E-LEARNING – GVETS

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Module 1: Protection of migrant children

In this module participants learn about the concept of international migration and become familiar with the fundamentals of child protection, with special attention to the migrant children. A special unit will address the child protection structures and their differences in intervention between migrant and non-migrant children.

Unit titles and explanation

Unit	Title	Explanation
1	International migration	In this unit, you can learn about the basics of international migration: causes, factors, and impact on people’s lives. In addition, you will understand the difference between refugees and migrants, and learn the most important international norms protecting refugees. We also present the most important international organizations that help migrants and refugees around the world.
2	Children in migration	There are a lot of underage migrants, coming together with their families, or completely alone. In this unit you will learn about their special needs that derive from their being both children and in a migration environment; and actions that can be implemented to support them.
3	Fundamentals of child protection	There have been universal standards of child protection for decades. We present those principles, and look into how they are implemented in practice. You will also learn the most relevant cases of child maltreatment when child protection systems need to act.
4	Migrant children in child protection	This unit is about the special circumstances that affect migrant children in a child protection system. An important, although self-evident factor in child protection, is whether the person is actually entitled to the special care. Therefore we provide a detailed explanation about age assessment, as many children who find themselves in a state’s child protection system are unaccompanied children, and their age needs to be verified. You will also learn about dilemmas that occur when one provides protection to migrant children.

Learning Outcomes Key Concepts

Module 2: Working with migrant children at risk

In this module participants will learn about the systems’ approach (holistic approach) in dealing with migrant children (Ecosystem perspective, Eco mapping method, Best Interest Determination in practice). Special attention will be paid to working with trauma survivor children and tools assessing children at risk. The last unit will be devoted to the child-welfare systems (social work at school, child and family counselling (support centres) and child-protection systems (parental rights (suspension, restriction), institutional care: residential care, fostering family care, special homes for unaccompanied minors, protective custody etc.), institutional structures for combatting/preventing risk.

Unit titles and explanation

Unit	Title	Explanation
1	Child welfare systems	In this unit we establish the differences and similarities between child protection and child welfare. Various models show that child protection and child welfare are intertwined, in some countries are used as synonyms, however, a distinction can be made on the level of definitions, and the national systems can be classified based on those. You will explore actors of the child protection and the child welfare systems.
2	Systems approach in working with migrant children	The systems approach is a basis for effective protection of children. We show how all actors must interact to ensure outcomes that are in the best interest of the child. Ecomapping and intercultural understanding of ecological systems provide useful approaches to fulfil the systems approach.
3	Working with trauma survivor children	There is a chance in any child’s life that they are affected by trauma. However, migrant (and especially refugee) children are at a higher risk of trauma and the impact of trauma. In this unit, we show how experiences as a migrant child may cause PTSD. You can learn tools for recognizing, and potentially treating or mitigating symptoms of PTSD.
4	Tools assessing children at risk	In this unit you can find concrete signs and symptoms that helps understanding child maltreatment such as abuse and neglect. We also show strategies and tools that are useful when one has to make decision regarding a child’s or a family’s life, if harm or a substantial risk of harm is detected.

Learning Outcomes Key Concepts

Module 3: Crisis management with migrant children

The module has the overall objective of contributing to a correct and prompt signalisation and intervention in a crisis event, specifically in the context of a migrant child’s life, considering his/her migration context and culture specifications. It also prepares the learner to identify the risk factors of a crisis, in order to prevent it, and provides the tools to help develop an efficient and effective intervention in a post-crisis phase (M&E and Assessment tools – develop and apply them).

In this sense it is organised into four units:

Crisis in a Migrant Child’s Life;
Risk Factors in the Life of Migrant Children;
Crisis Management in a Migration Context;
Post Crisis in a Migrant Child’s Life

The module allows the learner to develop strategies to understand children’s background and their needs, to early identify the maladaptive signs and symptoms, to plan an integrated management that also involves the family and the community, to facilitate competent signalling and communication between entities in migrant children matters and also, management of a post-crisis situation.

Units 3 and 4 will provide the learner with an outlook of an “emergency crisis”, an extra segment that is interesting for a social worker, but the units are not intended to provide complete training in an emergency situation.

Unit titles and explanation

Unit	Title	Explanation
1	Crisis in the life of a Migrant Child	A crisis context has different causes and can lead to different consequences, enabling the development of risk factors for psychosocial problems. It is fundamental to identify symptoms and signals that indicate that a migrant children’s needs are being neglected.
2	Risk Factors in the Life of a Migrant Children	After identifying risk factors, that can lead to the development of psychosocial problems in the child’s development, it is necessary to develop (and implement) a response through Risk Strategies for Prevention.
3	Crisis Management in a Migration Context	To manage different crisis situations, it is fundamental to comprehend the levels of crisis and the indicators to monitor the level of danger. For an effective and efficient response, it is important to understand the role of the different actors and to understand the importance of multi-sector collaboration. Psychosocial intervention in crisis situations is fundamental to ensure the physical safety of people and to promote recovery to an adequate level of functional autonomy.
4	Post-crisis in a Migrant Child’s Life	For successful integration, it is necessary to ensure sustainability of the implementation action. Post-crisis psychosocial support, the development of monitoring and evaluation tools, analysis of the context are ways of achieving successful integration.. In this process, the social worker needs to be flexible.

Learning Outcomes Key Concepts

Module 4: Civic education and professional guidance for minors with migratory background

The module focuses its attention on the specific target group of unaccompanied minors arriving to the EU, developing understanding, skills and responsibility about their role in guiding teenagers to build up their new life in the hosting communities, while taking into consideration their families’ migratory projects.

Despite this, many insights can be valuable also for other target groups, such as migrant children and adults.

More specifically, in this module we will provide tools to:

learn and reflect on the concepts of “human needs” with an intercultural approach
take responsibility for minors’ best interests and migration expectations
co-develop Individualised self-development plan
explore the concept of guidance through the examples of civic education, human rights education, global citizenship education
foster employability and social inclusion of minors in the hosting countries

Why CIVIC, EDUCATION AND PROFESSIONAL GUIDANCE FOR MINORS WITH MIGRATORY BACKGROUND is crucial to fulfil the best interest of the child?

The Cambridge dictionary defines guidance as the “help and advice about how to do something or about how to deal with problems connected with your work, education, or personal relationships”.

Therefore, when defining the best interest of a minor (Article 3 of the 1989 Convention on the Rights of the Child) in a mid or long term perspective, the ability to explore the concept of guidance in its intra-personal, interpersonal and relational dimensions becomes a key asset for any professional figure working with this target group.

This module is influenced by the Italian context where in 2017 more than 18.000 unaccompanied minors were registered for international protection in the national reception system. Aims, expectations and needs of teenagers with different cultural and social backgrounds are an immense challenge.

Unit	Title	Explanation
1	Fundamental human needs	Unit 1 provides an overview of the theoretical principles of basic human needs and nonviolent communication to build trust and confidence in the relationship with unaccompanied minors.
2	Individualised self-development plan	Unit 2 aims to explore the most important aspects to take into consideration when discussing and co-writing development plans with minors. Basically, you will explore how to gather the right information and interpret different personal, cultural and social norms to safeguards and guide adolescents.
3	Guidance and civic education	Unit 3 presents some techniques to establish a trustful relationship with minors both at interpersonal level and in terms of group dynamics. In order to establish a connection, social workers and educators should develop intercultural competences to train minors in understanding and interacting with social and cultural norms of the hosting country.
4	Counselling and professional development	Unit 4 describes the main aspects of counselling for job placement of minors to foster their employability and social inclusion in the hosting countries.

