Street-based youth work explanation, guidelines and strategy Wiltshire Youth Development Service
Mar 15, 2016
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: [email protected]
Website: www.inspiring-youngpeople.org.uk