mycym.info … · Web viewFormation Group Resources. Year One. Comp 1 . 2018-2019. for students...

Formation Group Resources

Year OneComp 1

2018-2019for students specialising in work with young people

NAME:

IntroductionAll students are part of a professional formation group. These usually consist of between five and ten students. Students meet in PFGs for the equivalent of 15 hours each year in years 1 and 2. The arrangements for PFGs differ significantly between Regional Centres. Because of this, the resources in this booklet are compiled in two sections – general resources and resources linked to Practice Competences - but no suggestions are given as to the structure of meetings or order in which the materials are used. These are left to the discretion of individual centres and tutors.

The Role of the TutorThe role of the formation group tutor is to facilitate the learning process through both the doing of tasks, reflection on tasks and the process of becoming a group. It is important therefore to keep a balance between task and process within the group sessions.

We ask tutors to make a professional assessment of the students in their group at mid- and end of year. Students are expected to demonstrate professionalism in their attendance, timekeeping and attitude in all areas of the course, including the professional formation group. If tutors have any concerns about a student’s professionalism, they should contact the Regional Centre.

Students are expected to have an observation of their practice done in the formation group context. They may either approach tutors to do it or ask one of their peers. It is their responsibility to brief observers on what they wish to be observed on and to provide the relevant forms.

Using This MaterialThis pack has been put together to assist tutors and students. Within the group, students are expected to take an active role in facilitating activities and discussions as well as participating fully generally in sessions. It is expected that this involvement develops as the course progresses, so at the outset sessions may be more tutor-led.

Tutors should be aware that students on contextual ministry programmes will be working in a range of different contexts and although we have sought to ensure that the materials in this pack are largely generic enough to be used in different ways, some specialist material may be helpful to supplement this.

Introduction/Purpose of Formation Group

The purpose of the formation group is: To provide a small group learning environment for students. To enable experiential learning about groups and the way groups learn. To develop practice skills through discussion and feedback. To experience and develop skills of peer support and supervision. To develop communication, presentation, discussion and critical evaluation skills. To develop an understanding of the Practice Competences. To be a safe space to discuss theory, practice and theology.

The expectations of members of the formation group:

That students and tutors will come prepared.

That across the year each student may undertake tasks such as the following: A prepared presentation

Facilitate a discussion

Lead an activity e.g. Worship, ice-breaker

Lead the evaluation of the session by the group

Present a piece of work

That tutors and/or students will provide appropriate resources to facilitate the group

That tutors will negotiate the agenda and curriculum of the group within the course requirements

You may find it helpful to consider the following questions in regard to your group:

In reading the list about the purpose of the group, which aspects do you think will be most important to you personally? Why?

Which do you think will be most helpful to your experience on the course?

Which aspects do you think will be least important to you? Why?

What do you think it means to come to the group prepared?

What will be your expectations of the tutor?

What will be your expectations of others in the group?

What do think could help or hinder the group working effectively?

Group Contract

You as a Christian Worker

Some questions to help you think through your understanding of yourself as a worker in your particular field:

What is it about work in your chosen field that makes you want to do it for a career?

In what sort of settings do you most/least enjoy your work?

What do you find easiest/most difficult about your work?

What sort of work-based activities do you enjoy most/least?

Are there particular groups of people you feel more/less comfortable working among?

How would some of the people you work with describe you?

How would your colleagues describe you?

Where do you think you most need training?

What are some of the skills, knowledge and attitudes that you are bringing to the course?

How could you be a more effective worker?

What stresses you?

What energises you?

How does your faith impact your approach to your work and reasons for being involved?

Which competence most/least attracts you?

