Faculty of Community Services
School of Child & Youth Care
PRE-INTERNSHIP HANDBOOK
TEAM WORK GETS THE JOB DONE
Child and Youth Care work is work and at its most essential – teamwork.
The job is often complex, often literally at the frontier of a young person’s life and future happiness. Your role
is to be a member of a team, looking out for a partner’s back at one level, handing a shift off to a new team
with clear information at another and finally contributing to a large system of professionals and authorities,
all working for the best outcome for a young person.
Table of Contents
1. Introduction
Overview
Objectives
Description
Evaluation
Connection between internship and overall CYC education
2
2
3
3
4
2. Thinking theory, doing practice
5
3. Getting ready for the field
Defining Child and Youth Care
Terminology
Selecting and finding an internship
Making contact with agencies
7
7
8
9
4. Internship FAQ
10
5. Self assessment/Reflective exercise
15
6. Code of Ethics
Ontario Association of Child and Youth Counsellors Code
North American Code of Ethics for Child and Youth Care
CYC Student Code of Conduct
17
18
19
7. Development stages of CYC student
22
8. Essential forms and documents checklist
26
9. Required forms
Student Request for Second Year Internship
Student resume guidelines
Student Internship Interview Form
29
31
32
10. Pre-internship workshops
Overview
Creating your resume
Resume checklist
Interview preparation
33
34
35
36
11. International Internships
38
1
2nd year Child and Youth Care Internship
A student’s Internship constitutes a large segment of a student's timetable for two years of
the program. This internship provides opportunities for students to apply theory learned in
their classroom courses within authentic workplace settings. This component of the
program clearly links theory and practice and enhances students' opportunities to achieve
the program learning outcomes. Extensive internships permits students to develop their
confidence, leadership skills, ethical practices and child and youth care competencies. It is
anticipated that the student will perform within the setting in a professional and ethical
manner that will focus on the well-being of children, youth and their families.
Internship experiences are planned progressively to enhance the student's learning, allow
for personal growth through new experiences and to prepare the student for the workplace
and/or further education or professional training. Students work with a diverse range of
child, youth and family populations, including those with specific cultural, educational and
developmental needs, provincially, nationally and internationally. Students are placed in a
variety of settings such as mental health centres, educational facilities such as elementary
and secondary schools, health delivery systems, resource centres, hospitals, residential
care facilities, young offenders and correctional programs, and a variety of communitybased programs. Within the context of their internship experience, students work on
program planning, implementation and evaluation for individuals and groups,
administration, policy development, research, consultation, assessment, counselling and
advocacy.
Course overview
This entry level internship is designed to introduce students to the practice of Child and
Youth Care. Working with an internship supervisor approved by the School of Child and
Youth Care, the student will spend two days per week for 11 weeks in the fall semester and
13 weeks in the winter semester in the internship setting. An internship day is calculated as
8 hours, giving approximately 384 internship hours for the course, including one hour of
weekly supervision. In addition, students will meet weekly as a group for a one hour
seminar to discuss internship issues. An on-line course component will facilitate ongoing
communication between scheduled seminar sessions.
The internship will foster the development of a particular set of practice skills from among
those that have been identified as desirable learning outcomes for Child and Youth Care
practice in Ontario.
Course objectives of this first internship are to develop the ability of the student to:
a) Foster and utilize therapeutic environments of a residential and non-residential nature
which respect culture and which promote well-being and which facilitate positive
change for children, youth and their families,
b) Perform on-going self-assessment and utilize self-care strategies to enhance
professional competence,
c) Identify and use professional development resources and activities which promote
professional growth, and
d) Communicate effectively in oral, written, non-verbal and electronic forms to enhance
the quality of service.
2
Description
Students are required to complete approximately 384 hours of internship experience, plus
a weekly seminar for the duration of the internship, in programs or services for children or
youth. Normally registration for this two-semester course will be in the fall and winter
terms of year two. Clear standing is required. The student must submit a portfolio to
document achievement of competency goals.
Lab: 16 hours, Lecture 1.0 hours
Co-requisite or Pre-requisites: CYC301; CYC302; CYC401; CYC402; CYC347
Evaluation
This course is graded on a pass/fail basis. A PSD grade has no numerical value and is not
included in a student’s grade point average; a Failure is graded as an ‘F’ and is included in
a student’s grade point average.
The two components of the evaluation are a written appraisal by the internship supervisor
and portfolio submitted by the student which documents and reflects upon the internship
experience with particular reference to the learning plan submitted in the Fall Term which
was based on the four course objectives identified in the course overview. Students must
achieve 75% of the competencies identified for the internship (based on the 4 learning
outcomes) and demonstrate these within their portfolio and their practice (supervisory
assessment).
A failure in CYC 30A/B or CYC 60 A/B leads to PROBATIONARY status and a second
failure in the same course leads to SUSPENDED status.
Given its importance and the vital role it plays in the integrity of the program,
students are not permitted to fail the same field practice twice. If a student
fails the same field practice course twice, the student will be assigned an
Academic Standing of WITHDRAWN and will be ineligible to continue in the
program.
3
Connection of internship and overall CYC education
How does the internship experience fit in to the overall core curriculum as well as the
development of a professional CYC?
The internship is intended to provide the student with an opportunity to integrate theory
and practice. In core and elective courses, child and youth care students learn the
knowledge, theory, self-awareness and skills required to be effective practitioners.
Internships offer the student a hands-on, practical opportunity to practice and apply their
newly acquired skills and knowledge. Internships provide a bridge to professional student
between their core curriculum learning and their movement into the field as a professional
CYC.
Guided by field supervisors and faculty advisors, students are able to risk in a healthy, safe
manner. They are given the space and opportunity to develop relationships with clients,
practice programming and interventions skills and discover their own ‘methods of practice’
while receiving regular support and input.
Figure One: A Framework linking Field, Curriculum and Client Outcomes.
Reprinted with permission. Stuart, C., Carty, B. (2006). The Role of Competence in Outcomes for Children
and Youth: An approach for mental health.
4
Thinking Theory, Doing Practice by Jackie Winfield
Thinking Theory
Sometimes, theories provide us with useful ways of understanding the world. Many of them are
fascinating, some are bizarre, and none represent the one and only truth. Theories are an
abstraction of the world, and as such, can never provide a holistic framework for understanding
events, particularly events involving the social world. No human being or human phenomenon can
be completely described or explained through any single theory, because the real world is a highly
complex place filled with highly complex individuals and the relationships between them.
Child and youth care work is not a theoretical exercise. As any new parent or child and youth care
worker will tell you, no amount of reading or attendance at various courses can prepare one for the
realities of actually taking care of a child, or group of children.
A Theory
For example, if there was a set of instructions (or a theory) for the rather mundane task of
changing a child’s nappy, it might read something like this:
Step 1: Make sure that you have a clean nappy, wipes and the necessary cream available.
Step 2: Lie the child on a suitable surface. Do not leave the child unattended as she/he might roll
and fall.
Step 3: Remove the dirty nappy.
Step 4: Clean the child.
Step 5: Apply the necessary cream.
Step 6: Place the clean nappy under the child’s bottom and fasten comfortably.
Step 7: Dispose of the soiled nappy.
The Reality
This sounds quite simple! However, real life rarely runs as smoothly as this. At times, the child may
be crying or screaming (because the surface is cold, the dirty nappy is uncomfortable, the skin is
chaffed, your hands are cold, the child wants to be held, is hungry, tired ...), and this could be
accompanied by wriggling, kicking, trying to pull the nappy off, tensing the muscles, or curling up.
As the fresh nappy is placed under the child, she relieves herself on the nappy, with spillage on the
“suitable surface” and her clothing. Now the child is wriggling in the mess and you’re trying to
clean everything up! Two hands are just not enough! Eventually you manage, and then, realise that
now you need another nappy. You can’t reach the fresh nappies without leaving the place where the
child is lying but she could fall if unattended. So you pick the child up and carry her while you get
the fresh nappy. Of course, there’s the possibility that the child may relieve herself again at this
point and now you’re in a right mess. Let’s not take the scenario any further (even though you still
haven’t managed to get a fresh nappy on the child), but just add a few other children needing
assistance, the telephone ringing, a knock at the door and the fact that you didn’t get enough sleep
last night.
