Advancing child and youth care: A model for integrating theory and practice through connecting education, training, and the service system

VanderVen, Karen

doi:10.1007/bf00756952

Cited by 17 publications

(9 citation statements)

References 7 publications

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“…Child and youth care professionals provide primary supportive care and engage in relational practice, life-skills teaching, counselling on the go, discipline, and dialogue with children and youth across various human services sectors (Krueger, 2007;Maier, 1991;Mann-Feder & Litner, 2004). The literature in the field emphasizes frontline work, microsystemic dynamics, and the centrality of relationship building (Bellefeuille et al, 2008;de Finney et al, 2012;VanderVen, 1993). Yet children and youth are affected by exosystemic and macrosystemic factors that constrain their development, interests, and aspirations.…”

Section: Johanne Jean-pierrementioning

confidence: 99%

Re-Imagining Child and Youth Care Practice With African Canadian Youth

Daniel

Jean-Pierre

2020

IJCYFS

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This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Moving Through Trails and Trials Toward Community Wellness, held in Victoria, British Columbia in April 2019. It explores how we can re-imagine child and youth care practice with African Canadian youth. This emerging paradigm aligns with child and youth care politicized praxis as well as trauma-informed and strengths-based approaches in the field’s literature. We highlight the importance of mobilizing critical and transformative theoretical frameworks along with an Africentric worldview to substantially support youth of African descent with a strengths-based approach. Moreover, the protective role of Black-affirming spaces is developed and articulated.

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Section: Johanne Jean-pierrementioning

confidence: 99%

Re-Imagining Child and Youth Care Practice With African Canadian Youth

Daniel

Jean-Pierre

2020

IJCYFS

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“…Several college and university programs in child and youth care and youth work aim to prepare future practitioners to work with children, youth, and families using a strengths-based approach, a critical reflexive ethical foundation, and relational practice. While authors have provided insights about how Canadian child and youth care preservice programs can achieve these goals (Bellefeuille et al, 2014;Bellefeuille & McGrath, 2013;Bellefeuille et al, 2008;Cooke-Dallin et al, 2000;Mann-Feder & Litner, 2004;Mann-Feder et al, 2017;Phelan, 2005;Ranahan et al, 2015;Sanrud & Ranahan, 2012;Stuart & Hare, 2004;VanderVen, 1993;White et al, 2017), only a limited number of empirical studies have been conducted to assess current learning and teaching practices in child and youth care, and even fewer have examined the experiences of students in these programs (Bellefeuille et al, 2018;Bellefeuille et al, 2017;Lashewicz et al, 2014;Ricks, 1997).…”

Section: Aims and Scopementioning

confidence: 99%

Introduction to Special Issue

Jean-Pierre

Finney

Blanchet‐Cohen³

2020

IJCYFS

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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

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“…VanderVen (1993) has pointed out that effective integration of theory and practice is central. She called for a reciprocal process whereby one "begins with experience, which is then conceptualized into practice theory, then 'from the top down' which relates this theory to other relevant empirical knowledge and theories, and then applies this new theory to determine to what degree it is effective" (p. 274).…”

Section: Teaching and Learning Within The Youth Work Programmentioning

confidence: 99%

Mann-Feder

Ranahan

Blanchet‐Cohen²,

Mann-Feder³

2015

ijcyfs

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This article will discuss a working model of an integrated approach to youth work, developed in the context of the new graduate program at Concordia University in Montreal, Canada. Considering an array of competing and contradictory conceptual frameworks that inform youth work, this model proposes blending diverse traditions while incorporating both community youthdevelopment approaches and clinical models of intervention. Illustrated as a tree, we identify guiding principles: a developmental perspective, an ecosystemic approach, collaborative relationships, a rights-based approach, and the ethical and reflexive principle. Implementing an integrative model of pre-service training requires consideration of how teaching and learning are carried out in the program. Experiential learning activities, collaborative evaluation, a realignment of the teacher and learner roles, and the challenges of applying an integrated approach are examined.

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Advancing child and youth care: A model for integrating theory and practice through connecting education, training, and the service system

Cited by 17 publications

References 7 publications

Re-Imagining Child and Youth Care Practice With African Canadian Youth

Re-Imagining Child and Youth Care Practice With African Canadian Youth

Introduction to Special Issue

Mann-Feder

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