Job satisfaction

CARE WORKERS

Satisfying interactions with children and youth

Mark Krueger

Job satisfaction can be defined in several ways. It is a feeling of fulfillment or pleasure associated with one’s work. It is also an attitude about various facets of a job, such as working conditions, supervision, and decision making.

Job satisfaction and job competence are interrelated. In other words, people who are satisfied with their jobs tend to perform better. They also tend to stay longer at their places of employment. Job satisfaction is extremely important in child and youth care work because children and families need competent, enthusiastic workers on whom they can count to be there.

When asked about their greatest sources of satisfaction, workers often recall special moments with children, the insight they gain about themselves, and the increasing sense of purpose they acquire from helping others.

Nadia, a youth worker, comes to the group home early to go jogging with Carlos, who is ready and waiting when she arrives. After they’ve gone a few blocks and warmed up, they run easily together over the curbs and uneven surfaces of the street.

Nick, a youth worker, and Anton, a youth, kick the soccer ball back and forth. They chase after the ball as if connected by their enthusiasm.

Latisha is in the arts and crafts room with four girls and two boys from her group. They are working with clay, kneading it with their hands and creating whatever shapes and forms come to mind. She moves from one youth to the other, asking for their interpretation and giving hers. The room fills with friendly laughter.

Maria, the youth worker, passes the bowl of french fries to Tom, one of the boys at the group home. Her smile and the friendly movement of her arm set in motion a series of similar actions.

Hank, the youth worker, sits on the couch reading a magazine; in the room are five boys, who are also reading. A couple of the boys are on the floor. One is next to him on the couch and the other two are sitting at a table by the window. Music plays in the background.

Satisfaction for most workers is found in the daily interactions and connections such as those described above. Although it is beyond the scope of this book to cover all the major elements that lead to successful interactions, it is noteworthy that workers’ stories about and description of these moments usually include four central themes: rhythm, presence, meaning, and atmosphere.*

Rhythm
Rhythm is beat, motion, tempo. Workers and youth moving through the day in and out of synch – a series of upbeats and down beats. The movement of a group of teenagers from one activity to the next at an easy pace. A discussion of what is to come (foreshadowing) conducted in a firm, reassuring voice. The movement of hands mirroring the flow of the moment.

A steady tone of voice that calms rather than excites; or a staccato, jubilant voice encouraging youth to participate in an activity.

A body positioned and moving to quell an attack or provide a safe zone of expression. A nonthreatening hand reaching out to assist. A “quick step” and a grasp to avoid being hit.

“Have you noticed that when people jog, dance or throw a frisbee in rhythm with each other, they seem to experience momentary bonding and a sense of unity? At these and other moments of joint rhythmic engagement, they discover an attraction for each other, whether there has been a previous sense of caring. In fact, it is almost impossible not to like a person while being rhythmically in sync.” (Maier 1992: 7)

Presence
Workers often speak of the need to be “real.” Presence ... seems to come as much from the quest to understand oneself as it does from the amount of awareness and skill in expressing self one has. A person who is searching to know himself or herself is more real than one who is not. The search is part of who one is, however, not necessarily a constant process of conscious self-examination. People who are consumed by self are not present.

Presence is also being there with conviction and the knowledge that children who have been physically and psychologically abandoned throughout their lives need committed, dependable, predictable adults whom they can count on...

Fewster (1991) teaches that youth work is a shared journey: worker and youth going through the day searching and trying to discover themselves. In the journey, the worker, who is the more experienced traveler, leads by being present and aware until eventually the youth finds his or her own path.

Presence is also being with children and families:

“Youth workers... don’t build trust mechanically, like carpenters build houses: they are in the world with youth and, in so being, disclose trust as fundamental to being together as persons.” (Baizerman 1992: 132)

Presence is conveyed by eyes, smiles and nods that are alert and attentive. By an honest expression of how one feels. By listening intently, with eye contact and feedback. By showing up for work on time. By enthusiasm during activities and routines. By being predictable and dependable.

It is also conveyed by expressions of self confidence and the will to hang in there during a crisis. By firmness. By the conscious and unconscious quest to know oneself. By a quiver of the voice that alerts a worker to an unresolved issue or underlying fear. By awareness of how one’s feelings about abandonment, attachment, success, and failure influence one’s interactions and the ability to adjust one’s actions accordingly to meet the needs of youth who have been severely abused and have experienced considerable abandonment and rejection. By using this awareness of self to be more aware of and sensitive to others’ feelings. By the underlying message: we can move forward together, you and I. I am confident based on my experience and knowledge of your needs that we can make it. You are safe, because I am here and will go with you. I will try to know myself if you will try to know yourself.

