Árni Guðmundsson Tómstunda- og félagsmálafræðibraut MVS / The Faculty of Sport, Leisure Studies and Social Education Rannsóknarstofa í bernsku- og - PDF

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* Árni Guðmundsson Tómstunda- og félagsmálafræðibraut MVS / The Faculty of Sport, Leisure Studies and Social Education Rannsóknarstofa í bernsku- og æskulýðsfræðum / The Centre for Research in Childhood

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* Árni Guðmundsson Tómstunda- og félagsmálafræðibraut MVS / The Faculty of Sport, Leisure Studies and Social Education Rannsóknarstofa í bernsku- og æskulýðsfræðum / The Centre for Research in Childhood and Youth Háskóli Íslands / University of Iceland *Youth Clubs are amongst other things used as a tool to contain the cultural evolution (that people are unsure of how will end or what it will lead to) and shape the youth. *A security measure to watch over today s youth and preventing them from coming to harm. *Youth work is based on what is current in the modern society but based on professional foundation. * * *Educational centre in the widest meaning of that word how to become a functioning member of the society *What is being studied? life skills how to work with others within a community and cope with the diverse challenges of life. *To improve social skills, mature as a person and improve self image which can be achieved by participating in projects and activities on offer in youth clubs. * *1884 Toynbee Hall, London, England *1912 Birkagården, Stockholm, Sweden *1912 Åskagaarden, Copenhagen, Denmark *1919 Kalliola, Helsinki, Finland *1933 Lundby Ungdomsgård, Gothenburg, Sweden *Around 1942 a number of Youth Clubs were opened in Denmark *1953 Hammarsborg ungdomsklubb, Oslo, Norway *1957 Tómstundaheimilið við Lindargötu, Reykjavík, Iceland * *In 1942 Jónas from Hriflu (MP) proposed in Parliament that a Youth Hall should be built *The newly founded Youth Society of Reykjavík (4- H) asked for a piece of land to build a youth hall. *Ágúst Sigurðsson and his ideas, report from1943 * The Youth Hall should be a respite where young people can spend their leisure time, a place where young people can work on what interests them from social activities, revision, reading, home economics, chess or other healthy interest- there they should be able to rest after hard day s work and enjoy healthy pursuits. Because of how alchol is often misused in other social contexts, I believe it is right not to allow alcohol consumption in the youth hall. * *1957 Tómstundaheimilið Lindargötu, Reykjavík *1962 Æskulýðsheimilið, Siglufirði *1966 Félagmiðstöð Álfhólsvegi 32, Kópavogi *1969 Æskulýðheimilið, Hafnarfirði *1972 Dynheimar, Akureyri *1975 Tryggvaskáli, Selfoss *1978 Félagsmiðstöð í skólum, Garðabær, Sauðárkrókur, Keflavík *1979 Æskulýðsheimilið Fáskrúðsfirði *1980 Arnadalur Akranesi. Féló Vestmannaeyjum. * Tómstundaheimilið Lindargötu Reykjavík *In 1964 there were 14 Youth Councils in Iceland. (15%) *In 1980 they had increased to 32 Youth Councils in Iceland. (45%) *In 2006 there are 50 Youth Councils in Iceland. These numbers do not take into account the decrease in that has taken place. (75%) *In 2014 are Youth Councils in almost all municipalities (98%) * *Right from the beginning of the Youth clubs in Iceland group work was important *Fisheries, agriculture are major industries in Iceland- the first years group work was connected to working life related subjects * *Group work after identity - role - less practical * Group work after democratic methods - Teen Committees - teenagers have a direct impact on the functioning of Youth centers Hang out / meeting other young people * Education Formal Youth work. Unformal youth Work. Nonformal Youth Work. * * The pedagog s most important tools is himself or herself - rolemodel * Another tool in the toolbox is the group or the environment and everything that goes on within the group or the environment * The third tool is the subject or the assignment that he or she works on with the group * Conversation, debates, interpretation, symbolic solidarity, co-operation and processing, e.g. processing and react to difficult situations that may arise. * Understanding situations and making sure that adequate referrals to other specialists are made if needed. * *John Dewey Learning by doing *Geoorg Herbert Mead Symbolic interaction *Indentifying wiht positv values of the group * The group s project is a setting for working with young people and the aim of the group does not nescessarily fit what the group leader aims to bring about. * For example you can create a movie club to reach a certain group of youngsters and the aim could be to improve their social competence. * Time, lenght, number of group members and the aim of the