Embrace unashamedly the therapeutic qualities and benefits of youth work to young people and communities

Article


Trimmer-Platman, T. 2022. Embrace unashamedly the therapeutic qualities and benefits of youth work to young people and communities. Research in Teacher Education. 12 (1), pp. 20-23. https://doi.org/10.15123/uel.8xvyx
AuthorsTrimmer-Platman, T.
Abstract

Young people have experienced serious distress and disruption due to the recent pandemic, leaving mental health issues at an all-time high among this group. Open access youth work, a method of social and personal learning for young people, is often undervalued and displaced, yet is well suited to facilitate therapeutic intervention and support to young people in informal settings. Open access youth work enables strong associations, friendships, support, and openness to discussing young people's mental health issues and feelings across social and economic divides. By creating open, non-judgemental yet challenging space for young people under the supervision of qualified and experienced practitioners, their worries and observations about life can be accessed, discussed, shared and demystified. Serious and diagnostic illness can be reported and referred, with low moods and depression managed by the young people themselves. A great deal of public space is underutilised, and it may be time for places such as schools and colleges to be seriously considered as potential enablers for youth workers to do what they do best.

JournalResearch in Teacher Education
Journal citation12 (1), pp. 20-23
ISSN2046-1240
2047-3818
Year2022
PublisherThe School of Education and Communities, University of East London
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8xvyx
Web address (URL)https://uel.ac.uk/our-research/research-school-education-communities/research-teacher-education-volume-12-no-1-may-2022
Publication dates
OnlineMay 2022
Publication process dates
Deposited21 May 2024
Copyright holder© 2022, The Author
Permalink -

https://repository.uel.ac.uk/item/8xvyx

Download files


Publisher's version
rite-may-2022-trimmer-platman.pdf
License: All rights reserved
File access level: Anyone

Explore this article

Explore this article

Editorial
Czerniawski, G. 2022. Editorial. Research in Teacher Education. 12 (1), p. 5. https://doi.org/10.15123/uel.8xvyq
Encouraging critical thinking and meaningful engagement in asynchronous discussion forums
Byrne, F. 2022. Encouraging critical thinking and meaningful engagement in asynchronous discussion forums. Research in Teacher Education. 12 (1), pp. 6-11. https://doi.org/10.15123/uel.8xvyv
Teacher perceptions of mental health provision in secondary schools during the Covid-19 pandemic
Doyle, M. and Thomas, M. 2022. Teacher perceptions of mental health provision in secondary schools during the Covid-19 pandemic. Research in Teacher Education. 12 (1), pp. 12-19. https://doi.org/10.15123/uel.8xvyw
Banana fibres and oil cans: constructing pedagogical understandings of creativity through childhood play memories in a Ugandan context
Beigi, R. 2022. Banana fibres and oil cans: constructing pedagogical understandings of creativity through childhood play memories in a Ugandan context. Research in Teacher Education. 12 (1), pp. 24-28. https://doi.org/10.15123/uel.8xqx5
Rigour in teacher education revisited: a Freirean mark of creative freedom
Humphreys, H. 2022. Rigour in teacher education revisited: a Freirean mark of creative freedom. Research in Teacher Education. 12 (1), pp. 29-34. https://doi.org/10.15123/uel.8xvyy
Preparing social work students for practice by involving young people with profound and multiple learning disabilities in teaching and learning
Kwiatkowska, G. and Stowell, K. 2022. Preparing social work students for practice by involving young people with profound and multiple learning disabilities in teaching and learning. Research in Teacher Education. 12 (1), pp. 35-40. https://doi.org/10.15123/uel.8xvyz
National Improvement Framework and teacher identity: a (re)turn to performativity in Scotland?
Mcwhinney-Tripp, J. 2022. National Improvement Framework and teacher identity: a (re)turn to performativity in Scotland? Research in Teacher Education. 12 (1), pp. 41-46. https://doi.org/10.15123/uel.8xvz0
Teachers developing research-informed practice in the post-truth world
Boyd, P. 2022. Teachers developing research-informed practice in the post-truth world. Research in Teacher Education. 12 (1), pp. 47-52. https://doi.org/10.15123/uel.8xvz1
  • 59
    total views
  • 29
    total downloads
  • 10
    views this month
  • 0
    downloads this month

Export as

Related outputs

Research in Teacher Education: Volume 12, No. 1, May 2022
Czerniawski, G., Byrne, F., Doyle, M., Trimmer-Platman, T., Beigi, R., Humphreys, H., Kwiatkowska, G., Mcwhinney-Tripp, J., Boyd, P., Thomas, M. and Stowell, K. 2022. Research in Teacher Education: Volume 12, No. 1, May 2022. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8xvy9
If you can name it you can claim it: redefining youth work
Trimmer-Platman, T. 2014. If you can name it you can claim it: redefining youth work. Research in Teacher Education. 4 (2), pp. 34-38. https://doi.org/10.15123/uel.85813
Research in Teacher Education: Volume 4, No.2, October 2014
Wells, D., von Bargen, Imke, Kilbride, D., Baker, A., Hamblin, Declan, Trimmer-Platman, T., Mayer, Diane, Hassan, N., Paffard, Fran, Copping, Adam and Burns, Michele J. 2014. Research in Teacher Education: Volume 4, No.2, October 2014. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8917w