CURRICULUM DEVELOPMENT NEWS
SPRING 2015
CDN
Youth work news, practice, and resources
SHARED FUTURE
PROGRAMME
Page 14
Page 18
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CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CONTENTS EDITORIAL
INCLUSION IN THE SELB YOUTH
SERVICE Pages 3-5
Youth workers take time to reflect on and
learn through their work: CDN is one of the
ways through which they can share that
learning as well as the experiences and
learning of young people. The diversity of
articles in this edition of CDN highlights the
distinctiveness of the youth work approach
ranging from international work, inclusion
and diversity, young people making
decisions on grant making panels as well
as a commitment to improve their own lives
and the lives of their communities.
R-CITY Page 6
B2B Page 7
Our Life in Care VOYPIC’s CASI
SURVEY Pages 8-9
INTERVIEW Matthew McNicholl
Pages 10-11
CLUBS FOR YOUNG PEOPLE ‘DO
SOMETHING’PROJECT Pages 12-13
Margaret Mead, cultural anthropologist, is
quoted as saying
CLUBS FOR YOUNG PEOPLE
WEBCOM Page 13
“Never doubt that a small group
of thoughtful committed citizens
can change the world; indeed, it’s
the only thing that ever has.”
‘Flying a Kite’ for Youth Participation
Page 14
BELB RECOGNITION EVENT Page 15
CDN gives an insight into the work of youth
workers and young people, who contribute
to making our society, our world a better
place.
SHARED FUTURE PROGRAMME
Pages 16-17
FIGHT FOR PEACE Page 18
By Noel Gallagher
and Leighann McConville
experiences culminating in organising
an event for young women to celebrate
International Women’s Day.
In relation to youth work practitioners two
things stand out in the articles, firstly, a
commitment to continuous professional
development through the various youth
work courses that are available as well as
the Youth Work and Spirituality Seminar and
the Streetwork Forum. Secondly, the Case
Studies from practitioners who have used
the Quality Assurance Framework show a
commitment to continuous improvement
and ensuring that young people have
the best possible outcomes from their
engagement with youth work services.
Underlying much of the practice shared
in this edition is a commitment to young
people’s participation. The youth sector
partnership ‘Champions for Change’
have launched the ‘Kite Model of Youth
Participation’ recognising the value of
participation in a holistic youth service
where there are many ways through which
young people can contribute to the work
of the service, their community and wider
society.
It is heartening to see the breadth and depth
of the work happening in the youth work
sector including: Young people from the
Hammer Youth Club and Ardoyne Youth Club The contribution of workers and young
describing their shared experience working
people to CDN promotes an increased
OPEN UNIVERSITY ROBERT TOPPING
in their own community, and then, on a visit understanding of the variety of work that
INTERVIEW Pages 20-21
to South Africa, they have demonstrated
happens in the youth work sector, the
their willingness to show leadership within
commitment of young people and the
THE BENEFITS OF BEING PART OF
their community. Clubs for Young People’s
enjoyment of workers who get to do this
YOUTH BANK BANBRIDGE Page 22
DO SOMETHING project shows us how, with
work. Picking up on the thoughts of Susan
a small grant, young people can use their
QUALITY ASSURANCE
Morgan in the Autumn 2014 edition of CDN,
creativity to identify and address issues that
we must continue to be generous in our
Pages 23-25
1
Y A SSUare important to them and around which
T
I
EARNING
L
dreams and aspirations for young people
L
they would like to take action.
The Youth Council for Northern
and youth work and we must continue to
EW
FRA
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ING A QUA
ILD
BUIL
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W
OR K BU
CYMI OPEN DAYS Page 32
CE FRA
NORTHERN IRELAND
STREET WORK FORUM LAUNCH
Pages 30-31
AF
(Q
LURGAN TOWN PROJECT Page 29
These experiences are real for young people, share the contribution of youth work to
FOR YOUTH realising the dream of a better, inclusive and
not just virtual. The potential for learning
more equal society.
and using that
learning in later lifeWOR
is K
YOUTH WOR K
captured by Matthew and Gina who give an
insight into the decision making process
in Youthbank, the fun they had while they
were there, the empathy and consideration
they gave to applicants and importantly, the
skills and experiences they have taken from
Youthbank and use currently. The young
BUILDING
A QUALITY
women from Moyle articulate
the meaning
ASSURANCE
they have gained
through theirFRAMEWORK
powerful
ME
Youth Work & Spirituality
Seminar Page 28
IM
FOR
ORK
N
RA
Ireland (YCNI) and Erasmus+
Pages 26-27
GROW TH AND
IMPROVE YOUR KNOWLEDGE ANYTIME,
ANYWHERE WITH NISCC CHILD
DEVELOPMENT APPS Page 19
www.youthworkni.org.uk
Published
by the Curriculum
SUPPORTING
A Development
LEARNINGUnit
AND GROWING
Pass CDN on to others when
you
have
finished!
ENVIRONMENT IN YOUTH WORK
3
INCLUSION IN THE SELB YOUTH SERVICE
Inclusion is a priority for the
Youth Service and a dedicated
SELB Youth Service Inclusion
Unit was set in October 2012 up
to support the development of
this work.
The aim of the additional
resources are to increase
access to mainstream youth
services in disadvantaged
areas, with priority given to
interface areas; and, through
outreach and detached youth
work to support the specific
targeting of disadvantaged
areas or communities of interest
and those who may be at
greater risk of social exclusion,
marginalisation or isolation
because they experience a
combination of barriers to
learning.
The role of the Inclusion Unit
The specialist Inclusion Unit supports
challenges and helps develop the ongoing
work of the Youth Service on inclusion
issues, with its main function to build the
capacity of the sector to respond to need.
The Inclusion workers aim to embed the
CRED Policy into youth work practice and
contribute to improving relations between
communities by educating children and
youth people to develop self respect, respect
for others, promote equality and work to
eliminate discrimination, by providing
informal education opportunities for them
to build relationships with those of different
backgrounds and traditions. The intended
outcomes are to develop learners who: will
understand and respect the rights, equality
and diversity of all section 75 groups;
develop the skills, attitudes and behaviours
that enable them to value and respect
difference and engage positively with it.
A range of projects were delivered across
the SELB area this year and examples of
some of the projects include:
“It Has To Stop”
BME Research:
Banbridge and District Disability Youth
Forum
‘Young people researching the needs of
their peers, shaping services to meet real
needs’
The Banbridge & District Disability Youth
Forum has been operating over the past
year. There are 8 young members aged
from 15 to 22. Some of the young people
have disabilities and some do not have
disabilities. They are united in achieving
the aims of the forum which are:
• C hallenging stereotyping and negative
perceptions,
• Reducing discrimination and
• R aising awareness of what young
people with disabilities can do, instead
of what they cannot do (Ability, rather
than disability).
For the past few months, the forum have
been working on a project called, “It has to
stop”! This is an Anti-bullying awareness
project, supported by SELB Inclusion
funding and part funded by Banbridge
Youth Bank. The project highlights the
fact that bullying is a reality for the vast
majority of young people who have a
disability. The young people are passionate
about raising awareness of issues facing
young people who have a disability and
how these need to be challenged or
addressed.
Young people from Dungannon, Armagh
and Newry & Mourne have taken on the
role of Peer Researchers – exploring with
other young people their attitudes and
experience of racism in their communities.
The peer research team have come
together sharing common experiences
of ‘What it’s like living in Northern
Ireland’- identifying personal stories of
racist bullying and are consulting with
schools and youth groups to create
recommendations on how Youth Service
can be more inclusive of young people
from ethnic minorities. They hope to
launch their research in April 2015.
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CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Young & Muslim in the 21st Century
Dungannon BME youth Forum:
This project engages a group of young
men from the Muslim community who live
in the Craigavon, Bleary and Portadown
Areas. These young people are at risk
of social exclusion, marginalisation and
isolation due to being a minority group in
the community and for cultural and faith
practice reasons, interaction with others is
limited.
Dungannon BME youth forum had the
opportunity to travel to St Columb’s Park
House in Derry for a three day residential.
The young people participated in
workshops around identity, their place in
the community and how racism impacts
on their lives. The group enjoyed some
outdoor teambuilding activities and a tour
of Derry City walls.
Young and Muslim in the 21st Century is the
name of their project which aims to develop
their understanding of their faith and other
faiths from a national context, learning
how other Muslims living in England have
integrated into other communities and
issues associated with that.
The young people have identified that
racism is the issue that affects them most
in their lives and have planned to take on a
piece of research. They aim to identify how
racism affects other young people in the
Dungannon area, what help is out there for
young people and what they can do as a
youth group in challenging racism.
The young men have been working
on producing a workshop to raise the
awareness of other youth and community
groups across the SELB area around the
myths and negative stereotypes around
being Muslim.
With the support of SELB Inclusion
funding the young men have planned a
range of events to include presentations
to other youth groups, youth forums and
community organisations, a study visit to
London and the creation of a DVD that tells
their story of the message they want to
promote.
A recent workshop the Hadaya Youth Group
facilitated in Lawrencetown Community
Association proved very successful. The
vast majority of the Lawrencetown young
people attending the workshop stated that
they felt more of this work was needed and
that different religious groups especially
from the BME community should get
together more often.
Two of the members Daniella and Monica
were invited by Gaslight Media Trust to
be interviewed about their experiences
as young people growing up in Northern
Ireland. “JustUs” is Gas Light Medias new
citizenship education programme for
young people which addresses legacy and
other identity issues.
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
The girls had a great time, really enjoyed
talking about their experiences and getting
their photos taken. The other members
of the group were given the chance to
watch Daniella and Monica when they
participated in a pilot workshop run by Jim
& Stephen from Gaslight Media
DAP – My Life in Pictures
Girlztogether Programme:
Throughout 2013 -14 St Oliver Plunkett
Youth Club Crossmaglen supported by
SELB Inclusion Youth Worker sought
Inclusion funding to address the lack of
opportunities for young people aged 13 –
25, with and without disabilities to come
together, and develop positive friendships
within the south Armagh area.
Girlztogether was a young women’s project
which was developed and delivered
by SELB Specialist Inclusion workers
with young people from the Newry and
Dungannon areas.
June 2014 saw the launch of their year
long project ‘My Life in Pictures’ . The
Disability Access – DAP- bringing together
12 young people, with and without
disabilities using the medium of art to
share interests and experiences working
together to break down barriers of
exclusion. This programme gave young
people opportunities to have a range of
social outings, host a Christmas party night,
meet with the Minister for Health & attend
residential in Shannaghmore Outdoor
Education Centre, where they challenged
themselves and each other to try new
activities. They photographed their journey
across the year and finally created a joint
art collage charting their time together.
The Young people felt this project allowed
them to be seen and treated as young
people first not just someone with a
disability and an opportunity to recognise
that despite their perceived differences
they do share similar interests.
