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It is highly significant to train and raise Youth workers in the cultural, social awareness about refugee-related issues to support the inclusion of refugees in a society as each European country and last, but not least country regions differ in culture and social inclusion points of views, communication and behavioural attitudes. Trainings will be built on the method of non-formal learning. The awareness on the culture and social inclusion of the youth workers will be fostered by exchange of best practices, tools and methods to tackle during the trainings.
FOR YOUTH WORKERS
CZ
EN
MODULE 2
CULTURAL AND SOCIAL INCLUSION PRINCIPLES AND VALUES APPLIED TO UA REFUGEES
NA UPRCHLÍKY Z UKRAJINY
PREFACE

The unprecedented displacement caused by the war in Ukraine has led to the resettlement of millions of Ukrainian refugees across Europe and beyond. This curriculum, Cultural and Social Inclusion Principles and Values Applied to Ukrainian Refugees, is designed to support the integration of Ukrainian refugees into host communities while preserving their cultural identity and fostering mutual understanding.
This initiative is rooted in the belief that inclusion is a two-way street, requiring both refugees and host communities to engage in dialogue, empathy, and collaboration. By embracing shared values such as respect, equality, and solidarity, we can build bridges that transcend cultural differences and create inclusive societies where everyone can thrive.
The principles and values explored in this program reflect a commitment to human dignity, diversity, and the potential for shared growth. It aims to empower Ukrainian refugees to navigate their new environments with confidence and resilience while fostering appreciation and connection between them and their host communities.
Through practical tools, culturally sensitive content, and opportunities for meaningful exchange, this curriculum seeks to provide:

  1. A foundational understanding of cultural adaptation and inclusion.
  2. Strategies for overcoming challenges and building resilience during the integration process.
  3. Opportunities to celebrate cultural diversity and strengthen social cohesion.

The lessons within are informed by global best practices, local insights, and the lived experiences of refugees and communities alike. Whether you are a participant, educator, or community leader, this program offers a framework for fostering understanding, trust, and a shared sense of belonging.
As we embark on this journey together, let us hold firm to the values that unite us and the vision of a world where diversity is celebrated and inclusion is a reality for all.

FOSTERING INCLUSION AND EMPOWERMENT: GUIDING PRINCIPLES AND VALUES FOR UKRAINIAN REFUGEES

The principles and values guiding cultural and social inclusion for Ukrainian refugees emphasize dignity, mutual respect, and a shared commitment to building cohesive communities. These principles form the foundation for policies, programs, and practices that aim to ensure refugees feel welcomed, supported, and empowered to integrate into their new environments while preserving their cultural identities.
By integrating these principles and values into policies, education, and community programs, host societies can create inclusive environments where Ukrainian refugees and local residents coexist harmoniously and thrive together.
10 CORE PRINCIPLES

Human dignity and rights
  • Treat refugees with respect and recognize their inherent dignity, regardless of their
background or circumstances.
  • Ensure access to basic rights, including education, healthcare, housing, and employment.

Cultural awareness and preservation
  • Acknowledge and celebrate Ukrainian cultural heritage, fostering a sense of identity and pride.
  • Create spaces for cultural exchange where refugees can share their traditions and learn about the host culture.

Equality and non-discrimination
  • Promote equal opportunities and access to resources for refugees.
  • Actively combat prejudice, stereotypes, and xenophobia through education and awareness campaigns.

Empathy and compassion
  • Understand and respond to the emotional and psychological challenges refugees face.
  • Build supportive networks and foster kindness and solidarity in host communities.

Community engagement
  • Encourage active participation of refugees in community activities and decision-making processes.
  • Empower refugees to contribute their skills and talents to the host society.

Intercultural dialogue
  • Facilitate open communication between refugees and host communities to build trust and understanding.
  • Recognize commonalities while respecting and valuing differences.

Inclusion and integration
  • Foster a sense of belonging by removing barriers to social and economic participation.
  • Ensure integration efforts respect refugees' cultural identities while encouraging their adaptation to new environments.

Trauma-informed support
  • Address the psychological impact of displacement with sensitivity and care.
  • Offer programs that prioritize mental health and emotional resilience.

Empowerment and self-sufficiency
  • Provide tools and resources that enable refugees to rebuild their lives, gain independence, and contribute to their new communities.
  • Support education, skill-building, and language acquisition as pathways to empowerment.

