on mental health and identified youth mental health and early intervention as key areas for impactful change.-The post-COVID world offers us all another chance to seize the opportunity to end this neglect.-Many young people across the EU are feeling emotional imbalance, general insecurity, low self-esteem, and a lack of confidence, creating anxiety and mild to excessive unhappiness. The modern and complex world has created the fertile ground upon which emotional and psychological pressures are felt much earlier on. Trying to keep up, gain acceptance, fulfill expectations, or fit in, both online and offline can lead to a decline in wellbeing, life-skills, and social interaction.-Mental illness is the leading cause of disability and poor life outcomes for young people, contributing 45% of the overall burden of disease in those aged 10–24 years. The onset of mental illness peaks in adolescence and early adulthood, with 50% of all mental disorders developing before the age of 15 years and 75% by the age of 25. This has substantial consequences for individuals, their families, and communities, as well as local, national and global economies. -Mental illness not only affects daily functioning but can affect mortality. Suicide is the second most common cause of death globally for young people aged 15–29 and of the estimated 800,000 people who die by suicide annually, the majority are young. Why do we apply?-The project idea was discussed and developed in contribution with all partners, and its topic relevance and necessity were strongly agreed upon and supported within the partnership.-Throughout the project period, the consortium will work closely together and will develop innovative tools, practices, and resources, to respond to a worldwide social need, and to trigger innovation and development in education and training.-Targeting preventive measures and effective early intervention at young people presents the best opportunity to reduce the social and economic costs of mental illness, including un/underemployment, health and welfare spending, and premature death, over the lifespan.-By focusing on the neglected mental-hygienic developmental, preventive, and recovery sector, the project meets and addresses common individual, organisational and sectoral needs and priorities in the fields of wellbeing, education, training, and youth, and it aims to trigger impactful changes and lead to improvements both on personal, professional, individual, organisational and sectoral levels.-Because this project is focusing on youth mental health and on the development of tools, resources, and methods to use and implement within youth work, education and training, it has a great potential to meet significant unmet needs and provide resources that are currently not provided in many settings around and beyond Europe.-The principles and practices that will be developed in this framework could be integrated and could pave the way for healthier lives and more secure livelihoods for young people in the long term.<< Objectives >>-By implementing the project we want to foster innovation in youth work, education and training, and we want to catalyse a positive long-lasting impact in the lives of young people.-The developed curriculum, methods, and tools will be spread within the Ka1, VET, youth and adult education sector all across Europe at local, regional, national and transnational levels, and will be adaptable, up-scalable,re-usable, and widely freely available online. By spreading the developed resources, we aim to foster innovation far beyond the partnership, to increase education and training quality within youth work, the VET sector, and adult education. By providing these tools, we aim not just for development, innovation, and increased quality, but also for increased opportunities and flexibility to use and to build future initiatives on the developed materials.-OneUP aims to develop and reinforce the network of partners, to increase their capacity to operate jointly at a transnational level while it provides a ground upon which partners can exchange and develop practices and methods as well as they can share confronting ideas. The objectives and expected impact on the different target groups:The expected impact on the participants and primary target group (youth workers, Ka1 actors, VET teachers/trainers):-improved skills competencies and work quality -Increased opportunities-Gained knowledge and awareness-more efficient and up to date approaches and methods-raised confidence and professional competences-The outcomes of the project will be re-usable and widely freely available online. The developed training materials and tools will be up-scalable and will be adaptable to usage in the VET sector to design further preventive and recovery-related activities. This can result in development in work quality and can help and have an impact on more people from the secondary target group. Expected impact on the Participating organisations:-Professional innovation, and gain in work quality within the partnership-by developing relevant resources and educational materials that can be used and implemented in the work of the partner organisations(and beyond), we expect that it will increase the quality of their work and the relevance and effectiveness of their activities.-The project will further develop and reinforce the network of partners and will increase their capacity to operate jointly at a transnational level by providing a ground upon which partners can exchange and develop practices and methods as well as they can share confronting ideas which will result in organisational and operational development.-Partners will be equipped with the competencies, methods, and skills to implement effective trainings, courses, workshops in the future, they will gain the relevant knowledge and awareness and they will become confident in using the developed Project Results.Expected impact on young people -We expect that by creating new, innovative curricula along with engaging and effective new learning and teaching methods and approaches, we will be able to raise mental health awareness and trigger positive changes in well-being, physical and mental health within youth. - The principles and practices that will be developed in this framework can be integrated even individually into one's life and can pave the way for healthier lives and more secure livelihoods for young people in the long term.