This paper explores the emergence of the social innovation field in North America. It suggests there is good reason for child and youth care scholars to integrate social innovation language and concepts into their on-going work in research and practice. A new movement is taking shape that challenges conventional wisdoms about how and why we do things.
This paper explores the emergence of the social innovation field in North America. It suggests there is good reason for child and youth care scholars to integrate social innovation language and concepts into their on-going work in research and practice. A new movement is taking shape that challenges conventional wisdoms about how and why we do things.
This paper explores the emergence of the social innovation field in North America. It suggests there is good reason for child and youth care scholars to integrate social innovation language and concepts into their on-going work in research and practice. A new movement is taking shape that challenges conventional wisdoms about how and why we do things.
Youth Care Practice Kiaris Chorabaghi Abstract This paper explores the emergence of the social innovation field in North America, and its potential implications or relevance to the field of child and youth care practice. Specifically, the paper highlights some of the similarities between the two fields, and suggests that there is good reason for child and youth care scholars and leaders to contemplate an integration of social innovation language and concepts into their on-going work in research and practice. Intavducton A new movement is taking shape and gaining momentum across cultures, geographies, human service sectors, and disciplines that challenges conventional v^risdoms about how and why we do things. While the language varies, this movement is often referred to as social innovation and entre- preneurship {sometimes referred to as social enterprise). This movement has captured the imagination of many academics, practitioners, and agitators. It promises a 'disrup- tion' of routines, conventional wisdoms, and presumed truths. It provides for a new and seem- ingly invigorating set of values. It promotes language that tran- scends disciplinary nomenclature. It promises rele- vance to any and all endeavors that produce social value (Bomstein, 2004; Stanford Social Irnovation Review [SSiR], 2003). In this paper I want to describe this movement, eolore its role in addressing social problerrs and in particular Hie circumstances leading to adver- sities for young people, andlthen contemplate its relevance for the field of child and youth care practica I will close this paper by considering both the opportu- nities and the challenges thos new mo/ement might present to the field of child and youth ^are. In so doing, I am conscious that this is only one small step in encourcging my field to exidore this movement. I make no argu- ment ei".her for or against the worth o'this movement, but I do argue that it would be impr> dent to ignore what may well be one of the more exciting (ard maybe, but not inherently, posi- tive) developments in the promotion of social change and the betterment of everyone's life. Social Innovation and Entrepreneurship 101 The first thing one observes about the emerging field of social innovation and entrepreneurship isthat it does not suffer from a lack of definitions but instead from too many nuanced difter- ences amongst dozens of definitions. Perhaps this is what makes this emerging field so interesting for child and youth care practice, which for many is also an 'emerging field', and certainly is one that has offered many definitions with nuanced differences as well. Indeed, both fields have struggled to identify an agreed-upon nomenclature even for their respective names. Social Innovation has been referred 4 2 / ISSN 1705625X Relational Child and Youth Care Practice Volume 26 Number 3 to as social entrepreneurship, social business, social enter- prise, or any combination of these terms. Similarly, child and youth care is sometimes referred to as youth work, child care work, youth devel- opment work, or even youth counselling. In both fields, each of the terms used in the name have different connota- tions and sometimes slightly different preoccupations, but it is not always clear when terms are used to name the field whether these are to reflect differences or simply reflectan interchangeable use of specific words and phrases. The second observation one might make is that social innovation and entrepreneur- ship is, at its core, a multi-disciplinary endeavor, one which draws on the theo- retical, empirical, and practice bases of many seemingly divergent disci- plines, including business, environmental sciences, human service disciplines such as social work, youth work and community devel- opment, and increasingly also communication technologies (Brilliant, 2013; SSiR, 2003). In spite of its multi-disci- plinary nature, however, the field of social innovation is very much evolving under its own banner; this may reflect a discomfort with being labelled simply as an interdis- ciplinary focus. Again the parallels to child and youth care are readily apparent. Child and youth care is also inherently multi-disciplinary, with strong ties to psychology, soci- ology, health sciences, social work, early childhood studies, international development, and many other fields. Nevertheless, the field of child and youth care has evolved in its own right, intentionally and repeatedly pointing to its uniqueness and otherness in the broader land- scape of human service delivery. Third, we