The following global ideas guide the design and delivery of this course
- The development of a positive working relationship is central to the effective relationships with, and counselling of, children and youth.
- Child and Youth Care Counsellors seek self awareness, including the impact of their cultural experience on their assumptions and responses. Likewise, the CYC practitioner seeks to understand the influences of past experiences and cultural contexts on the behaviour and worldview of youth.
- The elements of respect, genuineness and mutuality are core elements in the counselling process.
- Counselling children and youth is holistic and systemic; it takes into account all aspects of the individual and all of his or her important contexts.
- There are multiple ways of, and theories about, helping, counselling and working towards change with children, youth and families.
- Counselling children and youth is developmentally sensitive. Ways of engaging children and youth are shaped to fit with, and promote, their healthy emotional, social, intellectual, cultural and physical development.
- The process of counselling children and youth is aimed at the development of insight and understanding of self, others, and the relationship between self and others with the goal of enabling children and youth to interact more effectively with his/her important systems.
- The process of child and youth care counselling is skill based. Effective Child and Youth Care Counsellors understand counselling and relational skills and uses them intentionally while remaining genuine and personal in their interactions with youth. Building healthy working relationships with children and youth is dynamic and includes discussion, activities and other methodologies.
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
Typical evaluation will include:
- written assignments
- skill demonstration
- small and large group participation
This is a graded course.
Upon successful completion of this course, the student will be able to:
- Practice ethical behaviour within the classroom context by honouring confidentiality and implementing the principles of CYCC ethical guidelines.
- Explore the impact of self awareness on the practice of Child & Youth Care.
- Demonstrate within the classroom context, an awareness of relational and counseling skills with respect to diverse cultural histories, including Indigenous peoples.
- Discuss the elements and stages of at least one model of growth and change.
- Examine the impact of realities such as racism, internalized shame, colonization, trauma, oppression, worldviews and personal histories of both CYCC practitioners and the children and youth with whom they may work.
No prerequisite courses.
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|
|Kwantlen Polytechnic University (KPU)||No credit||2004/09/01 to -|
|Langara College (LANG)||LANG GNST 1XXX (3)||2011/01/01 to -|
|Nicola Valley Institute of Technology (NVIT)||NVIT SOCW 353 (3)||2021/09/01 to -|
|Simon Fraser University (SFU)||No credit||2004/09/01 to -|
|Thompson Rivers University (TRU)||TRU HUMS 1540 (3)||2010/09/01 to -|
|Trinity Western University (TWU)||TWU PSYC 2XX (3)||2004/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2004/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||No credit||2004/09/01 to -|
|University of Northern BC (UNBC)||No credit||2010/01/01 to -|
|University of the Fraser Valley (UFV)||UFV CYC 267 (3)||2004/09/01 to 2017/08/31|
|University of Victoria (UVIC)||No credit||2004/09/01 to 2017/08/31|
|University of Victoria (UVIC)||UVIC CYC 152 (1.5)||2017/09/01 to -|