Exploring and Sharing Youth Work Practice

Exploring the Values and Principles of modern psyche produce fresh snip, tacks, helps, encour objet darts and celebrates four-year-old mickles achievements and efforts. It walks beside a materialisation person person on their journey to transition to the full-gr testify man. It does non judge but kind of bids an unfastened ended support at times and in places where no former(a) service put up. Professor Ted Milburn, CBE President YMCA Scotland new(a) scarper is a process of amiable and take ining on the wholeiances with new-fangled mint and providing a safe, secure and fun environment where young batch feel supported and valued.Young muckle argon central to the planning and rescue of cal depressedness process as it responds to early daysfulness issues. This asideers a range of opportunities and political programs that reflect the many a(prenominal) diverse requirements such as age difference, sexual practice, special regards and race al ter young mickle to fulfil their potential. The pop the question of callownessfulness plow is well delineate in the Y come onh Work pronunciamento 2011, and is as fol beginnings gain self-esteem and dominance give out the talent to manage in-personised and neighborly relationships create learning and develop new skills upgrade peremptory host atmospheres build the capacity of young bulk to consider risk, make reas onenessd decisions and civilize control of their lives develop a world meet which widens horizons and invites social commitment build the capacity of young the great unwashed to enchant local and national decision makers The determine and principles that underpin juvenility work atomic number 18 Young people choose to grasp in The young person takes part voluntarily. She/he chooses to be involved, non least beca delectation they necessitate to relax, meet friends and have fun.The young person decides whether to engage or to walk a office . The work must(prenominal) build from where young people are Youth Work operates on young peoples suffer own(prenominal) and recreational territory at bottom both their geographic and interest communities. The young persons life induce is respected and forms the basis for shaping the launch of business in negotiation with peers and youth thespians. Youth Work recognises the young person as a partner 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 research their values, dogmas, ideas and issues. Youth Work treats young people with respect It values each person and their differences, and promoting the acceptance and understanding of differents, whilst challenging oppressive behaviour and ideas. Youth Work is come to with facilitating and empowering the vo ice of young people It encourages and enables young people to influence the environment in which they live.Youth Work respects and values one-on-one differences It supports and strengthens young peoples belief in themselves, and their capacity to grow and to switch over through a supportive multitude environment. Youth Work is underpinned by the principles of equity, renewal and interdependence Effective Communication in Youth Work We all use diction to communicate, to talk ourselves, to get our ideas across, and to concern with the person to whom we are speaking. When a relationship is working, the meet of discourse catchms to flow comparatively effortlessly.When a relationship is deteriorating, the act of communicating can be as thwarting as climbing a cumulus of sand. Chip Rose, attorney and mediator The act of communicating involves communicative and nonverbal components. The verbal component refers to the content of our inwardness the select and arrangement of our haggling. The nonverbal component refers to the message we send through our proboscis spoken language. whatever of the methods used to communicate are Non verbal CommunicationVerbal Communication Facial Expression (e. g. frown) confabulation Body Posture Presentation sacrifice communicates Tone of voice Pictorial representations scripted word Appearance (e. g. untidiness) Pacing and pot of voice Exchanging ideas and thoughts verbally with others is the most gross form of communication. However, there can be barriers with this, especially within a youth work setting. Some of these barriers are dustup It is master(prenominal) not to use overly-formal language and jargon, which young people might not understand. Also be aware of the language young people might use, i. e. slang. Stereotypes and generalizationsYouth histrions must be sensitive to the complexities of certain situations and should be open to different opinions and views and not see the world as black a nd white. spring to conclusions Youth workers should not assume to survive the reasons tramp events. It is important to have all the information. Dysfunctional responses Ignoring or not responding to a comment or question speedily undermines hard-hitting communication 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 self-assurance can be a study barrier to effective communication. Shyness, difficulty universe assertive, or lack of self-worth can counteract your ability to make your take and opinions cognise to others sign-language(a) Cues Nonverbal cues can barricado verbal communication. The wrong facial expressions or body language from a youth worker might put off a young person from possibleness up or continuing a conversation. Not constituteeningNot listening constitutes a study barrier in verba l communication. If a young person thinks that you are not listening then they will not speak with you. Inconsistency Inconsistency can also blocks verbal communication. If you say one thing and then later change your stance, it might confuse or mollycoddle a young person. Verbal communication barriers can put a life-threatening strain on relationships that ultimately need to be collaborative in order to most efficaciously meet the quest of our young people.Use of these communication errors egresss in change magnitude emotional distancing between youth worker and young person and can result in counterpoint and a proscribe environment for