Perhaps the answer to this question in a Child and
Youth Care context, lies in the direction of collaboration.
Defining therapy in a Child and
Youth Care context It may be useful in developing a definition of therapy in a Child and
Youth Care context, to consider the origins of the word «therapy».
In a Child and
Youth Care context these outcome findings are important to remember.
The Child and
Youth Care context: personal observations It has been my experience in working with children and young people in a number of treatment contexts, that most young persons are not prepared to engage in formal «talk therapy» sessions.
Not exact matches
Child and
Youth Care operates in the milieu of these two common factors; that is to say Child and Youth Care is primarily concerned with providing children and youth with rich, healthy life experiences within the context of a therapeutic milieu promoting prosocial skills, wellness, and sa
Youth Care operates in the milieu of these two common factors; that is to say Child and
Youth Care is primarily concerned with providing children and youth with rich, healthy life experiences within the context of a therapeutic milieu promoting prosocial skills, wellness, and sa
Youth Care is primarily concerned with providing children and
youth with rich, healthy life experiences within the context of a therapeutic milieu promoting prosocial skills, wellness, and sa
youth with rich, healthy life experiences within the
context of a therapeutic milieu promoting prosocial skills, wellness, and safety.
/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst
youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child
care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in
context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) /
Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context (1) /
Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context (2) /
Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context (3) /
Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context (4) /
Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context (5) /
Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context of relationship (1) /
Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context of relationship (2) /
Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or s
Context of silence /
Contexts / Contextual planning / Continuity / Continuum of
care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to
care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?
The professional Child and
Youth Care practitioner is constantly thinking about how to maximize the possible therapeutic benefit of experiences, whether these experiences occur within the
context of a residential milieu, or within the broader
context of the social milieu that exists within the community.
Child and
Youth Care then, as a profession, has emerged within the
context of this historical conflict and has contributed the idea of the therapeutic milieu to the discussion over what constitutes therapy.
Sensitive and responsive caregiving engenders positive
youth development, but the specific features that constitute high quality
care may look different across cultures.13 In
contexts of heightened risk, relational factors that are associated with poor outcomes in low - risk
contexts may engender positive development.
Learning Child and
Youth Care Work in
Context: A Case Example.
Limitations include difficult to conclude whether the findings are the result of the
context of treatment (home vs. office) or of treatment condition (FFT vs. EBFT), small sample size, and may not be generalizable to
youth not in shelter
care.
Life Space Crisis Intervention Life Space Crisis Intervention is a child and
youth care method for using incidents of problem behavior as a
context for building insight and new skills.
It will focus on the
youth and families in crisis in the
context of the natural community and the mental health systems of
care.
In the
context of diabetes management, research has shown that Latino parents report greater supervision of their children's diabetes regimen adherence (Gallegos - Macias, Macias, Kaufman, Skipper, & Kalishman, 2003), and parental support for diabetes
care is associated with better diabetes outcomes among Latino
youth (Hsin, La Greca, Valenzuela, Moine, & Delamater, 2010).