Professional Youth Worker Intervention in the UK - Essay Example

"Youth is not a problem, youth is a solution" - R. Gulzar (2005) Winner of GKP Youth and ICT Award, 2005. Introduction to Professional Youth Worker Intervention in the UK Contemporary social policy across the globe has turned its focus to youth, and their unique issues within societies (Roche, Tucker, Thomson & Flynn, 2004). In the UK, the youth worker faces the dilemma of how to design, implement and maintain effective programs that inform and support youth (Jeffs & Smith, 1990). Current events in the UK, such as growing unemployment, increasing anti-social behaviors, threats of terrorist retaliations and poverty challenge professional social work intervention at all levels in regard to youth support. The focus on youth reflects awareness that a country's young people can be a significant resource contributing towards human development, although also a considerable source of social problems if ignored (Xenos & Kabamalan, 1999). A universally accepted definition of a youth is a person aged between 15-24 years (Roche et al., 2004; Xenos & Kabamalan, 1999). It has been argued that the forces of national change tend to converge on a societies youth (Xenos & Kabamalan, 1999). Globalisation has provided the youth of the UK with an unprecedented range of behavioural choices encouraged by a media-culture, whilst social changes have contributed to them having less community and parental support and guidance, and the need to take on more responsibility in regards to earning a wage (Xenos & Kabamalan, 1999). For the youth worker in England, there is an intense interest in understanding how to reach young people through programs and messages of informed choice (Roche et al., 2004; Xenos & Kabamalan, 1999). The reality is that youth enrolled in school or the workforce can be more readily accessed with programs than those who are not in school or the labor force (Xenos & Kabamalan, 1999). It is engaging the "hidden population" of young people that are often truant from school, and who indulge in criminal activities, that is a serious challenge to professional social workers in the UK (Roche et al., 2004). In the city of Bradford youth crime, truancy and other ant-social activities are on the rise as elsewhere (Bradford Vision, 2003). The area has many housing districts, which are poor, and which share commonalities such as high unemployment, poor health, poor housing, and limited interest in encouraging education (Bradford Vision, 2003). The council, with government assistance, has instigated a vision to lessen the gap between such neighborhoods and the rest of the country (Bradford Vision, 2003). The Action Plan aims to incorporate the skills, experiences, creativity and knowledge of the people living within the community - and this includes the youth! (Bradford Division, 2003). In line with national government goals, Bradford intends to instigate and support initiatives that will assist deprived neighborhoods to be more in line with the national average. Anti-Social Behaviour Act, 2003 The Home Office introduced the Anti-Social Behaviour Act in 2003 (Home Office, 2005). Anti-social behaviour being defined as a variety of behaviours, which may harm people, property, or simply be a nuisance (Whitehead & Stockdale, 2003). It is debated as to whether youth anti-social behaviour, commonly termed youth nuisance, is a policing issue or the responsibility of local government (Whitehead & Stockdale, 2003). Common behaviours include groups or gangs of youths drinking, damaging property and using drugs. One fifth of respondents in a recent government survey answered that they most experienced anti-social behaviour by youths being rude or abusive (Byron, 2001; Whitehead & Stockdale, 2003). However, ironically, young people aged between 16-24 were identified as being the most likely to experience anti-social behviours (Whitehead & Stockdale, 2003). Part of this act focuses on government efforts to better understand perceptions of social exclusion amongst the youths of England (Home Office, 2005). Importantly, the policy investigates processes and changes to improve service for young people, and how such services could be extended to inhibit social exclusion (Home Office, 2005). It is hoped that evaluation of youth services and the communities they live in can identify risk factors, and effective interventions implemented to improve their prospects. Especially, it has been highlighted that local coordination is vital to identify the needs of at risk youth, and to provide preventive resources (Home Office, 2005). It is recognized that issues of familial interactions and poverty to improve their experiences of social exclusion. In response to the Anti-Social Act, the Lidget Green Partnership has developed a Neighborhood Action Plan. Local residents and community groups, together with elected members, the Anti Crime Partnership Officer as well as local churches and Roy's community Association, have joined with the Bradford Vision to take action (Bradford Vision, 2003). Concerns for youth are in regards to the dealing of drugs, litter, low community spirit, and increasing crime rates. Importantly, as a multicultural community there are concerns that the lack of community spirit is resulting in increased conflict factions between