Brains and gender, separately and in their interrelatedness, are hot items today in popular journals and academic literature. It is in particular the complexity of the interdependence of physical-, psychological-, and contextual-related developments of feminization in education that we focus on these contributions. We argue that a combination of recent findings of brain research and Marcia's psychological model of identity development in a “provocative pedagogy”—combining youngsters’ (boys and girls) need for exploration, console, and support—is a promising “stepped care” strategy for religious development of youngsters in a multicultural and multireligious context.
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The central question in this study is how, for whom, and under which conditions professional youth work contributes to the personal development of socially vulnerable youngsters, the reinforcement of their social network, the enhancement of their social participation, and the timely finding of appropriate specialized care services in relation to contextual factors such as life events and the influence of significant others. This research used a multiple case study with a comparative design. During a 12-month period, youth workers (N = 20) participated in group intervision meetings and kept diaries reporting on their actions and the development of the youngsters (N = 23). An analysis of this data revealed four patterns of development of socially vulnerable youngsters in youth work settings. Each pattern consisted of a specific form of multi-methodic action that resulted in a specific outcome. The study also revealed how these processes of development are influenced by important life events and significant others. The findings suggest that youth work contributes to personal development and social participation and thereby may lessen the need for formal social care services.
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This article focuses on how length of participation in professional youth work is associated with five outcome variables: prosocial skills, self-mastery, social network, civic participation (volunteering and organizing activities) and finding support from social care services. The study was designed as a longitudinal cohort study of four waves during a 16-month period, gathering the data of 1597 youngsters aged 10–24 who participated in Dutch professional youth work. The results show that, on average, youngsters who participated longer in youth work scored significantly higher on the outcome variables. Respondents did not show individual improvements on outcome variables over the period, but the results demonstrate a cautious positive trend over time in volunteering. Referring youngsters (33%) by youth workers to care services could prevent an exacerbation of existing problems. The results provide knowledge that legitimizes the role of professional youth workers and which can be used by them to improve the support of socially vulnerable youngsters in their personal development and social participation.
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This article focuses on the multiple feelings of belonging that refugee-background youngsters experience toward their country of origin (Syria)and their city of resettlement (Rotterdam). The conceptual framework of Antonsich is used to examine how personal and social dimensions shape their belonging. Based on interviews and photo-elicitation with 19 young people, this study shows that the feeling of belonging toward Syria is presented as a natural given, whereas the feeling of belonging toward Rotterdam developed over time, shaped by increasing familiarity and normalcy. Although exclusion is experienced incidentally, this does not greatly hinder youngsters’ sense of belonging toward Rotterdam.
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In dit artikel aandacht voor jeugdsubculturen op het Pinkpopfestival in 1999. Naast een beschrijving van de subculturen ook aandacht voor het sociogram en de economische effecten van het fetsival.
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In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
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This paper describes a research about the changing role and competences of teachers and the willingness of the teachers to change. The researchers developed and conducted a survey at Fontys University of Applied Sciences department engineering to find out how teachers teach and how they would want to teach. The conclusion drawn from this research results in five subjects of attention: 1 To investigate new teaching competences 2 To investigate new teaching strategies 3 To develop collaborating professional environments for teachers 4 To develop a formal declaration of how companies can participate effectively in the process of the transition of youngsters to professional practitioners 5 To investigate how the organization should change their culture and structure towards a professional learning environment for students and teachers. The above mentioned items will be subject of further research in the coming study year. The main goal is to develop a business case or strategic plan on how to implement change in teaching engineering education.
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In a society with increasingly unequal access to opportunities and an expanding pressure on youngsters to perform, safe spaces where socially vulnerable youngsters are allowed to learn and develop valuable skills are highly important. In the Youngsterdam project, professional youth workers support these youngsters in organizing their own activities through applying the method Youth Organizing. This youth work method invites and motivates youngsters to organize activities initiated by themselves. Through these non-formal learning experiences, youngsters experience positive encounters with peers and others from their neighbourhood – increasing their social participation – have the opportunity to develop their talents, and gain insights into their future. In addition, they could learn to bear responsibility and gain useful communication and organization skills. Innovative in this approach is the application of Open Badges: a digital system for the (international) recognition of non-formal learning experiences. This tool can enhance youngsters’ learning process by continuously motivating them to learn and allowing for (self-)recognition of skills and experiences.In a learning community of youth workers, researchers, students and social work educators we aim to co-create knowledge focused on the following question: To what extent does Youth Organizing in combination with Open Badges motivate youngsters to gain new learning experiences in a voluntary, non-formal learning environment? Under supervision of researchers, Social Work students will obtain empirical data through structured observations and in-depth interviews with youngsters and youth workers. Additionally, through this learning community, youth workers can reflect on their own actions and methods. Results are expected in Winter 2022.
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Previous research has suggested that professional youth work settings empower socially vulnerable youngsters, strengthening their personal development and social participation. It is expected that youth work can prevent personal and social problems of youngsters, which may have longer term positive social returns. How the underlying methodical way of acting of youth workers contributes to prevention-focused outcomes remains unclear. This article presents a four-wave longitudinal cohort study (16 months) that investigated longitudinal associations between 12 individual methodical principles that youth workers apply in interactions with youngsters and four prevention-focused outcomes: prosocial skills, self-mastery, social network and civic participation. The sample consisted of 1,597 Dutch youngsters with a mean age of 16.5 years (SD = 3.60). Findings: Linear mixed models analysis found that all individual methodical principles were longitudinally associated with one or more outcome. The strongest associations were observed with regard to prosocial skills and civic participation. Depending on the outcome measure, methodical principles seem to be more effective for boys, for youngsters who participate for 3 years or longer in youth work settings and for youngsters between 10 and 19 years old. With regard to the effect of methodical principles on improving self-mastery, 9 of the 12 principles appeared to play no positive role in increasing self-mastery of youngsters. Applications: This study provides youth workers with a better understanding of which methodical principles are positively associated with prevention-focused outcomes as well as reinforcing the evidence-based practice of professional youth work.
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One reason for non-participation in and drop-out from sports and physical activity participation is sports related injuries where especially knee and ankle injuries contribute to this problem. Therefore, the project MOVE HEALTHY: Improving Health and Sustaining Participation of Youngsters in Sports around Europe seeks to develop free-of-charge education material to effectively support sport coaches and physical educators around Europe to prevent primary lower extremity injuries of the youngsters participating in their sport trainings and physical education (PE) classes.Therefore, MOVE HEALTHY seeks to develop exercise based routines to preventsports and physical activity related injuries. The routines will be web-based including instruction videos. The routines will be based on the OPTIMAL motor learning theory and Self Determination Theory. It is intended that the consortium develops – by the process of co-creation with sport coaches and PE teachers – functional sports exercises that can be integrated in real world sport training and PE classes. With it, the project directly contributes to an improved sharing of good practices and develops innovative instruments in order to lower the risks of injuries and enhance sports participation in youngsters.The objective is to improve the motor competence of the youngsters, as well as toattitudinal and behavioral changes of the sport coaches and PE teachers during their practice. The ultimate goal of the MOVE HEALTHY project is that the youngsters can enjoy a lifelong, healthy sport participation
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