Lecture: 4 hours/week
- Lecture
- Group discussion and collaborative learning activities
- Student presentations
- Discussions
The following global ideas guide the design and delivery of this course:
- Violence can be understood from a variety of perspectives, and anti-colonial, anti-racist, and anti-oppressive perspectives support CYC in their work with children, youth and families.
- Violence happens to individuals (children, youth, adults) in the context of family, community, and society.
- Abuse can take on various forms, and CYC practitioners must understand and respond to these forms of violence in their professional practice.
- Violence and abuse are reflections of unequal distributions of power within society and necessitate an understanding of vulnerability and protective factors for children, youth and families. Such understanding guides CYC practitioners to be trauma-informed and their interactions with agencies and governmental systems that historically and presently continue to perpetrate harm.
- Practitioner self-care is an essential component to ethical and relevant practice.
Upon successful completion of this course, the student will be able to:
- Recognize the roles of history, culture, and society in shaping how violence and abuse are understood and addressed in a Canadian context.
- Understand the impact of violence and abuse on children, youth, families, and communities using multiple theoretical perspectives which include anti-colonial, anti-racist, and anti-oppressive perspectives.
- Identify and respond to child abuse, family violence, and intimate partner violence in CYC practice.
- Demonstrate appropriate engagement strategies and identify relevant services and resources for supporting children, youth, and families affected by violence.
- Apply self-reflective practices to deepen understanding of one’s values, biases, and responses to issues of violence and abuse.
Assessments will be based on course objectives and will be carried out in accordance with the °µÍø51 Evaluation Policy. An evaluation schedule is presented at the begining of the course.
- Written assignments
- Exams
- Group presentation
- Discussions in class/online post
This is a letter-graded course.
Instructors may use a student’s record of attendance and/or level of active participation in a course as part of the student’s graded performance. Where this occurs, expectations and grade calculations regarding class attendance and participation must be clearly defined in the Instructor's Course Outline.
Textbooks and materials are to be purchased by the students. A list of required textbooks and materials is provided for students at the beginning of the semester.
None