110-A01_syllabus-LVetrone-202105.pdf

© School of Child & Youth Care, University of Victoria, 2021 /1

Faculty of Human and Social Development | School of Child and Youth Care

CYC 110 A01 (31793)—INTRODUCTION TO CHILD AND YOUTH CARE

TERM 05 May 2021 to 30 Jul 2021

CLASS LOCATION Brightspace LMS

INSTRUCTOR AND
CREDENTIALS

Laura Vetrone BA, MA CYC
PhD Student

OFFICE HOURS Office Hours Drop-In: Wednesdays, 10am – Noon (PST)

TELEPHONE 289-208-2906

E-MAIL [email protected]

ESSENTIAL REQUIREMENTS FOR COURSES IN CHILD AND YOUTH CARE

Students enrolled in courses must demonstrate competence in all four professional practice
areas listed below throughout the course. These four professional practice areas will be
assessed throughout the course of your work, and learners may be required to speak to or
demonstrate them. These four practice areas are essential qualities for learning and practicing
as an emerging professional practitioner in the field of Child and Youth Care. These four
competency areas are a base requirement for success in any area of Child and Youth Care
learning and praxis.

Students will be notified by their instructor in person or by email, phone, or Zoom session,
when they are not meeting the essential requirements for professional Child and Youth Care
practice listed below. Students will be able to engage with their instructor and if needed
develop a plan to grow capacity or re-orientate themselves to these essential requirement
areas. Students are expected to practice and demonstrate these areas through all of their
learning in the School of Child and Youth Care.

1. Professionalism and ethical behavior

a. Promotes the well-being of
children, youth, and families
and takes active steps to avoid
harm

b. Communicates effectively with
children/youth/families; co-
workers; instructors and peers.

c. Shows wise practical judgment
and ethical discernment

d. Honest, reliable, courteous, and
flexible

e. Supports others to be
successful

2. Ability to accept, integrate and
implement feedback

a. Listens deeply
b. Demonstrates humility
c. Shows awareness of one’s

impact on others
d. Receives corrective feedback

without defensiveness, blame,
or denial

e. Considers multiple perspectives
f. Shows evidence of

incorporating feedback

© School of Child & Youth Care, University of Victoria, 2021 /2

f. Demonstrates appropriate
professional boundaries

3. Emotional self-regulation
a. Recognizes one’s own

emotional triggers
b. Able to take constructive steps

to manage one’s own reactivity
and anxiety

c. Able to flexibly respond to the
demands of the professional
environment

d. Able to tolerate stress,
frustration, and uncertainty,
discomfort.

4. Ability to take responsibility for
learning

a. Brings a learner’s stance to the
learning environment setting

b. Initiates communication with
instructors, and others when
uncertain

c. Assumes responsibility for
mistakes or missed
opportunities

d. Takes advantage of all learning
opportunities

COURSE DESCRIPTION
Considers child, youth, family and community well-being from multiple vantage points. Introduces core
values and perspectives for practicing child and youth care across diverse settings. Emphasizes
relationality, intersectionality, strengths-based and trauma-informed approaches. Addresses
contemporary issues and challenges facing child and youth care practitioners with a focus on
conversational, reflexive, collaborative, anti-racist and de-colonizing approaches to care.

OVERVIEW

In this course, you will learn about the dynamic field of Child and Youth Care (CYC); a diverse and
unfolding field of professional practice that is dedicated to promoting the well-being of individuals,
groups, families, and communities through a strengths-based, holistic orientation. You will have an
opportunity to consider how your own positionality and social location has shaped your own
experiences, opportunities and access to resources. You will be introduced to core concepts for thinking
critically, historically, contextually and relationally about the lives of children, youth and families. You
will come to appreciate that childhood and adolescence are not singular, static, or universal stages of
human existence but rather reflect historically changing understandings over time and across cultures.
You will learn how to question taken-for-granted assumptions about concepts such as “healthy” and
“normal” and “successful” and “developmentally appropriate.” You will have a chance to learn about
CYC practice across multiple contexts and develop a deeper understanding of some of the contemporary
debates in the field. Through ongoing critical self-reflection and engagement with course readings and
learning activities you will have a chance to develop your skills as a critical reader. You will also be given
the opportunity to develop your research literacy skills at an introductory level.

