Abstract This work examines the impact of using learner interactions with children as undivided of the primary course subjects in a Child Welfare Policies and Services class.

Abstract

This work examines the impact of using learner interactions with children as undivided of the primary course subjects in a Child Welfare Policies and Services class. Final course journal entries are analyzed using earthed theory to present themes. Pedagogical implications for prejudice reduction and presenting the resilience approach are discussed. The results of this study demonstrate the multidimensionality of inductive, process-based teaching and its positive impact upon students and teacher alike. Innovations to be implemented as a conclusion of this investigation and recommendations for additional research are noted.

**********

Learning begins with experience. The underlying assumption of this article