- September 01, 2020
- In Class
Tuition & Fees
International: CAD $37,176
We are no longer accepting applications from international students for the September 2020 intake.
The Child and Youth Care Diploma will prepare learners to work with children and youth experiencing behavioural and emotional challenges and aid learners in understanding the scope of practice of Child and Youth Care Counselors, including how to develop therapeutic relationships to foster healthy children, youth and families, within their life-space. Child and youth care practitioners work in schools, community centres, parent-child education settings, residential settings, programs for street-involved youth, addictions services and a variety of other settings.
It is suggested that learners registered in the traditional full-time Child and Youth Care Diploma program to write the Test of Workplace Essential Skills (TOWES) assessment in term one.
- Credit in English 30-1 or a minimum of 65% in English 30-2 or equivalent
- Successful completion of the General Educational Development (GED) test with a standard score of 520 in Language Arts: Reading and Writing
- Satisfactory results on the Bow Valley College Admissions Test
A current Police Information Check (PIC) with a Vulnerable Sector Search (VSS) must be submitted prior to practicum placements. The existence of a criminal record may postpone or prevent clinical, practicum, or field work placements and, subsequently, successful completion of the program.
English language proficiency requirements
Applicants whose first language is not English should see the English language proficiency requirements page for details.
Learners explore principles of interpersonal relationships and communication, considering the roles of culture, perception, and listening therein. They practice verbal, nonverbal, conversational, and technology-mediated messaging necessary for effective communication within personal and professional contexts.
This course focusses on working with children and youth, family, and community using a social justice lens and Indigenous methodologies. Learners explore, reflect, and critically analyze historical legacy of the Indian residential schools, systemic oppression, and gain knowledge on culturally appropriate practice, self-care, stress management, and vicarious trauma for frontline staff. Learners can expect to enhance their professional identity and ethics through a variety of learning methods that support the development of professional practice, and provide a basis for examining their own values, worldviews, and ethics in regards to Canadian and Indigenous based child and youth care practice.
Developing a vision WITH a person involves being able to envision a positive and valued future for and with the person and their network of allies. This course introduces the learner to the process of planning a vision with people with disabilities. Current planning strategies will be reviewed and critiqued and emphasis will be on the philosophical principles and values that underlie each approach. Learners will practice writing clear implementation plans that incorporate the practices of inclusion, empowerment, and individualization in the planning process.
This first-year composition course introduces learners to academic writing and critical thinking. They read and analyze sociopolitical, cultural, and gender issues in texts with an emphasis on experiences of people whose voices were historically silenced, particularly those of Indigenous communities in Canada. Learners develop strategies to communicate their own ideas and integrate them with those of others by quoting, paraphrasing, and summarizing source material. Learners present their written assignments professionally according to APA formatting guidelines.
This course provides an overview of the typical physical, social, emotional, moral, and cognitive developmental changes occurring during middle childhood and adolescence. Learners explore major theoretical concepts and strategies of interaction with individuals in this age group. Course activity focuses on typical and atypical aspects of development; the contexts and social spheres that shape middle childhood and adolescence; as well as transitions from middle childhood to adolescence.
This course introduces the concept of human behaviour as communication. Learners examine positive behavioural strategies supporting individuals at home, school, work, and community.
This course offers an introduction to the challenges faced by individuals affected by prenatal alcohol exposure, their families, support workers, and the community. Topics include terminology, assessment/diagnostic processes, and primary and secondary characteristics as they present across the lifespan. Emphasis is on components and functions of the brain and the impact of prenatal alcohol exposure on attention, memory, cognition, language, sensory perception, social emotional behaviours and impulsivity.
This course is an overview of Canada's First Nations, Metis and Inuit people. Historical and current issues are covered, including languages, stories of origin, different band treaties, and current issues of ownership over land, water and governance.
Learners examine the theory and skills for intentional interviewing. The course focuses on the development of interviewing skills and the ability to adapt these skills to suit individual interviewee's needs. Learners develop a portfolio of interviewing competencies to enhance their professional practice.
