Philosophies of Care for Working
with
Children and Youth in Out of Home Care
Philosophies in Child and Youth Care (CYC) practice form the
foundation for how practitioners understand, relate to, and work with
children, youth, and families. These philosophies shape values,
attitudes, and methods used in daily practice. The practice of Child and
Youth Care (CYC) is deeply grounded in a set of interconnected
philosophies that distinguish it from other helping professions like
psychology or social work. These philosophies are not just techniques;
they are a way of being with young people.
Key Philosophies
Relational Practice
- Core idea: This is the bedrock of CYC. The core belief is
that healing and change occur within the context of authentic,
consistent, and respectful relationships. Relationships are central
to all growth and healing.
- Meaning: Effective CYC work happens in relationship — not just
about relationships. CYCs are not hard-to-reach professionals. They
use their genuine selves, appropriately sharing feelings and
humanity to build trust. The safe, predictable, and caring
relationship itself becomes the vehicle for change, repairing
earlier relational wounds.
- Application: Building trust, being present, authentic
communication, and using daily interactions as opportunities for
development. The focus is on the quality of the interaction, not
just the activity. A game of basketball can be a profound
therapeutic moment if it's built on mutual respect and connection.
The Life-Space
- Core idea: Work happens where children live their lives — in
their life space, not in offices or clinical settings. This is a
uniquely CYC approach that distinguishes it from office-based
therapy.
- Meaning: CYC workers engage with children in real-life contexts
(home, school, community, care environments). The CYC's role is
active and responsive within the natural flow of the young person's
life.
- Application: Teaching coping and life skills through everyday
experiences like meals, play, and conflict resolution. The most
powerful therapeutic opportunities occur naturally in the daily
"life-space", during a meal, while walking to school, during a
conflict with a peer, or at bedtime.
Strengths-Based Approach
- Core idea: This philosophy moves away from a deficit model
(focusing on what's wrong) to an empowerment model (focusing on
what's strong). Focus on a young person’s abilities, potential, and
resilience rather than their problems.
- Meaning: Every child has resources and capabilities that can be
built upon. The CYC's role is to create opportunities for the young
person to experience competence, mastery, and control over their own
life.
- Application: Identify and nurture talents, successes, and
sources of support. Instead of asking "What problems does this youth
have?", a CYC asks, "What skills, interests, and passions does this
youth have that we can build upon?"
Developmental Perspective
- Core idea: CYCs understand behavior in the context of typical
and atypical development, through the lens of growth and
development. While the past informs the present, CYC work often
focuses on current daily life experiences as the primary context for
learning and growth.
- Meaning: Challenging behaviors are often seen as a young
person's best attempt to cope with unmet developmental needs,
trauma, or overwhelming emotions. Practitioners meet young people
where they are emotionally, socially, and cognitively.
- Application: Use age-appropriate expectations, support
transitions, and encourage developmental tasks like identity and
autonomy. Interventions are tailored to the young person's actual
developmental age (which may differ from their chronological age),
their cognitive abilities, and their emotional maturity.
Ecological or Systems Philosophy
- Core idea: This philosophy, drawing from Urie Bronfenbrenner's
work, asserts that to understand a young person, you must understand
their environments and the interconnected systems they live within
(family, school, community, culture).
- Meaning: Challenges and strengths must be understood within the
child’s environment. A young person's behavior cannot be understood
in isolation. It is a response to their family, school, peer group,
neighborhood, culture, and societal policies.
- Application: Work collaboratively with families, teachers, and
communities to support holistic well-being.
Social Justice and Anti-Oppressive, Culturally Responsive
Practice
- Core idea: Culture shapes identity, behavior, and relationships.
This philosophy acknowledges power dynamics and works to address
systemic injustices that impact young people and their families.
Advocate for fairness, equality, and respect for all.
- Meaning: Respect and integrate cultural knowledge and traditions
in care. Recognize and challenge systems of oppression (racism,
classism, sexism, colonialism). CYCs must continuously examine their
own power, privilege, biases, and assumptions.
- Application: Learn from families and communities, adapt
interventions to cultural contexts. Promote inclusion, respect
diversity, and support empowerment. Actively work to share power
with young people, for example, by involving them in decision-making
about their own care plans.
Reflective and Ethical Practice
- Core idea: Practitioners continuously reflect on their own
actions, values, and biases.
- Meaning: Ethical reflection improves decision-making and
professional growth.
- Application: Regular supervision, journaling, and dialogue about
moral dilemmas.
Caring and Nurturance
- Core idea: Genuine care and compassion are essential for growth
and healing.
- Meaning: Professional caring involves empathy, boundaries, and
ethical responsibility.
- Application: Creating safe, consistent, and supportive
environments.
