Cao đẳng - Dịch vụ Cộng đồng và Tư pháp

Level: 01

• COR1756

• Introduction to Psychology

• Psychology is the study of the mind and behaviour. Students critically examine the fundamental principles of psychology and provide an overview of the major subjects of psychological inquiry. Students have the opportunity to gain a better understanding of why humans behave the way that they do through active learning and collaboration in the classroom.

• Co-requisites: COR1928 

• COR1910

• Social Issues Seminar

• When working in the community and justice field, it is essential to understand and have empathy for the justice issues that the people we work with face. Students explore a range of current social justice issues and self-reflect on the attitudes, feelings and experiences that inform their perspectives on these issues. Students learn to apply an anti-oppressive lens to understand and discuss social change. Through a variety of activities including group discussions, audio-visual materials, films, articles and personal journals, students self-reflect to understand the ways in which their belief systems can impact their professional practice with marginalized communities. 

• COR1914

• Community and Justice Resources

• Those working in the community and justice field must have a strong awareness of the resources and services available to assist their clientele. Students investigate available services and programs for youth and adults who have had conflict with the law as well as programs designed to support survivors of violence. This includes programs inside institutions, alternatives to incarceration, after-care and transitional housing programs, and community services. Topics are discussed in a seminar-type learning environment, enhanced by guest speakers from various community and institutional resources. 

• COR1919

• Intervention Skills I

• Community and justice workers require a toolkit of intervention approaches to support the people they work with. Students develop basic individual support skills widely used in the community and justice field. Students examine approaches and interventions which foster strong and collaborative relationships with clients. Students also practice and develop competency in basic intervention skills such as active listening, awareness of body language, using open and closed questions, use of empathy to build trust and self-reflection. These competencies are used to work with clients across differences of class, race, gender, age, ability, sexual orientation, religion, and culture. These skills are developed through a variety of learning approaches, including lectures, role plays, discussions, and small group activities. 

• COR1928

• Introduction to Sociology

• Sociology is the study of society and culture which aims to explore our interdependencies and differences. By providing a critical lens to topics such as inequality, gender and sexuality, ethnicity, culture, and deviance, emphasis is placed on understanding power relations in society and their impact on particular communities. Students explore key concepts, figures, and theories of the discipline of sociology while developing their own "sociological imagination." Focus is on student enlightenment and empowerment to challenge their worldview through a combination of discussions, case studies, readings, and lectures. 

• COR1929

• Fitness, Leadership and Self-Care

• Community and justice services is a demanding field that requires workers to practice work-life balance. Focus is on self-care practices such as fitness and nutrition that support the community and justice worker to maintain longevity in the field. Students develop recreational leadership skills through a variety of experiential activities. A focus on the importance of self-care will be addressed. Students are supported to develop and practice skills and strategies to address the physical, mental and emotional requirements of self-care. 

• COR1950

• Canadian Justice System and Legislation

• In order to support clients, it is necessary to understand the systems and institutions which have significant impact on their lives. Students examine the roles and functions of each component of the Canadian criminal justice system - police, courts, and corrections. Students become familiar with how these components relate to each other and how legislation impacts the system as a whole. Through assignments and presentations, students explore contemporary issues relating to the field. 

• ENL1813A

• Communications I

• Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Through a combination of lectures, exercises, and independent learning, students practise writing, speaking, reading, listening, locating and documenting information, and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments. 

Level: 02

• COR1740

• Mental Health

• The ways in which various systems (e.g. criminal justice, income assistance, health, education, child welfare, etc.) have been established means that those with mental health diagnoses are more likely to come into contact with the law. Coming into contact with the law can also lead to significant mental health distress. Students examine issues relating to mental health as relevant to the community and justice field. Students recognize some of the most common signs and symptoms associated with mental health disabilities. Essential information on mental health, including an understanding of assessment and treatment options is explored. Students develop a strengths-based approach to working with clients with mental health disabilities. This approach examines the impacts of stigma, social isolation, and poverty linked to mental health issues and the effect on health and wellbeing. 

• COR1835

• Correctional Practices

• In the Community Justice Services field, many clients have experience with the correctional system. Students develop an understanding of the organizational framework of federal and provincial correctional services. Students explore challenges and responsibilities as well as essential institutional security duties when working in this setting. Through a critical perspective, emphasis is on the many structural reasons why people become involved in, or return to the criminal justice system. 

• COR1916

• Fundamentals of Group Facilitation

• Community and justice workers are often expected to facilitate groups in both community and institutional settings. Students examine the basic elements of group process and practice including issues of group leadership, group member roles, characteristics of effective facilitators, stages of group development, skills required for effective facilitation, conflict resolution and ethical considerations for group facilitation. Through applied learning activities and collaboration, students develop the skills to prepare them for group work in the field.