Learning Outcomes Key Concepts

Module 5: Critical and constructive practice in social work

This content is an introductory module about a critical approach to social work practice. First you will understand a contemporary approach to the role of a helping professional. Then we will discuss theoretical works that help you understand the power-dynamics in the system that surrounds the social worker. You can reach a better understanding as a professional about discrimination and how to fight against it.

We explain the systems theory, which is a general perspective that can be used in any areas of life, however is particularly relevant when working with migrant children, where the child, its environment, and the actors surrounding the family all have roles in a complex system that determines the child’s life.

In the las unit of the module, you will learn about teams and team roles, networks of professionals, and how these are connected and can work to find the best solutions for migrant children.

Unit titles and explanation

Unit	Title	Explanation
1	Principles in social work practice	This unit introduces the basic principles a social worker needs to consider when working with a client. It explains the role of the social worker, and the various approaches this role needs to incorporate, depending on the circumstances and the user’s needs.
2	Social work theories	In this unit, we provide progressive approaches to social work practice. Constructive social work theory helps professionals understand their role in the social system and the unequal power-dynamics in society. In addition to understanding these roles and perspectives, you will learn tools and practices that can be used to compensate discrimination and an oppressive environment.
3	Systems theory in social work	This unit introduces systemic thinking to the practice of social work. This perspective helps professionals to look at migrant children, their families, and their environment as systems with elements interacting with each other and defining the complexity of the child’s surroundings.
4	Constructive social teams and professional networks	This unit is about teamwork and professional networks. It explains how organizations interact and what functions have to be filled in a supporting structure. You will also learn about the specific characteristics of working in teams rather than individually, and what that implies for a social worker’s practice.

Learning Outcomes Key Concepts

Module 6: Social Workers working with migrant children

The aim of this Module is to enhance social workers’ soft skills and especially the improvement of social workers’ communication skills. These competencies can be more specified in the level of knowledge, skills and responsibility that each one of them should have for the basic purpose of the module. All the activities provided inside the training material include communication methods and techniques related to self-awareness, conflict management and intercultural competences. Generally, all these abilities connected to the self-presentation of the individuals, their personal orientations. In general, this module is also a helpful and a very detailed training material for all the trainers, social workers, coaches, who working with the target group of young migrants. This module provides over a dozen self-awareness activities and exercises to increase emotional intelligence and strengthen the beneficiaries’ communication skills and abilities.

Unit titles and explanation

Unit	Title	Explanation
1	Self-awareness	Learners will understand how identity and self can have an impact on their attitude. The aim is to facilitate the social workers who are working with young migrants to realize their identity and values.
2	Communication skills	The aim of this unit is to enhance and strengthen the communication skills of social workers for a more effective and efficient collaboration with migrant children.
3	Conflict Management	Learners will identify source of conflicts and learn how to deal with them in order to promote mutual understanding. They will learn about issues and keys on how conflicts could be resolved. The aim is to empower learners to analyse various sources of tension in order to widen their potential of problem resolution.
4	Intercultural competencies	The concepts of “interculturality” will be evaluated by linking it to real-life situations. The aim is to guide learners towards appreciation of diversity, promoting awareness of the positive value of cultural diversity and its contribution for humanising globalization.

Learning Outcomes Key Concepts

Module 7: Social work in the digital era

This module will help the professionals working with migrant children to gain the necessary knowledge and skills in relation to case administration procedures, consultation, and case management, ethics, and the tools needed in order to be more effective and efficient in their work in the current digital world.

By going through the Units of this module, the professionals will have the opportunity not only to sharpen their knowledge and skills but also to gain a better understanding on how to use the relevant information provided in the units, and interact with colleagues, clients, and stakeholders online, in a more collective and structured manner. They will also learn about important rules and legislations regarding personal data and sharing personal information.

By the end of this learning experience, the professionals will become more motivated and encouraged to perform to the best of their abilities, as both theoretical and practical information is presented in the units, which will provide them with a more holistic approach.

Unit titles and explanation

Unit	Title	Explanation
1	Online tools in social work	In this unit, participants will develop competences related to online learning and networking, such as online courses, online networking tools and forums. They will also be introduced to various tools that can enhance their skills and help make their job more effective and efficient, and basic rules on social media.
2	Case administration online	In this unit, participants will explore various methods regarding online administration of their cases. They will be introduced to methods that they can use in order to properly file documents, share information and protect data.
3	Online consultation and case management	In this unit, participants will develop soft skills related to online interaction and consultation. They will learn what is online counselling, its advantages and disadvantages and rules of online communication. They will explore communication tools and some fundamental rules of e-etiquette.
4	Ethical considerations	In this unit, participants will gain fundamental knowledge of ethical issues related to the online protection of children. As such, they will learn about child sexual abuse materials online and corresponding legislations, GDPR regulations, and recommendations on the topic.

Learning Outcomes Key Concepts

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: International migration	To understand the basics of “international migration.”	He/She can use the basic concepts of international migration professionally.	He/she must know the main theories about international migration.	He/she is able to work with migrants understanding the implications of their status.	He/She is able to make decisions taking into consideration the special aspects of a migrant background.
UNIT 2: Children in migration	To understand the basics of “children in international migration.”	He/She can use the basic concepts of children in international migration professionally.	He/she must know the main theories about children international migration.	He/she is able to work with migrant children understanding the special needs deriving from their status.	He/She is able to make decisions taking into consideration the special aspects of the migrant background of a child.
UNIT 3: Fundamentals of child protection	To understand the basics of “child protection.”	He/She can use the basic concepts the international child protections standards.	He/she must know the main theories about child protection.	He/she is able to recognize the signs of child abuse and neglect.	He/She takes the best course of action when recognizing child abuse and neglect
UNIT 4: Migrant children in child protection	To be able to serve the specific needs of migrant children	He/She can provide support to migrant children in need.	He/she must know the main elements of national child protection systems	He/she is able to work with the basic concerns on age assessment	He/She can evaluate options and act based on the best interest of the child

Key concepts	Brief definition
Refugee	The 1951 Refugee Convention describes refugees as people who are outside their country of nationality or habitual residence, and have ‘’a well- founded fear of persecution because of their race, religion, nationality, membership of a particular social group, or political opinion, and are unable or, owing to such fear, unwilling to avail themselves of the protection of that country’’. People fleeing conflicts or generalized violence are also generally considered as refugees. They have no protection from their own state – indeed it is often their own government that is threatening to persecute them.
Migrant	The term migrant usually describes someone who makes a free decision to move to another region or country, often to better material or social conditions and improve prospects for themselves and their families. People also migrate for many other reasons.
Asylum seeker	Someone who has made a claim that he or she is a refugee, and is waiting for that claim to be accepted or rejected. The term contains no presumption either way – it simply describes the fact that someone has lodged the claim. Some asylum seekers will be recognized to be refugees and others will not.
Family reunification	Process whereby family members separated through forced or voluntary migration are brought together again, whether in the country of origin or another country. When the family is reunited in a country that is not their own, it often implies a degree of state discretion over admission.
Unaccompanied minor	Unaccompanied minors are girls and boys under 18 years of age, of foreign origin, who are separated from both parents and are not being cared for by an adult who by law or by custom is responsible for doing so. Unaccompanied minors can be either refugees, asylum seekers or migrants. Unaccompanied children are especially vulnerable to exploitation. The rights of unaccompanied minors are protected by the 1989 UN Convention on the Rights of Children.
Trafficking	Recruitment, transportation, transfer, harbouring, or receipt of persons by means of threat, use of force or other forms of coercion. The most common forms of trafficking are for sexual exploitation, child trafficking, and trafficking for labour exploitation. Trafficking violates human rights and includes abduction, fraud, deception, and the abuse of power or the abuse of someone in a vulnerable position.
Integration	Integration is the process by which migrants and refugees are accepted in society. Integration relies on finding a balance between respecting the original cultural values and identities of migrants and refugees and creating a sense of belonging for newcomers (based on an acceptance of the core values and institutions of the host community or country). The process of integration concerns all aspects of life in a society and both the newcomers and the host community play important roles.
Child/minor	UNCRC Article 1: For the purposes of the present Convention, a child means every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.
Age assessment	The process by which authorities seek to estimate the chronological age or range of age of a person in order to establish whether an individual is a child or an adult.
Child protection	UNICEF uses the term ‘child protection’ to refer to preventing and responding to violence, exploitation and abuse against children – including commercial sexual exploitation, trafficking, child labour and harmful traditional practices, such as female genital mutilation/cutting and child marriage.
Trafficking	Recruitment, transportation, transfer, harbouring, or receipt of persons by means of threat, use of force or other forms of coercion. The most common forms of trafficking are for sexual exploitation, child trafficking, and trafficking for labour exploitation. Trafficking violates human rights and includes abduction, fraud, deception, and the abuse of power or the abuse of someone in a vulnerable position.
Child welfare	Child welfare is a continuum of services designed to ensure that children are safe and that families have the necessary support to care for their children successfully.
Foster family	A family that provides custody or guardianship for children whose parents are dead or unable to look after them.
Child care	Child care is the care and supervision of a child or multiple children at a time, whose ages range from six weeks to thirteen years.

