Child and Youth Worker Program Standard
The approved program standard for six-semester Child and
Youth Worker Programs approved by the Ministry of Training, Colleges and
Universities (MCU Code 60701) for delivery by Ontario Colleges of Applied
Arts and Technology
©
2002, Ontario Ministry of Training, Colleges and Universities
ISBN 0-7794-3906-6
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Table of Contents
- Introduction
- Vocational Standard
- Generic Skills Standard
- General Education Standard
Acknowledgments
The Ministry of Training, Colleges and Universities
acknowledges with thanks the significant contribution of the many individuals
and organizations who participated in the review of this program standard.
In particular, the Ministry of Training, Colleges and Universities would
like to acknowledge the important roles of
- The many individuals and organizations individuals and organizations
who participated in consultations with the project and the Project Officer
who led the review of the vocational standard: Tim Klassen, George Brown
College.
- All those involved in the work of the CSAC Generic Skills
Council and the development of the generic skills standard.
- All those involved in the work of the CSAC General Education
Council and the development of the general education standard.
I. Introduction
This document is the Program Standard for Child and Youth Worker
Programs delivered by Ontario colleges of applied arts and technology.
The program standard applies to all programs approved by the Ministry
of Training, Colleges and Universities under MCU code 60701. This version
replaces the one released in 1996.
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program standards development
with the objectives of bringing a greater degree of consistency to college
programming offered across the province, broadening the focus of college
programs to ensure graduates have the skills to be flexible and to continue
to learn and adapt, and providing public accountability for the quality
and relevance of college programs.
The Colleges Branch of the Ministry of Training, Colleges and Universities
has responsibility for the development and approval of system-wide standards
for programs at colleges of applied arts and technology of Ontario.
Program Standards
Program standards apply to all similar programs offered by colleges
across the province. Each program standard for a postsecondary program
includes the following elements:
- Vocational standard (the vocationally specific learning outcomes
which apply to the program in question),
- Generic skills standard (the generic skills learning outcomes which
apply to programs of similar length), and
- General education standard (the requirement for general education
courses that applies to postsecondary programs).
Collectively, these elements outline the essential skills and knowledge
that a student must reliably demonstrate in order to graduate from the
program.
Individual colleges of applied arts and technology offering the program
determine the specific program structure, delivery methods, and other
curriculum matters to be used in assisting students to achieve the outcomes
articulated in the standard. Individual colleges also determine whether
additional local learning outcomes will be required to reflect specific
local needs and/or interests.
The Expression of Program Standards as Learning Outcomes
The vocational and generic skills components of program standards are
expressed in terms of learning outcomes.
Learning outcomes represent culminating demonstrations of learning and
achievement. They are not simply a listing of discrete skills, nor broad
statements of knowledge and comprehension. In addition, learning outcomes
are interrelated and cannot be viewed in isolation of one another. As
such, they should be viewed as a comprehensive whole. They describe performances
that demonstrate that significant integrated learning by graduates of
the program has been achieved and verified.
Expressing standards as learning outcomes ensures consistency in the
outcomes for program graduates, while leaving to the discretion of individual
colleges curriculum matters such as the specific program structure and
delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating
demonstration of learning and achievement that the student must reliably
demonstrate before graduation.
The
Elements of the Performance
for each outcome define
and clarify the level and quality of performance necessary to meet the
requirements of the learning outcome. However, it is the performance of
the learning outcome itself on which students are evaluated. The elements
are indicators of the means by which the student may proceed to satisfactory
performance of the learning outcome. The elements do not stand alone but
rather in reference to the learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation
of the outcome is also provided.
The Accreditation of Programs
The Ministry of Training, Colleges and Universities will establish a
process to accredit college programs, with the objective of determining
whether program graduates have achieved the learning outcomes and general
education requirement established in a program standard.
The Development of a Program Standard
In establishing the standards development initiative, the Government
determined that all postsecondary programs should include vocational skills
coupled with a broader set of essential skills. This combination is considered
critical to ensuring that college graduates have the skills required to
be successful both upon graduation from the college program and throughout
their working and personal lives.