Year 1 FG, PD Days & Study Skills Timetable 2018-19

Date Campus Duty

Focus

Induction3/10/189:30-5pm

Joe’s FG 9:30-12:30 : Professional Practice Induction : Portfolio Requirements, Journals, Observations & Evidence (Joe)1:30-5pm: Introduction to the Bible (Pete Wright)

FG/PD 110/10/18

Natalie’s FG

Comp 1 FG - Safeguarding Report (DT)PD - Portfolio: Comp 1 Reflective Journal, Exploring our personal values (Joe)

Study Skills 1 7/11/18

Joe’s FG N.B. 9:30-11:30Harvard Referencing System & Plagiarism1:1 support available 11:30-12:30

FG/PD 214/11/18

Natalie’s FG

Comp 1 FG – Recap AOP, Session plans, Self- assessment.PD - Disability Awareness (1:30-4:30pm) (Mencap)

FG/PD 309/1/19

Joe’s FG Comp 2 FG - Interventions (DT)PD - Mentoring (Reach)

Study Skills 2 30/1/19

Natalie’s FG

N.B. 9:30-11:30 To be negotiated with facilitator 1:1 support available 11:30-12:30

FG/PD 46/2/19

Joe’s FG Comp 2 FG - Skills and JournalPD - Advocacy (NIYF/Youth Action)

CLASS DAY RETREAT 13/2/19 | Details to be confirmed

FG/PD 5 27/3/19

Natalie’s FG

Comp 3 FG – Directed TaskPD – Model of Effective Practice, Curriculum Development Cycle (JMCK)

CLASS DAY RETREAT 10/4/19 | Details to be confirmed

FG/PD 68/5/19

Joe’s FG Comp 3 FG – JournalPD – Disability Awareness (1:30-4:30pm) (Mencap)

National Youth Ministry Weekend16-18th May 2019 | Details to be confirmed Notes The table above outlines the FG, Study Skills and PD along with the group responsible for campus duty.

FGs run from 10am until 12:30pm with a 15 minute coffee break at 11:15am followed by Professional Development Training from 1:30pm until 4:30pm at Youth Link, 638 Springfield Road, Belfast, BT12 7DY, 028 9032 3217. FGs will be facilitated by Joe McKeown & Jim McDowell.

Study Skills Group runs from 9:30am until 12:30pm at Youth Link. Between 11:30-12:30 the is the possibility of 1:1 support. Study Skills facilitators are Mary Potter & Dawn Niblock. Up to date details can be found on the Ireland centre homepage on myCYM. (From mycym.info, click Undergraduate/Regional Centres/Ireland CYM).

Students must notify the Youth Link office on 028 9032 3217 by phone of absence in advance of the start of the session. Failure to do so may result in failing the Professional Practice module. 80% attendance is both a compulsory course requirement and a condition of student’s JNC qualification. See Student Absence Policy for more details.

Campus Duty: The FG that is on campus duty is responsible for the morning tea/coffee break, preparing & serving the tea/coffee. They are also responsible for cleaning up after/filling the dishwasher throughout the day. Youth Link provide the milk, sugar, tea & coffee.

Competence 1: Values, Principles and PracticeYou need to be able to demonstrate the following knowledge, skills, attitude and theological engagement in a range of situations. Relevant theory and theological reflection should be integrated throughout.

a. Relate the values and principles of professional youth work in the Model for Effective Practice to your work in the practice agency.

b. Be aware of how your own values, history and experience impact and influence your practice.

c. Be clear about your role in the context of your practice agency

d. Work within appropriate health & safety, Safeguarding and risk assessment policies and make suggestions for improvement and development of practice.

e. Work in ways that challenge discrimination and oppression, recognising and valuing difference.

f. Work collaboratively with others as part of a team

g. Manage and conduct yourself professionally (for example: time management, maintaining clear boundaries, personal organisation and planning).

h. Reflect theologically on professional values, principles and practice.

Your submission for this competence should include:

Submitted at Christmas submission:

A grid showing which pieces of work have demonstrated which competence element

Directed Task

Write a report on the safeguarding culture and practices in your main agency. (Guide length 1500-2000 words)

You should include:

A SWOT analysis on safeguarding and health and safety practices in your main agency.

Your role in the context of your agency and to whom you are accountable.

Legal, ethical and policy frameworks and standards relating to safeguarding the welfare of young people, staff and all involved.

Theological rationale for safeguarding.

Best practice guidelines.

Any challenges and gaps in policy and practice (eg. social media)

Proposals for development and future practice.

Reflective Journal

Explore how your theology, values, history and personal experience influences and informs your professional youth work practice. (Guide length 1000-1500 words)

Evidence of Practice

An observation from your line manager, demonstrating your ability to work as part of a team.

A risk assessment and consent form for a session or activity, with a 200-500 word explanatory introductory sheet.

