A Qualitative Course-Based Investigation into First Year Child and Youth Care Student’s Lived Experience of Self-Disclosure

Katie Browne, Caitlin Flach, Brennon Long, Rae-Lynn Olson, Tricia Hicks, Krystal Villeneuve, Gerard Bellefeuille and Jenny McGrath
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Katie Browne: 4th-Year Student, Bachelor of Child and Youth Care, MacEwan University, Alberta, Canada
Caitlin Flach: 4th-Year Student, Bachelor of Child and Youth Care, MacEwan University, Alberta, Canada
Brennon Long: 4th-Year Student, Bachelor of Child and Youth Care, MacEwan University, Alberta, Canada
Rae-Lynn Olson: 4th-Year Student, Bachelor of Child and Youth Care, MacEwan University, Alberta, Canada
Tricia Hicks: 4th-Year Student, Bachelor of Child and Youth Care, MacEwan University, Alberta, Canada
Krystal Villeneuve: 4th-Year Student, Bachelor of Child and Youth Care, MacEwan University, Alberta, Canada
Gerard Bellefeuille: Professor, Department of Child and Youth Care MacEwan University, Alberta, Canada
Jenny McGrath: Assistant Professor, Department of Child and Youth Care MacEwan University, Alberta, Canada

The Journal of Social Sciences Research, 2016, vol. 2, issue 7, 143-146

Abstract: This qualitative course-based study explored the lived experiences of first-year Child and Youth Care students with self-disclosure, a key feature of the Bachelor of Child and Youth Care (CYC) program at MacEwan University. The purpose of the course-based study was to better understand the degree of emotional vulnerability involved in the self-disclosure process for first year CYC students. The data analysis revealed two main thematic categories: ―focus on one’s self‖ including (a) questioning the value and amount of self-disclosure (enough already), (b) feeling vulnerable (no place to hide), and (c) feeling comfortable (it’s all good) and ―focus on others‖ consisting of (d) building a supportive community (feeling connected) and (e) learning from the personal experiences of others (feeling strength). Given the emphasis on self-disclosing as a critical strategy in building the self-reflective capacity of first-year CYC students, the results of this course-based study suggest a need for further inquiry into he method of self-disclosure in the first-year classroom setting.

Keywords: Child and youth care; Course-based research; Education; first-year students; Self-disclosure. (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:arp:tjssrr:2016:p:143-146

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