Faculty of Community Services. School of Child & Youth Care

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1 Faculty of Community Services School of Child & Youth Care PRE-INTERNSHIP HANDBOOK TEAM WORK GETS THE JOB DONE Child and Youth Care work is work and at its most essential teamwork. The job is often complex, often literally at the frontier of a young person s life and future happiness. Your role is to be a member of a team, looking out for a partner s back at one level, handing a shift off to a new team with clear information at another and finally contributing to a large system of professionals and authorities, all working for the best outcome for a young person.

2 Table of Contents 1. Introduction Overview Objectives Description Evaluation Connection between internship and overall CYC education Thinking theory, doing practice 5 3. Getting ready for the field Defining Child and Youth Care Terminology Selecting and finding an internship Making contact with agencies Internship FAQ Self assessment/reflective exercise Code of Ethics Ontario Association of Child and Youth Counsellors Code North American Code of Ethics for Child and Youth Care CYC Student Code of Conduct Development stages of CYC student Essential forms and documents checklist Required forms Student Request for Second Year Internship Student resume guidelines Student Internship Interview Form 10. Pre-internship workshops Overview Creating your resume Resume checklist Interview preparation 11. International Internships

3 2 nd year Child and Youth Care Internship A student s Internship constitutes a large segment of a student's timetable for two years of the program. This internship provides opportunities for students to apply theory learned in their classroom courses within authentic workplace settings. This component of the program clearly links theory and practice and enhances students' opportunities to achieve the program learning outcomes. Extensive internships permits students to develop their confidence, leadership skills, ethical practices and child and youth care competencies. It is anticipated that the student will perform within the setting in a professional and ethical manner that will focus on the well-being of children, youth and their families. Internship experiences are planned progressively to enhance the student's learning, allow for personal growth through new experiences and to prepare the student for the workplace and/or further education or professional training. Students work with a diverse range of child, youth and family populations, including those with specific cultural, educational and developmental needs, provincially, nationally and internationally. Students are placed in a variety of settings such as mental health centres, educational facilities such as elementary and secondary schools, health delivery systems, resource centres, hospitals, residential care facilities, young offenders and correctional programs, and a variety of communitybased programs. Within the context of their internship experience, students work on program planning, implementation and evaluation for individuals and groups, administration, policy development, research, consultation, assessment, counselling and advocacy. Course overview This entry level internship is designed to introduce students to the practice of Child and Youth Care. Working with an internship supervisor approved by the School of Child and Youth Care, the student will spend two days per week for 11 weeks in the fall semester and 13 weeks in the winter semester in the internship setting. An internship day is calculated as 8 hours, giving approximately 384 internship hours for the course, including one hour of weekly supervision. In addition, students will meet weekly as a group for a one hour seminar to discuss internship issues. An on-line course component will facilitate ongoing communication between scheduled seminar sessions. The internship will foster the development of a particular set of practice skills from among those that have been identified as desirable learning outcomes for Child and Youth Care practice in Ontario. Course objectives of this first internship are to develop the ability of the student to: a) Foster and utilize therapeutic environments of a residential and non-residential nature which respect culture and which promote well-being and which facilitate positive change for children, youth and their families, b) Perform on-going self-assessment and utilize self-care strategies to enhance professional competence, c) Identify and use professional development resources and activities which promote professional growth, and d) Communicate effectively in oral, written, non-verbal and electronic forms to enhance the quality of service. 2

4 Description Students are required to complete approximately 384 hours of internship experience, plus a weekly seminar for the duration of the internship, in programs or services for children or youth. Normally registration for this two-semester course will be in the fall and winter terms of year two. Clear standing is required. The student must submit a portfolio to document achievement of competency goals. Lab: 16 hours, Lecture 1.0 hours Co-requisite or Pre-requisites: CYC301; CYC302; CYC401; CYC402; CYC347 Evaluation This course is graded on a pass/fail basis. A PSD grade has no numerical value and is not included in a student s grade point average; a Failure is graded as an F and is included in a student s grade point average. The two components of the evaluation are a written appraisal by the internship supervisor and portfolio submitted by the student which documents and reflects upon the internship experience with particular reference to the learning plan submitted in the Fall Term which was based on the four course objectives identified in the course overview. Students must achieve 75% of the competencies identified for the internship (based on the 4 learning outcomes) and demonstrate these within their portfolio and their practice (supervisory assessment). A failure in CYC 30A/B or CYC 60 A/B leads to PROBATIONARY status and a second failure in the same course leads to SUSPENDED status. Given its importance and the vital role it plays in the integrity of the program, students are not permitted to fail the same field practice twice. If a student fails the same field practice course twice, the student will be assigned an Academic Standing of WITHDRAWN and will be ineligible to continue in the program. 3

