23 The Youth Work Portfolio of the Council of Europe The Council of Europe Youth Work Portfolio is a reference tool to anyone directly or indirectly involved with youth work in Europe (i.e., youth workers, youth leaders, managers, and administrators). It provides an overview of the competences youth workers need to possess in order to do youth work. The tool helps the users to assess and further develop these competences which are defined as a combination of knowledge, skills, attitudes, and values. Function 1. Address the needs and aspirations of young people • Build positive, non-judgemental relationships with young people: a) applying democratic leadership, listening actively b) being curious, showing empathy, being selfaware of, showing confidentiality and interest in young people’s views. • Understand the social context of young people’s lives: a) recognising the situation, status, and condition of (youth in) society and b) being able to analyse and manage information. • Involve young people in the planning, delivery and evaluation of youth work using participatory methods, as suitable: a) recognising the interests, concerns and needs of young people, b) actively listening, identifying aims, conducting needs analysis, facilitating, managing groups, c) being open, honest, patient and showing interest in young people’s views. • Relate to young people as equals: a) recognising the ethics of youth work, b) representing your own identity as a youth worker, c) being ready to be challenged, showing solidarity and interest in young people’s views. • Demonstrate openness in discussing young people’s personal and emotional issues when raised in the youth work context: a) recognising the ethics of youth work, b) managing your emotions, c) actively listening, being open, patient, sensitive, showing emotional stability, trustworthiness, honesty, transparency, confidentiality, empathy, and interest in young people’s views. Function 2. Provide learning opportunities for young people • Support young people in identifying their learning needs, wishes and styles, taking any special needs into consideration: a) identifying learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people, b) identifying aims, conducting needs analysis, facilitating, leading, delegating, applying inclusive educational approaches and