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Personal Aims and Aims for Work Placement

The main seeks and goals for my work placement in the Limerick Junior Service (LYS) that I would like to accomplish are: To build up my communication skills. To get an perception into working in an educational environment.

To increase my self-confidence.

To increase my ability to work well as a member of an team.

To develop the knowledge to deal with a disclosure if the circumstance take place.

During my time working at the LYS, I am hoping to attain these aims and objectives successfully.

Description of Number Organisation

Historical Background.

Sr. Joan's "legacy - the Limerick Young ones Service - provides tangible facts that positive community endeavour is important" (McAleese, M. Joan's People, 2003:5)

The LYS was set up in 1973 by Sr. Joan Bowles. In 1976, the low Glentworth Road premises were bought and opened; and the renovation of the Ballyloughran Centre initiated. The source of information centre in Glentworth Neighborhood officially opened up in 1987 and the Young ones Information Service was proven. The LYS is continuing to grow into the most significant local Children Service in Ireland, spreading throughout Limerick city and county. (Moyross, Southill, Glentworth Avenue, King's Island, John's Avenue, etc)

Aims and Aims/Mission Affirmation.

"To support and encourage teenagers to be effective participants in shaping their futures"

(http://www. limerickyouthservice. com)

Aims:

Service Delivery: Making sure that services supplied are young people centred.

Participation: Making sure the teenagers feel like they are part of something subsequently may reinforce their involvement in their community.

Advocacy: Giving the junior a words.

Leadership: Gaining the self-assurance to be always a leader, motivating others.

Partnership: Working within a team to improve the lives of young people.

Excellence: Attempting to achieve the best.

The goal of the service is to advocate on behalf of all teenagers in Limerick, irrespective of background, ethnicity, financial position or locality, whilst empowering and encouraging them to take a leading role in shaping their own futures and this of their communities

(http://www. limerickyouthservice. com)

Organisational Size and Framework.

The LYS is one of the greatest Children Services in the united states, dispersing throughout Limerick city and region. Projects range between Garda Diversion Assignments, Youth Cafes, Youth Justice Jobs and Youth Intervention Projects to the city Training Centre Projects. The LYS plays a huge role in the lives of the teenagers of Limerick which is mainly right down to the large number of youth workers, drug workers, counsellors, professors, volunteers and anyone dealing with the general working of the LYS throughout the countless and assorted centres in Limerick.

Work Position Description

Description of office where work placement was located.

=Community Training Centre/F. E. T. A. C=

"Limerick Junior Service Community Training Centre offers Education and Skills established training to young people in a non-judgemental, supportive and exciting environment"

(http://www. limerickyouthservice. com)

I was based in the LYS Community Training Centre (CTC) in Glentworth Neighborhood in Limerick city. The CTC has over 150 students in various educational programmes such as:

Junior Certificate

Leaving Certificate Applied

F. E. T. A. C

During my positioning, I was dealing with the F. E. T. A. C trainees. These trainees are split into Organizations A, B, C, D, E and Horticulture; each group includes between eight and fifteen students. Groups A-E are based in the CTC in Glentworth Street, while the Horticulture group are in Southill Southside Manufacturing plant. Inside the CTC, each group spends either a morning or afternoon in classes, working on their F. E. T. A. C modules and the rest of the day employed in their chosen task.

The students work through a series of modules throughout their 2 yrs at the centre, working through a complete Level 3 Certificate and shifting to Level 4. These modules include:

Retail Sales

Consumer Awareness

Personal and Interpersonal Skills

Food and Nutrition

Stress Awareness

Health Related Fitness

Maths Communications

Art

I. T.

The projects ran in the CTC include:

Restaurant

Bakery

Kitchen

Funky Flowers

Horticulture

These projects supply the trainees the chance to experience every day working life. The trainees also complete an I. A. S module based on the project they are in. That is an Integrated Evaluation System and is based on the useful work they do along with the theory that coincides with the job they can be in.

