Education, culture, youth and sport
#TheFutureIsYours Education, culture, youth and sport in Europe
Bizalom és biztonság a jövő ’fiatal’ Európájában
Amíg eddig Európában és a világon a fiatalok világi nyitását, kulturális sokszínűségét és mobilitását segítettük, addig a jelenlegi állapotok átformálják a gondolatainkat és cselekedeteinket saját lokalitásainkra.
Hogyan és miképpen tudunk gyorsan és hatékonyan reagálni az előre nem látható természeti és társadalmi kihívásokra úgy, hogy fiataljaink biztonságban érezzék magukat hazájukban, Európában? Milyen lehetőségeink, erőforrásaink vannak, amelyekre építhetünk, s amely erős alapként szolgál a bizalmuknak? – Ezekre és hasonló kérdésekre keressük közösen a válaszokat és gyűjtjük össze az adaptálható jó gyakorlatokat műhelykonferenciánkon.
2903 Komárom, Csendes utca 8.
Event reportTrust and Security in the Future of Europe from the Perspective of the Youth 2022 is a defining year in the lives of young people, young people in Europe and youth organizations. The virus invasion took another blow in the form of war. While so far we have helped the open-mindedness, cultural diversity and mobility of young people in Europe and around the world, the current state is transforming our thoughts and actions into our own localities. How and how can we respond quickly and effectively to unforeseen natural and social challenges so that our young people feel safe in their homeland, in Europe? What opportunities and resources do we have on which to build and which serve as a strong foundation for their trust? - We jointly sought answers to these and similar questions and gathered adaptable good practices in our workshop conference. Through young people, attention was soon focused on children, perhaps precisely because a significant proportion of participants typically deal with the child age group and only tangentially with the youth age group. But what role we can play, what tasks we have as NGOs working with children and young people beyond supplying needs of ‘charity’ for quick help. We have treated the current state of war as a fact, accepting that an ‘emergency’ can occur not only and exclusively in one state of war, but also in all other, unforeseen cases, such as a natural disaster where people are also forced to leave their homes. Two dominant directions have crystallized, and the intersection of these directions is where the real action appears. And then let's start from the intersection, that we see peer support as a solution. So child in the occupations with child, and young people in connection with youngsters. Perhaps we can say that we are all concerned, without exception, that we are afraid of the spread of war, that we and our children are only safe for a while. We are anxious as an adult, we are anxious as a parent and this condition obviously spreads to our children, not only within the walls of our home but also at school. How can we not, since our generation has not had to face such a threat so far, and perhaps we have all hoped that this will not be necessary in our own lives or in the lives of our children. Unfortunately, however, the world has not justified us, so we are now forced to figure out “how to proceed” and “what will happen” and that these almost seemingly unanswered questions are need to be answered not just for ourselves but also for our children, our young people at a level appropriate to their age. 1. Prepare our own children and young people "It is worth trying to talk to the children and young people about the present, to bring the focus back to the present: 'there is a war in the neighboring country, refugees are coming and that, for example, what can we help, what can we do?' The anxiety that is within us stems from a sense of helplessness, from getting out of control: we have to think about things we are fundamentally unaffected by. We will not even be able to influence it and it is important to say that. What can moderate this anxiety in some way is action: that is, to look for what we can influence. “However, if they can see how much help people coming here can get, it can give them confidence in the future, that if maybe their family will be in the same situation, he can get very similar treatment in another country. " There may be a relatively large number of experiences and examples of what you can do as an adult. There is also a direction to involve children and young people as they need it. So that they can feel themselves useful and helpful too. However, the help is not primarily in helping the ‘refugees’ to meet the basic needs, but in providing mental, contemporary help as a peer. And this is the direction in which there are currently, or very few, adaptable examples. In this we find a handrail, this is the part where we can have a role as non-governmental organizations dealing with children and young people. 2. Be present in children's and youth's mental and social activities The main, central point of the philosophy of peer support is that people are able to solve most of their everyday problems and know for themselves what they feel or think about a situation. Therefore, the role of the peer facilitator is only to help the other person see their own emotions and problem-solving possibilities as clearly as possible. Peer facilitators are young people who seek to help their peers from a secondary role by mobilizing their inherent ability to identify with peers. Peer support is a problem-sensitive, supportive, professionally trained young person who provides a liaison between students and professional counselors, psychologists, work and career counselors, and lawyers. The peer can also get in touch with teir peers in an informal way. Contemporary helpers act primarily as peers in their own natural environment, with showing positive example as their most important role. It is relatively easy to start in your own language environment and familiar or presumed familiarity. However, working with refugees is not yet a tricky direction, and we also find that, in close connection with youth policy, we are facing a very impulsive and intense change to which we need to find a link. In addition to the preparation of the Hungarian topic, we consider crucial to get to know the European examples and to get in touch with like-minded non-governmental organizations.
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