Program Overview
The growing need for assistance with pregnant teenagers, homeless persons, children with special needs, and those with substance abuse problems will maintain the need for these workers. Growth is also expected in the area of First Nations outreach and community development, especially for youth and in rehabilitation. Employment opportunities are much better for those who have appropriate post-secondary education.
Community and social service workers administer and implement a variety of social assistance programs and community services (life skills workshops, substance abuse treatment programs and other community and social service programs). They assist clients in dealing with personal and social problems. They are employed by social service and government agencies, group homes, correctional facilities and other establishments.
Community and social service workers may interview clients to obtain their case histories and other background information. They may prepare intake reports, assess their clients and investigate their eligibility for social benefits. If necessary, they will refer their clients to other social services. Later they meet again with their clients to assess their progress, give them support and discuss any difficulties or problems. Community and social service workers may work in schools as para-professionals assisting with children with special needs along side occupational therapists or provide respite for families with children with special needs.
This work is done under the supervision of social workers or health care professionals. They also can assist in evaluating the effectiveness of these treatment programs by tracking clients’ behavioural changes and responses to interventions. Community and social service workers maintain contact with other social service agencies involved with their clients to provide information and to obtain feedback on clients’ overall progress.
Career Opportunities
- Home Support Worker
- Disability Support Worker
- Tenant Support Worker
- Outreach/Peer Support Worker
- Women’s Support Worker
- Youth Service Worker
Learning Objectives
Upon completion of this program, students will be able to:
- Administer and implement social assistance programs and community services
- Assist clients in dealing with personal and social problems
- Interview clients to obtain case histories and background information
- Prepare intake reports
- Assess clients’ progress
- Refer clients to other social services when necessary
- Assist in evaluating the effectiveness of treatment programs
- Maintain good working relationships with other social service agencies such as Lookout Housing and Health Society
Why Study at Sprott Shaw?
- Lifetime access to dedicated Employment Services Specialists (ESS) who can help you with resume and cover letter writing, interview skills, and the overall job search after graduation
- Lifetime tuition-free access to course refreshers if you ever need to retrain and update your skills
- Certificates including Nonviolent Crisis Intervention (NVCI), FoodSafe Level 1, and Standard First Aid with CPR-C/AED
- Practicum opportunities with recognized organizations across BC including the Canadian Mental Health Association, Salvation Army, Positive Living Society BC, YMCA, posAbilities Association of BC, Hope for Freedom Society, Union Gospel Mission, John Howard Society, and more
- Multiple start dates so you can start your education when you want to without the wait
- Career and professional development success courses to help create a career development marketing plan, learn the cardinal rules of professionalism, and identify the target markets and employment resources for the community support field
- Preparation and orientation courses to teach you how to find credible research, write papers, create proper citation formats including APA, and study effectively for exams
- All-inclusive program costs where what you see is what you pay. Our costs include registration fees, assessment fees, tuition, textbooks, supplies, course materials, graduation fees, practicum fees, and much more
- Grant and scholarship opportunities are available to help you save on tuition. Up to $4000 in scholarships and grants are open to recent high school graduates, Sprott Shaw alumni, military veterans, and more! Click here to browse our full list of grants and scholarships.
Success Stories
- “Definitely make an appointment and find out your options. You will not regret it! It’s one of the best investments you’ll ever make in your life.” – Amy D.
- “Being an older student, I had a lot of fears coming into this class, however, I absolutely love it.” – Yvonne P.
Where Are Sprott Shaw Graduates Working?
Our Early Childhood, Education, and Support graduates can be found working throughout the province. In addition to school districts across BC, our Early Childhood Education and Education Assistant graduates can be found working at daycares and preschools such as CEFA Early Learning and the Boys and Girls Club.
Community Support Workers and Mental Health and Addiction workers can be found working in women’s shelters, mental health and addiction recovery facilities, homeless shelters, and more.
Click below to learn more about where our graduates are currently working. Please note that these lists do not cover every single business that has hired a Sprott Shaw graduate, but they do provide a good representation of the sort of industries that Sprott Shaw graduates are working in.
Program Details
Admission Requirements:
Applicants must meet all of the prerequisites listed below, meet their financial obligations to the college at registration, and acknowledge their understanding of SSC’s policies and procedures provided in the Student Handbook, prior to starting classes.