=Horticulture=

I was also linked with the Horticulture Group. The Horticulture task is positioned in the Southside Factory in Southill. When there, the trainees use Ger O' Brien (Horticulture Trainer), in the tunnel - filling baskets, window boxes and pots, creating the window boxes and maintenance. They also have classes, as like the CTC, where they work on their F. E. T. A. C modules. There is also activity time, where they can play pool, have a kick about or surf the web.

Work Placement responsibilities/responsibilities and exactly how these advanced.

I functioned 9-4 every day in the LYS. Among my main obligations throughout my location was literacy and numeracy support. You will discover seven classes each day, three in the morning and four at night. The trainees worked on their various F. E. T. A. C module handbooks in these classes. My role in the class was to help certain trainees with reading, explaining the questions or spelling, as many have learning troubles, special needs or foreigners who do not have English as their main vocabulary.

At the start of my placement, a fresh level 4 Tiling module was to be introduced. As I'd be supporting in the delivery of this module when associated with the Horticulture group, I got asked to benefit the research and the putting together of the new materials. This was a long process as all the information needed to be organized as clearly as it can be to make it easy to understand.

The LYS creates athletics modules for the trainees each week. Sometimes, I needed to venture out to UL with one of the teachers and an organization, if the regular student was not in. Each group acquired an opportunity to go play the activity occurring at every time (modified every fifth week), whether it be badminton, football or volleyball. On entrance at the court in UL, the program commenced with the teacher explaining the basics of the particular sport and then getting the trainees to put this into practise. The activity treatment lasted for an hour and when back again at the Young ones Centre, the trainees received worksheets to complete, based on the activity just covered; so I helped any trainee that needed help going back over the theory of the activity or spelling.

At the start of my placement, I had been linked with the Horticulture Group, which intended I was said to be working with this group out in Southill for the duration of my placement; sadly however, I only received one month with this group in the long run, as Ger was absent for just two months anticipated to an injury. However, while i was dealing with them, my obligations evolved, for the reason that, in the CTC, where I was needed as a class room support; in Southill, I had been needed to help out with the actual delivery of the F. E. T. A. C level 3 / 4 modules. This was a huge responsibility to snatch - as, when in the classes in the CTC, there is the assurance of having a educator in the class also, whereas, in Southill, I was by myself - however, I used to be determined to adopt it on. Working with the Horticulture group, my obligations included the teaching of the classes, organising times for the ILP's, assisting Ger in the tunnel and case conferencing.

=ILP - Individual Learning Plan=

On the first Wednesday of each month an ILP day was held. Every trainee has an integral staff member. On ILP day, trainees talk with their key staff member and feel the progress they may have made because the last meeting, focuses on they may have achieved and would like to achieve by another meeting, standard wellbeing, attendance, etc. For the ILP's, I organised the changing times for every of the trainees in the Horticulture group to be in at and asked the questions along with Ger, which the trainees answered to their folder. When all the meetings finished, I typed the information given into a databases with almost all their previous ILP information.

=Circumstance Conferencing=

This was a meeting with Ger and myself, the manager, a youth worker, an advocacy staff member, and the learner support instructor. The day prior to the case seminar, Ger asked me to write up a few factors on each of the trainees predicated on attitude, attendance, improvement on F. E. T. A. C modules, the way they be friends with the rest of the group, etc. During the reaching, myself and Ger experienced each of these with the others, who gave reviews on what each trainee should go onto next, whether or not they should go on work experience, just how long they have gone in the programme etc. I took take note of on what folders to acquire from the Junior Centre for just about any trainee that needed a fresh module.

When training in the tunnel with Ger, I contributed to the upkeep of the bouquets, writing out receipts, writing down orders for blooms, counting whatever arrived in from purchases and being attentive to just how many baskets, pots or window boxes that went to the Young ones Centre to be sold.

Work Placement Supervision and any Training.

I attended staff training times within the service which were made available to us, including Manual Handling and Child Safeguard.

