The Role of Group Work in Youth Work Intervention - Research Paper Example

The Role of Group Work in Youth Work Intervention The establishment of systems for youth work is borne out of the challenge to provide a holistic development among young persons with an understanding that their lives are shaped by the demands met and accommodations made within their social context (Models of Youth Work, n.d.; LLUK, 2008). Youth work provides young people with a legitimate voice that allows them to influence society and maximize their potentials. Youth work practices are dictated by different types of intervention models (i.e. treatment model, reform model, advocacy model and empowerment model). There is no one conclusive model of youth work and practitioners employ different models in the determination of programs and strategies. Youth workers are guided by certain values in their practice of developing young people. Literature on youth work places emphasis on the youth’s decision to become involved. It also highlights the need to use the youth’s experiences as the starting point --- their values, views and principles. By providing a safe atmosphere for them to express their ideas, they become empowered to influence their environment. It is through this that the youth starts to widen their horizons and begin to proactively seek participation and commitment in social development. The role of youth work involves equipping the youth with skills to grow through a supportive group environment and to provide opportunities for them to fully develop their potentials, so they are more prepared to face future challenges and become productive citizens. This paper examines the role of group work in youth work intervention. Of vital importance to the discussion is how intervention through group work is able challenge the concept of oppression. As such, the succeeding sections of the paper will be divided into three major topics. The first examines the significance of equality issues in youth and community work. The next section presents an overview of the how equality is treated in policy making bodies. The last section gives a critical discussion of how group work is an effective tool in youth work intervention. The Concept of Equality in Youth and Community Work Historically, community development work has made significant contributions to people who are experiencing oppression. In the 1970’s an influential theory was proposed by a development worker, Paulo Frieri who spent years teaching literacy to Brazilian workers. While teaching reading to the workers in the context of their marginalized conditions, Frieri realized that he was able to revolutionize their thinking about themselves and the world. The role of development workers therefore, is in “dialoguing with the people about their actions” (Freiri, 2006, p. 53) which facilitates the process of deep reflection and consequently activating action (praxis). Compared to other theories of liberation, Freiri (2006) argues that a true liberation of the oppressed must begin with the oppressed, further stating that the “pedagogy that begins with the egoistic interests of the oppressors (an egoism cloaked in the false generosity of paternalism) and makes of the oppressed the objects of its humanitarianism, itself maintains and embodies oppression” (p. 54). Freiri’s (2006) pedagogy of the oppressed consists of two distinct stages. The first consists of the oppressed discovering the conditions of oppression and committing to the transformation of the conditions. In the second stage, the oppression having been transformed, “the pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation” (Freiri, 2006, p. 54). Current practice in community development work has been much affected by the pedagogy introduced by Freiri (1972). Its commitment to justice and empowerment is nested in the approach espoused in the pedagogy of the oppressed. As reiterated by Ledwith, (1997), the approach “calls for a unity of theory and practice,” (p.2) otherwise known as praxis, in its grand aim of developing a “just, equitable and sustainable world” (p.3). The permanence of liberation espoused by Freiri (1972) and the grand aspirations recounted Ledwith (1997) both resonate the need to define and instil the virtues of equality in order to challenge the root causes that lead to discrimination. Community work and youth work in particular have been popular for championing over the oppressive and discriminatory conditions through collective action of a marginalized group. It has recognized the importance of bringing the development at the grassroots level and starting with the individual transformation. “The practice of a more just society starts in the personal everyday experiences that shape people’s lives” (Ledwith, 1997, p. 2). Implicit in the understanding of the concept of equality is understanding of the meaning of power and its role in inequality. Power, in fact, is at the core of generating change and to transition from oppression to liberation, power is necessary. While power is often met with fear, dealing with power realistically and honestly will help one become more at ease with its use. Instead of being a limiting factor, it becomes a tool that propels action. Perhaps there is a thin line that defines power in one’s personal life and its application in the professional life. Homan (2008) states that the belief in one’s power, makes one feel more alive and “discover a profound sense of personal