Ppt module 7 empowering & supporting the rights of yp v 7.12.2012
Upcoming SlideShare
Loading in...5

Ppt module 7 empowering & supporting the rights of yp v 7.12.2012






Total Views
Views on SlideShare
Embed Views



3 Embeds 435

https://ctadipyouthwork2012.pbworks.com 415
https://ctadipyouthwork.pbworks.com 17
https://dipyouthwork.pbworks.com 3



Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Ppt module 7 empowering & supporting the rights of yp v 7.12.2012 Ppt module 7 empowering & supporting the rights of yp v 7.12.2012 Presentation Transcript

    • Module 7Empowering andSupporting theRights of YoungPeopleCHCCHILD404BSupport the rights and safety of young peopleCHCYTH504ASupport young people to take collective action1 (c) Copyright CTA CHCCHILD404B/CHCYTH504A, MODULE 7 Version 1 Date: 07/12/2012
    • Empowering and Supporting the Rightsof Young People This module will help you to work withinlegislative constraints to ensure that the youngpeople you work with are kept safe andprotected. It will also help you enable young people toparticipate in the decision-making that affecttheir lives, particularly where your role as ayouth worker is to support groups of youngpeople in taking action to meet their needs orresponding to community issues.2
    • Main Thinking for this Module Young people have rights They have a right to be safe and happy and beloved They have a right to have a say about their lifeand to be supported in their growth towardsautonomy and to learn how to make a differencein their own life and the lives of others.3
    • When Young People are not Safe What happens when children and youngpeople are hurt and not provided asecure environment? They can learn that they are powerless They can learn that they are not worthmuch They can learn that they are alone Our mandate as youth workers is to doall we can to help make the worldaround a young person a happy,healthy and safe one....without thisfoundation – present as well as future lifecan be sad.4
    • Our childhood...so very important forlife long patterns...5
    • Not a Child...Not an Adult...Teenagers are moving towardsadulthood...its a time that is incrediblyimportant...We need some of the protection ofchildhood and some of the freedoms ofadulthood.6
    • Where things can go wrong forTeenagers... Some teenagers are not given boundaries orsupports and find themselves floundering andget hurt as a result. Some teenagers are kept in a ‘child’ prison, notgiven training or opportunity to learn that theycan make a difference. The middle ground...of support andempowerment and clear reasonableboundaries...gets kids ready to handle adultresponsibilities.7
    • Too much... too quick What happens in adulthood when youngpeople are given too much responsibility fortheir own lives too quickly? Being made to grow up either through parentspushing a child, just not being around or worsebeing childish themselves....means that when thatyoung person is an adult they can feel ‘overresponsible’ for others and get burned out...or feel‘overwhelmed’ by responsibility... Sometimes they see saw between both of thesepositions.8
    • Not enough and too slow? What happens when young people are notallowed to experiment, grow or have any controlover their lives? DISCUSS In adulthood people who have not been allowedto find their feet, may be fearful and anxiousabout their abilities and life itself. They mayblame others and the world for the way they areand the situations they face and may not be ableto take responsibility well. The other option is to become angry andrebellious, suspicious or anti-social.9
    • Youth Workers• We are not parents or substitute parents but weare key adults in the lives of young people. Wehave the opportunity to add what might bemissing.• Key ingredients for strong development:• Empowerment to grow into adult maturity• Protection• Lets talk moreabout protection first.10
    • Implement work practices which support theprotection of children and young peopleIts important that we work under the law and complywith any of the following that is in place: Restraining orders Supervision and custody orders LegislationLawful instructions may be received from: Licensing authorities Organisation supervisor Courts of law Police1.1 Comply with lawful instructions, regulations, duty of care and boundaries of practice in all work activities11
    • Implement work practices which support theprotection of children and young peopleOur work as youth workers needs always to be with child-focused work practices. These include: Client self-determination (where appropriate – depending onage and stage of Young Persons development) Appropriate use of language considering the age anddevelopmental stage of the child/young person Surroundings appropriate for a child or young person Child and/or young person-directed communicationWe are informed about these through legislation andpolicies of our organisation and codes of practice fromour professional associations.1.2 Routinely employ child-focused work practices to uphold the rights of children and young peoples toparticipate in decision-making where it is age appropriate12
    • Implement Work Practices which support theProtection of Children and Young PeopleWe need to gather information about thechild or young person according totheir age and stage as well. Forexample: Observation Consultation with appropriate personsincluding child or young person, orguardian/parent Consulting documentation and recordsheld by the organisation or from third party1.3 Employ communication and information gathering techniques with childrenand young people in accordance with current recognised good practice13
