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Ontario Colleges Child and Youth Worker Programs Joanne Cox - Fanshawe Pat Anderchek - Mohawk Joanne Cox - Fanshawe Pat Anderchek - Mohawk.

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Presentation on theme: "Ontario Colleges Child and Youth Worker Programs Joanne Cox - Fanshawe Pat Anderchek - Mohawk Joanne Cox - Fanshawe Pat Anderchek - Mohawk."— Presentation transcript:

1 Ontario Colleges Child and Youth Worker Programs Joanne Cox - Fanshawe Pat Anderchek - Mohawk Joanne Cox - Fanshawe Pat Anderchek - Mohawk

2 History 1960’s – C.P.R.I., Lakeshore Psychiatric Hospital, Provincial Institute of Trade, Sacred Heart (http://spin.mohawkc.on.ca/cyw/Intro_to_CYPractice\curriculum\History_Module\index.html _____________________________________ 1957 - Thistletown Hospital was set up as a treatment and teaching hospital dealing with emotionally disturbed children.

3 1987- Child and Youth Worker Programs, 3 yrs CAAT Training Programs _____________________________________ 1985 - Training Profile formed the basis for the change from a 2 to 3 year program 1975 - DACUM Chart stated the specific skills for Child Care Work 1967 - Child Care Worker Programs, 2 yrs

4 Currently 16 programs throughout the province _____________________________________ 3000 students enrolled provincially 1000 graduates annually 75% to 85% employment rates

5 children's mental health residential and community based services family preservation youth in conflict with the law - open and secure custody, community services elementary and secondary schools Sectors _____________________________________

6 child welfare -residential, family support, supervised access, child protection emergency shelters outreach programs psychiatric facilities specialized foster care private practice violence against woman services -vaw Sectors (continued) _____________________________________

7 child development & behaviour disorders intervention strategies assessment & clinical recording family systems & family violence therapeutic programming life skills self awareness professional issues ethics individual & group counselling Curriculum _____________________________________

8 Curriculum (continued) residential & community based services community intervention management of aggressive behaviour treatment modalities legislation health care & pharmacology group dynamics and processes case management _____________________________________

9 700 to1500 hours Field Placements _____________________________________ adopts the role of a CYW supervision by college

10 “are specialists in facilitating change in children and youths who are experiencing a range of social, emotional, or behavioural challenges in their lives.” Child and Youth Workers: _____________________________________

11 1995: Standards -wide consultation between various stake holders, employers & colleges -includes both Vocational Learning Outcomes and Generic Skills Learning Outcomes 2000: revised Standards -officially released 2002 -regular revisions to ensure that the Child and Youth Worker Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario Vocational Standards _____________________________________

12 Synopsis of the Vocational Learning Outcomes Child and Youth Worker Programs (©2002, Ontario Ministry of Training, Colleges and Universities) The graduate has reliably demonstrated the ability to 1.develop and maintain therapeutic relationships*. 2.foster and utilize therapeutic* environments* of a residential and non-residential nature which respect culture and which promote well-being and facilitate positive change for children, youths, and their families. 3.design and implement strategies which promote client* advocacy and community education to enhance psycho- social development in children, youths, and their families.

13 4.employ effective intervention strategies* in the areas of therapeutic* programming, individual counseling*, and group work which comply with the treatment aims for the client*. 5.collaborate with other service providers and form professional relationships* in order to enhance the quality of service for children, youths, and their families. 6.perform ongoing self-assessment and utilize self-care strategies* to enhance professional* competence. 7.identify and use professional* development resources and activities which promote professional* growth. 8.communicate effectively in oral, written, nonverbal, and electronic forms to enhance the quality of service.

14 2. The graduate has reliably demonstrated the ability to foster and utilize therapeutic* environments* of a residential and non-residential nature which respect culture and which promote well-being and facilitate positive change for children, youths, and their families. Elements of Performance _____________________________________ Elements of the Performance Assess*, in collaboration with relevant others, the cultural, developmental, and social needs of individuals and groups in the context of their current environments* Plan and implement selected strategies to foster and utilize therapeutic* environments*

15 Elements (continued) _____________________________________ Evaluate the results of implemented strategies and make necessary adaptations which facilitate positive change Utilize therapeutic* environments* to maximize learning and growth for children and youths Apply therapeutic* principles and theories to a variety of situations and surroundings to create therapeutic* environments*

16 nature of the college system Current Situation _____________________________________ independence of the various programs historically focused on local communities

17 beginning stages of exploring external evaluation of College programs to ensure Standards of Practice utilization of present Standards document? Current Situation (continued) _____________________________________

18 Questions? _____________________________________

19 October 2002 Content: Joanne Cox, Pat Anderchek Graphics: Andrew Connery Construction: Pat Anderchek


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