Open child and youth work

The Open youth work is a part of professional social work (see. Social Work ) with a socio-spatial reference and a socio-political, educational and socio-cultural order. Open work accompanies and promotes children and young people on their way to adult independence and maturity and integrates them into social processes. The low-threshold access to their offers and their specific working principles encourage the acquisition of educational content that is important for everyday action and social skills. Especially for educationally and socially disadvantaged young people, open child and youth work makes a contribution to integration and avoidance of exclusion.

Open institutions, projects and events dedicated to child and youth work distinguish themselves from school or association forms of youth work in that their offers can be used by children and youths free of charge, without membership or special access requirements.

Legal basis

Open child and youth work is part of the social infrastructure of cities and municipalities and, together with other areas of child and youth work, fulfills the mandate of SGB VIII (KJHG - Child and Youth Welfare Act), which also defines the general framework. According to §§ 1 , 8 and 9 SGB VIII

Promote young people in their individual and social development to become independent and socially competent personalities
help to avoid and reduce disadvantage
Empowering girls and boys equally for self-determination and encouraging them to share responsibility and social commitment
Advice and support to parents and other legal guardians
Protect children and young people from dangers to their well-being
contribute to maintaining or creating positive living conditions for young people and their families as well as a child and family-friendly environment.

Section 11 of Book VIII of the Social Code defines the focus of child and youth work as extracurricular youth education with an independent educational mandate alongside school. Their offers are aimed at all children, adolescents and young adults up to the age of 27. They should start with everyday life, the environment and the interests of young people and are based on voluntary participation. "Provider", d. H. Open child and youth work organizations are public organizations, e.g. cities or municipalities, as well as independent organizations, e.g. church organizations or associations. In some federal states, the state is also the provider of the offers. In accordance with the principle of subsidiarity ( Section 12 of Book VIII of the Social Code, priority of private over state institutions),independent bodies are tobe supported by public bodies in performing their tasks. This gives them a special place in open child and youth work. The financing models are very different depending on the federal state. While in North Rhine-Westphalia, for example, the state predominantly finances the offers, in the other federal states it is predominantly the municipalities, in Baden-Württemberg for example around 85%.

Working principles

The prerequisite for the success of open child and youth work are their working principles. They ensure low-threshold access and educational services.

Principle of openness

The principle of openness refers to the cultural, ideological and political independence of the institutions. Children and young people do not have to meet any requirements in order to be able to use the facilities and take advantage of their offers. They set the topics that are then the content of the educational practice on site. Dealing with life situations, lifestyles and living conditions, the concerns of the visitors is the task of open work. Openness also refers to the openness of the processes and results. Open child and youth work does not define any given processes, but merely sets framework conditions for successfully dealing with the topics and concerns of children and young people. This process-based approach instead of a focus on results ensures that the children and young people implement learning and educational content that results from factual relationships. They take place without pressure to perform, guided by interests and with active acquisition.

Principle of voluntariness

The principle of voluntariness means that children and young people use the facilities voluntarily and decide for themselves which offers they take up and what they get involved in and for how long. Essential aspects of voluntariness are recognizing the children and young people's own needs, as well as self-determination and individual motivation.

Principle of participation

The principle of participation not only allows children and young people to actively participate in the topics of the offers and their forms, but also encourages them to get involved. Due to the changing group structures and the voluntary nature of coming and going, goals and content of the offers have to be renegotiated again and again with those involved, thus strengthening the democratic experiences of young people. The opinion of each individual is taken seriously and included in the negotiation process - this counteracts exclusion. The participation in important decisions ensures that the offers are linked to their needs and interests for the user.

Principle of the living environment and social space orientation

The principles of life-world orientation and social space orientation take up the immediate experiences of children and young people with themselves and their environment. This includes on the one hand resources of the community such as facilities and places or rooms that are or can be of importance for children and young people, as well as family backgrounds in the work or to take them into account. On the other hand, for open child and youth work, the perspectives, evaluations and assignments of meaning of the children and youth are the basis and starting point of their work. This is the only way to implement codetermination, needs-based orientation and differentiated offers for different milieus.

Principle of gender equality

The principle of gender equality primarily takes into account the fact that girls and boys grow up in different situations. Gender-reflective work tries to reduce disadvantage and promote equality. The aim is also to promote a self-determined gender identity with a variety of facets. For this purpose, both gender-homogeneous and heterogeneous offers are used.

