Additional Information
Book Details
Abstract
A Real Part to Play follows the evolutionary stages of project development, from planning children and young people's involvement to working with them and evaluating the results of a specific project. It considers the context of involving children and young people in community regeneration and possible problems. It includes examples of good practice, practical tips, checklists, advice and activities.
If you are a professional working in community regeneration, or simply want to increase children and young people's involvement in your community, this manual provides inspiration and a starting point for discussion. The material can be modified and developed to make it useful for your community.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Contents | 1 | ||
| Introduction | 1 | ||
| Gathering | 1 | ||
| Planning | 1 | ||
| Participating | 2 | ||
| Performing | 3 | ||
| Reflecting | 4 | ||
| Introduction | 6 | ||
| Children and regeneration | 7 | ||
| Using the participationmanual | 8 | ||
| Gathering | 9 | ||
| Youth and practice focus | 10 | ||
| Who are theyoung people? | 10 | ||
| Levels ofinvolvement | 11 | ||
| Figure 1:Ladder ofparticipation | 12 | ||
| People and places | 13 | ||
| Mappinginvolvement | 14 | ||
| Training and resources | 16 | ||
| Figure 2:Mission statementfrom The YoungPeople’s Charter ofParticipation | 16 | ||
| Exercise 1:Why do youwant to involveyoung people? | 17 | ||
| Exercise 2:Ladder ofparticipationexercise | 18 | ||
| Exercise 3:Opportunities for,and barriers to,youth involvement | 19 | ||
| Exercise 3:continued | 20 | ||
| Policy questions | 21 | ||
| Why involveyoung people? | 21 | ||
| Figure 3:The United NationsConvention on theRights of the Child | 22 | ||
| Before you leave this section | 23 | ||
| Troubleshooting | 23 | ||
| Planning | 25 | ||
| Youth and practice focus | 26 | ||
| Figure 4:Maslow’s Hierarchyof Needs | 26 | ||
| Why is the hierarchyof needs important? | 27 | ||
| Resources | 27 | ||
| Detached youth work | 30 | ||
| Planning a meeting | 30 | ||
| Active meetings | 31 | ||
| Making boringthings interesting | 32 | ||
| Child protection | 32 | ||
| Training and resources | 34 | ||
| Exercise 1:Communityplanning | 34 | ||
| Exercise 2:Child protectionscenarios | 36 | ||
| Figure 5:First contact list | 38 | ||
| Policy questions | 39 | ||
| Pathways toparticipation | 39 | ||
| Figure 6:Pathways toparticipation | 40 | ||
| At what stagedo you involveyoung people? | 41 | ||
| Making themost impact | 41 | ||
| Before you leave this section | 42 | ||
| Troubleshooting | 42 | ||
| Participating | 45 | ||
| Youth and practice focus | 46 | ||
| Whose projectis it anyway? | 46 | ||
| Make sure youare inclusive | 47 | ||
| Training foryoung people | 48 | ||
| Training for adults | 49 | ||
| Challenges whenworking togetherwith adults | 49 | ||
| What needs tohappen for a goodworking relationship? | 50 | ||
| Working with groups | 50 | ||
| Preparing workwith young people | 52 | ||
| Exercise 1:Get knotted | 52 | ||
| Exercise 2:Positive strokes | 52 | ||
| Session planning | 53 | ||
| Examples ofactivities and games | 54 | ||
| Creative techniques | 57 | ||
| Decision-making | 59 | ||
| Training and resources | 60 | ||
| How does your group function? | 60 | ||
| Exercise 1:Group function | 61 | ||
| Exercise 2:SWOT analysis | 62 | ||
| Exercise 3:Action planning | 63 | ||
| Figure 7:Action planningsheet | 64 | ||
| Figure 8:Young person’saction planning sheet | 65 | ||
| Figure 9:Example of a young person’s action planning sheet filled-in | 66 | ||
| Exercise 4:What makesan adult goodto work with? | 67 | ||
| Figure 10:Ethical conductin youth work | 68 | ||
| Figure 11:Sessional planningand recording sheet | 69 | ||
| Figure 12:Parental/carersconsent form | 70 | ||
| Figure 13:Fun sheet | 71 | ||
| Figure 14:How can I changethings in my area? | 72 | ||
| Opinion-findersheets | 73 | ||
| Figure 15:Opinion-finder | 73 | ||
| Figure 16:Residential tripschecklist | 74 | ||
| Policy questions | 76 | ||
| Structures forinvolvement | 76 | ||
| Before you leave this section | 77 | ||
| Troubleshooting | 77 | ||
| Performing | 79 | ||
| Youth and practice focus | 80 | ||
| What part are young people playing? | 80 | ||
| Youth forums | 81 | ||
| Job descriptionsfor youth forumand adults | 82 | ||
| Young people onrecruitment panels | 82 | ||
| Interview panels– who makes thedecision? | 83 | ||
| Young researchers | 84 | ||
| Figure 17:Task outline foryoung advisor andyoung researcher | 85 | ||
| Youth advisory group | 86 | ||
| Consultation | 86 | ||
| Figure 18:Ethics of involvingyoung peoplein communitydevelopment | 88 | ||
| Figure 19:Problem wall andsolution tree | 89 | ||
| Consultationtechniques | 90 | ||
| Figure 20:Consultationsession | 92 | ||
| Figure 21:Consultationsession – Youngpeople’s session | 93 | ||
| Feedback | 94 | ||
| Intergenerationalunderstanding | 94 | ||
| Activity 1:Walk in my shoes | 94 | ||
| Activity 2:A day in thelife of... | 95 | ||
| Activity 3:Real andideal people | 95 | ||
| Accreditation | 95 | ||
| Training and resources | 96 | ||
| Consultationagreements | 96 | ||
| Exercise 1:Service levelagreement | 97 | ||
| Exercise 2:Consultation withdifferent groups ofchildren and youngpeople | 98 | ||
| Consultationtechniques forchildren andyoung people | 99 | ||
| Exercise 3:Where are we nowand where do wewant to get to? | 100 | ||
| Policy questions | 102 | ||
| Corporate strategy | 102 | ||
| Training for staff | 103 | ||
| Feedback | 103 | ||
| Before you leave this section | 104 | ||
| Troubleshooting | 104 | ||
| Reflecting | 107 | ||
| Youth and practice focus | 108 | ||
| Why evaluate? | 108 | ||
| Evaluating withyoung people | 109 | ||
| Exercise 1:Sticker book | 109 | ||
| Exercise 2:Opinion line | 109 | ||
| Exercise 3:Thermometer | 109 | ||
| Training and resources | 110 | ||
| Figure 22:Young people’squestionnaire | 110 | ||
| Policy questions | 112 | ||
| Framework forevaluation | 112 | ||
| Before you leave this section | 113 | ||
| Troubleshooting | 113 | ||
| Appendix | 115 | ||
| Bibliography | 116 | ||
| INDEX | 117 |