scholarly journals Detached Youth Work: A critical analysis of theory and practice

2020 ◽  
Author(s):  
◽  
Natalie Dowling
Keyword(s):  
At Risk ◽  
Young People ◽  
Critical Analysis ◽  
Best Practice ◽  
Online Survey ◽  
Current Theory ◽  
Theory And Practice ◽  
Youth Work ◽  
Youth Workers ◽  
Key Skills

This thesis provides a critical analysis of the theory and practice of detached youth work (DYW) as a form of engagement with young people which has lacked attention within policy and research. The research aim was to develop a contemporary definition for DYW in order to create a model of best practice and establish a set of key practitioner skills. The thesis addressed three research objectives, 1: To develop a contemporary definition of DYW using current theory and analysis of practice, 2: To critically analyse current DYW processes to establish a model of best operational practice and 3: To evaluate the work of practitioners in order to establish a set of key practitioner skills for effective DYW. These were achieved through an ethnographic case study approach across two locations, employing three interviews with detached youth workers and 15 participant observations. This was combined with an online survey of 32 detached youth workers exploring their experiences of practice. The thesis illustrates the problems, exacerbated by austerity, in supporting marginalised young people. Responding to the first objective it develops an umbrella term to define DYW, while advising on ideal requirements for this form of practice. For the second objective a model of best operational practice is constructed, emphasising the importance of locations of practice, engagement tools and aspects related to the community and police. The final objective of this thesis contributes a new three-stage process for engagement with new groups of young people through DYW, alongside drawing on data analysis to establish a set of key practitioner skills particularly beneficial in development of job descriptions and recruitment consideration. The thesis concludes that greater understanding of DYW is required to support this form of engagement and allow effective practice to make a difference to individuals at risk. Moreover, in responding to the research aim, it evidences the need for effective relationships and the key skills required for any practitioner engaging with individuals and communities. Without investment in youth services this form of practice is at risk of becoming lost or viewed as ineffective due to inappropriate understandings.

scholarly journals COVID-19 and young Italians: results of a cross-sectional study

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Lia ◽  
B Dorelli ◽  
M Marte ◽  
M Chiappetta ◽  
A Faticoni ◽  
...  
Keyword(s):  
At Risk ◽  
High School Students ◽  
Young People ◽  
Online Survey ◽  
Ad Hoc ◽  
School Students ◽  
Cross Sectional ◽  
Infected People ◽  
Knowledge And Attitudes ◽  
The Impact

Abstract Background At the end of 2019, a novel pneumonia-causing Coronavirus called Sars-CoV-2 was first identified in Wuhan, Hubei Province, China. It subsequently spread throughout China and elsewhere, becoming a global health emergency. In February 2020, WHO designated the disease COVID-19, which stands for Coronavirus disease 2019. The aim of this study was to evaluate the impact of the COVID-19 epidemic on the perception of young Italians and to assess their knowledge and attitudes about the disease. Methods An online survey was conducted on 3rd-4th-5th February 2020 with the collaboration of “Skuola.net”, an important Italian Website for students. Young people had the opportunity to participate in the survey by answering an ad hoc questionnaire created to investigate knowledge and attitudes about the new Coronavirus, using a link published on the homepage. Results 5234 responses were received of which 3262 were females and 1972 were males, aged from 11 to 30. 82,4% were students (50,4% high school students) while 17,6% did not attend school or university. Regarding knowledge, 80% of the participants knew that the infection occurs through droplets from infected people; 63% knew that symptoms can appear up to 14 days after exposure; 80% knew that a vaccine has not yet been discovered. Regarding attitudes, 36% admitted that their attitude towards Chinese tourists has significantly worsened; 26% did not buy from Chinese run stores and 24% avoided Chinese restaurants. Conclusions Although most of the participants seem correctly informed about COVID-19, young Italians are at risk of assuming irrational behavior due to psychosis. Key messages The global emergency of COVID-19 needs adequate information to avoid the spread of dangerous psychoses. Young people, usual users of social networks as a means of information, are more at risk of being influenced by fake news and adopting wrong behaviors.