might observe that in spite of its nascent character, the field of social innovation and entrepreneurship has given rise to a surprisingly large profes- sional and academic infrastructure supporting its on-going evolution. Academic institutions across North America have very much adopted the language and conceptual premise of social innovation and entrepreneur- ship, resulting in major initiatives and 'innovation zones', 'innovation centres', and 'innovation hubs' at both Cana- dian and American universities. At NYU, the annual NYU Stern Conference on Social Entrepre- neurship (now in its ninth year) attracts participants from at least 50 countries each year, and provides for an on-going flow of book publications. At Harvard, Stanford, and Princeton, we find the Social Enterprise Coilaboratories developed by Gordon Bloom. Specific social innovation initia- tives and organized efforts are underway at many of Canada's larger universities, including Ryerson University, the Univer- sity of Toronto, the University of Waterloo, the University of British Columbia, and Simon Fraser University. In the United States, about a dozen universi- ties have been designated as 'changemaker campuses' by the Ashoka University Exchange program. In North America, multiple academic journals have appeared covering themes and issues related to social innova- tion, entrepreneurship and enterprise. These include the Stanford Sociai Innovation Review, the Journai of Sociai Entrepreneurship, the Social Enterprise Journal, and the International journal of Social Enterprise and innovation. In addition, a plethora of new books, including edited collec- tions, have appeared in recent years, including some bestsellers such as Getting to Maybe (Westley, Zimmerman & Patton, 2007) and How to Change the World (Bornstein, 2004). A great deal of social innovation and entrepreneur- ship work is underwritten by NGOs, which have proliferated over the past three decades and include organizations such as Ashoka, Echoing-Green Founda- tion, Schwaab Foundation, and the Skoll Foundation, to name only a few. In Ontario, the MaRS Centre for Social Entrepreneur- ship, the Centre for Social Innovation, and the Digital Media Zone at Ryerson Univer- sity are all committed to providing knowledge and phys- ical infrastructure in order to promote innovation and entre- preneurship in the social sector. So what is 'social innova- ISSN 170562SX Volume 26 Number 3 / 4 3 tion'? Mulgan et al. (2008) provide a particularly concise response. Social innovation is "about new ideas that work". Specifically, they argue that social innovation is differenti- ated from "improvement, which implies only incremental change; and from creativity and invention, which are vital to innovation but miss on the hard work of implementation and diffusion that makes promising ideas useful". The European Commission (nd) expands on this definition with a greater emphasis on the 'social' compo- nent of social innovation: Social innovations are innovations that are social in both their ends and their means - new ideas (products, services and models) that simultaneously meet social needs (more effectively than alternatives) and create new social relationships or collaborations. They are innovations that are not only good for society but also enhance society's capacity to act. Social innovations take place across boundaries between the public sector, the private sector, the third sector and the household. The Centre for Social Innova- tion (nd), based in Toronto, Canada, suggests that a focus on defining the term social inno- vation is not very important, and instead favours highlighting some ofthe core characteristics ofsociai innovation as follows: Social Innovation refers to new ideas that resolve existing social, cultural, economic and environmental challenges forthe benefit of people and planet. A true social innovation is systems-changing - it permanently alters the perceptions, behaviours and structures that previously gave rise to these challenges. These three definitions of social innovation, somewhat randomly picked from dozens and more, already provide us with multiple concepts of great significance. For example, we see embedded within these definitions concepts of 'change', 'needs assessment', 'social rela- tionships', 'collaboration', 'capacity building', 'systems change', and 'behavior'. Addi- tional elements of the social innovation and entrepreneur- ship process often cited include its "practical and personal nature", its rejection of bureau- cracy, its enabling of transformation, its focus on building social capital, and its emphasis on mission over profits (Kickul & Lyons, 2012, pp. 5-6). Many scholars and commen- tators on social innovation choose to by-pass the question of defining social innovation as a process, and instead focus on delineating the characteristics ofthe agent ofsociai innovation, the social innovator (and often, the social entrepreneur). Praszkier & Nowak (2012) describe Ashoka's view of what makes the social entrepreneur: "Entrepreneurs are leaders who see opportunities for change and innovation and devote themselves entirely to making that change happen. These leaders often have little interest in anything beyond their mission.... This total absorption is critical to transforming a new idea into reality." (p. 21). We can readily identify multiple parallels to child and youth care practice. Certainly terms such as collaboration, change, behavior, and capacity building are common ones within our discipline, even if they are used in multiple ways and contexts. But the parallels