CHST 3302 Children Policy and Practice Syllabus F2023

CARLETON UNIVERSITY
CHST 3302A Children, Policy, and Practice

Institute of Interdisciplinary Studies
Child and Youth Studies Program
Fall 2023 –Sept. 4th to Dec.8th
Instructor: Zainab Amery
Virtual Office Hours: Virtual office hours by appointment on zoom
Course Time and Method of Delivery:

Blended course with some mandatory synchronized meetings during the scheduled hours of
Thursdays 2:35 - 5:25 pm. on zoom as indicated in the course syllabus schedule. Mandatory
meetings are for the purpose of facilitating group work. So barring emergencies you are expected to be
there.
Email: Zainab.Amery@Carleton.ca Please allow for a 24-hour response time from Monday to Friday.
Teaching Assistant: At the time of this syllabus preparation, there is no TA scheduled as of yet.
Please read your course syllabus carefully as in most cases, the information you are looking for is in the
syllabus. Big questions should be attended to through office hours online appointments and will therefore
receive a response of this nature by email. This is normally to your benefit. You are required to include
the following information in all your e-mail communication: Full name, your student ID number, and the
course name and number pertaining to your question (s).
Communication will only be through Carleton accounts. Your Connect account can be forwarded to any
other account. Do not respond to emails sent to the class through my Brightspace; they often end up in
my trash. Save a copy of all e-mail correspondence for the duration of the course until you receive your
final letter grade.
This syllabus is your guide to this course. It frames almost everything you need to know about the readings,
videos, course assignments, discussion forum, and due dates. It is your responsibility to know its contents.
Please read the syllabus carefully. You are responsible for knowing and following the syllabus. Should it be
necessary, I reserve the right to change this syllabus in consultation with the students.
Dropbox: All assignments will be submitted online through Brightspace in the designated dropbox under
tools - assignments online. Please ensure to include your name, student number, course
code and instructor’s name on the title page.
Course Description
This course will introduce policy, macro and micro practices and how they are influenced by historical
trends, the national and global economies and the ever-changing diversity within societies and community
and organizational settings which serve children, youth and families. Students will be exposed to key
aspects of social change, community activism and government policies that are driving changes in public
sectors service systems that support children and youth. We will examine policy and resource contexts of
practice of child and family services at the federal, provincial, and local levels; decision-making; lobbying
and influences on policy change; models of community change, government partnerships and service
delivery; cross-agency collaboration; and models of policy development. Thus, students will consider
policy making as negotiated practice stakeholders, including employees of public institutions; organizations,
families and communities utilize to create, resist, influence and enact social effective policies. Students
will investigate different approaches to policy practice including activism and community building, in
addition to more conventional approaches like policy brief writing and lobbying. Some of the thematic
content areas will include, economics, poverty, education, health, indigenous concerns, child welfare, and
the law. Classes will consist of a blended lecture component and active learning where students will engage
with course material through individual and collaborative approaches.
Official Course Calendar Description

An introduction to the concepts of policy and practice and how these are influenced by history, economy,
geography, and culture. Topics may include provincial, national, and international economic, social, and
educational policies concerning children and youth.
Precludes additional credit for CHST 4000 (no longer offered).

Prerequisite(s): third year standing in Childhood and Youth Studies.
COURSE OBJECTIVES
Upon completion of this course, students should be able to:

1. Specify and critique how the current policy frameworks (at the federal, provincial, local and
international levels) reflect society’s social construction of the child and youth access to services.
2. Specify and critique the outcomes and implications of current policies for children and youth, and
their families.
3. Identify the importance of historical, social, cultural, economic, organizational, and global
influences on policy formulation.
4. Understand the historical Indigenous social welfare policies and their effect on Indigenous
people's lives today
5. Engage in policy practice to effect changes in advocacy efforts to promote fairness and inclusion.
6. Critically analyze relevant federal, province, local and international public policies related to
economic, health, law, social, and educational policies concerning children.
7. Develop skills in policy research, policy analysis and policy implementation to provide/secure
more appropriate services, supports and resources for communities, families and children.
8. Students will develop an understanding about how to influence public policies which impact
children and youth.
CHST3302A _Children, Policy, and Practice Fall 2023 2

9. Students will be equipped to effectively communicate verbally and in writing to advocate for
specific policy positions position in respect to a particular problem and its proposed solution.
Blended course structure and methods
This course will be delivered entirely online, through the course management system. Therefore, students
are expected to log into Brightspace daily to check for announcements, activities, and assignment
information and updates. Online activities and in-class activities are designed to build on each other. Active
participation in the online activities and completion of all coursework is required in this course for you to
be successful. It will have a combination of lectures, films, and presentations. It requires reading, critical
thinking, and active participation. There will be approximately 40-50 pages of required reading for each
3-hour class. Students are expected to have read the material in advance and come prepared to offer
thoughtful insights and questions related to the topic under discussion and be prepared to ask questions and
participate in discussion. The success of the class lies in the participatory nature of all individuals.
Consequently, despite being online, the most stimulating discussions will happen when you complete the
assigned readings, come prepared to participate when there are zoom meetings, not just listen when we do
meet synchronously.
Announcements will be posted to the course Brightspace whenever necessary. If there is any other
information, I think is important, I will also send it to your email address you have in Carleton. It is your
responsibility to check your email regularly. If you are having trouble with this course or its material, you
should contact me via email as soon as possible to discuss any issues and arrange an appointment.
Computer Technology Requirements: Reliable Internet access is required. You will need a smartphone, tablet,
or laptop with a working camera and microphone. EDC suggests that headphones with a microphone are
preferable. Audio and video are required to participate in the Zoom. Some of the documents in this course will be
available to you in PDF form. If you do not have Adobe Acrobat Reader software on your device, you should
download it before the start of the course.
Computer Help: Should you have computer hardware and/or software problems, you can contact IT
Services for any assistance with technology issues at: call ITS Service Desk at 613-520-3700 or email ITS
Service Desk at its.service.desk@carleton.ca. Unfortunately, computer issues cannot be resolved by me
(I wish). I am NOT a computer technician, nor am I an expert on most software. We also have to be
patient with each other since we are dependent on our WIFI and telephone data plans to keep us
connected
Required Readings and other materials.

All readings will be available for downloading through ARES on the course Brightspace platform and
internet links in the syllabus. Course lectures and ppts should also be considered as part of the learning
required. I have provided additional resources in each week for you to use as resources for your
assignments. They are not mandatory readings but can enrich your learning or you may use them for your
final paper. I have also included an extensive syllabus at the end of this syllabus. Trigger Warning:
Some content in this course may be disturbing and/or emotional, so I encourage you to prepare
yourself before proceeding particularly in terms of videos. Please let me know should you
encounter this difficulty with certain material required for the course to identify a remedy.

Components of Final Mark
Assignment Weight Due Date

Two discussion forum contributions 10% Twice times during the term, you will engage with
thematic topics in the online discussion space through
one comment and one reply thread minimally. These
are as follows:
Engagement Forum 1
Due Wednesday Sept.20th @ 11:59
Engagement Forum 2
Due Wednesday, Nov.9th @11:59 pm.
Assignment 1 – Policy Analysis 25% In groups, students will complete a background

Backgrounder research paper on a policy they wish to exam and follow
through the course. Due October 5th online @ 11:59
pm in the Brightspace dropbox.
Assignment 2 25% Continued work either individually or in your groups.