    • Implement Work Practices which Support theProtection of Children and Young People We have to be sure of our role andmake decisions and take actionswithin our work role and inaccordance with legislativerequirements. Its important that we keep our skillsand knowledge up to date andensure we get good supervision.1.4 Ensure decisions and actions taken are within own level ofresponsibility, work role and legislative requirements1.5 Maintain own knowledge and skills as required to work effectivelyand participate in practice supervision processes14
    • Implement work practices which support theprotection of children and young people Confidentiality is important for children and youngpeople. They need to be able to develop trust with ayouth worker. Where confidentiality has limits is of course when thechild or young person is not safe and in the case ofsmaller children when you believe it is in the child’s bestinterest that their parents or guardians are fully aware ofwhat is happening for them. It’s always best practice to get a young personspermission about telling their secrets.1.6 Maintain confidentiality as appropriate1.7 Provide an appropriate response as determined by organisation procedures, legal and work roleobligations15
    • Identify Indicators ofAbuse andActAppropriatelyWhen we think a child or YP is in danger or has been oris being hurt then we need to implement child protectionprocedures.These may be outlined by the following: The specific job role we have Organisation procedures Interagency agreements Legislation within jurisdictions (we need to check ourresponsibilities with respect to the State Legislation on ChildSafety)2.1 Identify children and young people at risk of harm by routinely implementing child protection procedureswhen appropriate2.2 Respond to disclosure in accordance with accepted standards ,techniques, and legislative obligations16
    • Identify Indicators ofAbuse andActAppropriately If we feel that something untoward is happening, the waywe gather that information is important We need to write down observations, exactly what achild or YP has said We need to be careful that we don’t use leadingquestions. For example:“Garry are you saying that you are frightened to go home? Whyis that mate?” (Good information gathering)“Garry it sounds like you are frightened to go home, is thatbecause your father is hurting you or sexually abusing you?”(Not good practice)2.3 Gather information about the child and young persons behaviour in order to identify uncharacteristicbehaviour or other indicators which may indicate abuse17
    • Identify Indicators ofAbuse andActAppropriately• There are some young people who are more vulnerableto abuse than others. These may include: Children/YP with disabilities Children/YP from families with AOD and or Mental Healthissues Children/YP from families with financial burdens, includingovercrowding Children/YP /families in remote locations – stressors from notbeing easily able to meet all needs due to isolation, cost anddistance can impact.• This is not to say that a child or YP WILL be abused butwe need to be aware of those who are more vulnerable.2.4 Monitor the circumstances of children who are identified as highly vulnerable to abuse18
    • Identify Indicators ofAbuse andActAppropriatelyWhat are some of those indicators of abuse? Withdrawal/isolation Sadness Agitation Sexualised behaviours Hyper vigilance Aggression Language indicating risk ‘its not worth it’, ‘I’m a nobody’ etc. Lack of emotion Inappropriate sensitivities/phobic responses Physical marks Disclosure2.5 Identify indicators of abuse and report indications of possible risk of harm19
    • Identify Indicators ofAbuse andActAppropriately To help the young person it isimportant that we record allinformation This recording may be throughphotographs, records/notes, orthrough audio recording With smaller children theirdrawings can be useful assupplementary evidence2.6 Accurately record relevant specific and general circumstancessurrounding risk of harm in accordance with organisation procedures,ethics and legal requirements20
    • Identify Indicators ofAbuse andActAppropriately Check your States requirements for mandatory reporting You may need to report to a supervisor, you may need toreport directly to your Child Protection agency Whatever you do, do it quickly. Work collaboratively with relevant agencies If you can put in as many protective measures aroundthe young person and let supervisors or Child Safetyknow what you have put in place2.7 Promptly report risk of harm indicators in accordance with statutory and organisation procedures2.8 Work collaboratively with relevant agencies to ensure the report has maximum effectiveness of report21
    • Apply Ethical Practices and Safeguard theRights and Interests of Children and YoungPeople We need to be very sensible in our practices. Have all young people got safe transport to and from anycommunity activities? Do you have permission to give a young person a ridehome on your own? Is it wise? What do the policies andprocedures say about this? We need to ensure we don’t expose children and youngpeople in our care to video content that is upsetting,violent or frightening. We need to STICK to ratings andages etc. DISCUSS other examples3.1 Protect the rights of children and young people in the provision of services22
    • Apply Ethical Practices and Safeguard theRights and Interests of Children and YoungPeople There are plenty of grey areasthat we may come across thatmay alarm us. We need to seek supervisionsupport for issues of ethicalconcern in practice withchildren and young people.3.2 Identify and seek supervision support for issues of ethicalconcern in practice with children and young people23
