Child and Youth Care (Year 1)
Turn your passion for helping into a rewarding career.
- Complete your first year online, and join your classmates in-person at the Ottawa campus in years two and three.
- Benefit from supportive and experienced facilitators who are active in their industry
- Courses are built with flexibility in mind and can be accessed anytime and from anywhere
Program Availability and Schedule
Availability
Open
Closed
Waitlisted
Start Term
Availability
Competitive?
Winter 2025
No
Spring 2025
No
Fall 2025
No
Schedule
Program Summary
Credential
Program Code
Area of Interest
Other Campuses
Other Delivery Options
Work Integrated Learning
The Child and Youth Care Ontario College Advanced Diploma program prepares you to support vulnerable children, youth, and families with complex needs.
Learn a wide range of prevention and intervention strategies that foster positive change and healthy development. Assess the strengths and needs of young people and families and develop interventions to meet those needs. Apply the principles of relational practice, life space engagement and anti-oppressive practice while working with children, youth, and families. In classes, you learn practical and theoretical concepts and then apply them in field placements....(read more)
Overview
Turn your passion for helping into a rewarding career.
The Child and Youth Care Ontario College Advanced Diploma program prepares you to support vulnerable children, youth, and families with complex needs.
Learn a wide range of prevention and intervention strategies that foster positive change and healthy development. Assess the strengths and needs of young people and families and develop interventions to meet those needs. Apply the principles of relational practice, life space engagement and anti-oppressive practice while working with children, youth, and families. In classes, you learn practical and theoretical concepts and then apply them in field placements.
Working with young people in field placements helps you to develop into a confident and competent child and youth care practitioner. By the end of this program, you have practical experience in two different work environments in the field of child and youth care, three days a week during your second and third year of the program.
This program offers two courses in outdoor activities. In these courses, you learn to facilitate activities in the outdoors while on a camping trip with fellow classmates and faculty - a truly memorable learning experience.
There is a wide variety of work opportunities for you after graduation. As a child and youth care practitioner, you may find employment in a variety of environments:
- group homes
- hospitals
- mental health treatment centres
- shelters
- schools
- youth justice programs
- community resource centres
If you are interested in furthering your education, this program is a good foundation for future studies in child and youth care, education, social work, psychology and sociology.
To qualify for this diploma, you must complete the first year with AC Online (Level 01 and 02) within one year. For Level 03, 04, 05, and 06 (Year 2 and 3) when you are transferred to the Ottawa campus for on-campus delivery, you must complete the second year and third year full time within two years. Combined, you must complete the program in three years.
SUCCESS FACTORS
This program is well-suited for students who:
- Are committed to understanding, working with and facilitating positive change in the lives of children, youth, families, and the community.
- Prefer to work as a member of a team.
- Have strong observation and analytical skills.
- Have strong language (oral and written) skills.
- Are open minded, embrace the concept of diversity, respect and accept the uniqueness in others.
Courses
Registration Note:
Applications for this full-time program must be submitted on Ontario Colleges. If you are interested in the part-time delivery of the program, please refer to the part-time program page for course by course registration. The courses take place entirely online and do not require you to come to campus. Without a set class time you can complete your assignments when it’s most convenient for you while following the course deadlines.
Online |
Course Number | Hours | Course Name | Winter | |||
---|---|---|---|---|---|---|
Level: 01 | ||||||
ENL1813S | 42.0 | Communications 1ENL1813S Communications 1Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Through a combination of lectures, exercises, and independent learning, students practise writing, speaking, reading, listening, locating and documenting information and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0001 | 42.0 | Principles of PsychologyFAM0001 Principles of PsychologyUnderstanding self and others is essential in promoting healthy interactions, and success in personal and professional relationships. Students investigate the key concepts associated with the study of psychology. Students develop an understanding of research methodologies and ethics, motivation and emotion, personality theories, memory systems, social learning theories and theories of stress. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0074 | 42.0 | Anti-Oppressive Practice in Child and Youth CareFAM0074 Anti-Oppressive Practice in Child and Youth CareThe children, youth and families served by child and youth care practitioners are disproportionately impacted by systemic inequalities, discrimination, and oppression. Child and youth care practitioners need to be equipped to work with equity deserving young people and families in ways that mitigate power imbalances. Students explore intersectionality and how each person's social location impacts their development. Students examine how child and youth care practices can impose dominant values on marginalized groups and identify child and youth care practices that share power. Through case studies and critical reflection, students identify structural factors that marginalize children, youth and families, examine the use and misuse of power in child and youth care practice, and develop ways of engaging children, youth, and families through a power-with approach. Through self-reflection students examine their own intersectionality and how it may impact their practice. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1054 | 42.0 | Introduction to Child and Youth CareFAM1054 Introduction to Child and Youth CareChildren, youth, families and communities may require support from child and youth care practitioners in order to lead healthy lives. Students develop an understanding of the history of the child and youth care profession, roles and responsibilities of child and youth care practitioners, strengths and needs of children, youth, families, and communities, professional conduct and personal self-awareness for becoming an effective child and youth care practitioner. Through in-class learning activities, group discussions and self-reflection, students develop foundational knowledge of the child and youth care profession. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1066 | 42.0 | Child DevelopmentFAM1066 Child DevelopmentThe early years are very important in the optimal healthy development of a human's life. From conception to 12 years old, an interactive process of physical, cognitive, social, emotional, environmental and cultural factors influences child development. Students examine the phase of child development and explore the importance of prevention and intervention concepts that optimize healthy development by linking theory to child and youth care practice. Developmental stages, heredity, culture and environmental influences are addressed with emphasis placed on the interdependency between the physical, cognitive and social/emotional milestones in childhood. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1255 | 42.0 | Community Service LearningFAM1255 Community Service LearningChild and youth care practitioners need to understand how their roles interact with child serving agencies in the community. Students professionally collaborate to manage group dynamics including problem solving, time management and conflict resolution. Students identify needs to advocate on behalf of an agency that serves children, youth and families. Through weekly team meetings, independent research, reflection, role play, and community advocacy, students plan and implement an event to meet a need of a community agency. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1273 | 28.0 | Mental Health 1FAM1273 Mental Health 1Child and youth care workers regularly engage with and develop interventions for young people who are experiencing mental health challenges that can interfere with their optimal emotional, behavioural, psychological, social and academic functioning. Students learn about DSM-V disorders that have an early onset of symptoms in childhood such as ADHD, neurodevelopmental disorders, and conduct disorders. Students increase their mental health literacy related to etiology of the diagnosis, symptom identification and strength-based interventions. Through case analysis, students apply their knowledge of mental health diagnosis, interventions and strategies, IEPs, and interprofessional collaboration relevant in school and family environments. This course is part of a complete program of study, individual course registration is not available. | ||||
Level: 02 | ||||||
ENL1902F | 42.0 | Professional Communication for Child and Youth Care PractitionersENL1902F Professional Communication for Child and Youth Care PractitionersWriting legally appropriate documents, advocating for clients and communicating in a professional manner are critical components of being a child and youth care practitioner. Students use case studies to write letters and field-specific reports. In addition, students learn and demonstrate oral communication, listening and advocacy skills in client-centred, team-based case meetings. Pre-requisites: ENL1813S This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0075 | 28.0 | Adolescent DevelopmentFAM0075 Adolescent DevelopmentAdolescence is a distinct phase of development and one in which young people experience rapid growth. Students explore physical, cognitive, social and emotional development of adolescents in the contexts of family, peers, school, work and media. Students identify risk factors and issues affecting adolescent development as well as protective factors and resiliency. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0076 | 42.0 | DiversityFAM0076 DiversityChild and youth care practitioners work with diverse populations. Students explore concepts of equity, diversity, and inclusion as they relate to culture, race, religion, social class, ability, and gender at the personal, societal, and professional levels. Students examine the impacts of structural inequality on marginalized communities to inform their interactions, engagement strategies, advocacy, and allyship. Students critically reflect on their own ethnocentricity and privilege and how these influence their interactions with children, youth, and families. Through interactive workshops and case studies, students examine practices and policies that further marginalize young people and families and explore ways of engaging that promote cultural humility and safety. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0077 | 28.0 | Systems Navigation for Child and Youth PractitionersFAM0077 Systems Navigation for Child and Youth PractitionersA young person's healthy development and their family's and community's well-being are impacted by the institutional systems in society. Students focus on the systems in Ontario which impact young people and families. Emphasis is placed on identifying system-based barriers such as systemic racism, oppression and marginalization, inherent in child welfare, health, education and justice. Students critically analyse these systems, practice being an advocate and identify ways to help others navigate systems. Using case studies, group discussion, self-reflection and learning activities, students develop a foundational knowledge of Ontario systems and begin to develop their advocacy skills. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0078 | 28.0 | Mental Health 2FAM0078 Mental Health 2Child and youth care workers regularly engage with and develop interventions for young people who are experiencing mental health challenges that can interfere with their optimal emotional, behavioural, psychological, social and academic functioning. Students learn about DSM-V disorders that have a later developmental onset of symptom presentation such as eating disorders, mood disorders, anxiety disorders and personality disorders. Students also develop an understanding of non-suicidal self-injury and suicide. Students increase their mental health literacy related to etiology of the diagnosis, symptom identification and evidence-based interventions. Through case analysis, students apply their knowledge of mental health diagnosis, of strength-based interventions and strategies in various settings. Pre-requisites: FAM1273 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1058 | 28.0 | Field PreparationFAM1058 Field PreparationThe development of professional skills supports students in the transition from an academic environment to a field placement. Students develop basic skills in professional time management, observation, documentation, supervision, facilitation, ethics, self-care and goal development. Through in-class activities, group discussions, self-reflection, and presentations, students develop the skills required to begin their first field placement. This course is part of a complete program of study, individual course registration is not available. | ||||
Choose one from equivalencies: | ||||||
GED0476 | 42.0 | General Education ElectiveGED0476 General Education ElectiveStudents choose one course, from a group of general education electives, which meets one of the following five theme requirements: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, and Science and Technology. Equivalencies: ARC9001 or DSN2001 or ENL7643 or ENV0002 or FIN2300 or GED1896 or GED5002 or GED5004 or GED5005 or GED5006 or GED5009 or GED5200 or GED5300 or GED6022 or GEN1001 or GEN1957 or GEN2000 or GEN2003 or GEN2007 or HIS0001 or HIS2000 or HOS2228 or LIB1982 or MGT7330 or MVM8800 or PSI0003 or RAD2001 This course is part of a complete program of study, individual course registration is not available. | ||||
Level: 03 | ||||||
FAM0079 | 24.0 | Field Practice Supervision 1FAM0079 Field Practice Supervision 1Reflective practice and professional development are core skills of child and youth care practitioners. Receiving ongoing professional supervision encourages students to reflect on their skills and areas for growth, to set and monitor professional goals, and to maintain professional ethics. Students develop reflective practice skills as they discuss how they are applying introductory clinical, professional, and personal skills in their placements. They engage in individual and group reflections and participate in activities that foster the integration of theory into equitable and inclusive practice. Co-requisites: FAM1075 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1050 | 39.0 | Therapeutic ActivitiesFAM1050 Therapeutic ActivitiesChild and youth care practitioners intentionally engage with young people using recreation, crafts, and games in order to enhance healthy development. Students create, modify, facilitate, and debrief activities taking into consideration diverse needs, abilities, race and culture. Students prepare the environment and respond to behaviour in order to enhance engagement and develop relationships with young people. Students facilitate activities, participate in activities, role play, give and receive feedback, and write about activities. Through practical application of learning students increase their experience and confidence as activity facilitators. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1064 | 39.0 | Child and Youth Care InterventionsFAM1064 Child and Youth Care InterventionsChildren and youth in crisis require professionals to intervene using a trauma-informed, proactive and safe approach. Students build skills using evidence-based interventions that help young people develop coping skills and self-regulation strategies. Using demonstrations and simulations, students identify the stages of crisis and apply de-escalation techniques, restrictive and nonrestrictive interventions, and debriefing strategies to safely manage crises and support young people. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1070 | 30.0 | Outdoor Activities 1: Fall CampingFAM1070 Outdoor Activities 1: Fall CampingWith the focus of promoting optimal social, emotional, and physical development, child and youth care practitioners plan and implement outdoor recreational and therapeutic activities to support goal achievement and encourage values related to healthy lifestyles and development. Students plan and participate in an active multi-day overnight camping trip. Through this trip experience, students develop knowledge and skills in basic camping tasks, outdoor therapeutic programming, teamwork and safety procedures. Demonstrations and skill practice sessions expose students to new activities and build their comfort in participating and leading youth in outdoor adventures. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1075 | 175.0 | Field Practice 1FAM1075 Field Practice 1Field practice experiences offer developing child and youth care students an opportunity to begin to integrate theory learned in the classroom into placement settings. Students complete a field placement in the community where they receive regular supervision as they begin to develop skills related to relational practice and intervention. Students set personal, professional, and clinical goals and monitor and evaluate these goals with the support of their seminar instructor and supervisor throughout their placement experience. Co-requisites: FAM0079 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1082 | 39.0 | Counselling SkillsFAM1082 Counselling SkillsListening and collaboration are central to building therapeutic relationships and supporting change in young people. Students explore person-centred strengths-based, and solution-focused approaches to change with children and youth. Emphasis is on effective listening, developing a therapeutic alliance, and understanding the role of a child and youth care practitioner in supporting change and self-determination. Through demonstrations, role-play, and practice videos, students employ micro-skills of counselling. This course is part of a complete program of study, individual course registration is not available. | ||||
