Social INclusion

Definitions

“ The process of improving the terms for individuals and groups to take part in society” and “The process of improving the ability, opportunity, and dignity of people, disadvantaged on the basis of their identity, to take part in society” (World Bank, 2013, pp. 3-4).

“Social inclusion is a process which ensures that those at risk of poverty and social exclusion gain the opportunities and resources necessary to participate fully in economic, social, political and cultural life and to enjoy a standard of living that is considered normal in the society in which they live. It ensures that they have greater participation in decision making which affects their lives and access to their fundamental rights”(Commission of the European Communities, 2003, p. 9).

From a youth perspective social inclusion is the process of individual's self-realisation within a society, acceptance and recognition of one's potential by social institutions, integration (through study, employment, volunteer work or other forms of participation) in the web of social relations in a community. In present-day European societies the concept is relevant to all young people as youth is the life stage when young people make the transition from family dependence to autonomy within the larger society under rapidly evolving circumstances. It has a particular meaning to those young people who come from disadvantaged backgrounds and live in precarious conditions. For them social inclusion involves breaking various barriers before acquiring their social rights as full members of society.

– European Knowledge Centre on Youth Policy – page on Social Inclusion by Siyka Kovacheva, PEYR member, see http://pjp-eu.coe.int/en/web/youth-partnership/social-inclusion, accessed 27 October 2016.

Inclusive Youth Work in Practice

Step-by-step approach

In order to develop the intervention models to work with young people with fewer opportunities, youth workers should get acquainted with the stories of their target group as well as identify the causes that have led to the current situation of exclusion. Getting to know their stories, working on a trust-based relationship, and involving them in the choice of their future are essential before you can start steering young people towards better horizons. It is paramount to adapt your approach and activities to their pathways, providing tailor-made programmes that take into account their expectations and possibilities. You can start with little challenges and build on that, reaching, stepby-step, where you want to go.

Building trust

Young people who have been emotionally or physically abused in the past – particularly when that abuse has been at the hands of those whom the young person had every reason to believe they could trust – may find it easier and safer not to trust anybody again. Some may take personal responsibility for what has happened to them. They may come to believe themselves somehow unworthy and undeserving of anyone’s attention, care and love. The consequent self-hatred and lack of self-esteem can blight lives and future relationships forever.

Exploring self-esteem

Self-esteem comes from within, but a key element in its development is the personal construction of self-worth resulting from interactions with others and with the environment. Young people with fewer opportunities have, by definition, fewer opportunities to experience those interactions that engender confidence, generate positive feedback and provide a sense of personal worth.

Open youth work

The purpose of open youth work is to offer young people, on the basis of their voluntary involvement, developmental and educational experiences that will equip them to play an active part in democratic society as well as meet their own developmental needs. Open youth work takes place in youth clubs, youth projects, youth centres, youth houses as well as on the street (through detached youth work).

Detached youth work

Detached youth work operates without the use of a building or activity and takes place where young people “are at” both geographically and developmentally. It delivers informal and social education and addresses whatever needs are presented to or perceived by the youth worker. As detached youth workers have no physical building or specific activity over which they have power or control, the relationship between young persons and youth workers is entirely voluntary and constantly up for negotiation.

Online youth work

The internet is intimately involved in the lives of young people and this is why it should be included in youth work. Online youth work means simply including online media in youth work. Online youth work is not another sector of youth work, but it can be linked to all youth work. At best, youth work is not divided into online work and work where people meet in person, but the two are flexibly combined. In practice, online youth work can include: educational gaming, question-and-answer services, group chats, one-to-one chats, group blogs, photo competitions, broadcasting games, vlogging workshops and encouraging young people to voice their opinions on social media. Different types of activities are offered because some young people wish to write, others might want to play games, and others might wish to take photos.