The Purpose of 3R (Respire, Remember, Respond) Emotional Intelligence for reducing recidivism project is to improve the social adaptability and resilience of offenders and ex-offenders, to promote their reintegration to society, and as a result to reduce recidivism. In this sense, Emotional Intelligence interventions, should be given to prisoners who will be released within 6 months. To complement this measure, a social adaptability survey should be given to offenders within at least 3-6 months of their release.The project plans to show the importance of the application of Emotional Intelligence tools and strategies for inmates who will be released within 6 months in order to reduce the levels of recidivism. The project will have a double line of intervention, both with inmates and with people who support the inmates in their attempt to reintegrate into society: guards, wardens andsocial workers, but also NGOs in the off-prison monitoring.This program is doubled focused. On one hand, it will work with inmates and on the other one people who make up the support systems for inmates in their reintegration in society. For prisoners it seems desirable to offer a comprehensive program which will help inmates learn how to integrate emotional intelligence practices into their everyday lives, for example, have training sessions focusing on stress handling, self-awareness and self-regulation. In parallel to this program for inmates, another should be offered for people whose role is to support the inmates in their attempt to reintegrate into society.These include guards, wardens and social workers (in prison monitoring), but also NGO and other kind of organizations (off prison monitoring) taking into account the extreme importance of the follow up in the first months after releasing.3R project will develop, pilot and implement a framework of methodology, tools, learning programs and recommendation for both targets. The goal is to endow the inmates to be aware oftheir options to design a different and new future from their last months in prison and their immediate release, the assumption of responsibility and the making of decisions and actions thinking in their reentry in society.The overall objective of this project is to introduce a training method based on Emotional Intelligence against violence and aggressiveness as working tools in penitentiary centers in order to break the circle of recidivism. Our method is to start at grass root level, and therefore our target group is involved in all the steps of the project.Specific Objectives1) Map the emotional intelligence introduction in the CJS (Correctional Justice System) of partner countries.2) Adapt the based learning experiences identified as positive practice within the partnership.3) Develop the 3R learning system for CJS clients and, in a second step, train professionals working with them (pilot in country partners throughout a Lifelong Learning initiative);4) Expose - at least - 140 inmates and 42 CJS staff and NGOs across the partnership to key competency-based learning experience.5) Stimulate the community reintegration of prisoners and offenders, applying the strategies previously experienced.6) Raise the awareness of involved local communities in the importance of Emotional Intelligence as a tool in the reintegration of inmates and offenders.7) Integrate the transferred 3R methodology in partners national training practices (for inmates and their reintegration programme).8) Bring into focus the value of 3R methodology as well as the sustainability of the methods and products resulting from the project, by offering at EU level advice on how the gaps in avoiding recidivism can be filled by key competency training.Results- Final products• A list of 10 main emotional skills needed by inmates in their attempt to reintegrate in society.• Two training pills and two learning tools (toolbox) for each of those previous defined skills.• A list of 10 main emotional skills needed by guards, wardens and social workers in their everydayrelationship with inmates and their support to the reinsertion.• Two training pills and two learning tools for each of those previous defined skills.• Information note on the project and links to online resources.• A website for the indefinite maintenance of the on-line course and contact details of tutors.

"<< Background >>FROM THE SIDE OF THE PARTNERSHIP:The consortium consists of two types of organisations: training providers and secondary schools. Both profiles have encountered during the current school year the difficult reality in which TOGETHER AGAIN wants to be part of the solution. The educational centres, including the entire educational community (teachers, students, parents) have had to experience the gradual return to normality after months of confinement and distance from face-to-face classes. This long period of isolation and social distancing has had an enormous effect, especially on pupils, who have been caught in the middle of the process of psychosocial development and emotional relationships. This is why TOGETHER AGAIN is in line with the schools' need to harmonise the return to face-to-face training and the recovery of interpersonal relationships at a critical time for the protagonists.For their part, training provider organisations, especially those that actively collaborate with schools and in teacher training, have been surprised by the demand for this type of training, which until now had not been necessary. Only now, after long months of separation and absence, have we realised the need to know how to relate to each other, to harmonise interpersonal relationships and to generate healthy bonds. This is why TOGETHER AGAIN is aligned with the needs of the partners.FROM THE SIDE OF TARGET GROUPS: Taking into account the double line of TOGETHER AGAIN