A young person said:
“Without this project I would
never have known Johnny
could do the same things I
could & we are interested in
the same things”
We carried out specific targeted
recruitment of young women from
vulnerable backgrounds who were
marginalised or at risk of exploitation and
engaging in risk taking behaviours, to
participate in this project.
Participants were from socially excluded
backgrounds and were experiencing high
levels of deprivation and marginalisation as
a result of their cultural backgrounds and
gender.
The young women participated in a
teambuilding residential to Shannaghmore
where the two groups got the opportunity
to meet and begin to develop relationships.
the young people travelled to Derry for a
planning residential where they identified
what specific issues they would like
addressed as well as what agencies could
be invited.
The event was a great success and was
down to the hard work, determination and
creativity of the young people involved.
“We are delighted to have
been part of your event which
was very well organised,
informative and enjoyable; it
was an absolute pleasure to
work with young people and
staff in an informal learning
environment.”
Geraldine Daly Safe Choices Barnardos
Throughout the year the young people
took part in weekly workshops which
focused on issues affecting young women
such as sexual exploitation, mental health,
confidence & self-esteem and cultural
differences.
To enable them to develop their plan
for the International Women’s day event
The Inclusion Unit are currently creating a media resource to capture the outcomes of
the CRED / Inclusion programmes which have been delivered over 2014-2015.
If anyone is interested in further information contact:
Aileen O’Callaghan
Senior Youth Worker (Inclusion)
02837 415427
[email protected]
5
Rab McGrogan
Senior Youth Worker(Inclusion)
028 37 512573
[email protected]
6
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
R-CITY
Over the course of the year spaning
2013 to 2015 the R-City project
engaged with seventy young people
half from the Protestant Shankill
community and half from the Catholic
Ardoyne in Belfast. The project focused
on 3 core themes: youth leadership,
promotion of positive youth and skilling
up for employment. At the heart of the
program is the personal relationships
that have been built by all the young
peope involved. Staff have seen young
people from both sides of the interface
come together not only to learn about
one another but to truly build a lasting
bond built on trust, honesty and
understanding.
Over the years the communities
constantly faced challenges such
as disturbances on the interface at
Twadell, conflict at sporting events
and publicised events in the media
which threatened to destroy all the
positive work put in by all. It was
during these challanging times when
the true spirit of the program shown
through as the group continued to
grow and refrained from being affected
by some of the more negetive aspect
of society that has pleagued Belfast.
7
B2B
Instead the group designed their own
R-City Newsletter designed to highlight
positive youth in North Belfast. This
included personal stories of young
peoples achievments and highlighted
positive cross community work of other
groups.
The young people involved in R-City
became role models for other young
people and the wider community. They
demonstrated an attitude that should
be echoed around the city. On a weekly
basis they crossed the religious divide
to engage in educational workshops.
As the program advanced the stigma
of religion quickly disappeared and
the group functioned as one. In
doing this the group achieved so
much as they began to look at other
contemporary issues within Belfast
society such as homelessness with
the Welcome Organisation, mental
health with PIPS, drugs and alcohol
with FASA and physical health in the
form of Heart start with BAC, while
achieving accreditation along the way.
The group also completed a leadership
for life accreditation in partnership
with Foroige which is recognised by
Jordanstown and Galway university.
Over the year staff witnessed a group
young people progress as young
leaders in their community as ran
events, tackled social issue and
improved community relations.
B2B is a programme that has been
designed between the Hammer Youth
Club & Ardoyne Youth club, which
works in partnership with Out Of Africa
Missions. The programme focuses on
the personal and social development
of the young people, and creates the
opportunity of an international visit to
South Africa.
The B2B project this year consists of
12 young people from the Hammer
Youth Club (Shankill Road) & Ardoyne
Youth Club who have been committed
members of the Youth Clubs and have
shown motivation throughout the year
in a number of mini programmes and
club events. The group meets on a
weekly basis each Thursday evening
where they will participate in various
facilitated sessions around many
topics including fundraising, Skill
base, leadership, activities, personal
development, coaching roles and
community events.
The project aims to provide much
needed aid to the township of
Blanco in the form of clothing, sports
equipment and educational supplies.
The group will also run different
community events while in the
townships in the form of fun days, visit
to a young offender’s centre and an old
people’s home.
You can follow the project at www.
belfast2blanco.com. Videos will be
uploaded as the group prepare to leave
for Cape Town on the 27th of March.
When the group are overseas make
sure to follow their journey as they will
post daily journals and video blogs.
8
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Our Life in Care
VOYPIC’s
CASI SURVEY
VOYPIC is a charity working across
Northern Ireland promoting the
rights and improving the lives of
children and young people cared
for away from home. They may be
living at home in care, with foster
or kinship carers, in children’s
homes, in secure settings or in
supported accommodation. They
may be preparing to leave care or
be care leavers.
Our Life in Care survey
Our Life in Care is a Computer Assisted
Self Interview or “CASI” survey of the
views and experiences of children and
young people in care aged 8 to 18
in Northern Ireland. Our first survey
was completed in 2011, followed by
a second survey in 2012 and finally
the third survey in 2013. A total of 333
individual children and young people
took part.
While the surveys reflect how well
many children and young people in
care are doing, Our Life in Care also
tells us that some are not getting the
level of service and support they are
entitled to and eligible for.
The three areas of most concern are:
• Care and pathway planning
• Relationships and support
• Education
Care and pathway planning
Young people’s understanding of the
plans for their care remains lower than
it should be given the significance of
the care planning process.
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Education
Although some do well, looked
after children as a group have poor
experiences of education. Reasons
for poorer levels of achievement
may include coping with trauma and
emotional difficulties.
Key findings 2011 over 12s
• 40% know “completely” about the
plans made for their care
• 36% “completely “ agree with
decisions made in their care plan
• 29% have a copy of their care plan
Key findings 2012 over 12s
• 36% know “completely “ about the
plans made for their care
• 35% “completely” agree with
decisions made in their care plan
• 31% have a copy of their care plan
Relationships and support
Some young people have to cope
with the challenge of changing social
workers and building new support
relationships. All 105 participants in
the 2013 survey were asked how many
social workers they have had since they
came into care.
Key findings 2013 over 12s
• 37% know “completely” about the
plans made for their care
• 29% “completely” agree with
decisions made in their care plan
• 27% have a copy of their care plan
Key findings 2013 under 12s
• 41% have had four or more social
workers since they came into care
• 85% see their current social worker once
a month or more often
When we look at pathway planning for
over 16 year olds only 16% of them had
a copy of their pathway plan and less
than a third (31%) said they completely
agree with the decisions in the plan.
However it is encouraging to see that
the numbers who say they can talk
to their PA has increased on previous
years but remains low at 44%.
Key findings 2011 over 16s
• 39% can talk to their personal advisor
about what’s happening in their life
• 18% don’t know “at all” about their
pathway plan
• 35% have a copy of their pathway plan
Key findings 2012 over 16s
• 35% can talk to their personal advisor
about what’s happening in their life
• 19% don’t know “at all” about their
pathway plan
• 24% have a copy of their pathway plan
Key findings 2013 over 16s
• 44% can talk to their personal advisor
about what’s happening in their life
• 22% don’t know “at all” about their
pathway plan
• 16% have a copy of their pathway plan
Key findings 2013 over 12s
• 50% have had four or more social
workers since they came into care
• 84 % see their current social worker once
a month or more often
This high level of change of social
worker may jeopardise a child or young
person’s sense of feeling settled and
stable. One young woman described it
like this:
“Far too many changes… I know
people can change jobs and want to
do different things, but there needs
to be more permanent social workers
working with children and young
people, it is quite hard to trust anyone
if you have a lot of change and people
coming in and out of your life”
Most young people in our survey
were active in education and reflect
significant experience on their time
at school - much of which is positive.
Less encouraging is that getting more
support to attend regularly or return to
school after absence is an issue in the
survey year on year.
Key findings 2011 over 12s
• 88% are currently in education,
training or employment
• 60% never miss or dodge school
• 22% of over 12s had been out of
school for more than three months
• 55% of them got help to return
Key findings 2012 over 12s
• 97% are currently in education,
training or employment
• 76% never miss or dodge school
• 14% of over 12s had been out of
school for more than three months
• 63% of them got help to return
Key findings 2013 over 12s
• 90% are currently in education,
training or employment
• 69% never miss or dodge school
• 22% of over 12s had been out of
school for more than three months
• 41% of them got help to return
This is of particular concern for young
people living in children’s homes in all
three years of the survey.
2011
52% of over 12s who had been out of
education for more than three months
were living in residential care
2012
68% of over 12s who had been out of
education for more than three months
were living in residential care
2013
76% of over 12s who had been out of
education for more than three months
were living in residential care
Despite the small sample, these
findings do point to a need to explore
how we can better support children
and young people living in children’s
homes with their school attendance
and education.
In our survey we asked children and
young people if they could identify
someone who encourages them to
do well at school. It is positive that a
range of people encourage children
and young people in care to fully
realise their potential and achieve in
education and elsewhere.
Who encourages you to do well at
school? 2011
• Parent (20%)
• Foster carer (19%)
• Social Worker (18%)
• Friend (17%)
• Sibling (12%)
• Key worker (6%)
• Other (6%)
• Nobody (2%)
>> continued
9
Who encourages you to do well at
school? 2012
• Foster carer (19%)
• Parent (18%)
• Friend (18%)
• Social Worker (17%)
• Sibling (13%)
• Key worker (8%)
• Other (5%)
• Nobody (2%)
Who encourages you to do well at
school? 2013
• Foster carer (21%)
• Social Worker (19%)
• Friend (18%)
• Parent (16%)
• Sibling (12%)
• Nobody (6%)
• Key worker (5%)
• Other (2%)
Every year, we invited participants
to feed back on the experience of
completing the survey. Responses show
that young people value the survey and
are managing the range and number of
questions well.
Read the full survey and watch
the supporting DVD and related
videos on www.voypic.org or
register with VOYPIC’s Library in
the Sky www.libraryinthesky.org
to see Our Life in Care reports and
more publications about children
and young people in care and
care leavers. 
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
INTERVIEW
10
A little about yourself, age, what you
like, dislike, makes you laugh, makes
you annoyed.
My name is Matthew McNicholl, at the
ripe old age of 20 I’m currently living
in the land of adult responsibility
and denial. When I’m not exercising
my rights to citizenship in said
catastrophic land, I’m at the University
of Sheffield studying French and
generally pretending like I know
what I’m doing. Being somewhat too
sarcastic for my own good, friendly
banter and conviviality rank as two of
my favourite things (along with books
which deserve an honourable mention
here somewhere). Dislikes include early
mornings and decaf coffee- there’s a
theme there- I’m rather a fan of feeling
awake; something I haven’t felt in quite
a while!
