COURSE OUTLINE

SCHOOL OF SOCIAL and COMMUNITY SERVICES

CHILD and YOUTH CARE PROGRAM
COURSE NAME: Community Based Practices
COURSE CODE: CYCS 3020
CREDIT HOURS: 42 hours
PREREQUISITES: N/A
COREQUISITES: N/A
PLAR ELIGIBLE: YES (X) NO ( )
EFFECTIVE DATE: September 3, 2024 to December 13, 2024
PROFESSOR: Fayzal Samji OFFICE #: 446E
PHONE: EXT. N/A EMAIL: [email protected]

NOTE TO STUDENTS: Academic Departments at George Brown College will

NOT retain historical copies of Course Outlines. We urge you to retain this
Course Outline for your future reference.

EQUITY STATEMENT: George Brown College values the talents and

contributions of its students, staff and community partners and seeks to
create a welcoming environment where equity, diversity and safety of all
groups are fundamental. Language or activities which are inconsistent
with this philosophy violate the College policy on the Prevention of
Discrimination and Harassment and will not be tolerated. The
commitment and cooperation of all students and staff are required to
maintain this environment. Information and assistance are available
through your Chair, Student Affairs, the Student Association or the Human
Rights Advisor.
George Brown College is dedicated to reducing barriers and providing
equal access to education for students with disabilities. If you require
academic accommodations, please contact the Accessible Learning
Services office on your campus.
STUDENT RESPONSIBILITIES: Students should obtain a copy of the
Student Handbook and refer to it for additional information regarding the
grading system, withdrawals, exemptions, class assignments, missed
tests and exams, supplemental privileges, and academic dishonesty.
Students are required to apply themselves diligently to the course of
study, and to prepare class and homework assignments as given. Past
student performance shows a strong relationship between regular
attendance and success.

COURSE DESCRIPTION:
In this course, students learn to apply the concepts and practices of Community
Based Development in their roles as Child and Youth Care practitioners. This
reflects the evolution of the work of the CYC practitioner as they take on more
varied roles in the field of Child and Youth Care. Effective CYC practice is supported
through understanding and applying frameworks that include Critical Thinking
Theory, the Social Determinants of Health, Restorative Practice and Anti-Oppression
Practice. To illustrate the relevance of these various frameworks, an understanding
of Restorative Practice is introduced and provides the conceptual framework for
students to use as a basis for community interventions with children, youth and
their families. As well, students will discuss and reflect on various issues that impact
communities and focus on learning a range of interventions that provide a Harm
Reduction and Restorative approach.

ESSENTIAL EMPLOYABILITY SKILLS:

As mandated by the Ministry of Colleges and Universities, essential employability skills
(EES) will be addressed throughout all programs of study. Students will have the
opportunity to learn (L) specific skills, to practice (P) these skills, and/or be
evaluated (E) on the EES outcomes in a variety of courses. The EES include
communication, numeracy, critical thinking & problem solving, information
management, interpersonal and personal skills. The faculty for this course has indicated
which of the EES are either Learned (L), Practiced (P) or Evaluated (E) in this course:

Skill L P E Skill L P E
1. communicate clearly, X X 7. locate, select, X X
concisely and correctly in organize and
the written, spoken and document information
visual form that fulfills the using appropriate
purpose and meets the technology and
needs of the audience information sources
2. respond to written, X X X 8. show respect for the X X X
spoken or visual messages diverse opinions,
in a manner that ensures values, belief
effective communication systems, and
contributions of
others
 3. execute mathematical 9. interact with others X X
operations accurately in groups or teams in
ways that contribute
to effective working
relationships and the
achievement of goals
4. apply a systematic X X X 10. manage the use of X
approach to solve time and other
problems resources to
complete projects
5. use a variety of thinking X X X 11. take responsibility X
skills to anticipate and for one’s own actions,
solve problems decisions and
consequences
6. analyze, evaluate, and X X X
apply relevant information
from a variety of sources

COURSE OUTCOMES:
Upon successful completion of this course the students will have reliably
demonstrated the ability to:

• Analyze current community issues that impact children, youth and their
families, using various analytical frameworks; Critical Race Theory, Social
Determinants of Health, Restorative Practice and Anti-Oppression Practice.
• Demonstrate knowledge of Restorative Practice models and their
impacts/use in community interventions, both individually and systemically.
• Develop a “Community Asset Map: that addresses issues impacting children,
youth and their families using a strength based, harm reduction and
restorative lens.
• Demonstrate anti-oppressive and inclusive
behaviours/applications/practices in the classroom learning environment.
• Identify and assess community risk factors and develop a proposal that
addresses gaps in service.