COURSE LEVEL OUTCOMES
Upon successful completion of this course you will be able to:

o Describe the core values, professional competencies and orientations guiding CYC practice

o Map your own social location and appreciate the fluid and dynamic nature of identity

o Exhibit familiarity with specific perspectives informing contemporary CYC praxis, including:
relational, intersectional, strengths-based, anti-racist, de-colonizing, and trauma-informed

o Show awareness of the diverse range of settings where CYC is practiced in a Canadian context

© School of Child & Youth Care, University of Victoria, 2021 /3

o Assess the strengths and limitations associated with specific CYC practice approaches and settings

o Articulate core elements of anti-racist and socially just practices in a specific CYC setting or context

o Access, summarize and critique recently published literature in CYC and related fields

o Demonstrate capacity to engage in constructive inter-group dialogue

COURSE MATERIALS

Gharabaghi, K., & Charles, G. (Eds.) (2019). Child and youth care across sectors, Volume 1: Canadian
perspectives. Toronto, ON: Canadian Scholars.

Additional required CYC 110 Course Readings are located on your Brightspace course site, under Course
Reserves.

APA 7th edition Style Guide: Please follow APA formatting for title page, body of the papers, citations
and reference list as described on the Owl Purdue website.

In addition to the assigned readings, it is recommended that you become familiar with CYC-Net and
consider signing up to the CYC-Net discussion group. Also consider subscribing to the CYC Podcast
which features ongoing conversations about CYC practice with, and for, youth, parents and
practitioners.

N/A

FORMAT

The course has been organized to be delivered over 12 weeks. The content has been bundled up into
three modules, consisting of four weeks each. The format of the online course will vary from week to
week and will include a range of learning activities, including: weekly discussions, short video-recorded
presentations and audiotapes, facilitated discussions, videos, small group/pairs work, case studies,
individual writing and reflection.

Please note that this is a flexible schedule and together, we may decide to substitute readings, alter the
, and/or augment these readings with additional materials or on-line resources. You are expected
to complete the required readings for each week, before class, and come prepared to discuss the
material. On-line readings can be found on the Brightspace site. If you do not have access to Brightspace
please contact me as soon as possible

Weekly, active and engaged participation is a basic requirement of this course. This means the
completion of learning activities, participation in weekly discussions and assignments are all required
elements of your learning. You should expect to spend a minimum of five hours per week, working
through the online learning activities and completing the weekly readings. You will need additional time
to complete your assignments. Academic integrity is expected to be adhered to throughout this course.

If you are unable to participate due to extenuating circumstances, you need to alert your instructor.
Failure to meet the responsibilities of the course may result in exclusion from the class as per the
current University of Victoria Calendar attendance policy. (Please also refer to the school academic
policies).

PREREQUISITES

https://www.uvic.ca/cas/login?service=https%3A%2F%2Fwww.uvic.ca%2Fares%2F

https://www.uvic.ca/cas/login?service=https%3A%2F%2Fwww.uvic.ca%2Fares%2F

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

https://www.cyc-net.org/index.html

https://www.cyc-net.org/signupform.html

http://www.cycpodcast.org/

https://www.uvic.ca/current-students/home/academics/academic-integrity/index.php

https://web.uvic.ca/calendar2019-05/undergrad/info/regulations/attendance.html

https://web.uvic.ca/calendar2019-05/undergrad/hsd/cyc.html

https://web.uvic.ca/calendar2019-05/undergrad/hsd/cyc.html

© School of Child & Youth Care, University of Victoria, 2021 /4

WEEKLY SCHEDULE

Module One – Becoming a Critically Reflective CYC Practitioner (Weeks 1-4)

Learning Outcomes:

 Critically reflect on your own social location as a CYC practitioner

 Recognize childhood and adolescence as social and cultural phenomena that vary across time and place

 Describe the intersecting influences of gender, class, ethnicity, race, nationality, age, ability, and sexual
orientation in shaping identities, opportunities and experiences

 Read and annotate a research article

Week 1 (May 5 – 9) — Co-creating a Welcoming Space for Learning

 Reviewing Course Expectations

 Engaging Constructively in Inter Group Dialogue

Review Course Syllabus

Online Resources:

LGBTQS Toolkit. Welcoming Space. Retrieved on April 1, 2020 from:

WELCOMING SPACE

Family Smart. The Language We Use https://www.youtube.com/watch?v=ddZ8lvhCAXg

Week 2 (May 10 – 16) — Situating and Reflecting on Ourselves

 Privilege and Dominance

 Intersectional Identities

 Critical Reflection

Course Reserve:
Brock, D. et al. (2019). Introduction: Unpacking the centre. In D. Brock, A. Martin, R. Raby & M. Thomas

(Eds.), Power and everyday practices (2nd Ed), pp. 3-16. University of Toronto Press.