The community you live in? Good bits
and the not so good! What is it like to
be a 16/ 17 year old living in?
oll
Matthew McNich
AGE 20
Being so far removed from my 16 year
old self almost five years later, I tend
to look at these days through a ‘tint
of rose’. The community is relatively
large for a town; several schools (both
segregated and mixed) and more
hairdressers than one could possibly
need. As ‘community’ is what you make
of it, I often regard Banbridge as an
excellent place to live. I had, at one
point, 3 part time jobs at the same time,
‘serious crime’ rates were and continue
to be low, my neighbourhood consisted
of sleepy pensioners and Tesco which
was too close for my own snacking
good. What more can a guy ask for?
What might not have been so good
was the omnipresent feeling that not
everyone shared the same experiences
as I did; while I didn’t understand it at
the time, I was extremely lucky to have
all these things in my teenage years.
Being out-going to the point of being
obnoxious apparently gets you places!
The economic, social and cultural divide
in Banbridge, which I would confidently
claim is one of the most striking
contrasts in the country, is perhaps one
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
of the most unpleasant things about
living in Banbridge.
YouthBank: why you became
involved? How?
I received funding from Youthbank as
a lowly 15 year old with which we put
on a play about underage drug and
alcohol consumption and rape culture
in the UK. At a celebration evening with
YouthBank later in the year, I met Eimear
McCurdie, the new youth worker for
the area. Keen to recruit minions to her
YouthBank team, she asked me to come
along. I remember feeling a little too old
for the general ‘Wednesday night youth
club’ after my dramatic rise to fame as a
drunken teenage youth, so Youthbank
seemed like an excellent move forward.
It also gave me the chance to ‘pay back
in’ to a scheme which had afforded me
the opportunity not only to learn about,
but also to teach, the more sinister side
of youth culture in the UK.
Why you have stayed with YouthBank?
The feeling of being ‘too big for my
boots’ didn’t last long. I was, by a long
way, the youngest person in YouthBank.
While that might have intimidated the
average 15 year old, I joked my way
through it and managed to become
friends with some inspirational people.
Those applying for University at the time
really ignited the desire in me to do the
same when the time came, while Eimear
and Geraldine McGuigan provided an
ear when teenage drama became all
too much to deal with by myself. The
‘work’ (if it can even be called that) was
new to me; YouthBank was a completely
different strand of the youth service
than I’d ever before experienced. The
challenge was interesting and I knew
I was developing new skills, therefore
giving myself a better chance in the
job market. Having left YouthBank two
years later, rejoining as a mentor after
a year’s break I’ve found that I’ve never
really left it. Despite the fact that the
people I met there are now lifelong
friends of mine, with whom I have many
post-YouthBank memories, there’s rarely
a meet up that doesn’t include a good
laugh about something that happened
on a residential or during a particularly
restless Monday night where nothing
was getting done despite the best efforts
of our facilitators… the experience is
never over!
Favourite part of the YouthBank
process?
My favourite part of the process had
to be interviews. Sometimes projects
came alive just with the passion of those
presenting it, and it was great to see the
people who would benefit directly from
YouthBank. It was perhaps one of the
most valuable skill building moments
too; every time I need to interview for
one thing or another, I always remember
what it was like to be on the other side
of the conversation, which makes the
experience much more manageable!
Most challenging/difficult part?
The most difficult part was probably the
decision making. In times when we had
so many good ideas to decide between,
the friendships within the YouthBank
group were often put on hold for a
good old controlled riot. My memories
of the ‘decision making’ process are
mostly blurred by excessive noise and
exclamatory body language (admittedly
a fair few of these came from me!).
One particular year a group I was also
involved in had applied for funding so I
had to leave the room while the rest of
the team deliberated. I may well have
had my ear to the door at that point!
Outside of YouthBank, are there other
programmes you are involved in?
I was involved in pretty much everything
that was happening in the Banbridge
area for about 3 years. What exactly we
did is now lost to the winds of a bad
memory (this whole thing has been
a struggle down sieve memory lane, I
assure you!). I remember a particularly
enlightening project which brought
together people from the disabled
community together with those of
us who weren’t entirely aware of the
struggles these young people our age
experienced on a daily basis. I definitely
finished that project with a huge sense
of personal responsibility to help others
when I could. Another, which is etched
in my brain for an entirely different
reason, was a cross-community project
which used music to promote the
message of solidarity across the divide.
We composed two songs which were so
avant-garde that the Grammys haven’t
quite caught up to us yet! All that said,
despite our not so great musical efforts,
it remains to be one of the things I
remember most readily and I guess that
was the point!
Does what you have learned from
YouthBank help you with other parts
of your life now? Or do you think it will
in the future? In what way?
YouthBank played a huge part in getting
me to where I am today. If I started to
explain all the things that I’ve been able
to do or see because of YouthBank,
you’d pretty much be receiving a few
chapters of my autobiography. Without
it, I’m not sure I’d be at University, nor
would I have found employment so
easily because of the experiences and
opportunities I was afforded in my time
in Youth work. My mother probably
wouldn’t be so comfortable with me
living on the other side of the UK had I
not spent days and weeks on residentials
without dying. I wouldn’t have the same
sensibilities or personality that I have
today without YouthBank, nor would I
have the friends who obviously love all
the traits that make me the absolutely
glorious person I am. Spending 5 years
in the youth work system changes
everything so I can confidently claim
that a lot of things would be different
without it!
Have you any interesting/ funny
stories that happened in your
YouthBank?
The best things were the little things.
Singing ‘I don’t need a parachute’ when
people were doing the high ropes
course in Greenhill, one team member
discovering that couscous is not called
‘con-con ’and mock interviews which
always made for a good laugh! There
11
are a fair few things that I probably
shouldn’t mention too… sometimes
things are a lot more funny when it
annoys the youth workers! (Belated
apologies to Eimear and ‘our Gerry’!)
On a scale of 1- 10 how would you rate
the importance of YouthBank to you
right now? Why?
(1 being not so important and 10 being
extremely important).
10 - I reckon I’ll still be talking about it
to my grandchildren! As I’ve said time
and time again, there isn’t anything
I’m doing now that I can’t trace back to
Youthbank or the people who influenced
me within it.
On a scale of 1-10 how important
is it for YouthBank to be in your
community? Why?
I’d say about a 6- a lot of people still
insist on the general idea that nothing’s
going on in the community, which while
being absolutely untrue, is an area for
improvement within the structure of
the program. Sometimes it’s not about
funding new ideas; it’s about supporting
and promoting those that already exist!
Out of all the grants you have been
involved with giving out which one
was your favourite? Tell us a little
about it?
I’m going to be biased and say the
project that I was involved in myself,
which set up a group of mentors in my
high school which is still running now.
The money went towards posters to
promote the existence of the mentors,
and with the money we were given, the
group was able to design and position
it in big frames around the school. It’s
great to know that these projects can
continue even when initial funding has
run dry- YouthBank essentially taught
the pilot project to fish, and it’s still
eating today!
If you had to describe YouthBank in 3
word what would they be?
(Overly) Lively, Influential and Essential
12
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
13
CLUBS FOR YOUNG PEOPLE
'DO SOMETHING'PROJECT
Do Something is for all
young people aged between
11 and 25 years, who want
to make a difference by
contributing positively to their
neighbourhood, community and
wider society.
Clubs for Young People (CYP) continue
to challenge and support young
people to contribute positively to their
community through the innovative Do
Something Project. During our pilot
over 100 young people from within
our membership were involved in
various social action projects including
cross-community sports programmes,
multi-cultural celebration events,
awareness-raising campaigns, and
intergenerational projects.
CYP now challenge young people
beyond our membership to join the
campaign for social action.
CYP will provide a small start up grant
(up to £250), ongoing mentoring
and practical support, Boot Camps to
network and gain skills, and accredited
training opportunities to help young
people turn their energy and ideas
into positive social action and start
their own Do Something club. Ciara
Kearney, Project Coordinator, notes the
affirmative outcomes Do Something
presents for young people,
“Do Something has encouraged
and motivated young people
to achieve and learn together,
which has boosted their selfconfidence, skills, and sense of
belonging - of being connected.
The most rewarding aspect
is seeing the young people
enjoying themselves and having
fun - we've all had great times
working together!"
“We aimed to raise awareness
and understanding of
homelessness in the local
community. We did this through
sponsored activity and visits
to the local homeless shelters.
It makes you think how lucky
we are, and has definitely put
things into perspective. Getting
involved in Do Something
has given me something to
focus on. Show your support
for homelessness and start
campaigning in your local
area!”
Sinead, St. Teresa’s Youth Centre Belfast
CYP’s Webcom Project is helping local During the next phase of the project, in
addition to training young people and
youth clubs across Northern Ireland
workers in how to build and maintain
to set-up and run their own modern
a modern club website with full social
and mobile-friendly website. Over
the past few months, eight clubs have media capacity, Webcom staff will be
piloting the new 'think-u-know' (CEOP)
created their own websites - with
training module.
several others nearing completion.
The project affords youth clubs the
The 'think-u-know' training is designed
capacity to create a website which
to alert and inform young people and
is designed and maintained by their
youth workers about some of the risks
own members and enables them
How
to
use
this Framework
they could encounter on-line - such as
Using our bursary from CYP we got the to connect and promote the club's
sexting, cyber-bullying and grooming.
help and support to organise cookery interests and activities with those of
Workshops will aim to raise awareness
classes where we got to know one
the wider community.
of digital 'footprints' and other cyber
another in a safe and stimulating
risks and hazards as well as appropriate
environment. Whenever we can,
“Our young people are really
avoidance and coping strategies to help
we help out at the community tea
enjoying the project and all
make the World Wide Web a safer space
dances, and help the elderly with their
the new skills they are learning
for young people.
gardening and shopping. We have
whilst
working
on
our
website."
learned a lot from one another which
If you are interested in learning more
is an added bonus. Thank you CYP!”
Michelle Belaid – Youth Worker,
about the Webcom project or 'think-uCornstore
Youth
Club,
Magherafelt
know' workshops, please contact
Daniel, Damask Community Centre,
“Through our Do Something Club, we
wanted to encourage mutual respect
between the ‘old’ and young people
who use the local community centre.
We found it difficult to connect with
the older people who also used our
centre. We wanted to create a sense
of mutual understanding and do
something together with them so we
could get to know each other.
Lisburn
For more information or to request
a 'Do Something' Application Form
please see our website:
www.cypni.net/do-something
contact [email protected]
or telephone 9066 3321.
“The training is really helping
our youth organisation to
promote its activities and
programmes for young people and to get this information out
into the community.”
BJ McKevitt – Youth Worker, Terry
Enright Foundation, Belfast
[email protected]
or telephone CYP at 9066 3321.
THE WEBCOM PROJECT IS FUNDED BY
THE YOUTH COUNCIL FOR NORTHERN IRELAND
14
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
15
BELB
RECOGNITION
‘Flying a Kite’ for Youth Participation
EVENT
23rd September 2014.
