The implementation of changed policies pertaining to child and youth care : views and experiences of team members

[摘要] ENGLISH ABSTRACT:The changes in child and youth care policies over the last fifteen years have had profoundconsequences for the staff at Youth Care and Education Centres (hereafter referred to as YCECs).These changes included systemic changes, philosophical changes, and changes in the way servicesare rendered to children and youth in their care. It was thus expected of team members to not onlychange their behaviours but to also make mind shifts. The mandates were that they move fromworking in silos (educators, residential educators and support team) to working in teams; fromrendering generic services to developing individualised plans for children and youth; from following amedical (deficit) approach in service delivery to following a strength based- and developmentalapproach. Whereas a punitive approach to discipline was followed in the past staff members now haveto follow a restorative approach. In addition, the emphasis on children's rights, in general, and theabolishment of corporal punishment, in particular, brought about changes in the nature of the adultchildrelationship. It was required of the team members to learn to use alternatives to this form ofpunishment.The study explored how the members of the institutional level teams at the four YCECs in the WesternCape were experiencing the implementation of changed child and youth policies. A combinedquantitative and qualitative research methodology was followed in obtaining the data from theresidential educators, as well as the educators and the support team members comprising ofpsychologists, school social workers, occupational therapists, and school nurses. The points ofdeparture were the organisational learning model and the phases of team development.Findings derived from the empirical study were that the difference between the way the participantsembraced and implemented changed policies and legislation had much to do with the guidance thatthe principal and senior management provided for them. Where the principal set the tone andconveyed the message that the implementation of the policies were not negotiable and gave staffmembers the opportunity to thoroughly discuss these changes, they eventually shared the underlyingprinciples of the changed policies. Where the principal provided direction, support andencouragement for the implementation of the changed policies the participants felt secure andempowered. Where this support was not present participants felt uncertain and to some extent letdown.When a shared vision was articulated to them the participants were able to align their personal visionsthereto, which further led to a greater understanding of their roles within the team. Where participants,however, were not clear on the shared vision they seemed to struggle with role division and status and power issues. When team members were left to their own devices a measure of personal mastery stilltook place due to the commitment of individuals but team learning was either limited or virtually nonexistent.Systems thinking remained a challenge due to the forming of subgroups within the YCECand the limited or nonexistent services rendered by external social workers to the families of thechildren and youth.The most important recommendations resulting from the study indicate that provision must be madefor frameworks for the implementation of changes in policy and guidelines for team processes. Toensure that new staff is informed about the policies that guide their services an orientation programmemust be in place. Training for principals in effective introduction and implementation of change shouldalso be provided. To ascertain what the staff complement should be to effectively implement changesin the policies, a work-study and a fast track pilot project should be conducted. From this, jobdescriptions should be developed that make provision for the incumbent's role within the team.Consideration should also be given to the incentive system that currently only makes provision forindividual performance and could hamper teamwork.

[发布机构] Stellenbosch University