Online Resources:
Hankivsky, O. (2014). Intersectionality 101: A primer. Institute for Intersectionality Research & Policy,

SFU. https://www.researchgate.net/publication/279293665_Intersectionality_101

Raheim, S. et al. (2004). An invitation to narrative practitioners to address privilege and dominance.

Dulwich Centre. https://dulwichcentre.com.au/a-continuing-invitation-to-narrative-practitioners-
to-address-privilege-and-dominance/

Optional: Robin DiAngelo and Resmaa Menakem in Conversation https://onbeing.org/programs/robin-
diangelo-and-resmaa-menakem-in-conversation/

Week Three (May 17 – 23) — Learning Academic Reading and Writing Skills

 Research literacy skills

 Reading and annotating

 Searching library databases

 APA formatting

WELCOMING SPACE

https://www.researchgate.net/publication/279293665_Intersectionality_101

An invitation to narrative practitioners to address privilege and dominance

An invitation to narrative practitioners to address privilege and dominance

Robin DiAngelo and Resmaa Menakem: In Conversation

Robin DiAngelo and Resmaa Menakem: In Conversation

© School of Child & Youth Care, University of Victoria, 2021 /5

Course Reserve

Bihis, W., Brosch, E., Davey, T., Hayward, M., Larson, S., Quito, J. & Bellefuille, G. (2020). Information

Communication Technology (ICT): The New Frontier of Child and Youth Care (CYC) Practice. Advances in
Social Sciences Research Journal, 7(3) 379-385.

Online Resources

Cleveland State University. What is critical reading https://www.csuohio.edu/writing-center/critical-reading-what-

critical-reading-and-why-do-i-need-do-it

Eastern Washington University Writers Centre. Annotating a text: Reading and study strategies

https://research.ewu.edu/writers_c_read_study_strategies

Purdue University Online Writing Lab

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_
format.html

Optional: University of Mancherster. Academic Phrasebook http://www.phrasebank.manchester.ac.uk/

Week Four (May 24 – 30) Conceptualizing Childhoods (Assignment 1 due May 30 at 11:55pm)

 North American Child

 Migrant Child

 Rights-Bearing Child

Course Reserve:
James, A. (1998). From the child’s point of view. In C. Panter-Brick (Ed.), Biosocial perspectives on children

(pp. 45-65). Cambridge University Press.

Online Resources:
Aeon (2020). Kid Culture. Retrieved May 15, 2020 from

https://aeon.co/essays/why-are-american-kids-treated-as-a-different-species-from-adults

BC Child, Family and Community Services Act
https://www.bclaws.ca/civix/document/id/complete/statreg/96046_01

UNICEF Canada. About the convention on the rights of the child. Retrieved May 22, 2020

https://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of-
the-child

Optional: National Film Board of Canada. Twelve. Retrieved May 15, 2020 from
https://www.nfb.ca/film/twelve/

Module Two – Exploring Practice Frameworks and Approaches (Weeks 5-8)

Learning Outcomes:

 Demonstrate familiarity with specific practice frameworks, including relational, strengths-based, family
centred, trauma-informed, anti-racist, and Indigenous wellness

 Situate the practice of Child and Youth Care (CYC) within a historical context

 Learn about child/youth engagement strategies and collaborative practices

https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it

https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it

https://research.ewu.edu/writers_c_read_study_strategies

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

Home Page

https://aeon.co/essays/why-are-american-kids-treated-as-a-different-species-from-adults

https://www.bclaws.ca/civix/document/id/complete/statreg/96046_01

https://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of-the-child

https://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of-the-child

https://www.nfb.ca/film/twelve/

© School of Child & Youth Care, University of Victoria, 2021 /6

Week 5 (May 31 – June 6) — Understanding Practice Frameworks and Orientations

 Social Determinants of Health

 Trauma-Informed Practice

 Healing-Centred Engagement

Course Reserve:

Raphael, D (2014). Social determinants of children’s health in Canada. International Journal of Child, Youth
& Family Studies, 5(2), 220-239.

