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Lecture 4

CYC 101 Lecture Notes - Lecture 4: Experiential Learning


Department
Child and Youth Care
Course Code
CYC 101
Professor
Lisa Pena- Sabanal
Lecture
4

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Reading through chapter three and four of Stuart’s Foundations of Child and Youth Care
the reader learns a lot about stages of professional development, experiential learning processes,
typical characteristics of youth, describe roles, settings, and functions of practitioners and several
other topics are discussed in these two chapters. There are many stages in the development of
child and youth care practitioners and the development of practice, skills and knowledge in CYC
is a life-long process marked by the general phrases of novice, experienced and mature practice.
The world of practice is not simple, development of skill & knowledge is not direct, nor is it
defined by evenly divided stages, with clear transition points.
Experiential learning, self, relationship and context are humanist concepts that are
important because they affect practitioner development. Phelan made up three stages of
professional development which are; Level 1: focus on personal safety, implementing external
controls, routines, Level 2: focus on supporting clients to take control of themselves,
implementing internal controls, and Level 3: focus on observing self & self in interactions with
clients, on the conscious use of self. Stuart explains that “CYC’s develop through a series of
stages that are both initiated by & characterized by transformative experiences which basically is
an event that becomes such an intense learning experience that thinking, behaviour &
perspectives are changed. They have an idea that these transformative events will be similar to
what the CYC hopes children, youth & families will experience as a result of the interventions
presented.” (Stuart 2013, pg. 53)
Furthermore the chapter also told us about Garfat’s and how he had some developmental
theories of his own and it was similar to Phelan because these stages were not linear and or
logical like his. Garfat suggested that these transformative events are associated with reflective
moments that help define learning. These moments go forward with the CYC, influence thinking
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