=Manual Managing=

The manual managing course covered how to transport or move heavy things to decrease the risk of injury to the trunk. Manual handling also includes trying to reduce the risk of injury by bending and twisting, repeated motions or maintain resolved positions for long periods at the same time. Robert Graham conducted this program and went through all the theory. By the end, we had a sensible of moving a pack, by maintaining the right pose, bending the knees and keeping our backs direct, holding the field at the centre of gravity of the body and positioning the box back down.

=Child Safeguard=

At the start of my location, I completed a two day Child Cover course. Throughout this course we completed four modules in Bringing up Understanding on Child Safety Issues. In the first module, we went through legal contexts, classification and understanding of child misuse and suggestions to coping with a disclosure. In the second module, we gone into a more in-depth details on the legal contexts, how to develop a child security policy, steps for confirming suspected or disclosed abuse as well as how to record them. In the 3rd module, we explored issues of recruitment, selection and management of staff and volunteers and support systems available. Within the fourth module, we went through how to identify ways of setting up a safer environment whilst working with children and teenagers - children's privileges, child centred approach and rules of behavior. On completion of this course, I received a license of involvement from the HSE.

Reflection on Work Location Experience

Your response to the Work Environment as well as your Role.

I admit, I did so not adapt very quickly to this placement, as it was initially very challenging. Being quite shy and silent and from the country, the thoughts of working with the teenagers of Limerick city in the LYS - most of whom had lowered out of college and the majority had been in big trouble with the Gardai - was quite terrifying. I had formed the stereotypical view of 'hoodies' and considering I used to cross the road when approaching several them in the city, I did not understand how I would react working in the LYS.

However, keeping an available head - which is very necessary, considering you hear everything from boyfriends, pregnancies, family problems to stealing vehicles and drugs, and also being asked everything about your own life - I came across I eventually settled into location and quite loved the knowledge.

With regards to my role in the positioning, I found I adapted quite nicely. So long as the trainees did not feel too pressured and realised that people wanted to be there and help, these were easy to work with. Being a class assistant was an extremely rewarding experience, when the trainees were in the form for work. Yes, there were days when there was not a hope that work would be done, because when a trainee had not been in the feelings to work, then there is no chance it was going to happen, as they do not genuinely have any interest in the classes - hence, the majority have slipped out of mainstream institution - therefore i just had taken it day to day as it came. This is exactly what I found throughout my location - no two days were the same.

Social and Social adjustment.

Most of the trainees I had been working with were from disadvantaged backgrounds, from different countries or from a traveller qualifications, so there have been many cultural differences. As I mentioned before, I put stereotyped lots of the teenagers as the normal 'hoody' type, however, after working in the LYS this modified.

A lot of the trainees in the Young ones Centre had poor literary skills and it was certainly an eye-opening experience to see this - how got so many teenagers dropped through the mainstream education system? How so many been able to complete primary school without being in a position to read or write is stunning. Several teenagers, however, felt as if they didn't need any education to complete life. This is certainly another type of experience, considering I was always brought up with the most common stating of 'stay in institution' and was raised with people who were told the same and raised with the same morals.

Quite some of the trainees were vacationers, which really is a completely different cultural qualifications to mine. The reason many of the tourists are in the Youth Centre in the first place is to make money for their families. Again, many have left or been kicked out of university because these were not accepted or not seen to visit very good in life. Traveller young families are especially demanding with girls and this is the reason lots of the traveller girls marry young - as young as fifteen and sixteen. Lots of the traveller women in the Youth Centre are either involved or married. That is a whole culture shock compared to my own. I am definitely more culturally aware after getting the chance to work with individuals who have backgrounds very different to my own.

Challenges/Problems experienced and exactly how you responded.