Restorative Practices and Youth Work

Young ◽  
2016 ◽  
Vol 25 (4) ◽  
pp. 375-390 ◽  
Author(s):  
Ben Arnold Lohmeyer
Keyword(s):  
Young People ◽  
Young Person ◽  
Theory And Practice ◽  
Youth Work ◽  
Restorative Practices ◽  
Structural Power ◽  
The Relationship

Restorative practices (RP) and youth work continue to emerge as more formalized fields of theory and practice. The interaction between these fields requires attention as RP gain popularity among services delivered to young people. Of particular importance, and currently receiving inadequate attention, is a tension regarding the conceptualization of power in the relationship between practitioners and young people. This article examines the conceptualization of power within youth work and restorative practices drawing on post-structural power–knowledge relations. A shared emphasis on empowerment and relationality within these fields obscures the problematization of the young person–worker dynamic. Of concern in particular is that restorative practices appear to operate within a power–knowledge discourse of control. This article will outline the frameworks’ potential as a source of both transformation and extension of a ‘carceral network’.

On Educational Advocacy and Cultural Work: Situating Community-Based Youth Work[ers] in Broader Educational Discourse

2018 ◽  
Vol 120 (2) ◽  
pp. 1-28
Author(s):  
Bianca J. Baldridge
Keyword(s):  
Young People ◽  
The United States ◽  
Pedagogical Practices ◽  
Youth Work ◽  
Observation Data ◽  
Youth Workers ◽  
Marginalized Youth ◽  
Community Based ◽  
Educational Discourse ◽  
Educational Spaces

Background/Context The current educational market nestled in neoliberal and market-based reform efforts has shifted the nature of public education. Community-based educational spaces are also shaped within this context. As such, given the political and educational climate youth workers are situated in, their role as advocates, cultural workers, and pedagogues warrants greater exploration within educational scholarship. Although previous scholarship captures the significance of community-based youth workers in the lives of marginalized youth, their voices and experiences are absent from broader educational discourse. Subsequently, community-based youth workers’ relationship with schools, engagement with youth, and their pedagogical practices remain underutilized and undervalued. Purpose The purpose of this article is to highlight the critical space youth workers occupy in the academic, social, and cultural lives of Black youth within community-based educational spaces. This article critically examines the intricate roles that youth workers play in the academic and social lives of youth and proposes deeper inquiry into the practices of youth workers and implications for broader education discourse. Setting The study takes place at Educational Excellence (EE), a community-based educational program operating after school in the Northeastern part of the United States. Research Design This study employed a critical qualitative design with ethnographic methods. Participant observations occurred at program events for youth and their families over 13 months, events during the holidays (2), middle and high school retreats (2), staff retreats (2), parent orientation meetings (4), curriculum planning meetings (13), and staff-development trainings (10). In order to triangulate participant observation data, every youth worker was interviewed individually (n = 20) and observed during (or in) staff meetings, organizational events, and interaction with coworkers and students in the program. A total of three focus groups, lasting between 60 minutes and 90 minutes were held with participants. Findings/Results Findings indicate that a combination of factors contributes to the important role that youth workers play in the lives of students. From their vantage point, youth workers are community members that have extensive knowledge of the current educational landscape and the ways in which it shapes the experiences, opportunities, and outcomes of youth in their program. As former school administrators, teachers, and life-long community-based educators, youth workers’ understanding and analysis of students’ experiences in schools is extremely significant to their understanding of educational problems and the needs of their students. As such, youth workers were able to revive students through culturally responsive and relevant curricula and engagement that gave students an opportunity to think critically about the world around them and to also think more deeply about their social, academic, and political identities. Conclusions/Recommendations Youth workers within community-based educational spaces serve as essential actors in the lives of young people. Recognizing and validating these educators and community-based spaces as distinct, equally important, and complimentary spaces to schools and classroom teachers is an essential step in the process of reimagining the possibilities of youth work in community-based settings and in broader conceptions of educational opportunity. Further research and practice should recognize community-based spaces as vital sites of learning and growth for young people. In addition, education research and policy should acknowledge the distinct value and pedagogical practices of community-based educational spaces from traditional school spaces.