The recent launch of the ‘kite model of
youth participation’, developed through
a collaboration, ‘Champions for Change’
across the voluntary youth sector, seeks to
both inspire and motivate greater action on
youth participation. Funded by the Youth
Council for Northern Ireland, the model
has now been published and illustrated
through a range of participation practices
across the voluntary youth sector. Michael
Reid, Young Farmers’ Clubs of Ulster, who
had young people involved in designing
the model, found it a ‘clear and reflective
model to document and critique your own
participation practice.’
WHAT DOES THE KITE MODEL AIM TO
ACHIEVE?
Martin McMullan from YouthAction
N.I. explaining the model described
how it encapsulates a broad range of
participation work;. ‘The model is flexible
and can represent the different levels of
young people’s involvement alongside
demonstrating the breadth and diversity
of participation work. Also very importantly
it helps to recognise the value of all
participation work, rather than a hierarchy
where some participation work is seen to
be more valuable than others.’
The following five elements make up the
kite model;
1 Kite in flight - this focuses on the
direction of the kite and therefore helps
to illustrate that youth participation
work needs a purpose.
2 Kite design - this describes the
structure and frame of the kite
and signifies the need for a plan
or blueprint for growing youth
participation.
3 Kite tails - these represent the
principles that guide youth
participation.
4 Kite runner - this describes an
empowering worker who supports and
stimulates participation work.
5 Sky is the Limit - this signifies the
outcomes of youth participation for
both individual young people and
society in general. For the individual
these include increased personal
capabilities, positive relationships,
improved health and well-being, active
citizenship and improved political
engagement. Outcomes beyond the
individual range from more responsive
youth work services to more responsive
social structures and systems.
What contribution can the kite model make?
The kite model seeks to contribute to the
Department of Education’s Priorities for
Youth policy direction of ‘strengthening
participation in the youth service.’ Priority
4 confirms that ‘youth workers will have
the flexibility to adopt the most suitable
approach to enhancing participation within
their setting, reflecting the needs of young
people at every stage.’ The kite model
explains the diversity of participation within
a common framework and demonstrates
the voluntary youth sector’s commitment to
youth participation and contribution to ‘a
flexible contemporary model.’
Participation is also now enshrined within
public policy, as reflected in Priorities for
Youth. The acknowledgement of Article 12
of the UN Convention on the Rights of
the Child, (giving young people the right
to express their opinion and have opinions
taken into account), has been significant
in driving participation forward. The
Northern Ireland Act (2008) makes specific
provision for the inclusion of children and
young people in promoting equality of
opportunity.
Rebecca Connolly, vice chair of the NI
Youth Forum, who launched the kite model
stated how important it was for young
people to be involved in making decisions
for themselves. ‘Young people need to
have their voice heard and have a direct
line to Government to make sure that
policies that are developed are meeting
young people’s needs.’
Champions for Change is a voluntary
youth sector partnership between Include
Youth, Public Achievement, Northern
Ireland Youth Forum, the Young Farmers’
Clubs of Ulster, YouthNet and YouthAction
Northern Ireland. The partnership proposes
to energise the voluntary youth sector’s
commitment to participative youth work
practices with young people of all abilities
and backgrounds and contribute to the
Priorities for Youth policy direction of
‘strengthening participation in the youth
service.’ The kite model of participation is
the second publication of this partnership
following a literature review.
Copies of the kite model and the literature
review can be downloaded a
www.youthaction.org/youth-action/
publications
Clare McGowan from Belfast Royal
Academy pays tribute to her
Award Leader Mr Maurice Miller.
The Earl of Wessex was the guest of
honour at a special event in Belfast
Education and Library Board’s (BELB)
headquarters in Academy Street where
he heard a string of tributes to the
leaders of his father's legendary Duke
of Edinburgh's Awards scheme.
The Prince met schoolchildren, leaders
and assessors of the scheme and heard
about how many leaders go above
and beyond the call of duty to help
teenagers through the awards scheme.
The prince was welcomed to BELB
headquarters by Dr Clare Mangan, BELB
Chief Executive, Rosemary Rainey,
BELB chairperson and the BBC’s Claire
McCollum who compered the evening.
“It is a pleasure to welcome
the Earl of Wessex to BELB
headquarters to pay tribute to
the many leaders, assessors,
volunteers and young people
who have contributed to, and
benefitted from, the Duke of
Edinburgh Awards and Joint
Award Initiative,”
said Miss Rainey.
“The Duke of Edinburgh Awards
and Joint Award Initiative
provide young people with
opportunities that they would
never otherwise get the chance
to experience. We are indebted
to the leaders and assessors who
continue to inspire, challenge,
encourage and develop our
young people.”
The Royal visitor had the opportunity
to meet BELB Officers and Youth
Service staff involved in the delivery
of the Duke of Edinburgh and Joint
Award Initiative, which is administered
in conjunction with Gaisce – The
President’s Award.
Before departure, the Earl made a
number of presentations to competition
winners, as well as long service
certificates and recognition awards to a
number of recipients.
HRH. The Earl of Wessex presents a Leader
Recognition Award to Sr. Anne McCourt
who was nominated by the young people
from St. Louis House Youth Group.
He also took the opportunity to view
a mosaic designed by participants
from the Duke of Edinburgh and Joint
Award Initiative from the Wandsworth
Community Association.
In the main boardroom he listened to
citations for three of the BELB Leader
Recognition Competition winners –
Sister Anne McCourt, Caroline Harte and
Maurice Millar.
Dr Clare Mangan presents Ann Rankin
– Leader in Charge of Glencairn Youth
Initiative with their DofE Operating
Certificate.
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
SHARED FUTURE PROGRAMME
PHASE 2: NICHOLA MCNEILL
PHASE 3: UNA-MARIE MCAULEY
In the months prior to our educational
visit to Poland in June 2014 we attended
a series of workshops conducted by both
Tara and Heidi. Alongside the Ballymena
ladies we looked at being a young woman,
gender & inequality and finally the
limitations that prejudice can have on our
everyday lives. The intention was to build
on what was then our very little knowledge
of what genocide was and how it occurred.
In phase two we continued meeting on a
weekly basis during September- December
2014 and began a journey looking at
research methods. We were trying to come
up with questions we could ask young
women living in the NEELB areas about
how they felt they were treated in regards
to their gender. During the weekly sessions
we looked at qualitative & quantitative
research methods and how each method
could create data for us. We developed a
questionnaire which we then would use
for our research, inviting groups of young
people from across the NEELB to an event.
As part of this third phase of our project,
which comes to an end in March 2015,
we are leading a conference as part
of celebrating our achievements and
celebrating International Woman’s Day.
This evening is based around the theme for
2015 ‘Making It Happen’. Through this we
hope to show that women have important
roles within society. We have invited some
inspirational women from our local area to
motivate others by telling us what drives
them.
This latter stage of phase one included
watching some intense films on the
Holocaust, along with learning about
various concepts such as the pyramid
of hate – when something as simple as
prejudice and bias, which we all do in our
everyday lives, can escalate into much
more serious problems, such as violence
and hate crimes, or finally, at the top of the
pyramid, genocide.
This project is the brain child of
Heidi Johnston, Area worker and Tara
McHugh Logan, Outreach/Detached
worker NEELB - Moyle. Both workers
have a long history of and passion
for young women's work. The project
began by bringing together two groups
of young women to a residential in
Woodhall, March 2014. There were 9
young women from Ballymena North
and 9 young women from Cushendun.
The aim was to raise awareness of
International Women's day and inspire
the groups to want to do something.
The programme 'Shared Future' was
to be carried out over a year. The
three phases evolved as the project
progressed.
The Cushendun group having made
the cover of CDN a few years ago were
open to sharing their experience of
the overall programme. The groups
involved plan to celebrate International
Women's day this year 2015 by
getting involved with their theme,
'Making It Happen'. The NEELB has
embraced this opportunity to celebrate
the achievements of these young
women by supporting them to host a
conference for their peers on 7th March
2015.
Three young women, Lucia, Nichola
and Una-Marie share their experience.
17
PHASE 1: LUCIA MULHOLLAND
On reaching Krakow in June 2014, we had
a busy schedule of things to see. For me,
the most interesting things to see were
the concentration camps. We visited both
Auschwitz and Birkenau and were able
to see exactly how these people suffered
and the horrendous conditions they had to
endure. The story which sticks with me the
most from the tour of Auschwitz was that
anything considered to be of any value
when a person entered the camps would
be stripped from them; whether this be
their hair for making things, or even their
teeth.
For me the visit to Poland was an
inspiring one, as not only did we learn
about something most of us had never
acknowledged before, we also got to
experience a new culture; which coming
from such a small rural area, I believe
is hugely important. It also gave us the
chance to get to know another group of
girls from Ballymena, who also live in Co
Antrim, twenty five miles away, but a small
town can be quite different compared
to Cushendun. We ended phase one
completely on January 27th 2015, when
we hosted as a large group alongside
Ballymena Inter-ethnic Forum & Waveney
Youth Club, a Holocaust Memorial evening.
This was a satisfying end to an overall
highly recommendable experience.
The week before our event we went along
to a Youth Action workshop hosted by
Catherine Morgan called Represent. It was
looking at how women are represented in
politics in Northern Ireland. It was a great
workshop; it just helped ‘click’ together our
learning about why we were doing some of
this stuff.
We then hosted our own research
evening with young women from Antrim,
Magherafelt as well as a group of Polish
young women living in Ballymena. Forty
eight young people came along to voice
their opinions. We were able to use
Quizdom to help us evaluate the responses
received.
Phase two also allowed us to visit Stormont
and learn about how it worked. We were
very shocked to find there has never been
a woman representative for North Antrim
in Stormont. We spent a night in Dublin,
we visited the Dáil where we learned about
how it was operated and the political
system in place in Ireland.
Overall, phase two taught us a lot about
politics in both the North and the South
of Ireland, about our own beliefs and
opinions as young women including how
this compares to what other young women
think in our area.
Winter 2011
16
Youth work news, practice, and resources
CDN
CURRICULUM DEVELOPMENT NEWS
GENDER CONSCIOUS
WORK IN MOYLE
is issue
also in th
Setting a goal is not the main thing.
It is deciding how you will go about achieving it
and staying with that plan.
RIENCE
EXPE
THE GRIT
COME
ERNESS
WILDLR
DIRECT
TO KI THEAE USA
FROM
G PEOPLE
YOUNLI
CS
IN PO TI
www.youthworkni.org.uk
S
Gender roles can limit both sexes in the
opportunities they have in society. Men
once were perceived as the superior sex,
however nowadays women play a more
equal role in society, but it is not exactly
equal yet. School & home still reinforce
gender stereotypes and in doing so,
challenge us to keep doing what we think
we should - not what we want to.
All young women should have a woman
who inspires/motivates them, relates to
and challenges them to pursue careers that
don’t always seem like jobs for women.
Young women in rural communities have
to try hard to step outside the female
gender role. It is important that they and
all young women have the opportunity to
meet positive female role models and learn
to have confidence, a voice, to speak out.