with respect to its target groups (teachers and secondary school students, 12-16 years old), our project fits their needs for the following reasons:STUDENTS: Sadness, anxiety, stress, apathy, fear... are some of the emotions that shake teenagers since the pandemic began. At a stage in their lives when everything is about to happen to them, they have suddenly had to slow down and press the pause button.As UNICEF points out, ""the pandemic is not only compromising our physical health. It also affects our mental health, particularly that of the most vulnerable, including children and adolescents. And it is urgent that we adults review this point, because 25% children and adolescents who have suffered isolation due to Covid-19 have depressive and/or anxiety symptoms.According to experts, it is still too early to fully assess the emotional, social and educational repercussions, but some research is already emerging. According to Miguel Hernández University (UMH), more than 85% of parents of children aged between 3 and 18 (in Spain, Italy and Portugal) noted changes in the emotional state and behaviour of their children, with the most common symptoms being difficulty concentrating (77%), lack of interest and boredom (52%), irritability (39%), worry and family arguments (30%), anxiety (28%), as well as agitation, nervousness, feelings of loneliness, restlessness..."".Despite everything, adolescence is a period in which peers are the great reference and source of satisfaction. For this reason, between the ages of 11 and 19, socialisation becomes one of the main pillars of adolescent development. In this context, the educational centre is the great context in which adolescents relate to their peers. The social aspect is of utmost importance for adolescents because it involves integration, feeling part of the group, feeling loved and valued. Children between the ages of 12 and 16 are in the midst of a formative period in all areas: academic, emotional and personal, and this pandemic has definitively changed the way they relate to each other and to society. That is why TOGETHER AGAIN is fully aligned with their needs.TEACHERS: According to a study carried out by the educational platform Kahoot!, in which more than 1,000 teachers from different countries were surveyed, 64% of the participants say that the most difficult part of the switch to distance learning was the lack of social contact with their students, as well as seeing them motivated.<< Objectives >>CONTEXT: According to the UNICEF report ""The Pandemic Classroom"" (March 2021), around 170 million children worldwide have gone more than a full year without attending face-to-face classes due to the confinements imposed by COVID-19. In addition, around 214 million (one in seven) have missed more than three quarters of face-to-face education, resulting in a serious disruption to students' habits. During these months they have lost direct contact with classmates, friends and teachers, and have been forced to manage their learning autonomously.The WEF report ""A Global Framework for Youth Mental Health"" (2020) states that because of the pandemic, 99% of the world's children and adolescents suffer from various forms of limitation of their autonomy of movement, including suspension of school attendance, and 60% live in countries with partial or total blockade, causing high levels of stress and isolation that can affect the psychophysical development of children and adolescents, even in the long term.Because for more than a year, millions of teachers and students at all levels of education in the EU have been using digital technology as an alternative tool to face-to-face education. While its use is widespread, there has been growing concern about its effects on children and adolescents, especially in the aftermath of confinement and particularly in relation to their psychosocial development.NEEDS: Science has already observed that children who suffer from social isolation experience cognitive, social and emotional difficulties in adulthood. A study conducted by Boston Children's Hospital and published in Science has shown how the brain alterations that give rise to such dysfunctions arise.It is clear that remote education in a context of confinement and affective restrictions is an important risk factor for social and emotional isolation and alienation for European children and adolescents.Thus, the study ""Health Behaviour in School-age Children"" (2020), published by the WHO Regional Office for Europe on the social behaviours of European schoolchildren aged 11-15, shows that the mental well-being of adolescents declined in many countries between 2014 and 2019, correlating among other factors with social isolation resulting from the increasing use of digital technology.Thus, the report ""Strengthening Social and Emotional Education as a core curricular area across the EU"" (2018) states:•That children and teens need concrete emotional and relational exchanges. •That these are the only real form of learning and healthy development. •The use of digital technologies can enrich and stimulate a child's experience, but it can never replace the human relationship, the source of growth.The conclusion is that confinements, restrictions, and the substitution of interpersonal social and affective relationships by the use of remote relational and educational options pose a huge risk (present and future) to healthy psychosocial development in children and adolescents. In fact, all Member State governments agree on one issue: the return to school was vital and all pupils in Europe should return to face-to-face classes as soon as health conditions make it possible. SOLUTION: TOGETHER AGAIN aims to support European children and adolescents through a training plan that strengthens their intrapersonal and interpersonal skills and competences by working on emotional intelligence, psychosocial and affective development at a key moment for the establishment of these areas.Our vision is to alleviate the consequences of the isolation and social distancing that children have experienced as a result of the measures imposed to control the pandemic. These include virtual education, which has deprived children of social and emotional relationships with their peer groups.TARGET GROUPS:-Secondary school students (12-16 years old).