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Faculty of Human and Social Development | School of Child and Youth Care

CYC 110 A01 (31793)—INTRODUCTION TO CHILD AND YOUTH CARE

TERM 05 May 2021 to 30 Jul 2021

CLASS LOCATION Brightspace LMS

INSTRUCTOR AND CREDENTIALS

Laura Vetrone BA, MA CYC PhD Student

OFFICE HOURS Office Hours Drop-In: Wednesdays, 10am - Noon (PST)

TELEPHONE 289-208-2906

E-MAIL [email protected]

ESSENTIAL REQUIREMENTS FOR COURSES IN CHILD AND YOUTH CARE

Students enrolled in courses must demonstrate competence in all four professional practice areas listed below throughout the course. These four professional practice areas will be assessed throughout the course of your work, and learners may be required to speak to or demonstrate them. These four practice areas are essential qualities for learning and practicing as an emerging professional practitioner in the field of Child and Youth Care. These four competency areas are a base requirement for success in any area of Child and Youth Care learning and praxis.

Students will be notified by their instructor in person or by email, phone, or Zoom session, when they are not meeting the essential requirements for professional Child and Youth Care practice listed below. Students will be able to engage with their instructor and if needed develop a plan to grow capacity or re-orientate themselves to these essential requirement areas. Students are expected to practice and demonstrate these areas through all of their learning in the School of Child and Youth Care.

1. Professionalism and ethical behavior

a. Promotes the well-being of children, youth, and families and takes active steps to avoid harm

b. Communicates effectively with children/youth/families; co- workers; instructors and peers.

c. Shows wise practical judgment and ethical discernment

d. Honest, reliable, courteous, and flexible

e. Supports others to be successful

2. Ability to accept, integrate and implement feedback

a. Listens deeply b. Demonstrates humility c. Shows awareness of one’s

impact on others d. Receives corrective feedback

without defensiveness, blame, or denial

e. Considers multiple perspectives f. Shows evidence of

incorporating feedback

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f. Demonstrates appropriate professional boundaries

3. Emotional self-regulation a. Recognizes one’s own

emotional triggers b. Able to take constructive steps

to manage one’s own reactivity and anxiety

c. Able to flexibly respond to the demands of the professional environment

d. Able to tolerate stress, frustration, and uncertainty, discomfort.

4. Ability to take responsibility for learning

a. Brings a learner’s stance to the learning environment setting

b. Initiates communication with instructors, and others when uncertain

c. Assumes responsibility for mistakes or missed opportunities

d. Takes advantage of all learning opportunities

COURSE DESCRIPTION Considers child, youth, family and community well-being from multiple vantage points. Introduces core values and perspectives for practicing child and youth care across diverse settings. Emphasizes relationality, intersectionality, strengths-based and trauma-informed approaches. Addresses contemporary issues and challenges facing child and youth care practitioners with a focus on conversational, reflexive, collaborative, anti-racist and de-colonizing approaches to care.

OVERVIEW

In this course, you will learn about the dynamic field of Child and Youth Care (CYC); a diverse and unfolding field of professional practice that is dedicated to promoting the well-being of individuals, groups, families, and communities through a strengths-based, holistic orientation. You will have an opportunity to consider how your own positionality and social location has shaped your own experiences, opportunities and access to resources. You will be introduced to core concepts for thinking critically, historically, contextually and relationally about the lives of children, youth and families. You will come to appreciate that childhood and adolescence are not singular, static, or universal stages of human existence but rather reflect historically changing understandings over time and across cultures. You will learn how to question taken-for-granted assumptions about concepts such as “healthy” and “normal” and “successful” and “developmentally appropriate.” You will have a chance to learn about CYC practice across multiple contexts and develop a deeper understanding of some of the contemporary debates in the field. Through ongoing critical self-reflection and engagement with course readings and learning activities you will have a chance to develop your skills as a critical reader. You will also be given the opportunity to develop your research literacy skills at an introductory level.

COURSE LEVEL OUTCOMES Upon successful completion of this course you will be able to:

o Describe the core values, professional competencies and orientations guiding CYC practice

o Map your own social location and appreciate the fluid and dynamic nature of identity

o Exhibit familiarity with specific perspectives informing contemporary CYC praxis, including: relational, intersectional, strengths-based, anti-racist, de-colonizing, and trauma-informed

o Show awareness of the diverse range of settings where CYC is practiced in a Canadian context

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o Assess the strengths and limitations associated with specific CYC practice approaches and settings

o Articulate core elements of anti-racist and socially just practices in a specific CYC setting or context

o Access, summarize and critique recently published literature in CYC and related fields

o Demonstrate capacity to engage in constructive inter-group dialogue

COURSE MATERIALS

Gharabaghi, K., & Charles, G. (Eds.) (2019). Child and youth care across sectors, Volume 1: Canadian perspectives. Toronto, ON: Canadian Scholars.

Additional required CYC 110 Course Readings are located on your Brightspace course site, under Course Reserves.

APA 7th edition Style Guide: Please follow APA formatting for title page, body of the papers, citations and reference list as described on the Owl Purdue website.

In addition to the assigned readings, it is recommended that you become familiar with CYC-Net and consider signing up to the CYC-Net discussion group. Also consider subscribing to the CYC Podcast which features ongoing conversations about CYC practice with, and for, youth, parents and practitioners.

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FORMAT

The course has been organized to be delivered over 12 weeks. The content has been bundled up into three modules, consisting of four weeks each. The format of the online course will vary from week to week and will include a range of learning activities, including: weekly discussions, short video-recorded presentations and audiotapes, facilitated discussions, videos, small group/pairs work, case studies, individual writing and reflection.

