Cyfeirlyfr Termau
Mae’r Cyfeirlyfr Termau yn arf defnyddiol i unrhyw un sydd â diddordeb ym maes Gwaith Ieuenctid. Bydd o ddiddordeb arbennig i fyfyrwyr Gwaith Ieuenctid, gan ei fod yn rhoi gorolwg byr o amrywiaeth o dermau sy’n ymwneud â Gwaith Ieuenctid. Diweddarir y cyfeirlyfr hwn yn rheolaidd, ac os hoffech awgrymu rai termau i’w cynnwys, cysylltwch â gwaithieuenctid@ydrindoddewisant.ac.uk
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Adfyfyrio Mae adfyfyrio’n rhan ganolog o’n bywydau bob dydd. Pa mor aml rydych chi wedi eistedd lawr gyda’r nos a meddwl yn ôl i rywbeth y gwnaethoch ei wneud neu’i ddweud yn ystod y dydd. A ddylwn i fod wedi gwneud hwnna’n wahanol? A ddylwn i fod wedi dweud hwnna? Dyma adfyfyrio: proses o feddwl sydd, yn ôl Boud et al (1985) yn cwmpasu’r gweithredoedd canlynol:
Mae arfer adfyfyriol yn chwarae rôl bwysig o fewn Gwaith Ieuenctid. Mae’n ein galluogi i weld yr hyn rydym wedi’i wneud, ac i weld sut gallwn wneud pethau’n wahanol y tro nesaf. Mae adfyfyrio ar ein harfer yn ein galluogi i ddysgu o’r profiadau hyn sydd yn ei dro yn hysbysu ac yn gwella’n harfer. Boud, D, Keogh, R a Walker, D. Reflection: Turning Experience into Learning, Llundain: Kogan Page, 1985 |
Reflection Reflection is an integral part of our everyday lives. How often have you sat down in the evening, and thought back to something you said or did during the day. Should I have done that differently? Should I have said that? This is reflection; a thought process that according to Boud et al (1985) involves the following actions:
Reflective practice plays an important role within Youth Work. It enables us to see what we have done, and to see how we may do things differently next time. Reflecting on our practice enables us to learn from these experiences which in turn informs and improves our practice. Boud, D, Keogh, R & Walker, D. Reflection: Turning Experience into Learning, London: Kogan Page, 1985 |
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Addysg Wrth feddwl am addysg, mae’n hawdd cael ein tynnu at ei chysylltu â’r hyn sy’n digwydd mewn ysgol neu goleg. Fodd bynnag, mae’n bwysig ystyried ein bod i gyd yn dysgu mewn llawer o ffyrdd eraill ac o lawer o gyfleoedd a phrofiadau eraill sy’n digwydd tu hwnt i’r ‘ystafell ddosbarth'. Mae addysg yn un o 4 colofn Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru (2007), oherwydd dylai pob cyfle i bobl ifanc fod o natur addysgiadol. Er bod Gweithwyr Ieuenctid yn gweithio mewn amrywiaeth o leoliadau ac ar brojectau a all ymddangos yn wahanol iawn i’w gilydd, addysg yw’r nod cyffredin bob tro. Mae Gwaith Ieuenctid yn darparu pobl ifanc a Gweithwyr Ieuenctid ill dau â’r cyfle i ddysgu gyda’i gilydd ac oddi wrth ei gilydd. Er bod Gwaith Ieuenctid yn ymwneud yn bennaf â chyfleoedd addysgiadol anffurfiol a di-ffurfiol, gellid dadlau bod ein gwaith weithiau yn ymwneud ag addysg ffurfiol. Mae John Ellis (1990) yn awgrymu, beth bynnag y byddwn yn ei wneud, gall ein harddull wrth gyflwyno amrywio rhwng y ffurfiol a’r anffurfiol, yn ddibynnol ar yr hyn rydym yn ei wneud. Er enghraifft, yn ystod sesiwn goginio yn y clwb ieuenctid, gallai’r Gweithiwr Ieuenctid fod yn ‘hyfforddi’ pobl ifanc ar sut i baratoi rhyw agwedd o’r pryd o fwyd. Bydd hyn yn cael ei ystyried yn fwy ffurfiol nag anffurfiol. Fodd bynnag, os bydd y bobl ifanc yn ystod y cyfnod hwn yn atal yr hyn maent yn ei wneud ac yn dechrau siarad am eu hoff fwydydd, neu os byddant yn dechrau trafod unrhyw beth ond y dasg sydd ar y gweill, bydd hyn wedyn yn dod â’r sesiwn yn ôl i fod yn anffurfiol. Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru, Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru, Y Gynhadledd Sefydlog ar Waith Ieuenctid, 2007. Ellis, J., wedi’i ddyfynnu yn Richardson, L.D., a Wolfe, M. (gol) Principles and practice of informal education: learning through life, Llundain: Routledge, 2001 |
