THINKING SERIOUSLY ABOUT … The Future of the Youth Service Maurice Devlin (NUI Maynooth) The Purpose and Outcomes of Youth Work 25 November 2009

THINKING SERIOUSLY ABOUT …

The Future of the Youth Service

Maurice Devlin (NUI Maynooth)

The Purpose and Outcomes of Youth Work

25 November 2009

THINKING SERIOUSLY ABOUT … The Future of the Youth Service

• Starting point: purpose and outcomes inextricably linked – or should be!

• (Intended) outcomes an expression/enactment of purpose

• The purpose of youth work is above all else educational and developmental

• “Youth work’s primary concern is with the education of young people in non-formal settings, and education is by definition a planned, purposeful and conscious process (whereas “learning” may or may not be planned and purposeful, and may or may not be conscious).” (National Youth Work Development Plan, 2003)


• Definition from Youth Work Act (RoI) 2001• Youth work is…a planned programme of

education designed for the purpose of aiding and enhancing the personal and social development of young persons through their voluntary involvement…which is -– (a) complementary to their formal, academic

and vocational education and training; and– (b) provided primarily by voluntary

organisations.’ [s. 3]


• Youth Work: A Model for Effective Practice (2003)• “Personal and social development is concerned

with the young person gaining knowledge, understanding and awareness of him/herself as an individual and as an active participant in relationships with others…..Personal and social development is an expansive term which must be adapted to the constantly changing circumstances of young people. Cultural, economic and political changes challenge youth workers to respond with skilled interventions and carefully planned programmes…”


• Youth Work in RoI recently integrated within the Office of the Minister for Children and Youth Affairs (OMCYA)

• Work of OMCYA in general guided by An Agenda for Children’s Services (2007):

• Agenda aims for every child to be:– Healthy, both physically and mentally;– Supported in active learning;– Safe from accidental and intentional harm;– Economically secure;– Secure in the immediate and wider physical

environment;– Part of positive networks of family, friends, neighbours

and the community;– Included and participating in society.


• In youth work, lead on standards has been taken by the Assessor of Youth Work (formally in Department of Education, now within OMCYA)

• Quality Standards Framework (QSF) piloted 2007-2009 with Vocational Education Committees, local groups and projects and national organisations

• Developed in consultation with the sector; overseen by steering group comprising members of National Youth Work Advisory Committee (NYWAC) and external experts

• Structure: 5 overarching principles; and 18 statements (“standards”) to be achieved (or worked towards), grouped under 3 headings (see next slide).

• Pilot was independently evaluated while in train; and consideration now being given to how to “roll out” the QSF as an assessment framework throughout the sector.


Quality Standards Framework (QSF) Pilot 2007-2009Practice

Organisation Management & Development

People & Relationships

5 CORE PRINCIPLES:

All youth work programmes, practice, and policy should:

• be young person centred and predicated upon voluntary participation

• ensure the safety and wellbeing of young people

• be ethical and uphold the rights of children and young people

• be both educational and developmental

• recognise and promote equality, diversity and interculturalism

Essential evidence of application

of the core principles

Desirable evidence of application of

the core principles

Child Protection Policy Youth Work Policy and Practice

Appropriate Insurance Cover

Equality, Anti-racism & Diversity Policy

Health & Safety Policy Charter of Rights for Young People

Compliance with Employment & Equality Legislation



• QSF (Pilot) Sections & Standards• Practice- • Organisational

Management & Development-

• People & Relationships-

Policy Governance Young People

Planning Operational Management Recruitment & Selection of Volunteers

Education Strategy Leadership

Assessment & Evaluation

Sustainability & Accountability

Workforce Development

Participation Culture & Learning Partnership & Networking

Progression Quality Assurance Equality & Inclusiveness


Sample Page from QSF Manual

QSF Practice

Practice1.3- Education

Scale of Attainment

Absent Acquiring Achieved Advanced Comment

All youth work practice should be an educational and developmental process, employing a variety of effective models and methodologies that result in identifiable personal and social development outcomes.

Indicators of attainment of the above standard may include:Existing quality assurance systemsOperational & strategic planningOrganisational mission/vision/ethosEvidence of detailed needs assessment and consultation Identified position of the programme/service/intervention within the overall organisationClear definition of rationale and remitClear theoretical and practical underpinning Education informed by good practice principles Education appropriate to the needs, abilities and aspirations of stakeholders Clear educational aims & objectivesDefined personal & social outcomesExamples of appropriate, flexible and accessible practicesCredible, challenging and relevant tasksRationale for universal and targeted practicesExamples of practice having regard to both task and processOpportunities for both critical reflection and actionEducation responsive to diverse styles of learning Examples of work/material produced/records of achievementEvidence of progression and referral routes, where appropriate Periodic monitoring, review and evaluation

Evidence

Required Actions Personnel Responsible

Time frame Comment


• Parallel to QSF, five major youth organisations (four voluntary and one statutory) took the initiative to explore the “purpose and outcomes of youth work” from the perspective of youth workers and young people in their own groups and projects.

• Organisations: Catholic Youth Care; City of Dublin Youth Service Board; Foróige; Ógra Chorcaigh; Youth Work Ireland.

• Decided to focus specifically on examples of good practice; five “sites” purposefully selected across the country – different types of project/group/service but all long established and highly regarded.

• Combination of qualitative and quantitative methods (interview/focus group/short questionnaires), informed & contextualised by literature review.

• Report: The Purpose and Outcomes of Youth Work, M. Devlin & A. Gunning, Irish Youth Work Press, 2009.