between these two fields is not limited to specific terms. In the international bestseller Getting to Maybe, Westley, Zimmerman & Patton (2007) construct the idea of social innovation around the tension between complexity and intentionality. They argue that to bring about change, we must act with intention, even if the complexity of our context does not afford us the luxury of predictable paths: "If you intend to do something, you make a deliberate commitment to act to bring about change. Complexity science is about unpredict- able emergence without 4 4 / ISSN1705625X Relational Child and Youth Care Practice Volume 26 Number 3 regard for human intentions (p. 21)." In finding the opening within this tension, Westley, Zimmerman & Patton (2007) point to the role of relationships, the very core concept of child and youth care practice, as the possibility of bringing intentionality to life: "Complex systems comprise relation- ships. Relationships exist between things. You can point at things, but you can't point at relationships. They are literally hard to see (p. 10)." In elaborating on the role of relationships in social innovation, the authors mirror almost exactly articulations of relational practice commonly found in child and youth care literature (Bellefuille & Jamieson, 2008; Garfat, 2008; Garfat & Fulcher, 2011): Relationships are key to understanding and engaging with the complex dynamics of social innovation. For social innovation to succeed, everyone involved plays a role. As systems shift, everyone - funders, policy makers, social innovators, volunteers, evaluators - is affected. It is what happens between people, organizations, communities and parts of systems that matters - 'in the between of relationships' (pp. 21-22). At this point, we are able to identify a pattern of trans- lation that firmly establishes at least the rhetorical connections between social innovation and child and youth care practice. In social innovation, the conversa- tion is about human agency (self, self efficacy), the centrality of relationships within complex systems (relational practice), collaboration across sectors and roles (multi-disciplinary team process), acting with intention (intentionality) and building capacity (empowerment). More- over, the social innovator is described much like the child and youth care practitioner: single-mindedly determined (the twinkle in the eye - Trieschman, 1982; wild ambition to change the world - Fewster, 2007; talents, energy and passion - Anglin, 2002), inventive ('cre- ative potential of child and youth care practice' - Bellefeuille & Ricks, 2008), and empathetic ('values and habits' - Stuart, 2007; 'humility' - Phelan, 2012). Similarity in and of itself, however, is not a good reason to engage the field of social inno- vation. For this, we must contemplate how doing so might be useful for child and youth care practice. This I will consider next. Innovation and Entrepreneurship In Child and Youth Care The central rationale for the social innovation movement is that there are many social prob- lems in the world that appear deeply embedded, intractable, and unresolvable. These kinds of problems can be macro-prob- lems (general, globally relevant problems), such as poverty, hunger, health risks, or violence, or they can be micro-problems (specific, highly variable prob- lems depending on jurisdiction and demographic group), such as youth in care transitioning to independence, poor educational outcomes for young people living in care, over-medication of young people challenged by mental health issues or lack of recognition for child and youth care practitioners in general. All of these kinds of social prob- lems have been identified for quite a longtime, and there is no shortage of research that confirms the problematic of each of these social issues. It is also important to note that all of these issues have been and continue to be addressed through myriad initiatives at local, national, and global levels. It is fair to say that there certainly is not complacency toward these kinds of issues, and much has been done to provide relief, orto mitigate the impact of these issues. It is also fair to say, however, that existing responses to these kinds of issues have shortcom- ings. Ultimately, most of these issues not only continue to test our capacity to mitigate their impact, but in fact are wors- ening and becoming ever-more prevalent, embedded, or destructive. In the inaugural issue ofthe Stanford Social Innovation Review, the editors explain their rationale for promoting social innovation as follows: t:i,;(H||t] ISSN 1705625X Voiume 26 Number 3 / 4 5 The problems of poverty, unemployment, hunger, pollution, disease, disappearing natural resources, and inadequate access to quality education and health care...still surround us. Indeed, many of these problems appear to be growing worse (p.4). We know, for example, that the gap between rich and poor globally and also in most local contexts is in fact widening. We know that hunger continues to be a major problem, and not only in easily identified poor countries, but even in very rich countries where some groups within otherwise well off soci- eties continue to struggle with basic needs (for example, aboriginal peoples in Canada often face socio-economic circumstances on par with drought-stricken regions in Africa). At a more micro-level, the data appears to show that the educational outcomes of young people living in care have not improved at all for decades, and may in fact be worsening. The transition to independence for young people aging out of care is as much