Casa Pacifica Centers for Children and Families supports the development of the larger Child and
Youth Care field.
I have been in
the youth care field for nearly 20 years and continue to find it challenging and rewarding.
Not exact matches
«NIOST has a 35 - year history working as a research action project in the
fields of school age child
care, afterschool and
youth development,» said Ellen Gannet, M.Ed., NIOST director.
She became interested in the psychology
field and attained a Child and
Youth Care Diploma in 2015.
All the legal institutions need to take
care of and pay detailed attention to our
youth, specifically those in the legal
field, because young people are the backbone of the future, and the issue of interest by educating them and training them is one of the first national tasks to be worked on and improved in the coming period.
Mission: To expand the mentoring
field's regional capacity to reach more school - aged children with
caring, committed adult mentors, using best practices, training and professional support to achieve lifelong positive educational and behavioral outcomes for
youth.
Support Matters: Lessons From the
Field on Services for Adoptive, Foster, and Kinship
Care Families (PDF - 2,170 KB) National Resource Center for Diligent Recruitment at AdoptUSKids (2015) Provides details on specific program models, including services for older
youth, parents, and families and tips for implementing and sustaining support services.
The Family Support Program is staffed entirely by child
care counsellors with degrees or diplomas in Child Care / Youth Development or a directly related fi
care counsellors with degrees or diplomas in Child
Care / Youth Development or a directly related fi
Care /
Youth Development or a directly related
field.
Anglin, J., Glossop, R. (1993) Parent education and support: an emerging
field for child and
youth care work.
Recent trends in the
field of psychotherapy towards a managed
care model of service delivery which emphasizes empirically validated treatments, the use of therapy treatment manuals, and protocol - driven interventions (Ogles, Anderson, & Lunnen, 1999) requires Child and Youth Care professionals to continue to speak eloquently to the therapeutic value of their w
care model of service delivery which emphasizes empirically validated treatments, the use of therapy treatment manuals, and protocol - driven interventions (Ogles, Anderson, & Lunnen, 1999) requires Child and
Youth Care professionals to continue to speak eloquently to the therapeutic value of their w
Care professionals to continue to speak eloquently to the therapeutic value of their work.
Education, training and future development These changes have important implications for the development of the
field as Child and
Youth Care moves further in to the area of working with families and as the shift continues from residential - based to community and especially in - home based approaches to working with families in which the Child and
Youth Care worker assumes the role of interventionist, not just educator.
This is where «working» in the
field of Child and
Youth Care conflicts with the philosophy that Child and
Youth Care practitioners do not «fix» children, but help them, through relationship, to understand themselves and make their own choices.
Recent trends in the
field of psychotherapy towards a managed
care model of service delivery which emphasizes empirically validated treatments, the use of therapy treatment manuals, and protocol - driven interventions (Ogles, Anderson and Lunnen, 1999) requires Child and Youth Care professionals to continue to speak eloquently to the therapeutic value of their w
care model of service delivery which emphasizes empirically validated treatments, the use of therapy treatment manuals, and protocol - driven interventions (Ogles, Anderson and Lunnen, 1999) requires Child and
Youth Care professionals to continue to speak eloquently to the therapeutic value of their w
Care professionals to continue to speak eloquently to the therapeutic value of their work.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social
care in Ireland / Social
care — the
field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of
care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street
youth and prostitution / Streetsmart kids / Stress / Stress in child
care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk
youth / Successful careers / Suicidal behaviour in GLB
youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
Few people working in the
field of child and
youth care would argue about the importance of interpersonal connections.
/ Praxis / Prayer / Preoccupation with risk / Prepackaged consequences / Prerequisites for intervention / Prerequisites of treatment / Prevention / Primary experience / Prime movers - and shakers / Principles / Principles of quality
care / Proactive / Reactive / Problems to strengths / Process of integration / Profession / Professional child and
youth care workers / Professional development / Professional
field / Professional pessimism / Professional worker / Professionalization (1) / Professionalization (2) / Professionalization of CYC work / Program evaluation / Program size / Programming (1) / Programming (2) / Programming (3) / Programming (4) / Programmes and praxis / Programs for street children / Progressive schools / Projections / Promoting activities / Promoting resilience / Promoting resilience / Psychodynamic approach / Psychodynamic
care work / «Psychological parent» / Psychopathology or coping / Psychotherapy / Psychotherapy and child &
youth care / Punishment (1) / Punishment (2) / Punishment and reward / Pupils» backgrounds / Pushing buttons
While Child and
Youth Care continues to be welcome in some fields of childrenà cents â «¬ â «cents s mental health, and new opportunities may arise within the youth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family Develop
Youth Care continues to be welcome in some
fields of childrenà cents â «¬ â «cents s mental health, and new opportunities may arise within the
youth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family Develop
youth justice system, other Child and
Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family Develop
Youth Care practitioners have been laid off within traditional areas of Child and
Youth Care employment such as schools, and within the Ministry for Children and Family Develop
Youth Care employment such as schools, and within the Ministry for Children and Family Development.
Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and
youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
youth care practice / Defining emotional abuse / Defining our
field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing
Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached
youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggres
youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and
care (1) / Development and
care (2) / Development and
care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of
care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in
care / Dimensions of programme / Dining room / Direct
care practice (1) / Direct
care practice (2) / Direct
care worker / Direct
care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?
At present, Child and
Youth Care practice is a female - dominated
field, which vastly limits this
field's ability to serve the needs of our society's masculine segment.
National Foster
Youth Advisory Council Child Welfare League of America Comprising current and former foster youth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involve
Youth Advisory Council Child Welfare League of America Comprising current and former foster
youth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involve
youth, the council informs the
field about the strengths and needs of
youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involve
youth in the foster
care system and develops strategic alliances to improve the system of supports and services in the areas of positive
youth development, independent living, transition supports, and youth involve
youth development, independent living, transition supports, and
youth involve
youth involvement.
Placement Stability and Permanency National Resource Center for Diligent Recruitment at AdoptUSKids Offers ideas from the
field and tools and resources that provide strategies and information related to child - specific recruitment that can help child welfare professionals recruit foster, adoptive, and kinship families for specific children and
youth in
care.
Creating and Sustaining Effective Respite Services: Lessons From the
Field (PDF - 1,280 KB) AdoptUSKids (2012) Provides States, Tribes, and parent support organizations with tools to help them understand the value of respite
care in achieving improved outcomes for parents and
youth, as well as ideas for how to build their capacity to sustain such programs after time - limited grants have ended.
For example, afterschool, juvenile justice, summer camp, and residential
care have been considered distinct
fields, and in some communities of practice, «
youth work» implies working primarily with adolescents.
NIOST's work bridges the
fields of child
care, education, and
youth development in order to promote programming that addresses the development of the whole child.
Rigorous Training «The Academy is proud that our instructors include some of the top Child and
Youth Care Practitioners in the
field.
As NIOST's director, Gannett ensures that research bridges the
fields of child
care, education, and
youth development in order to promote programming that addresses the whole child.