‘A norm, then, is an idea the minds of the members of a group a group, an idea that specifies what members should do, ought to do, are expected to do, under given circumstances, and what actions are meant can be much more easily determined for some norms than others’ (Homans, 1968: p.123)
Groups don’t sit themselves down and decide on ‘norms’ but norms develop and change as part of the group and its members. An individual member of a group will realise he or she is breaking a ‘norm’ in a group, even thought there is no knowledge where the ‘norm’ has occurred from or why the member within that group behaves in that certain way.
‘Norms often arise from the diffuse interaction of the members, who associate for a while, and then, as if overnight, the group norms crystallize and take shape. One day they were followed, though not consciously held; the next day the group is aware of them. The origins of the norms, if it was ever known, is apt to be forgotten. The group has no memory of a time when the norms were not held, be that memory short or long’ (Homans, 1968: p.417)
The norms are very important when working with young people in a group for a youth worker as it provides an option for the youth worker to challenge the norms of that group. Some norms of a young peoples group may include spitting on the floor, swearing or racist or sexist language within the group the worker will then consider how to tackle such issues in groupwork with young people thus referring to the purpose of group work in youth work could be tackling the norms in a young people group and how to overcome them. But sometimes this could lead to conflict with the youth workers own beliefs and values. (Kedar, 1998: p308) ‘displayed behaviour may conflict with that worker’s own values. This could be called a conflict between behavioural and functional role, the worker may experience some conflict of role between themselves as ‘themselves’ (behavioural role), and themselves in the role of ‘youth worker’ (functional role)
The main aim of youth work is to support young people, from being a young person to a responsible adult, doing this by encouraging as well as helping their social and personal development and desire so a young person can engage in society more effectively with the right and correct life skills achieving this in a professional and educative way through listening and re-sourcing creative activities within the youth service and individual personal advisers, taking in account to individual ideas and problems of each young person. My viewpoint is supported by the Youth Matters Report, Chapter 2 (2005) ‘How to provide better information, advice and guidance to young people to help them make informed choices in life’.
Making reference to (Ledgerwood and Kendra, 1997) ‘Educative-enabling young people to gain skills, knowledge and attitudes needed to identify, advocate and pursue their rights and responsibilities as individuals and as members of groups and communities locally, nationally and internationally’ this shows that the purpose of youth work is not just too have fun through such activities in a youth setting weather it be a youth club or a school but to overcome issues affecting young people in their life through groupwork with young people.
‘Youth work is thus and educational activity offering learning opportunities which support the personal and social development of young people. It is concerned with wholeness although it may, from time to time, focus on particular features for development. Learning can occur in thoroughly planned and focussed programmes; or maybe spontaneous, making skilful use of informal meetings with individual young people and with groups. It may enlarge an individual’s interest and knowledge, or provide confidence in an interest or skill but also satisfy needs for creative experience, for employment, for self-respect. It may offer experience of relationships in groups and communities’ (Elsdon, 1995)
Group work and its purpose in a youth and community setting is an effective way for young people for many reasons some of the reasons why it is so affective because it helps young peoples levels of cognitive, emotional, behaviour, and social development. Groups enable young people to form bonds with peers in a structured environment that enables them to discuss feelings and ideas openly, with reduced risk and young people learn from each other in such groups in a youth and community setting.
‘achieving a sense if belonging and mutual identity can lead to social relationships and to members being able to receive help to tackle problems or situations using support, knowledge, ideas and experiences acquired in the group’(Preston 1987)
Groups in a youth and community setting enables young people to understand that their concerns are not unique to them and that there is not something wrong with them Group discussions may assist children in discussing and coming appreciate that others share their problems, fears, worries, as other young people within that group will feel the same thus the purpose of groupwork in a youth setting can help young people to gain ‘self esteem and reality resting’ (Dwivedi, 1998). In a group of young people will realise that they share common experiences as well sharing experiences and issues with the same peer group as themselves thus through group work young people are likely to engage more and group work with young people is cost effective.
‘For most adolescents, the small group is natural and highly attractive setting, because its resemblance and kindship with the natural peer group’ (Douglas, 2000)
Through the use of developmentally appropriate structured activities and group work children and adolescents are often able to expressive personal feelings and interpersonal feedback to their peers that they would have difficulty telling to adults. Often, young people accept more readily constructive feedback from peers than from adults.
Group work also shows a reflection for community work as it reflects on people from different society.
