Adam Nagy Ph.

D - Leente Szkely

BLYOND SCHOOL AND IAMILY
1 . .^D 1 1R|C1|R O 1 1R1.RY OC..1O^ D
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i
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focv. ov tbeoreticat bac/grovva .ivce voaet. of tei.vre evrirovvevt. ovt.iae tbe favit, ava tbe .cboot. 1be cvrrevt
.tva, aeat. ritb tbe etra favitiar ava cvrricvtar evrirovvevt, .ettivg v tbe tbeoreticat bac/grovva of ,ovtb
ror/ ava tr, to av.rer tbe fottorivg qve.tiov.: . tbere av, bovogeviov. .ociatiatiov fieta be,ova tbe .cboot ava
tbe favit,., !bat are it. cbaracteri.tic.., !bat aoe. tbe ,ovtb ror/ fieta ivrotre. t rerier. tbeorie. of
.ociati.atiov evrirovvevt. ava revve., roriae. a grovivg of tbev. t vv.t be .tre..ea tbat tbe re.evt .tva, aoe.
vot aeat ritb tbe reertor, of .ociati.atiov tbeve., .vcb a. gevaer .ociati.atiov, vorat .ociati.atiov, otiticat
.ociati.atiov ava otber., bvt veret, tbo.e evrirovvevt. rbere tbe.e ta/e tace. t i. ovr ob;ectire to create a .ovva
tbeoreticat fraveror/ ritbovt tbe eviricat eriaevce; ovr voaet ritt becove ritat after .ove tbeoreticat te.t. bare
beev covavctea.
!e rere aerotea to ;v.tif,ivg tbe ei.tevce of tbe tertiar, .ociati.atiov evrirovvevt ;^ag,, 2011) ava tbe rote it
ta,. iv tbe ,ovtb fieta. ecav.e tbe tertiar, .ociatiatiov fieta i. vot tbe vaiv focv. of otber rofe..iov. retatea
actiritie. reqvire /vorteage rbicb otber rofe..iov. ao vot fvtt, corer. 1bat i. rb, re cav ovttive, tbe vi..iov of
tbe ,ovtb ror/er.: ror/ivg ritb ,ovvg eote ;eote ava covvvvitie.) iv tbe tertiar, .ociatiatiov fieta ;iv
re.ociatiatiov .itvatiov erev att of tbe fieta.).
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.ociati.atiov evrirovvevt) ava rbat ai.tivct cbaracteri.tic. tbe, bare ba.ea ov rbicb tbe, cav be airiaea ivto
.ecific area.. 1be fottorivg i. av attevt at rai.ivg a ai.cv..iov abovt ovr roo.ea voaet of ,ovtb actiritie..

I. 1heories of socialisation environments
1he term agencies o socialization coined by Giddens ,Giddens, 2006, reers to groups or social
contexts in which socialisation processes and cultural learning take place
ii
.le asserts that certain
stages o an indiidual`s socialisation might be realised through seeral agencies, which can be
structured groups or enironments where the key socialisation processes take place. Giddens
introduces our agencies o socialisation: the amily, peer groups, schools,the workplace and
mass communication deices, but also adds that in act there are as many agencies o socialisation
as groups or social situations in which an indiidual spends a considerable period o his lie
iii
.
Other models dierentiate only two enironments o socialisation. 1he irst one is the amily,
generally reerred to as early socialisation or the primary or early enironment o socialisation.
1he amily as a small, inormal group is the irst source o patterns, the scene o the irst we-
experience` where the indiidual`s habits and behaiours
i
are ormed. 1he second one is the
school, where late, or secondary ,chronologically and not in order o importance, socialisation
takes place.
Socialisation in the school can be examined rom the ollowing perspecties: that o child peers,
the class as a social enironment, and that o the teachers. Parson also distinguishes between
primary socialisation in the early years when the basic structure o personality orms and
secondary socialisation when social patterns are acquired in an institutionalised system ,Parsons,
1955,. According to another theory deried rom this one, the most important enironments o
secondary socialisation are the school, peer groups and the media. ,Bodonyi-Busi-legeds-
Magyar-Vizely, 2006,.
\et other theories propose a tripartite system with the amily being the scene o primary
socialisation, the kindergarten and school those o secondary socialisation and the workplace that
o tertiary socialisation: secondary socialisation reers to learning processes in groups o the
same rank and takes place during childhood