fulfilment simply from knowing that you are willing to take part in making a difference” (p. 135). Like any relational or collective concept, power over others, is derived from the sense of personal power that one has. How this personal sense of power is developed depends mainly on one’s available resources and the acquisition of knowledge and skills. An individual with ample resources and adequate skills is most likely to perceive him/ herself as powerful compared to those with limited resources and have no access to skills. The former will also have enough confidence and necessary capacities to assert his/ her power. While professional power is often related to a role ascribed or achieved, it finds foundation on one’s personal power. The acquisition of professional power is a function of the personal power present. Individuals with better access to knowledge and skills become more enriched thus, having better opportunities in one’s chosen profession and consequently, having better chances of increasing one’s position of power. Not all individuals, however, are able to establish a sufficient sense of personal power necessary to rise above social injustice and oppressive conditions. In fact, an individual oppressed by poverty, may tend to acculturate or internalise what is dictated by society to achieve a sufficient level of belongingness or security. “Understanding oppression at the P [personal] level needs examination of how prejudice and discriminatory ideas develop through social interaction, shared cultural beliefs and social practices at a structural level” (Chouhan, 2009, p. 70). The lack of such consciousness feeds the individual inequality. Like power, inequality in the professional field is partly dependent, but not totally, on historical traces of personal inequality. Without the proper skills and educational attainment, one may fail to progress in the hierarchy at work. However, other dispositional traits have been identified with professional inequality. Among those prominent are gender, race and age and disability. As discussed above, at the very core of the advocacy of youth and community work rests liberation from oppression and the establishment of permanent liberation. While the first phase translates to the attainment of individual and collective freedom of the oppressed, the second necessitates the understanding and establishment of equality. The next section gives a critical discussion of the policies created to promote equality. Policy Making and Equality What has been clearly demonstrated above is the need for practitioners to continually evaluate the practice of youth and community work against emerging developments in the society. The constant critical evaluation of current status quo and pervading assumptions about the world shows the true sense of commitment towards challenging discrimination, inequality and injustices at all levels. One of the most important vehicles for combating oppression at a massive level is through policy making. Issues on equality and social inclusion are significantly addressed through provisions created from policies. In youth work, “the combination of significant changes in attitudes and practices, and an innovative and genuinely inclusive youth policy could well pave the way for young people to begin to experience greater recognition and respect within our society” (Barry, 2005, p. 2). In the UK, many government policy initiatives are directed towards giving all young people, especially those from disadvantaged communities, opportunities for personal and social development. Majority, if not all, of these programs come with a unifying goal of increasing to 95% the number of young people by the age of 25 who will be ready for high skilled employment or higher education by 2015. One of the most prominent is “Extending Entitlement”, a flagship program of the Welsh Assembly Government. These programs cultivate a culture of diversity and equality that offers opportunities for every youth to maximise his/ her potentials. In the past, youth work intervention has been highly criticized for its “down-ward” view of the youth as misguided, helpless and rebellious, an approach that calls for the authoritative stance of the adults. What the Welsh Assembly Government has achieved however is to move away from “the problem oriented, negative and controlling emphasis” (Haines, Case, Isles, Rees & Hancock, 2004, p. 3) characteristic of much wider policy for young people. The positive view that this policy embodies carries an optimistic note for both the young and the society as a whole. Through this method, a wider scope of young people is becoming encouraged and interested about the program. The first challenge of youth work policy is its ability to address simultaneously the priorities of public policy and the needs or wishes expressed by the young people while still remaining true to the principles of youth work. The major limiting factor is its ability to reach those who need intervention the most either because of specific disabilities or the inaccessibility of location. The second challenge is in giving attention to both “at-risk” youths and those who are not “at-risk”. Anti-oppressive practice is considered both a methodology and an approach in youth work that is based on the principles of justice and equality. It involves allowing the youth to understand the context of the world s/he lives in and the effects of oppression. It identifies venues for the