<< Objectives >>The main objectives of the MHM project are exchange of national practices in the field of protection of mental health, promotion of yoga as a mechanism for stress management, raising public health awareness and preparation of IO1 and IO2 that will be used in the future work of organizations in the process of their education. The specific objectives of this project are to improve the competencies, knowledge, skills of the organizational staff through 4 educational trainings and public promotion.<< Implementation >>- Education of employees, organizational staff in the field of mental health protection using stress management methods and promotion of yoga like mechanism for relaxation – organisation of 4 educational trainings- Exchange of positive practices in the field of mental health protection, promotion of yoga as a method for relaxation and control of stress and depression- Creating and designing IO1 and IO2, methods for raising public awareness and public promotion through 4 public events<< Results >>The MHM enables the organizations involved in this collaboration to improve their organizational capacities related to m health protection. During this project, national practices in the field of mental health protection and promotion of sports active life and healthy diet will be promoted. This project will promote the E+ program, the process of involving young people in an active sports life, bringing them closer to healthy habits and 2IOs will be designed and promoted through 4 public events.

"The project ""Empowering Young People to Think Creatively in the Digital Age"" directly responds to the objectives, priorities, and initiatives of the Erasmus+ Strategic Partnerships in response to the Covid-19 situation: Skills development and inclusion through creativity and the arts.The purpose of the project is to develop the systemic capacity of organizations and institutions to provide quality non-formal education in the field of digital design to young people.Project objectives:- To provide youth trainers, who are educating or want to educate young people in the field of graphic design, with the knowledge and skills to awaken the creativity of young people.- To increase the creativity of young people developing graphic design products, to encourage them to social dialogue and cooperation.Target group:Direct beneficiaries are youth trainers who work or want to work with young people in the field of graphic design, but the final target group is the youth.During the project two intellectual outputs are going to be developed and piloted:1. Methodology for youth trainers ""Integral teaching of creativity and graphic design in non-formal education"".2. An online learning course for youth trainers.At the outcome the following results are expected:- at least 50 well-trained youth trainers from Lithuania, Netherlands, the Czech Republic, and Cyprus, completed an online learning course for youth trainers, ready to apply methodology at their local/national level and spread the knowledge;- at least 250 young people from Lithuania, Netherlands, the Czech Republic, and Cyprus to complete locally held programs implemented by the youth trainers trained during this project online learning course to pilot the methodology and collect important data, which will be useful to tune intellectual outputs accordingly and making them available for other users.The following activities are put on the agenda of the project: development of methodology and online learning course, youth trainers training during the project pilot online learning course, piloting of the methodology, blended mobility for youth, transnational meetings, multiplier events to disseminate the developed outcomes.In case of wide usage of the project created intellectual outputs, a long-term meaningful impact on the systemic capacity of organizations and institutions to provide quality non-formal education in the field of digital design to young people may be expected."

<< Objectives >>The goal is to ensure that children, adolescents and young people who have to stay home during the pandemic process can easily overcome their emotional disorders by bringing them together with nature. By using art therapy, ecopsychology and nature sports, educators will be able to overcome learning disadvantages of their students' based on emotional disorders, develop environmentally friendly creativity and artistic skills, and provide them with a sustainable nature awareness .<< Implementation >>Educators will learn how to use art and therapy, ecopsychology and nature sports from each other and discover correct and effective approaches with common sense.The discovered methods will be applied through inclusive arts and sports activities in children,adolescents and young people 6 to 18 age in 4 different countries, and at the same time,love of nature, awareness of global climate change,awareness of ecological diversity,and desired behavioral changes for sustainable nature will be gained.<< Results >>We believe that educators working with individuals between the ages of 6 -18 will cope with the emotional disorder-based learning disadvantages experienced after the pandemic and will provide motivation to their students again; if students are not supported to prepare strong futures, educators will prevent early school dropouts, possible social marginalization and social exclusion, and the desired behavioral changes in the fight against global climate change will be achieved in the target group

