Methods of Working with Young People - Assignment Example

Do Participatory Methods of Working with Young People Necessarily Improve their Lives? Getting completely involved in an activity, having a say in anissue, and being part of a decision making process enhance the self- esteem of the youth and there is no doubt that these participatory measures can ensure better consequential results for the community and the nation as a whole. There have been great changes in the assumed role of children and young people on a global basis and the traditional notion that children are incapable of doing anything of their own without the adults’ help has paved its way for effective youth undertakings that focus on individual and group participation. It is important that the experience, initiatives and the creativity of the youth are taken into account as they do have a different sort of experience from that of the adult community. For this the people who work with young people have to “build relationships with young people which enable them to explore and make sense of their experiences, and plan and take action”. (Chapter 2. Practice. P.62).For democracy to be more effective, the process of education needs to be more interactive and for the nation to develop itself, a constructive participation from the part of the young people is an essential prerequisite. This changed role of the youth also necessitates subsequent changes in the way various services are organized and offered to them. The educational system has resorted to a child centred, activity oriented learning process where special emphasis falls rightly on student participation. Participation improves the confidence level of young people and it empowers them and makes them feel more connected, committed and one with the community and nation. Young people are usually vibrant with a lot of enthusiasm, energy and vitality, and their energy should be best utilized for the good of the whole community. Even from early childhood children should be trained to participate in household discussions, and encouraged to give their views and share responsibilities. Thus, there should be a culture that fosters youth participation: “participation is more than just a set of rules or guidelines or how to involve young people in participation; rather, it is about a culture in which young people are listened to and their opinions are respected, and in which they are actively involved in decision making.” (Chapter 3. Participation. P.94).This confidence building and trust enable them to get rid of reluctance to open up their minds. In the same way the youth and children should be encouraged to make decisions regarding things that affect their lives. This initiation into decision making will in turn help them to develop problem- solving skills and they would become ready to face challenges in life. Participation can bring tangible benefits when young people genuinely feel they have an input into the project under discussion, or when they feel they can make a difference. (Chapter 3. Participation. P. 98). Children and youth do have a right to know and be a part in the decision-making process as they have to undergo the consequences of the decisions taken. Even in other areas children do have different perspectives, life experiences and points of view and this provides the adult community an opportunity to choose the best of the options and resources. Thus, in the decision making process, the views of the young people are to be listened to with respect, if credible one should take them into account, and finally in its implementation stage the responsibility also must be shared. Facilitating sufficient information and creating provisions for opportunities are the two important prerequisites to ensure a desired level of participation from young people. The best way to bring about this desired outcome is to provide sufficient practice to young people that “involves the purposive use of knowledge, skills and values, within an organizational framework, to address the needs and promote the welfare of young people (as individuals and members of families and communities). (Chapter 2. Practice. P.84). It is pathetic to see that most of the children and young people are unaware of their rights, and the various policies, strategies and the implementation of various laws which focus on the enhancement of youth participation rate. Professionals who work with young people are supposed to take away this ignorance from the minds of young people. In the same way, the practitioners should adapt themselves to the changing needs of the young people: “Practitioners must engage with the changing realities of young people’s lives…and a shifting social context which brings with it changing expectation and demands” (Chapter 1. Practitioners. P.39). Moreover, practitioners, teachers, local and regional authorities, governmental and various other youth organisations do have the responsibility to provide necessary information and prepare them in the best way to participate in actions and activities that are aimed at the general good of the community. It is not enough that the youth are well informed of their rights and duties as a citizen. In the same way they should also be provided ample opportunities to exercise their participation under various governmental, local and regional authorities. Participation is not a one way process; the young people as well as the practitioners benefit a lot from effective participatory methods adopted for this purpose. This is suggested by Heather Montgomery when he says: “…participation can bring real benefits not only to the young people but to the professionals working with them, and that another reason for encouraging participatory approaches is that they empower the professionals as well as the young people.”