Please note that this is a flexible schedule and together, we may decide to substitute readings, alter the order, and/or augment these readings with additional materials or on-line resources. You are expected to complete the required readings for each week, before class, and come prepared to discuss the material. On-line readings can be found on the Brightspace site. If you do not have access to Brightspace please contact me as soon as possible

Weekly, active and engaged participation is a basic requirement of this course. This means the completion of learning activities, participation in weekly discussions and assignments are all required elements of your learning. You should expect to spend a minimum of five hours per week, working through the online learning activities and completing the weekly readings. You will need additional time to complete your assignments. Academic integrity is expected to be adhered to throughout this course.

If you are unable to participate due to extenuating circumstances, you need to alert your instructor. Failure to meet the responsibilities of the course may result in exclusion from the class as per the current University of Victoria Calendar attendance policy. (Please also refer to the school academic policies).

PREREQUISITES

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WEEKLY SCHEDULE

Module One – Becoming a Critically Reflective CYC Practitioner (Weeks 1-4)

Learning Outcomes:

 Critically reflect on your own social location as a CYC practitioner

 Recognize childhood and adolescence as social and cultural phenomena that vary across time and place

 Describe the intersecting influences of gender, class, ethnicity, race, nationality, age, ability, and sexual orientation in shaping identities, opportunities and experiences

 Read and annotate a research article

Week 1 (May 5 - 9) — Co-creating a Welcoming Space for Learning

 Reviewing Course Expectations

 Engaging Constructively in Inter Group Dialogue Review Course Syllabus Online Resources: LGBTQS Toolkit. Welcoming Space. Retrieved on April 1, 2020 from:

http://lgbtq2stoolkit.learningcommunity.ca/welcoming-space/ Family Smart. The Language We Use https://www.youtube.com/watch?v=ddZ8lvhCAXg

Week 2 (May 10 - 16) — Situating and Reflecting on Ourselves

 Privilege and Dominance

 Intersectional Identities

 Critical Reflection

Course Reserve: Brock, D. et al. (2019). Introduction: Unpacking the centre. In D. Brock, A. Martin, R. Raby & M. Thomas

(Eds.), Power and everyday practices (2nd Ed), pp. 3-16. University of Toronto Press. Online Resources: Hankivsky, O. (2014). Intersectionality 101: A primer. Institute for Intersectionality Research & Policy,

SFU. https://www.researchgate.net/publication/279293665_Intersectionality_101 Raheim, S. et al. (2004). An invitation to narrative practitioners to address privilege and dominance.

Dulwich Centre. https://dulwichcentre.com.au/a-continuing-invitation-to-narrative-practitioners- to-address-privilege-and-dominance/

Optional: Robin DiAngelo and Resmaa Menakem in Conversation https://onbeing.org/programs/robin- diangelo-and-resmaa-menakem-in-conversation/

Week Three (May 17 – 23) — Learning Academic Reading and Writing Skills

 Research literacy skills

 Reading and annotating

 Searching library databases

 APA formatting

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Course Reserve Bihis, W., Brosch, E., Davey, T., Hayward, M., Larson, S., Quito, J. & Bellefuille, G. (2020). Information

Communication Technology (ICT): The New Frontier of Child and Youth Care (CYC) Practice. Advances in Social Sciences Research Journal, 7(3) 379-385.

Online Resources Cleveland State University. What is critical reading https://www.csuohio.edu/writing-center/critical-reading-what-

critical-reading-and-why-do-i-need-do-it Eastern Washington University Writers Centre. Annotating a text: Reading and study strategies

https://research.ewu.edu/writers_c_read_study_strategies Purdue University Online Writing Lab

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_ format.html

Optional: University of Mancherster. Academic Phrasebook http://www.phrasebank.manchester.ac.uk/ Week Four (May 24 - 30) Conceptualizing Childhoods (Assignment 1 due May 30 at 11:55pm)

 North American Child

 Migrant Child

 Rights-Bearing Child

Course Reserve: James, A. (1998). From the child’s point of view. In C. Panter-Brick (Ed.), Biosocial perspectives on children

(pp. 45-65). Cambridge University Press. Online Resources: Aeon (2020). Kid Culture. Retrieved May 15, 2020 from

https://aeon.co/essays/why-are-american-kids-treated-as-a-different-species-from-adults BC Child, Family and Community Services Act https://www.bclaws.ca/civix/document/id/complete/statreg/96046_01 UNICEF Canada. About the convention on the rights of the child. Retrieved May 22, 2020

https://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of- the-child

Optional: National Film Board of Canada. Twelve. Retrieved May 15, 2020 from https://www.nfb.ca/film/twelve/

Module Two – Exploring Practice Frameworks and Approaches (Weeks 5-8) Learning Outcomes:

 Demonstrate familiarity with specific practice frameworks, including relational, strengths-based, family centred, trauma-informed, anti-racist, and Indigenous wellness

 Situate the practice of Child and Youth Care (CYC) within a historical context

 Learn about child/youth engagement strategies and collaborative practices

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Week 5 (May 31 – June 6) — Understanding Practice Frameworks and Orientations

 Social Determinants of Health

 Trauma-Informed Practice

 Healing-Centred Engagement Course Reserve:

Raphael, D (2014). Social determinants of children’s health in Canada. International Journal of Child, Youth & Family Studies, 5(2), 220-239.

Online Resources: Ginwright, S. (2018). The future of healing: From trauma-informed care to healing-centred engagement.

