RECULM RECULM TRAINER'S GUIDE - O2-A2 "DEVELOPMENT OF TRAINING MATERIALS & VET INTEGRATION
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ReCULM
ReCULM Trainer's Guide
O2-A2 “Development of training materials & VET integration
guidelines"
Output type: Intellectual Output O2
February 2018
Project acronym: ReCULM
A VET course for Cultural Mediators to address the refugee crisis'
Project name:
skills needs
Project code: 2016-1-EL01-KA202-023714
Document Information
Document ID name: ReCULM_O2-A2_ ReCULM Trainer's Guide_
Document title: ReCULM Trainer's Guide
Output Type: Intellectual Output O2
Date of Delivery: 15/02/18
O2-A2 “Development of training materials & VET integration
Activity title: guidelines"
Activity leader: UAL and UNIMORE
Dissemination level: Open
Disclaimer The European Commission support for the production of this publication does not constitute an
endorsement of the contents, which reflects the views only of the authors, and the Commission cannot be held
responsible for any use, which may be made of the information contained therein.
2 ReCULM Trainer's GuideINDEX
1. Introduction ..................................................................................4
2. Course materials ..........................................................................5
2.1. Introduction ...............................................................................5
2.1.1 Slides ......................................................................................5
2.1.2 Links ........................................................................................6
2.2 Content of the modules ..............................................................7
3. Assessment Tools ......................................................................12
3.1. Case Studies ...........................................................................12
3.2. Assessment Questions ...........................................................14
3 ReCULM Trainer's Guide1. Introduction
The present document, called “ReCULM Trainer's Guide”, puts together
the training materials and assessment’s tools of the MOOC training course that
has been developed by the Erasmus Project + ReCULM Up skilling Cultural
Mediation, specifically, those materials elaborated during the intellectual output
O2-A2: “Development of training materials & VET integration guidelines".
As we have mentioned, the aim of this guide is to set out the training
tools of the course (Slides), as well as the assessment methodology (Case
studies and evaluation assessment). These tools are intended for Cultural
Mediators that seek to update and acquire new skills to improve their work with
refugees, for students that want to become Mediators, as well as, for
organisations that are responsible for the education of these professionals
(academic institutions, NGOs, etc.).
This document, along with the development of the materials included in
it, is elaborated by the University of Almería and the University of Reggio Emilia,
UNIMORE, and is backed up by the agreements of rest of the ReCULM
members.
The structure of the document is as follows: in the first part, the content
of the modular course will be laid out; secondly, we will present the evaluation
tools of the ReCULM Project, that is, the case studies, as well as the
assessment questions.
4 ReCULM Trainer's Guide2. Course materials
2.1. Introduction
The materials derived from the O2-A2 stage of the ReCULM Project are
developed from the outcomes obtained in the previous stages.
The modular course consists in 6 unique learning units (Modules), whose
content is structured in 5 topics. It follows a slide format with an average
number of 10 to 41 slides depending on the module and topic.
These contents will be available for the Mediators’ community and for
training institutions through the webpage of the Project, which can be accessed
in an open and free way.
The elaboration of the contents and the slides was carried out by the
University of Almería.
2.1.1 Slides
The content is distributed in slides that follow the structure below. These
slides include: title page, index, content slides, additional resources,
bibliography and references.
5 ReCULM Trainer's Guide2.1.2 Links
In the slides, there are external links to videos, platforms, documents
and images that will hold further information, in case students were interested in
delving into some of the contents.
These links normally appear at the bottom right or left corner of the slide,
followed by the symbol ( ) that indicates the type of content you will have
access to.
Link to a document
6 ReCULM Trainer's Guide2.2 Content of the modules
Then, we will present the main materials and contents listed in each
topic:
Module 1.The basics about human migration, refugees and legal
framework.
Content’s Diagram:
Topics Contents Slides no.
Topic 1. Analysis of the I. Introduction to migrations.
recent migratory fluxes (XXI II. The case of Europe. 23
century).
I. I. Terms (Stateless person
Topic 2. Concepts and Internally displaced person, foreigner , etc.).
terminology. II. II. Figures (Schengen Agreement, 10
Resettlement , Readmission Agreement ,
etc.).
I. What is a refugee?
Topic 3. Refugees: Contexts II. Where do they come from?
of origin, internal conflicts, III. Why do they come?
social and cultural IV. Where are they hoping to arrive? Where 21
characteristics. are they arriving?
