2023年12月26日发(作者：a4纸一件多少钱)

the art and science of

professionalizingExploring

Profes sionalatti tudes are a balancebetween the personal and theprofes sional. Why is that? Whycan profes sional atti tudes notbe codi fied into simple rulesand guide lines that allmembers of a profes sion follow

consis tently, leaving thepersonal out of it?Atti tudesCarol StuartProfes sional atti tudes areconsid ered essen tial to goodprac tice, the overt and super fi -cial expres sions of compe tence

that leave a good first impres -sion. The defi ni tion of atti tudeinvolves an emotional expres -sion of what we value, believein, and what we consider to be“right.” When my youn gestdaughter was four years old,we bought her a T-shirt thatsaid: “I’ve got atti tude”When ever she expressedher opinion, and it was usuallyan opinion that was differentfrom ours, and one that wasdirectly and force fully express-ed, we tried to remember thatbeing different from us was animpor tant aspect of her devel -op ment of self. The T-shirthelped us main tain a sense ofhumour about it.

I like youth with atti tude, itusually means that they areoutspoken and I know wherethey stand, even if they “standin a place” that is different from

where I stand. Their feel ingsand emotions are clear andthere fore readily dealt tude has many aspects to it:n“I’ve got atti tude!” — Amanner or feeling towardsomeone …n“You’ve got (posi tive) atti -tude”— A body posture thatexpresses an emotion.n“Change your atti tude”If we think about this fromthe perspec tive of profes sionalatti tudes — they embody thethoughts, feel ings, and behav -iours that compose ourprofes sional responses toothers: chil dren/ youth/ fami -lies and sional atti tudes haveaspects of self, as well asaspects of how we commu ni -cate with others, embeddedwithin them.

Commu ni cating our atti -tudes defi nitely includes aphys ical compo nent; just thinkof the four-year-old or the teen -ager when they disagree are profes sional atti -tudes? Unlike the atti tudes ofthe chil dren and youth wemight work with, profes sionalProfes sionalism hasbecome equated with statusand respect, and there foremany voca tions and groupsseek profes sional recog ni tionand include it as an expec ta -tion for their members. From ahistor ical perspec tive, profes -sionals were those people whowere not beholden to anemployer but worked for them -selves, and were there fore freeto pursue some leisure activ i-

ties in free time. Their statuswas greater than those in thetrades or manual labour, butless than those in the aris toc -Profes sionalracy. More recently,atti tudes haveprofes sionalism has beenaspects of self,equated with a set of ethicsbased on values and beliefsas well asabout what is moral andaspects of how“right.” These profes sional atti -we commu ni catetudes are codi fied — the codewith others,of ethics — to guide membersof the profes sion and informembedded within

the public about what theythem.

could expect from members ofthe profes sion. Profes sion -alism, in lay language, is oftenmeant to include how you look,dress, behave, speak, andinteract with others. These areyour profes sional “atti tudes.”The dictio nary defi ni tionofatti tude includes the feelingone holds towards some thingand the expres sion of anemotion. Atti tudes are oftenISSN 1705625X Volume 22 Number 3

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described as posi tive or nega -programs, and as soci etaltive, when in reality they arenorms and values shift. Initially,

simply what you value andyour atti tudes and ways ofthink of as impor tant, and atti -being are deter mined largely by

tudes include your feel personal history. YourOften the feel ings compo nentculture, repre sented by yourof atti tude appears whenethnicity, reli gious beliefs,some thing of impor tance isfamily prac tices, or country ofdenied. Parents might be heard origin, brings with it certain atti -telling teen agers to “changetudes, values and beliefs. Youryour atti tude or move out” asmember ship in partic ularthose teens develop and assert commu ni ties also strongly influ -their iden tity and parents denyences your atti tudes. Thethem the freedom they desirecommu ni ties you belong toto explore who they are. In thelikely hold rela tively consis tentprocess of devel oping andvalues and beliefs common toasserting them selves as indi -people who have member shipvid uals, adoles cents disagreewithin that commu nity, andwith the values of parents andthose atti tudes are part of theexpress their feel ings withsocial iza tion of people into thestrength and inten sity. Childcommu nity. Profes sional Childand Youth Care prac ti tio nersand Youth Care is a commu nity

are some times not muchthat prac ti tio ners are social ized

different from adoles cents ininto, but you bring to thattheir inter ac tions with othercommu nity your atti tudes fromprofes sionals (Modlin &other commu ni ties that youMcGrath; Salhani & Charles,belong to. Atti tude is impor tant2007).enough to Child and Youth Care

Atti tudes repre sent thethat the profes sional certif ic a -mind-set of the prac ti tioner intion require ments forrela tion to the envi ron ment orprac ti tio ners describe some ofmilieu that you work in, as wellthe core beliefs for the profes -as your own feel ings andsion (CYCAA, 2000; Mattingly,emotions. They include theStuart, & Vanderven, 2003).values, beliefs, and ways ofThese funda mental orien ta -being that form your worldview. tions to world view, beliefs andYour atti tude is the mani fes ta -values within the field of Childtion of your self, the emotionaland Youth Care are inte gratedexpres sion of who you arewith the prac ti tio ner’s personalwithin the surrounding envi ron -atti tudes to guide theirment. As you enter a newday-to-day actions, thoughts,working envi ron ment, it takesand feel ings. Profes sional andsome time to figure out thepersonal atti tudes also guidenature of the values and beliefs the devel op ment of profes -in that skills and knowl edge,Your atti tudes will change as directing and focusing youryou are exposed to differentreceptivness to learning newphilos ophies and agencythings and how you apply that50 / ISSN 1705625X Relational Child and Youth Care Practice Volume 22 Number 3learning. Ricks & Charlesworthdescribe this as an evolvingtheory-in-action and note that:“A closely watched prac -tice can reveal how your“theory-in-use” is evolving.

