This course presents conceptual frameworks and models for understanding family functioning and parenting. The child and youth care service settings in which family work occurs are identified; family assessment methodologies which are appropriate to child and youth care workers in these settings are presented. Students will explore the application of family theory to practice with children, youth, and families.
The following global ideas guide the design and delivery of this course.
- Theoretical perspectives on the family and the process of change, including, but not limited to: family systems theory, experiential (Satir), solution focused therapy, and narrative approaches.
- Family life cycles vary. Therefore, there are several ways to work with families. Child and Youth Care Counsellors work towards developing an appreciation for the diversity of families.
- Socio-political, cultural and economic factors are frequently major systemic influences on families. A helping relationship develops when the Child and Youth Care Counsellor begins to appreciate a family’s socio-political, cultural and life cycle experience.
- An application of the family systems model to the Child and Youth Care Counsellor’s family of origin deepens the worker’s understanding of the model, of families and her/him self.
- Child and Youth Care Counsellor’s utilize a strength-based approach to family assessment and intervention.
- Parent education models often provide an opportunity to engage parents in developmental work from a normative perspective.
- ntegrated Case Management and Wraparound planning models strive to support collaborative work with the larger systems in the lives of clients and families.
- Families have their own perspective on the helping relationship which may transform the worker’s philosophy and style of family work. Families may struggle with a variety of systemic and situational issues, as well as have their own innovative, strength-based, solutions.
- It is often the CYC Counsellor’s ability to listen, think, and respond with warmth and genuineness which builds relationships. The CYC Counsellor’s ability to empathize and create an environment for change is developed through understanding and practice.
Methods of Instruction
- Role plays of practice
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation will include a combinationof
- research assignments
- case evaluation
- group presentations.
This is a Graded Course.
Upon successful completion of this course, the student will be able to:
- examine major theoretical perspectives on the family
- describe family interventions from a child and youth care perspective
- building a relationship with family members
- assessment of the family situation and the development of the child/youth
- consultation with the network of service providers (teacher, social worker, etc.)
- planning child and youth care interventions, including:
- one-to-one activities with child, youth
- activities with several family members
- conversations with parents
- one to one sessions with parents on specific parenting skills, behavioural skills, etc.
- parent education programs
- parent/teacher support
- apply family systems model in their role as a child and youth care worker
- review themes and patterns in personal family of origin from a multigenerational perspective
- understand the influence of the worker’s own family themes and patterns on work with other families
- explore the family’s experience of the helping relationship
- apply family/systemic theory to practice with children, youth and families
- review the network of services to families
- discuss and practice the consultation process with other professionals in the network of services to families
- discuss the mandates of the various service providers
- practice participation and leadership in case management meetings
- mediate from a child and family perspective
- advocate with (and for) children and families
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.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.