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3 NOVEMBER 2008
NO 1368
Writing Child and Youth Care
As we interact with children and youth, we
write Child and Youth Care. Each moment and interaction becomes part of
the evolving narrative of a meal, recreation activity, chore, or
conversation, as well as, the youths’ and our stories. We also write
about Child and Youth Care. Our stories, articles, and books are put in
print. Others read us, and what we have to say.
In this context, we are at our best when we show rather than tell. As
protagonists (professional workers) and heroes (role models and mentors)
we are human, trying to be present, open and available to mirror back
our experiences of others. When we struggle and fail, we admit it and
learn from our mistakes.
Our writing (dialog, actions, and descriptions) looks, smells and feels
like Child and Youth Care. It isn’t “scripted” or manipulated to serve
some ulterior motive, modify behavior or reach some outcome. Our voice
comes and goes but always it is our voice that we want to speak in, not
a voice that we think will please others.
The movement of our words and actions are, as Aristotle said about
motion, the mode in which the present and future are one. We are with
one another in the moment, immersed in our activity, disclosing trust as
a way of being together as human beings.
Self informs us and makes us curious. This is what it’s like for me,
what’s it like for you, we say or think, with the knowledge that the
experiences of an interaction or moment are as diverse as the
participants themselves.
As the material is worked and reworked in the mind and soul, an image or
feeling is revealed in a new light. A moment for example, when a youth
in a new situation, space or way, asks, “Can I participate?” There is no
clear beginning, plot or ending to these moments. Like images on film
moving across a screen, each experience is a contribution to the montage
we call Child and Youth Care.
MARK KRUEGER
Krueger, M. (2005). Writing Child and Youth Care:
Brian and me. Relational Child and Youth Care Practice, 18, 2.
pp. 47-48
