module specification

This module will embrace the notion of social justice, compassion, and inclusion. This is key to our Education for Social Justice Framework at London Met.
It aims to:
1. introduce students to the professional principles and practice of youth work. There is a strong emphasis on the National Occupational Standards for Youth (NOS);
2. develop skills in establishing relationships with young people in a variety of settings in order that they can make sense of their situation, express their aspirations and plan to meet their needs realistically;
3. enable students to consider the work with young people in ways that promote equality of opportunity, participation, and anti-discriminatory behaviour;
4. encourage the students to take a firm stand against discrimination, prejudice, and oppressive behaviour through their practice.  Institutional discrimination and organisational policies and procedures relating to discrimination and oppression will be discussed;
5. critically examine their own values belief systems and attitudes and how these impact on their work;
6. explore factors that exclude young people and barriers to participation;
7. identify opportunities for students to engage with critical enquiry into and active learning of the experiences of disadvantaged and marginalised groups will make a major contribution to student learning;
8. facilitate and support the student’s growth by encouraging their educational development in informal and planned situations and interventions with young people.

The syllabus will encourage students to think critically about issues affecting young people in contemporary contexts and introduce theory, practice and applied youth work principles in relation to the following themes:

1. Youth-identity formation
• How are identities constructed?
• Issues of body image (e.g. am I too fat? Am I not attractive?)
• Negative stereotyping and media representations of youths or particular groups of young people
• Pressures of materialism (e.g. being able to afford the latest fashions, or a new iPhone)

2. Social media
• Issues related to 24hr social networking (e.g. being addicted to checking Facebook)
• Increasingly sedentary lifestyle (e.g. not exercising enough)
• Positive aspects of social media use among young people

3. Sex and relationships
• Healthy relationship
• Self-esteem
• Sexual abuse/trauma
• Feeling loved and respected
• Gender and sexuality, LGBTQI+
• Positive sexual relationship

Learning Outcomes LO 1 - LO6

The module will be taught by a blended learning approach to lecture and critical discussion. There will be a focus on group work.
A student-centred approach will be adopted in teaching and learning on the module, relying on class discussions/activities, reflections. Visiting practitioners from the youth work profession to present their projects and engage students in problem solving, and innovative approaches to work with young people.
A lecture introducing the topic will be followed by a seminar where the emphasis will be on student empowerment through active participation and group work. Weekly reading is expected in order to get the most out of the module.

1. Ensure that work with young people remains within the professional boundaries of a youth worker's role.
2. Describe the core values of youth work and the wider context in which they operate.
3. Discuss organisational policies, procedures and legislation relating to equal opportunities and discrimination.
4. Demonstrate an understanding of how to work with young people to define their value base.
5. Identify the connection between youth work values and behaviour in practice.
6. Demonstrate an awareness of anti-discriminatory practice and behaviour in ways which promote youth work values.

The learning of the module will be assessed through two assignments, a seen scenario due in week 11 and a digital project due in week 23.

The seen scenario
Each student will be presented with a seen scenario where they will present their rationale and action plan to a panel.

Project: digital youth work
Through the development of a digital youth work project, students will address an issue affecting young people. Students will also be assessed based on their ability to develop an online platform that provides support to young people.

Youth work practice
Grassroots youth work: policy, passion and resistance in practice (2016) by Tania de St. Croix. Available at: https://0-doi-org.emu.londonmet.ac.uk/10.2307/j.ctt1t88zhj.
The SAGE handbook of youth work practice (2018) edited by Pam Alldred, Fin Cullen, Kathy Edwards and Dana Fusco. Available at: http://0-sk.sagepub.com.emu.londonmet.ac.uk/books/the-body-and-social-theory.
Empowerment and participation in youth work (2011) Annette Fitzsimons.
Essential skills for youth work practice (2013) by Kate Sapin (2nd edition). Available at: https://emu.londonmet.ac.uk/search~S1?/aSapin%2C+Kate%2C/asapin+kate/-3%2C-1%2C0%2CB/frameset&FF=asapin+kate&2%2C%2C2.

Youth studies literature
Youth Studies: An Introduction (2012) by Andy Furlong. Available at: https://ebookcentral.proquest.com/lib/londonmet/reader.action?docID=1075200&ppg=4.
Key Concepts in Youth Studies (2013) by Mark Cieslik and Donald Simpson. Available at: https://0-search-credoreference-com.emu.londonmet.ac.uk/content/title/sageukys?tab=contents.
Young people and social change: new perspectives (2007) by Andy Furlong and Fred Cartmel. Available at: https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=316276.
Handbook of youth and young adulthood: new perspectives and agendas (2009) edited by Andy Furlong. Available at: https://www.vlebooks.com/Vleweb/Product/Index/65817.

Youth-identity formation
Childhood and society (2014 [1950]) by Erik H. Erikson. Available at: http://www.vlebooks.com/Vleweb/Product/Index/674897.
Working with diversity in youth and community work (2011) by Sangeeta Soni. Available at: https://emu.londonmet.ac.uk/search~S1?/aSoni%2C+Sangeeta%2C/asoni+sangeeta/-3%2C-1%2C0%2CB/frameset&FF=asoni+sangeeta&1%2C1%2C.
Working with distressed young people (2011) by Bob Harris. Available at: https://emu.londonmet.ac.uk/search~S1?/aHarris%2C+Bob%2C/aharris+bob/-3%2C-1%2C0%2CB/frameset&FF=aharris+bob&3%2C%2C3.
Terraformed: Young Black Lives in the Inner City (2020) by Joy White.
Foreword: Intersectionality in publics, policy and practice (2020) in Engaging with policy, practice and publics: intersectionality and impacts by Ruth Ibegbuna. Available at: https://www.jstor.org/stable/j.ctv138wq7f.4.

Sex, gender and relationship
Understanding Sex and Relationship Education, Youth and Class: A Youth Work-Led Approach (2013) by Sharon Elley.
Social media and young people
#MeToo and the politics of social change (2019) edited by Bianca Fileborn and Rachel Loney-Howes. Available at: http://0-search.ebscohost.com.emu.londonmet.ac.uk/login.aspx?direct=true&db=nlebk&AN=2252675&site=ehost-live.

Other issues facing young people
A political ecology of youth and crime (2012) by Alan France; Derrick Armstrong; Dorothy Bottrell. Available at: https://www.vlebooks.com/Vleweb/Product/Index/886282?page=0.
The short guide to community development (2016) by Alison Gilchrist; Marilyn Taylor. Available at: https://0-www-jstor-org.emu.londonmet.ac.uk/stable/10.2307/j.ctt1t89ftd.

Audio-visual learning resources
Rocks (2020) [movie] by Sarah Gavron. Available at: https://www.netflix.com/gb/title/81040791.
Terraformed: Young Black Lives in the Inner City/Interview with Joy Wright (2020) [podcast] by The Surviving Podcast. Available at: https://soundcloud.com/user-622675754/joy-white.