• Prerequisites: COR1919 

• COR1917

• Indigenous Studies

• It is essential that workers in the community and justice field have knowledge and understanding of colonization and its impacts on the people with whom we work. Students explore the relationships between Indigenous peoples and settler communities within the context of colonization. Students learn about the legislation and oppressive practices which have had and continue to have an impact on Indigenous people in Canada, including the Indian Act, residential schools, the Sixties Scoop, contemporary approaches to child protective services and the over-representation of Indigenous peoples in the criminal justice system. Additionally, students examine cultural practices and symbols, and explore self-determination, self-government and the treaty-making process. Resistance and change movements are also be explored.

• Prerequisites: COR1910 

• COR1921

• Youth Justice

• To better serve the young people we work with and understand how the youth justice system affects them, we must understand how the system was developed and how it has evolved. Students explore the youth justice system from historical, theoretical and practical perspectives. Students also develop an understanding of this system including child protection, policing, court, youth detention, alternatives to sentencing, community programs and relevant legislation. Emphasis is on enabling students to work effectively with young people in residential, custody and community settings. A variety of skills and approaches are explored. Contemporary and historical case studies, scenarios, and class discussion underline the issues and challenges involved in working in this system. 

• COR1922

• Intervention Skills II

• Trauma-informed practice is a strengths-based approach that focuses on safety, relationship, choice, collaboration and empowerment as well as respect for diversity. It supports community and justice workers to understand how the experiences of clients may shape the ways in which they engage in the system. Students develop trauma-informed case management and crisis intervention skills. Case management is a collaborative process of assessment, planning, systems navigation, care coordination, evaluation and advocacy. Students also develop crisis intervention skills including verbal and non-verbal de-escalation skills that focus on the principles of empowerment and collaboration.

• Prerequisites: COR1919 

• COR1923

• Introduction to Criminology

• Criminology is the study of the concepts of "crime" and "deviance" that employs a multi-disciplinary lens of psychology, biology and sociology to explore the justice system to understand how crime comes to be defined and understood. Critically exploring definitions of crime and deviance from a criminological lens allows students to understand the ways in which power and influence have shaped definitions of criminality and how inequalities exist in how society regards "criminality" based on factors such as class, race, education, etc.

• Prerequisites: COR1928 

• ENL1823A

• Communications II

• Students continue to develop their workplace writing and speaking skills. Students learn the protocols to write request letters, daily logs, occurrence reports, proposals and meeting minutes. They prepare for field placement and workplace interviews by creating resumes and undergoing a situational-style job interview. Students also complete a variety of role-play exercises designed to prepare them for speaking tasks in the field, such as participation in meetings and delivery of educational workshops.

• Prerequisites: ENL1813A 

Level: 03

• COR1800

• Sexuality and Gender Studies

• Within the community justice field, workers support people with a range of lived experiences. Students examine sexuality and gender topics as relevant to this field. The objective is to develop and promote greater personal awareness and social understanding within the areas of sexual identity, gender expression and gender identity. Students develop an understanding of the diversity of viewpoints and values with respect to human sexuality, and a sensitivity and acceptance of others' sexual attitudes and behaviours that may differ from one's own. Students explore their own knowledge, beliefs and values through a blend of lecture, audiovisual materials, class discussions and group activities. 

• COR1801

• Ethics and Professional Practice

• Ethical guidelines inform the day to day decisions made by people working in the community and justice field. Focus is on supporting students to develop an ethical decision-making compass based on agency and ministry standards. Students also have the opportunity to sharpen their skills in professional practice in preparation for transitioning into their placement. 

• COR1802

• Working with Children, Youth and Families

• The skills required to work with children, youth and families are essential for many employment opportunities in the community and justice field. Students examine developmentally appropriate approaches to working with children, youth, and caregivers, as well as inclusive practices to support diverse families. Students also have an opportunity to better understand family dynamics and the ways in which family struggles are influenced by forces such as trauma, addiction, immigration, poverty, separation/divorce, colonization, and child protection.

• Prerequisites: COR1756 and COR1919 

• COR1949

• Addictions and Harm Reduction

• Substance use should be viewed as occurring on a continuum. As a result, the addiction and recovery supports that an individual can seek will vary from person to person. Students learn to work from a client-centered, trauma-informed perspective to understand how to support a wide variety of clients dealing with substance use related challenges. Students gain an understanding of current biological, psychological and social theories that inform our understanding of addiction treatment. Students also develop competency in harm reduction as well as other addiction support modalities. Emphasis is on de-pathologizing and de-stigmatizing narratives associated with drug use. Students have the opportunity to learn from a variety of mediums including guest speakers, audio-visual materials, discussions, small group activities, and lectures. 

