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24 JULY 2009
NO 1465
Investment in relationships
A key, although somewhat de-emphasized, tool for engaging adolescents is the use of the self, or person, of the counsellor (worker) as a therapeutic ' resource to draw out and work with the "protected" self of the youth:
The necessity for personal involvement, the investment of self, points to a shift in the human relation field where therapeutic interventions are now perceived as an active engagement. The helper or therapeutic agent conceives of him/herself as an actor rather than a reactor.... Attempting to join actively and subjectively as a person, an interactor represents a conscious approach or practice rather than neutrally waiting in the wings for directions. (Maier, 1992, p. 84)
In keeping with this emphasis upon the
importance of the worker becoming actively and personally involved in
the well-being of youth, Burns (1984) identifies rapport and
relationships as the basis of child care, while Brendtro (1988) asserts
that "if adults are to have influence on such youth, they must be seen
by youth as nurturing, accessible, caring and positively concerned" (p.
20), and Colyar (1992) highlights the role of empathy, on the part of
staff, combined with moderate performance demands on youth in care, as
optimally influencing positive behaviour. As Burger (1994) points out,
". . . resilient children model themselves after resilient mentors" (p.
10), who reflect self-improving, life-affirming qualities in their own
lives and caringly extend these to others.
Most poignantly, Krueger (1994) establishes the vital and enhancing role
a healthy, responsible, "in tune" relationship between the "selves" of
the counsellor and youth may have for the youth's security and
development:
... focus is placed on self (worker and youth) in action. In other words, the focus is on worker with youth in the world (daily living environment). Worker and youth being "real." Worker and youth acting with meaning. Worker and youth becoming aware. Worker and youth in and out of synch with each other's rhythms for trusting and growing. Worker and youth focused on the moment. Worker and youth in space, time and surroundings. And worker, through being and acting in harmony with self while weaving care and learning into daily interactions, teaching and empowering youth. (p. 229)
Such a stance speaks to the worker being not only available for connection and interaction with youth, but being alert to, and active in, initiating and creating opportunities for bonding, learning, comfort, and growth. As Garfat (1995) emphasizes, the worker needs to literally, and figuratively, detach him/herself from the television set, by being aware of when one's own actions and attitude are primarily self-focused, rather than focused on opportunities to engage others. This keen, discerning, reflective frame of mind attunes itself to clients' needs, is responsive to direct requests and less apparent overtures, yet, more dynamically, spots and develops opportunities, in the moment, for engagement and exchange. In this manner, hopeful futures may be built upon shared, hopeful moments between workers and youth. Insight, commitment, and a sense of one's strengths and ability to influence one's life may be encouraged in youth's experiences of pleasure and joy, or discord, frustration and discouragement. As Halverson (1995) observes, even commonplace interactions possess rich opportunities for attachment:
Behaviors such as these occur in everyday life, and most seem very ordinary or mundane-but a worker must be able to identify and respond to even the subtlest of signals sent by the child, just as the child does to the worker. (p. 171)This notion is reinforced by Blase and Fixsen (1987) who posit that "teaching is the operationalization of a therapeutic milieu" (p. 69) in which "every interaction in every community setting creates opportunities for teaching" and "every interaction is a therapeutic interaction integrated into the routines of daily living" (p. 69).
MICHAEL FITZGERALD
Fitzgerald, M.D. (1996). On-the-spot counselling with residential youtrh: Opportunities for therapeutic intervention. Journal of Child and Youth Care 10(4), pp. 9—17
Blase, K.A., & Fixsen, D.L. (1987). Integrated therapeutic interactions.
journal of Child Care, 3(1), 59-71.
Brendtro, L.K. (1988). Problems as opportunity: Developing positive
theories about troubled youth. Journal of Child Care, 3(6),
15-24.
Burger, J.V. (1994). Keys to survival: Highlights in resilience.
Journal of Emotional and Behavioral Problems, 3(2), 6-10.
Burns, M. (1984). Rapport and relationships: The basis of child care.
Journal of Child Care, 2(2), 47-57.
Colyar, D. E. (1992). A model for conceptualizing variation in
staff-resident behavior. Child and Youth Care Forum, 21(3),
165-175.
Garfat, T. (1995). A Child and Youth Care intervention decision.
Journal of Child and Youth Care, 10(2), 55-61.
Halverson, A. M. (1995). The importance of caring and attachment in
direct practice with adolescents. Child and Youth Care Forum, 24(3),
169-173.
Krueger, M. (1994): Framing Child and Youth Care in moments of rhythm,
presence, meaning, and atmosphere. Child and Youth Care Forum, 23(4),
223-229.
Maier, H. (1992). The substance of care practice throughout the life
span. Journal of Child and Youth Care, 7(4), 79-91.
