| The Seeds of Discouragement in Work With Young People. | ORIGINALITY SCORE: 0%
Table Of Contents.
THE SEEDS OF DICOURAGEMENT IN WORK WITH YOUNG PEOPLE3
What is assessment?3
The four Ecological Hazards and it’s link to the Profiles in Discouragement3
10 D’S of Deviance5
The impact of positive personal theories of behavior6
Impact on Assessment if the child or youth feels discouraged by an interaction with a CYCW7
THE SEEDS OF DICOURAGEMENT IN WORK WITH YOUNG PEOPLE
What is assessment?
Assessment refers to a methodical manner in which a variety of information can be obtained regarding a subject. In this field the subject is known as the child and the information that is gathered identifies the needs, strengths, weaknesses and any other relevant information that may be necessary in order to decide whether action needs to be taken and if so then what is to be done. Assessment is an essential part of engaging with a child because it provides the baseline through which the child’s development can be measured. (DCSF, 2006) This piece of work is an attempt to demonstrate how the behavior of a CYCW can lead to encouragement or discouragement by outlining aspects such as; ecological hazards, the 10 D’s of Deviance, the impact of positive personal theories as well as the impact on assessment when an interaction results in discouragement. The four Ecological Hazards and it’s link to the Profiles in Discouragement
The outcomes within the Child and Youth Care practice can many a times be unpredictable. Any kind of engagement will involve the child, the practitioner and the environmental factors (family, school, peers etc). However, at times the intentions of a CYCW may be taken as negative. There are various ecological hazards that can come in the way of practice and that can lead to encouragement or discouragement. Ecological Hazard| Profile in Discouragement| Ways to mend the 4 hazards| Destructive relationships| Psychological orphan| Attachment and Belonging| Climates of futility| Deviance approaches| Achievement and mastery| Learned irresponsibility| Youth counterculture| Autonomy and Independence| Loss of purpose| Work without meaning| Altruism and Generosity| Table info: Reclaiming Youth at Risk (Miriam Taylor & Ellen Stoltz, 2010)
From the table above, it can be said that every ecological hazard brings with it a consequence that may lead to negative outcome in the assessment process as well as intervention process. For example; destructive relationships lead to a pulling tape whereby the feeling of distrust and reject are common and the child or youth is unable to maintain any kind of relations. This makes it difficult for a CYCW whilst trying to interact with a child or youth because often they are reluctant. Therefore, the best way for a CYCW is to create a sense of belonging and attachment in order to positively help the child. (Miriam Taylor & Ellen Stoltz, 2010) Learned irresponsibility is another hazard that develops over time due to the various experiences faced by a child or youth. It causes them to be rebellious, thus making it difficult for a CYWC to be convincing. A good way to overcome that is instilling in children and youth a sense of confidence and independence whereby they get a boost in their self esteem (Miriam Taylor & Ellen Stoltz, 2010). Loss of purpose is a risk that creates a meaningless working environment. This makes it complicated in the process of assessment due to a child’s negligence. It is best handled by being altruistic and supportive (Miriam Taylor & Ellen Stoltz, 2010). Climates of futility is the kind of hazard that triggers deviant behavior. This roots to unacceptable behavior that can interrupt the assessment process. Ways in which CYCW can improve the climate is by identifying strengths of a child or youth and recognizing them for...