-Secondary school teachers.<< Implementation >>TOGETHER AGAIN consists of a training plan that will implement the tools and resources proposed by Emotional Intelligence for the development of interpersonal and intrapersonal competences in the target groups (teachers and students in Secondary school). The final goal is to compensate for the deficits in their psychosocial development generated by the isolation and social distancing imposed for the control of the pandemicFollowing these general lines, and in order to achieve the expected results, the partnership has planned has designed a meticulous plan which, in its implementation phase (subsequent to the preparation of this proposal) starts with the KOM. This first meeting will set the bases of the project, going through the goals and dividing the task and responsibilities. In this way, it will be a key point in the establishment of the Steering committee, Promotion and Quality Committee. According to the sections described in this application form, the first set of activities will be directed toward the establishment of working groups, who will be responsible for activities concerning the detailed working plan for the three PR of the project. TRANSVERSAL ACTIVITIES will cover aspects such as project management, monitoring and evaluation, dissemination and former exploitation of the results and contents of the project. They will last the whole duration of the project as described in the dissemination element of this application.PROJECT MANAGEMENT AND IMPLEMENTATION activities led by the project coordinator will also include the Quality Control activities, risk assessment and prevention activities, financial management and coordination of all partners in financial reporting as well as content reporting, organizing project meetings and online meetings, monitoring and addressing all issues and problems as they appear, as well as providing all national activities (research, promotion, etc.). AN INTERNAL AREA for project management and administration will be generated at the first stages of the project in order to facilitate communication, interchange of ideas, comments, files and materials between partners, as well as collaboration in the general management of TOGETHER AGAIN.FOUR TP will facilitate cooperate and partnership working amongst the project partners and support the management and delivery of key project activities and outcomes. Moreover, a series of four MULTIPLIER EVENTS are designed to promote the PRs and facilitate ongoing engagement with target groups.All PR will be implemented at a regional scale for regular personal contacts, keeping travel efforts low, and strengthening regional networks. They is the core of the project and all transversal, management and preparation activities are focused on the right execution of innovative and attractive training system for the target depicted in the description of the project. Thus, PR1 is the umbrella and departure point for all the activities in the Project, focusing on Secondary school teachers as a primary target group. PR2 will make emphasis in the relationship between teachers (adults) and students (teenagers), paying attention to the different perspective of each target group and the diverse way in which both have lived the time far from face-to-face school. Finally, in PR3, the partnership will focus especifically on students aged 12-16, the final beneficiaries of TOGETHER AGAIN. We will attention to how they resume interpersonal relationships, avoiding situations of risk or confrontation caused by social alienation and recovering the new normal after a critical period in their lives.<< Results >>TOGETHER AGAIN will produce two kind of outcomes:-Those related to content (Project Results)-Those related to management and implementationOur project will develop and test three Project Results with this outcomes:-PR1. A handbook for Secondary teachers on social emotional competences and a toolbox (20 practical tools) for teachers on interpersonal skills.-PR2. A practical bank of resources for teachers to relearn to interact with students.-PR3. Resource kit for student-to-student post Covid-19 relationships. More in detail, the project will produce the following minor deliverables:* Deliverables related to the activities of Management (also described in this application form):- Managing guidelines;- Reporting procedure and administrative guidelines;- 4 transnational meetings + meeting minutes.* Deliverables related to Monitoring and evaluation (also described in this application form):- Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.- Evaluation Reports: mid-term and final evaluation report, Project Results reports;- Project risks analysis. * Deliverables related to the activities of promotion and sustainability (also described in this application form):- Project graphic design;- Social networks profiles;- Project website;- Project mailing list;- Newsletters;- Informative brochure; - In the Multiplier Events (E1-E4) the project consortium will hold workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime.- In the training activity (C1) the result will be a train-the-trainers for 18 staff members in order to test and develop in practice and with real targets the tools and competences described and developed in the three PR."