5 Connection of internship and overall CYC education How does the internship experience fit in to the overall core curriculum as well as the development of a professional CYC? The internship is intended to provide the student with an opportunity to integrate theory and practice. In core and elective courses, child and youth care students learn the knowledge, theory, self-awareness and skills required to be effective practitioners. Internships offer the student a hands-on, practical opportunity to practice and apply their newly acquired skills and knowledge. Internships provide a bridge to professional student between their core curriculum learning and their movement into the field as a professional CYC. Guided by field supervisors and faculty advisors, students are able to risk in a healthy, safe manner. They are given the space and opportunity to develop relationships with clients, practice programming and interventions skills and discover their own methods of practice while receiving regular support and input. Figure One: A Framework linking Field, Curriculum and Client Outcomes. Reprinted with permission. Stuart, C., Carty, B. (2006). The Role of Competence in Outcomes for Children and Youth: An approach for mental health. 4

6 Thinking Theory, Doing Practice by Jackie Winfield Thinking Theory Sometimes, theories provide us with useful ways of understanding the world. Many of them are fascinating, some are bizarre, and none represent the one and only truth. Theories are an abstraction of the world, and as such, can never provide a holistic framework for understanding events, particularly events involving the social world. No human being or human phenomenon can be completely described or explained through any single theory, because the real world is a highly complex place filled with highly complex individuals and the relationships between them. Child and youth care work is not a theoretical exercise. As any new parent or child and youth care worker will tell you, no amount of reading or attendance at various courses can prepare one for the realities of actually taking care of a child, or group of children. A Theory For example, if there was a set of instructions (or a theory) for the rather mundane task of changing a child s nappy, it might read something like this: Step 1: Make sure that you have a clean nappy, wipes and the necessary cream available. Step 2: Lie the child on a suitable surface. Do not leave the child unattended as she/he might roll and fall. Step 3: Remove the dirty nappy. Step 4: Clean the child. Step 5: Apply the necessary cream. Step 6: Place the clean nappy under the child s bottom and fasten comfortably. Step 7: Dispose of the soiled nappy. The Reality This sounds quite simple! However, real life rarely runs as smoothly as this. At times, the child may be crying or screaming (because the surface is cold, the dirty nappy is uncomfortable, the skin is chaffed, your hands are cold, the child wants to be held, is hungry, tired...), and this could be accompanied by wriggling, kicking, trying to pull the nappy off, tensing the muscles, or curling up. As the fresh nappy is placed under the child, she relieves herself on the nappy, with spillage on the suitable surface and her clothing. Now the child is wriggling in the mess and you re trying to clean everything up! Two hands are just not enough! Eventually you manage, and then, realise that now you need another nappy. You can t reach the fresh nappies without leaving the place where the child is lying but she could fall if unattended. So you pick the child up and carry her while you get the fresh nappy. Of course, there s the possibility that the child may relieve herself again at this point and now you re in a right mess. Let s not take the scenario any further (even though you still haven t managed to get a fresh nappy on the child), but just add a few other children needing assistance, the telephone ringing, a knock at the door and the fact that you didn t get enough sleep last night. Nappy-changing is not a simple seven-step exercise once it includes real people in real life. The lived experience is far more complex and demanding than the neat little theory or procedure, and as such, requires a great deal more than the ability to memorise a list of facts or concepts or steps. This is the reason why one cannot learn to do effective child and youth care work through purely theoretical learning. One can only learn to do child and youth care work by doing child and youth care work, through appropriate application of appropriate theory. True learning involves experiential learning and includes practical internship work with real children and real colleagues in real organisations in the real world, with all their and our individual and interwoven complexities. 5