    • Apply Ethical Practices and Safeguard theRights and Interests of Children and YoungPeople Our professional boundaries are important. How much do we tell of our own personal lives? Do we tell our clients where we live, who our relativesare? Do we touch/hug our clients? Are we alone with our clients? Sharing a tent with our young client? DISCUSS3.3 Develop ethical practices for implementing professional boundaries consistent with child protection legislation inrelevant jurisdiction3.4 Recognise indicators for potential ethical concerns when working with children and young people24
    • Apply Ethical Practices and Safeguard theRights and Interests of Children and YoungPeople Unfortunately sometimes we mayobserve other workers taking riskswith professional boundaries andeven doing things that are verywrong In these cases…report to yoursupervisor immediately.3.5 Respond to unethical behaviour of others by reporting to theappropriate person25
    • Required Knowledge for Safety Issues Statutory and policy requirements relating to job role Applied knowledge of relevant child protection agenciesand purpose Role and processes of workers as advocates for childrenand young peoples rights Ethical obligations as stated in relevant codes of practice,licensing, accreditation registration to professional bodies,service agreements and as defined by job specification Ethical approaches that incorporate the conventions onthe rights of the child, and human rights26
    • Required knowledge for Safety Issues Responsibilities to clearly define worker and client roleand responsibility in regard to ethical conduct andprofessional relationship boundaries State/territory requirements and processes for notifyingand reporting suspected abuse Child protection system, including reporting protocols,responses to reporting and interagency policies Organisation guidelines and policies for responding torisks of harm to children and young people Duty of care responsibilities when supporting the rightsand safety of children and young people27
    • Required knowledge for Safety Issues Recording procedures appropriate to job role Common risks to child safety and common risks anddynamics particular to young people including, violence,self-harm, abuse types, Alcohol and Other Drug (AOD)use/misuse and health issues Indicators of the different types and dynamics of abuseincluding as they apply to age, gender, disability, cultureand sexuality Different types of abuse (e.g. emotional, psychological,physical, sexual, neglect and domestic violence)28
    • Required knowledge for Safety IssuesOverview of legal system as it pertains to the job roleOutline of common legal issues when working withchildren and young people including: abuse in all forms domestic and family violence neglect exploitation family members with AOD issues family members with mental health concerns systems abuse refugee status and children who have experienced torture or trauma family law issues duty of care obligations29
    • Required Skills Respond appropriately to disclosure Provide an appropriate response to indications of risk ofharm Apply indicators of abuse to make judgments about risksof harm30
    • Required skills• Work with the specific needs of children and youngpeople of vulnerable populations including thosewith:parents/carers with a mental illness, AOD misuse, inprison, or a disability or health concernsexperiences of torture and trauma related to refugeestatus31
    • Required skills• Follow procedures and instructions• Apply principles of ethical decision-making• Maintain professional boundaries in work with childrenand young people• Provide required reports and records, including effectiveuse of relevant information technology in line with workhealth and safety (WHS) guidelines32
    • Required skills• Use child focused work practices including: communication skills awareness and sensitivity to children and youngpersons needs inclusiveness of children and young people inparticipatory decision-making process making special allowances to meet needs of childrenand young people ways of engaging children and young people observance and presence of children and youngpeople as primary clients33
    • Required skills Distinguish between legal and ethical problems Work within a legal and ethical framework: apply problem solving skills that will requirenegotiation skills to resolve problems of a difficultnature within organisation protocols Demonstrate fair, prompt and consistent performance ofduties with all children Undertake advocacy for young people and childrensrights according to the Declaration on Rights of the child34
    • Lets go on to empowerment...• Helping young people to develop an ‘internal locus ofcontrol’DISCUSS: What is internal and external locus of control?Watch Internal Locus of Control on pbworks:Nick Vujicic - no arms, no legs, no worries!35
    • What does Community Developmenthave to do with it? Community development principles have to do withparticipation and consultation. This is a very different approach to the old ways ofworking within a community, within a business ororganisation and with young people... 50 years ago....the powerful, the older, the bosses, madethe decisions on behalf of those who had no control, whowere younger or subordinate. There was NOconsultation, no involvement... Things have changed for better or for worse...36
    • Power to the people!• DISCUSS: the changing power balance in society...• Children and teenagers in school...not respectful? Thinkthey have a right to say or do what they want or tocontrol the classroom...what is that about?• The age of Litigation...you are not going to push MEaround!• Children divorcing parents• Unions controlling businessCan we go back to the ‘good old days’?• Where is the balance?37