Online Resources:
Ginwright, S. (2018). The future of healing: From trauma-informed care to healing-centred engagement.

Medium, Retrieved on May 13, 2020 from https://medium.com/@ginwright/the-future-of-
healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c

MCFD (2017). Healing families, helping systems: A trauma-informed practice guide for working with

children, youth and families. [pp. 2-14]. Retrieved on April 3, 2020 from:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=2ahUKEwjyrZ7s
6szoAhWYs54KHb8tAh4QFjAMegQIARAC&url=https%3A%2F%2Fwww2.gov.bc.ca%2Fassets%2Fg
ov%2Fhealth%2Fchild-teen-mental-health%2Ftrauma-
informed_practice_guide.pdf&usg=AOvVaw1bwr4iujOwrDmDh1lz9W7n

Week 6 (June 7 – 13) — Understanding Practice Frameworks and Orientations cont’d (Assignment 3 due June 13 @
11:55pm)

 Relational

 Strengths-Based

 Anti-Racist

 Family-Centred

 Indigenous Policy and Practice Framework

Course Reserve:
Garfat, T., Freeman, J., Gharabaghi, K. & Fulcher, L. (October 2018). Characteristics of a relational child

and youth care approach revisited. CYC-Online, 7 -45. Retrieved from:
https://bettercarenetwork.org/sites/default/files/CYC-Online%20October%202018.pdf

Daniel, B-J. (2018). Racism is a thing! Re-examination of the concepts of care and relational practice in the

preparation of child and youth care practitioners. Relational Child and Youth Care, 31(3), 31-42

Online Resources:

Family Smart. Family centred practice. Retrieved on June 2, 2020 from

https://familysmart.ca/files/Family-Centered-Practice-GFSE.pdf

Choose one of the following Indigenous Frameworks:

(1) Ministry of Children & Family Development (2015). Aboriginal Policy and Practice Framework in

British
Columbia. Retrieved from https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-
care/aboriginal/abframework.pdf

(2) Thunderbird Partnership Foundation. First Nations Mental Wellness Continuum Summary Report.

FNMWC Summary Report

Week 7 (June 14 – 20) — Developing a Professional Identity in CYC

https://medium.com/@ginwright/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c

https://medium.com/@ginwright/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=2ahUKEwjyrZ7s6szoAhWYs54KHb8tAh4QFjAMegQIARAC&url=https%3A%2F%2Fwww2.gov.bc.ca%2Fassets%2Fgov%2Fhealth%2Fchild-teen-mental-health%2Ftrauma-informed_practice_guide.pdf&usg=AOvVaw1bwr4iujOwrDmDh1lz9W7n

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=2ahUKEwjyrZ7s6szoAhWYs54KHb8tAh4QFjAMegQIARAC&url=https%3A%2F%2Fwww2.gov.bc.ca%2Fassets%2Fgov%2Fhealth%2Fchild-teen-mental-health%2Ftrauma-informed_practice_guide.pdf&usg=AOvVaw1bwr4iujOwrDmDh1lz9W7n

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=2ahUKEwjyrZ7s6szoAhWYs54KHb8tAh4QFjAMegQIARAC&url=https%3A%2F%2Fwww2.gov.bc.ca%2Fassets%2Fgov%2Fhealth%2Fchild-teen-mental-health%2Ftrauma-informed_practice_guide.pdf&usg=AOvVaw1bwr4iujOwrDmDh1lz9W7n

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=2ahUKEwjyrZ7s6szoAhWYs54KHb8tAh4QFjAMegQIARAC&url=https%3A%2F%2Fwww2.gov.bc.ca%2Fassets%2Fgov%2Fhealth%2Fchild-teen-mental-health%2Ftrauma-informed_practice_guide.pdf&usg=AOvVaw1bwr4iujOwrDmDh1lz9W7n

https://bettercarenetwork.org/sites/default/files/CYC-Online%20October%202018.pdf

https://familysmart.ca/files/Family-Centered-Practice-GFSE.pdf

https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/aboriginal/abframework.pdf

https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/aboriginal/abframework.pdf

FNMWC Summary Report

© School of Child & Youth Care, University of Victoria, 2021 /7

 History of CYC in Canada

 CYC Competencies

 Children’s Rights

Course Reserve:

Charles, G., & Garfat, T. (2009). Child and youth care practice in North America: Historical roots and

current challenges. Relational Child and Youth Care, 22(2), 17-28.

