Youth Work in FinlandJouko Porkka

Table of content

• Short history of the youth work in Finland• The role of municipalities in youth work in

Finland• The role of Lutheran parishes in youth

work in Finland• Resources and education• Youth Act, principles and guidelines • Some theory on youth work

THE ROLE OF MUNICIPALITIES IN YOUTH POLICY AFTER WORLD WAR II Municipalities were primarily acting as bodies that

allocated financial resources to the NGOs until the end of 1960’s Municipalities started to create their own sphere of

work in the 1970’s. This was connected to wider societal changes, such as rapid industrialization and urbanization (the so-called ‘great move’ from the country to town).

The first youth club in Finland opened in 1957 in Helsinki, to address the problems of boy street-gangs and concerns about violence and anti-social behavior (Vesikansa, 1988: 32).

The policy question of how to react to the ‘youth problem’ in urban settings found an answer in youth clubs, allowing the achievement of spatial control (keeping young people away from the streets in a controlled environment) and giving young people opportunities to learn and adopt democratic values.

THE HISTORY… In the 1960s, within the new suburban youth culture,

young people sought activities beyond those organized by the Church or the NGOs, coinciding with the rapidly changing social conditions of the time. This paved the way for a great expansion of youth clubs, which primarily happened between 1972 and 1995 (Kylmäkoski, 2006).

These establishments can be seen as a part of the building of the Nordic welfare state, in which social institutions function as key players in the vision towards securing equality.

Youth clubs are still being built today, but the primary focus is on renovating older clubs.

Today, the municipalities play the primary role in youth work, and are responsible for implementing official policy.

NOWADAYS In Finland, youth work comes under its own legislation; the

Youth Act 2017, previously named the Youth Work Act, which first came into existence in 1972 (Youth Work and Youth Policy in Finland).

Youth work is governed by the Ministry of Education and Culture and is viewed as a non-formal part of the educational system.

There are roughly 1000 youth clubs in 320 municipalities, and their number has decreased from 1564 in 1989.

In total, youth work reaches approximately 25% of the youth population (Myllyniemi, 2008), and it is estimated that 5-10% of young people regularly attend youth clubs (Kiilakoski, 2011).

The target age group is 13-17 years of age. However, there are considerable differences: some youth clubs admit children aged as young as eight years, and some municipalities do not have an age limit. There are no ‘youth houses’ or equivalent for young people over the age of 18.

EDUCATION PROGRAMMES FOR YOUTH WORK Finland has a professional training programme with

routes both in vocational training and higher education.

Most of the staff trained before the twenty-first century have a higher secondary education degree.

In the twenty-first century, ‘educational inflation’, due to training also being given in the polytechnics and universities, has meant that youth work requirements have risen and many municipalities prefer to employ workers with higher education.

However, the situation varies. Some of the youth workers are not trained as such, for example, they may have a degree in social work.

Proximately 3,400 people have been hired by municipalities (Nuorisotyö, 2012).

RESOURCES Municipalities invest about 170 million euros

(1 % of the budget of the municipalities) yearly in youth work – about 16 % comes from the government. About 1500 full-time workers (1600 hours/year), tens of thousands of volunteers and part-time workers.

Lutheran parishes invest 100 million euros, 190 million euros counting child work as well (30 % of the budget of the parishes). About 1400 full-time workers in youth work (1600 hours/year), about 30 000 volunteers.

“YOUTH WORK BROADLY AIMS TO SUPPORT YOUNG PEOPLE’S SOCIAL AND PERSONAL DEVELOPMENT, AND TO PROMOTE LEARNING IN NON-FORMAL SETTINGS”

1. DEMOCRACY PRINCIPLE: Youth work should strengthen the adolescents’ citizenship skills and help them become proper members of a community.

2. PEDAGOGY PRINCIPLE: Activities of youth work should support the growth of young people. Youth work is not only a question of organizing nice activities of entertainment as an end in itself. This principle separates youth work form other free time services.

3. HEALTH PRINCIPLE: Youth work should work for healthy life. Both support healthy and fight against unhealthy matters.

4. CULTURE PRINCIPLE: Youth work should take into account the aesthetical needs of the young people and help them find ways to express themselves. Therefore youth work should be aware of phenomena among adolescents and support the typical ways of forms of activity.

5. SOCIO-POLITICAL PRINCIPLE: Youth work should prevent social problems. Extra activities could be allocated for those needing support.