. tertiary socialisation is linked to adulthood, the

period ater school studies are completed, or more precisely to the years o actie working lie`
,Kiss, 2002, Szab, www,. During the study o the chronological order o socialisation
enironments in which he was examining whether there is a recession in the use o obscene
language ater childhood, Czegldi ,Czegldi, manuscript, deines secondary socialisation as
oerlapping with childhood and regards tertiary socialisation as the period o employment and
actie work
i
. In urther classiications the amily is the enironment o primary socialisation,
obligatory ,elementary, schools are that o secondary socialisation, while colleges and uniersities
are the scenes o tertiary socialisation when the indiidual is preparing or a chosen career. Csaba
Dupcsik ,Dupcsik, www, agrees that tertiary socialisation inoles training or a ocation or a
proession.
Some research outlines a structure o our socialisation enironments: the amily is deined as the
scene o primary socialisation, when basic norms and rules are acquired, the kindergarten and the
school as scenes o secondary socialisation, career socialisation is deined as tertiary ,secondary
and teriary education, and training or work,, and the workplace is the enironment o quaternary
socialisation. 1rencsnyi ,1rencsnyi, 2006, classiies the socialisation enironments according to
the organisation that carries out the task o teaching and thus dierentiates natural communities
and learning enironments ,amily, relaties, neighbours,, state institutions ,children`s surgery,
nursery, kindergarten, boarding school, adisory centre or education, centre or child well-being,
children`s home, crisis care home, youth detention centre, youth prison, oster home, art school,
cultural centre - institution with multiple purposes, cultural house, cinema, library, theatre,
museum, concert hall, dance house, stadium,, as well as serice proiders ,childcare, youth
entertainment acilities - arcades - disco, extracurricular courses, training courses ,language
school, driing school, dance school,, swimming pool, sports centre-gym, and ciil initiatie
,churches, organisations or children and adolescents, sports associations, cultural associations,
art associations,. 1he introduction o educational media ,children`s magazines, children`s books,
radio, 1V, the Internet, is an adanced element in 1rencsnyi`s our-partite diision
ii
. le calls
into doubt the generally highlighted and exclusie role in secondary socialisation o traditional`
educational institutions that are historically not so old since they deeloped at the time o social
modernisation ,1rencsnyi, 2009,.
Another diision deines seen categories: childhood amily, adult amily, school, peer groups,
mass communication, workplace, and other socialisation enironments ,e.g. church and ciil
communities, ,Vukoich, in Nagy 2006,. Kozma ,Kozma, 1984, also reiews socialisation
enironments and discusses each segment in detail, howeer, he does not apply a uniied
approach to the examination o the extraamilial and - curricular domains. le claims that the
school is the enironment o ormal education, while the amily, the neighbours, the workplace,
the army, politics, religion and the media are those o non-ormal and inormal ,sic!, education.
Some other theories interpret socialisation enironments in relation to special groups and not
general lie situations. Csanad Bod studies the issue rom the perspectie o minorities, who
learn lungarian during secondary or tertiary socialisation. Adult speakers also use lungarian
during the tertiary linguistic socialisation o teenagers, since young people at this stage are seen by
the community as adults, indiiduals being initiated in the world o work, with whom the
linguistic code characteristically used in typical community actiities, i.e. the local lungarian
dialect, is regarded as adequate.` ,Bod, www,. Ldina Szab ,Szab, www, applies the terms
secondary and tertiary linguistic socialisation to penal institutions.
A shared eature o the aboe theories is that the amily ,relaties, is deined as the primary
enironment o socialisation, where priate relationship patterns and communication skills
deelop, identity is deined, and basic behaioural ,e.g. health behaioural, habits are ormed.
Learning takes place through personal experience: the persons inoled in this enironment
cannot be substituted and the undamentals o the indiidual`s interpretation o the world are
created at this stage ,these are ery diicult to alter later on,. 1he most important scene o
secondary socialisation are the kindergarten and school the aim o which is or children to acquire
all the inormation, skills and alues regarded by society as important ,sense o duty, reliability,
accuracy, etc.,. Secondary socialisation occurs at a later stage o deelopment, when new
interpretations o the world appear, showing new sections o society and introduces new
hierarchies. In this enironment - in contrast to the amily, where mostly eerything worked at a
subjectie` leel - indiiduals are primarily assessed based on their characteristics, and
expectations and norms are becoming increasingly abstracted rom concrete persons.
Cooperation with others must be learnt, expectations o others must be met and new rules o
behaiour are needed ,sharing, competing,.
\ith regard to their ramework o interpretation, some o the theories ,e.g. Giddens, Kozma,
ocus on a gien stage o lie and examines the related places, lie situations and social time as its
imprints, while others analyse and describe enironments and main socialisation stages o the
indiidual`s deelopment ,eg. Parsons, Kiss, Szab, Dupcsik, Czegldi,. loweer, there are
dierences between schools based on deelopmental stages and also between those analysing a
gien social time ,dierences oten occur within one particular school,, with regard to their
terminology ,using words such as enironment, scene, domain, group, etc., and the number o
enironments ,two, three, our, they deine. Len similar schools dier in what these
enironments are - i there are more than two - and what their main driers and postulations are.
1hus, not all o these theories include a teriary socialisation enironment, and een those that do
dier in deining it ,most o them reer to career socialisation and preparing or work, but there
are a number o exceptions, and in establishing i tertiary socialisation has additional elements.
1he basis, conceptual background, reason and explanation ound in literature are predominantly
mainly based on conjecture and declarations ,what is more, the same term is oten used to denote
dierent notions, instead o deduction and inerence.
\ith regard to socialisation beyond the amily and the school, it is o key importance whether
prior to adulthood the enironment beyond the school and the amily can be treated as a
homogenous entity. It must also be established i the areas inoled hae any shared
characteristics, and, i they do, what characteristics are distinct to all o these areas and at the
same time distinguish them rom primary and secondary enironments
iii
. Another question is i
peer groups play a synthesising role and i they can be deined as an enironment or only as an
additional group ,in order to aoid the conusion o concepts, a qualitatiely new socialisation
interace will rom now on be reerred to as an enironment or a ,macro,domain, and those that
are only new in regard to their content - e.g. i we enter a new workplace or group - will be
called a scene or a group.,. An interesting proposition is i relationships, riends, peers, loes
dier in their essence to relationships in the amily and the school.

II. 1ertiary socialisation environment
Simply deined, ree time is the period o an indiidual`s day when he does what he wants. 1wo
general approaches exist: ree time can be understood as the time let oer ater work is inished
and eeryday needs ,meals, daily errands, workplace- and school-related actiities, are satisied
,let-oer time approach, or the time ,and use o time, when an indiidual can engage in ree time
actiities ,actiity approach,. A distinction can also be made between objectie and subjectie
ree time: objectiely speaking, e.g. Sunday can be seen as ree time, howeer, i someone eels it
their duty to do work around the garden, it is not ree time in a subjectie sense ,Gabor, 2000,
Gabor, www, Azzopardi-lurlong-Stadler, 2003,. lundamentally, only subjectie time is real ree
time, i.e. when the indiidual eels that he is in control and ree o any external obligation. 1his
means that ree time is not deined by time and actiity but by the indiidual. 1hat is, ree time is
a personal commitment rather than an opportunity presented by circumstances. lree time is the
scene related to priate lie, belonging to a group and consumption
ix
.
Since the strength o socialisation is determined by the time and intensity o participation
,Vukoich, in Nagy 2006,, we can only apply the term enironment when the indiidual spends
suicient time ,and intensely enough, - without these a scene can certainly not be called a
socialisation enironment ,just socialization elements, o which we can ind dozens or hundreds,.
1here are at least three places where a young person spends suicient time, which can be diided
into at least three impact groups in the present context: the amily, the school ,work, and the ree
time ,see also research on social time: Demetroics-Paksi-Dll, 2010, Szapu, 2002, Szab-Bauer,
2009, 2006, 2001, Gabor, 2000, Gabor, www, Azzopardi-lurlong-Stalder, 2003, Nagy, 1991, etc,.
1hus, today a third one can be added to the primary and secondary socialisation enironments
x
:
a new socialisation group agency, the peer group, can be added to the amily, irst
complementing it, and later proiding a counter-pattern` ,Csepeli, 2006,. \hile the impact o
traditional institutions o socialisation ,amily, school, are weakening ,Matn, in Babosik, 2009,,
the peer group
xi
as a platorm o interaction increases in importance ,Varin, in Somlai, 195,.
1he actiities in peer groups share many characteristics with those in the amily and the school,
but also dier rom these in many respects. 1he peer group is the single social scene where a
young person can reckon on relationships based on equality and where, he does not experience
one-sided dependence rom another indiidual, such as a parent or teacher` ,Csepeli, 2006, 406,.
\hile in the amily the prescribed norms are obedience and authoritarian loe, the peer group
operates on the basis o cooperation and mutual agreement ,Piaget 190, 40,. 1he essence in the
peer group phenomenon is not the seemingly deiant content but the process in which the
indiidual takes oluntary action which is also determined by the community, and in conorming
to the group steps outside the scope o indiidual interests. Inormal groups are quintessential to
the indiidual ,Csepeli, 2006,.
1he table below ,see: 1able 1, is an attempt to sum up those similarities and dierences between
the three enironments that outline a uniied tertiary socialisation enironment. It can be seen
that some o the characteristics o the proposed tertiary enironment are shared by the other two,
while there are some distinct characteristics that set it apart rom them.