An activity/resource/session plan that engages young people around issues of discrimination or oppression (e.g. racism, homophobia), with a 200-500 word explanatory introduction.

The first alternative agency proposal form.

Copy of Safe to Practice Form (the original must be given to Suzanne Adams. The form must contain the Access NI or Garda check number and be signed by a representative of the PPA).

Copy of Main Agency Learning Agreement (the original must be with Suzanne Adams. The agreement must be signed by the student and line manager).

Formation Group Tutor’s Assessment at Christmas submission

Student’s Self-Assessment at Christmas submission on Competence 1

Line Manager’s Assessment at Christmas submission on Competence 1

Submitted at End of Year submission:

Formation Group Tutor’s Assessment at end of year submission

Student’s Self-Assessment at end of year submission on Competence 1

Line Manager’s Assessment at end of year submission on Competence 1

*Please note there is nothing additional submitted at Spring Submission for Competence 1.

Thinking about how you may meet the requirements for Competence 1?

Spend some time as a group looking through the practice handbook(s) at the competence elements and submission requirements for this competence.

Check that you understand the wording of the competence elements for the specific course you are doing.

Consider which you might find it a challenge to demonstrate within your practice context. How might you address these challenges?

Spend some time thinking about the Directed Task and Reflective Journal.

How might you begin to engage with the issues they explore?

What might be the challenges in completing the work for them?

What books and resources will be most useful in working on this competence?

When it comes to the evidence for this competence…

Where might you undertake the observation for this competence? What would be an effective practice context for this observation?

Which of the pieces of evidence might you find the most challenging?

What will you need to plan ahead for in order to complete this competence by the deadline?

Directed Task – Safeguarding Report

Introduction What is safeguarding and health and safety? Brief overview of how you will answer the DT question Why is it important?

Your role in the context of your agency and to whom you are accountable.

Theological rationale for safeguarding

Legal, ethical and policy frameworks and standards

Best Practice Guidelines (What do you do to safeguard young people & adults? What does safeguarding look like in practice?)

SWOT Analysis on safeguarding and health and safety practices in your main agency[A SWOT analysis is an effective tool for identifying strengths and weaknesses in your own practice, a specific project, organisation or area of work. Carrying out an analysis using the SWOT analysis model helps you to focus your activities into areas where you are strong and where the greatest opportunities lie. It also helps you to identify areas of weakness and potential vulnerability which may need to be addressed.]

Strengths (For example advantages, things PPA do well, relevant resources PPA has access to)

Weaknesses (For example what PPA could improve, what PPA do badly, what PPA should avoid, any disadvantages PPA has, anything that is currently missing or needed)

Opportunities (For example any good opportunities that face PPA, any interesting trends you are aware of, any distinctive aspects of PPA, any geographical or time advantages PPA might have)

Threats (For example any obstacles PPA face, changes in requirements or needs PPA face, specific threats posed by weaknesses)

Challenges and Gaps in policy and practice (e.g. social media)

Proposals for development and future practice (Ideas to address issues and how you plan to reduce weaknesses and threats

Conclusion Summarise main points, don’t introduce any new material

Bibliography (*needs to be correctly referenced – covered in PD in term 1) Maguire – Law and Youth Work Ingram and Harris – Delivering Good Youth Work (where Maslow, Button & Pringle are cited) United Nations Convention on the Rights of the Child Keeping Safe Manual Placement Child Protection Policy Bible

Event/Activity (including brief overview): Assessment carried out by:

Date: Date of Review:

Risk Assessment Insert Church or Organisation Name here

Hazards (Potential to cause harm) Who might be harmed

Action taken/Control Measures When and by whom

Consent Forms

What information should be in a consent form?

Y1 Observation: Competence 1 – Values, Principles & Practice

Student: Date:

Observer: (Line Manager/PPT*) *please delete as appropriate

Event:

Context:

The observation for Competence 1 should be focused on the student’s ability to work as part of a team. Observations are normally on a single piece of practice in a particular context, rather than on the student’s ongoing work in the agency. Occasionally it may be appropriate to comment on ongoing practice in one specific context (e.g. their ability to gain the trust, co-operation and respect of other adults), but more general feedback is given in the mid-year and end-of-year appraisals.