You may see yourstrengths and limi ta tionsreflected in the use ofcertain theo ret ical orien ta -tions and meth od ol ogies,or you may discover howyou engage with others inseeking and givingsupport in rela tion ships.”(2003, p. 19).“A closely watched prac tice”includes the explo ra tion of atti -tude and the inte gra tion ofatti tude with knowl edge andtheory, and then taking thelearning from self-reflec tivepraxis and moving it intobehav iours and actions,moment to moment, with chil -dren, youth and fami people develop theirprac tice, they will adopt theatti tude of Child and YouthCare profes sionalism. Contem -po rary Child and Youth Careprac tice has an under lyingorien ta tion towards growth and

devel op ment, and a focus onabil it ies and strengths. Thisorien ta tion is founded in thesocial peda gogue andpsycho-educateur move mentsin Europe and adopted withinthe Child and Youth Care fieldin North America. However, insettings where the multi-disci -plinary team is heavilyinflu enced by medical profes -sionals, there may be a stronginflu ence from thepsychopathology approach todevel op ment common in the

disci pline of psychology andmedi cine. Chil dren and youthare labelled and cate go rizedand responded to in terms oftheir label. Other disci plinesand profes sions may speakclin ic ally about the chil dren and

focus only on problem behav -iours, diag nosis, and curing ormanaging illness. The chal -lenge of the Child and YouthCare prac ti tioner is focusing onposi tive devel op ment andexpressing a strengths-basedatti tude to change when otherprofes sional atti tudes dictio nary defi ni tionofatti tude includes the posi -tioning of an airplane rela tive to

the ground and the wind. Inother words, atti tude could also

summa rize your posi tion orloca tion within a set of envi ron -mental condi tions. Theseenvi ronmental condi tions might

include the multi-disci plinaryteam in a commu nity mentalhealth centre or a hospital orthe child protec tion team in achil dren’s aid society. In thiscase, profes sional atti tude is areflec tion of the juris dic tion inwhich you work, and having aprofes sional atti tude andstance on what happens in thebest inter ests of the child, andwhat the quality of careconcerns are from the perspec -tive of the Child and Youth Care

profes sion, is crit er for a moment theChild and Youth Care prac ti -tioner in a school-basedprogram where the policy of the

Board of Educa tion is “zerotoler ance” for violence. What isour profes sional atti tudetoward this, what are ourvalues and beliefs? How do wefeel, as profes sionals, aboutremoving young people whoare vulner able to violence intheir home or commu nity, whoare angry and reac tive, who are

already disad vantaged, andblocking them from one of thefew oppor tu ni ties that theyhave to get an educa tion,leading to a well-paying do we think the condi -tions that they live in are like?How do we help them manageand be involved with otheryouth from a variety of different

fami lies and commu ni ties?Consider the housing ofteen agers in jails staffed withcorrec tions offi cers. Themandate of the Correc tionssystem is punish ment, and“correc tion” is a focus. How dothose values conflict with astrengths-based approach?What affect does jail have on ayouth’s devel op ment; phys ical,emotional, cogni tive? While the

law often doesn’t hold youngpeople respon sible until theirteen years, due to devel op -mental imma tu rity, at the same

time the conse quences forthose who are in jail may notrecog nize their devel op sional atti tudes gobeyond the basic code of ethics

of the profes sional asso ci ationto include thinking about thecondi tions that chil dren andyouth expe ri ence within thesystems that care for them,raise them, and socialize themto soci ety’s expec ta tions. AsChild and Youth Care prac ti tio -ners we need to be prepared to

“have atti tude” and be clearabout whether those poli ciesand programs are in the bestinter ests of youth we work with.

We need to point out when chil -How do we helpdren’s devel op mental needsthem manageare not being consid ered andand be involvedthey are being excluded fromplaces that can develop theirwith other youthstrengths and support them tofrom a variety ofmanage the envi ron ments they

differentlive in. We also need to do thisfami lies andin a way that is respectful ofother disci plines, and expectscommu ni ties?that they will respect us andour point of encesChild and Youth Care Asso ci at ionof Alberta, (CYCAA). (2000).Certif ica tion Manual (Profes -sional Manual). Edmonton:Child and Youth Care Asso ci a-

tion of gly, M., Stuart, C., & VanderVen, K. (2003). Compe ten ciesfor profes sional Child and Youth

Care. Journal of Child and Youth

Care Work, 17, 16–, H. & McGrath, J. (unpub -lished paper) State of Flux:Child and Youth Care in Adoles -i, D. & Charles, G. (2007).The dynamics of an inter-profes sional team: The inter -play of child and youth care with

other profes sions within a resi -dential treat ment tional Child and Youth Care

Prac tice, 20(4), p. 12– Stuart isManagingEditor ofRela tional Child

& Youth CarePracticeISSN 1705625X Volume 22 Number 3

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