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12 October
No 1229
Child care workers: catalysts for a future world
We seem to believe that the way we treat children will determine how they will feel about themselves, and how they will behave, in the future. Frequently, in our work, we tell them to ignore some of the messages which society gives them – especially if these are messages which undervalue them. In doing so, we are recognizing that an individual can make a choice about whether or not to listen to the messages given to him, or to her, by the society in which he lives. We believe that there is an inner core to a person which can help him feel good about himself even though society is giving him messages that he is unimportant or of little value. Thus, we say to children "even though society does not value you, you can, indeed you must, value yourself."
CHILD CARE WORKERS
If we use this approach with the troubled children with whom we work,
why is it that we fail to use this same strategy with ourselves? I know
that we are notoriously underpaid, that our words are not listened to
about how troubled children should be treated, or about how children in
the world should be treated. I know that many of you are treated with
professional disrespect and are undervalued. But you must make a
decision as to whether or not you will allow these messages, or feedback
to you, to determine how you feel about yourself and your work. What you
believe about what you do; what you value about what you do; how you
interpret what you do, will influence how you feel at the end of the day
and how you feel about yourself as a child care worker, as a
professional, as a person, and as a catalyst for a future world.
To some extent we are responsible for how we feel about ourselves and what we do. What we say to ourselves and the phrases which run through our heads which describe what we do, contribute to our own definition of who and what we are. Sometimes, because of the multitude of difficulties we face, or the multitude of problems with which we deal when working with troubled children, we forget the significant contribution we have made to their lives through our everyday interactions with them. At the end of the day, when you review what you have done and you ask yourself the question, "What have I done today that makes me feel good?" or "What have I done today that is significant?," you must remember the important, yet seemingly everyday, moments which have passed before.
Did you help one child wake up this morning to an environment of acceptance and understanding rather than to an environment of confusion or hostility? Is that not a significant thing to do for another human being? Could you not say to yourself "Today I helped one child enter the day peacefully!"
Did you help one child eat today who might otherwise not have eaten without your intervention? Is that not significant? Is it not a genuine contribution? Did you help one child learn one new behavior that will help him or her to make one new friend? Is that not a significant contribution to that child's future?
Did you help one child, today, learn that people can treat each other with respect and caring and dignity? Is that not a significant contribution to that child's future and perhaps, to the future of that child's children? Could you not say to yourself, "Today I taught a child to care."?
Did you help one troubled child sleep peacefully this evening in the midst of his confusing and chaotic world? Is not a peaceful night's sleep a significant gift to give another? Could you not say to yourself, "Today I helped Peta go to sleep gently!"?
THOM GARFAT
This feature: Garfat, T. (1992). Child care workers: Catalysts for a future world. Journal of Child and Youth Care Work, 8, pp. 24-25.
