Abstract
The Department of Applied Human Sciences (AHSC) at Concordia University in Montreal was formed in 1997 as a result of a merger between two programs: Applied Social Sciences (APSS) and Leisure Studies/Therapeutic Recreation. When APSS was absorbed into AHSC, its program became known as Human Relations (HR), and it retained provincial recognition for child and youth care work. The core curriculum in HR emphasizes small group facilitation and leadership, with sensitivity to diversity and an awareness of developmental transitions throughout the lifespan. Our approach stresses a normative re-educative approach to intervention, in the context of experiential learning, a focus on use of the self, and a grounding in lifespan developmental theory.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Anglin, J. (1999). The uniqueness of child and youth care: A personal perspective. Child And Youth Care Forum, 28(2), 143–150.
Applied Social Sciences (APSS). (1992) Proposal for a master of arts degree in applied social science. Montreal, Quebec: Concordia University.
Bath, H. (1993). Henry Maier: Influences on his life and thinking. Journal of Child and Youth Care, 8(2), 11–16.
Chin, R., & Benne, K. D. (1976). General strategies for effecting changes in human systems. In W. G. Bennis, K. D Benne, R. Chin, & K. E. Corey (Eds.), The Planning of Change (3rd ed., pp. 22–45), New York: Holt Rinehart & Winston.
Dewey, J. (1938). Experience and education. New York: Collier.
French, W. L., & Bell, C. H. Jr. (1999). Organizational development. Upper Saddle River,NJ: Prentice Hall.
Fewster, G. & Garfat. T. (1993). Residential child and youth care. In R. Ferguson, A. Pence, & C. Denholm (Eds.), Professional Child and Youth Care (2nd ed., pp. 15–43). University of British Columbia Press: Victoria.
Garfat, T. (1992). Child and youth care workers: Catalysts for a future world. Journal of Child and Youth Care, 8, 24–34.
Garfat. T. (1999). Editorial: Questions about self and relationship. Journal of Child and Youth Care 13(2), iii–v.
Garfat, T. & McElwee, N. (2001). The changing role of family in child and youth care practice. Journal of child and youth care work, 16, 236–248.
Hampden-Turner, C. (1971) Radical man: The process of psychosocial development. New York: Doubleday.
Hanna, D. P. (1988). Designing organizations for high performance. Reading, Mass: Addison-Wesley Publishing Company.
Kolb, D. A. (1984) Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Krueger, M., Galovits, L., Wilder, Q., & Pick, M. (1999). A curriculum guide for working with youth: An interactive approach. Milwaukee, Wisconsin: University of Wisconsin-Milwaukee Press.
Lewin, K. (1947). Frontiers in group dynamics. Human Relations, 1(2), 143–153.
Maier, H. (1993). A developmental perspective for child and youth care work. Journal of Child and Youth Care, 8(2), 57–70.
Mann-Feder, V. (1999). You/Me/Us: thoughts on boundary management in child and youth care. Journal of Child and Youth Care, 13(20),93–98.
Mattingly, M., Stuart, C., & VanderVen, K. (2002). The North American certification project competencies for professional child and youth care. Journal of child and youth care work, 17, 16–49.
National Organization of Child Care Worker Associations (NOCCWA). (1992). The international leadership coalition for professional child and youth care: Milwaukee. Journal of child and youth care work, 8, 69–83.
North American Consortium of Child and Youth Care Education Programs (NACCYCEP). (1995). Curriculum content for child and youth care practice: Recommendations of the task force of the NACCYCEP, 1995. Child And Youth Care Forum, 24(4), 269–278.
Peters, D. L. & Madle, R. A. (1991). The development of effective child and youth care workers. In J. Beker, & Z. Eiskovits. (Eds.), Knowledge Utilization in Residential Child and Youth Care Practice. (pp. 291–313). Washington, DC: Child Welfare League of America.
Phelan, J. (1999). Child and youth care work: Experiments with experience. Journal of child and youth care work, 14, 25–28.
Ricks, F. (1993). Therapeutic education: Positive growth experiences for child and youth care workers. Journal of Child and Youth Care, 8(3), 17–34.
Rogers, C. (1961). On becoming a person. Boston, Mass: Houghton Mifflin.
Shealy, C. (1996). The ''therapeutic parent:'' A model for the child and youth care profession. Child And Youth Care Forum, 25(4), 211–271.
Vaill, P. (1984). Process wisdom for a new age. ReVision, 7 (2) 39–49.
VanderVen, K., Mattingly, M., & Morris, M. (1982). Principles and guidelines for child care personnel preparation programs. Child Care Quarterly, 11(3), 221–240.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Mann-Feder, V.R., Litner, B. A Normative Re-Educative Approach to Youthwork Education: Department of Applied Human Sciences, Concordia University. Child & Youth Care Forum 33, 275–286 (2004). https://doi.org/10.1023/B:CCAR.0000035377.36618.d9
Issue Date:
DOI: https://doi.org/10.1023/B:CCAR.0000035377.36618.d9