BA Youth and Community Work

About the Course

In recent years, three key issues have emerged in the debate about national priorities that affect young people’s education and development: social inclusion, citizenship, and employability. Youth and Community Work is at the heart of working with young people within these three areas.

The course offers a professional qualification, underpinned by the core principles and values of youth work. It explores how to facilitate and support young people’s growth, and personal and social development, in a variety of informal settings. It reflects current youth policy and practice in both Wales and England and is relevant to the occupational sector, local and national employers and voluntary sectors.

Placements are central to the course in both statutory and voluntary youth work settings, and are underpinned by critically assessing issues that impact upon young people’s lives, such as the nature of society and issues of social inclusion, sociology and psychology of youth. Students are required to complete 800 hours of assessed fieldwork placements during the programme, as well as attend observational visits to support other modules.

The course is offered through the medium of Welsh and bilingually. It is supported by a developing e-library which contains all the major publications affecting work with young people in Wales, and by the National Research Centre which ensures teaching and learning reflects contemporary developments in the field.

Award
BA (Single Honours)

UCAS Code
L592

Language Choice
English
Welsh

Course Length
3 years full-time; Part-time study available

Entry Requirements

You will be invited to visit the University to discuss the course. Entry is based on individual merit, however UCAS entry points are normally at least 160 points. Due to the professional endorsement of the programme, all applicants need to have at least 100 hours of recent and relevant Youth Work experience, and must demonstrate sound values, a mature approach, and appropriate self-confidence.

Career Opportunities

The course offers a professional qualification that includes the principles and values required within the field. Qualified youth workers secure positions across a variety of occupational settings and in specialist roles for local authorities, youth justice teams, health authorities, leisure and arts departments and voluntary sector organisations.

Department

School of Social Justice and Inclusion

Campus

Carmarthen Campus

Typical modules

  • Professional Studies
  • Management & Work Based Studies
  • Work-Based Practice
  • Adolescent Transitions and Youth Work
  • Practice, Theories and Skills
  • Research Methods for the Youth Service
  • Detached and Outreach Youth Work
  • Planning and Delivering Welsh Medium and Bilingual Youth Work
  • Supervision and Support Skills

Key Features

  • An ideal course for current youth and community workers seeking a professional undergraduate qualification, as well as those who would like to pursue a career in this area
  • Professionally endorsed programme, recognised internationally and underpinned within a sound academic framework
  • Programme is delivered by a team of enthusiastic, supportive and bilingually qualified Youth and Community workers with recognised expertise
  • Placements in statutory and voluntary youth work settings a compulsory component of the course
  • Study visits to various youth and community-related projects and initiatives
  • Delivery in-line with core aims, values and principles of Youth Work
  • Practical and vocational focus
  • Emphasis on individual personal and social development
  • Small group teaching in a supportive learning environment

Why study at this University?

  • Enthusiastic, supportive and bilingual staff who are professionally qualified in the field of Youth and Community Work
  • Practical and vocational focus of the course
  • Emphasis on individual Personal and social development
  • Excellent careers support and guidance
  • Small group teaching in a supportive learning environment

Programme Specification

The Learning Outcomes of the modules in the programme will enable students to demonstrate:

Subject knowledge and understanding

1.  Working in and with communities

1.1  The community-based context for learning:

  • the scope of professional practice which is community-based and is outside of formal learning and national programmes of assessment in schools and colleges (though linked to them) and outside clinical or statutory practice in health and social care (though linked to them);
  • studies  of public services such as the youth services, adult and community education centres, Connexions, and voluntary and third sector organisations (this programme will also address the Welsh Context);
  • theorisations of the local society, civil society and of social capital;
  • the relationship of young people to communities, and of people in different stages of their lives to one another in communities.

1.2 Investigation of the meaning and practice of community:

  • the links between community-based organisation and engagement with issues of social justice.

1.3 Communities, networks and coalitions: power and empowerment:

  • the analysis of practices which challenge existing power relations such as those rooted in sexism, racism and/or practices rooted in class privilege; ‘medical models’ of social issues such as disability discrimination or sexuality-based oppression;
  • the connection and the difference between concepts of engagement and empowerment; the significance of discourses of inclusion and exclusion; and the links and tensions between concepts of community and identity;
  • networking as a significant aspect of practice; the study of coalitions and broad-based organising, conflict and community-based practices; and the role of alliances.

