Adventure Sports - The role of Youth Work in Young People's learning - June 2007
"Young people disengage because of their family school and the wider community. This tends to result in disengagement from life in general. Youth Workers are not there as family or school support mechanisms but rather supporting young people to be agents of their own learning and above all to be happy with their lives" - Quote from James O'Callaghan, Adventure Sports Project, Dublin North Inner City Project.Youth Action Northern Ireland.
An occassional Youth Work Practice Paper 9, this paper has been developed from a cross border Practice and Policy Seminar focusing on 'The role of Youth Work in young people's learning, www.youthaction.org
Thursday, December 10, 2009
Monday, November 30, 2009
Careers in Youth Work
Careers in Youth Work
While traditionally much of the training for youth work was done on the job, currently the majority of Key Youth Work Agencies insist on a relevant Higher Education or Third Level qualification before entry to this career.
It might be noted that there isn’t a standardised pay arrangement in place for Youth Workers and salaries vary from organisations to organisation – some pay better than others – there are attempts being made within the Youth Work Sector to look at these issues.
It probably is also worth mentioning that most Youth Work takes place in the afternoons and evenings with some weekend work required. A certain percentage of 'direct contact time' with Young people is required from the majority of Youth Workers.
In this respect it is not a career move that appeals to all, but the idea is that Youth Worker will be available and accessible to young people during out of school hours.
There is a minimum contact time with groups required by the funders so it’s not office based – except where filling in funding applications, plans and reports – very much practical work.
Some Agencies will release staff for part-time programmes which are also available. CE staff and volunteers often start with some Fetac 5 modules, like ‘Young People and Society’, or ‘Understanding Youth Work’ or ‘Working with Young People’ as part of a Youth Studies Course. This type of course starts to give them an understanding of basic psychology, sociology, history and structure of Youth Work, as well as exploring the challenges of 'issue based' Youth Work.
People with a wide range of qualifications can find a career in Youth Work. But there are a number of specific qualifications including PLC courses in Youth and Community Work, Social Care, Care Practice which are particularly applicable.
With PLC’s it should be noted that specific grades are required before progression to the IT’s is possible, this often catches people out and they find themselves in-eligible to progress to the next level at the IT’s, I’ve come across this before in relation to some social care courses.
There is also scope for specialised professionals and sessional tutors with skills and qualifications in Adventure Sports/Outward Bounds, Drama, Art, Media, Music, Spors Coaching etc., to work with Youth Groups on an hourly rate of pay.
Youth Agencies host a wide range of students on work placement. These include Transition Year and community/charity work placements. Students from PLC’s, IT’s, Universities, Community Guards and local training services like FAS.
Checking out the job descriptions for Youth and Community Work will give young people and idea if this is what they feel they have the skills and qualities for it –practical on the job experience tends to confirm this for them in a more concrete way. FAS Careerd Directions and the A-Z of Careers will give a snapshot of th skills required for Youth and Community Sector jobs.
There is usually some confusion over Social Work and young people are often unaware that the need a Post Grad to be a Social Worker in Ireland.
Youth Information officers often have a broad base of qualifications and experience, and the people I know come into to the field with formal teaching qualifications, youth work qualifications with a specialisation, librarian skills, sociology, and psychology etc.
Males are particularly welcome into Youth Work as there is an absence of male role models for many young people and Youth Workers often fulfil this role - it's a bit like in Primary Teaching where they are also trying to find positive Male role models for the students and redress the gender inbalance which crops up in some of these 'caring professions'.
Mature Adults who are looking for a change in career direction also find the Voluntary and Community Sector a rewardng place to work.
While traditionally much of the training for youth work was done on the job, currently the majority of Key Youth Work Agencies insist on a relevant Higher Education or Third Level qualification before entry to this career.
It might be noted that there isn’t a standardised pay arrangement in place for Youth Workers and salaries vary from organisations to organisation – some pay better than others – there are attempts being made within the Youth Work Sector to look at these issues.
It probably is also worth mentioning that most Youth Work takes place in the afternoons and evenings with some weekend work required. A certain percentage of 'direct contact time' with Young people is required from the majority of Youth Workers.
In this respect it is not a career move that appeals to all, but the idea is that Youth Worker will be available and accessible to young people during out of school hours.
There is a minimum contact time with groups required by the funders so it’s not office based – except where filling in funding applications, plans and reports – very much practical work.
Some Agencies will release staff for part-time programmes which are also available. CE staff and volunteers often start with some Fetac 5 modules, like ‘Young People and Society’, or ‘Understanding Youth Work’ or ‘Working with Young People’ as part of a Youth Studies Course. This type of course starts to give them an understanding of basic psychology, sociology, history and structure of Youth Work, as well as exploring the challenges of 'issue based' Youth Work.
People with a wide range of qualifications can find a career in Youth Work. But there are a number of specific qualifications including PLC courses in Youth and Community Work, Social Care, Care Practice which are particularly applicable.