Characteristics Iamily School Lxtrafamilial- and
curricular (mainly free-
time) activities
Main
characteristics,
organisational
principles


- Main
characteristic: a
gien`
- Organisational
principle:
unconditional

- Main
characteristic:
obligatory
- Organisational
principle:
conditional
- Main
characteristic:
oluntary
,particular
elements can be
used oluntarily,
joining can be
oluntary,
- Organisational
principle: optional
,independent, ree
use o time,
Changeability Cannot be changed in
regard to the people or
the ramework
Changes oer time Relationships can be
reely ended and started
xii

Mutuality None None yes
xiii

Presence of
authority

1here is predetermined
authority in the orm o a
natural hierarchy
,parents,, accepting
discipline and rules is not
oluntary.
1here is predetermined
authority in the orm o
an artiicial hierarchy
,teachers,, accepting
discipline and rules is not
oluntary
xiv
.
1here is no
predetermined authority,
nor predetermined
hierarchy
x
, accepting
discipline and rules is
oluntary
xi
.

Appearance of
environment
lrom birth ,0--, lrom school
,kindergarten, years ,3-6--
--,
1he need or its elements
arises approx. At the
same time ,8-12----,
Level of
institutionalisation
More institutionalised Institutionalised Less institutionalised
xii

Relations Gien Obligatory Optional
1ime spent (ages
J4-J6)
Approx. 2-6h Approx. 5-h Approx. 3-9h
1abte 1: ivitaritie. ava aifferevce. iv tbe .ociati.atiov evrirovvevt.

lrom now on we will call this area tertiary socialisation ,ree time, enironment, within which we
will dierentiate between generally applicable scenes o socialisation: neighbours, etc, and special
scenes applicable only to certain indiiduals or groups: church, army. loweer, these scenes will
not be analysed in depth in the current paper.

Socialisation enironments 0 1 2 3 4 5 6 8 9 1
0
1
1
1
2
1
3
1
4
1
5
1
6
1

1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2

2
8
2
9
3
0
Primary ,amily-relaties,
Secondary ,kindergarten-school,
Lxtra-curricular and amiliar actiities
1able 2: 1he impact of socialisation environments on the individual, in relation to age

1he literature on socialisation enironments ,see preiously, does not say on what basis an
enironment can be deined as a socialisation enironment and thereore which enironments do
not qualiy as such, neertheless it suggests that the intensity o the socialisation enironment and
the autonomy that results rom it depend on the ollowing three actors:
W 1he time spent in the socialisation enironment: most obiously, the indiidual spends a
considerable amount o time in the amily and the school, while it can also be ascertained
that the time he spends outside these two socialisation enironments will reach and then
supercede ,een many times oer, this leel as he progresses in age ,see: 1able 1,.
W 1he intensity o the time spent in the socialisation enironment: in our case this intensity
reers to the inolement o the indiidual in the gien socialisation enironment, the
depth o his participation and the strength o his ties to this enironment. In the amily
and the school this intensity is by deinition ery high, with manyold and deep ties.
Authors who hae written on the enironment outside the amily and the school
maintain that the aorementioned relationship o the indiidual is o a similar intensity in
the third socialisation enironment.
W A socialisation enironment must hae its own system o rules and its own principles o
participation: as can be seen rom the table ,1able 1,, the set o rules goerning the
extraamilial- and -curricular enironment undamentally diers rom the rules and
principles o the socialisation enironments o the amily and the school.
Based on the aboe it can be stated that there i. a distinctly delineable socialisation
enironment outside the amily and the school.. lurthermore, with regard to the
chronological emergence o this socialisation enironment in the lie o the indiidual, we
propose that it be called the tertiary socialisation enironment.
1his tertiary socialisation enironment does not orm the basis o any proession, since it is
not regarded by any one o them as their main ocus, especially not with the youth age groups
at its centre. 1he actiities related to this enironment require knowledge that is not coered
by other proessions, thus, the mission o the youth proession can gradually be outlined: to
render unsubstitutable support to the members o the youth age groups in becoming citizens
responsible or their own actions and their communities primarily in the tertiary socialisation
area but in ,re,socialisation emergency situations in all the socialisation ields.

