Facilitating individual and group learning in an enriching environment

Means establishing dialogue and ensuring cooperation mechanisms with individuals, groups and communities. This means that the youth worker has the attitudes, knowledge and skills to support young people in identifying and pursuing their learning needs and to then choose, adapt or create methods and methodologies accordingly. Ideally, the youth worker and the young person trust each other. The youth worker actively supports and enhances young people’s learning processes, self-responsibility, and motivation, and the youth worker empowers young people to improve their personal situation.

  • motivate & empower young people?
  • honest, respectful & transparent?
  • foster democratic & active participation?
  • respects ethical boundaries when working with (the group of) young people?
  • raise young people’s awareness of the power of change?
  • support young people in dealing with crisis situations in a fair & constructive manner?
  • generate trust & maintain confidentiality?
  • acknowledge the experiences of others?
  • encourage & actively support collective actions?
  • address factors supporting & blocking creativity?
  • have the courage to improvise & experiment & recognise the importance of creativity?
  • aim at reaching educational aims by using specific ways & methods that encourage creativity, problem solving, ‘out-of-the-box’ thinking, in different environmental aspects?
  • OK with imperfections, failures, and mistakes?
  • knowledge of learning styles, knowing methods to identify them & to work with them?
  • knowledge of group processes, mechanisms & principles (including power relations)?
  • knowledge of competence assessment principles & related methods?
  • knowledge on how to look for information about methods and methodology, and how to share the resources adequately?
  • knowledge of the principles of methodologies used in the field of youth?
  • knowledge about emotions & emotional mechanisms?
  • knowledge about crisis mechanisms & management?
  • skill of choosing appropriate methods and assessing young people’s learning needs and objectives?
  • skill of identifying, organising & referring to appropriate resources to support one’s own learning?
  • skill of initiating & supporting self-reflection on learning?
  • skill of identifying dimensions & stages in group processes?
  • ability to build up and support the self-confidence of young people?
  • ability to empathise in a way that others can learn from one’s experience?
  • skill of addressing crisis situations?
  • ability to enable individual and/or group reflection on ethical issues
  • readiness to improvise & accept ambiguity?
  • being open towards learning/unexpected learning (for oneself & others)
  • readiness to upskill and stay up-to-date with existing methods and related sources?
  • readiness to be challenged & take risks?
  • readiness to trust young people’s capacity to direct their own learning?
  • being open to using different ways & methods to encourage creativity, problem-solving and ‘out-of-the-box’ thinking?
  • willingness to address ethical issues as a source of learning about & from others?
  • being open and accepting that failure is a part of learning?

With the support and the contribution of:

With the support and the contribution of: