How To Be A Successful Community Member

Transcription

1 SCHOOL OF HEALTH & HUMAN SERVICES DEPARTMENT OF COMMUNITY, FAMILY & CHILD STUDIES COMMUNITY, FAMILY & CHILD STUDIES DIPLOMA PROGRAM STUDENT HANDBOOK Revised February 2015

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3 TABLE OF CONTENTS Welcome 3 Acknowledgement of Territory 4 IN CASE OF EMERGENCY ON CAMPUS 5 Contact the Department 5 Organizational Chart/Program Transfer 6 Purpose Statement 7 Philosophy Statement 7 CFCS Curriculum Plan 11 Criminal Record Check 11 Program Completion Requirements 11 Student Injuries 12

4 Welcome Healthy Community, one relationship at a time We, the faculty and staff of the Department of Community, Family and Child Studies, WELCOME YOU! By choosing one of our programs you are demonstrating that you care about your community and that you have an interest and commitment to working with people. During the course of your studies we will partner with you to strengthen your knowledge, skills and values in preparation for your chosen career. This handbook is designed to help you in your daily life as a student. The Department of Community, Family and Child Studies is a dynamic department comprised of committed, knowledgeable, faculty and staff. We offer 6 certificate and diploma programs. Diploma programs include: Community, Family and Child Studies; Early Learning and Care; and Post-degree Inter-professional Mental Health and Addictions. Our certificate programs include: Community Support and Education Assistant; Indigenous Family Support; and Mental Health and Addictions. We also offer four individual health courses that have university transfer credit. Many of our program courses are open to the community for professional and personal development. There will be opportunities for you to connect with students from other programs throughout the year, including our welcome event and BBQ in September. In addition to being a program student in your chosen area of study, you are a member of the School of Health and Human Services and the Camosun College community. Our School is one of six schools at Camosun College. We will take great pleasure in getting to know you, while we work and learn together. We hope you enjoy your experience with us, and wish you success in all that you do! If you have any questions or concerns, please approach one of your instructors or drop by my office (WT 224) or the Department office (WT 217) where our Program Assistant would be happy to assist you. Sincerely, Joan Astren Chair, Department of Community, Family and Child Studies Education is not the filling of a pail, but the lighting of a fire. W. B. Yeats

5 Acknowledgement of Territory Camosun College serves the communities of southern Vancouver Island and the south Gulf Islands that are located in the traditional territories of the Esquimalt; Lekwungen; Malahat; Pacheedaht; SC Ianew; Pauquachin; Tsartlip; Tsawout; Tseycum; and T Sou ke Nations. Camosun College campuses are located on land that is the traditional territory of the Lekwungen, Esquimalt, and WSÁNEĆ peoples. We acknowledge their welcome and graciousness to the students who seek knowledge here.

6 IN CASE OF EMERGENCY ON CAMPUS DIAL 3075 FROM ANY COLLEGE PHONE Call this number INSTEAD of 911! Emergency responders cannot trace calls made from campus to their location and may send vehicles to the wrong campus! Contact the Department COMMUNITY, FAMILY & CHILD STUDIES

7 Student Handbook Department of CFCS 6 Organizational Chart/Program Transfer ACCESS PROGRAMS INDIGENOUS HUMAN SERVICES CAREER ACCESS 10 MONTHS FULL-TIME CERTIFICATE PROGRAMS MENTAL HEALTH & ADDICTIONS 10 MONTHS FULL-TIME & PART-TIME COMMUNITY SUPPORT & EDUCATION ASSISTANT 10 MONTHS FULL-TIME INDIGENOUS FAMILY SUPPORT 10 MONTHS FULL-TIME Bridge Courses COMMUNITY, FAMILY & CHILD STUDIES COMMUNITY, FAMILY & CHILD STUDIES DIPLOMA PROGRAMS YEAR 2: 8 MONTHS FULL-TIME EARLY LEARNING & CARE YEAR 1: 8 MONTHS FULL-TIME EARLY LEARNING & CARE 3 RD Year Child Youth Care YEAR 1: 8 MONTHS FULL-TIME YEAR 2: 8 MONTHS FULL-TIME DEGREE PROGRAM INTERPROFESSIONAL MENTAL HEALTH & ADDICTIONS 12 MONTHS PART-TIME

8 Student Handbook Department of CFCS 7 Purpose Statement 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 co-operative 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. Philosophy Statement 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.

