Step it up… Charting Young People’s Progress
THIS REPORT WAS WRITTEN BY: Ted Milburn Clive Rowlands Shona Stephen Helen Woodhouse Anthony Sneider Fiona McIntyre
© 2003. All rights reserved. Reproduction is authorised for noncommercial purposes, provided that the University of Strathclyde is acknowledged as the source. ISBN: 1 900743 37 X
May 2003
Step it up… Charting Young People’s Progress
THE REPORT OF THE NATIONAL DEVELOPMENT PROJECT ENTITLED “DEFINING THE PURPOSE OF YOUTH WORK AND MEASURING PERFORMANCE”
FUNDED BY THE SCOTTISH EXECUTIVE EDUCATION DEPARTMENT
The report was produced by the Community Education Department of the University of Strathclyde and The Princes’ Trust-Scotland
CONTENTS
PART 1 – STEP IT UP REPORT Introduction ........................................................................................................ 1 Defining the Purpose of Youth Work .................................................................. 9 Social & Emotional Competence ....................................................................... 15 Step it Up and a Youth Work Curriculum .......................................................... 23 Links to Policy and Other Developments .......................................................... 29 Conclusions and Recommendations ................................................................. 31 Appendix A – Documentation ...................................................................... 35 Appendix B – Bibliography .......................................................................... 41
PART 2 – STEP IT UP WORKERS’ GUIDE Introduction ...................................................................................................... 49 Before you Start ................................................................................................ 52 Planning ........................................................................................................... 53 Appendix A – Youth Work Planning Sheet ................................................... 60 Appenedix B – Ideas for Workers ................................................................ 61 Appendix C – Case Studies ......................................................................... 63 Appendix D – The Step it Up Competences ................................................. 66 Hard copy of the Step it Up Website ........................................................... 67
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1 INTRODUCTION SECTION
1 The Step it Up materials have been produced to support developmental work with young people in youth work settings across Scotland. They are a resource for youth workers and young people to help raise the effectiveness, profile and status of this demanding work. Based upon a new definition of the purpose of effective youth work, the Step it Up materials provide a guide to social and emotional competence in youth work settings and offer practical links to curriculum development. The materials are based on a set of social and emotional competences, which derive from the purpose of youth work and are highly relevant to the kind of learning which young people gain in youth work settings. Step it Up comprises:
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A report of the project, including research and findings, the purpose of youth work, the range of competences, and curricular links.
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A guide for youth workers on how to develop work in this area and how to use the self-assessment materials.
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A specially designed self-assessment programme – the Step it Up website – providing a structure for young people to chart their progress in social and emotional development and show evidence of this. This process also provides a focus for reflective discussion between youth worker and young person in those areas of development to which the competences relate.
It is hoped that these materials will provide a valuable resource to youth workers in the development of effective practice and act as a guide to those social and emotional competences which are particularly relevant in youth work settings. By linking these to a young person’s experience, giving evidence of personal growth and development, the materials also become an effective self–evaluation and reflective tool. The Step it Up youth workers materials can be found on-line at www.youthlink.co.uk The Step it Up self-assessment website is at www.youngscot.org/stepitup Both are also included in this publication as hard copies, and on the associated CD.
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Background
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The Department of Community Education, University of Strathclyde and The Princes’ Trust-Scotland, were commissioned by The Scottish Executive Education Department (SEED) in January 2001, to carry out a National Development Project: defining the purpose of youth work and measuring performance. Although SEED provided the funds for the project, the views expressed in this report are not necessarily those of the Executive.
AIMS OF THE PROJECT The Scottish Executive specified the aims for the project as follows:
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Define the purpose of youth work in Scotland in terms of social and emotional competences.
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Compile a comprehensive set of outputs and outcomes of youth work activity. Identify the outputs and outcomes linked to core skills. Create a nationally accepted framework of social and emotional competences that young people can develop through involvement in youth work.
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Devise a system for looking at young people’s development and progression.
METHODOLOGY To carry out the project The University of Strathclyde and The Trust established a project team and invited a widely representative group of expert youth work practitioners, managers, researchers and policy specialists to form a Steering Group. The methodology of the project was driven by a central commitment to ensure that the work was inclusive, consultative, tested in representative settings, and guided by expert advice and opinion. It was structured as follows:
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Establishment of Steering Group and contact with a wide range of youth work networks.
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Literature and policy search. Creation and distribution of youth worker questionnaires surveying perceptions of the purpose of youth work and the importance of social and emotional competence in youth work settings.
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Creation and distribution of questionnaires to young people surveying their attitudes to youth work and its perceived purposes.
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Production of a report on definition, outcomes and competences in selected youth work settings.
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Organisation and running of consultation seminars (on the above issues)
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reaching 250 fieldworkers, managers, employers and young people in five regional settings.
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Creation of instruments relating to social and emotional competence, for field testing in a wide range of youth work ‘pilot’ settings.
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Piloting, field testing, monitoring, alteration, refinement of materials. Consultations on self assessment materials through seminars. Production guidelines, training materials, the delivery of training events. Writing of final report and dissemination. Presentation of the report at a national conference.
THE PROJECT TEAM
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Ted Milburn, Professor of Community Education and Director of the Centre for Youth Work Studies, University of Strathclyde (Project Development Officer).
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Clive Rowlands, Head of Department of Community Education, University of Strathclyde (Project Development Officer).
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Shona Stephen, Director, Policy and Development, The Princes’ TrustScotland (Project Development Officer).
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Helen Woodhouse, Learning and Core Skills Manager, The Princes’ TrustScotland (Project Development Officer).
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Anthony Sneider, The Princes’ Trust-Scotland (Project Administrator).
Inclusiveness and consultation To assure the value of the final project practitioners, managers and related professionals were involved from the outset. This was done by:
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carefully structuring the Steering Group to ensure a broad base of skills and experience in a wide range of youth work and related fields, and representing all geographical areas of Scotland;
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carrying out an initial nationwide survey on young peoples’, youth workers’ and volunteers’ views on the outcomes of youth work and social and emotional competences;
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holding consultation seminars with workers, volunteers and managers in Dundee, Edinburgh, Glasgow (2) and Sutherland;
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creating a short life working group to work on detailed papers relating to the definition of the purpose of youth work and social and emotional competences;
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running ‘Stakeholder Consultation Groups’ to examine competences in
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more detail with workers, volunteers, young people and others with an interest in youth work such as employers, the police and representatives from further and higher education;
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piloting the materials in a range of youth work settings.
Dissemination of the project outcomes, guidelines and recommendations was also planned to be as open and accessible as possible to workers and other interested parties, through the provision of training seminars for workers and volunteers and a final conference in Spring 2003. Throughout the course of the project, the team and the Steering Group continued to consider relevant policy developments and the impact they could have on youth work, the project and its outcomes.
WORKING WITH AN EXPERT STEERING GROUP In keeping with guidelines set out by The Scottish Executive, the Project Team identified key figures to join the Steering Group. The group’s role was to inform the development of the operational plan, provide active guidance and advice at all stages of the project, monitor progress and support the dissemination of successful project outcomes. To ensure an effective combination of skills and experience, individuals were approached from a range of sectors and disciplines relevant to the project’s development. These included youth and community work in the statutory and voluntary sectors, health promotion, education, training and accreditation (including new Community Schools), and the Prison Service. The Steering Group members were also geographically representative of Scotland.
THE STEERING GROUP Debbie Adams
Scottish Adult Learning Partnership
Nina Akhter
Glasgow Anti Racist Alliance (Until December 2001)
Rona Benzie
Aberdeen City Council Community Education
Jim Chisholm
Her Majesty’s Youth Unit Polmont
Paul Davidson
The Scottish Executive Effective Interventions Unit (Until Summer 2002)
Alastair Delaney
Her Majesty’s Inspectorate of Education
Carol Downie
Youth Scotland
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Jim Duffy
The Scout Association (Scottish Council)
Fiona Forrest
Progress File Section: Scottish Qualifications Authority
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(former position) Peter Hamilton
Aberdeen City Council: Community Education (Until December 2001)
Gordon Higgins
Dunoon New Community Schools
Simon Jaquet
Youthlink Scotland
Veronica McKay
Highland Council
Bob McKinnon
Highland Council
Felicity McLelland
Stirling Council and Community Education Managers Scotland
Angus McWilliam
University of Strathclyde, Scottish School of Sport Studies
Mark Meechan
Falkirk Council
Ted Milburn
University of Strathclyde
Charlie Nicolson
Western Isles Council
Cathy Pringle
Scottish Executive Education Department
Clive Rowlands
University of Strathclyde
Anthony Sneider
The Princes’ Trust-Scotland
Shona Stephen
The Princes’ Trust-Scotland
Phil White
Greater Glasgow NHS Board
Helen Woodhouse
The Princes’ Trust-Scotland
Developing the Project The process for completing the project was to:
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establish the operating plan and principles at an initial Steering Group residential;
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produce a working definition of the purpose of youth work; produce a contextual statement concerning effective youth work; produce a working definition of social and emotional competences in youth work;
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carry out a survey of youth workers and young people; identify and consult with workers, volunteers and young people working in youth work;
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identify and develop pilot materials; produce national guidelines; disseminate the work and findings.
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PROJECT DATABASE DEVELOPMENT
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A project database was created to manage the information collated by The Princes’ Trust-Scotland and from youth work across Scotland. This allowed for the collation of the information from the youth workers and young people’s survey, the co-ordination of piloting the project materials and the organisation of the series of practitioner seminars around the country. This database provides a valuable source of information and is seen to be a key outcome and product of the project. It will be of considerable value to any organisation working in future to support the development of the project outcomes. The database has also assisted the creation of a catalogue of documentation (Appendix A – page 35) and bibliography of literature (Appendix B – page 41) from youth work and other sources across Scotland and the rest of the UK.
SOCIAL AND EMOTIONAL COMPETENCE IN YOUTH WORK SETTINGS A central element of the project focused on assessing the needs of youth workers with particular emphasis on social and emotional competences and their relevance to youth work settings. In order to gain information directly from the target group a survey questionnaire was developed and circulated to projects. The data from the responses to this survey was supplemented with more detailed information obtained through seminars and individual visits to groups of youth workers and young people. As a result of information gathered through this process, the following areas of work were explored and materials were produced:
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Defining youth work and measuring performance. Managing the needs of young people in terms of social and emotional competences.
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Promoting youth work as a method of developing competences. Measuring the impact of social and emotional competences in youth work.
Samples of the project materials were tested through a series of piloting sessions held in Ardrossan, Dundee, Edinburgh, Lochgelly, Cowdenbeath, North Lanarkshire and Glasgow. The pilot groups reviewed the content of the materials and fed back comments to the project team.
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The key areas of social and emotional competence being tested were titled
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as follows:
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Awareness of myself. Solving my problems and making my decisions. My working relationships with others. My communication with others. Managing my personal and social relationships. The world around me.
RECOMMENDATIONS FROM OTHER PROFESSIONALS Throughout the course of the project, the responses of practitioners and other professionals were recorded to inform the proposals on the creation of a focus for effective youth work. These expert reflections have been incorporated in the way the report has been written and a number of the recommendations have been built around the views expressed by youth workers and managers at consultation seminars.
DISSEMINATION OF MATERIALS An essential element of the project was input from practitioners. A series of seminars was designed to inform them of the progress of the project, provide tasters of the project materials and to obtain their responses to the concept of social and emotional competences. These seminars were held in November 2001 in Carbisdale, Inverness, and in December 2001 in Dundee, Edinburgh and Glasgow. Feedback seminars were held in March 2003 in Dundee and Glasgow. A conference on 10 May 2003 presented the project materials, along with results and recommendations of the project.
Acknowledgements The Project Team would like to thank the following groups and individuals for their work and commitment to the project.