    • Work within a Community DevelopmentFrameworkIn youth work today we need to be able to: Talk about these key principles of communitydevelopment in our practice These are the need to work ‘with’ people not doingthings ‘for’ people on their behalf without consultingthem It is the capacity to involve all the relevant people,groups and organisations to solve their own problems(build capacity) It is about empowerment.1.1 Articulate key principles, process and goals of community development practice1.2 Use effective community development processes38
    • Work within a Community DevelopmentFrameworkWe need to understand that we have a diversecommunity and the need to be able to effectivelywork with very different people. This meanslearning about and from them.1.3 Work effectively with diversity in the community39
    • Work within a Community DevelopmentFramework• While youth workers need to take a communitydevelopment approach in their work; it doesn’t mean thatthey will not address individual issues that arise andwork within duty of care requirements.• It is the way that we work with young people that is key• Do we try to do it all for them? make decisions for them?solve dilemmas for them or do we take a strengthsbased approach, an empowerment approach?• It is important that we realise this is critical for the youthage bracket…to help them grow towards adulthood andmaturity.1.4 Address individual issues arising within community development work and respond within duty of carerequirements40
    • Group Work A lot of our work as youth workerswill be working with groups bothinformal and formal. It is easy to take a ‘lead’ in thesecases. Groups need leaders, but it takesaway individuals and groups owncapacity to self regulate, setgoals, take action and makedecisions if a charismatic ‘leader’does it all for them!1.5 Work with young people in formal and informal groups41
    • Encourage and Support Young Peopleto Develop and use NetworksYoung people can have a lot of different issues whichhave connections into wider society.These can include: Income concerns including financial hardship Unemployment, Education and Training (may be disengaged) Confidence and self-esteem issues Participation Accommodation Health including mental health issues Acceptanceisolation Spiritual Rights and social justice2.1 Identify and note young peoples issues, needs or interests in community issues42
    • Encourage and support young peopleto develop and use networks While you may work with a young person on theirown personal issues, it is a great opportunity toencourage them to identify the commonality of theirissues, needs and interests with other young people. This does a couple of things… It helps the young person realise they are not ‘weird’or alone. It can also assist the young person understand thatthere is strength in numbers – not just for personaldebriefing but also in making a difference together.2.2 Encourage and support young people to identify the commonality of their issues, needs and interests43
    • Encourage and support young peopleto develop and use networks Take the time to discuss possibilities forresponding to those needs and interests. See ifyou can provide structured or unstructuredopportunities for Young People with similarinterests or needs. These might include: Structured - formal training courses,conferences, seminars, provision of readings,and/or audio visual media Unstructured - gatherings, discussions2.3 Discuss possibilities for responding to those needs and interests2.4 Provide structured or unstructured opportunities for young people with similar interests or needs44
    • Encourage and support Young Peopleto Develop and use Networks• Seeing the big picture and how issues are related is a greatpart of growing up. It helps individuals recognise relationshipsbetween what looks like unrelated things. Loneliness and druguse….Vandalism and no access to entertainment.Unemployment and lack of opportunity to train or noentrepreneurs in a community etc.• Encourage young people to work together to take JOINTACTIONReview Video Clip on pbworks Mic Smith:Discuss the empowerment model used by his mentor.2.5 Encourage and support young people to identify relationships between their issues / interests and social structures2.6 Encourage young people to work together to take joint action45
    • Support young people to come togetherto plan collective action It is important to support young people to move in thedirection of action; ensuring they have the necessaryskills and knowledge to work in a collective way. For example…teaching them about meetingsstructures, minutes and secretary functions can bereally helpful. They may need a hand to ensure that decision making isinvolving everyone and other activities are inclusive. This is a great learning opportunity for young people tolearn to consider other people…the outspoken andquieter group members…all as valuable.3.1Ensure young people have the relevant skills and knowledge to operate in a collective way, e.g. knowledgeshortfalls, meeting skills, auditing skills and knowledge3.2 Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups46
    • Support young people to come togetherto plan collective actionSupport, encouragement and opportunities should beprovided to young people to enable them to: meet and work effectively together in common interestgroups promote / publicise groups to enable broader youthparticipation where appropriate express and explore theirviews and identify issues ofcommon concern explore options for addressingissues and needs collectively within existing structuresand in revised structures47
