Workshop description

Energizer/ Stereotypes

Objective of methods "yes, and.." 

This game can be good introduction what can open our mind and help us think out of the box and a little bit teach us to be agree with any statement of our partner, even if it seems to us that it is something impossible  

How to play it: ��you as a trainer start first, you will get some thing and you have to imagine what else it could be. For example: this is a pen, yes and this could also be a moustache, yes, and this is a clothes hanger and ect. Better to do 2 rounds.

Objective of methods "stereotypes" is to: smoothly lead the participants to the topic of stereotypes; give the opportunity to remember their experience of living some stereotypes or remember the most common stereotypes in society. I would like to immediately note that it would be best to give the participants the opportunity to be in the role themselves and try on themselves what it is like to fit this or that stereotype. Further, according to the task, you can divide people into groups and draw their attention to refuting these stereotypes through personal experience or through brainstorming invite the participants to come up with how to break stereotypes.

Small description of the methods 

[  ] each of participants will receive a piece of paper, on the paper they need to write any stereotype what they know

[  ] then fold the paper and put it in something 

[  ] then everyone will pull out a piece of paper ��and task is to come up with a way for you to break this stereotype/or you have an exact opposite example and proof that this stereotype does not work. Or another option divide all group in to several groups and give the same task for each group; then change the topics and give them task to create a situation when and where we can face with this stereotypes and how we as a active citizens/youth workers can solve ot or help

[  ] Then everyone will share what they came up with. 

[  ] All task can take 30-40 minutes. It depends of the size of group and dynamic.

Social Inclusion 

Group Division:

Participants will be divided into 3 groups of 3 people each. Each group will receive one type of disability, such as a person in a wheelchair, a blind person, a deaf-mute person, a person with intellectual disabilities, a person with autism, or a person with limited mobility, etc. The groups are tasked with imagining how a person with their assigned disability might function in different environments that will be assigned to group members.

Environment Assignment:

Each member of the group will randomly be assigned an environment, which could be a place where people with disabilities rarely appear or where accessibility for them is limited. These spaces could include places such as a cinema, a sports stadium, a theater, a nightclub, a gym, a restaurant, a shop, public transportation (bus, metro), or an office space. These places are significant because we rarely see people with disabilities in them, primarily due to the lack of appropriate facilities, physical barriers, or social barriers that hinder their full participation. Groups are tasked with considering how a person with their assigned disability could function in this environment. What challenges would they face? What changes in the place could improve accessibility and inclusivity?

Drawing Task:

Participants will have 20 minutes to draw a person (with their assigned disability) in their assigned environment. The drawings should reflect both the obstacles this person might encounter in the space as well as potential solutions that could improve inclusivity. If someone feels uncomfortable drawing, they can instead write down their ideas on how to improve accessibility and inclusivity in the given environment.

Group Discussion – Reconnecting by Environment:

After the drawing task, participants will be grouped again based on the same environment they were originally assigned. For example, those who were tasked with imagining the experience of people with disabilities in a restaurant will come together in one group. Each person in the group will have a different disability (e.g., a person in a wheelchair, a deaf person, a blind person, etc.). In these new groups, participants will share their ideas and conclusions about how to make the assigned environment more inclusive for people with disabilities. The groups will conduct a brainstorming session, exchanging solutions and ideas that could improve accessibility and inclusivity in that specific environment. The goal is to collectively create a comprehensive picture of actions that could improve the inclusion of people with various disabilities in that space.

Creating an Inclusive City:

The next stage involves creating an "Inclusive City." The space where the workshop takes place can be used – for example, a room, hallway, or other available area. Using painter’s tape or another material, participants will draw a city street plan on the floor or walls, marking various locations and spaces. In different parts of this "city," there will be places such as shops, restaurants, schools, public transport stops, parks, offices, healthcare facilities, and recreational areas. Each group will be tasked with presenting their ideas for creating an inclusive space for people with disabilities in a particular area of the city. Groups can present which facilities, changes in public spaces, or technological solutions could make the specific place more accessible and welcoming to people with various disabilities. After presenting their ideas, participants can jointly discuss what changes in the city could contribute to creating a fully inclusive environment, where everyone, regardless of their disability, could function equally and comfortably.

