Working with peers in one to one situations — Ascentis Occupational Qualification Teaching & Education Revision
This subtopic explores the essential skills and theoretical underpinnings for conducting effective one-to-one sessions with young people in a youth work co
Topic Synopsis
This subtopic explores the essential skills and theoretical underpinnings for conducting effective one-to-one sessions with young people in a youth work context. Learners will examine key principles such as confidentiality, boundaries, and active listening, and apply them to real-world scenarios, including planning, leading, and critically reflecting on a one-to-one intervention to enhance personal and professional development.
Key Concepts & Core Principles
- Youth work principles: voluntary participation, empowerment, equality of opportunity, and respect for young people's rights and choices.
- Safeguarding: understanding legal duties, recognising signs of abuse, and following procedures to protect young people from harm.
- Effective communication: active listening, non-verbal cues, and adapting language to suit diverse young people, including those with additional needs.
- Reflective practice: using models like Kolb's cycle to evaluate own practice and improve future youth work interventions.
- Equality and diversity: promoting inclusion, challenging discrimination, and ensuring activities are accessible to all young people regardless of background.
Exam Tips & Revision Strategies
- Always link your practice to established youth work principles and relevant legislation (e.g., safeguarding, data protection) to demonstrate a professional foundation.
- Use specific, anonymised examples from your practice to illustrate how you applied one-to-one techniques, rather than relying on generic descriptions.
- In reflective accounts, follow a clear framework such as 'What? So what? Now what?' to structure your analysis and show systematic reflection.
- When discussing communication skills, explain not only what you did but also why it was effective in building rapport and trust with the young person.
- For assessment tasks, ensure that session plans include clear objectives, timings, resources, and contingency plans to show thorough preparation.
Common Misconceptions & Mistakes to Avoid
- Confusing peer support with informal chatting, leading to a lack of structure and purposeful outcomes in one-to-one work.
- Failing to maintain professional boundaries, such as becoming overly friendly or sharing excessive personal information.
- Misunderstanding confidentiality limits, especially regarding safeguarding disclosures, and not explaining these limits clearly to the young person.
- Neglecting to record and document one-to-one sessions accurately, which compromises accountability and continuity of support.
- Reflecting only on what went well without critically addressing challenges or mistakes, resulting in a superficial evaluation.
Examiner Marking Points
- Award credit for demonstrating a clear understanding of the key principles of one-to-one work, including confidentiality, empowerment, and non-judgemental approach.
- Provide evidence of effective communication skills such as active listening, paraphrasing, and open questioning during a simulated or real one-to-one session.
- Show ability to plan a structured one-to-one session with a clear purpose, appropriate activities, and consideration of the young person's needs and goals.
- Include a reflective account that critically analyses own performance, identifies strengths and areas for improvement, and links to recognised reflective models (e.g., Gibbs or Kolb).