Key concepts

Brief definition

Refugee

The 1951 Refugee Convention describes refugees as people who are outside their country of nationality or habitual residence, and have ‘’a well- founded fear of persecution because of their race, religion, nationality, membership of a particular social group, or political opinion, and are unable or, owing to such fear, unwilling to avail themselves of the protection of that country’’. People fleeing conflicts or generalized violence are also generally considered as refugees. They have no protection from their own state
– indeed it is often their own government that is threatening to persecute them.

Migrant

The term migrant usually describes someone who makes a free decision to move to another region or country, often to better material or social conditions and improve prospects for themselves and their families. People also migrate for many other reasons.

Asylum seeker

Someone who has made a claim that he or she is a refugee, and is waiting for that claim to be accepted or rejected. The term contains no presumption either way – it simply describes the fact that someone has lodged the claim. Some asylum seekers will be recognized to be refugees and others will not.

Family reunification

Process whereby family members separated through forced or voluntary migration are brought together again, whether in the country of origin or another country. When the family is reunited in a country that is not their own, it often implies a degree of state discretion over admission.

Unaccompanied minor

Unaccompanied minors are girls and boys under 18 years of age, of foreign origin, who are separated from both parents and are not being cared for by an adult who by law or by custom is responsible for doing so. Unaccompanied minors can be either refugees, asylum seekers or migrants. Unaccompanied children are especially vulnerable to exploitation. The rights of unaccompanied minors are protected by the 1989 UN Convention on the Rights of Children.

Trafficking

Recruitment, transportation, transfer, harbouring, or receipt of persons by means of threat, use of force or other forms of coercion. The most common forms of trafficking are for sexual exploitation, child trafficking, and trafficking for labour exploitation. Trafficking violates human rights and includes abduction, fraud, deception, and the abuse of power or the abuse of someone in a vulnerable position.

Integration

Integration is the process by which migrants and refugees are accepted in society. Integration relies on finding a balance between respecting the original cultural values and identities of migrants and refugees and creating a sense of belonging for newcomers (based on an acceptance of the core values and institutions of the host community or country). The process of integration concerns all aspects of life in a society and both the newcomers and the host community play important roles.

Child/minor

UNCRC Article 1: For the purposes of the present Convention, a child means every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.

Age assessment

The process by which authorities seek to estimate the chronological age or range of age of a person in order to establish whether an individual is a child or an adult.

Child protection

UNICEF uses the term ‘child protection’ to refer to preventing and responding to violence, exploitation and abuse against children – including commercial sexual exploitation, trafficking, child labour and harmful traditional practices, such as female genital mutilation/cutting and child marriage.

Trafficking

Child welfare

Child welfare is a continuum of services designed to ensure that children are safe and that families have the necessary support to care for their children successfully.

Foster family

A family that provides custody or guardianship for children whose parents are dead or unable to look after them.

Child care

Child care is the care and supervision of a child or multiple children at a time, whose ages range from six weeks to thirteen years.

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: Child welfare systems	To understand the role of the child welfare system in a migrant child’s life	(S)he can act based on the knowledge of the system supporting the migrant child.	The difference between child protection and child welfare services and their roles.	Supporting a child in the child welfare system after arriving to the country.	Acting in accordance with the national protocols and standards of the child welfare system.
UNIT 2: Systems approach in working with migrant children	To be able to approach a child’s case through a systemic eye.	(S)he can cooperate with relevant actors when making decisions taking into consideration the best interest of the child.	Systems approach and its implications in a migration setting, and in determining the best interest of the child.	Treating migrant children’s cases with a multidisciplinary perspective.	Knowing one’s role in the structure of the child protection system and acting in coalition with other actors.
UNIT 3: Working with trauma survivor children	To be able to give the appropriate support to trauma survivor children.	(S)he can detect possibilities of trauma and chose the best course of action.	Possible symptoms of trauma and exceptional factors with children.	When seeing a child, being able to assess the symptoms of PTSD.	Being aware of professional limitations, ensuring referrals when needed.
UNIT 4: Tools assessing children at risk	To be able to assess risk or occurrence of child maltreatment.	(S)he can assess whether a child is being abused or neglected and understand causes.	Signs of maltreatment and assessment tools.	Recognize signs of child abuse or neglect.	Based on the results of assessment, making or supporting a decision concerning the child’s future.

Unit

Learning objectives

Performance criteria

Knowledge

Skills

Responsibility

UNIT 1: Child welfare systems

To understand the role of the child welfare system in a migrant child’s life

(S)he can act based on the knowledge of the system supporting the migrant child.

The difference between child protection and child welfare services and their roles.

Supporting a child in the child welfare system after arriving to the country.

Acting in accordance with the national protocols and standards of the child welfare system.

UNIT 2: Systems approach in working with migrant children

To be able to approach a child’s case through a systemic eye.

(S)he can cooperate with relevant actors when making decisions taking into consideration the best interest of the child.

Systems approach and its implications in a migration setting, and in determining the best interest of the child.

Treating migrant children’s cases with a multidisciplinary perspective.

Knowing one’s role in the structure of the child protection system and acting in coalition with other actors.

UNIT 3: Working with trauma survivor children

To be able to give the appropriate support to trauma survivor children.

(S)he can detect possibilities of trauma and chose the best course of action.

Possible symptoms of trauma and exceptional factors with children.

When seeing a child, being able to assess the symptoms of PTSD.

Being aware of professional limitations, ensuring referrals when needed.

UNIT 4: Tools assessing children at risk

To be able to assess risk or occurrence of child maltreatment.

(S)he can assess whether a child is being abused or neglected and understand causes.

Signs of maltreatment and assessment tools.

Recognize signs of child abuse or neglect.

Based on the results of assessment, making or supporting a decision concerning the child’s future.