Reflection – Workshop Summary:

At the end of the workshop, all participants will sit in a circle to discuss the exercise and share their experiences. The facilitator can ask questions such as: “What did you learn?”, “How did your group work go?”, “What was surprising or particularly inspiring in this exercise?” Participants will have the opportunity to reflect on their thoughts, challenges they encountered, and the solutions they were able to find. This discussion will not only summarize the work done, but also draw conclusions about inclusivity and accessibility in public spaces. The shared reflection will help participants understand how important collaboration, creativity, and openness are in creating more accessible and welcoming spaces for everyone

Rope Debate: 

The Rope Debate Method is a discussion and teaching technique often used to encourage active engagement, critical thinking, and structured argumentation.

Overview

• The Rope Debate Method involves dividing participants into two groups or teams, each representing opposing viewpoints on a particular issue.

• The groups take turns presenting their arguments, aiming to counter the other side’s points while reinforcing their own stance.

• The method focuses on developing skills like reasoning, active listening, respectful debate, and the ability to articulate ideas clearly.

Steps to Implement the Rope Debate Method

1. Choose a Topic or Statement

2. Participants  Divide into Two Perts according with their opinions

3. Prepare Arguments.

4. Conduct the Debate

     The moderator ( or facilitator) can call on specific participant to answer or address specific questions, encouraging everyone to participate.

6. Moderation and Timing:

• The moderator ensures the debate stays on track and that participants follow the rules, such as not interrupting each other and respecting limits..

7. Reflection and Feedback.

Motions:

1. Refugees or migrants take our job.

2. Sport/ Olimpic allow transgender athletes to compete in categories aligned with their gender identity.

3. Migrants should have to learn the language and culture of the country they are arriving in before they can benefit from its social services.

4. People with intellectual disabilities should not have the right to vote

5. Homeless people who refuse to work should not receive any help from society

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Overall Reflection on the Workshop Program

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Objective of the Workshops (SMART):

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The overall objective of the workshop program was to engage participants in understanding and challenging societal stereotypes, improving social inclusion, and exploring practical solutions for creating more accessible environments for people with disabilities. Through interactive and experiential activities, participants were encouraged to reflect on their own biases and develop strategies for making their work and communities more inclusive.

• Specific: The workshops aimed to raise awareness of stereotypes and social exclusion, and to provide concrete tools and methods for overcoming these challenges. The program focused on creating inclusive environments for marginalized groups, with a special emphasis on people with disabilities.

• Measurable: Success was measured by participants' ability to identify stereotypes, understand barriers to inclusion, and actively contribute to discussions and brainstorming sessions. The participants were expected to leave with clear, actionable ideas for improving social inclusion in their environments.

• Achievable: The activities were designed to be engaging and accessible for all participants, building on their existing experience as youth workers. The use of diverse methods (group discussions, drawing, debates) ensured that all participants could contribute in different ways.

• Relevant: The workshops addressed key issues in the field of youth work, particularly around inclusion and accessibility for marginalized groups. Given that the participants were experienced youth workers, the workshops were designed to enhance their skills and perspectives on social inclusion.

• Time-bound: By the end of the program, participants were expected to have developed an understanding of how stereotypes and social exclusion impact their work, and how they can implement inclusive practices in their daily interactions with young people.

Target Group:

The target group for the workshop program consisted of experienced youth workers and educators. These individuals work directly with young people and have a key role in shaping attitudes towards diversity, inclusion, and social justice. The workshops were designed to deepen their knowledge and help them develop new strategies for addressing stereotypes and promoting social inclusion.