Policy brief presentation with one- Based on information researched from your
page summary / brochure for your backgrounder you will design a policy brief
peers. presentation. Presentations will take place in classes
on November 2nd and 9th, 2023. Mandatory
attendance.
Assignment 3 40% Submitted online on December 8th, 11:59 pm. through
Final Policy Paper Brightspace
Total Grade 100%
Specific Assignments
1. Policy Brief Backgrounder (Group Assignment)

Due: October 5th 11:59 pm online online (25%)
Students will work individual or in groups of two and will select child or youth related policy to follow
throughout the term (for proposed policy change) and will write a policy backgrounder on a content topic
chosen from the list provided below or an alternate area that I approve. You will be required to describe a
policy issue you have selected. Some questions your backgrounder should answer: What problem and
population does the policy you selected address; who are/or have been the proponents and/or opponents
of the policy; How is the policy changed legislatively or administratively in a historical perspective?;
Why it is important?; Who are the stakeholders (these include government, community organizational,
users); and what are the historical indicators of change that have taken place; and what have their effects
been to date. The backgrounder is meant to provide you with foundational information for assignment 2
presentations in support of a proposed policy reform and potentially your final paper if you chose to do
the same policy for your final paper. So do your research accordingly. The more work you do on your
backgrounder, the more feedback you will get. The following are some proposed topics though if you
have another topic you wish to explore, please discuss it with me. Additionally, though it will probably
be easier to select a Canadian policy, you are welcome to look at international contexts or use them as
comparators.

1. Child benefits and income security
2. Partnering & divorce and laws and policies affecting children
3. Youth employment/unemployment
4. Childcare
5. Education (primary, secondary, Indigenous)
6. Early Childhood Education
7. Disability
8. Paid/unpaid leaves for family caregiving
9. Youth and Criminal Justice
10. Indigenous child welfare
11. Child and youth mental health
12. Health and well-being – right to make health care decisions, legal age, age of consent, Indigenous
healthcare
13. Educational policies
14. Children of incarcerated women
15. Children/youth and immigration/ Unaccompanied children
16. Custody/access issues
17. Sex Education
18. Inclusivity
19. Child welfare – foster care, Indigenous, minorities
20. Child Tax benefit
21. Maternity and /or parental leaves
22. Poverty reduction policy
23. Safe Schools
The background brief must be a minimum of 7-8 pages long, double-spaced with 1-inch margins.
Additionally, it must include a title page and reference page and follow APA citation style. It is be
submitted online one copy for each individual or group.
2. Children and analysis of policy issues group mock policy presentation (25%) Group Assignment
Due date: November 2nd and 9th, 2023in Mandatory zoom class meetings.
Continuing from the first assignment, you will prepare a mock presentation of a policy brief, to the body
that you are offering policy recommendations and changes to (provincial or federal or local levels) in the
content area of concern or interest that you previously researched. Your assignment should highlight the
policy problem you are discussing and the need for the policy change and how it has been implemented or
practiced. You should identify any gaps in the policy and suggested areas for reform. Questions and
feedback from your peers should be helpful in facilitating your final papers (Assignment 3). Your
presentation is to be 10 minutes long. Be as creative as you like for your cause. So make sure you’re a
great advocate for your policy change and you know what changes you are lobbying for. You can create
a YouTube video, Facebook, Twitter or other forms of social media as you are advocates; posters either
online or by hand (pic) upload which you can find at https://www.genigraphics.com/templates. You can
use PowerPoint and/or prezi, but no more than 8 slides. A brouchure should be posted online with your
presentation in a Discussion form which will be set up for you in advance. More in class and I will show
you examples of past presentations! More about this in the first class.

3. Children and Youth Policy Analysis Final Paper - Individual (40%)
Due: December 8th, 11:59 pm on Brightspace
You will be responsible for handing in a final scholarly paper based on assignments 1 and 2 , describing
and analyzing your social policy. It may be on the work that you have been researching and presenting on
in the first two assignments or if you’d rather, you can choose a policy that is of interest to you and that
you would like to explore and research instead. Essentially this assignment requires you to build on the
knowledge gained throughout the term, the assignments, and the presentations and expand on it into a
formal paper by writing a policy analysis, critique, and recommendation paper.
Your paper must describe the policy and the problem it is addressing. It must examine the historical
context and today’s current policy. It should highlight what population group or groups it will be
targeting; analyze and critique the policy by discussing how it works in practice and assess the extent to
which it succeeds and /or fails in addressing the problem or need you are discussing. Use of statistics,
data and case examples should support your perspective. It must conclude with a recommendations
section. You must make your policy recommendations based on your analysis of your topic including
discussing what the implications are if the policy goes unchanged. In your recommendations you may
utilize models from other countries or areas to show their success or failures. Remember it is unnecessary
to reinvent the wheel~! Make use of innovation that is out there. Please remember if you chose to use the
same topic as your group backgrounder and presentation, any piece that you have taken from either of
those parts must be self cited with the members of your group. Consequently it is better to use the
research and paraphrase in your own thoughts and words.
Be sure to apply the theoretical frameworks and the material discussed in the course in addition to any
other evidence in your description, critique, and analysis. In addition to the use of academic materials,
you can use resources from think tanks, organizations, advocacy groups, the media, and political parties
for example. There is an extensive bibliography at the back of this syllabus and under the additional
resources section of each of the individual weeks, that provides some materials as well.
Submission:
Kindly ensure that your essay is submitted online with a title page that includes the course name, my
name, your name, and student number. Essays submitted after the due date will be docked 5% per day
and this includes weekends, unless you have a good reason for being late and an extension has been granted
at least three days in advance. This is a summer course and it moves very quickly. Be prepared.
Minimum of 10 and maximum of 12 pages, double-spaced (not counting cover page, headings, and
references), with regular margins (1"on each side and 1" top and bottom). Courier or any other font that
uses more space per word than Times New Roman (the font used here) is not acceptable. Please don’t add
an extra space between paragraphs (this means that you will have to indicate paragraphs by indenting the
first line), please number the paper’s pages. The paper will have 5% deducted for each page (pro-rated)
that falls under the minimum required and 2% for each page more than one over the maximum.
Your paper will also be evaluated for proper in text citations, and references. Please utilize APA
Referencing and Citation Style. If you are citing electronic sources, you should consult style guides
pertaining to this, including those, which can be found online at the Carleton University Library
homepage. APA style requires dates and page or paragraph numbers for direct quotes. Dalhousie
University offers a quick pdf manual that can be found at
https://libraries.dal.ca/content/dam/dalhousie/pdf/library/Style_Guides/apa_style6.pdf
The final paper is an engagement with the class content. It is like your final exam. Your essay must cite
(3) readings contained in the course syllabus and at least (3) three academic readings from outside the

course and they must be used in a substantial rather than superficial, token manner. 5 % will be deducted
for each source short of the minimum required. You may use Internet-based sources in addition to the
academic and course sources, but these must be credible, well researched, and identify the sources of
the information they present but not in place of academic sources. Please be aware that many web
resources are insufficiently reliable to be used as an academic resource– so choose your web references
carefully. PLEASE NOTE: I DO NOT ACCEPT WIKIPEDIA AS AN ACADEMIC REFERENCE.
Follow original links if you wish to use materials from there.
4. Discussion Forums: 10%