ACCORDING TO THE YOUTH ACT, MUNICIPALITIES SHOULD HANDLE YOUTH WORK AND POLICIES

According to the act, the youth work and policy of a municipality encompasses: educational guidance of the youth, opportunities for hobbies and space for activities, information services and guiding, supporting youth associations, NGOs and -groups, physical, cultural, international and multicultural youth

activity, youth environmental education, adolescents’ workshop services as needed, other activities suitable for the local needs and

circumstances

YOUTH ACT 2017 The new youth act replaced the youth act from

2006. The purposes of the Act include support for young

people’s growth and independence, promotion of active citizenship, social empowerment of young people and supporting their growth and improving their living conditions.

The definition of young people would apply to all those aged between 7 and 29, but those below this age bracket would also be taken into account when being heard or encouraged to participate.

Act 2017 includes the possibility of creating a register for youth outreach work and the possibility of carrying out drug tests in youth workshops.

PERSPECTIVES ON YOUTH CLUBS WITH REGARD TO TARGET GROUP AND PRIMARY EXPLANATION(FORKBY, ET AL. 2008).

ExplanationPrimary target group

Psychological Sociological

Broad and inclusive

Safe haven Room of opportunities

Narrow Behaviour training centre

Arena for empowered action

OUR CHURCH – WE GROW TOGETHER (THE GUIDELINES OF THE CHURCH EDUCATION)

The emphasis is in the each person’s own growth instead of education or the given goals of the growth Safe atmosphere is crucial

It provides peace of growth which is the key topic It means doing something together, being together,

wondering together with both the peers and people of all ages

Development and growth will not happen by demanding and in the flood of stimuli but only by supporting, enabling, being in use and giving time.

Home is the most important growth environment for both the children and the adolescents

Congregations are cooperating with the NGOs and other societal organisations in education and growth

CONFIRMATION WORK IN FELC

5.5 million inhabitants of whom 78 percent are members of the Evangelical Lutheran Church of Finland

Almost 90 percent participate in confirmation work during the year they turn 15

2288 confirmation groups in 400 parishes 49 506 confirmands (2013), half of each gender (85 %

from the age cohort) 1295 joining the Church (2013) (541 boys and 1295

girls) 24 479 ( 7978 boys and 16 501 girls) participated in the

YCV training 16 226 (5386 boys and 10 841 girls) were YCVs in a

confirmation group

MORE THAN 90 PER CENTS OF THE CONFIRMANDS IN FINLAND PARTICIPATE IN A CONFIRMATION GROUP WHICH ENTAILS A CAMP PERIOD OF 7-9 DAYS

Ripari nettisivu

CONFIRMATION TIME IN NUMBERS The confirmation time lasts for at least half a year

consists of evening and weekend meetings, participation in the devotional service life of the parish an eight-to-nine day long intensive period, which is usually

organized as a camp. Each confirmation group usually consists of 25 confirmands,

one minister one professional youth worker one church musician or summer youth worker 6-10 young volunteers.

The volunteers are called “isonen” in Finnish “a big one” but is a diminutive form, i.e. “a big-small” or “a

small-big”. “the YCVs”, the term being an abbreviation of “young

confirmed volunteers”.

What is diaconia/ youth diaconia?

”Diaconia is the caring ministry of the church” – Christian social practice/Christian Social Work

It is the Gospel in action. It is expressed through loving your neighbor.It is creating inclusive communities.It is caring for creation. It is struggling for justice.

Youth Diaconia - Creating Community

Working for the inclusion of all age and ethnic groups in community life◦focusing on people in the margin of the society

Promoting understanding and mutual respect on all issues of diversity

Starting with the strengths of people and building convivial relationships between them

The models of Youth Diaconia

Outreach work/“Seeking” youth work [residential youth work] (“Etsivä nuorisotyö, Saapas”)

Individual counselling and group work like in the Engine Garages

Criminal work

Work among the pre-adolescents “SMS-service Tupu”

Work at schools (e.g. participating in the student service groups, club work, work with the parents, camps)

Work in the internet and social media, digital youth work

Advocacy

SERVICE OPERATION BOOT (SAAPAS) The history goes back to the early 1970s in the Keimola-rock concert

◦ Rain was pouring down while they were sleeping in tents and water started sipping trough, but most youngsters did not feel it because alcohol had blocked their senses, putting their health and perhaps even life in jeopardy.

◦ There was a demand for someone to provide first aid and psychological support to those in need, and it was a group of parish volunteers that gave a helping hand

◦ After this event the idea of helping drunken youngsters at concerts and festivals started to grow.

◦ At the turn of the 1980s it was understood that the trained volunteers may be used year-round special youth work in various positions

Nowadays over 20 voluntary groups are operating throughout Finland.

