This document sets out the modules which make up the Yo-Train programme. It sets out what the
working group consider to be appropriate delivery and assessment methods. It identifies the appropriate
target group and the level of study for each of the modules. It makes recommendations
for learning hours for each of the units/modules. The partners recognise that the amount of time
employers can release their staff for training will vary and decisions must be made locally about
how the programme will be delivered.
 

In the sections covering each of the modules you will find the aims of the individual modules, the
target group, learning outcomes and assessment criteria, and recommendations for content, learning
methods and supporting materials.

One of the issues highlighted during consultation by both youth workers and employers was
the importance of appropriate accreditation for the programme. This enables anyone successfully
completing it to be recognised as ‘qualified’ by other employers. Employers are more likely
to invest in training for their staff if it has a recognised status. In England there are nationally
recognised qualifications at vocational/pre-professional level accredited by awarding bodies, for
example the Open College Network, which are delivered by employers and colleges. Professional
qualifications are offered by universities and have to be professionally validated by the National
Youth Agency. In Sweden, professional qualifications are offered by Folk High Schools.
 

Therefore one of the first considerations for any group or organisation interested in delivering this
programme or any of its modules is what the most appropriate form of accreditation is for them.
 

Where it is not possible to gain external accreditation, it is important that there is a rigorous internal
system of assessment and moderation. This helps to ensure that it is clear what learners have
achieved through undertaking the programme, and therefore the level of competence an employer
can expect from them.

The Yo-Train project has enabled partners to have in-depth discussions about what we consider
to be youth work and what might make it distinctive from other professions and raise its status
in the partner countries. The core values of youth work form the foundation that principles and
practice are built on.
 

Currently, the UK is the only country represented in the project that has its own nationally recognised
set of standards for youth work. However in Europe and world-wide there are other definitions
which reflect shared values. It was clear from discussions between the partners that there are
sets of values that are recognised as underpinning youth work in all the partner countries, but so
far they has not been formalised in the same way. We have endeavoured to ensure that the Yo-
 

Train programme reflects these shared values.
We recommend that anyone using this programme takes the time to identify and make time for
discussion of the values they are working to.

 

The key purpose of youth work, as set out in the UK’s Professional and National Occupational
Standards for Youth Work (Professional and National Occupational Standards for Youth Work: www.lluk.org/national-occupational-standards.htm), is to:

‘Enable young people to develop holistically, working with them to facilitate their personal, social
and educational development, to enable them to develop their voice, influence and place in society
and to reach their full potential’

The values identified in the standards as being at the core of the work are:

• young people choose to be involved, not least because they want to relax, meet
• friends, make new relationships, to have fun, and to find support,
• the work starts from where young people are in relation to their own values, views
• and principles, as well as their own personal and social space,
• it seeks to go beyond where young people start, to widen their horizons, promote
• participation and invite social commitment, in particular by encouraging them to be
• critical and creative in their responses to their experience and the world around them,
• it treats young people with respect, valuing each individual and their differences, and
• promoting the acceptance and understanding of others, whilst challenging oppressive behaviour
and ideas,
• it respects and values individual differences by supporting and strengthening young
• people’s belief in themselves, and their capacity to grow and to change through a
• supportive group environment,
• it is underpinned by the principles of equity, diversity and interdependence,
• it recognises, respects and is actively responsive to the wider networks of peers,
• communities, families and cultures which are important to young people, and through these
networks seeks to help young people to achieve stronger relationships and collective identities,
through the promotion of inclusivity,
• it works in partnership with young people and other agencies which contribute to young
people’s social, educational and personal development,
• it is concerned with how young people feel, and not just with what they know and can do,
• it is concerned with facilitating and empowering the voice of young people encouraging and
enabling them to influence the environment in which they live,
• it recognises the young person as a partner in a learning process, complementing
• formal education, promoting their access to learning opportunities which enable them to fulfil
their potential,
• it safeguards the welfare of young people, and provides them with a safe environment in which
to explore their values, beliefs, ideas and issues.

