· Textbook: At Risk Youth (6th Edition)
Reflective Journal Entries
There are 4 steps to writing your Reflective Journal entries:
1. Why we write reflective journals
· To make a conscious effort to acknowledge our learning experiences
· To read about aspects of youth issues which are relevant to our role as a human service worker
· To challenge our assumptions and how they might affect our future practices required for the social services worker field
Reflective Journal Instructions
2. Method of writing reflective journals
· Use handwritten (legible) or typed entries. It is important for students to acquaint themselves with typed entries as today’s workforce relies heavily on computer skills. The purpose of this step is for students to be able to process and express their subconscious experiences and application of course material
· Use colour, sketching, textiles, other products from nature, as a way to enhance your journal entries as you feel compelled to do so
· Use your creative mind. This could be exhibited by journal entries which are expressed by rhyme, poetry or na
ative in order to link course material to your learning experiences.
· Include articles of interest, research notes, personal comments, quotes, or photos. You must provide proper citation for any materials which are not your own
3. Composition of journal entries
· Journal entries should include the following:
· Name ( please use this name-> Enana Me
at )
· Date
· Topic (relative to each session or lectures (9))
The following questions should be used as guidance to structure journal entries:
How can I use my journal to challenge my thinking and learning in regards to social service work?
· What have I gained or learned from today’s session?
· Have there been any changes to my thought processes regarding topics covered in today’s session?
· How can this course help me reach my own goals as a person or professional?
· What specific goals for learning and personal growth have I set for me as I work through this course?
· What feeling about me seemed particularly strong as I worked on today’ session? Explain.
· What insights have I gained into people as a result of the session material overed today as well as my own personal experiences? Explain.
The Reflective Journal is an assignment for you to write about your reflections on what you have learned and experienced each day. The combination of course readings, lecture and classroom activities has enabled you to attain knowledge and experiences in order to reflect and write about these aspects. The journal is your method to express yourself. Your instructor is looking for you to express your own thoughts, beliefs and feelings as a way to synthesize your knowledge, skills and experiences. It is important for you to relate course material with your experiences as a way for you to find meaning, make connections and develop critical thinking skills necessary for working within the social service field. Each journal entry is part of your Youth Issues evaluation and grade and is therefore required for each day
Assessment
· Student Reflective Journal (for 9 each lectures)
· Journal is attractive and well designed
2
Youth Issues Poster Presentation
1. Review the chapters in the textbook on either youth substance use/abuse or the LMS readings on Canadian youth justice. Pick a poster topic that relates EITHER to youth and substances OR youth and crime/the justice system. See you instructor if you need help refining your idea into something “poster-able”. Be sure to use at least two sources other than the text. (In other words, find your our own research materials).
2. Create a poster using words, pictures, found objects, charts, graphs etc. to communicate the knowledge you have gained on your subject. Make a list of talking points that you wish to describe to the class. This can be on notecards or as a one-page typed agenda. Ask your instructor to see examples of previous work so you have some concrete idea of the parameters of this presentation and what your instructor is looking for.
3. On the day of the poster presentation, display the poster and explain its contents and the findings of your interviews. You should speak for 7-10 minutes. Please see your instructor more information about her or his preferences regarding poster presentations.
Brief Description:
Course Outline
Youth Issues: YOU4
Course Outline
Youth Issues: YOU4
Course Outline
Brief
Description:
This course is designed to give students an overview of the issues that our youth are facing in today’s society. The course looks at three general areas of concern related to youth issues. The first part of the course is aimed at describing what is meant by at-risk and who these at-risk youth are. This is essential in order to better understand what the common risk factors that contribute to youth becoming at risk are. Secondly, the student will learn about the different at-risk categories in order to explore the various issues and problems. Finally the course will look at the different intervention, prevention and treatment strategies or models.
Textbooks required for this Course:
At Risk Youth 6th edition
Authors: J. Jeffries McWhirter, Benedict T. McWhirter, Ellen
Hawley McWhirter and Anne Cecilia McWhirter ISBN: XXXXXXXXXX
Course
Objectives:
Upon completion of this course, the student will have reliably demonstrated the ability to:
· Describe what is meant by at-risk and the at-risk continuum.
· Identify the common characteristics that define at-risk youth. Discuss the socioeconomic factors that could contribute to youth becoming at risk for various psychosocial problems.
· Name and discuss the common at risk categories impacting youth.
· Discuss the various prevention, intervention and treatment models or strategies used to help at risk youth in human services settings.
· Understand the application of individual and group interventions within a conceptual, prevention and treatment model for youth at risk for various psychosocial problems.
· Understand issues of human diversity as they apply to socioeconomic factors impacting a youth’s probability of experiencing different problems.
Day
Topical Coverage
1
Chapter 1
· Orientation to the class
· Explanation of module deliverables
· Overview: What does it mean to be “at-risk”?