Education When we think of education, it is easy to be drawn into associating this with what happens at school or college. However, it is important to consider that we all learn in many other ways and from many other opportunities and experiences which take place beyond the ‘classroom’. Education is one of the 4 pillars of the Youth Work Curriculum Statement for Wales (2007), in that all opportunities for young people should be of an educational nature. And even though Youth Workers work in a variety of settings and on projects which may appear different to each other, the overall aim stays the same – education. Youth Work provides young people and Youth Workers alike with the opportunity to learn together and from each other. Although Youth Work is mostly concerned with informal and non-formal educational opportunities, one could argue that at times our work is concerned with formal education. John Ellis (1990) suggests that in whatever we do our delivery styles can vary between informal and formal depending on what it is we are doing. For example, during a cookery session at the youth club, the Youth Worker may be ‘instructing’ the young people on how to prepare an aspect of the meal. This will be considered more formal than informal. However if during this time the young people stop what they are doing and begin to talk about their favourite food, or if they begin to discuss anything but the task in hand, this will then bring the session back to being informal. The Standing Conference for Youth Work in Wales, The Youth Work Curriculum Statement for Wales, The Standing Conference for Youth Work, 2007 Ellis, J., cited in Richardson, L.D., & Wolfe, M. (eds) Principles and practice of informal education: learning through life, London: Routledge, 2001 |
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Anghenion Addysgol Arbennig (AAA) Mae gan blant anghenion addysgol arbennig os oes anhawster dysgu ganddynt sy’n galw am ddarpariaeth addysgol arbennig ar eu cyfer (Deddf Addysg 1996). Yn aml cysylltir profiad addysgol gwael â gweithgarwch tramgwyddus a throseddol. Mae gofynion statudol fel y’u nodir o fewn Cod Ymarfer AAA Cymru (2002) yn hollbwysig wrth gyflawni anghenion disgyblion ag anghenion ychwanegol/AAA, yn benodol yr ymagwedd raddedig a ddisgrifir yn y Cod, ac effeithiau cyfnodau trosglwyddo ar bobl ifanc. Mae dogfen bolisi Llywodraeth Cynulliad Cymru ‘Ymestyn Hawliau’ (2000) a’i dogfennau canllaw cysylltiedig, yn darlunio’r pwysigrwydd o ddarparu cyfle cyfartal i’r holl bobl ifanc a phlant. Mae menter Llwybrau Dysgu 14-19 (2004) yn anelu at drawsnewid y ddarpariaeth ar gyfer pobl ifanc, gan gynnig gwasanaethau gwell sy’n addas at eu hanghenion unigol. |
Special Educational Needs (SEN) Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them (Education Act 1996). Poor educational experience is often linked to delinquent and criminal activity Statutory requirements as specified in the SEN Code of Practice for Wales (2002) are paramount in meeting the needs of pupils with additional needs/SEN, in particular the graduated approach described in the Code, and the impact of transition periods for young people. The Welsh Assembly Government policy document ‘Extending Entitlement’ (2000) and its related guidance documents, illustrate the importance of providing equality of opportunity to all young people and children. The 14-19 Learning Pathways (2004) initiative aims to transform provision for young people, offering better services suited to their individual needs. |
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Allgáu Cymdeithasol Mae Allgáu Cymdeithasol yn derm a ddefnyddir i ddisgrifio profiad unigolion na allant, am amrywiaeth o resymau, chwarae rhan lawn a gweithredol mewn cymdeithas. Mae rhai o’r anfanteision y gallant eu hwynebu’n cynnwys iechyd gwael, diffyg sgiliau, diweithdra a gwahaniaethu oherwydd anabledd, hil, rhyw ac oedran. Gall y gwahaniaethu hwn fod yn fwriadol ac yn anfwriadol. |
Social Exclusion Social Exclusion is a term used to describe the experience of individuals who, for a variety of reasons, are unable to play a full and active part in society. Some of the disadvantages they may face include poor health, low skills, unemployment, and discrimination due to disability, race, gender and age. This discrimination can be both deliberate and unintentional. |
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Cyfrinachedd Dyma faes y mae angen i Weithwyr Ieuenctid ei ystyried a bod yn ymwybodol ohono, yn enwedig wrth weithio gyda phobl ifanc sy’n agored i niwed. Wrth weithio gyda rhywun ifanc mae angen sefydlu ffiniau er mwyn i’r person ifanc ddeall yn llawn y gall fod achlysuron, os bydd ef neu hi mewn perygl neu os bydd rhywun arall mewn perygl, pan fydd angen ichi fel y Gweithiwr Ieuenctid rannu’r wybodaeth hon â rhywun arall. |