youth to find tools to challenge oppressive actions in any form. It ensures equal access to resources and opportunities to further improve themselves. It engages people to build their self-esteem and appreciate diversity in culture, values and traditions of other members in the society. Anti-oppressive practice is currently an accepted practice in youth work but is still threatened by a variety of challenges. Its integration for instance in agendas such as Every Child Matters and Youth Matters requires added accountability in ensuring and providing evidence that it is an integral part of the integrated services for young children and the youth. It also continues to face the challenge of proving that it is the better area for providing personal and social education. Part of its challenge as well is achieving the performance indicators stipulated by local authorities. Furthermore, it seeks to contribute to an increasing number of corporate plans and strategies such as teenage pregnancy strategies or the health inequality plan. Lastly, there is the constant need to reorganize the services for an integrated provision based on local resources. While the challenges are huge, it has been proposed that a performance management framework can best address these issues. This ensures the anti-oppression framework a part in the planning stage and the continuous monitoring of progress and achievements. Group Work in Youth Work Intervention Anti-oppressive practice demands the “explicit requirements on all youth work units to develop learning programmes that explore issues of equality and oppression in the service plan” (Gore, 2007, p. 79). One youth work intervention tool explored in this paper is group work. The fact that it falls under the jurisdiction of informal education makes it a debatable issue on whether or not it is indeed contributing to empowerment and enhancement of outcomes among the youth. Yet the role of group work in youth work intervention cannot be denied as in this basic definition by Button (1974), “group work is about helping people in their growth and development, in their social skills, in their personal resource, and in the kind of relationships they establish with each other” (p. 1). Youth work is primarily concerned with personal development and “starts with how young people experience the world” (Foreman, 1990, p. 27). Thus, it plays along both formal and informal dimensions of education characteristic of lifelong learning and adult education. The stance of beginning with what preoccupies the learner is best addressed through the experiential learning approach. The activities are able to simulate the process of action and reflection as the initial steps to creating change and transformation. Their exposure to individuals with diverse background enhances their sensitivity and appreciation to differences. Furthermore, a culture of learning based on different realities is encouraged through open discussions of ideas about cultural and socio-political issues. At the same time, it cannot be denied that most of the basic problems of young individuals involve the relationships with others and the concessions they make out of their surroundings. New social skills that need to be learnt to combat oppression and discrimination are simulated through experimentation in a group setting. The company of other people prepares the youth to face the challenges of future endeavours in both higher education and professional life. As a tool for emancipation and empowerment, youth work benefits greatly from group work intervention. Group work is heavily affected by different factors such as the composition of the group, its history and the size. One of the reasons for bringing together a group is the presence of common or shared purpose. For instance, the key to working through oppression is to create actions by working with them instead of for them. People who are members of the group must be in similar status or has the likelihood of becoming oppressed in the future. Groups maybe formed based on ethnicity for migrant families or by gender such as in gay men and lesbians. The underlying principle is that there is value in the sharing of coping mechanisms or best practices. While there are others who are motivated to share, there are those who keep to themselves. Whereas there are those who dominate the process, there are also those who are contented to conform. These are areas that require the careful attention of the facilitator during group work. S/he must be able to address these issues immediately so they do not hamper in building the group’s cohesion and the establishment of an atmosphere of mutual trust and support. Groups that usually have members who have been in contact with each other for a longer period of time, referred to as “formed groups”, have already developed a higher degree of trust compared to new groups. The decision to have a closed or open group is usually dependent on the goals of the group work. In most cases also, certain roles are given to group members such as being the leader. This has its own constraints in the group process but nevertheless, having an effective leader will ultimately benefit the cohesiveness of the group and success of the process. Size is also an important factor to consider in group work for the facilitator to manage the interaction. Generally speaking, a group of fifteen members is still efficient, but for those requiring more intense personal contact, a smaller