Engagement Forums and Participation: 10% (2X5%)
Participation this course will consist of contributions to the course’s Engagement Forums online.
You will be responsible for posting a comment and a reply twice over the course of the term, reflecting on
the readings, videos and key concepts highlighted in the class for that forum.
Engagement Forum 1
Due Wednesday Sept.20th @ 11:59
Engagement Forum 2
Due Wednesday, Nov.9th @11:59 pm.
Your mark will be based on the quality of your contribution to the engagement forum. This means that your
comments should be thought provoking, to encourage discussion. Contributions can take a variety of forms,
including asking questions for clarification of your peers, making connections between the assigned
readings or videos for the week and previous readings, and providing a critical analysis of the readings and
engaging with your peers. Comments should be a minimum of 75 words in length and reflect on elements
of that week’s content. You may also post a web link or article link to make your point if you like. You
must post within the required weekly module.
Additionally, there will be up to 3 bonus marks for comments on three different presentations in the
group presentation briefs folders.
Assignments
All assignments must be handed in by the specified deadline. Late submission of assignments without good
reason will result in penalties of 5% per day that will be indicated with each assignment. Please be sure to
let me know should a situation arise that requires an extension. It’s quite likely that you will have
assignments from several courses due at the same time, thus it’s important to complete some assignments
in advance. All your assignments are included in this syllabus. Thus, you will have sufficient time to plan
and prepare for your submissions. If you know you cannot meet the assigned deadline for any reason,
contact your instructor as soon as possible before the assignment is due, to make alternate
arrangements.
Marking and Grade Review Policy

In case you wish to appeal your grade, you will need to bring your paper with concerns back to your
to me explaining the reason why you are not satisfied. I will not review any grades until the next class
after they have been returned. Take some time to reflect on the grade and the comments. Make sure that
you have read the marking rubric and assignment guidelines in providing the written explanation of why
you believe the grade should be changed. If you still disagree, please make a zoom appointment to come
and meet with me.
CARLETON GRADES

According to the University, "Standing in a course is determined by the course instructor subject to the
approval of the Faculty Dean. This means that grades submitted by the instructor may be subject to revision.
“No grades are final until they have been approved by the Dean.". Please do not email me regarding
the grades until you have received a message from me indicating the grades have been released. Please
see the Undergraduate Calendar for information concerning course evaluation. In accordance with the
Carleton University Undergraduate Calendar, the letter grades assigned in this course will have the
following percentage equivalents:
A+ = 90-100 B+ = 77-79 C+ = 67-69 D+ = 57-59

A = 85-89 B = 73-76 C = 63-66 D = 53-56
A - = 80-84 B - = 70-72 C - = 60-62 D - = 50-52
F = Below 50 WDN = Withdrawn from the course DEF = Deferred
Academic Regulations, Accommodations, Plagiarism, Etc.

University rules regarding registration, withdrawal, appealing marks, and most anything else you might
need to know can be found on the university’s website, here:
https://calendar.carleton.ca/undergrad/regulations/academicregulationsoftheuniversity/
You may need special arrangements to meet your academic obligations during the term. For an
accommodation request, the processes are as follows:
Academic Accommodations for Students with Disabilities

The Paul Menton Centre for Students with Disabilities (PMC) provides services to students with Learning
Disabilities (LD), psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder
(ADHD), Autism Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility,
hearing, and vision. If you have a disability requiring academic accommodations in this course, please
contact PMC at 613-520-6608 or pmc@carleton.ca for a formal evaluation. If you are already registered
with the PMC, contact your PMC coordinator to send your Letter of Accommodation at the beginning of
the term, and no later than two weeks before the first in-class scheduled test or exam requiring
accommodation (if applicable).
*The deadline for contacting the Paul Menton Centre regarding accommodation for December full fall
and late fall examinations and fall/winter midterm examinations is November 15, 2023.
For Religious Obligations:

Please contact your instructor with any requests for academic accommodation during the first two weeks
of class, or as soon as possible after the need for accommodation is known to exist. For more details, visit
the Equity Services website: www.carleton.ca/equity/wp-content/uploads/Student-Guide-to-Academic-
Accommodation.pdf
For Pregnancy:
Please contact your instructor with any requests for academic accommodation during the first two weeks
of class, or as soon as possible after the need for accommodation is known to exist. For more details, visit
the Equity Services website: www.carleton.ca/equity/wp-content/uploads/Student-Guide-to-Academic-
Accommodation.pdf
For Survivors of Sexual Violence

As a community, Carleton University is committed to maintaining a positive learning, working and living
environment where sexual violence will not be tolerated, and where survivors are supported through
academic accommodations as per Carleton's Sexual Violence Policy. For more information about the

services available at the university and to obtain information about sexual violence and/or support, visit:
www.carleton.ca/sexual-violence-support
Accommodation for Student Activities

Carleton University recognizes the substantial benefits, both to the individual student and for the
university, that result from a student participating in activities beyond the classroom experience.
Reasonable accommodation must be provided to students who compete or perform at the national or
international level. Please contact your instructor with any requests for academic accommodation during
the first two weeks of class, or as soon as possible after the need for accommodation is known to exist.
https://carleton.ca/senate/wp-content/uploads/Accommodation-for-Student-Activities-1.pdf
Plagiarism
Plagiarism is the passing off of someone else's work as your own and is a serious academic offence. For
the details of what constitutes plagiarism, the potential penalties and the procedures refer to the section on
Instructional Offences in the Undergraduate Calendar. Students are expected to familiarize themselves
with and follow the Carleton University Student Academic Integrity Policy (See
https://carleton.ca/registrar/academic-integrity/). The Policy is strictly enforced and is binding on all
students. Academic dishonesty in any form will not be tolerated. Students who infringe the Policy may be
subject to one of several penalties.
What are the Penalties for Plagiarism?

A student found to have plagiarized an assignment may be subject to one of several penalties including
but not limited to: a grade of zero, a failure or a reduced grade for the piece of academic work; reduction
of final grade in the course; completion of a remediation process; resubmission of academic work;
withdrawal from course(s); suspension from a program of study; a letter of reprimand.
What are the Procedures?

All allegations of plagiarism are reported to the faculty of Dean of FASS and Management.
Documentation is prepared by instructors and departmental chairs. The Dean writes to the student and the
University Ombudsperson about the alleged plagiarism. The Dean reviews the allegation. If it is not
resolved at this level then it is referred to a tribunal appointed by the Senate.
Assistance for Students:

