Code Of Ethics For Youth Workers In WA - YACWA
Code of Ethics forYouth Workers in WACopyright Youth Affairs Council of Western Australia(YACWA) and Western Australian Association of YouthWorkers (WAAYW) 2003, revised 2014
“Youth work is a practice that placesyoung people and their interest first.Youth work is a relational practice,where the youth worker operatesalongside the young person in theircontext.Youth work is an empoweringpractice that advocates for andfacilitates a young person’sindependence, participation in society,connectedness and realisation oftheir rights.” (1)AYAC National Definition of Youth Work, 2013Copyright Youth Affairs Council of Western Australia (YACWA)and Western Australian Association of Youth Workers (WAAYW)2003, revised 2014
6 Preventing CorruptionYouth workers arecommitted to ethicalpractice in their workwith young people.This ethical practice isdefined by the followingprinciples:Youth workers and youth work agencies will not advancethemselves and their interests at the expense of young people,and will act to prevent corruption.7 A Transparent RelationshipThe role and expectations established between the youthworker and the young person, and the resulting relationship,will be respectful, open and truthful. The interests of otherstakeholders will not be hidden from the young person.8 ConfidentialityInformation provided by young people will not be used againstthem, nor will it be shared with others without their permission.Young people should be made aware of the limits toconfidentiality, and their permission sought for disclosure. Untilthis happens, the presumption of confidentiality must apply.1 Primary ClientYouth workers are clear that the interests of the young peoplethey work with always come first. Where conflict existsbetween obligations to more than one young person, the youthworker should always try to find solutions that minimise harm,and continue to support the young people involved.9 CooperationYouth workers will seek to cooperate with others in order tosecure the best possible outcomes with and for young people.Youth workers will respect the strengths and diversity of rolesother than youth work.2 Context10 KnowledgeYouth workers work alongside young people in their socialcontext. A wide range of contexts impact on young people’slives, including culture, family, peer group, community andsociety. Youth work is not limited to facilitating change withinthe individual young person, but extends to the context inwhich the young person lives.Youth workers have a responsibility to keep up to date with theinformation, resources, knowledges and practices needed tomeet their obligations to young people.11 Self-awareness3 Promotes EqualityYouth workers are conscious of their own values and interests,and approach difference in those with whom they work withhumility and respect.Youth workers’ practice promotes equality for all young people,regardless of factors such as age, gender, ethnicity, religion,sexuality, disability, location or socio-economic status.12 Boundaries4 EmpowermentThe youth work relationship is a professional relationship,intentionally limited to protect the young person. Youthworkers will maintain the integrity of the limitations of theirrole in the young person’s life.Youth workers presume that young people are competentin assessing and acting on their interests. The youth workeradvocates for and empowers young people by making powerrelations open and clear; by holding accountable thosein a position of power over the young person; by avoidingdependency; and by supporting the young person in thepursuit of their legitimate goals, interests and rights.13 Self-careEthical youth work practice is consistent with preserving thehealth and well being of youth workers.5 Duty of Care14 IntegrityThe youth worker avoids exposing young people to thelikelihood of further harm or injury, and is aware of the safetyof others.Code of EthicsYouth workers are loyal to the practice of youth work, notbringing it into disrepute.3for Youth Workers in WA
Commentary1Primary ClientThis principle is at the core of the youth work relationship,because it keeps us mindful of who we are there for. Youthworkers answer to a range of people: funding bodies, peers,management committees, parents, communities. But youthworkers are clear that of all the interests out there, theinterests of the young people we work with always come first.and interests of those young people, but they will be equallymindful of the needs and interests of the parents, youngerchildren etc. Their primary concern is not only for the youngpeople with whom they work.But young people need to know that there is at least oneprofessional role that they can rely on to always put theirinterests first. This is the space that youth workers fill.Many professionals that work with young people do notconsider the young person as their primary client, but insteadsee them as one of many stakeholders. That’s okay; it justmeans they are not a youth worker.As youth workers, we may find ourselves