Bath & North East Somerset Council
Youth Service
YOUTH WORK
CURRICULUM FRAMEWORK
Revised April ‘08
Acknowledgements:
This document draws on work by Gloucestershire , Somerset, Cambridgeshire and
Bristol Youth Services and John Huskins
1
YOUTH WORK AND THE CURRICULUM
Youth work is education for life. The youth worker’s task is to facilitate and enable young
people, as they grow towards adulthood:
To explore and
reflect upon their
attitudes
To acquire
knowledge and
information
To develop and
learn new skills
….so that they are better able to identify and act upon the issues that affect their lives.
This requires youth workers to provide programmes of personal and social education
which:
Are empowering
To explore and
and participative
reflect upon their
attitudes
Are educative and
To acquire
promote equality
knowledge and
of opportunity
information
ToAre
develop
fun and
learn
new
skillsand
challenging
exciting
Youth work:
Youth work happens in a range of settings, uses a variety of skills and approaches
through planned curriculum programmes and makes the most of ‘random/spontaneous’
opportunities.
Youth Work in Bath & North East Somerset is delivered by a partnership between the
statutory, community and voluntary sectors through planned programmes based on the
Curriculum Framework, that encourages young people to understand and act on the
personal, social, intellectual, political, moral, emotional and physical issues which affect
their lives, the lives of others and the communities of which they are part. It supports
individuals and groups of young people through their transition to adulthood, from
dependence to interdependence, in order to ensure that each young person, no matter
who they are, has the best possible start in life and the opportunity to develop and
achieve their full potential. Bath & North East Somerset Youth Service works strategically
with key partners in order to co-ordinate and focus resources, maximising support for the
most disadvantaged and socially excluded young people.
The fundamentals of youth work with individuals and groups stem from voluntary
agreements between young people and youth workers. These agreements serve as the
foundation for flexible learning within which young people make informed decisions about
the direction of their lives. Its principles and working methods present a real opportunity
for ensuring that practice within wider social policies yields optimum and desirable
outcomes for young people and the wider community. It is a process for enabling young
people to navigate successfully their route to adult life to take more control over their
lives and to achieve their aspirations.
2
Youth work takes place where young people and youth workers meet: indoors or
outdoors; in the local community and in new environments; in places set aside for young
people and in those shared with other members of the community. Youth work is part of
community-based informal education provision, where young peoples’ participation and
active engagement with the wider community are important aspects of informal education
and youth work.
Youth work offers a wide range of informal educational activities
in the community which provide young people with
opportunities for their personal and social development. It is
often fun but differs from other leisure-time opportunities by its
specific intention of creating settings within which young
people can learn and develop.
(Agenda for a Generation; UK Youth Work Alliance)
While Youth Work practice must adapt to meet changing needs, there are certain
unchanging principles that form the core of youth work:
 Offering Quality Support to young people with a clear focus
on those aged 13-19 years which helps young people,
achieve and progress;
 Enabling the Voice of Young People to be heard, including
helping them to influence decision making at various levels;
 Providing a rich diversity of Personal and Social
Development opportunities and choices to young people to
include voluntary action, peer support and mentoring;
 Promoting Intervention and Prevention to address the
individual, institutional and policy causes of disaffection and
exclusion
(Transforming Youth Work 2001; DfEE)
Youth Work Values:

young people choose to be involved, not least because they want to relax, meet
friends and have fun;

focuses on the young person as a ‘whole person’, with particular experiences,
interests and perspectives

the work starts where young people are - with their view of the world and their
interests;

it seeks to go beyond where young people start, in particular by encouraging them to
be critical and creative in their responses to their experience and the world around
them and supporting their exploration of new ideas, interests and creative ability;

it takes place because young people are young people, not because they have been
labelled or categorised as deviant;
3

it recognises, respects and is actively responsive to the wider network of peers,
communities and cultures which are important to young people;

through these networks it seeks to help young people achieve stronger relationships
and collective identities - for example, as black people, women, men, disabled people,
gay men or lesbians - through the promotion of inclusivity, particularly for minority
ethnic communities;

it is concerned with how young people feel not just with what they know and can do;

it is concerned with facilitating and empowering the voice of young people;

it is concerned with ensuring young people can influence the environment within which
they live;

it respects and values individual differences by supporting and strengthening young
people's belief in themselves and their capacity to grow and change

it work with other agencies which contribute to young people's social and personal
development; and

it complements and support school and college-based education by encouraging and
providing other opportunities for young people to achieve their full potential"
(Transforming Youth Work - ‘Resourcing Excellent Youth Services’ DfES 2002)
The Youth Service in Bath and North East Somerset ‘pledges’ that it will provide
young people with:

