In-service training for child care workers

The multiple functions and weighty responsibilities of child care workers require specialized knowledge, skills, objectivity, and self-awareness. However, educational and in-service training resources to meet the child care worker's professional needs continue to be limited. This paper describes a child care workers training program at the Jewish Child Care Association of New York. It is based on a conviction that the child care worker is a therapeutic agent, not a custodial person. Its seminars and workshops are designed for child care workers at different levels of experience and for interdisciplinary groups, and are also adapted to a variety of group care settings and a diversity of the client population.     

Education and training for child care workers

The following exchange grew from a letter to the editor written by Wayne Ouderkirk in response to a CCQ editorial on child care trainers and was recommended for publication by two members of the Editorial Board. It is being published both to illuminate a key, current issue in the field and to encourage correspondence from other readers with alternative views on material that appears in the journal.     

Developing an inservice training curriculum for child and youth care workers in community-based residential treatment: A process analysis

The current paper describes the process by which an inservice training curriculum was developed by a universe (15) of community-based residential treatment programs. The programs were independently operated and often geographically isolated. A wide variety of treatment philosophies were represented: teaching-family model, psychodynamic, re-education, and eclectic. Offered in a twelve-month, three-phase format, the inservice training program (how the curriculum is to be taught) is presented.At the time this article was written, the senior author was with the Division of Special Education, School of Education, University of North Carolina at Chapel Hill. The project to develop the curriculum was funded through the North Carolina Department of Human Resources utilizing Title XX funds and through the North Carolina Department of Crime Control and Public Safety, Division of Crime Control utilizing Law Enforcement Assistance Administration funds, project number 46-180-J08-C007.     

STAR parenting: A model for inservice training of child care professionals

This article describes how a parent training program, STAR, can be used as a model for inservice training for child care professionals. The STAR Parenting Program is reviewed, and how it was used as inservice training for 29 child care professionals is is described. Survey results from the participants indicated that the inservice greatly enhanced their understanding of key childrearing concepts and that the program would be useful to child care professionals in general.     

Communication skill training in child care: The effects of preservice and inservice training

This study examines the acquisition of communications skills in preservice and inservice training. The findings suggest that many practicing child care workers may lack the communications skills required for effective practice, and that communication skills may be taught using a variety of models and formats, either preservice or inservice. It is suggested that objective skill measures should be utilized to determine practitioners' skill levels and to evaluate the impact of training programs.An earlier version of this paper was presented at the First International Child Care Conference, Vancouver, British Columbia, October 29–November 1, 1985. A part of this study was funded by The University of Calgary Research Fund.     

The use of a ward's history in training psychiatric child care workers

The importance of the contribution of historical-cultural factors to an inpatient treatment setting's contemporaneous psycho-social climate has been given little attention in published discussions of ward staff problems and training. This report illustrates some ways in which such historical-cultural forces, embodied in social myths and entrenched traditions, operate. Examples are provided from a ward of disturbed adolescents, where young child care workers struggled as a group with the daily stresses of providing therapeutic milieu support to children ambivalently seeking and resisting external controls for their feelings and impulses. The process of incorporating the analysis of historical-cultural factors in an inservice training program is described.     

The child care learning center: A practitioner designed training and staff development program for child/youth care workers

Child care workers, university professors, agency directors, and state officials in Wisconsin have been involved for the last three years in developing an innovative approach to training and staff development services for child/youth care workers. The program combines community and university resources in an attempt to provide several alternative forms of training and improved work related incentives for program participants. This article gives program background information and describes the progress made to this point and future program plans.     

Developmental characteristics of child care workers and design of training programs

The premise that educational activities should be related to characteristics of learners is applied to preparation for child care work. Child care work itself is conceived as having several stages of professional function, ranging from direct work with children to various modes of indirect work such as supervision and administration. Developmental characteristics observed in child care workers who are in the initial stage of professional development are related to various educational strategies which can not only provide the skills needed for direct line practice, but also facilitate their awareness of different attitudes and competencies needed to progress through the various stages. It is suggested that this could increase the probability of some line workers assuming these roles in which they are presently underrepresented.     

Sex-stereotyped attitudes of male and female child care workers: Support for androgynous child care

The present study assessed the sex-stereotyped attitudes of 20 male and 20 female child-care workers. Data were collected from the Sex Stereotyped Attitude Checklist, drawn from a study by Williams and Bennett (1975). Results indicated that men and women held androgynous attitudes towards girls but preferred that boys behave in masculine ways. The implications of narrowly prescribed sex roles for boys are discussed, and a position is taken in support of androgynous child care.     

构建“以健康为中心”的医疗卫生人才培养模式

随着医学模式的演变,我国的医疗卫生人才培养模式必须从“以治疗疾病为中心”转变为“以健康为中心”。文章阐述了“以健康为中心”的医疗卫生人才培养模式产生的背景,提出以“治未病与健康管理”博士项目为抓手,推进医学教育模式改革,加快医疗卫生人才培养机制的变革,以适应新时期我国医疗卫生事业发展的需要。