The main challenge I familiar with my positioning was attaining the respect of the trainees, as there was very little age difference and most of them were close-minded and simply wanted to make it through your day without putting in the effort needed. Although being there to help, sometimes the trainees were just significantly not in the proper execution for working and trying to get them to create a sentence was impossible. Being virtually the same age as the trainees - youthful occasionally - managed to get hard to get most of them to pay attention also. They thought as though "Why should I listen to her when she's more radiant than me?", that i completely comprehended. On these events, I remained relaxed, tried to obtain the trainees to understand I was only there for their own benefit and attempted to encourage them to do a small bit of work, whether it be a page or two, of the module they were focusing on. I never pressed them to do too much at these times as I realized this could make the problem worse.

Another time, one of the trainees started to make inappropriate remarks, like whistling at me. I stored ignoring the behavior, thinking they may come to realise it was irritating me. 1 day, one of the professors been told them and he was delivered home. He previously to apologise and I accepted his apology on the condition that it was to avoid, which he decided to do.

Personal Development.

I found employed in this placement primarily very intimidating because, when i mentioned before, I had formed stereotyped them all to be 'hoodies'. However, once I settled into the location, I realised this to be untrue. Lots of the teenagers in Limerick have these labels stuck about them because of where these are from, their track record or their culture. This experience educated me never to pre-judge people before I get to know them that i see as a large personal development.

Before employed in the Junior Centre, if I was walking along the street in the location and came across a group of youths that experienced that typical 'hoody' look, I found myself crossing the street to avoid them. However, this transformed through dealing with the teenagers in the LYS. I now know that nine times out of ten, there exists nothing to be worried about when passing these young people - most of them are extremely nice people - and I no more cross the street.

I find I am well informed for having functioned in the LYS, as in the beginning I used to be quite timid and quiet. However, after dealing with the trainees, there is absolutely no choice but to gain confidence as they will tell it like it is and ask every question about your personal life; so self-confidence is key when working with them.

How the task Position complemented your Academic Programme.

I thought we would do the Arts course when i had an interest in continuing on to complete an hDip and go into secondary coaching. So working in the Junior Centre gave me a good insight into what it is like working with teenagers in a class setting. So in this way I think that my location at the LYS complemented my educational programme.

Implications for Profession Plans.

Not totally knowing what I wish to do with regards to my job, the placement time was very beneficial. Placement at the LYS offered me a great insight into employed in an educational and youth work environment. Having volunteered within my local youth team a few years ago, I knew I was considering working with young people and after my placement in the LYS this has strengthened my interest, so much so, I am very seriously considering a job in this type of work.

Specific Section of Interest

The most interesting facet of my positioning in the LYS was finding out all the work that is done for the teenagers of Limerick city and region throughout all the many centres in Limerick. Before my position, I thought all the LYS is at Glentworth Street; however, I could not have been more incorrect. There are numerous and varied centres throughout most of Limerick including:

Northside Youngsters Cafe

Moyross Youth Involvement Project

Southill Youth Involvement Project

Northside Young ones Justice Project

Garryowen Junior Justice Project

King's Island Young ones Project

Rathkeale Youngsters Project

Castleconnell Children Project

Youth Information

Southill Fullflex Project

Our Lady of Lourdes RESIN Project

John's Avenue Garda Children Diversion Project

Youth Clubs

Youth Democracy Projects

Drugs Projects

Limerick City Young ones Forum

=Northside Youngsters Cafe=

The Northside Children Cafe offers a fun and protected climate for the young people locally to meet new people go out with friends. It provides a space with music, information, advice, extracurricular activities plus much more. As well as using the Cafe, the teenagers can become associated with the performing of the cafe also. This Children Cafe, along with the others in Limerick, is a great way of keeping the teenagers off the road and out of trouble.

= Youth Involvement Projects=

The Youth Involvement Projects in Moyross and Southill are aimed at the young people of the areas, between ten and sixteen years old. These are funded by the HSE and their main aims are to build up public and personal skills of the teenagers, to provide the educational support to the young people to help them stay in mainstream schooling and also to support the families of the teenagers involved.