Confidentiality This is an area that Youth Workers need to consider and be aware, of especially when working with vulnerable young people. When working with a young person, boundaries need to be established so that the young person fully understands that there may be instances, if he or she is at risk or if someone else is at risk, when you as the Youth Worker need to share this information with someone else. |
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Cynhwysiant Cymdeithasol Cynhwysiant Cymdeithasol yw’r broses o wrthsefyll Allgáu Cymdeithasol. Cynhwysiant Cymdeithasol yw’r broses lle mae ymdrechion yn cael eu gwneud i sicrhau bod pob aelod o’r gymdeithas yn gallu cyflawni’u potensial mewn bywyd, beth bynnag bo’u hamgylchiadau. |
Social Inclusion Social Inclusion is the process of combating Social Exclusion. Social Inclusion is the process where efforts are made to ensure that every member of society can achieve their potential in life, regardless of their circumstances. |
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Datblygiad Personol a Chymdeithasol Mae datblygiad personol a chymdeithasol yn greiddiol i Waith Ieuenctid. Pan ofynnir i Weithwyr Ieuenctid ddiffinio beth mae Gwaith Ieuenctid yn ei olygu iddynt, bydd llawer yn aml yn dweud, ‘Youth Work is concerned with the personal and social development of young people. As Youth Workers we facilitate programmes of activities and projects with the aim of improving the personal and social skills of young people’. Yn wir, fel y’i nodir yn Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru, (Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru, 2007), mae Gwaith Ieuenctid yn darparu neu’n hwyluso: ‘Rhaglenni addysgol heb fod yn ffurfiol, anffurfiol a strwythuredig sy’n herio’r sefydliadau a’r bobl ifanc eu hunain er mwyn gwella eu datblygiad personol, cymdeithasol a gwleidyddol’. Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru, Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru, Y Gynhadledd Sefydlog ar Waith Ieuenctid, 2007. |
Personal and Social Development Personal and social development is at the core of Youth Work. When Youth Workers are asked to define what Youth Work means to them, many will often state that, ‘Youth Work is concerned with the personal and social development of young people. As Youth Workers we facilitate programmes of activities and projects with the aim of improving the personal and social skills of young people’. Indeed, as is stated in the Youth Work Curriculum Statement for Wales (The Standing Conference for Youth Work in Wales 2007), Youth Work provides or facilitates: ‘Non-formal, informal and structured educational programmes which challenge both the institutions and young people themselves to enhance their personal, social and political development’. The Standing Conference for Youth Work in Wales, The Youth Work Curriculum Statement for Wales, The Standing Conference for Youth Work, 2007 |
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Dysgu drwy Brofiad Mae dysgu drwy brofiadau yn golygu dysgu drwy brofiad, ac oddi wrth brofiad, mewn ffordd anffurfiol. Mae Gweithwyr Ieuenctid yn canfod fod pobl ifanc yn cael budd mawr o ddysgu drwy brofiad, a byddant yn teilwra’u sesiynau a’u gweithgareddau o gwmpas y dull hwn o ddysgu. |
Experiential Learning Experiential learning means learning through experience, and from experience, in an informal way. Youth Workers find that young people greatly benefit from learning through experience, and will tailor their sessions and activities around this mode of learning. |
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Eiriolaeth O fewn eu harfer fel Gweithwyr Ieuenctid, bydd llawer yn gweld bod angen iddynt eirioli ar ran rhywun ifanc / pobl ifanc maent yn gweithio gyda nhw. Gall eirioli ar ran pobl ifanc gwmpasu cynrychioli pobl ifanc mewn cyfarfodydd cymunedol neu mewn gweithdrefnau eraill megis cynadleddau achos ac adolygiadau. |
Advocacy Within their practice as Youth Workers, many will find that they need to advocate on behalf of a young person/young people that they work with. Advocating on behalf of young people can involve representing young people at community meetings or in other procedures such as case conferences and reviews. |