Key concepts	Brief definition
Eco mapping method	Ecomap is a visual tool that many social workers use with families and individuals as a participatory way to involve clients in describing and organizing the various elements impacting their lives. Ecomaps are essentially diagrams that place the client (or client system) at the center, and visually display the key social and personal relationships the client has with the external environment.
PTSD	A mental health condition that's triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event.
“Best interests determination” (BID)	The formal process with strict procedural safeguards designed to determine the child’s best interests for particularly important decisions affecting the child. It should facilitate adequate child participation without discrimination, involve decision-makers with relevant areas of expertise, and balance all relevant factors in order to assess the best option.
Best interests assessment	An assessment made by staff taking action with regard to individual children, except when a BID procedure is required, designed to ensure that such action gives a primary consideration to the child’s best interests. The assessment can be done alone or in consultation with others by staff with the required expertise and requires the participation of the child.
Trauma	A deeply distressing or disturbing experience.
Refugee trauma	Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the resettlement process here in the US.
Multifunctional team	A multifunctional team is, at a minimum, composed of protection, programme, and community service staff. Ideally, it should include female and male staff, both national and international and of different levels and government and non-government partners.

Key concepts

Brief definition

Eco mapping method

Ecomap is a visual tool that many social workers use with families and individuals as a participatory way to involve clients in describing and organizing the various elements impacting their lives. Ecomaps are essentially diagrams that place the client (or client system) at the center, and visually display the key social and personal relationships the client has with the external environment.

PTSD

A mental health condition that's triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event.

“Best interests determination” (BID)

The formal process with strict procedural safeguards designed to determine the child’s best interests for particularly important decisions affecting the child. It should facilitate adequate child participation without discrimination, involve decision-makers with relevant areas of expertise, and balance all relevant factors in order to assess the best option.

Best interests assessment

An assessment made by staff taking action with regard to individual children, except when a BID procedure is required, designed to ensure that such action gives a primary consideration to the child’s best interests. The assessment can be done alone or in consultation with others by staff with the required expertise and requires the participation of the child.

Trauma

A deeply distressing or disturbing experience.

Refugee trauma

Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the resettlement process here in the US.

Multifunctional team

A multifunctional team is, at a minimum, composed of protection, programme, and community service staff. Ideally, it should include female and male staff, both national and international and of different levels and government and non-government partners.

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: Crisis in a Migrant Child’s Life	a. Learners will be able to identify a crisis in the migrant’s child life and to understand its causes and consequences; b. Learners will be able to explain the connection between migration background and potential crises in a child’s life; c. Learners will be able to describe the importance of psychosocial support in a crisis event. d. Learners will be able to understand the child’s different reactions at different ages in the face of a traumatic event; e. Learners will be able to understand the importance of coping with crises.	The learner can identify if a child is going through a crisis situation and understand if there is a connection between that event and the migration factor.	a. Causes, consequences and impacts of migration in a child’s life; b. Definition of “psychosocial support”; c. Phases of crisis. d. Child reactions at different ages; e. Mechanisms for coping with crisis.	a. Identify a crisis situation and the psychosocial support necessary (regarding mental and physical health). b. Problem-solving.	a. Carry out an analysis to ascertain if the child is facing a crisis situation or not; b. Understand the child reactions considering the age and coping strategy she is using.
UNIT 2: Risk factors in the life of migrant children	a. Learners will be able to identify risk factors for psychosocial problems that indicate that migrant children’s needs are being neglected; b. Learners will understand the importance of considering culture for a proper risk diagnosis; c. Learners will be able to express what are the protective factors in a crisis event; d. Learners will be able to learn strategies for risk prevention;	The learner can identify the risk factors for psychosocial problems that indicate that the migrant children’s needs are being neglected and to select the best strategies to meet children’s needs.	a. Risk factors for psychosocial problems. b. Communication codes regarding culture in general; c. Protective factors for health and well-being in migrant children; d. Strategies for risk prevention.	a. Identify, understand and select basic strategies for Risk Prevention to meet the migrant child needs; b. Understand the crucial protective factors taking into considering the reality of each migrant child and family.	a. To take into consideration protective factors in the child’s life when dealing with a crisis event. b. To take in consideration culture when making a risk diagnosis
UNIT 3: Crisis Management in a Migration Context	a. Learners will be able to discern different levels of priority regarding Psychological First Aid; b. Learners will be able to identify the three levels of crisis in emergency settings; c. Learners will be able to understand the importance of multi-sector collaboration. d. Learners will identify tools of action in an emergency setting.	The learner can identify and define the best response in an emergency crisis.	a. Levels of priority regarding Psychological First Aid; b. Levels of crisis in Emergency settings; c. Relevant entities in an emergency scenario. d. Intervention pyramid for mental health and psychosocial support in emergencies.	Identify intervention priorities in Emergency settings	a. Analyse correctly the priority level in Emergency scenarios. b. Understand the importance of decision making and intervention in the emergency settings.
UNIT 4: Post Crisis in a Migrant Child’s Life	a. Learners will be able to nominate the steps after the immediate emergency crisis response action. b. Learners will be able to understand what is necessary to make a proper follow-up of the children’s well-being in emergency settings. c. Learners will be able to describe and use the tools of Monitoring & Evaluation (M&E), adapting the tools to different scenarios.	a. The learner can develop and apply tools for M&E, being able to adapt to changes and difficulties, working in coordination with other stakeholders (including the community). b. The learner can carry out a proper follow-up and facilitate the support of children’s wellbeing.	a. Guideline of actions after a crisis response action in emergency settings. b. M&E Tools – Quantitative and Qualitative methods to collect and analyse data c. Assessment of needs, problems and resources tools.	a. Develop and apply M&E and assessment tools. b. Flexible and adaptable to change.	a. Understand the importance of M&E for the sustainability of the Emergency Response Action, and for the wellbeing and positive mental health of the child. b. Coordinate the action with other stakeholders and the community.

Unit

Learning objectives

Performance criteria

Knowledge

Skills

Responsibility

UNIT 1: Crisis in a Migrant Child’s Life

a. Learners will be able to identify a crisis in the migrant’s child life and to understand its causes and consequences;

b. Learners will be able to explain the connection between migration background and potential crises in a child’s life;

c. Learners will be able to describe the importance of psychosocial support in a crisis event.

d. Learners will be able to understand the child’s different reactions at different ages in the face of a traumatic event;

e. Learners will be able to understand the importance of coping with crises.

The learner can identify if a child is going through a crisis situation and understand if there is a connection between that event and the migration factor.

a. Causes, consequences and impacts of migration in a child’s life;

b. Definition of “psychosocial support”;

c. Phases of crisis.

d. Child reactions at different ages;

e. Mechanisms for coping with crisis.

a. Identify a crisis situation and the psychosocial support necessary (regarding mental and physical health).

b. Problem-solving.

a. Carry out an analysis to ascertain if the child is facing a crisis situation or not;

b. Understand the child reactions considering the age and coping strategy she is using.

UNIT 2: Risk factors in the life of migrant children

a. Learners will be able to identify risk factors for psychosocial problems that indicate that migrant children’s needs are being neglected;

b. Learners will understand the importance of considering culture for a proper risk diagnosis;

c. Learners will be able to express what are the protective factors in a crisis event;

d. Learners will be able to learn strategies for risk prevention;

The learner can identify the risk factors for psychosocial problems that indicate that the migrant children’s needs are being neglected and to select the best strategies to meet children’s needs.

a. Risk factors for psychosocial problems.

b. Communication codes regarding culture in general;

c. Protective factors for health and well-being in migrant children;

d. Strategies for risk prevention.

a. Identify, understand and select basic strategies for Risk Prevention to meet the migrant child needs;

b. Understand the crucial protective factors taking into considering the reality of each migrant child and family.

a. To take into consideration protective factors in the child’s life when dealing with a crisis event.

b. To take in consideration culture when making a risk diagnosis

UNIT 3: Crisis Management in a Migration Context

a. Learners will be able to discern different levels of priority regarding Psychological First Aid;

b. Learners will be able to identify the three levels of crisis in emergency settings;

c. Learners will be able to understand the importance of multi-sector collaboration.

d. Learners will identify tools of action in an emergency setting.