Collaboration and solidarity
  • Promote partnerships between governments, NGOs, local communities, and refugees to create holistic support systems.
  • Foster a collective responsibility for inclusion and mutual growth.
5 KEY VALUES

  • Respect
Honor the unique backgrounds, perspectives, and contributions of Ukrainian refugees.

  • Diversity
Embrace multiculturalism as an asset to society.

  • Solidarity
Stand together in support of those seeking refuge and ensure no one is left behind.

  • Resilience
Recognize and support the strength of refugees as they navigate complex challenges.

  • Hope
Cultivate optimism for a brighter future through collective action and understanding.
THEME 1
CULTURAL AWARENESS AND ADAPTATION
THEME 2
UNDERSTANDING CULTURAL DIFFERENCES AND COMMONALITIES
THEME 3
SOCIAL INCLUSION AND COMMUNITY ENGAGEMENT
THEME 4
UNDERSTANDING SOCIAL SYSTEMS
MODUL 3
COMPETENT TOOLS, BEST PRACTICES AND METHODS
In today’s increasingly interconnected yet often divided world, youth workers stand on the frontlines of building inclusive communities. As the number of young people fleeing conflict, persecution, or environmental crises continues to grow, so too does the responsibility, and the opportunityof youth workers to support their integration, healing, and empowerment.
Refugee young people bring with them not only challenges shaped by displacement and trauma, but also resilience, creativity, and a strong desire to belong and contribute. It is the role of youth workers to help create environments where these strengths are nurtured, where inclusion is more than just a word, and where every young person, regardless of origin,feels seen, safe, and supported.

One such inspiring space is the URSUS Environmental Centre, a key partner of Infinity Centrum, Language Centre, where inclusive educational activities are brought to life through nature, creativity, and shared experiences. The centre provides a unique setting for integration through meaningful engagement, whether it’s exploring local biotopes and ecosystems on terrain excursions, participating in cooking workshops, learning about wild herbs and fruit processing, creating handmade souvenirs, or guiding visitors through the interactive exhibition “Water Has Been the First.” These hands-on, environmentally rooted activities foster connection, mutual learning, and a deeper sense of belonging both to the community and to the natural world.
The tools and practices included in this module are drawn from successful initiatives across Europe and beyond. They reflect years of work in the field, tested approaches, and the voices of both professionals and refugee youth themselves. From intercultural dialogue and trauma-informed methods, to participatory arts and peer mentoring, this module is designed to be both practical and inspiring.
Whether you are a seasoned youth worker, a volunteer just starting out, or an educator seeking new approaches, we invite you to engage with this content with openness, reflection, and a readiness to act. Because at the heart of social inclusion is connection, and it begins with us.
Learning Outcomes

By the end of this module, participants are able to:
Identify and analyze the specific social, emotional, legal, and cultural challenges that refugee youth face during integration and community engagement processes.
Demonstrate intercultural sensitivity and empathy in working with diverse youth, recognizing how cultural identity, trauma, and migration experiences shape behavior and communication styles.

Apply trauma-informed and human rights-based approaches when designing and delivering youth activities that are both inclusive and empowering.
Utilize a range of practical tools, participatory methods, and creative techniques (e.g. peer mentoring, storytelling, art, and community engagement) to support the well-being, agency, and inclusion of refugee youth.

Adapt and implement good practices from European and local contexts to their own work environment, ensuring that activities are context-sensitive and co-created with young people.
Design inclusive youth projects or sessions that encourage active participation, leadership, and collaboration between refugee and non-refugee youth.
Reflect critically on their own practice, identify areas for personal and professional development, and commit to continuous learning in the field of inclusion and youth work.
CORE COMPETENCIES FOR YOUTH WORKERS WORKING WITH REFUGEE YOUTH

Working with refugee youth requires a specific set of competencies that go beyond general youth work. These core competencies support youth workers in creating inclusive, safe, and empowering environments that are trauma-sensitive and culturally respectful.
INTERCULTURAL COMMUNICATION AND EMPATHY
Youth workers must be able to navigate diverse cultural norms, communication styles, and values. This includes understanding non-verbal cues, respecting different worldviews, and adjusting communication to support understanding and comfort.

