Youth Work and Community Development – BA (Hons)

This module introduces learners to the underpinning values, overarching principles and relevant policy guiding youth work in Ireland. A voluntary practice originated within philanthropic and faith-based activity, youth work in Ireland has been evolving into a paid, profession for several decades. As such, this module provides learners with a space to learn about youth work’s historical context and explore the varying political, economic and cultural influences on it. Learners will begin to consider what the concept of professional youth work is and how it works as part of and within the frameworks for voluntary youth work in Ireland. Learners will also begin to explore the concepts of Human Rights and Social Justice. This module will set the foundation for the proceeding module, Practices of Youth Work, which will examine the above areas in more depth.

This module is designed for delivery within the Bachelor of Arts in Youth Work and Community Development. It provides students with a comprehensive introduction to the field of community development, exploring evolving
definitions of “community” and “community work” within contemporary debates. Students will examine the historical evolution and current structure of community work in Ireland, contextualised within both national and international settings. Through critical engagement with core values such as empowerment, social justice, human rights, equality, and anti-discrimination, students will assess the theoretical foundations underpinning community development practices. The module also addresses emerging challenges, including digital inclusion, climate resilience, and participatory governance. Emphasising both theory and practice, students will develop the skills to critically analyse community development strategies and apply them in diverse socio-political contexts. Active and experiential learning approaches ensure that students are equipped to connect academic knowledge with real-world community engagement.

The module introduces learners to the various models of practice that reflect current youth work approaches in Ireland and internationally. Learners will examine national and international frameworks that define approaches to youth work and examine how these are applied in practice. Furthermore, learners will be facilitated to reflect on their own communities and reflect on the models of youth work practice that are and could be applied.

This module introduces learners to the theory and techniques of teamwork, groupwork, relationhips, effective communication and interpersonal skills necessary for youth work and community work practitioners. Learners will
become aware of and gain a good understnding of the professional standards which emphasise teamwork and communication to ensure a consistent professional approach is maintained in practice.Learners will be provided
with opportunities to develop and improve, verbal, non-verbal, digital and written communication techniques which will support them to present and articulate their practice to and with young people, groups, communities,
collleagues and policy makers. It explores the theoretical and professional application of models of group and team development, with a specific focus on the empowerment of young people and communities. Learners will
identify and understand areas such as boundaries, effective decision making, confidentiality, conflict management and capcity building in youth work and community work settings.

The aim of this module is to introduce the learner into a higher education learning environment. Students will require support in the development of appropriate research, writing and information technology skill-sets, thereby enabling successful progression in higher education. An ability to communicate effectively is critically important within academia; youth work and community development. A strong emphasis will be placed on developing robust, clear, concise, accurate and objective arguments within both written and oral assessments. This module will also equip students with key skills in referencing sources within assignments; and the procedures for obtaining robust and reliable sources from academic libraries; and on-line data bases. This will provide an initial grounding in the principles and application of scientific enquiry. Furthermore, students will develop digital literacy skills appropriate to youth work and community development, with a special emphasis placed on Microsoft Word; PowerPoint; and Excel.

This foundational module introduces students to sociology as a critical tool for understanding youth work and addiction studies. Beginning with key sociological theories—Functionalism, Conflict Theory, and Symbolic Interactionism—students explore how these perspectives shape our understanding of society and its influence on young people. A core focus is social class and inequality, drawing on the works of Marx, Weber, and Bourdieu. Concepts such as cultural capital, habitus, and social reproduction help students analyse educational disadvantage and its impact on youth experiences. The module also examines identity and inclusion, addressing the social construction of gender and sexuality, intersectionality, and the challenges faced by LGBTQI+ youth. Students will explore issues of racism and ethnicity, including institutional discrimination, the experiences of Irish Travellers, and the realities of migration for refugee youth. The sociology of disability is explored through the contrast between the social and medical models, identifying barriers to inclusion in education and youth work. Finally, students will investigate health inequalities and addiction, considering how social class, trauma, stigma, and policy shape young people’s well-being. Through critical discussions and real-world applications, this module equips students with the sociological tools necessary to engage effectively in youth work and advocacy.