Level: 04 | ||||||
FAM0064 | 24.0 | Field Practice Supervision 2FAM0064 Field Practice Supervision 2Consistent reflective practice and ongoing professional development are core skills of child and youth care practitioners. Students build upon their professional skills with an increased focus on the development of leaderships skills where students illustrate their knowledge of strength-based interventions, relational practice, self-awareness, and ethical decision-making. They begin to co-facilitate group supervision activities that foster enhanced integration of theory into equitable and inclusive practice and self-reflection. Pre-requisites: FAM0079 Co-requisites: FAM1275 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0086 | 28.0 | Life-SpACE EngagementFAM0086 Life-SpACE EngagementChild and youth care practice is conducted in a wide range of settings, wherever children and youth are living their lives. Students explore the use of relational practice and strengths-based approaches within the everyday spaces of young people with particular emphasis on virtual Life-Space, and residential care settings. Students examine how the needs of a young person and their Life-Space interact and evaluate when to adjust the milieu and/or design interventions for youth. Through case studies, role-play, and group discussions, students identify the strengths and needs of young people across Life-Space domains, assess the safety and therapeutic value of care environments, and practice using everyday events to promote positive development. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1060 | 42.0 | Therapeutic ProgrammingFAM1060 Therapeutic ProgrammingCreating and delivering programs that benefit young people is a core skill area of child and youth care practitioners. Students assess strengths and needs from which appropriate goals are developed. Students select and sequence activities to create a goal oriented, theory-based, barrier-free program for a young person. Through observation, application of concepts, role play and class discussion students develop their ability to create and deliver programs that contribute to the healthy development of young people. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1087 | 42.0 | Trauma and AbuseFAM1087 Trauma and AbuseChildhood trauma, abuse and neglect can be the lived experience of many young people and families served by child and youth care practitioners. Students cultivate their advocacy skills and use reflective practice to explore various ways young people experience and heal from trauma. Through lectures, learning applications and group work, students investigate risk factors, intervention strategies, documentation processes, legal reporting requirements and healing-centered engagement practices. Pre-requisites: FAM0077 and FAM1064 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1275 | 245.0 | Field Practice 2FAM1275 Field Practice 2Extended time with a child and youth care organization allows students to increase fluency of skills and scope of responsibilities in the field. Students increase the depth of their experience by taking on additional responsibilities in the field placement setting. Students continue to develop engagement and programming skills, and with guidance, select and implement strength-based intervention techniques. Personal, professional, and clinical goals are refined as students continue to develop an increased awareness of their unique professional child and youth care identity. Pre-requisites: FAM1075 Co-requisites: FAM0064 This course is part of a complete program of study, individual course registration is not available. | ||||
Choose one from equivalencies: | ||||||
GED0476 | 42.0 | General Education ElectiveGED0476 General Education ElectiveStudents choose one course, from a group of general education electives, which meets one of the following five theme requirements: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, and Science and Technology. Equivalencies: ARC9001 or DSN2001 or ENL7643 or ENV0002 or FIN2300 or GED1896 or GED5002 or GED5004 or GED5005 or GED5006 or GED5009 or GED5200 or GED5300 or GED6022 or GEN1001 or GEN1957 or GEN2000 or GEN2003 or GEN2007 or HIS0001 or HIS2000 or HOS2228 or LIB1982 or MGT7330 or MVM8800 or PSI0003 or RAD2001 This course is part of a complete program of study, individual course registration is not available. | ||||
Level: 05 | ||||||
ENL2028 | 28.0 | Research Writing for Evidence-Based ProgrammingENL2028 Research Writing for Evidence-Based ProgrammingEffective research, critical thinking, writing and documentation skills are essential for developing programming and projects that meet the needs of a variety of clients in the field of child and youth care. Working with a partner, students research, summarize, evaluate, compare and reference academic sources related to the field of child and youth care to produce current and reliable professional projects, including a literature review. Pre-requisites: ENL1813 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0087 | 24.0 | Field Practice Supervision 3FAM0087 Field Practice Supervision 3Professional child and youth care practitioners are expected to engage in ongoing critical reflection, self-inquiry, and professional development. Students build upon established peer supervision skills with an emphasis on leadership skills related to facilitating group supervision and self-inquiry. They present and discuss practice-related issues that illustrate their knowledge of equitable, inclusive, and professional child and youth care practice. Students receive and analyze peer feedback and integrate these recommendations into their practice at field placements. Pre-requisites: FAM0064 Co-requisites: FAM1276 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1081 | 42.0 | Group WorkFAM1081 Group WorkWorking in a group milieu is a key component in child and youth care practice. Students explore the process of establishing therapeutic groups, the skills required for effective group facilitation, and how to design and evaluate a group program. Students design, facilitate, and evaluate a psychoeducational group that they implement in a multi-week lab. Through participation in the lab, students observe and document group development, facilitate a group session, and experience the role of group members. Through self-reflection and applied practice, students acquire the skills necessary to develop and facilitate therapeutic groups. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1269 | 42.0 | Substance AbuseFAM1269 Substance AbuseChild and youth care practitioners frequently work with young people experiencing challenges with addictions. Students gain basic knowledge regarding substance abuse, addiction, and recovery. Students explore their values and attitudes about the use and abuse of drugs and alcohol. Special emphasis is placed on intervention strategies with youth. Students gain insight, awareness, and the understanding necessary to interact positively with youth experiencing addiction and their families. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1270 | 42.0 | Assessment and Intervention PlanningFAM1270 Assessment and Intervention PlanningChild and youth care practitioners use strength-based assessment methods to develop goals, to design care and intervention plans, and to select intervention techniques that are responsive to the strengths, development and holistic needs of children, youth and their families. With an emphasis on trauma informed care and respecting a young person's inherent right to self-determine, students learn a variety of strength-based assessment methods and intervention models that can be applied in a variety of contexts to promote optimal development and mental wellness. Using experiential and practical application exercises students apply advanced intervention skills. Pre-requisites: FAM1064 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1276 | 252.0 | Field Practice 3FAM1276 Field Practice 3Exposure to more complex child and youth care settings supports the development of advanced skills through the integration of theory and practice. This placement experience challenges students to apply foundational child and youth care skills in more complex settings. Students build upon their existing strengths and professional CYC characteristics while expanding upon personal, professional, and clinical skills. The emphasis is on the student's understanding of community systems, interprofessional practice and the application of trauma-informed interventions. Students refine relational practice skills and select and apply advanced skills in their placement setting with children, youth, and families. Pre-requisites: FAM1275 Co-requisites: FAM0087 This course is part of a complete program of study, individual course registration is not available. | ||||
