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Youth Work by Mind Map: Youth Work

1. youth work defined

1.1. working holistically with young people

1.1.1. mental health

1.1.2. Physical health

1.1.3. emotional well-being

1.1.4. spiritual health

1.1.5. financial problems

1.1.6. relationships

1.1.7. friendships

1.1.8. family life

1.1.9. school life

1.2. mentoring programs

1.3. advocating for young people

1.4. outreach work

1.5. on their turf

1.6. drop in centres

1.7. counselling/chaplins

1.8. making right refereals

1.9. key stake holders

1.10. primary client

2. Define detached youth work

2.1. relationship skills

2.1.1. friendships

2.1.1.1. healthy connections

2.1.1.1.1. boosts their confidence

2.1.2. making contact

2.2. active listening

2.2.1. no set structure or agenda on connecting with young people

2.3. boudaries

2.3.1. healthy boundaries makes for good youth work practice

2.4. detached youth work

2.4.1. links in with informal education

2.4.1.1. detached youth worker engages with young people on their turf

2.4.1.1.1. parks, cafes, shops

2.4.2. knowing your surroundings

2.4.2.1. local knowledge

2.4.3. re-connecting to the community

2.4.3.1. helps to make young people feel part of something and not left out

2.4.4. has a great impact on young people

2.5. Power relationshships

2.5.1. authority figures with young people can build good rapport for e.g PCYC

2.6. aware of different cultures

3. Conversation

3.1. mentoring: can be one on one

3.1.1. youth work can be both group and indviidual

3.1.1.1. can be similar to mentoring

3.1.1.1.1. both youth work and mentoring work on set goals for young people to achieve

3.1.2. rapport building

3.1.2.1. finding common ground

3.1.3. informal setting

3.1.4. can be a deeper level with mentoring

3.1.5. programs set up

3.1.5.1. build relationships

3.1.5.1.1. lasts up to 18 months with the mentor and mentee

3.1.5.2. helps young people to thrive

3.1.5.2.1. different cultures

3.1.5.3. juvenile justice system

3.2. Culturally diverse background (CALD)

3.2.1. knowing about the culture

3.2.1.1. changing communication to suit their culture

3.3. Conversations

3.3.1. active listening

3.3.1.1. noticing a shift in tone

3.3.1.1.1. emotional topics, change in tone

3.3.2. verbal communication

3.3.2.1. verbal cues

3.3.3. respect what the young person is saying

3.3.4. non-verbal communication

3.3.4.1. non-verbal cues

3.3.4.1.1. head gestures

3.3.5. reflective feeling

3.3.5.1. reflective content

3.3.5.1.1. going with the flow

3.3.6. freedom of expression

3.3.6.1. respect what the young person says

3.4. counselling

3.5. informal counselling

3.6. attention to detail

3.7. young people with mental health issues

3.7.1. young people at risk

3.7.1.1. young people in rural areas and who are isolated

4. Informal Counselling and Youth Work

4.1. Informal counselling and youth work

4.1.1. street based

4.1.1.1. parks, shops, cafes

4.1.2. no appointments needed

4.1.2.1. less clinical

4.1.3. appropriate use of humour

4.1.4. confidentiality

4.1.4.1. unless the young person were to harm themselves or another person

4.1.5. micro-skills

4.1.5.1. appropriate self-disclosure

4.1.5.2. reflect on feeling and content

4.1.5.2.1. conversations, go with the flow, less direction

4.2. Formal counselling

4.2.1. more clinical

4.2.2. files are kept on clients

4.2.3. appointment needed

4.2.4. referral from self or GP

4.2.5. set time allocated

4.2.6. appropriate self-disclosure

4.2.7. confidentiality

4.2.7.1. unless client is at risk of harming themselves or another person

4.2.8. micro-skills

4.2.8.1. appropriate use of humor

4.2.8.2. reflection on feeling

4.2.8.2.1. reflection on contetnt

4.2.8.3. active listening

5. Evaluation

5.1. purpose of evaluation

5.1.1. work performance

5.1.2. constructive feedback

5.1.3. how evaluation is done

5.1.3.1. through colleges

5.1.3.2. supervision

5.1.3.3. family

5.1.3.4. freinds

5.1.3.5. asking questions like

5.1.3.5.1. "Am I doing this right"?