9 Student Handbook Department of CFCS 8 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. CFCS Program Outcomes Graduates of the CFCS Diploma will demonstrate the following values, knowledge and skills: 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.

10 Student Handbook Department of CFCS 9 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. 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.

11 Student Handbook Department of CFCS 10 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. 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.

12 Student Handbook Department of CFCS 11 CFCS Curriculum Plan Two Year schedule for full time studies. (Note: part-time students may complete program over 4 years.) Fall Year 1 Credits CFCS 110 Foundations for Practice 3.0 CFCS 120 Lifespan Development CFCS 140 Introduction to Community Resources and Supports 3.0 ENGL 151 Academic Writing Skills 3.0 PSYC 154 Interpersonal Relations 3.0 Winter CFCS 114 Professional Practice CFCS 121 Lifespan Development CFCS 141 Service Learning 3.0 CFCS 160 Family and Community 3.0 HLTH 110 Health in Today s World 3.0 Total Credits 30.0 Fall Year 2 Credits CFCS 210 Diversity Across the Lifespan 3.0 CFCS 214 Professional Practice CFCS 230 Support Strategies 3.0 CFCS 240 Practicum PSYC 256 Introduction to Counselling 3.0 Winter CFCS 241 Practicum CFCS 250 Social Justice Today 3.0 English 164 First Nations Literature 3.0 Elective 3.0 Total Credits 31.0 TOTAL DIPLOMA CREDITS 61.0 Criminal Record Check All students are required to have a criminal record check clearance in order to engage in community work. Program Completion Requirements Students must achieve a minimum of C in each of the program courses with an overall grade point average of 3.0 in order to graduate with a diploma in Community, Family and Child Studies.

13 Student Handbook CFCS PROGRAM 12 Student Injuries Students Covered by WorkSafe BC Students covered by WSBC include apprenticeship students in the classroom/lab/shop while on course on Camosun s premises, and students participating in practicum training in BC regardless of the source of funding. A practicum is defined by WSBC as an assigned work experience component of a program which is sanctioned by the institution; and unpaid and supervised work experience which takes place at the host employer s premises or place of business. Coverage does not extend to work places established specifically for the purpose of experiential training that is established within a program by an institution. Camosun students participating in internship programs at the Pacific Institute for Sport Excellence (PISE) fall under the definition of practicum and are therefore covered by WSBC. When such a student is injured on campus (Lansdowne, Interurban or at the PISE), the following steps are to be taken: 1. The student must report the injury to his/her instructor. 2. The student should be strongly encouraged to report to Camosun College First Aid through the College Safety Emergency Number, (local 3075 from a College telephone) as this will document the student s injury should he or she need to refer to details at a later date. 3. The student must complete a Form 6A Worker s Report of Injury or Occupational Disease to Employer for all injuries sustained which arose or are claimed to have arisen from activities undertaken as part of their apprenticeship program or practicum. Form 6A is available online through the WSBC website The Form 6A is to be sent to the Occupational Safety & Health coordinator, Diane Crowther, whether the injured person reports to College First Aid or not. The form can be faxed to Diane at to get the process started as soon as possible. Keep the original form in your departmental files as it contains the original signature. Note: the Form 6A can be misleading in that it contains information on contacting WSBC, but it must be sent to Diane who will fill out the Employer s Report of Injury and forward it to the Ministry of Advanced Education for authorization. WorkSafeBC s Teleclaim process is NOT set up for use by students. When such a student is injured off-campus, the following steps are to be taken: 1. The student must report the injury to his/her supervisor on site and to his/her instructor at the College. 2. The student should be strongly encouraged to report to a first aid attendant or medical practitioner or medical treatment facility as appropriate.

14 Student Handbook CFCS PROGRAM The student must complete a Form 6A Worker s Report of injury or Occupational disease to Employer for all injuries which arose or are claimed to have arisen from activities undertaken as part of a practicum as defined by WSBC. This form is available online through the WSBC website The Form 6A is to be sent to the Occupational Safety & Health Coordinator, Diane Crowther. It can be faxed to Diane at to get the process started as soon as possible. Keep the original form in your department files as it contains the legal signature. Note: the Form 6A can be misleading in that it contains information on contacting WSBC, but it must be sent to Diane who will fill out the Employer s Report of Injury and forward it to the Ministry of Advanced Education for authorization. For more information about this program, please refer to the Camosun College website: Or contact the CFCS office at cfcsinfo@camosun.ca