'Distinctive elements in the youth work approach' - PowerPoint Presentation

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'Distinctive elements in the youth work approach'

December 8th youthpact Mark Hammond & Eliz mcardleSlide2

Purpose of today’s session

To encourage contact between individuals in the room.To encourage informal sharing among participants.To begin to build opportunities for common ground among participants.To re-visit or deepen the understanding of youth work.To understand more of the role of

YouthPact in the Peace IV Children and Young People’s strand.Slide3

Session structure

10 am – 1.30 pmSharing and connecting activitiesVision for YouthPact

‘The distinctive elements in the youth work approach’ workshopFriday at 1.10 – short burst of fire alarm anticipated.Toilets and exitsSlide4

At your tables…Slide5

NAME NAMES….

There are three possible name games on cards at your table.

‘The chosen one’ at your table has the chance to pick which name game to use for your table.Look under your chairs to see who ‘the chosen one’ is.Slide6

JELLY-TOT tales

Green – tell the table about a fashion disaster that you have had.

Yellow – tell the table of a time when you learned something new and what this meant to you.Purple – tell the table about one Christmas memory you have.

Orange – tell the table what your signature strength is and when you discovered this.Red – Tell the table of one thing you never owned up to.Slide7

Eyes down…..

PURPOSE: Discovery and connecting exercise….TASK: Fill your bingo card with all the information.SUCCESS CRITERIA:

Each square of bingo card must contain a different name.Each colour of table must be represented on your card.Find out name of the person and other useful information.

Find out the colour of their table. Slide8

What is YouthPact? Slide9

Vision for YouthPact…

to support the delivery organisations in achieving high quality outcomes with young people across the three thematic areas of good relations, personal development and citizenship.Training events and workshops

Learning and Sharing eventsYouth Participation eventsSignpostingSharing and developing resourcesSlide10

Enhancing quality youthworkSlide11

Key monitoring/measurement

actionsKey youth participationactions Slide12

Key publications & resourcesSlide13

Who’s who in YouthPactSlide14
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'Distinctive elements in the youth work approach'

December 8th youthpact Mark Hammond & Eliz mcardleSlide16

Purpose of youth work…

“Personal and social development” (Youth Work Act 2001)“Personal and Social Development” [central theme of the curriculum] (Dept of education 2003)Young people should be enabled to “operate independently in the world”. Merton et al. (2004)

“Engage with young people in the process of moral philosophising through which they make sense of the world” (Young 2006)“Enable young people to develop holistically, working with them to facilitate their personal, social and educational development” (National Occupational Standards for youth work 2014)“Promote social, educational and political changes at various levels” (Sapin 2009)

“Education” Mahony (2001) “Critical pedagogy” (Seal 2014)Slide17

Characterised by…

Age: Youth work is defined by age normally between 4 and 25, but usually refers to the teenage yearsVoluntary participation: While a contended idea the principle of choice is central to youth workAssociation: Are we conscious of building relationships with young people and allowing the space for them to develop relationships with each other?Education and welfare: Since its inception youth work has been concerned with the education and welfare of young people

Democracy: Working democratically and participatively with young people so the power is tipped in their favour(Mahony 2001; Davies 2005; Young 2006; Batsleer 2008; Jeffs and Smith 2010; In Defence of Youth Work 2011; Ord 2016) Slide18

However…

When youth work worked….

On your own, think of a moment in your youth work when it just seemed to work.

What was the story?

