30 SEPTEMBER 2009
NO 1494
Teamwork
Introduction
Children and young people in need of care are almost always dependent on
adults to ensure safety and security, to receive a meaningful education,
and to form social relationships that strengthen distinctive cultural
identities and promote life opportunities. Community and extended family
members – along with health, education and social service professionals
who make care decisions – are particularly influential, especially when
seeking to achieve positive outcomes for the futures of children and
young people. Multi-disciplinary teamwork is essential to ensure that
everyone is working together with purpose. This involves placing family/
kinship or sibling carers – as well as other designated carers – at the
very centre of attention alongside children or young people receiving
state-sponsored or voluntary care. Only in this way is it possible to
thereby promote and deliver integrated services to society's most
vulnerable members.
Children depend on adults from
before birth
Children depend on adults for safety and security, and for nurturing in
them a sense of belonging. Birth mothers, sisters and female elders, as
well as other of kin group members traditionally guarantee the safety
and security of children – including birth fathers (whether present or
not), older brothers, uncles and grandfathers. Children depend on adults
for shelter, food and sustenance, and for life opportunities to engage
in purposeful activities and play. Children and young people also depend
on adults for education in life skills to become a contributing member
of a household, family complex, neighbourhood, village and community.
Life education in the 21st
Century also includes meaningful formal education where children and
young people depend on adults to provide education that is
learner-centred and not just subject-centred. Children and young people
need to
gain mastery of life skills and knowledge for meaningful life if they
are to make independent contributions to their people and families.
Children and young people also depend on adults for introduction to, as
well as induction into social relationships through which they master
life skills, acquire cultural identities and learn to demonstrate
generosity as a contributing member of any social group (Brendtro,
Brokenleg and Bockern, 1990).
Different adults claim purpose,
define needs and supervision rules
There is a purpose associated with identifying children's needs and
requirements for supervision. From supervision over milestones of
physical, mental, emotional and spiritual development, to mastery of
specific life skills needed to achieve positive adult standing in
particular living groups, adults play significant roles in every
culture, each claiming a designated purpose in the care and supervision
of children and young people (Maier, 1987). Children's life stories
touch the souls of Child and Youth Care workers. While it is not
uncommon for unknown adults to define 'needs' and 'supervision
requirements' for children and young people deemed to require 'looking
after' by the State, or in need of State sponsored 'out-of-home care',
primary carers and family members want to know: Is our child safe now?
LEON C. FULCHER
Fulcher, L.C. (2009). Working together with purpose.
Child and Youth Care Work, 27, 4. p. 12.
REFERENCES
Maier, H. W. (1987) Developmental group care of children and youth: Concepts and practice. New York: Haworth Press.