A COURSE-BASED QUALITATIVE INQUIRY INTO THE MEANING OF AUTHENTICITY FOR CHILD AND YOUTH CARE STUDENTS AND THEIR AUTHENTIC PRACTICE EXPERIENCES IN THE FIELD

ABSTRACT: This course-based study explored child and youth care students’ perspectives of the ontologically informed concept of relational authenticity and their experiences of authentic relational practice in the field. It used a qualitative design and took an interpretivist stance that a person’s experience of their own reality is shaped by their own perspective. A nonprobability purposive sampling strategy was used to recruit undergraduate CYC students at MacEwan University. A data-collection and triangulation method was used, with multiple data sets, including conversational-style face-to-face and Zoom interviews and an arts-based activity. Reflexive thematic analysis was used to identify, analyze, and interpret patterns of shared meaning (themes). Three dominant themes were generated: a) authenticity is a pathway to meaningful relationships, b) authenticity is the power of owning your truth, and c) following the rules is a roadblock to authenticity.