- September 01, 2021
- In Class
Tuition & Fees
International: CAD $39,138
We are no longer accepting applications for domestic and international learners for the Fall 2021 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 Counsellors, 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.
Transfer opportunities are available to a variety of institutions.Transfer credits are reviewed and accepted on an individual basis by the institution to which you apply. Here are the most current transfer agreements:
- Ambrose University: Bachelor of Arts in Behavioral Science
Transfer agreements may be subject to change.
Learners explore principles of interpersonal relationships and communication, considering the importance of self-awareness including such values as empathy, respect, genuineness, and humility therein. Learners practice verbal, nonverbal, emotional, conversational, and technology-mediated messaging necessary for effective communication in personal and professional contexts. Through this exploration and this practice, learners improve their ability to communicate assertively and respectfully with others in various contexts, taking care to understand the social and cultural contexts that affect communication, including the impacts of colonization on Indigenous groups in Canada in relation to interpersonal relationships and communication.
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.
Planning involves being able to envision a positive and valued future for and with the person and their network of allies. This course evaluates current planning strategies with emphasis on the philosophical principles and values inherent in those strategies. Learners practice writing clear implementation plans incorporating elements of inclusion, empowerment, and individualization.
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 introduces Fetal Alcohol Spectrum Disorder (FASD) and its impact on those affected by prenatal alcohol exposure. Topics include terminology, assessment and diagnostic processes, as well as primary and secondary characteristics as they present across the lifespan. Learners explore the 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. Prevention and education are also explored.
This course is an introduction to Indigenous cultural experience and perspectives. Learners analyze the foundations for stereotypes, bias and false narratives that impact Indigenous ways of being in Canada. Learners consider how legal and social policy impacts Indigenous identity. Euro-Canadian perspectives and beliefs toward Indigenous people are discussed. Learners explore the experience and Indigenous worldview in the Canadian context.
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 addiction. Learners reflect on their beliefs and values to develop a professional practice drawing upon and respecting the richness and depth of Canada's multicultural society and special populations. Learners explore the types of addiction, 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.
Social policy guides and enables the structural and systemic responses to social issues. You will develop your capacity for influencing social change, while examining the effect of social policies on the human service fields where you will work. You will investigate the relationships between economic, social, and political forces and discover the foundations for human service policies in Canada. Together with peers, you will reflect on key Canadian social policies and weigh their impacts on our lives, to address social problems.
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
Through practicum and seminars learners analyze and apply the core competencies of Professional Child & Youth Work Practitioners. Learners enhance their current skills by integrating and reflecting upon their educational, personal, and professional experiences.
Pre-requisite: CYCR1999 and 36 credits of CYCD program content