Transforming Perspectives in Child and Youth Care Education (From Perspectives in Professional Child and Youth Care, P 243-252, 1990, James P. Anglin, et al., ed. -- See NCJ-125552)

• NCJ Number: 125566
• Author(s): M Demers
• Date Published: 1990
• Length: 10 pages
• Sale Source: Haworth Press, Inc
• Publication Type: Survey
• Language: English
• Country: United States of America

Annotation

Child and youth care educators are presented with the task to adjust their curriculum in a manner that facilitates a process of perspective transformation.

Abstract

The competence perspective, adequate for the training of workers in a specific role, is less effective in a diversified and maturing profession. To develop new perspectives that can provide flexibility to perform effectively in a variety of contexts, an educational model must be employed. One distinction between a training and an educational model is the opportunity for students to become aware of the assumptions that they maintain about themselves and their world. A transactional perspective is a complementary and necessary component of an educational model in child and youth care, enabling a professional to apply skills and knowledge in a variety of contexts. Perspective transformation is a process through which a student can gain a new perspective in a new context, developing what is called a level of "critical self awareness." To become aware of and confront these aspects of self is the challenge facing students hoping to be effective child and youth care professionals. 3 notes, 25 references. (Author abstract modified)