This is only the beginning

Chris O’Donoghue - Friends of Africa

In July of 2021, I was involved in running a summer scheme as part of my work with Friends of Africa, a charity based in the North of Ireland working with and for young people of African descent in Ireland and young people involved with our partners across Africa.

Most of us are aware of what is involved in preparing and running a weeklong summer scheme, and our programme ran the same as any other in that regard. Recruiting the young people, sourcing a funder, training staff and volunteers, booking facilities etc. Where our programme differed was that we specifically targeted a group of young people all from African families living around the Belfast area. We came to this decision based on years of working with HAPANI (Horn of Africa Peoples Aid Northern Ireland) and of discussion with Africans who have attended previous events or who have joined our organisation. 

The same message kept coming back – ‘we are aware that there is a youth service but our young people either don’t feel safe or welcome or the parents don’t feel it is safe or that their children would be made welcome were they to attend’.

It was with this in mind that we ran with the idea of a summer scheme for 24 young people aged between 8 – 14 for one week in Belfast in July.  We recruited and trained young adults within the East African Youth Association to work as leaders on the programme.

Fast forward a few months and thanks to the one-off Education Authority funding for summer schemes we were able to run our programme and give the 24 children and young people a great week of fun, games, and new experiences. One of the areas we had to adapt to was in relation to transport to and from the venue.  Transport was and is a big issue and we had to arrange for our volunteers to collect and drop off the participants each day. Without this work, we would not have had any young people attend. In most cases, the parents either don’t have access to a car, are unable to navigate their way around Belfast or would not be able to afford public transport. 

These journeys back and forth each day provided our team with a real window into the lives of these  young people and their families here in Belfast. Most live in hostels while on the waiting list for housing, others have a house or a flat and the parents would be there to drop them off in the morning and pick them up again at the end of the day. 

Getting to know the parents during the week made the final day which was a family fun day even more enjoyable and if you can measure how grateful the mothers were by the amount of home baking then its fair to say they were very appreciative for the time and effort we put into our week long programme.

This week is only the beginning for us in Friends of Africa.  We now see it is our role to continue to work with the families and help them to have the knowledge and confidence to get their children into more youth centres, footballs clubs, music or whatever else they feel their children would enjoy. 

To finish with I would say it is simply not good enough for anyone involved in the youth sector and especially those involved in statutory youth services to say we welcome everyone (with the obligatory sign saying welcome in 20 different languages in the entrance) and not actively go out and make people feel welcome. Every child has a right to be here and every child has a right to play, and we are doing our small part in making that a reality for children and young people who now call Belfast home. 

Thriving and STRIVING THROUGH the pandemic - uniformed orgs reflect (3)

Name: Kathryn Orr

Organisation: Girls Brigade

What have you done in the last year?

Everything was very different this year, but at the end of the 2019/2020 year we were able to have our friends and family night and say goodbye before lockdown happened. Then by September we knew we wanted to connect with the girls again.  Our company met and discussed ideas and it was clear that on-line was our only option.  We were then wondering if it would be for the whole company or just specific sections.  We decided that we would go section by section. For our brigaders (11 to 14 years) we completed a seven week run.  The online work was worthwhile and better than offering nothing at all.  We wanted to connect with the girls in some way.

What worked well?

The sessions with the age 5+ group (between primary 2 and primary 4) were busy, they always want to talk, they always want to engage.  From a planning point of view, it was making sure that what we were doing was engaging.  In October and November, we made gift bags with books, crafts and scripture passages.  The gifts were small, for example bouncy balls, colouring pencils, prayer activities and some sweets.  By delivering the gift bags we knew they had what they needed for activities and games.

Talking was great for the first night back together but after a couple of nights of talking we needed something more.  So, we worked out that the best way to have the evening was 5 minutes chatting and then we move onto playing some games together.  We used some icebreakers, and then scripture and then we had some activities that are familiar to the girls, so they knew what they were doing and what to expect.

Another thing that worked well was the involvement of parents in the background where they could help out with technology, and the craft activities.  Although being online meant sometimes there was the noise of the house as well.

What have been the challenges?

Realising that parents would be there for the session and we were wondering what would they think! But it was good.  Parents were helpful, the primary ones and primary twos needed some help because the girls brigade leaders weren’t there in person. The noise in the background of homes was a bit distracting but we asked the girls to put their microphones on mute sometimes and that worked.

I also help out with the older age groups.  They are a quieter bunch of girls and at times it felt like drawing blood from a stone, but we kept going and found activities that would encourage them to talk.  We did activities like a panel night, people from the Church talking and Mr and Mrs faith-based questions.  We had activities planned, the girls initially found it difficult to talk on screen, but they enjoyed it.

What has kept you going?

Communication with other leaders, we have been using a WhatsApp group and it is really good for planning and making changes.  It is easy to send a message, and everyone is getting the benefit of it. We also created a WhatsApp group for leaders and brigaders, they could include prayer requests and verses.  It was really good being able to talk to them through WhatsApp.  We were also able to hold team meetings on Zoom, there was 10 minutes before and after where we could catch up with each other.

Knowing that we were all in the same boat and learning was also helpful.

What have you learnt that you will keep in your work as we move beyond COVID-19?

You cannot prepare for everything, the plans you have in place are not necessarily going to happen.

It is ok to feel that things have gone wrong.

We have grown as a team.

Our communication has been better and helped keep us going.

What would be your message to young people?

You need to have joy in whatever situation you are in.

Gladness and happiness comes from inside and not your circumstances.

Thriving and STRIVING THROUGH the pandemic - uniformed orgs reflect (2)

Name: Lynda Tate

Organisation:  Girl Guiding Ulster

Role: Brownie Leader

What have you done in the last year?

We started last April and worked from April to June and continued for another two weeks in the Summer, which is longer than we would usually run a group, we would normally finish in May.  Before I started with my group on Zoom, I sat in with friends who used Zoom in Guiding to get a feel for it and we thought we would give it a go. We were wondering if would suit our groups and we knew we had to get buy in from the other leaders.   It took a while to get used to Zoom and not every brownie took part and that was ok, it did not suit everyone.  For the ones who did, the parents were appreciative and supportive

When we went back in September, we broadened out what we were doing and included speakers including Royal Society for the Protection of Birds, Mrs Claus, at Christmas time as well as a Guider from Scotland who had done international work.  Being able to get speakers from different countries was a real benefit of working online. 

We also continued with many elements of our own programme including arts and crafts, baking pizzas and scones, the girls enjoyed the baking and we were able to do more because everyone had access to their own oven at home.  Zoom gave that opportunity for more of them to have more involvement.  We continued with challenges, games and stories and introduced new ideas like Task Master.  When we were doing a craft session, we sent out craft packs to all the girls to make sure they had what they needed to take part.

What has worked well?

The Headquarters in England and Girl Guiding Ulster (GGU)were very supportive.  Facebook was used to share ideas for online activities and ‘Adventures at Home’.  This was helpful because it reduced our planning time.

Parents have been appreciative and gave their thanks, in my 30 years of volunteering parents have never been more thankful.

Doing the work online gave the girls an opportunity to meet with their friends and it may have been the only time they have had some sense of normality and it helped to alleviate isolation, but I acknowledge that online does not suit everyone.

What have been the challenges?

No real stand out challenges, most things worked well, singing was the only thing that did not work, it was difficult to get everyone singing together!  From a leader point of view there were advantages, for example we did not have to spend as much time preparing the hall and cleaning afterwards.  For the girls it isn’t as much fun, but it worked to keep us all in touch

We are glad we started in April so by September the leaders and the girls were used to it and ready to get into the swing of it. There was a challenge for some of the girls who were moving from Rainbows to Brownies.  The transition for them was not as easy online as it would usually be.  We have deliberately not recruited anyone new into our Guides Units during this time so that has had an impact. 

What has kept you going?

The Brownies are happy, and the parents are very supportive.  We have had very good support, training and resources from GGU.

Friends who are in Guiding across the county have been sharing resources at a level we would not normally do.  Through the sharing - knowing that it worked for other units encouraged our leaders to give it a go.

It is not a chore to keep going, it is my routine anyway and the other leaders and everyone playing their part has helped keep us going.

What have you learnt that you will keep in your work as we move beyond COVID-19?

The way we have worked online is something we could do during the winter or times when there was fewer leaders or when leaders are sick.  We have access to speakers from across the world in the digital world.  In some ways there is less work and less travel times to meetings.  The packs we gave out to the girls took time to build up but it was less time overall.

What would be your message to young people?

Give it a go – see if you like it.

Try something new!

THRIVING AND STRIVING THROUGH THE PANDEMIC - UNIFORMED ORGs Reflect (1)

Name:  Ronan McGibbon

Organisation:  Scouting Ireland/Scout Foundation

What have you done in the last year?