Facilities and staff

Different types of institutions have differentiated themselves under the common umbrella of “Open Child and Youth Work”. The social space and living environment orientation results in a variety of facilities, some of which also occur in mixed forms:

Children's and youth recreational facilities with full-time employees

Children's and youth recreational facilities are referred to as youth houses, children's houses, youth clubs, youth centers, JUZ, JUZE, youth cafés, youth clubs, youth leisure centers, youth farms, adventure playgrounds or similar. As open facilities, they offer children and young people flexibly usable rooms, low-threshold offers and programs. The offers are tailored to different age and target groups. There are houses that concentrate on special offers, for example socio-cultural centers or youth culture centers, media centers and music workshops. In addition, there are institutions that work on a district-specific basis and those that - especially in larger cities - offer cross-district offers. The facilities also differ in their size and the variety of possible uses. While smaller institutions often have only a few staff and only a few rooms available, “large institutions” are often equipped with a larger pedagogical, often interdisciplinary team. With several rooms, a diverse range of programs (e.g. music, media, dance, etc.) is possible. In many cases there is also a multifunctional outdoor area available. Some facilities achieve a high level of capacity utilization by releasing usage to third parties and cooperating with other specialist disciplines such as school social work, counseling services, youth court assistance or as a seminar location outside and parallel to the open offers.

Youth rooms in self-administration

Self-governing institutions (youth centers, construction trailers, huts, booths) are primarily initiated and supported by active teenagers and young adults, who are sometimes more or less continuously advised and supported by a full-time teacher. They are mostly found in rural areas. The organization, which is often based on grassroots democracy, gives the active participants the freedom to make decisions and to have a chance to learn democratically.

Active or adventure playgrounds

On active or adventure playgrounds ( adventure playground ), children are given experience spaces that they can design themselves and are supervised by educationalists. Experience areas close to nature, building possibilities with materials and tools offer strong incentives for varied and creative activities, games and fun, exercise and social learning.

District farms and youth farms

In addition to the concept of active and adventure playgrounds, the keeping and care of animals occupies a special position in district farms and youth farms . Children and young people sometimes come every day and look after the animals. Through the relationship with the animal, they experience closeness and security and in particular learn what it means to take responsibility for yourself and others and to shape relationships.

Playmobiles

A play mobile is usually a minibus that is filled with play equipment and other material for play, work, design and exercise. The aim of the work of the Spielmobile is to use its own concepts to establish play as a cultural phenomenon - especially for children. The offers always take place where there are children, be it in playgrounds, in a park, at public festivals, in the town hall or in the classroom. The types of offer are just as flexible: Open and fixed groups, game programs for three hours up to six weeks. Playmobiles organize projects with a small suitcase or with a spacious truck full of toys. The topics are based on needs: They range from participation projects for a child-friendly city to health promotion. The methods used are correspondingly diverse.

Youth information centers

Youth information centers offer a low-threshold, socio-educational information, advice and placement service for children, young people and parents. They want to enable orientation and the transfer of skills, for example in the transition from school to work, to experience abroad, to advice and help offers.

Family, district centers and generation houses

More and more institutions are establishing themselves as multigenerational houses or family centers that work across generations and offer learning and meeting opportunities. As the family networks are getting smaller and smaller, such places of encounter and exchange are becoming increasingly important. Rooms that can be used by young people are often integrated into such facilities. If these rooms are used multifunctionally, they do not count as open child and youth work.

Outreach forms

Open child and youth work is not always linked to facilities and premises. It can also take place at meeting points for children and young people in public spaces or be carried out with them in the form of projects. It is not explicitly aimed at disadvantaged children and young people, but reaches them in many ways. The focus is on project offers for the design of public spaces, campaigns for conflict resolution - mostly with residents - or for targeted integration into existing facilities for open child and youth work.

Employee

Educational specialists work in open child and youth work, predominantly from the areas of social education and work, diploma education, youth and home educators and educators. Volunteers support the full-time employees, for example, in the implementation of offers or as board members of associations. Most institutions employ various types of interns, for example participants from FSJ, FÖJ and BFD, as well as students of pedagogical subjects in their practical semester and trainees in educator professions.

Offers and services

Open work facilities offer (free) spaces that serve as meeting points for self-determined activities for children and young people in their free time. It is aimed primarily at school-age children and young people, but generally at young people up to the age of 27. In terms of content and space, it is based on the world of its visitors and at the same time helps to shape it.