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Goruchwylio Nod goruchwylio yw cefnogi Gweithwyr Ieuenctid, pa un a ydynt yn weithwyr llawn amser neu’n weithwyr sesiynol rhan amser, ac mae’n wahanol i unrhyw reolaeth linell neu gyfarwyddyd arall a roddir o ddydd i ddydd. Fel y dywed Nicholls (2000), goruchwylio da yw’r ffactor unigol pwysicaf ar gyfer gwella arfer a pholisi cyflogaeth. Mae goruchwylio'n sicrhau y gall Gweithwyr Ieuenctid fod yn fwy creadigol ac effeithiol yn eu harfer, ac wrth ddatrys unrhyw broblemau a allai godi, mae goruchwylio’n gwneud gwaith yn fwy pleserus. Nicholls, D., Employment practice and policies in Youth and Community Work, Dorset: Russell House Publishing Ltd, 2002 |
Supervision Supervision is designed to support Youth Workers, be they full time employees or part time sessional workers, and is separate from any other line management or directives issued on a daily basis. As Nicholls (2000) states, good supervision is the single most important factor in improving employment practice and policy. Supervision ensures that Youth Workers can be more creative and effective in their practice, and in solving any problems that may arise, supervision makes work more enjoyable. Nicholls, D., Employment practice and policies in Youth and Community Work, Dorset: Russell House Publishing Ltd, 2002 |
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Grymuso Mae ‘grymuso’ yn un o bedair colofn Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru (2007), ar y sail y dylai Gwaith Ieuenctid gynnig cyfleoedd dysgu i bobl ifanc sy’n annog ac yn galluogi pobl ifanc i ddeall eu hawliau a’u cyfrifoldebau, fel eu bod yn gallu ymwneud â’r materion personol, cymdeithasol a gwleidyddol sy’n effeithio ar eu bywydau eu hunain ac eraill (Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru 2007:8). Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru, Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru, Y Gynhadledd Sefydlog ar Waith Ieuenctid, 2007. |
Empowerment ‘Empowering’ is one of the four pillars of the Youth Work Curriculum Statement for Wales (2007), in that Youth Work should offer young people opportunities for learning that encourage and enable young people to understand their rights and responsibilities, so that they are able to engage with the personal, social and political issues which affect their lives, and the lives of others (The Standing Conference for Youth Work in Wales 2007: 8). The Standing Conference for Youth Work in Wales, The Youth Work Curriculum Statement for Wales, The Standing Conference for Youth Work, 2007 |
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Gwaith Ieuenctid Datgysylltiedig Mae Gweithwyr Ieuenctid Datgysylltiedig yn ymgysylltu â phobl ifanc sy’n anodd eu cyrraedd, yn aml â phobl ifanc yr ystyrir eu bod ar gyrion cymdeithas, ac yn genedlaethol mae'r ymagwedd Gwaith Ieuenctid hon wedi datblygu'n rhan ganolog o athroniaeth Gwaith Ieuenctid cyfoes. Mae Gweithwyr Ieuenctid Datgysylltiedig yn cydweithio â phobl ifanc ar eu tiriogaeth eu hun. Byddant yn siarad â nhw am eu hanghenion, cyn trafod a phenderfynu gyda’i gilydd beth i’w wneud. Yn gryno, mae Gwaith Ieuenctid Datgysylltiedig yn ddull sydd wedi’i gynllunio o ddatblygu cyfleoedd addysg a dysgu anffurfiol. Er mwyn gweithredu Gwaith Ieuenctid Datgysylltiedig yn llwyddiannus, rhaid mabwysiadu ymagwedd strwythuredig. Mae’r ymagwedd hon yn cynnwys pedwar cam, sef rhagchwiliad neu ymgyfarwyddo, gwneud cyswllt, ymyriadau a chefnogaeth, a symud ymlaen. Mae deilliannau posibl Gwaith Ieuenctid Datgysylltiedig yn cynnwys hyrwyddo gwell ymwybyddiaeth o wasanaethau cymunedol, mynediad at addysg, hyfforddiant a chyflogaeth, hybu iechyd, yn enwedig o ran materion cyffuriau, alcohol ac iechyd rhywiol, perthnasau cymunedol gwell, atal troseddau a lleihau ymddygiad gwrthgymdeithasol. |
Detached Youth Work Detached Youth Workers engage with hard to reach young people, often with young people who are considered at the margins of society, and nationally this Youth Work approach has developed into an integrated part of contemporary Youth Work philosophy. Detached Youth Workers work with young people on their territory. They will talk to them about their needs, before negotiating and deciding upon what to do together. In a nutshell, Detached Youth Work is a planned approach to developing informal education and learning opportunities. To successfully implement Detached Youth Work, a structured approach must be adopted. This approach includes four stages, namely reconnaissance or familiarisation, making contact, intervention and support and moving on. Potential outcomes of Detached Youth Work include promoting greater awareness of community services, access to education, training and employment, health promotion, particularly with drug, alcohol and sexual health matters, improved community relations, crime prevention and reduction of anti-social behaviour. |
