The Learning Zone

Index to prescribed readings

Module 1       Engaging to Do With
Module 2      Meeting Resistance in Connecting with Others
Module 3      First Encounters
Module 4      Listen to the Silence
Module 5     Challenging Discrimination
Module 6     Beyond Words: Listening Deep
Module 7     Encouraging Independence and Self Sufficiency
Module 8       Engaging Family Members
Module 9     Engaging the Reluctant
Module 10     Engaging with Empathy
Module 11     Making Connections in the Life Space
Module 12     Assertiveness and Compliance
Module 13     Facing Death
Module 14     Leaving and Good-byes
Module 15     Assessing a Placement Option
Module 16     Important Moments
Module 17     Perception & Self-Image
Module 18     Control or Connection
Module 19     Respecting Individuality – Engaging with Flexibility
Module 20     Defensiveness
Module 21     Transitions & Definitions of Self
Module 22     Anger & Outreach
Module 23     Boundaries & Manipulation
Module 24     Caring Roles & Responsibilities
Module 25   Denial
Module 26     Moving On: Transitions in the Definition of Self
Module 27     Being and Doing
Module 28     Solicitation

Module 1

LZ/A/1-1
Establishing meaningful contacts with children and youth
Henry W. Maier
a-1-1.html

LZ/A/1-2
On the Difference Between Traditional and Contemporary Residential Care
Thom Garfat
a-1-2.html

LZ/A/1-3
Developmental Stages of Child and Youth Care Workers: An Interactional Perspective
Thom Garfat, Ph.D.
a-1-3.html

LZ/A/1-3
Doing with
Thom Garfat
a-1-4.html

Module 2

LZ/A/2-1
Normal is as Normal does
Carol Stuart
a-2-1.html

LZ/A/2-2
Hardcore Punk: Hidden Lineages, Hidden Traditions: Evocations of a Youth Subculture Shown by Youth
Hans A Skott-Myhre
a-2-2.html

LZ/A/2-3
One child care worker’s approach to resistance in adolescents
Brian Stock
a-2-3.html

LZ/A/2-4
Correctional psychology with young offenders in the community: Philosophical musings
a-2-4.html

Module 3

LZ/A/3-1
Central Themes in Child and Youth care
Mark A. Krueger
a-3-1.html

LZ/A/3-2
Rituals of Encounter that Guarantee Cultural Safety
Leon C. Fulcher
a-3-2.html

LZ/A/3-3
Engage don't enrage
Henry Maier
a-3-3.html

LZ/A/3-4
Saying Hello
Thom Garfat
a-3-4.html

Module 4

LZ/A/4-1
Why Train Youth Workers?
Michael Baizerman
a-4-1.html

LZ/A/4-2
Silence
Brian Gannon
a-4-2.html

LZ/A/4-3
Silence and Breathing
Mark A. Krueger
a-4-3.html

LZ/A/4-4
Listen to the Silence
Thom Garfat
a-4-4.html

LZ/A/4-5
The fullness of a moment
Sue de Nim
a-4-5.html

Module 5

LZ/A/5-1
School practitioners supporting LGBTQ students
Michael Bochenek
a-5-1.html

LZ/A/5-2
I knew this kid once...
Paul Moore
a-5-2.html

Module 6

LZ/A/6-1
A Wall of Strength to be Admired
Janice Michieli
a-6-1.html

LZ/A/6-2
Seven Habits of Reclaiming Relationships
Erik K. Laursen
a-6-2.html

LZ/A/6-3
I was a ‘child in care’: my perspective on relationships
Denise Masson
a-6-3.html

Module 7

LZ/A/7-1
Critical components of an anti-oppressive framework
Paul Moore
a-7-1.html

LZ/A/7-1
Carpe Diem: Andy’s Story
Richard Paul Talbot
a-7-2.html

Module 8

LZ/A/8-1
Moiri's Mother
Brian Gannon
a-8-1.html

LZ/A/8-2
Values and Attitudes in Family Work
Lyn Dimotoff
a-8-2.html

LZ/A/8-3
Central Themes in Child and Youth care
Mark A. Krueger
a-8-3.html

LZ/A/8-4
The Changing Role of Family in Child and Youth Care Practice
Thom Garfat, Ph.D. & C. Niall McElwee, M.A.
a-8-4.html

Module 9

LZ/A/9-1
Engaging with Youth — Making it happen
a-9-1.html

LZ/A/9-2
Reaching Reluctant Students: Insights from Torey Hayden
Mike Marlowe
a-9-2.html