DELIVERY METHODS / LEARNING ACTIVITIES:

This course is fully delivered in class 1 x 3 hour sessions on campus weekly. You are
expected to do self-directed learning, participate in class lectures, review readings
and resources, participate in group activities and discussions. Your Professor will
provide you with the necessary tools you require to complete the course
expectations.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

Required: Film Rental: To Be Determined
A list of relevant articles from a variety of sources including CYC Professional
journals will be posted on Brightspace. It is the student’s responsibility to access
these readings and tools to help inform their learning and assignment completion.
Please review weekly outline for mandatory readings, videos and tools for the
course.
COURSE POLICIES:
Communication with Faculty:
Students are required to familiarize themselves with the student email system and
to use their George Brown student email to communicate electronically with faculty.
This account can be accessed by going to https://mail.georgebrown.ca
To log in, enter your Student ID number as your User Name, and the
password you use to access STUVIEW and Brightspace.

TESTING POLICY:
Students are expected to write exams and tests on the scheduled date and time. In
the event a student will miss an examination or test, due to unforeseen
circumstances, they are required to contact the professor of the course no later
than 8:00 am of the day of the exam or test, in order to be considered for a make-
up test. Students may be required to provide documented explanation upon
request.
If the student misses a test class they are required to communicate with the
professor to negotiate a rewrite if appropriate.

ASSIGNMENT POLICY:
Students are expected to submit assignments on or before the assigned due date.
A late penalty of 10% per day will be applied to all late assignments at the
discretion of the faculty. Extensions for assignments will only be accepted if
negotiated in writing with the professor prior to the due date. At this time, the
professor and student will mutually agree on the extension that the student will
receive to submit the assignment.

Assignments are due by 11:59 pm on the assigned due date. Late papers will be
deducted 10% each day to a maximum of ten (10) days including the weekends.
Extensions require negotiation 48 hours prior to the due date of the assignment. All
assignments must be submitted through Brightspace. Students should keep
submission receipts from their assignment submissions

Assignments will be typed and submitted through Brightspace only. This

helps to address when students have submitted their assignments. Students should
keep their submission receipts for the duration of their attendance in the program.
Title pages are mandatory. The student’s name, the professor’s name, the due
date and the title of the assignment are to be typed clearly on the front of each title
page. (APA format taught in College English). Other forms of submission must be
discussed with your professor. Email and Hard copy will not be accepted unless
negotiated and confirmed with your professor.

Using Generative AI tools such as, but not limited to, ChatGPT, Copilot, Bing,
ChatPDF, Dall-e, to aid in or fully complete your coursework will be considered a
breach of academic integrity and George Brown’s Academic Integrity
Policy will be applied. Generative AI sources are fallible and have been known to
produce inaccurate, biased, unethical, and offensive information.

Planning ahead for cancelled classes:

In the event that classes are cancelled, faculty will make every effort to notify
students in a timely manner. Faculty may send out emails and/or place a message
on their office voicemail, and will endeavor to have notices posted indicating class
cancellation. If class is cancelled it is always the student’s responsibility to make
contact with their Professor to make arrangements to get the work they missed and
to arrange submission of assignments. Do not assume that because class has
been cancelled that due dates have been adjusted.

EVALUATION SYSTEM:
Assessment Description: Outcome( EES Date / % of
Tool s) assess Week: Final
assessed ed Grad
e
SWOT Analysis View the film and 1,2,5 1,2,4,5 Week 3 10%
complete the SWOT
Analysis provided in
this week’s slides.
Write an analysis on the
young persons,
strengths, weaknesses,
opportunities and
threats within their
various systems
In Week 4 & Week 5 = Week 4 10%
Class/Communit 10% each activity. & x 2=
y Activities
Participation Students are expected Week 5 20%
to participate in the
discussion and activity.
Critical Students are to write 2,3,5 1,2,3 Week 7 20%
Article Review an article review of one 5,7,8
of the articles provided
in our course readings
and outlined by your
Professor
Proposal Group Assignment 1,2,3,5 1,2,4,5, Week 30%
Assignment where students will 6,7,8,9 13
Group
Assignment work together to
complete a proposal
draft for a concept the
group thinks is a
trending issue in our
communities.

Final Exam Students will have 3 2,3,5 1,2,5 Week 20%

hours to complete the 15
exam. This exam is
made up of True & False
and Multiple Choice
Questions.
TOTAL 100%
:
GRADING SYSTEM
The passing grade for this course is: ____D/50%____
 A 90- 4. B+ 77- 3. C 67- 2. D 57- 1. Below F 0.
+ 100 0 79 3 + 69 3 + 59 3 50 0
A 86- 4. B 73- 3. C 63- 2. D 50- 1.
89 0 76 0 66 0 56 0
A- 80- 3. B- 70- 2. C- 60- 1.
85 7 72 7 62 7

Excerpt from the College Policy on Student Code of Conduct and

Discipline:
The minimal consequence for submitting a plagiarized, purchased,
contracted, or in any manner inappropriately negotiated or falsified
assignment, test, essay, project, or any evaluated material will be a grade
of zero on that material.
To view George Brown College policies please go to
www.georgebrown.ca/policies

TOPICAL OUTLINE:

Week Topic / Task Outcome( Content / Resources

s) Activities
Week 1 Introduction & 2,3 Go over course LMS: SWOT
Sept orientation to the course outline/assignments Analysis
2-6 and Brightspace and readings. Film: Scarborough

The main frameworks Class Discussion in

introduced: defining communities
• Ecological Systems and CYC practice within
Theory Socio various communities
Cultural Theory
• Social Determinants Film: Scarborough
of Health
• Critical Race Theory SWOT Analysis due:
Week 3 Worth 10% of
your final grade.

