Since it's founding in 1997, the CYC-Net discussion group has been asked thousands of questions. These questions often generate many replies from people in all spheres of the Child and Youth Care profession and contain personal experiences, viewpoints, as well as recommended resources.
Below are some of the threads of discussions on varying Child and Youth Care related topics.
Questions and Responses have been reproduced verbatim.
Listen to thisWithin our program the word "consistency"
continually is used to describe the approach we take in working with youth.
I feel that consistency is often confused with "everyone having the same
response". How would you define consistency? What does consistency look like
within programs ?
Thanks
Kim
...
Consistency! Before getting to what it is, we must understand the values
that drive our purpose in doing what we are wanting to accomplish. Often
consistency means no more than enforcing rules and expectations – the same
for everyone. So if the "law" is our primary value and strict adherence to
the "law" our desired outcome, then we may wish to have an established list
of consistent consequences that can be applied in given situations.
Then again if we have a different set of values, for example, teaching youth
to be safe and legal in a community, then there may be greater latitude in
the area of consistency. Given this perspective, consequences may be
determined by a number of factors. For example:
1. What is the developmental stage and overall make up of the offender. If a
small twelve-year-old is threatening a larger 15 year old in an attempt to
establish his own space would you use the same consequence if the situation
was reversed?
2. What consequence would best help the youth to learn what you are
attempting to teach – and then what is your purpose for the consequences.
3. What consequences will help those who are observing the situation to
learn the same lesson?
When you answer some of these questions you can understand that consistency
does not mean that everyone enforces the rules in the same way, and that
offenders do not receive the same consequences for the same offense.
One more point. Forget being tied to logical consequences or even natural
consequences. While these two concepts are very basic you must remember your
purpose, to facilitate change where needed so that the internalization of
appropriate values occurs.
Larry
...
I think that consistency is one of those concepts that's misapplied, since,
it fails to take individuality and the context into consideration, and as
you say, is confused with "everyone having the same response". That is not
only not really possible, but also and even more compelling, not productive
for either clients or staff. To me, structure is a better concept, that is
having some coherence and expectation in place but which also allows some
flexibility.
Karen
...
Kim raises an important question that goes to the heart of one of the most
frequent arguments in Child and Youth Care
Is consistency "everyone having the same response? How would you define
consistency? What does consistency look like within programs ?" I
think that our concern with consistency as it is commonly thought of within
programs (everyone having the same response) arises from a number of areas,
a few of which are:
An over-emphasis on behavioural theory, which implies the need for identical
re-inforcers to change behaviour.
the thought that inconsistency may confuse youth
An inability on our part to deal with the inconsistencies which children and youth experience in us and our work.
A feeling on the part of the team members that they are `not succeeding', and a search for the reason for that.
Now, I can make arguments against all the above
rationales, but I am more interested in other people's thoughts about Kim's
questions. What do you all think? This is among the most basic and therefore
most important of questions about practice and I would love to have a
dialogue about it.
Thom
...
Focus on individuality with regards to the intervention plan with each child – and be consistent within that framework as a Youth Care Team?
Oh yeah, work as a team. Hmmmm, maybe it starts with the focus being on the
individual performance within the so called team of individual youth care
workers. Maybe a vision of our own personal and collective performance
hasn't been shared yet? Maybe the language and developmental stages of us as
Youth Care Workers and Youth Care Teams isn't yet working from a solid
baseline of beliefs and philosophy? If it isn't, who is the leadership and
what is going on? Take one step forward please.
Ernie
...
To me consistency has to do with a Youth Care Team's commitment to an agreed
vision. If we act in a way that is consistent with a shared belief about
what youth care means, a shared philosophy, shared goals etc., won't our
actions, whether the same or different, have a basic integrity? Won't they
then reflect our basic principles and in that sense be consistent? Any
action, any intervention that does not reflect what a team believes about
youth care is inconsistent and needs to be challenged.
That is how I see it so far ...