With PLC’s it should be noted that specific grades are required before progression to the IT’s is possible, this often catches people out and they find themselves in-eligible to progress to the next level at the IT’s, I’ve come across this before in relation to some social care courses.
There is also scope for specialised professionals and sessional tutors with skills and qualifications in Adventure Sports/Outward Bounds, Drama, Art, Media, Music, Spors Coaching etc., to work with Youth Groups on an hourly rate of pay.
Youth Agencies host a wide range of students on work placement. These include Transition Year and community/charity work placements. Students from PLC’s, IT’s, Universities, Community Guards and local training services like FAS.
Checking out the job descriptions for Youth and Community Work will give young people and idea if this is what they feel they have the skills and qualities for it –practical on the job experience tends to confirm this for them in a more concrete way. FAS Careerd Directions and the A-Z of Careers will give a snapshot of th skills required for Youth and Community Sector jobs.
There is usually some confusion over Social Work and young people are often unaware that the need a Post Grad to be a Social Worker in Ireland.
Youth Information officers often have a broad base of qualifications and experience, and the people I know come into to the field with formal teaching qualifications, youth work qualifications with a specialisation, librarian skills, sociology, and psychology etc.
Males are particularly welcome into Youth Work as there is an absence of male role models for many young people and Youth Workers often fulfil this role - it's a bit like in Primary Teaching where they are also trying to find positive Male role models for the students and redress the gender inbalance which crops up in some of these 'caring professions'.
Mature Adults who are looking for a change in career direction also find the Voluntary and Community Sector a rewardng place to work.
Free online resources promoting safe Internet use
Safe Social Networking: Guidelines for those working with Young People by Youth Work Ireland, 2009
Safe Surfing: Guidelines for safe Internet use for young people and those who work with them. Drafted and Edited By Fran Bissett, 2009
Both of these resources available to download free from the Irish Youth Work Centre website at www.iywc.com
Also available is Social Media Networking Learning Resource Pack - Three easy sessions that you can do with your youth groups to help them learn about social networking and safety - By Youth Work Ireland
A useful wall poster - When Can I www.whencani.ie - which has answers to questions that affect your life is also available to groups.
Safe Surfing: Guidelines for safe Internet use for young people and those who work with them. Drafted and Edited By Fran Bissett, 2009
Both of these resources available to download free from the Irish Youth Work Centre website at www.iywc.com
Also available is Social Media Networking Learning Resource Pack - Three easy sessions that you can do with your youth groups to help them learn about social networking and safety - By Youth Work Ireland
A useful wall poster - When Can I www.whencani.ie - which has answers to questions that affect your life is also available to groups.
Quality Standards Framework for Youth Work
The Pilot Process
• Pilot implantation took place from March to December 2008
• Twenty youth projects in seven VEC areas and three national organisations were selected to participate in the pilot stage.
• Throughout the Pilot an independent evaluation was conducted.
• The general key points are as follows:
1. The QSF process was viewed as successful, with the framework having definite merit
2. As a support and development tool there was consensus that the QSF worked very well
3. While the external monitoring and assessment aspects of the QSF have merit they will need to be further refined
4. The document itself needs to be more accessible and user friendly
5. The framework should hold as central the active participation and engagement of young people
• In parallel to the independent evaluation of the pilot, the QSF Implementation Team, also evaluated the framework.
• As a result, a task group representing members of both the QSF Working and Implementation Groups is being formed to work on revising the document.
• Re-drafting of the Framework and recommendations on the process will be considered and take place alongside further consultation.
• It is anticipated that the QSF will be completed and ready 'to go live' in September 2009.
• Pilot implantation took place from March to December 2008
• Twenty youth projects in seven VEC areas and three national organisations were selected to participate in the pilot stage.
• Throughout the Pilot an independent evaluation was conducted.
• The general key points are as follows:
1. The QSF process was viewed as successful, with the framework having definite merit
2. As a support and development tool there was consensus that the QSF worked very well
3. While the external monitoring and assessment aspects of the QSF have merit they will need to be further refined
4. The document itself needs to be more accessible and user friendly
5. The framework should hold as central the active participation and engagement of young people
• In parallel to the independent evaluation of the pilot, the QSF Implementation Team, also evaluated the framework.
• As a result, a task group representing members of both the QSF Working and Implementation Groups is being formed to work on revising the document.
• Re-drafting of the Framework and recommendations on the process will be considered and take place alongside further consultation.
• It is anticipated that the QSF will be completed and ready 'to go live' in September 2009.
Why Adventure Clubs are useful
WHY ADVENTURE CLUBS?
When offering adventure groups we make the activities and experiences in the club very exciting and challenging for the young people, which means they really enjoy the experiences and gain from the challenges. This acts like a carrot on a stick to keep them out of trouble as they all want to stay involved.