Note: Students are provided with a detailed list of books, e-resources, workshop/lab supplies, and lab/tool kits that are included in the program’s fees and will have the opportunity to opt in or out of purchasing from Sprott Shaw College or any other specific source of any of these items at the time of registration.
Admission Interview(s)
- Applicants must successfully complete the admissions interview
- Applicants must successfully complete an interview with the Director/Instructor
Education Level
- Grade 12 or equivalent (GED, Adult Basic Education) with evidence of a ‘true certified copy’ or original transcript.
- Mature student status (age 19 and one year out of high school) and completed English language entrance requirements.
Language Proficiency Policy:
All programs at Sprott Shaw College (SSC) are conducted in English, making proficiency in the English language a requirement for enrollment.
The required proficiency can be demonstrated through 1) completion of secondary or post-secondary education where English is the language of instruction and is also one of the country’s official languages, or 2) An approved English Language Assessment, or 3) for mature (≥19 years) students who are facing barriers and cannot access their educational records or provide sufficient evidence of secondary or post-secondary education.
SSC programs that have a higher English language level, require additional years of secondary or post-secondary education where English is the language of instruction, or where language proficiency is to be otherwise demonstrated, are identified within the relevant program outlines. For all other SSC programs, English language proficiency is demonstrated by:
1. EDUCATION
Secondary Education:
Evidence of Successful Fulltime Secondary Education Completion*, where English is one of the principal languages of instruction:
i) Showing two (2) years, if all Grades successfully completed are 10, 11, or 12, or
ii) Showing three (3) years if the successful Grades are 8, 9, 10, 11, or 12
iii) Showing validation of both language of instruction and credential level is provided by WES, ICES or IQAS.
OR
Post- Secondary Education:
Evidence of 2 years of Fulltime Post-Secondary Education Completion*, where English is one of the principal languages of instruction. Language development courses (i.e. ELL courses) cannot be included in this calculation.
*This may be demonstrated by providing a high school transcript, completion of a BC Adult Graduation program or providing validation of both language of instruction and credential level is provided by WES, ICES or IQAS.
Countries where English is the language of instruction
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Canada, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Saint Helena, Saint Lucia, Saint Kitts and Nevis, Saint Vincent and the Grenadines, Seychelles, Sierra Leone, Singapore, South Africa, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States, United States Virgin Islands, Zambia, & Zimbabwe.
OR
2. ASSESSMENT
By achieving a recognized standardized language test/assessment at an overall level equivalent to a minimum of IELTS 5.5 (academic).
Approved English language assessment options:
- International English Language Testing System (IELTS) Academic: Minimum overall score of 5.5
- Test of English as a Foreign Language IBT: Minimum overall score of 46
- Canadian Academic English Language Assessment. Minimum overall score of 40
- Canadian English Language Proficiency Index Program: Listening 6, Speaking 6, Reading 5 and Writing 5.
- Duolingo English Test (DET). Minimum overall score of 95
- Pearson Test of English (PTE) Academic. Minimum overall score of 43
- Cambridge English Qualifications: Minimum overall score of 160 or “C”
- Cambridge Linguaskill. Minimum overall B2 level
- LANGUAGECERT Academic. Minimum overall B2 level
- The Michigan English Test (MET). Minimum overall B2 level
- iTEP Academic. Minimum overall score of 3.5
- EIKEN. Minimum placement of Grade Pre-1
OR
ACCUPLACER
For mature (≥ 19 years) students who are facing barriers and cannot access their educational records or provide sufficient evidence of secondary or post-secondary education.
Applicant must be 19 years or older at the start of the program and a Canadian citizen or permanent resident, and provides attestation that they have completed at least three years of full-time of secondary or post-secondary instruction in English in a country where the English is one of the principal languages (please refer to Countries where English is the language of instruction).
Accuplacer English Assessment (Next Generation) and achieves the following minimum scores required:
Reading: 230
Writing: 230
WritePlacer: 4
Other Requirements
- The Criminal Records Review Program (CRRP) screens people who work with children or vulnerable adults, (proof of application for a CRC)
- Completed SSC Health Declaration form (or Physician’s Waiver)
- Excellent communication skills (written composition)
Practice Education Requirement:
- The Criminal Records Review Program (CRRP) screens people who work with children or vulnerable adults, (students must provide the college with a cleared CRC prior to the Practice Education start date)
- Please note certain facilities may require proof of a negative TB test. Without this documentation on the student file, it may limit practicum placement opportunities.
