Earn a child and youth care diploma and make a difference in the lives of children and their families - 2020/2021
With Fanshawe’s Child and Youth Care diploma program, you’ll learn a broad range of skills that will enable you to positively affect the lives of those in society who are the most vulnerable.
You'll learn from veteran instructors about family issues and children's emotional and behavioural challenges. In this child and youth care program, you’ll learn about Special Education and Assistive Technology. You’ll develop cutting-edge counselling skills, examine child abuse and neglect, mental health issues, familial structures, psychotherapy techniques, and many other child-centred issues and concerns. When you graduate, with a child and youth care diploma, you’ll have a dynamic and evolving range of skills that will allow you to work in a number of different fields such as group homes, correctional services, residential treatment centres, children's aid societies, boards of education, community resource centres and hospitals.
What to expect from the Child and Youth Care diploma
This three-year advanced diploma of youth work also has a field placement, where you'll spend every other semester working with clients. In total, you'll get over 1,500 hours of real-world experience. In a career where you directly affect the lives of people, your Fanshawe education will give you the skills and experience necessary to accept the challenge with confidence.
- Apply for London Campus, CYW4
- Apply for St. Thomas/Elgin Regional Campus, CYW2S
- Apply for Woodstock/Oxford Regional Campus, CYW2W
Child and Youth Care graduate
I want to express my deepest appreciation and gratitude to the wonderful instructors at Fanshawe College and more specifically my Child and Youth Care program. I have always had an interest and desire to work within the education system, specifically with children with challenging behaviours. I chose Fanshawe College to prepare me for my future. I strongly believe that Fanshawe's approach to education and placement played a key part to my success as a student and ultimately finding employment. My graduation day was not only a day of celebration for my previous three years of hard work, it was also a day of celebration for receiving an offer of employment from the Thames Valley District School Board. I never dreamed that I would be employed on the day of graduation! This surreal feeling will never be forgotten.
Many thanks from a recent Fanshawe College graduate.
Admission Requirements - 2020/2021
This is a competitive program; the number of qualified applicants exceeds the number of seats available. Please see www.fanshawec.ca/hcp for details.
University/College (M), or Open (O) stream WITH:
- Any Grade 12 English (C) or (U)
Academic and Career Entrance Certificate (ACE)
Human Services Foundation Ontario College Certificate*
(Note: minimum final average required is 2.0 GPA) AND:
- standing in the required course stated above
General Arts and Science Ontario College Certificate**
(Note: minimum final average required is 2.0 GPA) AND:
- standing in the required course stated above
Ontario High School Equivalency Certificate (GED)
Mature Applicant with standing in the required course stated above
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 79 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.0 with no score less than 5.5 in any of the four bands, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with an overall score of 60 with no score less than 50 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 53, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 169 with no language skill less than 162, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 70% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 8, 75% in ESL4/GAP5 Level 9, or 70% in ESL4/GAP5 Level 10
Recommended Academic Preparation
- Grade 11 Raising Healthy Children (O)
- Grade 11 Working with Infants and Young Children (C)
- Grade 12 Challenge and Change in Society (U)
- Grade 12 Families in Canada (C) or (U)
- Grade 12 Human Development Throughout the Lifespan (M)
Recommended Personal Preparation
- Students should develop personal responsibility and leadership skills by participating in school and social organizations concerned with helping people, particularly children and adolescents
- Work or volunteer experience in this field is most important
Advanced StandingAdvanced Standing may be granted to those directly employed in the child and youth care field or those with comparable relevant experience or academic background.
Applicant Selection CriteriaWhere the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
- Admission to the Fanshawe College Human Services Foundation program does not guarantee admission in a subsequent year to the Child and Youth Care program. Successful completion of the Fanshawe College Human Services Foundation program, however, does enable the student to be given additional consideration when applying to the Child and Youth Care program. The Human Services Foundation program is the preferred designated preparatory program for admission to the Child and Youth Care program.
- *Students who are currently registered in the Human Services Foundation program at Fanshawe College or at any Ontario College of Applied Arts and Technology must successfully complete their Human Services Foundation Ontario College Certificate with a minimum 2.0 GPA by April 30, 2020 and meet the academic pre-requisite course for the Child and Youth Care program in order to be eligible for admission consideration in the immediately following academic year to the Child and Youth Care program.
- **Students who are currently registered in the General Arts and Science program at Fanshawe College or at any Ontario College of Applied Arts and Technology must successfully complete their General Arts and Science Ontario College Certificate with a minimum 2.0 GPA by April 30, 2020 and meet the academic pre-requisite course for the Child and Youth Care program in order to be eligible for admission consideration in the immediately following academic year to the Child and Youth Care program.