Expected Impact:

The expected impact of the workshop was to equip participants with a deeper understanding of how stereotypes manifest in society and how they can contribute to breaking them. Additionally, the workshops aimed to foster a greater awareness of social inclusion, especially for people with disabilities, and to provide participants with the tools to create more accessible and inclusive environments in their professional work. Ultimately, the workshops were designed to inspire youth workers to apply these insights in their practice and to advocate for inclusive policies and spaces within their communities.

Session Structure:

The session was structured to provide a balance of reflection, practical exercises, and group discussion, taking place from 16:00 to 19:00. The breakdown of the session was as follows:

• 16:00-16:10: Introduction to the topic, followed by the "Yes, and..." energizer. This exercise helped participants get comfortable with the idea of building on each other’s ideas, encouraging creative thinking and fostering a collaborative atmosphere.

• 16:10-16:45: Workshop on stereotypes, where participants discussed common societal stereotypes and reflected on their own experiences with them.

• 16:45-17:30: Workshop on social inclusion, where participants worked in groups to explore how people with disabilities experience various environments and how these spaces can be made more inclusive.

• 17:30-18:00: Coffee break, allowing for informal networking and reflection.

• 18:00-18:30: Rope Debate activity, where participants were divided into two groups and debated controversial topics such as the rights of refugees, transgender athletes, and the inclusion of people with disabilities.

• 18:30-18:40: Evaluation of the session and group feedback. Participants shared their thoughts on the workshop activities and what they had learned.

• 18:40-18:50: Self-evaluation, allowing participants to reflect on their personal learning and how they plan to apply the insights gained in their work.

Materials Needed:

• Paper, pens, and markers for writing and drawing tasks.

• A box or container to collect written stereotypes.

• Flipcharts or whiteboards for group brainstorming and recording ideas.

• Painter’s tape or similar materials for Rope Debate.

Feedback Method:

Evaluation and group feedback: After the activities, participants were given time to reflect on the session in groups and share their thoughts on the learning experience. This provided an opportunity for participants to discuss what they had found surprising, what worked well, and what could be improved.

What Could Be Improved:

While the workshop program was well-received, several areas could be improved for future iterations:

• Stronger Integration of Activities: Although each activity was valuable, the connection between them could have been made more explicit. For example, linking the discussion about stereotypes more directly to the social inclusion activity could help participants understand how these issues interact in real-world contexts. This could help participants better see the relevance of each exercise to their daily work.

• More Tailored Content for Experienced Participants: Since all participants were experienced youth workers, some of the content might have been too basic. In the future, it could be beneficial to offer more advanced content or provide different levels of discussion based on participants’ experience, so that everyone can engage meaningfully with the material.

• More Time for Group Reflection: While the group discussions were valuable, the session could have benefited from more time for deeper reflection and brainstorming. Allowing participants to spend additional time discussing their ideas could have led to more comprehensive and creative solutions for promoting inclusion and breaking stereotypes.

• Interactive Tools for Reflection: Introducing additional interactive tools or methods for feedback, such as digital surveys or group discussions using interactive platforms, could have provided diverse ways for participants to engage in the reflection process and share their thoughts in real-time, particularly in a hybrid or digital format.

In conclusion, the workshop program successfully engaged participants in exploring and addressing stereotypes and social exclusion. By improving the flow between activities, offering more tailored content for experienced youth workers, and allowing more time for reflection, the program could have an even greater impact in the future. Participants left the workshop with a deeper understanding of how to create inclusive spaces, and they were equipped with practical tools to apply in their professional work.

The energy level we gave was good.The explanations were clear and well thought out. It depends on how and when we start and if possible change the methods.The message was clear / there was no need to raise the voice, verbally or non-verbally everything was clear.The group's vibe is the most important thing - we are a team.It was clear that we prepared and prepared together, a good sense of humor.We were always able to raise the mood and maintain it and the ability to adapt. The first part was not so active and I would like to diversify it.