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Journal articles on the topic 'Youth work practice'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

Best, Jared. "Dilemmas in Youth Work and Youth Development Practice." Child & Youth Services 38, no. 4 (2017): 335–36. http://dx.doi.org/10.1080/0145935x.2017.1369040.

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2

Hlagala, Ramadimetje Bernice, and Catharina Sophia Delport. "IDEOLOGIES AND THEORIES FOR YOUTH PRACTICE WORK." Commonwealth Youth and Development 12, no. 1 (2016): 59–74. http://dx.doi.org/10.25159/1727-7140/1608.

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There are many youth workers who continue to design their interventions without any theoretical basis, despite a long history of youth work as a field of practice. The aim of this article is to present selected ideologies and theoretical frameworks underpinning youth work practice. These ideologies and theories, although predominantly borrowed from other disciplines, provide insight on how youth work should be practised.Based on a thorough literature review, the authors have selected different theories and ideologies that youth workers, like other professionals, are expected to know, understan

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Lee, Kwan Meng. "PURPOSES AND PRACTICES OF YOUTH WORK SUPERVISION: A NARRATIVE REVIEW." Asia Pacific Journal of Youth Studies 2, no. 1 (2023): 94–115. http://dx.doi.org/10.56390/apjys2023.1.1.

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Youth development is a critical component of the ecosystem of human society. Young people not only inherit but also play a crucial role in determining a nation's future progress, growth, and development. Youth workers are responsible for delivering quality services to youth through their engagement with them in diverse program settings and employment situations. Therefore, youth workers must be equipped with multiple skill sets to effectively facilitate youth development using different approaches. Proper supervision of youth workers is, therefore, a vital part of youth work practice. The role

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Singh, Kirti Vikram. "Social work practice and youth welfare." Social ION 6, no. 2 (2017): 37. http://dx.doi.org/10.5958/2456-7523.2017.00008.8.

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5

Spence, Jean. "Targeting, Accountability and Youth Work Practice." Practice 16, no. 4 (2004): 261–72. http://dx.doi.org/10.1080/09503150500045543.

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6

Krueger, Mark. "Four themes in youth work practice." Journal of Community Psychology 33, no. 1 (2004): 21–29. http://dx.doi.org/10.1002/jcop.20033.

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7

Lohmeyer, Ben Arnold. "Restorative Practices and Youth Work." YOUNG 25, no. 4 (2016): 375–90. http://dx.doi.org/10.1177/1103308816640080.

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Restorative practices (RP) and youth work continue to emerge as more formalized fields of theory and practice. The interaction between these fields requires attention as RP gain popularity among services delivered to young people. Of particular importance, and currently receiving inadequate attention, is a tension regarding the conceptualization of power in the relationship between practitioners and young people. This article examines the conceptualization of power within youth work and restorative practices drawing on post-structural power–knowledge relations. A shared emphasis on empowerment

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Wiedow, Jocelyn. "Youth Work Supervision: Supporting Practice through Reflection." Journal of Youth Development 12, no. 1 (2017): 30–47. http://dx.doi.org/10.5195/jyd.2017.482.

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The role of a youth work supervisor is critical in supporting frontline staff to develop and strengthen their skills to provide high-quality programs for youth. This article emphasizes the need for supervisors to create a staff-centered approach to reflection. Key elements of strong youth work supervision include building trust with staff, embedding reflection into supervisory practice, and seeking continued support to improve supervisory practice. Examples from the field illustrate how these components can look in practice.

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Walker, Elizabeth Loizeaux. "Flipping the Narrative: A Unifying Framework for Juvenile Court-based Forensic Social Work Practice." Journal of Forensic Social Work 8, no. 1 (2024): 4–12. http://dx.doi.org/10.15763/issn.1936-9298.2024.8.1.4-12.

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Professional social workers are trained in multiple competencies and occupy various positions within the forensic landscape. Unified by a code of ethics that emphasizes social justice and the protection and empowerment of marginalized populations and a philosophical approach that recognizes the interplay of individual and environmental factors, social work leadership in youth justice policy and practice is vital. This article proposes a unifying framework for macro, mezzo, and micro court-based forensic social work practice in the 21st century that draws from post-modern critical social work t

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10

Williamson, Dean. "Collecting and using youth development outcomes data to improve youth work practice." Queensland Review 24, no. 1 (2017): 123–28. http://dx.doi.org/10.1017/qre.2017.15.