7 The Role of Experience Human beings learn, grow and develop through new experiences, and through their capacity to attach new meanings to old experiences. Child and youth care learners who are committed to their own development (as all child and youth care workers should be) need to seek opportunities for new experiences, to move out from their comfort zones and take the risk of entering unfamiliar and uncomfortable situations where they might feel insecure and incompetent. Practical work should be so much more than a mere accumulation of a minimum number of hours spent at a particular place. Time spent is not necessarily equivalent to experience gained. Certainly, time spent is a factor, but it is the quality of that time, how it is used and made meaningful that is more important in terms of experiential learning. For example, most child and youth care workers would agree that it is not possible to build a strong relationship with a young person in one day. However, spending months or even years with a person does not necessarily mean that a strong bond has been formed either. One might spend hundreds of hours at an internship but merely repeat the same superficial experience of day one many times over. Repetition is not the same as experience. Learning Lessons Experience and reflection on that experience should encourage the development of new insights so that one learns from one s mistakes (and successes), and is enabled to do things more competently and confidently next time. How one does child and youth care work should be quite different by the end of a practical internship to how one did it at the beginning. If we think for a moment about the nappy-changing experience in the earlier example, we would expect that you might do things a little differently next time. Perhaps, you would make sure you start off with more than one nappy and lots of extra wipes available. Perhaps, you d tell your colleague that you ll be busy for a while and he should deal with the other children, the door and the telephone. Perhaps, you ll bring a change of clothing next time. Perhaps, more experience with and knowledge of this particular child might mean that you sing softly or give the child a favourite toy to hold for comfort or distraction. Perhaps, you ll make sure you go to bed a little earlier so that you re not exhausted and irritable. All of these would indicate some level of learning from experience. Engagement in Learning Aspects of one s growth and development should be identifiable by self and others because true learning is made visible through action and child and youth care work involves lots of action! The value of any practical internship lies not in the accumulation of hours signed in a log book, but in the willingness of learners to seek new opportunities for experience and the recognition that this may be uncomfortable and even, painful. Furthermore, learning from experience requires one to step outside of that experience and reflect upon it by oneself and under the guidance of a more experienced worker process of supervision. Learning is not a passive exercise where knowledge is provided from the external world. True learning requires the initiative and active engagement of the entire self, and through such engagement with theory and experience, the self will be challenged and stretched. Such is the value of practical work and experiential training. Reprinted with permission. Winfield, J. (2005). Thinking theory, doing practice. Child and Youth Care, 23 (8),

8 Defining Child and Youth Care Getting Ready for the Field Child and youth care is a practice-based discipline, with roots in psychology, sociology, medicine, social work, and education. In recent years Canada and Ontario have lead the way in field specific education for Child and Youth Care practice and research. The domains of child and youth care practice are: the self, professionalism, communication, normal and abnormal child and adolescent development, systems context, relationships, and interventions. The field of Child and Youth Care is focused on research and practice which integrates developmental, preventative and therapeutic requirements into the life space of children, youth, families and communities. Practitioners work to design and implement programs and planned environments to support optimal growth in today s world. Internship Terminology Internship Internship Coordinator Faculty Advisor Field Supervisor Seminar Agency/Organization/ School Site/Program 384 hours in each of two semesters of work experience. The Internship Coordinator acts as an advocate for the field and students in the School of Child and Youth Care and is responsible for assigning students to sites in the field. Through visits to their students in the field, seminars and individual interviews, a Faculty Advisor supports their students' developing confidence and application of child and youth care competencies, encourages efforts, individualizes internship experiences, mediates and assists the problem solving process, provides professional advising, and evaluates the student s progress. The field supervisor is a model for the student with respect to self-awareness, relationships, behaviour guidance strategies, program planning and professional behaviour. The field supervisor is the student s main contact in their internship agency. A required course that provides an opportunity for students to integrate classroom knowledge with issues arising from their experiences in the field. Facilitated by the faculty advisor, seminar helps students focus their internship learning and develop awareness of their ongoing development. A child and youth care work environment where the student completes their internship. A specific location within an agency or organization. For example, a specific school would be a site within a larger school board agency. 7