Skills include
  • Awareness of cultural bias and assumptions
  • Use of inclusive language
  • Adapting activities and communication styles to diverse needs
  • Promoting empathy and curiosity about other cultures
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TRAUMA-INFORMED APPROACH
Many refugee youth have experienced trauma, displacement, or loss. A trauma-informed practice ensures that activities and relationships are built on safety, trust, choice, and empowerment, without requiring youth to disclose painful experiences.
Skills include
  • Recognizing signs of trauma and stress responses
  • Creating emotionally safe environments
  • Avoiding re-traumatization in language and content
  • Offering predictability and choices in activities
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ACTIVE LISTENING AND NON-VIOLENT COMMUNICATION
Effective listening helps youth feel heard and validated, especially when navigating a new cultural and linguistic environment. Non-violent communication fosters respectful dialogue, de-escalates conflict, and builds trust.
Skills include
  • Reflective listening and paraphrasing
  • Open-ended questioning
  • “I-statements” and empathetic responses
  • Mediating misunderstanding between peers
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ETHICAL AND HUMAN RIGHTS-BASED APPROACH
Youth workers must approach their role with integrity and a clear commitment to human dignity, equality, and justice. This includes confidentiality, informed consent, and a non-judgmental attitude.
Skills include
  • Understanding youth rights (e.g. UNCRC)
  • Upholding ethical guidelines in youth work
  • Promoting autonomy and participation
  • Addressing discrimination and advocating for inclusion
PRACTICAL TOOLS AND INCLUSIVE METHODS

These practical tools are designed to empower youth workers to deliver engaging, inclusive, and meaningful activities that promote participation, creativity, and community connection among refugee youth.
Peer Mentoring & Buddy Systems
Pairing refugee youth with local peers promotes social inclusion, language practice, and informal learning. Activities can include city tours, attending events, or school support.
  • Encourages mutual learning and friendship
  • Builds confidence and social networks
  • Helps navigate daily life in a new country
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Storytelling & Narrative Workshops
Personal storytelling, writing, or digital narratives give space for young people to share experiences, values, and dreams. Can include autobiographical writing, drawing life maps, or podcasting.
  • Fosters self-expression and confidence
  • Develops language and communication skills
  • Builds empathy among diverse participants
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Art-Based Approaches (Drawing, Theatre, Photography)
Creative expression helps youth explore identity, build community, and heal from trauma. These methods transcend language barriers and allow for non-verbal communication.
  • Theatre for social change
  • Photography as storytelling (“My life through my lens”)
  • Collective murals or art installations
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Language Cafés / Conversation Clubs
Informal spaces where youth practice language skills in a relaxed setting. Can include games, theme nights, cooking, or storytelling.
  • Reduces fear of mistakes
  • Builds vocabulary in real-life contexts
  • Encourages local youth participation as volunteers
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PARTICIPATORY VIDEO OR PODCAST PRODUCTION
Youth create short videos or audio stories that reflect their reality, dreams, or issues they care about. The process promotes teamwork, planning, and digital literacy.
  • Youth-led content creation
  • Raises awareness of refugee experiences
  • Skill-building in media and technology
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Community-Based Learning
Learning through doing—volunteering, gardening, cooking, guiding tours—connects youth with the local community, environment, and real-world challenges.
  • Builds responsibility and belonging
  • Connects with local knowledge holders
  • Promotes intercultural cooperation
RECOMMENDED TOOLKIT RESOURCES
SALTO Inclusion & Diversity Toolbox
https://www.salto-youth.net/tools/toolbox/
A comprehensive collection of methods, handbooks, and practical tools for inclusive youth work. Includes topics like intercultural dialogue, NEET youth, group facilitation, and accessible project design.
Refugee Integration Toolkit – British Red Cross