a challenge today as it was 20 years ago. And although some child and youth care practitioners have made great strides in their compensation packages and overall valuing of their work, most (especially in residential care) continue to be underpaid, undervalued, and treated largely as expendable. All of this begs the question: given the tremendous efforts of organizations and individuals, and their best of intentions, why are these circumstances not changing in a more funda- mental manner? In response, several dynamics can be identified: 0 Many initiatives taken to respond to social problems are reliant on unstable and unpredictable funding sources, and therefore are unable to realize all that they wish to realize; o Regulatory frameworks often create limits on what is deemed to be possible; n Incentives for those eager to create change (with respect to macro or micro problems) are often insufficient to main- tain their commitment or even their presence in the cause; 0 Skills required to create change are often inacces- sible to potential change makers, because training and education are delivered through disciplinary silos; o Strongly held value systems sometimes come in the way of more pragmatic approaches, especially in the context of private, profit-oriented service delivery; o Typically, a multitude of responses to general or specific social problems unfold in parallel, but there is nota communication or collaboration infrastructure to organize multiple and differentiated attempts to bring about change. Child and youth care prac- tice is impacted by all of these dynamics in one way or another. In spite of what might be characterized as an 'innovative' theoretical frame- work for being with young people (and their families and communities), the implemen- tation of programs, services, and engagement strategies is very much integrated into existing approaches to inter- vention that can be effective from a very localized perspec- tive, but that are not inherently innovative. Most child and youth care practitio- ners, for example, work for human service agencies that are limited in their mandates by regulatory frameworks, funding arrangements, values, disciplinary bound- aries, and even competitive contexts related to an agency's position within the broader system of service provision pursuant to any given service context (for example, children's mental health centres competing for status, recognition, and funding with other children's mental health centres). On the other hand, it is fair to say that the field of child and youth care has a firm commitment to innovation in thought, but has limited means of translating such thought into action. This is the case in spite of strong infrastructure to support the process of translating thought into action. For example, child and youth care has an expan- sive system of post-secondary \ 4 6 / ISSN1705625X Relational Child and Youth Care Practice Volume 26 Number 3 education programs at both college and university levels (more so in some jurisdictions than in others). Research capacity within the field has increased dramatically over the past two decades. Organi- zationally, the field unfolds in both public and private sectors, and both not-for-profit and for-profit modalities. And perhaps most importantly, the field is repre- sented across virtually all of the humans service sectors, including health care, educa- tion, community services, child protection, children's mental health, youth justice, and developmental services. To a lesser extent, the field is even represented in policy analysis and development, regulation, and mandated advocacy services. There is much to appre- ciate within the field of child and youth care practice that could serve as a foundation for the integration of social innovation and entrepreneur- ship within the field. In order to move fonward, however, a number of embedded values and structural features of the field must be critically exam- ined. In particular, one might identify three themes in this respect: The pre-service prepara- tion of practitioners, and the extent to which this prepares them to become change makers; D The on-going hesitation to embrace entrepreneurial approaches to service delivery; Thebureaucratizationofthe field. Pre-service Preparation Currently, the over-arching focus of child and youth care pre-service training, whether at the college level or at university, is to prepare individuals to prac- tice child and youth care with young people. The University of Victoria in British Columbia, for example, describes the focus of its program as follows (Univer- sity of Victoria, School of Child and Youth Care): Child and youth care graduates work as practitioners and leaders in community agencies, government departments and educational institutions. Child and youth care as a profession is founded on a commitment to the well-being of children, youth, families and communities and emphasizes developmental practice, social competency, and the use of relationship in therapeutic interactions within the life-space. Similarly, Douglas College in British Columbia describes the prospects of graduates from its College and University level programs thus (Douglas College, Child and Youth Care Program): Child and youth care practitioners work in schools, community centres, parent-child education settings, residential settings, programs for street-involved youth, addictions services and in a variety of other settings. Diploma graduates are employed in front-line positions working directly with children and youth in these settings. Degree graduates find additional