During the last week in March 2020 we moved immediately to virtual scouting using Facebook Live.  Our five sections moved to Facebook Live as we wanted to keep to the normal routine and replicate what we did in the Scout Hut.  This was limited via zoom because our scouting programme is very outdoor based.  But we maintained the social aspect and that is the most important aspect of what we do across all the age ranges.  We tried to incorporate as much of the scouting skills as was possible in the changed environment.  During March, April, May and June we were passionate about keeping it going and making it work, now (March 2021) it is a struggle.

We have a framework we work to - prayer, flag, news and then the scouting activities.  We replicate the structure and find that it works, just as children and young people need structure pre-pandemic, they need it in this space as well.  Activities we carried out include scavenger hunts and virtual camp.  We have maintained 21 of our 29 volunteers and 90 of our 120 young people.

Some parents have decided that this activity is not for them or their young people at this time, but we hope they will come back.  When restrictions were eased a lot of scouters did not come back to the in-person work because they or their family members were in the vulnerable category.  The exception was the venture scouts because they could maintain social distancing.  

What worked really well?

The structure.  We were able to maintain the structure so young people could get a scouting at home experience.  Parents and families have been able to get involved and parents have gained greater insights into what we do and the rapport we as leaders have with their children and young people.  

What have been the challenges?

Morale is really dipping at this stage.  At the start I was at every meeting, and the issues that some young people face outside of scouts are still there and need to be attended to at times. I benefited from the expertise of other leaders.  We have built a strong team and have been in touch with all the volunteers.  Some volunteers are not interested in getting involved in zoom – they don’t have the tech know how and some are concerned about safeguarding issues.  So, our team eventually boiled down to a core group.  At the start we were very ambitious – we were meeting every week and making zoom videos – it didn’t last.  Although it was clear the positive impact we were having, some of the schools weren’t on the ball and children and young people didn’t have much to do and we moved quicker and filled a gap when it was needed. 

What has kept you going?

The young people.  I often think in terms of scouts, if you are not there for the young people you are not there for the right reason.  Not just for the benefit of the young people we work directly with but for the benefit of the wider community of young people.  I felt an obligation to provide on-line scouting and the other leaders in my group felt the same.  We wanted to give the young people experiences, aid their development and support them in doing their best.  The world is becoming more digital, they are learning skills for example digital etiquette.  We are responding to the times and embracing it as part of our programme.

What have you learnt that you will keep in your work as we move beyond COVID-19?

I understand the value of a zoom meeting, and not taking for granted the value of face to face interaction with young people and leaders. The resilience of young people and their openness to learning.  Young people are not limited by their own limits but by the limitation’s adults put on them. I want to remember that young people have the capacity and that needs to be nurtured.  Even in a pandemic we can pursue scouting goals.

As a society we are missing the point only talking about academic work.  A lot of children have had it tough; they live in poverty with a lack of resources, there needs to be a greater focus on that.  I would also like to see how the talk of young people’s mental health needs is turned into actions, and I think that groups like scouts and guides can come into their own and play a part.

What would be your message to young people?

Well done!

The most disadvantaged are the most disadvantaged

By Danny Bryce

“We’re all in the same boat now, we’ll just have to weather the storm!” I have heard variations of this metaphor repeatedly since the Coronavirus arrived in 2020. I can’t help thinking “we may be in the same boat but some are not at the helm.”  For many young people and their families who are living in poverty and with the effects of trauma, lockdown is a dark uncomfortable scenario (Romanou & Belton, 2020:3). Whether we like it or not there are children living with abusive adults, with adults with addictions, mental health issues, violent tempers. Children are suffering neglect both physical and emotional, domestic violence and emotional abuse while confined within their home with nowhere to go (ibid, 2020:4).

For many of these children school is an oasis of normality that provides safety, warmth, compassion, structure, learning, community, friendships and for some the only decent meal of their day. Take school away and for these young people all sense of safety is gone.  Homeschooling just doesn’t work in some cases, due to parent’s lack of ability or interest and lack of technology in the home due to poverty. In a scenario like this, we are reminded that the most disadvantaged are the most disadvantaged.

Dr Angela Sweeney writes about trauma informed approaches and care and proposes that one option for working with traumatised young people is to build upon relationship-based practice and develop services that adhere to the principles of trauma-informed approaches (Sweeney et al, 2016).  As a youth worker, this approach aligns with my principles and practice. I have seen the benefits of relationship based interventions for many years working with the most marginalized and trauma affected young people. The key elements of trauma-informed practice are just as much the key elements of developing good helping relationships; Safety, congruence, authenticity, consistency, collaboration, empowerment, being truly present. The trauma-informed understanding of the worker and their empathetic understanding and compassion set the perfect foundation for the therapeutically valuable, trauma informed intervention.

Forming these relationships during a pandemic when restrictions are in place is challenging. Teenagers in particular struggle with self image, motivation, confidence and are reluctant to engage by phone or via video call. The interpersonal nature of our profession makes the worker more skilled and comfortable face to face. When working with disadvantaged children technology can also be a challenge. It is certainly more difficult but is also more important than ever, finding creative ways to engage and to maintain connection with these young people is essential. In the easing of lockdown restrictions, we open up the space again to build a congruent relationship with young people that recognizes the low-lying (or acute) traumas of the past year.  

As a professional we can create a space, a bubble if you like, in which the young person can be open to articulate their feelings, opinions, worries, anxieties and ideas.  In this way, the youth worker can chip away at the extra layers of disadvantage experienced by young people through this pandemic; using youth work tools of relationship-building in tandem with trauma-informed principles in practice.

Romanou, E., Belton, E. (2020) Isolated and struggling: social isolation and the risk of child maltreatment in lockdown and beyond.  NSPCC. Available at https://learning.nspcc.org.uk/research-resources/2020/social-isolation-risk-child-abuse-during-and-after-coronavirus-pandemic

Sweeney, A., Clement, S., Filson, B., Kennedy, A. (2016) Trauma-informed mental healthcare in the UK: what is it and how can we further its development? Mental Health Review Journal. 21, (3), pp.174-192

Responding to Emerging needs of young people - the cost for youth workers

In this open letter, senior youth worker Stephen Hughes, reflects on the work of St. Peter's Immaculata in responding to the emerging needs of young people and the community during the recent period interface violence.  While undoubtedly making a positive contribution, here Stephen reflects on the costs of this engagement, both to the reputation of the centre and the safety of the staff.  Read the full letter here

‘Heroes and Role Models –perspective from a Dark Knight’

By Ryan Shaw

Many people, and especially young people, look for a role model or hero to guide their path and, to often ‘save the day’. This can be someone that better reflects their understanding and view on the world, and can include sports people, celebrities, a friend, parent or teacher and youth worker. By looking up to these role models, it can sometimes inspire us to create change through our own efforts. In many instances these role models also use their platforms to raise awareness of inequality and injustice.

My first hero emerged at a young age through my love of Spider-man. Watching this cartoon with my dad is one of only a handful of pleasant memories I have with my dad. Spider-man was such a far cry to the reality I knew, but the world of comics and fiction provided me with much needed solace and support. I was inspired by the message of Spiderman, “With Great power comes Great Responsibility,'' even though I didn’t fully understand it at the time. I have come to interpret this as having the power to influence change and improvement through our words, our actions and various influencing platforms. With this power we can help others; it is our moral obligation to use it in a way that supports others. It is not a choice but our responsibility. Our leadership through youth work, for example, places us in a privileged position alongside young people. We have the power to change a life through what we say and don’t say, and through what we do and don’t do.

The significance of Batman (A Dark Knight)

As I approached adolescence I embarked upon the world of Batman through the visual illustration on the cover of a comic. The artwork was like an actual painting showing the silhouette of Batman against a bolt of lightning. One man against an incredible and overwhelming force. The story described his fight against a corrupt system which he fought, not just with brute force, but with his intellect and inner strength. To me, Batman reflected the desire to look outwards for inspiration to overcome harsh and adverse realities. Our potential to build or rebuild our mental toughness lies within ourselves, but often needs a gentle nudge or prompt. To find whatever fuel we can to turn that spark of hope, into a roaring inferno of justice and inspiration. A symbol for others so they can find their way out of the darkness. 

Batman’s mission became to prevent such hardship from coming to others and rather than judging those who engaged in criminal activities, he sought to help them find alternative paths and to build solid foundations with their lives.  

Here before my eyes was the story of a man who had lost his parents and experienced a traumatic childhood, and who decided to make a choice; a choice to help others. While having many setbacks, rather than allowing it to define him and live with self-pity, Batman trained himself in all forms to be a better person.  

Having a hero from a comic as a role model, someone to aspire to be like may appear childish, but the story of Batman is that of a man with no powers that fights in a real world of corruption and darkness. It reflects a drive for a better and fairer world, in which we can all play our part in creating. It has taught me how our acts, no matter how small they seem, can make some changes in the lives of others. It’s what we do that will change the world, not what we think. What we do in our lives that can help others find passion, inspiration and hope that will help shape a different kind of knight for the world of today. A Dark Knight.  

