Community, Family and Child Studies Diploma Program

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1 School of Health and Human Services Community, Family and Child Studies Diploma Program 2011 Page 1 of 21

2 Program Philosophy We believe we have a collective responsibility to create a just society. We believe in a society where all persons are equally entitled to basic human rights and equitable access to the benefits of society. We believe an understanding of history and an analysis of issues of power, position, discrimination and other systemic causes of inequity are critical foundations to the promotion of social justice and societal change. We believe that socially just community services work is proactive, strengths-based and collaborative and is guided by the aspirations of the individual, family, or community being served. We believe there is diversity amongst learners, learning is an active process that occurs in a variety of contexts, assessment is fundamental to learning, and all people are learners. Page 2 of 21

3 Program Purpose Community, Family and Child Studies (CFCS) is a dynamic professional, two year program that is based on contemporary research and grounded in principles of social justice, strengths-based practice, and self-determination. Teachers create a cooperative learning community where all members contribute and learn from one another. The Diploma prepares students to promote, support and strengthen the well-being of individuals and families and to work as caring, ethical professionals who can adapt to meet current and emergent community needs. As students progress through integrated courses and practica they will become familiar with a variety of community services and gain experience supporting individuals and families. Students will develop leadership skills and participate in planning, advocacy and civic engagement activities to strengthen community. There are many employment opportunities for graduates of the CFCS Program. Graduates may work independently and/or as a member of an interdisciplinary team, and will be accountable to individuals or community organizations. Community and team environments could include family support services, schools and after school programs, family resource centres, life skills and recreation programs, youth services, women s services, employment training programs, community outreach, foster care, and group homes. CFCS Diploma graduates may be eligible to receive block transfer (60 credits) towards the UVIC BA in Child & Youth Care. Transfer credit for related programs at other BC Post Secondary Institutions may also be available. Contact the Advising Centre of the institution of choice for more details. Certificate graduates from other Community, Family and Studies Department programs (Community Support and Education Assistant; Early Learning and Care; Indigenous Family Support Program; Mental Health and Addictions) can apply for transfer credit towards the CFCS diploma. See Program Leader for details. Page 3 of 21

4 Program Learning Outcomes 1. Use principles of social justice as a foundation for practice and to enhance the quality of life of children, youth, adults and families. a. Demonstrate knowledge of the historical, social, political and cultural experiences of Canada s people, including that of Indigenous peoples and new Canadians. b. Demonstrate a commitment to social justice values and principles through positive social action. c. Demonstrate knowledge of the spectrum of diversity - individual, family, cultural, and social - that is present in Canadian society. d. Apply knowledge of human rights and obligations of citizenship to advocate for equity, participation and inclusion. e. Assess own strengths, needs and potential as an agent for social change and act within the boundaries and scope of the role of the CFCS practitioner. 2. Work effectively and proactively within groups, systems and organizations to enhance the quality of services and resources for children, youth and adults. a. Describe the array of organizations, public and private, that provide services, supports and resources to children, youth, adults and families b. Describe the roles of formal and organized systems and structures in the lives of children, youth, adults and families. c. Identify and describe current and emerging practices and policies that affect the delivery and development of services and resources. d. Identify, develop and adapt work style and affiliations to accommodate changes in work environments. e. Use leadership and mentoring theory and knowledge to develop own skills and to work positively with others. f. Apply effective and creative problem solving strategies to accomplish individual, team, and organizational goals. g. Use knowledge of family and community systems and structures to provide effective and respectful individual and family supports. 3. Contribute to the development, implementation and evaluation of integrated support plans for children, youth and adults. a. Use functional observation, assessment, teaching and learning strategies. b. Use person-centered, strengths and evidence based support strategies to inform the planning, teaching and learning process. c. Use effective teaching, planning and support strategies to develop individualized daily living, life skills, social, and learning goals and plans. d. Demonstrate respect and awareness of social, cultural, family and individual diversity in all support plans and strategies. e. Identify and use professional and community resources and expertise in the development, implementation and evaluation of support plans. 4. Demonstrate interpersonal competence and establish and maintain positive working relationships with and between individuals, families, community partners and the systems that support them. a. Demonstrate interpersonal skills that are respectful, ethical, and sensitive to individual diversity, issues of power and oppression. Page 4 of 21