Nappy-changing is not a simple seven-step exercise once it includes real people in real life. The
lived experience is far more complex and demanding than the neat little theory or procedure, and
as such, requires a great deal more than the ability to memorise a list of facts or concepts or steps.
This is the reason why one cannot learn to do effective child and youth care work through purely
theoretical learning. One can only learn to do child and youth care work by doing child and youth
care work, through appropriate application of appropriate theory. True learning involves
experiential learning and includes practical internship work with real children and real colleagues
in real organisations in the real world, with all their – and our – individual and interwoven
complexities.
5
The Role of Experience
Human beings learn, grow and develop through new experiences, and through their capacity to
attach new meanings to old experiences. Child and youth care learners who are committed to their
own development (as all child and youth care workers should be) need to seek opportunities for
new experiences, to move out from their comfort zones and take the risk of entering unfamiliar and
uncomfortable situations where they might feel insecure and incompetent.
Practical work should be so much more than a mere accumulation of a minimum number of hours
spent at a particular place. Time spent is not necessarily equivalent to experience gained. Certainly,
time spent is a factor, but it is the quality of that time, how it is used and made meaningful that is
more important in terms of experiential learning. For example, most child and youth care workers
would agree that it is not possible to build a strong relationship with a young person in one day.
However, spending months or even years with a person does not necessarily mean that a strong
bond has been formed either. One might spend hundreds of hours at an internship but merely
repeat the same superficial experience of day one many times over. Repetition is not the same as
experience.
Learning Lessons
Experience and reflection on that experience should encourage the development of new insights so
that one learns from one’s mistakes (and successes), and is enabled to do things more competently
and confidently next time. How one does child and youth care work should be quite different by the
end of a practical internship to how one did it at the beginning. If we think for a moment about the
nappy-changing experience in the earlier example, we would expect that you might do things a
little differently next time. Perhaps, you would make sure you start off with more than one nappy
and lots of extra wipes available. Perhaps, you’d tell your colleague that you’ll be busy for a while
and he should deal with the other children, the door and the telephone. Perhaps, you’ll bring a
change of clothing next time. Perhaps, more experience with and knowledge of this particular child
might mean that you sing softly or give the child a favourite toy to hold for comfort or distraction.
Perhaps, you’ll make sure you go to bed a little earlier so that you’re not exhausted and irritable. All
of these would indicate some level of learning from experience.
Engagement in Learning
Aspects of one’s growth and development should be identifiable by self and others because true
learning is made visible through action and child and youth care work involves lots of action! The
value of any practical internship lies not in the accumulation of hours signed in a log book, but in
the willingness of learners to seek new opportunities for experience and the recognition that this
may be uncomfortable and even, painful. Furthermore, learning from experience requires one to
step outside of that experience and reflect upon it by oneself and under the guidance of a more
experienced worker process of supervision. Learning is not a passive exercise where knowledge is
provided from the external world. True learning requires the initiative and active engagement of
the entire self, and through such engagement with theory and experience, the self will be
challenged and stretched. Such is the value of practical work and experiential training.
Reprinted with permission. Winfield, J. (2005). Thinking theory, doing practice. Child and Youth
Care, 23 (8), 22-23.
6
Getting Ready for the Field
Defining Child and Youth Care
Child and youth care is a practice-based discipline, with roots in psychology, sociology,
medicine, social work, and education. In recent years Canada and Ontario have lead the
way in field specific education for Child and Youth Care practice and research. The
domains of child and youth care practice are: the self, professionalism, communication,
normal and abnormal child and adolescent development, systems context, relationships,
and interventions.
The field of Child and Youth Care is focused on research and practice which integrates
developmental, preventative and therapeutic requirements into the life space of children,
youth, families and communities. Practitioners work to design and implement programs
and planned environments to support optimal growth in today’s world.
Internship Terminology
Internship
384 hours in each of two semesters of work experience.
Internship Coordinator
The Internship Coordinator acts as an advocate for the field and
students in the School of Child and Youth Care and is
responsible for assigning students to sites in the field.
Faculty Advisor
Through visits to their students in the field, seminars and
individual interviews, a Faculty Advisor supports their students'
developing confidence and application of child and youth care
competencies, encourages efforts, individualizes internship
experiences, mediates and assists the problem solving process,
provides professional advising, and evaluates the student’s
progress.
The field supervisor is a model for the student with respect to
self-awareness, relationships, behaviour guidance strategies,
program planning and professional behaviour. The field
supervisor is the student’s main contact in their internship
agency.
A required course that provides an opportunity for students to
integrate classroom knowledge with issues arising from their
experiences in the field. Facilitated by the faculty advisor,
seminar helps students focus their internship learning and
develop awareness of their ongoing development.
A child and youth care work environment where the student
completes their internship.
A specific location within an agency or organization. For
example, a specific school would be a site within a larger school
board agency.
Field Supervisor
Seminar
Agency/Organization/
School
Site/Program
7
Steps to Finding and Selecting an Internship
(This material will be elaborated on in the pre-internship workshops)
List of possible internships:
•
•
•
•
•
•
•
•
•
•
Rehabilitation
Residential child and youth care
Juvenile Justice
School-based child and youth care
Child-life Hospital-based
Child day care/day treatment
Early intervention infant development
Community-based child and youth care
Parent education and support
Recreation
Annual Internship Cycle
•
•
•
•
•
•
•
•
•
•
•
•
•
Internship Coordinator will meet with students in the winter semester to
introduce the process of internship.
Pre-Internship Manual distributed to first year students at the first
Workshop.
Students are to complete the self-assessment in pre-internship handbook
prior to attending the second Pre-internship workshop.
All students must return their completed Student Request for Second Year
Internship (Page 31) and a copy of their resume by March 18, 2011to the
Internship Coordinator.
Students will attend two pre-internship workshops scheduled throughout
March and April.
Students will receive an email from the Internship Coordinator in
March/April advising them of the agencies they are to contact to arrange for
internship interviews.
Students attend their interviews in April and May.
The Internship Coordinator discusses interview outcomes with agencies,
matches students, and finalizes internships with agencies.
Students will receive an email informing them of their tentative internship
based on completion of all forms submitted.
In July students must order their criminal reference check through OECC
Students are to submit their remaining documentation to the Internship
Coordinator by the end of August (first aid/CPR certificate).
By the beginning of September all internship internships are confirmed.
In winter 2013, the process for 2nd and 3rd yr internships will begin.
8
Contacting Agencies/Field Supervisor
What should you say when you first call the agency/field
supervisor to arrange for your interview?
Here is a sample script for your initial phone call to your agency to arrange for an interview
“Hello, my name is
_ and I am a student in the Ryerson
Child and Youth Care Program. I am interested in completing my 2nd year student
internship with your agency beginning in September and I would like to come for an
interview. I am interested in meeting with you to learn more about your
organization, its’ philosophy of child and youth care, and how my skills and
interests would be a fit with your team”.
Your Interview
Student will receive an email from the Internship Coordinator with the details of two
agencies that are to be contacted for interviews. As with interviews for employment, an
agency may have more than one student interviewing for the internship position. It is
important to treat the interview as your opportunity to show the field supervisor why you
would be an ideal student candidate for their internship position.
What the agency/field supervisor will
expect from you at the interview
•
•
•
You to show up on time and prepared
A professional appearance and
demeanor
A copy of your resume
Information related to:
•
•
•
•
•
•
•
Your goals and interests
Past experience working with young
people
Skills and abilities you will bring to
the team
Any limitations you may have in
hours or locations you can work at
What your expectations are of the
internship agency
Next steps in the internship process
Contact information for Ryerson CYC
Internship Coordinator
What you can expect from them
•
•
Interest in your program and
attention to your student learning
goals
A professional interview experience
Information related to:
•
•
•
•
•
•
•
•
Their agency’s mission
Methods of practice
Client population
Task and activities associated with
the internship
Hours of work for students
Agency dress code
What their expectations are for
students
What documentation or
requirements the agency has for all
staff/students
9
Internship Frequently Asked Questions
How many hours of internship do I have to attend?