9 Steps to Finding and Selecting an Internship (This material will be elaborated on in the pre-internship workshops) List of possible internships: Rehabilitation Residential child and youth care Juvenile Justice School-based child and youth care Child-life Hospital-based Child day care/day treatment Early intervention infant development Community-based child and youth care Parent education and support Recreation Annual Internship Cycle Internship Coordinator will meet with students in the winter semester to introduce the process of internship. Pre-Internship Manual distributed to first year students at the first Workshop. Students are to complete the self-assessment in pre-internship handbook prior to attending the second Pre-internship workshop. All students must return their completed Student Request for Second Year Internship (Page 31) and a copy of their resume by March 18, 2011to the Internship Coordinator. Students will attend two pre-internship workshops scheduled throughout March and April. Students will receive an from the Internship Coordinator in March/April advising them of the agencies they are to contact to arrange for internship interviews. Students attend their interviews in April and May. The Internship Coordinator discusses interview outcomes with agencies, matches students, and finalizes internships with agencies. Students will receive an informing them of their tentative internship based on completion of all forms submitted. In July students must order their criminal reference check through OECC Students are to submit their remaining documentation to the Internship Coordinator by the end of August (first aid/cpr certificate). By the beginning of September all internship internships are confirmed. In winter 2013, the process for 2 nd and 3 rd yr internships will begin. 8

10 Contacting Agencies/Field Supervisor What should you say when you first call the agency/field supervisor to arrange for your interview? Here is a sample script for your initial phone call to your agency to arrange for an interview Hello, my name is _ and I am a student in the Ryerson Child and Youth Care Program. I am interested in completing my 2 nd year student internship with your agency beginning in September and I would like to come for an interview. I am interested in meeting with you to learn more about your organization, its philosophy of child and youth care, and how my skills and interests would be a fit with your team. Your Interview Student will receive an from the Internship Coordinator with the details of two agencies that are to be contacted for interviews. As with interviews for employment, an agency may have more than one student interviewing for the internship position. It is important to treat the interview as your opportunity to show the field supervisor why you would be an ideal student candidate for their internship position. What the agency/field supervisor will expect from you at the interview You to show up on time and prepared A professional appearance and demeanor A copy of your resume Information related to: Your goals and interests Past experience working with young people Skills and abilities you will bring to the team Any limitations you may have in hours or locations you can work at What your expectations are of the internship agency Next steps in the internship process Contact information for Ryerson CYC Internship Coordinator What you can expect from them Interest in your program and attention to your student learning goals A professional interview experience Information related to: Their agency s mission Methods of practice Client population Task and activities associated with the internship Hours of work for students Agency dress code What their expectations are for students What documentation or requirements the agency has for all staff/students 9

11 Internship Frequently Asked Questions How many hours of internship do I have to attend? Students enrolled in the Child and Youth Care program are required to complete approximately 384 hours (192 per term) of an internship experience, plus a seminar for the duration of the internship, in programs or services for children or youth. What is considered a full day of internship? A typical day ranges from 6 to 9 hours. The variance in hours is dependent upon the type of site you are allocated to. What happens if I miss internship because I am sick or have to observe a religious holiday? Students are required to make up any absences. Make up time must be completed within a time frame agreed upon by the Faculty Advisor and Internship Supervisor. For prolonged illnesses, a physician s note will be required. If there is a significant amount of time missed due to absences, students may be required to withdraw from the internship. One of my internship days fall on a statutory holiday. Do I have to make that day up? No. Students are not required to make up days missed due to statutory holidays. Does travel time count towards my hours? No, travel time is not counted toward the hours expected at your internship site. Which academic term does the internship occur? Students enrolled in the full time program attend internship during the fall and winter term. Which days of the week do I attend internship? Students enrolled in the program may attend internship on any day of the week. Students attend internship for 13 consecutive weeks. Days and time of internship are flexible and may include weekends and evenings. However, scheduling should not require you to miss classes. 10