MEMBERS OF THE PROJECT STEERING GROUP Short Life Working Group Ted Milburn
University of Strathclyde
Clive Rowlands
University of Strathclyde
Angus McWilliam
University of Strathclyde
Shona Stephen
The Princes’ Trust-Scotland
Helen Woodhouse
The Prince’s Trust –Scotland
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Anthony Sneider
The Prince’s Trust –Scotland
Alastair Delaney
HMIE
Simon Jaquet
Youthlink Scotland
Steven Greig
Youth Scotland
Mike Conroy
City of Glasgow Council
Mark Meechan
Falkirk Council
Alex Pettigrew
North Ayrshire Council
Gordon Higgins
Dunoon New Community Schools
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Pilot Projects Vicki Blair
Ladybank Youth Group, Fife Council
Christine Boyle
PHACTS, North Lanarkshire
Alan Stewart
Regeneration X Youth Group, Lochgelly, Fife Council
Jim Hopkins
Dundee City Council, Twa Semis’ Youth Project
Sharon Whitelaw
Anniesland College
Steven Wilson
Anniesland College (Prince’s Trust)
Ross Martin
Motiv8 Youth Group, Valleyfield, Fife Council
Fiona Miller
Glasgow City Council, Youth Services
Niall Williams
The Scout Association (Scottish Council)
Ivor Souter
Merkinch Community Centre (Youth Scotland)
Alex Pettigrew
North Ayrshire Council, Community Education
Gary Tait
Three Town Motor Project, Ardrossan, North Ayrshire Council
Ronald McEachen
Glasgow City Council, Youth Services
Tom Phillips
Fife Council, Community Services
CONSULTANTS Valuable help was provided in the early stages of the project by Fiona Forrest and Edith MacQuarrie who worked with the Project Team on the initial structure of a framework for competences.
WEB DEVELOPMENT In developing the defining purpose of youth work and materials evaluating social and emotional competence, the Project Team engaged expert practitioners to add insight and value to the works development. Special thanks go to Young Scot Enterprise and Storm ID for developing the Step it Up website.
THE PRACTICE EXAMPLES To all the groups or individuals who responded to the ‘NDP Youth Work Survey’, attended the seminars, and discussed the project with the team – thanks for your support and advice.
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1 DEFINING THE PURPOSE OF YOUTH WORK SECTION
Introduction
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Youth work has been around for quite some time. From its origins in the middle of the 19th century to the present day, it has been inspired by a variety of motives. Early pioneers and youth workers were concerned with religious, philanthropic or social welfare concerns and the ‘salvation’ of young people. The aims of youth work in the early to mid 20th century developed into concerns with character development, leisure opportunities, training and purposeful activity. Respected national voluntary youth organisations and some local authorities providing youth work to this day include, as part of their aims, the intention to offer young people opportunities for social, intellectual, cultural, physical (and in some cases, spiritual) development. In the latter years of the 20th century, the focus of youth work moved to social group work, social education and an emphasis on the participation and empowerment of young people. To a considerable extent these themes can be seen in youth work practice in the UK today. They are emphasised or stressed variously, depending upon the individual purposes of the myriad of organisations currently engaged in informal work with young people. This variation in perspective lies at the heart of any challenge to seek a common definition of the purpose of youth work for today and for the future.
Contemporary Youth Work CONTEXT Youth work today is carried out within a culture in which young people are more independent, discriminating, have more discretionary spending power and are socially more adventurous than previous generations. Youth work approaches have consequently to be sufficiently varied and interesting to reflect the wide range of perceptions which young people have of their needs and interests. Young people will otherwise reject that which is available as out of touch, uninteresting or lacking in relevance to their lives. At the same time, youth work responses have to offer a range of opportunities and programmes which reflect the special requirements of age difference, special needs, gender, and race. Most of all they have to be fun and attractive to young people.
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1 In addition, youth work is required to be responsive to those young people who are alienated, excluded, and in some cases rejected by other adults and public services. It has to ‘start where they are’, not with unreasonable expectations of conformity to structures and unreal demands for results. Local communities also
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reflect the particular requirements of responsive youth work, where rural and
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urban demands differ, or where special issues affect young people such as homelessness, drug cultures, community safety or racism. Youth work opportunities have to be available when young people are free to participate – during evenings, weekends, and holiday periods – and on terms which young people find acceptable. Outreach and detached youth work is carried out on the streets with vulnerable young people – meeting young people where they prefer to congregate. The creation of varied youth work opportunities is an enormous challenge, made more demanding yet supremely unique by the fact that young people come forward voluntarily to participate. Youth work is not compulsory. This is a tall order, given the limited resources which have traditionally been allocated to youth work. The national pattern of contemporary youth work in Scotland is nevertheless the result of this challenging mix of organisational aims: concerns about meeting the needs and interests of young people; the demands and requirements of young people themselves; political issues; the constraints of finance, buildings, equipment; and shortages of the key resource – youth workers. It is carried out or sponsored by a wide and interesting variety of national and local voluntary organisations: local authority departments; social inclusion partnerships; community groups and new community schools. In special circumstances it can also feature within such settings as young offenders’ institutions and motor vehicle projects. A range of agencies use successful youth work methods although some are not primarily established to provide youth work.
METHODS At first glance to the outside observer youth work might seem to be principally about activities and programmes – often recreational and sporting, sometimes cultural and artistic. Until relatively recently these activities and programmes were, themselves alone, seen by some to be what youth work was all about. Certainly, the involvement of young people in a wide range of activities and interests is in itself a creditable intention. Hundreds of thousands of young people in Scotland have learned new hobbies, developed sporting prowess, extended their creative talents, and developed skills such as map reading, speaking in public, organising and running meetings, acting and taking on
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1 leadership roles. For many young people these will be amongst the significant memories of their own involvement in youth work. However, youth work is about much more. SECTION
The central purposes of youth work are educational and are concerned with the
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personal and social development of young people. Activities, programmes and the processes through which youth workers engage with young people set the contexts within which these outcomes are achieved. These are therefore the means, but not the ends, of youth work. They create a context which is attractive and interesting to young people, within which youth workers engage with them to create non-formal educational and developmental opportunities. Balanced, well planned and varied activities and programmes can and do offer the opportunity for young people to achieve skills, knowledge, and the opportunity to be involved in challenge and new experience. The outcomes of contemporary youth work are principally concerned with the personal and social development of young people which youth workers create through and within positive group experiences. National reports on youth work have emphasised the developmental and educational nature of youth work: The HM Inspectors assumed that the activity defined as youth work could be characterised by three main criteria:
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Its purpose was clearly recognised as being educational. Whatever the context or setting, it had, as a major aim, the personal and social development of young people.
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Its practice was marked by a measure of adult intervention, structured to assist the attainment of the educational objectives.
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The young people were present in a voluntary capacity.
These criteria underline the prime aim of youth work which is to assist young people, in an informal setting, to grow towards responsible adulthood. (HMSO 1991) Setting the context for national occupational standards for youth work, another report indicates: The key purpose of youth work is to work with young people to facilitate their personal, social and educational development, and to enable them to gain a voice, influence, and place in society in a period of their transition from dependence to independence. (PAULO 2002)
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1 The Purpose of Youth Work Taking this analysis and these reflections as the basis of its work, the Project
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pursued the following process to determine a definition of effective youth work
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for Scotland today. To do this, the project team:
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drew on a range of written sources, from Ministerial statements; youth work reports; policy statements; writings of academics, educators and practitioners;
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examined a variety of materials developed by other organisations (e.g. Duke of Edinburgh’s Award; ASDAN; SCAT from Falkirk Council; Scouts; Edinburgh and Highland Councils and a host of others);
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surveyed youth workers (full-time, sessional staff and volunteers) by questionnaire in a wide variety of youth work settings, seeking their views concerning the purpose of youth work (500 questionnaires were distributed and 218 were returned completed);
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surveyed, by questionnaire, a sample of young people who were participants in a wide range of youth work settings, to determine what they felt good youth work was about (500 questionnaires were distributed and 346 were returned completed);
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convened a short life working group of youth work practitioners, managers, policy makers and experts to help refine the definition and the statement of values outlined below;
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presented the six point definition of effective youth work (below) to a series of five regional youth worker and manager seminars, for discussion, and to seek some degree of confirmation from youth workers;
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consulted CEMS, YouthLink Chief Officers and the COSLA Youth Task Group; sought the views of those youth groups piloting materials with young people, requesting their comments on the relevance and appropriateness of the competences and the definition of effective youth work.
This is a definition of the purpose of youth work, which is the result of a fairly comprehensive consultation, and forms the basis of the framework for the measurement of progress of young people in youth work settings in social and emotional competence, details of which are developed later in this report.
Effective Youth Work Effective youth work is both developmental and creative. It can and does lead to the development and growth of social and emotional competence. The central purposes of youth work outlined above, when linked to significant indicators of
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1 social and emotional competence, can be used by young people and youth workers to demonstrate personal and group development. Effective youth work is designed to achieve the following outcomes with young people. SECTION
The purpose of effective youth work is to:
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Build self esteem and self confidence. Develop the ability to manage personal and social relationships. Create learning and develop new skills. Encourage positive group atmospheres. Build the capacity of young people to consider risk, make reasoned decisions and take control.
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Develop a ‘world view’ which widens horizons and invites social commitment.
Effective youth work takes place in a wide range of organisational contexts. It can be found in settings such as youth clubs, uniformed and voluntary youth organisations, youth counselling units, outreach and detached projects, youth cafes, youth arts groups, youth action and participation groups, drug and alcohol projects and other health education groups. Although programme, activity and setting may differ significantly across this range, developmental youth work is characterised by a distinctive “process”. It is this process through which key adults work with young people to create opportunities for them to meet, make friends, enjoy a range of experiences together, and reflect on their personal and group development. It is central to developmental youth work and can be created by trained youth workers within a wide range of programmes which young people find exciting, interesting and fun. It is this process which leads to the achievement of the outcomes highlighted above. Good youth work is therefore characterised by approaches that start from the interests, hopes and aspirations of young people. Young people, voluntarily, choose to be involved. It begins from where young people “are” in terms of age, personal development and degree of self-confidence. Youth work methods may well be used in other settings where a young person’s participation is not necessarily voluntary but where other principles of approach and respect are ensured. Effective youth work respects young people, listens to them, and encourages their participation. It responds to youth issues, emphasises positive relationships, offers interesting opportunities and creates enjoyable experiences and fun.
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1 Where this process of social and developmental learning takes place, it creates change. It is important for young people to have the right to evidence this change and to have the means to chart their progress and personal growth. SECTION
A special component in the development of effective youth work is the set of values
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which drive and shape the ethos and context of the approach of the youth worker. Effective youth work:
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respects the rights of young people; affirms the worth of individual young people and the communities they belong to;
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affirms diversity and confronts discrimination; is young people centred; takes an inclusive approach which recognises that those young people with most needs should have greater priority;
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recognises that ‘process’ is of crucial and central value – but also that product and programme have an important part to play in achieving outcomes;
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values implicit learning as much as that which is explicit; is based on the relationship between a young person or a group of young people and a trusted adult;
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is non-judgemental; is participative and empowering and allows young people wherever possible to play a full part in shaping the project/programme/activity;
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is concerned with enabling young people to change, in a positive way, the world in which they live.
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1 SOCIAL AND EMOTIONAL COMPETENCE Personal and Social Development and Young People SECTION
The previous chapter underlines the central and crucial role which effective youth
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work plays in creating and enhancing personal and social development. It declares that the personal and social development of young people is at the heart of what youth work is all about. Youth workers play an important and valuable role in this process and are central to the learning which young people achieve. The non-formal contexts in which youth work takes place are especially conducive to the development of social atmospheres where young people are accepted, explore and develop new friendships, seek challenge and take a variety of responsibilities. In partnership with young people, youth workers seek to establish positive social climates; warm supportive relationships; processes which facilitate the growth of young people; opportunities which help young people to be all they can be; and provide a foundation for independent choice, personal autonomy and responsible behaviour. These are settings where adults believe in young people and where young people feel safe, cared for, valued and appreciated. They are settings and processes which, if managed sensitively by skilful youth workers, can and do lead to the development and enhancement of social and emotional competence in young people.