• COR1959

• Community Building Practices

• Flourishing communities tend to have strong community support systems in place. Students have the opportunity to examine community building practices designed to address systemic and structural issues in our communities. Community-led approaches are examined as a means to address issues of over-criminalization and social and economic marginalization. Course content focuses on community capacity development including poverty reduction and food scarcity strategies, health promotion, approaches to address social isolation and housing issues, youth mentorship, and community policing. Students develop skills in implementing needs assessments, relationship building, community organizing, fundraising, advocacy and public education. 

• COR1960

• Trauma-Informed Practice

• It is essential for community and justice workers to have a solid understanding of the ways in which trauma can impact the behaviour of their clients. This course focuses on various experiences including neglect, abuse, abandonment, exposure to violence, loss, separation, disaster and war. Using a strengths-based perspective, students develop an understanding of shock, developmental/relational, and social/cultural forms of trauma, as well as the connection between trauma and criminalization. Trauma-informed approaches bring together current theories of how trauma impacts brain development, learning, relationships and behaviours. This course reviews evidence-based interventions that support clients to find a sense of safety in the present and connect with resources. Students also examine vicarious trauma and the importance of self-care to this work.

• Prerequisites: COR1756 

• COR1961

• Foundations of Anti-Oppression Practice

• An essential component of community and justice work includes supporting people dealing with systemic barriers to accessing the supports and resources needed to thrive. Many people who continuously face oppression in everyday life also struggle with issues of social identity and self-worth due to internalized oppression. Focus is on developing tools and strategies to support these clients, specifically anti-racist, anti-violence, anti-ableist, and anti-classist practices. Students hear from guest speakers and engage in role plays, group activities and resource sharing to better enhance their anti-oppressive skill set.

• Prerequisites: COR1910 and COR1917 

• Choose one from equivalencies:

• GED0466

• General Education Elective

• Visit the general education electives site for details about how to select these courses.

• Students choose one course, from a group of general education electives, which meets one of the following five theme requirements: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, and Science and Technology.

• Equivalencies: ARC9001 or DSN2001 or ENV0002 or FAM1218 or FIN2300 or GED1896 or GED5002 or GED5004 or GED5005 or GED5006 or GED5009 or GED5200 or GED5300 or GED6022 or GEN1001 or GEN1957 or GEN2000 or GEN2003 or GEN2007 or HIS0001 or HIS2000 or HOS2228 or LIB1982 or MGT7330 or MVM8800 or PSI0003 or RAD2001 or SOC2003 or GED5003 

Level: 04

• COR1963

• Professional Development

• Students participate in a two-week intensive course that brings together theory and practice and provides students with critical professional training that is applicable in a wide-variety of workplace settings. Focus is on the integration of recent field placement experiences and support to develop professional skills in preparation for employment in the field. 

• COR1965

• Field Placement

• Authentic work experiences provide students with a realistic perspective of a career and provide potential employers with much-desired experience with respect to new employees. Students work in a community or justice services agency selected by the faculty in consultation with the student. This is an opportunity for students to integrate theory and practice. The completion of practicum is based on an assessment of performance by faculty in consultation with the fieldwork supervisor and the student.

• Prerequisites: COR1740 and COR1756 and COR1800 and COR1801 and COR1802 and COR1835 and COR1910 and COR1914 and COR1916 and COR1917 and COR1919 and COR1921 and COR1922 and COR1923 and COR1928 and COR1929 and COR1949 and COR1950 and COR1959 and COR1960 and COR1961 and ENL1813A and ENL1823A and GED0466

• Co-requisites: COR1966 

• COR1966

• Field Placement Seminar

• Reflective practice provides opportunities for growth and development for all participants. Students have the opportunity to make connections between the theory they have learned in the first three semesters of study and their practical experience in field placement. Students learn from each other's direct experience. Through group discussions and self-reflection opportunities, students continue to build skills as community and justice workers in preparation for employment opportunities in the future.

• Prerequisites: COR1740 and COR1756 and COR1800 and COR1801 and COR1802 and COR1835 and COR1910 and COR1914 and COR1916 and COR1917 and COR1919 and COR1921 and COR1922 and COR1923 and COR1928 and COR1929 and COR1949 and COR1950 and COR1959 and COR1960 and COR1961 and ENL1813A and ENL1823A and GED0466

• Co-requisites: COR1965