scholarly journals FORMATION OF YOUTH WORKER PROFESSIONALISM: PROBLEMS IN ESTONIA

2015 ◽  
Vol 68 (1) ◽  
pp. 84-96
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Formal Education ◽  
National Curriculum ◽  
High Mobility ◽  
Professional Staff ◽  
Development Model ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker

Youth field has been in constant evolution during the restoration period of Estonian independence, since 1991. The theoretical overview is about youth worker professionalism, associated with the developments in the European and Estonian youth field and in the context of the Berliner competency levels development model. It explains the expectations set for youth workers, to teaching and youth field institutions. Youth work is expected, like formal education, with more clearly defined educational goals, and it is emphasized that it is a non-formal education. An important aspect is enjoying of the activities and its educational elements. The National Curriculum for Basic Schools and Gymnasium (2011) sets the expectations that the non-formal education will give more support to students to complete the curriculum of formal education. Youth work in Estonia is an essential component of the educational system. Therefore, the professionalism of youth workers and their coping with new challenges is very important. Over the last ten years, major changes in the Estonian youth worker professionalism and in the aspects of professional development haven’t been mentioned. The answers are briefly: in Estonia youth worker profession has been associated with the development of youth field, but the staff preparation is very different and characterised by low working experience. Berliner presented development model of competency levels, treats the professional development as long-term, complex process, distinguishing between the five stages of development of the professional staff, which are also regarded in the context of the professional development of the youth worker. Youth work quality is dependent on the availability of professional youth workers and in order to gain it, the high mobility inside the sector should be reduced, a better situation and more support should be created for the formation of youth worker professionalism at the various levels of the professional growth. Key words: competency, professional level, professionalism, youth work, youth worker.

scholarly journals ORGANIZATIONAL FACTOR AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´ PROFESSIONAL GROWTH

2020 ◽  
Vol 5 ◽  
pp. 302
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personal Characteristics ◽  
Organizational Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker ◽  
High Satisfaction

The issue of the Estonian youth workers´ professionality has been relevant for many years. Organizational factors are important in the youth worker´s professional growth. Youth worker is a promoter of non-formal education. Research explained the issues related to the youth workers professional growth, including organizational factors. The theoretical framework of the research created Ruohotie, Tamm concepts of professional growth and Hackman, Oldham job satisfaction characteristics. The purpose of this research was brought to the light youth work specialists´ opinions about the organizational factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the beginner youth workers´ support for efficient and faster adaptation with work. Mostly were explained interviewees high satisfaction with team and colleagues. Interviews revealed a different commitment to work, which depends of the employee´s professional awareness and involvement in initiatives, that could have resulted from different education, professional training or personal characteristics. The quality of the feedback is important for the employee's professional growth. Individualisation of the work may create a threat to versatility. For further clarification: youth workers´ professional identity. 

PERSONALITY FACTORS AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´PROFESSIONAL GROWTH

2019 ◽  
Vol 5 ◽  
pp. 292
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personality Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Personal Factors ◽  
High Expectations ◽  
Youth Centers ◽  
Key Topics

The article dealt with one aspect of the professional growth basic elements. The issue of the Estonian Youth Centers youth workers´ professionality has been relevant for many years, as employees often exchange. Expectations for youth work as a promotion of non-formal education are high. There is no research that explained the issues related to the youth workers professional growth, including personal factors. The theoretical framework of the research created Ruohotie, Tamm, Clarke and Hollingsworth concepts of professional growth. The purpose of this research was brought to the light youth work specialists´ opinions about the personal factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the youth workers´ internal motivation, treatment and professional identity. Mostly were explained the high expectations to the youth work generally. Interviews revealed a different commitment to everyday work, that could have resulted from their different education and professional training or attitudes towards education. The needs for further clarification are: occupational and organizational elements of youth workers professional growth. 

scholarly journals ESTONIAN YOUTH WORK EXPERTS PROFESSIONAL GROWTH: CASES STUDY

2021 ◽  
Vol 4 ◽  
pp. 213-224
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Education ◽  
Professional Growth ◽  
High Mobility ◽  
Work Load ◽  
Impact Factors ◽  
Youth Work ◽  
Special Focus ◽  
Youth Workers ◽  
Personal Factors ◽  
Structured Interviews