employment options in government settings and team leader or supervisory positions in community settings. Corresponding to these state- ments, the curriculum of child and youth care programs is structured in somewhat tradi- tional fashion and aims to provide foundational knowledge about child development, thera- peutic interventions, professional issues, ethics, crisis intervention, assessment and counselling skills, case manage- ment, and so on. In most programs, students are expected to take a range of courses from other disciplines that support the foundations of child and youth care practice, including especially psychology and sociology. The specific learning associated with this curriculum is typically geared toward an integration of theory in practice, so that graduates of child and youth care programs have a strong understanding of theoretical frameworks such as attachment theory, relational practice, self-care, trauma- informed care, interpersonal communications and so on. In some instances, and espe- cially in university-based programs, students are also challenged to be critical in their ISSN 170S625X Volume 26 Number 3 / 4 7 learning about child and youth care practice, and to reflect on embedded values and assump- tions using critical, feminist, postmodernist or phenomenological perspectives. In addition, many univer- sity-based programs provide at least an introduction to research and program evaluation, albeit at a very basic level. It should be noted that the pedagogy of child and youth care pre-service education is often quite creative, and involves both lecture formats and small group work as well as simulation and placement expe- riences. Every effort is made in these programs to expose students to multiple forms of learning, and to challenge students with intricate scenarios and problem-solving opportuni- ties. Nevertheless, a common theme in virtually all of the pre-service preparation within the field of child and youth care practice is the idea that gradu- ates will join existing sectors, agencies and organizations and adapt to the values and methods of service delivery within such contexts. In other words, the fundamental goal of pre-service preparation is employment readiness within the existing framework of service delivery. It is hoped, of course, that wel! educated and critically inclined graduates will serve to facilitate change within existing structures and processes, and that they will gradually become leaders and advocates for more empow- ering, more democratic and ultimately perhaps also more effective service delivery. But it would be a significant stretch to suggest that graduates are expected to become change makers, to become social inno- vators, or to fundamentally alter the landscape of service provi- sion from systemic, structural, or policy perspectives. There have not been rigorous research studies exploring the impact of graduates of child and youth care programs atthe post-secondary level on the field of child and youth care practice, much less on the systems of service delivery impacting chil- dren and youth. There is, however, considerable evidence that such impact has not been transformative; in fact, although there has been a considerable expansion of the field of child and youth care into service sectors ranging from education to youth justice, and from devel- opmental services to health care, much of this expansion has been at the ground level of these service sectors. In some instances, there have also been scale backs of such expansion, especially in sectors that are often described as high end clin- ically oriented, such as hospitals and mental health treatment sectors. Enfrepreneurlal AcUvtty Although there are exam- ples of entrepreneurship within the child and youth care field, for the most part the field neither promotes nor endorses entrepreneurship. Quite to the contrary, child and youth care practice is constructed around human service values, and much of the activity within the field unfolds within not for profit and typically govern- ment-funded sectors, organizations and agencies. Indeed, service delivery within the private sector, especially in the context of residential care, is often viewed with suspicion, and the idea of 'making money on the backs of vulnerable children and youth' is greeted with concern and often outright rejection. This is the case in spite of frequent complaints of insuf- ficient material compensation for practitioners in most sectors, especially in residen- tial care, in community-based work, and sometimes also in education. In reality, most child and youth care practitioners don't see themselves as potential entrepreneurs'. Their training typically has not prepared them to think differently about service delivery, and to contemplate the possibilities of generating profit-oriented ventures that can sustain It is important to note the qualifier'most'; in fact, there are several examples of child and youth care practitioners adopting an entrepreneurial approach to solve problems within the field, and some of these approaches have had great success. 