A Qualitative Course-Based Inquiry into the Perceptions and Lived Experiences of Relational-Centered Educated Child and Youth Care Students of Adult-to-Child/Youth No-Touch Policy Practice Settings

ABSTRACT : This qualitative course-based inquiry explored the perceptions and lived experiences of relational-centered educated child and youth care (CYC) students of no-touch policy in practice settings. Given that the course-based study aimed to explore the perceptions and lived experiences of relational-centered educated CYC students of adult-to-child/youth no-touch policies with a focus on the “meanings” and “interpretations” ascribed to their CYC practice experiences, the qualitative research design was guided by the interpretive research paradigm. Methodological triangulation was employed through the utilization of multiple data collection strategies. A reflective thematic analysis revealed four significant themes: a) understandable but harmful, b) understandable but necessary, c) are we protecting ourselves or restricting opportunities?, and d) turning to comforting alternatives.

KEYWORDS: child and youth care, course-based, no-touch policy, students, qualitative