Youth Work

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Youth Work by Mind Map: Youth Work

1. Core Values (TOPIC 5) (jeffs)

1.1. Respect

1.1.1. -recognise dignity and uniqueness for each person

1.2. Promotion of Wellbeing

1.2.1. -work for welfare of all further human flourishing

1.3. Truth

1.3.1. -must not teach anything we know to be false

1.4. Democracy

1.4.1. -all equal citizens

1.5. Fairness and equality

1.5.1. -no tolerance of discrimination

1.6. Code of Ethics

1.6.1. clients rights 1. Place their interests above those of agency/worker 2. self determination 3. be accepted for who they are 4. treated as unique NOT AS STEREOTYPE/CATEGORY 5. no discrimination 6. treat on principles of honesty, openness and non-deception 7. all info is confidential 8. a professionally competent service 9. access to all resources they are entitled to

1.6.2. Ethical considerations (bessant article - ereserve -Dont abuse power: further own interests at expense of the young person (CORRUPTION)

1.7. Confidenitiality

1.7.1. Four principles that support whether confidentiality is justified -human autonomy regarding person info -respect for relationship respect for promises -benefit to society and people needing help

2. Priority Setting in Youth Work (TOPIC 5)

2.1. The Daily Round

2.1.1. Six Types of Work (jeffs) -being about eg. walking around area, visiting local drinking places, being around in school being there setting time aside to respond to situations, practical assistance, should to cry on working with individuals and groups building an enviroment where people can reflect, think make plans doing projects -planned in advance, time limited, focused on learning - tend to have an output focus admin/research -planing, fundraising, reports reflecting on practice allows us to develop as workers, recording is very important

2.2. Basic Considerations

2.2.1. work where target group can be found eg. schools and colleges, clubs and cafes

2.2.2. make ourselves and our work known -be sensitive to privacy eg. leaflets, programs, calling cards

2.2.3. have a range of organised activities into which people can feed eg. projects - deepen work

2.2.4. have space to respond to situations -catch the moment -be flexible -time to 'be around'

2.2.5. attend to administration -recordings (journal), paperwork, organisation

2.2.6. look at own development -need to be learning and developing -reflecting on situations -deepening our knowledge


2.2.8. intensity relationships - talking 'how you going' - not very intense sessions/activities- little more intense - require planning one-on-one / counselling sensitive questions

2.2.9. numbers numbers of people we work with depends on intensity of work as to how many numbers

3. Methodologies

3.1. Theory and Models

3.1.1. What Models Do? -have a purpose -simplify complicated concepts -require judgement when deciding what to leave out -emphasis connections(OR NO CONNECTION) between things -useful for intended purpose?? Different types of models Reform Treatment Advocacy (Non-Radical) Advocacy (Radical) Empowerment (Non-Radical) - Laissez Faire Empowerment (Radical) Circle of Courage

4. Nature of Youth Work Relationships

4.1. Informal Educator

4.1.1. Process of infromal education: (jeffs) ASSESS what may be going on & ASSESS our role ENGAGE in coversation QUESTIONs will be raised DISCERN - what makes for human flourishing? DEVELOP a response

4.2. Making Initial Contact nelson

4.2.1. Verbal -introduce yourself -comfortable volume, clearly, fairly slow -speak with enthusiasm

4.2.2. Non-Verbal -firm handshake -pull shoulders back- do not slouch -eye contact! -don't get too close -smile

4.3. Boundaries

4.3.1. -low level of disclosure (nelson) IF GOING TO DISCLOSE INFO - need to consider: advantages & disadvantages in terms of informal education -impact on personal reputation if info is disclosed -impact on professional reputation i.e. as a youth worker, to the employer etc.

4.4. Evaluating Youth Work

4.4.1. Three approaches to evaluation: -Directed Evaluation -Negotiated Evaluation -Dialogical Evaluation Directed Evaluation -often criteria is set by outside agents -outcome and output focused -tool of management and control Negotiated Evaluation -criteria agreed between outside agents and youth worker -criteria set out in advance -commonly uses evaluation forms and questionaires Dialogical Evaluation - evaluation is responsibility of educator and participants -purpose: enrich practice --focuses on experiences and learning -

4.4.2. Problems in Evaluating Youth Work -dif. things that influence the way ppl behave cant be broken down -those who may have been affected - not easily identifiable -change is difficult to monitor -issue with timescales there is not and neither should be a set time for change to take place

4.4.3. How can youth work be evaluated? Interactions -characterisitcs? -purpose? -what initiated? -educative? -reflect values encourage by eg. youth centre Focus -what issues and topics were focus of convo? -initiated by YWKer? YP? -common subjects? Setting -where is work undertaken? -impact of setting on interactions? Aims -aims acheived? Strategies -how did we plan to acheive our aims? -were they altered? IF SO why? Outcomes -who set outcomes? -dif participant - dif outcome -any issues that need to be adressed

5. Engaging the young person

5.1. Conversation

5.1.1. Activity being with -see them as a person rather than object -listen and ask Q -empathising being open -open to accept the truth of what the other person is saying -enter convo READY to change your view NEED TO CHECK -clear about what is being said -truth of statements -sincerity -what is said, does it fit situation?? going with the flow -convo is unpredicatable -if we try and stick to 'conversation agenda' can leave young person opinion feeling undervalued. changing conversations beginning of convo : awkwardness end of convo: needs to be negotiated

5.1.2. Method Process of conversation -Social Activity -co-operate -think about others feelings/experience -give each other room to talk RECIPROCAL -Agreeing on topic -DIALOGUE- not 2 monologue -Immediate response THEREFORE - responses are natural/ not 'thought out' -respect the sophistication of the activity -know how and when to use words -movements, gestures etc. need to support what you are saying -trust what the other person is saying -take it at 'face value' -interpret what they are saying - fill in gaps -take into consideration context eg. young persons background/ info they have already divulged to you

5.1.3. Emotions involved in conversation -concern -trust -respect -appreciation -affection -hope

5.2. Emancipation and Learning

5.2.1. Different ways experience can be englarged reflection returning to experience attending to feelings evaluating experience learning from experience 1. Concrete experience 2. Observation and reflection 3.Forming abstract concepts 4. Testing in new situations

6. Definition of Youth Work

6.1. Bessant (1998) CLASSICAL

6.1.1. -Young person is the primary client -Young person is a social being and live within a social environment -Young people should be dealt with in a holistic manner

6.2. Smith (1999) CLASSICAL

6.2.1. Has 5 Objectives: -Focus's on young people -Voluntary -Commited to association -Friendly and informal but also acting with intergrity. -Education and welfare of young ppl is primary concern.


6.3.1. -Young ppl and their interests first -Relational practice - works in young persons context. -Empowerig -Advocates and facilitates a young persons independence, participation in society, connectedness and realisation of their rights.