Medium, Retrieved on May 13, 2020 from https://medium.com/@ginwright/the-future-of- healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c

MCFD (2017). Healing families, helping systems: A trauma-informed practice guide for working with

children, youth and families. [pp. 2-14]. Retrieved on April 3, 2020 from: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=2ahUKEwjyrZ7s 6szoAhWYs54KHb8tAh4QFjAMegQIARAC&url=https%3A%2F%2Fwww2.gov.bc.ca%2Fassets%2Fg ov%2Fhealth%2Fchild-teen-mental-health%2Ftrauma- informed_practice_guide.pdf&usg=AOvVaw1bwr4iujOwrDmDh1lz9W7n

Week 6 (June 7 - 13) — Understanding Practice Frameworks and Orientations cont’d (Assignment 3 due June 13 @ 11:55pm)

 Relational

 Strengths-Based

 Anti-Racist

 Family-Centred

 Indigenous Policy and Practice Framework

Course Reserve: Garfat, T., Freeman, J., Gharabaghi, K. & Fulcher, L. (October 2018). Characteristics of a relational child

and youth care approach revisited. CYC-Online, 7 -45. Retrieved from: https://bettercarenetwork.org/sites/default/files/CYC-Online%20October%202018.pdf

Daniel, B-J. (2018). Racism is a thing! Re-examination of the concepts of care and relational practice in the

preparation of child and youth care practitioners. Relational Child and Youth Care, 31(3), 31-42

Online Resources: Family Smart. Family centred practice. Retrieved on June 2, 2020 from

https://familysmart.ca/files/Family-Centered-Practice-GFSE.pdf

Choose one of the following Indigenous Frameworks: (1) Ministry of Children & Family Development (2015). Aboriginal Policy and Practice Framework in

British Columbia. Retrieved from https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child- care/aboriginal/abframework.pdf

(2) Thunderbird Partnership Foundation. First Nations Mental Wellness Continuum Summary Report. https://thunderbirdpf.org/fnmwc-summary-report/

Week 7 (June 14 - 20) — Developing a Professional Identity in CYC

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 History of CYC in Canada

 CYC Competencies

 Children’s Rights

Course Reserve: Charles, G., & Garfat, T. (2009). Child and youth care practice in North America: Historical roots and

current challenges. Relational Child and Youth Care, 22(2), 17-28. Di Santo, A. & Robichaud, B. (2019). Children’s rights: Raising awareness amongst professionals working

with and for children. In S. Jagger (ed.), Early years education and care in Canada: a historical and philosophical overview (pp. 121-141). Toronto: Canadian Scholars.

Mattingly, M. A., Stuart, C., & VanderVen, K. (2010). Competencies for professional child and youth care

work practitioners, Association of Child and Youth Care Practice. [pp. 9-25] Retrieved from: https://cyccb.org/images/pdfs/2010_Competencies_for_Professional_CYW_Practitioners.pdf

Week 8 (June 21 – 27) — Creating Conditions for Collaboration and Relational Engagement (Assignment 4 due June 27 at 11:55pm)

 Relational Approaches

 Collaborative Practice

 Youth Engagement Course Reserve:

Gerlach, A.J., Browne, A.J., Suto, M.J. (2018). Relational approaches to fostering health equity for Indigenous children through early childhood intervention. Health sociology review, 27(1), 104- 119. doi: 10.1080/14461242.2016.1231582

Madsen, W. & Gillespie, K. (2014). Cornerstones of collaborative helping [chapter 2). Collaborative

helping: A strengths-based framework for home-based services. John Wiley & Sons. Online Resources: Hysolp, K. (December 2018). Want to fix foster care? Ask kids who have been through the system. The

Tyee. Retrieved from https://thetyee.ca/News/2018/12/13/Fix-Foster-Care-Ask-Kids/ Relationships Matter Photo E-Book: https://www.yumpu.com/document/view/59918518/relationships- matter-e-book

Module Three - Exploring CYC Contexts and Committing to Anti-Racist, Social Justice Approaches (Weeks 9-12)

Learning Outcomes:

 Explore a range of CYC settings and approaches to practice

 Articulate some of the structural barriers and disadvantages faced by specific groups of minoritized youth

 Identify specific actions for addressing racism and other forms of discrimination in CYC

 Appreciate the strengths and limitations of professional codes of ethics in guiding ethical practice in CYC Week 9 (June 28 – July 4) - Discovering CYC Settings and Perspectives

 Residential Care

 Community Settings

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 Digital Spaces Textbook: Gharabaghi, K. & Charles, G. (2019). Chapter 1. The classic setting: Residential care and treatment. In K.

Gharabaghi, & G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 12-30). Toronto, ON: Canadian Scholars.

Newbury & Vachon (2019). Chapter 4: Community settings, outreach, and youth engagement. In K.

Gharabaghi, & G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 62-79). Toronto, ON: Canadian Scholars.

Martin, J. & Stuart (2019). Chapter 6: The digital life-space as a practice setting. In K. Gharabaghi & G.

Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 101- 115). Toronto, ON: Canadian Scholars.

Week 10 (July 5 - 11) — Discovering CYC Settings and Perspectives cont’d

 Foster Care

 Outdoor Adventure

 Queering CYC Textbook: Chapter 2. Modlin, H. & Legget, A. (2019). The role of child and youth care in foster care. In K. Gharabaghi

& G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 31- 47). Toronto, ON: Canadian Scholars.

Chapter 5. Carty, E., et al. (2019). Chapter Outdoor adventure and child and youth care practice. In

K. Gharabaghi & G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 80-100). Toronto, ON: Canadian Scholars.

Chapter 9. Anderson-Nathe, B. (2019). Queering gender and sexuality in child and youth care. In & G. Charles (Eds.),Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 157-171). Toronto, ON: Canadian Scholars.

Week 11 (July 12 - 18) — Enacting Anti-Racist and Decolonizing Approaches (Assignment 5 due on July 18 at 11:55pm)

 Ethical Practice

 Anti-racism

 Social Justice Course Reserve: Amponsah, P. & Stephen, J. (2020). Developing a practice of African-centred solidarity in child and youth

care. International Journal of Child, Youth, & Family Studies, 11(2), 6-24. de Finney, Dean, Loiselle & Saraceno (2011). All children are equal but some are more equal than others:

Minoritization, structural inequities, and social justice praxis in residential care. International Journal of Child, Youth & Family Studies, 3-4, 361-384.

