ABSTRACT
Before finishing this section on essential elements of the youth work curriculum, we need to discuss the notion of methods. First we need to draw a distinction between methods and settings. Methods answer questions about ‘how’ the work is delivered, while settings answer questions about ‘where’ the work is delivered. However, this is not completely straightforward, because for example, detached youth work clearly relates to a specific method of delivery, but it also says something about where it is delivered – i.e. not in a building. Similarly, centre based youth work is specific about where it is taking place, i.e. in a youth centre, but the classification also says something about how the work is delivered. The notion of methods is further complicated since it is used to refer to both broad methods such as centre based and detached youth work, and also to refer to more specific methods such as games, quizzes or activities. When thinking about the concept of youth work methods, therefore, we need to make a distinction between what are best described as broad methods or modes of delivery, and specific methods or programmable activities which are the vehicles through which learning is facilitated.
