Henry W. Maier

The core of care: Essential ingredients for the development of children at home and away from home

Recent research findings in child development are applied to pertinent issues in child care. Child care is presented as the provision of physical comfort together with the experience of dependability and predictability. This composite optimally enables the child to experience a very personal care and with it, the feeling that he or she is special. Seven ingredients are outlined, and presented with illustrative child caring activities, as the Core of Care.

Developmental group care of children and youth : concepts and practice

Contents Foreword Preface Introduction: Group Care Utilizing a Developmental Perspective Children and Youth Grow and Develop in Group Care Essential Components in Care and Treatment Environments for Children How Children and Adolescents Conceive Their World Beyond the Group Care Setting The Core of Care: Essential Ingredients for the Development of Children at Home and Away From Home To Be Attached and Free Learning to Live and Living to Learn in Residential Treatment Influence Techniques The Space We Create Controls Us Child Care Within an Organizational Context: The Inherent Strain The Child Care Worker Teaching and Training as a Facet of Supervision of Child Care Staff Emerging Issues in Child and Youth Care Education: A Platform for Planning References Index

An exploration of the substance of child and youth care practice.

Child and youth care practice is presented for its central function in the midst of a myriad of administrative, bureaucratic, managerial, organizational and program obligations. While adequate personal qualifications may be important prerequisites, the actual doing, the practice of care, is what counts. The substance of child and youth care practice is conceptualized within three major work spheres: (1) contextual practice efforts; (2) direct supportive and attachment-formation efforts; and (3) the teaching of needed basic life skills. Each is continuously illustrated by practice examples. These hands-on practice suggestions serve here a dual purpose by highlighting the fact that care practice depends upon these seeming minutiae of care and contextual interactions, and by alerting student, practitioner, supervisor, policy maker, and teacher about the actual substance of child and youth care practice.

Emerging issues in child and youth care education: A platform for planning

The authors explore key ingredients in the preparation of child and youth care workers with a focus on the conceptual and practical interconnectedness required if the workers are to be enabled to work professionally and effectively.

Should Child and Youth Care Go the Craft or the Professional Route? A Comment on the Preceding Article by Zvi Eisikovits and Jerome Beker

The respondent suggests some additional perspectives on the craft model and its relationship to a traditional professional orientation.

Primary Care in Secondary Settings: Inherent Strains.

Abstract There is an ever present struggle associated with reconciling primary care requirements for children and young people living in group care programs with secondary organizational demands imposed by external agency expectations and administrative requirements. That struggle finds its expression and potential balance in the daily work of staff. This classic manuscript in the literature of child and youth care offers an enduring analysis of the interplay between primary and secondary care issues that shape responsive group care services.

Special Feature: Learning Overshadows Teaching: Key Issues in the Preparation of Care and Social Workers

In the following lines I will attempt to cover applicable thoughts about learning in the teaching of effective interactive human work—that is, care work. Efforts to assist individuals with their learning in the field of applied sciences require focus, direction, and time commitment. Regardless of whether one is involved with an individual, a group, a single workshop, or a course sequence, the goals for the instructor or consultant are the same.