Online Resources: Standards for practice of North American Child and Youth Care Professionals. Retrieved from:

https://www.acycp.org/images/pdfs/ethics_and_practices_ACYCP_v2-1.pdf

Sisters Rising https://onlineacademiccommunity.uvic.ca/sistersrising/about-sisters-rising/

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Week 12. (July 19 - 25) — Course Wrap-Up

 Student Presentations

ASSIGNMENTS AT A GLANCE

Assignment 1: Social Location Map and Critical Reflection 15%

Assignment 2: Contributions to the Learning Community 15%

Assignment 3: Critical Reading of a Published Research Article 15%

Assignment 4: Exploring A Practice Framework for CYC 25%

Assignment 5: Promoting Equity, Inclusion & Social Justice for Children, Youth and Families 30%

ASSIGNMENT DETAIL

Assignment #1 —Social Location Map and Critical Reflection (20%) -Due Week 4

Your assignment will include two components:

1. A 1-page hand-drawn or computer-generated social location map

2. A 2–3-page written reflection. All in-text citations and references are in APA format.

First, you will prepare a 1-page social location map that reflects your multiple and fluid identities across different identity dimensions and axes of privilege, including for example: age, gender, race/ethnicity, ability, class, sexual orientation, education, citizenship, cis/transgender, language, etc. Examples of these types of maps are included here and here and here. Please feel free to be creative and make it your own by adding all relevant facets of your own identity. The maps can be hand-drawn or computer- generated.

Second, you will prepare a 2–3-page written reflection that highlights what you have learned as a result of creating your social location map. You will also integrate at least two course readings from Module 1 (weeks 1-4). This written reflection is intended to provide you with an opportunity to think more deeply about your own social identity, which will include giving consideration to your own sites of privilege and oppression. Address each of these four questions in your written reflection:

 What are some of the specific structural benefits/disadvantages/impacts of your own intersectional identities?

 What have you learned about intersectionality, privilege, and/or relations of power as a result of completing this social location map?

 What feelings/experiences/questions/moments of recognition or resistance came up for you as you engaged in this reflective process?

 Can you think of an example of how this learning might get applied to CYC practice?

Please refer to at least two course readings in your written reflection, using APA formatting 7th edition for in-text citations, formatting of the title page (including your name and date), body of your paper and for the reference list.

Assignment 1 Grading Criteria—15 points

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Criteria Excellent -3 points Satisfactory – 2 points

Less Than Satisfactory -1 point

Fails to Meet Expectations- 0 points

Social Location Map -Content

Thorough in its coverage; goes beyond a superficial analysis; captures complexity; demonstrates outstanding understanding of intersectionality and social location

Most parts of the map are clear, demonstrates solid understanding of intersectionality and social location

Some parts are missing, unclear or not well evidenced

Many parts are missing, clear or not well evidenced

Social Location Map- Presentation

Creative; visually impactful; richly rendered

Generally well done

Somewhat unclear or confusing

Extremely difficult to make sense of

Written Reflection- Content

All parts are present and addressed in an outstanding way; integrates course readings; provides examples to illuminate key concepts

Most parts are present, clear, and well written. The written reflection is fairly well done.

Some parts are missing, unclear, and/or not well written. The written reflection is not well developed.

Many parts are missing, unclear, and/or not well written. The written reflection is poorly developed.

Written Reflection- Organization and Clarity

Material is logically organized and clearly expressed with no errors

The writing is well- organized and has a few errors.

The writing has a number of organizational problems and errors

The writing has so many errors it impedes reader comprehension.

Written Reflection - Formatting

The format is flawless and all references used have been listed correctly.

The format has a few mistakes and/or the reference list is mostly complete.

The writing has a number of errors

The format has many errors and/or missing sections. The reference list is missing.

ASSIGNMENT #1 DUE Sunday Week 4. Submit via Brightspace drop-box online by 11:55 pm

Assignment 2: Contributions to the Learning Community (15%) – Ongoing

As an active member of our learning community you will be expected to engage in regular discussions of course readings and activities with your classmates. Sometimes you will be asked to participate in discussions with a large group and at other times you will be working in pairs or small groups. The purpose of the discussions is to: (a) provide you with an opportunity to clarify your own values and positions by thoughtfully engaging with your classmates and the course readings and (b) extend, deepen and support the learning of your classmates through your use of respectful questions and clarifying statements, as well as your ability to contribute to fresh thinking. You will be assessed on the depth of your critical reflection in relation to the course readings as well as on your capacity to support and deepen the learning of others. You do not have to submit anything for this assignment. You will be assessed based on your weekly contributions.

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Assignment 2 Grading Criteria—15 points

Criteria Excellent -3 points Satisfactory – 2 points

Less Than Satisfactory -1 point

Fails to Meet Expectations- 0 points

Active and timely Consistently high levels of active, regular, and timely engagement with weekly learning activities

Mostly high levels of active, regular and timely engagement with weekly learning activities

Minimal engagement with course learning activities

Little to no engagement with weekly course learning activities

Constructive engagement

Consistently respectful in tone, thoughtful and supportive of others’ learning; makes concerted efforts to lift others up

Mostly respectful, thoughtful and supportive of others’ learning

Frequently lacking in respect for others or not demonstrating support for others’ learning. Contributions are sometimes defensive or undermining of others’ learning

No evidence of respectful, thoughtful and timely engagement with others. Contributions are often destructive.