The learner can identify and define the best response in an emergency crisis.

a. Levels of priority regarding Psychological First Aid;

b. Levels of crisis in Emergency settings;

c. Relevant entities in an emergency scenario.

d. Intervention pyramid for mental health and psychosocial support in emergencies.

Identify intervention priorities in Emergency settings

a. Analyse correctly the priority level in Emergency scenarios.

b. Understand the importance of decision making and intervention in the emergency settings.

UNIT 4: Post Crisis in a Migrant Child’s Life

a. Learners will be able to nominate the steps after the immediate emergency crisis response action.

b. Learners will be able to understand what is necessary to make a proper follow-up of the children’s well-being in emergency settings.

c. Learners will be able to describe and use the tools of Monitoring & Evaluation (M&E), adapting the tools to different scenarios.

a. The learner can develop and apply tools for M&E, being able to adapt to changes and difficulties, working in coordination with other stakeholders (including the community).

b. The learner can carry out a proper follow-up and facilitate the support of children’s wellbeing.

a. Guideline of actions after a crisis response action in emergency settings.

b. M&E Tools – Quantitative and Qualitative methods to collect and analyse data

c. Assessment of needs, problems and resources tools.

a. Develop and apply M&E and assessment tools.

b. Flexible and adaptable to change.

a. Understand the importance of M&E for the sustainability of the Emergency Response Action, and for the wellbeing and positive mental health of the child.
b. Coordinate the action with other stakeholders and the community.

Key concepts	Brief definition
Crisis	A moment marked by a negative disruption in the norm, “a time of great disagreement, confusion, or suffering; a time of intense difficulty or danger; (Cambridge Dictionary, 2018). It can also indicate the urge to make “a difficult or important decision” (Oxford, 2018). There are three levels of a crisis: Acute Emergency, Post Emergency and Early Recovery.
Crisis Management	“The actions that are taken to deal with an emergency or difficult situation in an organized way” (Cambridge Dictionary, 2018).
Cultural Appropriateness	Methodologies (including indicators and instruments) should be culturally and contextually sensitive and relevant. The crisis team should include individuals familiar with the local context and should respect local cultural traditions and practices. The intervention team should aim to avoid using terminology that could contribute to stigmatisation in the local cultural context. (Adapt. WHO, 2007).
Emergency Planning Response (for MHPSS)	“ (...) plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people’s mental health and psychosocial well-being in the midst of an emergency” (Inter-Agency Standing Committee, 2007, p.5).
Mental Health and Psychosocial Support (MHPSS)	“(...) any type of local or outside support that aims to protect or promote psychosocial well-being and/or prevent or treat mental disorder. Although the terms mental health and psychosocial support are closely related and overlap, for many aid workers they reﬂect different, yet complementary, approaches” (Inter-Agency Standing Committee, 2007: 1).
Protective Factors	“Attributes or conditions that can occur at individual, family, community or wider societal level. Protective factors moderate risk or adversity and promote healthy development and child and family well-being” (Child Welfare Information Gateway, 2014).
Signalisation	Signalisation is a “process whereby a signal comes to elicit the same response as the stimulus that it represents.” (Oxford Living Dictionaries, 2018). Giving a right response in a crisis context demands a proper signalization of a child that was/is in a context of crisis, and to redirect the case for the proper formal actor, when needed. (Inter-Agency Standing Committee, 2007:1)

Key concepts

Brief definition

Crisis

A moment marked by a negative disruption in the norm, “a time of great disagreement, confusion, or suffering; a time of intense difficulty or danger; (Cambridge Dictionary, 2018). It can also indicate the urge to make “a difficult or important decision” (Oxford, 2018). There are three levels of a crisis: Acute Emergency, Post Emergency and Early Recovery.

Crisis Management

“The actions that are taken to deal with an emergency or difficult situation in an organized way” (Cambridge Dictionary, 2018).

Cultural Appropriateness

Methodologies (including indicators and instruments) should be culturally and contextually sensitive and relevant. The crisis team should include individuals familiar with the local context and should respect local cultural traditions and practices. The intervention team should aim to avoid using terminology that could contribute to stigmatisation in the local cultural context. (Adapt. WHO, 2007).

Emergency Planning Response (for MHPSS)

“ (...) plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people’s mental health and psychosocial well-being in the midst of an emergency” (Inter-Agency Standing Committee, 2007, p.5).

Mental Health and Psychosocial Support (MHPSS)

“(...) any type of local or outside support that aims to protect or promote psychosocial well-being and/or prevent or treat mental disorder. Although the terms mental health and psychosocial support are closely related and overlap, for many aid workers they reﬂect different, yet complementary, approaches” (Inter-Agency Standing Committee, 2007: 1).

Protective Factors

“Attributes or conditions that can occur at individual, family, community or wider societal level. Protective factors moderate risk or adversity and promote healthy development and child and family well-being” (Child Welfare Information Gateway, 2014).

Signalisation

Signalisation is a “process whereby a signal comes to elicit the same response as the stimulus that it represents.” (Oxford Living Dictionaries, 2018). Giving a right response in a crisis context demands a proper signalization of a child that was/is in a context of crisis, and to redirect the case for the proper formal actor, when needed.

(Inter-Agency Standing Committee, 2007:1)

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: Fundamental human needs	To be able to create a non-judging active listening environment	He/she speaks assertively	He/she must know the main theories about Nonviolent communication and intercultural communication	He/she knows different ways to use words	He/she understands and recognises the emotions and intentions behind communication
	To be able to create a trustful relationship with the minors	He/she listens carefully and provides feedback to minors requests. he/she avoids embarrassing or culturally disrespectful questions	He/she must know the main theories about basic human needs and intercultural communication	He/she must be able to understand minors’ needs	He/she must be able to show respect and recognition of the “other” experience
	To be able to show empathy and caring for the minor	He/she engages as often as possible in personal conversations with minors.	He/she must know the principle of the Best Interests of the Child.	He/she must be able to provide answers to minors questions	He/she behaves as a role model
UNIT 2: Individualised self-development plan	To be able to draft a real individualised self-development plan to reflect on possible ways and actions contributing to foster social inclusion in the hosting communities	He/she is comfortable drafting the Individualised self-development plans together with minors.	He/she must know about the social, cultural and political situation of the country where the minor come from.	Individuals must be able to ask questions in a clear and simple way	He/she keeps confidentiality of the information collected. He/she advices minors to co-write a self-development plan which mirrors minors’ expectations and needs
UNIT 3: Guidance and civic education	To be able to create bridges between minors’ background culture and hosting culture	Individuals are able to provide relevant cultural examples when communicating with minors Individuals are able to facilitate group dynamics exercises on intercultural learning	Individuals must know general aspects of different cultures	Individuals are able to express themselves and be clearly understood by minors	Individuals argues that intercultural dialogue should be used to develop respect and a culture of “living together” (descriptor 11 CoE framework Competences for Democratic Culture”)
	To be able to help minors becoming independent and autonomous citizens in the hosting country.	Individuals are able to set up an agenda for minors’ activities Individuals are able to explain to minors some basic rules of personal care and social norms.	Individuals know about the obligations and responsibilities of active citizenship at local national or global level (descriptor 37 CoE framework Competences for Democratic Culture”)	Individuals take action to stay informed and to teach to minors about civic education (descriptor 38 CoE framework Competences for Democratic Culture”)	Individual express respect for different religious and political views and opinions (descriptors 31 – 32 CoE framework Competences for Democratic Culture”)
UNIT 4: Counselling and preparation for the labour market	To explain assertively what are the minimum standards required to enter into the labour market of the hosting country	He/she drafts stakeholders’ mappings of job opportunities for minors in their local context. He/she manages to offer working / training experiences to minors.	He/she knows the demands of the labour market in the local context	He/she is able to establish partnerships with local business companies to organise working / training placements	He/she takes responsibility of equipping minors with interpersonal competencies to enter the labour market
	To be able to assess minor’s competences to take responsible decisions about education and training	He/she delivers trainings to minors on drafting a curriculum vitae and job search. He/she is able to update the individualised self-development plan based on competence assessment.	He/she is aware of the National qualification framework and the European qualification framework	He/she is able to teach how to draft a Curriculum Vitae and where to look for a job	He/she avoids projecting their own views and preferences and support minors finding their own talents