2
Chapters 2 & 5
· Risk Factors
· Characteristics of High and Low Risk Youth
3
Chapter 3
Content
Breakdown
• Family Influences
4
Chapters 4 & 6
· School Influences
· Dropping out of School
5
Chapter 7
• Youth Substance Abuse
6
Chapter 8
• Teenage Pregnancy and Risky Sexual Behaviours
7
Chapter 9
· Antisocial Behavior, Delinquency and Youth Gangs
· View and reflect activity: Bowling for Columbine
8
Readings in LMS
· Legal Issues and Youth Justice in Canada
9
Chapter 10
• Youth Suicide
10
· Student poster presentations
Course
Change
Information contained in this course outline is co
ect at the time of publication. Content of the courses is revised on an ongoing basis to ensure relevance to changing educational employment and marketing needs. The instructor will endeavor to provide notice of changes to students as soon as possible. Timetable may also be revised.
NOTE:
The Daily Topical Coverage is provided as a guideline only. Instructors
may modify the flow as required to ensure proper coverage.
© 2020 1
© 2020 1
The 2002 Youth Criminal Justice Act: Summary and Background
From http:
www.justice.gc.ca/eng/pi/yj-jj/ycja-lsjpa
ack-hist.html retrieved on Aug 22/11
Introduction
On Fe
uary 4, 2002, the House of Commons passed Bill C-7, the Youth Criminal Justice Act (YCJA). The new law replaces the Young Offenders Act (YOA), and is in force as of April 1, 2003, following a period of preparation for its implementation. The YCJA builds on the strengths of the YOA and introduces significant reforms that address its weaknesses. The YCJA provides the legislative framework for a fairer and more effective youth justice system.
The introduction of the bill followed an extensive period of review and consultation, much of which is reflected in the following reports:
· A Review of the Young Offenders Act and the Youth Justice System in Canada, report of the Federal-Provincial-Te
itorial Task Force on Youth Justice (1996)
· Renewing Youth Justice, report of the House of Commons Standing Committee on Justice and Human Rights (1997)
· A Strategy for the Renewal of Youth Justice, Department of Justice Canada (1998)
In March of 1999, Bill C-68, the first version of the YCJA, was introduced. Parliament prorogued in June and the bill was reintroduced as Bill C-3, in October 1999. The bill proceeded through second reading and the Standing Committee on Justice and Human Rights held hearings on the bill. Prior to third reading, the federal election was called for November 27, 2000 and the bill was delayed. Bill C-7 was introduced in Fe
uary 2001 and includes over 160 amendments that respond to suggestions and concerns raised in relation to C-3.
The purpose of this document is to explain the background to the YCJA, and provide a summary of its main provisions and the rationale behind them. Since the focus is on the changes, provisions of the YOA that are retained in the YCJA are not summarized.
The Need for New Youth Justice Legislation
There have been many concerns in Canada about the Young Offenders Act and the youth justice system. Some of these concerns have been based on misperceptions about youth crime, the legislation and how the system operates. Some concerns have been based on a misunderstanding of the limits of legislation and unreasonable expectations about what legislation can accomplish.
It is sometimes argued that new legislation is not needed, that the YOA is not flawed and that if problems exist, they are the result of inappropriate implementation. This position fails to take account of 17 years of experience that indicate that the YOA does not provide clear legislative direction to guide appropriate implementation in several areas. The absence of clear legislative direction is an important factor, although not the only factor, that has contributed to the problems in the youth justice system.
Significant problems in the youth justice system include:
· The system lacks a clear and coherent youth justice philosophy.
· Incarceration is overused - Canada has the highest youth incarceration rate in the Western world, including the United States.
· The courts are over-used for minor cases that can be dealt with better outside the courts.
· Sentencing decisions by the courts have resulted in disparities and unfairness in youth sentencing.
· The YOA does not ensure effective reintegration of a young person after being released from custody.
· The process for transfer to the adult system has resulted in unfairness, complexity and delay.
· The system does not make a clear distinction between serious violent offences and less serious offences.
· The system does not give sufficient recognition to the concerns and interests of victims.
The YCJA addresses these problems. However, there are limitations as to what can be accomplished through legislative change alone. That is why the new legislation should be seen as only part of the Government's much
oader approach to youth crime and the reform of Canada's youth justice system. Major non-legislative factors in this
oader approach include: significantly increased federal funding to the provinces and te
itories, crime prevention efforts, effective programs, innovative approaches, research, public education partnerships with other sectors (such as education, child welfare and mental health), improvements to aboriginal communities, and appropriate implementation by provinces and te
itories.
Preamble and Declaration of Principle
One of the problems with the YOA has been the lack of clarity in the fundamental principles of the legislation. The Declaration of Principle is the primary source of principles to guide decision-making under the Act. It contains
oad statements that reflect various themes, including the importance of accountability, the protection of society, the special needs of young persons and the rights of young persons. However, the principles do not provide real guidance to decision-makers under the Act because they lack coherence, are conflicting and are not ranked in terms of priority. Where principles are in conflict, there is no indication as to which one takes precedence.
The Youth Criminal Justice Act contains both a preamble and a declaration of principles to clarify the principles and objectives of the youth justice system.
The Preamble, while not legally enforceable, contains significant statements from Parliament about the values on which the legislation is based. These statements can be used to help interpret the legislation and include the following:
· Society has a responsibility to address the developmental challenges and needs of young persons.
· Communities and families should work in partnership with others