APPENDIX I: INFORMED CONSENT FORM - Youth Sector in Schools: Towards Effective Collaboration Ml

9 APPENDIX

9.1 APPENDIX I: INFORMED CONSENT FORM

INFORMED CONSENT FOR PARTICIPATION IN THE RESEARCH

1. You are kindly invited to take part in the research project “Youth Work in Schools”

performed by Amar Toplić, an undergraduate student, as part of the work on his Graduation Thesis. The research will be conducted at the Faculty of Social Work of the University of Ljubljana under the supervision of Assist. Prof. Dr Miloslav Poštrak. The purpose of the research is to describe and identify the possible ways of cooperation between youth work and schools in Slovenia. Furthermore, the research is focused on developing a possible concept to frame this cooperation.

2. If you decide to participate in the research, your task will be to participate in the expert interview.

3. The duration of the interview will be approximately between 90 and 120 minutes. You will be entitled to no compensation for participating in the research.

4. Participation in the research bears no specific risk.

5. Participation in the research will yield no special benefit apart from the knowledge and experience acquired by participation.

6. Your participation in the research is completely voluntary and you may choose to terminate it without consequences at any time.

7. We will do all in our power to protect your privacy. The record of your experience and the accompanying personal information will be stored under a research code. Only the aggregate results will be made publicly available. Your identity will never be disclosed.

8. Should you have any questions, please contact Amar Toplić via amar.toplic@student.uni-lj.si or the Ethics Committee of the Faculty of Social Work via eticna.komisija@fsd.uni-lj.si.

By signing this statement, I guarantee that I have read the statement and that I have been given an opportunity to pose questions concerning the research. I hereby grant consent to my participation in the research “Youth Work in Schools” and agree to the use of results for teaching and scientific research.

Name and Surname of the participant Signature

Place, Date

Amar Toplić Signature

Place, Date

46 9.2 APPENDIX II: INTERVIEW GUIDE 1. Introduction

1.1. Maybe for a start, would you introduce yourself and tell us more about your experience as a youth worker?

2. Cooperation with schools

2.1. Would you describe to us how the cooperation between your organisation and the schools in the Municipality of Ljubljana looks like?

2.2. What are the aims of your cooperation with schools?

2.3. What services and activities do you offer to achieve these aims?

2.4. In your opinion, what works as intended and where do you see difficulties and opportunities for improvement?

2.5. How do you evaluate your services and activities?

2.6. In your opinion, where are the possibilities to further enhance the cooperation with schools and youth work?

3. Study visits

3.1. You have participated in study visits where you observed different youth work practices in cooperation with schools. Are there any practices which could adopted to Slovenia? If yes, why?

3.2. Which advantages do you recognize in adapting these practices?

3.3. What difficulties or challenges do you recognize in adapting these practices?

3.4. By adapting these practices, what could be the benefit young people?

4. Youth Work in Schools

4.1. How would you describe a successful cooperation of youth work and schools in the Municipality of Ljubljana?

4.2. Which factors influence the successful cooperation between youth work and schools in the Municipality of Ljubljana?

5. Ending

5.1. We are at the end of the interview. Do you have any remarks or something to add?

47 9.3 APPENDIX III: CODE SYSTEM

Code System Code System

YOUTH WORK PRACTICE AIMS

young people's position to not be needed APPROACHES

asset-based approach need-based approach NETWORKING

networking EVALUATION

team excursion challenging to evaluate evaluation

evaluation from participants honest evaluation

level of participation reflection

team evaluation

METHODS OF YOUTH WORK tools

rich tools one-time contact ball

equipment refreshment triggers Football 3

activities in youth centres sitting in a circle

MODELS

detached work

48 outreach work

PURPOSE OF YOUTH WORK talking

youth worker's purpose young people's living situation core principle

known enviorment close connection early prevention encouraging reflection lack of infrastructure

responsible use of public spaces being there

collaboration with schools critical thinking

free time giving power giving voice invatation listening process space

giving support trustful relationship QUALITY STANDARDS

quality standards

RECOGNITION OF YOUTH WORK perception of social work poor recognition

public opinion recognition TARGET GROUP

immigrants

secondary school pupils university students

49 youth at risk

CHARACHTERISTICS OF YOUTH WORKERS AGE

age

COMPETENCIES practical training peer to peer first experience formal education active listening personal relationhsip work experience PERSONALITY

comforting respecting time acceptance bounderies confrontation conversation creativity curiousity determination enthusiasm having respect informal passion persistency social justice