To treat you with respect and to be treated equally

To provide a range of opportunities to take part in things you want to do

To have fun and make new friends

To provide support, advice and access to a counselling service

To have a right to have your views listened to and taken seriously

To create mechanisms with you that will influence and effect decision making locally

An Annual youth service questionnaire to find out what you think of us and how we can
improve

Opportunities to develop skills and gain informal qualifications e.g. Duke of Edinburgh
Award

Opportunities to take part in volunteering and accreditation schemes
(Please note that a copy of the above pledge should be displayed in all youth projects)
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Why have a Youth Work Curriculum?
Young people have the right to engage in ‘quality’ youth work and the curriculum provides
the framework for planning, delivery, monitoring and evaluation of ‘quality’ youth work
programmes.
Our curriculum and planning framework helps us to understand and describe what youth
work is, why we do it, how we do it and what young people can gain from our work. It
provides us with all that we need to develop our work so that we can identify what young
people need, structure our work to meet this need. It also enables us to encourage young
people to try new things, and develop new skills, make informed decisions and choices
and be acknowledged and accredited for their achievements.
Key elements of the Curriculum:
 Curriculum Development Model; The next section shows different versions of the
‘seven steps model’. The second model looks at the curriculum steps in a
complimentary, but slightly different way and also highlights potential group
processes and dynamics through the ‘Forming’ ‘Storming’, ‘Norming’, ‘Performing’
group work model.
 Settings, Skills, Issues & Methods. The following section briefly looks at the
different settings within which youth work takes places, some of the issues that
young people may be experiencing, the skills young people may develop from their
engagement with youth work and the variety of methods youth workers may use.
 NAOMIE planning model. This section highlights how to plan youth work with
young people through the use of the NAOMIE planning tool.
 The five Every Child Matters outcomes. The final section looks at the five ECM
outcomes and highlights some possible projects and the possible outcomes for
young people from those projects.
 There are additional appendices in the copy of this document at your youth work
base titled ‘Curriculum Framework: in Practice’. These contain additional
sections on ‘Principles and Values’, ‘Curriculum Skills’, ‘Curriculum Issues’, and
‘Curriculum Methods’ which may be useful for planning projects and programmes.
 In addition, when planning a project or programme, please refer to the ‘project
planning’ & ‘project evaluation’ forms in the Quality Assurance handbook.
5
Curriculum Development Model
ISSUES
ILLS
SK
METHOD
S
YOUTH WORK
STAGE 7LEAD
STAGE 6 ORGANISE
STAGE 5 BE INVOLVED
STAGE 4 TAKE PART
STAGE 3 SOCIALISE
STAGE 2 MEET AGAIN
STAGE 1 CONTACT
Stage 1 Contact. Initial Contact. Young people have access to information. The relationship level is low.
Young people are dependent
Stage 2 Meet again. Youth workers and young people make contact, engage with each other, meet
regularly, and learn each other’s names. Trust and sharing begins.
Stage 3 Socialise. Regular discussions based on trust, some activities and referrals. Young people
begin to express opinions, test ideas and seek responses
Stage 4 Take Part. Young people take part in activities developed from interests and needs.
Introduction of participation. Programme developed to meet the expressed and identified needs.
Stage 5 Be involved. Young people take an active part in planning and running activities and
programme, setting agenda re issues and responses. They begin to assist in taking action and
responsibility.
Stage 6 Organise. Young people take responsibility for planning and running the programme, group
work is led by them, and they explore issues in depth. Young people begin to demand a share in the
process and take responsibility.
Stage 7 Lead. Young people take a leadership and peer education role, they initiate intensive group
work, they plan and run residentials. Young people take full responsibility and control their actions,
independence is achieved.
The levels above should most often be used as shorthand to analyse a group or an individual’s progress
and engagement with the project. It is not envisaged that there should be a routine analysis of all young
people on a regular basis; however, it may be appropriate as a descriptor to monitor the progress of certain
individuals or groups as part of the evaluation process.
The curriculum framework helps us move young people through these steps through learning by
experience. At any one time, of course, youth workers will be working with young people who are at
