frank case

CYCS2047: INTRODUCTION TO CYC & LEGISLATION

CASE STUDY PARTNER ASSIGNMENT (30% of Final Grade)

______________________________________________________________________

Students will be assigned a partner to complete this assignment. Students are

responsible for checking the announcements once partners have been organized to determine who they will assigned to work alongside with. It is each students’

responsibility to reach out to their partner so the planning process can begin.

Child and Youth Care Practitioners will almost always be working alongside other

professionals. This assignment will give students an opportunity to consult, discuss, practice active listening skills, meet timelines, research, assign tasks, and be a team

player. In some cases, students may also be required to practice resolving interpersonal

and/or performance conflict with each other. Keep in mind, that these are all skillsets required in the field of child and youth care.

DUE Week 13 – August 1st by 11:59 pm

• Only one assignment needs to be submitted between the partners. • The Written Assignment must be submitted via the appropriate Bb Assignment

Dropbox. • The Visual Assignment must be submitted via a separate Bb Assignment Dropbox.

• It is your responsibility to ensure the correct assignment has been submitted

WRITTEN ASSIGNMENT FORMAT The assignment must follow APA formatting standards and guidelines as it pertains to

font style, spacing, title page, page numbers, headings, etc. Please ensure both you and your partner make efforts to familiarize yourselves with APA requirements.

• Maximum 8 Pages, NOT including the title page (assignments will only be graded

up to the page limit) • The Assignment should be submitted as a PDF

• Typically, a Reference Page is always needed but for purposes of this submission, none is required

CONVENTIONS OF WRITING

• Up to 15 marks for the Written Component and up to 5 marks for the Visual Component will be deducted for grammar, spelling, sentence structure and

punctuations for the written component • Please ensure to proofread and edit your assignments before submission.

Written Component: 60 Marks

Visual Component: 20 Marks ___________________________________________

Weighted Value: 30% of Final Grade

CYCS2047: INTRODUCTION TO CYC & LEGISLATION

Please read the attached Case Study on “Frankie” and answer the following questions in

detail using an essay style format. Feel free to use headings to organize the paper. Note: Refer to Part II of the Child, Youth and Family Services Act (CYFSA), to answer

questions 1-3.

WRITTEN COMPONENT (Total of 60 Marks)

1a) Identify 5 (FIVE) different violations of Frankie’s Rights in Care AND quote the

relevant sections from the CYFSA (Simply identify the Part / Section / Subsection that are applicable to the violations identified (10 marks)

b) Thoroughly explain why EACH situation identified in Question 1 is a violation (15

marks)

c) For EACH violation identified in Question 1, clearly and thoroughly describe what you would have done to ensure Frankie’s rights were respected had you been the Child and

Youth Practitioner working on shift. Please provide as much detail possible describing how you would have approached each violation. For example, what would you have said

and why; what would you have done and why; how would you have responded and why, etc. (25 marks)

2. Identify and thoroughly explain 2 (TWO) different pieces of legislation that a Child

and Youth Practitioner would need to know when working with Frankie. Address why and

how each of these pieces of legislation would help a CYC in their work based on the information contained in this case study. For example, explore why each would be

applied and how it could be used (10 marks)

VISUAL COMPONENT (Total of 20 Marks)

Design a young-person friendly, digital poster that could be posted at the entrance of

any live-in treatment program, explaining how the young persons’ rights will be respected while in care. You must refer to each right that you have identified as violated

in the written component and include all relevant contact information at the bottom of your flyer (e.g., Ombudsman Ontario). Please refer to the ‘Digital Poster Rubric’ for

further details located at the end of this document.

CYCS2047: INTRODUCTION TO CYC & LEGISLATION

Meet FRANKIE:

Frankie is a 14-year-old an African Canadian young person who identifies as female (using pronouns of she/her). Frankie is a Temporary Ward of the Toronto Children’s Aid

Society (CAST). Her legal name is “Fawzia” but after being bullied by schoolmates upon arriving in Canada, she adopted the name “Frankie”. While she loves and is proud of her

birth name, she feels very strongly about being able to use her chosen name with those outside of her family and cultural community. Frankie practices the Islamic faith.