Level: 06 | ||||||
FAM0014 | 28.0 | Group Program DesignFAM0014 Group Program DesignGroup programming is a valuable tool for Child and Youth Care practitioners to help meet the needs of children and youth. Students apply their knowledge of participant selection, program design and evaluation, and group facilitation to develop a multi-session group program on a topic of their choice, grounded in current research. Working in partners, with individualized support from the course instructor, students complete a series of workshops and assignments that result in a program manual marketable to social services and the community. Pre-requisites: ENL2028 and FAM1081 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0042 | 252.0 | Field Practice 4FAM0042 Field Practice 4Supervised practice at the level of a graduate affirms work-place readiness for the child and youth care practitioner. This culminating placement experience prepares students for employment in the child and youth care field. In the placement setting, students apply vocational skills at an employment-ready level, indicative of an understanding of each child, youth, and family's unique life space, ecology, and social location. Final personal, professional, and clinical goals are set and evaluated with an emphasis on system navigation, advocacy, strength-based assessment, intervention, and interprofessional collaboration. Pre-requisites: FAM1276 Co-requisites: FAM0088 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM0088 | 24.0 | Field Practice Supervision 4FAM0088 Field Practice Supervision 4Employment-ready child and youth care practitioners are required to consistently apply facilitation, leadership, collaboration, reflective practice, and self-inquiry skills. Students display proficiency in peer supervision, critical reflection, ethical decision- making and leadership skills. Students lead discussions that focus on the cumulative integration of theory into equitable and inclusive child and youth care practice. Pre-requisites: FAM0087 Co-requisites: FAM0042 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1089 | 39.0 | Professional Issues and DevelopmentFAM1089 Professional Issues and DevelopmentChild and youth care practitioners practise within agency and professional guidelines. Students develop the knowledge and skills to advocate, deal with ethical dilemmas and become job ready. The exploration of current professional issues in the community builds a bridge between academics and securing employment in the field. This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1096 | 39.0 | Family InterventionsFAM1096 Family InterventionsChild and youth care practitioners are integrated in the support provided to families in various milieus. The impact of culture, privilege and attachments on the family unit is explored. Students apply a strengths-based relational approach in response to the diverse needs of young people and their families. Students practise using an ecological perspective to assess key issues that impact families and to practise skills that facilitate the involvement of all family members in their goals and intervention plans. Through case analysis and simulations, students advocate for family services and support families in their understanding of the roles of the systems and services which they are accessing. Pre-requisites: FAM1270 This course is part of a complete program of study, individual course registration is not available. | ||||
FAM1100 | 30.0 | Outdoor Activities 2: Winter CampingFAM1100 Outdoor Activities 2: Winter CampingTime outdoors and in nature has many benefits for both physical and mental health. Promoting optimal healthy development for young people and their families includes providing them opportunities to experience various outdoor activities in all weather conditions. In teams, students create and co-facilitate winter outdoor activities, applying previously acquired skills in budgeting, planning, facilitating, and modifying therapeutic and recreational programming for various skill levels while adhering to safety procedures for winter weather conditions. Students attend an immersive, multi-day overnight winter camping experience where they participate in many activities through demonstrations and skill practice sessions building their leadership skills in overnight programming and winter outdoor activities. This course is part of a complete program of study, individual course registration is not available. |
COURSE DESCRIPTIONS
ENL1813S Communications 1
Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Through a combination of lectures, exercises, and independent learning, students practise writing, speaking, reading, listening, locating and documenting information and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments.
FAM0001 Principles of Psychology
Understanding self and others is essential in promoting healthy interactions, and success in personal and professional relationships. Students investigate the key concepts associated with the study of psychology. Students develop an understanding of research methodologies and ethics, motivation and emotion, personality theories, memory systems, social learning theories and theories of stress.
FAM0074 Anti-Oppressive Practice in Child and Youth Care
The children, youth and families served by child and youth care practitioners are disproportionately impacted by systemic inequalities, discrimination, and oppression. Child and youth care practitioners need to be equipped to work with equity deserving young people and families in ways that mitigate power imbalances. Students explore intersectionality and how each person's social location impacts their development. Students examine how child and youth care practices can impose dominant values on marginalized groups and identify child and youth care practices that share power. Through case studies and critical reflection, students identify structural factors that marginalize children, youth and families, examine the use and misuse of power in child and youth care practice, and develop ways of engaging children, youth, and families through a power-with approach. Through self-reflection students examine their own intersectionality and how it may impact their practice.
FAM1054 Introduction to Child and Youth Care
Children, youth, families and communities may require support from child and youth care practitioners in order to lead healthy lives. Students develop an understanding of the history of the child and youth care profession, roles and responsibilities of child and youth care practitioners, strengths and needs of children, youth, families, and communities, professional conduct and personal self-awareness for becoming an effective child and youth care practitioner. Through in-class learning activities, group discussions and self-reflection, students develop foundational knowledge of the child and youth care profession.
FAM1066 Child Development
The early years are very important in the optimal healthy development of a human's life. From conception to 12 years old, an interactive process of physical, cognitive, social, emotional, environmental and cultural factors influences child development. Students examine the phase of child development and explore the importance of prevention and intervention concepts that optimize healthy development by linking theory to child and youth care practice. Developmental stages, heredity, culture and environmental influences are addressed with emphasis placed on the interdependency between the physical, cognitive and social/emotional milestones in childhood.
FAM1255 Community Service Learning
Child and youth care practitioners need to understand how their roles interact with child serving agencies in the community. Students professionally collaborate to manage group dynamics including problem solving, time management and conflict resolution. Students identify needs to advocate on behalf of an agency that serves children, youth and families. Through weekly team meetings, independent research, reflection, role play, and community advocacy, students plan and implement an event to meet a need of a community agency.