• taking place outside the structures of the formal education system and differing from this in
  the way it is organised and the type of recognition this learning confers;
• being intentional and voluntary and
• aiming above all to convey and practice the values and skills of democratic life.

The Council identity the key functions of youth work as to:

• empower young people
• develop relevant learning opportunities
• accompany young people in their intercultural learning process
• contribute to organisational and youth policy development
• use evaluative practice ( European portfolio for youth leaders and youth workers:

  http://www.coe.int/t/dg4/youth/Resources/Portfolio/Portfolio_en.asp )

Beyond Europe, the Development Education Association defines Global Youth Work which:

• starts from young people’s experiences and encourages their personal, social and political
  development.
• works to the principles of informal education and offers opportunities that are educative, participative,
  empowering and designed to promote equality of opportunity.
• is based on an agenda that has been negotiated with young people.
• engages young people in a critical analysis of local and global influences in their lives and
  those of their communities.
• encourages an understanding of the world based on the historical process of globalisation and
  not the development or underdevelopment of societies.
• recognises that the relationships between and within, the ‘North’ and the ‘South’ are characterised
  by inequalities generated through globalisation processes.
• promotes the values of justice and equity in personal, local and global relationships.
• encourages and understanding of and appreciation for diversity locally and globally.
• views the peoples and organisations of the North and South as equal partners for change in a
  shared and interdependent world.
• encourages action that builds alliances to bring about change ( http://www.dea.org.uk/ ).

The programme is organised into modules of learning. The first module “Essentials of Youth
Work” aims to cover the skills and knowledge required of youth workers delivering face to face
work with young people in a range of settings at a vocational/pre-professional level. It is envisaged
that it will form a route to a basic level of qualification in youth work which can be delivered
either by employers themselves, by educational establishments or a partnership of the two. The
module itself, because it covers such a wide range of skills and knowledge, is divided into units of
learning.
 

The other modules build on some of the issues already covered in “Essentials of Youth Work” and
provide an opportunity to offer training for professional progression or specialisation, and therefore
may be offered at a higher level of study. These three modules draw on the strengths and interests
of individual partners and have potential for adaptation and further development to cover
other issues and topics than those identified.
 

Each module contains details of the level, learning outcomes, assessment criteria, suggested content,
suggested exercises and supporting resources and literature.
 

Recommended Yo-Pro exercises are listed with each module. These may be used both in training
with the youth workers themselves and as resources they can try out with the groups of young
people they are working with.
 

The recommended literature and resources should be used to both inform the content of the programme
and as a source of ‘handouts’ for participants.

There may not be one person who has all the skills and knowledge to deliver the Yo-Train programme.
 

Planning, delivery and assessment could be carried out by a ‘team’ which includes at
least someone from an education background and someone with a professional youth worker
background. Between them the team should:

• understand and have a commitment to the values and principles of youth work as outlined in
  this document.
• have relevant experience of teaching or training those working with young people.
• have a sound theoretical basis in the work.
• have experience of youth work or work with young people.
• have a specialism where appropriate.
• know where to access appropriate resources and information, including relevant policies and
  procedures.
 

Involvement in delivering the programme could also offer opportunities for experienced youth
work practitioners to develop their facilitation skills.
 

Depending on arrangements for delivery and assessment, additional assessors who are not involved
in the delivery of the programme may be required. Assessors should be experienced
practitioners with supervision skills, and knowledge and understanding of the requirements of the
training programme.
 

Suitable induction, training and/or supervision should be provided for everyone involved in delivery
and assessment.

Although this programme has been written in discreet units, both delivery and assessment can be
done holistically. For example, aspects of the role of the youth worker can be explored alongside
aspects of values and principles of youth work. Assessment tasks can be designed to demonstrate
that participants have met learning outcomes across several units.
 

Because youth work is an value-led, educative process that should be carried out in a democratic,
inclusive and anti-discriminatory way, the educative process for youth workers should mirror this
by using learning methods which:
 

• are participatory
• value the experience and diversity of the learning group, use them as learning resources
• uses the learning group itself as a learning tool for group dynamics and processes
• encourage and enable critical reflection and analysis
 

 

Facilitators should have the skills to be able to:

• encourage mutual respect within the group
• constructively challenge prejudice and discrimination and encourage group reflection on the
  emerging issues
• model appropriate behaviours and values

The aims, aspirations and needs of the learning group should be considered when designing
learning activities, including any identified special needs.
 

