CHILD AND YOUTH WORKER
CO-ORDINATORS CONFERENCE
WEDNESDAY, MAY 29 – FRIDAY MAY 31, 1996
AGENDA
Wednesday, May 29
2:00 p.m. – 4:30 p.m.






Welcome, introductions
Agenda changes
Review last years minutes
Program Reports, intake reductions
Budget cuts and curriculum revisions
Scribes
Thursday, May 30
9:00 a.m. – 10:30 a.m. – Tim Klassen, CSAC

CSAC Standards and Accreditation Process


OACYC current issues
Program Resolution Name Change

Field Placement Models and grading

Implementing the Standards in the Field and in the classroom
“innovative ideas” !!




Instructional technology/instructional learning packages
Course resources
Course clustering
Articulation with Universities


PLA – Assessment and Evaluation tools for placement and courses
Educational Assistants = Field Placement?




Contract Services and CYW’s
Future trends
New Business?
Next year – who, when and where?
10:30 – 11:00 a.m.
11:00 – 12:00 noon
1:00 – 2:00 p.m.
2:00 – 3:00 p.m.
3:00 – 4:30 p.m.
Friday, May 31
9:00 am – 11:30 am
HEADS OF APPLIED ARTS
SUB-GROUPS ANNUAL REPORT
Sub-group Program Name:
C.A.A.T.
Child and Youth Worker
Co-ordinates
Reported by:
Pat Anderchek
College:
Mohawk College
1.
Description of meeting held:
a.
May 29 – May 31, 1996 @ Geneva Park Conference Centre in Orillia, Ontario
b.
In attendance were co-ordinators and program faculty from:
Fanshawe College
Humber College
George Brown
Algonquin College
St. Lawrence College, Kingston
Sault College
Lambton College
Centennial College
Mohawk College
Northern College
St. Clair College
Confederation College
Regrets from:
2.
Participants submitted agenda items which were organized according to the attached outline. Items added to
this agenda included:




3.
International Conference
Educators Day
Common First Year
Advanced Standing
Concerns were expressed in the following areas:
a.
CSAC, implementing The Vocational Standards and the Accreditation Process given financial
limitations.
b.
Program’s abilities to meet all the General Education and Generic Skill requirements
c.
Insufficient resources for ongoing Professional Development ie. Educators Day/International
Conference.
d.
Cuts to programs due to dwindling financial resources.
e.
Program Name/Professional Name/Association Name – it should all be the same name
4.
f.
Articulation with University Programs needs ongoing development.
g.
Contract Services are the present and future trends for employment for Graduates of our Programs.
h.
Instructional technology as a support for curriculum delivery but not as a replacement for faculty.
i.
All Ontario CYW Programs attend the C.A.A.T. Conference to ensure representation across
Ontario.
Recommendation
That the CYW C.A.A.T.S. Program Co-ordinators come to the 1997 meeting prepared to show how they
demonstrate that their graduates are meeting the CYW Program Standards. Time will be set aside and a
working group formed to develop these ideas.
5.
Recommendation
All colleges poll their Program Advisory Committees about the name, and that the response should come
from the Chair of the Advisory Committee to the chair of next year’s C.A.A.T.’s conference.
The Preamble from the CSAC document is to be used to choose and rank the following:
1. Child & Youth Worker
2. Child & Youth Care
3. Child & Youth Counsellor
Summary
Throughout the three days of discussion the importance of Province wide attendance at the conference was
stressed. It is essential that given these times of financial restraint that the Co-ordinators as a group all meet to
discuss, problem solve, and articulate Province wide concerns regarding the training of CYW’S in Ontario.
1996 C.A.A.T. CHILD AND YOUTH WORKER
CO-ORDINATES CONFERENCE
MINUTES
ORILLIA, ONTARIO
WEDNESDAY, MAY 29 – FRIDAY MAY 31, 1996
Present:
Affiliation:
Mary Ann Smithy
Joanne Cox
Mary Ritza
Jane Clifton
Mary McHenry
Vickie Dereng
Bill Rowberry
Brenda Pipitone
Paul Iacavoni
Jean Sauve
Brian Law
Linda Ann Daly
Mary Anna Zelenka
Denis McDermott
Pat Anderchek
Fanshawe College
Fanshawe College
Sault College
Humber College
Lambton College
Lambton College
Lambton College
George Brown College
Centennial College
Algonquin College
Algonquin College
St. Lawrence College, Kingston
St. Lawrence College, Kingston
St. Lawrence College, Kingston
Mohawk College
Regrets
Northern College
Confederation College
St. Clair College
Wednesday, May 29
2:00 p.m. – 4:30 p.m.
6:30 p.m. – 8:30 p.m.
The meetings began with introductions and a review of the agenda as well as the designation of scribes. Minutes
from last years C.A.A.T. conference were read. Denis McDermott moved acceptance. Seconded by Jean Sauve.
Carried. Meetings on this day covered Program Reports for St. Lawrence College, Kingston, Sault College,
Humber College, George Brown College, Lambton College, Centennial College, Fanshawe College, and Mohawk
College. See attached Program Reports for specific information.
Thursday, May 30
9:00 a.m. – 12:30 p.m.
CSAC Standards and Accreditation Process
(Tim Klassen, CSAC)
The CYW Standards have been completed and were distributed to the colleges two weeks ago, with specific,
instructions for their distribution. CSAC is focused right now on the completion of work already begun, rather than
the commencement of new projects.
Tim reported that 20-22 Program Standards have been approved, and will be distributed by the end of June.
CYW Programs must be meeting the established Standards by September of 1997, and will be held accountable for
students meeting the outcomes through an accreditation process.
The model for accreditation is being finalized at the present time, and involves a quality systems approach
including:





