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Browsing by Author "Stiller, Rebecca"

Now showing 1 - 4 of 4
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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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    Activity in child and youth care: lessons from the classroom and the field
    (2023) McGrath, Jenny; Pope, Christine; Stiller, Rebecca
    Organized as a text for college level Child and Youth Care students, but it also is a resource for practitioners who need a practical guide to build more effective activity-based approaches. Creating recreational experiences that are useful, fun and impactful is a very large part of working in the life space. Practitioners must be fully prepared to use activity work to support the young people and families that they serve, and this book is designed to train newer CYC staff in the complexity of doing those activities.
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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.