The open company is the focus of open child and youth work. What is meant is the open, freely accessible space - spatially and temporally - within which children and young people can come and go, do what they want, as long as this is compatible with the rules and values of the institution. In addition to a spatial offer, there are also game options such as table football and tennis, billiards, large play equipment, game rental, or simply sofas to "chill out" on. The open company is a meeting point and thus a communication and social space in which skills, relationships, conflicts or gender identity can be discovered, developed and tested in a protected setting and yet under "quasi-serious" conditions. Organized offers (e.g. billiards tournaments) are also attached to the open company or take place within the open company.

Content- related offers take place on a weekly basis, as campaigns, projects, in the change of seasons, as workshops, or spontaneously and cover a wide range of content. The spectrum ranges from cooking together, a supervised media room that may be available, film screenings to workshops or courses for sports, self-defense, music, theater, percussion, dancing, wood / metalworking, arts and crafts, poetry, adventure sports, Nature experience, etc. Elaborately planned and implemented holiday offers such as theme weeks, leisure time or children's play cities as well as special daytime offers and excursions complete the offer. When developing the offers, employees orient themselves towards the interests and needs of children and young people and generally involve them. Age, gender and socio-cultural differences are specifically taken into account and the offers are geared accordingly.

Events, events

Girls and boys are taken seriously with their forms of youth culture and changing references to certain scenes. In the open work you will receive a platform for self-organized events and will be supported in their organization. These include, for example, teen discos, designed for the advertising flyers, found a motto, decorate the room, select and play the music, or concerts and entire festivals for which older teenagers take on the event management.

Advice and support

Coping with life and finding identity are increasingly complex and difficult challenges for children and young people in a world that is becoming more and more differentiated and specialized. Open work employees are available as contact persons. They listen carefully and support you in dealing with age-typical development tasks and everyday problems. Their attitude is shaped by their orientation towards the resources of children and young people. They create the framework within which the girls and boys can move and work largely independently. They guide, accompany, comfort, negotiate rules and set limits and thus become people of trust. With their pedagogical expertise and experience, they are able to identify and address problems at an early stage and, if necessary, to provide advice on individual cases and to initiate the provision of suitable help. Many institutions also have homework help, computer courses, advice on addiction or legal issues and a wide range of offers to help you overcome the threshold between school and vocational training.

Cooperation and networking

Open child and youth work does not single-handedly shape the range of offers for children and young people in the social area. In the interests of children and young people, offers are sometimes planned and implemented in cooperation with other institutions. We work together with schools, clubs and associations, neighboring child and youth welfare institutions, companies, local initiative groups and other open child and youth work organizations in the region. The professional exchange on topics that affect all children and young people takes place in, in part, supraregional committee work. It is used for further training, the determination of needs and the corresponding distribution of responsibilities. At the local political level, open child and youth work represents the interests of children and young people and helps shape political processes. For example, she works with the municipal authorities on youth welfare planning. A special challenge for open child and youth work is the cooperation with schools. Open child and youth work is interested in long-term, partnership-based and reliable cooperation with schools. Quite a few institutions, for example, are integrated into the overall concept as educational partners with their own offers as part of all-day schools. Open child and youth work can also contribute its skills as an independent educational entity to jointly responsible projects and programs in the context of other collaborations, such as project weeks, class visits or class finding days through to help with the transition from school to work. Such offers complement school learning with non-formal and informal aspects of learning and fundamentally promote the participation of children and young people and the opening of schools to the social environment.

Holiday care and programs with registration

Processes of social change such as the increasing number of working mothers and "single-parent families" have increased the need for reliable care, especially for children. Especially during the holidays, many parents are dependent on covering the otherwise usual school hours with other care, so that the children are not left to their own devices and thus overwhelmed. Many institutions therefore offer morning care during the school holidays for children of working parents or care within the framework of the reliable primary school, or extend their opening hours into the morning. Others offer special holiday programs such as children's play city, forest weeks, circus days and much more. The multi-day events also include leisure time and tent camps. In addition, many institutions participate in the mostly communally organized holiday programs with workshops, all-day excursions and campaigns to register. Even during school hours, some institutions successfully run programs with registration and limited participants. Many parents appreciate the associated commitment and many children appreciate the fixed framework that gives them orientation within the many freely selectable offers. Together with homework supervision and lunch, these offers mean inexpensive and sometimes free qualified relief for families.

