scholarly journals The benefits of applying the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Jonathan Bailey ◽  
Kiaras Gharabaghi
Keyword(s):  
Oral Presentation ◽  
Public Speaking ◽  
Electronic Device ◽  
Youth Care ◽  
Lessons Learned ◽  
Case Conference ◽  
Audience Engagement ◽  
Child And Youth Care ◽  
Power Point ◽  
Supporting Materials

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

scholarly journals The benefits of applying the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Jonathan Bailey ◽  
Kiaras Gharabaghi
Keyword(s):  
Oral Presentation ◽  
Public Speaking ◽  
Electronic Device ◽  
Youth Care ◽  
Lessons Learned ◽  
Case Conference ◽  
Audience Engagement ◽  
Child And Youth Care ◽  
Power Point ◽  
Supporting Materials

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

scholarly journals Enhancing the learning and teaching of public speaking skills

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge
Keyword(s):  
Instructional Strategies ◽  
Communication Skills ◽  
Public Speaking ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
Audience Engagement ◽  
Pedagogical Strategies ◽  
Learning And Teaching ◽  
Preparatory Work ◽  
Supporting Materials

<div> <div> <div> <div> <p> </p><div> <div> <div> <div> <p>Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies. </p> </div> </div> </div> </div> <p></p> </div> </div> </div> </div>

scholarly journals Enhancing the learning and teaching of public speaking skills

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge
Keyword(s):  
Instructional Strategies ◽  
Communication Skills ◽  
Public Speaking ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
Audience Engagement ◽  
Pedagogical Strategies ◽  
Learning And Teaching ◽  
Preparatory Work ◽  
Supporting Materials

<div> <div> <div> <div> <p> </p><div> <div> <div> <div> <p>Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies. </p> </div> </div> </div> </div> <p></p> </div> </div> </div> </div>

scholarly journals Youth First: A Canadian Youth-led Initiative in the Midst of the COVID-19 Pandemic

2021 ◽  
Vol 8 (1) ◽  
pp. 136-152
Author(s):  
Reah (Hyun Ju) Shin ◽  
Harleen Kaur ◽  
Catherine Howe ◽  
Justin Whitty ◽  
Kyla Quigley ◽  
...  
Keyword(s):  
Young People ◽  
Youth Care ◽  
Lessons Learned ◽  
Child And Youth Care ◽  
Interactive Spaces ◽  
Canadian Youth ◽  
Global Pandemic ◽  
Master Of Arts

This reflection writing was co-written by seven young people and three Master of Arts Child and Youth Care (MA CYC) students from Ryerson University. Our writing centres around a Canadian youth-led initiative called Youth First, developed as a MA CYC placement due to the lack of placement opportunities available during the pandemic. Youth First focused on creating safe and interactive spaces in cyberspace for young people during the pandemic. Through this reflection, we hope to share our experiences, accomplishments, lessons learned and overall reflection of being part of this initiative during a global pandemic.

scholarly journals COVID-19 and Alternative Care in South Africa: Children’s Responses to the Pandemic. A Case Study from a Child and Youth Care Centre in Mogale City

2020 ◽  
pp. 234930032097592
Author(s):  
Rika Swanzen ◽  
Gert Jonker
Keyword(s):  
South Africa ◽  
Emergency Response ◽  
Vulnerable Populations ◽  
Youth Care ◽  
Daily Routine ◽  
Care Centre ◽  
Child And Youth Care ◽  
Care Workers ◽  
Caregiver Burnout

The experiences from a case study are evaluated against the aspects such as emergency response to vulnerable populations and other sources from the literature to serve as guidelines for the management of an epidemic in a child and youth care centre (CYCC). To help understand the effects of the epidemic on the centre, this article describes experiences in terms of the meeting of needs. A discussion of the following are part of the article: • A reflection will be provided on the observed stages the children and child and youth care workers (CYCWs) went through during 177 days of a national lockdown; • Indications of caregiver burnout; • Experiences around the meeting of children’s needs through the lens of child and youth care (CYC) theory; and • Proposed areas needing attention in mitigating risks. Some lessons learnt from the daily routine established to manage the lockdown regulations, sometimes experienced as nonsensical, are shared. From these reflections, questions for research are provided from a practice-based evidence approach, mainly aimed at determining the readiness of a CYCC to manage a state of disaster, while needing to focus on meeting children’s needs.

scholarly journals Child and youth care workers: Profile, nutrition knowledge and food safety and hygiene practices

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Hendrina H. Grobbelaar ◽  
Carin E. Napier
Keyword(s):  
Food Safety ◽  
Residential Care ◽  
Vegetable Intake ◽  
Youth Care ◽  
Nutrition Knowledge ◽  
Food Preparation ◽  
Residential Care Facilities ◽  
Child And Youth Care ◽  
Hygiene Practices ◽  
Care Workers