1.4 Community, citizenship and democratic learning:

  • the citizenship curriculum in schools and further education institutions;
  • models of democracy and participation in civil society which can underpin practice;
  • rights and responsibilities; representative and participatory democracy;

1.5 Social policy as a framework for interventions:

  • analysis of the impact of social policy discourses on the development of professional practice in youth and community work;
  • the construction of threatening and threatened, troubled and troublesome youth as an object of intervention by social policy;
  • the significance of the presence or absence of analysis of power relations of gender, racism or class in social policy;
  • comparative European and International social policy;
  • debates about governance and regulation. 

1.6 Critical enquiry and social research as a tool for building social capital:

  • the development of understanding of models of research; the essential role of uncovering new knowledge and new questions;
  • the variety of approaches to research which emphasise ‘working with’ rather than ‘experimenting on’ participants;
  • discussion of tools and methods for ‘making the familiar strange’ and exploration of what it means to be critical.

2. Working with young people and adults

2.1 Models and meanings of development through the life course:

  • the links between education and development and between education and growth;
  • holistic approaches: the physical, mental, emotional and spiritual;
  • critique of normative and deficit models of development;
  • a particular focus on adolescence and the nature of adult life, including studies engaging with the academic disciplines of psychological, sociological and cultural theory.

2.2 Engaging young people:

  • models of engagement with young people and communities;
  • models of learning and whether particular educational methods are more or less suitable for different stages or age groups;
  • outreach work and detached work;
  • project-based work; 
  • cultural work and sport;
  • participatory practice;
  • accreditation of practice.

2.3 Young people’s health, safety and well-being:

  • the safety and safeguarding of children and young people, inside and outside the home;
  • the young person’s right to participate in decisions which affect them;
  • factors which contribute to health, including sexual health and well-being, and mental health and well-being;
  • the significance of anti-bullying initiatives and supporting transitions, especially for particularly vulnerable young people (e.g. looked-after young people).

2.4 Informal support with individuals:

  • the relationship between work with individuals and work with groups in adolescence;
  • the importance of and nature of personal and professional boundaries;
  • the work of guidance and accompaniment (including an introduction to the role of community-based personal advisors and other guidance, advice, information and support services);
  • the debate about identity, gender, culture, sexuality and ‘matching’ of key workers assessment frameworks; information sharing and confidentiality; counselling skills: listening, reflecting and asking questions.

3. Approaches to learning and development

3.1 Informal [non-formal] education, conversation, critical dialogue and experiential learning:

  • definitions and theorisations of informal (non-formal) education;
  • informal [non-formal] education as listening, conversation and dialogue engagement and starting conversations; the relationship of silence and voice; the role of learning in changing consciousness;
  • the place of power and identity in learning; the voluntary relationship as the basis of negotiated learning; the place of activity in learning; the place of ‘being’ in relation to ‘doing’ in learning;
  • the concept of curriculum and the development of programmes of work and their accreditation in relation to informal education;
  • the difference and connection between informal and non-formal education and learning;
  • planning and implementing learning activities in informal education.

3.2 Situated learning: local, global and metaphysical:

  • starting where young people are, but not leaving them there; knowing where young people are coming from;
  • the idea of roots (historical and geographical) as sources of informal education;
  • global learning, environmental learning and theological or faith-sensitive learning, using characteristic methods of informal education, which require practitioners to locate their practice within a matrix of power dynamics across local, global and faith divides;
  • citizenship learning, collaborative and open enquiry and political education.

3.3 Developmental group work:

  • the place and significance of small groups as a site of learning and development;
  • the differences and connections between friendship groups, self-help and support groups;
  • critical exploration of the role of peer groups and peer education;
  • boundaries and safe space; open and closed groups; time-frames for group work sameness and diversity in group work; gender-specific and gender-sensitive group work; culturally specific and culturally sensitive group work; group leadership; stages of group development; beginnings, middles and ends; common problems in group work; group work and well-being.