A program standard is developed through a broad consultation process
involving a range of stakeholders with a direct interest in the program
area, including employers, professional associations, universities, secondary
schools, and program graduates working in the field, in addition to students,
faculty, and administrators at the colleges themselves. It represents
a consensus of participating stakeholders on the essential learning that
all program graduates should have achieved.
Updating the Program Standard
The Ministry of Training, Colleges and Universities will undertake regular
reviews of the vocational learning outcomes for this program, as will
as a review of the generic skills learning outcomes and the general education
requirement, to ensure that the Child and Youth Worker Program Standard
remains appropriate and relevant to the needs of students and employers
across the Province of Ontario. To confirm that this document is the most
up-to-date release, contact the Ministry of Training, Colleges and Universities
at the address or telephone number noted on the inside cover page.
Table of Contents
II. Vocational Standard
All graduates of the Child and Youth Worker Program must have
achieved the eight vocational learning outcomes listed in the following
pages, in addition to achieving the generic skills learning outcomes and
meeting the general education requirement.
Preamble
Child and youth workers are specialists in facilitating change in children
and youths who are experiencing a range of social, emotional, or behavioural
challenges in their lives. Children and youths respond to the impact of
change, stress, loss, poverty, violence, abuse and neglect with a range
of emotions and behaviours including confusion, anger, withdrawal, aggression,
hopelessness, violence, and suicide. Many of the children or youths experience
multiple challenges or have been diagnosed as having multiple problems.
Additionally, increasing numbers of these youths are young offenders who
are in custody and/or receiving some therapeutic* intervention. Understanding
the individual and unique nature of his/her response is therefore an important
first task.
Child and youth workers (CYW's) are a valuable resource to children,
youths, and their families in this process. They specifically commit themselves
to understanding and interacting in therapeutic relationships* with these
children, youths, and families to promote and facilitate positive change.
Child and youth workers, today and in the future, must continue to be
flexible and adaptable, and anticipate and respond to increasing needs
and decreasing services. They require a diverse skill set that permits
movement across multiple roles and various contexts. Child and youth workers
communicate in a clear and accurate manner that is appropriate to their
working environment*. They objectively assess* their audiences to identify
what is required and match those needs with the most appropriate form
of communication. This ability to access and utilize information to promote
change is essential.
The contexts for child and youth work are also diverse, including family
homes, schools and community-based services, and residential settings.
As populations change and services evolve, child and youth workers will
continue to provide direct care, participate as team members, and also
form partnerships with other service providers, family members, and the
community. Child and youth workers advocate for, and guide, children and
youths through their daily lives, teach social and life skills, support
efforts to manage behaviour, and engage in counseling* to facilitate better
understanding and change. Child and youth workers are specific helping
resources for, and within, families. They assist and work with parents
to promote individual and systemic change.
Child and youth workers adhere to a professional* code of ethics and
implement a range of prevention, intervention, and treatment strategies
that are based on a foundational understanding of human behaviour and
development, family systems, cultural diversity, and exceptionalities.
These strategies may include crisis intervention, conflict management
and problem solving, counseling*, activity program development and delivery,
and group work.
Working with increasingly larger and more diverse groups is a reality.
The ability to manage this process is a necessary skill and will require
CYW's to remain cognizant of, and to adapt to, trends and changes.
The need for ongoing personal and professional* development is essential
for optimal performance.
* See glossary
Table of Contents
Synopsis of the Vocational Learning
Outcomes
Child and Youth Worker Programs
The graduate has reliably demonstrated the ability to
- develop and maintain therapeutic relationships*.
- foster and utilize therapeutic* environments* of a residential and
non-residential nature which respect culture and which promote well-being
and facilitate positive change for children, youths, and their families.
- design and implement strategies which promote client* advocacy and
community education to enhance psycho-social development in children,
youths, and their families.
- employ effective intervention strategies* in the areas of therapeutic*
programming, individual counseling*, and group work which comply with
the treatment aims for the client*.
- collaborate with other service providers and form professional relationships*
in order to enhance the quality of service for children, youths, and
their families.
- perform ongoing self-assessment and utilize self-care strategies*
to enhance professional* competence.
- identify and use professional* development resources and activities
which promote professional* growth.
- communicate effectively in oral, written, nonverbal, and electronic
forms to enhance the quality of service.
