The SEDY2 project is a three-year follow-up project (2020-2022) funded through the European Union (Erasmus+). The goal of the project is to encourage inclusion and equal opportunities in sport for children and youth with disabilities. This toolkit is aimed at people involved in educating students or volunteers on inclusion in sport for young people with disabilities, who are managing, working in a sports club or involved in the development of sports policy. They could be a volunteer, a coach, a club member or a policy maker. Inclusion in its simplest form is defined as the state of being included. In an inclusive club, every participant is welcomed, accepted, and feels that they belong. However, the needs of young people with disabilities are often unmet. Young people with disabilities have fewer opportunities to participate in quality sport activities. The goal of this toolkit is to support educators to facilitate and promote disability inclusion among mainstream sport providers through education, using the educational materials and sharing best practices and inclusive ideas from SEDY2 project.
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Since October 2015, four European universities of applied sciences and three youth care organisations in Belgium, Denmark, Netherlands and Scotland, have been working as partners to develop education and training for (future) professionals. The goal of this partnership is to help (future) professionals: 1. To support healthy sexual development of young people in care; 2. To interact with young people, their (foster) parents, colleagues, and other professionals, concerning the topics of sexual behaviour, intimacy, and inter-personal relationships, in order to prevent sexual abuse of young people in care. This report shows the steps taken to develop a set of core competencies that form the basis of the education and training for (future) professionals. The study described in this report resulted in a list of 61 competency items (knowledge, skills and attitudes) that (future) professionals need in order to support healthy sexual development of young people in care. The most relevant items were grouped into the following clusters: 1. Discussing sexuality, 2. Supporting the needs of young people concerning sexuality, 3. Act professionally in relation to the topic of sexuality, 4. Dealing with different norms, values and cultures with regard to sexuality, 5. Recognizing and responding to offensive sexual behaviour, including sexual abuse.
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Over the last decade, many (European) countries have created special committees or conducted special investigations into the occurrence of sexual abuse in residential and/or foster care. Many of these studies concluded that children and young people in care are at a greater risk of being sexually abused, compared to youth growing up at home. However, the extent and scope of sexual abuse which has historically occurred in residential and/or foster care remains contested and is highly controversial. Although a broad range of factors are involved, one issue that is of crucial importance in the prevention of sexual abuse is paying attention to the healthy sexual development of children and young people in care. This sounds easy, but it isn’t easy at all. Ideas about relationships, intimacy and healthy sexual development differ between people and countries. It’s a sensitive subject that many professionals working in care find difficult to talk about. As most professionals working in care in Europe graduate from schools of Social Work, social work education should prepare (future) professionals to address this issue. Although some authors have addressed this issue, in general, social work education does not pay sufficient attention to the subject. This project aims to help (future) professionals build competencies on this specific subject by providing the following products:1. An international summer school on the subject of sex and sexuality, for social work students.2. An online course on the subject of sex and sexuality for professionals working in residential care or working with foster parents.3. A website with materials for European lecturers who teach future social workers on the subject of sex and sexuality.4. A reflection instrument as a tool for on-the-job training on the subject.These products are based on a set of practice based core competencies that professionals should develop in order to be able to provide care and upbringing on the theme of sex and sexuality. Next to that five central themes were used to order the development of modules.
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The latest IPCC Report (2022) provided by the UN shows us that, to guarantee a safe future for upcoming generations, we must change how we lead our lives on several levels. However, the increasing urgency to act and behave in a way that is not damaging the climate is bringing many psychological concerns to young generations. Worldwide reports are demonstrating how the issue of eco-anxiety is increasing daily, and how young people are feeling more hopeless than ever. Climate change has become a climate crisis, and individuals are experiencing pressure and fear incessantly (Marks et al., 2021). We, as Climate Streamers, have often found ourselves in this situation as well, but rather than freezing, we decided to take this challenge and think of solutions. Therefore, with the support of Breda University of Applied Sciences, the Performatory community, the BUas Startup Support Team, and outside mentors, we created Climate Streamers Foundation: a new youth-led non-profit organisation and a movement working towards a more inclusive and less polarised climate action. By working with leisure elements and a positive and appreciative approach, we want to give back hope, voice and power to the youth and inspire each other genuinely and sustainably. The purpose of this application is to allow us to elaborate a feasibility study concerning our MVP (minimum viable product), the card game, and boost the overall concept. We intend to implement the researched data to improve the design and sales management. The card game aims to stimulate appreciative conversations by giving space to players to express their opinions and personal stories and it is designed so everyone can play it, regardless of background and knowledge. After giving 200 games in production, we launched the card game in July 2022.
Worldwide, a third of all adults is suffering from feelings of loneliness, with a peak at young adulthood (15-25 years old). Loneliness has serious consequences for mental and physical health and should therefore be urgently addressed. However, existing interventions targeting loneliness mainly focus on older adults [1], and rarely consider the physical living environment, while studies prove that the physical environment (e.g. amenities, green, walkability, liveliness) has a significant impact on loneliness. Collaboration between the psychosocial and physical domains is key, to gain insight into the mechanisms and pathways linking characteristics of the physical living environment and loneliness among young adults and which spatial interventions are effective in managing loneliness. The main research questions are thus: how are physical environment and loneliness related, and which interventions should be implemented? The I BELONG proposal aims to build a European consortium that will address these questions. WP1 encompasses collaboration and networking activities that will form the basis for future collaboration, for instance a European research grant application. WP2 will provide insight in the pathways linking spatial attributes and loneliness. This will be achieved by doing a systematic literature review, a photovoice and interview study to collect data on specific locations that affect young people’s experiences with loneliness, and Group Model Building with experts. Building on this, WP3 aims to co-create spatial interventions with partners and young adults, and test ‘proof of concept’ interventions with virtual environments among young adults. WP3 will result in a spatial intervention toolkit. This project has both societal and scientific impact, as it will provide knowledge on pathways between physical environment characteristics and feelings of loneliness among young people, evidence of what spatial interventions work, and design guidelines that can be used in urban design and management that can contribute to managing loneliness and related health risks.
We live in a time of radical changes in Europe. The climate crisis, the war in Ukraine, energy crisis, the pandemic, increasedprice levels and interest rates, digitalization, robotization, reduced birth rates, an aging population, migration, a decliningdemocracy index and increasing friction level between continents and powerful states makes us uncertain about tomorrow.Deglobalization, shorter production lines, changed export models, bloc formations and sovereignty might be results of someof the large challenges we see today. We see tendencies towards increasing poverty and a declining middle class. It isperhaps more important than ever in recent times to show optimism on behalf of young people and future generations.European cooperation and the link between the right skills for the right future seems to be more actual and important thanever. A report from McKinsey Global Institute (2017) about future work life, competence development and digitalization,shows that approximately 50 % of todays jobs can disappear in the nearest future caused digitalization, robotization and AI.MGI’s in-dept report have covered more than 20 countries and 30 industries (mckinsey.com). We have also a commonEuropean challenge reagarding too many youth outside the working life. The NEET index (Not in Employment, Education orTraining) was 14 % totally for the EU countries, 9.6 % for Germany, 6.3 % for Netherlands and also 6.3 % for Norway in2021 (ssb.no).This is a challenge we have to solve as we need to increase the work participation as welfare costs willincrease as a consequence of more immigration and several older people.