Critical reflection Consistently demonstrates high levels of critical reflection; questions one’s own assumptions; shows willingness to change one’s mind; asks questions that invite new ways of thinking

Mostly able to demonstrate high level of critical reflection

Minimal evidence of critical reflection

No evidence of critical reflection

Integration of course readings & discussions

Consistently able to draw on course readings and discussions across weekly learning activities

Mostly able to draw on course readings and discussions

Minimal integration of course material

No integration

Relevance Consistently makes contributions that are relevant to CYC and our current social and cultural context

Mostly able to make relevant contributions

Minimal evidence of relevant contributions

Contributions are off- topic, irrelevant, and/or tangential

Assignment #3- Critical Reading of a Published Research Article (15%) – due Week 6

An important part of all academic work is the ability to read, understand, and critically engage with research. For this assignment, you are asked to read and respond in writing (approximately 500 words) to a research article of your choosing. Search the UVic library database to find a research article that explores an issue related to promoting the wellbeing of children, youth, families OR preventing risk or harm to children or youth. For tips on searching for CYC-related publications through the UVIc library, check out this presentation

A research article typically situates the study in the context of the existing literature, involves one or more research questions, includes a description of participants and approach to recruitment, provides

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clarity regarding the research design (methodology) and approach to analysis (quantitative, qualitative, or mixed methods), includes a summary of the main findings, and concludes with a discussion.

The aim of this short assignment is not to simply to summarize the content of the research article, but rather you are being asked to critically engage with the article by analyzing, interpreting, evaluating, and linking it to what you have read and your own experience and knowledge. In other words, you are attending to both the content (i.e., what is being communicated) and the form (i.e., how it is being communicated), and offering an opinion in response. Begin by providing an APA-formatted citation of the article. Then organize your 500 – word response to address each of the following questions:

(1) What is the gap/challenge/opportunity that this research study is responding to? (2) What rationale or justification is given for this study? (3) What are the main research questions guiding this study? (4) What methodology/methods did the authors use to conduct their study? (5) What were some of the main findings? (6) What specific evidence (quantitative, qualitative, or both) is provided to support the

findings? (7) What is your opinion or response to reading this article?

Assignment 3 Grading Criteria - 15 points

Criteria Excellent -3 points Satisfactory – 2 points

Less Than Satisfactory -1 point

Fails to Meet Expectations- 0 points

Completeness Addresses all of the prompts in an outstanding manner

Mostly addresses all of the prompts in a complete way

Somewhat complete Incomplete; does not address any of the prompts provided

Depth of Engagement with the Text

Demonstrates an exceptionally careful and deep reading of the article that goes beyond expectations

Demonstrates that the text was read but comprehension appears uneven at times

Shows a surface-level understanding of the text

Appears not to have read the text

Identification of Main Findings

Identifies all of the main research findings

Able to recognize most of the main findings

Shows little comprehension of the study’s findings

Appears not to have any understanding of the study or its findings

Clarity of Expression Ideas are well- articulated and clearly communicated and the writing contains no errors

Ideas are expressed clearly for the most part with few errors

The writing has a number of problems and errors

The writing has so many errors it impedes comprehension

Critical Analysis Analyzes the text in a rigorous way (i.e. considers both what is being said and how it is being communicated); shows strong

Analyzes the text in a rigorous way with some evidence of fresh thinking and insights

Analysis remains at a superficial level

No analysis

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evidence of fresh thinking and original insights

ASSIGNMENT #3 DUE Sunday Week 6. Submit via Brightspace drop-box online by 11:55 pm

Assignment #4- Exploring a Practice Framework for CYC (25%) – Due Week 8

With this assignment, you have an opportunity to learn more about a practice framework in CYC that interests you. So far in this course you have been introduced to a range of different practice frameworks and approaches, including social determinants of health; trauma-informed; strengths-based; family- centered; relational; anti-racist and Indigenous healing frameworks. You have also learned about some of the approaches and competencies guiding CYC practice (e.g. professional, collaborative, participatory, developmentally informed, rights-based, etc.). For this assignment, select one practice framework that interests you and analyze it in more depth, by drawing on the course readings as part of your analysis

For this assignment, you will write a 5–6-page paper. Your paper must include at least two references to course readings, plus an additional two scholarly sources (e.g. published, peer-reviewed article) for a total of four references. Your paper will include:

A brief introduction that summarizes your intentions for this paper and includes a brief rationale about why this is an important topic to explore in more depth. Feel free to write in the first person, using “I”.

Each of the following topics need to be covered in the main body of your paper (use sub-headings to organize your paper):

1. Introduce the practice framework

2. Articulate some of the foundational values and guiding principles

3. Describe the key processes or activities that are expected to lead to the desired outcomes

4. What desired outcomes or benefits are expected (i.e., what will happen, what will be different)?

5. Provide an example of how you might implement this framework in a specific CYC setting (e.g. residential care, community-based practice, child welfare, school-based practice, early years)

6. What limitations, gaps or concerns might be associated with this approach?

A brief conclusion that summarizes the key points, documents new insights, and identifies areas worthy of future exploration.

Your completed assignment should consist of 5-6 pages (double spaced, typed, 12 pt. font), not including the title page and references page. You are expected to integrate at least two course readings, and two additional scholarly articles, using APA Style Guidelines. Make sure you are familiar with the role of scholarly articles in academic writing and how to cite them in your work.