V. EU response to the refugees crisis.
I. The human rights.
Topic 4. Legal and political II. ¿What is International Protection?
framework: national and III. International protection in Europe. 41
European. IV. The situation in Spain, UK, Greece and
Italy.
I. What do we understand as a vulnerable
group?
Topic 5. Special regulations II. International protection of vulnerable
and protocols of particularly groups in the European Asylum System. 34
vulnerable groups. III. Situation in the Consortium countries.
IV. Additional information resources (Topic
4 and 5).
Total: 129
7 ReCULM Trainer's GuideModule 2. Cultural diversity and interethnic relation.
Content’s Diagram:
Topics Contents Slides no.
I. What is culture?
II. What do we understand by human
socialisation? 19
Topic 1. Culture and diversity. III. The concept of diversity. Cultural
diversity.
IV. Cultural pluralism: Interculturalism.
Topic 2. Principles of social I. Principles of social psychology.
psychology and social cognition II. Social cognition. 22
theories.
Topic 3. Theory of the social I. Social representations.
representations: stereotypes II. Stereotypes. 20
and prejudices. III. Prejudices.
I. Ethnicity, ethnocentrism and cultural
Topic 4. Migration and relativism.
acculturation. II. Social integration. 18
III. Acculturation.
I. Introduction.
II. Discrimination.
III. International Comparative Study of
Ethnocultural Youth (ICSEY).
Topic 5. Social exclusion and IV. Disrimination and Prejudice 26
discrimination. Theories. The new racism.
V. Discrimination against immigrants
and refugees and the European Union’s
response.
VI. Social exclusion
Total: 105
Module 3. Conflict management: definition, prevention and resolution.
Interethnic conflict.
Content’s Diagram:
Topics Contents Slides no.
Topic 1. Models and I. Introduction to Social Inclusion.
techniques to facilitate II. Steps to Promoting Social Inclusion.
community harmony and III. Removing the Obstacles to Social 14
inclusion Inclusion.
IV. Goals for Integration of Refugees
I. Definition of Conflict.
Topic 2. Introduction to the II. Theories of Conflict.
conflict III. Causes of Conflict. 15
IV. Types of Conflict.
Topic 3. Psychological and I. Conflicts in Multi-Cultural Context.
socio-cultural aspects of the II. A Cultural Variability Perspective. 16
8 ReCULM Trainer's Guideconflict: Interethnic conflict III. Intercultural Conflict Resolution
Styles.
Topic 4. Analysis of the conflict I. What is Conflict Analysis?
context. II. Key Messages. 16
III. Tools for Conflict Analysis
I. Effective Conflict Management.
Topic 5. Models and II. Items for Individualists Dealing with
techniques of prevention and Conflict in a Collectivistic Culture. 16
positive management of the III. Items for Collectivists Dealing with
conflict in cultural mediation. Conflict in a Individualistic Culture.
IV. Positive Conflict Management in
Cultural Mediation.
Total: 77
Module 4. Principles on psychological well-being and socio-emotional
health in refugee cases. Strategies for the mediator to support the target group
and their own self-care.
Content’s Diagram:
Topics Contents Slides no.
I. Attitude.
Topic 1. Introduction to II. Behaviuor.
psychology III. Personality. 16
IV. Motivation.
V. Emotion.
I. Introduction.
II. Psychological manifestations in adults.
Topic 2. Psychological profile III. Psychological manifestations in
of the immigrant, refugee and minors. 29
vulnerable groups. IV. Psychological manifestations in
vulnerable groups.
V. Severe psychological impact: more
common disorders.
I. Introduction.
Topic 3. Professional II. Knowledge.
competences needed when III. Skills. 24
working with the target IV. Attitudes.
population. V. Reccomendations when contacting
the refugee population.
I. Introduction.
Topic 4. Techniques and tools II. Stress.
for self-care and improving the III. Burn-out. 18
professional skills of the IV. Wrath and aggressiveness.
cultural mediator. V. Inter-personal intelligence.
VI. From self-care to group care.
I. Introduction.
Topic 5. Techniques and tools II. Intervention with adults.
to work with the target III. Intervention with minors. 28
population. IV. Intervention with vulnerable groups.
