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CYC 822 CYC Professional Practice Identities READING CIRCLE SUMMARY DATE: Wednesday, February 2024 Attendance & Roles Readings & Resources: What? ( Reference Description, Author, artist, creator / format / source. Summary 1. Reference Description: Critical Mentoring—Because Young People Deserve the best of Us Author Torie Weiston-Serdan Format : Vidoe Source: TED Talk YouTube. https://www.youtube.com/watch? v=QICreEHuuMQ In this video, Torie Weiston-Serdan emphasizes the crucial importance of mentoring young individuals. Weiston- Serdan highlights the various obstacles that today's youth encounter, including innovation, curiosity, and challenges. Those working with young adults, according to Weiston- Serdan, have a responsibility to offer guidance and support. Weiston-Serdan also shares emotional stories of young victims of violence, emphasizing that their victimhood is rooted in race, class, and heteropatriarchy. The combination of critical race theory and mentoring elements is presented as a powerful tool to combat the toxic environment in which young people exist. Mentors are encouraged to consider the systemic issues affecting youth and aim to address the root causes, rather than just managing symptoms. The concept of being youth-centric involves recognizing young people's capabilities, providing them with platforms, giving them a voice, and allowing them to lead in various capacities. Weiston-Serdan calls for a reciprocal mentorship process and emphasizes that adults must make themselves relevant to contribute to the ongoing liberation work. The ultimate goal is to provide young people with the best support and guidance so they can surpass the achievements of the current generation. 2. Reference Description Child and Youth Care: My Love Language Kate Hann Author: Kate Hann Format: Article Source: https://www-rcycp-com.ezproxy.lib.torontomu.ca/unicol/ FileAccessRequest.aspx?fileName=RCYCP_34-1.pdf Kate Hann has shifted her focus towards prioritizing individualized care and youth voice, moving away from rule-based approaches. Currently in a leadership role, she emphasizes the importance of having authentic, responsive, and caring leadership in the field. While facing challenges in professionalizing Child and Youth Care, Hann remains passionate about the transformative power of effective practice. She encourages practitioners to stay passionate about their work, prioritize meaningful relationships, assess and adapt their approaches, and seek regular supervision for personal and professional growth. Hann's perspective highlights the evolving nature of Child and Youth Care as an art, rather than a science, and emphasizes the ongoing journey of self-discovery and improvement in the field.

3. Reference Description: Nic Author: Jaclyn Ng Man Chuen Format: Article Source: https://www-rcycp-com.ezproxy.lib.torontomu.ca/unicol/ FileAccessRequest.aspx?fileName=RCYCP_34-1.pdf The article "Nic" by Jaclyn Ng Man Chuen recounts Nic's experience at a treatment center. Nic had been eagerly anticipating a weekend visit with their father, looking forward to spending time with their new baby brother. Unfortunately, their father cancelled the visit at the last minute, causing Nic to react with intense emotions. In frustration and a desire to feel loved, Nic trashed their room. A staff member provided emotional support by sitting with Nic in silence. They worked together to redecorate Nic's room, providing an outlet for Nic to express their feelings. This story highlights the importance of being present, listening, and engaging in activities that bring comfort, even if only momentarily, to help address the emotional struggles Nic was experiencing. Discussion Summary: Themes, relevance, responses to required & new questions. (Point form highlights) Reading/Resource 1. - Critical Mentoring—Because young people deserve the best of us 1. What/who is the identity, representation, and/or voice of this resource? 2. What are the assumptions about Child and Youth Care, values, and frameworks evident in this material? How would you align this material politically? 3. Can you locate ideas in this reading/resource in your own CYC education, approach to practice and professional identity? How do these ideas fit with you or cause discomfort to you? 4. How does this material challenge assumptions about: power in CYC relational practice, who ‘does’ CYC, what CYC ‘is’ or is not, what you have been ‘taught’ in a CYC degree and your CYC Practice Identity? 5. The weeks 3 and 4 lectures talked about sequences of practice, most of which are focused on changing youth. How can we change the language to make it clear we are in a reciprocal relationship where both parties are learning and teaching, as Torie discusses in her talk? 6. Do we have enough opportunities for youth to lead in this field/within the systems we work? Reading/Resource 2. - Child and Youth Care: My Love Language Kate Hann 1. What/who is the identity, representation, and/or voice of this resource? 2. What are the assumptions about Child and Youth Care, values, and frameworks evident in this material? How would you align this material politically? 3. Can you locate ideas in this reading/resource in your own CYC education, approach to practice and professional identity? How do these ideas fit with you or cause discomfort to you?

4. How does this material challenge assumptions about: power in CYC relational practice, who ‘does’ CYC, what CYC ‘is’ or is not, what you have been ‘taught’ in a CYC degree and your CYC Practice Identity? 5. The questions listed in this article are thought-provoking - pick your favourite/the one you have the most to say about and share your answer. 6. What implications does “Child and youth care is an art, not a science” have for the development of the field? Reading/Resource 3. - Nic Jaclyn Ng Man Chuen 1. What/who is the identity, representation, and/or voice of this resource? 2. What are the assumptions about Child and Youth Care, values, and frameworks evident in this material? How would you align this material politically? 3. Can you locate ideas in this reading/resource in your own CYC education, approach to practice and professional identity? How do these ideas fit with you or cause discomfort to you? 4. How does this material challenge assumptions about: power in CYC relational practice, who ‘does’ CYC, what CYC ‘is’ or is not, what you have been ‘taught’ in a CYC degree and your CYC Practice Identity? 5. What emotions did this piece bring up for you? 6. What is the value of sharing stories of small interactions like this? The Linguist: Interesting words, phrases, jargon: Word, Phrase, Content Discussion, Connections & Reflections

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The Passage Person: Passages Selected and Shared Passage Reference or Description. (Summary or citation – does not need to be word for word) Discussion, Connections & Reflections The Connector: Connections made, shared discussed, considered. Description/ Summary of connections. Discussion, Connections & Reflections Between Material, with Course Themes, Relevance & Impact on CYC Practice Identity(ies)

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Impact Themes, critical thinking about this week’s material? Points of agreement, conflict, themes, trends? So what? Application to Child and Youth Care Professional Practice Identities. Emergence of new points of view? Increased awareness? Affirmation or discomfort? I am leaving the Reading Circle thinking about…? I would like to think and know more about…? What if…?

References: Chuen, J. N. M. (2021). Nic. Relational Child & Youth Care Practice, 34(1), 100. Hann, K. (2021). Child and youth care: My love language. Relational Child & Youth Care Practice, 34(1), 103. TEDx Talks. (2018, February 28). Critical Mentoring—Because young people deserve the best of us | Torie Weiston-Serdan | TEDxKGI [Video]. YouTube. https://www.youtube.com/watch?v=QICreEHuuMQ

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