Unit

Learning objectives

Performance criteria

Knowledge

Skills

Responsibility

UNIT 1: Fundamental human needs

To be able to create a non-judging active listening environment

He/she speaks assertively

He/she must know the main theories about Nonviolent communication and intercultural communication

He/she knows different ways to use words

He/she understands and recognises the emotions and intentions behind communication

To be able to create a trustful relationship with the minors

He/she listens carefully and provides feedback to minors requests. he/she avoids embarrassing or culturally disrespectful questions

He/she must know the main theories about basic human needs and intercultural communication

He/she must be able to understand minors’ needs

He/she must be able to show respect and recognition of the “other” experience

To be able to show empathy and caring for the minor

He/she engages as often as possible in personal conversations with minors.

He/she must know the principle of the Best Interests of the Child.

He/she must be able to provide answers to minors questions

He/she behaves as a role model

UNIT 2: Individualised self-development plan

To be able to draft a real individualised self-development plan to reflect on possible ways and actions contributing to foster social inclusion in the hosting communities

He/she is comfortable drafting the Individualised self-development plans together with minors.

He/she must know about the social, cultural and political situation of the country where the minor come from.

Individuals must be able to ask questions in a clear and simple way

He/she keeps confidentiality of the information collected. He/she advices minors to co-write a self-development plan which mirrors minors’ expectations and needs

UNIT 3: Guidance and civic education

To be able to create bridges between minors’ background culture and hosting culture

Individuals are able to provide relevant cultural examples when communicating with minors Individuals are able to facilitate group dynamics exercises on intercultural learning

Individuals must know general aspects of different cultures

Individuals are able to express themselves and be clearly understood by minors

Individuals argues that intercultural dialogue should be used to develop respect and a culture of “living together”
(descriptor 11 CoE framework Competences for Democratic Culture”)

To be able to help minors becoming independent and autonomous citizens in the hosting country.

Individuals are able to set up an agenda for minors’ activities
Individuals are able to explain to minors some basic rules of personal care and social norms.

Individuals know about the obligations and responsibilities of active citizenship at local national or global level
(descriptor 37 CoE framework Competences for Democratic Culture”)

Individuals take action to stay informed and to teach to minors about civic education
(descriptor 38 CoE framework Competences for Democratic Culture”)

Individual express respect for different religious and political views and opinions
(descriptors 31 – 32 CoE framework Competences for Democratic Culture”)

UNIT 4: Counselling and preparation for the labour market

To explain assertively what are the minimum standards required to enter into the labour market of the hosting country

He/she drafts stakeholders’ mappings of job opportunities for minors in their local context.
He/she manages to offer working / training experiences to minors.

He/she knows the demands of the labour market in the local context

He/she is able to establish partnerships with local business companies to organise working / training placements

He/she takes responsibility of equipping minors with interpersonal competencies to enter the labour market

To be able to assess minor’s competences to take responsible decisions about education and training

He/she delivers trainings to minors on drafting a curriculum vitae and job search.
He/she is able to update the individualised self-development plan based on competence assessment.

He/she is aware of the National qualification framework and the European qualification framework

He/she is able to teach how to draft a Curriculum Vitae and where to look for a job

He/she avoids projecting their own views and preferences and support minors finding their own talents

Key concepts	Brief definition
Human needs	Need is a psychological feature that arouses an organism to action toward a goal, giving purpose and direction to behaviour.
Nonviolent communication (NVC)	NVC is a “language of life” that helps us to transform old patterns of defensiveness and aggressiveness into compassion and empathy and to improve the quality of all of our relationships
Self-development plans	Self Development Plan is a document written by the educators/operators of the reception service hosting the minors.
Global citizenship education methodology	Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peaceful world. Global citizenship education takes a multifaceted approach, employing concepts and methodologies of human rights education, peace education, education for sustainable development and education for international understanding and aims to advance their common objectives
Non-formal education	Non-formal Education (NFE) is any organized educational activity that takes place outside the formal educational system. Usually it is flexible, learner-centered, contextualized and uses a participatory approach
Counselling	Career Counseling is a process that helps to know and understand oneself and the world of work in order to make career, educational, and life decisions.
Competences’ assessment	The competence assessment interview is aimed at the recognition of the minor’s personal resources and to help discover skills and competences.
Europass CV	Europass is a European Union (Directorate General for Education and Culture) initiative to increase transparency of qualification and mobility of citizens in Europe.

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: Critical Practice in Social Work	To able to demonstrate a critical approach and dynamic competences in social work.	To able to demonstrate a critical approach and dynamic competences in social work.	(S)he knows the theories, methodologies, and principles of critical principles of social work practice.	(S)he can manage conflicts, dilemmas, and key solutions for users.	(S)he is able to incorporate standards and principles of a critical approach while working with children and provides support to colleagues to do the same.
UNIT 2: Social work theories	To understand the imbalance in power-dynamics in society and to be able to act as a helping professional in order to reduce effects of such imbalances.	In dilemmas of social work practice, (s)he takes into consideration factors of power-dynamics and social contexts.	Knowledge about constructivist social work theory and anti-discrimination.	Providing social support in a way that empowers users and promotes anti-discrimination.	To take initiative to create practices of anti-discrimination in the course of helping migrant children.
UNIT 3: Systems theory in social work	To be able to map needs and create action plans for/with users considering all relevant aspects and stakeholders that affect his/her life.	(S)he takes into consideration all resources available when assessing a person’s situation.	Principles of Systems Theory. Steps and objectives of Design Thinking.	Use design thinking methodologies when creating action plans for users.	Intervene with people, families, groups, organizations and communities, considering the links and interactions between people, and the resources they have.
UNIT 4: Constructive social teams and professional networks	To be able to support the development of networks to meet the needs of beneficiaries and work in favour of planned results by examining with people the support networks they can access and develop. Promote the growth, development and independence of people by identifying opportunities to form and create groups, using programming and group dynamics for individual growth.	Collaborate actively with colleagues and other professionals, collectivities, etc. In a coordinated way form multidisciplinary teams to be able to provide complex support. Establish professional coordination in order to identify the most appropriate form of intervention.	Knowledge about Team Building, leadership, and managing professional networks.	Effective cooperation in teams, self-awareness about one’s role in a team.	Building a work community, fostering cooperation and consciousness in team work.

Unit

Learning objectives

Performance criteria

Knowledge

Skills

Responsibility

UNIT 1: Critical Practice in Social Work

To able to demonstrate a critical approach and dynamic competences in social work.

(S)he knows the theories, methodologies, and principles of critical principles of social work practice.

(S)he can manage conflicts, dilemmas, and key solutions for users.