Academic and Career Development Services: https://carleton.ca/career/
Writing Services: http://www.carleton.ca/csas/writing-services/
Peer Assisted Study Sessions (PASS): https://carleton.ca/csas/group-support/pass/
Important Information:
• Student or professor materials created for this course (including presentations and posted notes,
labs, case studies, assignments, and exams) remain the intellectual property of the author(s).
They are intended for personal use and may not be reproduced or redistributed without prior
written consent of the author(s).
• Students must always retain a hard copy of all work that is submitted.
• Standing in a course is determined by the course instructor subject to the approval of the
Faculty Dean. This means that grades submitted by the instructor may be subject to revision.
No grades are final until they have been approved by the Dean.
• Carleton University is committed to protecting the privacy of those who study or work here
(currently and formerly). To that end, Carleton’s Privacy Office seeks to encourage the

implementation of the privacy provisions of Ontario’s Freedom of Information and Protection
of Privacy Act (FIPPA) within the university.
• In accordance with FIPPA, please ensure all communication with staff/faculty is via your
Carleton email account. To get your Carleton Email you will need to activate
your MyCarletonOne account through Carleton Central. Once you have activated your
MyCarletonOne account, log into the MyCarleton Portal.
• Please note that you will be able to link your MyCarletonOne account to other non-
MyCarletonOne accounts and receive emails from us. However, for us to respond to your
emails, we need to see your full name, CU ID, and the email must be written from your valid
MyCarletonOne address. Therefore, it would be easier to respond to your inquiries if you would
send all email from your connect account. If you do not have or have yet to activate this account,
you may wish to do so by visiting https://students.carleton.ca/
•
Fall 2023 Dates and Deadlines
August 29, 2023: Deadline for course outlines to be made available to students registered
in full fall, early fall and fall/winter courses.
September 1, Last day for receipt of applications from potential fall (November)
2023: graduates.
September 4, 2023 Statutory holiday. University closed.
September 5, 2023 Academic orientation (undergraduate and graduate students).
Orientation for new Teaching Assistants.
All new students are expected to be on campus. Class and laboratory
preparations, departmental introductions for students, and other
academic preparation activities will be held.
September 6, 2023 Fall term begins. Full fall, early fall, and fall/winter classes begin.
September 19, Last day for registration and course changes (including auditing) in full
2023 fall, late fall, and fall/winter courses.
Last day to withdraw from early fall courses with a full fee adjustment.
Graduate students who have not electronically submitted their final thesis
copy to the Faculty of Graduate and Postdoctoral Affairs will not be
eligible to graduate in fall 2023 and must register for the fall 2023 term.
September 22-24, Full summer and late summer term deferred final examinations will be
2023 held.
September 30, Last day to withdraw from full fall and fall/winter courses with a full fee
2023 adjustment. Withdrawals after this date will result in a permanent
notation of WDN on the official transcript.
October 1, 2023 Last day for academic withdrawal from early fall courses.
Last day to request Formal Examination Accommodations for Oct/Nov

final examinations from the Paul Menton Centre for Students with

Disabilities. Note that it may not be possible to fulfil accommodation
requests received after the specified deadlines.
October 6, 2023 December examination schedule (fall term final and fall/winter mid-
terms) available online.
October 9, 2023 Statutory holiday. University closed.
October 23-27, Fall break, no classes.
2023
November 15, Last day to request Formal Examination Accommodation Forms for
2023 December full fall and late fall final examinations and fall/winter
midterm examinations to the Paul Menton Centre for Students with
Disabilities. Note that it may not be possible to fulfil accommodation
requests received after the specified deadlines.
November 15, Last day for academic withdrawal from full fall and late fall courses
2023
November 24, Last day for summative tests or examinations, or formative tests or
2023 examinations totaling more than 15% of the final grade, in full fall term
or fall/winter undergraduate courses, before the official December final
examination period (see examination regulations in the Academic
Regulations of the University section of the Undergraduate
Calendar/General Regulations of the Graduate Calendar).
December 8, 2022 Fall term ends.
Last day of full fall and late fall classes.
Classes follow a Monday schedule (full fall and fall/winter courses only).
Last day for final take-home examinations to be assigned, with the
exception of those conforming to the examination regulations in the
Academic Regulations of the University section of the Undergraduate
Calendar/General Regulations of the Graduate Calendar.
Last day for handing in term work and the last day that can be specified
by a course instructor as a due date for term work for full and late fall
courses.
December 10-22, Final examinations in full fall and late fall courses and mid-term
2023 examinations in fall/winter courses will be held. Examinations are
normally held all seven days of the week.
December 22, All final take-home examinations are due on this day, with the exception
2023 of those conforming to the examination regulations in the Academic
Regulations of the University section of the Undergraduate
Calendar/General Regulations of the Graduate Calendar.
December 25, University closed.
2023 through
January 3, 2024
inclusive
Diversity, Inclusion and a Welcoming Classroom:

This class will be conducted in an open and supportive manner where the diversity of
students’ backgrounds and perspectives is viewed as a resource in the classroom.

Diversity refers to the various ways that we identify ourselves, including but not limited
to race, color, religion, ethnicity, language, gender identity, sex, disability, age, sexual
orientation, creed, ancestry, and our beliefs. From the onset we acknowledge
differences, oppression and marginalization and we hope to establish a safe, more
inclusive environment to discuss sometimes new and difficult, uncomfortable, or perhaps
threatening concepts and ideas. Please be respectful of others in the classroom and
expect the same respect from your classmates. The classroom allows us the privilege of
learning and challenging norms and ideas, if you can support your position, it will be
considered a valid position! Derogatory comments and hateful behavior towards others
(and their views) will not be tolerated.
Land Acknowledgement:
Carleton University acknowledges the location of its campus on the traditional, unceded
territories of the Algonquin nation. In doing so, Carleton acknowledges it has a
responsibility to the Algonquin people and a responsibility to adhere to Algonquin
cultural protocols.

READING SCHEDULE
All course readings are available in Brightspace through Library Reserves/ ARES. Readings have
been selected by the course instructor and compiled using online sources (noted by the hyperlinks),
library journal sources and PDFs. If the link disappears, or is missing on ARES, please notify me
immediately as I maintain copies of all the materials and can make them readily available. Please
note that I reserve the right to make changes, should it be necessary, in consultation with the class.
You are not responsible for the Additional resource materials and videos but are provided to
enhance your learning. As this is an online course, it is important to keep up with the readings.
.
Modules Theme Readings Assignments
Module 1 – Introduction and Why Policy Making
F1 Introduction to Read
Sept.7th the course Government of Canada. (2022) Building a Youth Policy
Mandatory content, for Canada - What We Heard report.
Zoom assignments, https://www.canada.ca/en/youth/corporate/transpa
and definitions rency/what-we-heard.html
Prentice, S., Albanese, and P., Langford, R. (2017).
An Essential Introduction Movements and Policies – The
Needs Troubles of Caring for Children in Albanese, P.,
Approach to Langford, R., & Prentice, S. (2017). Caring for
Child and children: social movements and public policy in
Youth Policies Canada. UBC Press. Pp.14-29.
and Practices Unicef Canada. (2020) Top 5 policies to defend
childhood in 2020 https://www.newswire.ca/news-
releases/top-5-policies-to-defend-childhood-in-
2020-898213988.html
UNICEF Canada. Canada’s Public Policy
Advocacy.https://www.unicef.ca/en/policy-
advocacy-children
Watch
Introduction to Youth Policy:
https://www.youtube.com/watch?time_continue=35&v=
Vd3zub--scE&feature=emb_logo
Additional Resources
National Alliance for Children and Youth. 2014. An
Action Framework for Children and Youth in
Canada. https://thephilanthropist.ca/original-
pdfs/Philanthropist-26-2-3651.pdf
Bernstein, M. (2016). Honouring the twenty-ﬁfth

anniversary of the United Nations Convention on
the Rights of the Child: Transforming child welfare
in Canada into a stronger child rights-based system.
In H. Montgomery, D. Badry, D. Fuchs, & D.
Kikulwe (Eds.), Transforming Child Welfare:

Interdisciplinary Practices, Field Education, and
Research (pp. 3–26). Regina: University of Regina
Press. Online Carleton library
Unicef International. (2020). A six-point plan to protect

our children.
https://www.unicef.org/coronavirus/six-point-
plan-protect-children
F2 What’s the Read Engagement

