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 Perspectives on love as a component of professional practice

2016 ◽  
Author(s):  
Jennifer Vincent
Keyword(s):  
Health Care ◽  
Professional Practice ◽  
Human Service ◽  
Youth Care ◽  
Children And Youth ◽  
Health Care Education ◽  
Child And Youth Care ◽  
Differences Of Opinion ◽  
Professional Contexts

Since children and youth are often cared for by many professionals who are trained and educated in different disciplinary traditions, it is important that child and youth care (CYC) practitioners who work alongside other professionals have knowledge of how love is understood across different disciplines. Through a review of current literature in the fields of health care, education and CYC, this article explores the perceptions of love across different fields where CYC is practised. It begins by defining love in a manner that reflects the engagement and interactions between individuals in professional and public relationships, and differentiates this from the kind of love present in private relationships. It then focuses on the ways that love is currently being talked about and practised in different professional contexts. While there is increasing openness to talk about love across the human service fields, and some similarities in the questions and assertions that are being raised, there are also differences of opinion regarding love’s place in professional practice both within and across practice domains. In contemplating the varying perceptions of love, I hope to offer the reader an opportunity to be more mindful about the role of love in their own professional practice.

scholarly journals Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

2021 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina de Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Social Services ◽  
Situated Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Youth Work ◽  
Preservice Education ◽  
Special Issue ◽  
Child And Youth Care

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. Keywords: child and youth care (CYC), youth work, human/social services, pedagogy, curriculum, higher education, praxis, preservice education

scholarly journals Poised to advocate: the pedagogy of the lightning talk in child and youth care education

2021 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Kiaras Gharabaghi ◽  
Megan Lewis ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Youth Care ◽  
First Century ◽  
Youth Work ◽  
Metacognitive Skills ◽  
Online Questionnaire ◽  
Child And Youth Care ◽  
Care Workers ◽  
Oral Presentations ◽  
Purposive Sample

Abstract: Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. Keywords: pedagogy, lightning talk, oral presentations, advocacy, child and youth care, youth work

scholarly journals QUEERING CHILD AND YOUTH CARE

2020 ◽  
Vol 11 (2) ◽  
pp. 61-81
Author(s):  
Wolfgang Vachon
Keyword(s):  
Queer Theory ◽  
Ethics Of Care ◽  
Youth Care ◽  
Child And Youth Care

Building on queer theory, on formative and current discourses of child and youth care (CYC), and on feminist and other ethics of care theorizing, this paper applies queer analytics to CYC by considering how desire, identity, sexuality, theory, and politics may be taken up within CYC.

The Celebration of Life’s Milestones and Significant Events: A Course-Based Qualitative Inquiry into Milieu Relational Work in Child and Youth Care Residential Programs

2021 ◽  
Vol 8 (4) ◽  
pp. 197-203
Author(s):  
Gerard Bellefeuille
Keyword(s):  
Thematic Analysis ◽  
Youth Care ◽  
Qualitative Inquiry ◽  
Children And Youth ◽  
Residential Programs ◽  
Direct Experience ◽  
Child And Youth Care ◽  
Relational Work ◽  
Significant Events ◽  
Youth In Care

There has been little focus on the milieu relational work in child and youth care (CYC) residential programs for children and youth specific to the celebration of life’s milestones and events. The goal of this course-based study is to improve understanding of how CYC practitioners initiate and celebrate milestones and significant events with children and youth in care. The study uses interpretivism to identify and understand phenomena from the perspective of the individuals who have direct experience of the phenomena under investigation. Data was collected using an anonymous Google forms questionnaire. An interpretive thematic analysis of the data revealed four themes: (1) quality time with loved ones, (2) importance of acknowledgement (e.g., of youth’s wants and needs), (3) awareness of implementing culture, and (4) building connections and creating memories.

scholarly journals INVESTIGATING THE MULTIMODALITY OF CHILDREN AND YOUTH

2012 ◽  
Vol 3 (2-3) ◽  
pp. 284 ◽  
Author(s):  
Lynda Phillips ◽  
Catherine Ann Cameron
Keyword(s):  
Lived Experience ◽  
Stress Reactivity ◽  
Physiological Stress ◽  
Well Being ◽  
Youth Care ◽  
Children And Youth ◽  
Hormonal Responses ◽  
Policy Makers ◽  
Child And Youth Care ◽  
Research Findings