Learning activities should be participative and relate to the real working environment where possible.
 

Participants must be prepared to bring their experience to the group and participate in discussions
and activities. Tutors should take account of the levels of confidence of participants so they
can be supported to contribute fully.
 

Suggested activities:

• discussion in pairs, small and large groups which draws on the participants’ personal and
  professional experience
• group exercises and tasks
• case studies
• presentations
• guest speakers and tutors
• keeping a learning journal
 

With each module, there are suggested group exercises taken from the Yo Pro project and reviewed
for Yo-Train.

When running the programme, be clear about how the modules will be assessed. Some recommendations
are made below.
 

Assessment methods should take into account the abilities of the learning group. For example if
there are written assignments, do any of the learners need support with literacy, or is there another
assessment method that would work as well?
 

Also consider whether the learner is working in an appropriate youth work setting and role. For
example, if someone is only doing one to one advice work with people, they would be unable to
demonstrate that they have met the assessment criteria for working with groups.
 

We recommend that there should be a minimum attendance requirement of 80% for taught sessions
because the group learning is an important part of the process.
Evidence of achievement of each of the assessment criteria should be kept in a ‘Portfolio of Evidence’.

In order not to place too heavy an assessment burden on the participant, there should be use of
evidence already available from the workplace. For example session plans, session recordings,
notes of team meetings, reports, work produced by young people. However the participant’s role
and level of involvement in the work should be made clear and the participant may need to provide
a commentary to clarify this.
 

However there should not be an over-reliance on ‘safe’ and unchallenging methods of assessment.
The Yo-Train programme should also offer the opportunity to develop new skills and try out new
methods approaches in a supported setting.

Observation of practice by an appropriate assessor and statements from suitable witnesses e.g. colleagues and young people themselves, can be a very effective source of evidence. Careful thought
needs to be given to appropriate sessions to be observed, for example, that appropriate arrangements
have been made with the workplace (where a ‘closed’ group rather than an open session is being observed, permission may need to be sought and specific
issues of confidentiality may need to be addressed), whether the participant will be able to demonstrate
a range of competences within that session and what they might be. It can be helpful if possible
for the assessor and participant to have a discussion immediately following the observation so the
participant can get informal feedback from the assessor and they can discuss any issues or problems.
 

With witness statements, thought needs to be given to who would make an appropriate witness.
Guidelines need to be given about what a witness statement is and should contain. The witness
is not being asked to make an assessment, merely to set out what they have observed the participant
doing. A common mistake is to write the statement like a reference. It may help to provide a
proforma for witness statements.

These could include:

• field work projects
• tutor observation
• session recordings/Reflective journals/learning logs
• presentations – individual or group
• assignments – these may include essays, case studies, needs analysis, community profiles
• professional discussion
• question and answer sessions
• photographic/video or audio evidence

The levels ascribed to units in this module are based on descriptors from The European Qualifications
Framework for Lifelong Learning:

 

http://ec.europa.eu/dgs/education_culture/publ/pdf/eqf/broch_en.pdf 

 

Level 3 is most appropriate for Module A bearing in mind the level of knowledge, skills and competence expected of an unqualified youth worker.
 

The other modules, however, could be delivered and assessed at Levels 3 or 4 depending on the
target group.
 

In the context of EQF:

• knowledge is described as theoretical and/or factual.
• skills are described as cognitive (involving the use of logical, intuitive and creative thinking)
  and practical (involving manual dexterity and the use of a range of methods, materials, tools
  and instruments).
• competence is described in terms of responsibility and autonomy.

Supporting material
File name	Description
Level.pdf	Level table

Learning hours can include the time a learner spends in a ‘taught’ session; work practice; any
reading or research needed to further develop their understanding; tutorials or supervision directly
related to their learning or work for assessment; preparing for, carrying out and presenting
work for assessment.
 

