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School of Social Work BSW Program SOWK 2301 Working with Children and Youth Instructor: Alyssa Schenk – [email protected] Teaching Assistants: Ann Seymour – [email protected] Oliver Debney – [email protected] Margaret Janse van Rensburg - [email protected] Em Osborne - [email protected] Virtual Office Hours: Monday – Margaret (11:30am – 12:30pm) https://carleton-ca.zoom.us/j/6234755615 Tuesday – Ann (11:00am - 12:00pm EST) https://carleton-ca.zoom.us/j/5509350372 Wednesday – Alyssa (5:00pm – 6:00pm) https://carleton-ca.zoom.us/j/92719049255 Thursday – Oliver (11:00am - 12:00pm EST) https://carleton-ca.zoom.us/j/7213938439 Friday – Alyssa (3:00pm – 4:00pm) https://carleton-ca.zoom.us/j/92719049255

STATEMENT REGARDING POLITICAL COMMITTMENT Classes in the School of Social Work are committed to reconciliation to redress the historic and contemporary burdens of colonialism borne by the First Peoples of Turtle Island. This also means challenging other relations of oppression including, but not limited to: anti-black racism, racism, sexism, classism, ableism, heterosexism and cisnormativity. We operationalize this commitment by examining historical and structural relations and, in the classroom, through our personal practices of critical self-reflection, humility, openness, and respect in interpersonal relations as we engage in the collaborative and ongoing process of critical social work education.

COURSE DESCRIPTION This course presents interventions which reduce risk factors and promote both resiliency and protective factors related to the well-being of children and youth. In the context of current theories, the socio-political mandate,

2 Page |2 and innovative interventions this course critically distills current characterizations of familial, cultural and social contributors to the general functioning of children and youth.

LEARNING OUTCOMES At the end of this course, you should be able to: 1) Describe how the societal context shapes and defines children and youth and how this influences social work practice and interventions.

2) Identify structural and systemic barriers and how they have shaped the experiences of marginalized groups, specifically Black, Indigenous, Trans and Queer youth. 3)Utilize various theoretical frameworks to understand children and youth. 4) Apply this knowledge to guide and propose appropriate interventions with children and youth.

COURSE TEXTS AND COURSE REQUIREMENTS This course uses a collection of resources and readings available directly on the course website (and below throughout your reading list) through links connected to corresponding modules, and the library reserve system called ARES. There is also a textbook for this course: Cech, M. (2015). Interventions with Children and Youth in Canada, 2nd Edition. Don Mills: Oxford University Press. This textbook is available through the Carleton Bookstore. New and used copies are available for purchase or rent. The Carleton Bookstore also has an online text version available.

COURSE DELIVERY This is an asynchronous course, with optional discussion groups throughout the semester conducted via Zoom or Big Blue Button. PowerPoint slides and the accompanying lecture videos are available through cuLearn under the corresponding “module”. Each module includes “guiding questions” to keep you engaged throughout the material, as well as a suggested sequence for completing the modules.

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ATTENDANCE & CONSTRUCTIVE PARTICIPATION As an asynchronous web-based course, attendance is not taken; however, participation is assessed through your contributions to discussion forums (see below). On cuLearn there are features that may assist you. All questions that are not of a personal nature should be posted to either the “Ask your Teaching Team” or “Administrative or Technical Question discussion groups”. A TA or I will respond to your question within 24 to 48 hours (excluding weekends). Any questions that involve disclosure of personal information should be made via your Carleton e-mail. This will also be responded to within 24 - 48 hours (excluding weekends). If you send an e-mail that should have been posted to the forum, you will find your answer there; you will not receive an e-mail response.

