Youth Work Practice: Applying National Standards Report

This report provides a comprehensive analysis of the National Standards for Out-of-Home Care within the context of a Certificate IV in Youth Work. It begins by offering practical examples of how two selected standards can be applied in a youth work setting, emphasizing the importance of early education and supporting young people's transition to independence. The report then delves into the social, political, economic, historical, and cultural contexts underpinning these standards, considering both statutory and professional frameworks. It identifies potential barriers to implementing these standards, such as funding limitations and workforce resource gaps, and proposes strategies to address these challenges. Furthermore, the report explores how cultural background can either support or question the application of these standards, advocating for holistic youth development and participation. The report concludes by referencing relevant literature, providing a well-rounded examination of youth work practices and standards.

Running head: CERTIFICATE IV IN YOUTH WORK
CERTIFICATE IV IN YOUTH WORK
Name of the student:
Name of the university:
Author note:

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CERTIFICATE IV IN YOUTH WORK
1. Provide an example for each of your chosen two standards of how you would apply
these standards in a youth work context.
The Children and young public in care are provided with facilities and chances in order to
attain better and early learning and education which helps them to fulfill their potential,
increases life opportunities and make a greater contribution. A better early educational
service and opportunity will lead to a better developed outcome for the child. Facilitating
children with early education and improvised facilities will help them achieve a better future
and supporting the children with early childhood education before they head towards formal
schooling is one of the most effective manner to help all the children reach their capabilities.
It is important that children in the care should receive equal educational opportunities like
those of the other children. Enabling free access to educational setting and resources will
help the children in the youth work context to achieve appropriate education. Also providing
teaching class in the setting for children will also help them lead towards successful life
(McGimpsey 2018).
The young people transitioning towards independence are a process that used in order to
prepare the children for their future. The major issue youth face is to lead an independent life
and developing their skills, and also it is found that interest and abilities helps them to make
their place in the society. They require physical as well as emotional support. A transition
from the youth care plan is to embrace the details that will support to access reasonable
accommodation, health care services, education and training, and service and income source
and the plan needs to be revised on regular basis. It will be helpful, if proper training and

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practice sessions are implemented in the youth care setting that will be helpful in work field
will increase various scopes for them in future (Jamshidi et al. 2018).
2. Discuss the context that each standard is based in (e.g. social, political, economic,
historical, and cultural). Include consideration of statutory and professional
framework
The growing rates of youth under employment and unemployment build a massive barrier to
young people’s chances and ability to become independent, the critical steps are education
and transition to adulthood. It is very important to survey how local and global conditions
and processes build the intimidating economic and social surrounding for the youth in which
the urban youth hunt for livelihood. Only then it is possible to identify the ways in which
development can be induced in the services to help children with education and becoming
successful. It is first important to understand the role of various factors that are affecting he
youth settings and on which the standards are focused on (Markovic and Markovic 2017).
These educational and transitional standards are associated with all the factors such as
social, economic, historical, political and cultural. These factors influence the circumstance
of forming the youth care settings which helps the youths to develop and gain success in their
lives (Miller et al. 2015). The youth get opportunities to enhance their abilities and
knowledge in order to attain success in life. Social support, economic background, and the
historical background provides a better chance to explore more in the field of youth
development centers.

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3. Identify one barrier or challenge to implementing the standard for each of the 2
standards selected and outline how you would address these in the workplace.
There are various types of barriers and issues raised during implementation of this
Framework. These barriers and issues included:
 Proper facilitation of appropriate and routinely access to the existing development
resources their linkage with the proper organizations.
 The funds that are available for effective stability and coordination of care, transition and
education is also a major barrier (Baglivio et al. 2017).
 The workforce resource that is required for effective stipulation of services in the rural
and backward settings and coordination in between all the settings.
 Support services that are required for the youth of rural and remote community which
also includes the usage of technology and facilities regarding their training and education
for better future.
 In order to resolve these barriers, it is require developing proper strategies and support is
also required from different organizations to provide proper funding so that the resources
availability can be resolved and more versatile opportunities and be induced for the youth
development (McGimpsey 2018).
4. Discuss how your cultural background could support or question the application of
these standards to youth work practice.
 Promote holistic youth growth and participation all the way through education –
counting them as a valuable aspect in the development and tranquility, instead of

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identifying these youths as some simple beneficiary or random groups. Culture plays
a role of a vector for the development of youth.
 Improve sustainability – it should not be a time experience rather, it should be a
preliminary point for the adolescence gain notice and contribute further in the process
of learning for world heritage.
 Enlarge the outreach of the following projects, promotion of the regional and global
exchange of culture–the World Heritage sites are familiar for their ‘exceptional
worldwide value’, it is imperative to raise responsiveness among youthful people to
the continuation of different World Heritage sites crossways the world.
 Conventional gender fairness and engagement of the unreached – no gender
discrimination and economy or status should affect the availability. It should be equal
for all in the World Heritage Education Program (Pawluczuk et al. 2018).
 Policy formulation with youth participation -. Young individual’s contribution in the
policy-making processes.
 Civic commitment, democratic contribution and social modernism - appealing youth
in the encouragement of the multiplicity of the educational terms and motivating their
personality and communal creativity.
 Capacity-development to hold up the changeover to adulthood – incorporating
educational management skills in the advanced education program and supporting
with teaching and skills expansion programs to the youthful cultural practitioners
(Armitage, Kelly and Phoenix 2016).

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References:
Armitage, V., Kelly, L. and Phoenix, J., 2016. Janus‐Faced Youth Justice Work and the
Transformation of Accountability. The Howard Journal of Crime and Justice, 55(4), pp.478-495.
Baglivio, M.T., Wolff, K.T., Epps, N. and Nelson, R., 2017. Predicting adverse childhood
experiences: The importance of neighborhood context in youth trauma among delinquent
youth. Crime & Delinquency, 63(2), pp.166-188.
Jamshidi, P., Aubry, T., Vandette, M.P., Valiquette-Tessier, S.C. and Fenn, K., 2018. Identifying
the core competencies for clinical supervision at a youth-focused social services agency. The
Clinical Supervisor, 37(2), pp.313-338.
Markovic, G.E. and Markovic, D., 2017. I t is hard to imagine a process of capacity building for
youth workers that does. Thinking seriously about youth work: And how to prepare people to do
it, 20, p.347.
McGimpsey, I., 2018. The new youth sector assemblage: Reforming youth provision through a
finance capital imaginary. Journal of Education Policy, 33(2), pp.226-242.
Miller, J., McAuliffe, L., Riaz, N. and Deuchar, R., 2015. Exploring youths' perceptions of the
hidden practice of youth work in increasing social capital with young people considered NEET
in Scotland. Journal of Youth Studies, 18(4), pp.468-484.
Pawluczuk, A., Hall, H., Webster, G. and Smith, C., 2018. Youth digital participation:
Measuring social impact. Journal of Librarianship and Information Science,
p.0961000618769975.

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Wallace, C. and Cross, M., 2018. Youth in transition: the sociology of youth and youth policy.
Routledge.