FAM1273 Mental Health 1
Child and youth care workers regularly engage with and develop interventions for young people who are experiencing mental health challenges that can interfere with their optimal emotional, behavioural, psychological, social and academic functioning. Students learn about DSM-V disorders that have an early onset of symptoms in childhood such as ADHD, neurodevelopmental disorders, and conduct disorders. Students increase their mental health literacy related to etiology of the diagnosis, symptom identification and strength-based interventions. Through case analysis, students apply their knowledge of mental health diagnosis, interventions and strategies, IEPs, and interprofessional collaboration relevant in school and family environments.
ENL1902F Professional Communication for Child and Youth Care Practitioners
Writing legally appropriate documents, advocating for clients and communicating in a professional manner are critical components of being a child and youth care practitioner. Students use case studies to write letters and field-specific reports. In addition, students learn and demonstrate oral communication, listening and advocacy skills in client-centred, team-based case meetings.
Pre-requisites: ENL1813S
FAM0075 Adolescent Development
Adolescence is a distinct phase of development and one in which young people experience rapid growth. Students explore physical, cognitive, social and emotional development of adolescents in the contexts of family, peers, school, work and media. Students identify risk factors and issues affecting adolescent development as well as protective factors and resiliency.
FAM0076 Diversity
Child and youth care practitioners work with diverse populations. Students explore concepts of equity, diversity, and inclusion as they relate to culture, race, religion, social class, ability, and gender at the personal, societal, and professional levels. Students examine the impacts of structural inequality on marginalized communities to inform their interactions, engagement strategies, advocacy, and allyship. Students critically reflect on their own ethnocentricity and privilege and how these influence their interactions with children, youth, and families. Through interactive workshops and case studies, students examine practices and policies that further marginalize young people and families and explore ways of engaging that promote cultural humility and safety.
FAM0077 Systems Navigation for Child and Youth Practitioners
A young person's healthy development and their family's and community's well-being are impacted by the institutional systems in society. Students focus on the systems in Ontario which impact young people and families. Emphasis is placed on identifying system-based barriers such as systemic racism, oppression and marginalization, inherent in child welfare, health, education and justice. Students critically analyse these systems, practice being an advocate and identify ways to help others navigate systems. Using case studies, group discussion, self-reflection and learning activities, students develop a foundational knowledge of Ontario systems and begin to develop their advocacy skills.
FAM0078 Mental Health 2
Child and youth care workers regularly engage with and develop interventions for young people who are experiencing mental health challenges that can interfere with their optimal emotional, behavioural, psychological, social and academic functioning. Students learn about DSM-V disorders that have a later developmental onset of symptom presentation such as eating disorders, mood disorders, anxiety disorders and personality disorders. Students also develop an understanding of non-suicidal self-injury and suicide. Students increase their mental health literacy related to etiology of the diagnosis, symptom identification and evidence-based interventions. Through case analysis, students apply their knowledge of mental health diagnosis, of strength-based interventions and strategies in various settings.
Pre-requisites: FAM1273
FAM1058 Field Preparation
The development of professional skills supports students in the transition from an academic environment to a field placement. Students develop basic skills in professional time management, observation, documentation, supervision, facilitation, ethics, self-care and goal development. Through in-class activities, group discussions, self-reflection, and presentations, students develop the skills required to begin their first field placement.
GED0476 General Education Elective
Students choose one course, from a group of general education electives, which meets one of the following five theme requirements: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, and Science and Technology.
Equivalencies: ARC9001 or DSN2001 or ENL7643 or ENV0002 or FIN2300 or GED1896 or GED5002 or GED5004 or GED5005 or GED5006 or GED5009 or GED5200 or GED5300 or GED6022 or GEN1001 or GEN1957 or GEN2000 or GEN2003 or GEN2007 or HIS0001 or HIS2000 or HOS2228 or LIB1982 or MGT7330 or MVM8800 or PSI0003 or RAD2001
FAM0079 Field Practice Supervision 1
Reflective practice and professional development are core skills of child and youth care practitioners. Receiving ongoing professional supervision encourages students to reflect on their skills and areas for growth, to set and monitor professional goals, and to maintain professional ethics. Students develop reflective practice skills as they discuss how they are applying introductory clinical, professional, and personal skills in their placements. They engage in individual and group reflections and participate in activities that foster the integration of theory into equitable and inclusive practice.
Co-requisites: FAM1075
FAM1050 Therapeutic Activities
Child and youth care practitioners intentionally engage with young people using recreation, crafts, and games in order to enhance healthy development. Students create, modify, facilitate, and debrief activities taking into consideration diverse needs, abilities, race and culture. Students prepare the environment and respond to behaviour in order to enhance engagement and develop relationships with young people. Students facilitate activities, participate in activities, role play, give and receive feedback, and write about activities. Through practical application of learning students increase their experience and confidence as activity facilitators.
FAM1064 Child and Youth Care Interventions
Children and youth in crisis require professionals to intervene using a trauma-informed, proactive and safe approach. Students build skills using evidence-based interventions that help young people develop coping skills and self-regulation strategies. Using demonstrations and simulations, students identify the stages of crisis and apply de-escalation techniques, restrictive and nonrestrictive interventions, and debriefing strategies to safely manage crises and support young people.
FAM1070 Outdoor Activities 1: Fall Camping
With the focus of promoting optimal social, emotional, and physical development, child and youth care practitioners plan and implement outdoor recreational and therapeutic activities to support goal achievement and encourage values related to healthy lifestyles and development. Students plan and participate in an active multi-day overnight camping trip. Through this trip experience, students develop knowledge and skills in basic camping tasks, outdoor therapeutic programming, teamwork and safety procedures. Demonstrations and skill practice sessions expose students to new activities and build their comfort in participating and leading youth in outdoor adventures.
FAM1075 Field Practice 1
Field practice experiences offer developing child and youth care students an opportunity to begin to integrate theory learned in the classroom into placement settings. Students complete a field placement in the community where they receive regular supervision as they begin to develop skills related to relational practice and intervention. Students set personal, professional, and clinical goals and monitor and evaluate these goals with the support of their seminar instructor and supervisor throughout their placement experience.
Co-requisites: FAM0079
FAM1082 Counselling Skills
Listening and collaboration are central to building therapeutic relationships and supporting change in young people. Students explore person-centred strengths-based, and solution-focused approaches to change with children and youth. Emphasis is on effective listening, developing a therapeutic alliance, and understanding the role of a child and youth care practitioner in supporting change and self-determination. Through demonstrations, role-play, and practice videos, students employ micro-skills of counselling.
