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Many of our programs focus strongly on the behaviour of the youth we work with. There are protocols for monitoring, logging, measuring and interpreting their behaviour; there are rules (and sometimes even notices on the walls) as to what should be done and what should not be done. There are timetables and deadlines, points added and points taken away. And a whole judicial system for "consequences", punishments and rewards, and guidelines as to who should report what to whom ... Some programs also have to submit to their funders precise audits reflecting reduced offences and infringements – or (gasp!) any increase in these.
As alternatives to such a scheme there are the programs which focus more on how the staff behave. There is an acceptance that the youth wouldn’t be here unless they had unmet needs and that this initially places the ball in the adults’ court. These adults will be responsive and show developmental insight – finely judging when attention should be given to attachment and dependency needs – or should be withheld, what programmatic or personal help is necessary, what knowledge and skills will complement youths’ functionality and when responsibilities must be passed back to them. The proficient child and youth worker will know what is expected at a particular stage – listening and empathy or firm guidance; support, teaching and testing or downscaling adult involvement as the youth's own independent function develops. He or she will be practised in the concrete doing skills of a wide repertoire of interventions; but also reliable and generous in the attitudinal and relational qualities of being with young people who are in need of special care.
The quality of a good program may be measured not so
much by the behaviour of the kids towards the adults, but by the behaviour
of the adults towards the kids.