Students enrolled in the Child and Youth Care program are required to complete
approximately 384 hours (192 per term) of an internship experience, plus a seminar for the
duration of the internship, in programs or services for children or youth.
What is considered a “full” day of internship?
A typical day ranges from 6 to 9 hours. The variance in hours is dependent upon the type
of site you are allocated to.
What happens if I miss internship because I am sick or have to observe a
religious holiday?
Students are required to make up any absences. Make up time must be completed within a
time frame agreed upon by the Faculty Advisor and Internship Supervisor. For prolonged
illnesses, a physician’s note will be required. If there is a significant amount of time
missed due to absences, students may be required to withdraw from the internship.
One of my internship days fall on a statutory holiday. Do I have to make that
day up?
No. Students are not required to make up days missed due to statutory holidays.
Does travel time count towards my hours?
No, travel time is not counted toward the hours expected at your internship site.
Which academic term does the internship occur?
Students enrolled in the full time program attend internship during the fall and winter
term.
Which days of the week do I attend internship?
Students enrolled in the program may attend internship on any day of the week. Students
attend internship for 13 consecutive weeks. Days and time of internship are flexible and
may include weekends and evenings. However, scheduling should not require you to miss
classes.
10
Other than my internship days, are there any other prescribed times related
to the Internship course that I am required to attend?
Yes. Students in the program must attend weekly seminar classes with their Faculty
Advisor. These seminars are assigned to you on your timetable. Students are informed of
the date and time of these closer to the start date of internship.
Do I have to attend seminars?
Yes. Attendance at seminars is mandatory and will be a determining factor for pass/fail
grade in the course. The implementation of seminars will vary from Faculty Advisor to
Faculty Advisor given their own teaching style and personality. Some may provide you
with materials to read prior to seminar and you will need to come prepared to discuss its
content. Others may require you to present one or more aspects of your current internship
to your classmates. The overall purpose of seminar is to give students the opportunity to
discuss, address concerns, and celebrate achievements of their current internship with
their peers, who are also in internship, in a small group setting.
What is the difference between my Faculty Advisor and Field Supervisor?
Your Faculty Advisor is the person at Ryerson who meets with you during seminars, visits
you at your site, monitors your learning, and assigns your final grade. Your Field
Supervisor is the person who mentors you while you are at your site, provides you with
ongoing feedback, and evaluates you on the evaluation form.
How do I find out where I am placed?
The Internship Coordinator notifies students via e-mail when allocations have been
confirmed. Typically, students know their allocation about a month prior to starting their
internship.
I received my internship and my friend works at the site. Is this a problem?
Only if it falls under our conflict of interest policy. Conflict of interest may arise when the
student is able to influence or interfere with the evaluation. Conflict of interest situations
include:
1.family members or friends at the site in a supervisory position
2.previous experience with the site as a volunteer and/or employee
Students are to report any conflict of interest situations to the Internship Coordinator, if
they are mistakenly allocated to a site where such a situation would exist.
11
I received my internship, but I want something closer to home. Can I request
a change of allocation?
Students can request a change of allocation to the Internship Coordinator. The only
reasons that a change of allocation may be granted include:
1.medical reasons (with a physician’s note)
2.change of address (if a student did not inform the School of a change of address
and has moved from one end of the city to the other, i.e. Peel to Durham)
3.
personal crisis/matters (students must disclose the nature of the matter so
that informed decision can be made, proof may be required)
Please note that requesting a site closer to where you live is not an acceptable reason for
requesting a change of allocation. Requests are made via e-mail and there is a deadline for
when requests will be received.
Do I have to attend an interview and/or orientation at the site that I am
assigned to?
Yes, you are expected to attend an interview prior to your internship. If the site requests an
orientation prior to starting, then you are expected to attend. It is becoming much more
frequent for sites to make this request.
Can I pick my own site?
All students are matched to sites by the Internship Coordinator based on goals and
interests, Faculty Advisor and other Faculty recommendations, course work to date,
partnerships and history with sites, and lastly, proximity to where they live.
Can I make a request for a particular site, especially a specialty site?
Prior to being allocated to their sites, students must provide the Internship Coordinator
with an information sheet. The information provided on these sheets such as your
address, your goals, your site requests are then used for allocation purposes.
Can I suggest a site to the Internship Coordinator?
Students can provide information to the Internship Coordinator, but it does not guarantee
that the site will be used by the School of Child and Youth Care or student who suggested
it. The process of being placed on the School’s database for internship purposes can be
lengthy and involves one or more visits to the site, discussions with supervisors/directors
at the site, completion of a contract and so forth.
12
I’m having a problem with my site and/or Field Supervisor. What should I
do?
Areas of difficulty, ranging from the most practical to those more philosophic, should be
raised with the Field Supervisor first. This is an opportunity to build on your professional
behaviour and interpersonal skills. If problems persist, discuss the matter with your
Faculty Advisor and he/she will provide you with advice, guidance and, if necessary, may
intervene. If problems persist, the Faculty Advisor will seek the advice of the Internship
Coordinator.
My site has asked me to attend a meeting, workshop and/or conference
outside my regularly scheduled days of internship. Do I have to attend these?
It is in your best interest to attend if you are allowed to or requested to participate. These
are great opportunities for observing and learning about the particular workplace. You
may negotiate with your Field Supervisor to accommodate for these extra hours or days.
For example, if you typically attend internship on Mondays and Tuesdays and you are
attending a Saturday conference, you may be allowed to take the Monday or Tuesday off
the following week. If you stay late three hours one evening for a meeting, you may be able
to arrive three hours late on your next internship day to account for that time. Ensure that
your Field Supervisor takes the lead in these negotiations. If they suggest alternative
arrangements to make up for the time, then discuss it with them.
My site has asked me to sign a confidentiality agreement. Should I sign?
Respect for confidentiality is a key component within the field education courses. Students
are expected to sign and follow the intent of any confidentiality agreement.
What do I do while I’m at internship?
There are many assignments and tasks related to each internship. They are described in
the course outline, evaluation form, and other materials provided to you by your Faculty
Advisor during your seminars. By the end of each internship, students are expected to
become an active and integral member of the team at the site, not simply an observer or
bystander.
How are field education courses graded?
Field education courses are graded by a pass or fail designation.
Why can’t I choose my own Faculty Advisor?
Students are assigned to a Faculty Advisor for a variety of reasons.
What are the non-academic requirements for field education courses?
This information is provided in great detail at www.ryerson.ca/cycp/internship
13
What should I do with my non-academic documents?
Non-academic documents include a police and medical check. Police check applications
are available on the Internship site. You are required to have proof from a medical doctor
that you are in good health and free from communicable disease. Please note that some
agencies may require much more detail such as a TB skin test, proof of vaccination, flu
shot and you are required to cooperate.
Keep them in a safe place! These are important documents that you should be able to
produce at anyone’s request (i.e. your site, the Internship Coordinator). Present a copy to
the Internship Coordinator. If there is an issue please consult with the Internship
Coordinator.
What if my non-academic documents are not presented by the due date?
It is your responsibility to ensure that your documentation is presented to the School and
is accurate, current, valid, and presented by the due date. Make sure you check the status
of your documents if you are unsure and review what documents you are required to have
sooner rather than later. In other words, do not wait until the week before the due date to
see if you have what you need. The documents required often take several weeks to
organize and obtain. Internships will be postponed or even cancelled if students do not
hand in their documentation on time.
Can I do an International Internship?
The School of Child and Youth Care offers a variety of opportunities for students who are
interested in international education and work with children and adolescents in other
provinces or outside of Canada.