Social and Emotional Competence Social and emotional competence is the ability to understand, manage and express the social and emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. (Elias et al 1997:2) Social and emotional competence is the emotional, personal and social understanding and skills which can be used by a young person to influence their capacity to cope effectively with emotional demands and pressures. …(It) is concerned with understanding self and others, relating to people, adapting and coping with the environment. (Meechan: Falkirk Council 2000)
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1 Expressed simply, social and emotional competence could be said to be about “understanding ourselves and our feelings, and being able to appreciate, understand and co-operate with others”. Social and emotional competence relates, amongst other things, to:
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understanding of self and others; SECTION
the ability to positively handle personal and social relationships; a capacity to understand, adapt to and cope with the environment;
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a capability in solving everyday problems; the ability to put ourselves “into another’s shoes”; motivation of ourselves and persistence in the face of frustration; the ability to regulate our moods.
Writers and practitioners in the business of social and emotional development and young people point to these competences being an important dimension of mental, emotional and social growth. Some, such as Goleman (1996), argue that emotional competence is highly linked to academic and career success and that these abilities are more predictive of future success than are IQ scores or scores in examinations of traditional subjects. During the work of the project, well over 100 competences were identified relevant to social and emotional development – and there are more! The following are examples, but not all are appropriate for linking to non-formal education in youth work settings. These stand out as important requirements in the day-to-day conduct of positive social relationships and are as important to adults as they are to young people:
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Understanding others, co-operating with them and being understood. Understanding and accepting ourselves. Imagining how others feel. Knowing ourselves and our emotions. Exhibiting trust, personal warmth and reliability. Expressing empathy, genuineness and respect. Working out what others are doing, and tailoring our responses. Not promising what you cannot deliver. Identifying and labelling feelings. Limiting and containing negative feelings. Seeing ourselves as others see us. Making close friendships. Working collaboratively.
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1 It is significant that these are referred to as ‘competences’ and not as ‘skills’. The term competence includes attitudes and knowledge, as well as skill. As Weare (2000:62) points out in offering this distinction, if we wish young people to be empowered and autonomous, it is important that they should learn more than behaviours and skills. It is a requirement that the learning processes created within youth work should help young people to think for themselves and develop sound and lasting values, which guide their future actions in consistent,
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fundamental and ethically sound ways. In these ways the values which are
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outlined on page 14, linked to the definition of effective youth work, are a crucial part of the context of the social and emotional development of young people. It is because of this fuller definition of competence, that the Step it Up materials are quite different from a programme which simply attempts to chart the progress of young people in skills development alone.
THE UNIQUE CONTRIBUTION OF EFFECTIVE YOUTH WORK Social and emotional competence underpins all effective youth work. It is clear from the responses to the youth worker survey, the youth projects which piloted the materials, and contact with professional and practitioner groups during the project, that effective youth workers are already engaged in the social and emotional development of young people. Youth work which emphasises the personal and social development of young people has been a central aim of voluntary and statutory youth work providers for many years. Although at the start of the project some youth workers interviewed did not use the term ‘social and emotional competence’, they nevertheless recognised the outcomes and processes through which these were achieved as central to the work they personally undertake daily with young people. Others were conversant with the term, saw its relevance to youth work settings and could give positive examples of the ways in which young people had developed and grown in competence. These responses from youth workers are typical of the comments made by many answering our questionnaire: Social and emotional competence is “…an essential part of working with young people. The very nature of youth work, informal settings, voluntary relationships, freedom in curriculum, can provide the ideal platform for young people to explore these areas in a safe environment.”
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1 “…social and emotional competence should have an important place within youth work, personal development being an important component of our work. Youth workers work with an age group that are often at their most vulnerable and ‘confused’, and they should use their skills and experiences to help young people negotiate this period.” “Social and emotional competence is, in my view, the key issue in SECTION
youth work, as without social and emotional confidence and security, future personal development, self esteem, social interaction and
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enjoyment in all walks of life could be affected. As our work is central to these areas, social and emotional competence is an essential part of youth work.” “..we need to make this area of work more explicit to young people by creating opportunities for them to discuss how they have developed and what they have got out of the process.” “The development of a quick and easy to use measuring tool would greatly enhance my work performance. Not only would it allow me to create more effective workshop tools, it would also help to sustain motivation when I am unsure of the work’s impact on young people.” Young people surveyed and spoken with in the course of the project highlighted the fun and enjoyment they experienced in meeting friends, participating in joint activities and undertaking programmes which widened their social and personal horizons. In addition, they mentioned the positive ways in which they were treated by youth workers; the encouragement to participate; the challenge to join in decision making; and the effect of empowering group work upon their self confidence and personal relationships (but not using these words!). Many others witnessed the positive change which their youth work experience had brought about, and sometimes this acknowledgement continued with them into adulthood. For some, growth in personal confidence, self-belief and the capacity to effectively contribute to group and community relationships developed despite poor academic performance in school (by which standards many adults still wish to judge a young person’s worth). So there is considerable evidence that youth work processes create and enhance the emotional and social competence of young people. This is confirmed in the
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1 literature review and from witness statements from young people and adults. Gains in social and emotional competence experienced through youth work:
• •
can help young people to have positive and satisfying life experiences; offer an alternative and more holistic indication to young people (and others) of their personal worth;
• • •
increase their ability to participate positively in group and community life SECTION
enhance their personal capacity; increase their life chances, develops skill, and may well be the means by
3
which they reach personal fulfilment and success in employment;
•
contribute to health and wellbeing.
The downside is that, apart from the use of achievement and award schemes by some organisations, young people do not currently have a means by which they can record and chart their progress and development in these areas of emotional and social development. The Step it Up materials are designed to offer that opportunity. They are also the means by which a youth worker and a young person can enter into a reflective discussion about the ways in which she or he is growing in social and emotional competence. This is a central and essential feature of the use of the materials.
LINKING THE COMPETENCES TO THE PURPOSE OF YOUTH WORK In order to ensure the relevance of the competences which form the basis of Step it Up, the project selected and field tested groups of competences which broadly relate to the main intentions in the purpose of effective youth work, which are to:-
• • • • •
Build self esteem and self confidence. Develop the ability to manage personal and social relationships. Create learning and develop new skills. Encourage positive group atmospheres. Build the capacity of young people to consider risk, make reasoned decisions and take control.
•
Develop a ‘world view’ which widens horizons and invites social commitment.
By encouraging the development of the Step it Up social and emotional competences in young people, youth workers should further ensure the achievement of the outcomes sought by effective youth work. The materials which follow are based on these youth work aims and these competences. However, the wording of the competences which appear on the website, in the CD, and in the hard copy has been amended to make them as young person friendly as possible. Step it Up Report
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1 SELF-AWARENESS Understanding and accepting ourselves. Understanding our moods and emotions. Having a positive view of ourselves. Having a positive view of what we might become. Knowing what we feel.
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Seeing ourselves as others see us.
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Taking responsibility for our own feelings.
PROBLEM SOLVING AND DECISION-MAKING Making sense of patterns in our life/actions/reactions. Working out what is going wrong. Understanding the action of others. Considering the outcomes of possible solutions. Making decisions about what to do. Learning from the process. Deciding when to involve others. Using the advice of others. Taking on challenge and managing risk.
WORKING WITH OTHERS Understanding the perspectives of others, how to co-operate with them and be understood. Analysing and understanding relationships. Expressing empathy. Exhibiting trust, personal warmth and reliability. Accepting and taking the lead. Taking responsibility for one’s own behaviour. Co-operating and collaborating. Being assertive and limiting aggression. Managing conflict and disagreement.
COMMUNICATING WITH OTHERS Improving listening skills. Presenting ideas and plans effectively. Understanding and using body language. Developing sensitivity to the feelings of others. Holding one’s own in a group situation. Presenting a case. Expressing feelings. Step it Up Report
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1 MANAGING PERSONAL AND SOCIAL RELATIONSHIPS Making close friendships. Cutting loose from friendships. Getting along with others’. Keeping one’s word and demonstrating that one can be trusted. Thinking about the consequences of behaviour.
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Developing tolerance.
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Demonstrating confidence. Managing anger and expressing it appropriately.
CITIZENSHIP Appreciating the needs of others. Seeing the world from other’s point of view. Showing genuineness and respect to others. Not promising what one cannot deliver. Accepting responsibility for tasks. Participating in improving things.
Why track young people’s development? Most of us want to know from time to time how well we are managing our relationships, dealing with challenges, coping with change and how we are perceived by others! If we only focus on those areas of our lives where we have had some lack of success or disappointment, we may inappropriately believe that in all other areas we are a disappointment to ourselves and to others. It is sometimes surprising to hear someone else’s positive assessment of our attributes and contribution, allowing us to make a more rounded judgement of whom and what we are. During adolescence this process is especially acute, with young people conducting their social lives within atmospheres which can be socially and emotionally hostile. The opinions of other young people may be actively, but fearfully, sought in the hope that they are truthful, supportive and reassuring. Occasionally they are the reverse, and for many young people their relationships with the adults around them bring similar disappointments. Many young people are accustomed to being ‘put down’. Somewhere in there are the seeds of poor self image; low self confidence; rejection; active discouragement; low expectations and, for some, self hatred. Step it Up Report
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1 The pilots of the self assessment material took place with young people in a range of youth work settings, of varying age groups, and the outcome was very positive. Most of those who completed the process did so with some personal commitment, and very quickly were discussing their assessment of their own competences with friends and with youth workers. Some claimed they had learned things about themselves, by simply considering the questions. Others
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found that friends ‘amended’ in a more favourable way an assessment of their
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own which they had perceived to be accurate. A number talked of ways they could improve some of their own competence with help from the youth worker, or by taking on other challenges within the youth work programme. It caused some young people to reflect upon how they related to other young people and adults. For a few young people, some sections seemed inappropriate at that point of time, but they acknowledged that they might be more relevant later, or better used as ‘before and after’ discussions in development projects. For all of these reasons, tracking development is relevant and important. In addition it is likely to offer:
• •
A focus for reflective discussion between a young person and youth worker. The basis of some evidence of progression and development over, say, a year or six months.
•
A means by which coherent options can be offered a young person who wishes to develop particular competences.
•
A way of certifying the competences achieved by a young person. The record could, if thought acceptable, be signed by a youth worker, and become evidence which a young person may use when applying for a job or educational opportunity.
•
Evidence that youth work is relevant, achieves social and emotional development in young people – and that it is worth resourcing appropriately.
•
A clear demonstration that youth work is important and achieves positive change in the lives of young people. By using the Step it Up materials, the results of the planning of effective youth work can be shown in demonstrable outcomes.
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1 STEP IT UP AND A YOUTH WORK CURRICULUM Creating learning and evidencing progress with Step it Up Step it Up offers a means by which a young person’s learning in the area of social and emotional development can be charted and by which progress can be evidenced. It is accepted that the development of social and emotional competence is not all
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the learning that young people will gain in youth work settings. Nevertheless
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there are clear links between the Step it Up tools and the ways in which these can link with other aspects of the overall rationale for the educational programme of any youth work project. These would be in addition to the ways in which youth workers might use the materials in reflective discussion with individuals and groups of young people as part of their personal development. A few examples highlight some of the possibilities.
•
Sections of the materials could be extracted and used as topics or aims within youth work health promotion activities and groups.
•
Parts of the materials related to “Working relationships with others”, with suitable re-wording, could be used as the objectives for such activities as camping weekends, residential programmes, and drama activity.
•
Role play and discussion materials could be developed around aspects or sections of the materials relating to “Awareness of Self”, “Solving Problems and Making Decisions” and “Managing Personal and Social Relationships”.
•
Senior member training could be planned around certain areas of social and emotional competence.
•
Team relationships in football, basketball, committee work and disco promotions could be enhanced by introducing team training ideas from sections of the competences.
•
Detached and outreach workers, in preparing for a shift on the streets, could use some of the sections of the materials to focus possible discussions with clients around key areas of social and emotional development.
•
In relatively advanced youth work settings the social and emotional competence tools could be used as discussion and training materials for young people.
