Wirkungsnachweis aus der Literatur
NEU
facilitating an informal learning environment
persönliche Entwicklung / Erwerb von sozialen und personalen Kompetenzen
Through a combination of social group work, information and advice services, and/or individual guidance, the youth workers facilitated an informal learning environment which enabled the youngsters to develop the above-mentioned life skills. Above all, social group work provides youngsters with learning opportunities in a peer-group environment in which they can practice social-emotional skills such as giving support, helping each other, asking for help, and taking responsibility. In some cases, the teenagers (under 15 years) were invited to take on light responsibilities, such as inventing a dish, doing groceries, and cleaning up. As they grew older, they were assigned more responsibilities within the group activities, either in the role of peer, volunteer, or as a trainee.
Beschreibung der Aktivität
Professional youth work in the Netherlands, primarly focused on socially vulnerable youngsters during their transition from dependence in childhood to adult independence
The occurrence of significant negative life events (losing a job or experiencing a form of threat) can radically influence the living conditions of youngsters, as can positive life events. Youth workers must actively adapt the youth work process to such events in order to keep providing the appropriate support that is needed. Furthermore, the presence or absence of social support from significant others in the social environment of young people, such as support from parents, teachers, and other family members, can influence the health, wellbeing, and positive development of young people (Pringle, Whitehead, Milne, Scott, & McAteer, 2019). There is a growing belief that the presence or absence of social support from significant others influences the youth work process and its outcomes (Boomkens, Metz, Schalk, & Van Regenmortel, 2019). Based on an open approach, Dutch youth workers frequently apply a combination of four commonly used methods: detached youth work, social group work, individual guidance, and information and advice services (Metz, 2020).
Niederlande
professional youth workers' age range was 23-55 (M =38 years); observed group of youngsters were aged 11 to 23 (M = 17 years)
teilnehmende Kinder und Jugendliche PraktikerInnen/JugendarbeiterInnen/MentorenInnen
Evaluierung der Aktivität
Sekundäranalyse von Daten, Dokumenten, audiovisuellen Materialien etc., Sonstige (nicht kategorisierbar)
Over 12 months (Oct 2017–Nov 2018), information about both the multi-methodic actions of professional youth workers and the process of development of the young people was gathered using a variety of data sources: diary notes, small group intervision meetings, and pre- and post-descriptions. All instruments were developed on the basis of the literature and practice-based studies of the four methods, which were conducted between 2011 and 2017 (Koops et al., 2013, 2014; Rumping et al., 2017; Schaap et al., 2017).
20 pairs of professional youth workers (N = 20) and youngsters (N = 23)
12 months (Oct 2017–Nov 2018)
USA
Journal-Artikel
Sonneveld, J., Rijnders, J., Metz, J., Van Regenmortel, T., & Schalk, R. (2020). The contribution of professional youth work to the development of socially vulnerable youngsters: A multiple case study. Children and Youth Services Review, 118, 105476.
https://doi.org/10.1016/j.childyouth.2020.105476
WU-Bibliothekskatalog
https://doi.org/10.1016/j.childyouth.2020.105476
WU-Bibliothekskatalog