Capturing lived childhoods without decontextualizing their meaning and still providing information needed by policy-makers and practitioners is a pressing challenge for contemporary researchers. In this paper we provide information to open up such a dialogue via a range of tools we have utilized when investigating well-being. We interrogate bio-socio-ecological approaches to human development to provide relatively holistic pictures of the lived experience of childhood. We utilize various methodologies within this approach to determine what they transactionally facilitate at each level. At the bio-psychological level, for example, controlled, psychologically valid, psychosocial stress procedures expose hormonal responses, yielding valuable information about individual differences in physiological stress reactivity. At the level of the psychological self within a social ecology, we systematically observe children and youth in naturalistic, environmental transactions with the aid of visual methodologies such as <em>Day in the Life</em> filming, and invite the children and their parents and youth to share their reflections on their lived context via focused discussions and interviews. In this paper we discuss new ways of integrating research findings by suggesting Sameroff’s (2010) unified theory as an interpretive framework for research within the field of child and youth care.

scholarly journals Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

2021 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina de Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Social Services ◽  
Situated Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Youth Work ◽  
Preservice Education ◽  
Special Issue ◽  
Child And Youth Care

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. Keywords: child and youth care (CYC), youth work, human/social services, pedagogy, curriculum, higher education, praxis, preservice education

scholarly journals INTRODUCTION: POSSIBILITIES, FUTURES, AND QUEER WORLD-MAKING IN CHILD AND YOUTH CARE

2021 ◽  
Vol 12 (3-4) ◽  
pp. 1-22
Author(s):  
Wolfgang Vachon ◽  
Mattie Walker
Keyword(s):  
Queer Theory ◽  
Youth Care ◽  
Special Issue ◽  
Child And Youth Care

In this introduction, the authors situate this special issue within the current sociopolitical contexts of child and youth care (CYC) and offer potentialities through “queering CYC”. They consider how CYC might be analyzed through a queered lens, outline ways CYC has, and has not, taken up queer theory, and imagine what a queered CYC might (un)become. The authors provide context for this issue and invite queer generosity in reading how queering can be in conversation with CYC.

scholarly journals Life Span and Resiliency Theory: A Critical Review

10.18060/138 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 152-168 ◽  
Author(s):  
Alexa Smith-Osborne
Keyword(s):  
Social Work ◽  
Life Span ◽  
Developmental Psychopathology ◽  
Human Growth ◽  
Work Practice ◽  
Social Work Practice ◽  
Developmental Theory ◽  
Conflict Theory ◽  
Life Span Development ◽  
Developmental Theories

Theories of life span development describe human growth and change over the life cycle (Robbins, Chatterjee, & Canda, 2006). Major types of developmental theories include biological, psychodynamic, behavioral, and social learning, cognitive, moral, and spiritual, and those influenced by systems, empowerment, and conflict theory. Life span development theories commonly focus on ontogenesis and sequential mastery of skills, tasks, and abilities. Social work scholars have pointed out that a limitation of life span and other developmental theory is lack of attention to resilience (Greene, 2007; Robbins et al., 1998). The concept of resilience was developed to “describe relative resistance to psychosocial risk experiences” (Rutter, 1999b, p. 119). Longitudinal studies focused on typical and atypical child development informed theory formulation in developmental psychopathology (Garmezy & Rutter, 1983; Luthar, Cichetti,& Becker, 2000) and in an evolving resilience model (Richardson, 2002; Werner & Smith, 1992). Research on resilience has found a positive relationship between a number of individual traits and contextual variables and resistance to a variety of risk factors among children and adolescents. More recently, resilience research has examined the operation of these same factors in the young adult, middle-age, and elder life stages. This article examines the historical and conceptual progression of the two developmental theories—life span and resiliency—and discusses their application to social work practice and education in human behavior in the social environment.

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