JUSTICE INSTITUTE OF BC Th<-' Crnrre for l .eadersh1p was recently ;1m:dg,unared with the Social .Services and C.)m1111111ir}' Sa�ery Division ru become the Centre for Leadership and Community Learning (CLCL). The Cl.CL rrovides unique ,rnd respe,reci rraining programs for managers ,md front-line sratl .rnd i.1 pan ot-the Ju�ri�·e lns1iu1te orBricish Columbia (IIRC). Courses, Certificates, and Degree Programs The Cl.CL offers e1 wide range of mh.rnced learning 11pponuniries: Counselling and Capacity Building. We provide prJL:titioners wirh e,;,,.,mial skills co pr(){ecr. SllfJporc. and empower children. yomh, families. and ,ommuniries. Management, l.eadership and Trainer Devdoprnem. Managers. execurive directors a11d facilit:irors come to us for educuion rhar maximi1.es thci1· leadcrsh1p performance. Community Safet-y. Our divr nillll' Jnd 11';1L1111:1 and rbl' knowledge and tools rn i:nftm:c com111uni1y bylaws. Justi<:e and Publk Safery Leadership. We have dl'1•doped unique parrnn,l1ips wirh Ro)1:il Roads .rnd Simo11 Frasl't L:niversiric� ro pmviJ,: pr,1niL;il Llllllc-rgradLl,He ,111d gr,1du.Lte degree programs Cur professional� in chc justice, public salety. and hum:in scrvio:s senor.,. Did You Know? The· CU :L ;1nd the JIHC l1Jw Jll csrJblishcd reputation fi,r innov,11ive er.tining and prot;.:ssional cd\1cation. Our program; help prnfr-ssional� advance in tht'ir c1r�as ,rnJ im:re..1se rh,:i1· cami11g power. The Cl.(]\ progr;1111s cvolw quickly to rcs11011J co industry trc:nds and new i111t1a1ivcs and provide srndenrs wirh 11p-to-dacc knowledgl' and skill.. l )ur insrruetnr.1 arc working professinn,11, :tud leader, in 1hcir tidds. Srmlcnr, ca11 immcJi.udy appl)' CLCL rr;iinin)l. t\1 the workplace. CLCL I CENTRE FOR LEADERSHIP & COMMUNITY LEARNING am pleased to announce the new name for our division: The Centre for Leadership and Community Learning. After extensive consultation with past participants, current clients, and future learners, we have selected a name that better reflects the range of programs that we offer, and our focus on enhancing leadership skills and building community capacity. As you look through this calendar, you will see that our division is now responsible for two unique partnerships specifically designed for professionals in the justice and public safety and human services sectors. We are pleased to offer a Bachelor's Degree in integrated studies in partnership with Simon Fraser University and a Master of Arts degree in Leadership and Training with Royal Roads University. You will also notice that we have added new courses and certificates in our counselling and capacity-building program and our management and leadership skills and trainer development areas. The past two years have been a time of considerable transformation for many working in the social and human services fields. We too are changing. We have revised our curricula and lesson plans by placing greater focus on the skills required to manage and to lead in these challenging times. For example, in response to the move toward accreditation for many government funded agencies, we are offering several courses to front line staff and senior managers to help prepare for these changes. I am excited by the feedback we have received so far on our new name and expanded focus. As always, I look forward to hearing from our students and clients about how the CLCL can best meet your training needs. Small cb.,s siit'. onc-rn-onc ,Hlention. and nl'.ariv..-· i11srruninnal 1111:dwds mc,111 rhar smdc111, sray rn1;a1;cd and focmeJ in rhc ll'arning process and h.1vt· tht· 11pporruni1y m m;ik..: import.1111 prores,io11;i\ Llll![.l([S. � e..,._.._,Jc...,__. Shelley Rivkin Our new downwwn VinurL1 campus and flexible course olh:rin�s cn.,bk even du, husiesr professionals to am:nd uur progr:11m. Director M.any ofnur cenilic.lfpment Series ._.•.......... , , .... , .......... . .. . ................. . ... . .. 32 Trainer·Development • Trainer Development Certificate and Courses .. . ... .' ..... ·: ..... . . . ........... . ............... 37 Community Safety • Critical Incident Stress Management Certifjcate and Courses ... , . . ... . . . .................•..... 40 • Bylaw Enforcementand Investigative Skills Certificate ...... . .. . .. . ............ .. ............. 43 • Victim Services Courses ......................................................... . ........ . 44 Instructors ...................................... ; . : ... . ............... ....· . ; . -' . ........ ..... .46. Information for Students ............................... ... . . ......... . , . . ........... .. .........51 • Course Times, Our Campus, Student Services, Registration Publications and Videos ... .. . . . . . . ........... .... . . ... .. .. . . . . ... . . .. .. . .. ... . . ............ .54 Alphabetical Course List . . . .. . . . . . . ..... . ... . .. ..... . . . . . .. .. .. . . ....... . .. . ................ .56 Forms ........... . .... .. . . . . . . ....... . ... . .. . . ... ... . . .. . . . . . . . . ................ . ... . . .. .. 57 Certificate Application Form, Course Registration Form, Publication and Video Order Form How to Contact Us .......... ... . . . .......... . . . ............ . ... .. ....... . . . . . .. inside back cover Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 Centre for Leadership and Community Learning In addition to delivering certificate programs and courses, the Centre for Leadership and Community Learning is a provincial and national leader jn providing customized training, curriculum development, project management, and best practice development. Our clients include government ministries, Crown corporations, private sector businesses, and community­ based organizations and agencies. We also host a regular series of special events (workshops, conferences, and forums), and have created a number of print and video resources. For more information, please contact Shelley Rivkin, CLCL Director, at 604.528.5628 or e-mail srivkin@jibc.bc.ca. Customized Training Bring the innovation and creativity of the Centre for Leadership and Community Learning to your workplace with our customized training. In consultation with your agency, CLCL trainers will develop sessions that are tailored to your unique needs and context. For further information on how we can bring training to your workplace, please contact Janet Amos, Coordinator, Organizational Learning, at 604.528.5623 or e-mail jamos@jibc.bc.ca. BC Ferries Supervisory Skills Training Since 1997, CLCL has delivered Supervisory Skills Training to employees at BC Ferries. In April 2002, we won the contract to redesign and continue delivering this training. Since that time, we have worked closely with BC Ferries' Labour Relations Department to ensure smooth integration of up-to-date training. We have developed a coaching/mentoring component to ensure transfer of learning back to the workplace as well as annual one-day refreshers and a job aid for participants who have completed the training. Registration; 604. 528.5590 Specialized Training for Aboriginal Communities We are committed to designing and delivering culturally relevant training to meet the needs ofAboriginal learners and communities. W herever possible, Aboriginal instructors deliver this training. To bring a CLCL program or course to your Aboriginal agency or community, please contact Roberta Stewart, First Nations Program Coordinator for the Justice Institute of BC, at 604.528.5621 or e-mail firsmations@jibc.bc.ca. Courses and programs designed and delivered by CLCL in consultation with Aboriginal clients include: • Child Sexual Abuse Certificate • Critical Incident Stress Debriefing • Responding to Family Violence • Substance Misuse Web Site: www.jibc.bc.ca/clcl Curriculum Development Responding to requests from government ministries, community agencies, and private sector organizations, the CLCL develops curricula in a number of different content areas. Working closely with employees and employers, we identify the required competencies, develop instructional plans, design curriciµa, and field-test new developed m_aterials. Youth Criminal Justice Act: Orientation for Victim Services This one-day currkulum was developed in collaboration with police and specialized victim service workers to prepare them for the implementation of the new legislation on April 1, 2003. . Victim service workers themselves delivered the training in six locations. A comprehensive instructor's manual and participant support materials were developed and provided to each training team. General inquiries: 604.528.5608 Best Practice Development Project Management 1 Our project management activities range from managing high-profile events on a one-time-only basis to coordinating major training initiatives on an ongoing basis. We have the capacity to manage all of the required casks, from developing the curriculum to evaluating the program effectiveness. -An essential part of our work is to strengthen skills and best practices in key ' areas. Recent best practices projects undertaken by CLCL include the development of a toolkit for counsellors to use in supporting children whose parents are mentally ill. Working closely with a variety of stakeholders, staff conducted focus groups, researched the current literature, produced a variety of child­ centred tools, and created a manual for distribution to social service agencies. Graduated Driver Training Program This project operates under the auspices of ICBC and has been managed through CLCL for a number of years. As project manager, we schedule the required courses, manage the registration, schedule the instructors, prepare the course materials, and produce summary reports for our client. Special Events Do you have an idea for a special event? Is there a speaker or trainer you would love to hear? Our staff have the creativity, persistence, and apertise to undertake. and manage high-profile events on new and emerging issues in the field. Please contact Shelley Rivkin, CLCL Director, at 604.528.5628 or e-mail srivkin@jibc.bc.ca with your ideas. ' Publications and Videos Many of the CLCCs projects have led to the development of resources for use by individuals and agencies. See page 54 for informatio.n on videos, facilitator guides, and manuals -yet another way through which we bring the CLCL expertise to your workplace. CLCL p�ogran1,; and courses are now av;:i;iab!e c1t the Justice !r.:;tlt:.:te of BCs new downtown Victc-r:a :::ampus Located at 9 IO Gnvernmeit Snee,, ne V,uona Ci.1.n'!Dl!S '.'Viii be open for tiaSY::s in Aug:..:st 2003 Check our Special Events section on page 4 for upcoming offerings. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 Aboriginal Leaders Institute (#MGMT00I) The purpose of this five-day intensive institute is to suppon .Aboriginal leaders in building capacity in the areas of change management, strategic planning, operational plan�irig, and policy development. The program will prepare aboriginal leaders for their governance responsibilities arising out of the establishment of the aboriginal authorities under the Community Services Interim Authorities Act. .. Enrollment will be limit�d to 15 participants, with two facilitators providing individual and group instruction. Each participant will work on building their capacity to develop strategic, operational, and policy development plans that are specific to their community. Learning will be · encouraged through an informal atmosphere. An opening ceremony will be held on the first morning of the training and a celebration feast will be organized to honour the contributions of everyone in the training. Before the program begins, each participant will be mailed a needs assessment questionnaire and a package of materials that will facilitate their learning in the classroom. Instructors .will qse the information from the questionnaires to customize the training sessions. Two half-hour coaching sessions will be offered to participants after they return to their communities to support them in implementing their plans. Date(s): Fee: lnstrudor(s): September 15-19, 2003 $1,500 (includes materials, evening session, celebration feast, and coaching but not meals and accommodation) Buckland, Dixon, Noble Please call the Registration Office at 604.528.5590 for an information and registration package. Rejuvenation, Innovation and Transformation: A Professional Development Retreat Co-sponsored by Hollyhock and the Centre for Leadership and Community Learning Come to Hollyhock this spring, when fresh winds and bright skies evoke all the possibilities of transformation. Rejuvenate the spirit of your professional work in a community of peers and friends. Learn leading-edge approaches from a multidisciplinary group of innovative practitioners. Relax on the beach, wander the pine groves, savor gourmet food after a massage. Enjoy. Themes and Presenters: - -·-. -·Coaching Creative Writing and Poetry Ross Laird Body-centered Psychotherapy Barbara Picton Date(s): Fee: [HOLLYHOCK Registration: 604.528.5590 Juliet Austin Embodied Metaphors Bell-Gadsby ------- ... -······---·--- Cheryl -----. --Monica Franz Art Therapy ·-- ·-- ------ - - - -----·------··-- ·--- May 9-13, 2004 $725 For more information, contact Cheryl Bell-Gadsby at 604.528.5626 or cgadsby@jibc.bc.ca. Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.560 8 Understanding Shaken Baby Syndrome (#EP276) Shaken Baby Syndrome (SBS) is a very specific and serious form of child abuse, primarily involving infants and toddlers. This one-day workshop for child abuse investigators, child protection workers, victim service workers, and Crown counsel will present the latest information on the nature and dynamics of SBS and the techniques used in joint investigations. Content will cover the particular constellation of injuries that define SBS, define the medical terminology used to describe the injuries, and discuss the process of determining whether SBS has occurred and the process of setting up and maintaining a joint investigation. Co-sponsored with the Police Academy. Date{s): Time: Fee: lnstructor(s): October 7, 2003 8:30 a.m. - 4:30 p.m. $55 Craig Smith Investigating Shaken Baby Synarome (#EP277) This one-day course builds on the introductory Understanding Shaken Baby Syndrome and will provide experienced child abuse investigators, child protection workers, and Crown counsel with a more thorough understanding of how to effectively conduct a Shaken Baby Syndrome investigation. Content will review the constellation of injuries resulting from Shaken Baby Syndrome, discuss the steps involved in conducting a multi­ disciplinary child abuse investigation, model techniques for interviewing witnesses and suspects, and examine the features of a thorough crime scene examination. Co-sponsored with the Police Academy. Date(s): Time: Fee: lnstructor(s): October 8, 2003 8:30 a.m. - 4:00 p.m. $65 Craig Smith Craig Smith is a consultant on Shaken Baby Syndrome investigations with the National Centre on Shaken Baby Syndrome, and gives regular presentations on this topic. He recently retired from the RCMP after a 27-year career that included 17 years of dealing primarily with homicide and child sexual abuse cases. To register for these special events and workshops, follow our normal registration procedures as described on page 51. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 Master and Bachelor Degrees in Public Safety atid Leadeiship The Centre for Leadership and Community Learning is pleased to offer two degree programs specifically designed for professionals in the justice and public safety sectors. These programs provide a unique opportunity to develop and.enhance leadership skills within a flexible schedule that enables students to continue working in their chosen field. Bachelor of General Studies in Justice and Public Safety Leadership The Bachelor's degree, offered in partnership with Simon Fraser University (SFlJ), is part of an integrated studies program that is ideal for professional�, in the justice, public safety, and human services sectors. This part-time, three-year program enables participants to work full time while studying liberal arts and business courses focusing on leadership development. The program is primarily classroom-based and is offered at the JIBC's New Westminster campus. For more information Karen White, Program Coordinator 604.528.5569 or kwhite@jibc.bc.ca Tiffany Cooper, Program Assistant 604.528.5539 or tcooper@jibc.bc.ca Master of Arts in Leadership and Training The Master of Arts degree in leadership and Training, offered in partnership with Royal Roads University, is the first of its type in Canada. This program provides executive leadership education to professionals with 7 to 10 years of experience in policing, fire service, corrections, emergency management, paramedic services, courts, or social and human services. The program begins with a three-week residency at the JIBC campus in New Westminster. After completing this residency, participants take courses through Internet-based distance education. A second three-week residency occurs at the beginning of year two of the program, after which participants undertake an applied major project for their thesis, leading to graduation. For more information Karen White, Program Coordinator 604.528.5569 01 kwhite@jibc.bc.ca Erin Del Giudice, Program Assistant 604.528.5875 or edelgiudice@jibc.bc.ca Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 If you're in the helping professions, you'll find a certificate or course here that will enhance your skills and knowledge. Programs range from substance use and harm reduction to adventure-based learning for youth, and from alternative healing techniques to counselling survivors of abuse. Most offer the option to either complete a certificate or to take individual courses. Certificates and courses can also be customized for your agency or group. To find out more about customized training options, contact the Program Coordinator. For customized training in the area of sexual exploitation, please contact Natalie Clark at 604.528.5627 or nclark@jibc.bc.ca. ;;,; ·* NEW CERTIFICATE PROGRAM "t * I How to apply ENHANCING FAMILY AND COMMUNITY CAPACITY CERTIFICATE Forty years ago, most Canadian families , fell into the traditional model of male wage earner and female homemaker. The reality today is much different, with only 12 percent of families fitting that model. In spite of these changes, much of the training for professionals who work with families and communities has remained the same. The Centre for Leadership and Community Learning is excited to announce our new Enhancing Family and Community Capacity certificate program. This certificate provides professionals with the knowledge and skills they need to work with the challenges facing today's families. Our program not only reflects the current realities of families and communities but also integrates current methods of innovative teaching and learning, including online delivery. Who should attend? Professionals who are currently working with families and communities in a variety of settings, such as education, counselling, social work, family support, mental health, outreach, advocacy, and foster and residential care. /1.!I CO!.Jnx!!l:r,g and C;.ipa,.ity 8u11ding :,m;1rarn;; and rnurses are av,u'abie I ' on I, a �omract b<1s,s at t!-:1:! .1u-;1:.ic2 !r.sMJte of !K's V1•:t\ina Carnr,u'> Loc;:;ited nt iocated at 910 Government Stree!, the Victor.a Cm1µus w1I! be op,,r, for c ir.1s;;es in August 2003 For more i1/orn.;,r;0/!, cai! (:·,eryt Be:1-Gadsby at 604 528.5573 r)• c-rnai; cgndsby@j,tct1c. r:a .. What participants learn Participants will acquire practical sk,ills for working with families and communities, including assessment, connecting across differences, developing resiliency, and ' building capacity. Information will be presented using various models of resiliency as a framework. Participants will also consider the impact of language as it is used in relation to families, as well as the impact of societal trends. How the certificate and courses are offered Courses may be taken individually or as part of the certificate program. All courses can also be customized for your organization, agency, or group. I,· • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Upon acceptance, we recommend registering at least 10 days before the classes begin. • Complete the application form on page 57. Include your resume and a letter of • ! reference with your application form. I Once your application has been I approved, please register directly with I ! the Registration Office at I 604.528.5590 I • There is a $25 non-refundable application fee. I • I How to complete the certificate Participants must complete the courses and final assignment within two years. Full attendance is required. ,Courses ' Courses in this program are two days each. The recommended sequence is as follows: • The Changing Face of the Family • Developing Effective Relationships with Families and Communities • Skill Building with Families: Part 1 - Parenting Capacity • Skill Building with Families: Part II - Community Capacity • Evidence-based Practice: What It Is and Why It Matters The courses may also be taken individually. Four days of electives are required to complete the certificate program. For more information Contact us in early 2004 for program dates or to receive a detailed brochure. Cheryl Bell-Gadsby, Program Coordinator 604.528.5626 or cgadsby@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528. 5608 COURSES FOR MENTAL HEALTH PRACTITIONERS GROUP RATE FOR NEW COUR$ES This introductory course is for professionals interested in increasing their understanding of psychiatric con�pts and processes in order to better serve their clients who are receiving medical/clinical services within the mental health system. Participants will examine the Diagnostic and Statistical Manual of Mental Disorders: DSM-N-TR (4th edition), review basic psychiatric diagnostic terminology, and explore the Multi-Axial Evaluation according to DSM-N-TR criteria. Common diagnostic categories such as mood disorders, anxiety disorders, ' and personality disorders will be discussed, highlighting the role of non-medical mental health professionals in the diagnostic process. The Prevention of Suicide Across the Lifespan: Knowledge, Skills, and Applications to Everyday Practice (#MH00S) Suicide and suicidal behaviours are a concern for many front-line social services practitioners. This course provides a practical and comprehensive overview of suicide prevention, intervention, and postvention strategies, with an emphasis on understanding suicide across the developmental lifespan. Participants will be introduced to a range of individual, agency, and community-level interventions designed to assess and reduce risks for suicide. Topics will include individual risk assessment, crisis intervention, clinical management of the suicidal individual, postvention strategies for responding in the aftermath of a suicide, and community development approaches to prevention. October 2-3, 2003 April 19-20, 2004 Fee: $235 lnstructor(s): J. Solanto Everything You Ever Wanted to Know about the DSM-!V Revised TR: Level 11 (#EP204A) June 7-8, 2004 $235 J. Solanto Date(s): Fee: lnstructor(s): Introduction to Accreditation (#MH006) 1 Date(s): Fee: lnstructor(s): The British Columbia government has announced its intention to require community authorities to complete the Council on Accreditation (COA) standards as part of their mandate. This one-day course examines accreditation and its impact on the organization. Topics include how accreditation has evolved in BC, a review of Service Standards and Generic St.mdards 1-11, the costs of accreditation, and pitfalls of accreditation and how to avoid them. November 28, 2003 $125; group rate, $110 Friedman :•· •NEW-,. • Using the DSM-IV-TR with Children and Youth - Introductory Level (#MH00S) November 3-4, 2003 April 22-23, 2004 $235; group rate, $210 White, Vangolen • •-NEW•- •- Date(s): Fee: lnstructor(s): Registration: 604.528.5590 This one-day course is for public health nurses, nutritionists, counsellors, teachers, youth workers, fitness instructors or others working with girls. The course examines the spectrum of weight concerns that girls struggle with - disordered eating, eating disorders and childhood obesity - and provides practical skills to address these issues. Participants will consider female development, gender, and socialization; explore their beliefs and attitudes about body size; debunk the myths around obesity and develop an understanding of the barriers to girls' participation in physical activity. Participants will learn skills for responding to girls who "feel" fat; ideas for integrating eating disorder prevention into their practice; and ideas for creating a body-friendly environment and a non-dieting approach. •--,.NEW-•- *, - Date(s): Date(s): Fee: lnstructor(s): Getting Girls off the Scale, off the Couch and on with Their Lives (#CY255) A group rate is available for NEW COURSES ONLY for three or more persons from the same organization. This applies only if all persons register at the same time. Everything You Ever Wanted to Know _about the DSM-IV-TR (#EP204) This advanced course offers an opportunity to explore the major psychiatric disorders and differential diagnoses; consider factors relating to the selection of effective treatment approach�s, including medical and non­ medical interventions; and examine a process for creating comprehensive treatment plans. The role of non-medical mental health. professionals in the diagnostic ;ir;d treatment process will be highlighted. This course is not in.tended to qualify individuals to use psychiatric diagnostic procedures beyond the.ir level of professional competence. Prerequisite(s):. Everything You Ever Wanted to Know about the DSM-IV-TR (#EP204) or the equivalent. -•- *,NEW•, "" 1 This introductory course will be useful to any professional working in a mental health or school setting who wishes to develop a basic understanding of and facility with mental health diagnoses for children and youth. The course provides an introduction to the organization and content of the DSM-N-TR and to the relevant diagnostic theories and applications in mental health practice with children and youth. It provides a balanced presentation of the benefits and pitfalls of mental health diagnoses for children and youth as well as the ways in which the Diagnostic and Statistical Manual of Mental Disorders can be used responsibly. Date(s): Fee: lnstructor(s): December 1-2, 2003 $235; group rate, $210 J. Solanto November 7, 2003 $125; group rate, $110 Hardy Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 Possibilities, Goals, and Preferred Outcomes {#MH001) Understanding Adolescent Suicide and Self-Harm {#MH004) After Brain Injury: Tools for Living {#MH003) Recent research and clinical experience indicate that effective goal setting is based on client preferences and pre-existing beliefs about the nature of their problems. Collaboration with professionals who take competencies, capacities, and preferences into account, as well as deficits and barriers, is a key to success in goal setting. This workshop introduces theory and skills to match client strengths with limitations, to couple difficult histories with preferred futures, and to join mechanisms of stability with possibilities of change. This course will be of particular interest to therapists, social workers, mental health professionals, child care counsellors, teachers, and other practitioners working with youth. Participants will develop skills to identify and assess risk factors and indicators for suicidal ideation, self-harm, and other high-riskbehaviours often exhibited by youth; review current theories of male and female adolescent development and resilience; and explore innovative, practical interventions to apply to both everyday work and crisis situations. This course will provide participants with a basic understanding of how the healthy brain works, and the changes that result from acquired brain injury (ABI). Particular emphasis will be placed on how ABI affects cognition, emotional functioning, and behaviour. Participants will gain an understanding of the complexities involved in working with individuals with ABI generally and in the context of substance use programs. Participants will practise using and teaching practical strategies to help the ABI client compensate for cognitive, emotional, and behavioural impairments. 