Street-based youth work

explanation, guidelines and strategy

Wiltshire Youth Development Service

Acknowledgements

Wiltshire Youth Development Service would like to thank partners in the Salisbury area who have supported and part funded the delivery of the work represented in this document, especially Harnham Youth Venture and South Wiltshire Community Safety Partnership.

Also a very special thanks to all the young people featured from these various projects

Harnham SBYW Project Abbie; Chris; Corrin; Darren; Franki; Gavin; Jaques; Jordan; Kera; Lee; Luci; Luke; Nathan G; Nathan M; Ricky; Shelly; Sonnie; Stacey; Steph; Steve; Tash

Romp Bus Mobile Project Adam; Alex; Ben; Leanne; Lisa; Mathew; Tif

Salisbury Bridging Project Anne-Marie

ContentsSection 1 Introduction 5

Section 2 Clarifying concepts an agreed service definition of terms 7 Street-based Youth Work (SBYW) 7 Mobile work; 7 Outreach work; 7 Detached work 7

Section 3 The value of street-based youth work its role and function 8

Section 4 Planning for success how the work can be planned, phased 11 and structured over time to ensure success

Examples 11

Section 5 Guidelines for effective management and delivery 17 Management 17 Preparation 17 Targeting 18 Team work 19 Initiating contact 19 Developing delivery 21 Use of streetbags 23 Use of activities, trips and visits 24 Use of developmental group work 25 Work with other agencies and partner organisations 26 Monitoring and evaluation 27

Section 6 Management of risk 28 Working with conflict 28 Confidentiality 28 Referral 29 The law 29 Personal & professional safety 30 Service level Risk Assessment for SBYW 30

Section 7 Service strategy mainstreaming through locality-based teams 33

1. IntroductionThis document has been written to promote and guide the development of street-based youth work throughout the service, as part and parcel of its mainstream delivery to young people in the 13-19 age range. This includes projects that may be part-funded from external sources (e.g. the Community Safety and Drugs Partnership)

Street-based youth work (SBYW) is the term used to describe youth work when it is carried out with young people on the streets or in other public spaces. Its core purpose, principles and values remain the same as for youth work in any other setting (as described in the Services Curriculum Framework); although in practice, some aspects may require additional time and negotiation (e.g. establishing contact and boundaries)

It follows, therefore, that SBYW is primarily about engaging young people in programmes of informal educational activity designed with them to promote their personal and social development. As with youth work in any other setting, these programmes should be:

needs led

participative

developmental

empowering

inclusive

planned

reflective & evaluated.

5.

In line with this, it is important to recognise that although this approach offers a means of engaging those groups who may be more at risk or harder-to-reach it is never the less professionally unacceptable to

simply view street-based youth work as a tactical response to concerns about crime or community safety. To do so risks:-

confusing the remit of youth work with the role of enforcement;

marginalizing the works primary purpose (which is to educate and empower); and

colluding with the stereotype that portrays young people less worthy than adults by over associating youth with crime.

The concept of youth work is based on encouraging and facilitating young peoples voluntary involvement in developmental processes. Although this has clear preventative and diversionary value, it remains distinct from concepts of control or enforcement which are by nature, none negotiated. In practice, this means workers who are being expected to go out and get alongside at-risk groups whose behaviour may be problematic; should not then find themselves being held to account for this behaviour as if implicated by association and/or responsible for policing it which is a necessary but different role.

When street-based youth work is developed in conjunction with centre-based youth work, young people stand to benefit from a far more comprehensive and flexible service than could ever be achieved through one or other of these types of work alone. However, much relies on staff sharing a common understanding of related concepts, professional practices and strategy.

In order to establish this and to provide a source of easy ongoing reference the document has been divided into a number of distinct sections and sub sections, as set out on the previous contents page. As such, it represents the organisations continued commitment to developing and evolving its practices, in line with: the Governments Transforming Youth Work agenda; the five outcomes in Every Child Matters; and staffs own aspirations to reach out to increasing numbers of young people within the localities they serve.

6.

2. Clarifying ConceptsIt helps if everybody has a common understanding of related terms and concepts.

Street-based An umbrella term for work with young people in public settings youth work (includes Mobile, Out-reach and Detached)

Mobile work Using a converted bus/lorry/trailer as a focal point for contact and delivery in public settings. Typically these vehicles offer informal space designed for group discussion; access to information and selective use of activities etc. Often they are used to reach young people living in isolated rural areas, although they also have use in urban settings, (e.g. on estates where there is no provision) and/or at high profile events (e.g. festivals and fun days). They are often decorated to attract. Their purpose can be targeted at specific age ranges (e.g. play bus or youth bus) and/or themed to focus on specific curriculum areas (e.g. Arts or drugs work)

Outreach work 1. Working in the catchment of a youth centre to: promote and negotiate its use - by new or existing groups maintain a professional overview of the local youth scene (to assess and prioritise need)

2. Taking the services of a specialist agency or project out to young people who would or could not come in to use it (e.g. Drugs, Arts or Health project)

Detached work A planned and committed approach to engaging young people in developmental projects and programmes initiated, sustained and informed by ongoing contact on the streets. Among other things, this approach is characterised by its:

flexibility to assess and target groups most in need or at risk

capacity to develop a response independent of other provision (if necessary)

ability to provide young people with a stepping stone to other services

Centre-based An umbrella term for the use and development of buildings as a work resource and focus for programmes of youth work including as a base for street-based youth work. (youth centres; community centres, village halls etc).

7.

3.The value of street-based youth work its changing role and function

Street-based youth work (SBYW) in all its various forms has been around for many decades. Throughout the 70s and 80s, youth workers that worked with young people on the streets tended to form a sub-culture within the profession, by focusing on those elements of practice they saw to be fundamentally different from working with young people in clubs and centres.

Phrases such as working with young people on their own turf and no building no

power, were commonly used to denote the difference. These were based on assumptions that young people felt more ownership over the public spaces they choose to gather in, than over spaces provided for them by adults; and that in this context, the working relationship was more equitable because workers were not viewed by young people to be in authority over the setting.

Since the early nineties, preoccupation with the difference between these types of youth work has given way to ongoing experimentation with the ways they inter-relate and complement each other.

Now the emphasis is on mixing and matching street-based work with centre-based work to achieve a wholly more sophisticated and inclusive style of delivery: A style of delivery that whilst firmly grounded in a set of common values, can vary in form, as and when required, to meet the changing needs of different groups within the community at any given time. For example, it is often the case that groups who would not normally choose to access their local youth centre will do so if they are first given a chance to get to know the workers on the street. Equally, a group who stops using a centre may remain a priority group within the locality, with needs that can continue to be met by youth work on the streets.

Within this more flexible and dynamic approach to youth work, the street-based youth work element performs a number of valuable functions:-

8.