12 Other than my internship days, are there any other prescribed times related to the Internship course that I am required to attend? Yes. Students in the program must attend weekly seminar classes with their Faculty Advisor. These seminars are assigned to you on your timetable. Students are informed of the date and time of these closer to the start date of internship. Do I have to attend seminars? Yes. Attendance at seminars is mandatory and will be a determining factor for pass/fail grade in the course. The implementation of seminars will vary from Faculty Advisor to Faculty Advisor given their own teaching style and personality. Some may provide you with materials to read prior to seminar and you will need to come prepared to discuss its content. Others may require you to present one or more aspects of your current internship to your classmates. The overall purpose of seminar is to give students the opportunity to discuss, address concerns, and celebrate achievements of their current internship with their peers, who are also in internship, in a small group setting. What is the difference between my Faculty Advisor and Field Supervisor? Your Faculty Advisor is the person at Ryerson who meets with you during seminars, visits you at your site, monitors your learning, and assigns your final grade. Your Field Supervisor is the person who mentors you while you are at your site, provides you with ongoing feedback, and evaluates you on the evaluation form. How do I find out where I am placed? The Internship Coordinator notifies students via when allocations have been confirmed. Typically, students know their allocation about a month prior to starting their internship. I received my internship and my friend works at the site. Is this a problem? Only if it falls under our conflict of interest policy. Conflict of interest may arise when the student is able to influence or interfere with the evaluation. Conflict of interest situations include: 1.family members or friends at the site in a supervisory position 2.previous experience with the site as a volunteer and/or employee Students are to report any conflict of interest situations to the Internship Coordinator, if they are mistakenly allocated to a site where such a situation would exist. 11

13 I received my internship, but I want something closer to home. Can I request a change of allocation? Students can request a change of allocation to the Internship Coordinator. The only reasons that a change of allocation may be granted include: 1.medical reasons (with a physician s note) 2.change of address (if a student did not inform the School of a change of address and has moved from one end of the city to the other, i.e. Peel to Durham) 3. personal crisis/matters (students must disclose the nature of the matter so that informed decision can be made, proof may be required) Please note that requesting a site closer to where you live is not an acceptable reason for requesting a change of allocation. Requests are made via and there is a deadline for when requests will be received. Do I have to attend an interview and/or orientation at the site that I am assigned to? Yes, you are expected to attend an interview prior to your internship. If the site requests an orientation prior to starting, then you are expected to attend. It is becoming much more frequent for sites to make this request. Can I pick my own site? All students are matched to sites by the Internship Coordinator based on goals and interests, Faculty Advisor and other Faculty recommendations, course work to date, partnerships and history with sites, and lastly, proximity to where they live. Can I make a request for a particular site, especially a specialty site? Prior to being allocated to their sites, students must provide the Internship Coordinator with an information sheet. The information provided on these sheets such as your address, your goals, your site requests are then used for allocation purposes. Can I suggest a site to the Internship Coordinator? Students can provide information to the Internship Coordinator, but it does not guarantee that the site will be used by the School of Child and Youth Care or student who suggested it. The process of being placed on the School s database for internship purposes can be lengthy and involves one or more visits to the site, discussions with supervisors/directors at the site, completion of a contract and so forth. 12