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Gwaith Ieuenctid Estyn Allan Nid yw’r gwahaniaeth rhwng Gwaith Ieuenctid Estyn Allan a Datgysylltiedig bob amser yn eglur. Yn rhannol gallai hyn fod oherwydd bod rhywfaint o debygrwydd arfer o ran ble bydd y gwaith yn cael ei gyflawni (ar y stryd, caffis a llochesi bysiau). Mae Gwaith Ieuenctid Estyn Allan yn wahanol i Waith Ieuenctid Datgysylltiedig. Mae Gweithwyr Ieuenctid Estyn Allan yn gysylltiedig â lleoliad – er enghraifft canolfan neu glwb – ac mae’u rolau’n cynnwys dod â phobl ifanc mewn i weithgareddau a darpariaeth sydd eisoes yn bodoli o fewn eu sefydliad. Yn ei hanfod mae Gwaith Ieuenctid Estyn Allan yn golygu mynd â gwasanaethau allan o’u lleoliadau arferol a phrif ffrwd o fewn sefydliadau, a’u darparu mewn lleoliadau lleol a chymunedol. O ran nodau ac amcanion, gosodir agenda Gwaith Ieuenctid Estyn Allan gan y sefydliad, a'r sefydliad hefyd yw'r prif adnodd. Mae’n gweithio gyda defnyddwyr y gallai fod eisiau’r ddarpariaeth arnynt, ond nad ydynt yn ymwybodol o’r cyfleoedd neu maent yn anfodlon defnyddio adeiladau. |
Outreach Youth Work The distinction between Outreach and Detached Youth Work are not always made clear. This may be partly due to the fact that there can be some similarity in practice in the places where the work is carried out (on the streets, cafes and bus shelters). Outreach Youth Work differs from Detached Youth Work. Outreach Youth Workers are attached to a base – for example a centre or club – and their roles involve bringing young people into existing activities and provision within their organisation. Outreach Youth Work essentially entails services being taken out of their normative and mainstream institutional settings and being provided in local and community settings. In terms of its aims and objectives, with Outreach Youth Work the agenda is set by the organisation, and the main resource is also the organisation. It works with users who might want provision but are unaware of opportunities or reluctant to use premises. |
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Gwaith Grŵp Mae gwaith grŵp yn chwarae rôl bwysig wrth gyflwyno Gwaith Ieuenctid. Mae llawer o enghreifftiau o sut mae Gweithwyr Ieuenctid yn cydweithio gyda phobl ifanc o fewn lleoliad grŵp; o weithdai yn seiliedig ar faterion penodol i brojectau cymunedol; o gwricwla amgen i weithgareddau awyr agored. Mae pobl ifanc yn dysgu llawer iawn drwy weithio mewn grwpiau, ac mae’r ymagwedd hon yn helpu hwyluso datblygiad personol a chymdeithasol pobl ifanc ar lawer o lefelau. |
Group Work Group work plays an important role in the delivery of Youth Work. There are many examples of how Youth Workers work with young people within a group setting; from issue based workshops to community projects; alternative curricula to outdoor activities. Young people learn a great deal through working in groups, and this approach helps to facilitate young people’s personal and social development on many levels. |
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Gwaith Ieuenctid Gwledig Yn amlach na pheidio mae’r un materion a phryderon gan bobl ifanc sy’n byw mewn ardaloedd gwledig â phobl ifanc sy’n byw mewn ardaloedd mwy trefol. Fodd bynnag, weithiau mae mynediad at ddarpariaeth Gwaith Ieuenctid yn cael ei rwystro oherwydd diffyg lleoedd i gwrdd neu ddiffyg trafnidiaeth i’r ddarpariaeth. Felly mae Gwaith Ieuenctid Gwledig yn bwysig iawn gan ei fod yn sicrhau bod pobl ifanc sy’n byw mewn ardaloedd gwledig yn cael yr un cyfle cyfartal â'u cymheiriaid trefol. |
Rural Youth Work Young people living in rural areas more often than not have the same issues and concerns as young people living in more urban areas. However, at times, access to Youth Work provision is hindered due to lack of places to meet or lack of transport to the provision. Therefore Rural Youth Work is very important as it ensures that young people living in rural areas have the same equal opportunities as their urban counterparts. |