in situations wherewe are working with two or more young people who are inconflict with each other. In these situations, we should aim tomeet the needs of each of the young people involved. If thiscreates a conflict of interests that cannot be resolved, theyouth worker should look for a solution that meets the needsof all of the young people, such as referring one or more of theyoung people to another youth worker or agency.For example, a high school teacher’s work entirely revolvesaround young people. Whilst they are concerned with the wellbeing of young people, the focus of their work is to teach thecurriculum. Similarly, a family worker may work with familiesthat have teenage children and be concerned with the needsHi, I’m WillCASE EXAMPLE: Will is a youth worker who sometimes provides courtsupport for young people as a part of his role. He attends court to supportLuke who is charged with truanting. Luke arrives with his mother who isberating him about the charges. Luke’s mother sees Will’s presence as anopportunity to pressure Luke to change his ways, to ‘sort himself out’. Sheattempts to influence Will to assist her to communicate this message to Luke.Will is clear that Luke is his primary client and that whilst family harmonyis important for both Luke and his mother, the mother’s interests comesecondary to Luke’s. With Luke’s consent, the two of them instead use this asan opportunity to express Luke’s difficulties in his school environment. Will alsoprovides Luke’s mother with contact details for the local family support service,who can assist her with her own support needs.Code of Ethics4for Youth Workers in WA
2ContextYouth workers are agents of change in a variety of ways, bothwith individual young people, and also with the systems insociety that can cause or contribute to the problems thatyoung people face.As youth workers we need to be very clear that there is no usedealing with a young person in isolation. Young people (like allof us) are shaped, influenced, contained and to some extentcontrolled by the contexts in which they live. Young peopleare part of communities and of the broader social context.This cannot be denied in our approach to working with youngpeople. It would be short sighted to think that young peoplecan be worked with in isolation, ignoring the complex myriadof influences all around them.Youth workers work alongside young people in their context.This means youth workers recognise the impact of thatcontext when working. Context includes things at all levels:place, culture, family, peer group, community, society.In working alongside young people, the youth work approachensures that youth workers play a facilitation role, rather thanviewing young people as passive recipients of services.Hi, I’m JoeCASE EXAMPLE: Lots of homeless young people access the service where Joe worksas a youth worker. It is a frustration of the staff at the service that young people remainhomeless and appear very transient. Joe regularly makes referrals for young people tocrisis accommodation services. The youth workers notice that the reason young peopleare remaining transient is the lack of medium to longer term accommodation options foryoung people. They see this as an opportunity to facilitate change within the young people’ssocial context and plan a campaign to raise awareness of this issue in the local area.Joe raises the matter at the local youth interagency and finds that several other youthservices share this concern. They agree to raise the matter with YACWA and HomelessnessAustralia, and to link their campaign to “Youth Homelessness Matters” Day.3Hi, I’m KimAll forms of discrimination have a negative impact on thosewho experience them, including of course young people. Also,because of their age and social standing, young people’srights are often not protected. This can include their legal,civic, economic, social, cultural, political and human rights.Youth workers work to protect the rights that young peoplehave, and to support them when they experience any form ofdiscrimination. Youth workers also advocate for and facilitateyoung people receiving the rights they are due.CASE EXAMPLE: Kim is a youthworker at a youth drop-in centre.She often overhears the youngpeople saying things like “that’s sogay” to describe something negative.She wants to challenge their useof the word gay, but not in a waythat just berates the young people.So she orders some posters froman anti-homophobia campaign,featuring prominent sportsstars making statements aboutchallenging homophobia. Kim putsthem up around the youth centre.She then uses the posters as away to start conversations with theyoung people when she hears themuse the word “gay” in a negative way.Code of EthicsPromotes EqualityUnder Human Rights and Equal Opportunities legislation,all young people have the right to be treated in a fair andappropriate manner, regardless of ethnicity, gender, religion,disability or sexual orientation. This impacts directly on theyouth worker’s approach to young people.Regardless of a youth worker’s personal beliefs, we have aresponsibility to treat all young people fairly and equally, and torespond to young people on the basis of their need in the bestway possible.5for Youth Workers in WA