Estonian youth work (YW) has been in development almost 30 years. In the last more than 15 years the same trends have been observed in the studies in terms of professional development: the shortage of employees with professional education and workers high mobility. At the same time, the progressive decisions and regulations made in Estonia, on the field of European YW are exemplary. Thus, the prerequisites for professional YW were created and experts in the field have also developed.The aim of research was to give an overview of the stories of becoming as experts. Semi-structured interviews were compiled in 2019. Special focus was on the professional growth in the content of life story. The study revealed both – randomness entry into YW, but various supporting external aspects (active school life, supportive community, camps). However, the most important were the personal factors - motivation, consistency, entrepreneurship, courage, YW studies, participation in (foreign) projects, mission. Professional knowledge and skills supported mostly the development from a novice specialist into an advanced employee and expert. Commitment, autonomy were the main work-load impact factors. The desire to work with young people has brought some retired youth workers back to YW. Horizontal career was limited but usual. 

Rethinking some youth worker ‘tales’

2016 ◽  
Author(s):  
Mike Seal ◽  
Pete Harris
Keyword(s):  
Young People ◽  
Youth Work ◽  
Unique Contribution ◽  
Youth Workers ◽  
Violent Behaviour ◽  
Youth Worker ◽  
Conceptual Clarity

This chapter begins by challenging workers to critically interrogate what the authors see as archetypal youth work ‘tales’. The authors highlight how some youth workers can over-privilege and idealise their own relationships with young people and need to be wary of over-identifying with them to such an extent that challenging their violent behaviour falls off the agenda. They also argue that youth workers need to develop greater conceptual clarity, especially around notions of respect and trust. With the former, for example, workers may need to make distinctions between earned, intrinsic respect, and respect that is based around fear. The chapter explores how workers might encourage young people to reflect on self-respect and how status is constructed in their community and culture, working on alternative attainable and sustainable ways to develop it. The authors then cast a critical eye over the relationships between youth workers and professionals from other agencies, arguing that youth workers should not develop a crab mentality towards these agencies but rather seek to present the distinctive, but not unique, contribution they can make.

scholarly journals ‘Being church’: The Social and Spiritual Purposes and Impacts of Christian Detached Youth Work

2017 ◽  
Vol 16 (2) ◽  
pp. 89-116
Author(s):  
Naomi Thompson ◽  
James Ballantyne
Keyword(s):  
Qualitative Research ◽  
Relevant Literature ◽  
Young Person ◽  
Small Sample ◽  
Youth Work ◽  
Youth Workers ◽  
Primary Research ◽  
Starting Position ◽  
Youth Worker ◽  
The Social

In this paper, we explore the social and spiritual purposes and impacts of Christian detached youth work in theukthrough an exploration of relevant literature and through qualitative research with a small sample of youth workers. The article finds, both in the literature and the primary research, that the development of relationships between youth worker and young person is the most significant purpose and impact of Christian detached youth work. These relationships are used to facilitate impacts, both social and spiritual, in detached youth work, but are also seen as an important impact in themselves. The paper argues that social and spiritual purposes and impact are fluid and overlapping within Christian detached youth work, that institutional agendas are given low priority, and that youth workers aim to start their work from the young people’s own starting position rather than an imposed agenda. This equalising of power and negotiation of mutual relationships is largely considered, by both the literature explored and the youth workers in our primary research, to enhance the uniqueness and effectiveness of detached youth work in achieving its particular social and spiritual impacts.

scholarly journals Youth Work Matters: Online Professional Development for Youth Workers

2020 ◽  
Vol 15 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Kari Robideau ◽  
Karyn Santl
Keyword(s):  
Professional Development ◽  
Youth Development ◽  
Learning Opportunities ◽  
Online Course ◽  
Youth Work ◽  
Youth Workers ◽  
Face To Face ◽  
New Concepts ◽  
Online Setting ◽  
Viable Method