A symbol of hope   

The infamous Bat Signal (a light that shines the Bat Symbol in the sky) indicates to others that help is on the way. It reminds people that they are not alone in difficult and challenging circumstances. That someone is there for them, a champion fighting in their corner. I believe that I can play a role in lighting a torch of support to others so that they can see a way out and rebuild themselves. 

Youth work to me could be a symbol in which the moral teachings in cartoons can find their place in youth work which nurtures creativity and expression. From these ideals, young people can tackle issues that affect their lives, their future and their community. I am early in my youth work career and I continue to grow my learning and techniques that support the best in others.

Comics as an educational message 

While many may scoff at comics, they can be an essential lifeline for young people to find support and also be challenged on their perceptions of the world in a safe and reflective environment.

Young people endure many trials and tribulations in life, especially when it comes to health and well-being, parental and community influences and educational and employment pressures. If the world was a comic book, these issues would all be “super-villains” trying to bring them down, but many young people fight these influences, maintaining tenacity, resilience and mental toughness. That is heroic!!.

Many comic writers use these stories to inform and influence others. For example, Stan Lee and others stood against the injustices faced by the black community in supporting young people to challenge racism. A core message I permeate and present through my youth work role is, “all that is required for injustices to triumph is for good people to give in and do nothing” (Albert Einstein). Youth work is a change agent and we should present our message of hope, fairness and equality in a clear and consistent manner.

Batman Forever

Whether we define positive influences on young people as heroes or role models, the heroic act is mostly done in a way that is not about individual glorification and appraisal, but rather a noble and humbling pursuit. In fact, young people are the heroes of their own stories and narratives, and in which they stand eye to eye with others, recognizing their own abilities and powers.

Youth workers support our young heroes to find and name their inner powers – tools and virtues that can help them to find a way out of the darkness. We help to shine a spotlight on their gifts and their ongoing potential. Youth work can be a symbol of morality and hope, such as the educational message in comics.

Batman taught me the importance of hard work and effort and to have self-belief in finding a means to deal with my personal trauma. I could navigate this complex and turbulent period with dignity and hope. It would involve acknowledging the reality of my world, finding others who could help, and developing mutual support systems.

Through my youth work role I will continue to demonstrate values of honesty, kindness and bravery. These values will be reflected in my personal and professional actions and that are enacted through my vocational commitment and dedication. I believe that through youth work we can collectively guide young people in a way that works for them, to be their own hero. In this way they will have developed resilience and skills to deal with the many setbacks experienced throughout the rest of their life. They will become their own Dark Knight.

the yellow brick road

By Emma Johnston, YouthAction NI.

The Wizard of Oz, a film based on Frank L Baum’s fantasy novel ‘The Wonderful Wizard of Oz,’ has been a timeless classic for many of us.  It tells the story of a young girl, Dorothy Gale, from Kansas City, struggling with the arbitrary ways of adults and who dreams of a place ‘over the rainbow’ where she wouldn’t continuously end up in trouble. A strange sequence of events results in Dorothy being caught up in a twister and then arriving in a different, colourful and magical land: the Land of Oz. 

‘Toto, I have a feeling we’re not in Kansas anymore”

All parts of our lives have been affected by an unanticipated twister that has rocked us off course and thrown us from the familiar into the unfamiliar. While experiencing the unfamiliar is an important part of a growth mind-set, the pace and impact of what came at us was something extraordinary and threatening to many. We found ourselves in a place of trouble in many ways, but we can also view this as a place and space to think differently about our world and navigate our way on a journey to possibly something better.   

To find answers Dorothy is destined to follow a yellow brick road and travel to the Emerald city where the all and powerful ‘Wizard of Oz’ will provide the answers to navigate Dorothy home. The yellow brick road showed promise and life in colour but was not necessarily one that could be travelled easily. Dorothy doesn't complete this journey alone and meets a scarecrow in search of a brain, a tin man missing a heart and a cowardly lion who is seeking courage. They all follow the yellow brick road together to find their ‘heart’s desire’.

During lockdown and throughout these times of uncertainty we can potentially identify with each of the characters in the story of the Wizard of Oz. Similar to the scarecrow, we didn’t feel like we had a brain or the ability to think and act logically.  As well as feeling like the rug was pulled from underneath us, our ability to make decisions also became clouded. Many young people, in particular, craved social interactions with friends but this was out of bounds and they faced life at home or elsewhere often with multiple challenging influences and factors impacting on them.

Similar to the cowardly lion we were feeling scared, afraid, and often trying to put on a brave face, when inwardly we experienced worry and fear of someone we know and love being affected by this disabling infection. The courage of our frontline and essential workers and volunteers wore the fur of the lion on a daily basis. Many youth workers demonstrated and continue to demonstrate courage for many young people during this challenging time.

Like the tin man our hearts have been socially grieving; missing the touch and physical contact of loved ones, friends, partners and our social circles as a whole. Others lost heart in having hope; others had little heart for those struggling with poverty and disadvantage; and even some showed no heart by acting irresponsibly. Many young people protected their hearts by keeping connected to others and portraying rainbows of hope in homes and public buildings. They believed that there would be a better place ‘somewhere over the rainbow.’

And like Dorothy, we have been on a journey with no idea if we will ever be able to get to our destination but recognising an inherent need to be a support to others.  We acknowledged the changed landscape, looked upon the road and took apprehensive small steps with some belief and hope. We met with obstacles and hurdles, like in everyday life, and sought out resources to support us along the way.

Finally we remember Toto who walked alongside others, particularly supporting the vulnerable and being there at your side. Like Toto many young people had curiosity to question what was happening, to explore options and to ask for support. Notably however, many young people sought to support others such as neighbours, the elderly, those shielding and reaching out to their peers.

Who and where was our wizard with all the answers in this shocking story? We waited tentatively for direction from leaders, politicians, scientists, health specialists and advisers and the responses were slow and wanting. Instead of finding such direction from others, we have had to search within ourselves, with tenacity, grit and determination. 

In our youth work spaces the ‘Wizard of Oz’ characters came to life in the actions of youth workers. We put on our (hypothetical) back packs and began our individual and collective journeys on the yellow brick road.  Stripping back all that we knew, we discovered the land of online youth work, becoming more adaptive and creative.  We recognise that we have built some mental toughness and resilience through our Individual Care Toolkits, which can help us to flourish when we find ways ‘to fill them up’: reading, exercise and reaching out to others.

We have learned to ‘take stock’ and recognise the value and power of time.  Invested time is one of the most precious gifts we offered young people, to work out how to navigate our way together in this new chapter of living.  With check ins, updates, remaining a consistent figure in their lives (even though not in a physical sense but more so an emotional sense).  All of these actions creates a sense that what we are doing is much more important than the things we ‘have to do’. 

We witnessed acts of kindness, young people reaching out to support others in their community, looking out for those in a more vulnerable position, people working hard to make PPE and protective masks; in many ways it was as if we learned how to be ‘less selfish’.

All the while we used the basics of youth work - relationship building, compassion, acts of kindness, humanitarian responses, information and care; that sustained the travellers on the yellow brick road.  Targeted programming, the usual centrepiece of contemporary youth work moved to the background and in its place, a landscape promoting an intimacy of connection became more prominent.  We got ‘back to basics’ or as some put it returned to ‘classic youth work’ through online zoom technology.  Creative energy subsumed in online platforms with online cooking, treasure hunts, bingo calling, doing arts and crafts together and even an attempt to complete miles and miles of ‘walking’ around the home to promote physical, mental health and stamina, creating competition to motivate movement. 

Unlike Dorothy, this was not a dream and we will not click our red heels to return to ‘normal’. We can, however, embark on a journey of reflection, to understand how the profession and practices of youth work are enriched through building companionship, compassion and creativity – and a reminder of how potent the fundamentals of youth work can be.

The Problem of Labels in Youth Work 

By Josh Thornbury

Labels are hard to shake off.  Regardless of the accuracy or inaccuracy of them, once applied they tend to stick.  Young people are often on the receiving end of such labelling.  Negative labels ascribed in school, through the media, and in statutory services, can stigmatise young people, the impact of which lasting well beyond their formative years.  This came to my attention recently, as I heard young people who were involved within the criminal justice system constantly referred to as ‘the hoods’ within a youth programme. 

While the negativity associated with such overt labelling was plain to see, it did challenge me to reflect on some of my own intervention programmes and the more subtle, yet equally stigmatising, ways some targeted provision might be labelling young people. While certain young people, through personal circumstances, may be more vulnerable and at heightened risk, my concern was that in the grouping of ‘youth at risk’ that this could become a shorthand way of understanding certain groups as broken and in need of fixing – individualising a problem and failing to recognise the impact of other, structural, risk factors they face (e.g. poverty etc).