Effects and potential

The central service of open child and youth work is comprehensive support and enabling of personality development in children and young people. This becomes concrete in different areas:

education

According to the OECD (Organization for Economic Cooperation and Development), 70% of educational processes take place outside of school: in open, everyday situations, in families, in peer groups - and in child and youth work. These educational processes are often not intended and cannot be planned. However, they need opportunities and spaces. Open child and youth work is based on a subject-oriented concept of education that goes beyond the transfer of knowledge and information. Education is understood as a “stubborn process” of the child or young person and, based on the Federal Youth Board of Trustees (1) includes “stimulating all forces” - cognitive, social, emotional and aesthetic, (2) “appropriating the world” - as an active process , in which the foreign is transformed into one's own and (3) the "development of personality" - as the development of individuality and potential, liberation from internal and external constraints in an emancipatory process.

A distinction is made between the following forms of education:

Formal education is compulsory and takes place in schools, companies and universities. The content is specified and performance is assessed.

Non-formal educational processes are planned and take place in a time-limited framework. The participants choose it voluntarily and there is no evaluation. They also have the opportunity to influence topics, content and rhythm.

'' 'Informal education' '' means unplanned, spontaneous learning processes that take place more or less randomly in everyday life, in the family, in the neighborhood and in leisure time. There is no predetermined content, but in Open Child and Youth Work there is a framework that specifically promotes such processes. The term informal education is increasingly being replaced by the term “everyday education” (cf. Rauschenbach, 2010).

Open child and youth work has its strengths in informal and non-formal educational processes. They affect five levels of competence development:

Personal skills

Personal competencies are directed inwards, so to speak, towards oneself. This refers to skills such as initiative and self-organization, dealing with physicality, emotionality and the knowledge of one's own abilities. The open child and youth work creates the possibilities of u through specific actions. a. Physical borderline experiences that make one's own skills and development potential immediately tangible. The experience of one's own abilities and effectiveness creates recognition and strengthens self-confidence. In dealing with others, personal values emerge.

Social skills

Open work takes place with groups. It thus offers a field of exercise for the ability to deal with conflict and cooperation, for tolerance and solidarity as well as respect for the dignity of others. The girls and boys' ability to judge and criticize as well as their adequate handling of aggression are promoted. You learn to take responsibility for yourself and others and have the opportunity to experience community as a source of security.

Cultural skills

Dealing with changing groups requires making yourself understandable and thus trains language skills as well as expressive and interpretive skills. Open work initiates reflection on gender roles, particularly through the role model function and the attitudes of employees, but also through gender-specific offers and thus helps to develop a gender identity. The same applies to dealing with one's own and other people's religiosity and religious affiliation. Encounters with people of different national and social origins, of different ages, with and without disabilities create and support integration. Social and political contexts are becoming more understandable and transparent.

Instrumental competencies

The enormous range of activities in open work with children and young people allows children and young people to work in open work, for example, to develop artistic, manual or technical skills in dealing with a wide variety of materials, to discover and develop athletic talents, or to develop an understanding of scientific relationships .

Political competencies

Open work supports the development towards maturity and the ability to participate. The general principle of participation is used to practice dealing with committees, formulating and weighing interests and making decisions . Many institutions also value teaching about the responsible use of nature and its resources.

responsibility

Open child and youth work offers early opportunities to take responsibility for yourself and others: The open concept is based on the fact that children and young people choose their own activities and deal with and come to terms with all those who have made the same choice have to. These are serious situations in a protected environment, in which children and young people experience the real consequences of what they do and what they leave behind and learn to deal with them. This crucial process of personal development is socially indispensable.

integration

The integrative effect of open child and youth work is not limited to the integration of children and young people with a migration background , but includes integration in groups in general, integration in socio-spatial contexts as well as integration into society as a whole through the examination of norms and values and the design of transitions such as school - job.

Prevention

The overall performance of open child and youth work is largely of a preventive nature. In particular, building up self-strength through personal and social education acts as a protective factor against addiction, violence, bullying, delinquency, crime, developmental and eating disorders as well as (mental) illnesses. In addition, there are often projects specially designed for individual areas of prevention, for example promoting health through exercise, preventing violence through anti-aggression training, preventing sexualised violence and the like.