1. gaining an overview of the youth sceneit enables local youth work teams to establish and maintain a professional working over-view of their local youth scene. (e.g. which young people do what? when? where? and why?)

2. increasing profile & contactit increases the teams profile and contact-base both generally within the wider community; and more specifically among those young people who do not use the centre

3. assessing needit allows the team to assess, analyse and prioritise the needs of different groups. (On grounds of inclusion, it is important for teams to be aware of which groups they are and are not working with at any given time and why)

4. targetingit provides teams with a mechanism for targeting and engaging harder-to-reach groups within their area who may be more in need and/or at-risk.

5. developing non-aligned responsesit affords flexibility to develop and offer non-aligned programmes of work - i.e. detached programmes of activity, learning and support that are not seen to be associated with a youth centre or other institutional providers.

6. improving centre-based access and inclusionit offers new and/or excluded groups support to access the centre and develop their stake in shaping its programmes and activities alongside other existing users.

7. providing on-the-spot info, guidance & support (street bags)Street-bags (rucksacks filled with carefully selected young-person-friendly leaflets and curriculum materials ) are used to enhance the educative content of street-level discussions; and enable the team to deliver on-the-spot information, guidance and support.

9.

8. signposting to other servicesProvided the team is well networked and has good referral arrangements in place, SBYW can encourage and enable young people to access other services they may need. It does so, not by simply pointing them in the direction (signposting) but by also acting as a stepping stone to help them bridge the often perceived gap.

9. advocacyWhen youth workers spend substantive periods of time with young people in community settings, they often spot needs, qualities and potential that others may not have recognised. Where this is the case and young people are not in a position to articulate it for themselves youth workers have a responsibility to advocate on their behalf.

10. facilitating community involvement and cohesionSBYW is well placed to promote and support young peoples active participation in important community initiatives and processes e.g:-

Local democracy and decision-making

Community planning and regeneration

Community safety and cohesion

11. prevention & diversionit makes a recognised contribution to preventing and diverting young people from harm. Government guidance in the form of Transforming Youth Work describes youth workers (particularly outreach and detached) as being well placed to develop relationships with young people at risk, identify issues and intervene to prevent problems.

10.

4.Planning for success how SBYW can be planned, phased and structured over time to ensure successAs with all youth work, it is vital that the street-based element is thoroughly planned in line with the Services Curriculum Framework - both logistically (in terms of tasks and timescales) and content wise (in terms of anticipated learning outcomes for young people). Youth work that is unplanned, open ended and on-going, quickly looses its focus; its impact; and is hard to evaluate!

Whether it is mobile work, outreach or detached - street-based youth work should always be:

1. conceived of as a project

2. given a clear time frame, and

3. guided by sets of aims and objectives

Because of the informal style of this delivery (often perceived as just chatting to young people on the streets); and the danger of it becoming over reactive (i.e. just responding to issues as and when they arise); it is important to break the overall time span of the SBYW project down into predetermined phases each with their own set of aims and objectives. This a) builds back in the necessary professional structure, and b) allows for a more pro-active educational approach.

These phases can then be designed so that they

anticipate the natural cycles within the work, (e.g getting-to-know; working with; moving on etc), and

introduce groups to increasingly developmental opportunities and processes (i.e. designing-in progression).

For example:

1st PhasePhase 1 of any SBYW project would nearly always be reserved for gathering information and assessing need. This is commonly referred to as reconnaissance or mapping. During this period, workers will combine intelligence gathered from other sources with that gained from initial contact with young people themselves, to inform the future targeting and direction of the work. It will usually point to which groups to prioritise and which issues to address. It is important that workers give themselves sufficient time to get to know the environment, the young people and their needs, before launching into a major response or intervention.

11.

2nd PhasePhase 2 may focus on introducing groups met during reconnaissance, to a variety of youth work processes; so that they gain some understanding through experience of what youth work means and can offer. This can be viewed as a taster phase, during which the youth work team consciously sets itself the objective of ensuring that, by the end of the phase, most young people it has been working with will have experienced key elements such as:

supportive 1 to 1 work;

stimulating street-level group discussion;

access to relevant curriculum related information and guidance; and

supported access to any existing provision.

Often, this phase can also include offering groups the chance to plan and take part in various one-off activity trips and visits in response to the needs and interests they expressed during reconnaissance. This not only demonstrates the teams preparedness to offer groups something back in return for all the talk, but it will provide the team with a chance for more sustained and insightful contact advancing both relationship-building and needs assessment.

Other PhasesFrom this basis, future phases can then focus on differentiated work with different groups. For example, whilst some target groups may be ready for the challenge of more developmental processes (e.g. a community involvement project; some single sex group work or a self organised sporting tournament); others - who may have been harder to engage - may only now be trusting enough to take up the offer of a trip away to an activity of their choice.

It may also be that in one or more of these future phases, there is a need to return to a short period of reconnaissance; especially if more developmental work with groups has recently taken workers off the streets. This enables the workers to refresh their understanding of the youth scene and introduce themselves to new and emerging groups.

12.

End or Review PhaseFinally, the review or ending phase of any SBYW project should be concerned with enabling young people to evaluate their involvement and learning whether this be after only a few months of a short term intervention project, or a few years of a longer term sustained input. It may be that following this, the project is due to be re-targeted to another area or even cease all together. Either way, young people should be aware of the time scales from the start, so that endings do not come as a surprise, and so that they have an opportunity to celebrate their participation and achievements.

Naturally, the number and length of phases created within a SBYW project together with the complexity of each phases guiding aims and objectives will need to be scaled up or down according to the amount of time and resources going into the project.

However, it is the rhythm of regular planning/review meetings at the start/end of each phase that does most to ensure success. For during these meetings workers take time out to reflect on the extent to which the objectives of the previous phase were met, and to hone the objectives for the phase to come.

Following are some examples of what well structured projects look like on paper, and how this can be varied in time and scale to match resource.

13.

Exam

ple

1:A

2 ni

ght

per

wee

k ru

ral o

ut-r

each

pro

ject

fro

m a

YD

C in

one

of

Wilt

shire

s s

mal

ler

mar

ket

tow

ns. T

he p

roje

ct is

to

be d

eliv

ered

by

two

of

the

Cent

res p

art-

time

staf

f w

ho e

ach

wor

k a

third

ses

sion

at

the

cent

re. T

he p

roje

ct is

to

span

thr

ee m

onth

s

May

, Jun

e, J

uly

an

d w

ill

butt

up

to a

n in

tens

ive

sum

mer

pro

gram

me.

Ove

r-ar

chin

g Pr

ojec

t Aim

To

enab

le y

oung

peo

ple

who

are

cur

rent

ly is

olat

ed in

sur

roun

ding

rur

al a

reas

to

acce

ss, i

nflue

nce,

and

be

nefit

fro

m t

he A

wes

ome

Augu

st s

umm

er s

chem

e an

d su

bseq

uent

cen

tre-

base

d pr

ogra

mm

es.