Sept.14th difference Canosa, Antonia, Anne Graham, and Catharine Forum 1 – One
Mandatory connection Simmons. (2022) Progressing Children’s Rights comment and
Zoom between policy and Participation: Utilising Rights‐informed one reply.
and practice? Resources to Guide Policy and Practice. The
What are Australian Journal of Social Issues 57.3 :600–626. Due Wednesday
family friendly Web. Sept.20th @
policies? Lundy, L., and Anne O’Donnell.2021 Partnering for 11:59
Participation: Reflections from a Policy Maker and
a Professor, Chapter 1 in Horgan, D. and Danielle What policy
Kennan eds. Child and Youth Participation in area do you
Policy, Practice and Research (Edition 1). Milton: think is the most
Routledge. important in
Wharf, B. and B. McKenzie (2016). Connecting Policy relationship to
to Practice in the Human Services. Toronto: Oxford children and
University Press. Chapter 2, “Policy-making youth? Why do
models and their connection to practice” pp. 18-33; you think is
Chapter 3, “Making social policy in Canada: important?
Institutional and political factors” pp. 34-51.
Module 2 – Education Policies for Children and Youth
F3 The Early Read

Sept.21th Years Davidson, Adrienne and Linda A. White (2022). Early
Years Policy Innovations Across Canada in
Lindquist, E., Howlett, M., Skogstad, G., Tellier,
G., & t’ Hart, P. Policy Success in Canada: Cases,
Lessons, Challenges. Oxford University Press. pp.
117- 138.
Assembly of First Nations (AFN) and Employment and
Social Development Canada. 2018. First Nations
Early Learning and Child Care: Key Messages .
https://www.afn.ca/uploads/Social_Development/F
N%20ELCC%20Key%20Messages_en.pdf
Findlay, Tammy. (2017) Nurturing Social Movement
Intersectionality Childcare Policy Advocacy.
Chapter 9 in Caring for children: social movements
and public policy in Canada Eds. Albanese,
Patrizia; Langford, Rachel and Susan Prentice,
UBC Press. Online Carleton Library. Pp. 208-231.

Mashford-Pringle, Angela. (2017) Changing Early
Childhood Care and learning for Aboriginal
Children. Chapter 3 in Caring for children: social
movements and public policy in Canada Eds.
Albanese, Patrizia; Langford, Rachel and Susan
Prentice, UBC Press.. Pp.73-96
Watch
The Agenda. Apr 15, 2019. Checking in on Childcare

https://www.tvo.org/video/checking-in-on-child-care
Designing the Early Childhood Education Report:

https://www.youtube.com/watch?time_continue=26&v=
zGB3H3DQtFM&feature=emb_logo
Berlinski, Samuel and Shady , Norbert. 2015. Raising
Children: The Case for Government Intervention in
The Early Years Child Well-Being and the Role of
Public Policy. Palgrave McMillan. pp.1-23, Online
Carleton library.
https://link.springer.com/content/pdf/10.1057%2F9
781137536495.pdf
Cleavland, Gordon. 2015. ECE Policy in Canada
Availability, affordability and quality. Canada
Center for Policy Alternatives.
https://www.policyalternatives.ca/sites/default/files/
uploads/publications/National%20Office/2015/09/o
sos120_ECEC_Policy.pdf
Carson, J., & Mattingly, M. (2020). COVID-19 didn’t
create a child care crisis, but hastened and
inflamed it. University of New Hampshire.
https://carsey.unh.edu/publication/child-care-crisis-
COVID-19
Doucet, Andrea and Lindsey McKay. (2017). Parental
Leave, Class Inequalities, and “Caring With” An
Ethics of Care Approach to Canadian Parental-
Leave Policy. Chapter 4 in Caring for
children: social movements and public policy in
Canada Eds. Albanese, Patrizia; Langford, Rachel
and Susan Prentice, UBC Press.
Gunaseelan, Vinusha. (27 January, 2021) A new

normal for childcare in Canada. Accessible,
Affordable and Universal. Retrieved from
https://www.wellesleyinstitute.com/healthy-
communities/a-new-normal-for-child-care-in-
canada-affordable-accessible-universal/

Macdonald, D. & Friendly, M. (2017). Time out: child
care fees in Canada 2017. Retrieved from
https://www.policyalternatives.ca/timeout
Malik, R., et al. (2020). The coronavirus will make child
care deserts worse and exacerbate inequality. The
Center for American Progress.
https://www.americanprogress.org/issues/earlychild
hood/reports/2020/06/22/486433/coronavirus-will-
make-child-care-deserts-worseexacerbate-
inequality/
White, L. A. (2017). Chapter One Constructing Policy
Change in Early Childhood Education and Care:
Scientific Avenues and Cultural Impediments, in
Liberal Welfare States, in Constructing policy
change: early childhood education and care in
liberal welfare states. University of Toronto Press.
Pp 13-22.
F4 Public Read
Sept.28 Education in Autism Canada. (February 2019). Ontario Autism
Mandatory Historical program changes are bad policy and set the stage
Zoom Perspective and for a crisis. (1 page) Retrieved from
Current https://autismcanada.org/ontario-autism-program-
Controversies changes-are-bad-policy-and-set-the-stage-for-crisis/
Bryce, Rachel, Christina Blanco Iglesias, Ashley

Pullman and Anastasia Rogova. (19 January, 2016 )
Inequality Explained: The hidden gaps in Canada’s
education system. (1 page) Retrieved
https://www.opencanada.org/features/inequality-
explained-hidden-gaps-canadas-education-system/
Academic Forum. (2020). 2020 Indigenous Education in

Review. (1 page) Retrieved
https://forum.academica.ca/forum/2020-indigenous-
year-in-review
Brickner, Rachel. (2014) Public Education Reform:

Lessons from the United States on what NOT to do.
Canadian Center for Policy Alternatives.
http://behindthenumbers.ca/2014/06/04/public-
education-reform-lessons-from-the-united-states-
on-what-not-to-do/
Coates, Ken. 2022. Indigenous education can and must

be fixed. Macdonald – Laurier Institute.
https://macdonaldlaurier.ca/indigenous-education-
can-and-must-be-fixed-ken-coates-for-inside-
policy/

Wallner, Jennifer. 2022. Schooling Successfully: The
Elementary and Secondary School Sectors in
in Lindquist, E., Howlett, M., Skogstad, G., Tellier,
G., & t’ Hart, P. Policy Success in Canada: Cases,
Lessons, Challenges. Oxford University Press Pp.
77-96
Hill, Tegan, Nathaniel Li, and Joel Emes.( 2019)

Education Spending in Public Schools in Canada,
2020 Edition , Fraser Institute.org.
https://www.fraserinstitute.org/studies/education
Shaker, Erika. (2019) The damage done:

Neoliberalism’s broken record on education
Canadian Center for Policy Alternatives.
http://behindthenumbers.ca/2019/03/07/the-
damage-done-neoliberalisms-broken-record-on-
education/
Wong, K.K. (2020). The Biden presidency and a new

direction in education policy. Brookings Institution.
https://www.brookings.edu/blog/brown-center-
chalkboard/2020/12/17/the-bidenpresidency-and-a-
new-direction-in-education-policy/
Module 3: Social Policies Child poverty, and Health Policies and Programs
F5 Child Poverty Read Assignment 1