group is advisable. Consensus usually is also very dependent on the size of the group. Small groups puts pressure to participate in decision-making tasks while in larger groups, some members tend to withdraw from participation. Individual members come to a group with their own perceptions and expectations. Although the worker has his/her own agenda, the major challenge is bringing these differences to a common ground so slowly the group achieves a certain degree of cohesion. At the beginning therefore, there is a need to set firm rules to maintain the sanctity of the group. The values upheld in these rules propagate the atmosphere of trust and safety in the group. In working with diversity, as well, there are certain ethical issues that the facilitator must be aware of and be able to articulate to the group. These measures are as important as the design because unless the conditions of trust, safety and support are in place, the plans cannot successfully take off. Ethics in one’s profession is an important area that a youth worker must constantly re-examine. S/he must not lose sight of the ideals but must also refrain from being too clouded by it such that concessions for problem-resolution are not anymore considered. Garvin (1997) points out that the advantage of group work in an oppressed group is that it allows for examination of the treatment and approach of the agency towards youth and community work. In the process, participants are guided in consciousness-raising and will be able to influence as well the agency. “The agency that provides a good environment for change does not ‘colonize’ the oppressed group but encourages its members to participate at all levels of agency decision making ...” (Garvin, 1997, p. 279). Oppression is defined by Garvin (1997) as “the destructive effects of social institutions on people when such institutions damage their identities, denigrate their lifestyles and deny them access to opportunities” (p. 276). The motivation to change this oppressive cycle is much related to what has been termed as “empowerment”. “Groups can facilitate empowerment in ways not available to other social work modalities” (Garvin, 1997, p. 277). Members are given an opportunity to learn from each other the skills to uphold empowerment such as asserting oneself, implementing change strategies and defending oneself. Those who withdraw are motivated in group work to resolve these issues and become more assertive. Thus goal attainment involves both increasing their competencies and effecting change to their environment. Through group work, members are able to realize that their lives are affected by their surroundings yet they have the responsibility and capacity to change these conditions. An empowered individual does not blame him/ herself for the oppression but takes responsibility for changing the oppressive environment. Furthermore, the knowledge attained from group work heightens the level of critical consciousness. Group work serves as a springboard for the youth to form their values and practice how they deal with society. Society is in every sense a relational institution that significantly impacts the individuals. Groups become microcosms of that society from where the youth equips him/ herself with skills, attitudes and knowledge. References: Barry, M. (2005). Youth policy and social inclusion: critical debates with young people. New York, NY: Taylor & Francis, Inc. Button, L. (1974). Developmental group work. New York, NY: Halsted Press. Chouhan, J. (2009). Anti-oppressive practice. In J.J. Wood & J. Hine (Eds.), Work with young people (60-74). London, UK: Sage Publications, Inc. Douglas, T. (1978). Basic groupwork. London, UK: Tavistock Publications Limited. Freiri, P. (2006). Pedagogy of the Oppressed: 30th anniversary edition. New York, NY: The Continuum International Publishing Group, Inc. Foreman, A. (1990). Personality and curriculum. In T. Jeffs & M. Smith (Eds.), Using Informal Education (26-35). PA, USA: Open University Press. Garvin, C.D. (1997). Contemporary group work, 2nd edition. Needham Heights, MA: Allyn & Bacon. Gore, H. (2006). Leading and managing anti-oppressive youth work. In R. Harrison, C. Benjamin, S. Curran & R. Hunter (Eds.), Leading work with young people (67-79). United Kingdom: The Open University. Hanes, K., Case, S., Isles, E., Rees, I. & Hancock, A. (2004). Extending entitlement: Making it real. Wales, UK: Crown. Homan, M.S. (2008). Promoting community change: Making it happen in the real world. Belmont, CA: Thomson Higher Education. Ledwith, M. (1997). Community development: A critical approach. Bristol, UK: The Policy Press. Lifelong Learning UK (2008). National Occupational Standards for Youth Work. Retrieved from http://www.lluk.org/documents/whole_suite_of_Professional_and_National_Occupational_Standards_for_Youth_Work.pdf McCulloch, K. (2006). Ethics, accountability and the shaping of youth work practice. In R. Harrison, C. Benjamin, S. Curran & R. Hunter (Eds.), Leading work with young people (53-66). United Kingdom: The Open University. McCulloch, K. & Tett, L. (1999). Professional ethics, accountability, and the organization context of youth work. In S. Banks (Ed.), Ethical issues in youth work (37-56). London, UK: Routhledge. Models of Youth Work – Library/Papers (n.d). Six Intervention Models of Youth Work (Theoretical). Retrieved from http://toolboxes.flexiblelearning.net.au/demosites/series3 /301/content/papers/sixmodels.pdf Read More