14.

Phas

e 1

(May

)Ph

ase

2 (J

une)

Phas

e 3

(Jul

y)Ai

m: re

conn

aiss

ance

. To

gath

er in

form

atio

n ab

out

the

need

s an

d in

tere

sts

of y

oung

pe

ople

in s

urro

undi

ng r

ural

com

mun

ities

Aim:

To en

coura

ge si

gn up

to th

e sum

mer

schem

e & of

fer ne

w gro

ups a

n opp

ortun

ity

to in

flue

nce

its

cont

ent.

Aim:

To en

able

new

group

s to a

) acc

ess

the

cent

re a

nd, a

nd b

) be

nefi

t fro

m a

mor

e int

ensiv

e grou

p lea

rning

expe

rienc

e or

chal

leng

e.

Obj

ectiv

es:

To

hav

e so

ught

initi

al a

dvic

e on

tar

getin

g fr

om y

oung

peo

ple

(exi

stin

g us

er g

roup

)

To

hav

e so

ught

initi

al a

dvic

e on

tar

getin

g fr

om o

ther

age

ncie

s (P

arish

Cou

ncil,

Pol

ice,

Lo

cal C

omm

unity

Saf

ety

Part

ners

hip

etc)

Fr

om t

his

to h

ave

devi

sed

and

impl

emen

ted

an in

itial

rot

a of

visits

to

4 pr

iorit

y vi

llage

s (2

per

nig

ht) f

or t

he fi

rst

4 w

eeks

.

To

hav

e es

tabl

ished

con

tact

with

at

leas

t on

e gr

oup

of y

oung

peo

ple

per

villa

ge (a

m

inim

um o

f 24

in t

otal

) and

ena

bled

the

m

to refl

ect

on t

heir

need

s, in

tere

sts

and

circ

umst

ance

s.

Obj

ectiv

es:

To

hav

e re

view

ed (c

onfir

med

and

/or

amen

ded)

tar

getin

g of

gro

ups

with

yp

To

hav

e co

ntin

ued

to d

evel

opin

g re

latio

nshi

ps a

nd d

ialo

gue

Fo

r yo

ung

peop

le t

o be

aw

are

of

oppo

rtun

ities

ava

ilabl

e (t

he y

outh

cen

tre

prog

ram

me

and

sum

mer

sch

eme)

Fo

r gr

oup

to h

ave

been

ena

bled

to

influ

ence

the

con

tent

to

mee

t th

eir

need

s

To

hav

e m

ade

plan

s w

ith e

ach

grou

p to

vi

sit

the

cent

re d

urin

g ph

ase

3 or

soo

ner

m

akin

g it

avai

labl

e fo

r th

eir

sole

use

in

the

first

inst

ance

if n

eces

sary

.

Obj

ectiv

es:

To

hav

e im

plem

ente

d re

mai

ning

gro

up

visi

ts t

o th

e ce

ntre

To

hav

e en

cour

aged

and

ena

bled

in

tegr

atio

n w

ith e

xist

ing

user

s in

adv

ance

of

sum

mer

pro

gram

me.

To

hav

e ac

hiev

ed a

t le

ast

one

sust

aine

d in

terv

entio

n w

ith e

ach

grou

p ar

ound

a

spec

ific

curr

icul

um is

sue,

nee

d or

inte

rest

th

at h

as e

mer

ged

to d

ate

(thi

s m

ay in

volv

e a

trip

, visit

or c

omm

unity

-bas

ed a

ctiv

ity)

To

hav

e ev

alua

ted

impa

ct a

nd o

utco

mes

of

the

proj

ect

with

all

conc

erne

d, a

gain

st it

s ov

er-a

rchi

ng a

im.(i

nclu

ding

you

ng p

eopl

e an

d lo

cal i

nter

-age

ncy

part

ners

)

15.

Exam

ple

2:A

one

nigh

t pe

r w

eek

out-

reac

h pr

ojec

t fr

om a

YD

C in

one

of

Wilt

shire

s la

rger

mar

ket

tow

ns. T

he p

roje

ct is

to

be d

eliv

ered

by

two

of t

he

Cent

res p

art

time

staf

f w

ho a

lso

wor

k ot

her

sess

ions

at

the

cent

re. T

he s

trat

egic

dec

isio

n to

dep

loy

staf

f in

thi

s w

ay is

to

be rev

iew

ed o

n an

an

nual

bas

is, w

hich

mea

ns in

eff

ect,

that

it c

ould

con

tinue

for

a n

umbe

r of

yea

rs.

Ove

r-ar

chin

g Pr

ojec

t Aim

To

enab

le y

oung

peo

ple

who

are

cur

rent

ly n

ot u

sing

the

you

th d

evel

opm

ent

cent

re t

o: a

cces

s; in

fluen

ce;

and

bene

fit f

rom

, its

ser

vice

s an

d pr

ogra

mm

es.

Phas

e 1

(May

/Jun

e/Ju

ly)

Phas

e 2

(Aug

/Sep

t/O

ct)

Phas

e 3

(Nov

/Dec

/Jan

)Ph

ase

4 (F

eb/M

arch

/ Apr

il)Ai

m: re

conn

aiss

ance

. To

deve

lop

an in

itial

wor

king

ove

r-vi

ew /

ac

tive

asse

ssm

ent

of t

he y

outh

sc

ene

(the

rel

ativ

e lo

catio

n, n

eeds

an

d in

tere

sts

of d

iffer

ent

grou

ps)

Aim

: To

foc

us*

on res

pons

ive

grou

ps

ena

blin

g th

eir

early

ac

cess

to

(& p

artic

ipat

ion

in)

cent

re p

roje

cts

& p

rogr

amm

es

* mai

nly

but

not

excl

usiv

ely

Aim

: To

foc

us*

on h

arde

r-to

-en

gage

gro

ups

de

velo

ping

tru

st

and

sele

ctiv

e us

e of

the

cen

tre

* mai

nly

but

not

excl

usiv

ely

Aim

: To

foc

us*

on c

omm

unity

in

clus

ion

en

hanc

ing

youn

g pe

ople

s vo

ice

and

influ

ence

w

ithin

com

mun

ity p

roce

sses

* mai

nly

but

not

excl

usiv

ely

Obj

ectiv

es:

To

hav

e re

ceiv

ed a

dvic

e on

ta

rget

ing

from

a)

know

n yp

b) o

ther

age

ncie

s (in

cl. L

CSP)

To

hav

e be

com

e fa

mili

ar w

ith

the

phys

ical

ity o

f th

e ar

ea

To

hav

e es

tabl

ished

ear

ly

wor

king

rel

atio

nshi

ps w

ith a

t le

ast

3 or

4 n

ew t

arge

t gr

oups

(a

min

imum

of

35yp

in t

otal

)

To

hav

e en

able

d th

em t

o re

flect

on

the

ir ne

eds, in

tere

sts

and

circ

umst

ance

s.