Students may complete their third year (second year internship) in part or in total in
another country or province.
The Office of International Affairs and Student Services at Ryerson support students
interested in international education. Visit their web sites at:
Student Services- www.ryerson.ca/studentservices
Office of International Affairs- http://www.ryerson.ca/oia/
14
Self Assessment/Reflective Exercise
TAKING STOCK OF WHERE I HAVE BEEN
What environments have I worked in with young people?
1.
2.
3.
4.
What are the main activities I have engaged in with children and youth?
_
_
_
What populations and cultures do I have experience working with?
_
_
_
_
What skills am I quite confident in my ability to perform?
What experience or situation have I had that I am really proud of and would like to build
upon?
EXAMINING GAPS AND UNCERTAINTIES
What environments or settings would I like the opportunity to explore?
1.
2.
3.
15
What skills am I unsure of and would like the opportunity to practice in a guided and safe
atmosphere?
What populations, groups, or cultures would I like to learn about and gain experience in
working with?
_
_
_
LOOKING AHEAD
What types of child and youth care jobs do I envision myself applying for upon graduating
from Ryerson?
1.
2.
3.
4.
What experiences do I need to gain between now and then that will establish my
qualifications to apply for these positions?
What am I passionate about; how can I incorporate this into my work?
16
Ontario Association of Child and Youth Counsellors
Code of Ethics
1. We will treat client/family with dignity and will respect their unique differences in
culture, religion, race, and sexual orientation.
2. We will respect the confidentiality of each client/family.
3. We will respect, safeguard, and advocate for the rights of each client and/or family.
4. We will be knowledgeable about and adhere to all relevant municipal, provincial, and
federal laws.
5. We will not use or condone the use of corporal punishment under any circumstances.
6. We will not condone sexual involvement with clients.
7. We will develop, implement, and administer the policies and procedures of our
respective agencies and institutions.
8. We will only enter into contracts that allow us to maintain our professional integrity.
9. We will cooperate with other professions which offer service to our clientele.
10. Recognizing that we are a catalyst for change we will:
a) utilize current and knowledgeable methods and techniques in order to provide quality
service to our clientele and;
b) actively seek out opportunities to learn and develop as well as support growth in our coworkers and other professionals.
11. We will promote client autonomy and increased self-esteem.
12. We will treat our client holistically, encompassing family, peer group, and community.
13. We are committed to the ongoing development of our profession through competent
training and supervision of Child and Youth Worker students.
14. We will conduct ourselves in a professional and ethical manner at all times.
Adopted March - 1985
17
Ethics of Child and Youth Care Professionals
CHILD AND YOUTH CARE - THE PROFESSION
North American Child and Youth Care has been developing as a profession. "Characteristic
of professions are; a systematic body of theory, professional authority, sanction of the
community, a regulative code of ethics and a professional culture" (Greenwood, 1957).
North American Child and Youth Care has progressed in these areas. Ethics is the focus of
this presentation.
The International Child and Youth Care Consortium developed a "Description of the Field"
which has become widely adopted (NOCCWA, 1992, p. 83). The profession aims to
address, as much as possible, the psychological, social, cultural, spiritual and biological
needs of young people and their families. This may occur at different life stages or in a
variety of circumstances. In multidisciplinary settings, as in mandated agencies, the
profession is central in the care, custody and treatment of youth. Child and Youth Care
centers on the client and utilizes skills and techniques which actualize the processes of
development and change. It includes the necessary advocacy for youngsters and their
families in powerless and often hopeless situations. It captures the root value of "caring" as
an underlying factor and force vital in emotional growth, rehabilitation, social competence
and treatment.
The ethics, norms and knowledge base of Child and Youth Care constitute the professional
culture which is a source of identity for all who participate in the profession. The shared
symbols and values bring together educators, direct care workers and administrators.
Practice and research are articulated and validated in the journals and literature of the
profession. The profession's values underlie the mission and management of Child and
Youth caring organizations, employers and the professional associations.
The development of a North American Code of Ethics for Child and Youth Care is a
benchmark for the profession, The Code of Ethics unites the range of professional roles
and functions and relates them to common commitments and shared responsibilities. The
Code of Ethics establishes a framework to guide thinking and practice for all Child and
Youth Care Professionals.
References
Greenwood, E. (1957). Attributes of a profession, Social Work, 3, 2, pp. 44-55.
NOCCWA (1992). The international leadership coalition for professional child and youth
care: Milwaukee, 1992, Journal of Child and Youth Care Work, 8, pp. 69-83.
This document was adopted by the National Organization of Child Care Worker
Associations (NOCCWA) and has been circulated by the Council of Canadian Child and
Youth Care Associations.
18
Professional Conduct Guidelines for Ryerson
Child and Youth Care Students
Preamble
Most Child and Youth Care students are also professionals working in the field and as such
are expected to adhere to their professional code of ethics (Ontario Association of Child
and Youth Counsellors-OACYC) and the professional conduct required by their employer.
The guidelines outlined here address issues of responsibility and accountability for all
students in the Ryerson School of Child and Youth Care and are intended to identify
expected behaviours, outline procedures to respond to inappropriate behaviour, and
indicate the possible consequences of such behaviour in relation to the academic setting.
Guidelines are important for the public in that they ensure that the student has criteria to
follow with respect to professional conduct. Guidelines are important for the student in
that they provide direction regarding acceptable and expected professional behaviour.
Child and Youth Care students are required to:
·
Adhere to the Ryerson Student Code of Academic Conduct and Code of NonAcademic Conduct.
·
Follow the OACYC Code of
Ethicshttp://www.oacyc.org/index.php?m=15&page=14(March 1985).
The following conduct guidelines will also be enforced if a breach has occurred off-campus
that affects the rights of members of the university community to use and enjoy the
university’s learning and working environments. For the purpose of these guidelines, a
student is a person registered in an undergraduate program proceeding towards a child
and youth care degree at Ryerson University, or otherwise taking credit courses offered by
the university.
Student Responsibilities
In addition to following the OACYC Code of Ethics and the North American CYC Code of
Ethics, over the course of the program, students are expected to develop and demonstrate
the attributes of a professional. The following are expectations with respect to the student’s
professional conduct within the School of Child and Youth Care and agency practice
settings related to academic course work:
•
accepts accountability for own actions and decisions;
•
seeks assistance from faculty advisor as needed;
•
demonstrates honesty, integrity, and respect (for self and others) in relationships
with youth, colleagues, faculty and staff;
19
•
promotes team problem-solving and decision making in collaboration with
colleagues and faculty;
•
uses conflict resolution and constructive feedback skills directly and in a
manner to facilitate interpersonal relationships;
•
maintains a distinction between social interaction and professional communication;
•
uses established communication protocols within the School of Child and Youth
Care and the university;
recognizes and reports situations involving colleagues and/or faculty which are
potentially unsafe;
•
timely
• assumes responsibility for knowing all student-related school policies and agency
policy relevant to the student practice;
•
maintains client confidentiality except in circumstances where the law requires
the reporting of abuse;
•
identifies the effect of personal values and assumptions on interactions with
colleagues, youth, and faculty;
•
demonstrates sensitivity to diversity.
Procedures
Failure to demonstrate consistent achievement in the development of the above behaviour
may jeopardize the successful completion of a course and/or the program. Allegations of
unprofessional behaviour and/or professional misconduct may be made by any faculty
member, agency representative where a student is completing work for academic credit at
Ryerson, or peer. Once inappropriate behaviour/conduct has been brought to the attention
of the School of Child and Youth Care, the Director will notify the student in writing, and
involved parties will be invited to meet (or teleconference) with the Director within 10
working days of the student receiving notice. If the allegation is substantiated, the issue,
student response, and recommendations/ penalties/ disciplinary action will be
documented, a copy given to the student, and a copy placed in the student file.
