Youth Worker

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Youth Worker by Mind Map: Youth Worker

1. Youth work as a process

1.1. Assess

1.2. Engage

1.3. Question

1.4. Discern

1.5. Develop

2. Australian Youth Affairs Coalition (2013). The AYAC Definition of Youth Work in Australia. Retreived from:

3. Empowering practise

3.1. Independence

3.2. Realisation of rights

3.3. Social connectedness

3.4. Societal connectedness

3.5. Awareness of power relationship important

3.5.1. Work out/explain clearly Policies Boundaries Role Responsibilities Expectations/duties Worker Client Advantages and risks

3.5.2. Accountability skills taught

4. Code of Ethics

4.1. Core Values

4.1.1. Equity and Diversity

4.1.2. Democracy

4.1.3. Integrity

4.1.4. Wellbeing

4.1.5. Respect for others

4.2. Jeff, J & Smith M. K. (2005). Informal education conversations, democracy and learning. Nottingham: Education Heretics Press. Chapter 7, pp. 68-77

4.3. Confidentiality

4.3.1. Record keeping

4.3.2. Sharing of information

4.3.3. Respecting boundaries

4.3.4. Obligatory disclosures Duty of care Legally required

4.4. Boundaries

4.4.1. Withhold sensitive/compromising information

4.4.2. Limits may depend on context

4.4.3. Maintain professional position

4.4.4. Bessant, J., Watts, R., & Sercombe, H. (1998). Youth studies: an Australian perspective. South Melbourne, Vic: Longman.  Chapter 15, pp. 229-240

5. Relational practise

5.1. Work alongside young person in their context

5.2. Power relationship

6. Voluntary relationship

6.1. Enter into relationship willingly

7. Primary Constituent

7.1. Young people's interests are put first

8. Environments

8.1. Drop-in centres

8.2. Churches

8.3. Strret outreach

8.4. Shopping centres

8.5. Academic/learning environments

8.6. Counselling

8.7. Sports/recreation

8.8. Prisons

8.9. Community organisations

9. Informal Education

9.1. Curriculum/Style

9.1.1. Creative process

9.1.2. Highly tailored to interests of learners

9.1.3. Indirect education style

9.1.4. Room for improvisation

9.1.5. Interactive

9.1.6. Engaging

9.1.7. Environmental learning

9.1.8. Shaped by precise set of values

9.2. Holistic approach

9.2.1. More than academic development

9.2.2. Caters to all aspects of personal development

9.3. Challenge

9.3.1. Behaviours/views Assumptions about themselves Assumptions about others Assumptions about social environments Assumptions about the world

9.3.2. Naïve enquiry Non-assuming stance

9.3.3. Ask questions

9.3.4. Engage in conversation

9.4. Jeffs, T & Smith, M.K (2005) Informal Education: conversation, democracy and learning, revised edition Nottingham: Educational Heretics Press, Chapter 1, 4, 5, 6

9.5. Emancipate

9.5.1. Reflect Return to experience Attend to feelings Evaluate experience Both during and after

9.5.2. Work out own emotions

9.5.3. Learn from experience

9.5.4. Enlarge experience

9.5.5. Own experience (set it free)

9.6. Evaluate

9.6.1. Often conversational process

9.6.2. Quality of performance/actions

9.6.3. Targets, outcomes, efficiency

9.6.4. Efficiency perceived more often than measured

10. Models of intervention

10.1. Treatment

10.1.1. Society is arguably the primary constituent (?) Conservative values Stability/Sustainability Tradition

10.1.2. Youth viewed as social problem Expected to conform/change Non-compliance seen as threat Programs target problem-behaviour

10.1.3. Worker acts as positive role model Demonstrate self-improvement skills

10.1.4. Worker knows better than young person Naïve enquiry used less (?)

10.2. Reformed

10.2.1. Youth viewed as disadvantaged By social environments By upbringing External factors make it hard to thrive Need to be supported/saved

10.2.2. Worker seeks to help disadvantaged Social inclusion Equal opportunity

10.3. White, R., & Cooper, T. (1994). Models of youth work intervention. Youth Studies Australia, 13(4), 30-35.

10.4. Advocacy

10.4.1. Non-radical Youth are unaware of their rights Lack skills to play the system, receive benefits Must realise rights to obtain them Act on young person's behalf Make it easier For youth: Ensure means of opportunity For worker: Network to assist with process

10.4.2. Radical Society is unjust and must be changed Youth are systematically marginalised Expose the root cause Social justice to be achieved for all Fight for lasting change Worker may represent group of young people Campaigning

10.5. Empowerment

10.5.1. Non-radical Youth lack power and control in their life Support youth to make decisions for themself Assist them on their course of action

10.5.2. Radical Youth are systematically disempowered Motivate youth to challenge society Encourage self-representation