What became clear from discussion between the partners and consultations in the partner countries
were differences in the amount of time employers felt able to allow their staff for training.
For example, it is common practice in England for a Level 3 qualification in youth work to take
an academic year to deliver, on the basis of one session (2 – 3 hours) per week over 25 – 30 weeks.
Assessment may not be completed until some time after the programme has been delivered. Some
organisations will deliver in a shorter period of time by holding ‘blocks’ of learning over weekends.

Because the programme in this form has not been accredited, the learning hours assigned to
each module, or units within module A, are recommendations only. It is up to the accrediting or
delivering agency it to decide the learning hours assigned to modules and prioritise the elements
within them.

This module is aimed at people working with young people, paid or as volunteers, who wish to
develop their practice and gain a recognised qualification in youth work. This may include people
with no qualifications or with professional qualifications in other fields.

 

Because of the delivery and assessment methods of the programme that we recommend, it is vital that participants are actively involved in face to face work with young people in an appropriate setting while they are undertaking the module.

The primary aim of this module is to ensure that youth workers have the opportunity to develop knowledge, skills and behaviours and explore the values appropriate to their role with young people and are able to demonstrate their competence through a rigorous, fair and relevant assessment framework.

This unit will enable participants to explore their own values and how they affect their youth work practice, will develop their understanding of the values and principles underpinning youth work, and develop their ability to work in ways which build young people’s self esteem while encouraging participation and challenging discrimination, prejudice and oppressive behaviour.

 

Level 3, 40 learning hours

See attached table

Supporting material
File name	Description
Mod_A Unit 1.pdf

This unit will enable participants to explore their role as a youth worker in terms of both the policies
and practices of their organisation and their role with young people in the light of the values
and principles of youth work.

 

Level 3, 40 learning hours

See attachement

Supporting material
File name	Description
Mod_A Unit 2.pdf	Unit Table

This unit will enable participants to explore the impact of wider social, political and economic factors
on young people and their transition to adulthood.

 

Level 3, 40 learing hours

Supporting material
File name	Description
Mod_A Unit 3.pdf	Unit Table

This unit will enable participants to explore group processes and their role as a youth worker with
groups of young people.

 

Level 3, 40 learning hours

See attachement

Supporting material
File name	Description
Mod_A Unit 4.pdf	Unit table

This unit will enable participants to explore different forms of oppression and their impact on
young people, and youth work approaches to challenging oppression and promoting inclusion.

 

Level 3, 40 learning hours

Supporting material
File name	Description
Mod_A Unit 5.pdf	Unit Table

This unit will enable participants to explore their role and responsibilities as a youth worker in different settings: for example, open access and institutional provision, street work and projects in both the statutory and voluntary sectors
 

The unit will enable participants to gain a deeper understanding of the history, principles and practice relating to their own and others’ particular work setting.
 

The content of the unit can be adapted to take account of the knowledge and experience participants bring from their own work settings.
 

Level 3, 30 learning hours

See attachment

Supporting material
File name	Description
Mod_A Unit 6.pdf	Unit table

The National Youth Agency (England) http://www.NYA.org.uk
 

UK Youth has a long standing history of publishing essential resources that have been developed and trailed by those that work with young people. http://www.ukyouth.org/whatwedo/publications

Professional and National Occupational Standards for Youth Work: http://www.lluk.org/national-occupational-standards.htm

 

 European portfolio for youth leaders and youth workers:

http://www.coe.int/t/dg4/youth/Resources/Portfolio/Portfolio_en.asp

http://www.dea.org.uk/ DEA promotes education for a just and sustainable world

http://www.infed.org Resource for educators and others interested in informal education, youth work, community development and lifelong learning.

http://www.salto-youth.net/ is a network of 8 Resource Centres working on European priority areas within the youth field. It provides youth work and training resources and organises training and contact-making activities to support organisations and National Agencies within the frame of the European Commission's Youth in Action programme and beyond.