Not only do the Step it Up materials link closely with other aspects of an exciting and interesting programme, but they can also be used as a structure for the planning of a balanced curriculum. By using sections of the competences such as
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1 “Managing Personal and Social Relationships”, “Citizenship” or “Working with Others”, it is clear that experiences and opportunities can be negotiated with young people and built into processes which could create an interesting, worthwhile programme in which it is fun to participate. As a planning tool it can be used as a template against which youth work intentions can be judged and chosen. It therefore becomes a means through which gaps and alternative possibilities can be identified. In youth work settings, this curriculum planning process is one in which young people can participate and through which they can gain further skill. Furthermore, the Step it Up materials can also structure the ways in which youth
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workers and others engage in their own personal evaluation of the quality of their
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work. Starting from initial plans and objectives, and linked with charted evidence of young people’s progress in social and emotional development, this programme offers the means by which quality youth work can be evaluated and demonstrated. The Step it Up competences are tied closely to the central aims of effective youth work, so they can now be seen as a means by which the positive outcomes of youth work are maximised. Viewed from a different perspective, Step it Up can also be a vehicle to demonstrate evidence of success in reaching the key intentions of effective youth work. The examples above are illustrative rather than exhaustive. Effective youth workers are likely to be able to suggest many other examples of ways in which the Step it Up materials can feature within a locally based, purposeful, youth work curriculum. It is the view of the project that the discussion about how these materials can be used to enhance the broad educational objectives of youth work should be part of team meetings and continuing staff development. The need for youth worker skills in this area suggests that the remits of youth workers and the initial training of volunteer, sessional and full-time youth workers should be amended to ensure that youth workers are encouraged to emphasise educational outcomes in their work.
The educational nature of effective youth work It is clear from the definition of the purpose of youth work highlighted earlier that youth work is about learning and the emotional and social development of young people. This presupposes that, on the part of youth workers, there is a consciousness that they are involved in a process through which young people grow, develop and extend their knowledge and competence. The evidence Step it Up Report
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1 gathered by the project indicates youth workers are quite clear about their role as educators and the processes they employ which are designed to create learning. Their educational work with young people is characterised by a unique and special set of values and approaches, which distinguish youth work from other approaches to learning. Having said that, it is important to point out that a ‘youth work approach’ can be, and is, used in other settings where young people are not attending in a ‘voluntary’ capacity. There is some evidence from piloting that the Step it Up materials could well be of interest to those working in other settings, where the approaches have something in common with youth work. SECTION
The non-formal methods used by youth workers attempt to begin the educational
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journey from ‘where young people are’, not from an externally prescribed starting point. It is a ‘bottom up’ rather than a ‘top down’ approach. The educational journey is created through a range of participative experiences and activities which act as the vehicle for engaging the young person’s interest, which are good fun, but which also offer the likelihood of group and individual development and learning. It does not often involve the more formal and predetermined syllabus common to other settings such as schools, which are invariably externally generated and structured. Similarly, structured educational groups in youth work would normally not create programmes unless young people themselves have had a large hand in its creation and often its delivery. The effective youth worker is always looking for the opportunity to draw out learning from the experiences which young people share on such activities as camping trips, international exchanges, in drama groups, planning and playing games, working on committees, involvement in community service, and campaigning for young people’s rights. She/he will also use casual reflective conversations with young people, persuasive encouragement to involve them in further commitment, and challenges to take on leadership roles as further contexts within which learning is created for young people. Youth workers plunder these non-formal settings to ensure that social and emotional learning and development is created and enhanced. It is a sensitive and skilled role for which keen judgement is required, as young people are involved voluntarily and will reject that which is seen as unacceptable. It is for these reasons of value, intention, and method, that youth work, in a wide range of settings, can be educational and suitable for a young person’s learning. Although methods, types of activity and starting points may vary, youth workers in uniformed youth organisations; detached and outreach workers; those who work in drop-in cafes; and in conventional youth clubs are all involved in a
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1 learning relationship with young people. The skilled task is to use these opportunities to best effect. By the nature of the wide range of needs, and the extremely challenging settings in which some youth work takes place, the educational journeys undertaken by young people will be varied. They may begin and end at varying points. Despite that, all effective youth work leads to outcomes of social and emotional learning for young people.
A youth work curriculum as the basis for planning social and emotional learning
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Some youth workers in the past have been wary of applying the notion of curriculum to the learning contexts of youth work. A number have positively opposed it. Their reasoning has grown out of a concern to safeguard the nonformal, person-centred, needs-related and multi-faceted variety of educational pathways which youth work can offer young people. Any attempt to formalise that (the argument goes) in terms of pre-specified content, levels of achievement, generalised curricula materials and inappropriate systems of measurement would fly in the face of making learning relevant and attractive to a wide variety of youth target groups often in challenging social contexts. Some think this would kill youth work and destroy all of the benefits of the kinds of work which we have been exploring earlier. It is true that most of the formal academic definitions of curriculum are created with other educational settings in mind and speak of learning in terms of the nature of courses, pre-specified content, syllabi, progress measures and examinations. Often the curriculum has been seen as that which goes ‘in’ rather than that which comes ‘out’ of the educational journey. These notions of curriculum do not fit youth work. Yet we know that effective youth work is unmistakably educational! In order to achieve the outcomes related to the social and emotional development of young people, youth workers make decisions about how it is to be done. It is accepted that those decisions are about setting the context, creating the atmospheres, choosing the methods and structuring the challenges through which learning will be created out of the relationships that develop in youth work activity. This means there is a youth work curriculum, albeit one which is vastly different in concept and kind from that which pertains in schooling and in further and higher education.
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1 A.V. Kelly has developed the curriculum model closest to this approach. Kelly (1989:11) presents a model of curriculum in which he sees “curriculum as process, and education as development”. He argues: We will understand by the term ‘curriculum’ the overall rationale for the educational programme of an institution, or indeed, of the individual teacher. If the word ‘teacher’ were to be changed to ‘youth worker’ it is easy to see how the youth work processes outlined in the paragraphs above closely mirrors this definition – especially in the light of Kelly’s further clarification:
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…we need a definition which takes us ‘beyond curriculum’…it must
4
embrace at least four major dimensions of educational planning and practice:
• • • •
the intentions of the planners; procedures adopted to implement those intentions; the actual experiences of young people; and any hidden learning which occurs as a by-product of the organisation. (Kelly 1989:14)
Educational experiences for young people in youth work settings can be created around this definition of curriculum. It reflects youth work intentions and harnesses the focus on development. Most importantly it is a definition which clearly defines ‘curriculum’ as the rationale for youth work. This definition of curriculum, as Kelly indicates:
• •
is a blueprint for processes; presents a concept of the educational process by which the learner is to be supported towards their fullest potential;
• • •
presents an ideological stance (i.e. it is not value neutral); more effectively reflects the realities of the youth worker’s task and role; allows for the interactive nature of the educational relationship in youth work;
•
offers a clear set of principles as the basis for making day to day, minute by minute decisions, rather than offering a rigid syllabus of content or fixed hierarchy of objectives.
Step it Up sits comfortably within the central intentions of this definition. The materials can be used by youth workers and young people as independent reflective tools to chart progress in the growth and development of social and
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1 emotional competence. Like the definition of effective youth work, these are part of the ‘rationale’ of what youth work does. The youth worker’s skill lies in sensitively choosing the appropriate contexts for these processes to flourish and make a difference to young people.
LINKS WITH SCHEMES WHICH CHART ACHIEVEMENT AND DEVELOPMENT A number of voluntary youth organisations and some local authorities use a variety of achievement award schemes, and measures of development that are SECTION
part of their own youth work curriculum and programmes. Amongst those best
4
known are those operated by The Scout Association, GirlGuiding, The Boy’s Brigade and The Girl’s Brigade. The Duke of Edinburgh’s Award similarly has a national profile. SCAT (The Social Competence Assessment Tool), created by Falkirk Council, and the Youth Achievement Awards operated by Youth Scotland are also well known. The project team examined materials related to a number of these schemes, which vary in their aims, processes and outcomes. Brief details appear in Appendix A on page 35. This Appendix also includes documents which focus on related work in schools, careers and community education. Youth workers and managers consulted in the course of the project did not think the Step it Up materials were in competition with other schemes and, indeed, may well be seen as complementary to them. Those running other schemes may wish to assess Step it Up materials to determine where and in which ways their own programmes cover the Step it Up competences. There may on occasion be some joint usage as demonstrated by some Scout leaders, who during the pilots, who indicated how Step it Up might supplement their own programmes.
Conclusion Step it Up is a resource for youth workers which will help them structure reflective discussions with young people and chart their progress in social and emotional development. The materials are built upon the rationale which underwrites effective youth work and are concerned to achieve positive outcomes. The learning processes involved can be carried into other areas of the youth work programme and can create a basis for planning new individual and group experiences. The materials offer a means by which evidence can be
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1 LINKS TO POLICY AND OTHER DEVELOPMENTS It will not have escaped the observation of youth workers and managers just how close the definition of effective youth work is to current policies of the Scottish Executive. The central policies of social inclusion, lifelong learning and active citizenship are concerned to achieve the kinds of development and change for which youth work provides evidence in smaller but significant areas of the life of young people. It is important therefore to be open and positive about this link and to make the bridge between current work and larger intentions in planning work and showing evidence of good practice. Managers, educational officials, councillors, voluntary organisation councils and funders need to know that these links are acknowledged and operational in terms of outcomes. SECTION
Youth work is an important and integral part of community learning and
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development and as such has a central place in demonstrating value in developing social and group development in community settings. It is also a ‘key player’ in joint working relationships with New Community Schools, FE Colleges, Health Board Trusts, Social Work Departments, Social Inclusion Partnerships and others. The aims ‘promoting personal development’, ‘building community capacity’ and ‘investing in community learning’ (the aims of Community Learning and Development (CLD)) highlighted by the Working Group on the Future of Community Education (HMSO 1998), lie close to the kind of youth work Step it Up is advocating. The skills required for working in educational and developmental ways with young people in enhancing social and emotional competence are featured in a number of sections of the National Occupational Standards for Youth Work (PAULO 2002). Documents such as LEAP (SCDC 1999) and How good is our community learning and developmen? (HMSO 2002) not only emphasise the promotion of personal development (and the other aims of CLD) but provide the means by which practitioners can both plan and evaluate their progress and effectiveness. Sections focusing on ‘personal development’, ‘learning experience’, ‘participant achievement’ and ‘developing skills and confidence’ are close to some of the evidence which youth workers will have of the progress which young people have made.
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1 Set in a wider context, the work from this project links with a range of developments in other settings. These include:
•
The developmental work being done with young people in New Community Schools.
•
Work on social and emotional competence within NHS Health Scotland and Health Promotion Departments of Health Board Trusts.
• •
The work on Core Skills in Schools. Developments in The Scottish Qualifications Agency around Progress File and other innovations.
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1 CONCLUSIONS AND RECOMMENDATIONS Conclusions This National Development Project has:
• • • • •
created a definition of the purpose of youth work; specified a clear rationale for effective youth work; highlighted the values upon which effective youth work is established; set these within a workable understanding of a youth work curriculum; examined the importance and relevance of the creation of social and emotional competence in youth work settings and vice versa;
•
produced the Step it Up materials for use in a wide range of youth work settings.
Step it Up is based upon, and derived from, the principles underwriting effective youth work. They offer youth workers and young people the means by which a
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young person’s social and emotional development can be discussed and where
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progress can be charted. This has been accomplished within a detailed programme of consultation. There have been national seminars and regular opportunities to pilot and change materials in discussion with youth workers and young people. The project team valued the checks and balances this process provided and the insights gained from a wide range of practitioners and young people in voluntary and statutory settings. At another level, the consultations had a further positive outcome. The discussions in regional seminars, short life working groups, and visits to pilot projects also significantly ranged over other subjects central to the future of youth work. The project team met large numbers of volunteer, part-time and fulltime youth workers from all parts of Scotland, representing a wide and varied range of youth work settings and contexts, and were immensely impressed by their commitment, dedication and enthusiasm. These workers believe in the value and importance of effective youth work and many gave exciting examples of innovative work already happening which creates and enhances the social and emotional development of young people. It seemed to the Project team that youth workers had been longing for an opportunity to discuss and debate, in a national arena, important questions concerning the purpose of youth work; the role of the worker in social and emotional development; training; resources; and the need for youth work to be properly understood and valued by other professionals, politicians and even some managers! Step it Up Report
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1 An underlying theme which emerged from the Step it Up consultations with youth workers, young people, managers, and employers was an almost universal belief that youth work is not appropriately valued by those outside the field as a vehicle of positive change in the lives of young people. Part of the reason for this may be because few people, other than youth workers and their managers, know what youth work is about, what it can and does achieve with young people – and how youth work methods are a persuasive factor in the learning of young people. This lack of understanding, if held by significant funders, social policy managers, decision makers and other professionals working alongside youth workers, may lead to the relegation of youth work and its methods to a position which understates its positive impact on the lives of large numbers of young people. Apart from their intrinsic value as a comprehensive tool for youth workers, the Step it Up materials provide a thorough explanation of the purpose of youth work; a statement of effective youth work and its outcomes; and a means by which young people and youth workers can demonstrate the ways in which the social and emotional development of young people has been enhanced in youth SECTION
work settings. They give the kinds of indicators of the importance of youth work, and the results it can deliver, which others outside youth work may require.