To

hav

e m

ade

plan

s w

ith e

ach

grou

p to

visit

the

cent

re d

urin

g ph

ase

2.

Obj

ectiv

es:

To

hav

e w

orke

d w

ith e

ach

grou

p ar

ound

a s

peci

fic g

roup

ac

tivity

trip

or

visi

t

In

the

pro

cess

, to

have

in

trod

uced

yp

to f

acili

tate

d gr

oup

wor

k.

To

hav

e en

able

d th

ese

gps

to

acce

ss t

he c

entr

e (v

ia t

aste

r or

de

dica

ted

intr

oduc

tory

nig

hts)

To

hav

e en

able

d th

em t

o in

tegr

ate

with

exi

stin

g us

ers

and

influ

ence

d pr

ogra

mm

es t

o m

eet

thei

r ow

n ne

eds

To

con

tinue

bui

ldin

g tr

ust

and

cont

act

with

oth

ers

in a

rea.

Obj

ectiv

es:

To

hav

e m

aint

aine

d an

d de

velo

p co

nsiste

nt s

tree

t-ba

sed

cont

act

To

hav

e de

velo

ped

use

of

stre

etba

gs t

o st

imul

ate

stre

et

leve

l discu

ssio

n w

ork

arou

nd

harm

red

uctio

n &

at-

risk

beha

viou

rs

To

hav

e de

velo

ped

a ne

gotia

ted

prog

ram

me

of 3

-4 a

ctiv

ities

/tr

ips

or v

isits

with

eac

h gr

oup

in o

rder

to

adva

nce

dial

ogue

, tr

ust

and

rela

tions

hips

W

here

ver

poss

ible

, util

ise

the

cent

re a

s a

venu

e fo

r pl

anni

ng

sess

ions

Obj

ectiv

es:

To

hav

e en

cour

aged

you

ng

peop

le t

o re

flect

on

the

natu

re

of t

heir

rela

tions

hip

with

oth

er

sect

ions

of

the

com

mun

ity

To

hav

e en

able

d yo

ung

peop

le

and

adul

ts t

o re

cogn

ise

and

reso

lve

issu

es o

f m

isper

cept

ion

and/

or

confl

ict

To

hav

e es

tabl

ished

a p

roce

ss

for

inte

r-ge

nera

tiona

l dia

logu

e

To

wor

ked

with

you

ng p

eopl

e to

est

ablis

h an

d fo

rmal

ise

thei

r vo

ice

with

in t

he c

omm

unity

. (e

.g. y

oung

peo

ple

s fo

rum

or

yout

h ac

tion

grou

p)

16.

Exam

ple

3:A

two

nigh

t pe

r w

eek

pilo

t lo

calit

y D

etac

hed

Proj

ect,

to b

e st

affe

d by

2 f

ull-

time

wor

kers

, to

run

initi

ally

for

6 m

onth

s (A

pril

thor

ough

to

Oct

ober

)

Ove

r-ar

chin

g Pr

ojec

t Aim

To

enab

le y

oung

peo

ple

who

are

see

n to

be

at r

isk f

rom

invo

lvem

ent

in c

rime

or c

omm

unity

con

flict

t

o ac

cess

, infl

uenc

e an

d be

nefit

fro

m t

he S

ervi

ce.

Phas

e 1

(Apr

il)Ph

ase

2 (M

ay/J

une/

)Ph

ase

3 (J

uly/

Aug

)Ph

ase

4 (S

ept)

Aim

Rec

onna

issa

nce.

To

deve

lop

an in

itial

wor

king

ov

er-v

iew

& a

sses

smen

t of

th

e yo

uth

scen

e

Aim

: Ta

ster

pha

se: To

intr

oduc

e gr

oups

to

a v

arie

ty o

f yo

uth

wor

k op

tions

and

ex

perie

nces

Aim

: D

evel

opm

enta

l pha

se:

to

enga

ge g

roup

s in

mor

e ch

alle

n-gi

ng p

roje

cts

and

proc

esse

s

Aim

: Ev

alua

tion:

to

enab

le

grou

ps t

o re

view

and

ev

alua

te t

heir

lear

ning

and

de

velo

pmen

t.O

bjec

tives

:

To

hav

e re

ceiv

ed a

dvic

e on

tar

getin

g fr

om o

ther

ag

enci

es a

nd p

artn

ers

(esp

LC

SP)

To

hav

e be

com

e fa

mili

ar

with

the

are

a an

d its

issu

es

To

hav

e es

tabl

ished

an

early

wor

king

rel

atio

nshi

p w

ith 1

or2

prio

rity

grou

ps

(20-

30 y

p)

To

hav

e en

able

d th

e gr

oup

to refl

ect

on t

heir

need

s,

inte

rest

s an

d ci

rcum

stan

ces

To

hav

e fa

cilit

ated

ear

ly

acce

ss t

o ex

istin

g pr

ovisio

n if

appr

opria

te

Obj

ectiv

es:

To

hav

e es

tabl

ished

a t

rust

ed a

nd

know

ledg

eabl

e w

orki

ng rel

atio

nshi

p w

ith a

ll m

embe

rs

Fo

r 75

% o

f th

e gr

oup

s m

embe

rshi

p to

ex

perie

nced

and

ben

efite

d fr

om:

1. s

usta

ined

str

eet-

leve

l con

tact

2. a

cces

s to

exi

stin

g pr

ovisio

n

3. p

lann

ing

& n

egot

iatin

g th

eir

own

prog

ram

me

of a

ctiv

ities

(inc

ludi

ng

sele

ctiv

e tr

ips

and

visi

ts)

4. p

erio

ds o

f pe

rson

alised

1to

1wor

k (re

flect

ion,

lear

ning

an

d su

ppor

t)

5. a

cces

s to

you

ng-p

erso

n-fr

iend

ly

advi

ce a

nd in

form

atio

n

6. a

n in

trod

uctio

n to

fac

ilita

ted

grou

p w

ork

(col

lect

ive

lear

ning

and

dec

isio

n-m

akin

g)

7. p

artic

ipat

ion

in a

one

-off

com

mun

ity

rela

ted

initi

ativ

e or

dia

logu

e.

