Best practice in youth work interventions
A number of studies have sought to synthesise components of best practice in youth work. For example, Bruce et al (2009) explored youth work targeting 10-19 year-olds in Christchurch, New Zealand to identify key practices that enhance work in the youth sector as well as gaps and needs in service provision. From a series of focus group discussions and interviews with youth advisors and stakeholders, the authors distilled four components of best practice in youth work. These include:
Development of programs and services that are long-term, sustainable and relationship-based birthed and sourced from within the community.
Embracing notions of independence and autonomy among services for young people.
Ability to build capacity in terms of staff professional development, effective research, evaluation and information gathering and sharing, and leadership in the area of governance and management.
Consideration of macro-contexts including economic, political and social and cultural factors.
Example:
STARTTS: STARTTS in Schools strategy –
Program providing trauma-informed and recovery-focused individual and group work interventions to young people with refugee backgrounds
What is it?
The STARTTS in Schools strategy (SIS) comprises a School Liaison Program which operates as an interface between NSW schools and STARTTS’ programs and facilitates systemic changes at the school environment level that support SIS aims. SIS is delivered through internal collaboration with the School Liaison Program, Child and Adolescent Counsellors and the Youth Team, and external partnership with the Department of Education and Catholic Education Office. This integrated delivery model expands STARTTS’ reach across schools and students in NSW. Supports provided through SIS include: individual and trauma-informed group-work interventions, professional learning for school staff, development and support of clusters of schools to promote partnerships and implement whole-of-school approaches, and personalised consultation for school staff.
What are its impacts for young people?
In line with Bruce et al (2009) outline of ‘effective youth work practice’, STARTTS’ approach involves connected services, adopts a strengths-based approach, is focused on capacity building and facilitates contextual and systemic changes to the school environment.
Considerations for service design and delivery
From this analysis, the authors developed a non-exhaustive series of guideline questions that can be used to determine the extent to which youth work programs reflect this model of best practice:
- ‘Is the youth service community-based, birthed and sourced?
- Is the youth service one that has worked with young people for a significant period of time and which has, during that time, sought to develop strong relationships with young people and other youth sector stakeholders?
- Are there signs of community life, connectivity and collaboration?
- Does the youth service have a strengths-based approach to working with young people in terms of helping young people develop the knowledge, skills and attitudes that will benefit them?
- Does the youth service seek to develop independence/autonomy within young people through empowerment and youth participation?
- Does the youth service foster acts of generosity and social responsibility?
- Is the youth service place high value on the training of youth workers, leaders, etc.?
- Is the youth service committed to capacity building?’
These principles of best practice youth work outlined in Bruce et al (2009) are reflected in youth work scholarship more generally. For example, Moensted, Day & Buus (2020) conducted interviews with 12 youth practitioners as well as a focus group with an additional 8 practitioners to explore their work in supporting positive transitions with and for disadvantaged young people in Australia. The authors found that having an ecological focus, encouraging personal agency, and fostering alternative possibilities were components of best practice youth work and critical to facilitating practitioner dialogue and supporting young people’s positive life trajectories.
Best practice principles for youth work with Aboriginal and/or Torres Strait Islander young people
Best practice principles have also been identified in for youth work with Aboriginal and/or Torres Strait Islander young people by Reed-Gilbert and Brown (2002, ‘WEAVE*: Our Place').
WEAVE*: Our Place: stories about good practice in youth work with Aboriginal young people
Reed-Gilbert and Brown’s text, ‘Our Place: Stories about good practice in youth work with Aboriginal young people’ offers practical best practice tips for youth workers and organisations working with First Nations young people and communities. For example:
Non-Aboriginal workers must be aware of both the cultural values and norms they bring to their work as well as those of the First Nations communities with whom they work. Where possible, workers should involve the elders and community members in their work with young people (subject to young person’s consent). Additionally, workers must understand the nature of intergenerational trauma resulting from the ongoing systemic oppression experienced by Aboriginal and Torres Strait Islander people in Australia.
Non-Aboriginal workers must be aware of both the cultural values and norms they bring to their work as well as those of the First Nations communities with whom they work. Where possible, workers should involve the elders and community members in their work with young people (subject to young person’s consent). Additionally, workers must understand the nature of intergenerational trauma resulting from the ongoing systemic oppression experienced by Aboriginal and Torres Strait Islander people in Australia.
Non-Aboriginal workers must be aware of both the cultural values and norms they bring to their work as well as those of the First Nations communities with whom they work. Where possible, workers should involve the elders and community members in their work with young people (subject to young person’s consent). Additionally, workers must understand the nature of intergenerational trauma resulting from the ongoing systemic oppression experienced by Aboriginal and Torres Strait Islander people in Australia.
*Book published under ‘South Sydney Youth Services’, now known as ‘Weave’.
Last updated:
15 Dec 2022
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