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The recommendations which follow relate to: the dissemination of the report; the importance of the definition of effective youth work being universally known and accepted; the support mechanisms required to assist youth workers to implement Step it Up; and suggested structures for sustaining the Step it Up programme.
Recommendations DISSEMINATING THE STEP IT UP MATERIALS The Step it Up package should be disseminated to:
•
the widest possible range of voluntary and statutory organisations that promote and manage youth work;
• • •
youth workers; appropriate Departments of the Scottish Executive and national agencies. youth work training agencies; Communities Scotland; Health Promotion Departments; New Community Schools; University departments and others providing qualifying courses in Community Learning and Development;
•
other groups concerned with the social and emotional development of young people.
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1 The initial dissemination will be undertaken by the project team and YouthLink Scotland in discussion with the Scottish Executive Education Department. It will then be the responsibility of organisations, agencies and departments to further disseminate the materials themselves.
PROMOTING STEP IT UP It is important to promote the definition of effective youth work, the planning principles and the developmental outcomes of youth work highlighted in the Step it Up materials. Whilst the responsibility for this lies with all those concerned with the management and practice of youth work in Scotland, it is recommended that specific action should be taken by youth work providers and by YouthLink to:
• •
locate the Step it Up report and materials on the YouthLink website; seek a commitment to the Step it Up principles from all those promoting and managing youth work in Scotland;
•
promote the definition of effective youth work and Step it Up. They should SECTION
also seek to develop joint interests, relating to youth work outcomes, with other agencies sharing an interest in the development of young people;
•
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demonstrate the outcomes of effective youth work nationally by seeking and publishing examples of good practice.
SUPPORTING YOUTH WORKERS USING STEP IT UP The key to effective youth work is through the commitment of trained and sensitive youth workers. In order to carry out their work they require appropriate support and resources. It is recommended that the agencies named below take steps to:
•
provide appropriate funding to promote and support the kinds of developmental youth work processes which are described in Step it Up (local authorities; voluntary organisations and the Scottish Executive);
•
establish suitable training opportunities for youth workers and managers relating to Step it Up (local authorities; voluntary organisations, YouthLink, Community Education Validation and Endorsement (CeVe); and initial training agencies).
•
provide development funding for further refinement of the materials e.g. for use with those with special needs, and for translation into community languages (Scottish Executive Education Department).
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1 SUSTAINING THE STEP IT UP PROGRAMME Following the dissemination of the Step it Up materials, it is important to develop the process and for results to be monitored and evaluated. It is recommended that the agencies below should:
•
sponsor periodic seminars to draw together youth workers using the Step it Up materials to offer encouragement, support and training (YouthLink);
•
establish an electronic bulletin board for practitioners using Step it Up to share approaches and experience (YouthLink);
•
ensure the integration of effective youth work approaches in forward planning and through inclusion in Community Learning Plans (all youth work agencies);
•
monitor and review the use of Step it Up materials (individual youth work agencies and teams; and YouthLink to determine a national perspective);
•
share good practice; network with others using the materials; share experiences and initiatives (all youth work teams and groups). SECTION
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1 APPENDIX A Catalogue of documentation gathered and consulted by the Project Team up to March 2003 PUBLISHER
TITLE
DESCRIPTION
Aberdeen City Council
Education for Citizenship
Evaluating the effectiveness of education for citizenship within community education in Aberdeen.
Apex Scotland
Employability Assessment Pack
A pack to monitor the development of employability skills both core and basic.
ASDAN
Further Education Award Scheme Level 1
Designed to develop, assess and accredit key skills and recognize personal achievements.
Centre for Guidance, Careers, Personal and Social Development: University of Strathclyde
Identification of the Learning and Support Needs of Young People: Review of Assessment Tools and their Use.
Comprehensive and detailed review of the subjects highlighted in the title. Concluded as Step it Up was commencing its work.
Centre for Research on the Wider Benefits of Learning
Learning, Continuity and Change in Adult Life,
Develops a framework for the research. Respondents traced their learning back to early schooling and other learning experiences.
Commonwealth Youth Exchange Council
A model for implementing higher still, personal and social education.
As highlighted in document title.
Journeys Outward. A Personal Record of Achievement for Commonwealth Youth Exchange
Youth Workers Kit. Personcentred planet-conscious learning. Personal Record of Achievement.
Community Education Managers Scotland
A future for youth work: and the role of a national youth agency.
Argues the case for much greater attention to be paid to the contribution that youth work makes to the lives of young people and our communities.
Community Learning Scotland
Excluded Young People: Report of the Strategy Action Team.
Three themes presented in the report: Empowering young people; Improving structures and services; and Getting policy right.
Commonwealth Youth Exchange Council
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1 “Connexions” Sauve Bell Associates
Occupational and functional Mapping
Functional Map + Consultation Draft. Developed to include a range of functions including responsibility, aspirations, participation and achievement levels of young people.
Council of Europe Youth Director
Towards a revitalisation of non-formal learning for a changing Europe.
Introduces the key underlying questions for debate. The report concludes with a list of recommendations for action.
Department of Education and Empolyment
Measuring Soft Outcomes and Distance Travelled: A review of Current Practice.
Attempts to establish what is already happening on the ground at the project level, in order to inform the development of a model to measure distance travelled and promote uniform national monitoring.
Duke of Edinburgh’s Award in Scotland
A wide range of Titles covering the whole area of work with young people.
Various documents relating to assessment of personal and social skills.
European Union, Brussels
Staying Alive: The non-formal learning domain in Europe.
A report into the non-formal learning domain in Europe.
European Union
European White Paper on Youth Policy:UK local government perspective
Young people discussed as the citizens of the future.
Falkirk Council
The Social Competence Assessment Tool.
Tools to assist young people to assess their social and emotional competence.
Fife Council
The creative assessment and evaluation activity book
Designed to help record thoughts and learning.
Glasgow City Council Community Education Service
Progress File in Community Education
Progress file case studies.
Glasgow City Council Community Education Service
Raising Achievement: Recognising the Value Added Dimension of Informal Learning for Young People via Progress Files
Case studies with examples.
Glasgow City Council Community Education Service
Raising Confidence Through Achievement: Citizenship Conference
Resource pack related to the conference.
Glasgow City Council Community Education Service
Raising Confidence Through Achievement: Portfolio Building: A Resource Pack
A training course aimed at providing school leavers with the opportunity to become more aware of their skills and qualities.
Glasgow City Council Community Education Service
Raising Young People’s Achievement
A paper presentation outlining pilot programmes in association with ESS, Glasgow Schools & SQA.
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1 Glasgow City Council Community Education Services
Strategic management Development/Action Planning
Report into Strategic management Development/Action Planning.
Glasgow City Council Community Education Service
Summer and Beyond: Youth Work Curriculum Development
Booklet containing examples of Youth Work Curricular Practice.
Glasgow City Council Community Education Service
Youth Services 2000: Examples of Good Practice
Examples of Good Practice.
Guide Association
Girls and Citizenship
A report relating to girls and young women aged 9-19.
Guide Association
Look Wider
Programme for young women aged 14-15.
Guide Association
The Educational Framework for Guiding
Programme developed for girls and young women from 5-25.
Health Education Board for Scotland
Promoting Positive Mental Health
Developing understanding of the impact of everyday work on people’s mental health (2 appendices).
Health Education Board for Scotland
Mental Health Promotion: A strategic statement.
A strategic statement concerning mental health promotion.
www.infed.org.uk
Part-time youth work in an industrial community
The focus on this paper is on youth work in a small, unfashionable and neglected town in the industrial North of England.
www.infed.org.uk
Leonard J. Barnes and youth work
Leonard Barnes key contributions to youth work come in two areas: the careful study of youth work and a report into the specific contribution that voluntary youth organizations can make.
www.infed.org.uk
Young people and youth policy
Extending awareness of activity and opportunities for networking with others in youth work.
Institute of Education, University of London
The Wider Benefits of Learning Papers: no1. Modelling and Measuring the Wider Benefits of Learning
Modelling and Measuring the Wider Benefits of Learning.
Mental Health Foundation
Promoting Positive Mental Health
Report into Positive Mental Health.
Moray Youth Action
16-18 Employment Initiative Evaluation and Moving on Form
Questionnaire.
North Lanarkshire Council
Youth Diary
A copy of Youth Diary.
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1 SCAT Falkirk Council
Social Competence Assessment Tool
The Social Competence Assessment Tool, supports young people, and allows them to explore their own personal and social competence.
Scottish Qualifications Authority
Progress File
Developments in Schools, Colleges, Training, Employment, Community Education and the Voluntary Sector.
Scottish Qualifications Authority
Progress File
Guidelines for Careers Advisers.
Scottish Qualifications Authority
Progress File
Information for tutors working with adults.
Scottish Qualifications Authority
Progress File: Broadening Horizons
A guide to building on your potential.
Scottish Qualifications Authority
Progress File: Exploring Pathways
A guide aimed to help young people post school age, skillseekers, FE students.
Scottish Qualifications Authority
Progress File: Getting Started – Your Road to Success
A guide aimed to help young people post school age, skillseekers, FE students.
Scottish Qualifications Authority
Progress File: Its Great to be Me
A resource pack to support the use of Progress File with disengaged young people.
Scottish Qualifications Authority
Progress File Update
A Bi-monthly newsletter.
Scottish Qualifications Authority
Progress File: Widening Horizons - Setting Your Sights High
A guide aimed to help young people post school age, skillseekers, FE students.
Scottish Qualifications Authority and The Duke of Edinburgh’s Award
The Duke of Edinburgh's Award
Outline of award and links with core skills and examinations framework.
Scottish Youth Issues Journal
Scottish Youth Issues Journal
The promotion and dissemination of high quality research on youth issues and reflection upon policy and practice.
Scottish Youth Work Partnership
Making A Difference
A briefing report on measuring the added value of youth work for the Deputy Minister for Children and Education.
Sirkku Kupiainen
Learning to Learn As Part of Cross Curriculum Competencies
Report on Finnish research project and two national studies of sixth and ninth grades in that country.
Social Competence Centre, Dundee
Promoting Social Competence
Report on a meeting of expert witnesses in the Scottish Office.
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1 The European Social Fund
Guidance for staff: Developing and Delivering Locally Based ESF Projects
How to design your programme & encourage participant progress. Evaluate the project. Design PDPs/reviews. PDPs, manage ESF budget.
The National Community Learning Programme
Making Changes
This report reviews the first year of the programme. In reviewing and evaluating the programme, it has highlighted a significant agenda and makes clear that if the government’s key policies are to be delivered, the development needs of those engaged in working with communities will have to be addressed in a coherent and comprehensive manner.
The National Youth Agency
National Framework of Informal Education Awards
This document stands as a representation at a point in time (March 2002). Examines a range of achievement awards in youth work. This framework will establish itself as a useful guidance document and receive regular updates. The framework focusses on programmes and activities that are accredited.
The Scottish Office
Promoting Social Competence
Meeting at Victoria Quay, 27 May 1996. Considering the holistic development of young people.
