The purpose of this qualitative descriptive study shows how child and youth care professionals understand and apply activity-oriented interventions with children aged 6 to 11. Thirteen child and youth care professionals who employ activity-oriented interventions with children participated in semi-structured interviews. Interviews were transcribed and analyzed using an inductive content analysis approach. Eighteen emergent themes describe the participants’ perceptions of how activity-oriented interventions engage children, build therapeutic relationships and aid children’s learning. The findings in this study show how activity-oriented interventions fit with children’s development and are seen to be helpful in facilitating self-awareness and promoting change. Further, the findings highlight the lack of activity-oriented core training in Canadian undergraduate and graduate child and youth care programs. These finding suggest that there is a need for increased core curriculum in activity-oriented approaches, and also for future research in the effectiveness of activity-oriented interventions. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3506 |
| Date | 26 August 2011 |
| Creators | Damsgaard, Donna |
| Contributors | Artz, Sibylle |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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