Contact List
Pat Anderchek
PO Box 2034, Hamilton, On L8N 3T2
anderep@mail.mohawkc.on.ca
(905) 575-2215
(905) 575-2218
Bill Rowberry
1457 London Rd., Sarnia, On N7S 6K4
www.lambton.on.ca h112@lambton.on.ca
(519) 542-1268 Ex. 9263
MaryAnna Zelenka
St. Lawrence College
King & Portsmouth Ave., Kingston, On K7L 5A6
mzelenka@sl.on.ca
(613) 544-5532 Ex. 1125
Terri McDade
St. Lawrence College,
TMcDADE@sl.on.ca
(613) 544-5400 Ex. 1331
Anne Black
George Brown College
PO Box 1015, Station B, Toronto, On, M5T 2T9
ablack@gbc.gbrownc.on.ca
(416) 415-2309
Susan Angus-Kelly
George Brown College
(416) 415-2335
Brenda Pipitone
bpipiton@gbc.gbrownc.on.ca
(416) 415-2614
Walt Goffin
Niagara College
300 Woodlawn Rd, Welland, On L3C 7L3
wgoffin@niagarac.on.ca
Paul Iacovoni
Centennial College
PO Box 631, Station A, Scarborough, On, M1K 5E9
piacovoni@centennialcollege.ca
FAX
(905) 735-2211 Ex 7497
(905) 736-6018
FAX
(416) 289-5000 Ex. 3333
(416) 289-5345
Joanne Cox
1460 Oxford St. E., PO Box 7005, London, On N5Y 5R6
jcox@fanshawc.on.ca
(519) 452-4193
Nancy Brown Brunton
Mohawk College
35 Dogwood Dr, Brantford, On, N3R 1R1
brunton@mail.mohawkc.on.ca
(519) 756-8168
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Minutes - May 27, 2002
1. Contact list to be distributed and updated
2. Coordinators Role/Job Descriptions:
 most colleges have a formal job description but these generally do not accurately
reflect coor’s roles and duties.
 many colleges are reviewing this
 defer until next year and bring additional/updated information
3. OACYC
 suggested faculty encourage students to have their work published in the OACYC
newsletter
 discussion regarding certification of CYW training programs in Ontario and the
need for this to be a collaborative process
 discussion regarding faculty membership in the OACYC and proactive approach to
hiring faculty who are full members of the association
 see attached OACYC Annual Update, May 27, 2002
4. 8 CYW Programs represented at conference
Mohawk College Yearly Review:
 new f/t faculty in Dec. 2001
 community collaboration in course work
 PD course leading to portfolio development & agency input to these
 faculty involved actively in community
 $5,000 award from a Rotary Club - going to scholarship, awards
 placements continue to go well
 Mohawk is now in 4th year of on-line delivery project
 FRED system and web supported courses. Now have moved into video streaming
 College is building a centre of Excellence for IT
 looking at major revisions to field placement manual, grading system (RUBBIC)
Lambton College Yearly Review:
 new President, Tony. Hired by selection committee
 currently hiring for VP Academic
 Sept. 11th had large impact on the CYW program at Lambton. There was a
ceremony, questioned methodologies for working with children in crisis
 involved in Santa Claus Parade which was a big event
 a candlelight vigil to remember Montreal Massacre
 workshop planned by graduating students
 KPI are something faculty is proud of
 lots of individual support for students
 staffing consistent except for loss of 1 p/t college
 good relationship with Baker College in Port Huron
 90 confirmed for 45 seats in fall 2002
St. Lawrence College Yearly Review:
 See attached review
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George Brown College Yearly Review:
 presently in 3rd year of accelerated program for students who have a degree in
Psychology or sociology. This year, 9 students, last year 10 students. Actually
takes 14 months, May to June of the next year.
 have decided to suspend intake for p/t Work Integrated Program this yr. As having
hard time reaching number targets.
 have been doing some course revisions, content, hours, etc.
 all faculty now teaching at least 1 piece of curriculum in spring semester
 college going through revisions and opening up “Centres of Excellence”.