The Scottish Office Education & Industry Department
Promoting Social Competence
Taster Pack.
The Scottish Office Education & Industry Department
Taking a Closer Look at Promoting Social Competence
Self-evaluation using performance indicators document downloaded from Internet.
The Scout Association
Scout Section (10-14)
The Scout Association has a thorough and continuous training programme. Its aim is to promote the growth and development of young people.
The Scout Association
Explorer Scouts (14-18)
The programme is based on the activities, badges, challenges and awards.
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Scouts Network (18-25)
5 key programme principles. Relevant and attractive. Easy to understand and operate. Progressive and accessible. Appealing to a wide range of young people. Meaningful and fulfilling. Safe and enjoyable.
Young People Speak Out Video Making in the Community
Emotional & Social Competence Study
A study focusing on school work through use of videomaking in a groupwork setting with disadvantaged young people.
Youth Clubs UK
Youth Achievement Awards: Recognising young people’s achievements
Recognising young people’s achievements and the means by which they can be measured and enhanced.
Youth Form Jeunesse (EU)
Conceptualising Non-Formal Education
Education has been regarded in this century as one of the key factors promoting development, social cohesion and individual prosperity. This monograph specifically focusses on the role of youth organisations in Europe. It presents the notion of nonformal education as a more appropriate definition of youth work than ‘informal education’.
Youth Forum Jeunesse (EU)
European Youth Forum Policy on Young People and Social Exclusion
Report on socially excluded Young People.
Youth Forum Jeunesse (EU)
Strategy and Key Objectives for a Youth Policy in the European Union
White Paper. The full and active participation of young people in society is fundamental to both renewal and functioning of democracy.
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1 APPENDIX B
Bibliography Aberdeen City Council (2000). Aberdeen City Council for Citizenship? Evaluating the Effectiveness of Community Education. Aberdeen: Aberdeen City Council Education Print Unit. Apex (2001). Employability Assessment Pack. Edinburgh: Apex Scotland. ASDAN (1997). Further Education Award Scheme Level 1. Bristol: ASDAN Educational ASDAN. (2001). Publications Catalogue. Bristol ASDAN Educational www.asden.co.uk/networks.html (checked 5 Jul 2002). Air Cadets (1999). Your skills make the difference. Cranwell, HQAC. Air Cadets (1999). The ultimate challenge for youth. Cranwell, HQAC. Air Cadets (2000). Building a better society. Cranwell, HQAC Air Cadets (2001). Air Cadets The Next Generation. Cranwell, HQAC. Army Cadets. You’re a star. www.armycadets.com/html/what_star.html (checked 17 Jun 2002). Community Education Managers Scotland (2000). A Future for Youth Work: the role of a national youth agency. Edinburgh. CEMS. SECTION
Community Learning Scotland (1999). Excluded Young People: Report of the
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Strategy Action Team. Edinburgh. CLS. www.communitylearning.org/text/brief13b.asp (checked 08 Oct 2002). Commonwealth Youth Exchange Council (2000). Journeys Outward – A Personal Record of Achievement for Commonwealth Youth Exchange. London. CYEC. Council of Europe (2000). Towards a Revitalisation of non-formal learning for a changing Europe. Strasbourg. Report of the Council of Europe Youth Directorate Symposium on non-formal education. Davies, B. (1976) Part-time Youth Work in an Industrial Community. Leicester: National Youth Agency. (Republished in the informal education archives) www.infed.org/achives/bernard_davies/part_time_youth_work.htm (checked 9 Oct 2002). Department for Education and Employment (2000). Measuring Soft Outcomes and Distance Travelled: A review of Current Practice. Research Report RR219, Norwich, HMSO.
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1 Dewson, S. et al (2000). Measuring Soft Outcomes and Distance Travelled: A Review of Current Practice. Nottingham. DfEE Publications. www.dfee.gov.uk/research/(checked 4 Oct 2002). Dumfries & Galloway Council (2001). Youth Work Curriculum. Dumfries: Dumfries & Galloway Council. Fife Council (2000). Link-Up Fife. Progress Report. Fife. Fife Council. Fife Council (2001). Link-Up Fife. Barriers to Employment. Fife. Fife Council. European Union (2000). Staying Alive. The non-formal learning domain in Europe. Brussels. E U General Assembly. Furlong, A., Cartmel, F., Powney, J., and Hall, S. (1997). Evaluating Youth Work with Vulnerable Young People. Edinburgh: Scottish Council for Research in Education. Glasgow City Council (1999). Aim High in the Community. Progress Report. Glasgow. Glasgow City Council. Glasgow City Council (1999). Raising Confidence Through Achievement. Glasgow. Glasgow City Council. Glasgow City Council Community Education Service (2000). Examples of Good Practice. Glasgow. Glasgow City Council. Glasgow City Council (2000). Progress File in Community Education Case Studies. Glasgow. Glasgow City Council. Glasgow City Council (2000). Recognising The Value Added Dimension Of Informal Learning for Young People via Progress Files. Case Studies. Glasgow. Glasgow City Council.
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Glasgow City Council (2001). Aim High in the Community. Progress Report.
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Glasgow. Glasgow City Council. Glasgow City Council (2001). Definitions of Youth Work. http://www.nydic.org/devdef.html (checked 10 Sept 2001). Glasgow City Council (2001). Strategic Management Development/Action Planning. Glasgow. Glasgow City Council. Hendry, L., Love, J., Craik, I., and Mack, J., (1992). Measuring the Benefits of Youth Work: A Report to the Scottish Office Education Department. Edinburgh: SOED. Jeffs, T., and Smith, M. (1990). Using Informal Education: an alternative to case work, teaching and control? Milton Keynes: Open University Press. Jeffs, T., and Smith, M. (1996). Informal Education: conversation, democracy and learning. Derby: Education Now Publishing Cooperative. PAULO NTO (2002). National Occupational Standards for Youth Work. Grantham. PAULO NTO. www.paulo.org.uk (checked 3 Oct 2002).
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1 PAULO NTO (2002). A Workforce Development Plan. Grantham. PAULO NTO. www.paulo.org.uk (checked 3 Oct 2002). PAULO NTO (2002). Workforce Development: A Consultation Paper. Grantham. PAULO NTO. www.paulo.org.uk (checked 3 Oct 2002). Perth & Kinross Council (2001) Community Learning & the European Social Fund-Guidance for Staff: Developing and Delivering Locally Based ESF Projects. Perth. Perth & Kinross Council. Sahlberg, P (1999). Conceptualising Non-Formal Education. Finland. Sauve Bell Associates (2002). Developing National Occupational Standards Stage One: Occupational and Functional Mapping. Connexions, Service National Unit. Save the Children (1999). Supporting Children and young people as active Players in their own communities Community Partners Programme. Edinburgh. Save the Children in Scotland. Save the Children (2001). Community Partners Programme – Ormlie. Edinburgh. Save the Children in Scotland. Schuller, T. et al (2001). Modelling and Measuring the Wider Benefits of Learning. www.cls.ioe.ac.uk/Wbl/Docs/content.htm (checked 08 Oct 2002). Schuller, T. et al (2002). Learning, Continuity and Change in Adult Life. www.cls.ioe.ac.uk/Wbl/Docs/content.htm (checked 08 Oct 2002). Scottish Community Development Centre (2000). Learning Evaluation and Planning. Glasgow: Scottish Community Development Centre. Scottish Youth Work Partnership (2000). Making a Difference. A Briefing Report
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on Measuring the Added-Value of Youth work. Scottish Youth Work Partnership
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Sirkku Kupiaien. (2000). Learning to learn as part of cross curriculum competencies. Finland. Smith, M.K. (1988). Developing Youth Work. Milton Keynes: Open University Press. Smith, M.K. (2002) ‘Leonard Barnes and Youth Work’, the encyclopaedia of informal education. www.infed.org/thinkers/barnes.htm (checked 8 Oct 2002). Smith, M.K. (2002) Young People and Youth Work. Bulletin 21 The YMCA George Williams College People and Work Unit. www.infed.org/rank/bulletn/default.htm (checked 8 Oct 2002). Strathclyde Police & Renfrewshire Council (2001). A Partnership approach to Preventing Crime in Renfrewshire. Paisley. Strathclyde Police and Renfrewshire Council. Social Competence Centre (1998). Focus on Social Competence: Report on a meeting of Expert Witnesses. Edinburgh. SCC.
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1 The Boys Brigade. The BB Method. www.boys-brigade.org.uk/bgrnd/method.htm (checked 2 Jul 2002). The British Council (2000). Connect Youth International – Personal Record of Achievement. London. The British Council. The Duke of Edinburgh Award. Take the Challenge. www.theaward.org/ contents.asp?mainID=4&main_name=Award+Programme (checked 2 Jul 2002). The Guide Association (2000). Looking wider. London. The Guide Association. The Guide Association (2001). Girls and Citizenship. London. The Guide Association. The Guide Association (2001). The Educational Framework for Guiding. London. The Guide Association. The National Community Learning Training Programme (2000). Making Changes. www.communitylearning.org/training/content/ntpreport.pdf (checked 8 Oct 2002). The National Youth Agency (2002). National Framework of Informal Education Awards. Leicester. The National Youth Agency. The Scottish Executive (2001). National Review of Assessment: Identification of the Learning and Support Needs of Young People. Glasgow. The Scottish Executive. Enterprise and Lifelong Learning Department. The Scottish Office (1999). Promoting Social Competence. Edinburgh. The Scottish Office. The Scottish Office (1998). Taking a closer look at promoting social competence. (Self-Evaluation Using Performance Indicators). Edinburgh. The Scottish Office
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Education & Industry Department.
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The Scottish Qualifications Authority (1998). Widening Horizons. Progress File Achievement Planner. Glasgow. The Scottish Qualifications Authority. The Scottish Qualifications Authority (1998). Moving On. Glasgow. The Scottish Qualifications Authority. NRA Development Unit. The Scottish Qualifications Authority (1998). Getting Started. Glasgow. The Scottish Qualifications Authority. NRA Development Unit. The Scottish Qualifications Authority (1999). Building On Your Potential. Glasgow. The Scottish Qualifications Authority. NRA Development Unit. The Scottish Qualifications Authority (1999). Exploring Pathways. Glasgow. The Scottish Qualifications Authority. NRA Development Unit. The Scottish Qualifications Authority (2000). Staff Training Resource Pack, Progress File Achievement Planner. Glasgow. The Scottish Qualifications Authority.
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1 References Elias, M. et al (1997) Promoting Social and Emotional Learning. Alexandria, Virginia: ASCD. Goleman, D. (1996) Emotional Intelligence: Why it can matter more than IQ. London: Bloomsbury. Goleman, D. (1998) Working With Emotional Intelligence. London: Bloomsbury. HMSO (1991) Youth Work in Scotland. Edinburgh: SOED. HMSO (1998) Communities: Change Through Learning (Report of a Working Group on the future of Community Education). Edinburgh: SOEID. HMSO (2002) How good is our Community Learning and Development? Self Evaluation using Quality Indicators. Edinburgh: HMIE Kelly, A.V. (1989) The Curriculum: Theory and Practice. London: Paul Chapman. Meechan, M. (2000) The Social Competence Assessment Tool (SCAT). Falkirk: Falkirk Council. PAULO (2002) National Occupational Standards for Youth Work. Grantham. SCDC (1999) Learning Evaluation and Planning (LEAP). Glasgow: SCDC. Weare, K. (2000) Promoting Mental, Emotional and Social Health: A Whole School Approach. London: Routledge.
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Step it Up… Young Progress HowCharting to use the Step People’s it Up materials in your work with young people
Step It Up Youth Workers’ Material
PART
2 INTRODUCTION
Every successful journey should be both developmental and creative. As should effective youth work. The Step it Up self-assessment website has been designed to take young people on their own personal journey along the social and emotional development path. This section of Step it Up suggests a set of ideas and processes for youth workers to use. These you will be able to adapt to the young people you work with and your own working situation. There are already several achievement award schemes in operation for young people in Scotland (a number of these are listed in Report Appendix A – page 35). Don’t worry about duplication if you are already using these, Step it Up is designed to be a complementary alternative path for use in your work. These materials have been designed to:
• •
encourage reflective discussion with young people; help you support young people to chart their own progress in social and emotional competences;
•
help you offer constructive support and encouragement to young people.