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Child and Youth Care-2020/2021
|WRIT-1094||Reason & Writing 1 for Community Studies||3|
|This course will introduce Community Studies students to essential principles of reading, writing, and reasoning at the postsecondary level. Students will identify, summarize, analyze, and evaluate multiple short readings and write persuasive response essays to develop their vocabulary, comprehension, grammar, and critical thinking.|
|This course is designed to equip students with the conceptual frameworks, and technical skills necessary to plan, develop, implement, analyze and evaluate appropriate recreational and therapeutic programs for children and youth. This introductory course enhances students' knowledge and skills in utilizing games, exercises and activities for therapeutic purposes. Students will gain appreciation for the therapeutic value of play/ programming and begin to practice in a controlled setting. Students will be introduced to a variety of therapeutic interventions that can be applied in milieus where children and youth are commonly supported by Child and Youth Care Practitioners.|
|PSYC-1114||CYC Skills & Interventions||3|
|This is a practical course designed to teach students basic attending skills and strategies for working effectively with children. Sources of influence for children's behaviour are examined, including the role Child and Youth Care Practitioners have as a source of positive influence and empowerment in the lives of young people.|
|PSYC-1115||CYC Relational Practice-Intro||3|
|This course will introduce students to the field of Child and Youth Care. Students will have a full understanding of the development of the profession and the importance of personal and professional growth. An overview of the role of the Child and Youth Care Practitioner will be covered as related to the CYC practice milieus. An introduction to ethics in the field of Child and Youth Care will be examined throughout the course using the Ethical and Professional Standards as well as the Ontario Association of Child and Youth Counsellors Code of Conduct. Students will be introduced to the Domains of Practice and the Elements of Performance related to each domain. Relational practice and experiential learning will be discussed throughout the course.|
|FLDP-1036||Professional Practice: Field Readiness||1|
|This course introduces the student to the initial field component of Child and Youth Care. During this field preparation course, students will identify the outcomes and goals to successfully complete the first field placement. In addition to job skill development, students begin to work toward preparatory documentation necessary to attend the field placement.|
|PSYC-1116||Diversity in CYC Practice||3|
|This course will introduce students to diverse populations in the field of Child and Youth Care and in today's society. This course will ask students to examine their perspectives both personally and professionally, utilize self-reflection and self-awareness to begin to build an inclusive practice. The concept of ally will be woven throughout the course so students can begin to address personal bias in their practice. Students will develop skills in critical thinking and apply this knowledge to CYC practice.|
|This course will provide students with an opportunity to understand the growth and development of children 0 - 12 years of age. Development will be understood through the use of five major theoretical perspectives and the physical, cognitive and social/emotional domains. The concepts of heredity and environment will be discussed throughout the course in relation to the role of child and you care practitioners. The role of research in child development and family policy will be reviewed in order for student to understand their advocacy role. Students will apply their knowledge of child development through simulations and experiential learning activities as they raise a virtual child and attend in-class parent meetings to discuss and review their virtual child's development.|
|FLDP-1016||Field Placement 1||13.6|
|Field practice is a highly emphasized component of the Child and Youth Care Program. All students will be placed in the Elementary School System where an opportunity is provided for the student to integrate, under supervision, his/her newly acquired theoretical knowledge through actual practice.|
|BSCI-1225||Field Seminar 1||1|
|While participating in this online course, students will complete various field placement related assignments, reflections, and discussions to support their field placement experience at an elementary school setting.|
|This course will provide students with an opportunity to understand the growth and development of adolescents ages 13 and up. Development will be understood through the use of five major theoretical perspectives and the physical, cognitive and social/emotional domains. The concepts of heredity and environment will be discussed throughout the course in relation to the role of child and youth care practitioners. Current issues specific to adolescence will be included.|
|LAWS-3062||Documentation & Legislation||3|
|This course will review the legislative acts governing and guiding the field of Child and Youth Care, including the roles and responsibilities of Child and Youth Care Practitioners in a variety of settings. Legislation covered will include United Nations Charter on the Rights of the Child, CYFSA including Duty to Report and Residential Care, YCJA, Education Act, Mental Health Act, PHIPA, AODA, Child Care Modernization Act, Ministry of Community and Social Services Act and Ministry of Correctional Services Act. Students will also learn professional terminology, requirements for writing reports, log notes and plans of care for children and families with an emphasis on a strengths based approach.|
|COMM-3082||Communications for Community Studies||3|
|This course, designed for students who plan to work in the field of Community Studies, focuses on professional written and verbal communication skills. Students learn to prepare a variety of work-related documents. In addition, students learn about research methods and documentation formats. The principles of effective writing - organization, grammar, style, clarity, and tone - are reinforced throughout the course. The goal of the course is to prepare students for the communication tasks and considerations they will encounter in the Community Studies workplace in order to meet the needs of employers and/or the communities they will serve.|
|This course is designed to increase the students' knowledge and skills for effective interviewing and counselling with children and youth. Through simulation in a micro-counselling format students apply counselling skills which involves the breaking down of individual skills into component parts, learning them one at a time.|
|PSYC-3037||CYC Relational Practice||3|
|Utilizing the context of the life-space framework the student will gain further knowledge of the scope of Child and Youth Care practice and the various special needs and special circumstances impacting children, youth and families. The student will build knowledge and analyze the expectations of the role of the Child and Youth Care Practitioner, in order to enhance their readiness for direct client interaction.|