Note: The learning outcomes have been numbered as a point of reference;
numbering does not imply prioritization, sequencing, nor weighting of
significance.
* See glossary
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
develop and maintain therapeutic relationships*.
Elements of the Performance
- Use competent communication skills to promote understanding and trust
with the client*
- Assess* the strengths and needs of the client*
- Interact in a professional* manner as guided by the professional*
code of ethics, current legislation affecting services, and organizational
policies and procedures
- Evaluate interactions and progress with the client* and relevant
others, on an ongoing basis, making adaptations where necessary
- Adapt relationship* building skills to a variety of therapeutic*
situations including short term treatment, residential care, and community-based
interventions
* See glossary
2. The graduate has reliably demonstrated the ability to
foster and utilize therapeutic* environments*
of a residential and non-residential nature which respect culture and
which promote well-being and facilitate positive change for children,
youths, and their families.
Elements of the Performance
- Assess*, in collaboration with relevant others, the cultural, developmental,
and social needs of individuals and groups in the context of their current
environments*
- Plan and implement selected strategies to foster and utilize therapeutic*
environments*
- Evaluate the results of implemented strategies and make necessary
adaptations which facilitate positive change
- Utilize therapeutic* environments* to maximize learning and growth
for children and youths
- Apply therapeutic* principles and theories to a variety of situations
and surroundings to create therapeutic* environments*
* See glossary
3. The graduate has reliably demonstrated the ability to
design and implement strategies which promote
client* advocacy and community education to enhance psycho-social development
in children, youths, and their families
Elements of the Performance
- Identify and assess*, in collaboration with other professionals*,
potential groups and communities at risk
- Determine prevention and/or education objectives for specific groups
and communities at risk
- Evaluate relevant existing community resources/programs in the immediate
and adjacent communities
- Facilitate the development or adaptation of resources which address
the identified needs
- Implement, in collaboration with other professionals*, strategies
or programs which will meet the identified needs of children, youths,
and their families
- Create and implement community development models of needs assessment
- Develop policy statements, program proposals, and grant proposals
as required to meet identified needs
- Design programs and therapeutic* approaches which respond to identified
need areas of clients*
* See glossary
4. The graduate has reliably demonstrated the ability to
employ effective intervention strategies* in
the areas of therapeutic* programming, individual counseling*, and group
work which comply with the treatment aims for the client*.
Elements of the Performance
- Assess* the behavioural, developmental, and psycho-social strengths
and needs of children, youths, and their families in relation to current
environments*
- Use a variety of assessment tools as required and appropriate to
the environment* and the situation
- Act in accordance with all relevant legislation and regulations related
to the practice of child and youth work, with particular attention paid
to the area of child abuse, young offenders, and child advocacy
- Negotiate realistic goals with, and for, children, youths, and their
families
- Collaborate with others for appropriate service development and delivery
- Identify the need for additional resources
- Access and manage resources for the attainment of goals
- Implement intervention strategies* which respond to identified needs
and goals
- Demonstrate effective therapeutic* techniques to prevent, de-escalate,
and manage aggressive behaviour in children and youths
- Apply knowledge of research methods to evaluate the effectiveness
of treatment strategies, client* trends, and social issues
- Demonstrate an awareness and understanding of psychiatric disorders
and their various manifestations in children, youths, and families
- Evaluate the role and efficacy of the use of medication for the treatment
and management of psychiatric disorders
- Communicate intervention strategies* to clients* and relevant others
to promote understanding and enhance cooperation
- Evaluate the strategies used and make necessary adjustments to attain
identified goals
* See glossary
5. The graduate has reliably demonstrated the ability to
collaborate with other service providers and
form professional relationships* in order to enhance the quality of service
for children, youths, and their families.
Elements of the Performance
- Contribute to the team environment* in a manner that reflects an
attitude of cooperation and professionalism as determined by ethical
standards, organizational policies, and current legislation
- Consult with relevant others to gain an integrated understanding
of the client* and of the situation
- Collaborate with others within a continuum of care* to improve the
quality of service
- Maintain confidentiality as governed by agency policy, legislation,
and professional* ethics
- Apply organizational skills to coordinate activities and facilitate
efficient use of resources that will enhance the quality of service
provided
- Identify roles and responsibilities of all members of a team providing
service to a client*
- Work within identified roles and responsibilities of a child and
youth worker as determined by the team of service providers
* See glossary
6. The graduate has reliably demonstrated the ability to
perform ongoing self-assessment and utilize self-care
strategies* to enhance professional* competence.