D&S BETWEEN TEACHERS AND YOUTH WORKERS APPEARANCE

clothing style APPROACHES

participatory methods need of the participants flexible

50 individual approach

subject-oriented EVALUATION

feedback PURPOSE

purpose buddy energy focus grades needs safe space skills building RECOGNITION

perception of youth work recognition of teachers recognition of youth work

RELATIONSHIP WITH YOUNG PEOPLE informal relationship

authority equality

eye-level communication flexibility

friendly SKILLS

tools

YOUTH PARTICIPATION active participation young people decide mandatory attendance obligation

participatory approach voluntary participation YOUTH WORK IN SCHOOLS

PERSONNEL TRAINING

51 practical training

COOPERATION WITH SCHOOLS school youth worker

working buddies cooperation with schools regural visits

MULTISECTORAL COOPERATION cross-sector cooperation

transfer of good practices multisectoral cooperation exchange of information school curricula mutual support

COOPERATION WITH SCHOOL COUNSELING SERVICES mediator

community work school asking for support start of cooperation surveys

reflections school counselor arrangement people

multisectoral support project promotion school visits

exchanging information meeting

multiplicator at schools YOUTH ISSUES

lack of activities different challenges social skills

communication skills fears

52 family ecpectations

family parents

cultural conflict cultural background mainstream ACTIVITIES

tutoring classroom reflection preventive work assessing needs class visits independency learning skills maker activities outdoor activities projects

school breaks sexuality

voluntary projects work with parents work with pupils workshops youth room AIMS

establishing contact empowering young people strengthening young people promotion of activities living enviorment class community

connecting to the community empowerment

experimental learning place

53 identify needs

informing motivating purpose strenghts talking

talking to the community CHALLENGES OF COOPERATION

CORONAVIRUS PANDEMIC impact of the pandemic ECONOMIC SYSTEM

capitalism

EDUCATIONAL SYSTEM connected

open for collaboration rigid system

FINANCING

public funding schemes funds

lack of resources JURISDICTION

jurisdiction

RECOGNITION OF YOUTH WORK recognition of youth work youth work is unknown SCHOOL PERSONNEL

convincing

fear of the unknown old-school personnel openes

TERMS OF COOPERATION no continuity

unclear position

VOLUNTARY PARTICIPATION involuntary participation

54 participation

possible challenge YOUTH POLICY

funding open call policy makers

YOUTH WORK PERSONNEL competencies

personal conviction CHANCES OF COOPERATION

COLLABORATION

cooperation with faculties establishing connections BURNOUTS

teachers burden INCLUSION

vicious circle inclusion language class NEW TOPICS

enrichment

POSITION OF YOUNG PEOPLE influence

PREVENTION socialisation activities

school as a meeting point vandalism continued prevention

realisation trust

ucovered crime PUBLIC OPINION

opinion about young people understanding

55 RECOGNITON OF YOUTH WORK

brigde recognition working in pair SCHOOL ENVIORMENT

discrimination in school relationship to peers acceptance

additional activities bad language change co-creating

general atmposphere group dynamics harmony insights learning types more individualised parents

participation reflections response to reports responsibility safe space

young people's wellbeing STRONG COMMUNITIES

connection to the community active citizenship

working together building communities building relationships community support connected

impact on community sense of belonging

56 TEACHER'S PROFESSIONAL GROWTH

training for teachers non-formal methods adjustment

building skills professional growth relationship skills building

YOUNG PEOPLE'S PERSONAL GROWTH higher self-esteem

empowerment impatience building skills communication skills life skills

new experience self-discovery young people's nature YOUTH INFORMATION

avability

promoting activities information youth centres

YOUTH WORKERS PROFESSIONAL GROWTH degree in youth work

intervision

personal growth yw EXPERIENCES FROM ABROAD

CHANCES IN SLOVENIA similair practices YOUTH ROOM

special room youth room

STREETCIRNERWORK holistic support

57 stronger support

rich in resources

competent crisis resposne adequate support

multidisciplinary team experience with institutions exchange of information homeless youngsters unreachable youngsters CHALLENGES IN SLOVENIA

lack of supervision not well supported equipment facilities

quality standards educational program poor system solutions lack of funding legislation lack of data poor cooperation diversity in police fear

human resources lack of resources perception of police political situation trustful relationship

COOPERATION WITH POLICE communication, police fining youngsters police duties

police training abroad policing abroad MOBILE YOUTH HOUSE

58 small cabin

tiny house space for youth safe space animation being mobile mobile house openes

openning hours opressed youth position

59 9.4 APPENDIX IV: CODED SEGMENTS

youth workers would have two times per year training for teachers, one day or two days long training about the topic that would be important, and that a youth worker would determine the thing that is important.