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Gwaith Ieuenctid mewn Ysgolion Yn cael ei ddisgrifio gan lawer fel y math mwyaf heriol o Waith Ieuenctid, mae Gwaith Ieuenctid mewn Ysgolion yn cynnwys Gweithwyr Ieuenctid, fel addysgwyr anffurfiol a di-ffurfiol, yn gweithio o fewn ffiniau ffurfiol ysgol. Mae rôl y Gweithiwr Ieuenctid mewn Ysgol yn amrywiol iawn, ac yn gallu cynnwys darparu sesiynau cefnogi un i un i bobl ifanc a adnabuwyd, gweithdai ar sail faterion penodol, cwricwla amgen a rhedeg cynlluniau mentora. |
School Based Youth Work Described by many as the most challenging form of Youth Work, School Based Youth Work involves Youth Workers, as informal and non-formal educators, working within the formal confines of a school. The School Youth Workers role is varied, and can include providing one to one support sessions to identified young people, issue based workshops, alternative curricula and running mentoring schemes. |
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Gwaith Ieuenctid Symudol Mae llawer o wasanaethau i bobl ifanc â darpariaeth symudol – bws er enghraifft – i gefnogi pobl ifanc nad ydynt yn gallu defnyddio unrhyw ddarpariaeth Gwaith Ieuenctid oherwydd diffyg trafnidiaeth neu ddiffyg lleoedd priodol i gyfarfod. Mae’r prosiectau symudol hyn yn gweithredu fel clybiau ieuenctid symudol, a phan fo ardal ag ychydig neu ddim darpariaeth yn cael ei dynodi a’i hasesu yn ardal briodol, bydd y prosiect symudol yn mynychu’r ardal honno ac yn darparu cymorth. Yn draddodiadol, bydd y prosiect symudol yn aros yn yr ardal nes iddynt sefydlu darpariaeth fwy parhaol ynghyd â staff Gwaith Ieuenctid a gwirfoddolwyr. |
Mobile Youth Work Many services for young people provide mobile provision – a bus for example – to support young people who are unable to access any Youth Work provision due to lack of transport or a lack of suitable places to meet. These mobile projects act as mobile youth clubs, and when an area with little or no provision is identified and assessed as appropriate, the mobile project will attend and support that area. Traditionally, the mobile project will remain in the area until they have established more permanent provision along with Youth Work staff and volunteers. |
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Gwaith Ieuenctid ynghlwm ag Adeilad Mae Gwaith Ieuenctid ynghlwm ag Adeilad – mewn clwb neu ganolfan - nid yn unig yn cynnig lle i bobl ifanc fynd iddo, mae hefyd yn rhoi cyfle iddynt gymryd rhan mewn gweithgareddau addysgol anffurfiol a di-ffurfiol gyda’u cyfoedion mewn amgylchedd maent yn teimlo’n gysurus ynddo. Mae Gwaith Ieuenctid ynghlwm ag adeilad yn grymuso pobl ifanc, yn rhoi llais a dylanwad iddynt, a lle yn eu cymunedau a’r tu hwnt. Gan fod Gwaith Ieuenctid yn seiliedig ar berthynas wirfoddol, mae pobl ifanc yn mynychu Gwaith Ieuenctid ynghlwm ag adeilad o'u gwirfodd. Mae clybiau a chanolfannau ieuenctid hefyd yn darparu rhywbeth i bobl ifanc ei wneud a rhywun i siarad â nhw, yn cynnig man sy’n benodol ar eu cyfer, ac yn rhoi'r teimlad iddynt eu bod wedi'u cynnwys. Factor, F., Chauhan, V. a Pitts, J., (gol.) The RHP Companion to Working With Young People, Dorset: Russell House Publishing Ltd, 2001 |
Building Based Youth Work Building based Youth Work – in a club or centre – provides young people not only with a place to go, but also the opportunity to participate in informal and non-formal educational activities with their peers in an environment that they feel comfortable in. Building based Youth Work empowers young people, giving them a voice, an influence and a place in their communities and beyond. As Youth Work is based on a voluntary relationship, young people attend building based Youth Work on a voluntary basis. Youth clubs and centres also provide young people with something to do, someone to talk to, a space they can call their own, as well as the feeling of being included. Factor, F., Chauhan, V. & Pitts, J., (Eds) The RHP Companion to Working With Young People, Dorset: Russell House Publishing Ltd, 2001 |
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Gweithgareddau Mae Gwaith Ieuenctid yn rhoi cyfle i bobl ifanc gymryd rhan mewn amrywiaeth o weithgareddau gwahanol. Mae’r gweithgareddau hyn yn cael eu trefnu fel ymateb uniongyrchol i anghenion y bobl ifanc, a gallant gynnwys gweithdai ynglŷn â materion megis iechyd rhywiol, coginio ar gyllideb, ymwybyddiaeth am gyffuriau ac alcohol a pharatoi ar gyfer byd gwaith. Gall gweithgareddau eraill mae pobl ifanc yn cymryd rhan ynddynt gynnwys addysg awyr agored, chwaraeon, celf a chrefftau a TG. Drwy ymgynghori â phobl ifanc gall Gweithwyr Ieuenctid gynllunio rhaglen o weithgareddau wedi’u teilwra i anghenion a dyheadau’r bobl ifanc. |