October 5th Kesselman, J. R. (2019). Policy Options for Due
Retargeting the Canada Child Benefit. Canadian Policy Analysis
Public Policy / Analyse de Politiques, 45(3), 310– Backgrounder
328. https://www.jstor.org/stable/26787032 October 5th
Planning to Eliminate Child Poverty: Thematic 11:59 pm online
Overview of Child Poverty Policy in Canada.
(2016). Canadian Poverty Institute. Group
Macdonald, David and Wilson, Daniel. 2016. Assignment
Shameful neglect: Indigenous child poverty in
Canada. Canadian Centre for Policy
Alternatives. Retrieved
https://policyalternatives.ca/publications/reports/s
hameful-neglect .
McCabe, Joshua T. 2018. Canada: Taking Children
Off Welfare', in The Fiscalization of Social
Policy: How Taxpayers Trumped Children in the
Fight Against Child Poverty (New York). Pp 93-
122
Schirle, T., Ana Ferrer and Annie (Yazhuo) Pan (2022)
Uneven Odds: Men, Women and the Obstacles to

Getting Back to Work with Kids. C.D.Howe
Institute. https://www.cdhowe.org/public-policy-
research/uneven-odds-men-women-and-obstacles-
getting-back-work-kids
Watch
Poverty , Food and Covid-19. TVO The Agenda with
Steve Paikin
https://www.tvo.org/video/poverty-food-and-covid-19
National Film Board. 2008 Four Feet Up

https://www.nfb.ca/film/four_feet_up/
Battle, K. (2007). Child poverty: The evolution and

impact of child benefits. In R.B. Howe & K.
Covell (Eds.), Children’s rights in Canada: A
question of commitment (pp. 21-44). Waterloo,
ON: Wilfrid Laurier University Press.
Denette, Nathan. (19 Oct., 2020) Canada’s woeful track
record on children set to get worse with COVID-
19 pandemic. Retrieved from
https://theconversation.com/canadas-woeful-track-
record-on-children-set-to-get-worse-with-covid-19-
pandemic-146815
Government of Canada. A Canada Fit for Children.
(2002)
http://publications.gc.ca/collections/Collection/SD1
3-4-2004E.pdf
Slack, K.S. & Paul, J. (2017). “Child welfare policy.” In
E. Dearing and E. Votruba-Drzal (Eds.), The
handbook of early childhood development
programs, practices, and policies: Theory-based and
empirically supported strategies for promoting
young children’s growth in the United States.
Williams Shanks, Trina R, Danziger, Sandra k., Patrick
Meehan. (2016) Anti-Poverty Policies and
Programs for Children and Families, Chapter 2, in
Jenson, J. M., & Fraser, M. W. Social policy for
children and families: a risk and resilience
perspective (J. M. Jenson & M. W. Fraser, Eds.;
Third edition.). SAGE.
F6 Health and Read

Oct.12th Wellness Doek, Jaap and Jozef Dorscheidt (2018) Introduction:
Mandatory Child Health Care and Children’s Rights
Zoom Perspective pp.1-14, in Dorscheidt, J., & Doek, J.
E.. Children’s rights in health care (J. E. Doek,
Ed.). Brill.

Kamran, R. (2021). Canada’s history of failing to
provide medical care for Indigenous
children. Paediatrics & Child Health, 26(5),
279–282.
Kearon, J., Carsley, S., van den Heuvel, M., & Hopkins,
J. (2022). Early (years) reactions: comparative
analysis of early childhood policies and programs
during the first wave of the COVID-19
pandemic. BMC Public Health, 22.
Stewart, M. (2021). Introduction- From Isolation to
Inclusion in Supporting children and their families
facing health inequities in Canada. University of
Toronto Press. Pp. 3-14.
Watch:
Smoke, Sophia. 2023. Jordan’s Principle
https://www.cbc.ca/kidsnews/post/watch-
jordans-principle-helps-first-nations-kids-
access-services-they-need
Chen, K., Osberg, L., & Phipps, S. (2019). Unequal
opportunities and public policy: The impact of
parental disability benefits on child postsecondary
attendance. Canadian Journal of Economics/Revue
Canadienne d’économique, 52(4), 1401–1432.
https://doi.org/10.1111/caje.12408
Guyda, Harvey and Robin Williams . (2007). A Canada
(un)fit for children? Paediatric Child Health.12(8):
645–646.
https://www.ncbi.nlm.nih.gov/pmc/articles/PM
C2528789/
The Mental Health Commission of Canada. (2015). The
Mental Health Strategy for Canada: A Youth
Perspective
https://www.mentalhealthcommission.ca/sites/defau
lt/files/2016-07/Youth_Strategy_Eng_2016.pdf
Childhood Disability Communication Hub. 2018. Policy
Dialogue Summary : Rights Based Approaches to
childhood Disability.
https://www.childhooddisability.ca/wp-
content/uploads/2019/05/Disability-rights-
summary-July-20.pdf
Jones, Melinda. ( Chapter 15) Children’s Health and
Gender Issues, in Dorscheidt, J., & Doek, J.
E.. Children’s rights in health care (J. E. Doek,
Ed.). Brill.
Canadian Paediatric Society, 2012. Are we doing
enough?: a status report on Canadian public policy

and child and youth health. Online Carleton
University Library. Pp.3, 4, 26
SickKids (2021 February). New research reveals impact
of COVID-19 pandemic on child and youth mental
health. Retrieved
https://www.sickkids.ca/en/news/archive/2021/imp
act-of-covid-19-pandemic-on-child-youth-mental-
health/
CMHO’s Vision for the Child and Youth Mental Health
System https://www.cmho.org/images/policy-
papers/Position%20Statement_CMHOs%20Vision
%20for%20a%20Coordinated%20Child%20and%2
0Youth%20Mental%20Health%20System.pdf
National Collaborating Centers for Public Health.
Healthy public policies and population mental
health promotion for children and youth.
https://nccph.ca/images/uploads/general/06_Public_
policy_MentalHealth_NCCPH_2017_EN.pdf
Module 4: Child Welfare and Protection
F7 Child Welfare Read

Oct.19th and Protection
Fallon, B., Filippelli, J., Black, T., Trocmé, N., &
Esposito, T. (2017). How Can Data Drive Policy
and Practice in Child Welfare? Making the Link in
Canada. International Journal of Environmental
Research and Public Health, 14(10), 1223–.
Hahn, H., Caldwell, J., & Sinha, V. (2020). Applying
Lessons from the U.S. Indian Child Welfare Act to
Recently Passed Federal Child Protection
Legislation in Canada. International Indigenous
Policy Journal, 11(3), 1–30.
Dumont, A., Lanctôt, N., & Paquette, G. (2022). “I
had a shitty past; I want a great future.”: Hopes
and fears of vulnerable adolescent girls aging
out of care. Children and Youth Services
Review, 134(Complete).
https://doi.org/10.1016/j.childyouth.2022.1063
74
Jackson, R., Brady, B., Forkan, C., Tierney, E., &
Kennan, D. (2020). Influencing policy and practice
for young people in foster care: Learning from a
model of collective participation. Children and
Youth Services Review, 113, 104901–.
https://doi.org/10.1016/j.childyouth.2020.104901
Watch:
In Context CBC. Foster care in Crisis. (Start at 1

