Abstract
The strengths-based approach is a cornerstone of relational-centered Child and Youth Care (CYC) practice. However, few studies have investigated the use of the strengths-based approach in a CYC residential setting for youth and children. Hence, this qualitative course-based study explores the use of strengths-based language as observed by CYC students in residential field practicums. Data were collected through an online semi-structured interview (using the Google Meet platform) with a purposive sample of third- and fourth-year CYC students at MacEwan University, Canada. Four main themes were extracted from the data analysis: “not in plain sight”, “a product of feeling stressed”, “lacking the confidence to speak out”, and “reframing”.
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