Youth work is grounded in an open access and universal approach. The value of this open door is that it enables the engagement of young people from a variety of diverse backgrounds to engage with a youth worker and the youth work process.  Based around relationships, trust, voluntary engagement and participation, young people interact with adults who are ‘on their side’ and within a group process focused on personal growth and development.

The increasing use of targeted approaches, however, one that focuses in on those categorised as ‘at risk’ presents real issues when it comes to considering youth work’s roots. It stands to potentially block some of those key features that make youth work what it is.  While the increased use of targeted programmes ‘does have the potential to put youth workers in touch with young people who they would not ordinarily meeting’ (Ord, 2009: 47) we need to remain cautious of how it is being presented.

The increasing move from universal to targeted work requires that the ‘targets’ are identified.  While such categorisation may be simply a pragmatic identifier/ a shorthand, we need to be mindful of the limitations of such categories and the stigmatisation of such labels (e.g. NEET; ‘at risk’; etc).  Cautious that in trying to reach young people that we are not further stigmatising through the application of problematic labels.  As Youth Workers we are meant to be on the side of the young people, starting where they are at and creating a safe environment which is free from judgement. Terms such as ‘Youth at Risk’ is in danger of flying in the face of that approach, causing us to sit in an uncomfortable seat.

Ord, J. (2009) ‘Thinking the Unthinkable: Youth Work without voluntary participation?’. Youth & Policy, (103), pp.39–48.

‘On our Bikes’: Supporting young men's social mobility in North Belfast

by Sean Madden of YouthAction NI

Look around our local communities and you will have noticed how many people have utilised their bikes or bought / borrowed a bicycle as a mode of transport. The symbolism of the ‘bike’ during lockdown will be one that we all hope to build upon, none more so than within youth work.

 This reflection piece focuses on the re-engagement of a group of young men who had previously taken part in a YouthAction employability programme in 2014 in North Belfast. The young men had established a bike repair initiative and upcycling scheme in their local youth club – fixing and delivering bike maintenance sessions to groups of other young people in their community, as well as gaining practical skills for everyday life.

 The arrival of the COVID-19 pandemic resulted in some of the young men losing their jobs and reaching out for support in trying to regain employment. The success of the original programme and the strong relationships formed were central for the young men to seek support at this time. The importance of this long term investment through youth work in communities has inspired me to share the learning through a newly created ‘bike’ framework. 

Youth Work in North Belfast: The Bike Model

Back in the original programme in 2014 young men wanted a practical project as many of them struggled in formal education. By 'using their hands' the young men applied their skills in re-laying the floor in their local youth club, installing 6 new computers and setting them up with relevant software, and creating a chill out garden with pallet furniture they designed and created. The opportunity to upcycle and repair bikes further offered them a medium to work together and to nurture skills that also helped others in their community – a sense of contribution and care.

A Bike- The bike is a symbol for young people’s development, the ability to learn new skills and become more socially mobile and independent. Bikes have provided a mechanism for young men in North Belfast to explore and to move out of their socially constructed bubbles. This is about an attitude to venture as well as developing the essential skills of how to cycle. The support and guidance received through youth work helped them to build upon their interest and to nurture skills development. 

Direction/Purpose- When you get on your bike it is generally to go somewhere or do something. You know your starting point and have an end goal in sight. You are motivated to get to that end goal and the youth work interventions supports the young people to achieve those set goals. These goals may change on each journey as the destination itself may vary. Bikes became symbols for the young men’s goals. The relationship with the young men was key in helping them to find and name their purpose or direction. To reach their destination also required ongoing support and reassurance that their goal was achievable and in sight. Outcomes included a number of the young men progressing into employment or further education and four of them re-engaging in local football teams. This was significant for their confidence and social interactions, especially as many of them have experienced family bereavement, drug and/or alcohol misuse, interface violence, unemployment, benefit support and problem gambling. 

Cycling- The bike only moves forward with effort. It requires multi-tasking, such as steering the bike and trying to anticipate the path shared by others. Sometimes we have to stop, slowdown or ask people for directions to get to where we need to be. The importance of being empathic, understanding and knowledgeable about the local community was key in the success of the programme; showing young people you have 'cycled that path' before them and can share some useful insights. Through the programme there were times when the young men 'fell off' their bikes, or wanted to stop and give up, and this is where additional support was needed. One of the major issues for the young men was living in an interface community and engaging in interface violence. As youth workers we had built relationships with community police officers who were keen to steer the young men away from potential trouble. The bikes provided a temptation away from the interface, but equally were a medium to inspire their motivation to travel wider beyond their local area in search of opportunities, such as further education or employment. 

The unexpected- Even the most experienced cyclists cannot anticipate every challenge or hurdle. Preparation and consideration to the journey is needed but setbacks are inevitable, such as having a puncture or the chain coming off. In these circumstances the cyclist is halted, but they are often able to deal with the temporary setback, and recognise it as an opportunity to learn, build resilience, willpower and optimism to deal with challenges later in life. Youth workers in local communities should anticipate and seek to have an informed understanding of the local area. In North Belfast this meant being aware of the spheres of influence that young men faced. This insight was supported through a strong partnership with the local youth club and other key stakeholders. Having this community knowledge and effective partnerships helped to limit the amount of unexpected challenges the young men would face on their journey. Collectively we supported the young men to challenge the power analysis in their communities. Repairing bikes through voluntary choice for local people demonstrated that young men were keen to contribute, and to challenge some of the negative stereotypes often applied to them.

Bike Care- The bike needs looked after and maintained. Brake pads may need repaired; accessories may need added such as lights and mirrors; and sometimes we might need to bring it to a specialist for additional help. Youth work supports young people with self-care to enable their effective growth. New habits and attitudes may need to be learned to enhance their journey, as well as ditching or changing some old habits and attitudes. Youth work reassures young people that hurdles and obstacles are part of the journey.  It is our emotional expression and response that is important, and we must reassure them that they have the skills and resilience to overcome these setbacks. 

The Bell- The bell is often rang for others to hear as a sign of intention or warning. It helps others see we are around and can often prevent collisions and accidents.  It is important to support young people to feel confident in sounding their bell and ask for help, especially among young men who can struggle with this. These bells should also be sounded to celebrate success, to acknowledge relationships and most importantly to signal to others that these young men are coming through on their bikes, to respect them, to support their freedom of movement and to encourage them as they continue on their onward journeys.  The young men from the North Belfast project rang these bells loud through the months of March and April 2020. They knew that it was safe to ring their bells and that we would hear them and respond to their call.

 Unchartered Waters

‘Youth Work: A constant in the lives of young people’

by Sheila Morris and Louise Malone of YouthAction NI

 While the world has been exposed to the global pandemic of Covid-19, the youth work sector has had to quickly adapt and respond to a complex, dynamic and vastly changing environment. Guidelines from the World Health Organisation and governments throughout Ireland, the UK and Europe have resulted in most face to face youth work ending. This piece reflects on the challenges that young people and the youth work sector now face in Northern Ireland. It considers how the youth work sector has responded to our ‘New Normal’ while maintaining distinctive youth work principles and practices that are meaningful and purposeful. All the while, youth work in this time and place experiences an increase in digital engagement with young people (and across organisations and partners), in what feels like a ‘storm of digital dominance.’ 

Lockdown has created new challenges for some young people, such as boredom, loss of purpose, an abrupt ending to routine, heightened anxiety and fear and feelings of isolation. For others, particularly those most marginalised and detached, this is not a new way of life, but rather a reinforcement of their already lived experiences, coupled with challenges such as increased poverty. Lockdown has merely reinforced the lived reality that so many of our young people experience. In some way there has been an awakening by wider society to the realities and inequalities experienced by the most marginalised young people.

We have been told ‘we are all in this together’ and that we are all ‘in the same boat’, however, that is not the case for all. We may be trying to sail through this storm together but our boats, and those in them, are all very different - that’s if they have access to a boat at all. For many youth workers, recognizing the diversity in young people’s lives is commonplace. We know that some young people are living in unsettled places, have chaotic lifestyles and have numerous responsibilities in the home. What is required in such unchartered waters is engagement that is grounded in the core principles of youth work. Engagement informed by the needs of the young people remains paramount. We must engage with young people where they are at and on their terms. For young people without access to digital devices, wifi or the self-confidence to talk to a screen, a more personal approach is required, such as a phone call, a hand written letter or a self care pack received in the post are all as valuable. The bombardment of digital youth work and social media can be overwhelming, adding to already existing fear and creating hysteria and confusion. During this evolving and challenging time we need to be sensitive to young people’s personal contexts and recognise that many are simply ‘switching off’ or ‘shutting down.’

“To be honest I’ve shut down all social media. The constant updates and media coverage was making me feel more and more anxious every day.” (Young person from Amplify, Newry).