min.86)
https://www.youtube.com/watch?v=nT68bG46p4g
Font, S. A., & Gershoff, E. T. (2020). Foster Care and
Best Interests of the Child : Integrating Research,
Policy, and Practice (1st ed. 2020.). Springer
International Publishing.
https://doi.org/10.1007/978-3-030-41146-6
Kikulwe, Daniel. (2016) Boundaries and Identity:
Racialized Child Welfare Workers’ Perspectives of
Their Histories and Experiences When Working
with Diverse Families. Chapter 9 In H.
Montgomery, D. Badry, D. Fuchs, & D. Kikulwe
(Eds.), Transforming Child Welfare:
Interdisciplinary Practices, Field Education, and
Research.
Ministry of Child and Youth Services. (2016). Ontario
child protection standards. Retrieved from
http://www.children.gov.on.ca/htdocs/English/docu
ments/childrensaid/Child-Protection-Standards-
2016.pdf
Mann-Federuth, Varda. (2011) “Knock, knock, who's
there--for youth. The experience of support when
aging out of foster care in Practice” in Kathleen
Kufeldt and Brad McKenzie, (Eds.), Child Welfare:
Connecting Research, Policy. Wilfred University
Press.
McCormick, A., Schmidt, K., & Terrazas, S. (2017).
LGBTQ Youth in the Child Welfare System: An
Overview of Research, Practice, and Policy. Journal
of Public Child Welfare, 11(1), 27-39.
FALL BREAK
OCTOBER 23RD – 27TH
F8 Indigenous Read Engagement

Nov.2 Child Welfare: Forum 2
Mandatory The Spirit Bear Hyslop , Katie. (9 May, 2018) How Canada Created a Due Nov,9th ,
Zoom Plan Crisis in Indigenous Child Welfare. TheTyee.ca 11:59 pm.
Retrieved
https://thetyee.ca/News/2018/05/09/Canada-Crisis- Indigenous
Indignenous-Welfare/ children
Hyslop , Katie. (18 June, 2018 ) Good Intentions, Not continue to be
Enough Action in Indigenous Child Welfare Plan, impacted by
Says Advocate TheTyee.ca policies at the
https://thetyee.ca/News/2018/06/18/Good- provincial and
Intentions-Indigenous-Child-Welfare-Plan/ federal levels
Quinn, A., Fallon, B., Joh-Carnella, N., & Saint-Girons, that are
M. (2022). The overrepresentation of First Nations discriminatory

children in the Ontario child welfare system: A call despite our
for systemic change. Children and Youth Services awareness of the
Review, 139, 106558–. impacts.
Provide a
Watch comment and a
The Agenda. 2016. Child Welfare Unfair for First reply on any of
Nations the policies we
https://www.youtube.com/watch?v=Wo7l3fVj9c4 have examined
Obomsawin, Alanis. (2016) .We Can't Make the Same and your
Mistake Twice thoughts on
http://www.nfb.ca/film/we_can_t_make_the_sa existing policies.
me_mistake_twice/
Sinha, V., Kozlowski, A. (2013). The Structure of
Aboriginal Child Welfare in Canada. The
International Indigenous Policy Journal, 4(2).
https://www.researchgate.net/publication/28522485
8_The_Structure_of_Aboriginal_Child_Welfare_in
_Canada
Blackstock, C., Bamblett, M., & Black, C. (2020).

Indigenous ontology, international law and the
application of the Convention to the over-
representation of Indigenous children in out of
home care in Canada and Australia. Child Abuse &
Neglect, 104587.
Policy Brief Presentations (Mandatory Attendance)
F9 Presentations Individuals and groups will be given a time to present. Presentations

Nov.9 Presentations will be 15 minutes long maximum.
Mandatory
Zoom
F10 Presentations Individuals and groups will be given a time to present. Presentations
Nov.16th Presentations will be 15 minutes long maximum.
Mandatory
Zoom
Module 5 – Youth and Juvenile Justice
Read:
F11 Baidawi, S., & Sheehan, R. (2020). “Crossover”
Nov.23rd children in the youth justice and child protection
systems. Routledge. Pp 3-30.
Goyette, Michele. (2018) Youth and Criminal Justice:
Reflection on the legislation. (1 page)
https://policyoptions.irpp.org/magazines/april-

2018/youth-and-criminal-justice-reflections-on-the-
legislation/
Cesaroni, C., Grol, C., & Fredericks, K. (2019).
Overrepresentation of Indigenous youth in
Canada’s criminal justice system: Perspectives of
indigenous young people. Australian & New
Zealand Journal of Criminology, 52(1), 111–128.
https://doi.org/10.1177/0004865818778746*
Government of Canada.(2022) Legislative
Background: An Action amend the Criminal Code,
the Youth Criminal Justice Act and other Acts and
to make consequential amendments to other Acts,
as enacted (Bill C-75 in the 42nd Parliament)
Retrieved https://www.justice.gc.ca/eng/rp-pr/csj-
sjc/jsp-sjp/c75/p3.html
Watch:
Indigenous over-representation – Jorgina
https://www.justice.gc.ca/eng/news-
nouv/photo/video7.html
Department of Justice. 2018. Youth Criminal Justice

Act: Building Safe Streets and Communities (Full)
https://www.youtube.com/watch?v=2uDQBm_KEl
E
Department of Justice Canada. (2013). The Youth
Criminal Justice Act: Summary and background.
Retrieved from
http://www.justice.gc.ca/eng/cjjp/yj-jj/tools-
outils/pdf/back-hist.pdf
Wallace, Jeff. 2016. An insider’s plan for rehabilitating
the juvenile justice system. Ted Talk
https://www.youtube.com/watch?v=TOxpjjzP6lM
Module 6: Advocacy and Activism in Policy Making

F12 Policy Read Final Paper due
Nov.30th Advocacy: To Dropbox on
Mandatory advocate or not Bernhard, Daniel. (20 March, 2017). The Case Against Dec.8th 11:59
Zoom Policy Advocacy Deregulation. The Philanthropist. pm.
Retrieved https://thephilanthropist.ca/2017/03/the-
case-against-policy-advocacy-deregulation/
EuroChild. 2014.Children’s Participation in Public
Policy
Makinghttps://www.eurochild.org/uploads/tx_news/
OEJAJ_VADEMECUM.pdf
Perry-Hazan, Lotem. (2016) Children's participation in
national policymaking: “You're so adorable,
adorable, adorable! I'm speechless; so much fun!”
Children and Youth Services Review, 67: 105-113.