Module 10

LZ/A/10-1
Resistance
Hugh McIntyre
a-10-1.html

LZ/A/10-2
Your pain or mine?
Lesiba Molepo
a-10-2.html

Module 11

LZ/A/11-1
The same difference: Themes and experiences in child and youth care practice
Iris Elsdon and Sharon Priest
a-11-1.html

LZ/A/11-2
Restorative work: An integral feature of South African child and youth care
Mirriam Siluma
a-11-2.html

LZ/A/11-3
Thinking about the Life Space
a-11-3.html

Module 12

LZ/A/12-1
Walk a mile in my shoes
Stephany Bryan and Luanne Southern
a-12-1.html

LZ/A/12-1
The Catastrophe of Compliance
Lorraine Fox
a-12-2.html

Module 13

LZ/A/13-2
Never too young to help
a-13-1.html

LZ/A/13-2
Children and Grief
Nancy McEntire
a-13-2.html

LZ/A/13-3
Tribute to Dad
Varley Weisman
a-13-3.html

Module 14

LZ/A/14-1
Leaving Residential Placement: A guide to intervention
Varda Mann-Feder and Thom Garfat
a-14-1.html

Module 15

LZ/A/15-1
Raising the grandchildren
Wang Ruyue
a-15-1.html

LZ/A/15-2
"Stand up a little bit straighter"
Thom Garfat
a-15-2.html

Module 16

LZ/A/16-1
Four Parts Magic: The Anatomy of a Child and Youth Care Intervention
Thom Garfat, Ph.D.
a-16-1.html

Module 17

LZ/A/17-1
Meaning-making and intervention in child and youth care practice
Thom Garfat
a-17-1.html

Module 18

LZ/A/18-1
They're out of control
Thom Garfat
a-18-1.html

LZ/A/18-2
The journey from control to connection
Susan Leaf
a-18-2.html

Module 19

LZ/A/19-1
Separating the Deed from the Doer
Jackie Winfield
a-19-1.html

LZ/A/19-2
Challenges be Damn or Changed?
Frances Ricks
a-19-2.html

Module 20

LZ/A/20-1
The fight we have lost in the fighting?
Jeannie Karth
a-20-1.html

LZ/A/20-2
Winning, losing, or process in work with families?
Brian Gannon
http://www.cyc-net.org/LZ/a-20-2.html

LZ/A/20-3
The therapeutic power of kindness
Nicholas J. Long
a-20-3.html

Module 21

LZ/A/21-1
Notes on change, transformation and transition
Jackie Winfield
a-21-1.html

LZ/A/21-2
Making more sense of transitions
Maxwell Smart
a-21-2.html

Module 22

LZ/A/22-1
Practical Strategies for Working With Students Who Display Aggression and Violence
Eleanor Guetzloe
a-22-1.html

LZ/A/22-2
Why adults strike back: Learned behavior or genetic code?
Nicholas J. Long
a-22-2.html

LZ/A/22-3
Violence and Aggression in Children and Youth
Mary K. Fitzsimmons
a-22-3.html

LZ/A/22-3
On he Risks of Outreach
Thom Garfat
a-22-4.html

Module 23

LZ/A/23-1
Manipulative or Manipulative Skills in Residential Practice
a-23-1.html

LZ/A/23-2
You /Me / Us: Thoughts on boundary management in Child and Youth Care
Varda R Mann-Feder
a-23-2.html

Module 24

LZ/A/24-1
Being a Humanist — Day and night
Kees Waaldijk
a-24-1.html

Module 25

LZ/A/25-1
Therapeutic application of play
Don Pazaratz
a-25-1.html

LZ/A/25-2
The smiler, the dragon and the clown
Brian Gannon
a-25-2.html

Module 26

LZ/A/26-1
Transitions
Mark Smith
a-26-1.html

LZ/A/26-2
Going There from Being Here
Gerry Fewster
a-26-2.html

Module 27

LZ/A/27-1
Working Methodically
Lies Gualthérie van Weezel and Kees Waaldijk
a-27-1.html

LZ/A/27-2
Which Way to Paradise?
Thom Garfat
a-27-2.html

Module 28

LZ/A/28-1
Thinking about relationships in group care
Christopher Beedell
a-28-1.html

LZ/A/28-2
“Romance” and child care workers
Hy Resnick
a-28-2.html