(S)he is able to incorporate standards and principles of a critical approach while working with children and provides support to colleagues to do the same.

UNIT 2: Social work theories

To understand the imbalance in power-dynamics in society and to be able to act as a helping professional in order to reduce effects of such imbalances.

In dilemmas of social work practice, (s)he takes into consideration factors of power-dynamics and social contexts.

Knowledge about constructivist social work theory and anti-discrimination.

Providing social support in a way that empowers users and promotes anti-discrimination.

To take initiative to create practices of anti-discrimination in the course of helping migrant children.

UNIT 3: Systems theory in social work

To be able to map needs and create action plans for/with users considering all relevant aspects and stakeholders that affect his/her life.

(S)he takes into consideration all resources available when assessing a person’s situation.

Principles of Systems Theory.
Steps and objectives of Design Thinking.

Use design thinking methodologies when creating action plans for users.

Intervene with people, families, groups, organizations and communities, considering the links and interactions between people, and the resources they have.

UNIT 4: Constructive social teams and professional networks

To be able to support the development of networks to meet the needs of beneficiaries and work in favour of planned results by examining with people the support networks they can access and develop.

Promote the growth, development and independence of people by identifying opportunities to form and create groups, using programming and group dynamics for individual growth.

Collaborate actively with colleagues and other professionals, collectivities, etc.

In a coordinated way form multidisciplinary teams to be able to provide complex support.

Establish professional coordination in order to identify the most appropriate form of intervention.

Knowledge about Team Building, leadership, and managing professional networks.

Effective cooperation in teams, self-awareness about one’s role in a team.

Building a work community, fostering cooperation and consciousness in team work.

Key concepts	Brief definition
Engagement	“An emotional involvement or commitment” - The social worker must engage users and the community to promote collaborative relationships.
Assessment	“The action or an instance of making a judgment about something: the act of assessing something” -. Data must be gathered that will guide and direct a plan of action to help users
Supportive Counselling	Affirming, challenging, encouraging, informing, and exploring options.
Systems	According to Systems Theory, human behavior can be seen as the intersection of the influences of multiple interrelated systems.
Team	A group of people with complementary skills and competences who come together and cooperate in order to accomplish a common goal, task or project.
Constructivism	According to constructivist theories, knowledge only exists as a representation of the person’s perspective of the object, and fects are formed by the construction of those who perceive them.
Anti-discrimination	Anti-discrimination is a common approach to supportive work, that implies a focus on balancing out power-dynamics and empowering users to act for their own interest.

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: Self-Awareness	Preparing an online training material to facilitate the trainees to be more self-aware about intercultural issues.	Creating a training material for empower the end users’ self-awareness about interculturality.	Advanced knowledge in methodologies that a trainee can include inside his/her training material.	Able to adapt these methodologies and techniques inside his/her training material.	Represent this action plan and techniques to young migrants in order to adopt these techniques in their daily lives.
	Learning methodologies related to the improvement of self-awareness.	Using methodologies in their trainings with young migrants.	Advanced knowledge in general aspects of identity and methodologies related to self-esteem, self-assessment.	Able to develop activities, which are based on methodologies about self-awareness.	Organizing and managing events with training exercises, involving young migrants and collecting feedback.
UNIT 2: Communication Skills	Applying methodologies or actions that facilitate the trainees with the capacity to communicate effectively with young migrants.	Demonstrate and adopt methodologies or actions, which applied to the trainees’ communication skills	Advanced knowledge on: Constructivist theories and methodologies about effective communication skills.	Designing techniques and methods that provide the target group the ability to communicate more effective.	Assist the children to communicate and collaborate with a more efficient way.
	Having a more effective communication with young migrants.	The trainee has an effective and efficient collaboration with children.	Advanced knowledge on bonding with children with a different cultural background through relevant techniques and methodologies.	Bonding with young migrants by using appropriate communication techniques.	Superwise others to learn how they can use communication techniques in order to have a more effective collaboration.
	Building a trust relationship between the trainee and the children.	The trainee has a trust relationship with the young migrants.	Advanced knowledge on assisting the trainees to build a trust relationship with children.	Using relevant techniques inside the trainings for building trust and reticence between the trainee and the young migrants.	Responsibility to apply these exercises and techniques for team work.
UNIT 3: Conflict Management	Supporting the trainee to evaluate and manage the conflicts.	Be able to manage a conflict situation.	Advanced knowledge on defining different types of conflicts.	Interpret different aspects and specifics of intercultural conflicts and take measures to prevent situations, in which they may arise.	Superwise young migrants on they can manage their conflicts.
	Assisting the trainee to regulate emotional conditions.	To be able to manage an either negatively or positively charged emotional situation.	Advanced knowledge on how the trainee can define an emotional tension and how she/he can use relevant techniques for the emotion regulation.	Integrate emotion regulation techniques/actions in trainings/ educational materials.	Support the young migrants in how to regulate the unstable emotions.
UNIT 4: Intercultural competencies	Preparing a training material for the enrichment of intercultural competencies.	The trainee will have a number tools/methodologies related to intercultural competencies for integrate them inside his/her trainings.	Advanced knowledge on methodologies and techniques related to intercultural competencies.	Able to use intercultural methodologies and techniques in the training framework.	Collaborate in group work by implementing tolls, which aimed to enrich the intercultural competencies of the young migrants.
	Assisting the trainees to understand the different meanings and contexts of intercultural competencies.	The trainee will be able to know all the different aspects of intercultural competencies.	Advanced knowledge on definitions and meanings of the term “Intercultural competence” .	Able to construct tools and methodologies based on the different aspects of interculturality.	Support the young migrants on understanding more clear the meaning of “intercultural competence”, in order to facilitate them on increasing the level of their personal competence.

Unit

Learning objectives

Performance criteria

Knowledge

Skills

Responsibility

UNIT 1: Self-Awareness

Preparing an online training material to facilitate the trainees to be more self-aware about intercultural issues.

Creating a training material for empower the end users’ self-awareness about interculturality.

Advanced knowledge in methodologies that a trainee can include inside his/her training material.

Able to adapt these methodologies and techniques inside his/her training material.

Represent this action plan and techniques to young migrants in order to adopt these techniques in their daily lives.

Learning methodologies related to the improvement of self-awareness.

Using methodologies in their trainings with young migrants.

Advanced knowledge in general aspects of identity and methodologies related to self-esteem, self-assessment.

Able to develop activities, which are based on methodologies about self-awareness.

Organizing and managing events with training exercises, involving young migrants and collecting feedback.

UNIT 2: Communication Skills

Applying methodologies or actions that facilitate the trainees with the capacity to communicate effectively with young migrants.

Demonstrate and adopt methodologies or actions, which applied to the trainees’ communication skills

Advanced knowledge on: Constructivist theories and methodologies about effective communication skills.

Designing techniques and methods that provide the target group the ability to communicate more effective.

Assist the children to communicate and collaborate with a more efficient way.

Having a more effective communication with young migrants.

The trainee has an effective and efficient collaboration with children.

Advanced knowledge on bonding with children with a different cultural background through relevant techniques and methodologies.

Bonding with young migrants by using appropriate communication techniques.

Superwise others to learn how they can use communication techniques in order to have a more effective collaboration.

Building a trust relationship between the trainee and the children.

The trainee has a trust relationship with the young migrants.

Advanced knowledge on assisting the trainees to build a trust relationship with children.

Using relevant techniques inside the trainings for building trust and reticence between the trainee and the young migrants.

Responsibility to apply these exercises and techniques for team work.

UNIT 3: Conflict Management

Supporting the trainee to evaluate and manage the conflicts.