Meredith
...
I have been following the discussion on consistency. We all seem agreed
that:
(a) within a programme, consistency does not mean that everyone necessarily
gets treated the same but that a sensible mission statement, with good
structure and programming, promotes a sense of reliability and
predictability for all; and
(b) each child has his or her plan which is coherent within itself, even
though it may not be the same as the next child's plan.
My problem is how we translate the child's (relatively brief) experience of
our more consistent and systematic practice back into the tougher realities
of his or her own life. We are probably all familiar with the youngster with
a really troubling "referral report" who seems to improve spontaneously when
entering our rational and responsive environment – suggesting that the kid
is OK but is not managing things back home.
Ultimately it seems that we have two practice "goals": one is preparing the
child to return to an essentially unimproved situation back home; the other
is to intervene in the situation back home so that it might be easier to
live with. I should be interested in hearing how we as Child and Youth Care
workers tackle these two tasks.
Brian
...
Consistency! Who was it that said `consistency is the hobgobblin of little
minds'? I believe in consistency, but not in the `we all do the same thing
the same way' variety. I break consistency in to a number of areas:
1. Consistency with Self: we all need to be consistent in how we are,
individually, with youth. If I hold one set of values, and thus respond
essentially in a certain way to a youth today, then I need to be the same
tomorrow. Many youth come from a history where the individuals in their life
were not consistent with themselves from day to day. Thus the youth is
constantly off-balance in relationship with these people. Today, for
example, a parent was flexible in person, tomorrow they were illogical or
rigid. As youth care workers, youth need to experience us as constantly
ourselves, so that they might have a better security in being who they are
in relationship with us. Each staff is an individual, but we need to be
consistent in who we are.
2. Consistency with the Intervention Plan: Each youth has their own plan,
with a particular area of focus and a particular approach based on the
perceived needs of the youth. As workers we need to be consistent, across
team members in this area. For example, if one of the focuses of the plan is
to challenge how the youth interacts with other youth, then all staff need
to address this as it arises. If one staff focuses on it, and another
doesn't, then we have created the opportunity for confusion and division.
This is not to say we will focus on it (or intervene) in the same way.
Rather that, if the issue arises, the youth can predict that all staff, in
their own way, will respond to it.
3. Consistency with Program Philosophy: If we have an orientation towards
change, for example, or certain basic values which we hold as a team, then
all staff need to act in a manner that is consistent with that. For example,
if we value the `voice of youth' then all staff need to attend to that
voice. It would not be okay for one staff to listen to the voice and for
another to silence it. This applies in our individual interactions with
youth, and across youth.
4. Consistency with Culture of Origin: While this is, in essence, a program
value, I think it is worthy of mention as we move more towards being
concerned about families. By this I mean primarily we need to be consistent,
as much as is possible, with the values, beliefs and ethics of the family of
the child, or the place from which she comes, or to which she is returning.
If, for example, the family has a value that says youth do not `hang out in
the mall' till they are 15, then we don't let that happen when the youth is
14 in our program. To do otherwise makes it difficult for the youth to move
to that environment without great confusion. Consistency with family values
also helps to build alliances with parents in the treatment process.
Like I said, I believe in consistency, but I am not of a mind that we should
all try to be the same. People are different from one another and youth know
this. If we try to create an environment in which everyone acts exactly the
same, then we are trying to create an `unreal' world which will not help the
youth to deal with the inconsistency in the real world. However, if we are
not consistent in the ways I described above then I fear that we are just
creating the opportunity for the youth to remain the same. We each have our
own style, and as long as that style is therapeutic, helpful, etc., then I
think is is healthy, rather than destructive, for us to be, and be
experienced as, different from one another. In this way, I believe, that
consistency and individuality fit hand in hand.
Anyway, loosely put, that's some of how I think about consistency. Sorry
about the wordiness.
Thom
...