Many full-time employees spend more of their waking hours with co-workers than they do with their spouses and families, especially in team environments. It is unavoidable for employees to eventually develop personal relationships among themselves in addition to their formal co-worker relationships. Working with people you like to spend your time has a strong influence for the wellness in the workplace, health, labor environment and, of course and in a mid-long term, productivity, which at the end reinforces the stability of jobs, and above all willingness to learn and improve basic skills and competences. Who is responsible of generating that atmosphere? Obviously, it is a work in several directions. Relationships between employees and management are of substantial value in any workplace. Human relations are the process of training employees, addressing their needs, fostering a workplace culture and resolving conflicts between different employees or between employees and management. Understanding some of the ways that human relations can impact the costs, competitiveness and long-term economic sustainability of a business helps to underscore their importance.Thus, this task affects the company in a 360 degrees analysis, and all the actors in the working process are implied in the achievement of the desired environment, from the leaders, managers and directors to the basic workers. Thus, all of them should be aware of their possibilities to build a positive and creative atmosphere, each one from his/her particular point of view.Taking these facts into account, TIWA aims at helping European companies, SME, entrepreneurs, leaders, managers and workers in general to generate a healthy working environment, creating a framework of fellowship and human relationships between the different levels of the company. This will enable productivity, health in the workplace with the reduction of illnesses and injuries and, then, of absenteeism. As a results TIWA promotes developing basic skills and key competences, especially of low-skilled employees. TIWA wants to provide high-quality learning opportunity for employees to be better co-workers, but also wants to show managers the lines to follow in order to create the best atmosphere in their companies.The project consortium is composed of six organisations from five different EU countries (SL, BG, ES, IR and CZ) and shows cooperation between new and old European Member States. A comprehensive partnership has been established, consisting of a solid group of training companies with long experience in the implementation of in company programs, some of them with a solid career in European projects (such as our coordinator, Ljudska Univerza Velenje, Defoin, Impro Institute or Bulgaria Training) and some newcomers, such as I&F (which is building a recent but solid international career) or INDEPCIE, one of our Spanish partners which will have its first experience in Erasmus+ projects.To achieve the objectives of the project three Intellectual Outputs will be developed, tested and multiplied: the ‘IDEAL LEADERS’ (O1) is a training system for managers in building a healthy company culture, which will be supplemented by ‘WORKING WITH A SMILE’ (O2), a best practice case study. These will be the umbrella for 'ME, THE IDEAL WORKMATE’ (O3), a good feelings kit with training tools for employees, developing strategies to be generators od a positive working environment. The online system will also feature a platform for interactions between learners, trainers and trainees, and other stakeholders. All outputs produced will be freely accessible for the public within and beyond the project’s lifetime.TIWA is likely to have sustainable direct impacts within and beyond the project lifetime on three target groups: 1) entrepreneurs and managers, 2) employees 3) Companies and organisations active in the field of training, adult education and advisory services.By creating training tools for improving skills and key competences of trainers, managers and employees, the consortium expects to achieve the overall objective of the project: (a) evaluate the effectiveness of creating a friendly working atmosphere, and (b) assess the effectiveness of building solid and healthy human relationships in the workplace. The ultimate goal is to improve the culture company and raise awareness of its importance in the health and productivity of a company.

The Improving Migrant Childrens' Academic Performance, or IMCAP, project aims to bridge the gap between immigrant parents of school age children and their teachers. As per an OECD study conducted in 2015, academic underperformance is common to most students with an immigrant background, but particularly first-generation immigrant students. Students with an immigrant background face multiple sources of disadvantage that affect their academic performance and their general well-being. IMCAP thus focuses on improving the academic performance of an immigrant student. It involves 4 Partners in 4 European Countries who will bring their expertise together to create a platform to tackle the education gap and mismatches by strengthening the profiles of educators and teaching professionals.In this context, the objectives of the project are as follows:- To prepare teachers of school age children to work in a culturally diverse classroom and actively engage parents of different backgrounds in the education process- To enable immigrant parents to engage more in the school system of the host country- To create a set of tools that will facilitate the academic success of children of immigrant parents through the adults around themIMCAP’s goal is to narrow the educational achievement gap between immigrant and non-immigrant peer. This will occur by targeting key stakeholders and assisting them with tools; a cultural handbook, a capacity-building booklet and an online networking platform. In a longer-term, the project will facilitate equal participation in society both economically and socially.

<< Objectives >>FPS aims to develop and strengthen self-confidence and self-concept through soft skills and Emotional Intelligence in the target group, enabling them to achieve an adequate level of empowerment and coping with situations of male harassment in public spaces.<< Implementation >>WP1 Management and qualityWP2 Desk research and compilation of best practices in equalitarian companiesWP3 Training system for managersWP4 Toolkit to empower professional women with soft skillsWP5 Promotion and dissemination• 6 multiplier events• 3 TPM<< Results >>TANGIBLE RESULTS:• A European desk research.• A handbook for managers• 24 training pills• 24 practical tools• 2 trainingsRESULTS RELATED TO MANAGEMENT- Managing guidelines;- Reporting procedure and administrative guidelines;RESULTS RELATED TO QUALITY- Evaluation tools and reports.- Project risks analysis.RESULTS RELATED TO PROMOTION- Project graphic design;- Social networks profiles;- Project website;- Newsletters;- Informative brochure