cultural groups. Particularly within Lidget Green there have been numerous reports of youths of Asian heritage breaking into and vandalizing Anglo heritage residents (Bradford Vision, 2005). Social exclusion of young people has been found to dramatically impact on their future work opportunities (Roche et al, 2004). Youths experiencing exclusion tend to be from social and educationally disadvantaged backgrounds. Alternatively it may just be that they are ethnically "different" (Berridge, Brodie, Pitts, Porteous & Tarling, 2001). Research shows that young people with difficulties at primary school have difficulty with the transition to high school; this reflects their difficulties with internalizing social norms, and broadening their social relationships and interpersonal communication skills (Berridge eta l., 2001). Situations of truancy tend to reflect boredom, conflict with the school system, or just a desire to be with friends (Berridge eta l., 2001). When excluded youths are working, the jobs tend to be in the secondary-sector, short-term and poorly paid, with limited ongoing career opportunities (Berridge eta l., 2001). Studies show, that where youths are in the labor force, or at school they are less vulnerable to crime (Berridge eta l., 2001). Approaches to Learning Donald Shon (1973) introduced innovative theories of "learning societies" and "reflection-in-action". He firmly believed that to change a society it was necessary for a community perspective to learning take place. His contemporaries, such as Hutchins (1970) shared a similar view, and drew on ancient Greek culture: [E]ducation was not a segregated activity, conducted for certain hours, in certain places, at a certain time of life. It was the aim of the society. The city educated the man. The Athenian was educated by culture, by paideia. (Hutchins 1970: 133 as cited in Kernaghan, 2005). Schon points to the lack of stability within societies as part of their nature, and that they are dynamic and continuously changing. Hence, it is necessary for citizens to learn to understand, guide, influence and manage social transformations. As such, citizens must become avid and able learners. Citizens must seek to change institutions in accordance with social changes, as well as developing institutions to create continuing change. Ultimately, citizens must learn about learning. Asking questions such as: what is the process by which society and its institutions change What are the elements of effective learning What forms of knowledge can and cannot function within social learning What is necessary for a person to do in order to a part of social learning (Schon, 1973). However, it has been argued that Schon maintained a top-down attitude toward governance that was paternalistic in nature. Ranson (1998 as cited in Kernaghan, 2005) argues that for Schon's theories to truly be effective requires democratic processes where the processes of societies learning about themselves, and transforming, are through public debate. Schon also promoted the practice of "reflected practice," or reflection in, and on, action (Schon, 1973) He considered reflection the hub of professional intervention. Schon's Reflective Practioner Model is often referred to as "thinking on one's feet" (Smith, 2004 as cited in Kernaghan, 2005). As such, the practioner looks to their experiences and makes connection with their feelings, whilst incorporating the theories they are using. Hence, new understandings are used to inform subsequent actions. This may take place by writing summaries of cases, or talking with colleague or supervisors. As such, every case is unique (Schon, 1983 as cited in Kernaghan, 2005). A strong criticism of Schon's method is that it is time consuming, and that Schon overall ignores this constrain (Eraut, 1994 as cited in Kernaghan, 2005). Issues that occur during professional intervention are not always able to be resolved during the allocated time. Nor is reflection always feasible after an intervention or meeting. As such, the time delay distorts the reflective process, and is argued to potentially compromising the learning of both the practioner and the client (Eraut, 1994 as cited in Kernaghan, 2005). Usher (1997 as cited in Kernaghan, 2005) points to Schon's ignoring of the context in which the practioner is practicing. For example, in relation to teaching literacy, it is dependant on the practioners knowledge, their ability to communicate and to effectively resolve a student's learning issue, their experience as a literacy teacher, and their ability to incorporate relevant theories (Kernaghan, 2005). Evaluation of a Youth Club: S.U.R.F. S.U.R.F., or See Urself Reaching Further, was initiated in 2002 by local community youth from Lidget Green and Horton Grange within Bradfrod, as well as government contribution. Most young people who visit the center are of Asian heritage (i.e., a parent or parents were born in Pakistan), with a 1:10 ratio of Anglo heritage members to Asian heritage members. There are four youth workers and at least three regular volunteers who work at the center try to encourage members' social and educational needs. Their motto is "Young people living life to the max!" The center was created to fill a need, namely that the local youths had no youth clubs in the area, and the distinct lack of youth support