3. 4  Creativity in learning:

  • the nature of creativity as a source of learning;
  • the links between informal education (non-formal), adventure education and play;
  • transitional space and place as the sphere of creativity is explored;
  • the contribution of physical education, and arts-based initiatives to informal education
  • holistic approaches to learning.

4. Developing community-based organisations

4.1 Understanding organisations:

  • studies of the agencies and workplaces in which community and youth workers are employed;
  • investigations of bureaucratic and postmodern organisational forms;
  • the distinctive cultures of voluntary/third sector organisations including churches and faith communities;
  • communication and culture in organisations; authority and hierarchy in organisations; partnership working;
  • the role of community organisations in contributing to cohesion and integration;
  • the nature of governance and regulation;
  • strategies for anti-oppressive and anti-discriminatory practice at organisational level.

4.2 Management and leadership in community-based projects:

  • the study of inter-professional and inter-disciplinary working, including the leadership and management of teams and individuals;
  • exploring opportunities for funding practice; measuring and stating outcomes and evaluation; auditing and accountability; evidence-based practice;
  • performance indicators and their development and use, and shared assessment frameworks.

4.3 Supervision, staff development and training:

  • models of supervision appropriate to youth and community work;
  • educational and therapeutic models of supervision; team-building and staff; development; working with volunteers and part-time workers; staff appraisal;
  • the role and development of youth support workers.

4.4 Equality, diversity and interdependence in the workplace and beyond:

  • human rights-based equality duties and non-discrimination legislation;
  • race and gender equality; disability discrimination; fair treatment of people in same-sex relationships; fair treatment in respect of freedom to worship;
  • exploration of conflicts of rights and methods of exploring and working with difference;
  • the contribution of diverse staff teams to youth work, community education and development;
  • forms of support and supervision for diverse staff;
  • practice of positive action and use of positive images.

4.5 Multi-disciplinary and multi-agency working:

  • exploration of the nature of inter-professional and inter-disciplinary approaches: the possibility of transprofessional approaches;
  • integrated services and their objectives;
  • shared practice in assessment and monitoring;
  • organisational cultures and linkages;
  • authority and accountability in partnership working.

5. Critical and reflective practice

5.1 Critical and reflective practice involves:

  • the model of the non-formal education professional as a reflective and reflexive practitioner;
  • investigating the meanings associated with being a critical practitioner;
  • accountability in practice and methods of mutual support;
  • in youth ministry programmes, the ability to think theologically and reflect theologically;
  • practice learning: developing understanding of practice and/or professionalism in youth work;
  • community education and community development.

5.2 Locating professionalism in practice settings:

  • the investigation of professional practice through placements of substantial duration, agency visits and presentations, attendance at and participation in conferences;
  • the ethical and legal framework for professional youth and community work practice;
  • the variety of settings in which youth and community work occurs, including secular and faith-based settings, statutory and voluntary contexts, third sector and private sector agencies.

5.3 Locating professionalism in practice interventions

  • becoming aware of the range and methods of professional interventions with young people and communities: directive and non-directive approaches;
  • working with individuals, groups, organisations and communities;
  • purposes, remits, models and critiques;
  • legal/statutory frameworks;
  • practical skills and strategies: organising; fundraising; project management; programme planning; evaluation schemes; and setting and meeting targets;
  • partnerships and networks: inter-disciplinary and multi-agency working;
  • User involvement/community empowerment; working with volunteers;
  • strategies for anti-oppressive, non-discriminatory practice which promote well-being

In summary, the YWCECD benchmark states graduates should:

  • have developed a sound understanding of the value-base of youth work, community education and development;
  • be able to take professional responsibility and be able to identify their own learning needs;
  • display creativity and work as critical, reflective and reflexive practitioners;
  • be equipped to read and critically evaluate research in the field of study and to undertake small scale participatory research studies with young people and community groups.

The YWCECD benchmark further states that graduates who gain a professional qualification should have their professionalism informed by:

  • their knowledge base in the study of youth and community work;
  • the study of non-formal education with young people and adults;
  • the study of community-based organisations and management.

