| It has always been societies' responsibility to | | | | participation. |
| guide, nurture, educate and develop the fullest | | | | Forums where young people can voice it! and be |
| potential of every one of its youngest members. | | | | genuinely listened to, maximise the student's |
| The primary responsibility for this has traditionally | | | | enjoyment, attention and desire to engage in the |
| fallen to families yet, due to the increasing | | | | learning. |
| breakdown of the family unit this is not the case | | | | This results in improving young peoples self |
| for many young people in today's society. Coupled | | | | esteem and a maximisation of the learning |
| with the diminishing impact of traditional ideologies | | | | experience - with the power to ground life choices |
| in shaping young peoples actions and choices, it | | | | in personal experience rather than a prescribed |
| has now become imperative for teachers and | | | | formulae devoid of personal verification through |
| trainers to devise an alternative way of meeting | | | | life experience or thoughtful engagement. |
| the personal and social development needs of | | | | Supporting Teachers, trainers and Youth Workers |
| young people. | | | | Schools, charities and youth organisations - places |
| Causes of Personal and Social Development | | | | where many young people have contact and turn |
| degeneration | | | | to for support, have assumed a pivotal role as |
| These fundamental changes in society have led | | | | the current providers of personal and social |
| many young people to experience low | | | | development for today's youth. |
| self-esteem, lack confidence, possess limited social | | | | In order to support teachers, trainers and youth |
| skills, and believe they have little or no hope for | | | | workers in this evolving role it is clearly essential |
| the future. This can often lead into a downward | | | | that they receive the necessary resources and |
| spiral of behavioural problems and social | | | | tools - resources that are accessible and fully |
| disenfranchisement. | | | | meet the needs of the young people but also |
| Until we begin to address these root causes, by | | | | those of the professionals working in this |
| instead nurturing in our young people a healthy | | | | challenging field. |
| sense of identity, assist them in feeling good | | | | Marisa Rowe, co-director of the Voice it! Project |
| about themselves, give them tools, confidence | | | | said, 'It is important to listen to our educators; |
| and a genuine hope for the future - these | | | | their needs and their challenges. We need to |
| personal and social behavioural issues will only | | | | make it easier for them, make it realistic and take |
| continue. | | | | some of the pressure off. This is why with the |
| Solutions: Empowering Young people and informing | | | | Voice it! resources we include all the physical |
| teachers and trainers | | | | props and accessories that are needed in order to |
| This is why this current climate has resulted in the | | | | make the learning interactive, fun and meaningful.' |
| need to devise a new framework that takes | | | | The Voice it! Project's ground breaking e2e |
| pre-emptive action to empower young people to | | | | resource The Voice it! Journey, is a fresh, |
| learn how to think, and construct a personal belief | | | | relevant and fun personal and social development |
| system that will drive responsible choice and | | | | programme covering 3 key modules - Equal |
| action. | | | | Opportunities & Diversity, Emotional Literacy & |
| 'I am so glad that somebody has expressed the | | | | Anger Management and Self Esteem & Life |
| need to change the way we educate our future' | | | | Direction. |
| ~ Gonul Hussein, YMCA Training | | | | Heather Rabone of Stanchester Community |
| This can be accomplished by: | | | | School said, 'These resources bridge knowledge |
| Using forward thinking models of teaching and | | | | and understanding with development of student's |
| developing ground breaking resources that provide | | | | attitudes and values, by encouraging them to |
| personal and social development lesson plans. | | | | reflect, discuss and communicate effectively.' |
| Interactive games and discussions - infused with | | | | Fired with a passion to inspire and empower, The |
| fun - which result in effective and meaningful | | | | Voice it! Project works to celebrate and release |
| socialisation and communication. These include | | | | the free spirit in all of us - finding innovative ways |
| social interactive games sometimes called brain | | | | to unlock potential, support creativity and |
| breaks or brain gym which improve learning by | | | | challenge minds. For further information about the |
| integrating physical activities into the learning | | | | project and its innovative range of resources |
| processes. They have been proven to increase | | | | please visit Email or telephone +44 (0)1935 |
| memory retention and student involvement and | | | | 413335. |