in the area has resulted in rising crime rates amongst juveniles. The center's patrons are mostly young males aged 14 to 20 years. Due to their cultural background (i.e. Pakistani) most girls in the area do not attend the center (currently there are two female members). Approximately 150 youths utilise the center on a regular basis, although SURF caters to approximately 25 youths per day. Many of the club's members are living in poverty, and many have dropped out of school after completing their GCSES, and in most cases leave without any qualifications. It is estimated that 2 in 10 of the SURF members have paid employment. SURF regularly holds sporting events for its members, such as football tournaments, cricket and volleyball, with prizes as incentives to take part and to recognize well-played sportspersons. SURF focuses on encouraging its members to recognize their place in UK society, and helps them to access information to make informed choices in regards to education, sexual health and employment. The information SURF disseminates is typically in Urdu as well as in English. Some issues, such as reproductive health and the use of contraception must especially take into account the member's cultural background. Mentoring is a large part of the SURF services, and almost all members receive mentoring in some form. There is also additional school tuition to assist those who need additional academic support. The center has a computer and Internet access to assist with providing its members a range of diverse materials, however its IT provision remains limited due to under-funding. The SURF Youth Club does not survey its members to monitor its programs and to determine future program directions. Instead members make use of open discussion times to contribute ideas and to raise issues of complaint. SURF has a number of strengths as a youth center oriented towards assisting juvenile members to avoid anti-social behaviours. Having sporting programs benefits youths in providing them with opportunities to discover their potentials at activities besides crime (Bradford Vision, 2003). Sports is an excellent activity to provide youths with a sense of achievement and to develop interpersonal skills of communication, and to cultivate their own self-discipline which can be transferred to other areas of their lives, for example schoolwork (Xenos & Kabamalan, 1999). However, regardless of the cultural restrictions on young women attending the center, the sporting events tend to be predominantly traditionally male sports (e.g., football and cricket). Also, it does not appear that the club is attempting to incorporate girls into its membership by way of culturally sensitive gender programs, such as having a "Girl's Day", or organizing sporting events so that chaperones are ale to attend or even participate. It is critical to social development that the elimination of gender inequalities takes place, so that provision to access of social and economic opportunities can occur, and so attenuate rising poverty (Berridge et al., 2001). It is beneficial to the community at large that SURF focuses on member needs in regards to education, sexual health and employment. Issues of poverty, unemployment, teenage pregnancy and sexually transmitted diseases do not occur in isolation to the wider society (Roche et al, 2004). As Shoan (9171) advocates, a society needs to learn together, and to instigate institutions that initiate and incorporate social change, as such this means an emphasis on family and cultural community as part of the learning society process. It is suggested that SURF limits itself in respect to focusing dissemination of critical social issue information to the individual, or at best, the peer cohort, whilst not attempting to more fully incorporate member's families and cultural communities in the dissemination process (Berridge et al., 2001). Perhaps by way of incorporating a wider pool of social members SURF could further alleviate youth anti-social behaviours as the youths may find they better able to communicate with adults, and may find themselves learning more from the adults that live within their community and so gain more respect for them. In regards to anti-social behaviours against other cultural groups, the youths may find themselves less motivated to do so as they discover that they are better understood within their own community, and so can more fully develop their sense of identity and belonging within a multi-cultural community (Berridge et al., 2001). Cultivating a deeper respect for the opinions within their cultural community may provide them with the inner strength to ignore the bigotries they will inevitably encounter in their lifetime. As well, further incorporation of their immediate community elders may also provide the youths with the motivation to overcome circumstances of poverty as they recognize they come from a rich and beautiful culture that does not necessitate that they not be part of a larger community, and that they have much to offer and to teach others (Berridge et al., 2001). Studies show that individual attention, such as one-to-one tuition, greatly enhances an excluded youths sense of esteem, due to staff response to their social and emotional needs, and their desire to be seen as a young adult (Berridge eta l., 2001). For some disadvantaged