An exploration of the substance of child and youth care practice

Abstract

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.