While there has been a sense of rush and urgency to digitally engage with young people, it is also critical for youth work to pause, breathe and approach its efforts in a considered way that allows for flexibility and that maintains the core values inherent within their profession. The youth work sector has an opportunity and responsibility to resist the urgency and rush of digital dominance. We must take a purposeful pause to question and asses the best course of action. We must give ourselves and the young people we work with time to process and not panic; time to allow for a shift in the mindset of workers and of young people. This will ensure that we are present and that our approach is adaptable, flexible and creative. A combination of traditional youth work approaches with digital youth work, when needed, may be the way we move forward. Core principles such as the relationship and association with the young person should not be compromised and that we protect and espouse values of patience, care and love.

“Every act of compassion, kindness, courage, or generosity helps us from the story of separation, because it assures both actor and witness that we are in this together”  (Eisenstein, 2020:19).

The status quo and way of being is changing. Youth work, however, can be a stable and constant in this changing landscape. While uncertainty and fear will always abound, youth workers can be there, be available and provide support and give reassurance to young people that we are collectively facing the challenge together. Having a strategy and direction of travel is important, but we must also allow ourselves time to ‘wander off course’ in these unchartered waters, and as we move, we adapt our youth work approach to meet the evolving needs of young people.

____________________________________________________________________

Eisenstein, C. (2020), ‘The Coronation’.=,  https://charleseisenstein.org/essays/the-coronation/

‘Turn the Light on’:

Relationship and Sexuality Education

by Gemma Kelly and Christina Watson, Community Youth Work students, Ulster University, June 2020

The Community Youth Work Degree in Ulster University presented us with a variety of valuable learning experiences over the past three years. In October 2019, we embarked on our final year placement with YouthAction NI. 

After initial preparation for an event for World Aids Day, we decided that rather than creating a one-off event that we could develop a resource that would benefit many more people. The resource would encompass themes aligned to World Aids Day, and go further in reducing the stigma and shame that often goes hand in hand with topics such as sexual health, sexuality and relationships. 

We have an interest in Relationships and Sexuality Education (RSE) and the role that youth work can play in this area. Whether sexually active or not, young people need to be provided with accurate, reliable and appropriate information that enables them to make informed choices. It is important that youth work practitioners are equipped with the resources and skills needed to be comfortable and confident in talking about these important experience and issues with young people. 

 “It can be hard for people to talk about sex and sexualities and hopefully this resource pack can help to support them and to address many taboos”  (Turn the Light on resource).

Reflecting on our experience in youth work we identified that there were limited resources and support for youth workers in the area of RSE. Some are outdated and those that exist are often not fully reflective and inclusive of the spectrum of relationships, identities and sexualities that exist. We have stretched the ‘binary box’ to present a range of realities and relationships, and in which young people can have a space to explore alternative relationships, sexualities and sexual encounters. The UN Convention on the Rights of the Child, Article 17 notes,

 “Each child (should have) access to information and material from a diversity of national and international sources, especially those aimed at the promotion of his or her social, spiritual and moral wellbeing and physical and mental health.”

The title of the resource, ‘Turn the Light on’, embraces humour by its very title. For example, how do you know what you are doing when you’re having sex in the dark? We want to turn the light on for young people in being able to explore sexuality and relationships in a comfortable, safe and informed way that reflects modern day lives. The title also challenges us to consider ourselves in terms of our knowledge, attitude and skills in the area of RSE. Do we need to be more aware and informed? Topics such as HIV/AIDs and consent can be taboo and ‘in the dark’, but so too can general topics around sexuality and relationships.

For us personally, sex education was not something which was talked about in school which many others can probably relate to. Could it be that this lack of discussion at a young age creates shame and embarrassment that follows throughout later life into adulthood? If adults cannot talk about sex, how do we expect young people to feel comfortable in asking questions about sex and relationships? Being young is a heightened period for experimenting and exploring identities, relationships and sexuality. ‘Turn the Light on’, as such, encourages educators to provide information and to explore attitudes with young people to help them be better informed and to make appropriate decisions based upon this. 

The resource consists of eight sessions; Healthy Relationships, Consent, Your Body and Keeping it Safe, STI’s, HIV & AIDS, Pregnancy, Sexuality, and LGBTQ+. There are additional sections such as; A Bit on the Side and a ‘Sex Talk’ glossary. The pack has been created to have a flexible approach. There is no particular order to the sessions as we encourage young people to pick and choose those themes that are most suitable and relevant to them in any given moment in time.

Our journey creating this resource has been an exciting one. We were committed to creating a resource pack that would open up many opportunities for youth workers across Northern Ireland and further, and this has been our driver to see the resource through to completion. 

Upon reflection it was a much bigger task than we had initially anticipated; the process was long, with much time needed on fine detail checking and re-checking of information, layout, grammar and spelling, especially at the editing phase when the resource was with the printer. It was important at these times to take a step back, have a break and return with a fresh pair of eyes. It was also really useful to have others look at the resource from a fresh perceptive to gauge some feedback; we are so very thankful for that.

The team effort and team spirit mixed with hard work and fun is what has made this resource development a success. We are proud of the journey we have been on with the development of the resource pack. Originally, we planned on having one page per session, which then spiralled into an extravagant ninety-page resource.

We hope that ‘Turn the Light on’ will have a positive impact on breaking the stigma around relationships and sexuality education. We need to change how we talk about sex and we hope this resource can in some way tackle taboos and break the stigma. We believe this pack can contribute to making a change.

On 30th June ‘Turn the Light on’ was launched via an online platform by YouthAction NI. We also plan to have a face to face in-person launch later in the autumn as part of a suite of other youth work resources.

To access support or training related to the resource contact maryjo@youthaction.org  or annette@youthaction.org

Online facilitation: losses from in-person facilitation through digital delivery?

by Gerard Hughes, Community Relation in Schools

Throughout this global pandemic we are all having different responses to our own very different situations – our human responses. People are finding themselves under different stresses and realities, having to react in increasingly creative and unfamiliar ways, with so many of our usual coping mechanisms having been temporarily taken away from us – or at least, made more difficult. But how lucky are we to be able to video call our loved ones – wherever they are.  In one sense, we are in a privileged position by having access to technologies. How much more difficult would our working lives be if we couldn’t host team meetings on Zoom or Microsoft Teams, or other forms of digital engagement? The family and friends’ quizzes that have taken over our lives wouldn’t work just as well if we were all on the phone with each other. We are so privileged to be able to continue to do things together, without physically being together. 

Of course, the new (albeit temporary) online realities that are forming for people come with their own challenges. And make no mistake about it, none of the solutions that we are currently working with are even close to being a substitute for the real thing. 

That’s the most important thing to recognise here. The online interactions are the best substitute that we currently have for in-person interaction, but they are not simply a diluted version of the same thing, and we shouldn’t be pretending that they are. We are missing out on so much: eye contact, body language, hugs and little touches of affection, smiles from eyes, subtleties of conversation, quiet moments that aren’t awkward, jokes where you don’t have to think about compensating for the tiny lag of multiple internet connections, little side conversations, walking and talking, sharing a packet of biscuits, naturally including people in conversations, recognising and respecting people’s energy at the time, picking up on when it’s a good time to take your turn to speak – and importantly – your turn to listen; to really listen…

What we are missing out on is the human experience. The human experience is not inside a camera lens or behind a computer screen. It’s in coffee shops, on beaches, in kitchens, pubs and elevators. It’s an experience that happens to us and with us. It’s organic and live; and that’s what makes it what it is. So once you try to manufacture something that is so fundamentally organic, you can see from the outset why you’d be working against a considerable challenge before you even begin. 

The reality is that there’s a real magic to just being in a room with people. Just sitting down beside somebody can carry a powerful message. A handshake or a hug can be incredibly affirming. There’s a beauty to the unpredictability and organic nature of the human experience. This is at the core of everything we do; you could call it the cornerstone of our family and social lives; and indeed our work. And when it’s missing – as in online – it’s going to have an effect on all the other building blocks that go around it. That’s not to say that the building blocks can’t be solid and strong, but it’s harder to bring them all together and make them as meaningful without the cornerstone. So if the cornerstone is missing – and non-replicable in the online format – then what can we do?

One option is that we do our best with what we have. We take what we do offline and move it online. And that’s great. Better to have a good go at something than just not bothering. The other option is that we look at replacing the cornerstone with something else. Recognising and naming that it’s different. Feeling the absence of it and the accompanying awkwardness and uncertainty. Once we embrace this, we move from treading water – from being caught between one thing and the other - to being explicitly purposeful again. I have more questions than answers around this, but once we move from a deficit-based approach to a space where we are actively seeking opportunities and advantages of the online format; then we’ve taken the most important step. 