FAM0064 Field Practice Supervision 2
Consistent reflective practice and ongoing professional development are core skills of child and youth care practitioners. Students build upon their professional skills with an increased focus on the development of leaderships skills where students illustrate their knowledge of strength-based interventions, relational practice, self-awareness, and ethical decision-making. They begin to co-facilitate group supervision activities that foster enhanced integration of theory into equitable and inclusive practice and self-reflection.
Pre-requisites: FAM0079
Co-requisites: FAM1275
FAM0086 Life-SpACE Engagement
Child and youth care practice is conducted in a wide range of settings, wherever children and youth are living their lives. Students explore the use of relational practice and strengths-based approaches within the everyday spaces of young people with particular emphasis on virtual Life-Space, and residential care settings. Students examine how the needs of a young person and their Life-Space interact and evaluate when to adjust the milieu and/or design interventions for youth. Through case studies, role-play, and group discussions, students identify the strengths and needs of young people across Life-Space domains, assess the safety and therapeutic value of care environments, and practice using everyday events to promote positive development.
FAM1060 Therapeutic Programming
Creating and delivering programs that benefit young people is a core skill area of child and youth care practitioners. Students assess strengths and needs from which appropriate goals are developed. Students select and sequence activities to create a goal oriented, theory-based, barrier-free program for a young person. Through observation, application of concepts, role play and class discussion students develop their ability to create and deliver programs that contribute to the healthy development of young people.
FAM1087 Trauma and Abuse
Childhood trauma, abuse and neglect can be the lived experience of many young people and families served by child and youth care practitioners. Students cultivate their advocacy skills and use reflective practice to explore various ways young people experience and heal from trauma. Through lectures, learning applications and group work, students investigate risk factors, intervention strategies, documentation processes, legal reporting requirements and healing-centered engagement practices.
Pre-requisites: FAM0077 and FAM1064
FAM1275 Field Practice 2
Extended time with a child and youth care organization allows students to increase fluency of skills and scope of responsibilities in the field. Students increase the depth of their experience by taking on additional responsibilities in the field placement setting. Students continue to develop engagement and programming skills, and with guidance, select and implement strength-based intervention techniques. Personal, professional, and clinical goals are refined as students continue to develop an increased awareness of their unique professional child and youth care identity.
Pre-requisites: FAM1075
Co-requisites: FAM0064
GED0476 General Education Elective
Students choose one course, from a group of general education electives, which meets one of the following five theme requirements: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, and Science and Technology.
Equivalencies: ARC9001 or DSN2001 or ENL7643 or ENV0002 or FIN2300 or GED1896 or GED5002 or GED5004 or GED5005 or GED5006 or GED5009 or GED5200 or GED5300 or GED6022 or GEN1001 or GEN1957 or GEN2000 or GEN2003 or GEN2007 or HIS0001 or HIS2000 or HOS2228 or LIB1982 or MGT7330 or MVM8800 or PSI0003 or RAD2001
ENL2028 Research Writing for Evidence-Based Programming
Effective research, critical thinking, writing and documentation skills are essential for developing programming and projects that meet the needs of a variety of clients in the field of child and youth care. Working with a partner, students research, summarize, evaluate, compare and reference academic sources related to the field of child and youth care to produce current and reliable professional projects, including a literature review.
Pre-requisites: ENL1813
FAM0087 Field Practice Supervision 3
Professional child and youth care practitioners are expected to engage in ongoing critical reflection, self-inquiry, and professional development. Students build upon established peer supervision skills with an emphasis on leadership skills related to facilitating group supervision and self-inquiry. They present and discuss practice-related issues that illustrate their knowledge of equitable, inclusive, and professional child and youth care practice. Students receive and analyze peer feedback and integrate these recommendations into their practice at field placements.
Pre-requisites: FAM0064
Co-requisites: FAM1276
FAM1081 Group Work
Working in a group milieu is a key component in child and youth care practice. Students explore the process of establishing therapeutic groups, the skills required for effective group facilitation, and how to design and evaluate a group program. Students design, facilitate, and evaluate a psychoeducational group that they implement in a multi-week lab. Through participation in the lab, students observe and document group development, facilitate a group session, and experience the role of group members. Through self-reflection and applied practice, students acquire the skills necessary to develop and facilitate therapeutic groups.
FAM1269 Substance Abuse
Child and youth care practitioners frequently work with young people experiencing challenges with addictions. Students gain basic knowledge regarding substance abuse, addiction, and recovery. Students explore their values and attitudes about the use and abuse of drugs and alcohol. Special emphasis is placed on intervention strategies with youth. Students gain insight, awareness, and the understanding necessary to interact positively with youth experiencing addiction and their families.
FAM1270 Assessment and Intervention Planning
Child and youth care practitioners use strength-based assessment methods to develop goals, to design care and intervention plans, and to select intervention techniques that are responsive to the strengths, development and holistic needs of children, youth and their families. With an emphasis on trauma informed care and respecting a young person's inherent right to self-determine, students learn a variety of strength-based assessment methods and intervention models that can be applied in a variety of contexts to promote optimal development and mental wellness. Using experiential and practical application exercises students apply advanced intervention skills.
Pre-requisites: FAM1064
FAM1276 Field Practice 3
Exposure to more complex child and youth care settings supports the development of advanced skills through the integration of theory and practice. This placement experience challenges students to apply foundational child and youth care skills in more complex settings. Students build upon their existing strengths and professional CYC characteristics while expanding upon personal, professional, and clinical skills. The emphasis is on the student's understanding of community systems, interprofessional practice and the application of trauma-informed interventions. Students refine relational practice skills and select and apply advanced skills in their placement setting with children, youth, and families.
Pre-requisites: FAM1275
Co-requisites: FAM0087
FAM0014 Group Program Design
Group programming is a valuable tool for Child and Youth Care practitioners to help meet the needs of children and youth. Students apply their knowledge of participant selection, program design and evaluation, and group facilitation to develop a multi-session group program on a topic of their choice, grounded in current research. Working in partners, with individualized support from the course instructor, students complete a series of workshops and assignments that result in a program manual marketable to social services and the community.
Pre-requisites: ENL2028 and FAM1081
FAM0042 Field Practice 4
Supervised practice at the level of a graduate affirms work-place readiness for the child and youth care practitioner. This culminating placement experience prepares students for employment in the child and youth care field. In the placement setting, students apply vocational skills at an employment-ready level, indicative of an understanding of each child, youth, and family's unique life space, ecology, and social location. Final personal, professional, and clinical goals are set and evaluated with an emphasis on system navigation, advocacy, strength-based assessment, intervention, and interprofessional collaboration.