1 Date(s): January 30, 2004 Date(s): Fee: lnstructor(s): $125; group rate, $110 Fee: lnstructor(s): Grigg May5,2004 $125; group rate, $110 Bell-Gadsby, Oark ·•· * NEW ** !ntracluct:on to Integrated Case Management (ICM) (#MH009} Workers in the social services sector will have found thatICM has become a popular case management tool in child welfare cases. This course will provide practitioners with an overview of the developmental and current use ofICM, and an examination of relevant literature. Participants will explore the key components ofICM, the roles played by practitioners and clients, characteristics of good.collaborative practice, and barriers to collaborative practice. The course includes a role-play ofICM. Date(s): Fee: lnstructor(s): February 9, 2004 $125; group rate, $110 Hardy Date(s): Fee: December 8, 2003 lnstructor(s): Connell, Mann Resi!iency Ac;oss tha l.ife Sp,an (#MH007) This course will provide mental health professionals with skills for enhancing clients' resiliency. Developing clients' resiliency ensures that stressful life challenges are not merely survived or endured but become psychological resources for the future. The ability of mental health professionals to maintain and enhance their own resiliency may contribute to their longevity and vitality in the field and help preclude unskilled reactions to stress such as burnout, stagnation, or despair. Thus, this course also attends to the parallel process of developing and maintaining resiliency for ' those in the mental health care professions. Date(s): Fee: lnstructor(s): November 6-7,2003 $235; group rate,$210 Franz R1:,covering from Trauma: Fadlitatir1g a Group Experience {#MM002) This course will provide participants with experiential learning of a model of recovery from trauma and its application in a group setting. The curriculum was originally designed with the learning needs of persons with brain injuries in mind and is equally adaptable to general trauma populations, including addictions (model originally from this field). The Trauma Recovery Group is a curriculum-based 12week program that empowers group members to take a proactive approach to emotional recovery following trauma. Participants will experience a trauma recovery group. Through this experience they will gain a framework for understanding the process of recovery from trauma and explore practical considerations in establishing a trauma recovery group for a variety of client populations. Date(s): Fee: lnstructor(s): Registration: 604.528.5590 $245 (includes materials) ; group rate, $225 Web Site: www.jibc.bc.ca/clcl May6-7, 2004 $235; group rate,$210 Connell,Mann General inquiries: 604.528.5608 COUNSELLING AND CAPACITY-BUILDING COURSES These courses were designed for counsellors and other professionals who are currently working with clients and are interested in building and refining their counselling skills. There is no application process, and participants may register for these courses the order they choose. Some may also be used as electives in certificate programs. Mask and Mirror: The Many Faces of Shame (#!EP2'14) Facllii:ating Parenti�g ,sr,.,,..,ps Essential skms {#EP586) This course provides facilitators of parenting groups with a range of useful techniques for clarifying parental role, styles, and approaches; keeping parents focused on their choices, riot their children's behaviour; and using the developmental stages of children as a dynamic tool. Emphasis will be placed on helping parents distinguish partner issues from parenting problems, and their own childhood from their children's childhood. Participants will develop their confidence in using spontaneity and identifying the ·"teachable moment," and learn creative ways of presenting material that minimize defensive reactions from individuals or the group. The course will look at how to access the most current print, video, and Web-based resources. Shame is a primal human response to loss of mutuality or power within relationships to family, groups, or community: Participants will examine the central role of shame in the dyn�ics of trauma, abuse, addictions, attachment, eating November 27-28, 2003 Date(s): disorders, and dissociative-states of $235 Fee: consciousness. Participants will gain lnstructor(s): Stoll knowledge and skills for addressing clients' shame. , Introduction to Professional Coaching Date(s): October 23-24, 2003 April 29-30, 2004 $235 Jones-Callahan for Counsellors and Therapists (#EP599) Llfe coaching, sometimes called personal coaching, is one of the newest and fastest­ growing professions today. Helping Clinical Supervision and Consultation: professionals are rapidly entering this How to Make It Work (#EPSSS) exciting new profession as it provides many benefits, including the opportunity This course is for counsellors, therapists, to work with healthier clients, utilize ,and other practitioners who are providing therapy skills within a new and positive 'clinical supe�isi:on and consultation and framework, work from home, and travel who are interested in further developing while keeping in touch with clients. In their supervisory skills. Participants will this course, participants will learn key differentiate between clinical supervision distinctions between coaching and and consultation (particularly in the field therapy, coaching skills, niches that of violence/trauma), and will discuss the coaches are developing, and practical steps challenges inherent in providing both. The for developing and marketing a coaching course will also -examine common , practice. problems andwhy supervision often fails. Participants will develop a supervisory or December 5, 2003 Date(s): consultation contract, define their own May 7, 2004 philosophy of supervision, explore Fee: $150 approaches to supervision within a range lnstructor(s): Austin of clinical/theoretical approaches; and learn to manage transference and counter­ transference in the therapist/client/ supervisor triangle. The balance• between safety and challenge in the supervisory relationship will be highlighted. Fee: lnstruct�r(s): Date(s): Fee: lnstructor(s): SafaTaen, Pow2riu! Altarm1tives: S!ciiis to Star,d Strong Without Violence (#EP562} This two-day course presents SafeTeen, a dynamic and highly successful skill-based violence prevention program that has been endorsed by the BC Teachers' Federation. SafeTeen introduces a youth-specific assertiveness model that offers gender­ specific strategies for managing fear and anger, as well as giving youth a way of standing up for themselves and for what they believe in without violence. Grounded in theory on socialization and gender, this training addresses the roots of violence and exposes the dynamics of power and powerlessness as the underlying factors in harassment, bullying, and assault. Participants willgain concrete harassment and violence prevention strategies to pass on to the youth they work with. The course is valuable for youth workers, teachers, and counsellors, and is ideal for a woman and a mari to attend as a team. Date(s): Fee: lnstructor(s): December 5-6, 2003 May 28-29, 2004 $270 Roberts Introduction to Art Therapy for Counsellors and Therapists (#CY250) This course is for therapists, counsellors, and other mental health professionals who integrate some form of art making into their clinical work but who are not certified art therapists. The course will provide introductory information on the theory and practice of art therapy, enabling participants to use this powerful therapeutic medium with effectiveness, skill, and ethical integrity. Areas covered include the therapeutic benefits and contraindications of art therapy, ethical and liability issues, creating and maintaining an art therapeutic environment, vicarious traumatization, and boundary management. Opportunities will be provided for experiential exercises and case studies. Date(s): Fee: lnstructor(s): December 15-16, 2003 $235 Franz November 17-18, 2003 $235 Ziegler Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries· 604.528. 5608 Understanding Children and Youth Who Have Experienced Trauma (#CY240) This two-day course provides an understanding of the impact of trauma across the developmental lifespan of children and adolescents, and examines the resulting coping mechanisms. Participants will explore the support needs of children and adolescents who have experienced trauma and examine specific skills for meeting these needs. Date(s): Fee: lnstructor(s): March 29-30, 2004 $235 Clark, Bell-Gadsby Doing Therapy Briefly: An Overview {#CfTTW} In these days of doing more with less and less, many therapists are being encouraged to use "brief therapy." Brief therapy is not simply a short form of traditional psychotherapy but is conceptually and pragmatically different. While brief therapy is not for all clients or is not a viable approach to all difficulties, it can be a vital addition to a therapist's range of knowledge and skills. This workshop introduces a therapy style that is client­ centred, change-focused, and goal-driven. Presentations trace brief therapy theory and practice from Ericksonian therapy through the cybernetic revolution, and on to the present. The day includes demonstrations, experiential exercises, and examples. Date(s): Fee: lnstructor(s): April 2,2004 $125 Grigg Creative Approaches to Wor:·ing with Gmups (#i:P589) Working with groups in a mental health or social services context is immensely rewarding and uniquely challenging, requiring of the facilitator a particular blend of professional skills and self­ awareness. This workshop offers a wide spectrum of theoretical and experiential approaches to group facilitation and introduces participants to emerging models of group work that focus on collaboration, community building, and creativity. Participants also explore approaches to resolving group conflict, developing curriculum, designing group Registration: 604.528.5590 exercises, and utilizing health and healing ' modalities. The emphasis will be on practice, experiment, and engagement. Date(s): Fee: lnstructor(s): April 28,2004 (6:30 p.m.-9:30 p.m.) and April 29-30,2004 (9:00 a.m. - 4:30 p.m.) $250 Laird Clinica! Supervision: Innovative Fracticas {#cP278) Skilled clinical supervision requires clinical, professional, and legal competencies that are distinct from those required for therapy and counselling. This course is for therapists, counsellors, social workers, and other mental health care providers. It introduces participants to a range of theoretical models and innovative practices for clinical supervision. Topics include definitions and perimeters of practice, goals of supervision, requirements of a clinical supervisor, Stoltenberg's Developmental Model of Supervision, managing the pragmatic aspects and legal and ethical implications of clinical supervision, and some discussion of Council on Accreditation (COA) standards. The material will be covered through lecture, class discussion, and role-play. An extensive bibliography will be provided. Date(s): Fee: lnstructor(s): May 17-18,2004 $235; group rate $210 Franz Chiidr,an Exposed to Family Violence {#CY.231) This course is for those involved in assessing or working with children, youth, or families where violence has been an issue. Participants will examine the behaviour and coping styles of children exposed to violence, and effective strategies for responding. The course also offers an overview of working with families from culturally diverse backgrounds, including Aboriginal and immigrant families. Through case studies, participants will learn about appropriate interventions, including how to handle disclosures of witnessing abuse. They will also look at the impact of abuse on Web Site: www.jibc.bc.ca/clcl parenting and strategies for supporting parents to better help their children. Date(s): Fee: lnstructor(s): May 17-20, 2004 $460 Castellanos,Gray-Smith Counselling Skills: T he Art of Asking Effective Questions (#EP587) Counsellors and others in the helping role often ask themselves how they can use their limited time more wisely. Skilfully asking questions is not only an art but also an important aspect of their role. In this course, participants will explore the six essentials of asking good questions: how to ask well-timed questions, themes related to asking questions, discovering what your questioning style is and how to broaden it, making better use of time spent in the role of counsellor/helper, and why having good listening skills is not enough. Date(s): Fee: lnstructor(s): May 27-28, 2004 $235 Stoll Becoming a More Effective Cotinsellor (#EP508) In this course, participants will explore verbal and non-verbal counsellor/client communications, review a process for reflecting feelings and thoughts, discuss how to use silence effectively, consider how to minimize boundary violations, and identify specific steps to ensure that clients are learning problem-solving skills. Participants will consider 18 characteristics of effective counsellors; seek to model congruency of thoughts, feelings, and actions; and differentiate between support, counselling, and therapy. Demonstrations, video clips, and discussions will be used. Date(s): Fee: lnstructor(s): October 30-31, 2003 $235 Stoll Btiilding on Gier.t Strer.gt:-is {i!'E1'195) Clients bring their specific problems and, in some cases, destructive behaviours to their relationships with helping professionals. It is often difficult for the client and the worker to consider the strengths underneath these behaviours. In this course, participants will review the essential elements of Choice Theory, develop skills in enhancing existing General inquiries: 604.528.5608 Treatment Methods of Couple and Family Therapy, Level I (#CFT141) strengths in their clients, and explore the psychological need motivating these behaviours and survival strategies. Emphasis will be placed on avoiding common pitfalls for support workers, and on supporting clients to strengthen internal responsibility for their behavioural choices. Date(s): Fee: lnstructor(s): November 20-21, 2003 $235 Stoll Fostering and Encouraging Client Responsibility (#EP524) In this course, participants will learn how to effectively encourage clients to develop more self-reliance and identify more effective ways to think about their problems/solutions, the choices they make or do not make, and the consequences of their choices. As workers, we can unintentionally and indirectly collude with individuals to remain "stuck'', become dependent on others to solve their problems, and focus on the evaluation of others, such as teachers, counsellors, peers, and so on. This workshop is practical and skill-based. Date(s): Fee: lnstructor(s): June 10-11, 2004 $235 Stoll llndarstanding Pharmacology from a Counsel!or's Perspective (#l:P3C8) This course is for any helping professional interested in expanding their knowledge of pharmacology and how it pertains to clinical counselling situations. Topics include the central nervous system, anti­ depressant medications, anti-anxiety medications, and drugs used to treat schizophrenia and bipolar disorder. Special emphasis is placed on substance abuse and the consequences of mixing psychotropic medications with street drugs. Through discussion and case scenarios, participants will gain knowledge of psychotropic medication, including its effects, side effects, lethality, and interaction with street medications. Date(s): Fee: lnstructor(s): COUPLE AND FAMILY THERAPY CERTIFICATE PROGRAM This certificate program is available for delivery on a contract basis only. For further information, please contact Cheryl Bell-Gadsby, Program Coordinator, at 604.528.5626 or cgadsby@jibc.bc.ca. The certificate program consists of the following courses: This course examines the treatment methods of the major theories and models of couple and family therapy. When discussing the "working" or "facilitating change" stage of therapy, the focus will be on strategies and interventions. Issues related to engaging, assessing, contracting, and terminating therapy will be examined briefly. The links among perceptual, conceptual, and therapeutic skills in each model of therapy will also be addressed. Participants will describe and analyze their own treatment methods, consider the connections between their approaches and the methods presented, and examine the consistency between theoretical , understandings and treatment methods. Date(s): Fee: lnstructor(s): December 9-12, 2003 $495 Grigg Treatment Methods of Coupie aiid family The:rapy, level ii {#CH'iS'l} This course examines treatment methods for specific problems that may arise in couple and family therapy. It builds on Treatment Methods of Couple and Family • Couple and Family Assessment Therapy, Level I, by examining how the (#CFT120) conceptual and therapeutic skills developed in Level I can be used to • Ethical, Legal, and Professional Issues understand and intervene with specific (#CFT130) problems. Issues such as divorce, • Treatment Methods of Couple and recoupling, psychiatric or physical Family Therapy, Level I (#CFT141) disabilities, substance use/abuse, and violence will be examined, as well as their • Treatment Methods of Couple and implications for the selected treatment Family Therapy, Level II (#CFT151) methods. Contextual factors that affect • Couple and Family Therapy Practice families will also be addressed. Throughout the course, participants will Supervision (#CFT160) ' explore the therapeutic challenge of Treatment Methods of Couple and Family working with these issues without defining Therapy, Levels I and II, are currently their clients by their problems. being offered. May 4-7, 2004 Date(s): Fee: $495 lnstructor(s): Grigg • Introduction to Theories and Models of Couples and Families (#CFTI00) November 14-15, 2003 April 16-17, 2004 $235 Velji, Savard Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 Courses in this area are grounded in la harm-reduction approach. Sessions I be customized for your organization, j agency, or group. led by experienced professionals focus on understanding substance use I How to complete the certificate within a bio-psycho-social-spiritual Participants must complete the courses framework; applying current research I and final assignment within two years. and knowledge about interventions; Full attendance is required. I and exploring social justice issues such as race, class, gender, poverty, and violence. i1 SUBSTANCE USE CERTIFICATE Who should attend Management and staff of health, criminal justice, and social service agencies whose clients include people who are using substances. ! I I (see course description on page 13). 1 I 12 I I I Participants gain an understanding of the I What participants learn key concepts, policy, and intervention models that guide the prevention, assessment, and treatment of substance use. Specific assessment and treatment approaches, including motivational interviewing, are covered in depth. Through class discussion, participants develop approaches to substance use issues that work in a range of settings. Participants come away with a dear understanding of their own values and practice framework. I I I I I I I i I How to apply • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begins. • Complete the application form on page 57. • Include your resume and a letter of reference with your application form. • Once your application has been approved, please register directly with the Registration Office at 604.528.5590 ! • There is a $25 non-refundable application fee. ; 3 !4 How the certificate and courses are offered Courses may be taken individually or as part of the certificate. All courses can also Registration: 604.528.5590 I Complete the prerequisite: Understanding Substance Use (#AD400) For more information Cheryl Be/I-Gadsby, Program Coordinator 604.528.5626 or cgadsby@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca CORE COURSES These courses can be taken individually or as part of the Substance Use Certificate. Understanding Substance Use (#AD400) I This course covers current topics, theories, bio-psycho-social-spiritual model and Ii the the harm-reduction approach; continuum I and models of substance use, including Complete the required courses in any order. The following sequence is recommended (see course descriptions beginning on page 13). • A Continuum of Care: Prevention to Harm Reduction (#AD401) • Mental Health Issues and Substance Use (#AD402) • Assessment Practices (#AD403) • Case Planning (#AD404) • Interconnected Risk (#AD405) • Overview of Prevention and Intervention on Fetal Alcohol Spectrum Disorder (#AD409) • Community Voices/ Contemporary Issues (#AD407) • Compassion and Policy: The Heart and Mind of Drug Policy Reform (#AD408) • Advanced Motivational Interviewing (#AD204) Complete two days of electives selected from any Centre for Leadership and Community Learning courses. Complete the final assignment within six months of completing the final course. I of substance use; impact on the individual, family, and community; identification of barriers to accessing help; and ethical issues and challenges. This course is a prerequisite for all courses in the Substance Use Certificate. Date(s): Fee: lnstructor(s): A Continuum of Care: Prevention to Harm Reduction (#AD401) This course covers such topics as an introduction to the risk continuum, mapping the continuum of care, harm­ reduction strategies and practices, risk management, and relapse prevention. Prerequisite(s): Understanding Substance Use (#AD400). Date(s): Fee: lnstructor(s): This course covers theories of why issues of substance use and mental health conditions occur with a high percentage of clients, the identification of substance use and mental health concerns (issues of assessment and dual diagnosis), familiarization with DSM-IV TR 2000, and treatment options and resources. Prerequisite(s): Understanding Substance Use (#AD400). Fee: lnstructor(s): Web Site: www.jibc.bc.ca/clcl October 22-23, 2003 February 26-27, 2004 $245 (includes materials) Saville, TBA Mental Health Issues and Substance Use (#AD402) Date(s): I I October 6-7, 2003 February 9-10, 2004 $245 (includes materials) Harris, Saville November 19-20, 2003 March 29-30, 2004 $245 (includes materials) Harris General inquiries: 604.528.5608 Assessment Practice's (#AD403) This course covers values clarification, identification of helper characteristics, assessment methods and instruments, Transtheoretical Model of Change1 motivational interviewing, and treatment planning. Prerequisite(s): Understanding Substance Use (#AD400). Date(s): Fee: lnstructor(s): November 3-4, 2003 March 8-9, 2004 $245 (includes materials) Axsen Case Planning (#AD404) This course covers treatment planning as it relates to integrated case management, a multidisciplinary approach to integrated case management practice that.includes a review of the current. Ministry of Children and Family Development integrated .case practice model, ethical and confidentiality issues, and current practices in documentation/record keeping. Prerequisite(s): Understanding Substance Use (#AD400). Date(s): Fee: lnstructor(s): December 15, 2003 May 17, 2004 $125 (includes materials) Amos Interconnected Risk (#AD405) This course covers social determinants of health; interconnected risks such as substance use and violence, trauma, sexuality, m�ntal health, marginalization, and poverty; building your own model/approach; multi-diagnosis; integrated care planning; and safety strategies and complemt;ntary treatment approaches. Prerequisite(s): Understanding Substance Use (#AD400). Date(s): Fee: lnstructor(s): Overview of Prevention and • Intervention on Fetal Alcohol Spectrum Disorder (#AD409) . . This course explores the iiiternational This course pr�vides W: overview of drug policy reform movement, looking at current knowledge about Fetal Alcohol both the "War on Drugs" and the Spectrum Disorder, a non-diagnostic term European movement towards more that describes a range ofbirth defects and developmental disabilities associated with balanced drug polices. The course also covers the role of the police and treatment maternal alcohol use during pregnancy. providers in a cooperative "four-pillars" Topics include diagnostic definitions,_ screening tools, �odds of prevc;:ntion approach, the research on supervised through working with women, and injection sites and the prescribing of heroin, and a public health approach to models of intervention with those affected drug abuse. Prerequisite(s): Understanding and their support systems. A wide range of Substance Use (#AD400). resources will be introduced that will support further study and application of Date(s): November 21, 2003 relevant strategies, and link work on March 31, 2004 FASO to key concepts raised in other Fee: $125 (includes materials) ! courses. Prerequisite(s): Understanding lnstructor(s): Haden, Maxwell I Substance Use (#AD400). Date{s): ·fee: lnstructor(s): December 16, 2003 May 18, 2004 $125 (includes.materials) Poole Community Voices/Contemporary Issues (#AD407) ,------I Advanced Motivational Interviewing I (#AD204) 1 i This course covers topics such as acupuncture and other alternative treatme�t methods, ethics and methadone, supervised injection sites, and other current issues. Prerequisite(s): Understanding Substan�e Use (#AD400). Date{s): Fee: lnstructor(s): November 5, 2003 March 10, 2004 $125 (includes materials) Saville, panel ! December 1-2, 2003 April 19-20, 2004 $245 (includes materials) Saville Registration: 604.528.5590 Compassion and Policy: The Heart and Mind of Drug.Policy Reform (#AD408) Motivational interviewing is a system of techniques to assist clients in building motivation to change behaviours, strengthen the commitment to make changes, and maintain changes once they are made. Participants will develop a more comprehensive understanding of how people change, using the Transtheoretical Model of Change, and will learn specific strategies for working with clients at each level of readiness to change. The course material will focus on Working with substance use issues through use of Decisional Balance Grids, and will address issues around working with resistance and ambivalence. Note: Participants will benefit from having previous exposure to an introductory level of Motivational Interviewing, such as that offered in the Assessment Practices (#AD403). Date(s): , Web Site: www.jibc.bc.ca/clcl Fee: lnstructor(s): December 3-4, 2003 May 6-7, 2004 $245 Axsen General inquiries: 604.528.5608 ELECTIVES GROUP RATE FOR NEW COURSES 1 What's Identity Got to Do with It: Addressing Sexual Orientation and Gender Identity with the Substance­ Using Client {#AD215) A group rate is available for NEW ' This course examines issues of sexual COURSES ONLY for three or more orientation and gender identity and how persons from the same organization. they relate to community disconnection This applies only if all persons ' and substance use. It addresses the register at the same time. Substance Use and the Trauma Survivor: Fighting the Two-Headed Dragon {#AD214) importance of using gender-neutral language, and understanding homophobia and heterosexism and how they_ affect clients' perceptions of counsellor attitudes. Participants will gain skills for conducting appropriate assessment and treatment planning and for supporting clients' coming out process. Lists of community and literature resources will be provided. Putting a Youth Twist into Substance Use Information and Youth Services (#AD207) This course is for those who work with, or are interested in working with, substance­ misusing youth. Basic substance use information will be reviewed, with an emphasis on the unique needs of youth and how they differ from those of adults. Participants will review models of substance use, harm reduction, stages of use, and