Voices of introverted CYC students: a course-based qualitative inquiry into the lived experiences of introverted students in the classroom and the field

Abstract

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.