DOCUMENT SUBMISSION
Upload Through Your Future Student Account
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Regular Admission Requirements
Mature Student Admission Requirements
If you are 19 years of age or older and have been out of high school for a minimum of one year at time of application, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements.
Program Progression Requirements
Program progression requirements are not due within 15 days of applying and should be submitted after you start classes.
If you are a graduate of the YRAW or CYCW program, or are wanting to transfer into the RRC Polytechnic CYC diploma program, admission into the program is as follows:
If you did not graduate from one of the above programs but successfully completed individual courses, you may be eligible for transfer credit for individual courses. Follow our usual application process by submitting an online application and transcripts confirming you meet all of the Regular or Mature Student Admission Requirements. Your transcripts will be forwarded to RRC’s Child and Youth Care program to determine if you are eligible for transfer credit.
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| AEPUCE
(Academic English Program of University and College Entrance )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| CAEL and CAEL Online (Canadian Academic English Language) | 60 | 60 | 60 | 60 |
| CLB (LINC)
(Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| Duolingo
(Duolingo English Test)
* MINIMUM OVERAL SCORE OF 115 REQUIRED. There are no minimum required levels for L,S,R,W. Only Duolingo English Test scores that have been verified through the Duolingo English Test Portal will be accepted. | 0* | 0* | 0* | 0* |
| IELTS - Academic
(International English Language Testing System)
Please Note: 3 year expiry date for Nursing Program Applicants | 6.5 | 6.5 | 6.5 | 6.0 |
| PTE - Academic Online Assessment (Pearson Test of English) | 58 | 58 | 58 | 50 |
| Password Skills
(An in person English Language Assessment hosted by RRC Polytech)
This in-person, computer-based test is composed of four test modules: reading, writing, listening and speaking. The test takes 3 hours and 5 minutes to complete and is conducted in two parts. The first part assesses reading, listening, and writing, and the second part assesses speaking in a separate room.
Password Skills is hosted by the RRC Polytech Testing and Assessment Centre: E440, Manitou a bi Bii Daziigae building, on the fourth floor.
If you wish to do Password Skills remotely (not in-person), Password Skills Plus can be taken online. RRC Polytech does not offer Password Skills Plus, but we do accept the results for entry into program.
| 6.5 | 6.5 | 6.5 | 6.0 |
| Password Skills Plus (Password Skills Plus is an online assessment that can be taken instead of Password Skills. ) | 6.5 | 6.5 | 6.5 | 6.0 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 20 | 20 | 19 | 21 |
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 25, 2025 | Apply Now |
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
(No description available at this time)
Everyone communicates, but are they doing it well? Communicative competence takes practice and self-awareness. In this foundational course, students will learn through discovery and project-based activities to practice approaching situations critically and collaboratively. By developing their communication skills, students will improve their interpersonal ability, intercultural competence, and digital fluency to prepare for success in the workplace and beyond. The strategies students will gain in this course will be useful throughout their program and in their chosen industry.
Welcome to the field of child and youth care! Built on the foundations of core competencies in practice, this course examines the roles and responsibilities youth work assumes in a variety of settings. Current theory and practice perspectives are explored, in addition to professional identity, ethical practice, youth’s rights, and interdisciplinary work. An overview of the needs of youth, the types of agencies providing service and governing legislation will also be studied. Reflection of one’s personal readiness for professional child and youth care practice is a focus of this course.
One of the greatest impacts a Child and Youth Care Practitioner can have on children and youth is “doing with.” Through the use of humor, art, creativity, fun, sports and activities, students learn to guide young people toward individual growth and development. This course is designed to equip students with the leadership and planning abilities to develop therapeutic activities that foster physical, emotional, social and cultural development in the lifespace.
Families are strong, diverse and resilient and are an integral part of every young person. This course is designed to introduce foundational theories and explore family across the lifespan. Using an ecological framework, students will gain an understanding of how contemporary issues (i.e. poverty, addictions, family violence) affect children, youth and families. Students will also explore family of origin, and the impact of self in family work.
This course is intended to have the student develop a trauma informed, evidence based professional practice that enhances relationship and development with young people who have been affected by trauma. Students will explore the impact of trauma on individuals in a holistic way. Emphasis is placed on trauma-informed skills and strategies which students will then utilize case studies as opportunities to go beyond theory and explore realistic simulations.
Have you ever wondered why an intervention just will not work, or simply why you aren’t able to connect with a young person? In this course, we encourage students to examine the intricacies of relational development and interventions associated with relational levels. Students are able to critically assess behavior to determine needs. After assessment is completed students are then prepared to create therapeutic goals and intervention plans appropriate for a wide range of life spaces. Throughout the course students, reflect on “self” allowing for reflective and reflexive growth.
Child and Youth Care is about caring and acting – about being present, thinking on your feet, interacting and growing with children and youth (Kruger, 2000). The intention of this course is to provide students with theory and techniques practiced in class concurrently to their practicum placement. Students will develop a strength based, ecological, anti-oppressive and relational approach to working alongside of young people. We will focus on the specific child and youth care processes involved in establishing trust and caring relationships with young people.
In a complex world where social issues impact the lives of young people, developing practitioners will explore causality and the systems that support and contribute to the ongoing issues youth face. This course examines social issues within an ecological framework, using a trauma informed, strength-based critical lens that honors diversity and the impact of colonization on risk and resiliency. The critical social issues to be considered include substance use, mental health, homelessness, suicide, sexual exploitation as well as issues specific to youth involved with child and family services and the youth justice system.
