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