At CRIS (Community Relations in Schools), we are doing our best to be explicitly purposeful. Doing our best to move from survive to thrive. We are working on how we adapt our usual facilitation practices and tweak them to suit online delivery. We’re condensing pupil programmes to make them more accessible and consumable. We’re facilitating wellbeing workshops for parents, carers and families in some of North and West Belfast’s most vulnerable communities. We’re delivering family programmes via Zoom and finding out first-hand what all of the new challenges are; finding out by thinking, trying, reflecting and learning. It’s a journey that continues to live and breathe and change, and we’re doing our best to embrace that.

Let’s be intentional. Let’s be ambitious and creative and a bit mad. Let’s try things. Let’s see what works and what doesn’t. Let’s see what sparks joy and hope and human connection. Let’s do more of that stuff. And let’s hold on to it even beyond the current crisis. If there’s one real positive that we have seen already during the crisis, it’s people calling on their reserves of creativity and compassion. Let’s hang on to that and carry it over into our post-covid lives too.

This isn’t forever. Let’s not lose sight of that. But our current reality has served as a timely reminder that there remains a mystery and unquantifiable joy to just being together for real. And long may that continue.

Gerard Hughes is the Development Officer at Community Relations In Schools (CRIS). He has worked in the Community Voluntary sector for 10+ years, in roles that include youth work delivery, peace education, project coordination, creative arts, community relations and collaborative education. 

CRIS is a peacebuilding and education charity that works in partnership with schools, district councils and other statutory providers to positively and systematically address the separated context of living in Northern Ireland. 

Young Men: Pressure to Pass 

by Jonathan Ashe, YouthAction NI

Home schooling paints the image in our minds of a parent teaching their children at a kitchen table.  Let’s take a moment to picture what it looks like for young teenage men.  The COVID-19 crisis has given them an opportunity to reflect on the experience of being at school and home schooling.  They have also had to deal with the uncertainty surrounding this summer’s GCSE grades.

In March 2020 Minister for Education, Peter Weir, announced that GCSE grades will be awarded “this summer to allow them (young people) to progress to further study or employment”.  Through my practices in East Belfast with young men, this announcement confirms the beliefs held by them that they would not have to sit their exams this year. Minister Weir also set out a detailed plan that involves teachers grading their students based on ‘aptitude and achievement’.  Minister Weir realises, ‘that this is not a perfect solution’ but rather is ‘about trying to provide the best possible outcomes in difficult circumstances’.

GCSEs are a difficult but important transition in the lives of young men.  Parents and teachers put pressure on young men to perform during their GCSEs because they want young men to achieve and build a solid foundation for them to continue into higher education or to secure employment.  Ultimately they want to give young men the opportunity to improve their overall life chances.

Many pressures abound for young men with the daily pressures to complete school work and revise, coupled with expectations by parents and teachers who want them to achieve.  Such pressure and expectation brings levels of stress that some young men do not deal well with.  One young man described the pressure as ‘unreal’ which led him to having depressive moods and a complete lack of motivation.  Other young men spoke of preparing themselves for not meeting the expectations set for them.  It brings negative feelings and experiences that have led to depression, lack of motivation and a sense of worthlessness.

In addition, young men know that they are usually out performed by their female counter parts.  One young man noted, “girls revise more and they have a mature and organised approach at school.  They prefer how they are taught; I prefer more group work and discussion”.  The melting pot of pressures, expectations and competition can result in a struggle for young men to succeed.

Young men react differently under pressure but we can look to their perceptions of masculinity to understand why. Being independent, earning an income, and appearing to be resilient are the perceptions of what it means to be a man in the eyes of young men today.  Their understanding of masculinity echoes the traditional masculine traits of strength, courage, independence, leadership, and winning/achieving.  To achieve this status young men try to deal with the pressure of succeeding in school.  

With the knowledge that young men want to perform well and their attempts to deal with the pressure, albeit poorly at times, indicates that young men do value their education.  Recognising this pressure, and the lack of coping skills, should prompt youth workers to intervene and support young men.

Youth workers possess the skills to create and maintain positive and supportive relationships with young men.  In these relationships we must facilitate discussion to help our young men explore what it means to be male.  We need to be able to challenge the negative perceptions and promote healthier ideas of being male.  

Whilst acknowledging the pressure of sitting exams has somewhat lifted, we must ensure young men fully understand the process of grading.  Technically young men have not been graded as yet, so there can’t be any guarantees of pass marks. This new information is sure to unsettle those young men and their families.  

Concerns also exist with young men who feel they didn’t have a strong start to the school year but planned a bigger drive towards the final exams. These feelings have been echoed by East Belfast MLA, Chris Lyttle, when he raised concerns to the minister about ‘consideration being taken to reflect the work pupils would have done for exams’. Unfortunately this remains very unclear. 

Young men have fears of being labelled the generation who had GCSE’s handed to them.   They have concerns about how this might impact on future employment or higher education prospects.  Similar concerns have been raised in Stormont about the process of grading with Minister Weir, stating the importance to ensure teachers are not ‘more generous’.  This also raises concerns within young men about the rank order of grades and not achieving the grade they possibly could have. What will be society’s perception of this year group?  Are there going to be questions around the validity of their exam grades?

‘Boys’ future aspirations are powerfully shaped by their approach to, and concern about, how well they will do in GCSE exams’  (Taking Boys Seriously Research, 2012).

During this uncertain time, we need to support our young men to be able to cope with all eventualities.  In doing this we will see that not all young men seek emotional support in times of need, resulting in negative impacts on their mental health and well-being. We need to support young men to understand that the life path is not linear and comes with setbacks that sometimes are out of our control.  The key is having resilience, hope and belief. 

Providing and encouraging young men to avail of support is key to raising aspirations and hope within our young men. ‘Taking Boys Seriously’ (2012) research highlights the importance of supporting young men during ‘key transitional periods’ of their lives.  The journey through GCSE exams is one of them.

Having experienced lockdown and home schooling, young men are starting to reflect on where they are at, and what challenges they may be facing in terms of education and exam grades.  They have been able to compare school life and life at home.  The majority of young men would like to see a return to normal schooling.  They feel it adds structure and a routine to their daily lives.  One young man said “school is the preferred place to work as there are too many distractions at home and the lack of supervision does lead to little productivity”.  

Young men want a return to school and some form of normality as they are missing the physical presence of friends and the freedom of participating in activities they enjoy.  The impact of lockdown is that boredom has intensified, with many more hours being spent playing online gaming. This can be positive in terms of connecting with friends and having something to do, but we must also recognise the negative impact.  Persistent gaming is keeping young men awake throughout the night.  Poor sleeping patterns and sleeping throughout the day is causing young men to feel lethargic and constantly tired.  This can result in low moods that have led to some young men arguing with parents.

It is generally assumed that young men don’t talk about their feelings.  It’s important that we as youth workers prove that this is not the case. By building on the positive relationships that already exist, we can encourage young men to share and most importantly support them to learn how to best manage the difficult and multiple transitions they are experiencing.

Reference:

1.     BCC News NI website, Education Minister Peter Weir, Assembly debate.  16/04/2020

 2.     Harland, K., & McCready, S. (2012). Taking Boys Seriously: A Longitudinal Study of Adolescent Male School-Life Experiences in Northern Ireland. Ulster University. 

Leadership in the time of Covid-19: 

A personal reflection on the YouthPact[1] facilitated Peace4Youth Project Co-Ordinator’s Reflection Hub Meetings.

by Leighann McConville 

Towards the end of March 2020, the impact of Covid-19 reached the day to day work of everyone in our society.  In response to the government public health restrictions on the island of Ireland the work of youth workers and life of young people changed radically.

Within the first three weeks of the restrictions, the co-ordinators of the eleven Peace4Youth[2] projects have met online as a whole group on four occasions. During these meeting they have discussed and shared on the tasks they are facing as their projects transition from the physical space to the online space, conduct face-to-face work that is carried out via technology along with the policies and guidance they have been developing in response to the current situation. They talked about the resources they have developed and the methods they are using to support staff who continue to work within the government restrictions with young people in these challenging circumstances.  As well as the move to using technology, uppermost in their minds is that young people who cannot easily access this new way of working are not left behind.

 Leadership in this time of Covid-19 is presented through a personal lens (I chair and facilitate these meetings) and my reflection on working with the co-ordinators while preparing for and being part of the co-ordinators’ reflection hub meetings.

The Peace4Youth programme has been delivered for two years now, however, most of the organisations involved have been well established for decades.  In a time when there is a rupture in the flow of the work and destructive chaos is possible, the natural instincts and the professional skills of the co-ordinators, in working within the restrictions brought about by a global pandemic, means they are able to draw on their professional resilience, the natural ecology of their organisations and the values and principles of youth work that underpin their practice.  

So while the external world is going through times of unprecedented change to respond to the current Covid-19 Pandemic, undoubtedly bringing stress to individuals and organisations, the natural ecology remains a constant and the co-ordinators are at the forefront of supporting and enabling their staff to continue to work with young people.