As part of this overall project, in phase one,
we completed sessions which involved us
having to write down key parts of our life
which make us who we are. Phase two
looked at how these were similar to other
young women’s through the research.
Sharing and research allowed me to see
that although this is personal to me,
through learning from experiences and by
setting goals in my life, I can achieve so
much. Through the conference and inviting
the inspirational women who have agreed
to come and share with us, we hope as
a group to challenge and motivate other
young women to start ‘Making It Happen’
for them. Through this experience I have
learned that if you want change you have
to fight for it, pursue your dreams, your
aspirations and if you are determined to
get somewhere, something in life... you
don’t give up.
18
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
19
IMPROVE YOUR
KNOWLEDGE ANYTIME,
ANYWHERE WITH NISCC
CHILD DEVELOPMENT APPS
The Fight For Peace programme has
been like a proverbial pebble in the
pond in NI – with regional work
rippling out to community based
initiatives in areas such as New Lodge;
Shankill; Colin Glen; Fernagh; Mallusk;
the Creggan; the Waterside; and
Monkstown.
FIGHT FOR PEACE
Founded in the favelas of Rio de
Janeiro in 2000, Fight for Peace uses
boxing and martial arts combined with
education and personal development
to realise the potential of young
people in communities affected by
crime and violence. Fight for Peace
directly supports young people at
Academies in Brazil and the UK, and
reaches over 100,000 young people
globally by training community
based organisations to deliver its
methodology. As a direct response,
Fight for Peace offers a holistic
support package that significantly
increases young people’s education
and employment outcomes, and
reduces their involvement in crime and
violence.
methodology which combines Youth
Work with Boxing / MMA (Mixed Martial
Arts).
Following their graduation from
the Fight For Peace Global Alumni
Programme in July 2014, local groups
have embarked in, exciting work
delivered in communities across
NI using internationally proven
The five pillars are Boxing / MMA;
Youth Leadership; Employability;
Youth Support Services; & Education.
The work is underpinned by intense
personal development programmes
and includes one to one mentoring
Following an intensive selection
process a number of local Youth,
Community, Boxing and Martial Arts
groups were selected to travel to
Rio de Janeiro, Brazil; to work for
a week in Maré favela with young
people effected by extreme violence
and drug trafficking using the ‘five
pillared’ methodology. Now part of a
Global network spanning 25 countries
and including 56 organisations local
practitioners have begun using and
adapting the ‘five pillars’ methodology
that has proven so successful in other
countries.
and support. The work has been
adapted locally using CRED training
and methodology. “MMA and CRED
used as part of a targeted youth work
programme has huge benefits; given
the target audience, and nature of both
disciplines young people are supported
to champion their own lives starting
from an internal perspective”.
FIGHT FOR PEACE & CRED:
The Northern Ireland Youth Forum,
working along side strategic partners
Zanshin Karate Jutsu have benefited
from the latest round of YCNI CRED
funding to roll out a FFP programme
underpinned by an intensive
Community Relations, Equality and
Diversity programme. Although in
its infancy the outcomes have been
remarkable. Young people themselves
have highlighted the changes the
programme has brought to their lives
already in such a short space of time.
Derry / Londonderry:
Local Community and Voluntary
organisations the Old Library Trust
HLC and St Columbs Park House
Reconciliation Centre are working in
partnership with Strike Martial arts
academy, Torres BJJ and St Marys Judo
Club, Creggan, to bring together young
people from across Derry to a neutral
venue to engage them in mixed martial
arts and judo whilst using youth work
methodolgy to raise awareness and
understanding of local issues that
are affecting their lives including
racism; sectarianism; homophobia; the
effects of drugs and alcohol as well as
education and employability skills.
New Lodge:
A group of junior members from
New Lodge Youth Centre, a project of
Ashton Community Trust, have been
put through their paces at the DoJo
in Mallusk. Using the Fight for Peace
Model that incorporates personal
development with martial arts and
boxing, the young people aged 8-11
years, have developed confidence,
self-discipline, respect and improved
coordination. They thoroughly enjoy
their weekly sessions with Danny
and his young coaches create an
environment where every young
person is equal and feels valued. We
are currently developing a similar
programme from young people aged
12 – 14 years.
Two free mobile apps developed by
NISCC (the Northern Ireland Social Care
Council) that increase understanding of
the developmental stages of children are
being used by more than 30,000 people
worldwide and are particularly useful for
those working with young people.
You can search for the apps by typing in
the following titles:
The two Child Development apps focus
on children aged from birth to 6 years
and 7 to 12 years. They are part of a
suite of resources developed by NISCC
in partnership with the social work
departments at the University of Ulster
and Queen’s University Belfast and other
key partners from the education and
employment sectors.
More information, including a ‘How To’
guide and direct links to download the
apps – is available in the Mobile Apps
section of the NISCC website
www.niscc.info
Originally aimed at social workers, since
the apps were launched in 2014 they
have become popular with youth workers,
teachers, parents and anyone interested in
finding out more about child development.
The apps act as a reference tool to
support learning and increase knowledge,
providing brief summaries of important
information at the touch of a finger.
The apps also include hyperlinks to
relevant videos, theories, policies and
references to help the user build on their
knowledge and understanding of child
development.
Mairead Harkin, NISCC Workforce
Engagement Officer said:
“More and more people who are
studying or who work in social work,
education, early years and social care
are using technology and e-learning
to support their practice and develop
their knowledge. The apps NISCC have
developed are useful tools that can
enhance knowledge and workplace
learning in a flexible and accessible
way. They can be referred to as and when
needed - in the classroom or office, at
home, or when out and about.”
Other NISCC apps include a Domiciliary
Care Toolkit and Health & Safety in a
Childminding Setting. A third Child
Development app focusing on children
aged 13 to 18 years will be released later
this year.
The NISCC Child Development apps can be
downloaded from the Google Play Store
(for Android devices) and the Apple App/
iTunes Store (for IOS/iPhone devices).
• Understanding Child Development for
0-6 Children
• Understanding Child Development for
7-12 Children
To find out more about the apps,
contact Mairead Harkin, NISCC Workforce
Engagement Officer on 028 9536 2985 or
email [email protected]
20
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
ROBERT
TOPPING
INTERVIEW
The Open University offers one of
the widest choices of qualifications
in a broad range of subjects.
We’ve spent over 40 years honing
our methods, harnessing new
and emerging technologies, and
drawing on an unrivalled level of
practical experience to make sure
every student has the best possible
chance to learn, achieve and
succeed. We’re the leading expert in
flexible higher education. The way
we work, works – not least because
it’s flexible enough to work around
you and your life.
Robert Topping is a Masters Degree
student with The Open University
and had previously completed
the BA (Hons) degree in Youth
Work. Below, he tells us about his
experience of OU study.
Q. What attracted you to study with The
Open University?
The main thing that attracted me was the
flexibility of the course. I was able to take
on the course as well as maintain a full-time
job as an Area Youth Worker. In addition,
OUSBA, the OU’s finance system, meant that
I was able to pay it off – I did not have to
pay a lump sum up front – I was able to pay
it off monthly in instalments.
Q. What did you know about the course
before you started?
I wanted to top up from a Community
Development degree to the Youth Work
degree to be professionally qualified
and there were few places in Northern
Ireland that offered that. I found The Open
University and decided to give it a try. I
applied for credit transfer. It was handy
enough – all done online. I was able to
register online too.
Q. How did you find studying with The OU
alongside other commitments? How did
you fit it in with your job?
It was different – I was used to going into
a physical university building. It gave me
flexibility that I could fit it around my own
schedule and things that I needed to do.
The university gave me a planner and study
guide for my course so I knew that there
was recommended reading and work to be
completed each week. It was fine because
I could work life around being at The Open
University.
Q. Given that your course was distance
learning, how did you find the support
that the OU provided? Did you feel
distant?
It was great – daunting at the start – but
there is a tutorial system called Elluminate
that allowed us to have tutorials using
webcams. The tutors that I had were
brilliant – one was based here in Ireland
and one was based in the UK.
Then we had course discussion forums
where we could post questions or pitch
ideas. It really worked for me. I was used
to going to university with people my age
but I definitely benefited from wide range
of backgrounds in my group. Students
would share their different experiences
what they had tried and theories that
support practice. I would hear about
things that I found interesting and thought
I could try to build into my own practice.
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Q. The Open University is an open distance
university. How distant did you feel?
It felt distant at first until the course got
going. Then I got involved in tutorials and
discussion forums. I was able to phone
and email my tutor to talk about things.
With online tutorials I could go back and
listen to them again. I had great peer
support too. I could ask questions on the
discussion forum at any time and someone
always got back with a bright idea or
suggestion.
Most support came from my tutor. She
was still a practitioner so she knew and
understood the situations we would talk
about.
Q. How did your experience studying at
another university compare to studying
with The OU?
I had to physically go there and meet
people, but, to be honest most people
did not keep those relationships going
outside of the course. Conversation was
more about whether or not class was on
or the deadline for an assignment rather
than getting our heads around the content
of the course and how we could apply it.
Meeting people for online tutorials was
daunting at first but I soon felt at home
once the conversation got going.
I could attend tutorials in my house!
The technology meant that we could be
put into break out rooms, write on the
whiteboard and make group presentations.
We could even press an icon to show that
we wanted to speak, it was brilliant.
Q. What advice would you give to anyone
considering studying with The Open
University?
Go for it! Especially if you have other
commitments. The flexibility really helps.
Having said that, it is important to put the
hours in there is work to be done and it is
best not to fall behind. The study planner
really helps so stick with it. The Youth Work
course asked for about 16 hours each week
and then there was a placement element
to it so the needs of the placement had to
be factored in too. But, for many people
studying youth work, they are already
working or volunteering and this can count
as a placement.
Q. Did you find the course relevant to your
day-to-day practice as a youth worker?
Definitely. In terms of theory underpinning
practice it was brilliant because of the
wealth of experience of everybody, from
every part of the UK and even overseas.
Also, studying alongside different types of
practitioners, social workers, counsellors
and so on, opened my eyes to the bigger
picture in working with young people.
Q. Has studying with The Open University
opened up any opportunities that were
not previously available to you?
Yes. My current job. I had to be
professionally qualified. The Open
University gave me the opportunity to top
up my previous qualification to achieve
that goal.
It wasn’t easy it took commitment. But,
I really achieved something and it’s
encouraged me to do more training, so I
am now halfway through a Masters Degree
programme with The OU.
At the OU, we believe it doesn’t matter
where you start from, it’s where you want
to be and how committed you are to
getting there that matters. That is why
you don’t need any previous academic
qualifications to study with us.
It’s great to know we’re doing things
right in the eyes of the people that matter
most – our students. That’s why we’re
proud that we have achieved over 90%
for student satisfaction year in, year out,
in the National Student Survey. We are
Northern Ireland's top-rated university,
and have been consistently rated highest
for student satisfaction in the National
Student Survey for 10 years running. Join
our student body and find out why.