COURSE ASSIGNMENTS AND GRADING PARTICIPATION (5 % of final grade) You are required to submit at least 5 out of 7 discussion posts. You will be evaluated on your participation in this course based on your postings in discussion forums, in response to the reflective questions and/or activities posted for each week. These discussion forums include guided activities and reflective questions that students are expected to reflect on and respond to through. This participation is expected and should be professional and courteous. Each of the postings is worth 1% for a maximum of 5% for all postings. Your postings will be evaluated based on its relevance; how well your ideas were articulated and your adherence to the word count for the posting. Discussion forums open on the Tuesday of the corresponding Module weeks (e.g. Module 1 begins Monday January 11th. The corresponding discussion forum will open Tuesday January 12th at noon and close Friday January 15th at noon). When an assignment or paper due date falls on the Friday, the discussion forum will close on the Saturday of the same week. (e.g. Module 8, begins Monday March 8th). The corresponding discussion forum will open Tuesday March 9th at noon and will close Saturday March 13th at noon, as Integrative Reflection Paper #2 is due Friday February 5th at noon. A course calendar has been provided on the course site, allowing students a visual of the semester’s workload and due dates). The course consists of 12 modules and 7 of these modules will have a discussion group on cuLearn. You must complete at least 5 of the 7

4 Page |4 discussion forums. You will receive up to 1% for each posting for a maximum of 5%. In order to receive full marks, the post must be on topic, within the word allowance, and display engagement with the module’s content as well as critical thinking in response to the question or activity. Full marks will also not be awarded if the posting is inappropriate, disrespectful or of general poor quality. Students may make only one post per module and posts must be between 100-200 words. QUIZZES (30% of final grade) There are a total of three quizzes throughout this course. The are scheduled as follows: Quiz 1 (on modules 1- 3), opens at noon Thursday January 28th and must be completed by noon Monday February 1st QUIZ 1 HAS BEEN REMOVED AND REPLACED WITH A COURSE FEEDBACK FORM. YOU CAN FIND THIS FORM IN MODULE 3. COMPLETION OF THIS FEEDBACK FORM WILL EARN FULL MARKS FOR THE QUIZ 1 PORTION OF YOUR FINAL GRADE (10%). FORMS ARE TO BE COMPLETED BY FEBRUARY 1ST. Quiz 2 (on modules 4-6), opens at noon Thursday February 25th and must be completed by noon Monday March 1st Quiz 3 (on modules 7-10), opens at noon on Thursday March 25th and must be completed by noon on Monday March 29th Each quiz will be open for the period outlined above. Students apply their comprehension of course materials (readings and lecture videos) through multiple-choice quizzes that test understanding and application. Each quiz involves 20 multiple choice questions and should take 20 minutes to complete and will close after 30 minutes. Quizzes cannot be “paused” or opened and returned to later. Each student has one attempt per quiz. TWO INTEGRATIVE REFLECTIONS: (20% each for a total of 40% of the final grade) Due dates: Integrative Reflection Paper #1 Friday February 5th at noon Integrative Reflection Paper #2 March 12th at noon You have the opportunity to personalize your learning in this course through the production of two reflection papers that are described below. These papers must be 2 pages in length (approximately 500 words), double spaced, 12 point font, Times New Roman, and have 1inch margins. Citations must conform to APA standards (7th edition). Your paper should not be fewer than 1.75 pages or exceed 2.5 pages or deductions will apply. You should include a title page that is formatted

5 Page |5 according to APA guidelines. A detailed marking rubric is available below. PLEASE NOTE: There is an expectation that the reflection papers are written in a formal academic style that integrates course material; however, introductory and conclusion paragraphs are not required. Integrative Reflection paper #1 asks (two parts): 

Part 1: 1. List three changes our society can make to be more child and youth positive. Apply course material to justify these changes. Explain why these changes are important for people working with children and youth.

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Part 2: (choose one of two options below) 1. Describe how the course material in modules 1-3 has challenged the way you have categorized or characterized marginalized children and youth. Use the course material to think about specific groups of children and/or youth who are marginalized in our society - consider behaviours that you might have observed and made sense of in specific ways. OR 2. Describe how the course material in modules 1-3 has helped you to reflect on your own experienced marginalization and/or privilege in new ways. Consider how you, and/or your behaviours, have been (or are) categorized or characterized during your childhood/adolescent years. Clearly name the areas of marginalization and/or privilege and use course material to reflect on your experiences.