Observations provide key evidence of the student’s developing understanding and skills in practice. With this in mind, please make your feedback as specific and detailed as possible, giving clear examples of good practice and highlighting areas where the student could develop further.

Observer Feedback Student’s familiarity with their role in the context of other team members

Ability to gain the trust, co-operation and respect of colleagues

Communication skills with other adults Confidence, tone, clarity, speed etc.

Non-verbal communication, approachability & opennessFacial expression, posture, gestures, nods etc.

Effectiveness working with others For example, planning and organising work with others, problem solving, managing conflict.

Accountability to others & working under leadership Attitude, reliability, commitment to team, contribution to team meetings, following though on action points.

Timekeeping & punctuality

Working in an-anti-oppressive manner Modelling inclusive language and behaviours, challenging oppressive attitudes and behaviours.

Familiarity with and application of Health and Safety and Child Protection policies

Demonstration of values in practice For example, respect, truth, democracy, fairness, ethical values.

General comment

Suggestions for improvement

In your professional opinion is the student ON TARGET to pass at the foundation

level at the end of Year 1? YES/NO

Signed: Date:

Comment from student

Recognising oppression and discrimination

What is oppression? “inhuman or degrading treatment of individuals or groups; hardship and injustice brought about by the dominance of one group over another; the negative and demeaning exercise of power.” (Thompson 2006:40)

What is anti-oppressive practice?“Addressing or countering the effects of oppression through proactive work that raises awareness of prejudice, illuminates different experiences and challenges discriminatory practice or attitudes. “(Sapin 2009:108)

Some oppression and discrimination issues affecting young people: Child poverty homelessness Educational underachievement Young people considered NEET LGBT issues Cyberbullying Sectarianism Impact of welfare cuts on young people Trafficking

Youth Unemployment Gender Anti-social behaviour Racism Homophobia Policing Disability Mental health

**Learn more by reading Chapter 7 entitled “Issue-based practice” in “Essential Skills for Youth Work Practice” written by Karen Sapin**

Thompson’s PCS Model

Taken from Thompson, N. 2003. Promoting Equality. London: Palgrave Macmillan Press.

How can a youth worker address oppression and discrimination?

When planning your session, be creative in your choice of methods: art, baking, brainstorming, buzz groups, card making, case studies, child sponsorship, circus skills, collage, community service, computer games, conversation, crafts, dance, debates, demonstrations, dilemmas, discussion, documentary making, drama, drawing, film clips, film making, fundraising, gardening, graffiti art, guided journeys, health awareness, hobbies, imagination games, juggling, listening to music, litter picking, magazinines, makeovers, mask making, model making, music making, nail bar, newspaper reporting, non-alcoholic cocktails, outdoors, painting, poster-making, prayer night, presentations, problem pages, problem solving, puppet performance, puzzles, quiet reflective, residential, role play, sculpture, simulation games, silly games, sport, stay awake, talks, treasure hunts, trips, video diaries, visiting speakers, visits, vox pops, walking, writing etc.

Session Plan Template

Session Title:

Session Aim:

Session Objectives:

Date: Start time: Finish time: Location:

Time Activity Staff Resources

Student Self-Assessment for Competence 1: Professional Formation

Strengths

Areas for development

Comments

Please indicate where, in your opinion, the student is in terms of this competence at intermediate level.

Serious concerns Some concerns Safe to practise Competent Good Excellent

Alternative Agency Proposal Form

Name of Student: First/Second Alternative Agency (delete as appropriate)

Signed: (Student) Date:

Signed: (PPT) Date:

Signed: (Course Tutor) Date:

Proposed AgencyName of Agency: ..............................................................................................................

Address of Agency: ...........................................................................................................

...........................................................................................................................................

...........................................................................................................................................

Type of Work Undertaken by Agency: ..............................................................................

...........................................................................................................................................

Line-Manager:....................................................................................................................

Email address: .................................................................................................................

Telephone: ........................................................................................................................

Line Manager JNC Qualified Yes/No

Equivalent qualification (please specify)............................................................................

Learning Goals for the Alternative Agency:

Value Base

What are values?When we look behind the judgements and decisions we make we will find our values. Values are exactly that – things we give value to, give weight to, the things that are important to us, that affect the way we spend our time, energy, money, treat other people, motivate our choice of career etc. They may be conscious or subconscious. They influence the way we live and look at situations. Our values are what sit behind what we want to be and do. They can sometimes be in conflict with each other.

