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

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History
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Thistletown Hospital was set up as a treatment and teaching hospital dealing with emotionally disturbed children.
1960’s – C.P.R.I., Lakeshore Psychiatric Hospital, Provincial Institute of Trade, Sacred Heart (

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

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

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Sectors
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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

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Sectors (continued)
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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

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Curriculum
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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

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

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

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

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Vocational Standards
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: 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

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
develop and maintain therapeutic relationships*.
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.
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
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.
perform ongoing self-assessment and utilize self-care strategies* to enhance professional* competence.
identify and use professional* development resources and activities which promote professional* growth.
communicate effectively in oral, written, nonverbal, and electronic forms to enhance the quality of service.

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Elements of Performance
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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 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*

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Elements (continued)
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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*

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

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

18. Questions? _____________________________________

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