Personal Reflection #1 Grading criteria (45 points total) Grading for elements out of 5 (multiply these by two for elements out of 10) 0 = not present/unacceptable, 1 = very poor, 2 = poor, 3 = fair, 4 = good, 5 = excellent Your assignment will be graded according to the following criteria: 1. Part 1: Suggestions for Change (10 points) a. Does the paper suggest three changes to make society more children/youth positive? b. Is course content fully integrated into the paper to justify these changes, with complex links established between the content, course and the assignment? c. Is a rationale for their importance for those working with children and youth articulated?

6 Page |6 2. Part 2: Analysis of Experience (10 points) a. Does paper provide an in-depth interpretation and insight into your thinking about marginalized and/or privileged children and youth? b. Does the paper contextualize your own and/or others' experiences of marginalization and privilege? c. Is course content fully integrated into the paper with specific, complex links established between the content, course and the assignment? 3. Critical Self-Awareness (10 points) a. Does the paper show how your engagement with the course content includes reflection and questioning of your values, beliefs and preconceptions? b. Does the paper articulate the new perspectives you have developed through engaging with the content and this questioning? c. Does the paper show your understanding of yourself and/or a comprehensive understanding of the experiences of a range of marginalized children and youth? 4. Structure and Style (5 points) a. Are your ideas and argument clear, concise, complex and well organized? Does the paper have a polished style? 5. Spelling, Grammar, Formatting Guidelines (5 points) a. Is the work free of grammatical errors and spelling mistakes? b. Did the paper follow the formatting guidelines (12 point font, 1” margins, Times New Roman, double-spaced) c. Was the paper between 1.75 and 2.5 pages in length? 6. Reference and Copyright (5 points) a. Does the paper have no citation or referencing errors using APA guidelines? Integrative Reflection paper # 2 asks: Reflecting on what you have learned in this course from modules 4-7, what would you consider three key priorities in working with children and youth and why are they important? Use specific references to course material to justify your answer. Identify how each of these priorities will inform how you engage in clinical work with children and youth. Personal Reflection #2 Grading criteria (45 points total) Grading for elements out of 5 (multiply these by two for elements out of 10) 0 = not present/unacceptable, 1 = very poor, 2 = poor, 3 = fair, 4 = good, 5

7 Page |7 = excellent Your assignment will be graded according to the following criteria: 7. Key Priorities in Working with Children and Youth (10 points) a. Does the paper suggest three key priorities for working with children and youth that are appropriate and well thought out? b. Does the paper provide clear, articulate, and well-developed justifications as to why the proposed priorities are important? 8. Integration of Course Content (10 points) a. Has the student appropriately chosen course materials/content to inform their justification of their priorities and their importance? b. Is course content fully integrated into the paper to justify the key priorities, with complex links established between the content, course and the assignment? c. Has the student not missed any obvious key pieces of course material that could have been used within their paper? 9. Implications for Clinical Work (10 points) a. Does the paper identify how each of the suggested priorities will inform how the student will engage in clinical work? b. Are the links to clinical work appropriate and realistic? c. Are the links to clinical work thoroughly thought out and welldeveloped? 10.

Spelling, Grammar, Structure and Writing Style (10 points) a. Is the paper free of grammatical errors and spelling mistakes? b. Are the ideas and arguments clear, concise, complex and well organized? c. Writing style: “Excellent” papers will demonstrate stylistic finesse, a polished writing style, have smooth and artful transitions, with tight, fresh, and highly specific phrasing. An “excellent” paper because of its careful organization and development, imparts a feeling of wholeness and unusual clarity. These criteria set the bar for an “excellent” paper, against which “good”, “fair”, “poor”, “very poor”, and “unacceptable” papers are assessed.

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Referencing and Formatting Guidelines (5 points) a. Does the paper have no citation or referencing errors using APA guidelines? b. Did the paper follow the formatting guidelines (12-point font, 1” margins, Times New Roman, double-spaced) and other APA formatting guidelines (running head top header left justified, page numbering with page 1 starting on title page right justified) c. Was the paper between 1.75 and 2.5 pages in length?