the model of change through a "youth lens"; learn how to implement tools that will help youths assess their own substance use; and learn how to create effective youth services. Date(s): May 4-5, 2004 This course is for counsellors who work in $235 Fee: the trauma field and who would like to , lnstructor(s): Snowden, Crabtree increase their knowledge of substance use. ' Date(s): December 11-12, 2003 It presents various therapeutic models, Integrating Treatment on Substance. Fee: $235; group rate, $210 treatment techniques, and orientations Use and Trauma - Promising Practices lnstructor(s): Chivers that best support the process of healing {#AD216) trauma while managing addictive or Art T herapy in Early Stages of This course provides an overview of harmful substance use and behaviours. Addiction Recovery {#AD210) current knowledge about the links Group discussions and case scenarios will Art therapy is increasingly recognized in between experience of violence, trauma, provide participants with an the addictions treatment communities as a and abuse and substance use. Principles , understanding of the challenge of working clinically valuable intervention. The art and promising practices arising from effectively with the two issues 1 therapeutic process is uniquely suited to group programming designed for women 1 concurrently. meet the therapeutic needs of the client in facing both trauma and substance use Date(s): October 16-17, 2003 early recovery in terms of psychodynamic, problems will be offered. Resources will be June 3-4, 2004 humanistic, cognitive, behavioural, and introduced that will support further study Fee: $235; group rate, $210 Bowenian theoretical paradigms. Topics in and application of relevant strategies, and lnstructor(s): Chivers this course include art therapeutic link work on abuse/violence/trauma issues principles of practice; issues in art to key concepts raised in other courses. Understanding Pharmacology from a therapeutic clinical dynamics and Counsellor's Perspective (#EP308) Date(s): May 19, 2004 interventions in early recovery; and Fee: $125 For a course description, see page 12. potential benefits and contraindications of lnstructor(s): Poole November 14-15, 2003 Date(s): art therapy in general and specific media: April 16-17, 2004 techniques, interventions, and directives Fee: $235 in particular. No art-making experience is lnstructor(s): Velji, Savard required. Date(s): Fee: lnstructor(s): Registration: 604.528.5590 March 8-9, 2004 $250 (indudes materials) Franz Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 How to complete the c�rtificate Complementary healing practices; from ancient Chinese medicine and acupressure techniques to art and play therapy, can provide valuable tools for addressing client needs. The Integrative Healing Certificate and courses, and the Art and Play Therapy Series, were developed and continue to evolve in response to requests from workers in "mainstream" agencies as well as counsellors in private practice. Participants must complete ct>urses and the final assignment within two years. Full attendance is required. 1 Complete the required courses in any order. The following sequence is recommended (see course descriptions beginning on page 76). INTEGRATIVE HEALING CERTIFICATE Who should attend Mental health practitioners, counsellors, social workers, and other health practitioners. What participants learn This exciting program presents a variety of theoretical models used in multi­ dimensional healing approaches and examines an ethical and comprehensive framework for integrating these approaches· into practice. Learning takes place through lecture, demonstration, discussion, panel presentation, and skill­ building exercises. How the certificate and courses are offered Courses may be taken individually or as part of the certificate, except for Integrative Healing Clinical Practice Consultation (#IHC009), which is open to certificate students only. How to apply 'l ' • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days , before the classes begin. • Complete the application form on page 57. • Include your resume with your application form. • Once your application has been approved, please register directly with the Registration Office at 604.528.5590. • There is a $25 non-refundable application fee. Registration: 604.528.5590 • Integrating Relaxation Techniques and Guided Imagery into a Healing Practice (#IHC001) • Wisdom in the Wound: An Integrative Approach to Trauma (#IHC002) • Healing and the Human Energy Field (#IHC003) • Integrating Energetic Bodywork into the Counselling Process (#IHC004) • Homeopathy and Principles of Healing (#IHC00S) • Touch the Spirit: Chinese Medicine and Acupressure (#IHC006) • Ethical Issues for Integrative Healing Practitioners (#IHC007) • Integration of Spirituality and Counselling (#IHC008} • Integrative Healing Clinical Practice Consultation (#IHC009) 2 Complete the final assignment within six months of completing the final required course. For more information Cheryl Be/I-Gadsby, Program Coordinator 604.528.5626 or cgadsby@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca COURSES ' Integrating Relaxation Techniques and Guided Imagery.into a Healing Practke (#IHC001) This how-to course is designed to assist practitioners in utilizing body/mind integrative approaches in their work with clients. Participants will learn how to incorporate effective body/m.ind approaches into a client's treatment plan, and how to describe a rationale for using these methods to clients and fellow professionals. Participants will also learn how to use these approaches for self-care. Techniques discussed include focused breathing, body scans, progressive relaxation, centring, meditation, and 1 guided imagery: The format consists of lecture, discussion, demonstration, and skill practice. Date(s): Fee: lnstructor(s): October 20-21, 2003 $245 (includes materials) J. Solanto, L. Solanto Wisdom in the Wound: An Integrative Approach to Trauma (#IHC002) This course explores the relationship between traumatic experience and personal growth from a creative and 1 energetic perspective, and introduces the , notion of trauma as a healing path, paying particular attention to sensing, containing, and expressing traumatic material within a context of safety and trust. Specific skill development areas include assisting clients in understanding trauma as a healing imperative; basic energetic and integrative practices for working with traumatic material; basic containment using strategies for grounding, centring, and i boundaries; and developing a professional network for dealing with clients' , dissociation and feelings of being overwhelmed. , Date(s): Fee: lnstructor(s): December 11-12, 2003 $280 (includes materials) Laird Haaling and the Mumar. Ene,gy !=ieici {tm-K003} This two-day course is designed to introduce participants to the human energy field, chakras, and specific energy­ based self-care and healing techniques. The focus will be on how human energy field awareness can promote well-being, Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 assist in the management of a wide variety of symptoms, and complement traditional systems of care. This knowledge can be used by those working·with · adults or.·. children. Date{s): February.16-17, 2004 Fee: lnstructor(s): $245 (includes materials) Jennings integreting l:nerget.k !3ody,,vcrk into the Counselling Pro�ess {#(MC004.) Issues such as chronic pain, anxiety, depression, and trauma reactions affect clients both physiologically and emotionally, and are rarely resolved using cognitive therapy alone. This .course explores therapeutic interventions from energetic, solution-focused, and metaphorical approaches. Participants will acquire practical clinical tools for heightening mind-body communication; refine and integrate communication skills with energetic bodywork; develop hands­ on skills to reconnect with internal resources and shift the client's internal .. frame of reference to a healthier, more proactive stance; explore a framework ·that integrates healing touch, hypnosis, guided imagery, and other counselling skills; and examine legal and ethical issues related to touch therapy. Date{s): Fee: lnstructor(s): March 22-23, 2004 $245 (includes materials) Bell-Gadsby Homeopathy and Prindples of H1:aling {#!HCOOS) This course introduces homeopathy as a healing system, along with homeopathic principles of healing. These principles can be applied to other healing disciplines. Participants will learn to recognize a healing response to intervention and when not to intervene. They will also learn when someone is deteriorating from an energetic perspective. Homeopathic emergency remedies will be taught. Constitutional types and their psychology and physiology will be introduced. Date(s): April 15-16, 2004 Fee: lnstructor(s): $245 (includes materials) ' Touch the S�irit: Chinese !\!iedidne and Acupressure (#IHCOCS) !ntagration of Spirituality and Counselling (i#iHC008} Touch therapy is one of the oldest forms of traditional Chinese healing. This course introduces some general principles of Chinese medicine and explores their integration into other healing modalities. Foundations of Chinese medicine such as Yin-Yang theory, Qi (life force energy), and Shen (spirit) and their roles in health will be explored theoretically and experientially. Participants will also learn: This course is for counsellors and other mental health practitioners who are looking for ways to integrate spirituality with their clinical work. Cognitive and experiential learning are combined to explore the meaning of spirituality, the purpose of counselling, and how an integration between the two can take place. A model of "counselling as spiritual practice" will be presented, discussed, modelled, and applied through skill­ building exercises. This course offers an inspirational yet practical counselling approach. Participants will learn how to develop an expanded sense of self while simultaneously supporting an essential connection with their clients. • a gentle, supportive, and respectful approach to using touch in therapy • basic skills in the use of acupressure techniques and points for balancing energy to incorporate into other therapeutic approaches techniques for balancing and strengthening their own energy system through breath and movement Date(s): Fee: lnstructor(s): April 29-30, 2004 $245 (includes materials) Thomas June 3-4, 2004 $245 (includes materials) Bixler $245 (includes materials) Nestman This clinical practice consultation is open to participants who have completed all of the required courses in the certificate program. The consultation will be divided into two component's. Day 1 will be offered at the halfway point of the program and the final day (after completion of all required courses) will include case presentations. The focus is for participants to evaluate and integrate the concepts and skills presented throughout the certificate program. On Day 2, participan� will present cases (audio and/or video segments of their work with clients) for exploration and feedback in a small-group setting. Participation in this consultation group is required for candidates to receive the certificate of achievement. This course provides an experiential and non-judgemental inquiry into ethical issues in alternative healing. Participants will be asked to grapple with ethical problems taken from their own experience and develop a model for dealing with ethical issues. We will develop this model by mapping how we apply ethical principles to specific cases. Cases will be presented and role-played in small and large groups. This will include working in a practitioner/client role focusing on areas of concern. This course emphasizes the special issues of intimacy and boundaries evoked by alternative healing practice. Date(s): June 28-29, 2004 Fee: lnstructor{s): intagrat:ve Heallng Cinka: Practice Consu!tation {#IMC009} Ethical issues for integrative Hea!ing Practitkme,·s (#11-iCG07j Fee: lnstructor(s): Date(s): Date(s): Fee: 1 lnstructor(s): TBA $115 Bell-Gadsby Hillen Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 ART AND PLAY THERAPY SERIES The courses in this series are designed to provide practitioners with a basic understanding of art therapy, play therapy, and other expressive therapies. There is no application process; students may register for courses individually or register for the whole series. For courses taught by Marie-Jose Dhaese, students with a master's degree in a related field may apply for Continuing Education Units towards registration with the Association for Play Therapy International. Please contact the Centre for Expressive Therapy at 250.335. 1829 or visit www.centreforexpressivetherapy.com for more details. t},pressive f'lay 1:herapy Methcds {#CY104} This introductory course is for counsellors, social workers, child care workers, and mental health professionals working with children 3 to 12 years old. The workshop focuses on expressive play therapy methods and examines the function of art and play through the developin.ental stages. Participants will have the opportunity to become familiar with the toys and art therapy exercises used in working with children in this age group. Date(s): Fee: lnstructor(s): November 24-25, 2003 July 13-14, 2004. $245 (includes materials) Dhaese Registration: 604.528.5590 Child-Centred Play Therapy {#CY104A) introdm:timri ta Art Therapy 'f-cr Counsellors and Therapis•i:s {#Ci250) This course is for practitioners who use play and various expressive therapies in their work with children. The course includes guiding principles of child­ centred play therapy, the intake process, setting up a playroom, how to structure the session, when to lead and when to follow, and permissiveness and limits. These issues will be illustrated by a videotape of excerpts from sessions and practised through role-plays. Prerequisite(s): Expressive Play Therapy Methods {#CYl 04) · or one year of experience in play therapy at work or school. Include your resume with the. registration form. For a course description, see page 10. Date(s}: Fee: lnstructor(s): December 15-16, 2003 $235 Franz * ��� N EWj, ,iir The 1-io!istic Joumc.i: A Therapeutic Tc/cl for Treating Stress and Trauma {#!!