5.1.3.6. direct approach

5.1.3.6.1. measuring outcomes

5.1.3.7. negotiated evaluation

5.1.3.7.1. involves input from people directly involved

5.1.3.8. dialogical evaluation

5.1.3.8.1. involves both educator and participants

5.1.4. difficulties of evaluation

5.1.4.1. proving evidence of work

5.1.4.2. hard to show progress of young person behavior

5.1.4.2.1. especially with alcohol and other drug issues

5.1.5. making changes to improve outcomes

5.1.5.1. change of values and attitude

6. Scouts

6.1. Treatment and reform model

6.1.1. from the treatment persepctive

6.1.1.1. needing to conform to the norms of society

6.1.2. treatment model

6.1.2.1. seen as juvenile delinquents

6.1.2.2. need to able to have suitable activities that are clean

6.1.2.3. need to be contolled

6.1.2.4. disturbing the peace

6.1.3. work in a continuum between the reform and treatment model

6.1.4. from the reform perspective

6.1.4.1. not everyone is raised in the same environment

6.1.4.2. some people need a helping hand

6.1.4.3. unstable start in life

6.1.4.4. more sympathetic towards young people

6.1.4.5. disadvantaged

6.1.4.6. no discrimination of any kind including race, religion and gender

6.1.4.7. all should have the same opportunities in life

6.2. Methods: (individuals, to groups of young people or society, or some combination)

6.2.1. empowerment model

6.2.1.1. radical way to change society

6.2.1.1.1. personal and institutional levels

7. Traditions

7.1. History of Youth Work

7.1.1. helps to show where things didn't work so well

7.1.1.1. helps future youth workers work towards better ways of doing things

7.1.2. originated from faith based practices

7.1.2.1. values and social justice came from this

7.1.2.2. came about in the 1960's and 70's

7.1.3. in the late 20th century, there was regular government intervention

7.1.4. young people were looked upon as needing to be saved from idleness, immorality and poverty

7.2. Australian Youth Affairs council (AYAC)

7.2.1. peak bodies across the State and Territory

7.2.1.1. young people being well represented

7.2.1.1.1. all cultural backgrounds included

7.3. A lot of skills are required for Youth Work

7.3.1. rapport building

7.3.1.1. conversation skills

7.3.2. holistic approach

7.3.2.1. mental and physical health

7.3.3. healthy ecology

7.3.3.1. family, friends, school life, community

8. Individuals at risk

8.1. treatment model

8.1.1. the individual is the problem

8.1.1.1. the 'problem' needs to be solved

8.1.2. young person seen as a deviant

8.1.2.1. needs to be controlled

8.1.3. punitive response to young person posing as a risk

8.1.3.1. refer them to a psychologist for behavioral issues

8.2. reform model

8.2.1. a youth worker would makes sure young person has stability in their lives

8.2.2. young persons struggles aren't being ignored

8.2.2.1. making sure they are refereed onto the right people

8.2.3. it's not the young persons fault

9. Advocacy

9.1. self advocacy by the young person

9.1.1. speak on their own behalf

9.1.1.1. youth worker can still help young person

9.1.2. helps to build young persons confidence

9.2. radical advocacy

9.2.1. informing young people of their rights

9.2.2. exposing injustice

9.2.3. speaking to the media

9.3. non-radical advocacy

9.3.1. accessing entitlements, e.g. centrelink payments

9.3.2. acquiring legal knowledge

10. Empowerment

10.1. Laissez faire

10.1.1. non-directive

10.1.1.1. not forcing your values and beliefs onto the young perosn

10.2. helping young people to make own descions

10.2.1. helping them to become a powerful person

10.3. putting the power in the young persons hands

10.4. youth worker supports the young person

11. Circle of Courgae

11.1. young people who have experienced trauma

11.1.1. their internal pain explains their outward behavior

11.2. it isn't their fault

11.3. evidences based intervention

11.4. the importance and impact relationships can have on people

11.5. medication is not a long term or sustainable soultion