Although extracurricular and extraamilial enironment not only includes ree time but other
obligatory actiities -e.g. oicial aairs, medical check-ups - the amount o time spent on
these is not signiicant, and, broadly speaking, they can be linked to the tertiary as well as to
other enironments ,medical check-ups at the workplace, medical test or employment, or
annual screenings, applying or a birth certiicate, certiicate o good character required or
uniersity admission, or arious aairs at public utility works, etc.,. Vajda ,Vajda, 2006,
claims that research into socialisation mainly ocus on amilies, schools and peers ,and less on
broader spheres o interaction, primarily on mass communication,, although Vajda includes
the Internet in mass communication it can be disputed in many respects ,actiity-passiity,
indiidual-mass etc.,. In the present context it is not so essential to establish whether mass
communication can be regarded as an autonomous enironment ,c.: cultural identity is now
not ormed in classrooms but in 1V studios ,Gyorgy, in Buckingham, 2002,. 1he situation is
somewhat similar to the dierences between theories pertaining to the sectoral diision o
society, where the three-sectoral ,state, market, non-proit, approach clashes with the our-
sectoral theory ,state, market, non-proit, household,, although the existence o the non-
proit sector is not debated by either. lere we hae a similar case: the existence or non-
existence o a quaternary enironment does not aect the existence ,or non-existence, o the
tertiary enironment. \hat is more, we can toy around with the idea that the oicial world`
,oices, healthcare, etc., can be proposed as a quinary socialisation enironment in regard to
its impact, although not in regard to temporality. 1he impact o this enironment cannot be
underestimated ,see the public conditions in lungary,, and indeed: this element appears to
come ater the other our, as the ith one.



III. Youth work, the youth profession
xviii

In the ollowing part o the study a model will be presented to systematise youth support
actiities. 1he model is based on the direct ,concrete, or indirect ,abstract, nature o actiities
inoling indiiduals,communities. In the ocus o the model is the indiidual ,or the community
he belongs to, carrying out the youth actiity ,in this study youth actiity comprises actiities
outside the educational system, conducted on a oluntary basis in one`s ree time to help youth
groups,. 1he innermost layer o the structure is ormed by actiities carried out directly by
indiiduals ,communities,. 1he middle layer contains actiities that are only indirectly connected
with the indiiduals ,communities, and merely` proide an organisational structure creating
synthesising theories or them. 1he outermost layer represents a horizontal youth approach and
contains borderline areas, proessions linked with youth work.
a, \outh work is deined as the sum o actiities realised through interaction between youth
groups and actors directly in contact with them. It is social, community and personal
deelopment and empowering work aimed at soling the problems speciic to the examined age
groups and acilitating their social inclusion partly based on their actie participation and partly
on the special tools o the youth proession. 1he key words o youth work are: exploration o
sel-image, sel-knowledge, sel-actiity, community dialogue, group socialisation, dealing with
challenges, ree time actiities, inormal learning. \outh work is predominantly linked with
actors directed at deelopment ,personality, community, group, regional, settlement
deelopment., inherent in which are the positie signs, promise and potential o support,
modernisation and renewal, which are also indicated by key words such as empowering,
encouraging, and inclusion. \outh work entails notions like solidarity, the actie ability and skill
to accept dierences ,and within that empathy,. 1he range o its serices diers rom those
oered by businesses in that they are ,theoretically, generally aailable, low-threshold serices
without inancial or other requirements.
b, \outh proession: the middle section o youth actiities which, through their content and
methodology, can acilitate indirect youth work. It is a sum o actiities at higher leels o
abstraction aimed at proiding the background` or youth work.
c, \outh ield: any actiity associated with youth groups, primarily within the actiities o other
sectors ,education, social work, culture, economy, etc.,, and aimed at the deelopment o areas
ranging rom the deelopment o amily planning competences, support schemes, labour market
and entrepreneurial competences, through child beneit schemes and learning, to youth media
and culture ,representing a horizontal approach,.


ig. 1: trvctvre of ,ovtb actiritie.

It has been obious that the tertiary socialisation enironment is not a highlighted aspect o any
proession, since it is not regarded by any o them as being speciic to its proile, especially not in
regard to youth groups. Actiities related to youth require knowledge that is not aailable in any
other proession, thus, the task o the youth proession can be outlined: to render support - that
cannot be substituted by any other - in regard to the process o young people becoming citizens
responsible or themseles and their communities, primarily achieed through the deelopment
o the tertiary socialisation enironment and, in a ,re,socialisation emergency
xix
, o all socialisation
enironments.
\outh work is a collectie term aimed in part and whole at helping young people in the process
o growing up. 1wo important aspects must be ocussed on in regard to youth work targeting
these age groups: the participants and the areas. Direct and indirect youth work will be examined
rom both these aspects, since the oerall standard o youth work depends on how successully
the arious actiities and groups o actiities strengthen one another and thus acilitate the
process o growing up. Numerous synonyms are known in eeryday communication or the
terms and expressions ,e.g. youth proession, youth work, used in the youth ield.
1he phrase youth work` oers a wide range o interpretations, regardless o the act whether the
gien uses are linked to one another, howeer, to some extent each one concerns young people
growing up. 1hereore, the term must be properly deined irst. Many people associate youth
work with some concrete job done by a young person, as i at a workplace ,youth work agencies
target this area,. Moreoer, in an eeryday sense, youth work is done by the oicial working or a
local goernment i he deals with tasks related to youth age groups. In the commonly used
meaning o the term doctors, teachers, training oicers, youth workers, swimming coaches also
do youth work. 1here are a lot o people in the ield engaged in a lot o actiities, working in
many areas, with entirely dierent qualiications and ideas, as well as undamentally dierent
methods and objecties. Indeed, young people who come into contact with them can also
Direct help rendered to youth
(youth work)

Abstract support systems
(youth profession)

Individual and his immediate community
completely dier rom each other, in regard to age, lie situation, leel o maturity, etc. People in
the youth ield only hae two things in common: the role they play in the lies o young
generations is in some way connected to growing up, and their work is characterised by actiity
and concrete actions. Strange as it may sound, only these can link a grandmother reading a
bedtime story to his grandchild and a children`s dentist.
1he deinition preiously used in the section about the youth proession can be made more
accurate by establishing which three groups youth actiity is related to:
O directly to the youth age groups - youth work,
O to the community o youth proessionals and the youth sector o the state ,goernment,
local goernment, etc., - youth proession, and
O to the borderline areas o youth actiities that do not orm part o the youth proession
but are ailiated with it, horizontal approach to youth - youth ield ,i.e. in our model
youth culture, health, inhabitance, allowances, education, amily, employment, etc. all
belong to the horizontal youth area,.