https://www.redcross.org.uk/about-us/what-we-do/how-we-support-refugees
Practical guidance on supporting refugees in areas such as orientation, housing, healthcare, community building, and language. Offers free resources and printable guides.
Compasito – Manual on Human Rights Education for Children
https://www.coe.int/en/web/compass/compasito
Published by the Council of Europe. Provides human rights education methods for children and young people. Activities can be adapted for use with refugee and migrant youth.
Compass – Manual for Human Rights Education with Young People
https://www.coe.int/en/web/compass
A more advanced companion to Compasito, suitable for older youth. Focuses on social justice, inclusion, anti-discrimination, and youth participation.
Intercultural Cities Programme – Council of Europe
https://www.coe.int/en/web/interculturalcities
Practical guides and policy examples for building inclusive cities. Useful for youth workers collaborating with municipalities or developing community-based projects.
Working with Young Refugees – Eurodesk & ERYICA
https://www.eryica.org/resources/toolkit-young-refugees
This toolkit includes youth-friendly and rights-based approaches to support the integration of young refugees. Focuses on empowerment and youth information services.
Migration Matters – Video-based Microlearning Platform
https://migrationmatters.me/
Free video courses that explore migration myths, media narratives, integration, and policy. Can be used to educate youth workers or support intercultural learning with young people.
Voices of Young Refugees in Europe (VYRE)
https://vyre.network
  • A network promoting youth-led action, inclusion, and advocacy by and for young refugees. Offers events, learning opportunities, and community resources.
BEST PRACTICES OF INFINITY CENTRUM, LANGUAGE CENTRE
The best practices presented in this module are rooted in the natural and cultural heritage of the Beskydy Mountains, drawing inspiration from the life, traditions, and customs of the Carpathian highlanders, and are meaningfully interconnected with modern digital tools. The project beneficiary, Infinity-Centrum, Language Centre, develops specific methodologies and curricula that combine language learning, intercultural dialogue, and digital competencies. In parallel, the partnering organization URSUS Environmental and STEAM Centre delivers tailor-made educational programs focused on ecology, environmental sustainability, and biodiversity, covering key themes such as climate change mitigation, ecosystem protection, water retention, and wildlife gardens. These programs are designed to be inclusive and accessible, engaging participants from diverse social and economic backgrounds, including youth from rural areas, people with disabilities, migrants, ethnic minorities, and other marginalized groups, with the aim of fostering equal opportunities, participation, and community integration.

BEST PRACTICE EXAMPLE  NO 1
FROM FRUIT TO FUTURE – JAM PRODUCTION AS A TOOL FOR SKILL BUILDING AND SOCIAL INCLUSION
This hands-on activity engages young people, including those with refugee backgrounds, in the full process of jam production, from selecting ingredients to pouring the jam into jars and decorating the final product. The activity serves as a creative platform for skill transfer, intercultural learning, and community connection. It’s not only about making jam – it’s about making shared experiences, confidence, and new relationships.
OBJECTIVES
  • To build practical, transferable skills in food preparation and small-scale production
  • To encourage teamwork, creativity, and leadership
  • To foster intercultural dialogue through shared traditions and storytelling
  • To promote inclusion through hands-on, low-threshold activities
  • To empower youth with a sense of achievement and ownership

ACTIVITY DESCRIPTION
Introduction & Planning (30–45 mins)
  • Brief welcome and icebreaker (e.g. name games, “what’s your favorite fruit?”)
  • Introduction to the jam-making process and safety rules
  • Division into small working groups (washing, cutting, cooking, jar handling, decorating)

Jam Production (1.5–2 hours)
  • Washing and preparing fruit (seasonal, local, or donated)
  • Cooking with guidance from a youth worker or local expert
  • Pouring hot jam into sterilized jars using proper technique and hygiene
  • Sealing jars and setting them aside to cool

Creative Labeling & Decoration (45 mins)
  • Youth design labels using recycled materials, drawings, or multilingual messages
  • Jar decoration (ribbons, paper tops, cultural symbols, stories written on tags)
  • Optional: Design a group “brand name” for the jam (e.g. “Unity Jam”, “Together Sweet”)

Sharing & Reflection (30 mins)
  • Group tasting session or gifting jam to other community members
  • Short reflection circle: “What did I learn?”, “What surprised me?”, “What would I try next time?”
  • Photo session, optional journaling or social media sharing
Equipment & Materials
  • Seasonal fruit, sugar, jars, lids
  • Cooking pots, stovetops, utensils
  • Cleaning and sterilization tools
  • Art supplies for decorating (labels, markers, scissors, recycled paper, string)

SKILLS DEVELOPED
  • Food hygiene and kitchen safety
  • Communication and cooperation
  • Creativity and design
  • Time management and planning
  • Confidence through accomplishment

YOUTH WORKER’S ROLE
  • Facilitator and motivator: encourages participation from all
  • Ensures safety and hygiene compliance
  • Supports cross-cultural exchange and inclusive teamwork
  • Provides space for personal reflection and feedback


