A course-based qualitative exploration of the adaptive capacities of child and youth care students transitioning from first- to second-year field practicum

Abstract

Child and youth care students (CYC) perceive the transition from first- to second-year practicum as stressful and challenging and occasionally view themselves as not ready. Located within the constructivist–interpretive research paradigm, the aim of this qualitative course-based study was to gain greater insight into the transition process of CYC students from first- to second-year practicums with a focus on their adaptive capacities. A triangulation data collection method was used, comprised of conversational style, semi-structured interviews, a focus group, and art-based activity. Three main themes were extracted from the data analysis: (a) leaning into uncertainty, (b) being real, and (c) tapping into support systems.