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El. knyga: Youth Work: Preparation for Practice

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(De Montfort University, UK), , (Nottingham Trent University, UK)
  • Formatas: 248 pages
  • Išleidimo metai: 21-Aug-2014
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781317663256
Kitos knygos pagal šią temą:
Youth Work: Preparation for PracticeDidesnis paveikslėlis
  • Formatas: 248 pages
  • Išleidimo metai: 21-Aug-2014
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781317663256
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Professional practice is at the heart of youth work training but integrating the theory learned in class with the reality of placements can sometimes require extra support. This comprehensive textbook is designed to help students working with young people become competent and ethical practitioners, able to reflect on their learning and interventions in young people’s lives.

Divided into three parts, this core text:

  • provides an understanding of and commitment to the principles of youth work

  • explores how contexts shape youth work

  • demonstrates the core practice skills that are required to make a meaningful impact on the lives of young people.

Engaging and practice-driven, this is an essential text for all students learning about working with young people, whether on youth work or allied courses. It includes case-studies, tasks, further reading and reflective questions to help readers make connections between their own knowledge and practice.

List of figures
ix
List of tables
xi
Acknowledgements and dedication xiii
How to use this book xv
1 Introduction
1(8)
What do we mean by youth work?
1(4)
What makes a good youth worker?
5(2)
Focus of the book
7(2)
Part I Principles
9(56)
2 Preparation for practice learning
11(15)
Introduction
11(1)
Professional formation
11(2)
Preparing for practice
13(4)
Working with supervisors and workplace dynamics
17(2)
What makes a good supervisor and supervisee?
19(4)
A professional approach to practice
23(2)
Conclusion
25(1)
3 Locating the self
26(15)
Introduction
26(1)
Defining ourselves
27(3)
Personal and social identity
30(2)
Playing a role
32(1)
Social context
33(5)
Life experiences
38(1)
Conclusion
38(3)
4 The ethical practitioner
41(12)
Introduction
41(1)
Everyday ethics
41(5)
Ethical codes of conduct
46(2)
Promoting ethical reflection and dialogue
48(4)
Conclusion
52(1)
5 The informal educator
53(12)
Introduction
53(1)
What is informal education?
53(3)
Using informal education
56(2)
The challenge of context
58(4)
Conclusion: towards a blended approach
62(3)
Part II Contexts
65(52)
6 The community context
67(18)
Introduction
67(1)
What is a community?
67(2)
Focusing on communities of place
69(1)
Young people and their communities
70(2)
Understanding and working with the community
72(11)
Conclusion
83(2)
7 The policy and organisational context
85(18)
Introduction
85(1)
Why social policy matters
85(2)
Outcomes: what will happen to young people as a result of our work?
87(1)
Drivers: why are we concerned?
88(4)
Drivers: understanding the wider policy context
92(8)
Aims and methods: how does the organisation respond?
100(2)
Conclusion
102(1)
8 The partnership context
103(14)
Introduction
103(1)
Understanding partnerships
103(4)
Mapping partnerships
107(2)
Being a good partner
109(4)
Evaluating a partnership
113(1)
Conclusion
114(3)
Part III Skills for practice
117(103)
9 Frameworks for practice
119(16)
Introduction
119(1)
Involving young people in the process
119(1)
Introducing the ASPIRE model
120(1)
Assessment
120(6)
Planning and implementation
126(4)
Review
130(1)
Evaluation
131(3)
Conclusion
134(1)
10 Supervision
135(14)
Introduction
135(1)
What do we mean by supervision?
136(1)
Purpose and functions of supervision
137(2)
Content models
139(2)
Process models
141(2)
Learning to work together
143(2)
The supervision relationship
145(3)
Conclusion
148(1)
11 Reflective practice
149(15)
Introduction
149(1)
What is reflective practice?
150(1)
Theoretical underpinnings
151(2)
Metacognition and reflective practice
153(2)
How and with whom to practise
155(1)
Possible methods/frameworks
156(2)
Individual and collaborative reflection
158(2)
Potential barriers to effective reflective practice
160(3)
Conclusion
163(1)
12 Working with groups
164(19)
Introduction
164(1)
Why groups?
164(3)
Our groups
167(6)
Good practice in facilitating groups
173(9)
Conclusion
182(1)
13 Effective communication
183(11)
Introduction
183(1)
Communication, meaning and context
184(3)
Good communication as a process
187(6)
Conclusion
193(1)
14 Challenging oppression
194(13)
Introduction
194(1)
Defining oppression
194(3)
Internalisation and `voice'
197(2)
Being an anti-oppressive practitioner
199(2)
Practical strategies
201(5)
Conclusion
206(1)
15 Enhancing participatory practice
207(13)
Introduction
207(1)
Youth work and participatory practice
207(3)
Mapping young people's spheres of influence
210(4)
Visioning change
214(3)
Other ways of bringing participation to life
217(2)
Conclusion
219(1)
References 220(10)
Index 230
Jason Wood is Head of Sociology and Reader in Social Policy in the School of Social Sciences at Nottingham Trent University, UK. He has teaching and research interests in the relationship between youth work theory, policy and practice.

Sue Westwood is Senior Lecturer in Youth and Community Development at De Montfort University, UK. She has specialist expertise in applying psychological theories and principles within the practice of youth and community development work and developing professional practice.

Gill Thompson is a Freelance Trainer and Youth and Community Worker and previously worked as Senior Lecturer in Youth and Community Development and Field Placement Co-ordinator at De Montfort University, UK.
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