Further Information

Subject specific 

Subject-specific and generic skills for youth work, community education and development are constructed on a strong base of knowledge of theory and practice.  Graduates should demonstrate that they have gained an understanding of and the capacity to apply and integrate theoretical frameworks and key concepts relevant to practice in youth work and community education.  To this end, they should be able to demonstrate:

  • an informed and critical understanding of their professional role in relation to other professional interventions in the lives of young people and communities;
  • substantial autonomy in using conventional and innovative, original and creative methods in the planning, delivery and evaluation of educational programmes across a range of practice settings;
  • systematic analysis of relevant concepts, theories and issues of policy, and their use in informing practice;
  • the ability to maintain professional boundaries in voluntary relationships and in non-formal contexts;
  • the ability to foster participation and support for young people and adults in playing an active role in their communities, increasing their voice and influence in contexts and on issues that affect them;
  • the ability to create inclusive environments and to identify and counter oppressive attitudes, behaviours and situations;
  • the capacity to build practice on an understanding of issues of power, empowerment and the complexity of voluntary relationships;
  • skill in safeguarding the health and welfare of individuals and communities through the understanding and implementation of legal and regulatory frameworks;
  • context-appropriate leadership of individuals and groups;
  • project management skills (monitoring, evaluation, financial management, management of resources, policy development);
  • the capacity to engage with young people and community groups and facilitate young people and adults’ individual and collective learning and development;
  • the ability to select, plan and evaluate appropriate approaches from a range of intervention methods and techniques;
  • the ability to operate as a reflective practitioner, demonstrating appropriate professional actions and behaviours;
  • the ability to analyse policies and practices in the light of a range of theoretical perspectives and to devise written and practical responses;
  • skill in reflection on their own and others’ value systems and the ability to explore such values in non-formal contexts;
  • effective communication using written, electronic and oral means with individuals and groups;
  • the ability to design and implement initiatives, projects and programmes using appropriate professional frameworks and methods;
  • skill in evaluation of the impact and effectiveness of their work and the work of community-based projects;
  • critical reflection upon, and commitment to, their continuing personal and professional development.

Generic skills

Graduates should be able to demonstrate:

  • understanding and critical evaluation of research in the field and the ability to undertake small-scale participatory research projects;
  • the ability to use information and communication technology;
  • organisation and articulation of opinions and arguments in speech and writing, using relevant specialist vocabulary;
  • self management, including the organisation of an efficient and effective work pattern, and working to deadlines;
  • the ability to collect and apply numerical data, as appropriate;
  • the ability to collect, analyse and interpret qualitative and quantitative data;
  • the ability to present data in different formats, including graphical and tabular;
  • commitment to the improvement of their own learning and performance;
  • an understanding of their own approaches to learning;
  • an ability to work on their own initiative and in cooperation with others.

National Occupational Standards: Youth Work

1 Facilitate the personal, social and educational development of young people:

1.1 Facilitate learning and development of young people through youth work.
1.2 Plan and implement learning activities in youth work.
1.3 Promote young people’s self awareness, confidence and participation.
1.4 Promote access to information and support.

2 Promote equality and young people’s interests and welfare

2.1 Work with young people in promoting their rights.
2.2 Safeguard the health and welfare of young people.
2.3 Promote equality and the valuing of diversity.
2.4 Fulfil regulatory and organisational requirements.

3 Work with others:

3.1 Engage with young people.
3.2 Engage with the local community.
3.3 Build working relationships and networks.

4 Develop youth work strategy and practice

4.1 Establish and prioritise requirements for youth work.
4.2 Plan and implement youth work strategy.
4.3 Facilitate change.
4.4 Monitor and evaluate the effectiveness of youth work strategy and plans.

5 Lead and manage teams and individuals:

5.1 Manage yourself.
5.2 Lead and manage others.
5.3 Develop colleagues.
5.4 Maintain health and safety in the workplace.

Accreditation

The programme provides successful students endorsement as professionally qualified youth and community workers. The endorsement is awarded by the Education and Training Standards Committee.

Non-credit assessments include reports from supervisors of student’s practice on placement. In addition, students are subject to practice observations from Visiting Tutors.

Assessment methods

Assessment opportunities include assignments, portfolios, individual and group seminar presentations, multiple choice questions, and a business plan.