My decision to enroll in E131 Introduction to Working with Young people was driven by my desire to enhance my practical knowledge and expand my understanding of theoretical concepts through academic research. Over the past seven years, I have actively engaged in working with young individuals, primarily through hands-on experience. At present, I hold the position of a group worker at a therapeutic community dedicated to children and young people. This residential facility is equipped with a specialized education and therapy center aimed at addressing social and behavioral challenges arising from attachment disruption and trauma experienced by these youths. Additionally, we provide support for children exhibiting sexualized and self-harming behaviors. The therapeutic environment within our community follows an attachment-oriented approach that offers stability for those experiencing chaotic behavior and emotional dysregulation. Our comprehensive program is backed by an integrated team consisting of Child Psychotherapists, Clinical and Forensic Psychologists, Educational Psychologists, Child and Adolescent Psychiatrists, Social Workers, and Counselors.
Prior to beginning the Open University course E131 Introduction to Working with Young People, I mistakenly believed that my experience in youth work left little more for me to learn. However, as I progressed through the module, a surprising realization dawned on me: there will always be more knowledge and understanding to gain about youth work. My focus on working in a Therapeutic Community had restricted my perspective of young people solely to those who have suffered severe damage, consequently limiting my comprehension of the current challenges faced by young individuals.
A young person’s statement had a profound impact on me: it is impossible to talk about “understanding young people” because each one is different, requiring different knowledge for true understanding. This not only affected my professional life but also changed my perspective on young people in general.
While working with vulnerable children, there is a risk of seeing them all as potentially violent and untrustworthy. However, this contradicts the principles of youth work defined by the National Youth Agency’s Ethical Principles, which emphasize respecting and valuing each individual without discrimination.
Though I don’t believe my practice is discriminatory, my narrow views and focus on high-risk behavior may have hindered my appreciation of their uniqueness. Through this module, I’ve consciously tried to overcome this mindset by looking beyond negative behaviors and diagnoses, viewing the young people I work with as individuals who are not defined by their circumstances. This has had a positive impact on my working practice as I constantly reflect on being more open to their specific needs.
The learning in this module has revealed a previously unknown view that I held. I had not seriously considered my perspective on youth work, other than thinking that the work I do is more specialized and significant compared to what is typically labeled as “youth work.” However, I now recognize this viewpoint as arrogant and unhelpful. According to Howard Williamson, the public’s perception of youth work tends to be limited to ideas of youth clubs and recreational activities (Williamson, 2005, pg 70). Prior to starting this module, I also held a similar misconception. Nevertheless, Williamson’s personal experiences of youth work and its positive impact on young people have changed my perception. While it hasn’t directly influenced my own work practice, it has allowed me to see my role as a group and individual worker within the wider context of youth work. It has also made me realize the importance of expanding the experiences of the young people I work with by appreciating the opportunities available in the broader community.
My changed perspective on youth work has also made me consider the challenges in my own work environment. The principle of ‘voluntary principal’ is important in youth work, meaning that young people can choose not to participate (Jeffs, cited in The Open University, 2005, Study Topic 12, pg 5). In the context of a therapeutic community and my role as a group worker, I find it difficult to classify the opportunities for young people as voluntary. For example, the workshop program during school holidays is considered voluntary but is encouraged through outings and rewards. However, some individuals may not see their placements as voluntary, making it hard to view any of the interventions offered as truly voluntary.
Although I understand that youth work should ideally be voluntary, I struggle to accept that the work done with young people in the Therapeutic Community is any less valuable. The young people I work with are among the most damaged in the country, and without what Mark Smith refers to as coercive forms of participation, they would not be able to access the necessary support (Smith, cited in The Open University, 2005, Study Topic 2, pg 31). Should we allow them to choose to avoid forming relationships and realizing their potential indefinitely just to uphold a puritanical view of what youth work should be? Or should we, as responsible adults, do everything in our power to prevent these young people, who have already been failed by society, from becoming casualties of that failure?
Mark Smith introduced the concept of targeting ‘at risk’ young individuals for focused work as a negative advancement in the field of youth work. According to Smith (2003, cited in The Open University, 2005, Study Topic 2, pg 30), this approach has the potential to limit the diversity of young people engaged with. While I agree with Smith, I recognize the presence of funding constraints and strongly advocate prioritizing the most vulnerable or ‘at risk’ youth in society to ensure they have access to the necessary support.
Reflecting on why the “voluntary principle” is highly regarded in youth work has positively influenced my practice. I now understand the importance of extensive consultation with young people when planning our therapeutic, social, and educational groups in our group work program. This ensures that the topics discussed are relevant to them and align with their interests and values, rather than solely what I believe they need or want. As a result, group participation has become more voluntary and aligned with the concept of the “voluntary principle,” rather than coercive participation. While we have yet to measure the impact of this shift on the young people in the therapeutic community, our planning process for these groups has become much more focused.
Bruce Tuckman’s concept of group development, as described in the Open University (2005, Study Topic 6), identifies five stages: Forming, Storming, Norming, Performing, and Morning. As a group worker, I apply this concept to my practice by observing the group’s progress and aligning my role as facilitator with the stage in which the group is functioning. The client group in the therapeutic community frequently returns to the Storming stage due to its chaotic nature. During this stage, there may be overt or covert antagonism towards the group worker (The Open University, 2005, pg 27). Reflecting on my role as a group facilitator has reinforced the importance of regularly evaluating the emotional aspects of group work to ensure a safe and effective experience for the young people involved. Additionally, Guy Butler-Madden, a Youth Support Worker at Lowbridge Youth Centre (Audio theme 6), has provided valuable insights into the challenges of the “storming” stage in DofE groups, enhancing my understanding through shared experiences with others in similar fields.
The significance of reflection has had a profound impact on my learning. Donald Schon (1996), cited in Open University (2005, Study Topic 10, pg 6), introduced the concept of being a “reflective practitioner” when making professional decisions. Schon emphasizes the importance of reflection in professional development and problem-solving, rather than relying on predetermined solutions. This idea has greatly influenced my work approach as I have incorporated regular reflections with colleagues to discuss decision-making and problem-solving in a formal setting. By consistently practicing and encouraging reflection in a formal environment, it will become an integral part of my learning process and ultimately improve my practice.
The impact of my learning from the module on my work with young people has been significant. It has helped me challenge and identify some of my preconceptions. By studying E131, I have gained a better understanding of youth work in its purest form, its purpose, and its values. It has also allowed me to see youth work as a valuable tool in assisting young people in their transition into adulthood. I have solidified my understanding of group process and gained insight into the challenges faced by other organizations regarding group dynamics. Additionally, I have learned the importance of effective reflection and using my knowledge as a fluid tool for decision making rather than having a fixed approach to issues. These areas have impacted what I have learned from working with young people by providing a wider context for my role in youth work. My outlook has shifted, and I now feel part of a broader agenda that aims to help young people transition successfully into adulthood.