NOTE: The ideas in the Planning section can be used with any strand of your youth work programme – not only the Step it Up website. The Step it Up materials may be used as a part of an on-going piece of programme, or equally as a single programme/assessment of competences which may be repeated in three, six or more months. The relationship and discussions between the worker and the young person are the most important part of the process, based on effective youth work principles. This is a reflective, discussion-based approach which it is hoped will generate improved levels of social and emotional competence for the young people involved – the website and materials are simply a tool for workers to use.
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2 The Step it Up report, workers’ guidelines and website are based on six social and emotional competence areas that young people can further develop through their involvement in effective youth work. The six social and emotional competence areas are:
• • • • • •
Awareness of myself Solving my problems and making my decisions My working relationships with others My communication with others Managing my personal and social relationships The world around me
Each of these competence areas is broken down into six to nine individual competences that young people can develop. You can see a full table of these competences on page 66.
The Step it Up website This has been devised to enable workers and young people to consider, discuss, assess and develop the young person’s social and emotional competences. It is available:
• • •
online at www.youngscot.org/stepitup; as photocopiable hard copies at the end of this section; on a CD-Rom.
These can be used in a variety of ways:
• • •
In one-to-one sessions between a young person and a youth worker. By using all or part of the questionnaire. As part of a structured youth work programme. Use on a regular basis, encourage the young person to keep a record, identify changes and discuss these developments with the worker.
•
Young person and/or youth worker reflect on answers to questionnaire; then create a self-development programme seeking ways to enable the young person to strengthen their responses within the social and emotional competences questionnaire.
•
The young person could keep the questionnaire responses as their own personal record, and with the young person’s permission, the youth work organisation could also keep a copy.
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2 •
As a group activity, varied so that it is appropriate to the young people within a particular group or setting. (Please remember that this should not be competitive.)
•
Alongside other tools.
Remember the context, setting, atmosphere and other matters featuring in the young person/s life at that time, on that day, are likely to affect the young persons responses to the questionnaire. e.g. bereavement, trouble at school, break up in personal relationship. The Journey Planner part of Step it Up is a simple action planning tool to enable a young person and a worker to plan how to develop selected competences. NOTE: In ideas for Workers, on page 61, you will find a range of suggestions on other ways that workers can help young people to consider their own social and emotional competences. You may have other ideas too. Be creative …and remember, the most important element is the reflective discussion that you have with young people, not the tool(s) that you use. Copies of these guidelines and information for workers and volunteers can be found on the YouthLink website at www.youthlink.org.uk. As the national youth agency for Scotland, YouthLink’s website also provides a host of useful information for youth workers and volunteers.
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2 The Step it Up Journey
BEFORE YOU START Before you start using Step it Up, as a skilled worker you will be fully aware of some of the key issues that may arise when talking about personal and sensitive issues with young people. So maybe consider how to deal with these, having a contact list for possible referrals within your organisation and names of support agencies in case they are needed to support a young person. Also ensure that you have a clear understanding of two key areas: Data Protection and Child Protection.
DATA PROTECTION When keeping any records on young people that you work with you must consider the requirements of the Data Protection Act 1998. Further details of the Data Protection Act can be found at the Data Protection website: www.hmso.gov.uk/acts/acts 1998/19980029.htm
CHILD PROTECTION Discussing social and emotional competences with young people can uncover some personal and sensitive issues. It may lead young people to disclose details of their lives and circumstances to you as a supportive adult. Therefore you need to be very clear on your responsibilities to the young people you work with. Before you start discussing social and emotional competences with young people, check your organisation’s Child Protection policy and procedures and your own obligations. You may decide to go on some specific Child Protection training. You can get further advice and guidance on child protection in The Protection of Children (Scotland) Bill website: www.scottish.parliament.uk/parl_bus/bills/b61s1.pdf
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2 tep it Up aims to take young people on a journey through their own youth work experience. It takes the young person and the youth worker through four key steps:
Step it Up-4 Key Steps Profiling: Where am I?
Review It!
Plan It!
What have I achieved?
Where do I want to go &
How do I know?
how will I get there?
Do It! Putting it in to Practice
Planning WHO ARE YOU GOING TO USE STEP IT UP WITH? Some young people will be ready to think about their personal development and will be keen to look at their progress. Other young people will never have thought that taking part in youth work activity could help them to develop skills, let alone social and emotional competences. However, both of these types of young people could benefit from using Step it Up. How you introduce it to them, the tools that you use to profile their competences and how you review their progress will be different and will require you to use your youth work skills and experience to judge the most appropriate approach. You may decide to use Step it Up with whole groups, or with certain individuals; you may want to look at the whole programme, or just one or two competence areas. Consider a range of options before you start.
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2 WHAT DO YOU AIM TO ACHIEVE? When deciding which young people to use Step it Up with, it is important to consider what you aim to achieve:
• • • •
with individual young people? with the group that you work with? as part of your wider objectives? in conjunction with existing schemes and awards?
Do not think of Step it Up as an additional ‘task’, but consider how going through the process can help and support you to achieve your aims.
HOW WILL THIS SUPPORT THE YOUNG PEOPLE YOU PLAN TO USE THE MATERIALS WITH? Step it Up will encourage discussions and understanding between you and the young people you take through this process. You, as the worker, will gain a greater understanding of the social and emotional make-up of the young person. This will enable you to question, challenge and support the young person in a manner that leads to constructive personal goals being set, alongside necessary support and understanding being offered. All this will lead toward personal growth and development for the young person in a supportive climate.
HOW WILL THIS SUPPORT YOUR AIMS, PRACTICE, GROUP DEVELOPMENT? Having identified who you are using Step it Up with, and what you aim to achieve, then the process should contribute to the overall aims of your organisation. Then the work you do with individuals and groups within your programme, developing young people’s social and emotional competences, will support your overall aims coupled with individual progress.
WHICH TOOL(S) WOULD BE BEST WITH THE YOUNG PEOPLE YOU ARE WORKING WITH? Will you use the photocopied sheets from this publication, the CD-Rom or the website? Might another format be better? (See Ideas for Workers on page 61 for some other ideas.)
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2 Whichever tool you use, remember, it is just there to help you. The reflective discussions that you have with young people are the most important part of the process. Completing the “Youth Work Planning Sheet” on page 60 might help you to think through some of these issues.
SETTING THE SCENE It is very important that young people who volunteer to try Step it Up get the chance to:
• • •
hear about its purpose understand how it will be useful to them, and ask questions for clarification.
It will be important to find the most appropriate atmosphere within which to introduce young people to the process. As a youth worker you will have your own ideas how best this should be done in your own setting.
STEP 1 – PROFILING: WHERE AM I? (Step it Up Questionnaire) The aim of profiling is for a young person and a youth worker to have a reflective discussion about the young persons competences, how happy they feel with their level of competence in particular areas and any evidence or examples they can provide to support their self assessment.
You can use the questionnaires at the Step it Up site, on the CD-Rom, or on page 67 onwards, or any other tools or approaches that you feel would be appropriate to the young person and the situation. Choose your competences! Select the Competence Area(s) you wish to look at with the young person from the Step it Up Framework. To remind you, the six competence areas are:
• • • • • •
Awareness of myself. Solving my problems and making my decisions. My working relationships with others. My communication with others. Managing my personal and social relationships. The world around me.
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2 You do not have to go through all of the ‘individual competences’ in each ‘competence area’ if you or the young person do not want to. You could:
• • •
Select just one or two competence areas to look at. Work through the competence areas one by one over a series of months. Create a ‘mix and match’ of individual competences from different competence areas.
Use your experience and discretion and choose competences that are relevant and of interest to the individual young person or the particular group you are working with. The young person works through the questions, discussing with their worker what they understand and think about the different competences, which ones they think are important in their current lives and to their future, and why. At the end of each section, the young person can get a summary of their responses. (This can be kept to reflect on, compare or be put in a portfolio.)
Step 2 – Plan It! Where do I want to go and how will I get there? (The Journey Planner) The young person and her/his youth worker then discuss and decide which of the competences the young person would like to work on and to develop through their involvement in youth work activity.
With the help and guidance of their worker, the young person completes his/her own ‘Journey Planner’ setting out what they plan to do to develop their chosen competence(s) and when to review their progress. This too can go in their portfolio.
STEP 3 – DO IT! PUTTING IT IN TO PRACTICE (Activities) The young person carries out the youth work activity they have planned or the programme that they usually take part in.
STEP 4 – REVIEW IT! WHAT HAVE I ACHIEVED? HOW DO I KNOW? The youth worker and young person review the young person’s progress, what they have learned and how their competence has changed and developed. To assist in this review it helps if the young person can provide some form of evidence of their progress. This may be in a portfolio, in a scrapbook or in some other format that you might devise, which might contain pictures and reflective writing. The young person retains a personal record of their achievements.
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2 The review may include re-checking some or all of the questions from the questionnaire and focussing on areas where there has been change for the individual. For the worker this involves teasing out what is behind the changes that the young person has made. This includes questions like, why? how? effect of the activity? evidence? The reflective discussion becomes a key so that the young person gains a full understanding of the changes in their competences as a result of the youth activity. The worker can then highlight areas requiring further development and then try to identify with the young person how in the future they can seek to improve these competences. In considering what has been achieved through the youth work activity the worker should assist the young person to look positively at the effect the changes can have outside of the youth activity/organisation. e.g. in school, relationships, confidence in attending interviews, or at home. Remember, results can go down as well as up so the worker needs to be sensitive to managing any sense of failure or non-achieving by the young person.
EVALUATING YOUNG PEOPLES’ JOURNEYS PROGRESS IN SINGLE LEARNING ENVIRONMENTS Most youth workers are familiar with the informal discussions which they often encourage with young people after special occasions such as camping weekends, residential experiences, inter-group visits, key social events such as discos and parties. These are often evaluative in nature, but usually focus on social atmospheres and ways in which good group relationships have been encouraged (or hampered!). Parts of the Step it Up materials, carefully used, could focus these kinds of discussions for groups of young people and some individuals.
SHORT TERM INVOLVEMENT: BEFORE AND AFTER PROJECT WORK It is possible for the materials to be used to chart the progress of a young person’s social and personal development within the context of a single project – i.e. over ten or twelve weeks. At least two of the youth groups which piloted the early drafts of the self assessment schedules used them this way and reported that this was a helpful way of focusing upon the progress which young people had made.
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2 LONG TERM INVOLVEMENT: SIX MONTHLY OR ANNUALLY Most youth workers, depending on the context in which their work is carried out, may find it best to encourage young people to review their personal development on a six-monthly or annual basis. The value of this approach might be that it is more easily handled within conventional non-formal youth work settings. Over the longer period, it is potentially more manageable in terms of the amount of time which a youth worker can allocate to this process and the progress comparisons across the areas of competence over time could well be more dramatic and interesting for the young person. Two youth groups contacted in the pilot phase already have reflective discussions with young people which allow progress to be charted on an annual basis.
‘PERFORMANCE REVIEW’ – LIKE A YOUNG PERSON MAY COMPLETE AT WORK A more comprehensive process could be devised by agreement with certain young people who are reviewing their progress in a more systematic way, which encourages them to review their development in ways which are similar to the forms of review which take place in employment contexts.
PLANNING AND EVALUATING YOUR WORK The majority of good youth workers plan for opportunities in the programme which they develop with young people. Rarely does good youth work happen by chance, rather the worker thinks through the expected outcomes and plans the strategy to be used to achieve them. Step it Up offers the basis for such planning for providing evidence of results, especially when workers implement the key steps in the journey planner. Remember you can use the process developed in this section in a variety of settings eg training, activities etc. The important point to remember at all times is the need for planning, preparation and positive implementation of your work with young people. To maximise his/her achievement the worker should always evaluate progress and effectiveness in their work with young people, while continually gathering evidence of the progress which young people have made. Workers may develop their own forms of evaluating their work or alternatively they can consider other materials produced for planning and evaluating. Examples could be LEAP (Learning, Evaluating and Planning (SCDC 1999) or How Good is our Community Learning and Development? (HMSO 2002).