Selected Bibliography of Resources
Andreychuck, R., & Fraser, J. (2007). Children: The silenced citizens, Standing Senate Committee on
Human Rights. URL: http://www.parl.gc.ca/Content/SEN/Committee/391/huma/rep/rep10apr07-
e.pdf.
Blackstock, C., Trocme, N. (2005). Community-based Child Welfare for Aboriginal Children: Supporting
Resilience through Structural Change. Social Policy Journal of New Zealand, Issue 24. Retrieved
from: http://www.mcgill.ca/files/crcf/2005-CommuniyBased_Welfare_Aboriginals.pdf
Boivin, M., & Hertzman, C. (Eds). (2012). Early childhood development: Adverse experiences and
developmental health. URL: http://cwrp.ca/sites/default/files/ publications/en/ECD_Report_CAHS-
SRC_2012-11_Final_Full.pdf [December 10, 2012].
Brooks, Neil. (2001). The Tax Credit for Charitable Contributions: Giving Credit Where None Is Due.
Between State and Market: Essays on Charities Law and Policy in Canada. Montreal and Kingston:
McGill-Queens University Press.
Canada Revenue Agency. (2003). Political Activities: policy statement CPS-022. URL: http://www.cra-
arc.gc.ca/chrts-gvng/chrts/plcy/cps/cps-022-eng.html [26 November, 2016]
Canadian Association For Community Living. (2010). Inclusion of Canadians with intellectual
disabilities. National Report Card. Ottawa, ON: Canadian Association For Community Living.
Canadian Centre for Policy Alternatives (CCPA). (2016). Tell the Federal Government to Protect
Canadians’ Free Speech. URL: http://www.sierraclub.ca/en/for-charities-free-speech-now [27
November, 2016]
Canadian Coalition for the Rights of Children. (2011). Children in the parliamentary agenda: Response
to throne speech & budget, March 2010. URL: http://rightsofchildren.ca/wp-content/uploads/children-
and-parliament-2010.doc
Canadian Council of Child & Youth Advocates. (2011). Content. URL:

http://www.cccya.ca/content/index.asp
Canadian Council on Learning. (2009, February 4). Cost estimates of dropping out of high school in
Canada. [Press release] URL: http://www.ccl-
cca.ca/CCL/Newsroom/Releases/20090203Costofdroppingout.html
Canadian Council on Learning. (2010). State of learning in Canada: A rear in review. URL:
http://www.ccl-cca.ca/CCL/Reports/StateofLearning.html
Canadian Federation of Students. Student debt. URL: http://cfs-fcee.ca/the-issues/student-debt/
Canadian Mental Health Association. (2011). Post-traumatic stress disorder. URL:

http://www.cmha.ca/bins/content_page.asp?cid=3-94-97

Cave, Joanne. (2016). The changing landscape for nonprofit policy advocacy. The Philanthropist.
URL: http://thephilanthropist.ca/2016/02/the-changing-landscape-for-nonprofit-policy-
advocacy/ [November 30 2016]
CCSO Cybercrime Working Group. (2013, June). Report to the federal/provincial/ territorial ministers
responsible for justice and public safety. Cyberbullying and the Non-consensual Distribution of
Intimate Images. Ottawa, ON: Minister of Justice and Attorney General of Canada.
Centre for Excellence in Youth Engagement. (2012). Engagement centre. URL:

http://www.engagementcentre.ca/vision.php
Children’s Advocate Offices in Canada. (2009). Saskatchewan advocate. URL:

http://www.saskadvocate.ca/media-resources/links/childrens-advocate-offices-canada
Collins, T., & Pearson, L. (2009). Not there yet: Canada’s implementation of the general measures of the
Convention on the Rights of the Child. URL: http://www.unicef-irc.org/ publications/569
Commentary: Social Policy, 298, 23. URL: http://www.cdhowe.org/pdf/commentary_298.pdf
Corrado, R.R. & Freedman, L.F. (2011). Youth at risk of serious and life-course offending: Risk profiles,
trajectories, and interventions. URL: http://www.publicsafety.gc.ca/cnt/ rsrcs/pblctns/lf-crs-
ffndng/index-eng.aspx
Council of Ministers of Education, Canada. (2008). Learn Canada 2020: Joint declaration provincial and
territorial ministers of education. URL: http://cmec.ca/Publications/
Lists/Publications/Attachments/187/CMEC-2020-DECLARATION.en.pdf
Cullen, F.T., Jonson, C.L., & Nagin, D.S. (2011). Prisons do not reduce recidivism: The high cost of
ignoring science. The Prison Journal Supplement, 91(3), 48–65
Dagnino, M. (2009). United Ways of Ontario: Youth policy outcomes strategy. URL:
http://www.michelledagnino.com/pdf/2011/youth_policy_outcomes_strategy_ DAGNINO.pdf
Dagnino, M., & Tam, M. (2012). Youth unemployment in Canada: Preventing a lost generation. White
Paper Series, pp. 1-7. Ottawa, ON: Statics Canada.
Department of Education and Early Childhood Development. (2009). Indicators 2008: A report on
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CARLETON UNIVERSITY

CHST 3302A Children, Policy, and Practice

Instructor: Zainab Amery

Virtual Office Hours: Virtual office hours by appointment on zoom

Course Time and Method of Delivery:

Official Course Calendar Description

Precludes additional credit for CHST 4000 (no longer offered).

Upon completion of this course, students should be able to:

CHST3302A _Children, Policy, and Practice Fall 2023 2

Blended course structure and methods

Required Readings and other materials.

CHST3302A _Children, Policy, and Practice Fall 2023 3

Assignment Weight Due Date

Assignment 1 – Policy Analysis 25% In groups, students will complete a background

Assignment 2 25% Continued work either individually or in your groups.

Total Grade 100%

1. Policy Brief Backgrounder (Group Assignment)

CHST3302A _Children, Policy, and Practice Fall 2023 4

CHST3302A _Children, Policy, and Practice Fall 2023 5

CHST3302A _Children, Policy, and Practice Fall 2023 6

4. Discussion Forums: 10%

Marking and Grade Review Policy

CHST3302A _Children, Policy, and Practice Fall 2023 7

A+ = 90-100 B+ = 77-79 C+ = 67-69 D+ = 57-59

Academic Regulations, Accommodations, Plagiarism, Etc.

Academic Accommodations for Students with Disabilities

For Religious Obligations:

For Survivors of Sexual Violence

CHST3302A _Children, Policy, and Practice Fall 2023 8

Accommodation for Student Activities

What are the Penalties for Plagiarism?

What are the Procedures?

Assistance for Students:

CHST3302A _Children, Policy, and Practice Fall 2023 9

Last day to request Formal Examination Accommodations for Oct/Nov

CHST3302A _Children, Policy, and Practice Fall 2023 10

Diversity, Inclusion and a Welcoming Classroom:

CHST3302A _Children, Policy, and Practice Fall 2023 11

CHST3302A _Children, Policy, and Practice Fall 2023 12

Modules Theme Readings Assignments

Module 1 – Introduction and Why Policy Making

Bernstein, M. (2016). Honouring the twenty-ﬁfth

CHST3302A _Children, Policy, and Practice Fall 2023 13

Unicef International. (2020). A six-point plan to protect

F2 What’s the Read Engagement

Module 2 – Education Policies for Children and Youth

F3 The Early Read

CHST3302A _Children, Policy, and Practice Fall 2023 14

The Agenda. Apr 15, 2019. Checking in on Childcare

Designing the Early Childhood Education Report:

Gunaseelan, Vinusha. (27 January, 2021) A new

CHST3302A _Children, Policy, and Practice Fall 2023 15

Bryce, Rachel, Christina Blanco Iglesias, Ashley

Academic Forum. (2020). 2020 Indigenous Education in

Brickner, Rachel. (2014) Public Education Reform:

Coates, Ken. 2022. Indigenous education can and must

CHST3302A _Children, Policy, and Practice Fall 2023 16

Hill, Tegan, Nathaniel Li, and Joel Emes.( 2019)

Shaker, Erika. (2019) The damage done:

Wong, K.K. (2020). The Biden presidency and a new

F5 Child Poverty Read Assignment 1

CHST3302A _Children, Policy, and Practice Fall 2023 17

National Film Board. 2008 Four Feet Up

Battle, K. (2007). Child poverty: The evolution and