    • Support young people to come togetherto plan collective action Support, encouragement and opportunities should beprovided to young people to enable them to: use group processes to generate ideas, evaluate andselect strategies for taking collective action like workshops,meetings and brainstorming sessions. plan the selected strategies, including actions, resources,timelines and responsibilities required identify the information, skills and resources that arealready available and required to take action access or provide available resources and support on anongoing basisReview Video clip on PB Works conversations with YP by Peter Slattery. (check outhis method of helping youth identify areas of commonality)3.3 Support, encouragement and opportunities are provided48
    • Support young people to identify andform alliances with key stakeholders• As we know young people on their own are adisadvantaged group…they often have little moneyor political power.• It is really important for young people to be able toidentify other stakeholders interested in an issue orstrategy.• After they identify likely stakeholders, get them toidentify what possible role, interest or resourcesthose stakeholders might have to contribute.• Why would they help and how can they help…4.1 Identify other stakeholders interested in the issue or strategy4.2 Identify the interest, resources and possible roles of stakeholders49
    • Support young people to identify andform alliances with key stakeholders• Don’t leave them to it! Give them support in makingcontact, providing information and negotiatingconnections. They may need education on what to wear,how to say what they want to say, formats for informationand even someone to go with them to build confidenceto start.• Starting connections is only the first point of course. Youwill need them to work out how often the contact shouldbe made and in what way and mechanisms to remindthem of these appointments.4.3 Support young people in contacting, informing and negotiating alliances with stakeholders4.4 Assist young people and stakeholders are to maintain appropriate contact and information flow50
    • Support young people to identify andform alliances with key stakeholders• Then importantly you will need to help them to providethe appropriate acknowledgement for that support andhelp.4.5 Encourage young people to acknowledge key stakeholder support51
    • Support young people to implementtheir strategies or action plans As new projects get under way it will be important tokeep your support in place to provide information, andsupport troubleshooting. It may be for an individual or for the whole group. Brainstorming, meetings or workshops can assist theprocess.5.1 Provide relevant information as required to individuals and the group to facilitate better operation of collectivenetworks5.2 Provide individual or group support on an ongoing basis5.3 Use group processes to monitor progress and adapt or further develop plans52
    • Assist young people to monitor andevaluate strategies Importantly a key learning for youth will be to keep arecord of their progress in making those changes orcreating a sustainable project within the communitywhich will not only help them but a lot of other youngpeople. The other key learning is evaluation. These are important in accountability and in being takenseriously by the community at large. This will preparethem well for the adult world.6.1 Support groups to monitor and record progress6.2 Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an on-goingbasis6.3 Evaluate strategies and group processes6.4 Provide reports of outcomes as appropriate to stakeholders and within the organisation53
    • Assist young people to monitor andEvaluate strategies Finally when there is success, partial success or justplain hard work and effort make sure you are part ofhelping youth to celebrate their achievements, their ownskills development and any social change that they haveaccomplished. Brag about them to others. Get them to brag about eachother. These kinds of events and celebrations mean a greatdeal to those young people who may have not beencelebrated by family or others in the past. Have a party, invite stakeholders and family and praisethem up.6.5 Celebrate achievements, including personal development, skills development and social change54
    • Celebrate!!55
    • Essential Knowledge Issues/concerns expressed by young people inthe community or engaged with the service Attitudes and interest of all stakeholders and theimpact these may have on the outcomes ofcollective action projects Work role as it applies to supporting youngpeoples collective action Power imbalances in the professionalrelationship Relevant policies and procedures of theorganisation including values and ideologies andhow this impacts on the collective action56
    • Essential Knowledge Ethical responsibilities when working with youngpeople to take collective action Models and tools of advocacy, communitydevelopment, self help, youth participation, andpeer education Theories of interpersonal communication,dispute resolutions and principles of negotiation Principles and theories of group work andstructured and unstructured groups Documentation processes and evaluationmethods57
    • Essential Skills Enable youth participation Implement community development initiatives Undertake social analysis Actively engage young people usingcommunication skills appropriate to specificyouth context and culture Apply skills in: awareness raising with young people skills building with young people community change Measure outcomes in community developmentwork - particularly process based outcomes58