Values are what we believe; they are what motivate us to do what we do and the way we wish the world to be. A value judgement is a subjective (personal) assessment based on our values. A value base is an acknowledged and thought through system or group of beliefs and principles that give us a consistent foundation for the decisions we make, the attitudes we have and the way we go about ministry.

To reflect on your values, complete the following sentences:

It is important to me that I am…

I see other people as…

I want to be…

Qualities I value in others are…

I give worth to…

In ministering to young people, it is important that…

When I serve God I want to be…

Some questions to reflect on1. Where do your values come from? What has shaped your values?

2. Where does your value base come in to conflict with others?

3. How consistent are your values and your actions?

Acting with integrity is when our values and actions are the samePaul Nash

CYM Ethos and ValuesThe ethos and values statement in the student handbook identifies CYM’s core values as:

A commitment to accessibility, flexibility and quality in course

A commitment to excellence, professionalism and integrity in Christian youth work.

A conviction that Christian youth work should incorporate good practice from professional youth work and education

A belief in the value of distinctively Christian approaches to work with young people

How do you respond personally to these four values?

Why did you choose CYM as a course?

To what extent has your experience of CYM so far reflected these values?

The Course is built on a biblical foundation and you will be expected to reflect on biblical, historical and doctrinal issues and their inter-action with today’s youth culture(s). This foundation results the following principles and values:

a respect for the spiritual dimension to life

a respect for other cultures and religions and a desire to establish mutual respect

a respect for basic human rights and responsibilities

an active commitment to justice because of the “justice” of God

a belief that all are created equal before God and must be treated equally.

a commitment to the establishment of good relationships in every area of work

a commitment to anti-discriminatory practice

a belief in the possibility of change through the forgiving work of God

a belief in the need to enable young people to engage in a democratic society

a belief in the value of working together

a commitment to work with a young person for as long as they wish or allow us.

What implications do each of these have for your own work with young people?

The phrase which sums up the nature and work of a Christian youth worker is Incarnational Education. This is a phrase which implies the desire that the worker will be living in relationship to God in such a way that s/he seeks to bring God’s nature into reality in this world through their own life and lifestyle.

How do you respond to this phrase?

What is your understanding of incarnation?

How might this affect your work with young people or communities?

Core Material Adapted from the CYM Student Handbook

Theological Reflection: A Biblical Value BaseIf we value God, then we should also value his values. If we are aiming to do all in the name of our Lord Jesus Christ, then we should be reflecting what God thinks is important and gives worth to.

The following questions begin to explore what it means to have a Biblical value base. Be as honest as possible in reflecting on the issues raised.

What people in Church History have drawn on Christian values to change their situation?

Where does the Bible fit in shaping your value base?

What passages of Scripture shape the way you live?

What verses have been given specially to you for the direction and emphasis of your calling?

Are you being shaped more by the Holy Spirit or professional principles?

What are the Biblical principles that you want to live your life by?

Where do you see Biblical values conflicting with cultural values?

Use the quotations on the following page to further reflect on and explore issues around values and your work.

Paul Nash

QuotationsProtestants, Jews, Catholics, and, for that matter, Muslims, and other people of religion in the United States should be ashamed of themselves. We should be ashamed because we have allowed politicians, columnists, pundits, and, God save the mark!, radio talk-show hosts to kidnap concern for values, including family values, in our society. (Robert E Burns)

Percentage of Americans who believe the Bible is the inspired Word of God: 80. Percentage who believe there is no one set of values that is right: 48. (U.S. News & World Report, 4/4/94.)No man knows what he is living for until he knows what he'll die for. (Peter Pertocci)

In every generation the Bible will challenge the values of the age and its definition of success. (Haddon Robinson)

I once heard of a child who was raising a frightful cry because he had shoved his hand into the opening of a very expensive Chinese vase and then couldn't pull it out again. Parents and neighbours tugged with might and main on the child's arm, with the poor creature howling out loud all the while. Finally, there was nothing left to do but to break the beautiful, expensive vase. And then as the mournful heap of shards lay there, it became clear why the child had been so hopelessly stuck. His little fist grasped a paltry penny which he had spied in the bottom of the vase and which he, in his childish ignorance, would not let go. (Helmut Thielicke)