-JCO·l7) November 26-27, 2003 April 26-27, 2004 July 15-16, 2004 $245 (includes materials) Fee: lnstructor(s): Dhaese This course explores the use of journaling as an effective and powerful therapeutic tool for the treatment of stress and trauma. The journal can be used as a self­ care tool and/or as a clinical tool in your work with others. During this course, various journaling techniques will be introduced and the theory related to the healing properties ofjournaling will be explored. The course is designed to be informative, experiential, and inspiring. :E:-i.pressive ?lay Therapy Methods wl-l:h Abused a�d Negiez:ted Chiicllren {#CY104S} Date(s): Fee: lnstructor(s): Date(s): This course is for practitioners who use art and play therapy in their work with children who have experienced and disclosed neglect and abuse. Course content reviews theoretical principles underlying the use of art and play therapy with traumatized children and illustrates w;i.ys of addressing the main clinical issues of neglected and abused children. Prerequisite(s): Expressive Play Therapy ' Methods {#CY104) or Child-Centred Play Th�rapy {#CY104A). March 26, 2004 $125; group rate, $110 Monk GROUP RATE FOR NEW COURSES A group rate is available for NEW COURSES ONLY for three or more persons from the same organization. This applies only if all persons register at the same time: April 28-29, 2004 Date(s}: $280 (includes materials) Fee: lnstructor(s): Dhaese Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 The Centre for leadership and Community learning is a leader in providing trauma and abuse training for workers from across BC and Canada. We also offer specialized courses on such topics as working with Aboriginal clients, addressing sexual exploitation, and other emerging trauma issues. How to apply • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days I before the classes begin. i I • A minimum of six months of work or volunteer experience with children and I I families is required. Complete the application form on i page 57. ! • Include your resume with your i application form. Students will be required to reapply if courses are not taken within one year of being accepted into the program. • Once your application has been approved, please register directly with the Registration Office at I 604.528.5590. There is a $25 non-refundable application fee. i ! How to complete the certificate ! • !• I• J CHILD ABUSE AND NEGLECT SUPPORT WORKER CERTIFICATE The certificate program and courses were developed in response to the evolution of the field of child abuse prevention; the rapid, unprecedented changes in services to children, adolescents, and families occurring in the province of British Columbia; and the need for front-line support workers to develop basic competency skills in the area of child abuse and neglect to meet training standards required in the accreditation process. Who should attend Front-line professionals and para­ professionals who work with children and adolescents who have experienced child abuse and neglect. What participants learn The program will provide participants with a comprehensive theoretical framework for understanding child abuse and neglect, and will emphasize practical skill development within the context of the new vision of service delivery and strategic shifts being implemented by the government of British Columbia. Registration: 604.528.5590 The courses and final assignment must be completed within two years. Full attendance is required. 1 Complete the required courses (see course descriptions beginning on page 19). It is recommended that they be taken in the following order: • Understanding and Preventing Child Abuse and Neglect {#EP260) • The Impact of Child Abuse and Neglect: Child Development and Resiliency {#EP261) • Supporting Children Who Have Been Abused and Neglected {#EP262) • Safety and Risk: Support Worker Self-Care {#EP263) For more information Natalie Clark, Program Coordinator 604.528.5627 or nclark@jibc.bc.ca lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca COURSES These courses can be taken individually or as part of the Child Abuse and Neglect Support Worker Certificate. Understanding and Preventing Child Abuse and Neglect (#EP260) Participants will be introduced to all aspects of child abuse and neglect, including the history, legal definitions, contributing factors, indicators, and impact of abuse/neglect on children. Participants will also examine relevant sections of the Child, Family and Community Service (CF&CS) Act and understand current systemic responses to child maltreatment. Participants will also learn to recognize cultural differences regarding norms, values, and traditions. Dates(s): Fee: lnstructor(s): November 26-28, 2003 $280 (includes materials) castellanos, Douglas The Impact of Child Abuse and Neglect: Child Development and Resiliency (#EP261) This course builds on the foundation created in Understanding and Preventing Child Abuse and Neglect (#EP260). It will help participants understand normal child development, the impact of child abuse and neglect on that development, the key concepts of trauma and attachment, and the key factors in promoting resiliency in children and adolescents. Date(s): Fee: lnstructor(s): December 8-10, 2003 $280 (includes materials) Chapman 2 Complete the final assignment. This assignment will be given to students during one of the required courses. Web Site: www.jibc.bc.ca/clcl General inquiries: 604:528.S608 Supporting Children Who Have Been Abused and Neglected (#EP262) This course defines the role of a suppon worker within an integrated Ministry of Children and Family Development context. Participants will assess their current skill levels and learn and practise new competency skills needed to protect children, prevent child abuse and neglect, and support child and family development. Prerequisite(s): The Impact of Child Abuse and Neglect: Child Development and Resiliency (#EP261). TRAUMA COUNSELLING AND CLINICAL INTERVENTION CERTIFICATE Who should attend ! Counsellors, therapists, clinical social workers, psychologists, and other mental health practitioners with a master's degree or equivalent who are working with survivors of trauma. If you are working with adult survivors of sexual abuse and troubled attachment, we suggest that you first consider the Child Date(s): May 13-15, 2004 1 Sexual Abuse Intervention Certificate for $280 (includes materials) Fee: ' Practitioners or contact the Program lnstructor(s): Luxemburg-Hyam Coordinator. This program does not focus Safety and Risk: Support Worker Self­ on the complicated developmental, Care (#EP263) I attachment, and familial issues that are involved in the treatment of sexual abuse. This course will enable participants to identify the various risks associated with What participants learn support work and define strategies to maintain worker safety and health. The courses focus on key theories of trauma and traumatic stress, central June 14-15, 2004 Date(s): concepts in trauma intervention, and Fee: $245 (includes materials) practical skills application. lnstructor(s): Luxemburg-Hyam How to apply • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begin. • A master's degree in counselling, social work, or equivalent is required, together with relevant work and academic experience in the area of traumatic stress. • Complete the application form on page 57. • Include your resume with your application form. • Students will be required to reapply if courses are not taken within one year of acceptance into the program. I • Once your application has been approved, please register directly with the Registration Office at 604.528.5590. • There is a $25 non-refundable application fee. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl How the certificate and courses are offered Courses may be taken individually or as part of the cenificate program, except for Trauma Counselling Consultation Group (#TS223), which is open only to participants who have completed all of the required courses in the certificate program. How to complete the certificate Participants must complete the certificate within three years. Full attendance is required. 1 Complete the prerequisite, Introduction to Trauma and Post­ Traumatic Stress Reactions (#EP251) (see course description on page 21). 2 Complete the required courses in any order (see course descriptions beginning on page 21). It is preferred that students take them in order, if possible. • Trauma Assessment and Treatment Planning (#TS210) • Trauma and the Therapeutic Relationship (#TS221) • Trauma Intervention (#TS222) • Trauma Counselling Consultation Group (#TS223) 3 Complete two days of electives in an area of trauma study relevant to your clinical practice For more information Natalie Clark, Program Coordinator 604.528.5627 or nclark@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca General inquiries: 604.528.5608 Trauma Intervention (#TS222) COURSES Five days of practical skill building for in­ session work with traumatized clients will give participants a wide range to tools applicable to diverse trauma experiences. Although this course will provide brief overviews of trauma treatment and theory, it is primarily a hands-on environment using exercises, demonstrations, and role­ plays to learn and practise intervention skills. Areas covered include a wide range of symptom management and containment techniques, trauma­ processing methods, and approaches for managing the complex relational dynamics between clinician and survivor. Prerequisite(s): Introduction to Trauma and Post-Traumatic Stress Reactions (#EP251). T hese courses can be taken individually or as part of the Trauma Counselling and Clinical Intervention Certificate, except for Trauma Counselling Consultation Group (#TS223). Trauma Assessment and Treatment Planning (#TS210) Substance Use and the Trauma Survivor: Fighting the Two-Headed Dragon (#AD214) 1----For a course description, see page 15. 1 I l Date(s): Fee: lnstructor(s): October 16-17, 2003 June 3-4, 2004 $235; group rate, $210 Chivers Integrating Treatment on Substance T his course lays out the basic theory, Use and Trauma - Promising Practices (#AD216) assessment tools, and treatment planning skills necessary to find a path through the For a course description, see page 15. complex issues facing trauma survivors. Date(s): May 19, 2004 Current theories will be presented, Fee: $125 including an understanding of the socio­ lnstructor(s): Poole political dimensions of trauma. An integrated model for treatment will be Introduction to Trauma and Post­ presented, as well as comprehensive Traumatic Stress Reactions (#EP251) exploration of assessment and treatment Date(s): February 24-28, 2004 T his course brings together a broad range planning requirements. A broad range of Fee: $485 (includes materials) of trauma responders, including objective and subjective assessment 1 counsellors, front-line workers, support lnstructor(s): Ziegler, J. Solanto approaches will be discussed and practised. I workers, victim service workers, peer I Case studies will be used to apply theory, Trauma Counselling Consultation personnel from high-risk professions, and assessment, and treatment material to i Group (#TS223) other service providers working with specific trauma populations and client ! Open only to certificate students who survivors in a variety of contexts. T he presentations. Prerequisite(s): Introduction have completed prior courses, this course course focuses on the basics of the trauma to Trauma and Post-Traumatic Stress is a unique opportunity for clinicians to experience, incorporating the rich Reactions (#EP251). integrate the trauma theory and practice dialogue offered by this diversity of November 19-22, 2003 Date(s): taught and practised in the program. participants. All aspects of trauma and its $550 (includes materials) Fee: Selecting a client from their own practice, consequences will be addressed, including lnstructor(s): Ziegler, J. Solanto participants will present a detailed critical incidents and the acute and long­ assessment and treatment plan, and a term impacts of trauma. Interventions for Trauma and the Therapeutic video or audiotape selection. T his in­ recovery at all levels will be reviewed. Relationship (#TS221) depth, srnall-group exploration and October 29-30, 2003 Date(s): T he relational injury of trauma has many I feedback of clinical work has been a February 2-3, 2004 I implications for the therapeutic highlight for previous participants. Full I Fee: $245 (includes materials) relationship, and will be examined from II participation in this course is required for lnstructor(s): J. Solanto varied perspectives such as trauma-based candidates to receive the certificate of conceptualizations of transference, and an achievement. T his course is also offered at the College exploration of the context in which the of New caledonia - Nechako campus in Date(s): April 21-24, 2004 therapeutic relationship occurs. T he self of Vanderhoof. To register call Debra Baher Fee: $550 (includes materials) the therapist is addressed through models at 250.567.3200 lnstructor(s): Ziegler, J. Solanto including counter-transference and Date(s): October 9-10, 2003 For additional courses in stress and trauma vicarious traumatization. Both theory and Fee: $465 (includes materials) management, see the Critical Incident practical solutions will be applied to lnstructor(s): TBA Stress Management courses on page 41. common clinical impasses relating to relational difficulties such as boundaries, Understanding Children and Youth Recovering from Trauma: F�cilitating Who Have Experienced Trauma ethical dilemmas, belief systems, and the a Group !!:Jtperience (#MH002) (#CY240) intensity of traumatic stress symptoms that pull clinicians off balance. For a course description, see page 9. For a course description, see page 11. Prerequisite(s): Introduction to Trauma Date(s): May 6-7, 2004 Date(s): November 26-27, 2003 and Post-Traumatic Stress Reactions $235 Fee: Fee: $465 (#EP251). lnstructor(s): Connell, Mann lnstructor(s): Clark, Bell-Gadsby I 1- - - - ! 