Pre-requisites: FAM1276
Co-requisites: FAM0088
FAM0088 Field Practice Supervision 4
Employment-ready child and youth care practitioners are required to consistently apply facilitation, leadership, collaboration, reflective practice, and self-inquiry skills. Students display proficiency in peer supervision, critical reflection, ethical decision- making and leadership skills. Students lead discussions that focus on the cumulative integration of theory into equitable and inclusive child and youth care practice.
Pre-requisites: FAM0087
Co-requisites: FAM0042
FAM1089 Professional Issues and Development
Child and youth care practitioners practise within agency and professional guidelines. Students develop the knowledge and skills to advocate, deal with ethical dilemmas and become job ready. The exploration of current professional issues in the community builds a bridge between academics and securing employment in the field.
FAM1096 Family Interventions
Child and youth care practitioners are integrated in the support provided to families in various milieus. The impact of culture, privilege and attachments on the family unit is explored. Students apply a strengths-based relational approach in response to the diverse needs of young people and their families. Students practise using an ecological perspective to assess key issues that impact families and to practise skills that facilitate the involvement of all family members in their goals and intervention plans. Through case analysis and simulations, students advocate for family services and support families in their understanding of the roles of the systems and services which they are accessing.
Pre-requisites: FAM1270
FAM1100 Outdoor Activities 2: Winter Camping
Time outdoors and in nature has many benefits for both physical and mental health. Promoting optimal healthy development for young people and their families includes providing them opportunities to experience various outdoor activities in all weather conditions. In teams, students create and co-facilitate winter outdoor activities, applying previously acquired skills in budgeting, planning, facilitating, and modifying therapeutic and recreational programming for various skill levels while adhering to safety procedures for winter weather conditions. Students attend an immersive, multi-day overnight winter camping experience where they participate in many activities through demonstrations and skill practice sessions building their leadership skills in overnight programming and winter outdoor activities.
Careers & Pathways
Careers
Graduates may find employment as child and youth care practitioners; youth workers; educational assistants; case coordinators; child advocates; child and youth counsellors; community, family, or housing support workers.
Pathways
Please note: There may be more pathways available for this program than are listed here. Please use our Pathways search tool to see every option.
Learning Outcomes
The graduate has reliably demonstrated the ability to:
- Develop and maintain therapeutic relationships with children, youth and their families, respecting their unique life spaces, and applying the principles of relational practice to meet their needs.
- Assess the strengths, developmental and holistic needs of children, youth and their families, using methods grounded in theoretical frameworks, research and therapeutic practices, to develop care and intervention plans.
- Develop and implement care and intervention plans appropriate for the therapeutic milieu using evidence-informed practices and research to provide support for children, youth, and their families.
- Use equitable and inclusive approaches that are anti-colonial, anti-oppressive, anti-racist, and strength-based frameworks, as well as cultural humility, to create positive and sustainable solutions and respond to inequities and to systemic barriers experienced by children, youth and their families.
- Advocate for, and in solidarity with, children, youth, their families and communities through their participation in the development and implementation of care and intervention plans that uphold their rights.
- Employ communication, collaboration and relational skills with the inter-professional team and with community partners to ensure and enhance the professionalism of practice.
- Engage in self-inquiry, relational inquiry and critical reflection to develop strategies for learning and the practice of self-care, as a practitioner.
- Use professional development resources and supervision to increase professional capacity, learning and leadership skills.
- Adhere to relevant legislation and Child and Youth Care standards of practice, competencies, and codes of ethics as a practitioner.
- Practice in a variety of contexts and settings, respecting needs for developmental growth, safety, wellbeing and agency, while addressing the varying age and developmental ranges of children, youth, and their families.
- Employ crisis prevention and intervention techniques, and harm-reduction principles, with children, youth and their families in the provision of care, to ensure their safety, resolution of crises, and reparation of relationships.
- Develop the capacity to work with children, youth and families who identify with Indigenous, Black, and racialized communities, as well as people in LGBTQ2+ and disabled communities, by identifying systemic inequities and barriers, integrating practices such as trauma-informed care, and respecting their inherent rights to self-determine.
- Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.
Tuition & Fees
2024/2025 Academic Year
Tuition and related ancillary fees for this program can be viewed by using the Tuition and Fees Estimator tool at www.algonquincollege.com/fee-estimator.
Further information on fees can be found by visiting the Registrar's Office website at www.algonquincollege.com/ro.
Fees are subject to change.
Additional program related expenses include:
- Supplies and textbooks cost approximately $1,000 in the first year, $980 in the second year and $620 in the third year.
- Additional expenses related to field placement requirements: ParaMed clearance, police records check, health immunizations and first aid are the responsibility of the student and can cost up to $350. The ParaMed documentation clearance fee is approximately $65 and is set by ParaMed, a third-party provider.
Admissions Requirements
All applicants must satisfy both College Eligibility and Program Eligibility requirements.
College Eligibility
- Ontario Secondary School Diploma (OSSD) or equivalent. Applicants with an OSSD showing senior English and/or Mathematics courses at the Basic Level, or with Workplace or Open courses, will be tested to determine their eligibility for admission; OR
- Academic and Career Entrance (ACE) certificate; OR
- General Educational Development (GED) certificate; OR
- Mature Student status (19 years of age or older and without a high school diploma at the start of the program). Eligibility may be determined by academic achievement testing for which a fee will be charged.
Program Eligibility
- English, Grade 12 (ENG4C or equivalent) with a minimum grade of 65% or higher.
- Applicants with international transcripts must provide proof of the subject-specific requirements noted above and may be required to provide proof of language proficiency. Domestic applicants with international transcripts must be evaluated through the International Credential Assessment Service of Canada (ICAS) or World Education Services (WES).
- IELTS-International English Language Testing Service (Academic) Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 88, with a minimum of 22 in each component: Reading 22; Listening 22; Speaking 22; Writing 22; OR Duolingo English Test (DET) Overall 120, minimum of 120 in Literacy and no score below 105.
Not sure if you meet all of the requirements? Academic Upgrading may be able to help with that: https://www.algonquincollege.com/access/.
Should the number of qualified applicants exceed the number of available places, applicants will be selected on the basis of their proficiency in English.
Health Requirements:
The physical and emotional health of each applicant to the program must be such that they can successfully cope with the program of instruction including the demands of field placement (e.g. stress and time management). Individuals who have concerns about their ability to meet these requirements should contact the coordinator of the program prior to submitting an application.
Police Records Check Documentation:
Though not an admission requirement, applicants must note important information listed below regarding Police Records Check program requirements.