Rethinking some youth worker ‘tales’

2016 ◽  
Author(s):  
Mike Seal ◽  
Pete Harris
Keyword(s):  
Young People ◽  
Youth Work ◽  
Unique Contribution ◽  
Youth Workers ◽  
Violent Behaviour ◽  
Youth Worker ◽  
Conceptual Clarity

This chapter begins by challenging workers to critically interrogate what the authors see as archetypal youth work ‘tales’. The authors highlight how some youth workers can over-privilege and idealise their own relationships with young people and need to be wary of over-identifying with them to such an extent that challenging their violent behaviour falls off the agenda. They also argue that youth workers need to develop greater conceptual clarity, especially around notions of respect and trust. With the former, for example, workers may need to make distinctions between earned, intrinsic respect, and respect that is based around fear. The chapter explores how workers might encourage young people to reflect on self-respect and how status is constructed in their community and culture, working on alternative attainable and sustainable ways to develop it. The authors then cast a critical eye over the relationships between youth workers and professionals from other agencies, arguing that youth workers should not develop a crab mentality towards these agencies but rather seek to present the distinctive, but not unique, contribution they can make.

Hospital-based education support for students with chronic health conditions

2016 ◽  
Vol 40 (2) ◽  
pp. 213 ◽  
Author(s):  
Liza J. Hopkins
Keyword(s):  
Young People ◽  
Support Services ◽  
Best Practice ◽  
Good Practice ◽  
Theory And Practice ◽  
Health Conditions ◽  
Educational Support ◽  
Children And Young People ◽  
Published Evidence ◽  
Education Support

Objective To examine the evidence for best practice in educational support to hospitalised students and describe the existing supports available across each Australian state and territory. Methods A descriptive approach to the diversity of current practice and a review of the published evidence for best practice. Results We have constructed a model of best-practice in education support to hospitalised students. We found that education support services in each state met some of the criteria for best practice, but no one state service met all of the criteria. Conclusions All Australian states and territories make provision for hospitalised students to continue with their education, however the services in some states are closer to the best-practice model than others. What is known about the topic? It is well known that children and young people living with health conditions are at higher risk of educational underachievement and premature disengagement from school than their healthy peers. Although each state and territory across Australia offers some form of educational support to students during periods of hospitalisation, this support differs widely in each jurisdiction in fundamentals such as which students are eligible for support, where the support is delivered, how it is delivered and who coordinates the support. Published evidence in the literature suggests that the elements of good practice in education support have been well identified but, in practice, lack of policy direction can hinder the implementation of coordinated support. What does this paper add? This paper draws together the different models in place to support students in hospital in each state and territory and identifies the common issues that are faced by hospital education support services, as well as identifying areas where practice differs across settings. It also identifies the elements of good practice from the literature and links the elements of theory and practice to present a model of education support that addresses the needs of students with health conditions in an integrated and child-centred way. What are the implications for practitioners? Education support has developed over many decades in a variety of different forms across the states and territories of Australia. This paper brings together for the first time the published evidence for good practice in this area with existing models of practice to identify ways in which both healthcare professionals and education professionals can work together to improve the health, well being and education of children and young people living with health conditions.

scholarly journals On Being Disrupted: Youth Work and Black Lives Matter

2017 ◽  
Vol 12 (1) ◽  
pp. 108-125 ◽  
Author(s):  
Angela Marie Bonfiglio
Keyword(s):  
Young People ◽  
Youth Work ◽  
Youth Workers ◽  
Black Lives Matter ◽  
Black Man ◽  
North Minneapolis

Youth workers are constantly figuring out how to respond to their young people, especially in times of disruption. The Black Lives Matter movement came close to home in the aftermath of the shooting by police of Jamar Clark, a young black man in north Minneapolis. This article is a reflection on the tensions that six area youth workers faced and the variety of roles that they played in working with their young people. The goal of this paper is to inspire other youth workers to be bold to act in times of disruption in order to support their young people and challenge the systems that impact them.  