(Chapter 3. Participation. P.98). Many teachers are of the opinion that the effective participation on the part of students can bring about a lot of variety, creativity, originality, novelty and innovativeness to the classroom. This “takes the burden off the teacher” (Chapter 3. Participation. P. 98) and he remains only as a catalytic agent who facilitates suitable participatory methods for his students. Participation is important to the young people for a number of reasons. It helps them to empower and enhance their self- esteem, develop their basic skills, to ensure their own protection of rights, to fulfill their legal responsibilities, to improve services and to make sure that they are given respect and reasonable amount of voice in the decision making process. “When it works well, participation can make a significant difference to young people’s lives and to the adults who work with them. Young people feel that they are being listened to, that their views are respected, and that becoming involved can make a difference.” (Martin Robb. P.97, 2007). Countries have now realized the significance of young people in building a nation and this will be possible only when they are provided opportunities to do so. The Northern Irish Society provides one of the best examples for this fact. The North Irish Society in the past was reluctant to provide sufficient representation to its young people and many young people found themselves to be totally out of touch with the political situation in the country due to lack of opportunities to participate in the governmental and political affairs of the country. But things have undergone drastic changes with the Belfast Good Friday Agreement of 1998 which provided young people the right of free political thought, the right to pursue national and political aspirations, the right to equal opportunity in all the social and economic activities irrespective of one’s class, creed, gender or ethnicity. This becomes most apparent from the statement in the extract of the article entitled ‘Young People’s Participation in a New Northern Ireland Society’: “Finally, we identify lessons for Northern Ireland from international models of participation that help young people demonstrate their potential for responsible citizenship, and we look at the potential for increased participation by youth in the political structures emerging in the wake of the Belfast Good Friday Agreement of 1998.” (Goretti Horgan & Paula Rogers. 2000). On the same lines women also were provided equal opportunity and freedom of expression which made it possible for them to contribute to the nation’s growth. In UK, The Russell Commission of 2004 “recognized that young people have a wealth of skills to offer and, most importantly, they have the time, enthusiasm and energy to make a difference.” (Chapter 3. Participation. P. 100). Thus it becomes evident that only when a particular person or group is allowed to participate in an activity or decision making process, can that person or group’s abilities and creativity come to fore which can be tapped for the benefit all. Generally there is a misconception that participation of young people is centred round political activism and an awareness and redefinition of their rights. But it is ironic that many young people show disinterest or indifference in political matters as they have lost trust in political parties. Some of them do not even exercise their opportunity to vote in local, state, and federal elections. This is an important area where immediate remedial measures are to be taken so that young people develop natural taste to indulge in political affairs. Another major obstacle for effective participation of young people is the social and economic disparity that is prevalent in many communities. Children of ethnic minority groups and socially or economic backward classes find it difficult to come to the mainstream and make their own contributions: “For people who are marginalized or socially excluded, participation seems an impossible dream.” (Chapter 3. Participation P.116). Efforts should be made so as to improve their condition: confidence building and encouragement should be given to them by the peer group and the governmental policies are to be aimed at their growth. Even though involvement in political matters is a major factor associated with youth participation, the term has much wider significance. This is obvious from the quotation: “Participation in the democratic life of any community is about more than voting or standing for election, although these are important elements. Participation and active citizenship is about having the right, the means, the space and the opportunity and where necessary the support to participate in and influence decisions and engage in actions and activities so as to contribute to building a better society.” (Revised European Charter on the Participation of Young People in Local and Regional Life. p.2). The participation of young people can be focused on other useful areas like work in volunteer centres, social and community works, participation through various media, and service through various youth organisations and cultural or peer groups. All these activities are “intended to improve democracy and create new forms of community, to empower young people and make them feel more connected to their communities. (Chapter 3. Participation. P. 89). Peer groups play crucial part in young people’s participation as they can communicate, share and put into practice commonly shared concepts. It is to be kept in mind that young people share their most coveted ideas with the peer group rather than with adults. The role of parents regarding young people’s