Training Hope, wellbeing, and Resilience In Vulnerable Early school leavers Erasmus Project

Project Title

Training Hope, wellbeing, and Resilience In Vulnerable Early school leavers

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for adult education

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education

Project Summary

The aim of the THRIVE project was to develop a trauma-informed training programme for educators working with vulnerable early school leavers (ESL), which combine the principles, methods and techniques of positive psychology, trauma sensitivity, and emotional literacy. This training programme is immersive and open-access and designed to assist educators in enhancing their competencies in responding sensitively to all learners, particularly those who have experienced trauma. It also aims to address key emotional and social learning needs of ESLs, in order to promotepersonal, educational and employment wellbeing.

The development of the THRIVE training programme was rooted in best practice approaches to addressing trauma in educational settings, as well as evidence relating to the importance of positive learning experiences for social and emotional wellbeing. THRIVE further builds and enhances work in this area through the development of:
Literature reviews from each of the partner countries. These reviewsexplored relevant research, reports, and publications with a view to gaining a detailed overview of the best practice approaches to increasing the well being and resilience of ESLs in educational settings.
A needs analysis of key stakeholders in second chance education (educators and learners), comprising focus groups and national online surveys in each country. Both the focus groups and the surveys with educators were designed to capture the lived experience of educators working with ESLs, and determine what their current needs are, and how they can be met at a practical level. Focus groups were also held with the ESLs themselves, to ensure that their voice is heard in this programme and that their priority needs are met.
Generating a consolidated report which brought together findings from each partners’ national report, and field. This report collated findings in relation to best practice across Europe and internationally, and provides a valuable resource for educators.

Subsequently, a draft training programme was developed with input from all project partners, with each partner taking responsibility for drafting a module most suited to their experience and expertise. The programme centred on five key areas deemed to be most important in the cultivation of a trauma-sensitive approach within second chance settings:
1. Establishing Safety and Attachment
2. Building Relationships,
3. Nurturing Self-Awareness and Self-Regulation,
4. Building Resilience and Psychological Wellbeing,
5. Educator Self- Care.

The development of each modules was guided by the use of realistic case study examples, interactive elements to enhance the learning experience, opportunities for self-led learning and reflection and was accompanied by a selection of practical activities. Overall, the programme adopted a strengths-focussed approach which reflected the current assets, best-practices and the resources and resilience of key stakeholders, including young people themselves. This approach was designed to equip educators with the capacity to address trauma, and simultaneously nurture and cultivate strengths within their educational setting.

The draft THRIVE Programme, was refined via a ‘train the trainers’ workshop attended by each partner. The workshop consisted of presentations of key materials and activities, followed by an in-depth reflection and discussion designed to hone programme content. This ensured that all partners were fully prepared to refine their respective modules and, in turn to present and disseminate the entire programme in their own countries. A subsequent piloting process with a diverse panel of educators working with ESLs was used to finalise the programme content and structure. Feedback from these key stakeholders on the content and delivery of the THRIVE training programme was collected and consolidated. This important feedback was subsequently used to finalise the programme content and ensure its utility, relevance and appropriateness for the target audience. This final version is now hosted online in a dedicated learning platform, and is openly accessible by educators across Europe. This online platform has been publicised by the consortium using various dissemination channels, including multiplier events, conferences and digital and social media, as well as through the professional networks of each of the partners.

The THRIVE educational platform is currently live and will remain active now that the project has been completed. It is anticipated that use of this platform will grow and expand over time and will continue to be populated with up-to-date resources, activities, and interactions between educators across Europe. The programme coordinators (ICEP Europe) will also encourage educators working with ESLs to become the ambassadors of the THRIVE programme, to foster positivity and increase the resilience, wellbeing, and social and emotional competencies of ESLs, and help them benefit from educational, training and employment opportunities.

Project Website

http://thrivelearning.eu

EU Grant (Eur)

Funding of the project from EU: 254117,5 Eur

Project Coordinator

PROFEXCEL.NET LTD & Country: IE

Project Partners

• CESIE
• Asociatia pentru Educatie si Dezvoltare Durabila
• UNIVERSITA TA MALTA
• VEREIN MULTIKULTURELL
• Kildare and Wicklow Education and Training Board
• Compass – Beratung, Begleitung und Training Gemeinnützige GmbH