5 b. Apply knowledge of best professional practices and expectations in all written, expressive and electronic communications. c. Communicate respectfully and effectively with decision makers to enhance the quality of services to individuals, groups and community. d. Respect the rights of individuals, families and support networks to self determination and decisions about service and supports. e. Work with peers and allies to maintain and develop meaningful community partnerships and affiliations. f. Develop and practice leadership and team skills that positively support individual, family and organizational goals and aspirations. g. Use critical thinking and conflict resolution skills consistently to support healthy and positive working relationships. 5. Use knowledge of human and social development across the lifespan to effectively support children, youth, adults and families. a. Use knowledge of family, group and organizational process, form, and function to inform practice. b. Demonstrate an understanding of the influence of diverse social, environmental and cultural experiences and conditions that affect development, health and wellness. c. Apply knowledge of human development through the lifespan to inform practice with children, youth, and adults. d. Demonstrate an understanding of exceptionality, including acquired and developmental disabilities, and implications for practice. 6. Collaborate with others to support children, youth and adults with diverse and changing emotional, physical and health care needs. a. Apply knowledge of the social determinants of health, and social, economic and cultural factors that affect individual and community health and wellness to practice. b. Use knowledge of indicators of physical and social health to support healthy living and lifestyles. c. Work with others to recognize and respond to the support needs of vulnerable and at risk children, adults and families. d. Contribute to the care and support of children, youth and adults who experience temporary, chronic or lifelong social, physical, health and wellness challenges. e. Integrate and apply knowledge of specialized, generic, and community services, supports, and systems to practice in diverse environments. 7. Practice ethically and responsibly and demonstrate a commitment to personal and professional accountability. a. Articulate and model a personal philosophy for child, family, and community practice. b. Use critical thinking and problem solving skills to make responsible and ethical decisions. c. Use knowledge of relevant and current policy, legislation, and ethical standards to inform practice. d. Assess and reflect upon own abilities, and values and develop new skills and knowledge required for the demands of professional practice. Page 5 of 21

6 e. Take responsibility for own actions and act within the boundaries and sphere of influence of the role of the CFCS practitioner. f. Identify and implement goals and strategies that contribute to self care and selfreflection. Page 6 of 21

7 Admission Requirements Students must submit proof of a letter grade of C+ or higher in English 12, or English 12 First Peoples; or a C or higher in ENGL 092 and 094, or ENGL 092 and 096, or ENGL 140, or ELD 092 and 094, or ELD 097; or assessment. Learning Pathways for Students High school/postsecondary Indigenous Human Services Career Access Admission Requirements English 12 (C+) or assessment Program Requirements Satisfactory Criminal Record Check Community Support Education Assistant Early Learning and Care CFCS Diploma Full time (2 years) Part time (4 years) Certificate Graduates apply for entry as 2 nd year students Employment in a variety of community settings Block transfer credit to Child and Youth Care programs Credit towards other degree programs Credit towards CFCS department certificate programs Indigenous Family Support Mental Health and Addictions * *Specific transfer credit for the Mental Health and Addictions Certificate is under review. Page 7 of 21

8 Program Design Themes/Threads Across the Curriculum Social Justice Citizenship, rights and obligations, self determination, advocacy, diversity, inclusion Developing Self Lifelong learning, self awareness, professionalism, values/beliefs, ethics, personal leadership, responsibility, accountability Dynamic Human Development Physical, social, emotional, cognitive, language, spiritual, cultural Building Partnerships Relationship development, community, reciprocity, teamwork Knowledge in Practice Systems approach, strengths-based practice, support strategies, assessment, planning, implementation, evaluation, critical thinking, interpersonal communication Page 8 of 21

