#YOUTH GUIDANCE PROFESSIONAL#

#YOUTH GUIDANCE PROFESSIONAL#

The National Youth Agency (NYA) as the Professional Statutory and Regulatory Body for youth work in England has developed youth sector specific advice and guidance. Many young people are not independent and mature enough to make choices about the future, for this reason it is important to include parents in the educational process.Managing youth sector activities and spaces during COVID-19 parents have been cleaning the pathway in front of them. Involvement of parents: during the case study visit it was highlighted that many Danish children today are “curling children” i.e.This ensures that the student can receive the appropriate support at an early date. Coherence in the guidance can also be supported by exchange of knowledge regarding the individual students between the institutions.Coherent guidance requires that the aim and complementarity of various guidance initiatives have been clearly defined.The initiatives to support the young person have to support each other, both as certain points of intervention, as well as over time.Coherence in guidance: it is important to ensure coherent and coordinated guidance activities to ensure continuity and progression for the individual:.issues with young people’s use of social media where bullying becomes easier). Several stories about education and non-related issues with young people came up during the visit under the Cedefop study (e.g. Good personal relations and dialogue between counsellor and student: good relations between the counsellor and the young person is the most important aspect of successful guidance.The following success factors are based on the testimonies of participants in the measure interviewed for the Cedefop study: The purpose of this is to ensure that the student discusses a potential reselection of education, and avoids dropping out completely. In Form 9 the logbook is completed with an individual transition plan that describes objectives and plans after compulsory school (Form 9 is the last year of compulsory school).Īs of 2008, upper secondary schools must give notice to the Youth Guidance Centres about students who drop out in order to ensure that these people are offered support. If a student is assessed not to be ready for upper secondary education, he/she will take part in bridge building activities. The lower secondary school teacher will conduct an assessment of the “study preparedness” of each student to decide whether the student is in the target group for guidance. In Form 8 and 9 the logbook should include information on the planned transition to upper secondary education. The goal of the logbook is to enable the student to make decisions about his/her future education and career. Youth Guidance Centres organise guidance at lower secondary schools in collaboration with school principals, in order to provide an extra guidance resource to teachers.įrom Form 6 students develop an educational logbook either on their own or together with a Youth Guidance counsellor, depending on the municipality. The challenge is to determine how many funds to be moved to the new organizational unit. In this case, one will typically separate the economy and give a special unit a separate budget.įinancing for a unit is considered and goes from the administrations / departments from which you move the responsibilities. Each co-worker is responsible for reporting to their department.īy a unified organization, different kind of professionals are gathered based on their competences and thus employees in a special team or entity that gets to task of co-operating on a coherent youth effort. There are the same people who meets every time. In this model different kind of professionals work with a special target group and have meetings with strict intervals. Transversal team with fixed meeting intervals.It is the youths case worker who decides when the meeting will be held. In this model different kind of professionals in the municipality have a meeting regarding a certain case and the meeting is held in random intervals with no regular schedule to follow. Interdisciplinary networking meetings on concrete cases.There are three general models are in play: Danish Youth Guidance Centres organise guidance at lower secondary schools in collaboration with school principals, in order to provide an extra guidance resource to teachers.

Youth guidance