The purpose of this module is to introduce students to key concepts and the history developmental psychology focusing how children and young people
learn and develop. The module will provide students with a critical understanding of key learning theories, examining behavioural, cognitive, humanistic, motivational, and social learning theories. These theoretical perspectives will focus on development and learning from both a constructivist and social constructivist perspective that are both a historical and contemporary. Students will gain a critical understanding of relevant aspects of child and adolescent development and their applications to learning and social interaction in non-formal, youthwork and community settings.

This module follows on from the Principles of Youth Work module, to examine professional youth work, the frameworks surrounding it and how it is practiced and structured in Ireland in more depth. Learners will consider what youth work and in particular what being a professional youth worker means in Ireland today. Finally, students will also examine current areas of provision along with the influence of Human Rights and Social Justice perspectives on practice.

This module builds on students’ foundational understanding of community development by offering a critical exploration of the structures, cultures, dynamics, and power relations that shape communities. Drawing from sociology, anthropology, and political science, students will analyse how communities form, function, and adapt within diverse and changing socio-political environments.
The module places a strong emphasis on the practical skills required for effective community work, including community organising, facilitation, leadership, advocacy, and working with marginalised groups. Students will engage in participatory learning, applying theories of community dynamics to real-world contexts. Ethical engagement, cultural responsiveness, and critical reflection are central themes, preparing students to operate effectively and ethically in complex community settings.

This module introduces students to the diverse models and approaches that inform community work practice. It explores the theoretical foundations, practical applications, and critical debates surrounding different models such as social action, community development, community education, service delivery, and advocacy. Students will examine the historical emergence, key features, strengths, limitations, and ethical considerations of each model, gaining a nuanced understanding of when and how different approaches can be applied effectively. The module complements previous learning by offering a structured framework for evaluating and choosing appropriate models of practice in varied community contexts. Students will develop critical decision-making skills,
learning to align models with community needs, socio-political environments, and organisational goals. Emphasis is placed on linking theory to practice through case studies, simulations, and applied project work.

This module explores the potential of the arts to challenge injustice, foster community dialogue, and promote meaningful social change. Students will investigate case studies, critically reflect on socially engaged practices, and design their own arts-based intervention. Through workshops, collaborations, and critical engagement with theory and practice, learners will gain the skills to develop impactful creative projects addressing societal issues. The module also introduces students to the role of creative practice within youth work and community development, supporting participatory engagement, dialogue, and social inclusion.

This module explores the development of personal and professional identity within youth work and community development. It focuses on understanding self and others in a third level space initially and then moving out into the professional arena and society as a whole. Emphasis is placed on reflective practice, critical awareness and the impact of social structures on identity and inclusion.

This module aims to prepare students for a practice placement in a professional youth work and community development setting. The concept of professional identity and critical analysis on the environment surrounding the profession, and its implications for professional development will be explored. Learners will engage in and take responsibility for professional development, be aware of professional endorsement requirements and be able to identify learning and development needs. A critical component of the module examines the importance of supervision and feedback in order to develop a learners’ professional practice skills, knowledge and ability to be critically reflective and reflexive

In this module students will develop the knowledge of the skills necessary to engage with young people in the youth work relationship through practical and experiential activities.

Students will explore various existing psychological, philosophical and sociological approaches for engaging young people order to increase their knowledge of their diverse needs in preparation for practice.

Students will explore how settings and environments can support voluntary participation and learn how to adapt environments to promote supportive interactions and meet the diverse needs of young people.

Students will explore various supports and services available in an Irish context as well as the concepts an interagency approach in order to effective support young people and signpost relevant services within the limits of their practice .

