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  2. Principles of Youth Work [YWK1101]

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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2020 Units. Students will be notified of all approved modifications by Unit Coordinators via email and Unit Blackboard sites. Where changes have been made, these are designed to ensure that you still meet the unit learning outcomes in the context of our adjusted teaching and learning arrangements.

  • Unit Title

    Principles of Youth Work

  • Unit Code

    YWK1101

  • Year

    2020

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     Y

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Mr John Matthew SUTCLIFFE

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:

  1. Discuss different ways in which youth work has been conceptualised in Australia and elsewhere.
  2. Demonstrate in assessments how models drawn from the literature apply to contemporary youth services in Australia and elsewhere.
  3. 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.
  4. 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).
  5. 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.
  6. 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).
  7. 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

  1. Codes of professional ethics for youth workers.
  2. Methodologies of youth work practice.
  3. Familiarisation with core practice models, methods and values.
  4. The changing context for youth work practice, including competitive tendering, corporatisation and entrepreneurial youth work practice.
  5. An introduction to the youth affairs field, the diversity of agencies, philosophies and practices, and peak bodies and other networks.
  6. Familiarisation with a variety of contexts of youth work.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 213 x 1 hour lectureNot OfferedNot Offered
Semester 213 x 2 hour tutorialNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

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
TypeDescriptionValue
JournalLinking theory to practice50%
ExaminationFinal examination50%
ONLINE
TypeDescriptionValue
JournalLinking theory to practice50%
ExaminationFinal examination50%

Core Reading(s)

  • Cooper, T., & White, R. (1994). Models of Youth Work Practice. Youth Studies Australia, 13(4), 30–35. Retrieved from http://ezproxy.ecu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9501165402&site=ehost-live&scope=site

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|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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.

  • Unit Title

    Principles of Youth Work

  • Unit Code

    YWK1101

  • Year

    2020

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     Y

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Mr John Matthew SUTCLIFFE

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:

  1. Discuss different ways in which youth work has been conceptualised in Australia and elsewhere.
  2. Demonstrate in assessments how models drawn from the literature apply to contemporary youth services in Australia and elsewhere.
  3. 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.
  4. 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).
  5. 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.
  6. 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).
  7. 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

  1. Codes of professional ethics for youth workers.
  2. Methodologies of youth work practice.
  3. Familiarisation with core practice models, methods and values.
  4. The changing context for youth work practice, including competitive tendering, corporatisation and entrepreneurial youth work practice.
  5. An introduction to the youth affairs field, the diversity of agencies, philosophies and practices, and peak bodies and other networks.
  6. Familiarisation with a variety of contexts of youth work.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 213 x 1 hour lectureNot OfferedNot Offered
Semester 213 x 2 hour tutorialNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

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
TypeDescriptionValue
JournalLinking theory to practice50%
TestShort essay test.50%
ONLINE
TypeDescriptionValue
JournalLinking theory to practice50%
TestShort essay test.50%

Core Reading(s)

  • Jeffs, T., & Smith, M. K. (2005). Informal education: Conversation, democracy and learning (3rd rev). Nottingham: Educational Heretics Press. Retrieved from https://ecu.on.worldcat.org/oclc/61459794?databaseList=638
  • Cooper, T., & White, R. (1994). Models of Youth Work Practice. Youth Studies Australia, 13(4), 30–35. Retrieved from http://ezproxy.ecu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9501165402&site=ehost-live&scope=site

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