The aim of this seminar module is to understand trainees the complexity of human relations. To get acquainted with particular fields of emotions and to use them creatively.

Explore and understand aspects of their behavior, overcoming myths and misconceptions that accompany demarcation, self-esteem and anger. To learn to challenge and collide safely.

Familiarize yourself with the difficult concepts of loss and mourning of persons and relationships.

Take stimuli in order to try personal changes that can improve their lives in managing their relationships at all levels.

Understand trainees the need to maintain the balance between personal and professional life and choose if they want to make the necessary changes to have a more meaningful and satisfying life. Be informed about their anxiety and origin, especially with regard to the workplace, issues that affect and feed it, with the ultimate goal of efficient management.

To highlight and understand the issue of the socio-economic crisis, emphasizing the way in which it can be addressed at the level of everyday life.

In particular, through these seminars, we focus on strategies to tackle the crisis through the redefinition of our social attitudes and practices in relation to key issues of how we experience and organize our everyday lives in our interpersonal, family and professional relations.

Σκοπός αυτής της ενότητας σεμιναρίων είναι να κατανοήσουν οι εκπαιδευόμενοι την πολυπλοκότητα που διέπει τις ανθρώπινες σχέσεις. Να γνωρίσουν ιδιαίτερα πεδία των συναισθημάτων και να τα αξιοποιήσουν δημιουργικά. 


Να διερευνήσουν και να κατανοήσουν πτυχές της συμπεριφοράς τους, ξεπερνώντας μύθους και παρανοήσεις που συνοδεύουν την οριοθέτηση, την αυτοεκτίμηση και το θυμό. Να μάθουν να διεκδικούν και να συγκρούονται με ασφάλεια. 


Να εξοικειωθούν με τις δύσκολες έννοιες της απώλειας και του πένθους προσώπων και σχέσεων. 

Να πάρουν ερεθίσματα, ώστε να αποπειραθούν προσωπικές αλλαγές που μπορεί να βελτιώσουν τη ζωή τους στο πλαίσιο της διαχείριση των σχέσεών τους σε όλα τα επίπεδα.

Να κατανοήσουν οι εκπαιδευόμενοι την αναγκαιότητα της διατήρησης των ισορροπιών ανάμεσα στην προσωπική και επαγγελματική ζωή και να διαλέξουν -αν το επιθυμούν- να κάνουν τις απαραίτητες αλλαγές, ώστε να έχουν μια πιο ουσιαστική και ικανοποιητική ζωή. Να ενημερωθούν για το άγχος και την προέλευσή του, ιδιαίτερα αναφορικά με το χώρο εργασίας, θέματα που το επηρεάζουν και το τροφοδοτούν, με απώτερο στόχο την αποδοτική διαχείρισή του.

Να γίνει η ανάδειξη και η κατανόηση του ζητήματος της κοινωνικοοικονομικής κρίσης, δίνοντας έμφαση στον τρόπο με τον οποίο αυτή μπορεί να αντιμετωπιστεί στο επίπεδο της καθημερινότητας. 

Ειδικότερα, μέσα από αυτά τα σεμινάρια εστιάζουμε  σε στρατηγικές αντιμετώπισης της κρίσης μέσα από το πρίσμα του επαναπροσδιορισμού των κοινωνικών στάσεων αλλά και πρακτικών μας απέναντι σε βασικά ζητήματα του τρόπου με τον οποίο βιώνουμε αλλά και οργανώνουμε την καθημερινότητά μας στις διαπροσωπικές,τις οικογενειακές και επαγγελματικές μας σχέσεις.


The Problem
This proposal initially addresses the problem of traumatised children (5 years+) suffering from forms of dissociative amnesia (DA). These involve disruptions of memory, awareness, identity, and perception. When one or more of these is disrupted, it traps children in an unhappy present. Because, “being able to
remember past events and planning for the future go hand in hand”, (T. Zentall,U. of Wisconsin, 2007), “their visualisations of future events will be disorganised and emotionless” (E. Maguire, Wellcome Trust Centre, 2007).