Discussions re: shared curriculum and common courses with other Community
Service programs. There is no real shape as yet but in the works. Question re:
whether this is moving towards a common first year.
 staffing compliment - 2 new f/t hires. 9 f/t faculty. All recent hires have to be CYWs.
 have a web-site with a questionnaire re: suitability for CYW program.
 one of faculty has demonstration project through Youth Criminal Justice re: at-risk
youth. Rick Kelly will be faculty involved.
 discussion re: 7-1-7 course structure. Very challenging to complete marking
Niagara College Yearly Review:
 complete curriculum review ongoing
 group dynamics course includes fund-raising assignment
 KPIs good
 articulations ongoing, fair bit with colleges in New York
 possible that registration may go as high as 90 for 60 available seats
 do have accelerated program which happens on an individual basis for University
grads (approximate 5 a year). Generally go into 2nd yr as opposed to 3rd, although
really a hybrid
 increase in university students coming into CYW program
 maturity of students an issue in field
 more placements at distance. Numerous students in US, one in BC and one in
United Kingdom
 need input regarding CYW program - looks like a two year program although
offered over 3 years, and funding is based on 2 years, even though student does
pay tuition for field placement semesters
Centennial College Yearly Review:
 good yr., have completed a program review with excellent input from variety of
focus groups
 this has led to course revamping and renewal
 140 to 145 total intake per year. Graduating about 85 per year. Retention is an
issue
 field placements about 100% of 1st yr. school placements being supervised by
CYWs. Second yr. do a residential placement, while in 3rd yr. can specialize
 management would like to add a whole new section to service double cohort
 new review of Crisis Intervention Training. If good model then will jump in
 discussion re: need for physical intervention with children/youth
 in process of developing a web site
 more and more CYWs in GTA, very much so in schools
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have been moved from a 16 week to a 15 week semester this year - probably
moving to a 7-1-7 approach next yr.
College Kamps coor Apprenticeship Program with approx. 300 students
 Belleville, Brantford, London, several sections at Centennial
 most are EAs employed in school programs
 about ½ are going into residences this summer for the required alternate
placement
Minutes from May 28, 2002
Fanshawe College Yearly Review:
 85%grads employed - salary $39,000 average
 intake at Xmas 52 up from 40 students
 lower failure rate
 also ? on case x case basis rather than f/t
 some changes to course titles
 no longer PLA for 3rd placement
 have allowed pay for placement for 3rd yr. - pay for some hours of placement
 indep. Study option for students who fail one courses with grade of 50-59, this
being set aside and replace by “upgrade” option
 increased entry of Developmental Service Workers DSW students to CYW prog articulation agreement developed between the 2 programs
 utilized college ombudsman to address issues/conflicts within the team - seen as
positive/productive
 35th anniversary of program at Fanshawe, CD created by students
 Joanne and a community partner will be presenting at CYC National Conference in
Oct
 doubling intake for Sept 2002 - 2 sections of 42 and single intake in Jan 2003
 possibility of small intake in Sept 2004 at Woodstock campus
Ryerson P/T CYW College Yearly Review:
 due to increase in takes have had to offer additional sections of all courses
 many students going on to B.Ed. degree program after completing B.A.