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AbstractThere is increasing scrutiny on the factors necessary to ensure that youth development programs consistently enhance the learning and development of young people. One of these key factors is the involvement of high-quality youth work practitioners who can facilitate an individual or group process to the benefit of all participants. While the practice of reflective learning is a core best-practice principle of youth workers, there is little emphasis on their own structured learning and development beyond their initial qualification. Based on findings from a pilot project testing the fir

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11

Liang, Jianqiang, Guat Tin Ng, Ming-sum Tsui, Miu Chung Yan, and Ching Man Lam. "Youth unemployment: Implications for social work practice." Journal of Social Work 17, no. 5 (2016): 560–78. http://dx.doi.org/10.1177/1468017316649357.

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Summary This article discusses a missing but emergent role of social work with unemployed young people. The authors highlight the transitional and structural factors of youth unemployment. Using a social work lens, the “Youth Employment Network” (YEN) is discussed and the International Labour Organization’s “4Es” (employability, equal opportunity, employment creation, entrepreneurship) framework is elaborated. This article adds a fifth “E” (Ecological connection) and proposes a “5Es” model for social workers to support unemployed young people to overcome transitional and structure barriers for

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12

BAMBER, JOHN, and HAMISH MURPHY. "Youth Work: The Possibilities for Critical Practice." Journal of Youth Studies 2, no. 2 (1999): 227–42. http://dx.doi.org/10.1080/13676261.1999.10593037.

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13

Zubulake, Deena M. "Building Blocks of Professionalism: Values, Principles, and Ethics in Youth Work." Journal of Youth Development 12, no. 1 (2017): 9–17. http://dx.doi.org/10.5195/jyd.2017.483.

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This research began with questions about youth work professionalism and discovering the why and how behind youth work practice. This article explores relationship-centered values, principles of positive youth development, and ethics of professional youth work as the foundation for informing and guiding youth work professional practice.

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14

Cheon, Jeong Woong. "Convergence of a strengths perspective and youth development: Toward youth promotion practice." Advances in Social Work 9, no. 2 (2008): 176–90. http://dx.doi.org/10.18060/5.

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In recent years, increased attention has been paid to the development and application of the strengths perspective and positive youth development. This paper develops youth promotion practice as a convergence of a strengths perspective and youth development principles. Historical and contemporary contexts of a problem-focused perspective in social work with adolescents are reviewed and a critique developed with emphasis on the evolution of strengths-focused practices. The importance and possibility of combining the strengths perspective and youth development toward youth promotion practice are

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15

Hammock, Amy C. "Identity Construction through Theatrical Community Practice." Qualitative Social Work 10, no. 3 (2011): 364–80. http://dx.doi.org/10.1177/1473325011408481.

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Despite the longstanding use of theatrical techniques in community social work practice, the role of theater in the construction of identity is understudied in the social work literature. Drawing on over 100 hours of observation and 22 in-depth interviews with members of a theatrical community education troupe for youth, I describe how participation as performers in a play to prevent dating violence constructed youths’ identities as survivors of violence. Findings reveal that the process of identity construction through theatrical community practice occurred in three overlapping phases: first,

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Johnson, Sharon D., Larry E. Davis, and James H. Williams. "Enhancing Social Work Practice with Ethnic Minority Youth." Child and Adolescent Social Work Journal 21, no. 6 (2004): 611–27. http://dx.doi.org/10.1007/s10560-004-6407-3.

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17

Linhong, Sun. "Pan Zinian’s Thought and Practice of Youth Work." China News Review 4, no. 4 (2023): 1–7. http://dx.doi.org/10.35534/cnr.0404001.

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Bland, Robert, Noel Renouf, and Ann Tullgren. "Social Work Practice in Mental Health: An Introduction." Aotearoa New Zealand Social Work 28, no. 3 (2016): 94. http://dx.doi.org/10.11157/anzswj-vol28iss3id253.

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Peluso, Angel. "Practice What We Preach: Supervisory Practice for Youth Worker Professional Development." Journal of Youth Development 12, no. 1 (2017): 18–29. http://dx.doi.org/10.5195/jyd.2017.481.