Assignment 4 Grading Criteria -25 points

Criteria Outstanding -5 points

Very Good- 4 points Satisfactory– 3 points

Less than Satisfactory -2 points

Very Unsatisfactory -1 points

Failure to Meet Expectations- 0 points

Completeness Addresses all 6 components in an outstanding and original way; goes

Addresses all 6 components in a thoughtful and complete manner;

Mostly addresses all of the components in a complete

Somewhat complete with several components

Mostly incomplete

Incomplete; does not meet the expectations

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beyond expectations; final assignment is between 5-6 pages (not including title page or reference list)

final assignment is between 5-6 pages (not including title page or reference list)

way and meets the page requirement

under- developed; may not meet minimum page requirement

Integration of Course Readings

Integrates 2 course readings and 2 additional scholarly articles in a superior way; demonstrates a depth of engagement that exceeds course expectations

Effectively integrates 2 course readings and 2 additional scholarly articles as part of the overall analysis

Mostly integrates 2 course readings and additional 2 scholarly articles in an effective way but at times the integration is superficial

Makes some effort to integrate the course readings and additional scholarly articles, but it is often superficial, insufficient or lacking in integration

Minimal integration

Does not integrate the minimum number of course readings

Clarity of Expression

Writing is consistently flawless

Ideas are well- articulated and clearly communicated and the writing contains no errors

Ideas are expressed clearly for the most part with few errors

The writing has a number of problems and errors

Writing has many problems

The writing has so many errors it impedes comprehension

Critical Analysis Depth of critical analysis leads to original insights; demonstrates superior mastery of the course content; consistently exceeds expectations

Analyzes the CYC practice framework in a rigorous way showing high levels of critical analysis, fresh thinking and insights

Analyzes the CYC practice framework in a satisfactory way with some evidence of critical analysis, fresh thinking and insights

Analysis remains at a superficial level

Little to no analysis undertaken

No analysis

Organization and Formatting

Organization and formatting are flawless

The material is presented in a logical way; the format is correct and all references used have been listed correctly.

The material is generally organized okay; format has a few mistakes and/or the reference list is mostly complete.

The organization is confusing and/or the formatting has a number of errors

Organization and formatting very difficult to understand; excessive number of formatting errors

No evidence of organizational structure or attempts at proper formatting

ASSIGNMENT #4 DUE Week 8: submit via Brightspace drop-box online by 11:55 pm

Assignment # 5. Reducing Racism and Colonial Violence/Promoting Equity, Inclusion, and Social Justice for Children, Youth and Families (30%) Due: Week 11

Part 1 - For this assignment you are asked to research, describe, and analyze a program or service in your home community, that is designed to reduce racism and colonial violence and/or promote equity, inclusion, social justice for children, youth, families, and/or communities. You are expected to refer to your own social location, professional identity, and vision of social justice and decolonization. Choose a program that focuses on promoting diversity, inclusion, empowerment, decolonization, and/or social justice for children, youth, families, and communities with at least one of the following dimensions of diversity being an explicit focus:

Indigenous Sovereignty Race/Ethnicity

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Child Rights Gender Violence Gender Expression/Fluidity/variance Queer Identities Gender Affirming Care Sexual Exploitation Mental Health Lived Experience/Expertise by Experience Anti-racism

Poverty/Class/Socioeconomic status Spirituality Ability/Special Abilities/Neurodiversity Citizenship Status Language Barriers/ Acquisition/Revitalization Multi- generational Trauma Homelessness Whiteness/white supremacy/white complicity

This is not an exhaustive list, so feel free to explore other topics (e.g. Autism spectrum, transracial adoptions, suicide prevention, immigrant settlement, etc.), specific populations (e.g. urban Indigenous youth, queer youth, gender non-conforming children, youth in government care, etc.), or social movements (e.g. Black Lives Matter, Missing and Murdered Indigenous Women, Me Too movement).

Ideally, the program, service, or initiative you focus on is located in your community, or a community you are familiar with. However, you may also wish to focus on an initiative that is provincial, national, or international in scope. Whatever your choice, please be certain that you will be able to access enough information about the initiative to describe and analyze it fully for this assignment. Your completed assignment should:

1. Identify and describe the program, service, or initiative you are focusing on: who it serves, its purpose, the kinds of supports that are provided, and the surrounding community environment.

2. Identify the dimensions of diversity or social injustice the program is intended to address and discuss both the program itself and the highlighted dimension(s) of diversity in relation to relevant literature (e.g., books, articles, chapters, credible websites) on social justice, anti-racism or de-colonization.

3. Explain how the program, service, organization, initiative works towards social justice. Questions to address: at what level is the program targeted (e.d. individuals, systems, structures policies)? how is the program expected to lead to greater justice? How can it be improved or respond to other social justice concerns?

4. Articulate your social location (e.g. position, worldview, power, privilege, religion, gender identity, size, class, age, etc.) as well as your vision of social justice for children, youth, and/or families. How is your vision and emerging professional identity in CYC influenced by your social location? How does the program, service, or initiative you have chosen to fit or reflect this vision?

Your completed paper should be 6-7 pages, double-spaced, 12 pt. font. Cover page and references do not count towards the 6-7 pages. In your paper, you need to integrate and make reference to at least four course readings, AND at least two additional relevant books, articles, chapters, or websites.

Part 2 - Video and/or audio component: no more than 3 minutes

Now, it’s time to bring these pieces together and create up to a three-minute video or audio recording to showcase /explain your program, service, organization, or initiative to your classmates. Your video or audio-recording will communicate to the class about your selected program, service or organization. You are encouraged to be as creative as you wish to be. Feel free to use images/graphics to communicate your project as well as narration or text. Make sure to pay attention to ethics, privacy, and consent in whatever way you choose to formulate your video presentation. The recordings will be shared in week twelve (the last week of classes).

