How might you facilitate safe individual or group processes with these young people? Provide at least five examples

I\’m studying certificate 4 in youth work at tafe in Australia
Subject Area could be Psychology and/or communication strategies

Read the scenarios and answer the questions following.
Alex is a 15 year old young person with an intellectual disability who has been unemployed since leaving school earlier this year. He lives with his parents in an apartment. His mother works, but earns quite a low income, and his father is unemployed. Alex has been referred by Disability SA to the organisation you work for as a youth worker.
Helen is a young Aboriginal person who has developed a dependency on alcohol. She lives with her large, extended family in an old, run-down house on the outskirts of town. When Helen is intoxicated she can be violent. Helen is also unemployed and hangs out with other young people who drink with her during the day and on weekends. Helen has been referred to your organisation by a welfare worker.
Adam is an unemployed young person who lives on the streets. He lost his job as a shop assistant when he left his family home because of ongoing family conflict. He roams the streets with his homeless friends and sleeps in abandoned cars or in shelters. He was referred to your organisation by the Justice Department after recently being arrested for breaking and entering.

1. How might you facilitate safe individual or group processes with these young people? Provide at least five examples

2. Identify ten of the principles of youth work practice and how you might apply the principle of social justice when working with Alex.

3. If you decided to run a group with the three young people, what conditions should be present for these young people to change and grow? Provide at least five examples.

4. Explain how you could actively listen to the young persons stories and experiences to clarify issues.

5. Adam reports feeling hopeless regarding his future because I have stuffed up everything; I cannot get a job, and I do not even have a home. Identify and explore Adams strengths and exceptions.

6. How might you encourage and support Helen to identify relationships between her issues and social structures?

7. How can you identify and avoid colonising practices when working with Adam?

8. Clarify what Adams expressed, demonstrated, or felt needs and concerns might be. Provide five examples.

9. During a discussion session, Alex reveals that his father is physically and verbally violent towards him when Alex does not understand something (due to his intellectual disability). How might you work with Alex to problem solve this immediate issue/ concern?

10. Helen refers to herself as a burden to her family who are struggling financially. How could you work with Helen to help her create her own reframe of current circumstances?

11. How might you work with Helen to externalise her issue or problem?

12. Identify three circumstances that might be outside of Adams control.

13. How might art therapy be used to assist these young people to explore future possibilities and ways of being.

14. How might you use questions with these young people to consider and create possibilities?

15. What might be established with Helen as her desired goals/ outcomes? Provide at least three examples.

16. Identify at least five barriers that might hinder the way Helen would like changes to take place.

17. Identify four youth work interventions that could be utilised to create future opportunities for Helen.

18. Identify at least five additional resources that might be needed for Helen to achieve her goals.

19. Suggest proposals and strategies for the development of an action plan with Adam.

20. How might you measure and ensure change is noticed when Adam makes progress towards his goal of working with a legal aid lawyer to face the criminal charges with the best possible outcome?

21. What should you keep in mind when documenting intervention work?