different stages within their lives and who in consequence are at different stages in the above process with
particular issues
6
Curriculum Development Model levels, worker roles, relationship levels & group processes
CDM Level
Worker Role
1. First
Contact
Role Model
2. Meet
Again
Marketing
Providing safe
environment
Role modelling
language, behaviour
and attitudes
Telling what's on offer
Setting boundaries
Getting to know you
Status
Level of Relationship
Process
Forming
Doing
Superficial
Basic boundaries clear and
non-negotiable
Large personal space
No physical contact
Consistency of treatment
Being tested by some young
people
Negotiations about some
behaviour
General information sharing
Forming
Storming
Norming
Boundaries established
Giving and receiving respect
Finding out more information
and using to assess young
people's needs
Shrinking personal space
Storming
Norming
Sharing past experiences
Appropriate personal
disclosures
Discussing and exploring
issues
Norming
Performing
Youth workers as 'safe person'
'Confidential conversations'
Approval and encouragement
to be more involved
Challenging and debating
Giving some responsibility and
starting to hand over power
Performing
Drawing back to give young
people space to make own
decisions and mistakes
Trusting young people's
judgements
Giving opinion without
expecting it to be acted on
Performing
Shared history with young
people
Know each other well
Predicting each others
behaviour with accuracy
Honest reflection on
achievements and events
Performing
things
for
young
3. Socialise
Ensuring
Seeking information
from young people
Building relationships
4. Take
Part
Enabling
Doing things with
young people
Sharing activities
Sharing information
5. Be
Involved
6. Organise
Facilitating
Safety Net
Supporting
Encouraging
Questioning
Challenging
Supporting
Checking
Empowering
people
Doing
things
with
young
people
Things
done
by
7. Lead
(Move On)
Analysis
Analysing
Reflecting
Planning
Ending
young
people
(Mourning)
7
The Settings, Skills, Issues and Methods
Youth work can take place in a range of
settings:
Cafes
Information and advice points
Internet
Mobile youth buses
Night Clubs and other commercial leisure/sports
centres
Partners premises
Residential Centres
Schools and colleges
Street, parks etc.
Telephone help-lines
Youth forums/councils
Youth clubs and centres
And other places where young people meet
The issues and challenges young people face may be many and varied, however if their skills are well
developed they will be better equipped to cope successfully. Youth workers are skilled in deciding which
methods (e.g. Sports, Arts, Group Work, Residentials) are most likely to be effective with individuals and
groups, and which issues will attract their interest and attention (e.g. Employment, Environment, Sexual
Health, Bullying)
Methods
Skills
Issues
8
skills
The following list describes the range of
, understanding and abilities that young people
should gain through their involvement in youth work:
Assertiveness
Communication
Confidence
Conflict resolution
Empathy & understanding of others
Equality of opportunity
Evaluation & critical analysis
Young people face a range of
issues in their lives that include:
Ageism
Bereavement
Bullying
Crime
Disablism
Education
Environment
Finance & money
Housing, leaving home & homelessness
Law & legal rights
Leisure
Mental health
Youth workers use a range of
Arts
Campaigning and lobbying
Computing
Group work
Information, advice & advocacy
One to one work
Peer education & peer led work
Forward planning
Imagination
Negotiation
Responsibility
Self awareness
Self esteem
Physical health
Politics
Racism
Religion & spirituality
Relationships
Sexism
Sexual health
Sexuality & homophobia
Substance use/misuse
Travel & transport
Violence & aggression
Work, training & unemployment
methods and approaches to work with young people:
Peer education & peer led work
Recreational activities & fun
Recognition of young peoples achievement
Residentials, trips & visits
Sports
Volunteering & community involvement
Workshops
9
Planning, Delivering and Evaluating Curriculum Programmes
(NAOMIE model)
Within a youth work project all Project staff need to be involved and contribute to Curriculum Planning by
generating ideas, helping to develop a programme, and ensuring that young people and their views are
represented at planning and evaluation stages.
The Curriculum Programme will need both short and long term planning, preparation and review, i.e. for
every session, term, and year.
The Curriculum Programme should include a wide and varied range of activities to provide young people
with opportunities to develop new skills, understanding and ability; which enables them to cope with the
issues they face in their transition to adulthood.
Planning the programme
The NAOMIE circle is a cyclical planning tool to be used when planning the youth work curriculum
programme.
NEEDS
EVALUATION
AIMS
IMPLEMENTATION
OBJECTIVES
METHODS
10
N eeds