TIPS FOR SUCCESS
  • Include youth in choosing the fruit (market visit, donations, or collected from gardens)
  • Play background music or invite storytelling during prep time to keep the atmosphere relaxed
  • If language is a barrier, use visuals or pair participants as buddies
  • Collaborate with local elders or cooks to add a multi-generational dimension
  • Celebrate the outcome with a small “jam festival” or community giveaw
BEST PRACTICE EXAMPLE  NO 2
TRAILS OF CONNECTION – GUIDING THROUGH THE WATER HERITAGE OF THE BESKYDY MOUNTAINS
This experiential learning activity involves young people, including those from refugee, minority, and rural backgrounds, in the exploration and interpretation of local water biotopes and natural heritage in the Beskydy Mountains. Participants are trained to become terrain tour guides, sharing their knowledge with peers, visitors, or community members. The activity fosters environmental awareness, storytelling, teamwork, and a deep connection with local nature and culture. It’s not just about learning facts – it’s about owning the story of a landscape and becoming an active steward of biodiversity and heritage.

OBJECTIVES
  • To develop practical skills in eco-guiding, interpretation, and public speaking
  • To raise awareness about water ecosystems, biodiversity, and climate resilience
  • To encourage respect and care for natural heritage through experiential learning
  • To foster teamwork, leadership, and self-expression
  • To promote social inclusion through nature-based, accessible education
  • To connect diverse youth with the local landscape and each other
ACTIVITY DESCRIPTION
Introduction & Preparation (1 hour)
  • Welcome circle and icebreaker (e.g. “What’s your favorite place in nature and why?”)
  • Introduction to the concept of water biotopes and the environmental heritage of Beskydy
  • Overview of the tour guiding role: what makes a great guide?


Field Exploration & Research (2–3 hours)
  • Guided terrain excursion to local biotopes (wetlands, springs, forest streams, ponds)
  • Youth receive maps, observation sheets, and QR code tools (e.g. to scan local species or features)
  • Discussion and note-taking on biodiversity, water retention, and traditional Carpathian land use
  • Each group selects a micro-location or theme to present (e.g. “life in the stream”, “wetland plants and their uses”, “why water matters”)
Tour Guiding Practice & Creative Interpretation (1.5 hours)
  • Groups prepare short guided presentations, incorporating storytelling, local legends, natural facts, or personal reflections
  • Integration of digital elements: use of tablets, photos, short videos, or interactive maps
  • Optional: create trail markers or mini-guide brochures
Public Walk & Peer Learning (1.5–2 hours)
  • Groups take turns guiding others through their selected stations
  • Participants act as both guides and learners
  • Feedback session with supportive peer and facilitator comments
Reflection & Celebration (30–45 mins)
  • Circle discussion: “What did I learn?”, “How did I feel as a guide?”, “What will I take with me?”
  • Certificate of participation or eco-guide badge
  • Group photo, possible short digital storytelling output (e.g. “Our Trail Experience” video or slideshow)
Equipment & Materials
  • Field maps, GPS devices or apps, binoculars, magnifying glasses
  • QR code reader apps or biodiversity ID apps (like iNaturalist)
  • Note-taking materials, printed factsheets, waterproof folders
  • Tablets or phones for digital outputs
  • Optional: natural material for signs, art supplies for visual trail elements
SKILLS DEVELOPED
  • Public speaking and communication
  • Environmental knowledge and ecological literacy
  • Critical thinking and teamwork
  • Leadership and confidence
  • Connection to place and stewardship
YOUTH WORKER’S ROLE
  • Facilitator and environmental educator
  • Supporter in storytelling and inclusive expression
  • Promoter of ecological responsibility and cultural appreciation
  • Mediator in group dynamics and reflective dialogue


TIPS FOR SUCCESS
  • Choose accessible and safe trail routes
  • Allow multilingual or visual interpretation where needed
  • Involve local elders or eco-guides for storytelling support
  • Offer warm-up exercises in body language and voice projection
  • Create a welcoming, inclusive space where everyone feels their voice matters
BEST PRACTICE EXAMPLE  NO 3
VOICES OF THE MOUNTAINS – EXHIBITION GUIDING THROUGH BESKYDY’S WATER WORLDS
In this interactive, technology-enhanced activity, young participants take on the role of exhibition guides in the immersive educational space “Water Has Been the First” at the URSUS Environmental and STEAM Centre. The exhibition explores the rise of the Beskydy Mountains, part of the Carpathian mountain range, and the evolution of its diverse wetlands, water biotopes, forest ecosystems, and the unique fauna and flora tied to these environments. Using mechanical models, audiovisual displays, and hands-on exhibits, participants learn to guide peers and visitors through complex natural processes in an accessible, engaging way. The activity promotes scientific literacy, communication, and ownership of local heritage.

