Chapter II: Essential Components in Care and Treatment Environments for Children

Maier, Henry W.

doi:10.1300/j024v09n02_03

Cited by 13 publications

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“…These boundaries are complex and need to "take into account the importance of honouring and preserving both our vital autonomy and our inextricable mutual interdependence" (Artz, 2000, p. 297). While enhancing one's connection to another, love perplexingly also supports the development of each person's individuality and independence (Maier, 1987). Love cannot grow in interactions where one party is intent on maintaining power over the other.…”

Section: Love In the Caring Professionsmentioning

confidence: 99%

Perspectives on love as a component of professional practice

Vincent¹

2016

IJSP

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Since children and youth are often cared for by many professionals who are trained and educated in different disciplinary traditions, it is important that child and youth care (CYC) practitioners who work alongside other professionals have knowledge of how love is understood across different disciplines. Through a review of current literature in the fields of health care, education and CYC, this article explores the perceptions of love across different fields where CYC is practised. It begins by defining love in a manner that reflects the engagement and interactions between individuals in professional and public relationships, and differentiates this from the kind of love present in private relationships. It then focuses on the ways that love is currently being talked about and practised in different professional contexts. While there is increasing openness to talk about love across the human service fields, and some similarities in the questions and assertions that are being raised, there are also differences of opinion regarding love’s place in professional practice both within and across practice domains. In contemplating the varying perceptions of love, I hope to offer the reader an opportunity to be more mindful about the role of love in their own professional practice.

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Section: Love In the Caring Professionsmentioning

confidence: 99%

Perspectives on love as a component of professional practice

Vincent¹

2016

IJSP

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“…Through this way of managing relationships with young people, the emphasis can shift from institutional controls to personalised behaviour training tailored for each young person in residence at home, in a foster home, residential school, or institution (Garfat, 1998). Multiple learning opportunities are used in such ways to support personalised care plans that are sensitively planned around the developmental needs and performance of each child or young person (Eisikovits, Beker, & Guttmann, 1991;Maier, 1981), adding Soul to the Rhythms of responsive child and youth care.…”

Section: The Rhythms Of Responsive Child and Youth Carementioning

confidence: 99%

The Soul, Rhythms and Blues of Responsive Child and Youth Care at Home or Away from Home

Fulcher¹

2006

Child & Youth Services

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The knowledge base that underpins child and youth care work is re-examined through the device of musical metaphor, introducing six voices that impact on responsive practices with children, young people, and their families. The Soul of child and youth care is located in guarantees of physical safety and security and attending to bodily comforts, routines, and preferences. Rhythms of proactive caring build through the

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“…For that reason, it is worth reviewing those conditions that provide the most favourable opportunities for learning and development. Our focus is on interpersonal structures (Bronfenbrenner, 1979) and processes (Maier, 1981) that provide the conditions for responsive group care. Our argument is that, until recent years, such knowledge has not been grounded sufficiently in an understanding of contextual influences on child and adolescent development.…”

Section: Developmental Conditionsmentioning

confidence: 99%

“…While Bronfenbrenner helped to clarify the types of relation workers need to create in their work with young people, Maier (1981) highlighted the importance of attachment and the experience of dependency that are part of the intimate process of forming relationships. Maier noted how temperamental differences, even among very young children, can influence the rhythms of interaction which develop with those who provide care.…”

Section: Developmental Conditionsmentioning

confidence: 99%

“…Group care practice involves sensitive engagement with young people in a manner that is compatible with each child's needs and avoids the disruptive pitfalls that limit development. Maier (1981) addressed the importance of establishing vital attachments between workers and young people that offer opportunities for a good experience of dependency, the pursuit of which may be clouded by difficult and demanding behaviours. Maier encouraged group care workers to view such phenomena afresh by placing these aspects of development in a normal sequence of daily life events.…”

Section: Developmental Conditionsmentioning

confidence: 99%

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Chapter 7. Creating and Sustaining a Culture of Group Care

Ainsworth¹,

Fulcher²

2006

Child & Youth Services

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Group care centers are established to provide a range of living, learning, treatment, and supervisory opportunities for children and young people who, for a variety of reasons, need alternative, supplementary, or substitute care. It is important, therefore, that group care centres establish an organizational climate, ethos, or culture of caring that is consistent with these objectives. This is achieved through internal organizational design, administrative routines, maintaining the physical environment, and support for staff team functioning, including attention to specific work methods.

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Chapter II: Essential Components in Care and Treatment Environments for Children

Cited by 13 publications

References 0 publications

Perspectives on love as a component of professional practice

Perspectives on love as a component of professional practice

The Soul, Rhythms and Blues of Responsive Child and Youth Care at Home or Away from Home

Chapter 7. Creating and Sustaining a Culture of Group Care

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