If the inappropriate behaviour contributes to interfering with the safety of others, and/or
crosses the boundaries of child and youth care practice:
•
•
The student will be immediately removed from the agency area and/or the school;
A meeting or teleconference of the student and involved persons will be
convened within 10 working days to determine further penalties/disciplinary
action.
20
In matters of legal/professional misconduct, the OACYC and/or legal authorities may be
informed.
* Legal refers to violations of the Child and Family Services Act or criminal behaviour
For unprofessional behaviour other than the above:
•
•
•
•
A discussion will take place between the person identifying the behaviour and
only the student exhibiting it. If this discussion fails to resolve the behaviour:
The Director will be notified in writing of the behaviours and discussion to date;
Within 10 days of receipt of the written notification, a meeting or teleconference
will be convened including the Director, the student, and other appropriate
parties to determine other recommendations, penalties/disciplinary actions.
These actions may range from remedial counselling to failure of the course or
expulsion from the program. Documentation of this meeting shall be placed in the
student file in the program office and remain as a permanent record in the file.
If a prior record exists of professional misconduct/unprofessional conduct, a
more severe penalty may be imposed.
The following persons will be informed of any penalty imposed at this stage: student,
faculty member, chair/director of the student’s program. Follow-up will be dependent
upon the recommendations and/or disciplinary action determined by the School of Child
and Youth Care. Records in the student’s file will be made available to faculty only for the
purpose of determining whether there is a repeated pattern of offences. No record of any
penalty other than expulsion will appear on the student transcript.
Appeal Process
Students have the right to appeal the decision following the Ryerson University appeal
process.
21
My Developmental Stages as a Child and Youth Care Student
by Chris Beneteau
Abstract: Nervousness, apprehension and fear are only three of the words I associate
with the beginning of my second year internship. This was a time of many questions: Will
I make a good child and youth worker? Is this what I really want to do with my life?
After six months of internship at a residential treatment centre, the answer is yes. In this
paper, I outline events that support my decision to become a child and youth worker. I
will also address my "coming of age" as a child and youth worker; the times that I have
asserted my individuality and independence, and have grown through my successes.
ACCEPTANCE BY THE CHILDREN
The night before my first shift at the residence was a sleepless one. After getting up and
eating breakfast, the butterflies began to flutter in my stomach. It was the kind of nervous
anticipation I have experienced numerous times before, while preparing for a test or
sporting event of great importance. Considering the intensity of these feelings I was
amazed that I actually arrived at the front door of the residence without throwing up.
Upon entering the building, I was greeted by a male worker who briefed me about the rules
and routines of the residence. He seemed to be a very nice gentleman and this helped
subdue my feelings of anxiety. One of his first suggestions was that I, being just a student,
should remain in the office for the duration of the shift. He was trying to protect me from
any stressful situations that might arise due to my inexperience in working with problem
kids. Initially this seemed to be a great idea because I was very nervous. As the hours
passed, however, I began to feel like I would go crazy if I read another procedures manual.
I then decided to take my chances and join the staff and residents at the dinner table for
their evening meal. I had intended to sit quietly and not force myself on any of the
residents, yet I found myself conversing with them in a quiet, honest manner by the end of
the meal.
After dinner, I moved to the TV room with the residents and sat at a distance, listening and
observing. As the evening progressed, the kids began to ask me questions such as, "What
are you doing here? Are you a student?" I responded by saying that I was a college student
who was training to become a child and youth worker. The kids then began to disclose
their reasons for being in care. One young girl said that she was a victim of sexual abuse,
while another young boy indicated that he had been beaten up by his dad. These
statements suggested to me that the kids were comfortable in my presence.
Upon the completion of my shift, I said good night to the kids and told them I would be
back the next day. One young girl responded by saying, "It was nice meeting you. Maybe
we can continue our talk tomorrow." Smiling faces and courteous comments made me feel
good inside and were a great way to end the day.
The drive home that evening was very peaceful. It was as if a big weight had been lifted
from my shoulders. I said to myself, "Hey, that wasn’t so tough, I can do this." The shift
provided me with an injection of confidence which replaced my earlier nervousness. To
22
have the chance to work with kids was very exciting and my only regret was that the shift
had ended.
THE BIG QUESTION
As the weeks progressed, my fear of the unknown decreased and my anticipation of the
future increased. I looked forward to each shift with an enthusiasm I wanted to share with
the residents and staff.
The second major event occurred during an outing to a shopping mall. At this point in my
internship, I felt that I wasn’t favouring any of the residents and was distributing my time
equally to each kid. I did not feel that my relationships with the residents were "convenient
vehicles to be used in a process of coercion disguised by a veil of altruism" (Fewster, 1982,
p. 72). I really liked these kids and they were my friends as well as clients.
While walking in the mall with three residents and two staff members, I noticed that the
kids were playing a game that involved touching each other on the shoulder. The kid being
touched would turn around and the kid doing the touching would disappear. This game
proved to be quite fun for the residents. Even with all the laughing and giggling, it was
obviously not excessive nor were they hurting anyone, so I decided to join in their game. I
would touch a resident on his/her shoulder and then move away, only to watch the kid
turn around in confused delight. The tag game lasted about five minutes and then ended as
quickly as it started.
As we were leaving the mall, I noticed that the two staff members seemed emotionally
distant from me. The first thought that entered my mind was that I had done something
wrong. I had a hunch that it was an issue revolving around the tag game that the residents
and I had engaged in. Upon leaving the mall, the residents and one staff member left in
one car and I and the other worker left in a separate car.
The deafening silence that was present in the vehicle on the way back to the residence was
just waiting to be shattered. The worker then turned to me and asked one of the toughest
questions I have ever had to answer, "Do you feel you have to be friends with the kids?"
Without telling me what I had done wrong, this question implied that there was only one
correct answer, and was obviously a set-up. With my heart beating at an abnormal rate, I
took a deep breath and replied with an honest, "Yes, I feel I do." To say the worker was
stunned by my response would be an understatement. The look she gave me was one of
disbelief as if to say, "What are they teaching you at that school?" I then went on to explain
to her that by establishing a friendship, the kids will respond to me more positively. The
worker responded by saying that I was "feeding into negative behaviours" by engaging in
the tag game. I could not believe that she felt the kids were engaged in negative behaviours.
They were not loud or hurting anyone, but were just being kids full of energy, enthusiasm
and a zest for life. Rather than expressing these feelings to her, I decided to remain quiet
due to the tension that filled the vehicle.
At first this event really hurt me. I had a hard time sleeping that night and even
experienced some self-doubt and reappraisal of my child care skills. When I awoke the
next morning, I decided that the worker who confronted me was "full of crap," and that
this incident would not influence my future interaction with the kids. I also came to the
23
realization that I was overreacting and accepted the fact that this field is full of very
different personalities, each with his/her own philosophies and beliefs.
CONSEQUENCING AND CHOICES
The following incident outlines a situation that occurred when I allowed a kid to be
responsible for his own behaviour instead of immediately "bringing the hammer down"
and imposing consequences on him.
One of the young residents, while playing Nintendo, was slamming the control pad on the
counter top whenever he made a mistake. This slamming persisted for a couple of minutes
before I decided to intervene. In a firm, but calm tone, I said to him, "I know how much
you like to play Nintendo and I want you to continue to play. You know that Nintendo is a
privilege and if you abuse the privilege you will lose it for a period of time." I continued to
reinforce that I would like him to keep playing, and then left to play pool, adding that I
would be back in a few minutes to see what he had decided. Upon my return, I noticed that
he was playing quietly and not "slamming" the controller into the table. He then informed
me that he decided to keep playing and not lose his privilege.
This technique was successful because I think the kid was provided with a sense of
empowerment. I could have taken the easy way out and immediately consequenced him,
but instead I allowed him to take responsibility for his behaviour. He made a decision that
met his needs and I provided him with that opportunity. I felt quite positive about the way
I had intervened and it was good to know that I could produce a change in behaviour
without the kind of commands and demands that I saw being used so often (e.g., "you had
better; if you don’t.