Mental health prescribing in Scotland: time for change

2007 ◽  
Vol 5 (11) ◽  
pp. 493-498
Author(s):  
Austyn Snowden
Keyword(s):  
Mental Health ◽  
Critical Analysis ◽  
Current Theory ◽  
Theory And Practice ◽  
Mental Health Nursing ◽  
Strategic Development ◽  
Mental Health Nurse ◽  
Nurse Prescribing ◽  
Health Nurse ◽  
Health Nursing

This article suggests that the time is right for the coherent strategic development of mental health nurse prescribing in Scotland. This conclusion comes from the synthesis of current theory and practice, i.e. there is no coherent theory opposing mental health nurse prescribing and the necessary supportive infrastructure is now known. In order to situate this discussion, the article begins with an overview of some of the broader issues mental health nurse prescribing faces. It then examines in detail one of the more enduring arguments which continues to oppose the introduction of prescribing in mental health nursing: nurses should not prescribe because they should be doing something else. A critical analysis of this position concludes that this perspective is misguided. More practical questions remain, however, but the article concludes that there is now enough evidence to support effective strategic leadership in mental health nurse prescribing, and reiterates the requisite infrastructure.

scholarly journals Collecting and using youth development outcomes data to improve youth work practice

2017 ◽  
Vol 24 (1) ◽  
pp. 123-128
Author(s):  
Dean Williamson
Keyword(s):  
Youth Development ◽  
Group Process ◽  
Best Practice ◽  
Work Practice ◽  
Pilot Project ◽  
Structured Learning ◽  
Youth Work ◽  
Youth Workers ◽  
Learning And Development ◽  
Development Outcomes

AbstractThere is increasing scrutiny on the factors necessary to ensure that youth development programs consistently enhance the learning and development of young people. One of these key factors is the involvement of high-quality youth work practitioners who can facilitate an individual or group process to the benefit of all participants. While the practice of reflective learning is a core best-practice principle of youth workers, there is little emphasis on their own structured learning and development beyond their initial qualification. Based on findings from a pilot project testing the first practitioner-led outcomes framework in New South Wales, Australia, this article examines the role of outcomes data in contributing to the ongoing development of youth workers and youth development organisations. It argues that external performance data is both critical to individual and organisational development, and can enhance existing reflective practices such as workplace supervision.

scholarly journals IDEOLOGIES AND THEORIES FOR YOUTH PRACTICE WORK

2016 ◽  
Vol 12 (1) ◽  
pp. 59-74
Author(s):  
Ramadimetje Bernice Hlagala ◽  
Catharina Sophia Delport
Keyword(s):  
Young People ◽  
Literature Review ◽  
Theoretical Basis ◽  
Work Practice ◽  
Reference Points ◽  
Youth Work ◽  
Youth Workers ◽  
Theoretical Frameworks ◽  
History Of ◽  
Mix And Match

There are many youth workers who continue to design their interventions without any theoretical basis, despite a long history of youth work as a field of practice. The aim of this article is to present selected ideologies and theoretical frameworks underpinning youth work practice. These ideologies and theories, although predominantly borrowed from other disciplines, provide insight on how youth work should be practised.Based on a thorough literature review, the authors have selected different theories and ideologies that youth workers, like other professionals, are expected to know, understand and to adapt to youth work practice. These theories are important and would serve as theoretical frameworks on which youth work interventions will be based and, thereby, provide youth workers with the means to predict and analyse the situations of young people from different viewpoints to enable the development of different strategies to address relevant problems.The article concludes that theories and ideologies should be used as reference points, and youth workers mix and match different theories and ideologies depending on the nature of problem they are addressing at that particular time.

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