Identify the demographic profile of the youth project target area
Identify the issues that are affecting young peoples lives
Identify the skills, knowledge, understanding and abilities that the young people need, in the short/long
term.
The expressed needs of young people.
A ims


The proposed curriculum programme provides activities that young people want to participate in,
including identifying: staffing levels required, resources, appropriate setting/s, partners
The proposed curriculum programme fits with the purpose and values of Bath & North East Somerset
Youth Service and meets the anticipated learning outcomes for young people
O bjectives/Outcomes




Identify objectives/steps/milestones that ensure the curriculum programme achieves learning outcomes
for young people.
Objectives should be “SMARTI” i.e. Specific, Measurable, Achievable, Realistic, Timed, and should be
planned Involving staff and young people.
Outcomes are the difference the programme or project will make to young people and the wider
community.
For the youth service the ‘outcomes’ are often in regard to the personal and social development of
young people. They can include skills, knowledge, understanding, attitudes, abilities, etc.
M ethods

Identify which method(s) is the most appropriate to meet the needs of young people and aims and
objectives/ outcomes of the project or programme. i.e. formal or informal group work, one to one,
residential, peer education, off site activity, etc.
I mplementation


Deliver the curriculum programme to/with young people.
Issues, Actions, Timescales, Resources; e.g. identify a group of young people, build relationships,
negotiate contract, agree aims & objectives
E valuation
This is a tool used to demonstrate effectiveness and results, and is a regular feature of youth work practice.
It enables workers to estimate the progress of young people, record achievement, and assist in future
curriculum programmes.
 Identify what is to be evaluated, i.e. targets/aims, staff performance, methods of working, costs, a
specific project, a years work
 Identify the time-scale for evaluation, i.e. annually, monthly, weekly, sessionally
 Consider the audience for the results of the evaluation, i.e. young people, staff, managers, a sponsor or
funding body,
 Identify the methodology to be used for evaluation, i.e. young people discussion/focus groups, surveys/
questionnaires, story boards, quarterly report and annual report, etc.
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EVERY CHILD MATTERS
Example Projects & Outcomes
12
Every Child Matters outcome: Enjoy and achieve
Enjoy and achieve are both process and outcome. They run through all youth work. Given the voluntary nature of
young people’s engagement with the youth service it is an essential launch pad for the development of focussed
work with individuals and groups
Youth workers offer a voluntary, holistic and personal approach to learning for all young people, in settings which
promote the development of social and personal skills through informal learning. They do this in many different
ways, including:
 Offering a range of activities and facilities to enable young people to develop skills in areas such as arts, sports and IT, to experience challenge and to
expand their horizons.
 Programmes based on a curriculum framework which support young people's personal and social education and citizenship, through project and group
work, residential experiences and peer education.
 Providing young people an opportunity to design their own learning in community settings.
 Working with young people to develop provision which meets their expressed needs and interests.
 Encouraging young people to understand and articulate their own learning and achievements, and providing recognition and accreditation for that
learning.
Providing a safe environment for young people with common experiences, where they can gain non judgemental information and advice, and provide each
other with mutual support.
Developing Activity and Involvement
Getting Started