Regarding the areas o youth work, ocus will be placed on those areas in which actiities are
directly aimed at the young generation and their members. As regards the youth proession, it
contains those segments in which work carried out or young people is more abstracted than the
preiously mentioned direct work, i.e. it is at a higher leel o abstraction.





IV. Areas of youth work
Informal learning and youth activities
In the triangle o ormal, non-ormal and inormal learning methods, the latter one appears the
most characteristically in the youth area. Inormal learning is a kind o learning in which the
learning process as such is lost in other types o actiities and contents, that is it is not planned
and assessed. Among others, edutainment ,learning through entertainment, belongs to this
category, but knowledge acquired through experience is also a orm o inormal learning. 1here is
a close connection between inormal learning and indirect ,bottom-up, learning, in which tasks
are the sources o impact, conditions are like relations and interrelations between pupils, and
interactions are the primary means and mediators o behaiour patterns ,e.g. mutual check,
mutual help, etc.,. Besides inormal methods, the youth ield applies non-ormal and, in our case,
ormal pedagogical methods. ,Accordingly, e.g. organising leisure programmes can only be
regarded as youth work i it its into a pedagogical process., 1his segment is a special transition
between the group-oriented approach o community deelopment and the indiidual approach o
youth assistance, since the actiities are conducted in groups but are aimed at the deelopment o
the indiidual.

Local youth work-institutionalised youth services
\outh serices are generally, although not exclusiely, ,rendered to the, public serices aimed at
catering to the needs and other maniestations o dierent age groups o the generations growing
up and expected to ulil speciic proessional requirements ,e.g. legal, labour market,
psychological, drug-related, etc.,. In addition, they must be releant to the youth, i.e. the serices
not only hae to meet the proessional criteria o a gien area but also include deelopmental
tasks, or elements o socialisation ,preparing young people or adulthood,. 1hus, youth serices
must eectiely satisy both demands. 1his area inoles eerything that acilitates the
understanding o social processes through serices ,and not directly, and encourages the actie
participation o youth age groups in these, empowering them to become actie shapers o their
lie. \outh clubs, playgroups, adolescent centres, youth oices, youth inormation centres,
estials, camps, etc. are all regarded as youth serices.

Personal youth work
Acquiring basic sel-knowledge and peer knowledge and its deelopment are quintessential to any
assistance actiity. 1he methodology o youth adisory actiity has person to person relationships
at its ocal point - proiding inormation, adice and assistance - determining assistance models,
conlicts, conlict management, etc. \outh work is mainly built on communication, actors that
acilitate or hinder it, and personality deelopment methods. Although in general help is proided
or and comes to ruition in a community, the emphasis in this area is still on person-to-person
interaction
xx
.

Youth community development
Liing in society we all partake in arious organisations, groups, associations and - i lucky -
communities that represent quality. It is generally accepted that youth work can be done
eiciently and eectiely mainly in communities. One o the reasons why youth work is built on
communities is that, besides its multiariousness, one o its main objecties is to ensure and
deelop the passing on o social and cultural alues. 1he area deals with the youth elements o
this, which includes peer assistance and other methodologies. In dealing with youth groups, their
establishment and deelopment, special emphasis is placed on the inner mechanisms o youth
communities and their deelopment, as well as community deelopment procedures
implementable among the youth
xxi
.


Youth project and organisation management
1his area inoles project actiity speciically or youth communities. 1he segment is aimed at
handling the youth aspects o stakeholder management, project cycle management and project
area management ,project ocus, integration, time, cost, human resource, quality, communication
and risk management,. In another approach, it is the management o youth projects to the
beneit o youth age groups, the initiation, planning, organisation, implementation and direction
o programmes organised or youth ,arious eents, estials, camps, training courses,
publications, etc., as well as checking their realisation and closing them.

Mobility and intercultural learning
1he balance o a gien society largely depends on the relationship between the majority and
minority cultures and the personal aptitude o the representaties o gien groups. Key elements
o mobility and intercultural learning are the assumable and real presence o diersity and
pluralism, their acceptance by the wider and smaller communities inoled, as well as the
existence and necessity o learning openness and acceptance. Intercultural learning means more
than cultural, national, ethnic and religious sensitisation but also the acceptance o eeryday
othernesses` such as disabilities, sexual dierences and identities, ideological dierences, as well
as age and generational or een geographical dierences that deine the gien stage o lie o the
indiidual.

Voluntariness
Voluntariness is the sel-actiity o citizens based on the solidarity between the members o
society: it is action reely rendered to persons ,not relaties,, their communities or others, without
expecting compensation. Cooperation with youth groups and organisations orms part o youth
work. In certain cases it acilitates youth public lie rom the indiidual initiatie all the way to the
establishment o an organised entity. It is, thereore, important to mention altruism, youth
cooperation, assistance to youth sel-organisation and the nature o oluntariness.

Virtual youth work
1he opportunities proided by the inormation society undamentally transorm the notions o
social enironment, youth community space, youth social networking, etc. Virtual youth work
addresses the ollowing issue: in what regard can youth age groups be regarded as occupying a
special position in irtual space ,primarily but not exclusiely on the Internet, ,1apscott, 2008,
1apscott-\illiams, 2006,. 1he area also deals with the changes o youth culture and youth
communities ,and their characteristics, organised in irtual space.

Participation: involvement, democracy, human rights
1his means all the actiities carried out by youth commnunities and organisations to inole
young people in the lies o the local communities, or example, to promote youth participation
in the lies o settlements,regions etc. ,organisation and operation o local youth goernments,
youth representation,, actiities carried out by ormal youth organisations and non-ormal youth
communities, assistance rendered to youth by other organisations and proessionals, as well as
other actiities aimed at the better interiorisation o democracy and its institutions, and actiities
promoting the education, practice and reception o human rights etc.

Iuture planning (life strategies, career planning, LLL)
1his inoles eerything that concerns not the present but the uture`: lie strategies, personal
and ocational planning, learning competences necessary or employment, career planning, etc.


