Erratum to Mann-Feder, V. (2020). Experiential Teaching and Learning in Child and Youth Care Work: An Integrative Approach to Graduate Education. Journal of Child and Youth Care Work, 26. https://doi.org/10.5195/jcycw.2020.5

In the article “Experiential teaching and learning in Child and Youth Care Work: An integrative approach to graduate education” (DOI 10.5195/jcycw.2020.5), co-authors were omitted. The authors are Varda R. Mann-Feder, Elizabeth Fast, Stephanie Hovington, and Patti Ranahan. The online version has been updated to reflect this change.

Experiential Teaching and Learning in Child and Youth Care Work:

The Graduate Diploma in Youth Work is in its fifth year at Concordia University in Montreal. In a department committed to experiential teaching and the training of practitioners, a large focus of the program is to immerse students in experiences that prepare them for engaging in reflexive and theoretically informed approaches to practice. The purpose of this article will be to illustrate our program model through four learning activities that are representative of our unique approach to youth worker education. An additional focus will be the ways in which our model and these activities align with the Association for Child and Youth Care Practice competencies. A model of integrative youth work education was developed in 2015 by Ranahan, Blanchet-Cohen and Mann-Feder to form the basis for an advanced Graduate Diploma in youth work in Montreal, Quebec (Concordia University, n.d.). The purpose of this article is to share four structured experiential learning activities that illustrate this model. Prior to describing the activities, an overview of our approach to integrative youth work will be provided, along with a discussion of how it aligns with the competencies for practice developed by the Association for Child and Youth Care Practice (ACYCP) (Association for Child and Youth Care Practice, 2010).

Recognizing the Future

This article represents a new feature in The Journal where each volume will invite youth workers and their youth work professors to submit projects that are developed as a part of core child and youth care courses being offered in universities across the country. This article reports the pilot and exploratory research on trends in youth work and education conducted by ten students working towards their bachelor’s degree in applied development with a concentration in child and youth care work. Sixteen national leaders in youth work were interviewed, and data was analyzed by the faculty and students together to provide an apprenticeship in evidenced-based practice scholarship. Structured using pilot and exploratory qualitative procedures and techniques, this study reports on challenges for the future of the youth work profession, opportunities for change, and the potential role for youth work to ensure educational success and lifelong learning.

INTRODUCTION TO SPECIAL ISSUE: UNDERSTANDING AND RESPONDING TO PAIN-BASED BEHAVIOUR IN CHILD AND YOUTH CARE WORK

We are grateful to Dr. Sibylle Artz, Editor of the International Journal of Child, Youth and Family Studies, for the invitation to produce a special issue on pain-based behaviour in child and youth care work. Since the term was created and published in 2002 (Anglin, 2002), the notion has entered the literature, the research, and, perhaps most importantly, the practice of child and youth care internationally. The eight articles in this issue come from Ireland, Australia, the United States, and Canada, and offer a broad range of perspectives.After receiving the invitation to compile this issue, we scanned the recent child and youth care literature and readily identified 13 publications — articles and books — using the term pain-based behaviour. There are undoubtedly many more, however we believed the authors of these publications would present a significant cross-section of perspectives on understanding and responding to pain and pain-based behaviour. We are excited and honoured that the authors represented here were able to contribute articles to this issue.

Does punishment in secure residential youth care work? An overview of the evidence

Purpose – Violence is a common problem in secure residential units for young people. Group workers often think that young people have to learn to behave by means of punishment. The purpose of this paper is to investigate whether this approach is effective in these settings, and, if so, under what circumstances. Furthermore, it aims to provide alternatives to punishment when dealing with violence. Design/methodology/approach – Recent evidence on the effectiveness of punishment in secure residential units is reviewed. In addition, methods which are promising in dealing with violence are described. Findings – The review shows that punishment is often used to regain control by group workers or, alternatively, is a result of professional helplessness in the face of escalating problems. Only when the living group climate is marked by trust and cooperation can punishment be effective. Originality/value – Punishment in secure residential settings can have severe negative consequences. Nevertheless, group workers are tempted to use it as a response to violence in an attempt to gain control.