Challenges and Perspectives

Social change processes have an impact on the living environment of children and young people and also create challenges for open child and youth work.

family

Alternative family forms such as single-parent families and blended families are increasing significantly. However, the family is and remains the focus of the world of children and adolescents and largely determines their educational and development opportunities. The demands on children and young people to find their way around pluralized forms of life are increasing. Unplanned and formalized everyday education, as it predominantly takes place in the context of family and leisure, fundamentally decides on the competence development of adolescents and the allocation of their social and economic opportunities.

poverty

In particular, single parents, families with many children and immigrant families are much more threatened or affected by income poverty - a family's financial resources are a decisive factor for opportunities to participate in areas of life such as education, upbringing, leisure, health or housing.

Demographic change

Demographic change means that the proportion of children and young people in the population will decrease by up to 25% regionally by 2020. This is accompanied by an increase in the elderly population and their increasing political weight. As a declining population group, under 21-year-olds are losing influence in quantitative terms, but their role in securing the future is gaining in importance as never before. The situation is particularly dramatic in rural regions.

migration

Germany is a country of immigration and (not only) in view of demographic change, immigration is an absolute necessity. In terms of school education and vocational training, however, children and young people with a migrant background are significantly worse off than their local peers. This disadvantage, in turn, has an impact on job opportunities and income.

school

With the development towards all-day school in all school types, this is increasingly becoming the focus of life for children and young people. G8 and the growing pressure to acquire a good educational qualification as a prerequisite for access to vocational training are reflected in a decrease in leisure time and an increase in psychosomatic complaints among schoolchildren.

Consolidation of the youth phase / decrease of free time as unplanned time

The expansion of school, a multitude of e.g. Sometimes commercial providers competing for the free time of adolescents, as well as the increasing importance of Web 2.0 with its virtual spaces, mean that children and young people have less time for volunteering in open child and youth work.

The change processes mentioned cause particular challenges for open child and youth work, for example due to the decrease in the number of visitors or the reduced length of stay of visitors in the facilities. On the other hand, their importance is growing for precisely these reasons: As institutions in which everyday education is acquired in particular, open child and youth work can have a balancing effect where families are not (no longer) able to convey it adequately. With its principles of openness, its environment-oriented approach and its anchoring in the community, it guarantees low-threshold access to its offers. This is of particular benefit to disadvantaged girls and boys from low-income and poorly educated households.

This results in the following future-oriented fields of action:

Open child and youth work is called upon to cooperate more closely with schools than before, without giving up its guiding principles, but rather to see itself as an independent educational partner, as a promoter of necessary everyday life-oriented education. With the issue of social participation as a central prerequisite for successful social integration and an emancipated biography, open work must increasingly take care of addressing and involving non-affine groups and milieus. In addition, open child and youth work must make its achievements more visible to the public and thus ensure more political acceptance and weight. If one does not want to accept the social and cultural desolation of rural regions, open child and youth work can play an important role in creating an attractive, livable local environment.

literature

Books and magazines

Arbeitsgemeinschaft Jugendfreizeitstätten Baden-Württemberg eV (Ed.): "Twitter, blog, gruscheln - communication and social behavior on the Internet", Stuttgart 2009.
Working group "House of Open Doors" North Rhine-Westphalia: Open child and youth work. Program and positions, 2011.
Working group for youth welfare: Opinion on open child and youth work, in: FORUM youth welfare, 2/2005.
Working group quality offensive Open child and youth work in the Rems-Murr district: Position paper “Basis for the quality offensive”, 2010.
Federal working group for evangelical youth in rural areas: Open youth work in rural areas
Umbrella organization for open youth work Switzerland (DOJ): Open child and youth work in Switzerland. Basics for decision makers and specialists, 2007.
Deinet / Sturzenhecker: Handbook of Open Child and Youth Work. Wiesbaden, 4th, revised. and actual Edition 2013, ISBN 978-3531175201 .
Fehrlen, Burkhard: Away from the conjunctive: Education and integration in youth work and politics, in: Open youth work, 03/2011.
Fehrlen / Koss: Education in everyday open child and youth work. LAGO series of publications on open child and youth work 2009.
Kreisjugendring München-Land: Framework Concept for Gender Reflective Youth Work, 2004.
Lindner (Ed.): Child and youth work works. Current and selected evaluation results of child and youth work, 2008.
Media Education Research Association Southwest: JIM 2010.
Müller, Burkhard; Schmidt, Susanne; Schulz, Marc: Being able to perceive - youth work and informal education, Freiburg 2005.
Christian Pfeiffer, Susann Rabold, Dirk Baier: Are leisure centers independent reinforcing factors of youth violence? ZJJ - magazine for juvenile criminal law and youth welfare, 3/2008.
Rauschenbach u. a .: Expertise on the situation and future of child and youth work in Baden-Württemberg, Dortmund, Frankfurt, Landshut, Munich, 2010.
Voigt-Kehlenbeck, Corinna: “Fooling around and hanging around - is our program. Comments on the educational discussion and on the particular challenge of supporting young people in their confrontation with adults whose habitus is partially oriented towards the world of young people ”, in: Offene Jugendarbeit, 01/2009.

