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HSCY
2001
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Child and Youth Care Welfare Communications Effective written and presentation skills are necessary for success as a child and youth care worker. Most work must be documented in logs, observations must be clearly recorded, and for legal liability reasons it is paramount that incident reports communicate specifically what happened in an unambiguous manner. This course is designed to build on the student’s already existing skills and develop competence.
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HSCY
2003
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Child and Youth Care Methodologies I This theoretical course is designed to develop students’ intellectual skills, particularly the scientific and critical rigour necessary for working in the knowledge base on families who are or were in care, or who are being identified as at risk of being in care. The consequences of intervention and professional issues as they relate to children at risk or in care, will also be examined.
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HSCY
2004
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Child and Youth Care Applied Techniques/Skills for Practice I This practice course incorporates two major components, which include the integration of the various practice theories (which are addressed in Methods I) into students’ actual practice. Students will study, in depth, the process of establishing goals, objectives and activities with clients using the interdisciplinary approach. They will apply these skills to specific case examples while working with at-risk youth. Before completing this course students must attend a half day integration seminar to prepare themselves for entry into the Work Experience Orientation ( HSCY 2010) course.
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HSCY
2006
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Child and Youth Care Family Systems Readings and Research This independent study course is designed to utilize family system theories and approaches in challenging learners to critically examine a variety of social problems and life situations that impact on children, youth and families. Learners will utilize their independent research to offer recommendations for change within a Child and Youth Care framework. The learner will have the opportunity to work independently, in small groups and in consultation with the instructor.
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HSCY
2007
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Child & Youth Care Ethical Issues Child and Youth Care Workers encounter ethical dilemmas in their training and practice settings. Ethical issues are complex and multifaceted and defy simplistic cookbook solutions. Often there are no right or wrong answers in attempting to resolve ethical dilemmas. This course is designed to assist the learner in developing a strategy for problem-solving these dilemmas there by giving him/her the skills to search for an acceptable answer. Learners will use the available professional codes of ethics for decision making standards.
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HSCY
2010
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Child and Youth Care Work Experience Orientation This course is designed to provide students with an orientation period on the job of four weeks during January where students become familiar with the agencies policies, programmes, meet staff, learn about agency norms, observe the work carried out by staff where appropriate and establish a personal learning contract. Although this is an orientation period, students can also begin doing some work of their own.
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HSCY
2013
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Child and Youth Care Methodologies II This course will encourage students to reflect upon and integrate experiential learning from their field placement as a means of developing their own professional practice model. Students will, as well, develop group work practices appropriate for child and youth care workers functioning on interdisciplinary teams.
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HSCY
2014
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Child and Youth Care Applied Techniques/Skills for Practice II This practical course incorporates Work Experience Orientation and Applied Techniques/Skills for Practice I to assist the student in reaching a higher developmental level of skills in observation, interviewing, assessment, program planning and the delivery of planned activities under supervision. The focus is on the therapeutic milieu, residential treatment, conflict resolution and child management approaches. Students are required to attend ½ day seminar for debriefing of their Work Experience Orientation before commencing work on this course.
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HSCY
2015
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Child and Youth Care Integration Seminar This course is an opportunity for students to prepare for their second work experience and apply information and skills from this certified training course work. Students debrief on the material covered and discuss, analyse, and consolidate experiences from this course with a view to improving their future professional practices.
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HSCY
2020
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Child and Youth Care Work Experience This course is designed primarily as the work phase where learning and evaluation is done. This course covers skills in observing, assessing, program planning, and evaluation of treatment and activity programs for emotionally and behavioural disturbed children and youths under supervision. The focus of the work experience is on helping relationships and staff relationships. Practical experiences are offered in residential and community-based treatment programs or school-based programs for troubled children and youths. Students are expected to perform a significant role within their placement organizations. Prior to the termination of this work experience, students will participate in a joint supervision session with their field supervisor and instructor to critically examine their Work Experience and students to discuss how they may use their experiences in continuing in their roles as child and youth care workers.
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HSCY
2032
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Contemporary Child & Youth Care Issues This course is designed to provide a forum for experiential and theoretical learning on contemporary child and youth care issues, as well as those issues affecting the practice of child and youth care. It will include various types of activities, presentations, seminars and field trips to enable exploration of child and youth care in the Nova Scotia context.
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HSCY
2038
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Contemporary Child & Youth Care Practices This course will prepare beginning Child and Youth Care Workers to examine self in relationship from within a Child and Youth Care context. Students will also begin to examine self as a therapeutic agent, in terms of youth care interventions and the development of a therapeutic child and youth care relationship.
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