-A gain in skills, knowledge, and competencies that builds resilience and helps to deal with stress, anxiety, depression, and other mental challenges and fosters a healthy mental outlook in general-Raised awareness on mental health, healthy recovery, and re-integration after the pandemic. -Decreased number of mental health related issues within young people<< Implementation >>Main activities that we will implement throughout the project life cycle:Project Results:Throughout the ONEUP project, partners will develop a comprehensive toolkit in which elements are complementary to each other. The whole curriculum and the background context will be included in the informative booklet(R1). Then the Activity Booklet (R2) will involve activities based on the content and topics of the informative booklet. The Educational videos(R3) will be build also on the content of the Informative booklet and will serve as a tool to easily engage and raise awareness among young people. The Boardgame(R4) will be built on the content of the informative booklet and the Activity booklet R1-Informative Booklet-A1 Research and development of the curriculum-A2 Finalising the curriculum into one booklet -A3 Booklet design -A4 Translation and printing R2-Activity Booklet-A1 Collection/development/division of activities -A2 Adjustments+Finalising the activity descriptions-A3 +A4 Finalising the collected activities into one book, Proofreading, Booklet design-A5 Translation+print(all partners)R3-Educational videos-A1 Developing the scripts+translation +proofreading-A2 Development of the animation design -A3 Development of the video timelines and -A4 Recording the voiceover-A5 AminationR4-Board Game-A1 Concept development -A2 Prototyping/testing phase for playability+ -A3 Graphic -A4 Proofreading+Transation +print-A5 Publication of the final version C1-Training Activity:-It will be structured on the project content and will include all developed Resources.It will give a comprehensive learning experience to youth workers on how the tools can be used and implemented, and how they can plan their own workshops.The Multiplier events 6x-It will showcase and introduce the results of the project and will serve as an event to ensure that the project result will reach the target groups.Transnational Project Meetings and Online Meetings:-There are five planned TPMs and monthly online meetings to ensure effective communication and cooperation throughout the project period. -These events will be used to maintain open cooperation and communication and a flow of information between partners. There will be further supportive activities carried out all through the project to ensure proper implementation, quality management, time management, dissemination, exploitation, monitoring and evaluation.<< Results >>There will be four Project Result, six Multiplier Event, and a Training Activity-All results will have a different approach to reach the objectives but they will all focus on the main idea of OneUP project. They will be complementary to each other to create a comprehensive and versatile resource toolkit, although each will be designed to stand the ground as a standalone resource for individual use. -The project results will aim to bring innovation and a transdisciplinary dimension to the sector. (online, and offline resources, informative and activity booklet, animated educational videos, and an educational board game, as well as multiplier events and a training for trainers activity). 1. Informative booklet-A comprehensive booklet about youth mental health, methods, practices, and resources.-This handbook will introduce the most common mental health issues within youth in detail and will explain how they develop, what are the symptoms, and what changes/damage they do to the human mind and perception of reality-It will include a detailed description of preventive methods and the way they work and how they benefit the mind and one-self (self-reflection, mindfulness, meditation, exercise, body movement, self-expression, art therapy, social interaction, etc.)2.Activity booklet -It will be a collection of both preventive and recovery activities that can be conducted to groups to raise awareness, gain competencies, skills, and knowledge; to trigger mental hygienic development; to improve mental health.-It will focus on innovative approaches, non-formal methods, gamification, and active participation-based interactive activities, to motivate and encourage young people to participate in their own will, -The booklet will detail all the necessary information that is needed for the replication and delivery of the included activities. - It will include activities that will make use of technology, applications, and digital tools. 3Educational animated videos-There will be an animated educational video made to support each main topic covered in the Informative booklet.-It will focus on raising awareness on mental health issues and preventive methods, in an attractive, consumable way to be appealing to young people.4.Boardgame-The game will be an educational game designed in a humorous way to be catchy and entertaining to young people. -It will raise awareness on the most common mental health issues along with symptoms and prevention to educate young people within a game context. Multiplier events:- will involve 30-40 participants each.Each event will last one day and will have the following objectives: to disseminate and communicate and to provide a detailed overview and a practical introduction of the project results and their use. Training Activity:-A 5+2 days long training course for 30 professionals, based on the curriculum, activities and Project Results developed. -The course will be built on non-formal methods and will aim to introduce some of the activities from the activity book and provide a determinative experience to the participants. It will help the trainees to learn the activities and experience them, which will help them to deliver their own workshops Target Groups of OneUP:Primary:-Youth workers -KA1 actors- VET sector, VET teacher/trainers who are working with young people. Secondary:-Young people and their families -Service providers-Other organisations-People of any age interested in mental health, and mental hygienic development.-Youth centres, VET centers, and education institutes-EmployersAll Results will be developed in English and will be then translated to 6 languages. Impact:The Results will foster the above mentioned impacts and objectives.