society

Federal Social Insurance Office (FSIO) Federal Commission for Children and Youth Issues (EKKJ): More free time and freedom for children !, 2005.

Web links

Information on open child and youth work

Publications

http://www.statistik.baden-wuerttemberg.de/Veroeffentl/Monatshefte/PDF/Beitrag09_03_03.pdf
Expert group on open youth work: “Youth houses as intensifiers of violence? - Critical comments on a study by Christian Pfeiffer “ https://www.ph-freiburg.de/fileadmin/daten/fakultaet3/sozialwissenschaft/sozio/scherr/5_txt_Jugenhaeuser_Expertengruppe.pdf

Individual evidence

↑ Open child and youth work in Switzerland. Basics for decision makers and professionals. Umbrella organization for open youth work Switzerland, 2007, p. 3

^ Opinion of the Working Group for Youth Welfare on Open Child and Youth Work: http://www.aba-fachverband.org/fileadmin//user_upload/user_upload_2009/offene_arbeit/Stellungnahme_AGJ_OKJA.pdf

↑ cf. Statement of the Working Group for Youth Welfare on Open Child and Youth Work Berlin, 2005, p. 4

↑ cf. http://www.voja.ch/download/2.5%20Arbeitsprinzipien_weiter.pdf

↑ cf. B.Müller / Schmidt / Schulz: Being able to perceive. Youth work and informal education, Freiburg 2005, p. 58

↑ See Open Child and Youth Work in Switzerland. Basics for decision makers and professionals. Umbrella organization for open youth work Switzerland, 2007, p. 4.

↑ cf. Framework concept for gender-reflective youth work. Kreisjugendring München-Land. 2004, p. 4

↑ cf. http://jugendserver.spinnenwerk.de/~oakj-fachag/pdf/carsten.pdf ( Page no longer available , search in web archives ) Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. >@1@ 2

↑ cf. Fehrlen / Koss, p. 18

↑ cf. Statement by the Working Group for Youth Welfare on Open Child and Youth Work: http://www.agj.de/index.php?id1=5&id2=1&id3=0 , Berlin 2005

↑ cf. Fehrlen / Koss: Education in everyday open child and youth work. Empirical studies, 2009, pp. 10/11

↑ cf. Archived copy ( memento of the original from April 24, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2
↑ cf. Rauschenbach, p. 251ff
↑ ibid., P. 261
↑ cf. Media Education Research Association Southwest: JIM 2010, p. 11
↑ cf. Rauschenbach u. a .: Situation and future of child and youth work in Baden-Württemberg, 2010, p. 293

[1] Open child and youth work in Switzerland. Basics for decision makers and professionals. Umbrella organization for open youth work Switzerland, 2007, p. 3

[2] Opinion of the Working Group for Youth Welfare on Open Child and Youth Work: http://www.aba-fachverband.org/fileadmin//user_upload/user_upload_2009/offene_arbeit/Stellungnahme_AGJ_OKJA.pdf

[3] . Statement of the Working Group for Youth Welfare on Open Child and Youth Work Berlin, 2005, p. 4

[4] . http://www.voja.ch/download/2.5%20Arbeitsprinzipien_weiter.pdf

[5] . B.Müller / Schmidt / Schulz: Being able to perceive. Youth work and informal education, Freiburg 2005, p. 58

[6] See Open Child and Youth Work in Switzerland. Basics for decision makers and professionals. Umbrella organization for open youth work Switzerland, 2007, p. 4.

[7] . Framework concept for gender-reflective youth work. Kreisjugendring München-Land. 2004, p. 4