Obj

ectiv

es:

To

hav

e en

gage

d th

e gr

oup

in

a m

ore

inte

nsiv

e an

d su

stai

ned

prog

ram

me

of d

evel

opm

enta

l gr

oup

wor

k (e

.g. 6

ses

sion

s of

si

ngle

sex

discu

ssio

n w

ork)

To

hav

e us

ed a

ran

ge o

f m

ediu

ms

to e

xplo

red

key

cu

rric

ulum

rel

ated

the

mes

and

issu

es (a

rts, m

usic

, dra

ma)

To

hav

e w

orke

d co

llabo

rativ

ely

with

oth

er p

artn

ers

to s

ure

up

cont

inua

tion

in E

duca

tion,

Em

ploy

men

t or

Tra

inin

g

To

hav

e w

orke

d w

ith t

he g

roup

to

est

ablis

h a

yout

h fo

rum

and

fo

rmal

ised

its

cont

ribut

ion

to

com

mun

ity p

roce

sses

To

hav

e in

itiat

ed a

ccre

dita

tion

Obj

ectiv

es:

To

hav

e co

mpl

eted

any

ou

tsta

ndin

g w

ork

from

the

pr

evio

us p

hase

s

To

hav

e en

able

d th

e gr

oup

to p

lan

and

orga

nise

an

end

of p

roje

ct res

iden

tial.

Fo

r th

is t

o ha

ve e

nabl

ed

them

to

cons

olid

ate

an

cele

brat

e th

eir

lear

ning

and

de

velo

pmen

t

To

hav

e in

volv

ed y

oung

pe

ople

in

a) e

valu

atin

g th

e p

roje

cts

impa

ct, a

nd

b) d

ecisio

ns a

bout

fut

ure

wor

k

5. Guidelines for effective management and delivery ManagementAs with youth work in any other setting, street-based youth work needs to be effectively managed. All such projects require line-management approval. In order to approve and support projects, managers need to be confident that :-

teams will be adequately staffed and resourced

staff will be adequately inducted, informed, supervised and supported

the projects themselves will be properly targeted, planned and structured

there is inter-agency awareness, support and collaboration

there is sufficient inbuilt accountability (e.g. via systematic supervision, recordings, data-collection and appraisal).

Risk assessments will be undertaken on a regular basis as part of the planning and preparation processes

Preparation Plan and prepare projects thoroughly before going out on the streets

(as above)

Ensure they have line management approval and support

Be clear what sort of street work you are doing and why.

Ensure it is properly phased & structured to be as pro-active as possible (as above)

Be sure to carry out an adequate risk assessment

Ensure that the level of resource is appropriate to the scale of the project

Ensure any expectations associated with external funding are compatible with the works purpose, principles and values.

Have read through and agreed any literature to be passed on to young people.

Ensure that inter-agency partners are aware of the project and support its aims.

Anticipate the need to refer young people to them and develop appropriate agreements about this.

17.

15.

Meet with local police to make them aware of the project and think through any likely operational concerns or confusions.

If mobile ensure: that vehicles are well maintained and insured; that drivers are trained and competent; that routes/pitches are safe and properly researched.

If outreach ensure the centre is able to respond to the needs of new groups as and when identified.

Targeting Ensure there is a rationale behind the targeting of groups e.g.

- young people not currently accessing the provision

- young people isolated in rural communities;

- young people at risk or hard to reach;

- young people involved in crime or community conflict

Notify other agencies of your plans (e.g via the local community safety partnerships) and work in collaboration with them to target and enhance the work

Use information gained from young people themselves during reconnaissance to confirm, hone and/or amend targeting.

18.

Team work Commit to developing an agreed and contracted team-based

approach

Ensure adequate non-contact time and space for planning sessions, debriefings and team meetings

Use this time effectively to

- Plan and review the work

- keep each other informed and updated

- give and receive professional feedback on each others performance and practice

Always work in pairs preferably male / female to provide young people with as accessible and approachable a service as possible.

Consciously develop co-working skills to the point where you can instinctively read each others signals and complement each others strengths and weaknesses

Be aware of your own and your partners personal safety try to remain in visual contact with each other and ensure that at least one of you carries a mobile phone

Be mindful of role-modelling a friendly and respectful working relationship.

Share responsibility for ensuring that all working processes are adequately recorded and evidenced (team meetings, delivery, planning and evaluation etc)

Initiating contact When making initial contact with young

people, trust your professional empathy and communication skills.

Approach them confidently and with open body language.

address the group as a whole in the first instance, so that no one young person feels singled out or embarrassed. E.g:

Hi you guys do you mind if we just take a minute of your time to say Hello?

Explain who you are; who you work for and what you are about.

Were a team of Street-based youth workers from Wiltshire Youth Development Service

that means we are here especially for young people to get to know you; to make life better for you, and to help you deal with any issues or problems.

19.

Were not police, social workers or teachers so dont worry, none of you have to deal with us by law for us its all about mutual trust and treating young people as equals.

Have any of you come across youth workers before maybe in a youth club or youth centre? Etc etc.

Have small handout cards available with written information about the service and/or project.

do not stereotype young people by assuming that they will reject or abuse you

Always carry official identification and encourage young people to ask for it.

To start with, ask young people non personal open questions about subjects that you feel they may have a view on - as this immediately signals a level of respect for their perspective and experience. E.g:

whats it like for young people living round here?

are there other things to do or places to go?

how big does this group get is this it or are there others?

where do you think we should go to meet up with other groups

If conversation opens up and the young people seem quite responsive, talk more about your role as youth workers and what over time you may be able to offer.

Explain how you will be spending an initial period comparing and contrasting the needs of different groups.

Encourage them to think about things they would like to know or do, and offer to meet with them again to discuss this more fully

Secure early approval for your role and presence by giving them a chance to reflect on it e.g.

do you think it is good for youth workers to be on the streets supporting young people like yourselves who do not go to youth clubs?

Dont linger leave while the going is good.

Before leaving invite them to tell you their names; and shake hands.

If, on the other hand, the conversation does not open up; and it becomes apparent that the group are going to be harder to engage - read the signals and disengage with a friendly but assertive closing statement e.g.

OK folk - thanks for listening. We felt it was important to at least tell you who we are and what we are doing - so you dont get worried about us being around. If you do think we can help in any way, feel free to let us know. Heres our card

20.

Following the session, use the debriefing to recall and list the names of new young people met, and/or any initial judgements made about their needs and interests.

Refresh your memory of this information before you go out next time; and always return to meet up with groups as and when arranged.

Developing delivery When on the streets, remind yourself of

the works primary purpose - to create with young people, curriculum-related opportunities and experiences from which they can learn and develop

Remain focused on achieving the agreed objectives for each phase.

In the early stages of the work, it can help to follow a regular pattern of movement around a neighbourhood, so that young people get used to where you are going to be. Either way, always invite groups to agree a time and place to meet with you, so that they start sharing responsibility for the contact.

Work within agreed hours, and encourage young people understand this as one of your professional boundaries. It is inappropriate to set up expectations amongst young people that you will be available to them at all times.

Take time to establish a firm basis of street-level trust and contact with groups before taking them away on trips or moving on to work with them in other settings.

(It often takes a little time and experience for young people to fully understand why you are meeting up with them on the streets and to appreciate what is meant by your term working with them. To speed up this relationship-building / awareness-raising process, talk to groups about youth work. Encourage them to reflect on the sorts of conversation you have been having with them; and whether or not the feel it helps to have adults in this role).