As the field of youth development becomes more recognized as a profession, it is imperative that youth workers are trained in foundational youth development research and practice. However, accessibility and cost can limit participation in face-to-face workshops and conferences. Online, cohort-based courses are a viable method to offer professional development for youth workers. This program article provides an overview of the online course, Youth Work Matters, which has provided training to youth workers for over 10 years. The authors demonstrate that professional development for youth workers in an online setting will increase access to learning opportunities. This article also describes key components for an online, non-credit course for participants to gain knowledge, apply new concepts and participate in learning communities.

scholarly journals Professional development of academic teachers in modern Poland

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 7-14
Author(s):  
Olena Yakovenko
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Scientific Research ◽  
Postgraduate Education ◽  
Professional Staff ◽  
Professional Competencies ◽  
Quality Level ◽  
Professional Activities ◽  
Polish Experience ◽  
Academic Teachers

The author notes that Ukraine's desire to integrate into the European educational space necessitates a detailed analysis and systematization of the experience of foreign countries in the professional development of research and pedagogical staff in the system of postgraduate education. The consideration of advanced training and the development of professional competencies of pedagogical and research-pedagogical workers on the experience of neighbouring Poland is actualized. Based on the scientific research of domestic and Polish scientists, the author, taking into account the distribution of professional competencies of academic teachers into four groups: scientific and professional, psychological and pedagogical, managerial and digital, analyses the Polish experience in the development of academic teachers. Theoretically, it states that Polish universities provide their professional staff with a variety of opportunities for professional growth, providing the most effective and favourable conditions for their further professional development. It also notes the importance of developing professional reflection, a creative approach to one's profession, studying and analysing not only one's own pedagogical professional activities, but also one's own educational ones. The author analyses the activities of a number of Higher Educational Establishments on the professional development of academic teachers, these are: the University of Warsaw, Andrzej Frycz Modrzewski Krakow University, Pomeranian University in Slupsk, Social Academy of Sciences. Vivid examples of their activities in the development of academic workers are provided. The author comes to the conclusion that the professional development of academic teachers in Poland today takes place with the help of a variety of tools. It should be noted that the measures taken by the neighbouring country almost coincide with the work to improve the qualifications of research and pedagogical staff in modern Ukraine, however, they are implemented at a higher quality level; teachers are presented with more opportunities to improve their professional activities, Poland attracts more international specialists for the education of its specialists. Programs and grants that contribute to the scientific, research-related and, in general, professional development of education specialists are implemented. In general, in the context of globalization and European integration of educational processes, the exchange of educational experience is necessary to provide high-quality educational services.

scholarly journals Preparing Capable Youth Workers: The Project Youth Extension Service Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 122-149 ◽  
Author(s):  
Benjamin Silliman ◽  
Harriett C. Edwards ◽  
James C. Johnson
Keyword(s):  
Youth Development ◽  
Professional Growth ◽  
Self Regulation ◽  
Military Family ◽  
Extension Service ◽  
Youth Workers ◽  
Extended Training ◽  
Youth Worker ◽  
Practice Experience ◽  
Service Training

The Project Youth Extension Service (YES!) college student internship integrates pre-service training on youth worker competencies with a year or more of practice experience in leading positive youth development programs for military youth impacted by the military deployment process. For nearly a decade, interns have reported significant improvement in 37 behavioral competencies, with 24 indicators improving .50 or more on a 5-point scale. Areas of greatest growth include practices critical to youth worker effectiveness and program quality: self-regulation, interaction, and adaptation in high-intensity settings. Qualitative comments indicate growth in personal maturity (e.g., composure, flexibility, openness to feedback) as well as professional growth (e.g., listening, organization, presentation, teamwork), and empathy for youth and families under stress. Intern growth was also observed by trainers and mentors. Program feedback from youth and event coordinators was consistently positive. Interns also benefited from working with a career mentor. Blended online and on-site training, episodic scheduling, and scaffolded leadership offer effective and efficient methods for programming and professional development. Findings point to the value of intensive and extended training focused on experiential learning, critical reflection, and mentoring, together with background knowledge on military culture, military family life, and youth development. The program model, full results, conclusions, recommendations for practice, and opportunities for improvement are discussed.

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