4EmpowermentYouth workers work to advocate for and facilitate thatempowerment, independence and participation. In the firstsentence, the word ‘presume’ is important; we presume thatyoung people are competent in assessing and acting on theirinterests. It may be that an individual young person is not agood judge of their interests. They may have a mental illness,or be in some emotional distress. We may find out about thesesorts of things as we assess the situation, but the presumptionat the outset is that young people know what they are doing.The term ‘empowerment’ has become a bit of a buzz word,and as a result its meaning is sometimes not clear. Thisprinciple clarifies what empowerment means in ethical terms,and what it means for us as youth workers. It focuses ourattention to being accountable to young people. In this context,‘empowerment’ also refers to young people’s ethical andresponsible action.If a young person is empowered, has independence andparticipates in society, they are able to take control of theirexperiences and make informed decisions. They can own theiridentity and pursue the lives they choose. They are able toparticipate in the decisions that impact their lives, whether thatbe day to day experiences, or the decisions that are part ofbeing an adult citizen, such as input into services, or who runsthe government.It is with this assumption that we go into every situation; weneed to regularly assess the assumptions we hold aboutyoung people’s competency in assessing and acting in theirown interests.Hi, I’m HarryCASE EXAMPLE: Ling, who is 16, approaches her youth worker Harry abouther recent mistreatment by a security guard at the local shopping centre.Harry is clear on his ethical commitment to empowering young people. Hetalks with Ling about what happened and what she would like to do about thesituation. When Ling says that she wishes to make a complaint, Harry offers tosupport and assist her with the complaints process. He presumes that Ling iscompetent to decide on what course of action she wishes to take.Harry explains the complaints process clearly, including how to access thisprocess. He encourages Ling by discussing the details with her, emphasisingthe injustice of the security guard’s actions. Harry encourages Ling to do asmuch as she can in the complaints process for herself, and in the areas whereLing says she feels out of her depth, Harry acts in an advocacy role on Ling’sbehalf. He regularly checks in with her to make sure she is happy with theactions he is taking.Code of Ethics6for Youth Workers in WA
5Duty of CareBoth legally and ethically, duty of care is a shared responsibilitybetween the youth worker and the agency. “Duty of Care’recognises that sometimes we can do more harm than goodby intervening in a situation: that intervention carries somerisk with it. As youth workers we can get a bit fired up withour passion to help people, to get things moving, or to use theskills and resources we have at our disposal. Sometimes thismight not be the best thing.Duty of care also involves being aware of the safety ofourselves and others. If a youth worker has strong reason tobelieve that a young person may be planning to harmthemselves or someone else, we have a duty to act on thisinformation.Duty of care means that youth work agencies have to exercisecare in the employment of staff, whether paid or voluntary,full time or part time. Abuse of young people is not rare, andwe must be careful about who is given access to the youngpeople we work with. Proper investigation needs to be madeinto people’s work and criminal histories, even when they arevolunteers.When we are running an activity, making a referral, or engaginga young person in a program, we have a responsibility to makesure that the activity, referral or program is generally safe, andthat it is safe for this particular young person. We need to beconfident that there will not be further harm resulting fromtheir involvement. Our risk assessment and risk managementneeds to be thorough. Equipment needs to be well maintained,and staff need to be suitably trained and supported.Hi, I’m BradCASE EXAMPLE: Brad is a youth worker who works at afamily and youth support service. He has been workingwith Jake, who is 15, for a few weeks. When Brad seesJake today, Jake says that he has been thinking aboutkilling himself, and that at times he is finding it really hardto think of a reason to stay alive. Brad explains that he isvery concerned for Jake’s safety, and that he will not beable to keep this information secret, because he has aduty of care to make sure that Jake is safe.Jake becomes upset and tells Brad he doesn’t want himto tell anyone, as he is worried what his parents will say.Brad reminds Jake that in the beginning of them workingtogether, Brad had explained that he couldn’t keepcertain information confidential, such as informationabout harming himself or someone else. Brad then takestime to explain the steps he will need to take to helpkeep Jake safe, and reassures him that he will continueto support him through this. Brad also says that he ishappy to help Jake explain the situation to his parents ifthat will help.Code of Ethics7for Youth Workers in WA