Elements of the Performance
- Maintain appropriate professional* boundaries with clients*
- Utilize formal and informal supervision and ongoing feedback
- Establish reasonable and realistic personal goals for oneself to
enhance work performance
- Access and utilize appropriate resources and self-care strategies*
to enhance personal growth
- Act in accordance with ethical and professional* standards
- Apply organizational and time management skills
- Market self and the profession positively through the demonstration
of competence and confidence in relation to one's own professional*
role
* See glossary
7. The graduate has reliably demonstrated the ability to
identify and use professional* development resources
and activities which promote professional* growth.
Elements of the Performance
- Determine, through self-assessment and collaboration with others,
current skills and knowledge
- Identify areas for professional* development
- Initiate and engage in professional* development activities
- Transfer and adapt knowledge and skills to other related contexts
in a professional* manner
- Market own skills and abilities effectively to a variety of potential
employment situations
- Apply research and evaluation skills to all aspects of role performance
- Develop entrepreneurial strategies that promote professional* growth
- Apply strategies for innovative and creative problem solving related
to career choices and employment opportunities
- Apply elements of strategic planning
- Interpret potential impact of trends and emerging issues in the field
of child and youth care
* See glossary
8. The graduate has reliably demonstrated the ability to
communicate effectively in oral, written, nonverbal,
and electronic forms to enhance the quality of service.
Elements of the Performance
- Plan and organize communications according to the identified need
- Demonstrate competence in the creation and completion of various
reports, documents, and program and grant proposals
- Select and use forms of communication required by the situation and
context
- Use appropriate and available computer hardware and software to meet
the expectations of the role
- Select necessary software programs to adequately document all relevant
information related to professional* role and responsibility
- Communicate clearly, concisely, accurately, and appropriately to
the receiver, the setting, and the identified goals
- Evaluate the results of the communication and adjust method or format
in order to facilitate effective communication
* See glossary
Table of Contents
Glossary of Terms
- Assess
- to use observation and communication skills; client histories, where
appropriate; and, relevant theoretical models to understand and articulate
a client's/family's behavioural, developmental, and social functioning
within the presenting context.
- Client
- an individual or groups of individuals who receive service from an
organization/agency/school. The client may be a child, youth, a family,
a caregiver, or another professional.
- Continuum of care
- a range of strategies or programs which include prevention, intervention,
and treatment
- Counseling
- offering supportive intervention, verbally and nonverbally, while
guiding the interaction towards achieving some positive change in the
client
- Environment
- the cultural, economic, physical, emotional, social, spiritual, and/or
psycho-social contexts in which a person lives and functions
- Intervention strategies
- programs and approaches used in the provision of care and treatment,
including and not limited to, behavioural management techniques, counseling
methods, anger management training, supportive encouragement and direction
for academic progress and achievement, and social/life skills group
work
- Professional
- adhering to, and encouraging the adherence of others to, agency policies
and procedures, codes of ethics of professional associations, and relevant
legislation and regulations, guidelines, and/or standards.
- Professional relationship
- a connection, alliance, or association with other service providers
that is established and maintained in order to enhance the quality of
service delivered.
- Relationship
- a connection, alliance, or association with others that is clearly
defined within the context of work performance.
- Self-care strategies
- critical and realistic self-appraisal, effective organization of time,
financial and stress management, utilization of support services, and
realistic goal setting.
- Therapeutic
- relating to a purposeful, planned, organized intervention that is
designed to have an impact upon a client in a positive, instructive
way.
- Therapeutic relationship
- a connection, alliance, or association with children, youths, families,
and/or other service recipients, which is purposeful, goal-directed
and rehabilitative in nature and limited to the delivery of specific
service(s).
Table of Contents
III. Generic Skills Standard
All graduates of Child and Youth Worker programs must have achieved
the thirteen generic skills learning outcomes listed on the following
pages, in addition to achieving the vocational learning outcomes and meeting
the general education requirement.1
Synopsis of the Generic Skills
Learning Outcomes
Child and Youth Worker Programs
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly in the written, spoken,
and visual form that fulfills the purpose and meets the needs of audiences.