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As a practitioner-researcher in the NorthStar Youth Worker Fellowship and a youth program supervisor, I have seen that adults who work directly with youth need to be partners in their own development just as they partner with young people to encourage their development. A workplace that partners in developing its youth workers actively encourages three things: authentic relationships, emotional safety, and reflective learning. In this article I share how I began exploring this topic and its implications for organizations. Bringing authentic relationships, safety, and reflective learning into t

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20

Gormally, Sinéad, Annette Coburn, and Edward Beggan. "Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education." Education Sciences 11, no. 9 (2021): 561. http://dx.doi.org/10.3390/educsci11090561.

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Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence to inform knowledge about the extent to which ‘equality work’ is featured and practiced in CYW programmes in higher education. This article draws on perspectives from current and former CYW students in the UK which routinely claim critical pedagogy as the bedrock of professionally approved degree programmes. Utilising a su

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Elfeky, Mostafa Mohamed Ahmed, Muhammed Abu-El Hamd Sayed Ahmed, Walid Atef Mansour Elsayad, and Mohammed DAhim Faihan Alotaibi. "Activating the Practice of Social Work in Confronting Intellectual Extremism of University Youth." International Journal of Early Childhood Special Education 13, no. 2 (2021): 1086–96. http://dx.doi.org/10.9756/int-jecse/v13i2.211153.

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The study aimed to Determine the level of the professional practice of social work in confronting the intellectual extremism with university youth. determine the relation between the level of professional practice of social work in confronting the intellectual extremism for university youth and variables (gender, geographical territory of faculty, specialization of faculty, age, qualification, training courses), And Rais a group of procedural suggestions to activate the professional practice of social work in confronting the intellectual extremism with university youth, The study used the desc

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Yum, Steven Ngai Sek. "Exploring emancipatory youth work." International Social Work 49, no. 4 (2006): 471–81. http://dx.doi.org/10.1177/0020872806065325.

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English The present study explores the possibility of emancipatory youth work from a Foucauldian perspective focusing on practitioners' potential as a force for change. Based on narratives generated from interviews with outreach youth workers in Hong Kong, the study shows how workers have invented their own style of liberating practice. The implications of the findings are discussed. French La présente étude explore les possibilités du travail d'émancipation auprès des jeunes selon une perspective foucaldienne focalisant sur le potentiel des praticiens comme moteur de changement. En se basant

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23

Livstrom, Illana C., Amy Smith, Mary Rogers, and Karl Hackansan. "Decolonizing Research and Urban Youth Work Through Community-University Partnerships." Interdisciplinary Journal of Partnership Studies 5, no. 3 (2018): 3. http://dx.doi.org/10.24926/ijps.v5i3.1454.

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“Grounding Roots” is a community-based collaborative educational program that aims to build food, environmental, and cognitive justice through sustainable urban agriculture and horticulture via intergenerational communities of practice. Drawing upon Linda Tuhiwai Smith’s framework of decolonizing methodologies, this qualitative case study examined the ways in which a Community-University partnership engaged in decolonizing work through research and practice, as well as the ways in which the partnership served to preserve colonizing practices. Data analyses was guided by deductive coding strate

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Robideau, Kari, and Karyn Santl. "Youth Work Matters: Online Professional Development for Youth Workers." Journal of Youth Development 15, no. 1 (2020): 70–78. http://dx.doi.org/10.5195/jyd.2020.820.

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As the field of youth development becomes more recognized as a profession, it is imperative that youth workers are trained in foundational youth development research and practice. However, accessibility and cost can limit participation in face-to-face workshops and conferences. Online, cohort-based courses are a viable method to offer professional development for youth workers. This program article provides an overview of the online course, Youth Work Matters, which has provided training to youth workers for over 10 years. The authors demonstrate that professional development for youth workers

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Sulistyan, Media Febriana, Muhammad Aras, Intansari Putriani, and Febyanti Syafitri Hartono. "YOUTH WORK PRACTICE THROUGH ADVERTISING: A MULTIMODAL CRITICAL DISCOURSE ANALYSIS." Journal of Scientech Research and Development 5, no. 1 (2023): 52–64. http://dx.doi.org/10.56670/jsrd.v5i1.92.