6Preventing CorruptionHi, I’m BrendaThis principle encourages youth workers to keep ourselveshonest in terms of our motivations and rewards. This mayinvolve financial gain, but also includes other things suchas power, profile, emotional security, personal identity,agency reputation and so on.CASE EXAMPLE: Brenda is a youthworker at a crisis accommodationservice. She is approached by thelocal paper who want to do a storyon homelessness. She is asked if shewould be willing to be quoted in an‘exclusive’ and be part of the mainfeature article, photographed with ayoung person sleeping on the street.The reporter implies that the youngperson will need to look ‘dirty’ and ‘sad’.Brenda explains that she doesn’t knowanyone who is sleeping out tonight, andthe reporter suggests that maybe oneof the young people in the hostel mightbe willing to pretend to be.This doesn’t mean we need to act entirely selflessly withregard to the needs and interests of young people. Itdoesn’t mean that youth workers shouldn’t do well out oftheir youth work roles. But this cannot be at the expenseof young people, so that young people don’t do as well outof the youth work relationship as they would otherwise, orthat their needs are compromised in any way.7Brenda knows the article may give hera ‘higher profile’ in the youth sector,but recognises that by exposing theyoung person and the hostel to suchan exercise, she may potentially placethem more at risk. Brenda explains tothe reporter that this approach is likelyto be degrading to the young person,and she is concerned that the youngperson would not be portrayed in arespectful and dignified way. She turnsdown the offer.A Transparent RelationshipWe don’t deceive young people, either by saying thingsthat are untrue or by not saying things that they have aright to know. This means that in initial meetings withyoung people, youth workers must be clear about whatthey can and can’t offer. This applies to various areasof practice, agency policy and the law. Whilst beingopen and truthful, workers should be mindful of issuesof confidentiality, disclosure, health and safety, who theworker works for and what the agency is funded orcontracted to provide. We also have a role in explainingto young people the nature of other stakeholdersrelationships to them, and the expectations this mayplace upon them.CASE EXAMPLE: Youth workers at the local drop-incentre have been approached by the district’s TruancyOfficer and are requested to pass on the names of thoseschool-aged young people who attend the drop in centreduring school hours. The youth workers are coercedby the truancy officer by telling them it is ‘for their owngood’. The youth workers recognise this practice as abreach of confidentiality, and do not pass on youngpeople’s names. They agree that if they are forced intothis practice through their agreement with their fundingbody, that they will need to explain this to young peopleas a soon as they have contact with the drop in centre, inorder to ensure they have a transparent relationship withthe young people attending the centre.Code of Ethics8for Youth Workers in WA
8ConfidentialityYoung people provide youth workers with lots of privateinformation about themselves, including their names, personalstories about themselves, their families and so on. Even wherewe think it might achieve good outcomes, we don’t give theidentifying details of the young people we work with to anyoneelse - including police, schools, Centrelink, or other agencies- because this information is private and given in confidence,and continues to belong to the young person. If a youthworker believes there is a good reason why a young person’sprivate information should be shared, we must first make theyoung person aware of why we believe it would be useful orimportant to give their private information to others, and theyoung person’s permission must be sought and given.In accordance with National Privacy Principles we presumethat young people expect us to keep their informationconfidential, even if that is about where they were or who theywere with. Perfect confidentiality is of course not possibleor even desirable: there are always limits. One such limit toconfidentiality is when we learn that a young person may beat risk of harming themselves or others. We need to knowand understand these limits ourselves, and communicate andclarify them to young people at the onset of our relationshipwith them. This might include organisational policies aboutsharing information between workers within the one agency.Hi, I’m ArifCASE EXAMPLE: Arif is a youth worker whose rolesometimes involves visiting the local high