Youth Diaconia in the internet and social media

TUPU= SMS service for pre-adolescents

The church volunteers participate the discussions which already are going on in the forums

Motor forge activity 

To offer social support ◦ for unemployed adolescents ◦ young people out of further

education◦ http://www.nuortenkeskus.fi/fi/toi

mintaa/moottoripaja/moottoripajatoiminta/

◦ http://www.nuortenkeskus.fi/fi/toimintaa/moottoripaja/motor+forge+activity/

SOME THEORY…

LEARNING OCCURS THROUNG INTERACTION Recent research in human development has

indicated that genetic messages interacting with environmental experiences determine developmental outcomes.

The processes of actualizing genetic potential are found externally within relationships.

Thus learning occurs through interactions between the individual and the ecology of learning.

A bioecological model of learning & teaching depicts the relationship between actualizing genetic potential, bi-directional relationships, teaching, the ecology of learning and enhanced learning outcomes (Smith 2011, 2-3.)

A bioecological model of learning

”THE BIG THREE” ELEMENTS IN ACTIVITIES SUPPORTING YOUTH DEVELOPMENT (BLUM, 2003; LERNER, 2004; ROTH & BROOKS-GUNN, 2003):

Positive and sustained relationships between youth and adults.

Activities that build important life skillsOpportunities to use these skills as

both participants in and as leaders of valued community activities

Programs having these features may be termed youth development (YD) programs

FIVE CS + 6TH Competence: Positive view of one’s actions in specific areas, including social,

academic, cognitive, health, and vocational. Social competence refers to interpersonal skills (e.g., conflict resolution). Cognitive competence refers to cognitive abilities (e.g., decision making). Academic competence refers to school performance as shown, in part, by school grades, attendance, and test scores. Health competence involves using nutrition, exercise, and rest to keep oneself fit. Vocational competence involves work habits and explorations of career choices. Effective entrepreneurial skills may be one instance of vocational competence.

Confidence: An internal sense of overall positive self-worth and self-efficacy.

Connection: Positive bonds with people and institutions that are reflected in exchanges between the individual and his or her peers, family, school, and community and in which both parties contribute to the relationship.

Character: Respect for societal and cultural norms, possession of standards for correct behaviors, a sense of right and wrong (morality), and integrity. 

Caring/Compassion:A sense of sympathy and empathy for others. Resulting the 6th C - Contribution:Contributions to self, family, community, and

to the institutions of a civil society.

Diverse motivation

Diverse ideological background

“I believe – this makes sense…”

Youth community

“I participate in - I’m an insider”

“I belong - this creates a sense of personal meaning”

* Positive youth Development 5 Cs

6th C=Contribution to life world

* PYD = Positive Youth Development: 5 Cs= Competence, Confidence, Connection, Character and Caring/Compassion

CONCLUSION Young volunteers start their activity with different

motivations What makes them to be capable to work successfully

together? They participate in the youth work community which

tolerates and understand the diversity

Sense of belonging makes participating and believing with different motives and in diverse ways possible

The employees’ role is to concentrate on supporting the motivation of volunteering, helping the volunteers in forming a Community of Practice and being of service to the volunteers spiritually Learning and growing happens inside the triangle and it

leads to responsibility and action

THE RELATION BETWEEN AN WORKER AND A CHILD OR AN ADOLESCENT Pedagogical love:

• A professional attitude towards adolescents and children• An endeavour and effort to see every child and young people

precious, valuable and dignified (agape)• Conscious action where everybody can develop him/herself

through work and exercise Pedagogical relation according to Kansanen 2003:

= An endeavor to act for a child or an adolescent and to support his/her growth as well as possible

• acting for a child, • context relational • interaction • voluntarily• temporary • future oriented

Useful links• Bibliography: http://

www.nuorisokanuuna.fi/sites/default/files/filedepot/julkaisut_2010-2014.pdf

• Child Barometer survey in Finland (summary in English): http://lapsiasia.fi/wp-content/uploads/2016/11/LA_lapsibarometri_2016.pdf

• Youth Barometer survey in Finland: https://tietoanuorista.fi/nuorisobarometri/

• in English: https://tietoanuorista.fi/wp-content/uploads/2016/01/YouthBarometerHQ.pdf

• Ruuti: http://ruuti.munstadi.fi/en/events/• Youth guarantee:

http://www.nuorisotakuu.fi/en/information/what_is_the_youth_guarantee

• OKM youth work in Finland: http://okm.fi/OPM/Nuoriso/?lang=en