In this course, learners explore how families are integrated within larger social systems; how patterns of social power and inequality shape Canadian families; as well as how and why the family is critical to the socialization process. The course culminates in the critical assessment of issues affecting families in Canada.
Required Practicum ICredit
This course gives learners the opportunity to begin integrating theory and practice in the provision of child and youth care. Learners are placed in community and agency settings supervised by agency staff. Bi-weekly seminars provide learners the opportunity for reflection and the integration of theory and practice.
Prerequisities - 18 credits year 1 of program
This course focuses on the theories, practical skills, and broader issues to guide work in the field of addictions. Learners reflect on their beliefs and values to develop a professional practice drawing upon and respects the richness and depth of Canada's multicultural society and special populations. Learners explore the types of addictions, the breadth of addiction treatment theory, and how theory informs addiction treatment practice.
This course provides an introduction to Indigenous child and youth care practice. Learners will gain an understanding of the history of colonization and the impact of residential schools on Indigenous peoples and the implications of this for their work. Learners will observe and discuss child and youth care practice and develop observation and assessment skills in an Indigenous context. Learners will also explore values and ethics in relationship to working with and for Indigenous families and communities.
This course focuses on the types of writing used by professionals in human services workplaces. Learners analyze and compose documents which align with the professional practices of the field. Learners explore the writing process, considering purpose and audience in shaping the form and content of the documents. Learners reflect on their own perspectives and biases while implementing strategies to achieve objectivity in their writing.
This course explores the precursors, presentations, nature, and impacts of childhood and adolescent mental illness for the individual, their families, and their communities. Learners develop and apply the knowledge and skills needed to support mental health within individual's personal and socio-cultural contexts. Learners investigate their own values, beliefs, and cultural contexts as well as survey community resources and mental health services.
Working with and facilitating groups is a key activity for the human services professional. In this course, learners explore the stages of group development, group roles and norms, theoretical frameworks, intervention, group design, implementation, and evaluation. Learners develop facilitation skills for groups with varying themes and makeup.
In this course, learners develop practical assessment, evaluation, and research skills in the Child and Youth Care field. Learners analyze current and emerging methodologies that apply to working with children, youth, and families to critically address gaps in services that exist for potential service users. Learners craft and present a viable, evidence-based, and practical response to a systemic need within the scope of Child and Youth Care practice.
This course examines the legacy of colonization and the establishment of Indian Residential Schools in concert with the concepts of the broken spirit and intergenerational trauma. Learners explore the role that First Nations, Métis, and Inuit elders' teachings plays in the renewal and strengthening of spiritual well-being. This course focuses on the building of trustful and respectful relationships with Indigenous children, youth, and families, by incorporating mainstream and Indigenous worldviews. Concepts including gifts, values, and ethical space are highlighted as elders share their own stories of survival, determination, and resiliency.
In this course, learners explore a broad range of trauma issues in the lives of individuals, families, children, and youth. Learners examine the role of the practitioner in assessing the indicators of trauma, providing support and referral, and engaging in self-care. Learners explore policies and practices through a trauma-informed framework. Learners explore how attitudes, values, and experiences affect perceptions and judgments when dealing with various types of trauma.
In this course, learners critically examine the economic, social, and political environment within which graduates work. The course examines the process by which health, social policy, and justice policy develops in Canada, as well as encourages reflection upon the ways social policy impacts our lives.
This course covers the definition and control of crime by young people through an investigation of the evolution of law applied to youth in Canada. The emphasis is on a detailed analysis of the Youth Criminal Justice Act. This will include the exploration of the roles of the police, courts, correctional agencies, and community in dealing with youth crime. An overview of current and historical explanations and theories of youth crime is included.
Required Practicum IICredit
This course provides opportunities for learners to practice skills in selected sites under supervision. Learners will integrate and reflect upon their educational, personal and professional experiences in practicum and seminar.
Pre- or co-requisite: CYCR2998 and 36 credits of CYCD program content