____

 

Banks, S. (1999) Ethical Issues in Youth Work. London: Routledge

Batsleer, J. (2008) Informal Learning in Youth Work. London: Sage

Bell, J. (1999) Doing Your Research Project: A Guide for First Time Researchers in Education and
Social Science (3rd edition). Maidenhead: Open University Press

Brown, A (1992) Groupwork. Aldershot: Ashgate

Burton, P. (1993) Community Profiling: A Guide to Identifying Local Need. Bristol: SAUS Publications

Fine, N. and Macbeth, F. (2000) Playing with Fire: Conflict Resolution for Young Adults. London:
New Society Publishers

Freire, P. (1972) Pedagogy of the Oppressed. London: Penguin Books

Forsyth, D. (1999) Group Dynamics. London: Brooks/Cole

Hanström and Pettersson Svenneke “Youth work with open access"

Harrison, R et al (eds) (2007) Leading Work with Young People. London, Sage

Harrison, R and Wise, C. (2005) Working with Young People. London: Sage

Heron, J. (1993) Group Facilitation: Theories and Models for Practice. London: Kogan Page

Miller, A. (2002) Mentoring Students and Young People. London: Kogan Page

Mullender, A and Ward, D. (1991) Self-directed Group Work: Users Take Action for Empowerment.
London: Whiting & Birch

Robertson, Sue (2005) Youth clubs: association, participation, friendship and fun! Russel House,
Lyme Regis

Sapin Kate (2009) Essential Skills for Youth Work Practice. Sage, London

Thompson, N. (2006) (4th edition) Anti-discriminatory Practice. Basingstoke: Palgrave Macmillan

 

 

Furthermore, several excercises in the appendix can be used to deliver Essentials of Youth Work.

 

The target group for this module is experienced women youth workers who are interested in
developing their understanding and practice in relation to empowering anti-sexist work with girls
and young women, or work with girls and young women from a feminist perspective. They should
have completed the “Essentials of Youth Work” programme or other similar training.

The learning hours for this module can be determined by the delivering organisation. The depth
in which the content is covered can be determined by local needs and priorities and by the needs
of the learners themselves. However we recommend a minimum of twenty hours. Please read Introduction to Yo-Train, chapter 13 for more information.

This unit will enable participants to explore the impact of sexism and develop their ability to deliver
effective, empowering work with girls and young women.

 

Level 3 - 4

Supporting material
File name	Description
Mod_B Unit.pdf	Unit table

Forum Theatre - among others

 

www.feministwebs.com For resources for work with girls and young women from a feminist perspective.
 

www.fawcettsociety.org.uk Fawcett is the UK’s leading campaign for equality between women and
men.

www.thefword.org.uk The F-Word is an online magazine dedicated to talking about and sharing
ideas on contemporary UK feminism.

http://www.object.org.uk/ Object challenges ‘Sex Object Culture’ - the objectification of women,
particularly the normalising of the porn and sex industries, through lad’s mags or lap dancing.

http://www.guardian.co.uk/lifeandstyle/women A link to the Guardian Newspaper’s Women’s
page, a source of information thought provoking articles.

The Women’s Resource Centre (WRC) is a charity which supports women’s organisations to be
more effective and sustainable. They provide training, information, resources and one-to-one support
on a range of organisational development issues. They also lobby decision makers on behalf
of the women’s not-for-profit sector for improved representation and funding.
http://www.wrc.org.uk/includes/documents/cm_docs/2008/s/statistics.pdf

WOMANKIND Worldwide believes women in developing countries are a powerful force for
change. http://www.womankind.org.uk/statistics.html

Key indicators of women’s position in Britain
Findings from a recent comprehensive study of women in Britain commissioned by the Women
and Equality Unit http://www.statistics.gov.uk/cci/article.asp?id=520

 

______

 

Adams, J. (2007) Go Girls! Supporting Girls’ Emotional Development and Building Self Esteem.
Brighton:TSA

Banyard, K. (2010) The Equality Illusion. London: Faber and Faber

Batsleer, J. Working with Girls and Young Women in Community Settings. Ashgate:Arena

Benetello, D (1996) Invisible Women: Detached Work with Girls and Young Women. Leicester:
Youth Work Press

 

Morgan, S. And Harland, K. (2009) The ‘Lens Model’: A practical tool for developing and understanding
gender conscious practice Youth and Policy, 101, 67-79

 

The target group for this module is experienced youth workers who are interested in developing
their understanding and practice in relation to social inclusion of ethnic minorities. They should
have completed the “Essentials of Youth Work” programme or other similar training that has
covered the values and principles of youth work, the role of the youth worker, young people and
society, group work, anti-oppressive practice and youth work in different settings.