4 8 / ISSN 1705625X Relational Chiid and Youth Care Practice Volume 26 Number 3 their material ambitions while also providing excellent services to young people and their families. This lack of entrepreneurial thinking also extends into service provision itself. For example, young people transitioning from care are almost never encouraged to consider an entrepreneurial initiative as one option in terms of securing their income needs once they are indeed inde- pendent. Instead, almost all of the services provided to young people approaching this transition are services designed to help young people integrate into existing employment (or post-secondary education) structures (Mann-Feder, 2007). This is the case even when it is quite clear that any employment young people might be able to access will not be rewarding from a financial perspective, and in many cases condemn them to a life on the threshold of chronic poverty. The Bureaucratization of the Field Efforts to legitimize child and youth care practice as a professional field in its own right have, in recent years, focused on the professionalization ofthe field through initiatives such as delineating competencies, moving toward accreditation of post-secondary education in the field, and licensing or certifying practitioners through professional associa- tions. These efforts have evolved significantly over the years, although one could hardly describe them as particularly successful. Most professional associations across North America continue to struggle to attract the interest of practitio- ners (as evidenced by very low membership rates), the compe- tencies articulated to this point are largely ignored by practitio- ners and their employers, and there appears to be little momentum with respect to licensing and certification anywhere. In the absence of government mandates, partici- pation in any of these initiatives is largely voluntary, and so far at least, those promoting these initiatives have not succeeded in large scale buy in from any part ofthe sectors where child and youth care practitioners do their work (Fusco & Baizerman, 2013). In some respects, the move toward bureaucratization is counter-intuitive. Far from promoting entrepreneurial thinking and action, it promotes conformity to standards and guidelines, and a re-commit- ment to values, competencies, and methodologies that were articulated as 'true' or 'mean- ingful' by a selected few individuals within the field (Skott-Myhre, 2013). It is furthermore problematic given that a large proportion of child and youth care practice is provided by individuals with no particular background in the field itself. In residential care, for example, fully 60% of practitio- ners in Ontario have no child and youth care diploma or degree (Stuart & Sanders, 2008); in the US, given a less developed post-secondary education system in the field, the proportion of practitioners without formal training in the field is even greater. As a result, many ofthe initiatives related to the professionalization ofthe field are completely unknown to a large proportion ofthe field itself, and are unfolding on the periphery of child and youth care activity with no strategy of moving toward the centre. Social Innovation and Entrepreneurship in Chiid and Youth Care Practice What, then, might be some useful ways of integrating social innovation and child and youth care practice? Furthermore, how can child and youth care practi- tioners see themselves and be recognized by others as change makers, individuals who can contribute innovative approaches to being with young people facing adversities that are not simply addendums or minor adjustments of existing services? In response to the first ques- tion, one might identify the opportunities embedded in reflecting on our values and normative assumptions about our practice. This does not require abandoning any child and youth care values, but instead adopting some addi- tional values from the field of social innovation. This might include values such as entrepre- neurship, not as a tool of capitalist exploitation, but ISSN 1705625X Volume 26 Number 3 / 4 9 instead as a way of thinking about and approaching prob- lems. It might include values related to promoting systemic change in addition to engaging specific young people. And it might include an expanded view of relationships, so that the full complexity of relational engage- ment across individuals, groups, institutions, sectors, and systems become part and parcel of our practice. In response to the second question, we surely must pay attention to the pre-service education and training that is provided to emerging practitio- ners. Notwithstanding the strength of critical discourse and deconstructive narratives in post-secondary child and youth care education, especially at the university level, the reality is that much of this pre-service educa- tion and training still is fundamentally anchored in employment readiness in existing institutional services. Most newly educated and trained child and youth care practitioners are not prepared for innovative professional path- ways, including potentially entrepreneurial pathways. Changing this will require a much more inter-professional approach to education, where students are encouraged to think of themselves as potential change makers, and are equipped with the knowledge and skills to chart a professional course outside ofthe existing service system, relying on different kinds of professional networks (or at least much more diverse professional networks), and collaborating with a range of partners representing perspectives from both within and outside ofthe human service fields-. Ultimately, the term 'social innovation' is one that is easily co-opted rhetorically for the purpose of personal or corpo- rate gain. At the same time, however, 'innovation' is clearly needed within the human service sector as a whole at a time when public funds for human services are declining sharply and the discourse on human service provision is quickly moving toward a hege- monic imposition of rationalization, efficiency, and