If it is a Mobile Project, make contact with groups on foot first. This creates a level of anticipation; and affords a little time in advance to plan with them, how the provision could and should be used when it arrives in the area.

Where realistic, seek to be in contact with more than one group at a time. This enables the team to experience working at different levels

21.

and paces with different groups; resulting in a more diverse and inclusive overall programme of work. This can be achieved either by targeting groups in different areas, or by developing work with sub-groups of a larger group from the same area.

Use the full range of communication techniques to enliven periods of street-level contact and learning. Be prepared to play the silent listener one minute, whilst being ready the next to formalise a moment of chat about an idea or point of view into an impromptu facilitated group discussion with all being given an equal chance to input and there being some way of noting down contributions (e.g. on a flip chart or chalked on the floor)

Build in inclusion. Work both proactively and reactively to promote young peoples understanding of equality issues; challenge all forms of discrimination; and engage groups who may otherwise not access the service

Build in progression. Work overtly with young people to translate their needs and interests into sub projects with achievable goals and learning outcomes that can be recorded and /or accredited. For example:-

- Young people interested in sport maybe work with them towards the organisation of some form of tournament; improved local access to training/practice facilities; fundraising for related equipment; achieving sports leadership awards etc

- Young people involved in community conflict maybe work with them towards their involvement in public discussion and debate; some form of inter-generational dialogue or event; improving public awareness of young peoples needs, achievements and contributions. Identify young-person-friendly adults within the community who are keen to be part of this process.

- Young people into crime and drug use aim at achieving a range of approaches some open group discussion about

22.

their activities and life-style; alongside getting to know them as individuals and developing levels of trust and dialogue on a 1to1 basis. Recognise key indicators of success e.g. them accepting your presence; valuing your contact; respecting your values and boundaries; their preparedness to get involved in diversionary activites; them approaching you for advice and support.

Use of street-bags These are identifiable rucksacks or bags that members of the team

carry with them at all times when working with young people on the streets. They represent young peoples access point to on-the-spot information and guidance.

Ideally, they will contain a wide range of carefully selected young-person-friendly information leaflets and curriculum materials that can be handed out in support of discussion work around key curriculum areas such as health, sex and relationships, drugs, crime, education, training and employment.

They can also be used to carry: flasks of hot drink that can be shared with young people; games, flipchart paper, mobile phones and first aid kits etc.

Integral to this aspect of the work is the on-going distribution of information about other partner agencies work and services services that young people may well need but would otherwise not come to hear about.

For workers who live in the area where they work, the carrying of a street-bag can also be developed into a boundary marker to signal when the person is or is not working.

23.

Use of Activities, trips and visits Once street-level contact and rapport has been sufficiently

established, it may be helpful to work with the group towards some form of initial group trip or activity. Often they will have asked for this at an early stage.

Use the need to discuss the trip or activity as a catalyst for introducing young people to group work. Identify a suitable off-street venue for a more formalised, facilitated and recorded planning session - in order to build up the groups experience of this process. A trip is a tripbut the discussion, reflection and negotiation that goes into it with young people is youth work e.g.:

what are some of the reasons for you wanting to get out of the area?

list some of the activities you would most like to do

now underline the ones you think its realistic for us to do?

what would be the fairest way of deciding on these

who do you think should and shouldnt go on the trip, and why?

what sort of things could go wrong, and what rules would you want to make up to prevent these things from happening (i.e. building a contract)

can you think of ways going on this trip might improve your group, or any things that you might all learn? Etc. etc.

At the end of the planning session, reflect on the experience with the group and educate them to recognise this type of discussion session as group work.

Include within the contract that the group attend a similar session after the event to talk about how it went (evaluation)

When in the early phases of working with a number of different groups, it can sometimes be useful to offer each group the same activity as part of the needs assessment processes - as this enables the team to compare and contrast how each group responds. Choose an activity that would be equally attractive to all groups, no matter how different their lifestyles e.g. a barbeque.

In later phases, consider the advantages of working with the group towards residential weekends away. This can be used to heighten the impact of the work and consolidate prior learning and achievement.

It can also be used to plan and prepare for larger-scale future work, such as the setting up of a new youth forum or planning a local youth festival etc.

24.

Ensure all trips and visits comply with the activities, trips and visits guide lines; and

Enable young people to understand the services need for basic personal details and (parental) consent. (For some harder to engage groups, this can be the first step to them accepting that they are voluntary members or users of a service)

Use of developmental group work As with youth work in any other setting - SBYW should eventually

lead young people to participation in more advanced methods of informal learning and awareness e.g. developmental group work.

This occurs when groups sign up to participate in sustained programmes of closed group work sessions designed with young people to discuss and explore issues pertinent to their groups life-style, values and beliefs.

As explained above, structured planning sessions for earlier trips and activities can double as an opportunity to introduce young people to the process of facilitated group discussion and dialogue. It is important to ensure these early tasters are well structured and stimulating, so that when evaluated, young people acknowledge having enjoyed it and request more of the same.

Access to a safe, comfortable and confidential off-street room is all important to this type of work. Where using the youth centre is not an option an alternative venue should be secured.

Often, young people opt to work in single gender groups. This is to be welcomed and encouraged as it usually provides a safer environment for gender-wise discussions around pertinent curriculum areas such as sex and relationships; family; friends; health; hopes; fears and aspirations etc.

Always agree from the out-set, the number of sessions (e.g. every wednesday evening for the next 8 weeks)

Use the first session to list up possible topics for discussion and agree a group contract. There are lots of ways of initiating this. The following is just one example:

although youve all been hanging around together for a long time and are good mates, it doesnt necessarily mean you actually know each other very well, or trust each other enough to talk about how you really feel about things inside does it?

pretend for a moment, that you could all really trust each other; and that you knew nobody was going to take the pisswhat sort of things might this group then want to chat about? (list up)

25.

Now, lets also pretend that you did actually want to talk about some of these things as a group, what agreements or rules would you have to come up with, to make it safe to discuss them? (list up rules)

Ensure the first session is well structured. Keep discussion exercises short and alternate them with other fun and stimulating group activities e.g. challenges to successfully complete physical trust exercises etc. (These are particularly effective when working with young men, as they couple the familiar experiences of competition with the less familiar experience of giving and receiving support)

Each week, develop a sense of progression by reflecting, and building on, the work and learning of the previous session. Re-enforce this with an on-going display of accruing flip-charted work and photos.

Use street contact with the group between sessions to maintain and sustain interest and commitment to the group.

Throughout the programme, it can be effective to include selective trips and visits, but always with an explicit understanding of how it will benefit the group processes being worked on; and always under the same agreed group contract.

At the end of the programme, it can often be good to use a residential or some other kind of group event to acknowledge, evaluate and consolidate the groups progress, learning and achievements.

Ideally, such intensive work should be co-facilitated; and consequently involve no fewer than 8 young people.

