Child and Youth Care - Accelerated | St. Clair College
Program Code: K994
Status: Open
Apply Online:
Three Year - Ontario College Advanced Diploma
Delivered in less than 1 year
Starts: September

Emergency Alternate Delivery Plan:
Winter 2024 Emergency Alternate Delivery

Joy Kemble
519-354-9714 ext. 3320

Program Overview

This post-graduate program provides individuals with an opportunity to complete the three-year Child and Youth Care diploma program in an intensive eleven-month time frame building upon their prior learning. This combination of skills results in a dynamic, diversified graduate, prepared to work in a variety of workplace settings with diverse populations and provides practical field placement experience.

A Child and Youth Care specialist facilitates growth and change in children, adolescents and families experiencing a wide range of social, emotional, behavioural, or learning challenges. Graduates are involved in all facets of care from assessment to intake, goal formulation, program planning and intervention. Child and Youth Care specialists facilitate change, provide support and apply a variety of evidence-based intervention strategies.

Program Highlights

  • Smaller class size with more one-on-one contact with instructors.
  • Exceptional field placements with an effort made to match students to their own community when possible in Windsor, Chatham, Sarnia, and London.

Career Opportunities

With two credentials, employment opportunities for graduates are excellent in mental health treatment centres, residential facilities, young offender facilities, schools, group homes, community-based settings and in-home work with families.

Degree Completions

  • Graduates are eligible to apply to the third year of the Child and Youth Care Degree Programs at Ryerson University and Humber College.
  • Graduates are able to apply to the third year of the Bachelor of Social Work, B.A. in Psychology, and the B.A. in Disability Studies Programs at the University of Windsor. See the program coordinator for details.
  • Graduates are eligible to apply for DSW Accelerated, ECE Accelerated as well as Autism and Behavioural Science. Please see the coordinator for details.

Transfer Agreement

Graduates are also eligible to participate in a Transfer Agreement between the Developmental Service Worker or Early Childhood Education program.

Admission Requirements

A University Degree in Social Sciences with at least one course in Introductory Psychology as well as Developmental Psychology or a Diploma in Early Childhood Education, Developmental Services Worker or Educational Support program. Educational Support graduates who have graduated prior to 2018 and other BA graduates are required to take an additional bridging program offered in the summer prior to admission to this program. Please contact the Coordinator for details.


The curriculum below is for incoming students:

Semester 1
Code Title Credits
Introduction To Treatment
Family Based Intervention
The Child And Youth Worker As A Professional
Observation Skills And Reporting
Youth Justice
Child Care Techniques II
Introduction Cyw Field Placement
Semester 2
Code Title Credits
Child And Adolescent Mental Health And Intervention
Activities With Children II
Ethics And Practice In Crisis Intervention
Learning Theory And Behavioural Change
Individual Growth And The Group Process
Child Care Techniques III
Semester 3
Code Title Credits
Child & Youth Worker Field Placement
Personal Safety & Pharmacology

Synergy Placement Notice to Students

Pre-Placement Requirements

St. Clair College has partnered with Synergy Gateway Inc to provide you access to Verified - a platform that is used by students at other post-secondary institutions across Ontario for the purpose of digitally collecting placement requirements related to placement(s). Synergy Gateway Inc will provide support and clearance to help with your required documentation. You will be required to complete an Electronic Requirements Verification (ERV) Review through the Verified platform in order to receive clearance to begin your clinical placement. You will be provided access to "Verified" via a secure username and password. You will use Verified to:

  • Upload your pre-placement requirements documentation for review.
  • Book your Electronic Requirements Verification (ERV) service (this is a service that reviews the documents you have uploaded and provides you a status as to your eligibility to begin placements).
  • Track your ongoing requirements compliance.

Each student will receive log-in credentials to access Verified that will be sent to your St. Clair College email account. Please check your inbox, spam and junk mail folders for an email from the "Synergy Help Desk". You will be required to create a new password upon logging in. Be sure to view the video user guides and student guidebook to learn how to use the Verified platform.

Any associated fees for Synergy Gateway Inc to complete the pre-placement requirements are the sole responsibility of the students.