Homework: SWOT
Analysis, Course
Readings
Week 2 Proposal Assignment 2,3 Proposal Support Devices for note
Support Research strategies taking and
Sept Introduction to StartGBC Brainstorming concepts research
9-13
Full in-class support Proposal Outline
dedicated to organizing and and rubric
writing proposals

Critical Review Assignment

to be reviewed and
expectations discussed.

Week 3 Theories to consider in 1,3,5 Lecture, Open SWOT Analysis

our community Systems Discussion Due Worth 10%
Sept • Critical Race Theory of your final
16-20 • Restorative Begin to grade.
 Practices identify/discuss
• Anti-Oppression Community Issues LMS: See Weekly
Practice through frameworks Modules only for
discussed mandatory
Review Proposal course readings
Assignment and Tools

Week 4 Health is more than… 3,5 In Class Activity Online LMS: See Weekly
focus on the Social (attendance mandatory Modules only for
Sept Determinants of Health: to obtain grade): On mandatory
23-27 Prevention as a community Campus course readings
based practice and Tools
Asset Mapping
Strength based approaches Participation in
Locating resiliency in Activities Today:
Between both: communities Worth 10% of
In pairs or in groups (3 your final grade
hrs) CYC Practice and Asset
Level of safety and Mapping What
issues going on neighbhoods
Social Determinants of need help. Mental
health health programs
Access to groceries
Banks
Differences between
affluent and
neighborhoods
Week 5 Social Determinants of 2 3,5 In Class Activity Online LMS: See Weekly
Health and Ecological (attendance mandatory Modules only for
Sept Systems Theory to obtain grade): mandatory
30- Oct revisited Compare and Contrast course readings
4 Communities and Tools
Communities in Health
and at Risk: Identifying Locating community Participation in
risk factors in communities risk factors Activities Today:
Worth 10% of
Defining the social your final grade
determinants of health

How SDH impact CYC

practice

Week 6 Proposal Working Class 1,2,3,4 Students will have this LMS: See Weekly
Professor Available for entire class to connect Modules only for
Oct Consultation online with their peers mandatory
7-11 they are working with course readings
and the Professor to and Tools
gain information, ask
questions and fine tune
their Proposal
Assignment.
Week 7 Outreach and Wrap 1,2 Lecture and Open LMS: See Weekly
Around Programming Discussion Modules only for
Oct Practical community based mandatory
14-18 practices course readings
Identifying components of and Tools
Outreach and Wrap Around
 Critical Review
Assignment Due:
Worth 20% of
your final grade

Week 8 Intercession Week

Oct
21-25
Week 9 The Roots of Violence 1,3.5 Factors contributing to LMS: See Weekly
Lecture & Discussion on risk the roots of violence Modules only for
Oct 28- factors related to violence mandatory
Nov 1 in our Ecological Systems, Lecture, Film and class course readings
barriers in the systems and discussion and Tools
program needs
Roots of Violence
Impact on CYC Practice Article & Violence
film

Week Conflict & Conflict 1,2 Client Conflict LMS: See Weekly
10 Resolution: Practitioner Conflict Modules only for
Addressing various Community Conflict mandatory
Nov 4-8 conflictual situations as a Conflict Process course readings
CYC Practitioner Conflict Resolution and Tools
How to resolve conflict with Transference & Counter
clients, peers, community Transference
members, systemic barriers
etc.

Week Power, Privilage & How to use an Anti- LMS: See Weekly
11 Politics: Looking at Oppression framework Modules only for
systems in our to address Inclusion mandatory
Nov communities. practice. course readings
11-15 Inclusion practices and and Tools
intersectionality in our
communities

Week Proposal Working Class Students will have this LMS: See Weekly
12 Professor Available for entire class to connect Modules only for
Consultation online with their peers mandatory
Nov they are working with course readings
18-22 and the Professor to and Tools
gain information, ask
questions and fine tune
their Proposal
Assignment.
Week Restorative Justice and 2,4,5 Reviewing the purpose LMS: See Weekly
13 Circles and the components to Modules only for
Defining Restorative a Restorative Circle mandatory
Nov 25- Practices Lecture and Discussion course readings
29 It’s place in our and Tools
communities
Principals of a Restorative Full Proposal Due
Circle worth 30% of
your final grade
Week Course Review, Final Exam 1,2,3,4 An in depth review of LMS: Course
14 Review Wrap up what will be on your Materials
final exam and what
Dec should be studied
2-6
Week Final Exam 1,2,4 3 hours to complete Exam: Worth 20%
15 Dec upon opening of your final
9-13 grade