School: Arts and Humanities
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Principles of Youth WorkUnit Code
YWK1101Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
Y
Mode of Delivery
On Campus
Online
Description
This unit will introduce students to the core principles of youth work. Primary definitions of youth work as a professional practice will be explored, as well as the varying ways that core principles of youth work practice translate into programs in different ideological and practical settings. This will include models of youth work and some basic youth work skills. The unit will survey a number of methodologies used by youth workers, and explore how the relationship with the young person can be constructed differently in each.
Learning Outcomes
On completion of this unit students should be able to:
- Articulate and operationalise a coherent definition of youth work as a professional practice.
- Articulate the nature of the professional relationship, including the conception of the young person as the primary client.
- Demonstrate through discussion a critical understanding of the principles underlying youth work practice.
- Demonstrate through discussion a working knowledge of the appropriate content and use of different approaches to working with young people.
- Describe the nature of professional relationships and the nature of the youth work relationships in particular.
- Discuss definitions of youth work.
- Discuss the responsibilities involved in engaging the young person in their social context.
- Outline a range of contemporary methodologies and the ideological and contextual basis of such methodologies for working with young people.
Unit Content
- An introduction to the youth affairs field, the diversity of agencies, philosophies and practices, and peak bodies and other networks.
- Codes of professional ethics for youth workers.
- Familiarisation with a variety of contexts of youth work.
- Familiarisation with core practice models, methods and values.
- Methodologies of youth work practice.
- The changing context for youth work practice, including competitive tendering, corporatisation and entrepreneurial youth work practice.
Additional Learning Experience Information
Lectures, tutorials, Guest speakers may participate.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Journal | Linking theory to practice | 50% |
| Examination | Final examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Journal | Linking theory to practice | 50% |
| Examination | Final examination | 50% |
Text References
- ^ Jeffs, T., & Smith, M.K. (2005). Informal Education: Conversation, Democracy and Learning. Derbyshire: Education Now Publishing Cooperative.
- ^ Jeffs, T., & Smith, M.K. (2005). Informal Education: Conversation, Democracy and Learning. Ticknall: Education Now. Note: Seminal Reference.
- Irving, T., Maunders, D., & Sherington, G. (1995). Youth in Australia: Policy, administration and politics: A history since World War II. Melbourne: Macmillan Education. Note: Seminal Reference.
- Banks, S. (2010). Ethical issues in youth work (2nd ed.). London: Routledge.
- Martin, L. (2002). The invisible table: Perspectives on youth and youthwork in New Zealand. Palmerston North: Dunsmore Press. Note: Seminal Reference.
Journal References
- ^ Journal of Applied Youth Studies
- Youth and Policy
- Journal of Youth Studies
- Young People Now
- Youth and Society
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
YWK1101|1|1
School: Arts and Humanities
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Principles of Youth WorkUnit Code
YWK1101Year
2016Enrolment Period
2Version
2Credit Points
15Full Year Unit
Y
Mode of Delivery
On Campus
Online
Description
This unit will introduce students to the core principles of youth work. Primary definitions of youth work as a professional practice will be explored, as well as the varying ways that core principles of youth work practice translate into programs in different ideological and practical settings. This will include models of youth work and some basic youth work skills. The unit will survey a number of methodologies used by youth workers, and explore how the relationship with the young person can be constructed differently in each.
Learning Outcomes
On completion of this unit students should be able to:
- Discuss different ways in which youth work has been conceptualised in Australia and elsewhere.
- Demonstrate in assessments how models drawn from the literature apply to contemporary youth services in Australia and elsewhere.
- Explain some of the methods youth workers use in their work (for example, informal education, informal counselling, outreach work, advocacy, conflict resolution, mentoring, case management) and discuss how and why youth workers might select particular methods in different settings.
- Describe the nature of professional relationships between youth workers and young people and discuss the similarities and differences between youth work and other types of work with young people, (for example, teaching, social work, sports coaching, youth ministry).
- Outline some ethical issues that can arise in youth work practice and discuss how a Youth Work Codes of Ethics can be used to promote ethical youth work practice.
- Explain how youth work is funded and discuss the benefits and disadvantages of different funding models, (for example, competitive tendering, recurrent funding for service provision).
- Describe the roles and functions of some of the key organisations in youth affairs, including peak bodies, professional associations, and state and federal government departments
Unit Content
- Codes of professional ethics for youth workers.
- Methodologies of youth work practice.
- Familiarisation with core practice models, methods and values.
- The changing context for youth work practice, including competitive tendering, corporatisation and entrepreneurial youth work practice.
- An introduction to the youth affairs field, the diversity of agencies, philosophies and practices, and peak bodies and other networks.
- Familiarisation with a variety of contexts of youth work.
Additional Learning Experience Information
Lectures, tutorials, Guest speakers may participate.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Journal | Linking theory to practice | 50% |
| Examination | Final examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Journal | Linking theory to practice | 50% |
| Examination | Final examination | 50% |
Text References
- ^ Jeffs, T., & Smith, M.K. (2005). Informal Education: Conversation, Democracy and Learning. Derbyshire: Education Now Publishing Cooperative.
- ^ Jeffs, T., & Smith, M.K. (2005). Informal Education: Conversation, Democracy and Learning. Ticknall: Education Now. Note: Seminal Reference.
- Irving, T., Maunders, D., & Sherington, G. (1995). Youth in Australia: Policy, administration and politics: A history since World War II. Melbourne: Macmillan Education. Note: Seminal Reference.
- Martin, L. (2002). The invisible table: Perspectives on youth and youthwork in New Zealand. Palmerston North: Dunsmore Press. Note: Seminal Reference.
- Banks, S. (2010). Ethical issues in youth work (2nd ed.). London: Routledge.
Journal References
- ^ Journal of Applied Youth Studies
- Youth and Society
- Journal of Youth Studies
- Young People Now
- Youth and Policy
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
YWK1101|2|2