OBJECTIVES
  • To build interpretation and guiding skills using interactive and digital tools
  • To deepen environmental knowledge with a focus on Carpathian mountain ecosystems
  • To foster youth confidence, presentation skills, and ecological curiosity
  • To make natural sciences and environmental education more inclusive and accessible
  • To encourage ownership and pride in local natural and cultural heritage
ACTIVITY DESCRIPTION
Welcome & Orientation (30–45 mins)
  • Icebreaker: “What does water mean to me?” – personal or cultural associations
  • Introduction to the URSUS exhibition space and key themes: geological history, water cycles, wetlands, forest biotopes
  • Explanation of the mechanical and AV tools used in the exhibition (interactive models, soundscapes, video loops, touch panels)
  • Division into small guide teams (2–3 people)
Exploration & Learning Phase (1–1.5 hours)
  • Youth explore the exhibition with guidance from URSUS educators
  • Observation tasks: How does the water cycle display work? What does the terrain model show? What species are represented in the wetland diorama?
  • Note-taking on key messages, exhibit flow, and visitor engagement tips
Guide Role Preparation (1–1.5 hours)
  • Each team chooses one exhibition station (e.g. “The Rise of the Beskydy Mountains”, “Life in the Wetlands”, “Water and Forest Connection”)
  • Participants prepare short presentations using interactive tools (e.g. pointing out hidden details, starting AV sequences, using models)
  • Support with narration, storytelling techniques, and explaining complex ideas simply
Peer-Led Guided Tours (1.5 hours)
  • Youth teams lead short guided segments for their peers and/or small community groups
  • Emphasis on inclusion: use of visuals, multilingual keywords, and interactive questions
  • Tours may include live demonstrations with models or devices
Reflection & Feedback (30–45 mins)
  • Circle time: “What was the most surprising thing I learned?” / “What did it feel like to be the guide?”
  • Group feedback using “Two Stars and a Wish” (2 positive comments + 1 suggestion)
  • Optional: digital reflection (photo voice, video diaries, feedback walls)
Equipment & Materials
  • Access to the “Water Has Been the First” exhibition space and exhibits
  • Tablets or worksheets for note-taking and preparation
  • Audio/video activation devices (as part of URSUS exhibition)
  • Visual support materials (infographics, flashcards, bilingual handouts)
SKILLS DEVELOPED
  • Environmental and ecological literacy (focus on water systems, biodiversity, forest and wetland ecology)
  • Public speaking and interpretation
  • Confidence using educational technology and scientific displays
  • Collaboration and peer leadership
  • Curiosity and connection to local natural heritage
YOUTH WORKER’S ROLE
  • Bridge between youth and environmental educators
  • Supporter in guiding preparation, simplifying scientific language, and encouraging expression
  • Promoter of inclusive communication and teamwork
  • Reflection facilitator
TIPS FOR SUCCESS
  • Allow youth to explore the space first before assigning guiding topics
  • Encourage different forms of communication (spoken, visual, storytelling, role-play)
  • Use team guiding to reduce pressure and foster peer support
  • Schedule public mini-tours (for school groups, parents, or community visitors) for a real-world experience
  • Encourage youth to suggest new features or interactive ideas for future exhibitions
BEST PRACTICE EXAMPLE  NO 4
HERBS OF BELONGING – WILD HERB PICKING AND NATURAL PRODUCT MAKING
This activity engages young people—especially those from diverse, rural, or marginalized backgrounds—in exploring the local landscape through wild herb foraging and the creation of natural products such as tinctures, vinegars, ointments, or spice blends. Combining traditional knowledge with modern ecological education, the experience promotes sustainability, mindfulness, creativity, and practical skill-building. The process strengthens youth connection to the land, supports intercultural dialogue around healing traditions, and empowers participants through making something tangible, meaningful, and sharable.