- reframe information, ideas, and concepts using the narrative, visual,
numerical, and symbolic representations which demonstrate understanding.
- apply a wide variety of mathematical techniques with the degree of
accuracy required to solve problems and make decisions.
- use a variety of computer hardware and software and other technological
tools appropriate and necessary to the performance of tasks.
- interact with others in groups or teams in ways that contribute to
effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary information
from a variety of sources.
- evaluate the validity of arguments based on qualitative and quantitative
information in order to accept or challenge the findings of others.
- create innovative strategies and/or products that meet identified
needs.
- manage the use of time and other resources to attain personal and/or
project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying and/or updating her
or his knowledge and skills.
- represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly
in the written, spoken, and visual form that fulfills the purpose and
meets the needs of audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing
the written, spoken or visual material that best suits the situation.
Graduates will have developed their ability to analyze their audiences
to identify what is required and to match those needs with the means that
is most appropriate. They will have produced material according to the
style and conventions required, and they will have checked their products
for accuracy and clarity. Finally, graduates will have used the tools
available to them to create and correct their written, spoken, and visual
messages.
Elements of the Performance
- Plan and organize communications according to the purpose and audiences
- Choose the format (e.g., memo, illustration, video, multimedia presentation,
diagram) appropriate to the purpose
- Incorporate content that is meaningful and necessary
- Produce material that conforms to the conventions of the chosen format
- Use language and style suitable to the audience and purpose
- Ensure that the material is free from mechanical errors
- Use the computer technology that will enhance the production of materials
- Evaluate communications and adjust for any errors in content, structure,
style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using
the narrative, visual, numerical, and symbolic representations which demonstrate
understanding.
Explanation
Responding to messages from many sources requires the ability to receive
and to comprehend what has been received. One way to demonstrate that
comprehension is to reframe, or restate in other forms, the original message.
This requires graduates to have developed the skills to read, listen to,
and observe messages contained within narrative and visual forms. It also
requires the ability to construct unique narrative and visual representations
that are consistent with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats (e.g., written and
spoken summaries; tables, figures, charts, diagrams, maps, drawings,
photographs, and computer-generated graphics; terms represented by numbers;
and values represented by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of meaning with the original
- Acknowledge the use of material from other sources according to the
conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques
with the degree of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the ability
to apply a wide variety of mathematical skills accurately. Graduates will
have demonstrated their ability to apply the concepts of number and space
to situations which include quantities, magnitudes, measurements, and
ratios. They will have developed their ability to identify the need for
mathematics, to apply mathematical techniques (concepts, conventions,
strategies, and operations) and to check the results of their applications.
This will require graduates to be flexible and creative and to be confident
in their mathematical skills and abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including models, geometric
representations or formulas, elementary algebraic equations, descriptive
statistical methods, and mathematical reasoning) for suitability and
effectiveness
- Decide on the degree of accuracy required for answers
- Estimate probable answers
- Execute mathematical operations necessary to implement selected strategies
- Use calculators or appropriate technological tools to perform mathematical
operations accurately
- Check for errors in numerical answers and the appropriate fit between
problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from one situation to
another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software
and other technological tools appropriate and necessary to the performance
of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence and ability
to use the tools well. Graduates will have demonstrated the ability to
recognize when computers and other technologies contribute to completing
tasks, solving problems, performing research, and creating products. They
will use the technological tool most appropriate to the task and use it
accurately. Finally, they will have gained confidence in continuing to
learn about and cope with new technologies in the future.
Elements of the Performance
- Use basic operating system functions competently (e.g., load software,
store and retrieve data)
- Determine which tasks can best be handled by computers and other
technology
- Select suitable software, equipment, and tools for the task
- Use the software, equipment, and tools effectively, correctly, and
ethically
- Deal with equipment and software problems and errors in a logical
and systematic manner
- Transfer concepts, knowledge, and skills from one technology to another
- Evaluate one's own use of hardware, software, and technological
tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways
that contribute to effective working relationships and the achievement
of goals.
Explanation
Working in teams or groups in either a work or personal context requires
the ability to assume responsibility for collective duties and decisions.