The learning hours for this module can be determined by the delivering organisation. The depth
in which the content is covered can be determined by local needs and priorities and by the needs
of the learners themselves. However we recommend a minimum of twenty hours. Please read Introduction to Yo-Train, chapter 13 for more information.

 

This module aims to:
 

• Develop the ability of youth workers to work with diversity in groups of young people
• Develop the youth worker’s understanding of the causes and impact of exclusion, and the role
  of the youth worker in promoting inclusion
• Develop the ability of the youth worker to reflect on their own experience of exclusion
• Develop the ability of the youth worker to work in a way which respects young people’s backgrounds,
  interests and wishes and deliver effective work leading to a higher degree of participation
  and positive inclusion for all young people.

 

Level 3 - 4

 

Supporting material
File name	Description
Mod_C Unit.pdf	Unit table

YO-PRO – Module 1 Youth Work in Progress
Ex. 2 and 3: social competences: observation, empathy etc.
Performance skills: dealing with diversity, conflict-solving skills
YO-PRO – Module 2 Young people and Creativity
Ex. 2 and 3: social competences: communication, working in teams etc.
Performance skills: development of creative forms of expression
YO-PRO – Module 4: Mirroring youth culture
Social skills: discovering individual developments, teamwork,
Performance skills and methodical skills: planning and carrying out of activities.
YO-PRO – Module 6: Empowering young people
Ex. 7: social skills: observation of individual developments, ability to work in teams,
development of group work.

United Nations’ Conventions on Racial Discrimination, the Rights of the Child, the Rights of Persons
with Disabilities, Human Rights

United Nations’ Convention on the Rights of Persons with Disabilities, as adopted by the UN
General Assembly in 2006

Ahmed, S. (2004) The Cultural Politics of Emotion. Edinburgh: Edinburgh University Press

Allport, G. (1954) The Nature of Prejudice. Reading, MA: Addison Wesley

Hills, J, Le Grand, J and Piachaud, D (eds) (2002) Understanding Social Exclusion, Oxford: Oxford
University Press

Joseph, J et al (2002) Towards Global Democracy: An exploration of Black Perspectives in Global
Youth Work. London: Development Education Association

Thomas, P. (2006) ‘The Impact of Community Cohesion on Youth Work: a case study from Oldham.
Youth and Policy, 93, 41 - 60

 

On Intercultural Work:

Louise Derman-Sparks, Carol Brunson Phillips : Teaching/Learning Anti-Racism: A Developmental
Approach, 2006

Petra Wagner: Handbuch Kinderwelten: Vielfalt als Chance - Grundlagen einer vorurteilsbewussten
Bildung und Erziehung, Freiburg 2008

Roland Bühs: Materialien zur interkulturellen Erziehung in Kindergarten und Primarstufe: Zielgruppenspezifisches

Handbuch, basierend auf dem “Praxishandbuch für Lehrerinnen und Lehrer”,
Berlin 2003

 

On Communication:

Friedemann Schulz von Thun: Miteinander reden, Bd. 1

Paul Watzlawick: Situation is Hopeless, But Not Serious: The Pursuit of Unhappiness, 1993

Kate Sapin: Essential Skills for Youth Work Practice, London 2009

 

On Inclusion:

Josef Scheipl, Peter Rossmann, und Arno Heimgartner: Partizipation und Inklusion in der Sozialen
Arbeit, 2009

The target group for this module is experienced youth workers who are interested in developing
their understanding and practice in relation to social inclusion of ethnic minorities. They should
have completed the “Essentials of Youth Work” programme or other similar training that has
covered the values and principles of youth work, the role of the youth worker, young people and
society, group work, anti-oppressive practice and youth work in different settings.