COURSE
INFORMATION
Entry requirements
You will need a Bachelors degree, or
equivalent, in a discipline relevant to
children and young people. If you don’t
have this but can provide evidence of
at least three years of professional
experience you may be eligible to study.
BA (Hons) Childhood and Youth Studies
The BA (Hons) Childhood and Youth
Studies will develop your knowledge and
analytical skills in relation to policies,
practices and issues affecting the lives of
children and young people across a range
of settings. This degree is relevant to many
careers in childcare, health, education,
working with families, playwork, or working
with young people.
BA (Hons) Youth Work
There are few things more important
or rewarding than making a positive
difference to the lives of young people.
This degree will help you develop the
knowledge and skills needed for a dynamic
career in youth work. The BA (Hons)
Youth Work is a professional qualification
recognised across the UK and the Republic
of Ireland. The course includes workbased learning at each level of study, and
is mapped to the National Occupational
Standards for Youth Work.
Certificate of Higher Education in
Working with Young People
This Certificate of Higher Education is
recognised on the Qualifications and
Credit Framework (QCF) at Level 4. It is
also recognised as a Youth Support Worker
qualification by the National Youth Agency
(NYA).
For this qualification you will follow the
same curriculum as Stage 1 of the BA
(Hons) Youth Work.
Diploma of Higher Education in Working
with Young People
This Diploma of Higher Education will
prepare you to work with young people
in a wide range of roles and settings,
including youth services, voluntary
organisations, schools and colleges. It
is mapped to the National Occupational
Standards for Youth Work, developing your
skills in assessing young people’s needs;
working with young people in groups;
designing learning activities; planning
and evaluating projects; working in
teams; and working in community based
organisations.
BSc (Hons) Sport, Fitness and Coaching
If you are an aspiring or practising leader
of sport or fitness activities, this degree
will develop your skills and understanding
of sports science, training, coaching and
leadership principles. Throughout your
studies, you’ll apply science and theory to
practice: reflecting on case studies or real
and potential work situations using video,
text and online materials focusing on the
all-round physical and psychological needs
of sports participants or exercise clients.
21
This degree will enhance your prospects
in sports coaching, fitness training or
the leadership of recreational groups –
whether you’re self-employed, working at
sports clubs or keen to further your career
in sports development or management.
MA Childhood and youth
This programme is for graduate
professionals working with children and
young people who want to advance
academically and professionally. It can also
help graduates with a related degree move
into a profession working with children
and young people and those looking
to move between professions within
the sector. It will also benefit people in
managerial or supervisory roles, including
senior members of the workforce, who are
seeking to move into senior or managerial
positions.
MSc Global Development Management
Managing development gets ever
more complex, as more agencies
become involved, new goals emerge,
complementing and confronting existing
goals, and the right of ‘beneficiaries’ to
participate in their own development is
increasingly asserted. The postgraduate
programme in development management
addresses this complexity. The core
modules give you the opportunity to
strengthen your policy development
and project management skills, enhance
your capacity to build the good interorganisational relationships upon which
effective interventions depend, and
develop the research skills necessary for
understanding and managing development
problems.
This MSc is the major qualification in our
development management programme. It is
designed for anyone in government, nongovernmental organisations, international
and inter-governmental agencies and
public and private enterprises, who
have responsibility for development
interventions, programmes and policies.
It deliberately links development
management theory with the realities of
development policy and practice, and aims
to equip those undertaking it to be better
agents of development.
Request a prospectus or register online at
www.open.ac.uk
Alternatively, speak to an adviser at our
Belfast Headquarters: 028 9024 5025.
22
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
THE BENEFITS OF
BEING PART OF YOUTH
BANK BANBRIDGE
BY YOUTH BANK BANBRIDGE FORMER
1. Gina McKnight
2.19
3. First year Community Youth Work student at
University of Ulster.
4. I like watching movies, my favour ite movie of
all time is The Breakf ast Club.
5. I don’t like spiders and I am afraid of heights.
6. I am from Dromore (Co Down). But spent most
of my time in Banbridge! I’ve always really
liked Banbridge as a town, me and my friends
used to always meet up in town and go to the
cinema. Apart from the cinema, there wasn’t
really anything else to do in town as a 16 year
old.
7. I became involved in Youth Bank after an
assembly in school, where some local youth
workers were recruiting for members of various
groups. I initially wanted to get involved
because of the OCN qualification that you get as
I was able to put it towards my UCAS.
8. I stayed with Youth Bank simply because I
could see the difference that we were making
to the lives of young people in other groups
in the area that maybe didn’t have the same
amount of funding as we did. Youth Bank also
offered me a lot of different opportunities
that I wouldn’t have got anywhere else, for
example the once in a lifetime chance to
represent Youth Bank Ireland in Chicago last
summer (2014)!
9. I have 2 favour ite parts of the Youth Bank
process. Firstly is when you receive all of the
application forms in. I love seeing all of the
different ideas that various groups of young
people have came up with. And secondly, is
when we present the money to the successful
groups. It is great to see how much they
appreciate the money and how much it means
to them as a group.
MEMBER, Gina McKnight
10.My least favour ite part is calling the
groups that have been unsuccessful after
their interview, you can always hear the
disappointment in their voice when you tell
them they haven’t got the money.
11.Outside of Youth Bank, I became involved
in volunteering in the Junior Youth Club
in Banbr idge, I also became a member of
Banbr idge’s Good Relations Youth Forum and
began working as an Assistant Youth Support
Worker in ENP, Banbr idge.
12.I would definitely say that some of the things
that I learnt through Youth Bank have helped
me and will continue to help me in later
life. In particular the interview techniques
and skills that we learnt have and continue
to really help me when I have to do a job
interview, for example.
13.This one time on residential, I got up for
breakf ast and everyone kept saying “don’t
worry Gina, we won’t judge you” to me and I
couldn’t understand why.. so it turns out that
I talk in my sleep and in the middle of the
night screamed, at the top of my lungs “don’t
judge me” and this became a joke within my
Youth Bank group for a very long time!
14.To me right now, the importance of Youth
Bank is about a 5/6, I still keep up to date
with whats going on etc but with uni and work
I just don’t have the time to commit to it in
any substantial way.
15.I believe that it is very important for Youth
Bank to be in my community so I’d have to say
a 9/10. It is there to give so many different
young people in the community such a vast
range of opportunities and personally, I know
that I wouldn’t be the person I am today
without Youth Bank.
16.Youth Bank in 3 words - fun, worthwhile,
rewarding
QUALITY ASSURANCE
The last five years has seen an investment
by the youth work sector in building
a common flexible Quality Assurance
Framework.
The development and implementation of
the QAF has followed a cyclical process
of consultation, development, piloting,
review and continuous improvement
which is appropriate to the concept of
quality assurance.
Practitioners across the sector have
requested that CDU share case studies
from groups who have used the
Framework. In this edition of CDN we
have included two case studies.
It contributes to a constant
reflection process for the
organisation.
The process provides recognition
for what organisations already do
and encourages celebration for
staff volunteers and young people.
The contribution of the people who have
used the Framework has been invaluable
and it is from their experiences that the
following case studies are drawn. It is
hoped these case studies will be helpful
for those wishing to use the Framework.
www.youthworkni.org.uk
028 9448 2336
It has improved planning
for sessions – programmes –
admin – recording etc.
23
24
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CASE STUDY ONE
This case study is based on the experience of a worker who is based in a voluntary
sector youth club and has used the QAF in two different settings as well as co-working
with a colleague in a statutory setting.
What made you carry out QA?
I wanted to improve the organisation that I was working
with and the experiences of the young people and the
staff. The staff had varied experience and going through
the QA process helped them to reflect on the difference
their work makes to the children and young people and to
the organisation.
How did you set the QA process up in your organisation?
I invited CDU to facilitate the process in my organisation,
we had a couple of meetings to establish what QA was and
how I could use it. The meetings then took place over a 3
evenings and an overnight residential to complete up to
stage 3. Our team included me as the leader in charge as
well as most of the part-time staff and volunteers. Young
people were involved in the earlier stages and continued
to feed into the process. Involving young people in the
process is important but each group will know what suits
the needs of the young people in their organisation.
What was useful about the process?
• The process was helpful for affirming the good work that
was being carried out – it helped us to identify areas for
improvement.
• Having an external facilitator was good.
• Co facilitating in another organisation helped me
to think about my own setting. It was good to have
the support of another worker and we shared the
responsibility.
• The Framework provides the opportunity to talk about
the ethos of the organisation and to talk about why
we do what we do and gives a sense of purpose to
volunteers and young leaders; it helps ‘join the dots’ for
them.
• It helped us integrate a new member of staff.
• Stage one is a good starting point because you
understand the context for the group you are working
with.
Were there any difficulties?
It was difficult to keep momentum going with the areas for
improvement. It would be helpful if there was follow up
from CDU not as a checking mechanism but more to keep
the process going and help maintain momentum.
Has it been helpful in any other areas of your work e.g.,
planning, teambuilding?
• It is a good way of helping to plan the work for the
coming year. Timing is important
• It allows you to plan for short, medium and long term
priorities.
If you were recommending it to someone else what
advice would you give them?
• It is very useful to have some-one from outside the
organisation facilitating, this is my experience both
having external facilitators into my organisation as well
as acting as an external facilitator for another group.
The external facilitator can ask questions without any
baggage and it can give the leader of the group the
opportunity to participate fully without having to do
all the planning. The external facilitator can also help
to ensure that tasks are delegated throughout the
organisation. As an external facilitator you can bring
another perspective to a question or discussion.
• There is a lot of information gathered so it is important
to agree a way of recording information throughout.
• Build in time to follow up on the process (see
comments about support to do this).
• It helps to go back and pick up areas for improvement.
CASE STUDY TWO
This case study is of a QA process carried out within a statutory setting looking at
one particular area of work.
What made you carry out QA?
I identified the need to review how we carried out
International Work and the QAF came along at the right
time. The QAF provided the process for something that I
wanted to do anyway, I had heard about the experience
others had and this encouraged me to use it.
Were there any difficulties?
Only the beginning was difficult, once the group built
up trust, honest conversations took place. What helped
people get to the point where they could be honest, was
the questions, we looked at the process and not individual
practice. People didn’t have to defend their position.
How did you set the QA process up in your
organisation?
• The focus was clear from the outset, we were looking
at one area of work i.e. International Work. I got the
agreement of management to carry the process out
and also to gather a quality assurance team. I wanted
people with a variety of experiences in international
work.
• The first meeting was the most difficult, however, after
the first meeting people bought into the process.
• We probably did it over about three and a half days
and there was a few spin off days as people did
work individually. We involved more senior staff by
communicating the work of the group at senior staff
meetings.
Has it been helpful in any other areas of your work e.g,
planning, teambuilding?
• We developed a strategy that was better than we had
originally anticipated.
• Everybody felt a responsibility to make something better
and saw this as our opportunity.
• People identified the need for clarity. Everybody
contributed, everybody brought something.