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2 At an organisational level it is essential that steps are taken to ensure that effective youth work approaches are embedded as part of the strategy, in both voluntary organisations’ action plans and in community learning plans.
Key Points The process is the most important aspect of this exercise.
•
Discussing difficult issues: counselling role; signposting to help, guidance, advice or support.
• •
Use the tools creatively and try to make it an enjoyable experience. Be available to give support throughout the process.
DOS AND DON’TS DO create the right atmosphere in which to use the tools. DO encourage young people to be honest in answering the questionnaires. DO be sensitive to any issues that may arise when you discuss personal issues with young people. DO ask young people for permission to discuss difficult or personal issues (and do check your own organisations Child Protection Policy and your obligations before you start using Step it Up – see ‘Before you start’ on page 52). DO link sections of the questionnaire to projects or topics that you are planning or doing at the moment (using the “Youth Work Planning Sheet” on the next page might help you). DO this, whether one-to-one or in a group, where there is privacy and you won’t be disturbed. DO consider and agree the ground rules with individuals and with groups before starting. DO ensure that appropriate procedures in relation to confidentiality are explained and followed. DO encourage the young person to keep evidence of their progress with a scrapbook or portfolio. DON’T give young people the whole questionnaire in one go unless they are very keen and very capable! Do it a bit at a time. DON’T complete the questionnaire slavishly – use it creatively. DON’T try to add up ‘scores’. DON’T compare young people to one another. We all have different starting
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2 APPENDIX A
Step it Up! YOUTH WORK PLANNING SHEET The project I am working on with my group is: .................................................................................................................... We aim to achieve the following OR The main areas we are working on are: 1. ................................................................................................................. 2. ................................................................................................................ 3. ................................................................................................................ The competences we are going to work on are (you can list the competences by name or number – (see page 66) .................................................................................................................... .................................................................................................................... .................................................................................................................... The activities we will do are: 1. ................................................................................................................. 2. ................................................................................................................ 3. ................................................................................................................ We will do the profiling on (approx. dates): .................................................................................................................... We will complete our Journey Planners on (approx. dates): .................................................................................................................... We will review our Journey Planners and our progress on (approx. dates): ....................................................................................................................
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2 APPENDIX B
Ideas for workers Below are noted a range of other ideas and approaches that you might like to develop to put the framework into practice. Remember this is not an exhaustive list so don’t hesitate to use ideas of your own that can work in your situation.
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Card sort exercise – This could be used in a number of ways under the heading ‘Awareness of myself’ e.g. within this section there is a part on ‘Understanding and accepting myself’, and within that a heading entitled ‘I can make a list of my good points and know where I can improve’. Young people could write down on individual cards things they are good at, or what their good points are e.g. writing stories, singing, playing football, being dependable, honesty, on post-it notes or pieces of card and then prioritise these into different categories such as I’m happy about myself, things I’d like to develop, things I would change.
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Small group discussions – Small groups of young people could discuss some of the competences amongst themselves. If members of your group know one another well and are supportive of one another, you could ask them to complete the questionnaires together, helping one another to assess their responses before you review them with individuals on a oneto-one basis.
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‘Competition’ to think of examples to improve their self assessment and personal development. The young people are challenged to come up with ideas as to how they could improve their performance in the self assessment of their competences. Do this as a group activity, sharing the ideas so others can use them.
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Video diary – Could be used for ‘Seeing through other people’s eyes’. Young people could interview other young people and try to understand their opinions, beliefs and what their hopes are for the future …or interview older people in the area to ask them what they think about young people and then use this for discussion.
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A ‘good deed’ or citizenship project – This could be used for ‘Making things better in the world’. It could focus on an issue that young people identify such as an environmental project – cleaning up a local river, getting rid of graffiti, or a fundraising event to get equipment for another group in the area e.g. for a special needs group or to send to a war torn area?
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2 •
Dear diary – A record of an event or progression. This could be used for ‘Having a positive view of what I might become’. It could be a log book where young people chart the progress of a goal they have set themselves like playing the guitar or getting into a band. They could write about the highs and lows of this. …or they could do it in the style of a newspaper article.
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Simulation game or simulation exercise – This could be observed by others in the group for ‘Understanding the viewpoints of others’. There are many such exercises like the sinking boat exercise which could also cover other competences such as ‘Standing my ground’ or ‘Seeing through other people’s eyes’.
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A debate – This could be used for ‘Standing my ground’. There could be a formal debate where young people identify things they feel strongly about and then get others to argue against them such as ‘…are the best football team in the world’ or ‘All sixteen year olds should get the vote’.
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Organising an event – This could be used for ‘Acting on my decisions’ e.g. a concert with local bands or a sports competition.
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A play/drama /role play – This could be used for ‘Seeing myself as others see me’. They could write it, act in it, video it, discuss it.
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Art/collage project – e.g. making a list of your good points could be done by a young person drawing two life-size outlines on paper and having one with all the good points and one with things she or he would like to develop.
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Project work – Could be used for ‘Working Together with others’. Organising a trip, a party for older people, arranging a clean-up in your local community, etc.
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Photography project – This could be used for ‘Making sense of body language’. Young people could take pictures of people posing for them which show different moods and use them for discussion around what facial expressions or body poses tell us about how someone is feeling.
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2 APPENDIX C
Case Studies The following case studies demonstrate some of the ways workers have used the Step it Up Tools in the piloting stage.
CASE STUDY 1 The Motiv8 youth group offers a personal and social development initiative aimed at young people in the 14-19 age group. Motiv8 aims to enhance the personal, social and community awareness of the participants. This is achieved through group work sessions, volunteering initiatives, educational excursions, debates and discussions. The programme has been operational for approximately two years, but throughout this time they have struggled to develop an appropriate evaluation framework that would allow youth workers to gather recordable evidence of the impact of the programme on the participants. The draft Step it Up self-assessment materials provided the staff with an opportunity to present an evaluative framework to the Motiv8 members that was interactive, and easy to explain and work with. It encouraged peer discussion and feedback and generated discussion that could be recorded and used as evidence of the impact of Motiv8. This evidence could also be used by the young people to demonstrate their personal competence. A draft of Step it Up was used by the group and was seen as a consultative exercise. The young people involved with the session have spoken highly of the experience with the group members who were not present, and have discussed the results not only with the Motiv8 staff team, but also their school based guidance staff. The results have been incorporated into their learning plans within the formal education environment.
CASE STUDY 2 The Centre is a large converted garage offering craft education and training to young people (mainly young men aged 13-15) in car maintenance and repair skills. The garage is impressively equipped with a full range of equipment and with a number of cars and motorcycles upon which work is carried out. In addition to craft training, an element of personal and social skills training is carried out by the youth worker/mechanic. Local secondary schools send groups of young people to the centre for a period of weeks – one day each week. They are usually highly motivated by the hands-on work in the garage but are often wary of activities which appear to remind them of ‘school’. Step It Up Youth Workers’ Material
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2 Members of the group used sections of the Step it Up pilot materials, often discussing together their response to some of the items. They found some questions hard to understand – although the youth worker helped with clarification and this was seen as ‘alright’. (The youth worker played an important role in helping young people understand themselves and their progress). Some questions they described as “crap”, because they dealt with feelings that they often did not talk about with their mates. All members of the group said that the questions “make you think about yourself ”. The youth worker uses the Step it Up materials by choosing sections which are especially relevant to the young people attending. He modifies them to act as a measure of the young people’s progress during their time on each course in the project.
CASE STUDY 3 Regeneration X is a youth group serving young people aged 13 and 14. It has a special focus on active citizenship, participation, youth consultation and the creating of youth forum processes. Over time the group has been successful in campaigning for and gaining acceptance and funding to build a skateboard facility for young people in their town. Young people had filled in parts of the Step it Up self assessment materials – first individually – and then they were asked to share their feelings about the process. The self-assessment questions generated a lot of discussion, and led the group to share and support the views of others concerning positive assessments of themselves. Most young people indicated that this helped them to understand things about themselves which they had not properly judged. (One young man discovered he was more valued by the group than he had previously imagined). The workers believed that the discussion was one of the best they had experienced with this group, with young people sharing open views and values. Youth workers were positive about the materials which they feel will fit very well into the kinds of activity and work which they are doing with young people. They could see how the materials might lead to programme ideas and progression if used over time.
CASE STUDY 4 This was a Princes Trust mixed team of young unemployed people who were about two-thirds of the way through their twelve week programme. Initially the team leader worked through one section with each member on a one-to-one basis. This allowed the worker to explain words and phrases so that the young people fully understood the questions in the schedule. This led to some
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2 discussion with the individuals about the content and meaning. For these young people, who had only a short concentration span, only one section of the schedule was completed. Several days later the young people met in a group to discuss their responses. Clearly from the discussion several had been challenged by the wording and questions posed. Several of the males had said they did not usually talk about their feelings regarding themselves or about relationships. Their response to a relationship difficulty was to go out “and get fu’”. As the discussion developed further there was a sense that some of the young people had been positively challenged. This led to much talking within the group where some of the young people started to respond positively to the exercise. At the end of the session the young people asked if they could take away their copy of what they’d done in Step it Up. Whether this was to answer some more of the questions or to ensure no-one else had access to their written responses was not clear!
CASE STUDY 5 A youth worker in the west of Scotland had several comments and quotes after using the draft schedule with several young people. A fourteen year old completed the schedule by himself while he was on a work experience placement. Overall it was ‘easy and difficult’ (a bit of both). He liked doing it by himself as no-one else gets to see it and it remains confidential. He said where there were problems or decisions he ‘marked himself low’. He suggested he would not like to discuss it in a group but was happy to discuss his thoughts with the worker. He went on to say ‘you could use it to help you understand yourself better’. A twenty year old, currently studying for an HNC, expressed the view that the language was fine and easy to understand. He wanted to return to the schedule again after a period of time so that he could compare the scores that he had given himself. He further suggested making a note of why he answered particular questions in particular ways. This he thought would help him understand his answers when he returned to the schedule. In such a scenario that schedule could be used in a developmental way with and by individuals.
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6.1 My concern for others
6.2 Seeing through other people’s eyes 6.3 My respect for others 6.4 Delivering my promises 6.5 My responsibility for doing things 6.6 Making things better in the world
5.1 Building my friendship with others
5.2 Ending my friendships that are no longer working 5.3 How I get along with others 5.4 Keeping my word and being trusted 5.5 Keeping cool 5.6 Accepting others for what they are 5.7 I am getting better
4.1 Making sure I am getting the message
4.2 Telling my ideas and plans to others 4.3 Making sense of body language 4.4 My awareness of the feelings of others 4.5 Holding my own in a group situation 4.6 Putting forward my views 4.7 Expressing my feelings
3.1 Understanding the viewpoint of others and my co-operation with them 3.2 Working out what’s happening in my relationships with others 3.3 Putting myself in another person’s shoes 3.4 Showing I am reliable, trustworthy and positive 3.5 Trying my hand at taking the lead 3.6 Showing I am responsible for my own behaviour 3.7 Working together with others 3.8 Standing my ground 3.9 How I deal with conflict and disagreements
2.1 Making sense of my actions and reactions
2.2 Working out what goes wrong
2.3 My understanding of the actions of others
2.4 Making decisions about what I should do
2.5 Thinking about the results of my decisions
2.6 How I learn from this
2.7 Working out when I will involve others
2.8 How I use the advice of others
2.9 Acting on my decisions
1.1 Understanding and accepting myself
1.2 Understanding my moods and emotions
1.3 Having a positive view of myself
1.4 Having a positive view of what I might become
1.5 Knowing what I feel
1.6 Seeing myself as others see me
1.7 Taking responsibility for my own feelings
5.8 Blowing my top
6.0 The world around me
5.0 Managing my personal and social relationships
4.0 My communication with others
3.0 My working relationships with others
2.0 Solving my problems and making my decisions
1.0 Awareness of myself
PART
2 APPENDIX D THE STEP IT UP COMPETENCES
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Still to come
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