14 I m having a problem with my site and/or Field Supervisor. What should I do? Areas of difficulty, ranging from the most practical to those more philosophic, should be raised with the Field Supervisor first. This is an opportunity to build on your professional behaviour and interpersonal skills. If problems persist, discuss the matter with your Faculty Advisor and he/she will provide you with advice, guidance and, if necessary, may intervene. If problems persist, the Faculty Advisor will seek the advice of the Internship Coordinator. My site has asked me to attend a meeting, workshop and/or conference outside my regularly scheduled days of internship. Do I have to attend these? It is in your best interest to attend if you are allowed to or requested to participate. These are great opportunities for observing and learning about the particular workplace. You may negotiate with your Field Supervisor to accommodate for these extra hours or days. For example, if you typically attend internship on Mondays and Tuesdays and you are attending a Saturday conference, you may be allowed to take the Monday or Tuesday off the following week. If you stay late three hours one evening for a meeting, you may be able to arrive three hours late on your next internship day to account for that time. Ensure that your Field Supervisor takes the lead in these negotiations. If they suggest alternative arrangements to make up for the time, then discuss it with them. My site has asked me to sign a confidentiality agreement. Should I sign? Respect for confidentiality is a key component within the field education courses. Students are expected to sign and follow the intent of any confidentiality agreement. What do I do while I m at internship? There are many assignments and tasks related to each internship. They are described in the course outline, evaluation form, and other materials provided to you by your Faculty Advisor during your seminars. By the end of each internship, students are expected to become an active and integral member of the team at the site, not simply an observer or bystander. How are field education courses graded? Field education courses are graded by a pass or fail designation. Why can t I choose my own Faculty Advisor? Students are assigned to a Faculty Advisor for a variety of reasons. What are the non-academic requirements for field education courses? This information is provided in great detail at 13

15 What should I do with my non-academic documents? Non-academic documents include a police and medical check. Police check applications are available on the Internship site. You are required to have proof from a medical doctor that you are in good health and free from communicable disease. Please note that some agencies may require much more detail such as a TB skin test, proof of vaccination, flu shot and you are required to cooperate. Keep them in a safe place! These are important documents that you should be able to produce at anyone s request (i.e. your site, the Internship Coordinator). Present a copy to the Internship Coordinator. If there is an issue please consult with the Internship Coordinator. What if my non-academic documents are not presented by the due date? It is your responsibility to ensure that your documentation is presented to the School and is accurate, current, valid, and presented by the due date. Make sure you check the status of your documents if you are unsure and review what documents you are required to have sooner rather than later. In other words, do not wait until the week before the due date to see if you have what you need. The documents required often take several weeks to organize and obtain. Internships will be postponed or even cancelled if students do not hand in their documentation on time. Can I do an International Internship? The School of Child and Youth Care offers a variety of opportunities for students who are interested in international education and work with children and adolescents in other provinces or outside of Canada. Students may complete their third year (second year internship) in part or in total in another country or province. The Office of International Affairs and Student Services at Ryerson support students interested in international education. Visit their web sites at: Student Services- Office of International Affairs- 14

16 Self Assessment/Reflective Exercise TAKING STOCK OF WHERE I HAVE BEEN What environments have I worked in with young people? What are the main activities I have engaged in with children and youth? _ What populations and cultures do I have experience working with? What skills am I quite confident in my ability to perform? What experience or situation have I had that I am really proud of and would like to build upon? EXAMINING GAPS AND UNCERTAINTIES What environments or settings would I like the opportunity to explore?

17 What skills am I unsure of and would like the opportunity to practice in a guided and safe atmosphere? What populations, groups, or cultures would I like to learn about and gain experience in working with? LOOKING AHEAD _ What types of child and youth care jobs do I envision myself applying for upon graduating from Ryerson? What experiences do I need to gain between now and then that will establish my qualifications to apply for these positions? What am I passionate about; how can I incorporate this into my work? 16

18 Ontario Association of Child and Youth Counsellors Code of Ethics 1. We will treat client/family with dignity and will respect their unique differences in culture, religion, race, and sexual orientation. 2. We will respect the confidentiality of each client/family. 3. We will respect, safeguard, and advocate for the rights of each client and/or family. 4. We will be knowledgeable about and adhere to all relevant municipal, provincial, and federal laws. 5. We will not use or condone the use of corporal punishment under any circumstances. 6. We will not condone sexual involvement with clients. 7. We will develop, implement, and administer the policies and procedures of our respective agencies and institutions. 8. We will only enter into contracts that allow us to maintain our professional integrity. 9. We will cooperate with other professions which offer service to our clientele. 10. Recognizing that we are a catalyst for change we will: a) utilize current and knowledgeable methods and techniques in order to provide quality service to our clientele and; b) actively seek out opportunities to learn and develop as well as support growth in our coworkers and other professionals. 11. We will promote client autonomy and increased self-esteem. 12. We will treat our client holistically, encompassing family, peer group, and community. 13. We are committed to the ongoing development of our profession through competent training and supervision of Child and Youth Worker students. 14. We will conduct ourselves in a professional and ethical manner at all times. Adopted March

