Child and Youth Care Worker (Full-Time)

Job Summary

Required Qualifications

• •Own a reliable 4-door vehicle to transport the individual(s)
• •An active Alberta Class 5 Driver's License
• •A clear Alberta 10-year Driver's Abstract
• •A current Standard/Intermediate First Aid with CPR Level C (Canadian Provider in person, or blended)
• •$2 Million Alberta Auto Insurance Liability coverage
• •Clear Criminal Record with Vulnerable Sector Check obtained in last 5 months
• •Clear Intervention Record Check obtained from Children Services in last 5 months
• •Walk and stand for extended periods, including long distances
• •Bend, kneel, crouch, and maintain balance to prevent falls
• •Work in varied environments, including outdoor and seasonal conditions
• •Lift, push, or pull up to 10 lbs. occasionally; reach overhead and outward
• •Perform fine motor tasks (typing, grasping, holding) and repetitive movements
• •Communicate verbally and maintain physical stamina for both short and long durations
• •A deep passion for supporting youth with complex behavioural and emotional needs
• •Patience, compassion, and the ability to stay calm in tough situations
• •A balance of playfulness and structure
• •Knowledge (or willingness to learn) around trauma-informed care, wholistic well-being, and child development
• •The ability to set respectful boundaries
• •The ability to help navigate complex emotions with patience, empathy, and consistency
• •The ability to guide youth through crisis in challenging situations by using role modelling, encouragement, and crisis intervention strategies
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to create moments of joy, whether that's organizing a game, cooking together, or teaching life skills
• •The ability to document daily activities and observations with attention and care
• •The ability to collaborate with Program Supervisors to support individualized therapeutic plans
• •The ability to laugh, play tag, shoot hoops, set healthy boundaries, and be a steady, caring presence through the hard days and the good ones
• •The ability to show up, fully present
• •The ability to set healthy boundaries
• •The ability to hold firm boundaries
• •The ability to be firm but fair
• •The ability to use role modelling, encouragement, and crisis intervention strategies
• •The ability to provide consistent emotional support
• •The ability to understand the underlying causes of behaviour
• •The ability to respond in a therapeutic, relationship-focused way
• •The ability to prevent unexpected disruptions
• •The ability to make a lasting impact in the life of a child who needs it most
• •The ability to build a team with the comfort, knowledge, and skills to truly make a difference
• •The ability to stretch creativity
• •The ability to demand accountability
• •The ability to provide excellence in service for the children we provide care for
• •The ability to build trust through playful engagement and mentorship
• •The ability to engage in playful engagement and mentorship
• •The ability to provide mentorship
• •The ability to provide support, engagement, and accountability
• •The ability to organize a game
• •The ability to cook together
• •The ability to teach life skills
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs
• •The ability to support children and youth who may display behaviours such as aggression, resistance, withdrawal, or emotional dysregulation
• •The ability to actively build trusted, meaningful relationships that help promote healing and stability
• •The ability to teach coping skills, model healthy boundaries, and provide consistent emotional support
• •The ability to understand behaviour as communication
• •The ability to provide individualized, trauma-informed care tailored to each child's history and needs