Reflections on Self-Reflection: A Course-Based Qualitative Inquiry into the Self-Reflective Practice of Child and Youth Care Students
Bibliographic record
Abstract
Self-reflection is a skill that is central to child and youth care (CYC) students' professional development. Due to itsimportance and the role in CYC practice, it is important to know how self-reflection is regarded and practiced by CYC students in their field placements. The aim of this study is to investigatethe frequency, form, and meaning of selfreflection from the perspective of CYC students to gain insight into how CYC students apply the concept in their practice. Data are collected through semi-structured focus groups and an arts-based activity. From the data analysis, four main themes are extracted: (a) the importance of relationships, (b) a form of self-care, (c) time is required, and (d) a pathway to better practice. The findings reveal that despite the value placed on reflective practice in CYC education, there is a lack of research on the form that it takes in the practice (if it is practiced at all)of students in practicum placements.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".