“Our awareness of self, time and distance is developed within the context of early awareness and reliability which becomes the foundation of future understanding of knowledge.” (H. Geddes, Therapeutic Care Journal. 2016).
Aspiration, without reconciling the past seems impossible.
The scale of problem is indicated by Young Minds (2016):
• 1 in 10 children (5 – 16 years) have a mental health disorder.
• 1 in 12 -15 children deliberately self-harm.
• 72% of children in care have behavioural/emotional problems.
• 95% of imprisoned young offenders have a mental health disorder.
The loss of direction, belief and hope is reflected in the Chief Medical Officer’s Annual Report (2012):
‘Mental health problems in children have wide-ranging effects, including impacts on educational attainment and social relationships’.
The London School of Economics (2012) concluded ‘poor mental health has a strong association with educational outcomes and of being “not in education, employment or training”.
The Solution
The solution involves the production of a ‘Double-Helix App’ and a training course in its use.
The ‘double-helix’ is an interactive tool (developed over 25 years), designed to record life events on one helix and the underlying narratives on another. As confidence grows, it is possible to access memories in greater numbers/details and build meaningful interpretations. Reflecting on the sequence and
relationship of these, leads to understanding and articulation of ones legacies of experience.

The future can then be envisioned and populated with achievable steps, encouraging progression.
This process develops in collaboration with an appropriately skilled professional or volunteer.
The skills and qualities needed to facilitate this are addressed in the course. It supports the cultivation of cognitive and emotional empathy, vital in the recovery process, according to medical research. It contains guidance on building systemic support around emerging outcomes. This ‘mentoring’ course,
accredited, by the Institute of Leadership & Management, at Level 3, can be delivered on-line or face-to-face.
The ‘app’ provides an interactive model held by the child and the course contributes to professional/volunteer development
The solution targets all vulnerable children, their educational/support staff, families and volunteers. The tool is purchased as part of the training course.
Children services, globally, are responding to escalating needs from numbers of vulnerable children. The complex process of social exclusion are further complicated by issues such as refugee numbers, radicalisation and polarisation of societal groups.
This solution combines research and experience from medical, educational, technological and social theory in a form that a range of people will engage with and use in a variety of settings, individual, group or organisational.
A literature review conducted by the Serious Games Institute, at Coventry University suggests that current available resources tend to focus on brain injury recovery or CBT methods. The theories informing these tend to be separate and disconnected. None of the available apps involve building a relationship with a helpful other, whose importance cannot be underestimated.
This solution contributes to the building of social capital in and between communities and should also help stimulate cross-sectoral collaboration between health, social services and education sectors.
Impact
This idea has been developed over 25 years within a systemic response to vulnerable children in London and also in a number of European countries,
during European Commission funded projects. The tool has also been tested, and evaluated through a community development project. Responses from young people and practitioners have indicated that participants have reported:
A liberation of memories
More able to reflect and identify repetitive and patterned behaviour, i.e. greater self awareness
Growing understanding of and articulation of underlying themes of thinking & behaviour
Effective and less anti-social decision-making
Engagement with the pleasure and process of learning and an increased sense of creativity
Re-discovery and practice of inter-dependency skills
More resilience in responding to complex problems and demands in their environments
Actively engaging with new social networks
Motivation to make positive life changes
An increasing ability to self-motivate and exercise self-discipline

Creator - Facilitator : Brian de Lord

ΔΥΝΑΜΙΚΗ ΟΜΑΔΑΣ ΚΑΙ ΕΠΙΚΟΙΝΩΝΙΑ

ΕΠΙΒΙΩΣΗ ΣΕ ΟΜΑΔΕΣ

Χ


Communication is a complex mechanism of interaction, especially in the context of group actions. Very often, people with different principles and values, different needs and personal peculiarities are invited to interact to implement an action or achieve a common goal. The main purpose of this training material is to highlight the importance of effective communication for the improvement of interpersonal relationships as well as the better and more functional cooperation of the members of a group among them.
The aims of the seminar are:

Upon completion of the study of the present educational material, the trainees will be able to: define the communication, group and group dynamics, distinguish different types of groups, present the roles, stages and functionalities of a group, recognize the process and the obstacles to communication and to propose ways of dealing with them, they use the verbal and non-verbal messages in communication, they use techniques for effective communication within team groups support the process of active listening and positive feedback, appreciate the value of group action in their personal and professional lives.