Activities Youth Work provides young people with the opportunity to participate in a variety of different activities. These activities are organised as a direct response to the young people’s needs, and can include issue based workshops such as sexual health, cooking on a budget, drug and alcohol awareness and preparation for the world of work. Other activities that young people are involved in can include outdoor education, sport, arts and crafts and IT. Through consultation with young people, Youth Workers are able to plan a programme of activities tailored to the young people’s needs and aspirations. |
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Hwyluso Gall fod llawer ystyr i hwyluso. Yng nghyd-destun Gwaith Ieuenctid a gweithio gyda phobl ifanc, mae angen i Weithwyr Ieuenctid feddu ar sgiliau hwyluso cadarn er mwyn eu galluogi i helpu pobl ifanc cyflawni beth bynnag maent yn anelu at ei gyflawni. Nid yw’n ymwneud â dweud wrth bobl ifanc beth i’w wneud, ond yn hytrach â chefnogi a helpu pobl ifanc drwy’r broses eu hunain. |
Facilitation Facilitation can have many meanings. In the context of Youth Work and working with young people, Youth Workers need to have sound facilitation skills to enable them to help young people achieve whatever it is that they are aiming to achieve. It is not about telling young people what to do, but rather is about supporting and helping young people through the process themselves. |
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Iechyd Mae pryderon wedi cynyddu mewn blynyddoedd diweddar ynghylch anghenion iechyd pobl ifanc, ac mae camddefnyddio cyffuriau ac alcohol, beichiogi yn yr arddegau, materion iechyd meddwl a gordewdra ar flaen llawer o agendâu ac ymgyrchoedd yn y cyfryngau gan y llywodraeth. Cyflogir rhai Gweithwyr Ieuenctid â chylch gwaith penodol i hybu iechyd a lles pobl ifanc, fodd bynnag bydd y rhan fwyaf o Weithwyr Ieuenctid yn cynnwys y pwnc pwysig hwn yn eu rhaglenni gweithgareddau o fewn eu lleoliadau Gwaith Ieuenctid, o redeg gweithdai ar faterion iechyd ac ymgyrchoedd bwyta’n iach i annog pobl ifanc i fod yn fwy gweithgar drwy chwaraeon ac addysg awyr agored. |
Health There has been growing concern in recent years regarding the health needs of young people, with drug and alcohol misuse, teenage pregnancy, mental health issues and obesity being at the forefront of many government agendas and media campaigns. Some Youth Workers are employed with a specific remit to promote the health and wellbeing of young people, however most Youth Workers will build this important topic into their programmes of activities within their Youth Work settings, from running health issues workshops and healthy eating campaigns to encouraging young people to become more active through sport and outdoor education. |
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Llencyndod Yn nhermau cronolegol, mae’r cyfnod y cyfeirir ato’n arferol fel ‘llencyndod’ yn cychwyn oddeutu 13 oed (gan gyd-ddigwydd â blynyddoedd yr ‘arddegau’ yn y Saesneg) ac yn dod i ben yn ugain oed. Fodd bynnag, i lawer o ddiwylliannau, yn 21 oed y bydd pobl yn “dod i oed”. Yn yr ystyr hwn, dyma’r cyfnod o symud rhwng plentyndod a bod yn oedolyn. Mae’r term “adolescent” yn deillio o’r Lladin “adolescere” sy’n golygu tyfu i aeddfedrwydd – felly gallwn edrych ar lencyndod fel y cyfnod pan fydd plant yn tyfu, er yn araf, o blentyndod i fod yn oedolyn. Heddiw, gyda gwell faeth a safon byw, gall y cam cyfnewidiol hwn ddechrau ynghynt, ac i’r rheini sy’n mynychu addysg uwch, bron yn sicr bydd yn ymestyn ymhell i gyfnod fod yn oedolyn ifanc. Gellir gosod y newidiadau sy’n digwydd mewn tri chategori – biolegol, seicolegol a chymdeithasol sydd gan fwyaf yn gyfnod cyffrous, ac ar un ystyr yn ailenedigaeth sy’n caniatáu cyfleoedd na ellid eu hystyried yn ystod plentyndod. Fodd bynnag mae cymhlethdod cymdeithas heddiw yn ei gwneud yn fwy heriol i bobl ifanc ddod yn oedolion ifanc ‘annibynnol’, gan eu bod yn cymryd mwy o amser i gael troed ar y marchnadoedd tai a gwaith. Mae rôl Gweithiwr Ieuenctid gyda phobl ifanc yn ystod y cyfnod hwn o dyfiant a newid aruthrol yn bwysig dros ben. Mae Rosseter (1987:56) yn dweud, yn ystod llencyndod, fod "Young people...are becoming physically mature, entering into sexual relationships, leaving school, encountering the world of work or unemployment, leaving home and becoming legally entitled to do things". Mae’r rhan fwyaf o bobl ifanc yn symud drwy gyfnod llencyndod yn eithaf da. Fodd bynnag, gall fod yn ifanc fod yn llawn straen ac yn anodd o hyd. Rosseter, B., wedi’i ddyfynnu yn Jeffs, T. a Smith, M. (gol.) Youth Work, Llundain: Palgrave Macmillan, 1987 |