Making contact
Building trust
Identifying need
Working with young people to create relevant programmes
of activity
related to the four themes:
 Be healthy
 Make a positive contribution
 Achieve economic well-being
 Stay safe
Outcome Examples
 Enjoyment and achievement from activity related outcomes. (see following pages)
 Increased self-esteem and confidence through:
- experiencing new challenges and opportunities
- working collaboratively with others
- the development of skills and understanding
- recognising personal strengths and weaknesses
- making changes in their own situation
 Heightened sense of personal control and responsibility through:
- progressive involvement in initiating and developing community activity
- undertaking leadership and peer education roles
 Improved management of personal relationships with peers and adults
13
Every Child Matters outcome: Be healthy
Youth work contributes to young people's health in various ways, including:
 Supporting and encouraging young people to be physically active and make healthy choices related to food and nutrition.
 Providing young people with accessible information, education and advice on health matters including sex, drugs, and primary care.
 Supporting young people experiencing mental or physical ill-health, or particular difficulties in their lives.
 Helping young people access, improve and evaluate health services.
Major topic areas
Project examples
Diet
Exercise
Personal development
Projects exploring healthy eating, food preparation,
healthier food provision in own youth project, etc.
Greater understanding of the benefits &
consequences of informed nutritional choice.
Acquire practical life skills, cooking, budgeting, etc .
Activity projects, sports, fitness programmes.
Improved personal fitness;
Sense of achievement & improved self esteem;
Team work; Have fun; Diversionary activity;
Improved mental health.
Improved self-esteem, confidence; greater ability to
express oneself,; develop a range of skills & interests.
Projects promoting self-awareness, using arts, music, drama,
sport and outdoor activities.
Harm reduction/risk taking
Exploration of issues that focus on risk taking behaviour
e.g.: drugs, alcohol, sexual activity, joy riding, internet chat
rooms.
Healthy lifestyles
Web sites, notice boards, information points, advice centres,
info shops, advice centres, effective links with other
agencies.
Project work focusing on mental health issues.
Projects focused on emotional resilience.
Emotional & Mental health
Gender
Outcome examples
Broadly based art activities (music, art, drama) to encourage
self expression, personal management
of feelings, address personal and local issues.
Projects focussing on gender issues; work with young men;
work with young women.
Increased knowledge and understanding of the
implications of risk taking; better able to make
informed choices; aware of harm reduction strategies;
better able to resist peer pressure; improved personal
and community safety; improved confidence & self
esteem.
Increased awareness of opportunities, rights and
responsibilities; informed choices;
support; reduced anxiety.
Heightened awareness of range of mental health
matters and of support services available.
Coping skill; Realistic self image; making & keeping
friends; reflection & problem solving.
Increased personal confidence & self esteem;
Identification of alternative means of expression.
Increased self-awareness, understanding of gender
discrimination & gender stereotypes; identification of
strategies to reduce discrimination.
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Every Child Matters outcome: Make a positive contribution
Youth work facilitates and supports young people’s active engagement both within their local communities and
further afield. The range of opportunities that enable young people to make a positive contribution includes:
 Youth action and other projects which support young people in identifying local needs or problems and taking action to address them.
 Peer education or other projects through which young people educate or support other young people.
 Young people engaging in a wide range of voluntary action with vulnerable groups in the local community.
 Young people managing and delivering, or helping manage and deliver, youth provision; e.g. Youth Bank applications.
 Young people helping shape local services, for instance through consultation, service delivery, evaluation or inspection.
 Youth councils or youth forums - structures for supporting young people's involvement in democracy and their involvement with local or national
decision-makers.
Major topic areas
Project examples
Recognition, exploration and celebration of
own and other cultures
Outcome examples
Workshops, festivals, exhibitions, visits to introduce young
people to other beliefs and cultures, and
express and celebrate own beliefs and interests.
Increased self-confidence; enjoyment; improved
community relationships; heightened awareness of
other beliefs and cultures.
Work which encourages young people to think about power,
influence and authority on a personal, social and
organisational level.
Involvement in decision making, understanding the
use and abuse of power and authority,
identification of strategies to challenge
constructively, negotiating involvement in
community-based activities.
Projects that develop skills of participation and responsible
action. Activity with other groups.
Shared experience, new contacts and challenges.
Disability
Projects with individuals and groups; exploring inequalities;
organisational and neighbourhood surveys; activities/
projects that promote inclusion.
Local environment & facilities
Projects related to the local youth group &/or community;
young people’s perceptions of community issues, of ‘place’
& ‘identity’. Young people working for change; local
planning and development issues, e.g. skateboard park;
broader national initiatives, etc
Increased awareness of issues & challenging own &
others attitudes; understanding of local
discrimination; identification of strategies for
development; improved local access; personal &
group development.
Increased local and environmental knowledge,
involvement as active citizens in change and
development at a youth project & local level, crossage group working, networking agencies and local
councils, improved self esteem, changed perceptions
