• To discuss the influence of fake news to mental health
• To inform participants about the last research in this area and increase their knowledge

Debate on Influence of fake news on mental health

Trainers say that in this session we will explore more about the influence of fake news on mental health through debate. In order to do so, the group needs to be split in two groups.  The main thesis groups are debating about is: ‘The fake news has a significant impact on mental health of young people.’

Affirmative group needs to prepare why the statement is true, whilst the opposite group should argue why the statement isn’t true.

Each group is consisting of two or three speakers. One team (the affirmative) supports the motion, and the other (the negative) opposes the motion. There is a chairperson, who controls the proceedings.

The speeches and speaking time are divided equally between the two teams. Each speaker makes a speech they have prepared to argue their case. The sides speak in turn, starting with the proposer of the motion (affirmative, negative, affirmative, negative). Each speaker has a specified amount of time to speak (e.g. three minutes or five minutes).

Give groups enough time to prepare, search the Internet for reliable sources and that they have all the arguments for defending their point of view.

After they are finished with their preparation, participants should go in the debate process.

When everything finishes, the trainers start with the discussion:

• How was this exercise for you?
• How did the process of preparation look like?
• What were the main challenges in preparation for the debate and its implementation?
• If you would do this again, what would you do differently and why?
• What were the main arguments of both groups?

Trainer then connects the arguments with fake news and says that sometimes arguments are easily changed.

Input on the impact of fake news on mental health

Trainers give a short input about the impact of fake news to mental health, including emotions of anxiety, depression, etc. The materials for presentation can be found in the article: https://hrcak.srce.hr/file/438444

• To have a better overview on the topic of Impact of fake news on mental health
• To get expert knowledge and broaden the knowledge in this area

Trainers should organise a panel discussion with experts, as they can help young people broaden the knowledge in the field of impact of fake news on mental health.

Suggested profile of participants are the following:

• Psychologist who deals with youth
• Youth worker who actively works with young people
• Journalist working in the local or national media
• Editor of newspapers (if available)

The facilitated panel should include questions and answers from participants. It would be good to prepare participants before and ask them to think about the questions they want to ask. However, you already need to have a script with questions so your guests can prepare.

Suggested questions are the following:

• From your perspective, how often fake news are present in lives of young people today?
• What skills, knowledge or attitudes should young people have in order to recognise fake news?
• For psychologist: What is the impact of fake news on emotions of young people? What strategies can we use to better regulate emotions?
• For journalists: From your experience, in which topics fake news are the most present in? Why?
• For editors: What strategies journalists use in order to find out if the information is true and accurate? And who usually creates fake news, who are these people?
• For youth worker: Can you describe us, from your experience in the field, how young people are feeling when they see fake news?

How can fake news impact on their mental health? What are the consequences?

• To evaluate the training course
• To present the Youthpass and how to fill it in
• To close the training

Youthpass as a tool for reflection – introduction to Youthpass (10 minutes)

The trainer introduces Youthpass, as a certificate and a tool for self-assessment. Trainer first presents Questions for self-assessment (questions for future, way of learning, new roles and tasks, positive experiences) and explains them to participants. He presents the Youthpass page where more information can be found – www.Youthpass.eu.

Eight key competences

Trainers then present 8 key competences in an interactive input. They explain each of the competences and ask participants how they did improve them during this training course. For each of the competences, the questions for self-assessment are provided.

Eight key competences and my learning plan

Participants are invited to individually write all they have learned during the training course. They should, when they are finished, go into trios and share their learnings. When they are finished, present them how to write learning objectives. Kick off by saying that learning objectives are connected with self-assessment and they are written in I-form. The typical sentences are te following:

• I learned…
• I improved…
• I acquired…
• I know now how…
• I understand…
• I improved…

Then they need to try to write the typical sentences. When they are finished, participants should share their sentences in a plenary. Trainers comment and give feedback.

Written evaluation

Participants are invited to fill in the evaluation form. Questions should be open ended and close ended, and should evaluate the satisfaction, gained knowledge and skills and overall organisation.

Oral evaluation

Using Dixit cards, participants are invited to share within the group how this experience was for them. They should take one card which represents: a) their learning; b) the whole experience that can include informal parts, or anything that comes to their mind.

Giving the Youthpass certificates and closing

Participants are given their Youthpass certificates. Trainers thank participants for their active involvement and official representative of organisation closes the training.