This study offers a preliminary investigation into a simulation-based, service-user-involved teaching model within a post-secondary child and youth care program. Using the method of collaborative self-study, this research draws on the diverse perspectives of six co-researchers, documenting our experience of this model through the lenses of student, professor, youth trainer, and facilitator. This study uses praxis (the cycle of action and reflection) and dialogic learning (learning through dialogue) to unpack personal and professional questions of expertise, participation, professional development, and anti-oppressive practice.

中文翻译：

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关于谁的权限？

这项研究对中学后的儿童和青少年护理计划中基于模拟，服务用户的教学模型进行了初步研究。本研究使用协作式自学的方法，借鉴了六位共同研究者的不同观点，通过学生，教授，青年培训者和促进者的视角记录了我们对这一模型的经验。这项研究使用实践（行动和反思的周期）和对话学习（通过对话学习）来解开关于专业知识，参与，专业发展和反压迫性实践的个人和专业问题。