school. Arifreceives a phone call from the school counsellor at theschool, asking him about one of the young people he hasworked with. The school counsellor says that she noticedthe young person speaking with Arif in the playground,and asks Arif if he can provide her with somebackground information about what’s been happeningwith that young person. He has recently been getting intotrouble with several teachers and she is keen to find outwhat is going on so she can offer him some support.Whilst Arif understands that the school counsellor hasgood motives, he is also aware that this would be abreach of confidentiality for the young person concerned.Arif politely explains to the school counsellor that heis unable to give out any private information about theyoung people he works with.Code of Ethics9for Youth Workers in WA
9CooperationHi, I’m SarahEthical youth work practice involves a commitment toco-operative partnerships with relevant service providers,in order to collectively achieve positive outcomes in thebest interests of young people. Collaborative interagencyapproaches enable a young person a greater range ofchoices in terms of support networks and access toa range of information, skills and resources to meet avariety of needs. No single program or agency is capableof looking after every need a young person has. Youthworkers are one role in a young person’s life, but they arenot the only one. Other roles are important to ensureyoung peoples’ needs are met holistically.CASE EXAMPLE: Sarah is a youthworker in a street-work program.She is approached by a Policeofficer on the street; he is lookingfor an opportunity to start a 3-on-3basketball competition with youngpeople on weekends. Although Sarahpersonally has a bad impression ofpolice, she pursues the opportunity toget involved. Her priority is the youngpeople’s needs - and young people inthe area are quite clear that boredomis a big problem for them.Collaboration and cooperation also enables us to expandour networks to current information and availableresources. Working in deliberate isolation increases therisk of dependency-based relationships, and deniesyoung people the right to choice, and to their fair share ofavailable resources.10KnowledgeIt is essential for youth workers to maintain a high levelof competence through an ongoing commitment totraining and professional development, and to beinginformed and skilled in relation to ‘best practice’ inyouth work. This is a standard requirement for mostprofessions.Hi, I’m JesseCASE EXAMPLE: Jesse is youth worker at an afterschool program in a local youth centre. The centre hasrecently received some computers for the young peopleto use. Jesse has noticed many of the young peopleusing Facebook while they are at the program, and hashad a couple of conversations with young people whohave had experiences of cyber bullying in the past.Jesse is concerned that the youth centre does nothave well developed policies and procedures regardingthe use of social media, and has noticed that some ofthe staff and volunteers have very basic IT skills andknowledge. Jesse raises her concern in a staff meetingand offers to plan a training session with an organisationspecialising in cyber bullying, so that the team memberscan develop their awareness and agree some policiesand procedures for the use of the computers at thecentre.Code of Ethics10for Youth Workers in WA
11Self-AwarenessAs youth workers, we understand that we are people too,with our own histories, beliefs, ideologies and experiences.We understand that these things can impact on our practice.Realising this, youth workers take into account the diversity ofvalues and interests that young people may present with. Werecognise that our own values may be different to theirs, andwe respond to these differences in non-judgemental ways.Respect and dignity are crucial to being able to accept thesedifferences between ourself and the young person, whilst alsorecognising that universally accepted concepts of humanrights must not be compromised in doing so.Building self-awareness is something we must invest time andenergy into. This comes through things like self examinationand critical reflection, regular supervision, and taking partin training and professional development opportunities thatchallenge and extend us.Hi, I’m JimCASE EXAMPLE: Jim is a youth worker at a crisis hostel.As a child he was brought up in a conservative home.Aaron - a young gay man - moves into the hostel. Jimhas not had a lot of contact with Same Sex Attractedpeople before and senses that he has some discomfortwhen he is around Aaron. Jim works with his supervisorto understand his own reaction to Aaron, and decidesto attend a diversity training course to help him tounderstand how to provide gay friendly and appropriateservices.Code of Ethics11for Youth Workers in WA