9 CFCS Diploma Curriculum Design Content Clusters, Curriculum Threads, and Program Philosophy Curriculum Threads Social Justice Citizenship, rights and obligations, self determination, advocacy, diversity, inclusion Developing Self Lifelong learning, self awareness, professionalism, values, ethics, engagement, personal responsibility, accountability Dynamic Human Development Physical, social, emotional, cognitive, language, spiritual, cultural Building Partnerships Relationship development, community, reciprocity, teamwork Knowledge in Practice Systems approach, strengthsbased problem solving, support strategies, observation, assessment, planning implementation, evaluation, critical thinking, interpersonal communication Organizations & Systems CFCS 110 Foundations for Practice CFCS 140 Introduction to Community Resources and Supports CFCS 214 Professional Practice 2 CFCS 250 Social Justice Today Interpersonal Competence PSYC 154 Interpersonal Relationships CFCS 230 Support Strategies PSYC 256 Introduction to Counselling Development & Diversity CFCS 120 Lifespan Development 1 1 CFCS 121 Lifespan Development 2 CFCS 160 Family and Community HLTH 110 Health in Today s World CFCS 210 Diversity Across the Lifespan 1 UT Elective Professional Practice CFCS 114 Professional Practice 1 ENGL 151 Academic Writing Strategies ENGL 164 Indigenous Literature or ENGL 160 Applied Practice CFCS 141 Service Learning CFCS 240 Practicum 1 CFCS 241 Practicum 2 Program Philosophy Page 9 of 21 H:\CFCS Collective Prog\Curriculum\CFCSCurriculumDocument Responsibility Social Justice Perspective docx Proactive, Collaborative Practice Learning Centered

10 Grid of How Courses Fit With Program Learning Outcomes Program Learning Outcomes Courses #1 Social Justice #2 Working with Groups, Systems, and Organizations #3 Contribute to Integrated Support Plans #4 Interpersonal Competence #5 Knowledge of Human and Social Development #6 Support Diverse Emotional, Physical and Health Needs #7 Ethical Professional Practice CFCS 110 Foundations for Practice CFCS 114 Professional Practice 1 CFCS 120 Lifespan Development 1 CFCS 121 Lifespan Development 2 CFCS 140 Introduction to Community Resources and Supports CFCS 141 Service Learning CFCS 160 Family and Community CFCS 210 Diversity Across the Lifespan CFCS 214 Professional Practice 2 CFCS 230 Support Strategies CFCS 250 Social Justice Today CFCS 240 Practicum 1 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X CFCS 241 Practicum 2 X X X X X X X ENGL 151 Academic Writing Page 10 of 21 X

11 Strategies ENGL 164 Indigenous Literature X X HLTH 110 Health in Today s World X X X X X PSYC 154 Interpersonal Skills X X PSYC 256 Introduction to Counselling X X X X Page 11 of 21

12 Program Course Schedule Semester 1 CFCS 110 Foundations for Practice CFCS 120 Lifespan Development 1 CFCS 140 Introduction to Community Resources and Supports PSYC 154 Interpersonal Skills ENGL 151 Academic Writing Strategies TOTAL 15 credits Semester 2 CFCS 114 Professional Practice 1 CFCS 121 Lifespan Development 2 CFCS 141 Service Learning CFCS 160 Family and Community HLTH 110 Health in Today s World TOTAL 15 credits Semester 3 CFCS 210 Diversity Across the Lifespan CFCS 214 Professional Practice 2 CFCS 230 Support Strategies CFCS 240 Practicum 1 PSYC 256 Introduction to Counselling TOTAL Page 12 of 21 4 credits 16 credits

13 Semester 4 CFCS 250 Social Justice Today CFCS 241 Practicum 2 ENGL 164 Indigenous Literature Elective TOTAL 6 credits 15 credits Page 13 of 21