 others go on to M.A., MSW programs
 U.Vic. not proceeding with Toronto cohort program
 engaged in budget restraint process and impact on curriculum
 new PT faculty hired for spring semester
 P/t available - classes June 9
 Carole takes over as director July 1 - Francis will teach in the fall but will go on
sabbatical in Jan
 GLBSTG - eval of services in TO (Francis)
 OARTY - Carole implementing research project with OARTY
Humber College Yearly Review:
 accelerated program for people with 2 yrs undergrad work either university and/or
college programs
 starts Sept. 2002 - target intake of 25
 4 semesters Sept will follow in Dec
 block placements 4 mos. through the summer - residential
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concurrent placement during academic yr. (3 days/week)
have modified curriculum to ensure outcomes met differently
going to 15 week semesters
ongoing struggles with students in Jan intake
sessional position hired for Sept. for accelerated
proposed f/t hire in each of next 2 yrs if program succeeds
blended IS of students from all 3 years continues good mentoring experiences and
outcome
re: paid placement application to this considered on case x case basis with specific
written contract
college has huge emphasis on generic skills
must document where and when these generic skills are implemented in program
each skills is tracked as to where skills is taught, reinforced, evaluated
5. Safeguards BMI Training: Leslie Atkinson
 history of how safeguards cam about (see attached)
 training in behavioUr management must be completed by April 2003. The type of training
is yet to be decided
 different models (CPI, PMAB, UMAB) TCI (Cornell University) only model that has
research behind it
 BMI on ongoing curriculum assessment Part of best practices notion
 Comprehensive Approach, Treatment vs. control
 physical and emotional well-being and safety of clients and staff
 understanding of aggressive behvaiour and the crisis experience
 typical beavioural management techniques
 how to manage a shift
 techniques for safety and physical intervention
 influence of clients/staff
 on being progressional
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modules: 6 ½ day sessions
Key concepts: Professionalism means ….a body of knowledge of knowledge, a habit of
thought, a set of skills
a set of skills in service delivery involves:
 personal awareness, listening, basic care, techniques of behaviour change,
adaptive skills in training, management of aggressive behaviour
Exploring values - respect for people in our care, clients have capacity to change,
dedication -we don’t give up on clients, commitment, we believe in what we do
restructure social environment
core approaches to behaviour management
staff/client relations
4 Generic Transference Patterns - Power, affect, values, sex
reason for physical intervention
 best interest of client
 appropriate and necessary to ensure safety
 safe
 employed only after de-escalation
 debriefing
 documented/reported
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reviewed by senior staff
employed by adequate staff
Rational for physical restraint
Is morally and professionally justified because we are obliged to keep a violent, out-ofcontrol person from doing harm
Myths about Anger & Aggression - 1. Catharsis 2. Punishment
goal to work towards teaching skills, build internal controls
discuss time away vs. time out
promoting generalization
looks at level of competency of kids in care practice, generalization
changing the mind sets - what is a crisis?
a list of what they should be able to demonstrate at the end of the training
goals of crisis intervention
awareness of client, self, environment
BMI training - 11 days total
reviewed list of restraints and ways to break up a fight
7. Applied Degrees
 Fanshaw College made an application for the Applied Degree Program. Concerns: 1.
asked for 1 could not just add one more year - must be a new program 2. Concern about
how they would value field placement - component may be a 4 ½ year program and/or a
paid field 3. Qualifications of staff teaching in the program
 they decided not to pursue it at this time
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CHFAS Training - Child and Adolescent Functional Assessment Scale
mandated by Ministry of Community & Social Services and the Ministry of Health
other programs operating n the province now - voluntary e.g. ONLACK (check with Carole)
all community college teachers in related fields encouraged to take the training
lots of questions, will look at it next year
main concern was mandate - aid all agencies be mandated to have their staff trained in
CHFAS
9. Articulation
 Ryerson looking at articulation with “local” community colleges. Would electives assist in
articulation credits?
 3 year = 1.6 to 1.8 credit at Ryerson
 asking for feedback from colleges to facilitate transfers from students who identify a desire
to go “on to Ryerson”
 other models, 4. 5 credit at Western University, e.g. Child and Family Relations at King’s
College at Un. Of W.
 suggestion to survey students for potential students
 Ryerson looking for partnerships, interested in creative ideas. What would help students
with ongoing learning?
 need to review past experience at Ryerson in terms of overlap or redundancy. Also look at
who the students are, age, experience, etc.
10. Certification/Registration as Accreditation
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a mechanism should be developed to ensure that all CYW programs across Canada will
meet the same standards. There is currently no national set of standards. There would be
a focus on practitioners standards. Discussion revolved around how we politicize the issue
to attract the attention of the government.
a number of coor will meet with a ministry representative in the fall to determine the status
of CSAC
NEXT YEAR’S MEETING - MAY 26TH , 27TH AND 28TH AT KEMPENFELT
See you next year!
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