Assignment 5 Grading Criteria—30 points

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Criteria Outstanding -5 points

Very Good- 4 points

Satisfactory – 3 points

Less than Satisfactory -2 points

Very Unsatisfactory - 1 points

Failure to Meet Expectations- 0 points

Written component - Completeness

Addresses all of the required elements in an outstanding way; clearly describes how the program works towards social justice, anti-racism or decolonization; includes a description of one’s own social location; thoughtfully describes how the program addresses one or more diversity dimensions; demonstrates an outstanding grasp of social justice issues; final assignment is between 6 to 7 pages (not including title page or reference list); consistently exceeds expectations

Addresses all of the required elements in a complete and manner; final assignment is between 6 to 7 pages (not including title page or reference list)

Mostly addresses all of the elements in a complete way and meets the page requirement

Somewhat complete with some components under-developed; may not meet minimum page requirement

Mostly incomplete

Incomplete; does not meet the expectations

Written Component - Integration of Course Readings

Integrates 4 course readings and an additional 2 scholarly articles in a superior way demonstrating a depth of engagement that exceeds course expectations

Effectively integrates 4 course readings and 2 additional scholarly articles as part of the overall analysis

Mostly integrates 4 course readings and additional 2 scholarly articles in an effective way

Makes some effort to integrate the course readings and additional scholarly articles, but it is often superficial or lacking in integration

Minimal integration

Does not integrate the minimum number of course readings

Written Component - Clarity of Expression

Writing is consistently flawless

Ideas are well- articulated and clearly communicated and the writing contains no errors

Ideas are expressed clearly for the most part with few errors

The writing has a number of problems and errors

Writing has many problems

The writing has so many errors it impedes comprehension

Written Component - Critical Analysis

Depth of critical analysis leads to original insights; demonstrates superior mastery of the course content; consistently exceeds expectations

Analyzes the CYC practice in a rigorous way showing high levels of critical analysis, fresh thinking and insights

Analyzes the CYC practice in a satisfactory way with some evidence of critical analysis, fresh thinking and insights

Analysis remains at a superficial level

Little to no analysis undertaken

No analysis

Written Component- Organization and Formatting

Organization and formatting are flawless

The material is presented in a logical way; the format is correct and all references used have been listed correct

The material is generally organized okay; format has a few mistakes and/or the reference list is mostly complete.

The organization is confusing and/or the formatting has a number of errors

Organization and writing very difficult to understand; excessive number of formatting errors

No evidence of organizational structure or attempts at proper formatting

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Video/Audio component

Outstanding in its originality, creative vision, and expression; complements the written component in a flawless way; adheres to the 3- minute limit

Video/audio is very creative and supports the written component in a very clear and effective way; adheres to the time limit

Video/audio has many strengths, but somewhat uneven in its quality and/or exceeds the time limit

Video/audio is slightly confusing and not clear how it complements the written portion

Video/audio is not very clear; does not complement the written portion; includes several mistakes

Mostly incomplete or not submitted

ASSIGNMENT #5 DUE Week 11: submit via Brightspace drop-box online by 11:55 pm

ASSIGNMENT COMPLETION EXPECTATIONS

Assignments

1. Each assignment is due on the specified date. University policies state that extensions will be given only in situations of medical or family emergency with instructor consultation before the due date for the assignment. If, due to extenuating circumstances, you are unable to meet an assignment due date, you must negotiate a formal extension before the original assignment deadline with your instructor specifying the conditions for completion of the assignment. (In case of illness, documentation by a physician may be required.)

a. Assignments after any due date without negotiation will drop five percentage points per day late and after three days will be graded “0”.

b. Extensions will normally not exceed one week beyond the assignment due date.

c. The instructor has final discretion on granting extensions.

d. Grounds for granting extensions will usually be limited to family and medical emergencies.

2. Assignments with a new negotiated due date need to be submitted to the instructor with a date stamp (when turned in to the front office counter) or email/drop-box submission date no later than the negotiated date or they will not be accepted. Students may be asked to provide medical proof or other substantiating documents for papers with new negotiated due dates. Grade deferrals will only be considered in extreme, documented circumstances.

3. You must complete all assignments and requirements to pass each course. A letter grade of "N" will be given if any assignment has not been received by the completion of the course and for which you have not negotiated an extension with your instructor. This is calculated as “0” in your grade point average (GPA).

4. Deferrals for Coursework that is submitted prior to or after grades are submitted by the Course Instructor.

A student whose academic performance is affected by injury, family or personal affliction, or illness should immediately consult with a health professional, and may request, a deferral. This request must be accompanied by supporting documentation.

It is the School of Child and Youth Care’s policy that, in order to be considered for a deferral, students must:

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a. have submitted a request for academic concession form to Records Services with appropriate supporting documentation within ten working days of the end of the examination period of the term in which the course is taken;

b. have completed at least 50% of the coursework at the time the deferral is requested;

c. have notified the Course Instructor of their intent to apply for a deferral.

Please note: University policy requires that outstanding coursework for a deferral must be submitted no later than the end of the term following the session in which the deferral is granted OR the date is assigned by the Course Instructor. There will be no exceptions made to this policy.

TECHNOLOGY USE IN THIS COURSE

Instructors use a variety of educational technology in courses including internet-based technologies or web-based applications, cloud services and social media. The use of technology is part of your engagement at the University. Some of these learning tools may collect, use and/or disclose your personal information and store or access that information outside of Canada.

UVic cannot require students to disclose personal information to technologies or organizations which may store information on servers located outside of Canada because disclosure of personal information to vendors, systems or services storing or accessing that personal information out of Canada is restricted by section 30.1 of the BC Freedom of Information and Protection of Privacy (FIPPA). Personal information is information about an identifiable individual; for example, your name or your email address.

At the time of course creation, no technology required for student use stores personal information outside Canada. If you have concerns, please check with your instructor.

You may be referred to podcast or other links in this course. Please be advised that if you do not wish to be tracked by Google when viewing podcasts, log out of your google/YouTube account before going to the podcast address. Remember to also log out of Google in your Chrome browser if you are using Chrome to view the podcast or link.