Providing learning opportunities
An evaluation process
Verification and recording of individual student achievement
Provision of sufficient resources
An evaluative stakeholder process
The accreditation panel will convene sometime after the year 2000 once the CYW programs have incorporated the
Learning Outcomes into each of the three years.
At the program level, we need to begin to look at outco0mes and bring them into the course level.
For each outcome, what will the students need in terms of theory and opportunities/practice? Do our courses cover
this over the 3 year period, so that we have a reasonable assurance that these outcomes have been demonstrated.
The elements are a guide only; accountability is to the outcomes themselves.
Regarding General Education, the 45 hours is meant to represent 13% of program hours per semester. This will
assist programs as they face declining program hours. The students have to meet 4 categories of General
Education, whether by taking courses or receiving exemptions (advanced standing).
No monies are allocated to the colleges to implement the necessary changes. It is clear that the movement towards
accountability will remain.
Regarding generic skills, they tie into relevancy to job eg. – mathematical techniques – the skills required would be
those that CYW’s would need in their day to day work. Generic skills should be identified on a course by course
basis.
The computer generic outcome could be met in a variety of ways – eg. By having a computer course within the
program; by in integrating, into individual courses, expectations regarding the use of computer technology.
CYW programs may be meeting these standards already, but articulating this will be challenging particularly given
the reduced funding to the colleges.
Motion moved – Denis McDermott
Seconded – Brenda Pepitone
That the CYW CAATS Program Co-ordinators come to the 1997 meeting prepared to show how they
demonstrate/hope to demonstrate that their graduates are meeting the CYW Program standards. Time will
be set aside and a working group formed to develop these ideas.
It was noted that accreditation is a 5-year cycle. Adaptation of the standards for native programs is being worked
on at the present time.
OACYC CURRENT ISSUES
Time spoke on the current issues as President of the Board of Directors. At this point there are branches in Ottawa,
Kingston, London and Sault Ste. Marie.
This reflects the following concerns:
1.
2.
3.
the issue of adequate regional representation
the structure of the organization itself
the facilitation of representation
The Sault branch has offered to broker for the North; however, an implementation plan has not been discussed.
These issues are not new and are still current:
1.
2.
3.
4.
5.
representative as a provincial association
membership base is slowly increasing at present to approximately 485 members, half of whom are students
not reaching full-time graduates
economic issues for workers in a real issue
looking to Agencies to join as group including College CYW programmes.
International Conference
The OACYC is co-hosting the International Conference in Toronto June 2 – 6, 1997 with NOCWWA as the
American counterpart.