The learning hours for this module can be determined by the delivering organisation. The depth
in which the content is covered can be determined by local needs and priorities and by the needs
of the learners themselves. However we recommend a minimum of twenty hours. Please read Introduction to Yo-Train, chapter 13 for more information.

This module aims to:

• Develop understanding of the importance of participation and democracy to the youth work
  process
• Develop understanding of the importance of creating consistent, ongoing democratic structures
  appropriate to the young people being worked with;
• Develop the ability to create a participatory and democratic environment and facilitate democratic
  processes, including being able to use a range of youth work methods and being able to
  access resources to facilitate the work.

 

Level 3 - 4

Supporting material
File name	Description
Mod_D Unit.pdf	Unit table

Besides the exercises below (see Appendix), different kinds of “warm ups” and ” ice- breakers”
from the Yo-Pro Handbook are suggested.

YO -PRO – Module 2: Young people and creativity
• Dream travel
• Positive Brainstorm
• Rotating idea development, including The Cross Road and The Circle
• Open Space
YO -PRO – Module 4: Facilitating youth projects
• Group-portraits
• Project discriptions youth
• Project discriptions youthworkers
• The sculpture
YO -PRO – Module 6: Empowering young people
• Group contract
• The cow
• Dream vision
• Listening skills
• Story telling
• The Lego teambuilding exercise

www.freechild.org A homepage for youth participation.
 

www.freechild.org/ladder.htm for Hart’s Ladder of Participation.
 

http://www.freechild.org/YouthVoice/index.htm for a Youth Voice tool-box.
 

http://www2.ungdomsstyrelsen.se/butiksadmin/showDoc/4028e58a001ca0d101001d84004e00c7/
Shortcuts_to_gender_equality.pd for Domination techniques: “Shortcut to gender equality” Swedish
board on Youth Affairs.
 

http://lithgow-schmidt.dk/sherry-arnstein/ladder-of-citizen-participation.html for Arnstein’s Ladder of Participation.
 

http://www.harryshier.110mb.com/
 

http://www.infed.org
 

http://www.participationworks.org.uk/

 

http://www.salto-youth.net/

 

 

______

 

Antonovsky, A. (1987) Unraveling the Mystery of Health - How People Manage Stress and Stay Well.
San Francisco: Jossey-Bass

Dahl, R. A. (1989) Democracy and Its Critics. Yale University Press

Grieg, A. and Taylor, J. (1999) Doing Research with Children. London: Sage

Harrison, R. et al (eds) (2007) Leading Work with Young People. London, Sage

Hanström, M. and Pettersson-Svenneke, D (2008) Youth Work with Open Access

Havström M. och Pettersson-Svenneke D. ( 2007) “Fritidledares tysta kunskap”, Fritidsforums
förlag

Hart, R. (1997) Children’s Participation:The Theory And Practice Of Involving Young Citizens In
Community Development And Environmental Care. UNICEF

Pettersson Diana (1987) “Gårdsdemokrati – en utvärdering”, Fritid Stockholm

Pettersson-Svenneke Diana (2010) Democracy and Participation

Robertson, S. (2005) Youth clubs: association, participation, friendship and fun! Lyme Regis: Russel
House

Sapin, K. (2009) Essential Skills for Youth Work Practice. London: Sage

Shier, H. (2009) ‘Children as Public actors’ Children & Society, 24, 1 24 – 37

Smith, M. (1982) Creators not Consumers: Rediscovering Social Education. Leicester: National Association
of Youth Clubs

Thomas, N. (2001) Children, Family and the State: Decision-Making and Child Participation. New
York: St. Martin’s Press

Watzlawick, P. (1983) Situation is Hopeless, but Not Serious: The Pursuit of Unhappiness. New York:
Norton

Supporting material
File name	Description
YoTrain_Appendix_5.pdf

Supporting material
File name	Description
Yo-Pro handbook 2006.pdf	Yo-Pro handbook 2006