Diploma Requirements
- All courses require a final grade of 60% to achieve a pass. Graduation requires successful completion of all courses.
- CPR, First Aid, non-violent/crisis prevention curriculum, WHMIS, FoodSafe, and Mental Health First Aid will be completed during the program.
- Practicum may include any shifts other than day shift (i.e. evenings 3 to 11 pm or nights– 11 pm to 7 am and possible weekends).
- Students are responsible for their own transportation to and from designated offsite training and practicum sites.
- Practicum training is conducted in shifts of a minimum of 5 hours per day for a total of 220 hours distributed equally over a (8) eight week practicum placement.
- Clinical placement sites are subject to availability (may be in various areas).
- Practicum sites may require more current and/or additional CRC (for instance: RCMP) and TB testing (to be done at student’s expense)
Students can expect to complete 1 – 3 hours of homework per day.
Contact Us Today!
Our advisors are happy to answer any questions.
Courses List
This 49 week Diploma program requires the student to complete the following courses.- This course provides students with a comprehensive understanding of the activities of daily living (ADL), which are essential tasks that individuals must perform to maintain independence and quality of life. The course covers the basic and instrumental ADLs, including self-care activities such as bathing, dressing, feeding, toileting, and mobility, as well as more complex tasks like meal preparation, housekeeping, and medication management. Students will learn assessment techniques, intervention strategies, and the role of assistive technologies in supporting individuals with physical, cognitive, or developmental challenges. Emphasis will be placed on person centered care, promoting autonomy, and adapting ADL support to meet diverse needs across the lifespan.
- This course is designed to equip human service workers with the knowledge, skills, and strategies necessary to maintain their well-being while managing the emotional and physical demands of their profession. Human service work often involves high levels of stress, compassion fatigue, and burnout. This course emphasizes the importance of self-care as an ethical responsibility and a critical component of professional practice.
- Students will explore various self-care practices, including mindfulness, stress management, work life balance, and resilience-building techniques. The course will also address the systemic and organizational factors that impact self-care and provide tools for advocating for supportive work environments. Through reflective exercises, group discussions, and practical assignments, students will develop personalized self-care plans that they can integrate into their professional and personal lives.
- This module contains Non-Violent Crisis, Intervention, Food Safe, WHMIS and First Aid certifications.
- This course provides an in-depth exploration of the principles, practices, and policies related to human services for children, youth, and families. It examines the roles and responsibilities of professionals in the field, the challenges faced by children and families, and the various systems and services designed to support their well-being.
- Students will gain knowledge of developmental stages, family dynamics, and the impact of social, cultural, and economic factors on children and families. The course emphasizes the importance of a strengths-based, culturally responsive approach to working with diverse populations.
- This course offers a comprehensive examination of the principles, practices, and challenges involved in working with children and youth in various settings, including educational, community, and residential environments. It focuses on understanding the developmental stages of children and adolescents, the influence of family, culture, and society, and the importance of fostering positive relationships. Students will explore effective communication strategies, intervention techniques, and ethical considerations when working with diverse populations of children and youth. The course emphasizes a strengths based, trauma-informed approach to support the holistic development and well-being of young people.
- This course provides an in-depth exploration of the theories, techniques, and practices involved in counselling children and youth. It emphasizes the unique developmental, emotional, and psychological needs of young clients and the importance of using age-appropriate and culturally sensitive approaches.
- Students will learn about various therapeutic modalities, including play therapy, cognitive-behavioral therapy (CBT), and family systems therapy, and how to apply these techniques in different settings. The course also covers ethical and legal considerations, assessment and treatment planning, and the role of the counsellor in supporting the mental health and well-being of children and youth.
- This course provides a comprehensive exploration of the role of paraprofessionals within the educational system of British Columbia, with a particular focus on supporting students with disabilities. Participants will gain foundational knowledge and practical skills necessary for effectively supporting educators and students, including those with diverse learning needs and disabilities.
