Eneralised analysis and learning of the incident provided in the first section of each Reflective Diary.

As part of my portfolio I need to write three Reflective Diary according to standard Pro Forma attached below. Each Pro Forma consists of 5 sections. I have filled out first, second, fourth and fifth sections for each Pro Forma based on my personal experience during my work placement. Section three needs research, so I need help for section three for each Pro Forma. So, please read the incident (first section) and other sections (Highlighted yellow) for each Reflective Diary attached and write Generalized Analysis and Learning including relevant references from research. As an example, please see the attached pdf Example of successfully submitted portfolio(attention to pages 20-26) where you can find the example of three Reflective Diary.


Word count for each Generalized Analysis and Learning for each Reflective Diary is around 150. (Total word count for three diary section three: 450)


Abstract from Pro Forma for section 3.
3. Generalised analysis and learning of the incident moving away from the specific example, what did this raise about how practice and theory relate to each other more generally. (e.g. did the conversation with a young person raise any issues about information and advice or professional boundaries or did the meeting or activity raise issues about group work theory.)

Referencing Requirements:

Referencing Requirements:
Reference list is compulsory. Bibliography is not mandatory.
References must be from around 2 or 3 sources for each Reflective Diary. Bibliography should be wider than references. A Reference List contains details of those works cited in the text.
The list should be called a Bibliography if relevant sources that are not cited in the text are included.”

Reading List
Core Reading for this Module

Batsleer, J. (2008) Informal Learning in Youth Work, London: SAGE
Davies, B. (2011) Youth work stories: in search of qualitative evidence on process and impact. Youth & Policy No. 106 pp.23-42
Davies, B. (2011) Whatas Positive for Youth? A critical look at the Governmentas emerging a?youth policya, Youth & Policy No. 107 pp. 99 a 103
Harrison R. & Wise C. (Editors) (2005) Working with Young People, London: Sage Publications
HM Government (2011) Positive for Youth A new approach to cross-government policy for young people aged 13 to 19, London: Department for Education
Jeffs, T., Smith, M. (2000) Informal Education: Conversation, Democracy and Learning, Buckingham: Open University Press
LSI (2012) National Occupational Standards for Youth Work (available on Moodle)
Mckee, V. (2011) Freedom, Fairness and Responsibility: Youth Work offers the way forward Youth & Policy No. 106 pp.9-22
Pears, R. and Shields, G. (2010) Cite them right: The essential referencing guide. London: Palgrave Macmillan
Taylor, A. (2003) Helping relationship skills for youth workers, mentors and other advisers. Lyme Regis: Russell House Publishing
Wylie, T. (2010) Youth Work in a Cold Climate, Youth & Policy No. 105 pp. 1-8
Recommended Reading:

Banks, S. (2010) Ethical Issues in Youth Work London: Routledge
Batsleer, J. And Davies, B. (2010) What is Youth Work?, Exeter: Learning Matters
Benson, J. (2001) Working more creatively with groups. London: Routledge.
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Burke, T. Hand, J. and McFall, L. (1999) Moving On Up: how youth work raises achievement and promotes social inclusion Nottingham: Department for Education and Employment
Davies, B. (1999) A History of the Youth Service in England, volumes one &
two, Leicester: Youth Work Press (available on Moodle)
Deer Richardson, L. and Wolfe, M. (2005) Principles and Practice of Informal Education. London: Routledge Farmer
Department for Education and Skills (2002) Transforming Youth Work resourcing excellent youth services, London: DfES
Department of Education and Science (1969) Youth and Community Work in the 70s, (The Fairbairn-Milson Report), London: HMSO
Douglas, T. (2000) Basic Groupwork, London: Taylor Frances Group Ltd
Factor, F. Chauhan, V. & Pitts, J. Eds. (2001) Working with young people, Russell House Companion, Lyme Regis: Russell House Publishing
Feinstein, L. Brynner, J. Duckworth, K. (2006) Young Peopleas leisure contexts and their relation to adult outcomes. Journal of Youth Studies, 9(3): pp. 305-327
Jeffs, T. (2011) Running Out of Options: Re-Modelling Youth Work, Youth & Policy No. 106 pp. 1-8
HM Government (2005)Youth Matters, London: Department for Education and Skills.
HM Government (2004) Every Child Matters: Change for children. London: Department for Education and Skills.
HM Treasury (2007) Aiming high for young people. A ten year strategy for positive activities. London: DCSF
Howson, C & Sallah, M. (2007) Working With Black Young People Lyme Regis: Russell House Publishing.
Ministry of Education (1960) The Youth Service in England and Wales (The Albemarle Report), London: HMSO.
Office for Standards in Education, Childrenas Services and Skills (Ofsted) (2009) Engaging young people Local authority youth work 2005a 08 London: OfSTED
Ord, J. (2007) Youth Work Process, Product and Practice: Creating an Authentic Curriculum in Work with Young People, Lyme Regis: Russell House Publishing.
Participation Works, (2008) Listen and Change a a guide to Young Peopleas Participation Rights London: Childrenas Rights Alliance for England
Schon, D. (1991) The reflective practitioner: how professionals think in action London: Ashgate
Twelvetree, A. (2008) Community Work, (4Rev Ed edition) London: Palgrave Macmillan
Young, K. (1999) The Art of Youth Work, Lyme Regis: Russell House Publishing
Race and Class available via Athens Account
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Youth Studies available via Athens Account
Youth and Policy Journal /uk/
Equality and Human Rights Commission:
National Council for Voluntary Youth Service: .ypnm