June 2nd date is set aside for Association Meetings
June 3rd is Educators Day
June 4 – 6 – Wednesday, Thursday, Friday are the actual conference dates
Ryerson is the conference site.
Cost is $225 per person for the full conference. The Steering Committee is in place. There is a strong youth
delegation and youth component including the Youth in Care network involved in this conference.
PROGRAMME RESOLUTION NAME CHANGE (Joanne Cox/Fanshawe)
Through a process of programme review at Fanshawe College, a resolution was passed to ask for a change in the
name from Child & Youth Worker to Child & Youth Counsellor.
Some discussion followed re the following issues:
1.
2.
3.
community consultation
definition of “worker” vs “counsellor”
a willingness for both parties to shift and to bring some closure to this issue.
The following motion was then put forth by Joanne Cox
Be it moved that in the coming year, each programme return to its respective communities to gauge a
reaction to the current name as (1) Child Youth Worker vs (2) Child & Youth Counsellor vs (3) Child &
Youth Care.
Denis McDermott seconded the motion.
Motion carried.
6 to 2 against.
Tim Klassen made the point that the Board of the OACYC was anxious to have consistency between the College
and the Association.
Susan Angus Kelly made the point that Child & Youth Care was the title Internationally.
Jean Sauve stated that in the Ottawa area school boards are establishing a job classification as Child & Youth
Worker.
In order to define the issue with some clarity, a second motion was made by Mary Ann Smith/Fanshawe College.
Jane Clifton seconded the motion.
(2)
Be it moved that the Preamble from the CSAC document be used and a poll taken in out
communities to chose and rank the following:
1. Child & Youth Worker
2. Child & Youth Care
3. Child & Youth Counsellor
Motion carried – 6 for, 2 against.
In order to facilitate the process, another motion was passed. A motion made by Linda Ann Daly/St. Lawrence
College which was seconded by Jean Sauve/Algonquin.
(3)
Be it moved that all colleges poll their Program Advisory Committees, and that the response should
come from the Chair of the Advisory Committee to the chair of next year’s CAAT’s conference
regarding the previous motion.
The motion was passed unanimously.
Further discussion regarding this issue included the fact that many PAC’s had in the past and continue to have an
OACYC representatives on their committees.
FIELD PLACEMENT MODELS AND GRADING
A discussion on letter grades vs Pass/Fail. Most of the colleges use a Pass/Fail or Satisfactory/Repeat grading of
field placement vs. letter grades. With decreasing time for supervision, a move to the Pass/Fail grading was being
initiated by some of the Colleges. Ultimately the Field Placement grade is a College and Academic decision.
As part of the self-evaluation process, Algonquin has the students develop a portfolio based on their skills in both
the field and in the academic courses. Fanshawe has the students develop a portfolio based on their field
experiences.
Fanshawe also is looking to develop a Code of Conduct regarding Field Placement.
Thursday, May 30
1:30 p. m. – 4:30 p.m.
Susan Angus-Kelly – George Brown College
Susan described the research she carried out this past year while on sabbatical. Her focus was to create an accurate
marking list of all the educational institutions in the U.S. and Canada that offer the CYC program. In addition a
directory was created of those CYC educational institutions that responded to a questionnaire. Co-ordinators have
received copies. Susan is co-ordinating the Educator’s Day, a preconference to be held on June 3rd at the 5th
International Child and Youth Care Conference in Toronto, Ontario, June 2 to 6, 1997. The theme: “Breaking
Down Barriers”. Susan would like to have a contact person from each college. Volunteers are being sought to
participate on that day, but also to submit suggestions for topics/panel discussions/workshops etc. Susan
emphasized that the work we are doing in Ontario is very progressive and that this will be a forum in which we can
share at an international level. The CSAC objectives will provide the foundation for the conference.
Linda Ann Daly – St. Lawrence College - Kingston
In order to absorb a 20 % budget reduction, incorporate CSAC standards and respond to changes in the field the
faculty made a decision to initiate a radical shift in the delivery of material. They began by asking the question
“What does a graduate need to do?” They brainstormed around this question and then reviewed the CSAC
Program standards. It appeared that there were “streams” that were consistent with the eight Vocational Standards
(CSAC). Students will be registered in each stream in year one. The next step is to develop learning activities that
will support the performance elements. The learning activities will be grouped into three themes: Self, Other and
System. The advantage will be that students in first year will be clear on why they are getting certain information.
The faculty has requested a dedicated room in order to ensure flexibility in scheduling, create a resource centre and
have CYW’s from the three levels connect more consistently with one another.
NEW IDEAS – INSTRUCTIONAL TECHNOLOGY
The Lambton College, final year CYW class organized and facilitated a conference entitled “Entrepreneurship
and Contracts :Work in the 90’s. This was part of a course in “Administration and Supervision”. The conference
was innovative, highly successful, and done on a cost recovery basis. The community was invited – the students
learned a great deal about job creation – and the profile of CYW was increased.
Jean Sauve presented an overview of his new software “College Companion” which is a tool for students to
organize and track his school-related activities and progress (e.g. calculate G.P.A.). He is developing another
program which will identify all the dates for cultural events, holidays, etc.
Jean Sauve uses interactive approach with the program “Astound”, resulting in a well-timed, animated presentation
for each class.
Common 1st Semester:
At Mohawk, and the Sault College, the 1st semester courses are primarily the same for all programs in that
department. Students could transfer from one program to another more easily. Registration was still by program
and delivery of the courses was by program. Samples of courses in a common 1st semester include: Human
Relations, Psychology, Sociology, English, computer skills. No program has a full year as a common semester.
Articulation with University Programs:
Lambton: University of Western Ontario and University of Windsor each have an office in Lambton College. Joint
ventures are being encouraged.
ISSUE:
As a 3 yr. CYW program, we need to consider how we can effectively articulate with universities.
Given that CYW is 3 yrs., can we gain more credits at university. Currently, there is a wide variety
of how many credits are granted for a CYW- ranging from 2 credits to 2 years.
DECISION
Susan Angus-Kelly will explore organizing a discussion/panel at Educator’s Day at the June
conference specifically to look at articulation of CYW diploma graduate with universities for a B.A.
in Child & Youth Care
(see attached appendix for information regarding
articulation with University of Victoria)
PLA:
Generally, a few PLA applicants have been reviewed at the college. Parameters are being established as we
proceed. One guideline we may want to develop is that we clearly discuss with students that the PLA process is
open to the learning gained prior to starting the program. For field placement or a course, the following is required
to PLA: the skill, evidence of demonstration, sources of learning and documentation/verification that these skills
have been demonstrated.
Friday, May 31
9:00 – 11:00 a.m.
Contract Services and C.Y.W.s – Jean Sauve – Algonquin College
All colleges are experiencing an increase in contract work for graduates. Although full time employment is less
frequent, many graduates are finding the equivalent in part-time opportunities. Coordinators reported that many
graduates are satisfied and fulfilled with contract work.
Future Trends
As private practice becomes more prevalent, concerns arise around benefits and liability. For future conferences
coordinators will bring examples of graduates who are involved in private practice and who are protected by
various insurance agencies .
New directions in field placements are becoming evident i.e. family preservation and peer mediation.
Algonquin underlined the need to perceive instructional technology as a valuable tool for C.Y.W. programs. Jean
Sauve discussed the use of technology in and out of the classroom and how it facilitate the teaching process but
does not replace the faculty/student relationship in this process.
Next Year
Brenda Pipitone motioned that Lambton College/Bill Rowberry, host the 1997 CAATS on May 26, 27 and 28 at
Geneva Park. Bookings confirmed with Geneva Park unless an earlier date becomes available. Carried.
MINUTES:
CAATS’96
31 MAY, ‘96
Subject: Attracting and Retaining Male Students in the C.Y.W. Program
Discussion involved many different ideas.









