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.
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:
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 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’.
15 Dec 2022
We acknowledge Aboriginal people as the First Nations Peoples of NSW and pay our respects to Elders past, present, and future.
Informed by lessons of the past, Department of Communities and Justice is improving how we work with Aboriginal people and communities. We listen and learn from the knowledge, strength and resilience of Stolen Generations Survivors, Aboriginal Elders and Aboriginal communities.
You can access our apology to the Stolen Generations.