Title:
HOW CHILD AND YOUTH-CARE STUDENTS UNDERSTAND AND COMMUNICATE THE MEANING OF RELATIONAL-CENTERED PRACTICE: AN EXPLORATORY, QUALITATIVE COURSE-BASED INQUIRY

Authors:
Angela Schroeder , Glynnis Dugan , Kendal Fetter , Toya Richards and Gerard Bellefeuille, Canada

Abstract:
This course-based research study explored how child and youth-care (CYC) students understand and communicate the meaning of relational-centered CYC practice. Methodological triangulation was employed, with three concurrent data-collection methods. Participants were given the choice to complete an online survey via email, participate in a Zoom video interview, or participate in a face-to-face focus group. While all three options involved the same set of open-ended questions, the focus group included the added feature of a word-cloud activity and an arts-based “gingerbread man” activity. Thematic analysis resulted in the identification of four main themes: (a) creative artistry, (b) growth through connection, and (c) intentional presence.