‘A group is a minute social system which reflects the behavioural patterns of the society from which members become. Because it is a small social system, those behaviour patterns, good as well as bad, are available for scrutiny. Their consequences are now available for discussion’ (Dwivedi, 1998)
An example of a group is the BKYP, Bradford-Keighley Youth Parliament. BKYP aims to give young people living in the Bradford Metropolitan District, between the ages of 11 and 21 years old a voice, young people are heard and listened to by local and national government, service providers for young people and other agencies who have an interest in the views, needs and concerns of young people. Young people elect members from their area where they reside to present them and voice they concern and views from the young people elected a group is formed where ideas and suggestions are put together by individual in the group and put forward to different agency’s within the youth and community setting thus again one of the core values and aims of youth work is to empower young people in making decisions.
‘Empowering-supporting young people to understand and act on the personal, social and political issues which affect their lives, the lives of others and the communities of which they are part’ (NYA 1995)
As from my example of BKYP this empowerment can be achieved through young people forming and facilitating groups themselves and taking account for their area and environment their live in as well as the society they live with and how to improve and accept it therefore one of the main purpose of group work in a youth and community setting is so that young people come together form a group of power to influence they society they live in as collective identity of young people shows empowerment and individual identity cannot show any empowerment to change issues locally and internationally.
‘Groups can provide a more effective environment to experience empowerment because they can be used to replicate or simulate the larger society: in many respects they are microcosms of wider society, but more amenable to change, at both a personal and group level’ (Doeal et al. 1999)
Another purpose of groupwork in a youth and community is to bring social action and challenge oppression one of the key aims and values of the purpose of youth work For an example anti-bullying campaign or kick racism our of football campaign are groups where young people get involved in to tackle such problems their have themselves are experiencing or if other people are experiencing.
‘the achieving of external change, of encouraging social action in the community in the pursuit of social change goals’ (Preston, 1987)
Also young people can form groups to want a change in the area they live for an example young people form a group in a youth club and put their views forward in wanting sports facilities in their area or other improvements in their area.
‘Social action groups aim to challenge the received assumption concerning the powerful and powerless, i.e. hope to achieve improvements in their environment and living conditions’
This is achieved by young people forming a group and the youth worker facilitating the group. Youth workers are not a part of the group, which they work with, their role and function is different just by the fact there are not young people but this could be addressed by ensuring the interventions of the worker are welcomed. Leighton (1972) states‘if the agency and the worker are seen as offering external expertise, such expertise can only be really effective if the group it self is desirous to change’(p.200)
When doing groupwork there is different styles in leadership the three main styles are Authoritative, Friendly and Laissez faire
If there is choice between the 3, the best leadership style should be the friendly, democratic leadership. This type of leadership encourages the most open discussions with the young people without them being left on their own. Comprehensive rules and decisions are justified and discussed. Each member of the group and group leader is equally responsible for the success. Step by step, the teenagers learn to behave democratically, fairly and socially. Any problems along the way are discussed together, mistakes are accepted and corrected. The goal is reached together. ()
In coming to a conclusion of my essay I think the purpose of group work in a youth and community work setting is relevant as it can improve a young person in different ways as the purpose of group work in a youth and community setting can help is an young for many reasons as it is cost effective and helps young peoples levels of emotional, behaviour, and social development.
‘Effective Groupwork can enhance social life skills self esteem and reality testing. It can also help children learn delaying gratification, managing feelings, exploring abstractions and values, cultivating creativity and giving oneself to others. It helps to overcome narcissism and improve the sense of independence as well as autonomy’ (Keepers at al, 1987)
As a consequence the purpose of groupwork has a major role youth and community development for many reasons such as social and emotional development in young people.
Reference/Bibliography List:
Books:
Adams J. (1998) Group work in the youth service. In Diwivedi, Groupwork with adolescents and Children: London, Jessica Kingsly Publications
Department of Education and Skills, Youth Matters DFES Publication
Doel, M and Swadon, C. (1999) The Essential Group worker: London: Jessica Kingsley Publications
Douglas, T. (2000) Basic Groupwork: London. Routledge
Dwivedi, N.K (1998) Group Work with children and Adolescents: London. Jessica Kingsley Publications
Elsdon, K.T (1995) voluntary organisations: citizenship, Learning and change, NIACE, 1995
Homans, G.C (1968) The Human Group: London: Routledge and Kegan Paul
Keepers, T.D. (1987) group treatment of children: Practical Techniques. Sarasota
Ledgerwood and Kendra, The challenge of the future, RHP 1997
Leighton, J.P. (1972) the principles and practice of youth and community work Oxford: Oxford Press
National Youth Agency (1992) Planning and Evaluating In A Time Of Change Leicester NYA 1992
National Youth Agency (1995) Planning the way: Guidelines for developing youth work curriculum, Leicester, NYA 1995
Preston-Shoot M. (1987) Effective Groupwork: London. Macmillan Education Ltd
Websites:
(accessed 8th May 2007)
