Exploring and Sharing Youth Work Practice

Exploring the Values and Principles of jejuneness wee spring chicken field of study, enables, helps, encourages and celebrates early batchs achievements and efforts. It walks beside a offspring soulfulness on their journey to transition to the adult orb. It does not try but rather provides an open ended support at propagation and in malls where no other service potful. Professor Ted Milburn, CBE President YMCA Scotland Y protrudeh mesh is a dish out of engaging and building kins with young soulfulness people and providing a safe, secure and fun environment where young people finger supported and valued.Young people argon central to the planning and delivery of younker carry as it responds to youth issues. This offers a range of opportunities and political platforms that reflect the numerous different requirements such as age difference, gender, special needs and cargoner enabling young people to commit their potential. The purpose of youth endure is well de fined in the Youth live on Manifesto 2011, and is as fol modests build self-confidence and self-confidence shoot the ability to manage psychealized and social human relationships create learning and develop wise skills encourage plus group atmospheres build the capacity of young people to consider risk, attr set reasoned decisions and take control of their lives develop a world attitude which widens horizons and invites social commitment build the capacity of young people to bewitch local and national decision groomrs The values and principles that underpin youth work are Young people choose to participate The young someone takes part voluntarily. She/he chooses to be affect, not least beca recitation they want to relax, equate friends and have fun.The young somebody decides whether to engage or to walk a appearance. The work must build from where young people are Youth convey operates on young peoples own personal and unskilled territory within both their g eographic and interest communities. The young persons life experience is discovered and forms the basis for shaping the agenda in negotiation with peers and youth doers. Youth Work recognises the young person as a abetter _or_ abettor in a learning process It complements formal education, promoting young people access to learning opportunities which enable them to fulfil their potential.Youth Work safeguards the welfare of young people It provides young people with a safe environment in which to explore their values, beliefs, ideas and issues. Youth Work treats young people with respect It values each individual and their differences, and promoting the acceptance and grounds of others, whilst challenging oppressive behaviour and ideas. Youth Work is concerned with facilitating and empowering the part of young people It encourages and enables young people to make up ones mind the environment in which they live.Youth Work respects and values individual differences It supports an d streng sos young peoples belief in themselves, and their capacity to grow and to alteration by means of a supportive group environment. Youth Work is underpinned by the principles of equity, diversity and interdependency Effective talk in Youth Work We all use ad pasture to communicate, to press ourselves, to get our ideas across, and to connect with the person to whom we are speaking. When a relationship is working, the act of communicating seems to flow relatively effortlessly.When a relationship is deteriorating, the act of communicating can be as frustrating as climbing a hill of sand. Chip Rose, attorney and mediator The act of communicating involves verbal and nonverbal components. The verbal component refers to the content of our nitty-gritty the choice and arrangement of our lyric poem. The nonverbal component refers to the message we send through our ashes language. Some of the methods used to communicate are Non Verbal CommunicationVerbal Communication Facial Expression (e. g. frown) Dialogue Body Posture Presentation chip in movements Tone of parting Pictorial representations Written word Appearance (e. g. untidiness) tempo and volume of voice Exchanging ideas and thoughts verbally with others is the most common form of dialogue. However, on that fountainhead can be restrictions with this, especially within a youth work setting. Some of these barriers are Language It is in-chief(postnominal) not to use overly-formal language and jargon, which young people might not understand. Also be conscious of the language young people might use, i. e. slang. Stereotypes and generalizationsYouth workers must be sore to the complexities of certain situations and should be open to different opinions and views and not see the world as b wishing and white. Jumping to conclusions Youth workers should not assume to have sex the reasons behind events. It is important to have all the information. Dysfunctional responses Ignoring or not respon ding to a comment or question quickly undermines setive intercourse with a young person. Also, responding with an irrelevant comment or interrupting others while they are speaking also creates a poor environment.Lacking Confidence Whether it is the youth worker or young person, lacking confidence can be a study barrier to effective communication. Shyness, difficulty being assertive, or lack of self-worth can hinder your ability to make your needs and opinions known to others sign-language(a) Cues Nonverbal cues can block verbal communication. The wrong facial expressions or body language from a youth worker might order off a young person from opening up or continuing a conversation. Not contentioneningNot listening constitutes a major barrier in verbal communication. If a young person thinks that you are not listening then they will not speak with you. discrimination Inconsistency can also blocks verbal communication. If you range one thing and then later change your stance, it might confuse or frustrate a young person. Verbal communication barriers can put a dear strain on relationships that ultimately need to be collaborative in order to most effectively meet the needs of our young people.Use of these communication errors results in increased emotional distancing surrounded by youth worker and young person and can result in conflict and a oppose environment for everyone involved. Albert Mehrabian, a US Educational Psychologist, has developed a historied formula for how verbal communication works. The formula is 7% of meaning is in the words that are spoken. 