Child and Youth Care Course: Self-Reflection and Behavioral Changes

This assignment reflects on the student's personal and professional development within a Child and Youth Care context. The student analyzes changes in their behavior, communication skills, and group interaction over a six-week period, focusing on goals related to self-improvement, caring for others, and professional relationships. The assignment explores the impact of these changes on the student's interactions with peers and professors, highlighting improved engagement in learning, increased respect for others' challenges, and enhanced communication. Furthermore, the student discusses the significance of these changes in achieving their goals and contributing to a more organized and constructive group environment. The assignment also briefly touches upon the importance of considering human diversity and cultural viewpoints in behavioral matters.

Running head: CHILD AND YOUTH CARE 1
Child and Youth Care
Name
Institution
Author’s Note

CHILD AND YOUTH CARE 2
Child and Youth Care
Question1
It is always essential to notice most of the changes that are likely to take place within out
personality since it is one of the best opportunities of learning more about us (Kang, 2014). It is
so vividly clear that many changes have taken place in just six weeks. Within the context of
behavioral practice, I have learned a lot as far my character is concerned. I can now engage
actively in learning. Through this, the group interaction has been greatly brought into a new
phase of proper and active participation. To a greater extent, I have been able to show much
concern and respect to many challenges faced by my group members. This has ensured that we
conduct our group interaction carefully with constant respect to all challenges. On this same
note, professionally, I have learned on how to understand and actively assist my fellows
whenever they are struggling. Due to this, all members of my group have gained much
confidence and have been able to rule out fear of any kind that can hinder their understanding.
This has made our group interaction better.
Question 2
Healthy group interactions are normally promoted by quality and reliable skills (Liu,
Salisbury, Vahabzadeh & Sahin, 2017). From the view of things, my group interaction is greatly
enhanced with these new skills. The kind of relationship that I have with the group fellows is of
significant impact and no longer as before. The entire group is now able to pay attention to me
and any other group member.

CHILD AND YOUTH CARE 3
Question 3
Any change is people can be able to see under various circumstances normally take place
due to various reasons (Men & Tsai, 2014). Several changes have occurred in me, including
communication; I have gained some communication skills that have helped me a lot. Listening
and speaking only when the need arises is vital in me today. I no longer speak while others are
speaking, but just do in when excused. I learned to pay attention and listen well with minimal
interference. Many people in the group have learned from me and are now trying to conduct
themselves in a better manner too. This makes our group interaction to be conducted in a mature
manner resulting in constructive discussions.
Question 4
The most significant impact that the changes in me have brought to the group is the
change of the group's perspective of self-conduct. Every individual in the group is now able to
listen to others and only interrupt procedurally. All people have realized the importance of
listening and respecting the diverse opinions of others. To a more significant margin, the kind of
interaction the group has today is very organized, and this ensures that each interaction leads to
goals achieved. Behavioral changes can be able to impact on a group thus going as far as
determining their levels of performance under certain conditions (Hogg 2016).
Question 5
I can say that my goals were achieved, and this is what has changed me to the extent I
am today. I decided to strictly follow the steps and dedicate all my time and abilities to get to this
point. Despite the short time, if at all someone is committed, this must workout. It was able to
work for me, and so it was realistic. I practiced and went through to the end of the six weeks.

CHILD AND YOUTH CARE 4
This is the reason I have seen much change that has also impacted the entire group and its
members. Meeting of goals requires a lot of hard work and self-determination at all times
(Chaigneau & Brown, 2016).
Human diversification and culture question
I did not set a human diversity and culture goal. I therefore think that the need to drag
human diversification and culture should be examined. Different people have different
viewpoints on behavioral matters and so do different cultures. There are some characters that are
based on this factor and therefore it is proper to be considered. For human diversity and culture
to be implemented, a lot of goals need to be put into consideration (Richerson et al., 2016).

CHILD AND YOUTH CARE 5
Reference
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development: analyzing support for marine protected areas. Ecology and Society, 21(1).
Hogg, M. A. (2016). Social identity theory. In Understanding peace and conflict through social
identity theory (pp. 3-17).
Kang, M. (2014). Understanding public engagement: Conceptualizing and measuring its
influence on supportive behavioral intentions. Journal of Public Relations
Research, 26(5), 399-416.
Liu, R., Salisbury, J. P., Vahabzadeh, A., & Sahin, N. T. (2017). Feasibility of an autism-focused
augmented reality smartglasses system for social communication and behavioral
coaching. Frontiers in pediatrics, 5, 145.
Men, L. R., & Tsai, W. H. S. (2014). Perceptual, attitudinal, and behavioral outcomes of
organization–public engagement on corporate social networking sites. Journal of public
relations research, 26(5), 417-435.
Richerson, P., Baldini, R., Bell, A. V., Demps, K., Frost, K., Hillis, V., ... & Ross, C. (2016).
Cultural group selection plays an essential role in explaining human cooperation: A
sketch of the evidence. Behavioral and Brain Sciences, 39.