A framework and process for educating students to apply developmental theory in child and youth care practice

1994 ◽  
Vol 23 (5) ◽  
pp. 339-355
Author(s):  
Valerie Shahariw Kuehne ◽  
Linda Leone
Keyword(s):  
Youth Care ◽  
Developmental Theory ◽  
Care Practice ◽  
Child And Youth Care

Values and Ethics in Child and Youth Care Practice

2008 ◽  
Vol 30 (3-4) ◽  
pp. 185-209 ◽  
Author(s):  
Kiaras Gharabaghi
Keyword(s):  
Youth Care ◽  
Care Practice ◽  
Child And Youth Care

scholarly journals TOWARD QUEER POTENTIALITIES IN CHILD AND YOUTH CARE

2021 ◽  
Vol 12 (3-4) ◽  
pp. 104-128
Author(s):  
Bobbi Ali Zaman ◽  
Ben Anderson-Nathe
Keyword(s):  
Queer Theory ◽  
Professional Practice ◽  
Human Growth ◽  
Work Practice ◽  
Youth Care ◽  
Developmental Theory ◽  
Children And Youth ◽  
Youth Work ◽  
Child And Youth Care ◽  
Naturally Occurring

Arguably, from the invention of adolescence at the beginning of the 20th century, developmental theory has served as the foundation of disciplinary study and professional practice with children and youth across the global West. Despite their founders’ assertions that development is culturally constructed, in educational and youth work practice contexts stage-based trajectories of normative human growth are largely erroneously accepted as ahistorical, apolitical, naturally occurring, and universally applicable. This paper presents critiques of developmentalism from historical, reconceptualist, and queer perspectives, calling into question the underlying principles of normalcy and abnormality that run through the developmental project. We pay particular attention to the potential of queer theory as an analytic to deconstruct developmentalism in the context of child and youth care, opening new possibilities for critical engagement with children and youth outside the context of development.

scholarly journals Relational Care for Youth in North American Culture: A Case Study in Nova Scotia

2016 ◽  
Vol 8 (1) ◽  
pp. 213-237
Author(s):  
Leah J Crowell
Keyword(s):  
Youth Care ◽  
Care Practice ◽  
At Risk Youth ◽  
Residential Setting ◽  
Child And Youth Care ◽  
Levels Of Care ◽  
Relational Practice ◽  
Youth In Care ◽  
Relational Care

This article is a case study of relational care for youth in Canada. It examines some of the factors that contribute to and influence approaches to practice and levels of care for youth. This inquiry also provides an enriched understanding of some of the issues youth in care may face and highlights some of the nuanced intervention needs of youth that those working with youth should know. Through practical examples taken from observations of interactions and relationships between youth and practitioners in a residential setting, practice approaches and ensuing levels of care are assessed against the characteristics and objectives of relational care. This article adds to the literature on child and youth care practice with youth, relational practice in the field and research on child and youth care work within the residential milieu. It may also contribute to the literature on the criminalization of youth as well as rehabilitation and reform needs of at risk youth and be of use to educators, child and youth care practitioners, social workers, and the training institutions of these professionals.

What Does Leadership Look Like in Child and Youth Care Practice: A Course-based Qualitative Inquiry

2021 ◽  
Vol 8 (4) ◽  
pp. 169-177
Author(s):  
Gerard Bellefeuille
Keyword(s):  
Data Analysis ◽  
Youth Care ◽  
Qualitative Inquiry ◽  
Care Practice ◽  
Child And Youth Care ◽  
The World ◽  
Relational Process

The aim of this course-based research is to explore how child and youth care (CYC) students understand the concept of leadership within the context of CYC practice. Data was collected through online interviews and an arts-based activity. From the data analysis, four main themes were extracted: leadership as relational process, leadership as authenticity, leadership as complexity, and leadership as praxis. The findings reveal that CYC students characterize CYC leadership as a way of being relationally engaged with others that is more a way of being in the world than a matter of what one knows or does.

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