This course may be team taught in order to draw on the expertise of various faculty to meet course objectives.
This course will employ a number of instructional methods to meet course objectives, which may include:
- Group discussion and exercises
- Student presentations
The following global ideas guide the design and delivery of this course:
- Federal and provincial legislation underscore the need to address the contributing factors of youth involvement with the criminal justice system. Youth justice workers take a holistic approach to exploring and addressing these factors in responsive and innovative ways, in a variety of contexts.
- Youth justice workers are self-reflective practitioners who approach relationships from a strengths-based perspective.
- Youth justice workers are intentional and demonstrate critical thinking in assessing and making sound, ethical decisions.
- Youth justice workers recognize the power differential in professional helping relationships and seek to work collaboratively, honouring the self-determination and autonomy of those they serve.
- Youth justice workers work from a trauma-informed perspective and demonstrate cultural awareness and sensitivity.
- Youth justice workers recognize the relational nature of their work and actively work on developing interpersonal skills, including communication, problem solving, conflict resolution, and feedback skills.
- Due to the relational nature of the work, self-awareness and personal wellness are integral in maintaining healthy and productive relationships.
Upon successful completion of this course, the student will be able to:
- Define the role of the youth justice worker from a systems perspective and identify the characteristics they could bring to that role.
- Assess strength and development areas in themselves and others, in relation to interpersonal and communication skills.
- Discuss and apply a decision-making model to promote ethical decision making.
- Identify their personal value system, including the influence of culture and bias, and explain how it can affect their relational practice.
- Assess and describe appropriate responses to youth needs, strengths, and preferences, demonstrating critical thinking skills in applying trauma-informed perspectives, cultural sensitivity, and strength-based practice.
- Illustrate evidence-based personal wellness activities.
Evaluation will be carried out in accordance with Douglas College Policy. The instructor will provide a written course outline with specific evaluation criteria at the beginning of the semester.
Typical means of evaluation will include a combination of:
- Written assignments
- Class presentations
- Class participation
This is a graded course.
To be determined.
Example: Oudshoorn, J. (2015). Trauma-informed youth justice in Canada: A new framework toward a kinder future. Toronto, ON: Canadian Scholars' Press, Inc.
Admission to the Youth Justice Program or program permission.
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Courses listed here are equivalent to this course and cannot be taken for further credit:
- No equivalency courses