CONTEXTThe concept of mental health has progressed during the last decades. Currently, according to the World Health Organization, a good mental health is related to mental and psychological well-being. In the last years, diverse perspectives such as education have incorporated to this concept. In fact, the Mental Health Action Plan (MHAP) 2013 – 2020 mentions the importance of providing “a comprehensive, integrated and responsive mental health and social care services in community-based settings” and the need of basing the strategies and interventions on scientific evidence and/or best practice. During the last four years, Agora has applied a Successful Educational Action, Dialogic Literary Gatherings, to a new context: mental health services users, with the aim of supporting the rehabilitation process as well as the social inclusion of all the participants. The great results among participants in Barcelona pointed out to an opportunity to transfer this activity and its benefits to other organisations in Europe. OBJECTIVES1. Contribute to the social inclusion of the adult users of mental health services2. Improve some of their basic skills and competences as well as the wellbeing 3. Offer a tool to support the process of mental health advancement and promote the accessand transition to further educational activities and opportunities of the participants4. Obtain evidence of the impact and benefits of DLGs on mental health users in order toencourage other centers to implement them5. Train professionals and volunteers to act as moderators of the DLGs with mental health users6. Raise awareness between policy makers and stakeholders about the importance ofincluding Successful Educational Actions, like DLGs, to support the mental health process and promote the social inclusion. PARTICIPANTS- Mental health users older than 18, especially those from vulnerable groups (low socieconomic status, low level of education, unemployed, etc.)- Mental health and adult education professionals- Stakeholders and policy makers working in mental health and adult education ACTIVITIESOUTPUT 1: Case studies and scientific article about the impact and benefits of DLGs on mental health usersIn order to obtain evidences, we will implement DLGs in 3 different European organisations in Spain, Greece and Bulgaria.OUTPUT 2: MOOC course on how to implement DLGs with mental health usersWill be implemented online by 10 adult education and/or mental health professionals from each participant country.OUTPUT 3: Dialogic Policy Recommendations and Manifesto about the impact and benefits of the implementation of Successful Educational Actions with mental health usersWe will carry out a participative process in partner countries to elaborate them. Education and training policy makers, the whole mental health and education community and mental health users, will be part of the participative process and everything will be agreed between all of them using egalitarian dialogue METHODOLOGYThe project uses the dialogic methodology and Dialogic Literary Gatherings. They were defined as one of the Successful Educational Actions within the framework of the INCLUD-ED project Strategies for inclusion and social cohesion in Europe from education (2006-2011), a study carried out by 15 European research institutions and focused on successful educational actions (SEAs) with evidence of their impact on academic achievement and social cohesion. RESULTS, IMPACT AND BENEFITS 1. Improved educational and instrumental skills, as well as better communication skills and critical thinking2. More self-confidence and self-esteem and therefore, better future expectations3. More active participation in society and community activities4. Increased demand and take-up of adult educational opportunities by mental health services users5. Increased number of organisations implementing SEAs like DLGs6. Raised awareness among policy makers and relevant stakeholders about the importance of incorporating SEAs like DLGs to support the mental health rehabilitation and social inclusion

Autism Spectrum Disorder (ASD) is a disorder that affects every individual to a different degree. It is a lifelong complex developmental disorder, characterised by impairments in social communication, social interaction and social imagination (Wing & Gould, 1979). Representing an estimated 7 million people, ASD is labeled as the fastest-growing disorder with an annual growth rate of 10-17%, according to the Autism Society. The condition impacts how a person perceives the world and interacts with others, making it difficult for them to pick up social cues and interpret them. Therefore, social interactions can be difficult as they can have difficulty 'reading' other people and expressing their own emotions. However, people with ASD are often very thorough in their work, punctual and rule observant. Despite that, the current employment data for individuals with ASD are not encouraging, as they suggest that they are less likely to work than all other disability groups(Newman et al., 2009). Work is a very important part of life with numerous benefits, including participating and contributing to one’s community and the local economy. Many individuals with ASD, even those with the most severe challenges, express an interest in working (Targett & Wehman, 2009).In fact, young adults with ASD report that finding a job would improve their lives more than anything else (Barnard, Harvey, Potter, & Prior, 2001). When they have the dignity of gainful employment, they can contribute to essentials like housing, food, clothing and the supports and services needed in their lives. Although the challenges of ASD are significant, it is possible for those individuals to be employed and to live a life of quality where they actively participate in decisions that affect their lives. In fact, research and experience has shown that, with the right preparation and support, individuals with ASD can learn the necessary skills and utilise talents that lead to meaningful employment in a variety of community-based businesses and industries(Hillier, et al, 2007)It is therefore important to develop the potential for people with ASD to have meaningful employment and be contributing members of their society. As Grandin (2004) points out, “Work is more than just a livelihood or paycheck; it is the key to a satisfying and productive life.” With appropriate preparation and support, even those most affected by ASD can have gainful employment, and become reliable, hardworking employees that meet or exceed expectations, hold a job independently or with proper support from qualified staff to retain a position.Although it may seem obvious that those more severely affected by ASD need preparation for employment, it is not always as obvious for individuals with Asperger Syndrome or high functioning autism. Average to high IQ does not guarantee to obtain or maintaining employment for young people with ASD. In fact, without careful preparation and significant support, high functioning young adults typically have only marginally better employment outcomes than those who are more severely affected by ASD.Young adults with ASD need to make realistic career and employment decisions based on self-knowledge and awareness of career options. Instruction and practice in soft skills are imperative in being prepared for employment, (Mazefsky et al.2008) over 80% of jobs lost by young adults with ASD are a result of poor “soft” skills, especially poor social and communication skills. Therefore, people with ASD need instruction in developing soft skills focusing on one hand on skills involving job search skills (i.e. CV preparation, job interview skills, dress code, etc), and skills related to functional skills to survive and succeed in the labor sector (i.e. social and communication skills, building positive relationships and networking with colleagues, etc.).Intellectual Outputs:Joint curricula and training programme for soft skills development of young adults with ASD (IO1)Soft Skills development online tutorials for individuals with autism (IO2)e-learning platform (IO3)LTTs: 1 Short-term joint staff training events for educators and 2 Blended mobilities of young adults with autism6 multiplier events will be organised in order to promote the project, its intellectual outputs and its outcomes.