Empowering adult educators to support resilience of refugees

Through the implementation of the project and the development of the online course Psychological Literacy on Trauma, Grief, and Loss, we set out to accomplish several key objectives. First, we aim...

Through the implementation of the project and the development of the online course Psychological Literacy on Trauma, Grief, and Loss, we set out to accomplish several key objectives. First, we aimed to elevate the psychological literacy of social workers and adult educators assisting refugees from war zones, equipping them with the knowledge needed to effectively respond to their clients' unique needs. In addition, we sought to empower these educators to help refugees build resilience and develop coping strategies for dealing with trauma, grief, and loss. Our objectives included not only supporting refugees’ mental well-being but also mitigating the risk of burnout among professionals in this demanding field. Another critical aim was to strengthen refugees' resilience, expand their social networks, and enhance their potential for integration, fostering their active social and economic participation in EU society. Ultimately, our project aspired to reduce healthcare and social support costs associated with war-induced trauma by creating a more sustainable support system for refugees within the community.

1. We designed and piloted an online course aimed at building psychological literacy for social workers and adult educators assisting refugees from Ukraine and other war zones. This course covered six key modules: understanding trauma, grief, and loss; practicing empathy and supportive listening; storytelling for resilience; supporting refugees in building social networks; promoting health and resilience; and managing self-care to prevent burnout. - We collected empirical data through case studies and interviews and conducted surveys and focus groups to identify the educational needs of our target group. - We analysed relevant literature on resilience, stress, and well-being, then created, edited, and published the course content online. - We piloted the course with our target group, made improvements based on feedback, and finalised the digital publication. 2. We also developed a non-formal educational program aimed at equipping social workers, adult educators, and volunteers working with refugees from war zones with the tools and knowledge to support resilience-building among refugees. The steps included literature review, needs analysis, development of didactic tools, collecting feedback and the program improvement.

Outputs of the project include: 1) Engaging presentations created to effectively communicate the key concepts of the project. These presentations can be used in training sessions, workshops, and conferences to share insights on supporting refugees. 2) A variety of exercises and check-lists developed to enhance learning and application of skills. These exercises are focused on empathy, trauma-informed care, and practical strategies for supporting refugees. 3) The comprehensive program that is translated into four languages to ensure accessibility for diverse audiences. This will facilitate the implementation of the training in various countries. 4) A series of interviews will be conducted with refugees. These interviews will provide valuable insights into the experiences and challenges faced by refugees. 5) A curated list of organisations in different countries that are assisting refugees. This resource will help educators and professionals connect with relevant support networks and enhance collaboration across borders. These outputs aim to provide valuable resources and knowledge that empower adult educators and support professionals in their efforts to assist refugees effectively.