youth, such care may be perceived as central to their sense of self, identify and well being (Berridge eta l., 2001). It would be of benefit to SURF to extend its services to the coordination of fundraising opportunities to further assist with tuition, mentoring and other educative services. A goal for fundraising could be to more fully develop its IT resources, as the club at present has no website. Although SURF has a message board hosted on a community website, ThisisBradford.co.uk, the information provided is brief, and the service itself appears to be largely ignored by workers within the club. The message board alone could be a great resource, as it could incorporate the opinions and skills of the young people visiting the center. Photos of sporting activities could be uploaded, a guest book used, sub-clubs started for niche interests of members, as well as community contacts regarding important social information (e.g. health, pregnancy, STDs, drug use and abuse, gangs, furthering education). Importantly, the wider community could be incorporated more fully into SURF by way of the Internet and a web site, encouraging youths to take pride in their cultural heritage whilst embracing 21st century multiculturalism. There is a plethora of research pointing to technology and website creation as an alternative for youth angst (Berridge eta l., 2001). It is a boon to SURF that the stakeholders in their enterprise - the youth! be incorporated into the tailoring of program designs (Xenos & Kabamalan, 1999). Encouraging their members to take part in open discussions has been documented as vital to the processes of policy reformation and youth program design (Berridge et al., 2001). However, as previously stated, incorporation of the families and wider communities of the youths would assist in through democratic public debate (Berridge et al., 2001). It is perhaps necessary that workers at SURF begin to incorporate the theoretical model of Reflective Practice to review their experiences with the youths, events that occur during daily activities and opinions and feedback from their members, so as to more fully anticipate social changes needed within the social institutions that exist at present. Conclusion It is important that contemporary society recognise the value of the youth population, as well as be aware of the various social challenges that currently face them. Within the UK, social workers and youth workers are facing the dilemma of how to best provide programs that disenchant youths from anti-social behaviour, whilst incorporating cultural sensitivity and advocating multiculturalism. Cities, such as Bradford, have developed Action Plans that seek to promote the social policy set by the Anti-Social Behaviour Act, and so draw on the skills, experiences and knowledge of their community members - including its youth. An organization that has embraced the youth of Bradford is SURF. The aims of SURF are predominantly mentoring and education of youths in its immediate area. Its members are provided access to information regarding important social issues such as education, sexual health and employment. Although a variety of programs to support and assist youths are provided at the centre, it does not draw on any one social theory in particular, and so appears to be limiting itself in its service provision. The learning theory of Donald Shon is recommended as ideal for the SURF club, as it incorporates contributions from the wider community in which an individual exists. Additionally, Shon's theory encourages practioners to reflect on their daily practices, experiences and feelings when applying a theory to an interaction, so as to more fully and deeply engage in the change process. The SURF Youth Club has only been established for four years, and it is anticipated that through self-reflection and wider community incorporation to program discussions that its services will more fully benefit the youth within its community. References Berridge, D., Brodie, I, Pitts, J, Porteous, D., & Tarling, R. (2001). The independent effects of permanent exclusion from school on the offending careers of young people. Home Office Occasional Paper, no. 71. Bradford Vision (2003) Retrieved from: http://www.bradfordvision.net/nr_action.php, Febrary 7th, 2006. Byron, C. (2001). Antisocial behaviour and disorder: findings from the 2000 British Crime Survey. Home Office Findings, no. 145. Home Office (2005) Anti-Social Behaviour. Retrieved from http://www.homeoffice.gov.uk/rds/antisocial1.html, February 7th, 2006. Jeffs, T., & Smith, M. (1990). Young people inequality and youth work. London: Macmillan. Kernaghan, A. (2005). Is the Reflective Practitioner Model an Impractical Theory Retrieved from http://www.qub.ac.uk/schools/EssentialSkills/filestore/Filetoupload,14115,en.doc February 8th, 2006. Roche, J., Tucker, S., Thomson, R., & Flynn, R. (2004). Youth in society. London: Sage Publications. Shon, D. (1973). Beyond the stable state. New York: Penguin. Whitehead, C. M. E. & Stockdale, J. Razzu, G. (2003). The Economic and Social Costs of Anti-Social Behaviour: A Review. Retrieved from www.homeoffice.gov.uk/docs2/ASB_LSE_Framework_Report.pdf, February 8th, 2006. Xenos, P. & Kambalan, W. (1999). A look at Asia's changing youth population. Asia-Pacific Population and Policy, no. 48. Read More