Men from local industry were invited to support the Advisory Committee. Male graduates were invited to
talk to 1st year class, providing mentors to the young men in that class. Whenever possible, men were
brought in from the community. Men who were trained in Child and Youth Work and who returned to the
local industry (when there was new hiring) reported that they used their training in their plant jobs.
There was, for some of the colleges, a sense of “the more we get, the more we keep” Male students
expressed a comfort level when they had “more peers.” When there were more men in the start of the class,
there were more men returning in following years. One PAC saw it as a marketing issue – whent ehre was
more of a balance in getting males in the program, there was more success in retaining them.
In one college student servies and counselling were known to recommend the C.Y.W. to men who were
unsure of what course to take, however this was not the case in other colleges.
One college focused on what the experience is like for the male student in the classroom, especially when
the topics were in sensitive areas like violence in the home and the male student might feel “responsible” or
defensive about what others might think. There might be quite an emotional response and a reaction to this.
It therefore becomes important to give factual information and to hep all students deal with the information.
These were not only regarding gender issues, but also were reflected in issues that arose when students
from very traditional backgrounds or those from very religious backgrounds were challenged by
information.
There was consideration given to the make-up of the faculty. In one college, when there was considerably
more women that men in the full time positions, male part-time faculty were sought, especially for
integrative seminar.
It has been noted that when entrance to the course is based on grades, there are fewer male students in that
entrance group, and when admission were open, there were more males.
In some colleges it has been noted that men are not attracted to the field because programs with salaries
being too low. However, new statistics show some male dominated programs with salaries lower than that
of C.Y.W.’s
It has been noted that recruiting from high schools has helped to bring in more male students to the
program. It has been the suggested that recruiting start earlier, even as early as grade 7. There have been
uses of Career Fairs and similar promotional systems.
It was suggested that looking at the successful males in the programs and identify their characteristics would
provide a target for recruiting others.
It is important to look at hiring in the field and to note that many agencies hire me)n without full qualifications.
(i.e., with BA’s)
A questionnaire regarding the experience of CYW students went to 3rd year students. 112 responded, 12 were
males: Humber College, 50 responses including 6 males; Centennial College, 37 responses including 3 males,
Mohawk College, 25 responses including 3 males.
 Child & Youth Work was seen as a “very desirable” career for men. More felt that it was “more
positive” for men than for women.
 While there was some views that there is a preference in hiring (men over women), the questionnaire
reflected that the issue was more in promotion than in hiring.
 Men felt there were different role expectations, while the women did not express this and felt that in job
performance the same is expected.
 There were examples of staff being scheduled dependent on gender.
 Regarding safety needs of the staff, male respondents felt that theirs were not seen, while 90% of the
women “felt protected”.


