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7 MAY 2010
NO 1574
Professionalization of CYC work
Despite the compelling significance of the unique work of child care, and its symbolic compatibility with the most powerful theory of modem science, the field is not yet a profession. Here again the time-space-context concept provides a conceptual framework for examining the status of the field.
The length of time deemed necessary for preparation of practitioners is a factor that differentiates Child and Youth Care—negatively, unfortunately—from other related human service disciplines. There is no profession that relies on brief, uncoordinated, nonstandardized trainings to prepare its personnel. Until Child and Youth Care work insists on a professional level of preparation for initial practice, it will continue to be a subsidiary of other fields that deal with children and families. There is simply no substitute for time spent in specifically acquiring the knowledge, skill and attitudinal base of the field.
Time, space and context have further implications for training and education of practitioners. From these notions the field gets its content or distinct knowledge base which deals with the nature of children, relationships, and the environment. Consider the following book titles: Children of Time and Space (Ekstein, 1966), Time and Mind (Fraser, 1990), Spaces for Children (Weinstein and David, 1987), and consider common language in the field, such as "inner spaces" and "sense of timing."
The fact that the effective Child and Youth Care worker must be able to deal with contexts is compelling stated by Demers. He makes a powerful case, showing that competency based, linear educational models used by other disciplines are not adequate to enable Child and Youth Care. Citing Beker and Maier, he calls for a systemic, "holist:ic perspective emphasizing pattem of thought and skills which would allow workers to connect their ongoing experiences" (Demers, 1988, p. 221).
The variable of time relates also to the issue of professionalism when considering the amount of time the clients of Child and Youth Care—youthful by definition—have lived. All other human service professions deliver their specialty to persons throughout the life span. Until Child and Youth Care recognizes that it has a unique configuration of knowledge and skills to meet the developmental needs for caregiving and intervention of human beings of all ages, it will not be a profession. One day – in time – it will be. Developmentally oriented care in the life space will be provided to people throughout the life span, with Child and Youth Care work a major subspecialty.
Even though Child and Youth Care work is the major human service discipline practicing in situ, it has been further restricted in development by its own limited view of the contexts in which it works. Many have thought that residential settings, day care centers, hospitals, or schools are the exclusive sites for practicing Child and Youth Care. In fact, all of these, and more, are appropriate arenas or contexts for Child and Youth Care work. The field of Child and Youth Care work is particularly exciting because of the fact that it is not totally organized. Its boundaries are fluid, allowing for further extension and growth. We can look at space as reflecting the fact that there are ever increasing opportunities today for Child and Youth Care practitioners to expand into new roles in practice, and new locations or contexts to apply these roles.
KAREN VANDERVEN
VanderVen, K. How is Child and Youth Care work unique – and different – from other fields? Journal of Child and Youth
Care, 5, 1. pp.16-17.
REFERENCES
Demers, M. (1988). Child and youth care education: Perspectives in transformation. In R. Small & F. Alwon (Eds.), Challenging the Limits of Care. Needham, MA. Trieschman Center.
Ekstein, R. (1966). Children of Time and Space of Action and Impulse. New York: Appleton-Century Crofts.
Weinstein, C., & David, T. (1987). Spaces for Children. New York: Plenum.