Zoom may be used in the delivery of this course. Zoom is a cloud video conferencing platform used for online learning, teaching, collaboration, and providing services at the University of Victoria. By continuing you consent to the disclosure of your name and uvic.ca email address, UVic affiliation and device information to Zoom in the USA. Use of Zoom is subject to the UVic Terms of Service. You agree to make your contact/directory information available to Zoom administrators for the purpose of support and system administration. You should not add or share personal or private information about yourself that you do not wish others to see. Any personal information that you publish about others must already be publicly available, presented by the third party in context, or you must have written consent from the individual prior to publishing it.

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Additional information is available here: https://www.uvic.ca/systems/support/avmultimedia/zoomvideoconferencing/tos.php and the full terms of service are available at: https://www.uvic.ca/systems/support/avmultimedia/zoomvideoconferencing/tos.php

If you have questions regarding this disclosure of your personal information, please contact the Privacy and Access to Information Office at [email protected].

UNIVERSITY, HUMAN & SOCIAL DEVELOPMENT, AND SCYC POLICIES

University, HSD, and SCYC guidelines and resources are intended to support you in your learning journey, helping you to understand expectations and providing you with easy access to some of the resources you may need. If you have any questions or concerns, our tips for helping students resolve concerns may prove useful. Remember, a solid understanding of school and university policies will help you succeed in this course and in your program. With this in mind, students taking School of Child and Youth Care (SCYC) courses are required to read and adhere to the following policies:

 All academic policies in the university calendar including the General University Policies, HSD Faculty Academic Regulations, and SCYC Academic Regulations

 All undergraduate policies located on the School website and within this course syllabus. NOTE: The School and your instructor will abide by the BC Freedom of Information and

Protection of Privacy Act. ACADEMIC INTEGRITY Academic integrity is intellectual honesty and responsibility for academic work that you submit individually or in group. It is expected that students will respect these ethical values in all activities. Therefore, plagiarism, cheating on tests and other acts against academic integrity are serious academic offences. It is your responsibility to understand the University’s policy on academic integrity. If you have any questions or concerns about academic integrity in general, or plagiarism specifically, please speak to your instructor before completing the assignment. SCHOOL OF CHILD AND YOUTH CARE (SCYC) POLICIES Respect, diversity, equity and inclusion: The School of Child and Youth Care fosters a welcoming and positive learning, teaching and working environment for all its members. In all aspects of your participation within the School of Child and Youth Care, it is expected that you will incorporate the principles of respect for diversity, equity, and inclusion and demonstrate:

 Professionalism and ethical behaviour

 Ability to accept, integrate and implement feedback

 Emotional self-regulation

 Ability to take responsibility for learning Completion of all assignments outlined in the syllabus is required. Please refer to the assignment completion expectations portion of your syllabus for more information. SCYC Policy on Children in the Classroom: The School of Child and Youth Care recognizes that many of our students may also be parents of infants and young children, and that there may often be challenges in combining parenting with the pursuit of an academic career. We also recognize that providing reasonable accommodation for parents is an important part of

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recognizing and supporting a diverse student body. As such, we adopt the following as principles to guide us in supporting our students:

a) Exclusively breastfed babies are welcome in class as often as is necessary b) For older children and babies, unforeseen disruptions in childcare can sometimes put

parents in the position of having to miss class to stay home with a child. To avoid absences, occasionally bringing a child to class in order to cover gaps in childcare is perfectly acceptable.

c) If you bring a baby or child to class, please sit close to a door so that if your little one needs special attention and is disrupting the learning environment for other students, you are able to step outside easily

Note: Guest Speakers – Guest speakers may be invited to deepen understandings of learning objectives. The class will be informed at least one week prior to a guest speaker presentation. Important Policy Information

1. UVic Grading Scale 2. Evaluation of Student Course work (Review of Assigned Grade) 3. Attendance 4. Appeals 5. Academic Concessions 6. HSD Guidelines for Professional Conduct 7. Discrimination & Sexual Harassment

COURSE EXPERIENCE SURVEY

“I value your feedback on the course content and my teaching. Towards the end of term you will have the opportunity to complete a confidential course experience survey (CES) regarding your learning experience. The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey, you will receive an email inviting you to do so. If you do not receive an email invitation, you can go directly to http://ces.uvic.ca. You will need to use your UVic NetLink-ID to access the survey, which can be done on your laptop, tablet or mobile device. I will remind you nearer the time, but please be thinking about this important activity, especially the following three questions, during the course.

1. What strengths did your instructor demonstrate that helped you learn in this course?

2. Please provide specific suggestions as to how the instructor could have helped you learn more effectively.

3. Please provide specific suggestions as to how this course could be improved.”

RESOURCES

1. Indigenous Student Support Centre 2. Centre for Accessible Learning 3. Counselling Services 4. Centre for Academic Communication

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5. Sexualized Violence Prevention and Response at UVic 6. Library 7. Ombudsperson 8. Computer Help Desk 9. Technology Integrated Learning (online learning resources)

RETAIN YOUR SYLLABUS

Course syllabi are required documents for course challenges and may be required when applying to other institutions and graduate schools. It is important that you retain this syllabus for documentation of your course description, content and readings. The School of Child and Youth Care does not retain copies of all course syllabi. There may be an administration fee charged for copies of archived course syllabi.

FAIR DEALING GUIDELINES

This copy was made pursuant to the Fair Dealing Guidelines of the University, library database licenses, and other university licenses and policies. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner.

COPYRIGHT STATEMENT

All course content and materials are made available by instructors for educational purposes and for the exclusive use of students registered in their class. The material is protected under copyright law, even if not marked with a ©. Any further use or distribution of materials to others requires the written permission of the instructor, except under fair dealing or another exception in the Copyright Act. Violations may result in disciplinary action under the Resolution of Non-Academic Misconduct Allegations policy (AC1300).