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This article aims to examine the discourse on the practice of youth workers in Indonesia, constructed by commercial advertisements for A-mild cigarettes on television and social media, using semiotics multimodal critical discourse analysis research method. This article will analyze the ability of advertising communication to criticize several influential parties in young people's work practices. The commercial advertisement produced by A-mild shows how the younger generation works and how the relationship between young workers and their seniors; the result is that there are three views about t

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Teslenko, Alexander N. "Youth Policy and Work with Youth in Kazakhstan: Official Rhetoric and Everyday Practice." Sotsiologicheskie issledovaniya, no. 10 (December 10, 2024): 151–57. https://doi.org/10.31857/s0132162524100137.

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The youth state policy is the object of a wide sector of the relationships between the young generation and society. Based on sociological survey and a series of focus groups conducted in 15 cities of republican, regional and local levels in the autumn 2022 – spring 2023, the author analyzes the ideas of young Kazakhstanis about the youth policy of the state and the features of youth work at their place of study or work. The results of the survey show that youth work is associated with educational work in educational institutions, the activities of committees for youth affairs, structures of s

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Anderson-Nathe, Ben. "So What? Now What? Implications for Youth Work Practice." Child & Youth Services 30, no. 1-2 (2008): 123–38. http://dx.doi.org/10.1080/01459350802156771.

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Slovenko, Karolina, and Naomi Thompson. "Social pedagogy, informal education and ethical youth work practice." Ethics and Social Welfare 10, no. 1 (2015): 19–34. http://dx.doi.org/10.1080/17496535.2015.1106005.

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Quinn, Ashley, and Wes Shera. "Evidence-based practice in group work with incarcerated youth." International Journal of Law and Psychiatry 32, no. 5 (2009): 288–93. http://dx.doi.org/10.1016/j.ijlp.2009.06.002.

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30

Martin, Chris. "Grassroots youth work: Policy, passion and resistance in practice." Children's Geographies 17, no. 5 (2018): 631–33. http://dx.doi.org/10.1080/14733285.2018.1545842.

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31

Young, Jill. "Book Review: Youth Development Principles and Practices in Out-of-School Time Settings." Journal of Youth Development 13, no. 4 (2018): 193–95. http://dx.doi.org/10.5195/jyd.2018.689.

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Youth Development Principles and Practices in Out-of-school Time Settings (Witt & Caldwell, 2018) is a comprehensive resource for students and professionals who work with youth in out-of-school time programs. The book weaves youth development theory and practice together so current and future practitioners can understand how to plan for, design, and evaluate youth programs that enable young people to thrive. Practitioners who work with adolescents will find the topics discussed relevant and the examples practical.

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Baldridge, Bianca J. "On Educational Advocacy and Cultural Work: Situating Community-Based Youth Work[ers] in Broader Educational Discourse." Teachers College Record: The Voice of Scholarship in Education 120, no. 2 (2018): 1–28. http://dx.doi.org/10.1177/016146811812000206.

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Background/Context The current educational market nestled in neoliberal and market-based reform efforts has shifted the nature of public education. Community-based educational spaces are also shaped within this context. As such, given the political and educational climate youth workers are situated in, their role as advocates, cultural workers, and pedagogues warrants greater exploration within educational scholarship. Although previous scholarship captures the significance of community-based youth workers in the lives of marginalized youth, their voices and experiences are absent from broader

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33

Magnuson, Douglas. "Essential Moral Sources of Ethical Standards in Child and Youth Care Work." Journal of Child and Youth Care Work 24 (November 17, 2020): 27–33. http://dx.doi.org/10.5195/jcycw.2012.42.

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It is proposed that an ethical framework for child and youth care practice should take into account the differences between descriptive ethical inquiry on the one hand and normative and analytical ethical inquiry on the other. This will help us avoid the error of deriving our ethical principles from our practices, when in fact what we need is a moral criterion originating outside our practice that is not based on efficiency. Mattingly (1995) suggests this in recommending that we “Develop an ethical vision.” This ethical vision should take into account the domains of morality proposed by Taylor

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Коляда, Наталия Николаевна. "Youth work in Ukraine: new approaches to the strategic sector of social policy." Studia Gdańskie. Wizje i rzeczywistość XIV (June 3, 2018): 69–80. http://dx.doi.org/10.5604/01.3001.0014.2526.

