Craig Shealy - Academia.edu (original) (raw)

Papers by Craig Shealy

Child & youth care forum, Dec 1, 1997

I enjoyed reading Krueger's (1997) soulful contribution to our ongoing discussion about the evolu... more I enjoyed reading Krueger's (1997) soulful contribution to our ongoing discussion about the evolution of the child and youth care field (see Child and Youth Care Forum, Vol. 25, nos. 4 and 5, 1996). Krueger sees the overall field as "developmental," "existential," and "experiential" in nature (p. 411). He also regards child and youth care as "a process of self in action," and defines such "interactions and moments" as changing and contextually-bound (pp. 412, 414). At one level, I have no quarrel with Krueger's (1997) perspective, which is, as he acknowledges, very compatible with those of Baizerman (1996) and Arieli (1996), among others. Krueger, like Baizerman (1996), is "speaking of the art and craft of child and youth care practice." Such a perspective "is essential if child and youth care practice is to mean anything at all-to client or practitioner" (Shealy, 1996b, p. 339). At another level, though, I do have a major concern. It seems to me that often (but by no means always) we have embraced gentle but obscurantist metaphors and approaches to the field and its practitioners while eschewing operationalization and specifics. The fear, often implicit, seems to be that by trying to pin anything down-for example, to "prescribe" what a child and youth care practitioner "should or must be, not be, know and do" (Shealy, 1996a, p. 256)-that we will inevitably sacrifice all that is good, true, and free on the bad, false, and oppressive altar of "neo-positivist" (cf. Baizerman, 1996) science.

Child & youth care forum, Aug 1, 1996

A model of child and youth care called the "therapeutic parent" was developed through a series of... more A model of child and youth care called the "therapeutic parent" was developed through a series of four job analysis workshops. After an introduction to the model and a discussion of job analysis, the methods and results of the four workshops are presented. The therapeutic parent model attempts to answer four basic questions about child and youth care professionals as "therapeutic parents": 1. Who must you be? 2. Who must you not be? 3. What must you know? 4. What must you do? The model has several implications for child and youth care as a profession. First, the model provides a theoretical and empirical foundation for what child and youth care professionals should or must be, not be, know, and do; thus, the model may help provide a more coherent sense of identity to the field and its practitioners. Second, two content valid and legally-defensible selection procedures have now been developed, which could lead to more standardized selection and certification of child and youth care practitioners. Third, the model provides a comprehensive audit of education and training needs, which could pave the way for a more coherent, intensive, and inclusive curriculum. I. Overview Child and youth care has long been a service industry in search of a professional identity. In this regard, the only thread common to child and youth care practitioners is their shared purpose: caring for children and youth who, for one reason or another, have in most cases been unsuccessfully cared for by their previous caretakers. No one

Research Features, 2023

W hy do people do what they do? What directs people to make particular decisions, big and small? ... more W hy do people do what they do? What directs people to make particular decisions, big and small? Beliefs and values are at the centre of it all, from religion, politics, and culture to education, sexuality, and the environment. Each of us holds a unique selection of beliefs and values within us. In turn, these versions of reality influence the priorities, choices, and policies of individuals, groups, organisations, and governments across the world. In the 21st century, we have the chance to express our beliefs and values in hopeful and harmful ways. On the hopeful side, we can learn how to cultivate globally sustainable selves while fostering greater capacity to care for others and the larger world. On the harmful side, we can continue to reap the whirlwind of violence, extremism, and the climate crisis, to mention only a few devastating outcomes that are mediated by beliefs and values. Some academics,

Going global: How psychologists can meet a world of need.

The Justification Hypothesis (JH; Henriques, 2003) is a basic, general, and macro-level construct... more The Justification Hypothesis (JH; Henriques, 2003) is a basic, general, and macro-level construct that is highly compelling. However, it needs greater specification (i.e., justification) regarding what it is, how it might be operationalized and measured, and what it does and does not predict in the real world. In the present analysis, the act of “justification ” is con-ceptualized as the ongoing attempt to convince self and/or others that one’s beliefs and values, which is to say one’s “version of reality ” or VOR, is correct, defensible, and good. In addressing these issues, this paper is divided into two complementary parts: (a) consideration of justification dynamics and exemplars from a scientific-humanist perspective and (b) an examination of how justification systems and processes have been stud-ied vis-à-vis research and theory on beliefs and values as well as an extant model—Equilintegration (EI) Theory—and method—the Beliefs, Events, and

Cultural Competence and the Higher Education Sector

As global communities become more intertwined both technologically and socially, professionals in... more As global communities become more intertwined both technologically and socially, professionals in every field are expected to work with people from different backgrounds and thrive in multicultural settings.

Beliefs and Values, 2009

The following interview with Dr. A. T. Ariyaratne, founder and president of Sarvodaya in Sri Lank... more The following interview with Dr. A. T. Ariyaratne, founder and president of Sarvodaya in Sri Lanka, was conducted by Dr. Craig N. Shealy, editor of Beliefs and Values, on October 8, 2007. It has been edited for length and readability. For more information about Sarvodaya and Dr. A. T. Ariyaratne, please see the accompanying article in this issue of Beliefs and Values as well as Sarvodaya’s Web site at http:// www.sarvodaya.org

Although the Consensus Conference on Combined and Integrated Doctoral Training in Psychology (e.g... more Although the Consensus Conference on Combined and Integrated Doctoral Training in Psychology (e.g., Bailey, 2003) generated much content of relevance to the structure and commitments of Combined-Integrated (C-I) programs, faculty, and students-and Competencies 2002: Future Directions in Education and Credentialing in Professional Psychology (www.appic.org) developed language and guidelines regarding the knowledge areas, skills, and values that students in professional psychology programs should acquire and demonstrate-specific models and methods are necessary to translate these professional guidelines and aspirations into reality. This article offers one such model, Equilintegration (EI) Theory, and method, the Beliefs, Events, and Values Inventory (BEVI), that can be used by faculty, training staff, supervisors, and students in C-I programs to operationalize, assess, and cultivate basic values of education and training from a C-I perspective (e.g., self-awareness, self-assessment, and selfreflection). In addition to this model and method, relevant background information, theory, and research are presented along with attendant implications, hypotheses, and principles.