Get involved through Peer Mentoring

Project No: I.K.Y 2011-1-GR1-GRU06-O6374 1


Volunteering is a core element of our social life and it is basically articulated through active involvement. According to Astin definition, involvement is defined both as participating actively through

  • physical observable behaviors and
  • mental applications ( through aspects such as concentration, commitment and
  • motivation ).


In both of the aspects,

  • depth of reflection is a qualitative criterion of measurement.

Types of adult involvement in learning to be active should include opportunities which

  • built confidence and self esteem, consider the multiple demands on their time,
  • and involve
  • peer interaction.


Peer mentoring could be the strategic vehicle of spreading satisfaction of sharing.
It is common sense that we are affected of the dominant values of the environment surrounding us , so building zones of mentors in families , schools and neighborhood we believe that we can influence the behavior of not involved into being active and involved.


Based on those principles, the proposal will be a dialogue between active and noninvolved possible learners coming from the close environment of the active ones.
What is the reason some people don’t feel that are able to contribute in common aims?
In order to diagnose reasons, Partners proceed in research and investigation activities such as

  • simple interviews non directed will be the focus of
  • discussions through
  • transnational partnership meetings and
  • solutions for motivation from peers will be suggested .


At the end, the partnership will proceed through its lifecycle in developing

  • a short series of modules for NGOs, schools or Communities open through
  • partnership
  • website




Introductory text – preface

Being active as volunteer in a social context depends not only in your inner force. As a social practice in a modern chaotic society needs a Roadmap on conceptual and practical elements . The INVOLVE partners decided to organize in a series of 4 Modules some information coming either from literature, policy and academics and/or mainly from real practice in terms of case studies, interviews, warming up techniques, real stories and everything reflects the human experience as active involvement through peer mentoring. In this frame, the Modules can work not only as educational material but more as a vehicle for Motivation of Peers so to become active in sharing within a context of reference . While most of these materials are meant to be used in a training context, as a whole they are, however,not designed as a complete seminar or course on networking, but rather as a collection of stimuli for four different purposes

  1. introduction to Social Economy as social and political tool
  2. needs identification – obstacles and constraints, social representations
  3. ‘Volunteer’
  4. Good practices on motivating adults to become volunteers.
  5. The peer mentoring strategy

Module 0 “Social Initiatives through Social Economy Approach”
Module 1 “What a Volunteer means : terms , concepts and representations “
Module 2 “Motivation and warming up practices”
Module 3 “peer mentoring as vehicle for active involvement”

The files above are in .zip format


Introductory [ Template] as tool for collection

A good practice is simply a process or a methodology that represents the most effective way of achieving a specific objective. Some people prefer to use the term ‘good practice’ as in reality it is debatable whether there is a single ‘best’ approach and of course approaches are constantly evolving and being updated.
So another way of defining a good practice is one that has been proven to work well and produce good results, and is therefore recommended as a model. …
The essence of identifying and sharing good practices is to learn from others and to re-use knowledge. The biggest benefit consists in well developed processes based on accumulated experience.” –
Identifying and Sharing Good Practices, SDC Knowledge Management Toolkit

Greece | Germany | Italy | Turkey

Interviews > narratives

Introductory text : + Tool for interviewing managers [attached 1st draft ]

The two starting points for narrative inquiry remains a cornerstone throughout this research: listening to individuals tell their stories and living alongside participants in the field (Clandinin 2007). Listening to individuals tell their stories also visually meant to attend closely to the ambiguities, complexities, difficulties, and uncertainties embedded in visual images – imagery and visual expressions that reflect the uniqueness of an individual’s life (John-Steiner 1985);. At the same time it was important to understand each story within the context of local community and so it was essential to observe live alongside the peers discussions – involved and non involved in the seminar place afterwards.

Greece | Germany | Italy | Turkey



Meeting reports


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