Training the Trainers opportunities 1 Available to: Those who have completed the Training the Trainers course at UCB or Walsall College Facing the Gap Conference, Budapest, 22nd – 25th June 2015, June 2016 3 places available per year Attendance at the conference arranged by InSite Drama and Rainbow Drama group (China) Offers a new pedagogical approach to delivering learning, by using drama in education to create safe places to discuss and review gang related issues with peers and gang members/ young people at risk. During the workshop the participants will be learning methodologies to engage young people in problems that they are interested in and open these problems up.

Training the Trainers opportunities 2 Work shadowing and training on the CEIS Training the Trainers programme October 2015 – January 2016, October 2017 – January 2017 8 places available per year, groups of 2-3 per month 5 day programme Co-teaching on the Italian VET programme, training Italian trainers on working with gangs in the UK, attending a training session delivered by the Italian trainers on working with gangs in Italy and job shadowing in some of the CEIS centres which support young people and adults at risk. Trainers will also attend one evening activity during the week such as Conferences for parents and teachers on education related topics Activities on local area to prevent criminal use of public areas and parks Evening youth service work

EU GANGS VET learner opportunities Available to: Those who have completed the EU GANGS 90 hour VET course (Working with Gangs) at UCB or Walsall College Training placements with CEIS October 2015 – January 2016, October 2017 – January 2017 7/8 places available per year 2 week programme at a CEIS centres including: A prevention office working with schools (teachers, parents and students) A youth centre working with young people living in areas affected by social problems and deprivation A research centre on prevention and disaffection related topics Several communities for unaccompanied foreign minors Job cafe - A prevention centre helping young people find a job and to complete their studies

EU GANGS mobility documentation Application Participants applied via an application form and completed a Europass CV Documentation/prep Sign a learning agreement (ECVET) Attend 8 language sessions from September – October 2015 Complete a Europass mobility form to evidence learning on the placement signed by the participants and the mentor on placement Sign a quality assurance agreement and mobility agreement Attend a review session on return Complete a final report highlighting the learning outcomes that have or have not been achieved and how The memorandum of agreement signed by partners will underpin the learning outcomes

EU GANGS Budapest Training 3 participants from the Training the Trainer programme in 2014 at UCB Completed the Facing the Gap programme delivered by InSite Rainbow Drama : The programme: The three day workshop will build on drama in education methodology and the theoretical work of Edward Bond, and will look at how contemporary problems can be dramatized in meaningful ways. Besides offering a theoretical background, participants will explore how to use them in theatre and in educational settings. Participants will also work in groups on specific scenes and situations and their exploration for educational purposes. The drama workshop used a facilitator to describe recent and historical incidents that took place in China. The group were then asked to share their ideas on what they thought the incident looked like, built up the scenario and use role-play to create the scene. Planning and acting out the incidents allowed the group to explore effective interventions and solutions to the problems that came out in the scenario. After the play the group was invited to ask questions to open up discussions geared around creating opportunities for change.

EU GANGS Budapest Training Outcomes Did they achieve the learning outcomes? 1. To be able to facilitate reflection on working safely in a gang-related environment. Delegates feedback stated: “It did not directly facilitate group reflection on safe working in as much detail I received in the Training the Trainers training. It did facilitate self-reflection” “The training did enable me to reflect on my own working practice. Am I doing enough to safeguard those vulnerable young people with whom I work with? Do my safe working methods provide safe working consequences to victims of crime or even secondary victims?” “During group discussions after each workshop, reflection on working safely in a gang-related environment can be facilitated through raising awareness of good and bad safe working that took place during the role-plays and the sharing of good practice at work.”

EU GANGS Budapest Training Outcomes - feedback 2. To facilitate exploration of effective intervention and communication in a gang-related environment “The role play scenarios assisted me to recognise & develop skills of effective communication and develop intervention strategies.” “This allows practitioners to improve their own practice through reflection of ‘How effective are your verbal communication skills and the importance of developing effective communication skills’. “Practitioners could benefit from the experience of the role-play as they get to explore the issues of their character and the scenario”. ‘The setting of a scene “creates a gap for discussion and facilitates exploration of effective communication and intervention in a gang-related environment. Practitioners could use their training to use drama to engage young people to create gaps to discuss issues that affect their lives.”

EU GANGS Budapest Training Outcomes - feedback 3.  To be able to facilitate understanding of the social contexts, factors and forces that create, sustain and promote gangs and gang membership. “I found drama to be a particularly useful tool to explore factors and forces, I could relate it directly to Maslow’s 1954 Hierarchy of Needs Pyramid, e.g. A individuals need to be social accepted and belong.” “The training allowed the trainees to be able to consider what the process of socialisation as it considered the social contexts, factors and forces that create and sustain social practices in UK, China and Hungary.” “This can be adapted to consider the impact of the socialisation that gangs/members receive and facilitate discussions about the factors and forces that create, sustain and promote gangs and gang membership, sharing ideas and providing suggestions. Role play and drama are excellent tools to facilitate understanding on these points.”

EU GANGS Budapest Training Outcomes - feedback 4.  Do you believe that the drama in education techniques and knowledge presented in the training are a relevant methodology in which to deliver the training the trainers programme? In which units? “The units involving an understanding of communication skills and safeguarding but the drama in education approach holds strengths in all the units. BUT during the Face the Gap training adults were not fully able to understand the reasoning behind an abstract form of learning and were frustrated at times as to the purpose of certain activities. To resolve this the theory could be explained at the beginning of the training with the drama activities to follow to reinforce understanding.” “I believe the knowledge gained throughout the training could be easily adapted to use with in all units of the Training the Trainers programme. The use of drama in education techniques particularly became useful when relating national policy to current affairs. I thoroughly enjoyed the training and feel inspired.”

EU GANGS Budapest Training Outcomes 4.  Do you believe that the drama in education techniques and knowledge presented in the training are a relevant methodology in which to deliver the training the trainers programme? In which units? “I believe that the drama in education techniques and knowledge presented in the training can be relevant in methodology if the facilitator sets the scene, context and content of the program by delivering a presentation that covers, the origin of gangs in Britain, the factors and forces that promote and sustain gang affiliation, local and national policy on gangs and ensures the workshops and role-plays reflect a gang-related environment.”