- Emphasis will be placed on understanding various types of disabilities, implementing inclusive practices, and addressing the unique challenges and opportunities that arise in educational settings.
- This course provides an introduction to the foundational concepts, theories, and practices of counselling, with a strong focus on skill development for effective communication and intervention in diverse settings. Students will explore various counselling approaches, including person-centered, while developing essential skills such as active listening, empathy, and ethical decision-making.
- Students will learn about the roles and responsibilities of counselors, essential counseling skills, and various approaches used in counseling. The course is designed to provide a foundational understanding for those interested in pursuing careers in the helping field.
- Through interactive lectures, role-plays, case studies, and group discussions, students will gain practical experience in counselling techniques, building rapport, and facilitating client-centered conversations. The course also emphasizes the importance of cultural competence, self-awareness, and professional boundaries in the counselling process.
- This course provides an in-depth exploration of intimate partner violence (IPV), a critical issue in both personal relationships and public health. Students will examine the dynamics of IPV, including its prevalence, causes, consequences, and impact on individuals, families, and communities. The course will also cover the legal, social, and psychological frameworks surrounding IPV, as well as strategies for prevention, intervention, and support for survivors. Through a combination of theoretical knowledge and practical applications, students will develop a comprehensive understanding of IPV and its implications for human services professionals.
- Students will also complete Trauma and Violence Informed Care Foundations modules through EQUIP Health Care.
- This module explores the diverse professional roles within the human services sector. It covers key topics such as the identification of ethical standards and an overview of the Canadian Association of Social Workers (CASW) Code of Ethics. Students will examine the range of income security programs available across Canada and engage in discussions on social work practices involving women and Aboriginal peoples. The course will also address the historical context of colonialism and the impact of residential schools. Additionally, students will learn strategies for building partnerships with community resources and identify potential community-based employment opportunities.
- This course offers an in-depth examination of the intersecting challenges and care needs of individuals who are aging while managing chronic illnesses and developmental disabilities. As life expectancy increases for individuals with developmental disabilities and chronic conditions, understanding the unique aspects of their aging process is critical for providing effective support and care.
- This course begins with an overview of the aging process, focusing on how it affects individuals with chronic illnesses and developmental disabilities. Students will explore the biological, psychological, and social aspects of aging in this population, including how aging impacts chronic health conditions such as diabetes, heart disease, and respiratory disorders, as well as developmental disabilities like intellectual disabilities, autism spectrum disorders, and physical impairments.
- The course delves into the complexities of managing multiple health conditions and developmental needs simultaneously. It covers the challenges of coordinating care among various healthcare providers and support services, and the importance of developing integrated care plans that address both medical and non-medical needs.
- Students will learn to create individualized, person centered care plans that consider the unique preferences, values, and needs of aging individuals with chronic illnesses and developmental disabilities. A significant focus of the course is on the role of caregivers and healthcare professionals in supporting this population. Topics include strategies for effective communication, managing caregiver stress, and providing support that respects the dignity and autonomy of individuals with lifelong conditions.
- The course also explores the role of community resources and social services in enhancing quality of life and providing holistic support. Students will examine policies and ethical considerations related to aging with chronic illnesses and developmental disabilities, including issues related to consent, autonomy, and rights. The course will address how societal attitudes and policies impact the care and inclusion of this population, and explore advocacy strategies for improving support services and outcomes.
- This course offers a comprehensive examination of the multifaceted psychosocial aspects of aging. As the global population ages, understanding the psychological, social, and cultural dimensions of aging becomes increasingly vital for professionals across various fields. This course delves into the complexities of aging, focusing on how these factors shape the experiences, challenges, and opportunities of older adults. Students will explore key theories of aging, such as the disengagement theory, activity theory, and continuity theory, and critically evaluate how these theories apply to contemporary aging experiences. The course covers the mental health implications of aging, including the prevalence of conditions such as depression, anxiety, and dementia among the elderly.
- Students will also examine how cognitive function evolves in later life and the strategies that can be employed to support cognitive health and emotional well-being. A significant component of the course is dedicated to the role of social support networks, including family, friends, and community resources, in promoting healthy aging. Students will explore how these networks can mitigate the risks of isolation, loneliness, and social exclusion, which are common challenges faced by older adults. The course also emphasizes the cultural factors that influence aging, including how different societies perceive and value aging, and the impact of cultural identity on the aging process.
