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Department of Child and Youth Care

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https://hdl.handle.net/20.500.14078/27

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Browsing Department of Child and Youth Care by Author "McGrath, Jenny"

Now showing 1 - 8 of 8
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    The academic turn of child and youth care practicum coordination at MacEwan University
    (2023) Pope, Christine; McGrath, Jenny; Stiller, Rebecca; Bellefeuille, Gerard
    The established agency-based approach to child and youth care (CYC) practicum coordination in post-secondary education is no longer sustainable. It has been impacted by the persistent expansion of professional programs requiring practicum placements for increasing student populations and must be rethought to address the changing needs of stakeholder service providers. This article discusses the creation of a non-administrative, academic CYC practicum coordination position at MacEwan University. The primary focus of this newly created position is to lead the transition from an all-inclusive agency-based placement model of field education to a multifaceted approach to coordination, which will include both research-focused and project-based practicum opportunities.
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    Activity in child and youth care: lessons from the classroom and the field
    (2023) McGrath, Jenny; Pope, Christine; Stiller, Rebecca
    Organized as a text for college level Child and Youth Care students, but it also is a resource for practitioners who need a practical guide to build more effective activity-based approaches. Creating recreational experiences that are useful, fun and impactful is a very large part of working in the life space. Practitioners must be fully prepared to use activity work to support the young people and families that they serve, and this book is designed to train newer CYC staff in the complexity of doing those activities.
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    Bidding on aprons
    (2018) McGrath, Jenny; Garfat, Thom
    During the recent 3rd Child & Youth Care World conference in Ventura, California we were hanging about (as CYC people are wont to do) looking at the variety of amazing items on bid for the CYC-Net silent auction. One of the items up for bid was an apron from Newfoundland and Labrador and this led to a conversation about aprons! Alas, only one of us won the apron but we both left with a new appreciation for the valuable versatility of them in our work. So, why are we writing about aprons? Well, the more we talked, the more we realized that aprons are a nice addition to some aspects of child and youth care practice. And, we also realized, an apron is a potentially great tool for Child & Youth Care Workers. Hang on, we will get to the explanation!
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    Both sides now
    (2022) McGrath, Jenny
    I am writing today to show love and respect to those child and youth care workers that came before me. There are too many to mention here but know that I see you and I value you. I have been in relationship with many of you throughout my career. You have inspired me, challenged me, and encouraged me. You gave me hope and helped me see possibilities, in myself, and for the field of child and youth care.
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    CYC conferences: reflections, insights and suggestions
    (2020) McGrath, Jenny
    I have been hearing a lot about CYC conferences lately. Some good. Some not so good. So, I am writing my thoughts with the hope of offering some perspective, insight and ideas.
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    A stakeholder needs assessment to gauge the interest in and demand for a child and youth care postgraduate specialization certificate program
    (2017) Bellefeuille, Gerard; McGrath, Jenny; Hedlin, Catherine; Jamieson, Donna
    The purpose of this needs assessment was to explore child and youth care (CYC) learning needs and interest of stakeholders in the development of a CYC postgraduate specialization certificate. A purposive sample strategy was used to recruit CYC practitioners and senior CYC administrators. The data collection strategy consisted of an online survey, an online discussion forum, a key-informant focus group, and a round-table discussion. Findings indicated that participants had a strong interest in a variety of professional development topics, including advanced mental health practice/expressive therapies, addictions, child protection, and family work.
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    Transitions and early learning
    (2019) McGrath, Jenny
    I met Anne many years ago and despite the passing time and now physical distance between us, we are still connected. I requested her permission to discuss our relationship and asked if she would like to be involved in the process. We talked about what we learned from one another and she read and edited the draft before it was submitted. It is important for me to start with this information because one of things I learned from working with Anne is that honesty, genuineness and transparency matter. I learned plenty from Anne, likely much more than she learned from me, so it is impossible to share everything here. As such, I have chosen five key lessons.
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    Who gets to be an expert?
    (2020) Magnuson, Doug; McGrath, Jenny
    In the past few months we have been flooded with graphs, models, and vocabulary about the spread of the virus. Here is a not-so-brief list of some of the words that appeared in newspapers, Twitter, and on Facebook in the first 30 days of the pandemic: Confirmed cases, presumptive cases, number of tests, number of positive tests, proportion of positive tests, log(2) scale, log(10) scale, exponential growth, linear growth, lagged effects, number of hospitalizations, number of patients on ventilators, number of ICU patients, deaths from COVID, deaths from COVID in hospitals compared to at home, time since the 10th confirmed case, percentage change, skewness, asymptomatic patients, deaths per million, deaths per 100,000, cases per million, infection rates, testing rates, percentage of positive rates, proportion of cases who have recovered, lag-corrected epidemiological curves, jurisdictional sampling, empirical vs. experimental results, modeling, r-nought, effective retransmission rate, false positives, false negatives, excess deaths, 7-day rolling average, contact tracing, community spread, social distancing, self-isolation, self-quarantine, flattening the curve. If you want to be an expert in infectious disease, these words are just the start of what you need to know. For the rest of us there are three choices: Learn all of these words and how to interpret the graphs associated with them, choose wisely which experts to follow, or ignore all of them and use “common sense.”