participation is debatable. There is an autocratic tendency for parents to decide what they think is best for their children, not taking into account their children’s’ own perspective or desires.Very often parents think for their children, not giving vent to the child’s individuality, creativity and aptitudes. Thus, very often the protection rights of parents adversely affect the participation right of children. It is thus clear that “participation cannot work unless adults are prepared to give up certain power and authority.” (Chapter 3. Participation. P.118). On the other hand, from a positive point of view, the role of family is much greater in the learning of basic principles of active and effective participation. Children develop their skills and acquire basic principles of life and leadership qualities from the family itself. The right patriotic, humanitarian and social attitudes are to be imparted to them at this stage and this should be nourished by the teachers at school. Patriotism to one’s country and interest towards social issues are to be cultivated in the initial stage of children’s growth and this would help in ensuring that they grew up as responsible, constructive and meaningful persons. This would encourage them to participate in matters of national and social interest. It is advisable that every government should incorporate provisions for imparting the right approach to effective participation in the school curriculum, which is the result of a thoroughly researched and clear cut education and training policy. This is clearly suggested in the follow up report, regarding young people’s participation, published in 2006: “We will only achieve lasting and positive change for young people if we place them at the centre of our policies and services. Through reforms of the school and college system and curriculum and qualification change, we will continue to put young people at the heart of our reform programme…” (Chapter 3. Participation. P. 99).The strength of a nation is the power of its citizens. Therefore, the governments should pay extra care and provide young people “a significant role to play in planning and evaluating policy” (Chapter 3. Participation. P. 97), with a view to build up a new generation of citizens who are able to participate in any activity for the nation’s cause and remain committed citizens who are loyal to their country. This doesn’t mean that young people are to be given complete freedom and opportunity to participate in all the activities. Young people’s range of participation can at times become problematic especially when it becomes violent and cannot be justified. Young people all over the world do undertake a large variety of charitable works, voluntary services and other commendable activities. But at times their activities turn out to be mere protests and violent outbursts, very often moved by some political or organisational goals. Civil disobedience and violation of established laws and regulations of the country by young people can never be encouraged. Their participation can also become problematic especially “when the rights and interests of young people appear to be in conflict with the rights, and responsibilities, of adults. (Chapter 3. Participation. P. 93). This is an area where the question of adult intervention, protection and control comes to the foreground. The questions like whether the initiative for the action should come from the adults or the young people, or whether the voluntary initiatives of young people should be directed and controlled by adults or the activities to be assigned and taken care of the professionals working with them are to be answered depending upon the specific need of the hour and situation existing at that particular point of time. Thus, having dealt with the various aspects of young people’s participation, it is evident that effective participation has the miraculous power of changing one’s life to maturity, growth and improvement. The government as well as professionals and practitioners who interact with them have to make them “feel more connected and showing that their decisions and choices do count; initiatives such as these are ensuring that the ideals of participation are being translated into action. (Chapter 3. Participation. P. 97). There is no doubt that effective participation acts as a better means of education as young children learn a lot of things from their first hand experiences. There is nothing as good as real life experiences to bring about the right convictions and ideals in one’s life. Participation follows a give and take policy as young people learn a lot of things from the shared experiences of others. For this same reason there can be a counter argument that adults are much more experienced to dictate terms on young people as the experiences of young people are very much limited. But the originality, creativity, innovative ideas of the young people can never be disregarded and one should keep in mind the fact that they are supposed to decide the future destiny of the nation. Thus participation can be most fruitful “when young people’s and adults views coincide and young people participate in the ‘right’ way”. (Chapter 3. Participation. P. 118). The need of the time is not rivalry but a mutually beneficial and cooperative outlook. Works Cited Robb, Martin. Participation. Youth in Context: Frameworks, Settings and Encounters. Chapter 3. London: The Open University. Saga Publications, Walton Hall. 2007. Horgan, Goretti. & Rogers, Paula. Young People’s Participation in a New Northern Ireland Society. Abstract. Saga Publications. 2000. 5 Jul. 2007 . Revised European Charter on the Participation of Young People in Local and Regional Life. Introduction. 5 Jul. 2007 . Read More