Frankie immigrated to Toronto from Kenya in 2017 and resided with her paternal

grandfather until he became ill and required hospitalization. As there were no other

family members living in Toronto, the hospital social worker referred Frankie to CAST, and she was brought into care on November 10th, 2019.

On the day that Frankie signed a Temporary Care Agreement with CAST, she was

assigned a case worker who brought her to Birchwood Home. Frankie was told that this was a program for young girls and that she should consider it as her “new home”. The

staff she met seemed friendly and welcoming, but they immediately needed her to complete a series of documents for her file. She was left in the office with one staff who

handed her several forms to sign. Meadow was also given a handful of pamphlets to review which included “Children Rights in Care” and the “House Rules and Expectations,

but none was reviewed with her.

The intake seemed to be taking a fair bit of time due to the staff person texting on their phone throughout the meeting. In addition, despite repeatedly telling the staff person

that she wanted to be known to her peers in the home as “Frankie”, the staff person

continued to call her “Fawzia” and introduced her to staff and other residents by her legal name.

Throughout the intake, Frankie could see that several of the other residents were

walking by the office trying to get a glimpse of the “new girl”. At one point, Frankie could hear them snickering and commenting on her name, her clothes, and her accent

but the staff who was in the office with her did not seem to notice. Frankie felt overwhelmed and wished she could take a break from the paperwork but did not feel

comfortable with making that request.

An hour later, she was shown to her new room and was told that it would be “evening routines” soon, but Frankie had no idea what that meant. She opened some of the

pamphlets and began reading, but she found the information difficult to understand and overwhelming. She wished her rights had been explained to her, along with the house

rules and expectations as she was unclear what some of the information meant. She felt

so confused and uncomfortable in the unfamiliar surroundings and could only think about returning home.

There were many different areas to get accustomed to and although Frankie tried her

best, there were still expectations that she could not meet. One evening they were told

CYCS2047: INTRODUCTION TO CYC & LEGISLATION

staff would be ordering pizza for dinner. Frankie asked the staff to order vegetarian or even plain cheese pizza, but when they forgot and she reminded them, she was told that

she could just remove the pepperoni and bacon from the pizza. When she indicated that she could not do that due to religious reasons, staff responded with, “You don’t have to

eat it”, but then offered no other meal options.

Frankie also struggled to adjust to her lack of privacy. Twice, she could tell her letters from her grandfather had been opened before they were given to her but assumed the

staff were doing this because they wanted to help her. She just wished they had asked her what she needed. Frankie also noticed that some of her items were missing and

when she approached staff with her concerns, they reminded her that she signed a form

on her first day stating that the program was not responsible for any missing items.

Some of the other residents in the home had been with the Children’s Aid Society for much longer and tried to help Frankie (so she thought), in terms of how to navigate the

system. They told her that the best way to leave the program was to climb out the bedroom window or engage in property damage. Frankie just listened and realized in

that moment; how much she missed her grandfather.

It was clear that Frankie’s roommate resented sharing a room with her and told her that she “had a plan to get rid of her”. Frankie was unsure what that meant and approached

the staff to tell them that she felt unsafe. However, the staff did not appear to be concerned and instead, dismissed her worries by telling her to just ignore the

comments. When she became emotional and stated that she did not belong in the program, the staff told her to stop being dramatic.

That evening when Frankie went up to her room, she overheard her roommate and another resident taking about “punching her in the face” and when they saw her

listening, they laughed and went downstairs. Once they were out of sight, Frankie stuffed some of her clothing and schoolbooks in her knapsack and went out the fire

escape. She knew she would not be detected because the alarm had broken the previous week and staff had not repaired it.

Out on the street, Frankie panicked and did not know where to go, so she went to the

Tim Horton’s across the street where she often went afterschool with some of her school friends. She sat in the far corner where she thought she would have some privacy and

more importantly, not be noticed. After several hours passed, one of the Tim Horton’s staff approached her and told her he recognized her from the many times that she had

come in with her friends, but this time she was alone, and it was getting late. Frankie hesitantly relayed her fears about returning to the house, but the staff suggested she

call to let them know her whereabouts. She borrowed his cell phone and the house staff

immediately told Frankie to return to the program or they would have to file a missing person’s report (MPR). Frankie returned to the house, minutes before her curfew.