What was useful about the process?
• The QAF is a robust document and process.
• A strategy was developed beyond what we had initially
anticipated.
• The quality assurance team as well as the organisation
had ownership of the process and the outcome.
• The questions were open enough to allow it to apply to
our particular focus.
• The process allows for the involvement of people with a
variety of roles and experiences.
• It was important that we had a mechanism to
communicate the process and outcomes to a senior
strategy group.
• It helped us to have people who had gone through
the process before, as they helped to move the process
forward.
• The questions allowed for an honest discussion about
the work and was not focused on individuals practice.
It was positive that this discussion could take place
without anyone feeling the need to be defensive.
• Everybody felt a responsibility to make the work we do
the best it can be.
If you were recommending it to someone else what
advice would you give them?
• Trust the process.
• Don’t hold back - go in and give it a go.
• Having a facilitator from within the process worked for
us, everyone had equal status.
• There was no dynamic of line managing.
• The group of 7 was a good size for us. With a bigger
group there’s the danger of voices being lost.
• We took information to the officer team.
• One person volunteered to record the information
throughout the process.
• The exercise on stage 3 - we didn’t use the template
but it sparked off a discussion and we used it in the
way that suited us.
• Don’t just pick the people who are going to be
enthusiastic.
• Every question can be applied to one single topic.
• We need to follow up on some of the work. Have
somebody to keep on top of what you said was going
to happen.
• We shared out the tasks that we had agreed. One
person had the task of bringing the work together.
25
26
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Erasmus+ is the name given to the
European Programme for Education,
Training, Youth and Sport for 2014
-2020. It brings together, for the
very first time, all of the previously
independent EU education and
training programmes, including the
Youth in Action, Lifelong Learning
and International Higher Education
programmes, under the same umbrella
heading. As an integrated programme,
Erasmus+ offers more opportunities
for cooperation across the Education,
Training, Youth and Sport sectors and is
easier to access than its predecessors,
with simplified funding rules. Erasmus+
aims to boost skills and employability,
as well as modernising Education,
Training, and Youth work and has a total
budget of € 14.7 billion, spread out over
the 7 year lifespan of the programme.
The UK National Agency for Erasmus+ is
the British Council in partnership with
Ecorys UK ( www.erasmusplus.org.uk).
The overall objectives of the Erasmus+
programme are linked with EU strategic
targets and objectives across each
of the relevant fields of education
and sport, as well as the promotion
of European values. The programme
also looks to reinforce synergies and
transitions between the fields of
formal and non-formal education,
vocational training, employment and
entrepreneurship.
The programme is structured around 3
Key Actions (KA), which span all of the
relevant fields:
• Key Action 1 (KA1) : Mobility of
Individuals
• Key Action 2 (KA2) : Co-operation
for Innovation and the Exchange of
Good Practice
• Key Action 3 (KA3): Support for
Policy Reform
Erasmus+ Youth in Action (Youth
Chapter)
‘Youth’ forms a specific chapter within
the Erasmus+ programme and 10% of
the overall programme funds have been
ring-fenced for non-formal education
activities in the field of youth. Within
the Youth Chapter there are specific
activities that can only be applied
for by those active within the ‘Youth’
field. The Erasmus+ programme aims
to ensure that youth organisations and
youth services will benefit from the
new Youth strand, which is specifically
designed to meet their needs. Funding
for youth activities under Erasmus+
aims to improve the key competences,
skills and employability of young
people, promote young people’s social
inclusion and well-being, and foster
improvements in youth work.
Erasmus+ Objectives
The overarching objectives of Erasmus+
are to: boost skills and employability,
modernise education, training and
youth work, and focus on young people.
Specific objectives of the Youth Chapter
are the promotion or development of:
• Key competences and skills of young
people including young people with
fewer opportunities
• Participation in democratic life in
Europe and the labour market
• Active citizenship, Intercultural
dialogue, Social Inclusion and
solidarity
• Strengthened links between the
youth field and the labour market
• Quality improvements in youth work
• Policy reform at local, regional and
national level and the recognition of
non-formal and informal learning
• The international dimension of
youth activities
Most Erasmus+ funded activities seek
to: empower young people; encourage
active participation; emphasise learning
and life skills development; promote
diversity, inclusion, tolerance, equal
opportunity and community cohesion;
promote international travel and
intercultural dialogue.
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
The Youth Council
for Northern
Ireland (YCNI) and
Erasmus+
The Youth Council continues to pursue
its long-standing commitment to
raising awareness of International
funding opportunities within the nonformal education sector, and in offering
support to access these opportunities.
In response to a need identified by many
local youth organisations, YCNI decided
to run a series of half-day Information
workshops, to assist those who wanted
to obtain more in-depth information on
the Erasmus+ Youth Chapter. To date,
the following types of activities have
been organised:
1/ Information Workshops on
Erasmus+
The Youth Council has run a series
of half day events for the youth
work sector, to create a shared
understanding of the Erasmus+
programme – what it’s for and what it
covers. The workshop spans all three
Key Actions, the registration process
and the different approach required for
applying under this new programme, as
compared with the previous EU Youth in
Action Programme. Feedback provided
from the workshops has been immensely
positive.
2/ Application Workshops on
Erasmus+
In response to the need for local
support around the application process,
YCNI ran a pilot of its recently developed
Erasmus+ Youth Chapter Applications
workshop in December. Attended by
a diverse grouping of organisations,
from across NI, participants expressed
interest across all 3 Erasmus+ Key
Actions. Following overwhelmingly
positive feedback, YCNI will endeavour
to roll out at least one workshop in
advance of each forthcoming Erasmus+
application deadline. The next
workshop has been scheduled to take
place, in Belfast, on the 9th March
2015.
Should you be an organisation
requiring support and guidance with
your application, an organisation
that has previously been unsuccessful
with an Erasmus+ or Youth in Action
application, or simply wish to become
more acquainted with the programme
application criteria, we would strongly
encourage you to attend one of our
workshops. The following feedback
from a recent ‘Applications Workshop’
might persuade you to sign up!
• Excellent - I have read the
programme guide - this was much
more useful
• Gave me a good understanding of
Erasmus+ and how to produce a
strong application
• Trainers were specific and definite in
imparting knowledge and detail
• Particularly useful to gain assessor
perspective
• Was able to share good practice
• Feel better equipped to score highly
in applications
• Much more confident in application
process
• Will now include more policy based
objectives and specific outcomes
3/ Erasmus+ One-to-One Application
Clinics
YCNI has piloted a series of one-to-one
application clinics for organisations in
the lead up to the last two Erasmus+
programme deadlines. Feedback
has been exceptionally positive and
many organisations have welcomed
the opportunity to receive face to
face support and guidance on their
applications. With the quality threshold
having been raised significantly since
the introduction of Erasmus+, and
given that most applications are now
scored by one assessor, it is crucial that
applicants submit applications that are
robust, jargon free and that answer
the questions posed! The potential
applicant is required to submit an
advanced draft application prior to the
clinic, during which comprehensive
feedback will be provided. Training is
delivered by a team of expert trainers,
with an in-depth knowledge of the
Erasmus+ funding and assessment
criteria. By picking up on simple errors,
a ‘borderline’ applicant can end up with
an entirely different project outcome.
The next Erasmus+ One-to-One
Applications Clinic has been scheduled
to take place at YCNI, in Belfast, on the
16th March 2015.
27
YCNI generated Erasmus+ Support
Materials
Many organisations have found it
difficult to extract information on youth
work related opportunities from the
very cumbersome Erasmus+ User Guide.
In response to this, the Youth Council
has developed a number of materials
including the user friendly and jargon
free ‘YCNI Summary Guide to Erasmus+
for Youth and the Non-formal Education
Sector’, which provides a quick snapshot
of the Erasmus+ Youth Chapter, it’s 3
key actions, award criteria, registration
process and useful resources. We
are pleased to report that all of our
materials are available to download
free of charge from the Youth Council’s
website (www.ycni.org).
YCNI have released another publication
in March 2015 entitled: Impact
of International Youth work: A
Youth Council for Northern Ireland
Perspective, which aims to dispel the
myths surrounding engagement in
international youth work and seeks to
highlight the benefits of involvement
to young people, practitioners,
organisations and communities. The
publication clarified how outward
and forward looking youth work
complements and underpins the Youth
Work Curriculum and in particular,
‘Priorities for Youth’.
How to remain Informed:
For information on forthcoming
workshops or developments in relation
to the Erasmus+ Programme, please
ask for your email address to be added
to the YCNI International e-bulletin
mailing list, or contact:
Bernice Sweeney
[email protected]
Mandy Cunningham
[email protected]
T: 028 9064 3882
www.ycni.org
28
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
‘On turning ten’
Youth Work &
Spirituality Seminar
CDU in partnership with organisations
across the youth work sector recently
ran a seminar on youth work and
spirituality. The seminar was
attended by people from 29 different
organisations across the sector and
was facilitated by Padraig O Tuama the
leader of the Corrymeela community.
A booklet from the seminar will be
available at the end of March 2015.
The booklet will highlight the themes
considered on the day and capture the
contribution of participants. Padraig
shared a poem on the day ‘On Turning
Ten’ by Billy Collins.
We would like to thank all the partners
who worked with us to develop the
seminar and a particular thanks to
everyone who attended.
o use this Framework
The whole idea of it makes me feel
like I'm coming down with something,
e
something worse than any stomach ach
light
bad
in
ing
or the headaches I get from read
a kind of measles of the spirit,
a mumps of the psyche,
a disfiguring chicken pox of the soul.
back,
You tell me it is too early to be looking
n
otte
but that is because you have forg
the perfect simplicity of being one
by two.
and the beautiful complexity introduced
every digit.
But I can lie on my bed and remember
At four I was an Arabian wizard.
I could make myself invisible
.
by drinking a glass of milk a certain way
At seven I was a soldier, at nine a prince.
But now I am mostly at the window
watching the late afternoon light.
Back then it never fell so solemnly
against the side of my tree house,
garage
and my bicycle never leaned against the
as it does today,
all the dark blue speed drained out of it.
myself,
This is the beginning of sadness, I say to
akers.
as I walk through the universe in my sne
ry friends,
It is time to say good-bye to my imagina
time to turn the first big number.
It seems only yesterday I used to believe
t.
there was nothing under my skin but ligh
If you cut me I could shine.
of life,
But now when I fall upon the sidewalks
I skin my knees. I bleed.
Billy Collins
with sector partners including:
Booklet available from end of March 2015.
29
LURGAN
TOWN
PROJECT
The Lurgan Town Project has
been an on-going initiative
within the Lurgan area from
2009 – 10 and was developed
due to growing concerns about
the significant barriers to
Inclusion facing some of the
young people within Lurgan.
Young people and leaders from
Clann Eireann, Links Youth Group,
Taghnaven Youth & Community Group
and Lurgan Y.M.C.A. Enjoying their
Mexican Themed meal
Since then, the Lurgan Town Project
has developed as one of the most
interesting area-based initiatives in the
area of good relations, inclusion and
youth participation in Northern Ireland.
