Youth Development

Competences:
In more established papers point out that understanding youth development and creating relationships with the families and the community highest competences that a worker with you can have. (Vance, 2010)The same research also suggest that the age group of youth to be a more determinative factor in some cases than the competences of the worker. (ibid.) Combining the data the research that was previously mentioned provided there are 10 general competences needed/demanded from a worker that aims it work at the youth. So a worker with youth has to be able to (Astroth et al. 2004):
1. Understand and be able to apply the principles of children and youth development
2. Develop a positive relationship with the youth he/she works with
3.

As already pointed out, working with youth is, first and foremost, a practical discipline and in the context of Croatia, one that is academically barely covered. Additionally, as it is a less structured and established work than similar social work it is not surprising that some work with youth is still not recognised by policy makers. As such a title of worker with youth does not exist as an official profession. Which leads to the lack of quality control, but also state support and validation of work people do. Recently there has been an effort to rectify this by the EU, through the EU Youth Strategy 2009. Urging member states to invest some effort and implement professionalization of work with youth. There are several reasons this is important- financing, regulation and validation. Without the recognition of the working with youth sector it is increasingly hard to find financing, but if it were to be recognised by the state and institutionally backed financing becomes possible. Furthermore, without organising and recognising the work of the organisations there can be no system of control and a criteria for excellence. This is important as it creates both minimal quality conditions and competition between organisations leading to further development of the field. Finally, in cases of both voluntary work and paid on, validation of

The Croatian civil society has embraced working for youth as one of its priorities and policy makers are starting to slowly take note. But there are miles to cover still in the way of making it a profession and not a free time activity.
This paper aimed at providing a narrative of the historical and institutional framework, combined with academic research and personal experience to give a general blueprint for future workers to know what should be expected of them and what they can expect from such work. This was done through 4 main points- a historical background and academic definitions, a general framework in which the work is carried out in Croatia, the background and future one needs to professionally have to be a good worker and finally the problems of professionalization that remains a big step for policy makers to take and make working with youth a recognised and valued profession which is nothing less than it