What was it that worked?Slide19

4 Emerging Processes

Relationship Building

Conversation and Dialogue

Participation and Democracy

Experiential LearningSlide20

Relationship Building

Processes with purposeSlide21

Relationship building…

“relationships are at the heart of youth work practice” (Blacker 2010)A reminder of its nature….Voluntary (Davies 2005, Jeffs and Smith 2010)

Accepting (Sapin 2009, Batsleer 2008, Henry et al 2011)Trusting and Open (Jeffs and Smith 2005, Batsleer

2008) Power tipped in favour of the young person (Davies 2005)An Act of Accompaniment (Christian and Green 1998 Batsleer 2008, Murphy and Ord 2013)

Mutuality and Appreciating Vulnerability (Tiffany 2001)Slide22

Carl Rogers has something to say about relationships…

“facilitation of significant learning rests upon certain attitudinal qualities that exist in the personal relationship between the facilitator and the learner”(Rogers 1967) Slide23

Conversation

& Dialogue

Processes with purposeSlide24

Discussion Activity

Why do we as youth workers engage in conversations with young people? Slide25

Theoretical Underpinnings for Conversation (beyond Youth Work – Bakhtin and Buber and Freire)

Martin Buber (1878-1965) receptivity: openness to the other expressivity: the willingness of both parties to authentically share of themselves Mikhail Bakhtin (1895- 1975)

‘truth’ is not found in the individual but rather ‘it is born between people collectively searching for truth, in the process of their dialogic interaction’Bakhtin views learning as a collaborative activity wrought through conversation Slide26

Two aspects to the purpose of conversation (Freire)

Paulo Freire (1921 – 1997)Conversation and Dialogue should tip the balance of power in favour of the learnerDialogue aims to produce A greater critical awareness - Dialogue is concerned with enabling people to take charge of their lives and do something about their realities.

Equal spaces for learning – Conversation and Dialogue ultimately emancipates in a way that emphasises equality of educator and participant. Slide27

Participation

& Democracy

Processes with purposeSlide28

Participation and Democracy

Participations should lead to citizen control (Arnstein 1969)

Participation is Political Slide29

Participation Models

Arnstein (1969)

Smith (1982)

Westhorp (1987)

Hart (1992)

Rocha (1997)

Sheir (2001)

&

Wierenga (2003) Slide30

Experiential Learning

Processes with purposeSlide31

Experiential learning

Learning through experience or learning from experience or experiential learning Two ideas from John Dewey (1938)

All experience relates to previous and future experiences – Continuity All human experience is social and that it involves communication and contact - Interaction Learning comes from experiences which emphasise both continuity and interactionSlide32

There are other models other than KOLBSlide33
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All Theorists Agree…

Experiential learning does not happen without review and reflectionSlide35

4 Emerging Processes

Relationship buildingConversation and Dialogue

Participation and democracyExperiential learningHow might you prioritise these processes? Slide36

The findings suggest…

Conversation is the ‘Cog’ which drives everythingSlide37

The Point of Encounter

Freire (1970, p.71) states “at the point of encounter there are neither utter ignoramuses nor perfect sages: there are only people who are attempting, together, to learn more than they now know”. It is this point of encounter that, ultimately, becomes the point of youth work.Slide38

Some useful References

Davies, B. (2010). What Do We Mean by Youth Work? In Batsleer and Davies (eds), What is Youth Work? (pp. 1-6). Exeter: Learning Matters.Freire, P. (1970). Pedagogy of the Oppressed. London: PenguinKolb, A. Y. and Kolb, D. A. (2008). The Learning Way: Meta-cognitive Aspects of Experiential Learning. Simulation & Gaming, 40 (3), 297-327.Ord, J. (2016a). Youth Work Process, Product and Practice: Creating an Authentic Curriculum in Work with Young People (2nd Edition). Oxon: Routledge.

Rogers, C. (1967). The Interpersonal Relationships in the Facilitation of Learning. In Harrison, J; Reeve, F; Hanson, A; Clarke, J. (eds), (2002) Supporting Lifelong Learning, 1, Perspectives on Learning (pp. 25-39). New York: The Open University.Seal, M. (2016). Critical Realism's Potential Contribution to Critical Pedagogy and Youth and Community Work: Human Nature, Agency and Praxis Revisited. Journal of Critical Realism, 15 (3), 263-276.

Shier, H. (2001). Pathways to Participation: Openings, Opportunities and Obligations: A New model for Enhancing Children's Participation in Decision Making, in line with Article 12.1 of the UNCRC. Children and Society Vol 15(2), 107-117.