The following global ideas guide the design and delivery of this course:
- An examination of current issues in child welfare, education and youth justicestimulates the development of, and reflection on, personal and professional values.
- Child welfare, youth justice and education legislation and policies are based on guiding principles that contain value statements and assumptions about the needs of children, youth and families. As child and youth care workers examine these values and assumptions, they develop an understanding of the meaning of their work, an ability to evaluate current policy and an informed opinion from which to engage in the change process where necessary.
- Knowledge of specific policies, legislation, organizational procedures and structures of specific child welfare and educational systems facilitates effective child and youth care work. Practitioners who understand the systems in which they work are able to access resources and make effective use of the network of services and agencies.
- Knowing the history of child and youth care field is necessary to understand what has been, what is, and what is to come.
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Collaborative learning
- Research essays and reports
- Field research
This is a graded course.
Upon successful completion of this course, the student will be able to:
- Examine current policy issues in child welfare, education and youth justice specific to the needs of children, youth and families
- Examine organizational procedures and structures of child welfare agencies
- Understand how the youth justice system connects with the child welfare system
- Discuss professional and employment policies, issues and procedures in the child and youth care workplace
- Apply knowledge of specific policies, legislation and procedures governing child welfare, youth justice and education to individual situations
- Develop an informed position from which to engage in an advocacy position for the needs of children, youth and families
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|
|Langara College (LANG)||LANG GNST 2XXX (3)||2007/09/01 to -|
|Simon Fraser University (SFU)||No credit||2007/09/01 to -|
|Trinity Western University (TWU)||No credit||2007/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2008/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||No credit||2007/09/01 to -|
|University of the Fraser Valley (UFV)||No credit||2007/09/01 to -|
|University of Victoria (UVIC)||No credit||2007/09/01 to -|