outcome-based funding models. The Editors ofthe Stanford Social Innovation Review (2003), in their inaugural issue, ask this ominous question: "Beneath all of this turmoil, lies the question of just what role ought government play to secure the welfare of its citizens"? This creates many risks and vulnerabilities for child and youth care practice. Already there are some indications that the process-orientation of child and youth care practice, and especially its focus on relational practice, is being devalued and considered obsolete in the era of evidence-based prac- tices that are typically associated with medical-model and clinical professions. Within existing systems and institutions, child and youth care practitio- ners are increasingly seen as expendable, and we see limited signs of societal investment in maintaining and enriching this profes- sional group. It is forthis reason that I would suggest our field engage the social innovation field at the very least in order to determine whether there are ideas and actions to be considered that might protect our capacity to deliver child and youth care practice based on our core principles, rather than a mutated form of our practice adjusted to the demands of the language, culture, and logic ofthe 'new economy'. References Anglin, J. (2002). This month - Viihat people are doing. CYC Online, Issue 38 {March}. Retrieved from www.cyc-net org/cyc-oni i ne/cyc ol-O3O2-anglin.html Bellefeuiile, G. & Ricks, F. (Eds.) (2008). Standing on the preci- pice: Inquiry into the creative potential of child and youth care practice. Edmonton, Alberta: MacEwan Press. The argument here is not that graduates might pursue entrepreneurial activities in the field immediately upon graduation, but instead that such a path might be of interest and inform their reflections on early employment experiences. 5 0 / ISSN1705625X Relational Child and Youth Care Practice Volume 26 Number 3 Bellefeuille, G., & Jamieson, D. (2008). Relational-centered planning: A turn toward creative potential and possibilities. In G. Bellefeuille & R. Ricks (Eds.), Standing on the precipice: Inquiry into the creative poten- tial of child and youth care practice (pp. 35-72). Edmonton, Alberta: MacEwan Press. Bornstein, D. (2004). How to change the world: Social entre- preneurs and the power of new ideas. Oxford: Oxford University Press. Brilliant, L (2013). Fifty years of social change. Stanford Social Innovation Review, 11 (2), 26-28. Centre for Social Innovation (nd). Social innovation. Retrieved from http://socialinnovation.ca/abou t/social-innovation Douglas College, Child and Youth Care Program (nd). Retrieved from http://www.douglas.bc.ca/cale ndar/programs/pcycc.html European Commission (nd). Defini- tion of social innovation. Retrieved from http://ec.europa.eu/enterprise /policies/innovation/policy/soci al-innovation/competition/defin ition_en.htm Fewster, G. (2007). The profession that never was. Journal of Child and Youth Care, 10 (3), v-viii. Fusco, D., & Baizerman, M. (2013). Professionalization in youth work? Opening and deepening circles of inquiry. Child & Youth Services, 34 (2). Garfat,T. (2008). The inter-personal in-between: An exploration of relational child and youth care practice. In G. Bellefeuille & R. Ricks (Eds.), Standing on the precipice: Inquiry into the creative poten- tial of child and youth care practice (pp. 7-34). Edmonton, Alberta: MacEwan Press. Garfat, T., & Fulcher, L (2011). Char- acteristics of a child and youth care approach. Relational Child & Youth Care Practice, 24 (1/2), 7-19. Kickui, J., & Lyons, T.S. (2012). Under- standing social entrepreneurship: The relentless pursuit of mission in an ever changing world. New York: Routledge. Mann-Feder, V. (Ed.) (2007). Transi- tion or eviction? Youth exiting care for independent living. New Direc- tions for Youth Development (113). San Francisco: Josey-Bass/Wiley. Mulgan, G. (2012). The theoretical foundations of social innovation. In A. Nicholls & A. Murdock (Eds.), Social innovation: Blurring bound- aries to reconfigure markets (pp. 33-65). New York: Palgrave Macmillan. Phelan, J. (2011). Humility. CYC-Online, Issue 151 (September). Retrieved from www.cyc-net.org/cyc-online/Septe mber2011. Praszkier, R., & Nowak, A. (2012). Social entrepreneurship: Theory and practice. Cambridge, UK: Cambridge University Press. Skott-Myhre, H. (2013). Tilting at wind- mills: The professionalization of CYC. CYC Online, Issue 172 (June). Retrieved from www.cyc-net.org/cyc-online/June2 013. Stanford Social Innovation Review (2003). Helping those who do the important work of improving society do it even better. Stanford Social Innovation Review, 1 (1), 4-5. Stuart, C. (2007). Values, habits and relationships. Relational Child and Youth Care Practice, 20 (1), 4-5. Stuart, C, & Sanders, L (2008). Child and youth care practitioners' contributions to evidence-based practice in group care. Toronto, ON: Ryerson University. Trleschman, A. (1982). The anger within. [Videotape Interview]. Washington, DC: NAK Productions. University of Victoria, School of Child and Youth Care (nd). Retrieved from http://wvi/w.cyc.uvic.ca Westley, F., Zimmermann, B., & Patton, M.Q. (2007). Getting to maybe: How the world is changed. Toronto, ON: Vintage Canada. Kiaras Gharbaghi has spent 20 years working with children and youth in many different settings. He is now a Faculty in the School of Child and Youth Care at Ftyerson University in Toronto. His latest book, Being With Edgy Youth, is available through Amazon and other distributors. "'''"'"''\,jO;;0 ISSN 1705625X Volume 26 Number 3 / 5 1