Di Santo, A. & Robichaud, B. (2019). Children’s rights: Raising awareness amongst professionals working

with and for children. In S. Jagger (ed.), Early years education and care in Canada: a historical and
philosophical overview (pp. 121-141). Toronto: Canadian Scholars.

Mattingly, M. A., Stuart, C., & VanderVen, K. (2010). Competencies for professional child and youth care

work practitioners, Association of Child and Youth Care Practice. [pp. 9-25] Retrieved from:
https://cyccb.org/images/pdfs/2010_Competencies_for_Professional_CYW_Practitioners.pdf

Week 8 (June 21 – 27) — Creating Conditions for Collaboration and Relational Engagement (Assignment 4 due
June 27 at 11:55pm)

 Relational Approaches

 Collaborative Practice

 Youth Engagement

Course Reserve:

Gerlach, A.J., Browne, A.J., Suto, M.J. (2018). Relational approaches to fostering health equity for
Indigenous children through early childhood intervention. Health sociology review, 27(1), 104-
119. doi: 10.1080/14461242.2016.1231582

Madsen, W. & Gillespie, K. (2014). Cornerstones of collaborative helping [chapter 2). Collaborative

helping: A strengths-based framework for home-based services. John Wiley & Sons.

Online Resources:
Hysolp, K. (December 2018). Want to fix foster care? Ask kids who have been through the system. The

Tyee. Retrieved from https://thetyee.ca/News/2018/12/13/Fix-Foster-Care-Ask-Kids/

Relationships Matter Photo E-Book: https://www.yumpu.com/document/view/59918518/relationships-
matter-e-book

Module Three – Exploring CYC Contexts and Committing to Anti-Racist, Social Justice Approaches
(Weeks 9-12)

Learning Outcomes:

 Explore a range of CYC settings and approaches to practice

 Articulate some of the structural barriers and disadvantages faced by specific groups of minoritized youth

 Identify specific actions for addressing racism and other forms of discrimination in CYC

 Appreciate the strengths and limitations of professional codes of ethics in guiding ethical practice in CYC

Week 9 (June 28 – July 4) – Discovering CYC Settings and Perspectives

 Residential Care

 Community Settings

https://cyccb.org/images/pdfs/2010_Competencies_for_Professional_CYW_Practitioners.pdf

https://thetyee.ca/News/2018/12/13/Fix-Foster-Care-Ask-Kids/

https://www.yumpu.com/document/view/59918518/relationships-matter-e-book

https://www.yumpu.com/document/view/59918518/relationships-matter-e-book

© School of Child & Youth Care, University of Victoria, 2021 /8

 Digital Spaces

Textbook:
Gharabaghi, K. & Charles, G. (2019). Chapter 1. The classic setting: Residential care and treatment. In K.

Gharabaghi, & G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian
perspectives (pp. 12-30). Toronto, ON: Canadian Scholars.

Newbury & Vachon (2019). Chapter 4: Community settings, outreach, and youth engagement. In K.

Gharabaghi, & G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian
perspectives (pp. 62-79). Toronto, ON: Canadian Scholars.

Martin, J. & Stuart (2019). Chapter 6: The digital life-space as a practice setting. In K. Gharabaghi & G.

Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 101-
115). Toronto, ON: Canadian Scholars.

Week 10 (July 5 – 11) — Discovering CYC Settings and Perspectives cont’d

 Foster Care

 Outdoor Adventure

 Queering CYC

Textbook:

Chapter 2. Modlin, H. & Legget, A. (2019). The role of child and youth care in foster care. In K. Gharabaghi

& G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian perspectives (pp. 31-
47). Toronto, ON: Canadian Scholars.

Chapter 5. Carty, E., et al. (2019). Chapter Outdoor adventure and child and youth care practice. In

K. Gharabaghi & G. Charles (Eds.), Child and youth care across sectors, Volume 1: Canadian
perspectives (pp. 80-100). Toronto, ON: Canadian Scholars.

Chapter 9. Anderson-Nathe, B. (2019). Queering gender and sexuality in child and youth care. In
& G. Charles (Eds.),Child and youth care across sectors, Volume 1: Canadian perspectives (pp.
157-171). Toronto, ON: Canadian Scholars.