This module examines placemaking as a transformative approach to designing and managing public spaces. Placemaking is an approach within planning and design that focuses on the people who use a space, rather than just the physical structures or buildings. The idea is to create places that are not just functional, but also beautiful and meaningful to the people who live, work, and play there. It explores how local assets, cultural heritage, and community creativity can be harnessed to revitalise underutilised spaces, promote urban / rural vitality and resilience, and enhance well-being. Emphasising neo-endogenous approaches, the module addresses the unique socio-economic, political and cultural landscape of Ireland, its historical development, regional diversity, and rich cultural traditions, to empower communities and young people to actively shape their environments.This module examines placemaking as a transformative approach to designing and managing public spaces. Placemaking is an approach within planning and design that focuses on the people who use a space, rather than just the physical structures or buildings. The idea is to create places that are not just functional, but also beautiful and meaningful to the people who live, work, and play there. It explores how local assets, cultural heritage, and community creativity can be harnessed to revitalise underutilised spaces, promote urban / rural vitality and resilience, and enhance well-being. Emphasising neo-endogenous approaches, the module addresses the unique socio-economic, political and cultural landscape of Ireland, its historical development, regional diversity, and rich cultural traditions, to empower communities and young people to actively shape their environments.

This module explores the principles, strategies, and practices of civic and political engagement within the context of youth work and community development. It aims to empower participants with the knowledge and skills necessary to effectively champion social justice, influence policy, and drive positive change in their communities. Participants will engage with contemporary issues and learn how to navigate the complexities of engagement in diverse social and political environments. The module also emphasises the importance of building sustainable movements and fostering resilience among various stakeholders.

This module critically examines the structures of inequality and social control that shape people’s lives. Through key sociological perspectives, students will explore how power operates to marginalise certain groups, influencing their opportunities, identities, and life chances.

Drawing on Bourdieu’s theory of social reproduction, the module investigates how economic, cultural, and social capital shape youth experiences, Youth Work and Community Development, with a particular focus on Skeggs’ work on class and Irish case studies on social mobility and education. Students will also explore urban marginality, examining how neoliberal policies contribute to urban decay, housing crises, and youth homelessness, with comparative insights from Ireland, the UK, the US, and France.

Crime and deviance are explored through youth justice systems, considering the balance between punishment and rehabilitation. Theories from Merton, Becker, and Foucault will provide a framework for analysing gang culture and the specific challenges faced by Traveller youth in the Irish justice system.

The sociology of addiction is addressed through competing perspectives, contrasting medical and social models with the psychological trauma and dislocation models of Mate and Alexander. Students will critically engage with drug policies and harm reduction approaches.

The final section examines migration and refugee youth, with a focus on the impact of direct provision in Ireland. Issues of identity, belonging, and integration will be explored in both national and global contexts.

This module equips students with a deeper understanding of the social forces shaping marginality and exclusion, providing them with the critical tools to challenge inequalities and advocate for meaningful change in Youth Work practice and Community Development.

The module introduces students to the concept of ethics and ethical practice embedded in the values of youth work and community development. The focus will be on identifying the knowledge and skills related to the development an ethical framework and philosophy of practice for the sector. The aim of this module is provide students with the opportunity to explore the concept of leadership and the role of values in ethical and professional practice . Students will be given the opportunity to recognise the potential for ethical dilemmas in professional practice and gain an understanding of how to attempt to resolve these conflicts.

This module aims to build upon the student’s knowledge of the provisions of the current professional standards and in recognising the importance of practising in a non-discriminatory way to manage the potential conflict that can arise between confidentiality and whistleblowing. Finally, this module assists the student in interpreting personal responsibility and professional accountability for one’s actions and illustrating the process and justification of professional choices and decisions made.

Practice Placement 1 takes place in Year 2 semester 4 for students. It is the first of two block placements during the four-year BA. Practice placement 3 in year 3 semester 6 will be the second block placement There are four practice placements in total. The two other practice placements are hybrid where students attend lecture and tutorials while also simulataneously attending practice placement. The two hybrid placement will be in years 3 and 4, in semesters 5 and 7. In Placement 1, 400 hours of the overall 1200 placement hours requirements will be completed, with the remainder completed in Practice Placements 2, 3 and 4.