Once inside, Frankie was informed that she was grounded for AWOLing (leaving the

premises without permission). She did not know what this meant and became further

CYCS2047: INTRODUCTION TO CYC & LEGISLATION

upset when she was informed that until her grounding was served, she would not be able to attend school, and a doctor’s appointment for the next day would also be

cancelled. She was told to go to her room, but again when she told them that she did not feel comfortable being in the same room with her roommate, staff insisted that there

were no other options available. Frankie offered to sleep on the couch and staff insisted that this was against the program’s policy. Fortunately, the roommate was asleep, and

Frankie was able to settle without any further issues.

The next morning, Frankie told the staff that she wanted to talk to her CAST worker. The staff asked “why?” and Frankie reluctantly explained that she was unhappy being in the

program. The staff seemed irritated and informed Frankie that she had no phone

privileges until her grounding was completed. Back in her room, under a pile of papers, Frankie spotted the brochure that she had been given by her worker on her first day.

Under the title “Ombudsman Ontario”, she found a name and a phone number and approached another staff on shift requesting to use the phone. This time the staff

allowed Frankie to make the call but clarified that they would need to be present to hear her concerns.

Despite expressing her concerns to her social worker, she was told that there were no

other placements available for her and she would need to remain at Birchwood Home. As the months went on, Frankie’s unhappiness and feelings of loneliness only increased.

She began hanging out with peers who her teachers felt were having a negative influence on her. Frankie started skipping school which led her to come to the attention

of the school social worker for truancy. Frankie also started smoking cigarettes and using marijuana regularly to decrease symptoms of anxiety. One afternoon, Frankie and

two peers were caught stealing items from the mall. When the police arrived, they told

police they had planned to sell the items so they could buy food, but peers at the group home told staff she had told them she wanted money to buy drugs and alcohol. Shortly

following the mall incident, Frankie started exhibiting symptoms of depression and she began expressing suicidal ideation. Frankie was taken to the emergency room where she

underwent a psychiatric assessment. Staff claimed this was new for Frankie and that they had not noticed her symptoms of depression and anxiety previously. Other

residents at the home, however, clearly identified that Frankie had been isolating herself for months and sometimes “said weird things”.

CYCS2047: INTRODUCTION TO CYC & LEGISLATION

Graphic Poster Rubric

0 POINT 1 POINTS

2.5 POINTS

4 POINTS

Required Elements

Several required elements were

missing

All but 1 of the required elements are

included on poster

All required elements are included on the

poster

Poster includes all required elements as

well as additional relevant information

Message and

Target Audience

No clear message can

be identified on the poster

No clearly defined target audience

Message of the poster

is not clearly identifiable

Intended audience is unclear

Message of the poster

is identifiable Intended audience is

identifiable

Message of the poster

is clearly identifiable Message is clearly

geared toward the target audience

Visual Presentation

Poster is distracting or very poorly designed and it is not attractive Information is

disorganized

Poster does not use colour, visual images

or words to communicate intended message

Poster is a bit messy Information is organized but title and subheading are

missing or do not help the reader understand

Poster makes some use of colour, visual

images and words communicate intended message

Poster is attractive Information is

organized with titles and subheadings

Poster uses colour, visual images and

words to clearly communicate posters intended message

Poster is exceptionally attractive in terms of design, layout, and neatness Information is very

organized with clear titles and subheadings

Poster uses exceptional colour,

visual images and words to clearly communicate intended message

Graphics and

Creativity

Graphics do not relate

to the topic Shows little creativity,

originality and/or

effort in understanding the material

Many graphics are not

clear or are too small A few original touches enhance the project

to show some

understanding of the material

Most graphics are

easily viewed and relate to the topic Uniquely presented

and skillful at times in

showing understanding of the material

Graphics are easily

viewed and are related to the topic, making material easier to understand

Exceptionally skillful

and unique in showing full understanding of material

Mechanics

There are more than 4 grammatical, mechanical errors on the poster

There are 3-4 grammatical, mechanical errors on the poster

There are 1-2 grammatical, mechanical errors on the poster

There are no grammatical, mechanical errors on the poster

TOTAL POINTS