OBJECTIVES
  • To teach participants how to safely identify, harvest, and use wild herbs
  • To promote ecological awareness and sustainable land stewardship
  • To build practical skills in natural product preparation and preservation
  • To foster cultural exchange and storytelling through traditional herbal uses
  • To encourage teamwork, creativity, and reflection in a natural setting
  • To support social inclusion through accessible, multisensory learning
ACTIVITY DESCRIPTION
Introduction & Preparation (30–45 mins)
  • Welcome circle and icebreaker (e.g. “What plant reminds you of home?”)
  • Introduction to the world of wild herbs and local biodiversity in the Beskydy region
  • Overview of foraging ethics: "Take only what you need, know what you pick, leave no trace.”
  • Safety briefing and distribution of materials (gloves, baskets, field guides)
Guided Herb Picking Walk (1.5–2 hours)
  • Terrain excursion with environmental educator or local herbalist
  • Identification of common and useful herbs (e.g. yarrow, plantain, mint, nettle, elderflower)
  • Discussion on traditional Carpathian uses of plants (medicine, food, rituals)
  • Youth collect small quantities of herbs respectfully and record their findings
Processing & Product Creation (2 hours)
  • Hands-on workshop in a community space or outdoor classroom
  • Youth prepare 1–2 products such as:
  • Herbal tincture (alcohol or vinegar-based extract)
  • Flavored herbal vinegar
  • Healing salve/ointment (with infused oils and beeswax)
  • Dried herb spice blend or tea mix
  • Explanation of each method: hygiene, preservation, safe use, labeling





Labeling, Storytelling & Sharing (1 hour)
  • Youth design labels and packaging, including names, symbols, and origin stories
  • Sharing circle: “Which herb did you connect with and why?”
  • Optional: write a short “herb profile” combining botanical info with personal meaning
  • Exchange of products among participants or small giveaway to community members
Equipment & Materials
  • Foraging tools: baskets, gloves, scissors, identification guides
  • Processing materials: jars, bottles, oils, vinegars, wax, alcohol (optional), labels
  • Cooking or heating equipment (hot plate, double boiler for ointments)
  • Art supplies for decorating and labeling
  • Safety & hygiene gear (aprons, sanitizers, gloves)
SKILLS DEVELOPED
  • Botanical and ecological literacy
  • Manual skills in herbal processing and preservation
  • Creative design and storytelling
  • Communication and cooperation in small groups
  • Mindfulness, sensory awareness, and confidence
YOUTH WORKER’S ROLE
  • Safety and facilitation during foraging
  • Supporting inclusivity: simplifying concepts, using visuals, offering alternatives
  • Encouraging respectful dialogue around traditional knowledge
  • Helping participants reflect on nature–self–community connection


TIPS FOR SUCCESS
  • Adjust plant selection to the season and habitat (e.g. spring flowers vs. late summer seeds)
  • Involve local herbalists or elders to share folk knowledge
  • Offer multiple product options to fit different comfort levels (hands-on vs. observational)
  • Highlight ecological responsibility—emphasize respect for nature, animals, and balance
  • Connect the activity to local festivals, markets, or wellness programs when possible
MODULE 4
ICEBREAKER ACTIVITIES
WHAT ARE ICEBREAKER ACTIVITIES?

Icebreaker is a term used for activities or games that aim to "break the ice" between people who do not know each other or do not normally communicate with each other. These activities are designed to loosen the atmosphere, reduce nervousness and encourage participants to communicate and cooperate with each other. Icebreakers help create a more comfortable environment where people feel more comfortable and open to interaction.
The metaphor of "icebreakers" is based on the idea that there is often some kind of psychological barrier or "ice" between people that prevents them from communicating freely and naturally. Icebreaker activities are designed to break this "ice" and allow for relaxed conversation, getting to know each other and building relationships.
Icebreakers are used in a variety of situations, for example:
— In new work teams to improve collaboration and mutual trust.

— In learning environments to encourage students to feel more engaged.

— In workshops, training sessions and conferences where people from different professional backgrounds come together.

— At team building events where the activities aim to improve team dynamics and interpersonal relationships.