Adventure Sports programmes offer both physical and mental challenges, excitement, discovery, adventure and personal development without competitive pressure and fear of failure. This can be seen in the responses from and discussions with the young people involved in our clubs.
Adventure Sports experiences, by their challenging nature can be bonding experiences for young people. The new experiences, having to work together and having to overcome fears together, create memorable shared experiences which in turn create real lasting friendships.
Adventure Sports Programmes also offer an alternative education through experiential learning that is both appealing and beneficial. By training young people up as instructors and leaders they can be directed towards colleges and training that will give them qualifications and can give them a clear career path and a step towards a better life.
During activities the members are encouraged as a group, to discuss any problems either practical or interpersonal and discuss how these problems can be resolved. The programme can often use problem solving activities to demonstrate solutions to the problems posed by the group.
AS each individual grows and progresses in the club we will offer them leadership and Instructor training through CYC which can help them develop and grow into future leaders for the club.
BENEFITS
Improved levels of exercise and fitness (which helps focus and concentration in school)
Reduced risk of involvement in antisocial behaviour
Acquisition of new skills due to informal setting and experiential learning
Experience of success and achievement
Accreditation
Appreciation for the environment
Sense of responsibility
Development of real friendships.
Sense of self-reliance as well as the ability to be part of a team
Improved self-confidence and self-worth
Improved communication and interpersonal skills
Development of leadership abilities and skills
Potential development as role models for other club members
Potential acquisition of employment.
Natural Highs
When offering adventure groups we make the activities and experiences in the club very exciting and challenging for the young people, which means they really enjoy the experiences and gain from the challenges. This acts like a carrot on a stick to keep them out of trouble as they all want to stay involved.
Adventure Sports programmes offer both physical and mental challenges, excitement, discovery, adventure and personal development without competitive pressure and fear of failure. This can be seen in the responses from and discussions with the young people involved in our clubs.
Adventure Sports experiences, by their challenging nature can be bonding experiences for young people. The new experiences, having to work together and having to overcome fears together, create memorable shared experiences which in turn create real lasting friendships.
Adventure Sports Programmes also offer an alternative education through experiential learning that is both appealing and beneficial. By training young people up as instructors and leaders they can be directed towards colleges and training that will give them qualifications and can give them a clear career path and a step towards a better life.
During activities the members are encouraged as a group, to discuss any problems either practical or interpersonal and discuss how these problems can be resolved. The programme can often use problem solving activities to demonstrate solutions to the problems posed by the group.
AS each individual grows and progresses in the club we will offer them leadership and Instructor training through CYC which can help them develop and grow into future leaders for the club.
BENEFITS
Improved levels of exercise and fitness (which helps focus and concentration in school)
Reduced risk of involvement in antisocial behaviour
Acquisition of new skills due to informal setting and experiential learning
Experience of success and achievement
Accreditation
Appreciation for the environment
Sense of responsibility
Development of real friendships.
Sense of self-reliance as well as the ability to be part of a team
Improved self-confidence and self-worth
Improved communication and interpersonal skills
Development of leadership abilities and skills
Potential development as role models for other club members
Potential acquisition of employment.
Natural Highs
References for the resource books
Anti-Racist Work with Young People European Experiences and Approaches – Anna Aluffi-Pentini and Walter Lorenz, ISBN 1-898924-01-5, Russell House Publishing
The Art of Youth Work – Kerry Young – ISBN 1-903855-46-2, Russell House Publishing
World Youth Games, Alan Dearling and Howie Armstrong with cartoons by Gubby, ISBN 1-898924-50-3, Russell House Publishing
Youth Studies Ireland - Volume 3 Number 2 Autumn/Winter 2008, ISSN 1649-8747, Irish Youth Work Press
Youth Drama Ireland – A Publishing of the National Association for Youth Drama, Issue 11 2008-2009, ISSN 1393-7677
Working with Young People - Fiona Factor, Vipin Chauhan and John Pitts, ISBN 1- 898924-52, Russell House Publishing
Leadership with Young Poeople - Peter Barnes, ISBN 1-903855-07-1, Russell House Publishing
The Art of Youth Work – Kerry Young – ISBN 1-903855-46-2, Russell House Publishing
World Youth Games, Alan Dearling and Howie Armstrong with cartoons by Gubby, ISBN 1-898924-50-3, Russell House Publishing
Youth Studies Ireland - Volume 3 Number 2 Autumn/Winter 2008, ISSN 1649-8747, Irish Youth Work Press
Youth Drama Ireland – A Publishing of the National Association for Youth Drama, Issue 11 2008-2009, ISSN 1393-7677
Working with Young People - Fiona Factor, Vipin Chauhan and John Pitts, ISBN 1- 898924-52, Russell House Publishing
Leadership with Young Poeople - Peter Barnes, ISBN 1-903855-07-1, Russell House Publishing
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