1------- , -------- ; Date(s): Fee: lnstructor(s): December 11-13, 2003 $365 (includes materials) Ziegler Registration: 604.528.5590 1 This course is offered at the College of New Caledonia - Nechako Campus in Vanderhoof. To register call Debra Baher at 250.567.3200 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 How to complete the certificate SUPPORTING ADULT SURVIVORS CERTIFICATE Supporting Adult Survivors Certificate (#CSA134A) Date(s): Fee: lnstructor(s): October 22-24 and November 17-19, 2003 $605 Whiteford, Trotter Who should attend Front-line staff and others who work in a support capacity with adults who were sexually abused in childhood. What participants learn This program explores a societal and historical framework for understanding child sexual abuse and examines the impact of childhood sexual abuse throughout the life cycle. Participants will define the support needs of sexually abused adults from disclosure to completion of treatment; discuss the coping mechanisms of survivors and the impact of factors such as culture, sexual orientation, and ability on the experience of adults who were sexually abused in childhood; and define an appropriate support role and strategies for working with the survivor of sexual abuse in the context of a larger treatment system. Participants develop and practise skills within an empowerment framework. How to apply • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begin. • To enter the program, applicants must be currently working or volunteering with adults in a supportive capacity. • Complete the application form on page 57. • Include your resume with your application form. • Once your application has been approved, please register directly with the Registration Office at 604.528.5590. • There is a $25 non-refundable application fee. Registration: 604.528.5590 ·1 adolescent, or adult survivors of child sexual abuse. Sessions cover treatment and self-care techniques as well as legal information. Attend all sessions. How to apply 12 I 1 Complete the final assignment within six rnonths of the last day of the program. • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begin. • Complete the application form on page 57. • Include your resume with your application form. • Application forms are valid for one year only. Students will be required to reapply if courses are not taken within one year of acceptance into the program. • Once your application has been approved, please register directly with the Registration Office at 604.528.5590. • There is a $25 non-refundable admission fee. For more information Natalie Clark, Program Coordinator 604.528.5627 or nclark@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca SUPPORTING CHILD, ADOLESCENT, AND ADULT SURVIVORS CERTIFICATE Supporting Child, Adolescent, and Adult Survivors Certificate (#CSA134B) This certificate program is available for delivery on a contract basis only. It is designed for front-line staff and others working with children, youth, and their families. This certificate can be customized for your agency, organization, or group. It has been delivered in Williams Lake, Ahoushat, Fort Nelson, Dease Lake, and Skidegate, BC. For more information Natalie Clark, Program Coordinator 604.528.5627 or nclark@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca CHILD SEXUAL ABUSE INTERVENTION CERTIFICATE FOR PRACTITIONERS Child Sei{ual Abuse Intervention Cerfrfkate ·for Prattitioners (#CS/.t.204} Who should attend Counsellors and other practitioners working in a therapeutic setting with child, adolescent, and adult survivors of childhood sexual abuse. What participants learn This certificate prepares participants to work therapeutically with child, Web Site: www.jibc.bc.ca/clcl How the certificate and courses are offered 1 Courses are open to certificate students only. Courses are divided into two streams: child and adolescent, and adult. Availability of each stream is based on enrollment. How to complete the certificate Full attendance is required. 1 1 2 ·3 Complete the Integrated Core Module (see course description on page 23). Choose either the child and adolescent stream or the adult stream (see course descriptions beginning on page 23). Complete four days of electives in your designated area of specialization. General inquiries: 604.528.5608 For more information Natalie Clark, Program Coordinator 604.528.5627 or nclark@jibc.bc.ca Cheryl Bell-Gadsby, Program Coordinator 604.528.5626 or cgadsby@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca Date(s): Fee: Integrated Core Module March 1-5, 2004 Child and Youth Stream and Adult Survivor Stream June 7-11, 2004 $600 !ntegl"ated Core f1llodule (5 days) {#CSA204) Date(s): Fee: March 1-5, 2004 $600 Day 1: Overview Sexual abuse is explored as a systemic and societal problem, and as exploitation of a child's vulnerability and powerlessness. Participants learn to understand the individual victim in a broad context that includes historical, social, cultural, political, and legal responses to sexual abuse both in Canada and in other countries. lnstructor(s): Whiteford Day 2: Developmental Issues Sexual abuse assaults and deforms the developmental growth of children and adolescents. Grounding in developmental process is central to understanding and treating the impact of abuse. Participants learn how sexual abuse impedes successful resolution of developmental stages and the implications of this for assessment, intervention, and treatment for survivors at all stages of the life cycle. lnstructor(s): Whiteford Day 3: Family Dynamics Victims, family members, and clinicians struggle together to make sense of the wounding that comes from sexual abuse. This course covers typical family dynamics and presents skills for assessing individual families. Participants develop a clear map and guidelines that help them contain and manage the confused and complicated feelings and thoughts that family members have towards each other. lnstructor(s): Whiteford, Ziegler Day 4: Assessment and Treatment: An Overview Effective intervention requires an ability to assess and conceptualize treatment, and to Registration: 604.528.5590 bring a structured approach to treatment. Participants explore a theoretical model that can guide their interventions and bring predictability to the often chaotic world of the survivor. Participants also learn to integrate specific models developed to treat trauma and child abuse into their existing approaches to psychotherapy. lnstructor(s): Shatzky, Ziegler Day 5: The Therapeutic Relationship Part of the treatment model conceptualizes sexual abuse as a relational injury. Participants explore how that injury impacts the therapeutic relationship, and examine how careful negotiation of the therapeutic relationship and understanding of the complex feelings, thoughts, and defences victims bring to the therapy setting can le:id to successful treatment outcomes. lnstructor(s): Ziegler Child and Youth Stream {#CSA206) Date(s): Fee: June 7-11, 2004 $600 end stages of treatment, and practical skills to support each stage. lnstructor(s): Shatzky Day 10: Case Presentations/Self-Care Opportunity is provided for integration of course material through participants' case presentations. The final hour and a half will bring together the child and yourh and adult streams for completion of the core modules. lnstructor(s): Shatzky Adul1 Survivor S·�ream {#CSA107) Date(s): fee: June 7-11, 2004 $600 Day 6: Legal Issues The interface of adult survivors of childhood sexual abuse with the legal system can be confusing, controversial, and intimidating for both survivors and clinicians. This course will help clinicians understand the legal system, legal precedents, and consequential implications for clinical intervention and case management. Day 6: Dissociation and Memory lnstructor(s): Dissociation is a key defence of the sexually abused child and is mediated by the child's age and development. Participants gain both a theoretical understanding of dissociation, memory, and development and practical skills for recognizing and treating dissociation in children and youth. Day 7: Dissociation and Memory lnstructor(s): Bell-Gadsby Day 7: Legal Issues This course explores both family and criminal court procedures related to child sexual abuse and defines the clinician's role when a child or adolescent they are working with is involved in court proceedings. It considers the clinician's role in providing "non-contaminating" support to the child or adolescent through the court process. lnstructor(s): van Tongeren Harvey Days 8 and 9: Treatment Approaches The treat�ent of sexually abused children and youth is complex due to the child's often complicated relationships with family members and non-familial caregivers. Early decisions about treatment are critical for successful outcomes. Participants will gain a working knowledge of the beginning, middle, and Dissociation is a key defence of the adult survivor of childhood sexual abuse. This course examines neurological, emotional, and behavioural understandings of dissociation, as well as the complex relationship of dissociation to memory and development. Participants gain a basic knowledge of how dissociation functions for adult survivors, and basic assessment skills. lnstructor(s): McEvoy Days 8 and 9: Treatment Approaches These two days deepen participants' clinical understanding of treatment approaches with adult survivors and skills in treatment planning. Participants explore a range of clinical tools for successful intervention in the specific problems facing adult survivors of childhood sexual abuse. lnstructor(s): McEvoy Day 10: Case Presentations/Self-Care Opportunity is provided for integration of course material through participants' case presentations. The final hour and a half will bring together the child and youth and adult streams for completion of the core modules. lnstructor(s): Web Site: www.jibc.bc.ca/clcl McEvoy McEvoy General inquiries: 604.528.5608 WORKING WITH YOUTH WORKING WITH CHILDREN, YOUTH, AND FAMILIES CERTIFICATE Working with Children, Youth, and fami!ies Certificate (#CY168) The certificate program was developed with the help of managers and front-line staff working with children, youth, and their families. The certificate program is based on several theoretical frameworks with a focus on the practical application of these theories to the workplace. Who should attend Professionals who are currently working with children over the age of 10, youth, and families in a variety of community settings, such as outreach, education, foster care, residential, stteet work, recreation, and tteaanent. What participants learn How to apply PartOne • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begin. • Applicants must have six months of experience in working with children, youth, and families, and must be working 20-25 hours per week with youth between the ages of 10 and 19. • Complete the application form on page 57. • Include your resume with your application form. • Once your application has been approved, please register directly with the Registtation Office at 604.528.5590. • There is a $25 non-refundable application fee. This course inttoduces theoretical approaches such as resiliency and the psycho-education model. One of the fundamental principles in this program is the importance of practitioners' ability to examine their values, attitudes, and belief systems and how these affect their work Participants will clarify the influence of gender, culture, and risk factors in their practice; examine family systems theory and the practical applications to their work with families; and practise skills for building relationships and setting clear boundaries. How to complete the certificate Complete all four parts of the program in order with the same group of participants (see course descriptions below). Successful completion of all graded assignments and full attendance is required to receive a certificate. Date(s): Participants practise skills and increase confidence in relationship building, ethical decision making, and conflict resolution, and create lifelong networks to share the latest information and resources available in their field. There will be many opponunities to apply new knowledge, skills, and techniques to sttengthen your practice. When you take the Working with Children, Youth, and Families Certificate, you earn 4.5 units of unassigned credit towards child and youth care diplomas and degrees in other BC colleges and universities. Registration: 604.528.5590 PartOneFebruary 16-20, 2004 Partl\NoMarch 1-5, 2004 PartThreeMarch 22-26, 2004 Part FourApril 19-23, 2004 Fee: $1,735 (includes materials) lnstructor(s): Hardy, Joy, Verkerk Part Two Participants will develop an understanding of lifespan development and the practical applications of this model to their practice. Participants will focus on linking the theories of resilience and psycho­ education to practical application; practise different approaches to challenging behaviours depending on the situational factors; and examine systems approaches within the context of families, community, culture, and society. Part T hree Participants will focus on current events that influence their work and their role with supporting children, youth, and families. Participants will examine the importance of their role as a resource person and advocate; practise counselling and problem-solving skills; and explore group dynamics and how to work effectively with groups. Part Four Participants will examine personal conflict styles and practise specific approaches to resolving conflict within the context of their work with children, youth, and families; review ethical and professional standards for workers; create and present case plans for group feedback; and explore ways to create effective self-care in their practice. For more information Natalie Clark, Program