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The article highlights new approaches to youth work, training of youth workers as strategic direction of social policy reform in the context of the draft Law of Ukraine On Youth. Current practice indicates a number of topical issues related to the preparation and formation of professional skills and social competencies of social workers – future implementers of youth policy. In particular, the practice demonstrates the failure of existing forms of training, which are now mostly limited academic training specialists in the social and socio-educational fields in universities. Modernity requires

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Bimenyimana, Pierre C., Paul Bukuluki, Eugene Rutembesa, Ronald M. Synness, and Jean C. Byungura. "Social work community practice from a government discourse perspective: Motives for youth volunteers in controlling COVID-19 in Rwanda." Journal of Social Work in Developing Societies 6, no. 2 (2024): 30–47. http://dx.doi.org/10.4314/jswds.v6i2.3.

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During the COVID-19 pandemic, countries were in emergencies to contain the envisioned danger. Rwanda was no exception. Among strategies adopted by the country to control the pandemic were community interventions by youth volunteers. Using social movement and self-determination theories, the paper investigated the policy perspective of the motives for the voluntary engagement of these youths in controlling the pandemic so that these motives could be documented for future emergencies. A qualitative approach was adopted to explore what motivated these youths by analysing government discourses, wh

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Brandon-Friedman, Richard A. "Youth Sexual Development: A Primer for Social Workers." Social Work 64, no. 4 (2019): 356–64. http://dx.doi.org/10.1093/sw/swz027.

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Abstract Sexuality and sexual expression are core aspects of most clients’ lives, yet most schools of social work fail to cover sexual development, leaving social workers uninformed about this essential area of human development. This is particularly the case when the sexual development of youths is concerned, as youth sexuality is often considered too controversial to explore. Considering a positive approach to youth sexuality that seeks to enhance youths’ sexual development and promote their achievement of full sexual and reproductive rights, this article seeks to provide social workers with

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Chauke, Thulani Andrew. "Skills Learnt in Youth Work Practice Necessary for the Digital age: A Qualitative Study of NEET Youth." Research in Social Sciences and Technology 9, no. 1 (2024): 351–68. http://dx.doi.org/10.46303/ressat.2024.20.

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Not in education, employment and not in training (NEET) youth as vulnerable groups need to learn and relearn new set of skills needed for the digital age since traditional jobs will be replaced with new jobs that will demand a new set of skills. The study aims to explore the perspectives of NEET youth on the skills they had learnt in youth work practices that are necessary for the digital age. A qualitative approach was employed to guide the gathering and analysis of the data. Some of the skills learnt in youth work practices include business acuity, digital skills, active citizens, and teamwo

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Todorović, Dejan, Josje van der Linden, Stijn Sieckelinck, and Margaretha Christina Timmerman. "Supporters with Vantage Position: The Role of Youth Work in the Online Lifeworld from the Perspective of Adolescents and Youth Work’s Partners." Youth 4, no. 2 (2024): 427–41. http://dx.doi.org/10.3390/youth4020030.

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The online environment, where the boundaries between the domains of home, school, work, and leisure are blurred, poses new challenges for youth work practice. Due to limited research on this subject matter, the theoretical underpinnings of the online youth work practice are constrained. The fulfilment of youth work’s aims online, the position it can take in the online context, and its relation to its partners in the online lifeworld need a theoretical base. This paper seeks to analyse the role of youth work in the online lifeworld according to adolescents and youth work’s partners. The researc

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Cmar, Jennifer L., Michele C. McDonnall, and Kasey M. Markoski. "In-School Predictors of Postschool Employment for Youth Who Are Deaf-Blind." Career Development and Transition for Exceptional Individuals 41, no. 4 (2017): 223–33. http://dx.doi.org/10.1177/2165143417736057.

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Youth with deaf-blindness have difficulty transitioning to adulthood and experience poor employment outcomes, yet research on this population is limited. To identify predictors of postschool employment outcomes for transition-age youth who are deaf-blind, we conducted multiple logistic regression analyses using data from Waves 1 through 5 of the National Longitudinal Transition Study–2. Significant predictors of postschool employment were paid high school work experiences and parent expectations. Significant predictors of continuous employment were number of additional disabilities, vocational

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Dychawy Rosner, Irena. "Post COVID-19 youth work: A contribution to the Swedish social pedagogical debate." Papers of Social Pedagogy 13, no. 1 (2020): 108–20. http://dx.doi.org/10.5604/01.3001.0014.4355.