• Widespread agreement between youth workers and adults that youth work results in a range of “soft” and “hard” outcomes:– enhanced personal qualities and feelings - confidence, self-

esteem, personal and social awareness, amicability and sociability;

– opportunities for association in positive contexts, strengthening friendships and establishing new ones;

– new and more diverse experiences and opportunities (which are more likely with longer periods of involvement);

– enhanced positive and pro-social behaviour;– practical skills (e.g. making decisions, planning and

organising, budgeting, cooking, teamwork, group work, communications, arts and creativity, various sports, games and activities);


• Outcomes (continued):

– information, advice and advocacy (e.g. health, relationships, sexuality, the law, careers and formal education);

– practical support for formal education; and in some cases direct provision of (and support for) alternative routes to qualifications;

– support for young people’s families by youth workers, integration of family members within the work of the youth group/project, more positive approaches to parenting (and to young people in general) by adults involved in youth work;

– improved communications and relationships between young people and adults within communities; opportunities for practical intergenerational cooperation at local level;

– improvement in local conditions and amenities, providing local leadership (both young people and adults), cooperation and coordination with other local services.


• Examples of qualitative responses

• “One example, a parent who is a leader as well, said prior to becoming a leader herself if there was a phone call to be made on behalf of their child, they would be running out to do it, whereas now she’d be saying, go over there now and ring up and get the number and do all that yourself. Prior to that, she said she would have done all of that for them. There is a big tendency with parents to do too much for their children. She said because she had the experience of the club she would be much more aware of getting them to do what they can for themselves, rather than do it for them.” [Volunteer youth worker, rural club]


• “I have a friend who moved down from Dublin a year or so ago and he didn’t really know anyone, so I brought him here one day and it’s great here because the atmosphere here is like the first day, whenever I walked in it was, hey what’s up and the first day he came in, ten minutes later he was having a laugh with everyone. So he was up by twenty friends that day anyway.” [Young man, regional youth service]


• Carol …You don’t even know it [learning] is happening, it’s just, you know we learned how to cook and we didn’t realise

it, I just remembered how to do it and rowing and orienteering and aerobics, and all about the environment, they teach like how important, when all the trees and everything are getting cut down, they teach you that’s bad and they tell you why it’s bad and all.

• Anna But you could learn that in school too. What’s different about how you learn it here?

• Carol It’s more relaxed. In school you have to learn it because you’ll be tested on it and if you don’t know it you’re in trouble but in this place they’re not going to give out to

you.

• Ben It’s more enjoyable that way.


• Anna Do you think that if two years ago or four years ago or whatever, if you hadn’t joined the youth club, I know

it’s kind of a hard thing to ask…

• Kevin Ah, we’d run riot.

• Anna Do you reckon your life would be different?

• Kevin We’d run riot.

• Paul I’d say we would, you just don’t know.

• Kevin If there were not youth clubs or youth workers around, there would be total chaos.


• Some examples of quantitative findings (or qualitative findings rendered into quantitative form) follow:


New activities by duration of involvement

53 5064

71 7283

47 5036

29 2817

0

20

40

60

80

100

120

< 3months

3 - 6months

6 months- 1 year

1 - 2years

2 - 3years

> 3 years

Duration of involvement

Pe

rce

nta

ge

of

res

po

nd

en

ts

Have you taken part in newactivities? No

Have you taken part in newactivities? Yes


Perceived change in self by duration of involvement:

40

7560

79

6377

60

2540

21

3723

0

20

40

60

80

100

120

< 3months

3 - 6months

6 months- 1 year

1 - 2years

2 - 3years

> 3 years

Duration of involvement

Per

cen

tag

e o

f re

spo

nd

ents

Have you seen a change inyourself? No

Have you seen a change inyourself? Yes


Type of change in self by duration of involvement:

0

10

20

30

40

50

60

70

80

< 3months

3 - 6months

6 months -1 year

2 - 3 years 3 years +

Response categories

Per

cen

tag

e o

f re

spo

nd

ents

Positive behaviour change

More educated/Skillful

Positive personal development

More active and healthy

More social skills

Negative change to self


• Some pervasive themes:– The value base of youth work is key to its

positive outcomes– The voluntary participation of young people is

vital– Positive relationships are the heart of youth

work – both its processes and outcomes– Youth work can potentially benefit all young

people– Youth work takes time


• Regarding outcomes…

• “Broadly the consensus appeared to be that it is very important to be able to name the successful outcomes of youth work - for young people, for adults, communities and for society as a whole – but it is not always possible to number them, in other words to express them in quantitative or numerical terms. There may be possibilities for quantifying more of youth work’s outcomes than is the case at present and this is something which workers thought merits further discussion, perhaps in the context of the Quality Standards Framework. The main thing is that any system recognises the distinctive nature of the youth work relationship and how it differs from other forms of practice and provision.” (Purpose & Outcomes of Youth Work, p. 26)

• A focus on outcomes can and should be compatible with the existing emphasis in youth (and community) work on “conscious practice” and “reflective/reflexive” practice.


Conclusion: reasons for moving toward greater clarity regarding quality standards and outcomes include:

• Recognition• Ratification• Rewarding excellence• Rectifying problems• (Re)assuring quality• Raising standards• Regulation• but…..• Need for reciprocity between stakeholders/partners

Documents

THINKING SERIOUSLY ABOUT … The Future of the Youth Service Maurice Devlin (NUI Maynooth) The Purpose and Outcomes of Youth Work 25 November 2009