I believe this experience was a very important part of my skill development as a child and
youth worker. I was now beginning to take the positive therapeutic techniques learned in
the classroom and apply them successfully in my internship.
ALONE IN THE COMMUNITY
This next incident occurred during my third month of internship. My supervisor asked me
if I would like to take a kid into the community by myself in the near future. I responded
with an assertive "yes," and then was immediately filled with all kinds of questions. "What
if he runs? What if he insults someone out in the community?" My supervisor then
provided me with some advice. She said that if he is rude, obnoxious, loud or inappropriate
in any way he should be "cued" to discontinue his negative behaviour. If the behaviour
persists, do not be afraid to bring him back to the residence. If the kid ever decides to run,
initially try to talk him out of it and make sure he understands the consequences.
The day finally arrived and I was asked to take a 13-year-old resident swimming at the
YMCA. There was no other staff member who was a swimmer, so when this kid found out
that I would join him he seemed surprised and happy. He said, "You’re actually going to
swim," with a grin on his face that ran ear to ear. "Of course," I responded enthusiastically.
It was very cold that night, so we walked at a brisk pace discussing our feelings about
friends, family and life in general. He discussed his relationship with a developmentally
24
delayed resident saying that this boy made him "mad." He also talked about his mom who
was manic-depressive and his father who had recently died. I was surprised at how much
he had to say and how introspective he became in my presence.
While at the YMCA, he was generally well-behaved and we both had a great time. We
played a game of "pool volleyball" but spent most of our time using the diving board. There
was only one time when he did not follow the rules. He used the sauna after being told that
it was reserved for adults only, but stopped when cued by me.
This outing really increased my confidence level and made me more independent. I could
now move away from the security of the residence and other workers, yet still be an
effective child and youth worker. Instead of worrying about the problems that can arise
while out in the community, I now view community outings as a source of fun for both the
residents and myself.
CONCLUSION
When I reflect on these four incidents I wrote about, a smile spreads across my face. These
events are still so vivid in my mind, that I often wonder if I have done them justice by
writing them down. With the first shift, I overcame my initial fear of working with
"problem children" by taking a chance.
When confronted by the worker in the car, I learned that I could state my mind honestly
and not be intimidated. By dealing with the child who was abusing the Nintendo, I learned
to over-ride my urge to follow the usual disciplinary methods and try something more
effective which had been learned in the classroom. Finally, when I was able to handle a
community outing entirely on my own, I felt I had "come of age" as a child and youth
worker with a variety of skills. I know I have a lot more to learn, but passing through these
developmental stages makes me feel confident about the future stages.
REFERENCES
Fewster, G. (1982). You, me and us [Child Care Commentary]. Journal of Child Care, 1(1),
71—73.
Chris Beneteau is a graduate of the Child and Youth Worker Program at St. Lawrence College in Kingston,
Ontario, and the Child and Youth Care BA program at Ryerson University. He was the 1993 recipient of the
Highest Academic Proficiency Medal and the Robert Butt Memorial Award presented to the graduate who
shows promise of contributing to children with social-emotional difficulties.
Reprinted with permission. Beneteau, C. (1993). My developmental stages as a Child Care student.
Journal of Child and Youth Care, 8(3), 35-39.
25
Essential Forms and Documentation
Documentation Requirements for Internship/Field Education
The School of Child and Youth Care requires that all students enrolled in an internship
must have the following documentation prior to their internship experience commencing:
Criminal Reference Checks are valid for one year if you are planning an
internship in the fall/winter semesters; it is highly recommended that you begin the
process no later than the beginning of May to ensure receipt by the first day of fall
classes.
Students must obtain their criminal reference checks from their regional/municipal
provider.
When obtaining a criminal reference check, be sure to obtain one that includes a
VULNERABLE PERSONS/SECTOR search. Criminal reference checks that do not
include a vulnerable persons/sector search cannot be accepted by the school boards.
Also, be advised that some regions/municipalities will also include a search under
the Mental Health Acts. For more information about the Mental Health Act, please
visit:
http://www.e-laws.gov.on.ca/html/statues/english/elaws_statues_90m07_e.htm.
The School of Child and Youth Care does not require a mental health search. 22
Processing times of applications vary from 4 to 16 weeks. Therefore, students are
strongly encouraged to file their application early to ensure meeting their nonacademic documentation deadline.
Please review the following information about your regional/municipality:
City of Toronto
Students are to obtain an application form from the School of CYC office, SHE 641.
Forms will be available for pick up during regular business hours. Completed forms
are to be mailed to: Records Management Services, Toronto Police Services, 40
College Street, Toronto, Ontario. M5G 2J3. .
Students are responsible for the cost of the service. For more information visit:
www.torontopolice.on.ca.
York Region
Information for students ab0ut the process and to download the application form
can be found at:
26
www.yrp.ca/community-policing/how-do-i/vulnerable-sector -screening.aspx.
Peel Region
Students apply in person at:
7750 Hurontario Street, Brampton, L6V 3W6.
All requests require two pieces of valid government issues identification, one with a
photograph. Students are responsible of the cost of the service. For more
information visit: www.peelpolice.on.ca.
Durham Region
Students apply in person to their local community station in Pickering, Ajax, Whitby
or Oshawa. All requests require two pieces of valid government issued
identification, one with a photograph. Students are responsible for the cost of the
service. For more information visit: www.drps.ca.
If you reside in a region/municipality not listed above, please contact the Field
Education Coordinator, Michael Isaac for more information.
Please note that some internships may require more detail of your police reference
check.
•
•
•
A medical check by your family doctor stating that you are in good health
and free from communicable diseases. See form on our Internship site.
Your medical must include First and Second Stage TB test.
An up to date resume.
A Standard First Aid and CPR (C)Certificate
A Clear Two Stage TB Test
Have the form completed by a registered physician. If a physician refuses to administer the
second stage of the test, have him/her indicate so on the form. If a student cannot
complete a TB test for religious reasons, please provide the School with a letter from a
recognized religious representative indicating so. TB tests are valid for two years from the
date the test was administered.
Visit our website for a copy of the form – http://www.ryerson.ca/cycp/internship.
Certificate of Standard First Aid and CPC for Infants and Children
Recommended organizations include the Canadian Red Cross and St. John’s Ambulance.
First aid and CPR certificates are generally valid for two to three years (expiration dates
vary based on certification supplier).
Passport Photo
27
Students must provide the School with a passport photo with the student’s name and
Ryerson student number printed on the back. These photos are required for your Field
Education file. Passport photos are required by the School only once. If you have a set on
file, they do not need to be updated or replaced.
The absolute deadline for having documentation into the School of Child and
Youth Care is the first week of classes.
It is unlawful to send any student into the field without the above mentioned
documentation. It is each student’s responsibility to ensure that their documentation on
file at the School is valid and current for the duration of their Internship course. Please
provide the School with the original which will be copied for the School’s files and the
originals will be returned to students. Students are required to keep the originals and be
able to produce them at any time upon request.
If all your non-academic requirements are not completed by Sept 9, 2011, you will not be
registered in a seminar class. Please note: missing 2 or more seminar classes may lead to a
failure in your internship.
It is each student's responsibility to ensure that their documentation is valid
and current for the duration of their Internship course. Students are required
to keep the originals and be able to produce them at any time upon request.
The following required documents have been provided in the Student Pre-Internship
Manual:
•
Student Request for Second Year Internship Form
•
Internship Interview Form
•
Internship Agreement Confirmation
Non-academic status checklist:
Complete
Document
Student Request for 2nd Year Internship
Resume
Agency Confirmation Form
Criminal Reference Check
Medical Certificate
Standard First Aid and CPR C Certificate
28
School of Child and Youth Care - Faculty of Community Services
Please complete this request form and return it to Michael Isaac, Student Affairs &
Internship Coordinator by Friday March 1, 2013.
This is NOT a registration form. All requests are CONDITIONAL on students meeting all
requirements required for internship.
PLEASE PRINT CLEARLY.