Practice Placement 2 takes place in Year 3 semester 5 for students. There are four placement in total, two block placements in year 2 and 3, in semesters 4 and 6, and two hybrid placements. Practice Placement 2 is the first of two hybrid placements during the 4 year BA where students complete 2 days on placement while simultaneously attending lectures, classes and groupwork in university for 3 days of the week. Practice Placement 3 in year 4 semester 7 will be the second hybrid placement. In Placement 2, 200 hours of the overall 1200 placement hours requirements will be completed, with the remainder completed in Practice Placements 3 and 4.

The aim of this module is to provide learners with the knowledge, skills and competencies to interpret, conduct and design research for youth work and community development. This module will module will introduce the forms of research used within social research to prepare students for their final year research project. The module will present exemplars of published research, quantitative and qualitative research methods, literature reviews, methodological design considerations and analytical techniques. Learners will develop their research skills and the skills of writing literature reviews and will be given the opportunity to design methodological approaches appropriate to research design needs. Learners will apply quantitative and qualitative data collection techniques and develop awareness of the role of ethics in research processes.

The module enables the learner to evaluate and reflect critically on their own professional and personal development upon completion of two practice placements while continuing and preparing to complete two more placements in a youth work and community development context. It aims to consolidate the ability of learners to work as reflective and reflexive practitioners considering the practice environment and be able to make the link between the personal and the political. Learners will advance their understanding and demonstrate evidence of ongoing continuing professional development and education. It encourages learners to explore the meaning of professionalism and reflect on their knowledge, theory, research and practice skills as a professional in a youth and community work setting.

In summary, learners will demonstrate a critical approach to reflective practice and demonstrate the capability for deep learning based upon critical self-evaluation in unison with ongoing critical social analysis.They will demonstrate capacity to reflect on the complexities of uncertainty in a youth work and community work context and the political, social, cultural and economic environment surrounding it. They contemplate the initiation of change based upon sound professional judgement and decision-making and informed by the values of collectivity, empowerment, social justice and sustainable development, human rights, equality and anti-discrimination, and finally, participation.

This module introduces learners to the historical development of social policy while detailing central theories and concepts. In particular there is a focus on how the needs of various social groups are met through social policy and more specifically the influence of social policy in youth work and community development. The aim of the module is to make the participants aware of policy-making structures and provide them with an understanding of how the interaction of various state and non-state actors contribute to the development of social policy.

The aim of this module is to enable students to develop a critical and multidisciplinary understanding on the importance of sustainable development. At this level of study students are encouraged to examine the causes and possible solutions to inequalities and injustice from a Global perspective. Youth work and community development practice should build upon human rights, democracy,freedom, diversity and inclusion. These key values mirror the democratic, economic, social / cultural and ecological sustainability considered as the four fundamental pillars of sustainable development as set out by the United Nations. This module will further provide opportunities for students to develop an awareness of sustainable development in practice and examine how they may initiate the processes of change in cooperation with young people and communities as youth work and community development workers.

Practice Placement 3 takes place in Year 3 semester 6 for students.It is the second of two block placements during the four year BA. There are 4 placements altogether with two other placements being hybrid i.e. placements where students attend placement as they simultaneously attend lectures and tutorials throughout the semester (as noted in previous module descriptors). The hybrid placements are carried out in Years 3 and 4 in semesters 5 and 7. In Placement 3, 400 hours of the overall 1200 placement hours requirements will be completed, with the remainder completed in Practice Placement 4.

Practice Placement 4 takes place in Year 4 semester 7 for students.It is the second of two hybrid placements during the four year BA. There are four practice placementS in total with two block placements (noted in earlier placement module descriptors) and two hybrid placements. The two hybrid placements facilitate students to engage in practice placement two days a week while simultaneously attending in lectures and tutorials three days a week. The two hybrid placements are carried out in Years 3 and 4, semesters 5 and 7. Practice Placement 4 in year 4 semester 7 will be the second hybrid placement. In Placement 4, 200 hours of the overall 1200 placement hours requirements will be completed, with the remainder already completed in Practice Placements 1, 2, and 3.