Work with other agencies and partner organisations In todays climate of multi-agency work and communication, it is

important that no one service should seek to operate in isolation.

26.

27.

Street-based youth work is particularly well placed to function as a signpost and stepping stone - enabling young people to reach other services; and other services to reach young people.

Draw in skills and expertise from other partner organisations to enhance the learning and support opportunities offer to young people through the project

Give prior thought to scenarios that may involve referral to other agencies and agree protocols for referral.

Invite others to come out with you on the streets in order to meet up with young people and hear their views - giving young people a voice.

When working with another agencies in this way, it is however important to:

- seek young peoples agreement

- identify shared aims and objectives

- clarify roles and responsibilities

- agree joint working practices (including use of common assessment tools and /or information sharing protocols)

- plan and prepare young people for the processes

Where the SBYW project is recognised to be contributing to the reduction in anti-social behaviour and /or fear of crime, be honest with all parties about this about this link; and ensure that the work is represented at Local Community Safety Partnerships

Monitoring and evaluation All street work sessions must be monitored / recorded

Recordings should include:

- locations visited, with times

- contacts made with young people

- the nature of these contacts (what was discussed - with who, why and with what outcome)

- any arrangements made

- any follow up actions agreed etc

All SBYW projects must be evaluated against their aims and objectives in order that the impact of the work on individuals, groups and the wider community can be identified and measured. (See planning models included in the Services Curriculum Framework: learning for life.)

28.

6. Management of riskWorking with conflict

Be realistic when working with hard to reach or at-risk groups whose life-style may revolve around high levels of peer-pressure, aggression and/or ritualised drug use

Recognise that such groups are likely not to comply with agreements made in the first instance; and will probably be tempted to challenge any responsible authority you may feel the need to assert especially when first in your care on trips and visits

Ensure that the above is taken into account when risk-assessing the work

Do not regard conflict as something to be avoided at all cost; but recognise it as an ongoing part of many peoples lives - something that young people especially need the chance to learn how to deal with

Wherever possible, sense conflict mounting and prioritise time as a team to discuss and agree how best to respond.

Welcome the opportunity to demonstrate how conflict can be worked though without recourse to violence and aggression.

Recognised that if handled well at the time and reflected upon soon after periods of conflict can serve to advance relationships, learning and awareness.

Remain aware of your own and others health and safety - especially where conflict occurs unforeseen. Wherever possible, withdraw from situations if you feel at risk.

Confidentiality Respect confidentiality

and be open and honest with young people about it

Explain to young people that the confidentiality you offer them is within the youth work team, not with the individual worker.

Explain the circumstances under which you are obliged to share information i.e. in relation to issues of child protection and/or concerns about serious harm

Offer them a copy of the Youth Development Service quick guide to confidentiality

Maintain confidentiality between young people and groups

Be explicit about any information sharing agreements that are in place between agencies, and provide young people with an opportunity to understand what this means. (if is often helpful to have a form of words worked out on the hand out card)

Referral Do not focus on Crisis work. Good street-based youth work is about

skilled informal education it is not about constantly finding yourself in the midst of everybodys conflicts and dramas

Know your limitations refer young people - with their consent - on other agencies when appropriate or when they require specialist help and support outside the scope of your expertise or responsibility

The law When working on the streets, it is important that workers have a

basic common-sense grasp of the law and how it may relate to the activities and life-styles of the young people they are working with.

- Drugs and alcohol (ref. YDS Substance Education Policy)

- Violent crime

- Public order

- Trespass

- Obstructing the highway

- Prostitution

- Age of consent (ref. YDS Sex and Relationship Education Policy)

- Anti-social behaviour

Similarly, workers should also be aware of how such laws could unwittingly affect them by association or misunderstanding (e.g. receiving stolen goods; appearing to be dealing drugs etc) and take sensible precautions to prevent this from happening.

29

Personal and professional safety Ensure the project has an up-to-date Risk Assessment similar to the

Service Risk Assessment for SBYW (see below), but tailored to take into account the specifics for the project e.g.

- the neighbourhood

- the community

- the young people being targeted

- the experience of the youth workers. etc

Do not initiate contact with unknown or hard-to-engage groups unless working with another colleague

Always present yourself as calm, relaxed and friendly

Never communicate with anyone in a way that could be interpreted as rude, belittling, abusive or threatening

Be aware and responsive to your surroundings. (sense atmospheres, observe peoples behaviour and read their body-language)

Be aware of possessions on your person and keep them concealed. Avoid carrying large amounts of money. Dont stand around for ages talking on your mobile

Do not (except in emergencies) lend money or give lifts.

Do not disclose your own and/or others personal phone number or address

Never smoke, use alcohol or drugs when working with young people.

Be ware of trespassing - do not enter private land or property without the expressed permission of the owner

Avoid raising young peoples expectations by making promises you know you cant keep

Dont collude with young people if their actions or attitudes are clearly illegal, abusive or harmful to themselves and others

Never feel under pressure from others to intervene in an argument or fight if you sense you are at risk of being assaulted

Dont attempt to intervene to prevent police or other inter-agency colleagues from interacting with young people.

Avoid going into young peoples houses without preparing for this with your line manager

Dont confuse street-based youth work with your own personal social life keep the two separate. If you live and work in the same community, be sure to explore this issue with your line manager.

Ensure that you are aware of, and work within, the framework of Wiltshire County Councils policies

30.

31.

Serv

ice

leve

l Ris

k As

sess

men

t -

for

Stre

et-b

ased

You

th W

ork

Risk

Re

gist

er

No

Risk

Driv

ers/

cont

ribut

ory

fact

ors

Impa

cts

of r

isks

mat

eria

lisin

gLi

kelih

ood

ratin

gIm

pact

ra

ting

Miti

gatio

n &

Con

trol

mea

sure

s/se

rvic

e ac

tion

Inju

ry o

r de

ath

of

youn

g pe

rson

w

hilst

invo

lved

in

prog

ram

me

Inci

dent

du

ring

orga

nise

d ac

tivity

, trip

or

visit

Pers

onal

loss

/tr

aum

a.

Impa

ct o

n fa

mily

, fr

iend

s, c

omm

unity

. Po

ssib

le f

ailu

re re:

le

gal d

uty

or c

are

LH

W

orke

rs a

re p

rofe

ssio

nally

tra

ined

and

qua

lified

to

rela

te

to, &

wor

k w

ith, y

oung

peo

ple.

G

uide

lines

for

SBY

W a

re b

eing

fol

low

ed

po

licy

& p

roce

dure

s fo

r ha

zard

ous

activ

ities

, trip

s &

visits

ar

e av

aila

ble

& b

eing

fol

low

ed

incl

udin

g pr

oduc

tion

of

spec

ific

risk

asse

ssm

ents

.

Te

am m

aint

ains

ade

quat

e st

affin

g ra

tios

and

leve

l of

supe

rvisio

n.

