The following global ideas guide the design and delivery of this course:
- Aboriginal child and youth care practitioners support children, youth, families and communities in culturally appropriate ways
- The history and legacy of colonization of Aboriginal peoples has significant implications in the lives of Aboriginal children, families and communities
- Effective Aboriginal child and youth care practice is grounded in Aboriginal ways and teachings
- Learning from elders, other practitioners and community members provides insight into roles, responsibilities and context for practice
- Effective observers have clear focus, purpose and intention. They conduct themselves in a legal, culturally respectful and ethical manner
- The ways in which observations are recorded and reported influences how the information is used. Cultural awareness, self awareness, contextual factors, choice of language and openness to reflection, review and revision need careful attention
- Observation of and reflection on self are integral to effective Aboriginal child and youth care practice and on-going personal and professional development.
- Guest Speakers
- Field Trips
- Experiential Learning Activities
This course will conform to Douglas College policies regarding the number and weighting of evaluations. Means of evaluation could include:
- Student Journals
- Field Observation
- Group Projects
- Class Presentation
- Written Reports
- Participation & Attendance
This is a letter graded course.
Upon successful completion of this course, the student will be able to:
- Describe a range of perspectives on the meaning of ‘caring for children and youth’ within the field of Aboriginal child and youth care and in child and youth care in general
- Identify formal and informal networks, programs and sites that constitute a personal community of reference for professional practice
- Identify, observe and report on the various roles of child and youth care practice in a range of Aboriginal settings
- Describe and record human behaviours and interactions verbally and in writing using the skills of observation, recording, interpreting and reporting
- Discuss situations from multiple perspectives: community, family, child, parents, siblings, relatives, workers, community agencies, etc.
- Discuss introductory cultural, legal and ethical issues involved in Aboriginal child and youth care practice
- Demonstrate awareness of and the impact of personal and cultural experiences on one’s own practice
- Demonstrate awareness of personal values and filters, preconceptions and biases (through written and oral work)
- Demonstrate and ability to link events to context when observing, recording and interpreting
- Develop plans to address the needs of children, youth, families and/or communities.
Textbooks and Materials to be Purchased by Students
There is a reading package for this course.
Enrolment in CYCC Program - Aboriginal Stream or permission of Coordinator
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Simon Fraser University (SFU)||No credit||2008/09/01 to -|
|Thompson Rivers University (TRU)||No credit||2008/09/01 to 2010/12/31|
|Trinity Western University (TWU)||TWU GENS 1XX (3)||2008/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||No credit||2008/09/01 to -|
|University of the Fraser Valley (UFV)||UFV CYC 202 (3)||2008/09/01 to -|
|University of Victoria (UVIC)||UVIC IS 1XX (1.5)||2008/09/01 to -|