Living the Meaning of Praxis in Child and Youth Care: A Course-Based Qualitative Inquiry
MacKenzie Brown, Holly Gautreau, Shazia Dhalla, Gerard Bellefeuille

Abstract
This exploratory, course-based qualitative study explored the lived experiences of child and youth care (CYC) students and recent CYC graduates who exercise praxis in both the field and the classroom. Data analysis revealed nine themes, which we organized into two categories: the classroom and the work field. The classroom category identified four areas: fear of judgement, assignment structure, different learning styles, and praxis individuality. The work field category consisted of five areas: rigid agency structure, different professional backgrounds, occupational restrictions, confidence levels, and being comfortable.

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