V. Psychological first aid or
9 ReCULM Trainer's Guidepsychological first help (APA).
Total: 115
Module 5. Communication and interpreting in contexts of cultural
mediation.
Content’s Diagram:
Topics Contents Slides no.
Topic 1. Communication theory I. What is communicating?
and models. II. Communication Characteristics. 22
III. Elements of communication.
Topic 2. Techniques used in I. Introduction.
cultural contexts. II. What do we understand by
Intercultural Communication?
III. Key Principles of Intercultural
Communication. 22
IV. Intercultural Communication
Strategies.
V. Cultural Apects to be considered in
VERBAL COMMUNICATION.
VI. Cultural Aspects to be considered in
the NON VERBAL COMMUNICATION.
Topic 3. Competencies and I. Introduction.
values needed to communicate II. Intercultural Communicative
with different social agents. Competences Model. 25
III. Dimensions.
IV. Training of the communicative
competences.
Topic 4. Interpreting and its I. Introduction.
use in cultural mediation. II. Interpreting specialisation areas
III. Types of interpreting. 22
IV. The interpreter.
V. Strategies for a faithful interpreting.
Topic 5. Interpreting I. Introduction.
deontology code. II. Deontology.
III. Conceptual difference: ethic VS
deontology.
IV. Deontology of the interpreter’s 18
profession and ethic principles.
V. Health Interpreting.
VI. The interpreting situation in Europe:
the Consortium Countries.
Total: 109
10 ReCULM Trainer's GuideModule 6. The practice of cultural mediation in the reality of refugees.
Content’s Diagram:
Topics Contents Slides no.
I. Cultural Mediation (IM): Context,
Definition, models and principles.
Topic 1. Cultural mediation II. Cultural Mediation (IM) in Europe. 23
context in Europe. III. Experiences and Practices of IM in
Europe.
I. The Cultural Mediator’s Profile.
Topic 2. Cultural mediator. II. Programme Stages Actions and 20
Techniques.
III. Intervention Areas in the work with
individuals and families of the Partnership
Countries.
I. The limitations of the mediator’s role
and the importance of knowing when to
Topic 3. Relationship and delegate cases.
coordination of the cultural II. Roles of different professionals within 13
mediator with other the multidisciplinary team in different
professionals. fields.
III. Team work: introduction to the
importance of the professional group.
IV. Principles of team work.
Topic 4. Community I.Introduction.
intervention techniques. II.Assessment. 20
III.Awareness raising activities.
I.Introduction.
II.Deontology code Basic principles.
III. General rules applying to professional
Topic 5. Intercultural Mediator conduct.
deontology code IV. Deontology codes for cultural 13
mediation in Spain, Greece, Italy and the
UK.
V. Specific deontology issues in the
healthcare sector.
Total: 89
11 ReCULM Trainer's Guide3. Assessment Tools
3.1. Case Studies
These following case studies were elaborated by the University of
Modena and Reggio Emilia from interviews realised with mediators and other
experts of mediation. The interviews were collected by the ReCULM partners in
their respective Countries: the University of Modena e Reggio Emilia in Italy, the
University of Almeria in Spain, the University of Glasgow in the United Kingdom
and the National Centre for Social Research
(Ethniko Kentro Koinonikon Erevnon) in Greece.
The case studies are designed as education tools to stimulate reflexivity
and reinforce mediators’ knowledge and competences acquired through the
ReCULM course.
They reproduce situations in which mediators have to cope with in their
daily work and dilemmas concerning their profession and mediation practices.
Part of them are focused on issues involving refugees and asylum seekers.
They are composed by three parts: a life scenario or a reflection about
mediation, a short synthesis to help the readers to focus on the rising topics,
some questions to stimulate thinking, considerations or debate.
The case studies and the related questions can be selected depending
on the different educational needs and strategies. They can be used for
individual training or self-training or within groups to favour a debate about
mediation.
As you can see in the table above, all the case studies are linked to the
course’s modules, which means that they help to reflect about the topics treated
in the modules. Each case study can be connected to different modules,
depending on the manifold issues they rise. Different cases can rise similar
issues and questions.
12 ReCULM Trainer's GuideReCULM Modules Related case studies
1. The basics about human migration, refugees and legal Cases 13, 17, 18, 29, 30,
framework. 31, 32, 34, 35, 37 and
39.