It also requires interacting effectively with the members of the group.
Therefore, in achieving this outcome, graduates will have demonstrated
their ability to understand and complete the various tasks required of
them as group members. They will also have demonstrated their ability
to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one's own roles and fulfill them in a timely fashion
- Treat other members of the group equitably and fairly
- Contribute one's own ideas, opinions, and information while
demonstrating respect for those of others
- Employ techniques intended to bring about the resolution of any conflicts
- Regularly assess the group's progress and interactions and
make adjustments when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the
steps and processes used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of tasks
require the thinking skills and strategies that will allow graduates to
identify what has to be done and to select and implement the most suitable
approach. In applying thinking skills and strategies, graduates will have
understood the limits as well as the potential of their own thought processes.
As well, in attempting various strategies, they will have explored styles
of thinking that may be new to them. This will allow graduates to understand
the way they think and how they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required directions
- Explore various thinking skills and strategies that could be used
- Identify limits as well as the potential of one's own thought
processes
- Choose and apply thinking skills and strategies (e.g., inductive
and deductive thinking; creative and intuitive thinking; inquiry; critical
thinking; and reflection)
- Evaluate results of the thinking skills and strategies used in problem
solving and decision making
- Appreciate the benefits of the use of alternative types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary
information from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that
can be used as support. Graduates, therefore, must be able to access current,
relevant, and useful information and to organize that information in understandable
ways. In achieving this outcome, graduates will have developed and used
strategies to locate and gather a wide range of information, most particularly
through technological means. They will have learned how to select pertinent
information and to sort it so that it can be displayed in useful formats
like databases and spreadsheets. This information can then be used to
support decisions and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of the information required
- Investigate sources of information (including people, text, databases,
and the Internet)
- Gather information from the most appropriate sources using various
data collection techniques, including technology
- Examine the information and select what is relevant, important, and
useful
- Employ a variety of techniques to organize the information (e.g.,
spreadsheets, databases, graphs, charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative
and quantitative information in order to accept or challenge the findings
of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their mathematical
abilities to question the validity of statistics and other numerical claims.
Graduates also will have used their language and critical thinking skills
to analyze the assumptions and evidence that others use to support more
qualitative arguments and conclusions. As a result, graduates will have
developed the ability to question and make decisions about what they read,
hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations, and assumptions
and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or arguments
- Be prepared to defend acceptance or rejection of claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products
that meet identified needs.
Explanation
Creating strategies and products that are original and innovative will
require graduates to develop their creative thinking skills to find alternative
ways to address situations. Graduates will have developed the confidence
to use old information in new ways; to see unique relationships; and to
practice the lateral, divergent, and intuitive thinking that will yield
new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products that will meet
needs
- Choose alternatives to pursue based on needs and criteria of projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to
attain personal and/or project-related goals.
Explanation
Achieving task-related goals in their personal and professional lives
requires graduates to use their time, money, space, and other, often limited,
resources as efficiently as possible. Graduates will have developed their
ability to plan and predict ways of achieving goals. They will have developed
and used tools intended to assist in the process. Finally, they will have
attempted to follow their plans and use the tools, assessing regularly
how realistic the goals, plans, and processes are and adapting when it
is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets, schedules) to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, time) efficiently to accomplish
tasks
- Re-evaluate goals and the use of resources and make appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions
and decisions.
Explanation
Making decisions, taking positions, and completing tasks require graduates
to be accountable for actions taken and to defend their convictions. Graduates
will have demonstrated their ability to evaluate what they do and why
they do it. They will have taken into consideration their individual values,
beliefs, and opinions and the effects these have on their actions. Not
only will graduates be able to justify their decisions, they will be able
to advocate positively on behalf of themselves.
Elements of the Performance
- Review the results of one's actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one's own values and beliefs affect actions
and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying
and/or updating her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates to
be lifelong learners. Graduates will have developed the confidence to
know that their current skills are applicable to a range of changing,
novel and unexpected situations. They will have demonstrated their ability
to reflect on what they can do, match those skills to the new demands,
and apply previous skills or develop the additional ones that will make
them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working styles to acquire
new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience
realistically for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives requires
graduates to assess and present their accomplishments and abilities. In
achieving this outcome, graduates will have developed their ability to
reflect on what they have done and learned. They will also have summarized
their abilities in ways that are attractive and useful to potential recipients.