Students must provide the College with a current Police Records Check for Service with the Vulnerable Sector (PRCSVS) prior to the deadline identified by the department and students are responsible for any associated costs. If this documentation is not submitted on time, students may not be placed in field practice and registration in the program will be jeopardized. If you register in the program without a clear PRCSVS and as a result are unable to participate in placement, you will not be able to graduate and will be asked to withdraw.
Field Placement Eligibility:
Field placements occur only in second and third year of the program.
To be eligible for placement, you must submit proof of Standard First Aid certification, CPR level C, PRCSVS, and complete and up to date immunizations to ParaMed. ParaMed services are the third-party provider who collects all field placement documentation for the Community Studies department.
Promotional Status:
All courses in Level 01 and Level 02 (Year 1) must be successfully completed before entering Level 03 (Year 2) of the program. In Level 03 to Level 06, students must pass all courses to be granted admission to the following level. Special consideration may be given to those who are unsuccessful in one course. If exceptions are granted based on extenuating circumstances, students must pass the course prior to returning to the following year of the program. Given the concurrent model of the program, students must be in field practice while completing course work.
Application Information
CHILD AND YOUTH CARE
(Requires in-person studies Year 2 & 3)
Program Code 0476X09FAO
Applications to full-time day programs must be submitted with official transcripts showing completion of the academic admission requirements through:
ontariocolleges.ca
60 Corporate Court
Guelph, Ontario N1G 5J3
1-888-892-2228
Students currently enrolled in an Ontario secondary school should notify their Guidance Office prior to their online application at www.ontariocolleges.ca.
Applications for Fall Term and Winter Term admission received by February 1 will be given equal consideration. Applications received after February 1 will be processed on a first-come, first-served basis as long as places are available.
International applicants please visit this link for application process information: https://algonquincollege.force.com/myACint/.
For further information on the admissions process, contact:
Registrar's Office
Algonquin College
1385 Woodroffe Ave
Ottawa, ON K2G 1V8
Telephone: 613-727-0002
Toll-free: 1-800-565-4723
TTY: 613-727-7766
Fax: 613-727-7632
Contact: https://www.algonquincollege.com/ro
Additional Information
Program Resources
The first year of this AC Online delivered program is fully online (not offered in the classroom) and students must have access to a computer and Internet access to successfully complete this program.
Online students can only commence second year in September. If you do not successfully complete first year (Level 01 and 02), you will be required to wait until September of the following year. For Levels 03, 04, 05, and 06 (Year 2 and 3), you will be transferred to the Ottawa Campus and classess will be on campus.
Please note that in order to proceed to year 2 on campus, you will be required to complete ParaMed process by June 01; extensions will not be approved.
Second and third year on-campus is delivered in a variety of formats, including face-to-face in a classroom and hybrid (combination of classroom and independent learning). Students participate in both types of learning. Students also participate in laboratory and field placement learning activities.
Online classes for first-year students run fully online. On-campus class schedules for second-year and third-year vary from term to term and courses may be scheduled between the hours of 8 a.m. and 10 p.m. Monday through Thursday and 8 a.m. and 6 p.m. Friday. Second-year and third-year classes take place on campus two days per week. Field placements occur off campus three days per week. All second-year students are required to complete a school-based field placement. Third-year placements are based on community capacity. Some field placements require the student to be available for an evening or weekend shift.
Students may apply for transfer of academic credits from Algonquin College (internal transfer) or from other institutions (external transfer). College Policies AA09 and AA10 apply to transfer of credits. Students pay a fee for each course they wish to be exempt from and must provide course outlines and transcripts for the course substituted. See https://www.algonquincollege.com/policies.
Students may apply for credit by challenging courses using Prior Learning Assessment and Recognition (PLAR). College Policy AA06 applies to PLAR: https://www.algonquincollege.com/policies/policy/prior-learning-assessment-and-recognition. Students pay a fee for each course they wish to be exempt from and, through either a portfolio or challenge examination, a PLAR may lead to the acceptance of work and life experience in lieu of taking certain courses. More information can be found at https://www.algonquincollege.com/plar.
Graduates may be eligible to apply their academic credits toward further study at many postsecondary institutions. For specific articulation agreements please visit our website at https://www.algonquincollege.com/degree-pathways.
Child and Youth Care is a physically demanding profession. In order to ensure client safety, individuals must be able to move quickly/run between different areas in a room or a building and outside. Child and youth care practitioners must be able to observe clients in order to assess their skills and abilities and develop and implement appropriate treatment and/or program goals. Entering the Child and Youth Care program without these abilities may result in unsuccessful field placements and students who fail to successfully complete field placements are not eligible to graduate from the program.
Academic Probation:
Students who have two or more F grades in a given term or whose term grade point average falls below 1.7 are considered to be on academic probation (Policy AA14 Grading System). This requires the student to meet with their academic manager to sign a learning contract which identifies the conditions which must be met to continue in the program. Students who do not meet the terms of their learning contract are withdrawn from the program.
Work Integrated Learning Overview:
There are four block placements required for the CYC program. All placements are undertaken after students transfer to on-campus for year 2 and 3, however students will be required to complete their placement preparations in order to successfully transfer to the on-campus delivery.
Placement Eligibility:
In order to be eligible for field placements, students must meet the following requirements prior to the placement deadline:
- Academic Clearance: Students must complete all required prerequisite courses prior to the placement start date.
- On-campus Transfer Request Form: Students are required to submit a transfer request form prior to January 31 to indicate their intention to transfer to on-campus.
- ParaMed Clearance: Students are required to meet the following medical and non-medical requirements. Upon completion, these requirements must be confirmed through ParaMed, our partner organization: a. Immunization Records; b. Police Records Check for Service with the Vulnerable Sector (PRCSVS); c. Standard First Aid/CPR Level C.
Additional Resources:
Further placement information for online students can be found on the Field Placement Centre: https://www.algonquincollege.com/online/field-placement.
Prior Learning and Recognition (PLAR):
Students who wish to apply for PLAR need to demonstrate competency at a post-secondary level in all of the course learning requirements. Evidence of learning achievements for PLAR candidates may include a comprehensive challenge examination and/or completion of a portfolio.
Program Progression:
As per policy AA39: Program Progression and Graduation Requirements when students are admitted to a program, they are assigned to the Program of Study that aligns with their start date. If a student takes a break for two or more consecutive terms the Program of Study is reset to align with the current version (when studies are resumed).
Contact
For additional information, please contact AC Online at online@algonquincollege.com or 613-727-4723 ext. 3330.