14 Course Descriptions and Learning Outcomes Semester 1 CFCS 110 Foundations for Practice () This course assists students in developing a framework for practice in CFCS. Principles and concepts of social justice, human rights, diversity, and inclusion are introduced. Students will explore the ways in which these principles are applied to practice with individuals, families, and in multi-cultural and aboriginal communities, and organizations. Upon successful completion of this course, the student will be able to: 1. Demonstrate an understanding of values and attitudes that affect the full and equal citizenship of individuals and groups in our society. 2. Use knowledge of human rights, social justice, and inclusion to identify practices that promote full and equal citizenship. 3. Apply knowledge of individual, family, social and cultural diversity to practice with individuals, families, and groups. CFCS 140 Introduction to Community Resources and Supports () This course introduces students to a broad range of community resources, human services and supports relevant to community, family and child studies. Students will meet with people from a variety of community organizations and will begin to develop professional relationships. Upon completion of this course the student will be able to: 1. Demonstrate knowledge of a broad range of community resources and supports related to child, family and community studies. 2. Apply beginning principles of interpersonal communications with professionals and peers in selected settings. 3. Demonstrate an understanding of, and respect for, the spectrum of individual, family, cultural and social diversity that exists in community and social services. CFCS 120 Lifespan Development 1() This course is an overview of major themes and theories of development from conception through middle childhood, including physical, social, emotional, cognitive, language and spiritual development. Emphasis is on using developmental theory for assessing individual needs. Current trends and issues in research, cultural influences and variations in development will be examined. Upon completion of the course students will be able to: 1. Demonstrate knowledge of and describe the nature of research in the area of human development. Page 14 of 21

15 2. Demonstrate knowledge of the developmental processes and influences during the prenatal period. 3. Describe the major developmental changes of the child from birth to middle childhood, in the areas of physical, cognitive, language, social, emotional, language and spiritual development. 4. Describe and begin to assess variations in development among children. PSYC 154 Interpersonal Skills () This course uses an experiential approach to develop self-awareness and increased understanding of others. Both communication theory and practical skills will be covered while working towards the goal of achieving successful and creative interpersonal relationships. (T) At the end of this course, the student should be able to: 1. Identify key concepts describing interpersonal communication. 2. Describe basic principles and theories of communication. 3. Analyze personal life events using course vocabulary, concepts and theory. 4. Demonstrate active listening in sample interviews and observations. 5. Work collaboratively through the application of active listening skills and conflict resolution skills. 6. Describe, evaluate and demonstrate the components of empathy. 7. Differentiate between a person s (self or other) thoughts, feelings, and behaviours. ENGL 151 Academic Writing Strategies () This course provides core critical thinking, reading, research and writing skills transferable to academic disciplines. Students practice various forms of academic writing, including summary, critical analysis, and written research. Analysis of textual rhetoric, discourse, and style, along with academic essay-writing, develops self-awareness of methods of inquiry, critique, and reflection. At the end of the course students will be able to: 1. Form critical responses to ideas. 2. Write in an academic style common to multiple disciplines. 3. Read and analyze complex texts from various academic disciplines. 4. Demonstrate information literacy skills. 5. Develop self-awareness as an academic writer and contributor. Semester 2 CFCS 114 Professional Practice 1 () This course introduces students to the basic skills, knowledge, attitudes and values necessary for professional practice in community, family and child services. Students will develop a personal philosophy for practice, and will begin to examine the responsibilities and obligations of the CFCS professional. Page 15 of 21

16 Upon completion of this course, the student will be able to: 1. Apply professional standards and accountabilities to practice 2. Articulate a personal philosophy for practice as a CFCS professional. 3. Make responsible and ethical decisions using critical thinking and effective problem solving skills. 4. Describe and define the components, roles and responsibilities found in effective team work. CFCS 121 Lifespan Development 2 () Building on knowledge from Lifespan Development 1, this course explores theories and perspectives from adolescence to late adulthood. Emphasis is placed on understanding the use of developmental theory for assessing individual needs. Current trends and issues in research, cultural influences and variations in development will be examined. Upon completion of the course students will be able to: 1. Demonstrate an understanding of the major developmental phases from adolescence to late adulthood, in the areas of physical, cognitive, language, social, emotional, and spiritual development. 2. Assess and plan for variations in the development of youth and adults. 3. Analyze changing perspectives in human development. Prerequisite(s): CFCS 120, or PSYC 150. CFCS 141() Students will collaborate with communities to identify, develop and implement a service learning project that contributes to the well-being of community members. Students will begin to develop the skills and strategies necessary for effective interpersonal communication, team work and personal leadership. Upon completion of this course, the student will be able to: 1. Apply principles of planning, implementation and evaluation to a service learning project. 2. Demonstrate effective interpersonal communication and leadership skills with team and community members. CFCS 160 Family and Community 1 () In this course, students will begin to develop a framework for understanding and working with families. Students will examine the diverse nature of family structures, relationships, and dynamics. Historical, economic and social factors that shape family life and the challenges that face today's families are explored. Upon completion of this course, the student will be able to: Page 16 of 21