of young people.
Political awareness
Local awareness
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Every Child Matters outcome: Achieve economic well-being
Youth work helps young people achieve economic well-being by offering:
 Personal development, education and life skills programmes tailored to individual & group need.
 Social, economic, educational and recreational opportunities designed to encourage social inclusion and life-long learning.
 Encouraging individual and group enterprise.
 Practical and educational support for the most vulnerable young people.
 Negotiating access to education for young people who have not reached their potential in school or college.
Major topic areas
Project examples
Complementing work within the school
Outcome examples
Links to PSHE and the citizenship curriculum - project
based opportunities for active citizenship.
Reinforcement of learning; improved inter-agency
liaison; cohesive support for young people.
Authority and independence
Providing support; exploring conflicts; introducing diverse
strategies for conflict resolution; considering rights and
responsibilities.
Personal support; improved personal management;
increased knowledge of rights and
responsibilities; reduction in conflict.
Accreditation
Duke of Edinburgh Award & other forms of accreditation,
etc. Creating evidence of
involvement and achievement.
Heightened self-esteem and confidence; recognition
and celebration of skills; relevance to
future training and work.
Training and qualifications
Providing information and support; enabling contact with
relevant agencies; Supportive signposting.
Partnership working/ projects with Connexions, etc.
Increased awareness of and access to support and
guidance agencies.
Poverty
Work that focuses on inequalities and pressures caused by
poverty, accommodation issues, welfare,
benefits rights & homelessness.
Increased understanding of poverty & related issues;
increased knowledge of welfare rights & benefits;
improved personal and community safety.
Visits to other areas, networking & youth exchanges,
internet contact with other global projects.
Understanding of contrasting settings, cultures and
economies, comparative /new experiences.
Green issues
Local, national and global issues: recycling, energy sources,
sustainability. Personal and organisational responsibilities.
Rights and responsibilities
Welfare rights and benefits information; contact with local
councils and councillors; youth consultation days & forums;
youth councils; youth parliament.
Increased knowledge/awareness of environmental
issues, and understanding of the impact of personal
practices, healthier environment, healthier living.
Improved understanding of rights, increased awareness
of, and involvement in, decision making processes;
improved political and
communication skills; improved perceptions of young
people; growth in confidence & self esteem
National and global awareness
16
Every Child Matters outcome: Stay safe
Youth work helps young people explore issues of risk and develop their ability to recognise and practise behaviour that minimises their exposure to risk. Youth
work therefore has an important role in the prevention of harm to young people by creating a range of informal learning opportunities. Although Youth work is
usually within a universal setting it often targets projects or programmes towards some of the most vulnerable young people, offering them practical help to help
improve their circumstances and support to develop their personal and social skills & maximise their potential. However, most importantly, young people choose
to engage with youth work & this is often the key factor in the effectiveness of youth work provision. The work includes:
 Awareness-raising work with young people in schools, college or youth organisations on issues related to risk and safety.
 Providing a safe & supportive environment for young people experiencing discrimination.
 Targeted work for marginalised young people within a universal context based on voluntary association.
 Practical support, including partnership work & supportive signposting, for socially excluded young people.
 Partnership work with other organisations to enable vulnerable young people to better access support services.
Major topic areas
Healthy Lifestyles
Project examples
General information & informal & formal projects &
programmes exploring drugs & alcohol use, sexual health &
relationship issues, etc.
Establishment of young people’s sexual health mini clinic.
C-card scheme
Personal safety
Group work activities, exploring risk reduction strategies,
anger and conflict management; dealing with peer pressure;
assertiveness training; non verbal communication
Young people as victims
Anti-bullying campaigns, peer support networks, helplines.
Young people as perpetrators
Motor projects, young offender schemes, self-esteem work.
Race
Challenging stereotypes, focus on racial inequalities, use of
local attitudes, rights based work, work with black young
people, Travellers, multi-cultural work.
Sexuality
Other forms of discrimination
Exploring issues around sexuality, information and advice
on sexual health, challenging homophobia,
work with gay , lesbian and bisexual young people.
Work that identifies and addresses other forms of local
discrimination e.g. age, territory, religion, beliefs,
appearance, interests, stigmatisation because of
neighbourhood.
Outcome examples
Increased knowledge and understanding of the
implications of risk taking; better able to make
informed choices; aware of harm reduction strategies;
better able to resist peer pressure; improved personal
and community safety; improved confidence & self
esteem;
Improved access to services & resources
Increased self-awareness; improved self-management
skills; increased personal safety;
enhanced community safety; improved self confidence
& self esteem.
Improved personal safety, enhanced support networks
and mechanisms.
Increase awareness of rights/responsibilities,
improved community safety.
Greater awareness of own attitudes, awareness of other
cultures, increased understanding of the nature of
racism, improved knowledge of rights, analysis of local
practices.
Heightened self-esteem; improved confidence and
personal safety; greater understanding of self and
others.
Increased community understanding, improved
personal and community safety.
17