These ways may include portfolios and resumes. Finally, graduates will
have developed the skills to present themselves and their accomplishments
personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience realistically
- Choose formats (e.g., resume, portfolio, interview) which best display
skills, knowledge, and experiences according to the situations
- Evaluate responses to the representations and make any adjustments
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IV. General Education Standard
All graduates of Child and Youth Worker Programs must have met the general
education requirement described on the following pages, in addition to
achieving the vocational and generic skills learning outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general education
course of approximately 45 instructional hours per semester. Learners
should experience a breadth of goals through their general education studies;
and, wherever possible, they should have the opportunity to exercise choice
in the selection of their general education courses.
This general education requirement is an integral component of the Child
and Youth Worker Program Standard, along with the vocational and generic
skills learning outcomes.
The general education requirement shall be met consistent with the following
guiding principles:
- General education in the colleges shall identify and deal with issues
of societal concern in a manner relevant to the lives of students. General
education courses shall be structured in such a way as to guide students
through the historical context of such issues, their theoretical bases,
and application to contemporary life.
- All general education courses offered in the colleges shall be designed
to provide benefits to one or more of the three areas: learners'
personal growth and enrichment, informed citizenship, and working life.
- An essential component of the mission of Ontario's colleges
is the encouragement and support of continuous learning. This commitment
to lifelong learning shall be reflected in each of the general education
courses offered in the colleges.
General education appropriate for Ontario colleges is defined as those
postsecondary learning experiences that enable learners to meet more effectively
the societal challenges which they face in their community, family, and
working life. General education in the colleges provides learners with
insight into the enduring nature of the issues being addressed and into
their particular relevance to today and the future. It isintended to encourage
and support continuous learning. It is delivered as discrete courses which
are designed to address one or more of the following goals and associated
broad objectives established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- develop critical awareness of arts in society
- perceive and evaluate the role of the arts
- heighten critical appreciation through development and application
of personal and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function of governments in Canada:
legislative, judicial, and administrative arms; roles of elected officials
and public servants; and a personal awareness of citizen responsibility
- develop historical understanding of major issues affecting Canadian
politics and a critical awareness of related public policy
- develop awareness of international issues and their effects, and
the place of Canada in international communities
- develop awareness of the history, significance, and organization
of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity by linking personal
history to broader cultural study
- develop an understanding of the diversity of cultures and subcultures
represented in Canadian society and of their interactions within the
Canadian society
- develop intercultural understanding through reasoned reflection on
various cultures' responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one's expectations and values and analyze their impact
on personal goals
- apply an understanding of the individual and human development to
personal life and relationships
- integrate the concept of well-being into one's lifestyle
- understand oneself as a learner and articulate one's own learning
style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization and institutions
and of ongoing issues in relationships between individuals, groups,
and societies
- develop informed understanding of social trends, social change, and
social problems and of implications for social and personal response
- develop informed understanding of contemporary social problems and
issues
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
Broad Objectives
- develop an understanding of the history, philosophy, contributions,
perspectives, and limitations of the sciences
- develop an understanding of the scientific method and its uses in
measuring quantifiable entities and confirming laws of nature
7. Understanding Technology
understand the interrelationship between the development and use
of technology and society and the ecosystem
Broad Objectives
- relate implications of current transformations in technological knowledge
and development to our physical and biological world
- develop awareness of ethical positions on enduring issues regarding
the place of the human species in the physical and biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and working
life challenges to the individual and society
Broad Objectives
- set personal expectations for efficiency, effectiveness, ethics,
and rewards and reconcile them with the changing work environment
- apply knowledge of the organization and structure of work, its institutions,
and history; and of social and cultural attitudes to work
- develop an understanding of the changing nature of work and the economy
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Note:
- The generic skills learning outcomes listed in this program standard
form part of the program standard for each two- and three-year college
program. Additional information about these generic skills learning
outcomes is contained in the Generic Skills Learning Outcomes for Two
and Three Year College Programs in Ontario's Colleges of Applied
Arts and Technology. CSAC: 1995.