Week 11 (July 12 – 18) — Enacting Anti-Racist and Decolonizing Approaches (Assignment 5 due on July 18 at
11:55pm)

 Ethical Practice

 Anti-racism

 Social Justice

Course Reserve:
Amponsah, P. & Stephen, J. (2020). Developing a practice of African-centred solidarity in child and youth

care. International Journal of Child, Youth, & Family Studies, 11(2), 6-24.

de Finney, Dean, Loiselle & Saraceno (2011). All children are equal but some are more equal than others:

Minoritization, structural inequities, and social justice praxis in residential care. International
Journal of Child, Youth & Family Studies, 3-4, 361-384.

Online Resources:
Standards for practice of North American Child and Youth Care Professionals. Retrieved from:

https://www.acycp.org/images/pdfs/ethics_and_practices_ACYCP_v2-1.pdf

Sisters Rising https://onlineacademiccommunity.uvic.ca/sistersrising/about-sisters-rising/

https://www.acycp.org/images/pdfs/ethics_and_practices_ACYCP_v2-1.pdf

https://onlineacademiccommunity.uvic.ca/sistersrising/about-sisters-rising/

© School of Child & Youth Care, University of Victoria, 2021 /9

Week 12. (July 19 – 25) — Course Wrap-Up

 Student Presentations

ASSIGNMENTS AT A GLANCE

Assignment 1: Social Location Map and Critical Reflection 15%

Assignment 2: Contributions to the Learning Community 15%

Assignment 3: Critical Reading of a Published Research Article 15%

Assignment 4: Exploring A Practice Framework for CYC 25%

Assignment 5: Promoting Equity, Inclusion & Social Justice for Children, Youth and Families 30%

ASSIGNMENT DETAIL

Assignment #1 —Social Location Map and Critical Reflection (20%) -Due Week 4

Your assignment will include two components:

1. A 1-page hand-drawn or computer-generated social location map

2. A 2–3-page written reflection. All in-text citations and references are in APA format.

First, you will prepare a 1-page social location map that reflects your multiple and fluid identities across
different identity dimensions and axes of privilege, including for example: age, gender, race/ethnicity,
ability, class, sexual orientation, education, citizenship, cis/transgender, language, etc. Examples of
these types of maps are included here and here and here. Please feel free to be creative and make it
your own by adding all relevant facets of your own identity. The maps can be hand-drawn or computer-
generated.

Second, you will prepare a 2–3-page written reflection that highlights what you have learned as a result
of creating your social location map. You will also integrate at least two course readings from Module 1
(weeks 1-4). This written reflection is intended to provide you with an opportunity to think more deeply
about your own social identity, which will include giving consideration to your own sites of privilege and
oppression. Address each of these four questions in your written reflection:

 What are some of the specific structural benefits/disadvantages/impacts of your own
intersectional identities?

 What have you learned about intersectionality, privilege, and/or relations of power as a result
of completing this social location map?

 What feelings/experiences/questions/moments of recognition or resistance came up for you as
you engaged in this reflective process?

 Can you think of an example of how this learning might get applied to CYC practice?

Please refer to at least two course readings in your written reflection, using APA formatting 7th edition
for in-text citations, formatting of the title page (including your name and date), body of your paper
and for the reference list.

Assignment 1 Grading Criteria—15 points

https://www.researchgate.net/figure/Diversity-Wheel-as-used-at-Johns-Hopkins-University-12_fig1_320178286

https://www.facinghistory.org/sites/default/files/Starburst_Identity_Chart.pdf

An Example of Privilege

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html

© School of Child & Youth Care, University of Victoria, 2021 /10

Criteria Excellent -3 points Satisfactory – 2
points

Less Than Satisfactory -1
point

Fails to Meet
Expectations- 0 points

Social Location Map
-Content

Thorough in its
coverage; goes
beyond a superficial
analysis; captures
complexity;
demonstrates
outstanding
understanding of
intersectionality and
social location

Most parts of the
map are clear,
demonstrates
solid
understanding of
intersectionality
and social location

Some parts are missing,
unclear or not well
evidenced

Many parts are missing,
clear or not well
evidenced

Social Location
Map- Presentation

Creative; visually
impactful; richly
rendered

Generally well
done

Somewhat unclear or …