12BoundariesYouth work is founded in relationships. It is the strong,respectful, trust-based relationships between youth workersand young people that allows youth workers to do our jobs.Hi, I’m KennyYouth workers must recognise that the relationship betweenourselves and a young person is a contracted relationship.Such contracted relationships have boundaries and limits.These boundaries are influenced by a range of factors, suchas the law, organisational policies and procedures, as well asbeing grounded in a thorough understanding of adolescentdevelopment.CASE EXAMPLE: Kenny is ayouth worker in a rural area. Hemeets Michelle at the local dropin centre where she has comefor assistance with a domesticviolence situation. Kenny has alsoseen Michelle at the local pub afew times. Kenny becomes awarethat Michelle is attracted to him;her suggestive comments makeit clear she wants to begin amore personal relationship. Kennyresponds by raising the issuewith Michelle when he sees herat the drop-in centre, reinforcingthe limits of his role and making itclear that their relationship mustbased on and bound by his roleand responsibilities as a youthworker.For example, the relationship between a youth worker and ayoung person needs to be non-sexual. Furthermore, youthworkers should be mindful of how much personal informationwe share about ourselves, and the way we talk about thingslike relationships, or drugs and alcohol. It is also not the youthworker’s role to rescue a young person from their situation.These boundaries ensure that the relationships we have withyoung people, and the subsequent service or interventionprovided is not compromised. This consideration isparticularly important when we are working with youngpeople who may have less access to knowledge, resources,and skills than we do.13Self CareYouth workers need to prioritise the practice of self-care:of looking after ourselves as a means to ensuring that wehave long and positive careers, enabling us to continue toprovide high quality services to young people.Hi, I’m JanCASE EXAMPLE: Jan is a workerat a crisis accommodation service.The service is short of relief / casualstaff, and so the coordinator hasrequested that some of the staffwork double or triple shifts, often ontheir own. Workers are covered by anaward which specifies the minimumlength of breaks between shifts, andprovisions for time off. Jan recognisesher need to engage in ‘self care’, andthe affect it may have on her healthand well being if she fails to do so. Sheis also concerned about the level ofsupport and care she will be able toprovide to the young people if she isnot well rested. She refuses to workdouble or triple shifts and raises thisas a self care issue for her colleaguesat their next team meeting.Code of EthicsThere are benefits for the youth worker from practicingappropriate levels of self care; and equally there arebenefits for the young people we work with.The care of a youth worker is a shared responsibilitybetween the youth worker themselves and theorganisation they are employed by. Because of this, selfcare often involves raising relevant issues in supervision,team meetings etc.12for Youth Workers in WA
14IntegrityBy continuing to portray youth work in a professional manner,youth workers will be mindful not to act in ways that can bringour roles and profession into disrepute.Youth work is an essential role in the community, and itscontinued support by the community is dependent on theconduct of its practitioners. Youth workers are aware of ourown roles and the expectations that this places upon us fromourselves, other stakeholders, and from young people.Hi, I’m MaryCASE EXAMPLE: Mary completed her degree in youthwork a few months ago and recently started in her firstfull time youth work role. Mary is keen to ensure that shecarries out her new role to the best of her ability, mindfulof the things she learned whilst undertaking her degree.She regularly attends interagency meetings, looks forprofessional development opportunities, and regularlyreads the Code of Ethics for Youth Workers in WA. Whena conflict or uncertainty arises in her role, she discussesit with more experienced team mates, or raises it insupervision with her manager.Code of Ethics13for Youth Workers in WA
Code of Ethics forYouth Workers in WACopyright Youth Affairs Council of Western Australia(YACWA) and Western Australian Association of YouthWorkers (WAAYW) 2003, revised 2014
Ethical youth work practice is consistent with preserving the health and well being of youth workers. 14 Integrity Youth workers are loyal to the practice of youth work, not bringing it into disrepute. 3 Youth workers are committed to ethical practice in their work with young people. This ethical practice is defined by the following principles:
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1. What is a code of ethics? 5 2. Why a code of ethics? 7 3. Contextualising codes within ethics management 11 4. Purpose and process of code development 13 4.1. The purpose of code design 13 4.2. The process of code development 14 5. Design elements of a code 18 5.1. The architecture of the code 18 5.2. Code format 22 5.3. Code content 27 5 4 .
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