Adolescence In chronological terms, the period generally referred to as ‘adolescence’ begins around 13 years of age (coinciding with the “teen” years) and correspondingly ending therefore at twenty years. However, for many cultures, the age of “majority” is still 21 years. In this sense, it is the transition period between childhood and adulthood. The term “adolescent” is derived from the Latin “adolescere” which means to grow into maturity - thus we can view adolescence as the period when children grow, albeit slowly, out of childhood and into adulthood. Today, with better nutrition and standard of living, this transitory stage may begin earlier and for those entering higher education almost certainly extends well into young adulthood. The changes that take place can be placed into three categories - biological, psychological and social which for the most part is an exciting time, in a sense a re-birth allowing opportunities inconceivable in childhood. However, the complexity of society today does make it more challenging for young people to become ‘independent’ young adults, as they take longer to gain a footing onto the housing and labour markets. A Youth Worker's role with young people during this period of great growth and change is of utmost importance. Rosseter (1987:56) states that during adolescence "Young people...are becoming physically mature, entering into sexual relationships, leaving school, encountering the world of work or unemployment, leaving home and becoming legally entitled to do things". The majority of young people navigate through the period of adolescence reasonably well. However, being young can still be quite stressful and difficult. Rosseter, B., cited in Jeffs, T., & Smith, M. (eds) Youth Work, London: Palgrave Macmillan, 1987 |
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Mynegiannol Mae Gweithwyr Ieuenctid yn annog pobl ifanc i fynegi’u hun mewn llawer o ffyrdd. Gellir gwneud hyn drwy gyfrwng chwaraeon, drama a thrafodaeth. Cefnogir hyn gan Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru (2007) gan fod un o’i golofnau’n datgan bod angen i Waith Ieuenctid ddarparu cyfleoedd i bobl ifanc sy’n Fynegiannol – gan annog a galluogi pobl ifanc i fynegi eu teimladau a’u dyheadau sy’n codi ymwybyddiaeth o:
(Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru 2007:7) Y Gynhadledd Sefydlog ar Waith Ieuenctid yng Nghymru, Y Datganiad Cwricwlwm Gwaith Ieuenctid ar gyfer Cymru, Y Gynhadledd Sefydlog ar Waith Ieuenctid, 2007. |
Expressive Youth Workers encourage young people to express themselves in many ways. This can be achieved through the medium of sport, drama and debate. This is supported by the Youth Work Curriculum Statement for Wales (2007) with one of its 4 pillars stating that Youth Work needs to provide opportunities for young people that are Expressive – encouraging and enabling young people to express their emotions and aspirations which raise an awareness of:
(The Standing Conference for Youth Work in Wales 2007: 7) The Standing Conference for Youth Work in Wales, The Youth Work Curriculum Statement for Wales, The Standing Conference for Youth Work, 2007 |
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Sgiliau Cwnsela Bydd pob Gweithiwr Ieuenctid, ar ryw adeg yn ystod ei ymarfer, yn defnyddio sgiliau cwnsela wrth weithio gyda phobl ifanc. Mae’r sgiliau hyn yn cynnwys y gallu i adeiladu perthnasau gyda phobl ifanc, yn ogystal â’r gallu i arddangos ystod o sgiliau rhyngbersonol a phersonol gan gynnwys sgiliau gwrando a thalu sylw, sgiliau ymateb sylfaenol, cyfathrebu di-eiriau, a chwestiynu agored. |
Counselling Skills All Youth Workers, at some stage during their practice, will use counselling skills when working with young people. These skills include the ability to build relationships with young people, as well as the ability to demonstrate a range of interpersonal and intrapersonal skills including listening and attending skills, basic responding skills, non-verbal communications, and open questioning. |