Code: CHANCES OF COOPERATION\TEACHER'S PROFESSIONAL GROWTH\training for teachers

E Position: 736 - 739

youth workers in Slovenia, mostly, I would say are social pedagogues, social workers or psychologists

Code: CHARACHTERISTICS OF YOUTH WORKERS\COMPETENCIES\formal education

E Position: 540 - 541

youth work offers some activities for which teachers don’t have the time or space

Code: CHANCES OF COOPERATION\SCHOOL ENVIORMENT\additional activities

B Position: 346 - 347

Youth work is about young people and students are still the young people, aand I think like they are still in the process of education.

Code: YOUTH WORK PRACTICE \TARGET GROUP\university students A Position: 82 - 83

youth in Slovenia are between 15 to 29, the target group are those secondary level schools.

Code: YOUTH WORK PRACTICE \TARGET GROUP\secondary school pupils C Position: 22 - 24

You know, knowing what they think about youth in their community, what they think about public spaces, what is the need of the people who live there. I think that we are much more focused on this than just they must know us and come to our activities. In Texas and Bob Ghetto we hardly invited them to Bob. I think this was there for them.

Code: YOUTH WORK IN SCHOOLS\AIMS\talking to the community A Position: 131 - 135

You have to give them the feeling, that they are comfortable because some of them have fears and prejudices to you and strangers. This is being approachable. And also, that you are there in their environment and that you are visible and you are simply there and available.

Code: CHARACHTERISTICS OF YOUTH WORKERS\PERSONALITY\comforting D Position: 139 - 142

You go to the social worker, usually when someone sends you, or something really bad happened. I see a youth worker as a person who is simply hanging out there and the kids can

approach tehem and share their ideas and what they want to do, like organize events and this kind of stuff.

Code: D&S BETWEEN TEACHERS AND YOUTH WORKERS\PURPOSE\buddy D Position: 272 - 276

you are having to keep in contact with this general population, and like the majority of it, and you can detect the pupils that maybe need more attention and more help and support. Maybe the problem is not so big as it could be if the support wouldn't be there.

Code: CHANCES OF COOPERATION\YOUTH INFORMATION\avability E Position: 631 - 634

Yeah, when you are in a class it is much easier. But I am still asking myself is the answers there are honest as they would been while having evaluation on the street.

Code: YOUTH WORK PRACTICE \EVALUATION\honest evaluation A Position: 200 - 202

Yeah, and that youth work is more focused on them. I would say that schools are more focused on knowledge. This is my experience. Youth working is more focused on the person.

Code: D&S BETWEEN TEACHERS AND YOUTH WORKERS\PURPOSE\focus A Position: 118 - 120

without us the school would be empty of those topics.

Code: CHANCES OF COOPERATION\NEW TOPICS\enrichment C Position: 170 - 170

with this, small mobile house, on the school yard, they could get a place around school, when they feel that it's their place. They can have a place which is a safe place. Safe in terms of; they can trust the youth worker or they can speak out their problems and they know that the youth worker will keep this and not spread it around.

Code: EXPERIENCES FROM ABROAD\MOBILE YOUTH HOUSE\safe space F Position: 320 - 324

With this Institute where I was working before, we did some street-based youth work in the playground of the school.

Code: YOUTH WORK IN SCHOOLS\COOPERATION WITH

SCHOOLS\cooperation with schools B Position: 210 - 211

with the multidisciplinary thing, they get the adequate professional support they need.

Code: EXPERIENCES FROM ABROAD\STREETCIRNERWORK\adequate support F Position: 324 - 325

willingness to do common projects, on the topics that we both address. So, topics that are covered in curriculum, and the ones that we recognize are important for young people.

Code: YOUTH WORK IN SCHOOLS\ACTIVITIES\projects F Position: 339 - 341

When you get sensible for the human next to you, you get sensible to the flower next you, your neighbor, truck driver and so on. So, the sense of belonging changes.

Code: CHANCES OF COOPERATION\STRONG COMMUNITIES\sense of belonging

B Position: 567 - 569

When we were trying to find a profession, that would be the most similar to the youth worker, like, few years ago, we were comparing maybe the relationship that you would have with a coach doing some sport. So, this is a positive role model, that it's really accepting you trying not to be judgy, trying to be there for you, trying to understand you, but still act as a responsible adult. So, we are not in the same position, we are not friends, even when doing the peer approach. I am still, let's say in the position of trying to be a positive role model, or this.

Code: D&S BETWEEN TEACHERS AND YOUTH WORKERS\RELATIONSHIP WITH YOUNG PEOPLE\friendly

E Position: 396 - 403

when we talk individually with particular individuals then there need to be some trouble, something wrong, you know, and then we should somehow put that on normal level or on functional level, on optimal not on maximum.