group is all determined by the pedagogical aim of the group work that the group leader sets. * Pedagoges in Youth Clubs can help youngsters that have been at risk to adopt positive values and norms and they have a unique way of reaching this group that otherwise does not have the opportunity or interest in adopting these values. * What the group needs: Common goal Common norm Well organized meetings at regular interval Solidarity Interaction within the group * The Socialpedagog does not have a curriculum that he follows in his interaction with the child, that is like teachers do. * The Socialpedagog has a framework and agenda and aims to get a certain result in his work with the client etc., the Socialpedagog controls the settings and more importantly the activities that can provide the results. * The fluidity of the work requires knowledge of Socialpedagogy theories and professionalism. The content of the work, method and how Socialpedagogs interact with clients and the positive outcomes that come out of the interaction are all guided by theory and professionalism. * Groups development Schutz Tuckman Lacouisiere To belong Forming Survey Control/boundary setting Storming Conflicts Empathy /solidarity Norming Approach Preforming Co-operation Adjourning End of the group *Task/work groups *Psychoeducational Groups *Counseling Groups *Psychotherapy Groups *Mixed groups and preposed regrouping og categories * Analyzing Groups- k e b 4 a 5 f 6 g c 8 7 h d i l Nemendaráð Gljúfraselsskóla Sociogram - Tengslarit Power 1. Leaders 2. Assistants (helpers) 3. Followers 4. Those that are inactive 5. The outsiders a. The sinner b. The black sheep c. The clown d. The not intelligent one Popularity 1. The popular people The stars 2. Those that everyone likes 3. The respected popular with most 4. The respected 5. Those that no one likes a. Those that are trying to make themselves bigger b. Those that are rejected c. Stubborn-not adaptable d. Those that are isolated * * * *Group work is excellent tool: *Educational in the widest meaning of that word how to become a functioning member of the society *Outcome? life skills how to work with others within a community and cope with the diverse challenges of life. *To improve social skills, mature as a person and improve self image which can be achieved by participating in projects and activities on offer in youth clubs. * *Referenses: Ardström, B. J. (1995). Att vara ledare i öppen verksamhet. Stockholm: Fritidsforum. Ágúst Á Sigurðsson. (1943). Tillögur til Bæjarráðs Reykjavíkur um æskulýðshöll og tómstundaheimili. Dagsett 30. júní: Borgarskjalasafn. Málaskrá borgarstjóra, M/19. Árni Guðmundsson. (1986). Starfsskýrsla félagsmiðstöðvarinnar Ársels veturinn : Borgarskjalasafn. Málaskrá ÍTR, askja 60. Árni Guðmundsson. (2007). Saga félagsmiðstöðva í Reykjavík Hafnarfjörður: Höfundur. Berglund, S. A. (2007). Social Pedagogik - I goda möten skapas goda skäl. Lund: Studentlitteratur. Bjurström, E. (2011). Fritidens rum - Topografiska perspektiv på ungdomars fritidssocialisation och ungdomspolitiken. Ungdomsstyrelsen artikelserie: Perspektiv på ungdomspolitik. Böhler, K. E. (1983). Vi er på vej - Om arbeid i kommunale fritidsklubber. Oslo: LFK - Landsföreningen för fritidsklubber. Diana Petterson Svenneke, M. H. (2007). Fritidsledarens tysta kunskap Malmö: Fritidsledarskolorna, Fritidsforum. Einar Gylfi Jónsson. (1987). Unglingalýðræði í framkvæmd. Kynningarrit fyrir unglingaráð ( Byggt á Når bestemte du noe i klubben sist og Klubrådshandbok ): Borgarskjalasafn. Málasafn ÍTR, askja 58. Eriksson Lisbeth. Markström, A.-M. (2007). Den svårfångade socialpedagogiken. Lund: Studentliteratur. Gestur Guðmundsson (Ritstj.). (2000). Æskulýðsstarfsemi í Reykjavík í ljósi félagsfræðilegra kenninga. Reykjavík: Félagsvísindastofnun Háskóla Íslands Háskólaútgáfan. Giesecke, H. (1971). Die Jugendarbeit. (Mu nchen): Juventa Verlag. Jacobsen, H. (2000). Ungdomsarbeideren. Oslo: Kommuneforlaget AS. Macdonald, K. M. (1995). Sociological analysis of the professions. Í The Sociology of The Professions. London: Sage. Madsen, B. og Larson, P. (2006). Socialpedagogik : integration och inklusion i det moderna samhället. Lund: Studentlitteratur. Mark Cieslik, D. S. (Ritstj.). (2013). Key Concepts in Youth Studies. London: SAGE. Mead, G. H. (1913). The Social Self. Sótt 29. janúar af Natorp, P. (1922). Sozialpädagogik : Theorie der Willenserziehung auf der Grundlage der Gemeinschaft. Stuttgart, Germany: 5te Aufl. Roger Harrisson, C. W. (2006). Working with Young People. London: Sage. Sjölund, A. (1965). Gruppepsykologi. Köpenhavn: Gyldendalske Boghandel, Nordisk Forlag A/S. Tony Jeffs, M. S. (2010). Youth Work Practice. Hampshire: PALGRAVE MACMILLAN.
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