Cases 2, 3, 7, 9, 12, 17,
2. Cultural diversity and interethnic relations. 19, 20, 21, 22, 24, 26,
27, 31, 32, 33, 35, 36, 37
and 40.
3. Conflict management: definition, prevention and Cases 1, 2, 7, 22, 24, 26,
resolution. Interethnic conflict. 29, 31, 32, 33, 34, 35,
36, 37 and 40.
4. Principles on psychological well-being and socio- Cases 3, 4, 5, 6, 8, 10,
emotional health in refugee cases. Strategies for the 11, 14, 17, 20, 23, 28
mediator to support the target group and their own self- and 39.
care.
Cases 1, 2, 3, 4, 9, 12,
5. Communication and interpreting in contexts of cultural 15, 16, 18, 19, 20, 25, 32
mediation. and 38.
Cases 1, 2, 3, 4, 5, 6, 7,
6. The practice of cultural mediation in the reality of 8, 10, 11, 13, 14, 15, 21,
refugees. 22, 25, 26, 27, 28, 29,
30, 33, 34, 35, 36, 37,
38, 39 and 40.
As an example, we present one of the 40 case studies that are part of
this assessment tool.
CASE 1
Job profile, boundaries and collaboration with other professionals
A SHORT STORY ABOUT MEDIATION
Mediators who work in collaboration with other professionals - such as doctors,
psychologists, social workers and so on - need to be aware of the limits of their role.
Sometimes, mediators who have worked in medical environments and have witnessed
various cases feel that they are in a position to take the initiative to advise refugees
about medical issues without doctors’ or medical staff’s permission. Especially if
mediators come from the same Country and culture, refugees trust the mediator more
than the medical staff and take very seriously their advice. These initiatives on behalf of
the mediator put in danger the life of refugees and creates tension and bad
communication among the group of professionals that is trying to offer support to
refugees. (Field Expert, Medical ONG, Greece)
WHAT IS THE POINT
This story explains how difficult could be for mediators to define their own task and the
boundaries of their role in relation to the other professionals, in this case a medical
staff. It points out the importance to respect the different competences as part of their
role. This avoids health risks for refugees, who trust them – especially if they come
from the same Country - and follow their advices, and conflicts within the work team.
13 ReCULM Trainer's GuideSOME QUESTIONS TO REFLECT
- Do you agree with the story-teller’s consideration about the role of mediators? Do you
think neutrality is a professional requirement for mediators?
- Have you ever experimented or observed any conflict related to the definition of
reciprocal professional boundaries? How did you behave in that situation?
- Do you think that belonging to the same Country could be problematic for building a
balanced relationship between mediators and beneficiaries?
- What are the advantages/disadvantages for immigrants who meet a mediator from
their own Country?
- What could be the difficulties for a mediator working with people who are from their
own Country?
3.2. Assessment Questions
The Q&A were elaborated by the University of Modena and Reggio
Emilia (Q&A Modules 1, 3, 5, 6), and the University of Almeria (Q&A Modules 2,
4).
They are educational tools to be used by Mediators for self-assessment
purposes for or by Teachers and Trainers who work with them for assessment
aims. They aim to reinforce Mediators’ knowledge and contribute to improve the
competences acquired through the ReCULM training course.
They are directly connected to the 6 Modules of the course.
18 close questions are associated with each module, thus they are 108 in
total. They can be selected depending on the different educational needs and
strategies of Mediators, Trainers and Teachers.
Each question is correlated with three answers, which can be: all correct,
two correct, or only one correct.
For each correct answer, it is indicated the source - Module, Topic and
PPT Slide – in the course in which to find explanation and deep information.
An example of the assessment question is the following:
QUESTIONS AND ANSWERS FOR ASSESSMENT MODULE 1
Q1. According to the UN, which are the three elements whose combination
depends on the different types of mobility and establishes who is a migrant or
not?
14 ReCULM Trainer's Guide□ a) Change of usual residence (Space), Time of staying in the destination, and
Motivation of the mobility.
□ b) Legal condition, Capacity of economic self-sustainment, Housing stability.
□ c) Country of Origin, Country of Destination and Legal condition.
Q2. (...)
CORRECT ANSWERS: MODULE 1
Q1. a) Change of usual residence (Space), Time of staying in the destination, and
Motivation of the mobility. Source: Module 1, Topic 1, Slides 4, 5 and 6.
Q2. (...)
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