=King's Island Youngsters Project=

This task is run for the young people of the St. Mary's Area area, aged between twelve and eighteen; by the Limerick Youngsters Service and the Gardai. It aims to help young people stay out of a life of criminal offense and help them make positive selections by providing services such as drop-in facility, family support, warmer summer months programmes, activities and job guidance.

=Southill Fullflex Task=

In the 'Southside Factory', there is a wide selection of facilities available for the young people of the surrounding areas. These facilities include: a Youth Cafe, PC Collection, Art work Room, Music Room, Recording Studio, Dancing Studio, Pool Tables, Sports Pitches and Reaching Rooms. The LYS CTC's Horticultural group work from this space also - a tunnel is set up outside which will keep all the flowers and products created by them. "The purpose of the Southside Youngsters Space is to provide a location where teenagers can engage in a process of development and development that will facilitate them in reaching their full potential. "

(http://www. limerickyouthservice. com)

=Limerick City Children Forum=

The Limerick City Youngsters Forum meets weekly and organise occasions for the young people of Limerick. They also become a tone of voice for the teenagers, talking about and campaigning the key issues of matter of the Youths.

=Garda Youth Diversion Tasks=

The aim of these assignments is to prevent the young people in the area from getting involved in a life of crime and anti-social behavior by getting them involved with fun, educational and vocational programmes. These programmes provide teenagers to interact as a team and move on to know and meet new friends. These youth diversion assignments also try to enhance the romantic relationship between the teenagers and the Gardai.

When I began in the LYS and found out about all the several centres and tasks, I was surprised, but interested to determine about all of them. Although I did so not get to see most of them, it was interesting to see how they all interlinked with one another, for example, the Horticultural group working from the Fullflex centre; the athletics held on the Monday included trainees from both CTC and John's avenue in case available they used the activities facilities in Fullflex. I appeared up home elevators what the rest of the projects worked on and knew various other students who proved helpful in some of these also and were needed to organise youth night clubs. The Limerick Youngsters Service is an extremely dedicated company and works to improve and improve the lives of the teenagers in Limerick city. It is a pity that in today's economic position, the Ballyloughran Leisure centre needed to be closed down as it was a good way for the trainees to get away from the norm of working and class work and get a lttle bit of your time to relax and enjoy themselves.

the Limerick Junior Service has completed quite an amount on not a lot of money and the most meagre if indeed any financial support from our municipality Body. But to be sensible if we are to continue even at our present rate of enlargement and hope to develop our Service for the young people of Limerick to anything what we wish it to be then we need further financing and open public support

(Forde. 2003:73)

Conclusion

Placement at the Limerick Children Service was a really eye-opening experience. It made me realize the extent which the young people of Limerick city are being labelled - wrongly. The LYS implies that if they're given the opportunity, they can perform anything they want.

I dropped I achieved all my goals and objectives i arranged for myself at the start of my positioning. My communication skills improved upon hugely throughout this placement, as they are quite needed for this type of work, as a lot of the trainees are incredibly outspoken and it was very important to listen to them. When working in the classroom, I gained an information into what it is similar to to work in an educational setting; aiding the trainees with the folders, fixing the folders and organising any folders needed. This was a good experience as I am enthusiastic about secondary teaching as a possible career, which means this gave me a concept of what it is similar to employed in a school room.

Working in this location increased my confidence significantly, such as the LYS, the trainees can be difficult to deal with and it is merely with confidence that there surely is any potential for getting the teenagers to listen. I believe I worked within a team while on position in the LYS. Working in the classroom with the tutor and sometimes another college student, we had to work together to decide who worked with who and to get the category to run as smoothly as it can be.

Throughout my location, I completed a kid Protection course and in this we handled how to deal with disclosures - by staying calm, listening, thinking them, reassuring them, documenting what they said in writing and confirming the disclosure.

Overall, my placement in the Limerick Youngsters Service was quite enjoyable. It was a very beneficial placement as it includes given me a great experience in employed in an educational environment. During my time there, I come to all my seeks and objectives that I was hoping to attain and gained a lot of experience and knowledge into working in Youth Work.

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