17 1. Demonstrate an understanding of the effect of family experience on the lives of children, youth and adults 2. Demonstrate knowledge of family structures and dynamics 3. Demonstrate an understanding of challenges and issues facing today's families HLTH 110 Health in Today s World () This one semester course offers the student information and practical assistance relating to health maintenance and promotion. Health/wellness is viewed as an interaction between physical, emotional, social, mental, spiritual, occupational and environmental dimensions, with choices in one dimension affecting all of the others. Upon completion of this course, the student will be able to: 1. Demonstrate an awareness of all dimensions of health as they affect, and are affected by, lifestyle choices. 2. Identify and assess factors that influence health, based on a sound body of valid and current information. 3. Use an effective planning process to develop an action plan to change behaviour. 4. Demonstrate analytical and critical thinking through implementation of a health-related lifestyle change. Semester 3 CFCS Diversity Across the Lifespan () In this course students examine acquired and developmental disabilities and selected health conditions that can occur through the lifespan. Topics include aging, mental health issues and specific disabilities. Students will be introduced strategies that support inclusion and participation in home and community. Upon successful completion of this course, the student will be able to: 1. Demonstrate knowledge of select health conditions, acquired and developmental disabilities in practice situations. 2. Demonstrate knowledge of various mental health conditions and the impact on individuals and families. 3. Demonstrate practices and values that support inclusion and meaningful participation in daily life activities. CFCS 214: Professional Practice 2 () This course builds on the knowledge and skills introduced in CFCS 114, with an emphasis on professional standards, relevant legislation, and leadership models. Students will further Page 17 of 21

18 develop skills and strategies necessary for interdisciplinary team work. Lifelong learning and its relationship to personal and professional development is explored. Upon successful completion of this course, the student will be able to: 1. Work effectively within, and contribute to, the interdisciplinary team. 2. Develop strategies to enhance personal and professional development. 3. Demonstrate knowledge of strategies that contribute to effective leadership in human services settings. 4. Demonstrate knowledge of relevant provincial and municipal legislation and related policies, procedures and regulations that impact practice. Prerequisite(s): CFCS 114 CFCS 240 Practicum 1(4 credits) This course provides students with opportunities for practice in a variety of community settings. Students will begin to integrate core concepts into their practice as CFCS professionals. Students will use a social justice perspective to demonstrate their developing knowledge, skills, values and beliefs as CFCS Professionals. Upon successful completion of this course, the student will be able to: 1. Use principles of social justice as a foundation for practice. 2. Work effectively and proactively within groups, systems and organizations. 3. Begin to contribute to the development, implementation and evaluation of integrated support plans for children, youth and adults. 4. Demonstrate interpersonal competencies and establish and maintain positive working relationships with and between individual, families, community partners and the systems that support them. 5. Begin to use knowledge of human and social development across the lifespan to effectively support children, youth, adults and families. 6. Collaborate with others to support children, youth and adults with diverse and changing emotional, physical and health care needs. 7. Practice ethically and responsibly and demonstrate a commitment to personal and professional accountability. Prerequisite(s): Completion of CFCS 110, CFCS 114, CFCS 120, CFCS 121, CFCS 140, CFCS 141, CFCS 160, HLTH 110, PSYC 154. Pre or Co-requisites: ENGL 151 CFCS 230 Support Strategies () (4 hours/week) This course introduces students to positive supports for learning in home, school, work, and community settings. Students will design practical support strategies, applying a variety of perspectives, including ecological and strength based, that assist children and adults in social, academic and daily life activities. Upon successful completion of this course the student will be able to: Page 18 of 21