This module is intended to introduce students to the are of organisational behaviour and management in the sector. The module will include a profile of the organisations working in the sector and examine their modes of operation including structure, finance, HRM and management. The sector has some very large organisations but also micro organisations where students may be required to take on management roles in a very early stage of their career and the module will develop their awareness of the competencies needed to work at any level in the organisation. A key element of this module will include awareness of and developing capacity to make funding applications.

This module introduces learners to the theory and practice of professional training. Students will engage with the Systematic Training Cycle, explore diverse education and training theories, and apply a range of training methodologies suitable for group-based learning environments. Emphasis is placed on conducting training needs assessments, designing and facilitating effective training sessions, and evaluating both the training and their own developing competence as trainers. The module is highly applied, incorporating practical exercises, peer learning, reflective practice, and experiential activities.

This module explores the vital role of creative practices in fostering community and youth engagement and driving social transformation. Students will investigate a range of participatory and arts-based methodologies, gaining both a theoretical foundation and practical skills in how creative approaches can empower individuals and strengthen young people and communities.

The aim of this module is to provide learners with theknowledge, skills and competencies to design and conduct research and evaluation in youth work and community development contexts. This module introduces the forms of research used within social and academic research presenting exemplars of published research, evaluation, quantitative and qualitative research methods, methodological design considerations and analytical techniques. Learners will be given the opportunity to interpret research, apply quantitative and qualitative data collection techniques and design methodological approaches appropriate to research and evaluation design needs. The module will give the learners an opportunity to decide between an academic final year project or a group evaluation project to complete their final research requirement. The two options allow the candidate to choose an option which best suits their career and research aims.

This module builds on the Management module earlier and focuses on issues of governance and leadership for organisations in the sector. Part 1 of this module is designed to equip participants with a knowledge of the legislative and regulatory framework for the Community and Voluntary Sector. It will examine the nature and purpose of Corporate Governance; Different perspectives on Governance Economic, Social, Legal, Political Governance and issues and practice of governance in the sector. Part 2: Introduces the student to eerging issues in third sector organisations including the role of social enterprise. Studens will be introduced to the key concepts and models of social enterprise and to develop an understanding of the important role of multi-actor activism in responding to socio-economic and / or environmental challenges faced by marginalised groups or disadvantaged locations. Emphasis will be placed on understanding the key models of social enterprise and their application within Ireland and selected European countries.

This module explores the role and remit of allied social professions along with other professions. During the course of their career, youth work and community development workers meet, engage and collaborate with other professionals to work towards the achievement of their own role and remit. Learners will develop an understanding of what other professionals do while continuously comparing and contrasting it with what youth and community development workers strive to do. A focus on relationship building and interprofessional work is also emphasised. Learning about the various models of practice and approaches amongst the various professions, the learners will have a good insight into and be able to recognise what a holistic integrated approach to practice can look like amongst professionals.

This module examines the transformative potential of creative practice as a tool for fostering social inclusion. It explores how innovative, arts-based approaches can empower marginalised groups, stimulate community engagement, and address social inequalities. Through a blend of theoretical inquiry, practical workshops, and reflective practice, students will learn to design, implement, and critically evaluate creative interventions that make a positive social impact.

The module begins with Wacquant’s work on urban marginality, exploring the penal state, mass incarceration, and the use of ghettos as tools of social control within punitive neoliberal systems. These concepts will be applied to Irish social policy, considering how economic and political structures impact youth experiences and life in marginalised communities.

This module aims to assist participants as they explore a number of current issues that face those working in contemporary Youth Work and Community Development in Ireland. The module will provide flexibility in order to ensure that students have the most relevant and up to date information