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CYW100 - Introduction To Child and Youth Work
The aim of this course is to introduce the student to the profession of Child and Youth Work, to examine historical developments, to assist the student in acquiring a body of knowledge and skill which are uniquely Child and Youth Work. The course will focus on three central themes: i) children and youth served; ii) the role of the Child and Youth Worker and iii) treatment interventions. -->
CYW103 - Health, Wellness and Medication
In this course, the student will explore the following aspects of health and wellness as they pertain to the field of Child and Youth Work: the promotion of health and wellness from a holistic perspective including physical, emotional, social, intellectual, spiritual, and environmental health; an understanding of nutrition and the dietary needs of healthy people, a review of prescription and illegal drugs, and a brief study of infectious and non-infectious diseases - especially those pertaining to childhood and adolescence.
The Child and Youth Worker's responsibilities include assisting the children and youth with whom they work to be physically as well as emotionally healthy. This often includes the purchasing and preparation of meals and the on-going assessment of the young person's state of health. Due to the amount of stress that accompanies this profession, it is equally important that the student learn how to understand and meet his/her own health and nutrition needs.
CYW104 - Child and Youth Care Practice
This subject serves as an introduction to the practices of Child and Youth Care as it relates to children, youth and families; the setting; and the worker. This subject explores the central elements and key periods relevant to child and youth work. The student will explore the professional and ethical tasks of a child and youth care worker and the significance of being a member of the professional association. An overview of the types of agencies providing service will be highlighted as well as the various acts which govern child and youth care practice both Provincially and Nationally will be introduced.
EAC150 - College English
College English is an introductory college writing and reading subject fundamental to successful college studies. Through a variety of assignments and classroom activities, students will strive to develop the rhetorical and analytical skills essential to their success as communicators in college and upon graduation. Fiction and non-fiction will be a central vehicle for teaching writing.
PRE-REQUISITES: EAC149, EAP500, ESL934, ELI Level 8 or placement based on a Seneca College English Skills Assessment
ICA001 - Introduction To Computers and Applications
In this subject students are introduced to the use of computer systems, a microcomputer operating system (MS Windows), and the following business applications: MS Word 2010 for word processing, MS PowerPoint 2010 for business presentations, and MS Excel 2010 for spreadsheets. The student will use Windows to effectively operate a personal computer, access various Seneca computer systems, prepare word documents, create business presentations, and develop spreadsheets.
SSW101 - Interpersonal Communications
This subject is an introduction to the skills required to understand and improve one?s own communication style thereby enhancing one?s ability to consciously and effectively relate to others. Students will be expected to demonstrate an appropriate level of competence in interpersonal communication skills and self-awareness
SSW102 - Diversity: Awareness and Practice:
By relying on ananti-oppression framework,this course will invite students to explore the various forms of individual, cultural and systemic discrimination experienced by diverse groups of people in Canada. This course challenges students to use an integrative anti-oppression framework as well as an access and equity analysis to develop their own reflective practice.The foundation of this course is in social justice and the ?belief that understanding the systemic contexts of identities and culture and critically examining one's own social locations in the web of these power relations is of paramount significance for social [service] workers to engage meaningfully with people of different and multiple identifications (Wong, 2004). Through this framework, students will also begin to comprehend how systemic barriers shape people?s access to political, social, material, human rights and personal resources.
The [anti-oppressive] framework enables links to be made between individual action and social structures. It informs practice by enabling the worker to evaluate the differences that exist at an individual level and within society and how these impact on each other. It provides the means of making accurate assessments by taking into account the inequities that texture the lives of those denied access to society?s resources because of their defined social status and the exclusionary practices of the dominant system. It demands that we constantly engage in the process of critical self-examination, which in turn enable us to engage in the process of change (Dalrymple& Burke, 1995, p.18)
Social [service] workers need to incorporate a political dimension into their practice, not as an appendage? but as the heart of our work? (Reisch, 1997)