Training course implementation report
Guidonia Montecelio, Italy | December 2025
From December 1 to 8, 2025, Mosaica hosted The Art Sanctuary
(2025-1-IT03-KA153-YOU-000297254), an Erasmus+ KA153-YOU training course implemented
in Guidonia Montecelio, Italy.
The project brought together 25 youth workers, facilitators, artists,
educators, and young practitioners from five European countries, representing six partner
organizations.
The training course was designed to explore art as an educational and facilitative tool in youth
work, with a strong focus on mental health, well-being, responsibility, and non-formal education.
The Art Sanctuary responded to a growing need within youth work: creating safe, ethical, and
structured spaces where creativity can support emotional expression without replacing
professional therapeutic care.
Introduction
The Art Sanctuary was conceived as a learning and reflective space for youth workers seeking
to integrate creative and art-based methods into their practice in a responsible, conscious, and
facilitative way. Rather than positioning art as a form of therapy, the project emphasized the role
of art as an educational, relational, and expressive medium that can support young people’s
emotional processes while respecting clear professional boundaries.
Throughout the eight-day training, participants explored how artistic expression can promote
self-awareness, trust, dialogue, and inclusion, particularly when working with young people
facing emotional, social, or psychological challenges. The course combined practice, reflection,
and facilitation-focused learning, equipping participants with tools they can adapt and transfer to
their local contexts.
The journey
The training took place in a calm and welcoming environment on the outskirts of Rome, offering
indoor and outdoor spaces suitable for both practical workshops and reflective moments. The
setting facilitated the creation of a collective rhythm, allowing participants to slow down,
connect, and engage deeply with both the learning process and one another.
The implementation followed a progressive structure built around several key phases:
● Group building and trust
The first days focused on creating a safe group atmosphere through trust-building
activities, shared rituals, and facilitated dialogue. Establishing emotional safety and
mutual respect was essential to support the depth of the artistic and reflective work that
followed.
● Methodological framework
Rather than focusing on theoretical models, this phase centered on practical orientation
and shared understanding. Participants aligned on common principles of non-formal
education, facilitation, and the responsible use of art in youth work. Emphasis was
placed on boundaries, role awareness, and intentionality, ensuring that creative activities
were framed as educational and facilitative processes rather than therapeutic
interventions.
● Practical artistic laboratories
Through workshops that incorporate drawing, painting, sculpture, mixed media, and
embodied expression, participants experienced art as a non-verbal communication tool.
These sessions emphasized process over product and encouraged experimentation,
presence, and self-observation.
● Facilitation and non-formal methods creation
Participants worked in groups to design and test art-based workshops specifically
designed for young people. This phase strengthened facilitation skills and focused on
adapting creative methods to different youth work contexts.
● Reflection and transfer to local contexts
Daily reflection circles allowed participants to process their experiences, connect
learning to their professional roles, and discuss how to responsibly implement these
methods at home.
● Evaluation and follow-up planning
The final phase focused on evaluation, learning consolidation, and the planning of
follow-up actions, ensuring continuity beyond the training itself.
A key element throughout the journey was the balance between practice and reflection. Artistic
exploration was always accompanied by facilitated debriefing, helping participants translate
personal experience into professional competence.
Atmosphere and group dynamics
From the very beginning, the group showed a high level of openness, care, and shared
responsibility toward the collective process. Despite differences in backgrounds, levels of
experience, and working styles, participants quickly built a cohesive group dynamic based on
trust, mutual respect, and attentive listening.
The atmosphere was marked by active participation, curiosity, and a high level of engagement.
Participants showed a genuine commitment to learning and co-creation, contributing their
perspectives and skills to collective processes. Informal moments, breaks, and evenings often
became spaces for meaningful exchanges, peer learning, and spontaneous reflection.
This strong group cohesion directly influenced the quality of the work produced. The workshops
designed during the training reflected methodological competence and the ethical awareness
and sensitivity that characterized the group as a whole.
Learning outcomes
Knowledge
Participants deepened their understanding of art-based learning within youth work, including
ethical considerations, boundaries, and the role of facilitation. They explored the relationship
between creativity, emotional expression, and well-being, gaining awareness of how non-verbal
methods can support young people without replacing professional mental health services.
Skills
The training strengthened participants’ facilitation skills, particularly in designing and leading
non-formal, art-based workshops. Participants developed competencies in workshop creation,
group management, reflective practice, and adapting creative methods to diverse youth
contexts. They also enhanced their ability to observe group processes and respond sensitively
to emotional dynamics.
Attitudes and professional awareness
Participants increased their sense of professional responsibility when addressing mental health
and emotional well-being through creative methods. The training promoted greater
self-awareness, ethical sensitivity, and confidence in using art as an educational tool. Many
participants expressed a renewed commitment to inclusive, careful, and youth-centered
practices.
Practical outcomes
The implementation resulted in several tangible and transferable outcomes:
● Art-based workshop formats designed for use with young people
● Non-formal methods combining creativity, reflection, and facilitation
● Educational activities that will be collected and further developed within The Art
Sanctuary book
● Strengthened facilitation approaches applicable across different youth work settings
These outputs are intended to support youth workers in creating structured and responsible
creative spaces for young people.
Final reflections
The Art Sanctuary was not about offering solutions or shortcuts to complex emotional realities.
Instead, it created a space where youth workers could slow down, reflect, and reconnect with
the essence of their role: accompanying young people with care, competence, and
responsibility.
The training highlighted that creativity, when embedded in a solid educational and ethical
framework, can become a powerful ally in youth work. Participants leave the project equipped
not only with new methods but with a deeper awareness of how to hold space, facilitate
processes, and support young people through creativity without overstepping professional
boundaries.
Dissemination activities are planned in each partner country, including local workshops, events,
online sharing, and the development of future project phases. The Art Sanctuary is conceived
as an ongoing journey, with a second phase already envisioned to further deepen and expand
the work initiated during this implementation.
Partners and acknowledgements
The project was implemented by Mosaica in collaboration with:
● Sensi Creative Holistic Agency
● Pangaea Youth Network
● Caminho Coop
● Kultur & Art Initiative
● Youth Horizons
Mosaica coordinated the project, overseeing design, facilitation, and implementation. The
training was led by Luca Bellino (facilitator) and Tamara Hodak (project manager and
designer), with the support of Angelica Carozza (volunteer and assistant).
Special thanks go to the staff of Park Hotel Imperatore Adriano for their hospitality and
support throughout the implementation.
This training course was co-funded by the Erasmus+ Programme of the European Union.
Gratitude goes to all participants, partners, and contributors who helped create a safe,
thoughtful, and inspiring learning environment.
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