8 Page |8 d. Did the paper include a title page formatted according to APA guidelines for student papers? https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_f ormatting_and_style_guide/general_format.html ASSESSMENT AND INTERVENTION PRACTICE (25% of final grade) Due Date: Friday April 9th at noon. For your final assignment you will watch one of the following films: The Miseducation of Cameron Post; A Dangerous Son; or For Akheem. The films are available through the Carleton library in the Kanopy database. You will choose a key child in the movie and discuss how you would assess the child and the environment of the child and develop an intervention for working with that child. This assignment asks you to integrate your academic skills and knowledge with “field” skills you may be utilizing in the social work profession (e.g. case notes, assessment, intervention skills, etc.). Your paper should be approximately 6 double spaced pages in length and should include proper APA citation to course material and any external resources used. The paper should include citation to 3 scholarly resources outside of the course material as well as reference 3 items from course material. Size 12 font, Times New Roman, 1-inch margins, double spaced submitted either as a Word document or a PDF. This paper must not be fewer than 5.5 pages or exceed 6.5 pages or deductions will apply. You are required to address the following questions and sections: 

Structural Determinants, Privilege/Oppression What structural determinants, and issues of privilege/oppression are relevant to this person and their situation? What impact are they having on them?

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Child Development and Behaviour What developmental issues, and issues of behavior, would you want to consider when working with this person and why?

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Attachment What perceived attachment deficits and strengths would you want to consider when working with this person? How would they influence your work with them?

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Mental Health and Trauma What issues of mental health would you want to explore and why? What elements of trauma would you want to be mindful of and what would you do to ensure that your work was trauma-informed?

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High Risk Interventions

9 Page |9 What high risk interventions might you need to engage in when working with this person? How would you handle these? 

Relationship Development What steps would you take to build rapport with this person?

Personal Reflection #2 Marking Rubric (55 points total) Grading for elements out of 5 (multiply these by two for elements out of 10) 0 = not present/unacceptable, 1 = very poor, 2 = poor, 3 = fair, 4 = good, 5 = excellent Your assignment will be graded according to the following criteria and is out of 55 points: Six sections, each worth 5 points each – Total of 30 points Structural Determinants, Privilege/Oppression  Did the paper list what structural determinants, and issues of privilege/oppression are relevant to this person and their situation?  Did the paper explain what impact these structural determinants and/or privileges and/or oppressions are having on them? Child Development and Behaviour  Did the paper identify what developmental issues, and issues of behavior, the study would want to consider when working with this person? Did the student provide a rationale for this? Attachment  Did the paper identify what perceived attachment deficits and strengths the student would want to consider when working with this person?  Did the paper discuss how these perceived attachment deficits and strengths would influence the student’s work with them? Mental Health and Trauma  Did the paper identify what issues of mental health the student would want to explore and why?  Did the paper identify which elements of trauma the student would want to be mindful of?  Did the student discuss what they would do to ensure that their work was trauma-informed? High Risk Interventions  Did the paper consider what high risk interventions the student might you need to engage in when working with this person?  Did the student elaborate on how they would handle with these? Relationship Development

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Did the student explain what steps they would take to build rapport with this person?

Other Elements – Total of 25 points Spelling, Grammar, Structure and Writing Style (10 points)  Is the paper free of grammatical errors and spelling mistakes?  Are the ideas and arguments clear, concise, complex and well organized?  Writing style: “Excellent” papers will demonstrate stylistic finesse, a polished writing style, have smooth and artful transitions, with tight, fresh, and highly specific phrasing. An “excellent” paper because of its careful organization and development, imparts a feeling of wholeness and unusual clarity. These criteria set the bar for an “excellent” paper, against which “good”, “fair”, “poor”, “very poor”, and “unacceptable” papers are assessed. Integration of Course Content (10 points)  Has the student appropriately chosen course materials/content to inform their justification of their priorities and their importance?  Is course content fully integrated into the paper to justify the key priorities, with complex links established between the content, course and the assignment?  Has the student not missed any obvious key pieces of course material that could have been used within their paper? Referencing and Fo...