One of the most successful and
popular initiatives to grow out of the
Lurgan Town Project is Come Dine with
Me. (Among other projects that are
currently running as part of the Lurgan
Town Project they are; The Connections
Cup – The Young Ambassadors – The
P.R. Group as well as Annual events
such as the Peace Camp)
The Come Dine with Me currently
involves 45 young people and six Youth
Groups from across Lurgan, - They
include ‘Lurgan Youth Annexe, Links
Youth Group, Lurgan Y.M.C.A., Clann
Eireann Youth Club, The Emmanuel
Church and Taghnevan Youth &
Community Centre
So far four of the six youth groups have
already hosted the Come Dine with
me event. All with their own unique
themes ranging from ‘Halloween to
Hollywood to a night at the Circus.
Some of the Young People from Lurgan
Youth Annexe. Preparing the first
course of the Mexican Themed Meal
Both the Young people & the leaders
involved, have seen first-hand the
benefits to have come as a result of
taking part in the Lurgan Town Project
and Come Dine with me event.
With some of the young people stating
that from participating in the Project
they’ve gained numerous skills from
cooking to improved communication.
They also feel that that as a result they
have made new friends and been to
new areas in the Lurgan area they may
not have otherwise been to. While the
youth leaders feel that the project has
helped build stronger relationships
between youth organisations,
businesses and the young people from
across the Lurgan Area.
The P.R. Group of The Lurgan Town
Project as it stands at present, it
came into existence in September
2014 and comprised of 5 young
people from across the Lurgan area.
Four of which had already been
involved in numerous groups within
The Lurgan Town Project, such
as; The Peace Camp, The Young
Ambassadors and Young Engaged
Leaders from Lurgan or YELL for
short. While the last remaining
young person heard of the project
through a friend, and felt it could be
a beneficial programme for the local
area.
From then the young people have
been involved in many different
training programmes to further
develop their skills in the areas of
Media & P.R. While also appearing
on a local Radio Station, which is
also run by young people ‘Xtreme
FM’, to producing articles for their
local Newspaper, which the group
hopes to continue into the further
future.
Article & Photographs taken by The Lurgan
Town Project P.R Group – ‘Tom Bailey,
Eimear McCracken and Jordan Jones
30
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Professor Sam Mc Cready opened
proceedings with a creative and
entertaining speech highlighting the
development of street work practice in
Northern Ireland and officially launched
the forum into existence, placing
emphasis on its value and the potential
contribution it could make.
A Street Work Forum was
established as a result of
discussion and observation
surrounding the current
complexities and challenges
facing contemporary street
work practice with young
people throughout Northern
Ireland. The aim of the forum
is to create the opportunity
for community youth work
practitioners to critically
discuss street work issues and to
create opportunities to share,
inform and inspire practice.
The forum intends to take its
direction from forum members
and therefore would seek to
engage practitioners through an
experimental, experiential and
organic approach.
Hosted by the University of
Ulster Community Youth Work
team and jointly organised with
Youth Initiatives (YI) the official
launch took place on the 14th
November 2014. Attendance
at the launch was wide spread,
36 practitioners attended who
represented a diverse range
of organisations from across
Northern Ireland. The event
provided an opportunity for
practitioners to network and
establish new relationships.
There was a clear buzz and a
sense of anticipation in the air.
More depth and clarity around the
implementation and direction of the
forum was offered through the input
of Pat Henry. Exploring current
challenges, Pat placed emphasis
on the diversity of contexts and
agencies delivering street work and
its contribution to the emergence of
differing and competing agendas,
approaches and understanding of
the nature and values of street work
practice. He suggested that there was a
need for greater clarity and consistency
regarding purpose and he proposed
that reconnecting and establishing
“purpose“ was of pivotal importance to
practice. Describing street work as a
“sophisticated activity”, Pat highlighted
the need for skilled practitioners who
possess a depth of knowledge and who
work from a value base that promotes
young peoples’ rights and a more
democratic methodology of working
with young people. In a wider societal
context young people are often viewed
through a “deficit” lens. This “deficit
model” is in opposition to emancipatory
youth work practice and has therefore
perpetuated reactionary approaches
and heightened the competing agendas
between, young people, street workers,
agencies, funders and policy makers.
The forum planning team suggested
that membership is aimed at street work
practitioners who support the following
NYA (2004)ethical code for youth
workers’ Principles and Values:
1. Valuing and respecting young
people.
2. Promoting choices.
3. Ensuring welfare and safety.
4. Social justice.
5. Keeping boundaries.
6. Being accountable.
7. Competence in practice.
8. Promoting ethical practice
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Table discussion feedback
The main drive for the launch of the
forum was to create opportunities for
critical debate and dialogue, listening
to practitioners’ experiences and tuning
into collective challenges brought
out in the discussion. The following
themes were used to direct the table
discussions:
THEME 1 – VISION AND PURPOSE OF
STREET BASED YOUTH WORK
After some discussion around this
theme, it was apparent there was a
lack of clarity re vision and purpose
of street-based youth work practice.
A potential reason for this was the
differing agendas and focus of
individual agencies represented.
Many of the agencies present engaged
with young people on the street but
undertook their work from a variety of
perspectives. This sometimes resulted
in ‘primary’ and ‘secondary’ vision
and purpose. e.g. one organisation’s
primary focus is to build relationships
with young people on the street and
their secondary aim is to keep young
people safe on the streets.
Whilst there were some similarities in
the application of youth work principles
and methodologies, there was
overwhelming evidence to demonstrate
that the lens through which
practitioners gain vision for their work
contributes to differing and sometimes
competing perspectives and agenda. In
light of this, it is clear that the pursuit
of a common vision for street work
practice is crucial.
THEME 2 - YOUNG PEOPLE AND KEY
CHALLENGES
This theme received the majority of
discussion time. The participants
identified a wide range of challenges
facing current practice. Some of the
challenges appeared negative but there
were also a number of positive features
highlighted among practitioners e.g.
the fluidity of young people crossing
different geographical areas and the
rise in the use of social media makes
it difficult to develop continued and
sustained contact. It was suggested
that young people now socialise more
freely with young people from different
communities.
The challenges were broken down under
the following sub-themes:
1. Young peoples’ opinions/
perspectives on the role and
expectations of street-based youth
workers
2. Behaviours of young people and
their safety
3. Young peoples’ views on their
communities, lack of voice and
participation etc
4. Ethical issues regarding street work
practice
5. Differing expectations of others
(on street workers) e.g. employers
and/or those who live in the local
community
6. Critical influences on practice e.g.
government policy and funders
The emergence and significance of the
current challenges present a substantial
and timely opportunity for debate
and discussion which could ultimately
impact on street work practice
development.
THEME 3: STREET WORK FORUM
DEVELOPMENT
There was a resounding interest
amongst the participants for the
establishment and continued
development of a Street Work Forum.
Given the uncertainties around funding
and the future of youth work, a forum
could provide opportunities for critical
discussion on street work issues and
to facilitate a shared understanding
around its purpose, focus and validity
as a viable methodology of working
with young people. It was suggested
that the forum could invite guest
agencies e.g. police, Policing and
Community Safety Partnership (PCSP)
and policy makers to contribute to
particular themed discussions. It was
also articulated that the forum could
possibly position itself to advocate for
practitioners and to voice concerns and
proposals to policy makers and funders.
There were many issues and fears the
participants felt should be discussed.
Two recurring themes emerged:
a. Fears that the integration of the
local Education and Library Boards
might impact on the resourcing of
street work.
31
b. The effective measurement of street
work through evidence-based
practice.
Conclusions
Debate ensued around the appropriate
level of qualifications to carry out
effective street work and the skills
and value base of workers engaged in
street work. What was clear was the
weight given to the forum’s future
role in the development of knowledge
and skills and exploring the principles
and values of street workers through
sharing practice and accessing support,
resources and training.
Having a “united voice” was a common
theme articulated by the participants.
The forum should therefore be a
space for networking and relationship
building. It could focus on collaborative
practice which would create a shared
and common understanding of street
work. One of the possible outcomes
of the Street Work Forum’s existence
would be to promote street work as an
effective way of working with young
people and to gain greater credibility
and building social capital in local
communities. It was strongly articulated
that the forum’s focus should be
set on having the “right” people in
attendance. There was no indication as
to who the “right” people were but most
agreed that the emphasis should be
with ‘those who work with young people
on the streets’. Some participants
suggested that young people should be
represented on the forum and others
felt that it should remain ‘practitioner
focused’.
There was overwhelming support for
the establishment and development
of the Street Work Forum, some
participants suggesting that it was
well over due. There are obviously a
considerable number of challenges that
face street work practice throughout
N.I. However, what remains constant
is the need for this work to continue.
In every crisis and challenge lies an
opportunity. Working together provides
the opportunity to consolidate, develop
and make changes where necessary.
The planning team would like to thank
all those who participated in the launch
and sincerely hope that everyone will
continue to get involved and remain on
this journey – together.
FRIDAY
24
A P R IL
“Don’t forget”
The next Street Work Forum event
is on Friday 24th April (10.00am1.00pm) at Youth Initiatives (West
Belfast). The theme is: Perspectives
on Community Safety. A draft ‘Terms
of Reference’, which outlines the
Forum’s future modus operandi, will
also be agreed on at the event. All
participants who attended the launch
are encouraged to attend and new
attendees are also welcome. Please
contact Vinty/Matt to book your
place.
[email protected]
[email protected]
32
CURRICULUM DEVELOPMENT NEWS - SPRING 2015
Consider a professionally recognised degree combining youth work and theology
that is tailored to the Northern Ireland context. Learn on the job by combining study
and practical work. Explore how faith interacts with and informs youth work practice.
Applications are through UCAS - University of Gloucestershire G50/Youth and Community Work and
Practical Theology VL65
To find out more information, visit our website: childrenyouthmission.org
FIND OUT MORE AT OUR OPEN DAYS
Open days are a great opportunity to learn more about
the BA (Hons) Youth and Community Work and Practical
Theology (NSETS Endorsed - JNC Recognised), validated
by the University of Gloucestershire. The CYM Ireland centre
is hosted in partnership with Youth Link and Belfast Bible
College.
The days are structured to provide an overview of the degree,
meet current students and staff and to give you a taste of life
as a student.
OPEN DAY OVERVIEW:
1:30PM Bitesize lecture with current students
NEXT OPEN DAYS:
3PM Refreshment break and opportunity to meet current
students
3:30PM Presentation: An introduction to Youth Work and the
BA (Hons) Youth and Community Work and Practical
Theology (1 hour)
at YOUTH LINK
Farset Enterprise Park
638 Springfield Road
Belfast.
7:30PM REPEAT of 3:30pm session
LIMITED PLACES AVAILABLE. To register a place contact
Lyndsay at 9032 3217 or [email protected]