Be able to manage a conflict situation.

Advanced knowledge on defining different types of conflicts.

Interpret different aspects and specifics of intercultural conflicts and take measures to prevent situations, in which they may arise.

Superwise young migrants on they can manage their conflicts.

Assisting the trainee to regulate emotional conditions.

To be able to manage an either negatively or positively charged emotional situation.

Advanced knowledge on how the trainee can define an emotional tension and how she/he can use relevant techniques for the emotion regulation.

Integrate emotion regulation techniques/actions in trainings/ educational materials.

Support the young migrants in how to regulate the unstable emotions.

UNIT 4: Intercultural competencies

Preparing a training material for the enrichment of intercultural competencies.

The trainee will have a number tools/methodologies related to intercultural competencies for integrate them inside his/her trainings.

Advanced knowledge on methodologies and techniques related to intercultural competencies.

Able to use intercultural methodologies and techniques in the training framework.

Collaborate in group work by implementing tolls, which aimed to enrich the intercultural competencies of the young migrants.

Assisting the trainees to understand the different meanings and contexts of intercultural competencies.

The trainee will be able to know all the different aspects of intercultural competencies.

Advanced knowledge on definitions and meanings of the term “Intercultural competence” .

Able to construct tools and methodologies based on the different aspects of interculturality.

Support the young migrants on understanding more clear the meaning of “intercultural competence”, in order to facilitate them on increasing the level of their personal competence.

Key concepts	Brief definition
Self-knowledge/ self-awareness	Self-awareness definition is related to the details that the individuals pick up from their perception of their selves. It’s their consciousness actively gathering and processing information about their values and beliefs.
Belief system	Belief system of the individuals affects any decision that they are making. The communication styles they are using. The ways in which they react to any things that happen in their life.
Culture	The way of life, especially the general customs and beliefs, of a particular group of people at a particular time.
Cultural competences	Cultural competence is the ability to interact effectively with people of different cultures.
Open communication and interaction	Open communication and interaction connected to the needs of people from other cultures, respect their values and their beliefs. For generally, the interaction with the target group can find and provide effective solutions in several issues.
Listening skills	Listening is key for an effective communication. Listening is the ability to accurately receive and interpret messages in the communication process.
Effective problem solving	The definition of the source of conflicts and the effective problem solving.It is the ability to solve all problems efficiently and in a timely fashion without difficulty.
Conflict	Conflicts are the source of creating tensions in the interpersonal relationships. Also, conflicts are disagreements about something important.
Assertive communication	Assertive communication is the ability to express positive and negative ideas and feelings in an open, honest and direct way, with basic aim an effective collaboration and coordination with the interlocutor.

Unit	Learning objectives	Performance criteria	Knowledge	Skills	Responsibility
UNIT 1: Online tools in social work	To be able to use online tools in the field work.	Participants can use online tools effectively and for the right purposes.	To learn which tools can be effectively applied to the various tasks that professionals working with migrant children are called to perform.	Skills on using online tools for various tasks relative to migrant children’s support and/or assistance.	Identify and apply the right online tools for the right tasks.
UNIT 2: Case administration online	To be able to use case administration procedures online.	Participants comprehend case administration, file sharing and storage, and use them correctly.	To learn how to apply case administration procedures for migrant children online; To learn how to document and share data online; To learn how to handle documents per case.	Sharing and storing data online.	Identify and apply the right online administration procedures for the support of migrant children.
UNIT 3: Online consultation and case management	To be able to perform tasks related to consultation and manage cases online.	Participants showcase that they know and use appropriate techniques with respect to managing cases online and providing appropriate consultation.	To learn how to access the most important hotlines in relation to migrant children and their protection; To learn what online forums to access and how to use them for online consultation, case management, and information sharing; To develop soft skills related to online interaction.	Skills for online interaction with migrant children and professionals.	Identify what hotlines and online forums to access and how to use them effectively by using the right soft skills.
UNIT 4: Ethical considerations	To be able to perform their work based on ethical considerations as they are relative to supporting migrant children.	Participants demonstrate knowledge of methods and techniques that are based on ethics as they are relative to the tasks that they are asked to perform.	To gain basic knowledge of ethical issues relative to the protection of migrant children; To gain basic knowledge of GDPR; To gain basic information on international standards, protocols, and recommendations related to cyber law.	Skills related to ethics, cyber law, and data security.	Identify and indicate awareness of what ethical issues and GDPR are, and how cyber law is relative to the protection of migrant children.

Unit

Learning objectives

Performance criteria

Knowledge

Skills

Responsibility

UNIT 1: Online tools in social work

To be able to use online tools in the field work.

Participants can use online tools effectively and for the right purposes.

To learn which tools can be effectively applied to the various tasks that professionals working with migrant children are called to perform.

Skills on using online tools for various tasks relative to migrant children’s support and/or assistance.

Identify and apply the right online tools for the right tasks.

UNIT 2: Case administration online

To be able to use case administration procedures online.

Participants comprehend case administration, file sharing and storage, and use them correctly.

To learn how to apply case administration procedures for migrant children online; To learn how to document and share data online; To learn how to handle documents per case.

Sharing and storing data online.

Identify and apply the right online administration procedures for the support of migrant children.

UNIT 3: Online consultation and case management

To be able to perform tasks related to consultation and manage cases online.

Participants showcase that they know and use appropriate techniques with respect to managing cases online and providing appropriate consultation.

To learn how to access the most important hotlines in relation to migrant children and their protection; To learn what online forums to access and how to use them for online consultation, case management, and information sharing; To develop soft skills related to online interaction.

Skills for online interaction with migrant children and professionals.

Identify what hotlines and online forums to access and how to use them effectively by using the right soft skills.

UNIT 4: Ethical considerations

To be able to perform their work based on ethical considerations as they are relative to supporting migrant children.

Participants demonstrate knowledge of methods and techniques that are based on ethics as they are relative to the tasks that they are asked to perform.

To gain basic knowledge of ethical issues relative to the protection of migrant children; To gain basic knowledge of GDPR; To gain basic information on international standards, protocols, and recommendations related to cyber law.

Skills related to ethics, cyber law, and data security.

Identify and indicate awareness of what ethical issues and GDPR are, and how cyber law is relative to the protection of migrant children.

Key concepts	Brief definition
Online info sharing	The exchange of data between professionals working with migrant children through online file-sharing services that will provide common and effective ways to access and store information (audio, photos, videos, data, etc.).
Ethical standards	The ethical standards that professionals working with migrant children should have. These can help in the assessment of whether the services that these professionals are offering have ethical value or not, and whether the procedures followed are appropriate.
Free Hotline	There are 24-hour services that are accessible online (through online chat) or through phone (free of charge) and are confidential for the users. These are emergency and counselling services that help in the prevention of children’s victimization and can offer immediate support in urgent situations.
Consultation	This refers to the provision of support and guidance to the professionals, who need to be educated and as to how to better support migrant children and address their needs.
Professional tools	Helpful resources that will assist professionals in their everyday work with migrant children. These tools will help them complete their work and perform more effectively and efficiently.
Good practices	Methodologies or techniques that professionals can use to achieve their objectives in relation to supporting and/or assisting children with migrant background. They can enhance the professionals and also these can be adapted according to their needs; as such, they can apply experience and knowledge in different situations.

Module 1: Protection of migrant children

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Module 2: Working with migrant children at risk

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Module 3: Crisis management with migrant children

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Module 4: Civic education and professional guidance for minors with migratory background

Module 5: Critical and constructive practice in social work

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Module 6: Social Workers working with migrant children

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Module 7: Social work in the digital era

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