- This course offers a comprehensive exploration of the ways in which cultural contexts shape family life across different societies. It critically examines the diversity of family structures, roles, and dynamics, highlighting how culture influences everything from parenting styles to intergenerational relationships. This course challenges students to consider the impact of globalization, migration, and social change on families, as well as the intersection of culture, identity, and family life. Through a combination of theoretical perspectives and empirical research, students will gain a deep understanding of how families function within various cultural frameworks. The course will cover topics such as the role of tradition and modernity in shaping family practices, the influence of religion and spirituality on family values, and the ways in which cultural norms dictate gender roles within the family.
- Additionally, students will explore contemporary issues facing families today, including the effects of economic shifts, technological advancements, and policy changes on family life. One of the key focuses of this course is developing cultural competence, enabling students to work effectively with families from diverse backgrounds. Through case studies, group discussions, and reflective exercises, students will be encouraged to critically analyze their own cultural assumptions and biases, and to appreciate the complexity and richness of family life in different cultural contexts.
- The Community Support Work Practicum provides students with hands-on experience in applying the knowledge and skills gained from their coursework in real-world settings. This practicum is designed to immerse students in the day-to-day responsibilities of community support workers, allowing them to work directly with clients, collaborate with professionals, and contribute to community-based programs and services. Under the guidance of experienced supervisors, students will engage in activities that promote the well-being and inclusion of individuals with diverse needs, including those with disabilities, mental health challenges, and other vulnerable populations.
- This course provides an in-depth exploration of Applied Behavioral Analysis (ABA), a scientifically validated approach used to understand and modify behavior. It is widely applied in various settings, particularly in working with individuals with developmental disorders, such as autism spectrum disorder (ASD). The curriculum emphasizes the importance of understanding the environmental factors that influence behavior and teaches students how to systematically assess, plan, and implement interventions tailored to individual needs using reinforcement and positive behavioral support.
- Learn effective study skills, time management, and goal setting.
- Understand college policies, technology, and expectations.
- Apply organization, writing, and citation techniques.
- Develop self-care and stress-management strategies for success.
- Interview techniques
- Create a Career Development Marketing Plan
- Apply aspects of professionalism
- Identify target markets and employment resources
- Specialty program coverage in this shortened version
- This course provides an in-depth exploration of human development from conception through old age, emphasizing the biological, cognitive, social, and emotional changes that occur throughout the lifespan. Students will examine major theories and research findings in developmental psychology and gain a comprehensive understanding of the processes that shape human growth and development. The course will cover critical developmental stages, including infancy, childhood, adolescence, adulthood, and late adulthood, and will explore the impact of genetic, environmental, and cultural factors. Students will also learn to apply developmental principles to real world contexts, promoting healthy development and addressing developmental challenges.
- This course provides an in-depth exploration of the factors that contribute to positive mental health development during adolescence. Students will examine the psychological, social, and biological changes that occur during this critical developmental period and how these changes impact mental health. The course emphasizes the promotion of resilience, well-being, and positive mental health practices among adolescents. Students will explore evidence-based strategies and interventions that support mental health, understand the role of various social systems, and learn to apply this knowledge in both educational and community settings.
- Students will complete training in Human Trafficking for Service Providers.
- This course provides an in-depth exploration of addiction, covering the biological, psychological, social, and cultural factors that contribute to addictive behaviors. Students will engage with contemporary research, treatment methodologies, and policy discussions related to substance use and addiction. By the end of the course, students will have a comprehensive understanding of addiction's multifaceted nature and its impact on individuals and society. Students will also complete Naloxone training in this module.
- This course offers a comprehensive examination of mental illness and the principles and practices of psychosocial rehabilitation (PSR). It explores the nature, causes, and impact of various mental illnesses, focusing on how these conditions affect individuals’ lives and their ability to function within society. The course emphasizes recovery-oriented approaches, aiming to restore individuals' functioning, independence, and quality of life.
- Students will learn about evidence-based strategies for supporting individuals with mental illness, the role of multidisciplinary teams in rehabilitation, and the importance of community integration and social support systems.