Background: Facilities concerned with children ‘in need of care’ should not only be considered as a last resort for a child’s care, but also as an intervention that requires more than addressing a child’s basic physical needs. The nutritional needs of children are particularly important to consider as they are a fundamental part of the care provided.Objectives: The purpose of this descriptive quantitative study was to investigate the profile, nutrition knowledge, food safety and hygiene practices of child and youth care workers (CCWs) in residential care settings in order to guide the development of a food preparation and nutrition manual.Method: The residential care settings included in this study were three that were selected randomly in Durban. CCWs (N = 40) employed permanently or part-time were included. Convenience purposive sampling of the CCWs was undertaken. A structured self-administered questionnaire, developed and tested for this purpose, was used to gather information on the profile, nutrition knowledge, food safety and hygiene practices. The data were analysed for descriptive statistics (means and frequencies).Results: The majority of CCWs were women aged 18−34 years. Very few had completed a relevant tertiary qualification. The results indicated that the respondents’ knowledge was fair on general nutrition guidelines, but there were areas of concern. Specifically, knowledge on recommended fruit and vegetable intake, correct serving sizes and importance of a variety in the diet were lacking. Some knowledge about food safety and hygiene practices was demonstrated, but not in totality.Conclusion: The overall findings supported the development of a comprehensive food preparation and nutrition manual for child residential care facilities. Agtergrond: Fasiliteite gemoeid met kinders ‘in die behoefte van sorg’ nie net beskou moet word as ’n laaste uitweg vir ’n kind se sorg nie, maar ook as ’n intervensie wat meer as net die basiese en fisiese behoeftes van kinders aanspreek. Die voedingsbehoeftes van kinders is veral belangrik om te oorweeg as ’n fundamentele element van versorging.Doelwit: Die doel van hierdie beskrywende kwantitatiewe studie was om die profiel, voeding kennis en voedsel- veiligheid en higiëne van kinder-en jeugsorgwerkers te ondersoek in residensiële sorg instellings met die doel om ’n voedsel voorbereiding en voedings handleiding te ontwikkel.Metode: Die residensiële sorg instellings het bestaan uit drie ewekansig gekiesde kinderhuise in Durban. Die studie het bestaan uit kinder-en jeugsorgwerkers (N = 40) in permanente of deeltydse poste. ’n Doelgerigte steekproef van die kinder-en jeugsorgwerkers is onderneem. ’n Gestruktureerde self-geadministreerde vraelys, ontwikkel en getoets vir hierdie doel, is gebruik om inligting oor die profiel, voeding kennis, voedselveiligheid en higiëniese praktyke van die kinder- en jeugsorgwerkers in te samel. Die data is ontleed vir beskrywende statistieke.Resultate: Die meerderheid van die kinder- en jeugsorgwerkers was vroulik, tussen die ouderdomme van 18−34 jaar. Min het ‘n toepaslike tersiêre kwalifikasie gehad. Dit blyk uit die resultate dat die respondente se algemene voeding riglyne was aanvaarbaar. Die resultate het gedui op ’n gebrek aan kennis oor die aanbevole vrugte en groente inname, korrekte porsiegroottes en die belangrikheid van ’n verskeidenheid in die dieet. Die respondente het tot ’n mindere mate kennis oor voedselveiligheid en higiëne gehad.Gevolgtrekking: Die algemene bevindinge ondersteun die ontwikkeling van ’n omvattende voedsel voorbereiding en voedings handleiding vir kinder residensiële sorg instellings.

scholarly journals Poised to advocate: The pedagogy of the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Kiaras Gharabaghi ◽  
Megan Lewis ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Qualitative Data ◽  
Youth Care ◽  
Mixed Methods Study ◽  
First Century ◽  
Metacognitive Skills ◽  
Online Questionnaire ◽  
Child And Youth Care ◽  
Care Workers ◽  
Purposive Sample

<div> <div> <div> <p>Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. </p> </div> </div> </div>

scholarly journals THE THORNY ISSUE OF STATUS DISCLOSURE TO CHILDREN LIVING WITH HIV: THE CASE OF HIV POSITIVE CHILDREN LIVING IN A CHILD AND YOUTH CARE FACILITY IN JOHANNESBURG, SOUTH AFRICA

2016 ◽  
Vol 28 (1) ◽  
pp. 53-68
Author(s):  
Nkosiyazi Dube ◽  
Linda Harms Smith
Keyword(s):  
South Africa ◽  
Social Service ◽  
Youth Care ◽  
Hiv Positive ◽  
Hiv Status ◽  
Service Workers ◽  
Child And Youth Care ◽  
Living With Hiv ◽  
Status Disclosure ◽  
Hiv Aids

There is a dilemma regarding HIV/AIDS disclosure to children born and living with HIV/AIDS in residential settings. Since the advent and accessibility of Anti-Retroviral Therapy, most children born HIV positive live longer and have healthier lives. Some of these children find themselves in Need of Care due to abandonment, orphanhood and neglect or abuse, and are placed in alternative care such as a Child and Youth Care Centre (CYCC). Social Service Workers are then faced with this dilemma around disclosure of their HIV status, due to the complexities around the consequences of such a disclosure, and the absence of clear policies in this regard. The study explored the perceptions of social service workers regarding disclosure of HIV status to children born HIV positive living in a CYCC in Ekurhuleni, South Africa. The findings indicate that HIV status disclosure is a complex but essential process as it reinforces children’s ability to adhere to medication and dispels anxiety and suspicion within themselves around their status. Recommendations relate to community education and awareness programmes, policy and practice changes and makes suggestions for future research.

scholarly journals Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

2021 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina de Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Social Services ◽  
Situated Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Youth Work ◽  
Preservice Education ◽  
Special Issue ◽  
Child And Youth Care

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. Keywords: child and youth care (CYC), youth work, human/social services, pedagogy, curriculum, higher education, praxis, preservice education

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