38% of meaning is in the way that the words are said. 55% of meaning is in facial expression and body language. The key message here is simple Its not what you say, its the way that you say it. Nonverbal Communication tableGesture Common Interpretation Hair Twirling Flirting, nervous, uncertainty, incompetence Placing your knock over in front of your mouth Insecurity, uncertainty Rubbing your arm or leg Nervous, uncertainty Slumped posture derrieret be bothered, low self-esteem, boredom, alienation Open palms Open, honest Palms down Serious, domination Clenched fist Angry, frustrated, aggression Holding hands behind back Hiding something, justificatory Wringing hands Nervousness, anxious Arms folded over chest Annoyed, bored, uninterested, low self-esteem Too little eye contact Shy, dishonest, nervous, no confidenceGesture Common Interpretation When exaggerated Forward Lean Interested, concern, affection tumultuous Direct eye contact Interested Aggressive Unique dress/hairstyle Confident, creative Attention seeking, confused Upright posture Confident olfaction uneasy Handshake Friendly Intrusive, eccentric, aggressiveAn assertive person has the ability to express the needs, wants and emotions in a controlled manner without violating the rights of others or being aggressive. Characteristics of an assertive person might include Knowledge of their own rights Ability to initiate and hold up comfortable relationships with a variety of people Willingness to compromise Ability to talk over things in a controlled manner The difference mingled with an assertive person and an aggressive person are as follows Assertive =Win, win Expresses feelings and thoughts frankly and appropriately Shows respect for themselves and others Considers the rights and needs of others Can effectively influence, listen and carry off so others co-operate willingly Aggressive = winner, loser Expresses feelings and thoughts in a way which violates the rights of others Shows disrespect for themselves and others Puts own needs supra others and denies people choice Can negatively influence, not listen and not negotiate and make others do what they dont want to do Puts own needs above others and denies people choice Interpersonal skills are the skills used when interacting with other people. In a challenging situation, effective interperson al skills are essential. In a youth work setting, some of the skills a worker should have are An ability to read other people and build rapport universe able to ask useful questions You can more easily influence people You can handle conflict and challenging situations in inferential ways Show understanding With good interpersonal skills communication and relationships between young people and workers are enhanced. descriptoring Relationships in Youth Work The flexibility and skills of youth work staff enable them to get swear from young people in numerous instances for the first time that a young person has been able to trust an adult. I never forego to be amazed at how the youth work process can transform some of our most vulnerable young people and change their view of self and society in such a positivist fashion. Alex Linkston, CBE, Princes self-confidence Volunteer, retired CEO West Lothian Council and Chair of YouthLink Scotland. It is important to kick upstairs verificatory relationships with young people in youth work to earmark learning and encourage success Ensure everyone is given a voice and feels heard Empower those with conflict to resolve it for themselves Preserve a smell out of belonging and create positivity Develop and maintain mutual respect Build and repair relationships Develop world view and broaden horizons Build social skills and provide Life Skills Five qualities, which constitute a positive personal relationship, are Trust Mutual respect Communication appreciation Familiarity/Common groundFive qualities, which constitute positive youth work relationships, are Trust Approachable Non judgemental Good listener/empowering Respect So what are the differences between a personal relationship and a youth work relationship? Even though the words used above to describe the twain different types of relationships tend to be different they are quite convertible in that they involve helpfulness and working t ogether. In a professed(prenominal) relationship you often motivated by a task/ intent (i. e. the young persons learning, etc. ) that you are working together to complete and achieve. In a personal relationship the ultimate aspiration is happiness and building true trust.There are two main themes that place with some regularity when reading about relationships in youth work. These themes period why positive relationships in youth work are important and are stated below Education for relationship The ability to develop good and satisfying interpersonal relationships is seen as the main, or a major reason for fostering learning. This has been one of the main themes lying behind m both informal educators concern with social education. Education through relationship Our relationships are a fundamental source of learning. By paying attention to the temper of the relationship between educators and learners, it is argues, we can make a significant difference.In particular, the smell o f the relationship deeply influences the hopefulness required to remain curious and open to new experiences, and the capacity to see connections and discover meanings (Salzberger-Whittenberg et al. 1983 ix). Introduction to Planning and Evaluating Youth Work Plan (Needs & Aims) set forth why the youth work group/programme is needed by the young person and/or the community verbalize who has identify the need for the group. (I. e. young person/Social work/ groups/partner organisations) Describe what the lying-in is about in broad terms. land what the group is aiming to achieve. The need for a group can be identified through Discussions Formal consultation Social Network surveys Partnership meetings federation lead steering groups Statistics Government Policies Outline (Objectives/Implementations) List the objectives (specific aims) of the group and make a series of actions that will be put in place to ensure each of the stated objectives is achieved Describe how the ob jectives will be carried out/delivered How m any beneficiaries/Age group/gender List who will gain from the group (i. e. young person/social work/parents) List any information about the target group Resources (Funding, staff, etc. ) List any resources required such as money, staffing requirements, equipment, area, time and transport, etc. Partners Involved List any other agencies/partners that may be involved with the group/project such as police/SW/school/NHS Intended Experiences & Outcomes Describe how the group relates to the CfE capacities (Confident Individuals, Responsible Citizens, Successful Learners and Effective Contributors) Highlight the importance of the graphic symbol and nature of the participants experiences Describe the outcome of the group (i. e. what is to be achieved) Assess the progress in the learning plan and look at next steps Intended Impact (Data Definitions) Describe the purpose/point of the group. Describe how the group will have a positive eff ect on the all-round development and life chances of the young people involved Evaluation State how the group will be evaluated (i. e. participant feedback)