DATE:
mm/dd/year
Ryerson Student number:
Current Age:
Last Name:
First Name (on record):
First Name used (if different):
Address:
Apt./Suite #
Street Name and #
City/Town
Postal Code
Telephone: Day #
Evening #
Cell #
Please check or circle your preferred number for contact.
Closest major intersection/subway stop to where you live:
Is this where you will live next year?
□ YES □ NO
If not, give general indication of where you will live:
Ryerson Email Address:
NOTE: This email address must be your Ryerson University email address.
□ Speak
Second language(s) other than English:
□ YES □ NO
Transportation to Internship: □ Car □ TTC
□ Write
Valid driver’s license:
□ GO Train
29
Influential factors
While we cannot guarantee an internship that fulfills all your requests, we are interested in
knowing what factors are important to you in selecting your internship. Please check 
all factors
that are most important for you in selecting an internship.
□ Provides me the opportunity to work in a certain field
□ Provides the opportunity to work with a certain population
□ Does not involve evening work
□ Is on the TTC line
□ Is less than one hour from my home
□ Other – please specify:
Child and Youth Care Setting Preferences
Please rank your 1st, 2nd and 3rd settings and client populations of interest:
Setting
Hospital-based
Community-based
Services
Residential Setting
Criminal Justice
Parent Support
Recreation
Family and Children
Services
School Based
Child Welfare
Early Intervention
Rank
Population Group
Ethno-specific
Lesbian, gay,
bisexual,
transgender
Developmental
Disabilities
Children’s Mental
Health
Housing and
Homelessness
Employment
Training/Life Skills
Pre-adolescents
Adolescents
Rank
If you have a specific agency or program that you would like to complete your placement at,
please attach a printout to this form from the 211 Community Connection service OR the
Community Information Gateway (http://211toronto.ca or http://211ontario.ca) for
consideration.
At this point, what is/are your interest(s) and career goal(s)? (This is an opportunity to indicate
where your future interests and career goals lie).
Protection of Privacy: The information on this form is collected under the authority of the Ryerson University
Act and is needed to process your application for your internship. The information will be used in connection
with internship negotiations and communication with internship agencies. If you have any questions about
the collection, use and disclosure of this information by the School of CYC, please contact Michael Isaac,
Internship Coordinator, Ryerson University, extension 4594.
30
Child and Youth Care Resume Guidelines
A Child and Youth Care resume is also required as part of the internship
process. Resumes and all forms are due by Friday, March 23, 2012. Resumes
received after that date may result in internship delays.
Your Child and Youth Care resume (maximum 2 pages) must include:
Personal Contact Information
• Name
• Address
• Telephone Number
• Email
Educational Background
• Year
• Educational Program Location
• Diploma received
Previous Field Experience (if applicable)
• Year
• Settings
• Main Activities
• Number of hours completed
Work Experience
• Year/duration
• Employer
• Main Activities
Volunteer Experience:
• Year/duration
• Organization/Settings
• Main Activities
Other information
• certificates/training
• awards received
31
School of Child and Youth Care
Faculty of Community Services
STUDENT INTERNSHIP INTERVIEW FORM
Date of Interview:
Time of Interview:
_
Agency Name:
Agency Address:
_ Phone #: ( )
Name of Contact person:
_
Additional information regarding interview:
Date of Interview:
Time of Interview:
_
_
Agency Name:
Agency Address:
_ Phone #: ( )
_
Name of Contact person:
_
Additional information regarding interview:
_
Checklist – what to bring to the interview:
Check
Items to Bring
Resume
References
List of questions for field
supervisor
Notebook and pen
Good
attitude/Enthusiasm/Smile
Other?
32
Child and Youth Care Pre-Internship Workshops
Overview
Students in the child and youth care program are required to attend two pre-internship
workshops in the winter semester prior to their internship beginning. The workshops will
run approximately 3.0 hours each and will prepare the students to find and secure their
internship.
Workshop 1
Purpose of Internship
Range of Internships available
What to expect from various internship environments Selfassessment
Required forms and documentation
Question period
Steps to finding an internship
Contacting Agencies/Organizations
What to expect at your interview
Presenting yourself professionally
Resumes
Workshop 2
Interview skills
Simulation practice interviews
Confirming a internship
Next steps
Question period
33
Creating your resume
A resume is a marketing tool designed to sell your skills and experience. It should be
concise and relevant to the position you are seeking.
•
•
•
•
•
•
•
Resume Do’s
Be sure your resume is attractive,
readable, concise, informative,
accurate, and easy to understand;
avoid complicated language or
lengthy narratives
Always tell the truth - but be
selective, and always be positive,
make sure all relevant information is
included
Eliminate all grammatical and
spelling errors, accuracy is essential
Use underlining, bolding, and capital
letters sparingly and avoid italics,
bolding and bullets when e-mailing
or scanning
Begin sentences with action verbs
Keep it short and specific, make sure
there is enough white space, do not
visually clutter your resume
Maximum two pages, ensure good,
clean, high quality copies use 8 x 11
white bond paper
•
•
•
•
•
•
•
Resume Don’ts
Place periods at the end of
statements - these are not complete
sentences - If you choose to use
them, be sure that you are consistent
Shift tenses within the same job
description (use present or past tense
only)
Use difficult-to-read or
unconventional fonts or paper
colours
Use jargon and abbreviations which
are not well known
Use gimmicks to get attention
Lie or exaggerate experiences that
you do not have.
Include a photograph
Adapted from Ryerson University Career Centre Resume Writing
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Resume Checklist
Use the following checklist to review your resume before submitting it to the Internship
Coordinator.
Overall appearance
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•
•
•
•
Is it easy to read? Is the font too big/too small?
Does it have a professional appearance?
Are headings consistent?
Is it kept to two pages?
Is your paper of high-quality, neutral colour and clean?
Contact information
• Is your personal contact information at the top of the first page?
• Did you include your address, telephone number and email address?
Education section
• Are they listed in order of most recent to
earliest?
• Have you included that you are currently
enrolled in the Ryerson CYC program with
expected date of graduation?
• Do you have any educational honours or awards?
Experience section (work, volunteer and previous internships)
• Are your positions listed in chronological order?
• Have you provide succinct information on tasks and activities you were responsible
for?
• Have you highlighted transferable skills?
Other Information
• Have you included any languages spoken
• Do you mention computer competencies or other special skills that you have?
Language Used
• Do you use action verbs?
• Is it clear, concise and not overly wordy?
• Is the resume free from grammatical, spelling and sentence structure errors?
• Have you double checked for slang or jargon that could be replaced with more
appropriate wording?
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Interview Preparation
Preparing is an important part of the interview process. You want to present yourself as
best you can, and arriving prepared, calm, and confident is important.
To help you prepare, consider the following:
1. It is helpful to know something about the agency before you arrive for your interview.
Do some preliminary research on the agency:
• Where are they located?
• What client population do they serve?
• What is their main “function” or role?
• How large is the staff team?
2. Know yourself and your skills: What do you want to tell them about yourself that is not
in your resume?
•
•
•
Write a few key words that describe you on a cue card to prepare.
Prior to your interview, review your resume and think back on experiences you have
had at work, at school, previous internships and in your community.
What would you see as your key accomplishments?
3. Consider what questions they might ask you and plan how you would answer them:
• What are your strengths? Weaknesses?
• Tell me about yourself?
• Why are you in the Child and youth care program? How did you become interested in
working in this field?
• What do you know about our agency? The clients we work with?
What are your expectations of your internship?
• How would a former colleague describe you?
• What goals do you have for your career?
4. Potential questions you can ask at the interview:
• What role do students have at the organization?
• What are the key activities/tasks of a CYC at this agency?
• What documents or certifications are required of all employees/students?
• What is a typical shift like?
• How are shifts organized at the agency? What shifts will I be required to work during
my internship?
5. Ensure you know exactly where the agency is and how to get there. If you are taking the
bus/subway ensure you leave enough time to get there. It does not look professional to
arrive late, however you also do not want to arrive too early.
