FairCare_ENG_Formal and Informal Carers
Szekció vázlat
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The FairCare peer training course for informal and formal carers not only aims tostrengthen their empowerment but also to qualify them as trainers who can contribute to adult education within the FairCare framework. Peer counselling and peer support are well-established methods based on the principles of the Independent Living movement of people with disabilities and aim to promote empowerment and self-determination.
The training course is a central element of the FairCare project, as it provides the foundation for a high-quality, practice-oriented and inclusive learning programme in long-term care. Through close cooperation between the partner organisations and the involvement of the project advisory groups, a professionally grounded curriculum was developed that takes into account the perspectives and needs of all target groups and presents the content in a clear and practice-relevant way.
The training course is particularly relevant because it follows a user-oriented development process. The involvement of people with lived experience in care contexts ensures that the learning content reflects the actual needs of older people, people with disabilities, informal carers and professional care workers. The train-the-trainer approach also enables the sustainable transfer of knowledge and competences and contributes to the development of a first generation of FairCare trainers.
The training course therefore contributes to fostering inclusive learning processes, strengthening digital competences and supporting equal cooperation among all stakeholders involved in long-term care.
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This module supports carers to reflect on their caregiving role, personal strengths, limits, and support needs. It provides a structured space to explore professional and relational boundaries, emotional triggers, and collaboration preferences. Participants develop a short personal “My Profile” to guide their participation in FairCare and strengthen respectful cooperation with care recipients and other carers.
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This module guides the participants to acquire a deeper insight of their respective roles within the care pathways, analyzing their needs and expectations and focusing on the relationships they have with other professionals, persons in need, volunteers, and the community. They will understand how expectations and emotions can influence care dynamics and will experiment practical strategies to improve empathy, awareness and collaboration in care contexts.
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The module introduces the concept of the peer approach and explains the meaning of the term “peer,” its historical background, and its core principles and attitudes. It provides an overview of the guiding principles and methodological foundations of peer counselling and peer support. In addition, the module examines how the peer approach can contribute to democratic participation and collaborative learning. Participants are introduced to the relevance and potential of peer-based methods in different social and support contexts.
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This module aims to develop self-confidence, self-esteem, and self-advocacy among carers. The goal is to strengthen the ability to provide effective support within a safe, reflective space, using simple and accessible tools. We also keep in mind the representation of one’s own interests, as well as the integration of individual experiences into the caregiving process.
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The module introduces the basic principles of effective communication and explores common barriers that can hinder mutual understanding. It focuses on how to clearly express needs, possibilities and personal boundaries in different care situations. In addition, the module presents alternative forms of communication that can support inclusive and accessible interaction.
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Development of communication and relationship skills with the cared-for person. Self-development, characteristics and forms of the helper role. Providing professional descriptions, positive and negative examples.
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This module emphasizes understanding and managing conflicts between formal caregivers and informal caregivers in long-term care settings. The module aims to tackle these challenges by promoting cooperation, mutual respect, and shared decision-making, which are central to the FairCare approach. It helps participants understand that conflict is a normal part of human interaction and can be a positive learning experience when managed properly.
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This module supports formal and informal carers in reflecting on challenging situations they may encounter while providing care. Through peer discussion and experience sharing, participants explore possible approaches and solutions that promote respectful and collaborative care relationships.
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This module emphasizes developing participants’ ability to assess caregiving practices in a fair, inclusive, and collaborative manner, aligned with the FairCare approach. It presents evaluation not as a top-down control tool but as a shared learning process where formal caregivers, informal caregivers, and people needing care actively work together to enhance care quality.
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This module supports participants in reflecting on how the learning experiences of the FairCare training can be transferred into action. Building on the knowledge and skills developed throughout the course, participants explore what makes a learning centre inclusive, effective and empowering in care contexts. The module introduces the relevance of intersectionality when designing learning spaces and supports participants in imaginatively designing and simulating a FairCare Training Centre. Through collaborative design, role‑play and feedback, participants consolidate their role as active contributors and potential peer trainers within FairCare.