Individual autonomy: self-expression, self-realization, self-improvement, self-care,
assertivity
1his area is mainly concerned with the indiidual and identity: how responses should be
expressed, how to respond to impulses, how to organise, express and deelop one`s sel, body,
mind and spirit. Sel-expression and assisting others in their deelopment can be the most
eectiely done while people are still young.



V. Areas of the youth profession

Legal framework of youth activities
1his area primarily coers youth legislation ,speciically applicable to the youth ield and adopting
a youth approach across its entire olume, and justice, its examination and implementation. It
deines child rights ,limitation o autonomy, assertion o legal capacity,, youth rights ,operation
o special support systems,, youth law ,one o the principal arguments or the autonomy o the
youth ield is the need or a separate legal ramework,. 1he legal ramework o youth actiities
examines the position o youth in law: regulations pertaining to youth must perade the entire
legal system. It deals with the theoretical ,constitutional, starting points o the legal approach
taken to children, i.e. the undamental characteristics o legal relations, the consideration o age-
speciic characteristics o indiiduals otherwise haing the same legal capacity, the restriction o
exercising rights and enhanced legal protection as well as with the rights and obligations o those
working with children ,youth workers,. 1he legal ramework or youth actiities raises awareness
regarding the state`s obligations in connection to children`s rights which are stipulated by the
constitution and international agreements and releant laws. 1he area also addresses issues that
hae not been deined and settled legally ,e.g. what happens, what is the legal assessment in the
case o adolescents taking on public roles, is the youth worker regarded as a person o public
authority, i.e. i someone conides in him that he smoked a joint, what is his legal duty, is he
obliged to report the case,. 1he problem o the youth act also orms part o this area, and
although there is no legal obligation to draw up such an act, its existence would indicate the
state`s commitment and systematic approach to the situation o the youth. Borderline areas that
are not speciically part o the youth ield but play a signiicant role regarding the legal regulation
o the area ,organisations, legal regulation o ciil ramework, procedures, etc., also all within the
legal ramework o youth actiities.

Study and research of youth age groups
1his area essentially examines the social layers o youth, stratiication, the local cross-sections o
youth, as well as small and big groups organised along speciic alues, model patterns, ree-time
and work. Important disciplines that orm part o the study and research o youth age groups
include cultural anthropology, ethnography and political sciences. 1his area reiews the arious
youth research actiities rom the preparatory work required by projects, the collection and
processing o data, through their interpretation and to their systematic study-leel presentation
and publication. 1his segment also reiews the methodology o youth research, which, in
addition to its sociological oundation, applied, already at the ery beginning, arious
psychological approaches and some o their tools, the approach and study methods o social
psychology, combining the research methods used in sociology, management theory and
pedagogy. 1he deelopment o applied methods determined by the objecties o concrete
projects also belong here, as do comparatie analyses.

Planning and assessment of youth work
1his area coers the orming o youth strategy and the related action plan, as well as their
monitoring. \outh strategy is the long-term ,10-20-year-long, arrangement o the actions o a
gien community, society or large social group in regard to youth, according to speciic
objectie,s,, as well as the designation o resources or its implementation. 1he content o the
area pertains to youth age groups, although truly usable` strategies and action plans cannot
disregard the adult population. Action plans elaborate the actions to be implemented in the short
term ,2-4 years,, as inerred rom the strategy, and designate the sources and people in charge.
Monitoring examines the rationale behind the implemented measures and compares them with
the plans. loweer, strategies and action plans are not only youth` because they ocus on youth
but also because youth generations, communities and organisations actiely participate in their
ormulation and implementation.

Youth systems
1his area deals with the deinition and operation o the public tasks o the youth, determines
their indicators and ealuates them. 1he area also deals with the inancial systems ,rom the
tender system to the goernmental deelopment actiity, and human systems ,training system,
youth networks, etc.,.

International youth activity
1his area analyses the supranational cooperation in regard to youth actiities. \outh
organisations, goernment structures, and research processes hae grown beyond their initial
rameworks and hae introduced serices, opportunities and challenges that can only be realised
through broad-based cooperation extending beyond national borders. 1he area deals with the
objecties, content, methods and orms ,e.g. networks, cross-border cooperation, o international
youth actiity, the ramework institutions, organisations, their operation, interdependence,
structure, important documents, support programmes, primarily - but not exclusiely - in a
Luropean dimension.

Civil youth sector and its relations with other sectors
1he most important element o the non-proit sector is that in regard to its undamental
attributes it diers rom the state and economic organisations ,in addition to the traditional
diision o state and economic, the third one is the so-called non-proit sector,. 1he non-proit
sector is distinct rom the state ,it has no unctions o public authority, and the economy ,it is
not drien by making a proit,, and it most oten comprises ciil organisations, i.e. organisations
established by olunteers and operated on a sel-actie basis. 1he area ocuses on the rules and
phenomena o the youth segment o the ciil sector, and the youth work conducted in the
segment.
1his area inoles the strategies and techniques regarding the representation o the members o a
gien community, organisation, goernment or local goernment organisation, etc. and the
assertion o the interests o youth age groups ,or a part o them,, as well as the communication o
these strategies and techniques and its special characteristics in the youth segment also. \outh
representation inoles the analysis, discussion and communication o situations, problems,
action plans and consequences carried out by the members and representaties o youth age
groups in order to impact decisions aecting the youth and inluence decision-makers - both
indiiduals and institutions - to the beneit o the youth. 1he members and representaties o
youth age groups can be local non-ormal communities and their leaders, local or higher leel -
regional, county, nationwide, international - ormal organisations and their leaders, as well as
orums o cooperation ailiated with certain institutions ,e.g. student goernment o public
educational institutions, youth diisions o company trade unions,. 1he area o youth
representation also includes institutions and actors with a leading role in the youth ield and the
authority to impact it, and entails cooperation with decision-making bodies, youth dialogues,
preparatory work carried out beore decision-making, the role o control, as well as lobbying or
youth interests in the proit or non-proit sector alike.