Men felt that they would have to voice their safety needs strongly, while women would not have to
voice their concern, it would be anticipated.
When asked if they felt “understood by faculty” no concern was expressed.
The possibility of being accused of committing sexual abuse again brought gender differences:
 Men said they would not work alone at night, while this was not a stated problem from the women.
 It was noted that as many women as men are actually accused of “inappropriate touching” and both genders
have expressed anxiety about being accused.
 In the school system, men are concerned about even hugging children.
 “Therapeutic touch” has become something that is paid for as staff are not allowed to do this. Affection is being
sacrificed.
 While more males than females are expressing concerns (and have been doing so for a long time), more women
are now stating concerns.
 One of the positive outcomes of these concerns has been the idea of teamwork being more supported.
 In the colleges, faculty often see students in tandem rather than alone; and this has been beneficial in increasing
communication among team members.
In an attempt to make the experience more comfortable for the men in the college several things were attempted:
 Clustering (especially in seminars) men with men, even if this left some groups with only women.
 Making sure that seminars with men had male faculty.
 Providing social (sports) situations for the male students and the male faculty.
There was some discussion about the students’ and colleagues’ reactions when these things happened:
 Feeling that something is lost when there is only one gender point of view
 Some discussion of the different ways that people are socialized
 Note taken that “if one expects a difference, one gets a differenece.”
Advance Standing & Exemptions
























Students with 1 year completed at another college attempt to transfer into a program from another college
The question is where to place them in the program
It has been noted that students that do not get accepted into a program will go to another college for their first
year, then apply to transfer in their second.
Some colleges do not accept transfers.
For colleges that do, it is often hard to match the student with the program.
Some give the student the course outlines and ask them to do the matching.
The main difficulty is sequencing.
At times the difficulty is numbers of students and the difficulty of introducing a student into the stream.
Some transfer students can only take one course.
One of the questions is whether or not one year at one college is equal to one year in all.
A suggestion was made that we keep a file on what we have sent to other colleges.
For most transfers, the student will likely need to attend at least one extra semester.
Necessary information would be
 A letter of endorsement from the previous coordinator
 Copies of field reports,
 Recent field experiences
These would assist to avoid repeats of problems, especially in the field.
It was noted that it is necessary to have a consent form to share information
It is necessary to do a course by course advance standing.
The onuses is on the student to get the necessary information (i.e., necessary letters)
It is important not to slow the student down, if possible.
It is noted that we often have limited space into which we can introduce a transfer student.
When there is a large enough number of applicants, it is suggested to use group interviews.
The students who have been the most successful are those for whom there has been advance contact by faculty.
In fact, when there has been a letter accompanying or preceding the request, it is necessary to look for an issue.
If a student approaches a faculty to transfer to another college
 Be proactive,
 Support through phone calls and letters to make the contact to the potential college,
 Then the student can expect a warm welcome.
It was resolved that an updated list of coordinators, with phone numbers would be helpful. These will be
attached to the minutes.