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: http://www.ayac.org.au/uploads/131219%20Youth%20Work%20Definition%20FINAL.pdf

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

3.5.1.1. Policies

3.5.1.2. Boundaries

3.5.1.3. Role

3.5.1.4. Responsibilities

3.5.1.5. Expectations/duties

3.5.1.5.1. Worker

3.5.1.5.2. Client

3.5.1.6. 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

4.3.4.1. Duty of care

4.3.4.2. 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

9.3.1.1. Assumptions about themselves

9.3.1.2. Assumptions about others

9.3.1.3. Assumptions about social environments

9.3.1.4. Assumptions about the world

9.3.2. Naïve enquiry

9.3.2.1. 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

9.5.1.1. Return to experience

9.5.1.2. Attend to feelings

9.5.1.3. Evaluate experience

9.5.1.4. 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 (?)

10.1.1.1. Conservative values

10.1.1.1.1. Stability/Sustainability

10.1.1.1.2. Tradition

10.1.2. Youth viewed as social problem

10.1.2.1. Expected to conform/change

10.1.2.2. Non-compliance seen as threat

10.1.2.3. Programs target problem-behaviour

10.1.3. Worker acts as positive role model

10.1.3.1. Demonstrate self-improvement skills

10.1.4. Worker knows better than young person

10.1.4.1. Naïve enquiry used less (?)

10.2. Reformed

10.2.1. Youth viewed as disadvantaged

10.2.1.1. By social environments

10.2.1.2. By upbringing

10.2.1.3. External factors make it hard to thrive

10.2.1.4. Need to be supported/saved

10.2.2. Worker seeks to help disadvantaged

10.2.2.1. Social inclusion

10.2.2.2. 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

10.4.1.1. Youth are unaware of their rights

10.4.1.1.1. Lack skills to play the system, receive benefits

10.4.1.1.2. Must realise rights to obtain them

10.4.1.1.3. Act on young person's behalf

10.4.1.2. Make it easier

10.4.1.2.1. For youth: Ensure means of opportunity

10.4.1.2.2. For worker: Network to assist with process

10.4.2. Radical

10.4.2.1. Society is unjust and must be changed

10.4.2.1.1. Youth are systematically marginalised

10.4.2.1.2. Expose the root cause

10.4.2.1.3. Social justice to be achieved for all

10.4.2.1.4. Fight for lasting change

10.4.2.2. Worker may represent group of young people

10.4.2.3. Campaigning

10.5. Empowerment

10.5.1. Non-radical

10.5.1.1. Youth lack power and control in their life

10.5.1.1.1. Support youth to make decisions for themself

10.5.1.1.2. Assist them on their course of action

10.5.2. Radical

10.5.2.1. Youth are systematically disempowered

10.5.2.1.1. Motivate youth to challenge society

10.5.2.1.2. Encourage self-representation