|FLDP-3041||Professional Identity: Field Practice||2|
|This course prepares the student for the intermediate field placement component of Child and Youth Care practice. During this field preparation course, students explore their professional identity, review intermediate placement outcomes, demonstrate reflective practice, interpersonal skills, and job readiness skills. Students will further develop their interview skills, and demonstrate professional conduct. Students review the forms and preparatory documentation necessary to attend the field placement.|
|PSYC-3039||Mental Health Literacy||3|
|This course will build on students' understanding of developmentally typical behaviour through an exploration of the criteria used to classify atypical behaviour. Students will also gain an understanding of the theoretical approaches and the root causes, prevalence, symptoms and treatment of child and youth mental health disorders. Students will be able to recognize and explain the symptoms of common mental health disorders in relation to the DSM-5, using both a CYC perspective and a psychological perspective. Community based resources will be explored.|
|FLDP-3013||Field Placement 2||13.6|
|This course provides an opportunity for the student to integrate, under supervision, his/her theoretical knowledge with the practice of counselling and specialized programming for children and youth experiencing emotional, behavioral, social and mental health challenges. This placement will occur in mental health settings, correctional settings, educational settings, community based services and residential or family settings.|
|BSCI-3044||Field Seminar 2||1|
|While participating in this online course, students will complete various field placement related assignments, reflections, and discussions to support their field placement experience which occurs in mental health settings, educational settings, community based services and residential or family settings.|
|HLTH-5025||Addictions, Drugs & Wellness||3|
|In this course, both theoretical perspectives and practical skills will be explored preparing entry level Child and Youth Care Practitioners to support the well-being of their clients. Various components of addiction, including intervention strategies and best practice approaches for prevention are reviewed. Psychotropic medications, medication protocols and health-related legislation commonly encountered in the field of Child and Youth Care are examined. As part of the wellness component, students are introduced to complementary alternative therapies.|
|FLDP-5017||CYC Career Readiness||2|
|This course prepares the student for the advanced field placement component of Child and Youth Care practice. During this field preparation course, students further develop their employability and interpersonal skills required to be ready to work in the CYC field. Students review advanced placement outcomes, demonstrate reflective practice, prepare effective job search tools, and demonstrate professional conduct. Students review the forms and preparatory documentation necessary to attend the final field placement.|
|This course is designed to prepare the student to explore child and youth behaviour in the context of the family. Students will be encouraged to think critically about family interaction patterns through the use of communication theories. Students will study the use of various family theories (Systems, Symbolic Interaction, Family Life Course Development, Conflict, Feminist, Ecological) to gain an understanding of systemic and generational influences, which contribute to individual and familial growth. Emphasis will be placed on understanding one's own family experiences to appreciate the impact personal history has on professional practice in Child & Youth Care.|
|PSYC-5033||Theoretical Frameworks in CYC Practice||3|
|This course is aimed at helping students consolidate their personal understanding and viewpoints about the wide range of contrasting theoretical models of psychoanalysis available to children and families in need. Selected frameworks are examined in detail, specifically in terms of their origins, philosophic orientation, key concepts and techniques. Through lectures, discussions, small group activities, reading and writing papers students are assisted to critically evaluate the practices of the therapeutic interventions attached to these frameworks, as well as develop their own personal model of practice.|
|PSYC-5032||Group Counselling & Interventions-Adv||3|
|This course is designed to enable the student to understand and acquire the skills necessary to conduct and evaluate counselling sessions, both in an individual and group setting. Students will explore the application and impact of these skills to particular clients and client issues.|
|SOCI-5010||Child Abuse & Neglect||3|
|This course focuses on physical abuse, emotional abuse, sexual abuse, neglect and domestic abuse with an emphasis on the impact on children and youth. Students will explore the factors that contribute to child abuse including parent and child characteristics, family dynamics, social and cultural influences and values. Students will become familiar with the Provincial Legislation, the Child and Family Services Act, Sec 72 which requires their duty to report suspected child abuse and neglect.|
|RSCH-5001||Research Skills for CYC Practice||3|
|This course will engage students in social research through the provision of the practical knowledge students need in order to access and evaluate peer-reviewed literature and a variety of research reports. With a focus on evidence-based practices, students will learn the significance of research in informing our professional practice, and conduct their own research in order to determine best practices in the field. Students will learn the fundamentals of grant-writing and apply their research skills to this process.|
|FLDP-5004||Field Placement 3||13.6|
|Field practice is a highly emphasized component of the Child and Youth Care Program. It provides an opportunity for the student to continue to integrate under supervision, his/her acquired theoretical knowledge and develop their applied skills. This placement will occur in mental health settings, correctional settings, educational settings, community based settings and residential settings.|
|BSCI-5007||Field Seminar 3||1|
|While participating in this online course, students will complete various field placement related assignments, reflections, and discussions to support their field placement experience which occurs in mental health settings, correctional settings, educational settings, community based services and residential or family settings.|
Careers - 2020/2021
Career OpportunitiesGraduates are employed by agencies or institutions designed to meet a range of needs for children and youth experiencing emotional, behavioural, social and/or mental health challenges. Such places include group homes, correctional services, residential treatment centres, children's aid societies, boards of education, community resource centres and hospitals.
