A week in my shoes: Rachel Barr
As schools strive towards the four capacities of Curriculum for Excellence – to enable young people to become successful learners, confident individuals, responsible citizens and effective contributors – youth work has been identified as a key platform via which to achieve these goals. One of the biggest benefits of youth work within schools is that it really helps to increase the confidence and self-esteem of young people. Headteachers are really starting to appreciate the difference that working with young people individually and in small groups can make to how they interact with others in the school setting and in the wider community.
I worked as a community-based youth worker for seven years, before taking up the post at Portobello High School six years ago, so I'm lucky to have experienced youth work in two different environments. My time is split between doing group and individual sessions with referred pupils, running a drop-in 'open' session for self-referring pupils, liaising with teachers and other support professionals, and running an after school youth club.
Monday
My week kicks-off with a visit to Tower Bank Primary School with a group of third year girls to perform a play. Ensuring that young people are comfortable in a secondary school environment is a major part of my role and the journey to achieve this begins with reaching P7 pupils through the 'High School Head Start' programme, which helps guide pupils through the transition from primary to secondary school.
One of the great things about youth work is that it aims to help young people gain the confidence they need to value their own ideas. The notion of putting on a play came about through group work during a drama session to explore anxiety and confidence.
The play was written by a third year drama student at Queen Margaret College, based on the girls' improvisation workshops about a fictional character's first day at high school.
After the performance, we held a discussion group with the P7 pupils, and some fifth year pupils from Portobello High paired up with the primary pupils as part of the 'buddying up' programme. It's a great way to make sure that the first year pupils will already know someone when they arrive at the school – it's amazing the difference even just one familiar face can make to a pupil during their first day at high school.
We put on a total of four shows in the day, so it was pretty intense for me and, of course, for the girls who were performing. It has also brought a huge sense of achievement and a confidence boost for the girls involved – many of whom were very shy prior to the drama workshops.
Tuesday
I spend most of the day in the 'Base' – a centre where pupils can come for advice and support. Ten pupils drop in during the course of the day but this figure varies widely from day to day – in any one day up to 40 pupils might use the Base. It acts as a haven for pupils, where they know they can come for practical, non-judgemental advice on problems ranging from issues with school work to problems in their personal life. Some of the more vulnerable children spend their break time there.
I work hard to maintain a positive relationship with pupils and it's important that they feel free to come to me to discuss any problems they have. I also need to have a keen eye for spotting the difference between a genuine need and a young person who is maybe keen to dodge class!
After school, from 3.30–5.00pm, I run the weekly youth club from the Base. We do a variety of activities including cooking, playing pool, doing arts and crafts, and fundraising. This week, we baked cakes to sell to teachers at break time the next day. These funds are vital to keep the youth club going.
Wednesday
The day begins with the Alternative Education Department meeting. It's a great opportunity to liaise with other teachers about pupils who could potentially have specific needs and to report on the progress of my work. I also meet regularly with the Community Learning Development team and with other youth workers across Edinburgh. That said, my priority is to be on hand for the pupils, so I spend the rest of the day filling in paperwork in the Base and preparing for group work sessions the next day. While I'm there, one pupil drops in to leave off a consent form for a kayaking trip and a fifth year pupil calls by to talk about how she's coping with her exams.
Thursday
I dedicate most of the day to group work and other sessions. The first two sessions are with pupils who have been referred to me, and after these I run an open session during which pupils can drop in to discuss any issues impacting their health and wellbeing.
During the afternoon, I lead a group session with third year girls on health issues affecting young women – sexual health, body image, alcohol use and self-esteem etc. We held a brainstorming session about their thoughts on self-image and the pressures young people feel. These sessions provide a safe environment to explore these issues, and I refer anyone with specific needs to the appropriate service.
Friday
I don't have any meetings or external commitments today, so I spend the whole day at the Base. One girl calls in for a catchup. I encouraged her to join the youth club a couple of months ago and it's been great to watch her enthusiasm and confidence grow since she has started participating in it. She is a prime example of how sometimes a young person simply needs a gentle nudge in the right direction. I feel privileged to have the chance to provide that encouragement, and to witness the rewards it reaps for the pupils.
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