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The coronavirus pandemic affects the whole world. This situation is a very challenging time for all humanity and social services no less. The present article explores how care and different forms of support can or should be offered to young people in the post-COVID-19 youth work. The objective of this paper is to reflect on how social work practitioners can adapt their daily clinical practice by focusing their interventions on the social pedagogical dimensions of social work. The article presents a generalised discussion of practice logics in social work and social pedagogy. Because of the mea

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Roe, Daniel. "Pedagogies of Sport in Youth Detention: Withholding, Developing, or Just “Busying the Youth”?" Journal of Contemporary Ethnography 50, no. 2 (2021): 261–88. http://dx.doi.org/10.1177/0891241620986844.

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This article examines pedagogies of sport in youth detention, drawing on ethnography (primarily participatory observations and interviews) at two all-male youth detention homes in Sweden. Focusing on youths’ experiences situated in discourse and practice, three pedagogies of doing sport in youth detention are described: withholding sport, busying with sport, and sport as developmental community. The young men in this study experienced mixed messages through sport, revealing how rehabilitation through sport was obscured by predominant pedagogies of withholding sport (i.e., punishment or correct

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42

Offord, Adam. "Youth work employment changes: key questions and implications." Children and Young People Now 2016, no. 4 (2016): 12–13. http://dx.doi.org/10.12968/cypn.2016.4.12.

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Longstanding arrangement that has seen employers and unions jointly agree youth workers' pay and conditions looks set to end, raising concerns over a reduction in wages and standards of professional practice

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Rämmer, Andu, Anne Kivimäe, Kaur Kötsi, and Maria Žuravljova. "Youth-Centred Research-Based Model—An Innovative Tool in Youth Work." Youth 3, no. 3 (2023): 1004–12. http://dx.doi.org/10.3390/youth3030064.

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Terms like youth-friendly, youth-focused, youth-centred, youth-responsive, etc., have been used to describe the opportunities and services offered to young people. Such concepts often refer to essential and suitable forms of activity and their quality for young people. However, the term “youth-centred” or “youth-centred approach” is not unambiguously understandable in youth work or in other services or activities for young people. Furthermore, more instruments are needed to help a youth worker or a specialist working with young people in every field to work in a more youth-centred way. The tea

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Amponsah, Peter, and Juanita Stephen. "DEVELOPING A PRACTICE OF AFRICAN-CENTRED SOLIDARITY IN CHILD AND YOUTH CARE." International Journal of Child, Youth and Family Studies 11, no. 2 (2020): 6–24. http://dx.doi.org/10.18357/ijcyfs112202019516.

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What does it mean to be an ally? More specifically, what does it mean to do the work of allyship in support of Black young people and families? As educators, researchers, and practitioners in the child and youth care field, we seek to initiate a conversation pertaining to the epistemological make-up of child and youth care practice and the movement towards persistent and intentional solidarity work as a framework for cross-racial engagement. Through a series of critical questions, this paper seeks to deconstruct the taken-for-granted practices of White Eurocentric allyship in favour of a new v

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Baidarova, O., and D. Lavrentieva. "SOCIAL MEDIA IN SOCIAL WORK PRACTICE WITH HEARING IMPAIRED YOUTH." Bulletin of Taras Shevchenko National University of Kyiv. Social work 1, no. 1 (2017): 39–45. http://dx.doi.org/10.17721/2616-7786.2017/1-1/10.

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46

Curry, Dale, and Andrew Schneider-Muñoz. "Professional Child and Youth Work Practice—Five Domains of Competence." Journal of Child and Youth Care Work 24 (November 17, 2020): 6–15. http://dx.doi.org/10.5195/jcycw.2012.37.

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47

Jenkinson, Hilary. "The Importance and Benefits of Supervision in Youth Work Practice." Child & Youth Services 31, no. 3-4 (2010): 157–69. http://dx.doi.org/10.1080/0145935x.2009.524481.

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48

Kiely, Elizabeth, and Rosie Meade. "Contemporary Irish youth work policy and practice: A Governmental analysis." Child & Youth Services 39, no. 1 (2018): 17–42. http://dx.doi.org/10.1080/0145935x.2018.1426453.

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Emslie, M. "Researching reflective practice: a case study of youth work education." Reflective Practice 10, no. 4 (2009): 417–27. http://dx.doi.org/10.1080/14623940903138258.

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Bae, Imho. "Mediation as a Social Work Practice Method for Youth Problems." Asia Pacific Journal of Social Work and Development 5, no. 2 (1995): 21–29. http://dx.doi.org/10.1080/21650993.1995.9755701.

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