19 Ethics of Child and Youth Care Professionals CHILD AND YOUTH CARE - THE PROFESSION North American Child and Youth Care has been developing as a profession. "Characteristic of professions are; a systematic body of theory, professional authority, sanction of the community, a regulative code of ethics and a professional culture" (Greenwood, 1957). North American Child and Youth Care has progressed in these areas. Ethics is the focus of this presentation. The International Child and Youth Care Consortium developed a "Description of the Field" which has become widely adopted (NOCCWA, 1992, p. 83). The profession aims to address, as much as possible, the psychological, social, cultural, spiritual and biological needs of young people and their families. This may occur at different life stages or in a variety of circumstances. In multidisciplinary settings, as in mandated agencies, the profession is central in the care, custody and treatment of youth. Child and Youth Care centers on the client and utilizes skills and techniques which actualize the processes of development and change. It includes the necessary advocacy for youngsters and their families in powerless and often hopeless situations. It captures the root value of "caring" as an underlying factor and force vital in emotional growth, rehabilitation, social competence and treatment. The ethics, norms and knowledge base of Child and Youth Care constitute the professional culture which is a source of identity for all who participate in the profession. The shared symbols and values bring together educators, direct care workers and administrators. Practice and research are articulated and validated in the journals and literature of the profession. The profession's values underlie the mission and management of Child and Youth caring organizations, employers and the professional associations. The development of a North American Code of Ethics for Child and Youth Care is a benchmark for the profession, The Code of Ethics unites the range of professional roles and functions and relates them to common commitments and shared responsibilities. The Code of Ethics establishes a framework to guide thinking and practice for all Child and Youth Care Professionals. References Greenwood, E. (1957). Attributes of a profession, Social Work, 3, 2, pp NOCCWA (1992). The international leadership coalition for professional child and youth care: Milwaukee, 1992, Journal of Child and Youth Care Work, 8, pp This document was adopted by the National Organization of Child Care Worker Associations (NOCCWA) and has been circulated by the Council of Canadian Child and Youth Care Associations. 18

20 Professional Conduct Guidelines for Ryerson Child and Youth Care Students Preamble Most Child and Youth Care students are also professionals working in the field and as such are expected to adhere to their professional code of ethics (Ontario Association of Child and Youth Counsellors-OACYC) and the professional conduct required by their employer. The guidelines outlined here address issues of responsibility and accountability for all students in the Ryerson School of Child and Youth Care and are intended to identify expected behaviours, outline procedures to respond to inappropriate behaviour, and indicate the possible consequences of such behaviour in relation to the academic setting. Guidelines are important for the public in that they ensure that the student has criteria to follow with respect to professional conduct. Guidelines are important for the student in that they provide direction regarding acceptable and expected professional behaviour. Child and Youth Care students are required to: Adhere to the Ryerson Student Code of Academic Conduct and Code of Non- Academic Conduct. Follow the OACYC Code of Ethicshttp://www.oacyc.org/index.php?m=15&page=14(March 1985). The following conduct guidelines will also be enforced if a breach has occurred off-campus that affects the rights of members of the university community to use and enjoy the university s learning and working environments. For the purpose of these guidelines, a student is a person registered in an undergraduate program proceeding towards a child and youth care degree at Ryerson University, or otherwise taking credit courses offered by the university. Student Responsibilities In addition to following the OACYC Code of Ethics and the North American CYC Code of Ethics, over the course of the program, students are expected to develop and demonstrate the attributes of a professional. The following are expectations with respect to the student s professional conduct within the School of Child and Youth Care and agency practice settings related to academic course work: accepts accountability for own actions and decisions; seeks assistance from faculty advisor as needed; demonstrates honesty, integrity, and respect (for self and others) in relationships with youth, colleagues, faculty and staff; 19

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