The dilemma of the "two practice goals" Brian referred to has always been
one of my major concerns and is reflective of vast inconsistencies
throughout my practice. I believe these inconsistencies are reflective of
practitioners' philosophies, values, ethics; agencies mandate,
economic/governmental and societal influences (especially diverse Board of
Directors), to mention only a few.
Because this issue is multi-faceted I do not believe there is simply one
fix. However, you raised the question as to "how Child and Youth Care
workers tackle these two tasks?", and I would like to add my views.
I believe the first step towards reaching this goal is consistent admission
criteria for every Treatment Centre that requires participation of the
children's parents or care givers and all stake holders. I believe that this
process ought to be formalized by the use of CONTRACTS. Before a child is
admitted to one of these facilities a contract would need to be signed by
ALL stakeholders and REDEFINED, REVIEWED, UPDATED MONTHLY. These contracts
would clearly identify the goals, objectives and activities for every person
involved in the process. That is – parents, child welfare agencies,
residents, Child and Youth Care worker – each member would have their distinct type of
activities but the overall goal and objectives would be consistent for all
members of this treatment team.
Throughout the treatment phase, all members would be working on their own
activities (not just the child). The team would come together monthly and
each month a new contract is signed. No one's treatment is in isolation and
although members will progress at different rates, the teams overall goal
and objectives become much more realistic and reachable for all. I believe
the formalized CONTRACTS would act as a vehicle to assist the focus and
agreement by all members of this treatment team. This would give some
insurance that the child and his/her family, along with the service
providers are all involved and would ensure some degree of consistency.
I really do not feel this is too idealistic. Naturally it would take
commitment, desire and skill by all service providers to work from this
consistent type of approach but Child and Youth Care workers could take the
lead by making this a mandatory practice and admission criteria for all
Treatment Centres.
At least these are my thoughts to this consistency topic!
Hugh
...
I see consistency as just another one of those words in our English language
that can be interpreted differently.
I struggle with the idea of consistency of action for the sake of
predictability. We are descendants of an age-old belief that we have to know
or at least be able to predict a reasonable, acceptable outcome before the
adventure can begin. Because we as a society are so consumed by this idea,
we restrict ourselves with the security of what is known, even to the extent
of it conflicting with what is felt.
We are all captive individuals in the beginning because of our dependence,
and from the beginning we are measured by 'norms' and predictable patterns
based on those who came before us. How is it then, that we are able to
discover and accept self and individualism when the basis is reflective of
another's (society's) ideas and experiences.
Consistency of acceptance for the sake of individualism would proliferate
the value of words like different, failure, mistakes, irregular, and yes – inconsistent. Because we put so much value on the spoken word, these words
have to be seen as positive, important processes, needed to develop and grow
beyond the limitations of our much needed forefathers. I struggle every day
with the need to belong in a world that feels threatened by my need to live
and be accepted for my choices.
Virginia
...
For years I have used the following quote regarding consistency in basic
staff training. Does anyone know the source?
"CONSISTENCY: Most of the children you'll be working with are used to the
ways of irresponsible, inconsistent adults. Since they have repeatedly dealt
with conflicting communications, great is your need to remain constant in
your actions and verbalizations. Mean what you say, leave no room for doubt
as to your position and expectations. Bribing the children with promises
will work once but teaches dishonesty and deceit. An easy trap to fall into
is gearing discipline to your own energies rather than the immediate needs
of the child; as in giving sporadic guidance to a child who is constantly
disrupting, has a very short fuse, and needs a great deal of immediate
attention. By saying "no" sometimes and letting the same behavior slip by
without comment on other instances, you give a double message. Picked up
will be the feeling you don't care if he does damaging things or not and
shortly he will stop paying attention when you try to intervene in any
incident. Be prepared to follow through on what you say; avoid idle threats.
Learning to trust and care is not an easy lesson; yet, with your being real,
showing genuine concern, acting with consonance, void of hypocrisy, you can
indeed teach the lesson well. Through consistency the child will learn to
trust and care about himself and others."
Steve