Meaning
Bruner (1990) argues that in order to understand humans, we have to understand how experiences and acts are shaped by intentional states and that the form of these intentional states is realized through participation in the symbolic systems of culture.

Indeed, the very shape of our lives – the rough and changing draft of our autobiography that we carry in our minds – is understandable to ourselves and others only by those cultural systems of interpretation. (Bruner 1990: 33)

In ... (child and youth care), meaning can be defined as acting with purpose in the context of one’s cultural or familial or social experience. A way of moving, a gesture, a spoken word, a ritual or a way of solving a problem that has meaning within one’s past or present family, group, community life. It is also the meaning arrived at through what has been referred to as a mutually constructed reality or the common ground that is sometimes needed for two or more people to communicate and solve problems. Meaning is also the sense of two people who are acting together with a positive purpose, even if the purpose or meaning of the action is different for each participant.

A worker or youth acts because he or she believes it is right to act and that the actions will bring fulfillment for oneself as well as others. A worker and youth find a common purpose and act together because they believe it is best. A worker or youth acts because the actions create something that feels familiar or good or safe. A piece of bread buttered, a collar buttoned or unbuttoned, a phrase delivered, a ball batted, or a fork held in a certain way because it evokes these feelings. Or perhaps a problem is resolved or an effort undertaken in a way that one believes will lead to the best results.

A sense of meaning or purpose is conveyed by workers to youths and often vice versa through actions and words. Through reframing a situation so that there is common, or acceptance of different, purpose. Through contentment or joy or enthusiasm. Through conviction. Through confidence that what one is doing is wholesome and good. Through actions that are consistent with the intended purpose. Through the message: We are doing this together, with meaning, you and I. The process and the outcome of our actions will be fruitful. I understand that it might have a different meaning for you, but I hope and believe it will be fulfilling.

Atmosphere
Atmosphere is space, time, surroundings. It is also tone and mood. Maier (1987) writes that the space we create defines us and helps bring people together, to be in touch with and aware of each other, and to engage in parallel activities. He also writes that space provides distance when needed.

Atmosphere, of course, can enhance most interactions. A light turned down to quiet the group. A radio turned up to invigorate. Rooms decorated with children’s paintings and posters to encourage expression and to help provide a sense of safety and familiarity. Reds, blues, and yellows to liven things up. Earth tones to ground. Chairs placed in a circle to facilitate discussion and participation. A room or hallway sized properly for an activity. A window left open or closed for comfort.

Workers also create atmosphere with the tones of their voices. The expressions on their faces. A mood that sends off good vibes. A sense of being and confidence that evokes permanence and safety. We are in this space, you and I, and together we create, change and shape it for our mutual benefit.

Themes and moments
These themes seem to run through satisfying interactions and moments. For example, workers who are experiencing these moments are present. They are with children and youths, growing and learning together. They are also acting with meaning or purpose. In most instances, there is also a sense of rhythm or shared movement. Worker and youth or child are in synch. The atmosphere (e.g., tone, mood, and surroundings) also enhances the interaction.

In this context, satisfying child and youth care work is a process of self in action. The worker striving to enhance his or her effectiveness and satisfaction asks:

Am I present? Have I brought myself to the moment? Is what we are doing meaningful? Is there something else we can do that will have a more fulfilling purpose? Are we in synch? How is the space and my mood contributing or detracting from successful interaction?

References

Baizerman, M. (1992). Book review of Buckets: Sketches from a youthworker's log book, by Mark Krueger (1990), Child and Youth Care Forum, 21(2), p.129-133

Bruner, J. (1990). Acts of meaning. Cambridge MA: Harvard University Press

Fewster, G. (1991). The paradoxical journey: Some thoughts on relating to children. Journal of Child and Youth Care, 6(4), v-1x

Maier, H.W. (1992) Rhythmicity — A powerful force for experiencing unity and personal connections. Journal of Child and Youth Care Work, 8, 7-13

*The sections on rhythm, presence, meaning and atmosphere are reprinted with permission from M. Krueger, Nexus: A book about youth work. Milwaukee, WI: University Outreach Press, pp. 2 – 6.

This feature: Extract from Krueger, M. (1996) Job Satisfaction for Child and Youth Care Workers. Washington: Child Welfare League of America. pp. 43 – 51.