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Browsing by Author "Bellefeuille, Gerard"

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    21st century child and youth care education: an ontological relational turn in teaching and learning
    (2020) Bellefeuille, Gerard; Berikoff, Ahna
    The pedagogical challenges in preparing child and youth care (CYC) education for 21st century CYC practice, global citizenship and life cannot be rightfully addressed by an antiquated higher education system predicated on a Newtonian/Cartesian ontology that assumes a mechanistic view of the materialistic world and a solitary view of the “self” as completely autonomous, ego-based, and self-enclosed. In this article, we propose an alternative ontological stance for teaching and learning in higher education, one that is informed by the growing body of relational ontology scholarship in theology, philosophy, psychology, nursing, political theory, educational theory, and even information science. The basic contention of a relational ontology is that all relations between entities are ontologically more fundamental than the entities themselves. Within this perspective, the “self” is not so much a personal possession as it is a process of relatedness and a reflection of one’s relational experiences. This view of the self has enormous implications for teaching and learning. A relational ontological approach to education will employ more holistic, collaborative, and experiential methods of teaching and learning in which the learner’s (i.e., the self’s) mind, body, emotions, spirit, and environment are all considered essential components of the learning process. The conversation presented in this article is an invitation to rethink the ontological foundations upon which CYC education is currently constructed and to explore the potential of an ontological revolution in CYC teaching and learning pedagogy. In CYC, as in other disciplines, it is the visionaries operating at the edges of the discipline’s philosophical, theoretical, and practice boundaries who provide the critical reflection and creativity of thought to nudge the field forward. The educationists are suggested to join this adventure.
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    The academic turn of child and youth care practicum coordination at MacEwan University
    (2023) Pope, Christine; McGrath, Jenny; Stiller, Rebecca; Bellefeuille, Gerard
    The established agency-based approach to child and youth care (CYC) practicum coordination in post-secondary education is no longer sustainable. It has been impacted by the persistent expansion of professional programs requiring practicum placements for increasing student populations and must be rethought to address the changing needs of stakeholder service providers. This article discusses the creation of a non-administrative, academic CYC practicum coordination position at MacEwan University. The primary focus of this newly created position is to lead the transition from an all-inclusive agency-based placement model of field education to a multifaceted approach to coordination, which will include both research-focused and project-based practicum opportunities.
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    Falling down the rabbit hole: an introspective self-portrait
    (2023) La, Jasmine; Stiller, Rebecca; Bellefeuille, Gerard
    The purpose of this arts-based learning project is to link personal perception of self to theories and ethics studied throughout the Child and Youth Care Program. Within the self-reflective project the topics explored include: relational ontology, paradigms and life positionings, theoretical frameworks, and finally ethical frameworks. In participating, self-discovery and professional praxis were the focal points of the project. Part of this reflection relates to the characteristics of a relational Child and Youth Care approach; Being, Interpreting, and Doing (BID). Reflecting on how child and youth care practitioners function in supporting roles within the community. The project connects all aspects of course content, personal and professional experiences, interwoven into a metaphorical representation of self. There’s many layers represented when viewing my art piece. The process in doing this required the willingness to allow oneself to succumb to vulnerability in order to intentionally understand oneself. Connecting many metaphors throughout my lifespan which highlights my understanding of self through multiple lenses relating to the child and youth care practice.
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    Field Seminar: The north star of authentic learning
    (2024) Bellefeuille, Gerard; Heaney-Dalton, Kerry; Stiller, Rebecca
    Relational child and youth care practice is nuanced, making it challenging to describe and understand. The Child and Youth Care Program pedagogy at MacEwan University is centred on the principle that learning about child and youth care ought to be felt and embodied because once truly experienced, it can be shared with intention with children, youth, and families. This book illustrates how we explore relational practice alongside students, with mutually beneficial results.Theoretical concepts are intertwined with vivid examples of student’s creative work. These illustrations show deep personal exploration and critical examination of ideas, resulting in learning that is meaningful and transformative. You may be surprised by the vulnerability and honesty, but after leaning into their own creativity, students describe increased self-awareness and capacity. Students also gather an array of interventions that can be used in their work, and because of their personal application and understanding, the usefulness is evident. As you read, you will likely find yourself pondering the pertinence of the examples to your life and work. Allow yourself to engage in ways that are meaningful to you, and you may be surprised by what you notice. One of the many advantages of relational arts-based teaching and learning is the transferability of the creative process.
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    How Child and Youth Care students understand and communicate to others the meaning of relational-centered CYC practice
    (2023) Schroeder, Angela; Dugan, Glynnis; Fetter, Kendal; Richards, Toya; Bellefeuille, Gerard
    A qualitative course-based inquiry into the following research question: "What are CYC students' understanding of relational-centred CYC practice, and how do they articulate the uniqueness of CYC practice to others outside the field?"
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    A stakeholder needs assessment to gauge the interest in and demand for a child and youth care postgraduate specialization certificate program
    (2017) Bellefeuille, Gerard; McGrath, Jenny; Hedlin, Catherine; Jamieson, Donna
    The purpose of this needs assessment was to explore child and youth care (CYC) learning needs and interest of stakeholders in the development of a CYC postgraduate specialization certificate. A purposive sample strategy was used to recruit CYC practitioners and senior CYC administrators. The data collection strategy consisted of an online survey, an online discussion forum, a key-informant focus group, and a round-table discussion. Findings indicated that participants had a strong interest in a variety of professional development topics, including advanced mental health practice/expressive therapies, addictions, child protection, and family work.
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    Voices of introverted CYC students: a course-based qualitative inquiry into the lived experiences of introverted students in the classroom and the field
    (2025) DeGiano, Bronwyn; Demas, Nathaniel; Johnson, Jaden; LeBreton, Chanelle; Zendran, Breanna; Bellefeuille, Gerard; Pasula-Kelly, Mary-Ann
    This qualitative course-based study explored the lived experiences of introverted child and youth care (CYC) students in the classroom and the field of practice. An interpretive research paradigm was chosen to guide the research design, as this is aligned with the ontological underpinnings of relational-centered CYC practice, which holds the view that multiple realities and perspectives exist and that these are shaped by experiences and contexts. A nonprobability purposive sampling strategy was used to recruit undergraduate CYC students at MacEwan University who self-identified as “introverts.” A data-collection triangulation method was employed, with semi-structured face-to-face and remote interviews and a focus-group conversation. A reflective thematic analysis revealed six significant themes uncovering underlying meanings, concepts, and patterns within the datasets for the three questions posed to participants: a) shyness, b) low social battery, c) comfortable spending time alone and having quiet time, d) quiet energy is my superpower, e) beyond small-talk, and f) honoring my quietness.