Code: CHANCES OF COOPERATION\SCHOOL ENVIORMENT\harmony C Position: 230 - 233

When we finish the workshops with reflections, and a lot of them respond back that maybe they've first time in the life talked about these topics.

Code: CHANCES OF COOPERATION\YOUNG PEOPLE'S PERSONAL GROWTH\new experience

B Position: 169 - 170

When the school would recognize some problem or issue, they could call us to check what we could do together to solve it. Simply, that the school would call us, the social worker, and inform about youngsters who need support. And then we would work out a plan.

Code: YOUTH WORK IN SCHOOLS\MULTISECTORAL COOPERATION\mutual support

D Position: 252 - 255

When I was on the Training for Street Workers we were learning how to come to the level of the young people. If somebody for example is crouching, you would also crouch. The teachers on the other hand have a position in class, they are mostly in front where the table is. In primary schools all the pupils still stand up to greet the teacher in the morning. I cannot imagine this happening in a youth centre.

Code: D&S BETWEEN TEACHERS AND YOUTH WORKERS\RELATIONSHIP WITH YOUNG PEOPLE\eye-level communication

A Position: 228 - 233

what we try to do, is meanwhile doing this, we are talking with them. It is easier to start to talk with youngsters, if they are doing something, you know, I think, it breaks this barrier that we are in a counseling relationship or we are in the formal setting, if we are doing something.

Code: YOUTH WORK PRACTICE \PURPOSE OF YOUTH WORK\talking E Position: 151 - 155

What was impressive in Czechia was that they were able to get even a small room in one school, which was half playground, half counseling room, but it looked really nice. But I think that it was a really great example of, I mean, if a youth worker and get the permanent room in my school, then you are really present there. Come on, it's like, you're probably really also recognized by all of them, and you gain trust. So it just a win-win situation for a youth worker, I think.

Code: EXPERIENCES FROM ABROAD\YOUTH ROOM\youth room F Position: 266 - 272

Well a challenge is to establish that kind of mobile houses, because it always leans on how well you cooperate with the school and if there is a will and understanding from each side and also finances to build something like this.

Code: EXPERIENCES FROM ABROAD\CHALLENGES IN SLOVENIA\lack of funding

F Position: 331 - 334

We would put these different activities in the neighborhood, where usually nothing is happening. I mean, to highlight that, in neighborhoods where they are not a lot of infrastructure for young people, and a lot of activities for young people.

Code: CHANCES OF COOPERATION\PREVENTION\activities E Position: 696 - 699

We would also plan with the young people. Youth work involves young people in the planning and evaluation of the activities.

Code: CHANCES OF COOPERATION\SCHOOL ENVIORMENT\co-creating A Position: 487 - 488

we work during these hours or when we have those topics, which is not for the whole year, then we get special hours during this time in the school. And it was usually two hours together, not just one hour, but two hours together.

Code: YOUTH WORK IN SCHOOLS\ACTIVITIES\class visits C Position: 44 - 47

We were planning to contact the school in Savsko naselje and to go back to Texas to work with the kids during the breaks. But we are kinda waiting to see what will happen with all this Corona thingy.

Code: YOUTH WORK IN SCHOOLS\ACTIVITIES\school breaks D Position: 301 - 303

we were just trying to open this space for them, talking, getting to know them, establishing trust. And always letting them know, hey, like, yeah, we are here, you know, just to hang, but also, if you might come across any troubles we are here. And of course, like after two or three sessions, you know, the troubles start to reveal.

Code: YOUTH WORK IN SCHOOLS\AIMS\establishing contact E Position: 103 - 107

we were also doing one of the fields in the playground of the primary school of Kašelj. That is a little bit of a rural are of Ljubljana. More on the outskirts, suburban area of Ljubljana, where a lot of young immigrants are actually living.

Code: YOUTH WORK PRACTICE \TARGET GROUP\immigrants D Position: 26 - 29

we usually reflect in those meetings, we usually reflect what the result in the class is.

Code: YOUTH WORK IN SCHOOLS\COOPERATION WITH SCHOOL COUNSELING SERVICES\reflections

C Position: 217 - 218

We usually have reflexions after activities or services, and in this reflection we point out what was good, what was not, what did we observe how things were during the implementation. We also have reflections in more structured activities or services. In all of them we have this reflection or evaluation at the end, where participants also tell and point out things what was good, what was not good, to what “aha” moments did they come.

In document Youth Sector in Schools: Towards Effective Collaboration Mladinski sektor v šolah: na poti k uspešnemu sodelovanju (Strani 53-0)