VI. Horizontal youth activity
\e did not diide the so-called horizontal youth actiities into parts, since dierent social
systems, countries, and approaches require dierent diisions they deem sensible and compliant
with their own social philosophy ,since horizontal youth actiities concern the relationship
between the youth sector and other sectors,. 1he ollowing diision has started to take shape in
lungary:
O youth and ormal education,
O youth and amily,
O youth and culture, consumption and media,
O youth and the world o health,
O youth and the world o work,
O youth and politics,
O youth and deiance crime,
O youth and poerty, segregation, marginalisation,
O youth and those liing with disabilities,
O youth and lieable enironments,
O youth and europeanness,
O youth and national identity.


VII. Summary
Many sociologists and pedagogues deal with those scenes, periods o lie and phases in which
socialisation occurs. loweer, up until now, no comprehensie study approached the
extraamilial and -curricular scenes o socialisation based on their shared characteristics. 1he
present study was aimed at describing the tertiary socialisation enironment in regard to the social
time o young people and the groups o impacts aecting them.
1he tertiary socialization ield is not the main ocus o other proessions, and related actiities
require knowledge which other proessions do not ully coer . 1hat is why we can outline the
mission o the youth workers: to work with young people ,people and communities, in the
tertiary socialization ield ,in resocialization situations een all o the ields,.
\e made an attempt to classiy youth actiities in the tertiary socialisation enironment rom the
perspectie o the indiidual ,community,, applying this approach to youth work, the youth
proession and horizontal youth actiities. \e diided youth work into eleen and the youth
proession into six areas, while we did not diide horizontal youth actiities. \e propose to start
a discussion that will establish the oundations or the youth areas.

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i
In the present case socialisation is deined as the process o acquiring knowledge and skills enabling the indiidual
to become a member o society. During this process the indiidual acquires knowledge o himsel and his society,
acquires the rules o liing together as well as the possible and expected behaioural patterns ,Bagdy, 1994,.
Lducation is aimed at inluencing this process, while socialisation can be an unconscious process. 1hereore, in our
deinition socialisation is a broad category: it is not restricted to a closely delineable process but rather a wide range
o phenomena ,rom ormal socialisation agencies to non-ormal actors, ,Vajda-Ksa, 2005,, where the socialisation
process is not only the result o conscious learning but can occur ia hidden mechanisms ,Pecheron, quoted in
Muranyi, 2006,. Socialisation, one o the notions shared by psychology and sociology, and in this sense is not
identical with social deelopment, part o which is the ormation o the indiidual with a distinct emotional world
and indiidual behaiour.
ii
Although the socialisation agencies and social mobility share many characteristics, in the present study these
agencies are not deined as areas o mobility ,about social mobility, see: Sorokin`s studies,.
iii
1hese agencies o course do not trigger mechanic responses but rather urge the indiidual to participate in a
particular ramework in his social practice ,Giddens, 2006,.
i
\e irst see the relations between roles, symmetrical and asymmetrical relationships here, and we learn the status
alue o dierent roles, the hierarchy o statuses and the principle o mutuality in the amily. 1he socialisation
unctions o the amily: care and protection ,learning loe as the primary social emotion,, proiding interaction space
- proiding models and learning roles, acquiring the undamentals o the I, the I system, and inner control unctions
,ormation o systems o stimulating and inhibiting action, delaying, rustration tolerance and the ability to control
onesel in receiing reward and punishment, and the oundations o the order o communication ,erbal and non-
erbal communication and their harmony,.

1hese groups o arious sizes ,school classes, gangs, associations, clubs, etc., contain indiiduals with shared
interests and represent typical social patterns, themes as well as a relatiely homogenous language and style.
i
Musgrae ,Musgrae, 199, explores the areas o work and proessions. In his iew, the irst stage o career
socialisation is determined by learning the occupational roles linked to the system o careers and ater eery decision
the repertory o roles decreases since the range o aailable opportunities is narrowing down. Musgrae discusses
proessional socialisation in detail, the deelopmental stages o which include, irstly, the ,concealed, learning o the
roles o preliminary proessional socialisation ,attainment o career knowledge,, ollowed by entering a proessional
ield, stepping onto a career path, career expectations and reality, and, inally, real proessional socialisation begins
when the indiidual`s inal role behaiour and meeting the requirements o the gien career is ormed. lor Musgrae
tertiary socialisation emerges when an indiidual changes his career or actiity, but since this is only a coincidental
oerlap o terms, we will not deal with this area in detail.
ii
In this diision 1rencsnyi only includes conscious actors ,not denying the existence o spontaneous`
socialisation eect,.
iii
1he delineation o this enironment is necessitated by theoretical ,does extraamilial and -curricular socialisation
hae shared moties, elements and a oundation that link them into a distinct category with shared characteristics,
and practical reasons ,establishing the basic statements o the youth proessions,.
ix
lree time or youth is also a trial o adulthood: it is a time o autonomy, sel-management and sel-realisation
where multiidentity maniests itsel the most isibly. Due to the cyclical nature o a year, the ollowing types o ree
time actiities can be examined:
a, ree time on weekdays ,typically aternoons,
b, ree time at week-ends
c, ree time during holidays ,especially in summer,.