In this course, you will be led through a tapestry of knowledge surrounding use, misuse, and addiction of psychoactive substances. This course helps students reflect on the current trends and issues related to substance use, misuse and abuse. Students learn a breadth of history, theory, terminology, leading to the understanding of holistic treatment and best practice when helping people affected by substance use.
Family Support work provides helping professionals with the unique opportunity to understand children and youth within the context of their family. In this course family assessment and intervention skills required to work within the family life space as well the broader social, economic, cultural, and community environments will be explored. Students will be introduced to a variety of topics including; family risk and resiliency; foundations for family assessment and assessment tools; evidenced based family intervention and support techniques; an exploration of personal values and beliefs and reflective family practice.
Mental Health affects everyone. It is imperative that we explore not only the classifications, theories and research about what we know about mental health, but the interventions and supports for an individual’s mental well-being. In this course, the student will explore major frameworks and perspectives from which to view definitions and explanations for some of the most common disorders of youth. From this foundation, the student will develop their relational, holistic and strength-based lens for working with children, youth and families and the promotion of healthy mental wellness.
Child and Youth care professionals provide counseling to children, youth and families in multi-dimensional environments through relational practice. The foundational components of communication strategies will be reinforced and students will be introduced to the practice of Motivational Interviewing. Students will acquire the MI skills necessary to assist youth with motivation for change. Individual helping techniques will be extended into group work practice and the role of groups in working with children, youth and families from a holistic and culturally appropriate approach.
Professional and ethical practice is not about what we say, but rather what we do. The primary purpose of this course is to enable students to expand their critical thinking about professional practice issues. As a co-requisite, Practicum II will provide students with the practical experiences for integration of learning. Through a combination of seminar groups, reflective readings, and discussions of case examples and experiences from the field, students will have the opportunity to explore the professional values and principles that guide Child and Youth Care practice. Guided by national child and youth care competencies and ethical theories, students will develop a deeper familiarity with the various conceptual resources all while considering the complex and diverse roles of CYC in youth care practice. As the standards of professionalism require that the child and youth care practitioner be well informed, stay abreast of current issues, and remain involved in ongoing professional development and growth, it is important that the student become familiar with this process prior to entering the field.
This course will invite students to explore the various forms of individual, cultural and systemic discrimination experienced by diverse groups of people in Canada. Students will be challenged to use an anti-oppression framework to critically analyze social inequities and to develop their own reflective practice. Learners will come to understand their responsibility to youth in care with respect to self-determination and the need to combat systemic oppression. The concept of ally ship will be threaded through the course so students can immediately begin their anti-oppressive practice. Students have the responsibility to enhance community by creating programs that embrace equity, empowerment and advocacy, students will have the opportunity to cultivate relationships with community mentors.
This course is intended to familiarize students with some of the current issues facing Indigenous children, youth and families in Manitoba. The themes of historical context and cultural humility in helping skills are the foundational theories. We will work toward embracing an Indigenous worldview in our practice and develop culturally respectful anti-oppressive child and youth care practice. Topics in the course include the impact of colonization and residential schools, the child welfare system, past and present, racism and prejudice and individual practitioner self-awareness.
“How we are, who we are, while we do, what we do” (Fulcher & Garfat, 2008). Practicum allows students field experiences with children, youth and families. Emphasis is placed on the development of self in professional practice. Students focus on establishing therapeutic relationships in the lifespace that enhance and support the growth and development of young people. Students are expected to demonstrate competency in professionalism, cultural and human diversity, human development, relationship and communication and developmental practice methods.
This is the second practicum experience in the field of child and youth care. Students will explore, pursue and lead their practicum interests in the field. Practicum II allows students the opportunity to develop skills and competencies in a second life space or therapeutic milieu. Students will continue to develop their professional and ethical practice focusing on the integration of knowledge and developing goals across the five domains of Child and Youth Care competency. Students will embrace their accomplishments as a helper and will finalize the creation of a professional career portfolio which will assist them in delineating the career path of their choice.
This course begins with an overview of the major theoretical perspectives and research methods of contemporary human developmental research. Discussion then turns to an exploration of development from a chronological perspective, beginning with conception, then moving through the stages of infancy and toddlerhood, early childhood, middle childhood, concluding with adolescence. Within each period, discussion is structured around the physical, motor, cognitive, and social-emotional aspects of development. Selected topics of interest will be explored in greater detail. A central theme of the course is the complex interaction between the environmental and biological factors that correspond to development.
Online learning is a critical component of course delivery in all Red River College Polytechnic programs. To ensure each student has the tools they need to achieve their academic goals, all Red River College Polytechnic students require, at minimum:
1. Off-campus access to a current computer with a webcam
2. A high speed internet connection
• Recommended minimum speed: 10 mbps for download, 3 mbps for upload
• Slower internet connection speeds may result in audio and video issues. Please keep in mind that if others in your home are using the same internet connection at the same time as you are, you may also experience audio and video issues.
• Please refer to https://www.rrc.ca/future-students/computer-requirements/ for further information on Computer Requirements for Students.
Please note that any anticipated costs are not included in Books and Supplies estimates.
The following universities offer credit for the Child and Youth Care program.
Athabasca University
University of Calgary
University of Manitoba
University of Victoria
For information on RPL for the Child and Youth Care program, contact:
Kathryn Wolschinski
kwolschinski@rrc.ca