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NOTES
37
INTERNATIONAL
INTERNSHIPS
School of Child and Youth Care
Faculty of Community Services
38
STUDENT GUIDELINES FOR INTERNATIONAL INTERNSHIPS
In its current Academic Plan for the period from 2008-2013, Ryerson University makes an
expressed commitment to supporting experiential learning and outreach of all kinds,
including national and international experiences (p. 8). Building on this commitment, the
School of Child and Youth Care in its own Academic Plan has included an objective to
expand the internationalization of the School. One important strategy for meeting this
objective is to support students who express an interest in doing one of their required
internship placements outside of Canada. These guidelines have been developed to help
structure a process that is easy to follow and ensures that the experience is a successful one
for the student and fully meets the learning objectives of the internship. The School works
closely with the office of Ryerson International which has set some key measures that must
be met in order to ensure that students travelling abroad do so in full realization of the
various challenges they might face. For your part, it will take a great deal of research,
personal reflection and planning to ensure a successful experience and a full
understanding and acceptance of the implications of doing a placement at a distance.
How to get started:
•
•
•
•
•
•
Begin by doing a significant amount of self reflection about your motives for
wanting to do a placement in a foreign country. The Canadian Guide to Living and
Working Overseas by Jean-Marc Hachey provides a comprehensive list of qualities
found in successful overseas candidates. These qualities include the following:
enjoyment of change and adventure; desire to seek challenges; open mindedness
and curiosity; embracement of differences and ambiguity; non-judgmental attitude;
self-reliance, strong sense of self; good communication skills; emotional stability;
ability to deal with stress; flexibility and adaptability; desire to learn another
language and gain international competencies for personal and professional/career
goals.
Take the time to discuss the feasibility of your idea with a faculty member,
internship coordinator or School director. Many of our faculty members have
strong international connections that could be quite helpful to you in getting
started.
Contact Ryerson International at [email protected] for information on what will be
required of you in order to meet the University’s expectations. These will be
outlined in more detail below.
Give yourself sufficient time to do the necessary research and planning that will be
expected of you. It usually takes six months to a year to fully plan for a placement.
International placements often require completion of a fair amount of red tape so be
prepared to invest time, patience, energy and effort into what could be a lengthy and
laborious process. Once a placement is confirmed you will need to organize your
passport, possibly a work permit, medical/health insurance, etc.
Once you have honed in on a particular country, take the time to increase your
knowledge of that country. An excellent website for this is www.intercultures.ca.
You might also contact the embassy or local consulate for the particular country
where you might undertake the internship.
If necessary, prepare an international resume that is culturally friendly and follows
the standards of the host country. There is a reference book entitled The Global
Resume and CV Guide that might be helpful in this regard. It might also be useful
39
•
•
to check out the Work/Study Abroad Network website hosted by the International
Centre at Queen’s University found at www.queensu.ca/quic/wsa.
Country Travel Reports are available for every country of the world. Check out
Consular Affairs—Information and Assistance for Canadians Abroad at
www.voyage.gc.ca. These Country Travel Reports include information on security
and safety, health and entry requirements, as well as contact numbers for Canadian
government offices abroad.
It is important to check country visa requirements. Usually such placements are
unpaid but if you are interested in paid employment then you need to be well aware
of work visa requirements.
When can the Internship Occur?
You must register in the second level internship, CYC 60 A/B (Third Year) offered in
Spring/Summer Sessions and complete a total of 384 hours of internship experience under
supervision by an on-site internship supervisor. You must be in good academic standing
and have met all prerequisite requirements. It is your responsibility to solicit the
placement and recruit a qualified on-site supervisor who will provide ongoing supervision,
meet with you on a weekly basis in lieu of the on-site seminars that would occur if you were
doing your placement here in the GTA. Both placement venue and supervisor require the
approval of the School Internship Coordinator and the instructor teaching the internship
section in which you plan to register. CYC 60 A/B will be graded on a pass/fail basis taking
into account your performance; written appraisal by the internship supervisor, submission
of a portfolio and review and approval by the campus based instructor who is responsible
for assigning the final grade for the course. The portfolio is to include a site assessment
and report. Your guide for meeting all course requirements will be the standard Internship
Handbook that spells out in detail what is required of you for successful completion of the
placement.
University wide Requirements for International Placements:
Ryerson International has put in place a number of measures that students are expected to
comply with in order for a placement to be approved. Once the School has approved your
placement and it is confirmed by the host placement, the student must register with
Ryerson International and complete the three following mandatory steps:
1. Travel Risk Assessment (TRA): an online form that has the student identify
the potential risks inherent in their activity and destination. This form is to be
approved by the Internship Coordinator or, in the case of high-risk or extreme risk
activities, the Dean or Provost. The form is available at
http://www.ryerson.ca/cehsm/riskmgmt/inttravel.html.
2. Liability Waiver: the student confirms that Ryerson has made him or her aware
of the potential risks and that they take responsibility for them personally and will
not sue the University. This document will be kept on file in the academic unit.
3. Registration: the student provides Ryerson International with key emergency
contact information in case of problems via the online form at
http://www.ryerson.ca/oia/students/ryerson/.
4. Pre-Departure Session: Ideally, Ryerson would like to see all outbound
students participate in a pre-departure session covering travel preparation, travel
40
safety and security and cultural acclimatization. RI conducts these several times per
year, usually around the end of each month, or can do a customized session should
several students from a single program, or with a common destination, be travelling
at the same time. This give RI the opportunity to ensure that students are not just
“going through the motions” of the assessment and have some real life travel safety
and security tips prior to departure. Information on upcoming sessions can be
found at http://www.ryerson.ca/ri/students/ryerson/.
Students undertaking a placement for a significant period of time are urged to register with
the Registration of Canadian Abroad Service (ROCA) which gives DFAIT information on
where Canadians abroad are staying and where they can be found in case of emergency.
Choosing a Placement:
The choosing of a placement requires considerable research on the part of the student
followed by preparation of a proposal that must be approved by the Internship
Coordinator and the course section instructor and meet all the standard criteria used to
select placement venues within the GTA region. Information sessions will be scheduled on
a regular basis by the School to provide information on how to make international contacts
and explore opportunities internationally as well as remote parts of Northern Ontario and
other regions of Canada. With this support from the School, it is the responsibility of the
student to find the placement. It is part of the learning experience and provides a good
opportunity for networking, discovering what is available in the field of international work
and most specifically, the nature and scope of Child and Youth Care practice in the host
country. At the same time, you will need to negotiate a “communication plan” with your
course instructor in Canada before heading off to begin the internship. This will enable
you to de-brief and share both your personal and professional learning gained throughout
the duration of the placement.
Covering Expenses:
The student is expected to incur all expenses associated with the internship including the
following:
• Air travel
• Travel expenses before, during and after the placement
• Travel/health insurance
• Vaccinations and anti-malarial medication if necessary
• Tuition (you are still registering in a regular course section)
• Communication expenses (telephone, internet, fax for keeping in touch with family,
friends and the School)
• Food and accommodation
• Visa application fees if applicable
Post Placement Follow-up & Re-Entry Challenges:
Although it is not a course requirement, you will be strongly encouraged upon your return
to give a presentation on your experience in your placement to students and faculty within
the School and possibly consider publishing an article in one of our professional journals
or School or provincial association newsletters. There is also CYC-Net which has a strong
41
international orientation. As well, it is hoped that returning students will provide contacts
they have made while on the placement so that the School can develop and maintain a
database of possible international placement sites for future students.
It has often been said that returning to one’s home country can be as challenging or more
so then having left in the first place. It is important to provide time and space for personal
reflection, assessment of the experience and conscious recognition of adjustment problems
related to a return to one’s home culture. For more in-depth examination of the challenges
associated with re-entry, refer to
http:www.odu.edu/ao/oip/studyabroad/studentsreturninglongprogsreentry.shtml.
42