More Information - 2020/2021
Campus Code: LC (LC - London)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
School of Community Studies: 519-452-4224
Program Code: CYW2S
Campus Code: ST (ST - St. Thomas)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
St. Thomas/Elgin Regional Campus: 519-633-2030
Program Code: CYW2W
Campus Code: WC (WC - Woodstock)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
Woodstock/Oxford Regional Campus: 519-421-0144
Program DescriptionThe Child and Youth Care program prepares individuals to provide care and treatment for children and youth experiencing emotional, behavioural, social and mental health challenges. This education and training combines both an academic facet with comprehensive and varied field experience.
Program Offered: Full-time, part-time day (when seats available) and individual courses through Part-Time Studies
Other InformationDue to the academic and field placement rigor of the Child and Youth Care program, applicants applying directly to this program from secondary school, without additional post-secondary education, are encouraged to consider applying to the Human Services Foundation program. The Human Services Foundation program is an excellent preparatory program for those considering a career as a human services professional. Adult students who have developed emotional maturity and stability through a few years involvement in the working world are encouraged to apply. There is a particular need for male Child and Youth Care Workers. In some cases, applicants may be recommended to complete the first year of the Human Services Foundation program for additional preparation. Students who graduate from this program and wish to transfer to another Community Studies program at Fanshawe College, may qualify for some internal credits that have already been achieved. Please note, students enrolled in CYW2S at the St. Thomas/Elgin Regional Campus will begin in September and study continually for six straight terms with no break.
The graduate has reliably demonstrated the ability to
1. develop and maintain relationships with children, youth and their families applying principles of relational practice* and respecting their unique life space*, cultural and human diversity.
2. assess and respond to the strengths and needs of children and youth, including complex responses impacted by developmental, environmental, physical, emotional, social and mental health challenges in order to promote positive change.
3. analyze and evaluate the impact of the inter-relationship among family, social service, justice and community systems on children, youth and their families and use this information in the planning of holistic care and in the reduction of systemic barriers.
4. plan, implement and evaluate interventions using evidenceinformed practices* in the areas of therapeutic milieu*and programming, and group work to promote resiliency* and to enhance development in children, youth and their families.
5. advocate* for the rights of children, youth and their families and maintain an anti-oppression perspective* and cultural competence in diverse cultural contexts.
6. apply communication, teamwork and organizational skills within the interprofessional team and with community partners to enhance the quality of service in child and youth care practice.
7. develop and implement self-care strategies using self-inquiry and reflection processes to promote self-awareness and to enhance practice as a child and youth care practitioner.
8. use evidence-based* research, professional development resources and supervision models to support professional growth and lifelong learning.
Program PathwaysFor information about Program Pathways visit www.fanshawec.ca/programpathways.
Program DetailsMore details
Julie Cross, CYW, CYC, BA, MOT, MEd DE
Field Placement Coordinator:
Chantell Carreiro, CYW, CYC, BA Psychology
Woodstock/Oxford Regional Campus:
Peggy Humphries, CYW, CYC (cert.)
Interim CYC Co-ordinator and CYC Field Placement Liaison
St. Thomas/Elgin Regional Campus:
- Fanshawe’s commitment to academic quality and student success is stronger than ever.
- In 2018, Ayden Miller (keyboard/synthesizer), Stefan Boulineau (lead vocals) and Cole Wilson (lead guitar) formed their band New Friends while working together in the studio of Fanshawe Music Industry Arts program.