Systems involves the influences that are involved in the child/youth’s life, and how they affect the child/youth’s development. There are four sub-domains involved in the competency of systems and they are systems theory, ecological perspective, family systems, and legal guidelines and practice.
Systems theory takes the family, community, service, and the child/youth and works to identify how those individual systems work together for or against the child/youth. The CYCP understand this and works to resolve and understand them (Stuart, 2009).
Ecological perspective is the understanding by the CYCP that many environmental, cultural, and social perspectives will be held by the families and the children/youth. The CYCP will work to identify what those are and whether they restrict or grow the child/youth (Stuart, 2009).
Family systems is similar to the outside systems in the child/youth’s life, except that it involves just the family and the families cultural and social lives, and how those things affect the child/youth, as well as completely respecting the family system in the child/youth’s life (Stuart, 2009).
Legal guidelines and practice is a very important part of a CYCP’s work, as it determines the regulations and rules they must follow, and when, and for who. The CYCP understands that these regulations must be followed every day (Stuart, 2009).
References
Stuart, C. (2009). Foundations of Child and Youth Care: Second Edition. Dubuque, Iowa: Kendall Hunt Publishing Company.
Competency of Legal Guidelines and Practice Proven:
As a civilian and especially as a future Child and Youth Care practitioner, I feel that I have a moral duty to protect those around me, whether it be future clients, family and friends, or even strangers.
It is important to have knowledge of current legislation and speak up when you witness a crime taking place, or discrimination against gender, culture, or social status.
During my time at Fleming, I have participated in three workshops that promote the safety of all. They have all been added to my Co-curricular Record.
In the future, I will always be able to look back on the information that I learned and assist anyone in need.
The photo reads as follows:
Level One: Informed Support Person
Sexual Violence Prevention Training Participant
2018-19 – Students learned information about sexual violence statistics and myths to better understand how the continuum of sexual violence is a societal issue. Students also became informed on how to be a good support person during and after a disclosure of sexual assault or sexual violence. One hour duration.
Level One: Shifting OUTlook
Positive Space Training Participant
2018-19 – The Positive Space Training sessions are about human rights, sexual orientation and gender identity, and being an LGBTQ+ ally. These modules are part of the Fleming College Positive Space Education Program that aims to build an inclusive and welcoming college where people of all sexual orientations and gender identities experience safety, respect, and belonging. The program offers students an opportunity to learn how homonegativity and gender stereotypes perpetuate harassment and exclusion, and create unsafe spaces for people who define themselves differently than “heterosexual” or “male” or “female”. Level One focused on exploring diversity principles and developing strategies and skills to incorporate gender/sexuality diversity into your class, workplace, and social life as they relate to inclusive and safe environments for folks who identify as LGBTQ+ (Lesbian, Gay, Bisexuality, Transgender, Queer/Questioning), Two hour session.
Level Two: Bystander Intervention
Sexual Violence Prevention Training Participant
2018-19 – Through the use of case studies, videos and role-plays, participants learned about the bystander effect, and how to be the person that takes action against actual or potential situations of sexual violence. Students were provided tools for intervention and an opportunity to practice. 1.5 hour duration.
