Prior to starting my higher education journey as a Youth and Community Work at University of East London (UEL) I had 5 year experience working in the social care sector. The majority of my experience was working with adults and families. I had also completed an Access to Social work course in Lewisham College, which provided me with some theoretical knowledge on services that support, empower and inform citizens. I then embarked on to a on to a BA Social work degree at the Brunel University. I failed my first year exam and was unable to progress any further after two attempts. I then took a year out to regroup and get ready to apply for Social Work degree again. However I was not shortlisted for any university, at that point I started to look
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My current skills that poses are: building relationships which provides me with the ability to delivery to a variety of service users developing voluntary relationships with young people in the community; partnership the ability to work with a different professional that are aimed at meeting the needs of young people working on a variety of issues such as: sexual health and well-being, healthy relationships, education, employment, care leavers and other fields; project development, session recording, interpersonal skills and other skills (Sapin, 2013). I have managed to do this by attending lectures and seminar while attending placement working towards the Youth Work NOS. During this time I have worked on weaknesses such as low self-esteem, continuity, techniques in delivery, dealing with conflict with in a professional setting and dialogue with young people. Using Kolb (1984) learning theory and Gibbs Reflective Cycle (1998) it is evident that having practice experience is necessary, this gives an opportunity for practitioners to reflect upon experience and raise awareness, then play out what I have learned. Using reflective and learning theories to identify my professional development is necessary and part of lifelong learning experience as a professional. Using reflective theory Schon states that reflection is a …show more content…
Prospect (2015) states that youth workers can work in schools, colleges, youth centres and faith based work, however they do not indicate whether the youth worker is JNC qualified. However the NYA state that professional youth workers (JNC qualified youth workers) ‘enables a worker to explore the theory behind youth work, the ethos, principles and practice’ (Digital,
My current skills that poses are: building relationships which provides me with the ability to delivery to a variety of service users developing voluntary relationships with young people in the community; partnership the ability to work with a different professional that are aimed at meeting the needs of young people working on a variety of issues such as: sexual health and well-being, healthy relationships, education, employment, care leavers and other fields; project development, session recording, interpersonal skills and other skills (Sapin, 2013). I have managed to do this by attending lectures and seminar while attending placement working towards the Youth Work NOS. During this time I have worked on weaknesses such as low self-esteem, continuity, techniques in delivery, dealing with conflict with in a professional setting and dialogue with young people. Using Kolb (1984) learning theory and Gibbs Reflective Cycle (1998) it is evident that having practice experience is necessary, this gives an opportunity for practitioners to reflect upon experience and raise awareness, then play out what I have learned. Using reflective and learning theories to identify my professional development is necessary and part of lifelong learning experience as a professional. Using reflective theory Schon states that reflection is a …show more content…
Prospect (2015) states that youth workers can work in schools, colleges, youth centres and faith based work, however they do not indicate whether the youth worker is JNC qualified. However the NYA state that professional youth workers (JNC qualified youth workers) ‘enables a worker to explore the theory behind youth work, the ethos, principles and practice’ (Digital,