It's important to expose men and women to peers who have maintained Christian value. (Mary C. Miller)

It is the meaning that men attribute to their life, it is their entire system of values that define the meaning and the value of old age. The reverse applies: by the way in which a society behaves toward its old people it uncovers the naked, and often carefully hidden, truth about its real principles and aims. (Simone de Beauvoir, The Coming of Age)

Percentage of American pre-school teachers, administrators, parents, and child-development specialists who said the most important thing for a child to learn in pre-school is "self-reliance and self-confidence": 34. Percentage who said "sympathy, empathy, and concern for others": 5. (U.S. News & World Report, 4/4/94.)You can tell the ideals of a nation by its advertisements. (Norman Douglas, quoted in Glory (Summer 1992). Christianity)

If you asked twenty good men today what they thought the highest of the virtues, nineteen of them would reply Unselfishness. But if you asked almost any of the great Christians of old he would have replied, Love. You see what has happened? A negative term has been substituted for a positive, and this is of more than philosophical importance. The negative ideal of Unselfishness carries with it the suggestion not primarily of securing good things for others, but of going without them ourselves, as if our abstinence and not their

happiness was the important point. I do not think this is the Christian virtue of Love. (C. S. Lewis,The Weight of Glory)

In My Professional Work…The purpose is….

I think it is important to…

I try to…

I find it hard to…

I want children/young people to have…

think…

feel…

act…

know…

The biblical principles that have influenced my practice are…

The theological principles underpinning my practice are…

I have a growing sense that God is calling me to…

I admire the work of …

because…

The three biggest dangers to me are…

1

2

3

I perceive the 5 main issues facing Christian children and young people are…

1…

2…

3…

4…

5…

The reason I am in children/family/schools/youth/community work is…

I have found the following image/picture/metaphor helpful in understanding…

… my Christian life

… my calling

… the needs of children, families, schools, communities and young people

My Identity as a Worker(Michael Grimmitt (1987) Religious Education and Human Development Great Wakering: McCrimmons)

Stages of self-awareness in the growth of self-knowledge:

Three stages of awareness in the growth of self knowledge are:Self identity – being aware of how one sees oneself to be

Self acceptance – how one feels about or values oneself

Self illumination – how one has become oneself or become the person one is

Three stages that promote the conscious reconstruction of self:Self ideal - explores the possibilities of an ideal-self

Self adjustment - considers how one might adjust one’s self to such an ideal

Self evaluation - reflects on the new identity which has emerged from the process - a process which will repeat itself again and again throughout life.

Questions to help explore your self awareness and knowledge:

Self identity as a worker:

Who are you?

Where do you belong?

Self acceptance as a worker: …reflect particularly on managers, colleagues and children, families, schools, young people etc…

How do others see you?

How do you feel about others?

How do you act towards others?

How do others act towards you?

How would you like them to act towards you?

In what ways are you like and different from others?

What are the most important things you have learnt?

What is the most important thing that you do?

What is the most important thing that you need?

What is the most important thing that you believe?

To what do you find yourself committed?

Self illumination as a worker:

Why are you like you are?

Why do I feel the way I do about things?

Why do you see things in the way that you do?

Why did you commit yourself to this?

Why do you regard this as being important?

What is the most important unsettled issue to you at this moment?

Self ideal as a worker:

What sort of worker do you want to be?

What is your purpose?

Where do you fit into the scheme of things?

How would this kind of person act? Why?

How might you become this kind of worker?

What would be worth dying for?

What is worth living for?

Self adjustment as a worker:

Can you change?

Should you change?

How ought you to change?

What do you have to do in order to change?

What help do you need in order to change?

Where will you find support to help you to change?

What will change mean in terms of your view of yourself as a worker?

What will change mean in terms of your relationships with others?

What will changes mean in terms of your lifestyle, your ambitions, your attitudes to the future?

Are you prepared to take responsibility for the sort of person you wish to become?

Do you have faith in your decisions?

Self evaluation as a worker:

How are you doing?

How can you judge your progress?

How do others respond to you now?

How do you feel about yourself?

Is it worthwhile?

Have you learned any more about yourself?

Have you learned any more about people?

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