ABSTRACT
Traditionally youth workers have perhaps not been the best at articulating the benefits of their practice. This could be because youth workers are always immersed in the process, which is always to some extent unfinished. As the process of learning and developing is never-ending, it is often difficult to find end points. Perhaps the most obvious end point is when young people move on and stop attending, but then there are always other young people who become a focus of concern and attention. Sometimes it is simply a question of a lack of time to reflect on the benefits of particular activities or practices; often reflection and analysis is done in the moment (Schon, 1983) – interventions made, actions taken, learning identified and applied – and then the process moves on.