 The practical steps that are evident through the YouthPact Peace4Youth facilitated meetings are:

•   Sharing resources and experience

The thoughtful approaches used by workers to maintain contact with young people, with co-ordinators in the background working to ensure that their policies and procedures are enabling and supportive during this time.  There has been an unfettered sharing of these policies and procedures between the 11 projects, with the understanding that people will adapt them to suit their own situation.

•   Maintaining a focus on the on the primary target group 

The focus remains on being able to make a positive offer and a quality learning experience for the young people on the Peace4Youth programme. At no point in discussions has there been a suggestion that contact with young people would cease because of the current situation, rather there was meaningful sharing on the actions being taken by youth workers to maintain and sustain contact, with a particular regard for the variety of circumstances young people will be dealing with.

•   A desire to work with and maintain good communication with the funder

Understandably there have been questions and concerns shared regarding the impact the current restrictions may have on programme targets and deliverables - each of the co-ordinators have sought to maintain their relationship and communication with the funder.  

•   Reflection in Action

Characteristically the co-ordinators meetings pre the current restrictions were reflective, supportive with practical outcomes. These elements have been maintained during the current situation.  While there has been practical information shared, and support offered and received, the reflective nature of the meetings has been maintained, enabling vision and pragmatism to co-exist, while unwanted unintended outcomes are offset and where possible mitigated.  

Authentic sharing has given insight into personal and organisational responses and the co-ordinators have created space for support and encouragement for each member of the group.

They have sought out and engaged in coherent and considered communication with each other, both inside and outside of ‘Co-ordinators' Reflection Hub sessions. These leaders have been responding to the current situation while also looking to the future. They are focused on providing meaningful programmes for young people in the coming weeks and months to ensure they are able to continue to respond to the needs of young people in our communities. The qualities and focus of the co-ordinators have embodied constructive, reflective and effective leadership in their response to this global pandemic.

[1] YouthPact is the Quality and Impact Body for the EU PEACE IV funded Peace4Youth Programme managed by the Special EU Programmes Body (SEUPB)

[2] The EU PEACE IV funded Peace4Youth Programme managed by the Special EU Programmes Body (SEUPB) uses a youth work approach to address some of the most entrenched insecurities, inequalities and instability in Northern Ireland and the Border Counties of Ireland, targeting 7600 young people aged 14-24  over a 4 year period (2017-2021) who are disadvantaged, excluded or marginalised, have deep social and emotional needs and are at risk of becoming involved in anti-social behaviour, violence or dissident activity.

Measuring the Impact of a Pandemic.

 by Elaine Lavery

The phrase ‘distance travelled’, which is a term used when discussing the impact of youth work activities on a young person’s development, is now somewhat ironic. With all the messages around us coming loud and clear to stay at home, youth work has had to shift quickly to move programmes, training and support for young people online, to keep engagement going. At the end of the initial 3 week lockdown, with another 3 weeks looming, and possibly more, the youth work sector will be changing its approaches and delivery for much longer than first expected.

The urgency to move activities online is bringing both opportunity and threat, but questions and challenges hang over us....how do we measure the impact of our work during this time? How is the current situation affecting where young people are and where they can ‘move to’? Previously set programme outcomes and measurement tools that have been developed are at best inaccurate and at worst, obsolete.  Most measurement tools will try to capture the ‘soft outcomes’ – confidence, problem solving, resilience and determination, managing feelings and communication all connected to a programme that may have a bigger Employability or Peace output, for example. However we are currently living through a global pandemic. Young people are forced to stay at home, not always in a safe and secure environment, and former aspirations and motivations are no longer a priority. The tried and tested approaches of our needs led programmes can’t be assumed to work and by extension, our measurement tools. Outcomes are often tied in to ongoing and future funding, which is an added threat. ‘If a database reports that a project has not achieved its intended outcomes, the project and its workers will be perceived as failing’ (de St Croix, 2018).

A criticism of measurement tools is that these are a snapshot in time and ‘can be intrusive, particularly early on in a young person's engagement’ (de St Croix, 2018). Measurement tools require a judgement that may be affected by emotions, attitudes and the experience of the day, and these are difficult dynamics to standardise. Imagine a morning where you get up early, the sun is shining and you catch your bus on time, versus a morning where you sleep through your alarm, have an argument with a parent or guardian and miss your bus. The pendulum of emotions and attitudes mean young people experience highs and lows and these can affect judgement. During this pandemic, the pendulum may shift erratically, and therefore there may now be no measurement tool that will be accurate at this time. More so now than ever, ‘outcomes are unpredictable, uncertain and unguaranteed’ (de St Croix, 2018).

Pastoral care for young people is paramount at the moment, and workers doing what they do best, maintaining and sustaining relationships to offer support will involve a new intensity of persistence and determination. How do we capture that? When the needs of young people may diverge in ways we have never experienced before, and we upskill ourselves to meet these needs, how do we capture that? How do we capture the response of youth work, to enable us to justify our government and funders investment, which are not about ‘distance travelled’, but about good practice. How do we capture all of this in a way that is meaningful and not just another administrative task for workers, who may be feeling overwhelmed, traumatised and facing their own anxieties at this time?

 ‘Distanced travelled’ is anachronistic. In this time of drastic social change, start and end points feel unfathomable given the uncertainty of what we are all living in and we don’t know how long the impact of this pandemic will last. Youth Work is about ‘being with’ young people and starting where they are at. Is this the opportunity of this time? That youth work regains confidence that ‘openness or uncertainty is a prerequisite of enabling a practice to develop which is more likely to meet the unfolding and emerging needs of young people’ (Ord, 2014). That a move away from measuring outcomes could be a permanent development in which the stories of youth work approaches and young people become the narrative, rather than the numbers? 

References

de St Croix, T (2018) 'Youth work, performativity and the new youth impact agenda: getting paid for numbers?', Journal of Education Policy, 33:3, 414-438.

Ord, J. (2014) ‘Aristotle’s Phronesis and Youth Work: Beyond Instrumentality’. Youth & Policy, 112: 56 - 73

Re-establishing the connections - a youth work perspective

By Jonny Luke

The sudden loss of connection. The challenge.

The COVID-19 crisis has affected us all, has changed how we go about our daily lives and how we communicate with others. The youth work landscape may have changed but our response has caused us to pause, reflect and adapt our approach to work with young people and communities.

Young people who once thrived on personal connections and meaningful relationships are now more isolated, finding it hard to connect and stay connected with those around them. Young people face challenges in relation to access to digital technology, being at home with siblings in greater need, thus giving rise to increased feelings of neglect or simply the challenge of inactivity. Participating socially “plays a central role in the development and maintenance”[i] in the lives of young people, therefore, duty must be to support and provide means to combat these fundamental challenges that may require further support especially to those who have challenging contexts (Kay and Tisdal 2008).

Re-connection. A Youth work Response?

Youth work is a creative force that at the very basic level puts connection at the centre of young people’s lives. Previously youth work has been successful in engaging with young people digitally, keeping up with modern trends and accessing young people where they are at. However, the current climate has only magnified the need to use digital technologies establishing and connecting young people with peers and youth workers for the support they need. For those who are without the technology being utilised, youth work continues to have a duty to make sure that young people are not neglected. Colleagues at Dreamscheme NI have been providing high levels of support to young people in need; maintaining strong connections within local communities whilst also helping to ensure the safety and well-being of young people either through the use of digital technology or by sending simple messages or letters, maintaining simple connection points. 

There has been an impressive effort made to be as creative as we can and for now video calls, online quizzes, social media challenges have become the new norm for engaging with young people. Usual programme and session preparation hasn’t really changed, all that is different now is how we present it and communicate our message in an online creative environment. Youth work can still be needs-led and engage young people in a positive online and community environment, but also offline by helping with local foodbanks and those at risk which has become another essential part of local youth work. 

Connection Established. What have we learned? 

Ironically the very platforms that we often warn young people of spending too much time on, has in fact, become the very lifeline for youth workers to connect, re-connect and establish support. Although it has been important to show that social platforms are effective, nothing can take away from face to face, social interaction and the young people with whom we work see and feel this. 

“It is starting to get tougher the longer it goes on, I miss being with my mates and youth leaders. I mean it is fun doing Zoom call etc., but nothing beats messing around as a group together” – Callum (14)

Creative interaction remains important alongside supporting the voice of young people at this new juncture. Whilst an online environment can be challenging, this can also provide spaces to meet as small groups or with individuals. This can help maintain a strong youth work approach amidst our new digital environment re-emphasising the need for youth work to be interacting in the digital space with young people where  ‘relationships with their peers reflect their need… to share life experiences’ [ii] (Subrahmanyam and Smahel 2010).