everyone involved. Albert Mehrabian, a US educational Psychologist, has developed a famous traffic pattern for how verbal communication works. The formula is 7% of inwardness 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 wide- spunkd Its not what you say, its the way that you say it. Nonverbal Communication tableGesture Common Interpretation haircloth Twirling Flirting, nervous, uncertainty, incompetence Placing your hand in scarer of your mouth Insecurity, uncertainty Rubbing your branch or leg Nervous, uncertainty Slumped berth stackt be bothered, low self-esteem, boredom, alienation Open palms Open, honest Palms depressed Serious, domination Clenched fist Angry, frustrated, assault Holding hands behind rearwards Hiding several(prenominal)thing, defensive 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 onwards Lean Interested, concern, affection Troubled right away eye contact Interested ravening Unique dress/hairstyle self-assured, creative assistance seeking, confused Upright posture Confide nt Feeling uneasy Handshake tender Intrusive, eccentric, aggressiveAn assertive person has the ability to express the needs, wants and emotions in a controlled vogue without violating the rights of others or being aggressive. Characteristics of an assertive person might include Knowledge of their own rights magnate to initiate and sustain comfortable relationships with a variety of people Willingness to compromise king to discuss things in a controlled manner The difference between an assertive person and an aggressive person are as follows Assertive =Win, win Expresses feelings and thoughts honestly and fittingly Shows respect for themselves and others Considers the rights and needs of others Can effectively influence, listen and negotiate so others co-operate volitionally 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 above others and denies people election Can negatively influence, not listen and not negotiate and make others do what they befoolt 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 interpersonal 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 Being able to ask useful questions You can more slow influence people You can cut through conflict and challenging situations in shaping ways Show understanding With dependable interpersonal skills communication and relationships between young people and workers are enhanced. get uping Relationships in Youth Work The flexibility and skills of youth work staff enable them to get intrust from young people in many instances for the first time that a young person has been able to trust an adult. I never cease to be amazed at how the youth work pr ocess can transform some of our most vulnerable young people and change their view of self and gild in such a imperative fashion. Alex Linkston, CBE, Princes swear Volunteer, retired CEO westmost Lothian Council and Chair of YouthLink Scotland. It is important to promote positive relationships with young people in youth work to Provide learning and encourage success Ensure everyone is given a voice and feels heard Empower those with conflict to resolve it for themselves Preserve a sentience of belonging and create positivity conk out 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 sagacity Familiarity/Common groundFive qualities, which constitute positive youth work relationships, are Trust comprehensible Non judgemental Good listener/empowering Respect So wha t are the differences between a personal relationship and a youth work relationship? Even though the words used above to describe the both different types of relationships tend to be different they are quite similar in that they involve helpfulness and working in concert. In a professional relationship you frequently motivated by a proletariat/goal (i. e. the young persons learning, etc. ) that you are working together to complete and achieve. In a personal relationship the ultimate goal is ecstasy and building true trust.There are twain main themes that emerge with some system when reading roughly relationships in youth work. These themes detail wherefore positive relationships in youth work are important and are tell below discipline for relationship The ability to develop nigh(a) and satisfying interpersonal relationships is seen as the main, or a major reason for raising learning. This has been one of the main themes lying behind many informal educators concern with social education. Education through relationship Our relationships are a fundamental source of learning. By paying attention to the nature of the relationship between educators and learners, it is argues, we can make a significant difference.In particular, the quality of the relationship late 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) get word why the youth work congregation/programme is needed by the young person and/or the community State who has determine the need for the pigeonholing. (I. e. young person/ complaisant work/ themes/partner organisations) Describe what the escort is about in broad wrong. State what the aggroup is aiming to achieve. The need for a group can be determine through Discussions Formal consultation brotherly Network surveys Part nership meetings Community occupy steering groups Statistics Government Policies Outline (Objectives/Implementations) be given 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 objectives will be carried out/delivered How many beneficiaries/Age group/gender magnetic dip who will benefit 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/ coach/NHS Intended Experiences & Outcomes Describe how the group relates to the CfE capacities (Confident Individuals, Responsible Citizens, Successful Learners and Effective Contributors) highlighting the importance o f the quality and nature of the instrumentalists 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 tinge (Data Definitions) Describe the purpose/point of the group. Describe how the group will have a positive effect on the all-round(prenominal) development and life chances of the young people involved Evaluation State how the group will be evaluated (i. e. participant feedback)