Tools and Materials

CONCEPTUAL FRAMEWORK

This intellectual output presents the Live2Work project, its objectives, characteristics and contents. The European context of the twenty-first century and intervention model proposed in the project.
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TOOLBOX

In this intellectual output you can find how to work with the tools below. This knowledge will make it easier to apply, plan and work with the tools when running a Live2Work programme.
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WORKSHOP FACILITATOR’S GUIDE

This guide will cover aspects on how to facilitate a Live2Work training workshop for social workers, trainers, or other people working with professionally vulnerable people, including migrants and refugees.
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PILOT COURSES

This report describes the testing phase of the Live2Work project outputs. The report describes the methods used to test the outputs followed by an analysis of end user feedback of which adaptation of the outputs was based.
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PRE-TOOLS

These activities should be applied to start the programme in its totality or as a single activity. Apply these tools as the first step to set and balance expectation toward the program’s goal and create ownership and commitment in the group. This will enable participants to go back during the programme and check that they are on the right track and pace to achieve their goals set for the programme.

  • 1A Individual Contract 10 - 15 minutes | 1 - 12 participants

    The Individual Contract explores the individual's perceptions, expectations, and preferences to the programme, as a way to enable reflection and enhance the sense of commitment to the programme.

  • 1B The Group Contract 15 - 20 minutes | 12 participants

    To create the best possible circumstances for the participants and to gain a shared sense of community and commitment, the facilitator and the participants formulate a group contract together.

SELF KNOWLEDGE

These activities can be applied to clarify and identify values that can support the participant in creating meaning, interest, and importance in life and to find future focus and goals. They can also help to identify and work with character strengths in order to thrive better, be more confident, increase self-esteem, get more energy and zest, experience less stress, perform better, be more commitment, get better at achieving goals, develop faster, and achieve lasting improvements. The activities can Increase self-efficacy and confidence to act upon interests. Interviewing for strengths and resources creates awareness of others and one’s own strengths, enhances listening skills and openness.

  • 2 My Values - Image Cards 60 - 90 minutes | 8 - 12 participants

    To motivate the participants, explore and identify their values in order to create an awareness of what matters most to each participant when setting a goal.

  • 3 My life values - Wheel of life Self-assessment 30 minutes | 8 - 12 participants

    To motivate the participants to reflect upon their present situation, upon various areas of life and to what extent they are satisfied with each of these areas.

  • 4 Character Strengths Cards - Solitaire 45 minutes | 8 - 12 participants

    To help participants identify and explore their personal Character Strengths and resources.

  • 5 Strengths by storytelling 30 - 40 minutes | 12 participants

    To help the participants become aware of which strengths they master, by using previous success stories.

  • 6 VIA Online Assessment (values in action) 20 - 30 minutes | 1 - 12 participants

    To help participants identify and explore their personal Character Strengths.

  • 7 Strengths Spotting Interview 30 minutes | 8 - 12 participants

    To help participants further explore their personal strengths and other resources and competencies by identifying Character Strengths in each other, based on lived experiences and situations.

WORLD KNOWLEDGE

These activities can stimulate curiosity, creativity, and exploitation on identifying realistic future professional opportunities or educational preferences. The activities can also help identify occupations, interests for value, and interest driven occupational goals. The tools for identification and promotion of one’s social network that can support one in various future pathways and goals. Increasing self-efficacy by identifying and finding good role models will motivate the participant along the process of change.

  • To discover, consider, or confirm suggestions for the pursuit of each participant's professions or other future possibilities.

  • 9 Competence Tree 60 minutes | 8 - 12 participants

    To help each participant create a clearer view of their soft skills and competences and create an overview of their opportunities in a future job or education.

  • 10 Exploration of Occupations 120 minutes | 8 - 12 participants

    To motivate the participants to explore different opportunities of jobs, occupations and education, which they might consider for a future career.

  • 11 Mapping Network Relations 30 minutes | 8 - 12 participants

    To help the participants create an image of their actual social life and network.

  • 12 Identifying Role Models 60 minutes | 8 - 12 participants

    To help the participants to identify good relations and support persons that can act as role models.

TRANSITIONAL SKILLS

These activities can help the participant become more aware of the ones positive emotions that can support development of resilience, optimism, hope, and creativity. The activities help to challenge and master one’s behaviour to adapt actions related to one’s future goals, enhancing self-efficacy, resilience and creating hope, motivation, and behavioural changes. These activities can also be helpful in creating better understanding and communication and enhance the tolerance to differences in different situations and people.

  • 13 Learning Positive Emotions 30 minutes | 8 - 12 participants

    To motivate and have the participants focus on, and explore, their positive emotions.

  • 14 Learning the Power of Thoughts 45 minutes | 12 participants

    To motivate and have the participants focus on, and explore, their positive emotions.

  • 15 Challenging Thoughts and Core Beliefs 60 minutes | 8 - 12 participants

    To help the participants identify which thoughts support or prevent them from reaching their goals/ achieving their life projects and learn how to question the thoughts and feelings.

  • 16 Perceptions 30 minutes | 8 - 12 participants

    To increase the participants’ self-perception and awareness of others, to broaden their perceptions, and to enhance tolerance to differences in other people.

  • 17 Time Management 45 minutes | 8 - 12 participants

    To enhance the participants’ levels of consciousness concerning the way they spend their time on a day-to-day basis, and also to promote the development of new strategies to manage their time more efficiently.

DECISION MAKING

The set of activities can help the participant to manage and optimise the time and tasks of the day and week, create awareness of present and future goals, and anchoring them by using different goal setting approaches. The activities can also be helpful in the sense that the participants can use them to realise which next steps they need to follow and keep track of their action plan. All these “Decision making’ activities can used after each activity anchoring the ideas, learnings and ambitions from the dimensions.

  • 18 Goal Setting 25 minutes | 8 - 12 participants

    To teach the participants how to set a goal (short, medium and long term) in a clear, concrete, realistic and evaluable way.

  • 19 Goal Setting – Anchoring the goal 45 minutes | 8 - 12 participants

    To motivate and help the participants take action in reaching their goals by formulating a plan of action based on the learning and knowledge of strengths, values, skills, role models/ supporting persons etc. gained throughout the programme.

  • 20 Anchoring learning, decisions and goals 20 minutes | 8 - 12 participants

    To wrap up each activity by having the participants share their learning and takeaways from the session or programme.

WRAP-UP TOOLS

These tools should be applied to effectively wrap up the dimensions in a way that will benefit the participants learning and anchoring learning and goals set throughout a dimension or the programme in its totality. It allows a sharing and presentation of what key learnings and a closure to end the dimensions or programme.

  • 21 My project Sum up 60 minutes | 8 - 12 participants

    To anchor learning, decisions and goals of either one dimension or the program in its full length.