H

ealth

& S

afet

y co

ncer

ns a

re d

iscu

ssed

with

you

ng

peop

le d

urin

g pl

anni

ng.

Inju

ry o

r de

ath

of

wor

ker

thro

ugh

atta

ck o

r as

saul

t.

Wor

king

in

pub

lic

sett

ings

. Ap

proa

chin

g un

know

n gr

oups

Pers

onal

loss

/ t

raum

a.

Impa

ct o

n fa

mily

, fr

iend

s, c

olle

ague

s.

Poss

ible

fai

lure

re:

le

gal d

uty

or c

are

LH

W

orke

rs a

re p

rofe

ssio

nally

tra

ined

and

qua

lified

to

rela

te

to, a

nd w

ork

with

, you

ng p

eopl

e

G

uide

lines

for

initi

atin

g an

d de

velo

ping

con

tact

with

yp

on t

he s

tree

ts a

re a

vaila

ble

and

bein

g fo

llow

ed

W

orke

rs o

pera

te in

pai

rs

W

orke

rs a

re c

apab

le o

f ad

min

iste

ring

emer

genc

y ai

d an

d ca

rry

phon

es t

o su

mm

on e

mer

genc

y se

rvic

es.

Empl

oyee

su

ffer

ing

stre

ss

rela

ted

ill

heal

th

Expo

sure

to

inte

rper

sona

l co

nflic

t. In

abili

ty t

o m

eet

own

or o

ther

s ex

pect

atio

ns

Redu

ctio

n in

per

son

s w

ell b

eing

/ p

erfo

rm-

ance

. Cos

ts a

ssoc

iate

d w

ith a

bsen

ce f

rom

w

ork;

cov

er &

/or

poss

ible

em

ploy

ee

failu

re re:

dut

y or

car

e.

LM

W

orke

rs a

re p

rofe

ssio

nally

tra

ined

and

qua

lified

to

rela

te

to, &

wor

k w

ith, y

oung

peo

ple.

W

orke

rs a

re e

ncou

rage

to

adop

t a

team

-bas

ed a

ppro

ach.

W

orke

rs a

re in

volv

ed in

pla

nnin

g an

d ne

gotia

ting

thei

r ow

n w

ork

& t

arge

ts

W

orke

rs rec

eive

reg

ular

1to

1 su

perv

isio

n, s

uppo

rt a

nd

guid

ance

.

W

orke

rs a

re e

ncou

rage

d to

acc

ess

empl

oyee

ser

vice

s in

clud

ing

occu

patio

nal h

ealth

; co

nfide

ntia

l sup

port

and

co

unse

lling

.

Risk

Re

gist

er

No

Risk

Driv

ers/

cont

ribut

ory

fact

ors

Impa

cts

of r

isks

mat

eria

lisin

gLi

kelih

ood

ratin

gIm

pact

ra

ting

Miti

gatio

n &

Con

trol

mea

sure

s/se

rvic

e ac

tion

Del

iver

y no

t ac

hiev

ing

expe

cted

pe

rfor

man

ce

stan

dard

s or

ta

rget

s

insu

ffici

ent

reso

urci

ng, c

larit

y,

com

pete

nce,

an

d /

or m

anag

emen

t.

Y.p.

s n

eeds

rem

ain

unm

et. F

ailu

re t

o m

eet

REYS

Tar

gets

. Un-

satis

fact

ory

exte

rnal

in

spec

tion.

Dec

line

in

serv

ice

repu

tatio

n.

MM

W

orke

rs a

re p

rofe

ssio

nally

tra

ined

an

d qu

alifi

ed t

o re

late

to,

& w

ork

with

, yo

ung

peop

le.

W

ork

is p

ro-a

ctiv

ely

plan

ned,

m

onito

red

and

eval

uate

d in

acc

orda

nce

with

the

Cur

ricul

um F

ram

ewor

k an

d St

reet

-bas

ed Y

outh

Wor

k St

rate

gy.

W

orke

rs rec

eive

reg

ular

1 t

o 1

supe

rvisio

n

D

eliv

ery

is q

ualit

y as

sure

d vi

a in

tern

al

insp

ectio

n.Ro

le o

f w

orke

r on

str

eets

at

trac

ting

adve

rse

resp

onse

or

publ

icity

Conf

usio

n ov

er

wor

kers

rol

e am

ong

youn

g pe

ople

, adu

lts

and/

or o

ther

ag

enci

es.

Stre

ss t

o w

orke

r. D

eclin

e in

ser

vice

rep

utat

ion.

Le

ssen

s co

nfide

nce

in

stre

et-b

ased

app

roac

h.

HM

Th

e w

ork

is b

eing

pla

nned

and

de

velo

ped

in li

aiso

n w

ith o

ther

age

ncie

s fr

om t

he s

tart

.

Ro

les

and

resp

onsi

bilit

ies

have

bee

n di

scus

sed

and

clar

ified

in a

dvan

ce.

W

orke

rs c

arry

offi

cial

iden

tifica

tion

H

ando

ut c

ards

hav

e be

en p

rodu

ced

expl

aini

ng w

hat

the

proj

ect

is s

ettin

g ou

t to

ach

ieve

.

W

orke

rs a

re a

war

e of

the

nee

d to

co

mm

unic

ate

thei

r ro

le a

nd f

unct

ion

to

youn

g pe

ople

fro

m t

he e

arlie

st s

tage

s of

co

ntac

t, as

per

the

SBY

W s

trat

egy.

Serv

ice

leve

l Ris

k As

sess

men

t -

for

Stre

et-b

ased

You

th W

ork

cont

d.

32.

7. Service StrategyStreet-based youth work projects will be maistreamed through locality teams, as follows:

A minimum of 2 evenings of street-based youth work in each locality per week

Chunked into 3 monthly high impact projects

Focused on a prioritised area/patch

Co-worked by experienced full-time/lead staff from the Locality

Systematically structured, planned and evaluated

Linked to existing Youth Development Service provision and facilities

Linked to other partners and multi-agency initiatives

Each project targeted and resourced in collaboration with Wiltshire Community Safety Partnership and other agencies

Each project reviewed at the end of the 3 months period and re-targeted i.e. either retained in the area or re-directed to another area on the basis needs assessment and priority

33.

Ref No SBW V1 10/05

Published by Wiltshire County Council Youth Development Service.Written & photographed by Carl Bowen.

Prod

uced

by

Des

ign

& P

rint,

Wilt

shire

Cou

nty

Coun

cil,

Trow

brid

ge B

A14

8JE.

Tel

: 01

225

7134

92

For further information please contact:

Youth Development Service Operational OfficeEstcourt CrescentDEVIZESSN10 1LR

Tel: 01380 735781

Fax: 01380 729634

e-mail: youthdevelopmentservice@wiltshire.gov.uk

Website: www.inspiring-youngpeople.org.uk