It is mandatory that students complete their ERV service through Verified to be eligible for your upcoming clinical placement.

Once your account has been set up with Verified, inquiries can be directed to Synergy Gateway Inc at You will need to submit a Help Desk ticket. Their Help Desk hours are Monday to Friday: 10 am - 3 pm, excluding holidays.

** Please note: If you are an International student completing a placement, you will require a valid COOP Work Permit.


(Please refer to your Synergy communications for full details)

COVID-19 Vaccination Placement Notice to Students

This is to make you aware that, although a COVID-19 vaccination is not required to attend St. Clair College, most of our placement sites require students to be fully vaccinated for COVID-19 to be eligible to attend. Students who are not fully vaccinated cannot be provided with a placement for their program and, therefore, will not be able to complete their programs. Please be advised that COVID-19 booster shots and/or other requirements may become mandatory for placement, however, they are not currently required.

  • Student placements are assigned at the discretion of the program.
  • Students may be required to obtain further clearances for placement at the discretion of the placement site.
  • Student personal requests for placement cannot be accommodated.
    • Placements may be outside the Windsor/Chatham area
  • Students are responsible for their own accommodation.
  • Students are responsible for their own travel and all costs of placements.
  • Students are responsible for the cost of scrub uniforms/footwear and equipment (such as a stethoscope, a watch with a second hand) and other incidentals as required.
  • Placement schedules may include shifts on days, afternoons, weekends and holidays throughout the program based on placement needs and agency availability.

Your Investment

The standard tuition and compulsory fees for the current academic year:

2023-2024 Tuition Fees  

For programs with Experiential Learning (Work Placement/Internship): Costs for accommodation, if needed, travel and related expenses is at the student's own expense. It is recommended for most programs, that students have access to a laptop or desktop computer while away from home during experiential learning periods.

Textbooks and other materials are in addition to Tuition Fees. Textbook prices may be found through the Bookstore website.

Please be aware that tuition and compulsory fees are subject to adjustment each year. The College reserves the right to change, amend or alter fees as necessary without notice or prejudice.

Program Physical Demands Analysis

Program Vocational Learning Outcomes

Child and Youth Care (Ontario Advanced College Diploma) (MTCU Code 60701)

The graduate has reliably demonstrated the ability to

  1. Develop and maintain therapeutic relationships with children, youth and their families, respecting their unique life spaces, and applying the principles of relational practice to meet their needs.
  2. Assess the strengths, developmental and holistic needs of children, youth and their families, using methods grounded in theoretical frameworks, research and therapeutic practices, to develop care and intervention plans.
  3. Develop and implement care and intervention plans appropriate for the therapeutic milieu using evidence-informed practices and research to provide support for children, youth, and their families.
  4. Use equitable and inclusive approaches that are anti-colonial, anti-oppressive, anti-racist, and strength-based frameworks, as well as cultural humility, to create positive and sustainable solutions and respond to inequities and to systemic barriers experienced by children, youth and their families.
  5. Advocate for, and in solidarity with, children, youth, their families and communities through their participation in the development and implementation of care and intervention plans that uphold their rights.
  6. Employ communication, collaboration and relational skills with the inter-professional team and with community partners to ensure and enhance the professionalism of practice.
  7. Engage in self-inquiry, relational inquiry and critical reflection to develop strategies for learning and the practice of self-care, as a practitioner.
  8. Use professional development resources and supervision to increase professional capacity, learning and leadership skills.
  9. Adhere to relevant legislation and Child and Youth Care standards of practice, competencies, and codes of ethics as a practitioner.
  10. Practice in a variety of contexts and settings, respecting needs for developmental growth, safety, wellbeing and agency, while addressing the varying age and developmental ranges of children, youth, and their families.
  11. Employ crisis prevention and intervention techniques, and harm-reduction principles, with children, youth and their families in the provision of care, to ensure their safety, resolution of crises, and reparation of relationships.
  12. Develop the capacity to work with children, youth and families who identify with Indigenous, Black, and racialized communities, as well as people in LGBTQ2+ and disabled communities, by identifying systemic inequities and barriers, integrating practices such as trauma-informed care, and respecting their inherent rights to self-determine.