Young people want (and need) to connect with each other, share their experiences and are on a journey that youth workers need to engage with. While we cannot be with them perhaps physically, our connections digitally can still be meaningful and supportive.

“I still enjoy getting to interact with my youth worker and telling them about my week, I need a space to talk and share.” Jessica (17)

[i] Kay, E., & Tisdal, M. (2008). Children, Young People and Social Inclusion: Participation for What? Policy Press

[ii] Subrahmanyam, K., & Smahel, D. (2010) Digital Youth: The Role of Media in Development. Spring-Verlag New York

Access denied!

By Maria Perkins - YouthAction Northern Ireland

“The disease is a great leveller where rich and poor suffers the same” is a myth that has been portrayed throughout the COVID 19 pandemic. Emily Maitlis, a BBC reporter on Newsnight, debunked this myth, challenging the public to recognise that not only do old status zero inequalities remain, but during a crisis like Covid -19 these are in fact, magnified. 

 As formal education and youth work moves from schools and community youth projects to home, there has been a wider realisation that many young people and their families don’t have access to basic necessities including food, finances and the internet. This is further exacerbated for young people who have added challenges such as those living in care, those who may be homeless, those with disabilities, and those living in situations where violence is prevalent etc. (Carnegie Trust UK, 2020).

 The European Council Resolution on the European Youth Strategy 2019 – 2027 notes: ‘this generation is the best educated ever and especially skilled in using Information and Communication Technologies and social media.’ Whilst this may be true for some, it certainly isn’t for those most marginalised. 

 To adhere to restriction of movement and quarantine, an accessible and reliable internet connection is required for young people and their families to access all other rights. These are: to keep informed of guidance on how to keep themselves safe, to work, engage with state authorities, receive and spend money, communicate with family and friends, meet new people, care for the elderly, access mental health counseling, participate in education, collaborate, entertain and play (PPR, 2020).  

One thing which has become evident is the absolute necessity of internet connectivity - it is a lifeline for social existence. In the Republic of Ireland the Central Statistics Office estimates that 9% of households are without internet access. In Northern Ireland, according to the OFCOM Connected Nations (2019) report, it is estimated that 20,000 homes cannot access a decent fixed broadband service. Once again those most likely to experience digital poverty are the old “have nots” - asylum seekers, refugees, students, the sick, disabled, un-employed, those living in rural areas and those who live in urban areas of high deprivation.  

The Joseph Rowntree Foundation (2020) states, ‘Digital exclusion means exclusion from voice, from an ability to participate in the everyday. It means being silenced. It means our knowledge is ignored which exacerbates economic and social divides.’ 

Youth Work pertains to give young people a voice, it is about challenging inequalities and reaching out to those most marginalised to ensure social inclusion.

Priorities for Youth (2013) notes "There is a significant gap in achievement between the highest and lowest achieving young people and those most and least disadvantaged. Specific groups of young people are more likely to experience barriers to learning, participation and progression and consequently be at risk of achieving poor educational outcomes. There is a need to address and minimise root causes of educational disadvantage and barriers to learning that young people face."  

Yet, society at large, including Youth Work has assumed that young people have digital access and are tech savvy.  Working online has become the primary tool for engagement at this time. Using this sole method is exclusionary.  Young people are being forced to purchase and use data for education and youth work. This is a financial constraint that not everyone can afford. In this regard, youth work is limiting equal access for all. Internet connectivity is as important as the freedom of movement; it is a right, not a privilege to be granted dependent on age, income, status or geographical location, yet rights are being denied. 

Young people tend to access the internet in public spaces such as libraries, shopping centres and well known eateries which have all been closed down in the pandemic: Access denied.  

Young people living in rented accommodation are being told by landlords that internet is a “luxury” item and to pay for it themselves: Access denied.  

 Those living in homeless hostels are being told the organization cannot simply “stand over” young people’s use of the internet: Access denied. 

Unprecedented times, require unprecedented solutions. There is an onus on youth work and society at large to tackle this disadvantage head on. 

 The Department of Education in England has just announced it will provide laptops and tablets for year 10’s and Vulnerable pupils, (Schools week, 2020). Some youth work organisations in the North of Ireland have followed suit. Individuals and communities have responded to families of 5 sharing one device by searching out old phones, laptops and tablets. Whilst this helps at the individual level more needs to be done.  

A more strategic approach is required. Local businesses and technology firms could donate laptops, tablets and smart phones and increase connectivity in the form of SIMS, dongles and mobile hotspots. This could be seen as a good will gesture, however if we are serious about increasing accessibility for all - local government and tech firms should provide free public access to devices and wifi for all. This is doable and within your power.  

Please join in the #NoOneLeftBehind Campaign calling on tech firms and government to supply devices and open pall public wifi hotspots as a matter of urgency.  

Improving digital access has the potential to have a life changing effect on those living in poverty through Covid -19 and beyond.  

References: 

Bowyer G, (2019) “Switched On” Carnegie UK Trust, Fife.  

OFCOM, (2019 reissued 2020), Connected Nation 2019 UK Report, London. https:// www.ofcom.org.uk/.../186413/Connected-Nations-2019-UK-final.pdf - Date accessed 15th April 2020. 

BBC (2020) https://www.bbc.co.uk/news/av/uk-52227222/coronavirus-bbc-presenter-emily-maitlis... - Date accessed 15th April 2020. 

RTE (2020) Where is this one in piece? -stats on connectivity in South? https://www.rte.ie/.../2019/1018/1084218-91-of-households-now-have-internet-access - Date accessed 15th April 2020. 

Joseph Rowntree Foundation (2020) https://www.jrf.org.uk/blog/coronavirus-response-must-include-digital-access-connect... Date accessed 15th April 2020.  

Department of Education (2013) Priorities for Youth  https://www.eani.org.uk/publications/youth-service/priorities-for-youth - Date accessed 21st April 2020. 

 Department of Education England (2020) https://www.schoolsweek.co.uk/coronavirus-Dfe-to-provide-free -laptops. - Date accessed 20th April 2020.   

Reflections on Digital Youth Work in the Midst of a Global Pandemic

By Barry Fegan – local youth worker

As the world has struggled to adapt to the ever-increasing crisis of COVID19, we in the youth sector have been no different.  At first there was anxiety caused by mixed messages and seemingly conflicting advice received from bodies such as the World Health Organisation, the UK and Irish governments and the business and health sectors.  Similarly, within the youth sector we initially had some telling us to stay open even after schools were being advised to close.  One of the key features of youth work is its flexibility, its ability to adapt to changing situations and respond quickly to changing scenarios - and this case has been no different.  While centres closed their doors physically, on government advice and directives, we very quickly saw the emergence of a whole host of other innovative ways that workers sought to reach out to young people during this time of crisis.  

 A number of apps and sites that a technophobe, such as myself, had never heard of before suddenly became part of everyday life.  I took part in a Zoom webinar which considered some of the ethical concerns that we need to consider before using online platforms as a means of reaching out to young people during this difficult period.  As a youth worker I needed to consider how I might use some of these online platforms but also consider why.

There are obvious safeguarding and permission issues that come to the fore for any technology-based interaction with young people, such as parental permission.  But there are other things we need to consider also, such as, the impact this has on us and our families as we invite young people, albeit virtually, into our homes.  Not only are we considering how we might engage in a professional manner but are effectively asking members of our families to do the same.  We are testing new ways of working at a time when the majority of the people are confined to their homes, stressed, anxious and concerned.  Added to this we are then telling members of the household what they can or can’t do, what rooms they can or can’t access, while we ‘youth work’ in another room.  Stress inducing at an already stressful time!

These are just some of the issues that many youth workers are navigating.  Alongside these practical considerations however is a bigger question that needs addressed - what is the purpose of these engagements with young people?  Is it that we simply want to touch base with young people, to see how they are, to ensure that are not feeling isolated, to be a support should they need one. If so, I think we are well placed to do this.  It’s quite another thing, however, to try and carry out group work sessions and run programmes.  I’m not aware of any funders who are requiring a ‘business as usual’ approach in terms of meeting targets, but if so, this should be challenged by us all, rather than simply adhered to. 

As youth work practitioners and a sector we want to be doing as much as we can. We recognise that this is a difficult time for many of the young people we work with, as they learn to cope in these changing times, with parents who have lost jobs, with family members who are ill and in households where the financial and physical burdens are very real. We also must appreciate, however, that some of our colleagues will also be living in households experiencing very similar issues. I think the use of online platforms can be a great tool for meetings, discussions and webinars but I’m not sold on it as a means of developmental youth work – in fact I’m not sure that developmental youth work is what is needed in the middle of biggest global crisis since WW2.  As a sector we will have to ride this out as best we can, continuing to offer our support, guidance and understanding.  While online platforms are a means of staying in touch with young people, their scope is limited.  We need to acknowledge the limitations of tech at this time but also our own, as practitioners.