Kurzfristig (< 1 Jahr)
Mikro (Individuum)
Psychisch & Physiologisch

sense of empowerment

persönliche Entwicklung / Erwerb von sozialen und personalen Kompetenzen

A key finding was that youth work projects helped diminish the overwhelming feelings of negativity that was directed at them from more formal and traditional structures within the community such as formal education systems, police, libraries, sports centres and local shops. There was a general perception that young people from ‘their types’ of areas were viewed negatively; this affected the young people’s belief in equal opportunities and resulted in the development of varying resilience strategies, the most typical being isolation from and resentment to these structures. Moreover, the youth work projects gave the young people a sense of empowerment. Both groups reported how they felt that they were empowered by the people working within the centres

Beschreibung der Aktivität

Maßnahmen zu informellem Lernen
community based youth work programms with sport and media as the medium of engagement
Youth venues were selected on the basis that they were conducting specific projects designed to help young people into education, employment or training. The young people interviewed were taking part in an informal education programme within a charity-run youth centre that had existed for five years or longer within the community. The urban programme concentrated around media skills, music and arts, whilst the rural centre concentrated activities around sport.
Großbritannien
both programmes typically lasted 12 weeks
16 and over
By drawing upon the Scottish Index of Multiple Deprivation 2012 (Scottish Government 2012; Note: This is a secondary source. For more information, please check the bibliography of Miller et al 2015.), two communities within the West of Scotland with the highest indicators of social deprivation were selected: one urban community within Glasgow and a rural community in the West Coast. Youth venues were selected on the basis that they were conducting specific projects designed to help young people into education, employment or training.
teilnehmende Kinder und Jugendliche
sozial benachteiligte Jugendliche

Evaluierung der Aktivität

Qualitative Interviewbefragungen (persönlich)
The young people were interviewed twice, once at the start of the project and once towards the end.
The themes that were covered were based around the indicators of social capital as identified by Ruston (2002), AERS (2004) and Leonard and Onyx (2004; Note: These are secondary sources. For more information, please check the bibliography of Miller et al 2015).
(1) Perceptions about community structures and characteristics: the extent to which the young people feel satisfied with where they live, supported by local facilities, safe and integrated into their communities. (2) Civic participation, control and self-efficacy: the local issues that the young people would like to address and the extent to which they feel empowered to do something about them. (3) Social interaction, networks and support: the proximity of and perceived support that the young people gain from family and friends. (4) Trust, reciprocity and social cohesion: perceived fairness of life and of shared social values; the extent of the young people’s social trust and confidence in local people and institutions. (5) The extent to which the project generated social capital.
urban sample: six young people, rural sample: six young people