19 1. Use positive, strengths based teaching supports and engagement strategies to meet the personal learning needs of children and adults. 2. Use positive and respectful supports with individuals who experience difficult behaviour. 3. Apply knowledge of health maintenance and promotion to support individuals in meaningful participation in daily life activities. 4. Apply knowledge of group process to support children and adults in a variety of community settings. Prerequisite(s): CFCS 110, CFCS 120, CFCS 114 Pre or Co-requisites: PSYC 154 PSYC 256 Introduction to Counselling () This course is designed to enhance the communication and helping skills of students interested in health, education or human services. Areas of focus will include the helping/counseling relationship and attitude, advanced listening skills, structured interview skills, the process of personal change and self-awareness, and the helping process and issues. (T) Upon completion of the course, the student will be able to: 1. Describe and demonstrate basic and advanced communication skills. 2. Outline and evaluate theories involving counselling values, beliefs, attitudes and issues. 3. Perform a structured interview within the context of a simulated helping/counselling exercise. 4. Apply a helping model to a simulated counselling exercise. 5. Describe how the actions and thoughts of the counsellor can affect the helping process. Semester 4 CFCS 241 Practicum 2 (6 credits) This practicum experience provides an opportunity for students to integrate and consolidate the knowledge, skills and values learned in the program. Upon completion of the course students will be able to: 1. Use principles of social justice as a foundation for practice and to enhance the quality of life of children, youth, adults and families. 2. Work effectively and proactively within groups, systems and organizations to enhance the quality of services and resources for children, youth and adults. 3. Contribute to the development, implementation and evaluation of integrated support plans for children, youth and adults. 4. Demonstrate interpersonal competencies and establish and maintain positive working relationships with and between individual, families, community partners and the systems that support them. Page 19 of 21

20 5. Use knowledge of human and social development across the lifespan to effectively support children, youth, adults and families. 6. Collaborate with others to support children, youth and adults with diverse and changing emotional, physical and health care needs 7. Practice ethically and responsibly and demonstrate a commitment to personal and professional accountability. Prerequisite(s): CFCS 240. Pre or Co-requisite(s): CFCS 210, CFCS 214, CFCS 230, CFCS 250, PSYC 256. CFCS 250 Social Justice Today () In this course, contemporary social issues and perspectives are explored through a social justice and a practice lens. Through experiential learning and evidence based research, students will develop an in-depth knowledge of select social conditions and practices that affect children, youth, individuals, families and communities. Upon successful completion of this course, the student will be able to: 1. Describe current issues that affect the social and economic wellness of individuals and groups considered vulnerable or marginalized in our community. 2. Use evidence based research and community based experiences to improve understanding of issues and challenges affecting Canadian children, youth and families. 3. Compare and contrast practices, systems, attitudes and values that promote or hinder a socially just community. Pre-requisites: CFCS 210, CFCS 230 Pre or Co-requisites: CFCS 214, CFCS 240 ENGL 164 Indigenous Literature () (or ENGL 161) This course examines both the oral and literary traditions of First Nations people. Students begin to study and analyze indigenous literature from North America. They read and discuss a novel, short stories, poems, and plays by First Nations writers and write about these works in journals, essays, and tests. At the end of the course students will be able to: 1. Analyze Indigenous literature from both the oral and written traditions. 2. Analyze Indigenous pre-contact literature in the genres of song, prayer, and storytelling by addressing their roles within Indigenous communities. 3. Analyze Indigenous literature in the post-contact period through the genres of poetry, fiction, non-fiction and drama. 4. Identify Indigenous literary forms, elements, and techniques. Elective () Page 20 of 21

21 Acknowledgements Contributors: Educational Research and Development Karin Kaercher Anita Kess Dr. Julie Martin Dr. Barbara Herringer, Dean, School of Health and Human Services Anita Ferriss, Chair, Community, Family and Child Studies Department Camosun Faculty Joan Astren Robin Fast Martha McAlister Patti Odynski Kristin Ross CFCS Program Advisory Committee CFCS Program Students and Graduates Page 21 of 21

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