— In communities with refugees or migrants, to facilitate their integration and promote communication with new people.
Icebreakers can take different forms - they can be games, discussion activities, creative tasks or other fun activities that motivate people to interact and get to know each other better.
BREAKING BARRIERS OR ICEBREAKER ACTIVITIES FOR EASIER ADAPTATION OF REFUGEES

Icebreaker activities targeting refugees are designed to facilitate the process of integration, communication and adaptation in new environments, by new communities. Refugees often face extremely challenging experiences, including leaving their homes, culture shock, isolation and sometimes language barriers. These activities help to alleviate feelings of insecurity and fear by creating a safe and welcoming environment where individuals can begin to feel part of a new community.
Icebreakers in this context are not just about breaking the ice, but also about providing a space where people can express themselves, make new relationships and communicate naturally, regardless of cultural differences or language restrictions. They are designed to foster a sense of belonging, to allow participants to share their stories and to help them better understand not only each other, but also the new society in which they find themselves.
This type of activity is often important in settings where refugees work with local communities, social workers or volunteers. Icebreakers help build bridges between different cultures and help refugees feel welcome and accepted. They also provide a safe space where refugees can share their feelings, experiences and ideas about the future, which is crucial for their personal development and successful integration.

10 KEY GOALS OF ICEBREAKER ACTIVITIES
The aim of icebreaker activities for refugees is to support their integration, facilitate their adaptation in a new society and create a space for mutual support and understanding. These activities focus on several key areas:

— Promoting mutual communication
Create an environment where participants can feel safe sharing their experiences and stories. Icebreakers help to overcome language barriers and provide a space for informal communication where non-verbal methods such as gestures, pictures or facial expressions can be used.

— Building trust and belonging
Refugees often face isolation, feelings of loneliness and loss of ties to their original community. Icebreakers can help establish new relationships where individuals feel accepted and where they can share their experiences in an atmosphere of trust. This fosters the creation of a new community in which participants feel they are full members.

— Mitigating culture shock
Icebreaker activities allow natural contact with the local culture and people, which helps refugees to better understand their new environment. Activities can include elements that reflect cultural diversity and respect for differences, which facilitates adaptation and reduces feelings of alienation.

— Support for self-expression
Refugees often need a space where they can freely express their thoughts, feelings and experiences. Icebreaker activities can give them the opportunity to share their story in a safe and supportive environment, which can have a therapeutic effect and help them cope with past traumatic experiences.

— Strengthening self-esteem and active participation
Through these activities, refugees can gain a sense that their voice has weight and that their experiences and skills are important. Involvement in icebreakers encourages their active participation and can motivate them to further integrate into society, whether in schools, workplaces or communities.

— Building bridges between cultures
Icebreakers are a tool for creating cultural dialogue and understanding. They allow participants to discover the similarities and differences between their own culture and that of their new environment. In this way, they help to break down prejudices, overcome misunderstandings and strengthen mutual empathy.


— Promoting teamwork
Icebreaker activities can be aimed at improving cooperation between participants, which is crucial when integrating refugees into new communities and work teams. Working together to solve tasks in these activities strengthens team spirit, teaches participants to communicate effectively and overcome challenges together, which has a positive impact on their future cooperation in society or the workplace.

— Development of intercultural skills
These activities can serve as a tool to develop skills that help participants better navigate intercultural situations. Icebreakers offer an opportunity to encounter different ways of thinking, values and ways of acting, which can increase understanding and respect between refugees and their host community.

— Relieving stress and anxiety
Refugees often experience high levels of stress due to insecurity and difficult past experiences. Icebreaker activities can serve as a relaxing moment where participants have the opportunity to have fun and take a break from more serious issues. The purpose of these activities is also to reduce the stress associated with adapting to a new environment and allow people to feel safe and at ease.

— Promoting language skills
Icebreakers can be designed to help improve the language skills of participants, especially if the groups are refugee and local populations. The fun and informal environment of the activity encourages engagement in conversation, allowing refugees to improve their language skills and overcome communication barriers without feeling pressured or ashamed.

ACTIVITY 1
PAVUCHINA
ACTIVITY 2
TRUE OR FALSE?
ACTIVITY 3
WHAT CAN YOU SEE?
ACTIVITY 4
IMAGINARY FEATHER
ACTIVITY 5
SALT AND PEPPER
ACTIVITY 6
WHAT DO YOU KNOW ABOUT ME?
ACTIVITY 7
MYTHS AND FACTS
ACTIVITY 8
NATURE WALK