lree time during weekdays, week-ends and holidays can be described based on the results o ree time and youth
research ,Demetroics-Paksi-Dll, 2010, Szapu, 2002, Szab-Bauer, 2009, 2006, 2001, Gabor, 2000, Gabor, www,
Azzopardi-lurlong-Stalder, 2003, Nagy, 1991 etc.,:
a, ree time during weekdays: watching 1V, listening to music, hanging about`, going out to places o
entertainment, shopping ,consumption,, going to shopping centres, entertainment in general, going to the cinema,
studying and home work, computer and internet games, time spent together with riends or peers in a community or
organisation ,sport, cultural or art, student body, local goernment body, church, ciil,youth organisation,, reading,
doing sport or dancing, raising children, non-computer games, cultural programmes: theatre, concert, exhibition,
restaurant, ca, pub, other actiities.
b, ree time at weekends: same as during the weekdays, plus going to a disco, house party, trips, other actiities.
c, ree time during holidays: same as ree time at weekends, plus going on holiday with riends, with amily, with
partner, alone, other actiities.
In these periods o time the actiities can be diided into two main groups based on the intensity o the actiity:
there is a strong distinction between unctional, physically, intellectually and emotionally demanding ree time
actiities ,shopping, meals, and non-unctional, passie reception ,hanging about,. ,About the shopping centre as
social space, and about unctional and non-unctional ree time actiities, see: Demetroics-Paksi-Dll, 2010,.
x
Peer groups, without a predetermined hierarchy o people with equal rank, the world o shopping centres, the
Internet, the media and small community interaction, etc. Large institutional systems o education ,work, and amily
aairs are unable to substitute the predominantly oluntary and sel-organised third socialisation enironment, and it
is not their task either.
xi
About peer groups and more about globalisation, see: lerain in Babosik 2009.
xii
Csepeli, 2006
xiii
I we examine the world o youth . interaction, we must see that the principle o mutuality cannot be practised
in any other context.` ,Csepeli, 2006, 406,
xi
1here are attempts ,e.g.: Nahalka, 2003, to introduce extracurricular deelopmental actiities into the classroom,
howeer, these do not go beyond the traditional approach to roles, with the teacher playing the key role, and do not
proide the opportunity or real community roles to be ormed. 1he tertiary socialisation enironment is dierent
rom school exactly because the roles deelop in relation to the orming community.
x
lor more about authority in the amily and the school, see: Vajda-Ksa, 2005, about peer groups Csepeli, 2006,
Piaget, 190
xi
Csepeli, 2006
xii
C. disco dance loor s. shooting association. 1he peer group alls outside the institutionalised social network ,in
our case institutionalised constitutes an objectie existence independent o the will o the group members,. Adopting
an extreme approach we could say that ormal groups play an essential role by carrying out actiities directly
beneicial to society ,e.g. work,, while inormal groups play a similarly essential role by engaging in actiities directly
beneicial to the indiiduals ,e.g. games, leisure time, entertainment, ,Csepeli, 2006,, although the borders between
these two groups are becoming less and less deined. 1he institutions o a consolidated society try to tame`
initiaties organised outside the oicial institutions with arying degrees o success ,1rencsnyi, 2006,.
xiii
1he youth paradigm is tossed about like Charon`s boat: although it can be primarily regarded as an autonomous
pedagogical discipline, it can orm part o sociology, can be seen as a politological entity, youth work, partly social
work and partly a pedagogical actiity. It being an autonomous entity is supported by the ery act that it does not
ully orm part o any one science or proession.
xix
More about the decomposition o the primary socialisation enironment, see e.g.: Alpar, 2009, the problems
within the secondary enironment, and primarily about behaioural issues and learning diiculties, see: Ksan,
1989, Ksan - Mnnich, 1985 ,although only in relation to its solution within the school,.
xx
It is not age ,or age dierence, that plays the main role in the counselling interiew but that the helper should not
hae any selish moties in his relationship with the one helped during the period o the helping relationship. ,lere
anything that did not orm part o the personality o the helped person at the outset, or anything that was initially
and remained the monopoly o the helper can be regarded as selish, een the most positie manipulation by a priest,
doctor, psychologist, teacher, etc. in the counselling interiew is orbidden. 1his requirement constitutes a problem
because een today the experts working in the area o the so-called helping proessions unquestionably regard
themseles as the knowers in the counselling interiew, thus establishing an asymmetrical relationship o roles and
excluding the chance or a symmetrical interpersonal relationship. lelpers only hae the right to bring to the surace
the inner powers` o the person they are helping and let these powers moe into action. lelpers must also be ully
aware o the limitations o their own competence., Moreoer, it is important that helpers know exactly up to which
point an interiew is successul and eectie but does not oerstep the limit by interering in the others` lie ,keeping
a symmetrical relationship, and staying within the amiliar stranger status,. Situations requiring medical treatment
and help rendered to people in a psychologically critical condition do not all within the parameters o helping
relationships, only those who need temporary help in a gien situation and under gien circumstances, e.g.: i those
helped need inormation and, acts or applicable procedures they do not know about, they need help to be able to
ace their real situation, knowledge, competences, and opportunities, they need to be released` rom the arious

consequences o pangs o conscience or need help to let the accumulated excess emotions and anger be purged`
rom their system, need help to recognise their alues and powers, achiee a positie sel-ealuation, conirmation
and support, or they need help with ,psychological, cramps resulting rom misconceptions, alse belies, and
misunderstandings. 1he helping relationship is always based on a request, is always indiidual and unique. ,In an ideal
case, the request is ormulated, but oten the potential helper has to decide i the communication conducted with
him contained the element o a request., 1aking on the role o a helper is also always a matter o the ree, personal
decision o the potential helper. 1he helping relationship occurs within the ramework o a kind o contract
concluded or the duration and aimed at the concrete subject o the relationship een i this contract is unspoken.
xxi
1he more communities the members o the youth age groups actiely participate in, the more they strengthen the
local and ultimately the entire society, especially i they do not orget the patterns learnt as young people when they
enter adulthood. Key words o the area: community, community deelopment, guided conersation, oluntariness,
animation. 1his actiity proiding help or the youth is deelopment aimed at the social enironment and the
,human, community which young people need to learnt to accommodate to and in which they hae to be able to
ind their way, role, sel-expression, sel-alidation, sel-representation and the representation o others, as well as
assuming responsibility and bearing consequences, i.e. they hae to learn decision-making. Sel-expression is not the
only ocus in community deelopment, but the exploitation o the potential and resources inherent in communities
enabling them to achiee things they indiidually could not. 1hus, the other ocal point in community deelopment
is locality, i.e. action and deelopment at local, municipal or regional leels. Community deelopment primarily
constitutes the deelopment o the skills o initiatie and action, in which citizens play a key role, along with
communities and their networks, as well as - depending on the local tasks - community deelopers, whose
encouraging, stimulating, inorming, and networking work is oten inaluable. Community deelopment has the
potential o exploring, complementing and strengthening the resources o a community. \outh community
deelopment is also realised at least in two spheres: in an inormal world ,street workers, and in ormalised youth
organisations, and in neither o these two areas do the participants hae to possess simple attributes linked to a
teacher role. Moreoer, community deelopment can be studied in a urther dimension: there are actiities carried
out by young people, and those by experts that started working in the ield in their youth.