Coordinator 604.528.5627 or nc/ark@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 ADVENTURE-BASED LEARNING CERTIFICATE Adventure-Based Learning Certiikate (#CY220) This program is the first comprehensive training program in adventure-based learning in Western Canada. This model has long been established in the US and parts of eastern Canada. There are few well­ trained program facilitators in this region, and the Justice Institute of BC is proud to be at the forefront of developing a core of such leaders. Our instructors bring a rich background of diversity in programs such as Project Adventure, Outward Bound, and numerous private and public sector trainings. I• How to apply • • • • Who should attend Professionals who support children, youth, and families in a variety of community settings, such as outdoor programming, recreation, education, community safety, corrections, residential treatment, and outreach. What participants learn This program will provide an essential foundation in adventure-based learning program design, activity selection, group leadership, and debriefing techniques to provide participants with practical applications to apply their knowledge and experience to recreational, educational, and therapeutic settings. Emphasis will be placed on the ethical considerations of offering services and functioning only within one's area of expertise and competence. This program is not designed to focus on "hard skills" and certification in areas such as rock climbing, wilderness guide, kayaking instruction, and so on, which need to be pursued separately and in accordance with current professional standards. • We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begin. Applicants must have six months of experience in working with children, youth, and families1 and must be working 20-25 hours per week with youth between the ages of 8 and 19. Complete the application form on page 57. Include your resume with your application form. Once your application has been approved, please register directly with the Registration Office at 604.528.5590. There is a $25 non-refundable application fee. How the certificate is offered , Courses are only open to certificate students and may not be taken on an individual basis. This is a largely experiential program and some components may be offered off site to take advantage of specialized facilities. There may be some additional costs related to basic personal equipment and travel in these instances. This program can be customized for your organization, agency, or group. ' How to complete tne cenmcate Complete all courses in the program in the following order with the same group of participants (see course descriptions beginning on page26): • Course. 1: Theories and Foundations of Adventure-Based Learning • Course 2: Experiential Components of Adventure-Based Learning • Course 3: Facilitation in Adventure-Based LearningLevel I • Course 4: Facilitation in Adventure-Based LearningLevel II • Course 5: Educational Applications of Adventure-Based Learning • Course 6: Therapeutic Applications of Adventure-Based Learning • Course 7: Designing Adventure­ Based Learning Activities • Course 8: Facilitation in Adventure-Based Learning Level Ill • Course 9: Final Adventure-Based Learning Practicum Course 1Date{s): January 16-17, 2004 Course 2January 29-31 Course 3February 13-14 Course 4February 27-28 Course 5March 12-13 Course 6April 2-3 Course 7April 16-17 Course 8April 30- May 1 Course 9May 13-15 $2,500 Fee: {includes materials and textbook) lnstructor{s): Bucknell, Mckenzie, Moore For more information Natalie Clark, Program Coordinator 604.528.5627 or nclark@jibc.bc.ca Lorian Markin, Program Assistant 604.528.5573 or lmarkin@jibc.bc.ca Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clc! General inquiries: 604.528.5608 Course 1: Theories and Foundations of Adventure-Based Learning Course 5: Educational Applications of Adventure-Based learning Course 8: Facilitation in Adventure­ Based Learning - Level Ill This course provides an introduction to the history and application of adventure­ based learning and the underlying theoretical models from the fields of psychology and experiential learning. In this largely experiential course, the beginning stages of group formation will be identified and participants will reflect on the professional and ethical standards for ensuring physical and psychological safety for group members. This course reviews the wide array of applications of adventure-based learning in a school setting. Special emphasis is placed on methods for increasing learner participation and motivation, for creating a positive and safe learning environment, and for addressing challenging group issues as they emerge in educational settings. Integration of adventure-based learning principles into educational programs for special school populations will also be discussed. This course is a practicum in facilitation. Participants will design, conduct, and facilitate a variety of adventure-based learning activities in a format that allows for practice and feedback. This is an opportunity for the group members to demonstrate their knowledge and skills and to receive feedback from their peers and the instructors. A self-assessment will help each person identify areas of strength and areas that require continued learning. Course 2: Experiential Components of Adventure-Based learning Participants will experience a wide array of structured activities and will relate them to the various stages of group formation. These activities will include group­ building games, cooperative initiative tasks, and trust-building exercises. Participants will learn how to e�sure physical and psychological safety during such activities. Course 3: Facilitation in Adventure­ Based Learning - Level I This course provides an introduction to the techniques of facilitation often referred to as "processing," "reviewing," or "debriefing" the experience. Participants will come to appreciate the benefits of enriching the experience of their group members by effectively directing discussion following an activity. Techniques for facilitation in both structured and fluid settings will be demonstrated. Course 4: Facilitation in Adventure­ Based learning - Level II In this course, participants will review advanced facilitation techniques, beginning with conducting a thorough needs assessment of a group and individual members. Processing and debriefing techniques will emphasize the use of briefing, frontloading, storylines, metaphor, and active reviewing to enrich and solidify the learning experience. Registration: 604.528.5590 Course 6: Therapeutic Applications of Adventure-Based learning This course will review the history of using adventure-based learning (ABL) to achieve therapeutic goals in a wide variety of settings. The common theoretical bases of ABL and several widely accepted therapeutic models will be described. The use of diagnostic and assessment strategies and program/treatment planning in keeping with therapeutic goals will be discussed. Particular emphasis will be placed on facilitating structured experiences for youth at-risk in order to overcome tendencies towards resistance, acting out, and dropping out. Program variations for use with different populations, such as substance mjsusers, violent offenders, and so on, will be reviewed. Finally, literature and research reviews that address program effectiveness will be examined. Course 9: Final Adventure-Based Learning Practicum The certificate program culminates in a final adventure-based learning practicum. Participants will play a substantial role in selecting, designing, conducting, and debriefing this experience. The experience will be conducted in such a way that the full sequence from group-building initiatives to learning-transfer opportunities will be utilized. Core competencies will be evaluated and individuals will receive feedback from their peers and the instructors. Course 7: Designing Adventure-Based learning Activities This course will help participants consider the essential elements that constitute a well-designed activity and program. Participants, with the support of their peers and the instructors, will begin to design the activities and facilitation strategies to be utilized in Course 8: Facilitation in Adventure-Based Learning -Level III. Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 COURSES IN WORKING WITH YOUTH Ma!cing Connections: Mcinaging Emotionai and P.ggressive Situations with Youth (#iCY'i86) Making Connections: Working through Conflict with Youth Series Participants will examine their own responses to highly emotional and aggressive behaviours in youth, strengthen their skill level in managing these behaviours, explore and practise a range of defusing and limit-setting strategies for responding to youth in crisis, and practise strategies for coaching youth to manage their own behaviours. This series was designed to enhance the skills of those already working with youth. There is no application process; participants may register for individual courses or for the full series. Making Connections: An Introduction to Effective Conflict Resolution Skills for Worki�g with Yout:i {#CY185} This course introduces effective conRict resolution skills. Participants will increase their awareness of their own beliefs about conflict and the impact of these beliefs on their actions; assess their conRict resolution skills; identify and practise non­ coercive collaborative processes for resolving youth-related conflicts; and develop key skills such as assertive expression, non-defensive listening, and self-management. Date(s): November 24-25, 2003 May 3-4, 2004 Fee: $245 (includes materials) lnstructor(s): Govorchin Sa'i'e7een, Fowerfu! Alternatives: Skills "i:o Stand Strong Without Vioiem:e {#!:?562) For a course description, see page 10. Date(s): December 5-6, 2003 May 28-29, 2004 $270 Fee: lnstructor(s): Roberts Making Connections: Third-Party :=acilitation when Working with Youth (#CY187) Participants will examine options for facilitating as a third party in situations of conflict with youth; practise strategies for successful arbitration, conciliation, and mediation; develop skills to facilitate communication; examine their role as third-party facilitator; develop skills to manage the emotional climate and ensure safety for youth during interventions; and practise process and communication skills to guide youth in conflict through a simulated mediation process. Enrollment is limited to no more than 12 participants to ensure ample opportunity for individual instructor attention. Date(s): June 14-15, 2004 Fee: $275 (includes materials) lnstructor(s): Govorchin Date(s): November 6-7, 2003 April 5-6, 2004 Fee: $245 (includes materials) lnstructor(s): Saville Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528: 5608 Customized Solutions for Busy Managers and Executives Do you want to promote healthy working relationships in your wo1kplace? Do rour $raff need training in creating and operationalizing a strategic plan? Are you developing quality assurance systems? Do you manage m a unionized environment� The Centre for Leadership and Community Learning can work with you to create dynamic solutions to the unique issues faced by your organization. For more information, contact Janet Amos, Coordinator Organizational Learning at 604.528.5623, or jamos@jibc.bc.ca. Who should attend The certificate program is designed for current and future supervisors and managers in the private, public, and non­ profit sectors. How to complete the certificate Full attendance is required. The 14-day certificate program must be completed ; within three years. What participants learn Participants will gain a thorough understanding of the dynamics of leadership, and come away with practical strategies for performance management, planning, human resource development, and employee relations. The following core courses in the certificate program have been developed sequentially and must be completed in the following order How to apply , • We recommend that you apply at least one month before the certificate begins, because: Our Management and Leadership - It can take up to five working days to Development courses are designed process an application. for both new and seasoned - Once an applicant is accepted, we supervisors and managers, and focus recommend registering at least 10 days on the practical application of knowledge and skills to increase on­ before the classes begin. • Complete the application form on the-job effectiveness. page 57. • Once your application has been approved, please register directly with FOUNDATIONS OF EFFECTIVE the Registration Office at MANAGEMENT CERTIFICATE 604.528.5590. This certificate program reflects current • There is a $25 nonrefundable thinking and practices in business and application fee management education, with a particular focus on the necessary skills for effective How the certificate and courses are offered leadership. The program has been revised based on input from professionals Courses may be taken as part of the currently practising in the field, and certificate or on an individual basis. All feedback from participants who have courses can be customized for your attended earlier Basic Supervisory organization, agency, or group. Program courses. Students who are currently registered for the Basic Supervisory Certificate should contact the Program Coordinator with any questions they may have regarding the new certificate program. ·1 (see course descriptions beginning on page29). • Foundations of Effective Management 1 (#FMGMT100) • Foundations of Effective Management 2 (#FMGMT200) • Foundations of Effective Management 3 (#FMGMT301) • Foundations of Effective Management 4 (#FMGMT401) :2Complete four days of electives from the Professional Development Series (see course descriptions beginning on page32) 3 Complete the final assignment (#FMGMTS00) within six months. For more information Sandra Rice, Program Coordinator 604.528.5633 or srice@jibc.bc.ca Nenita Capili, Program Assistant ' 604.528.5631 or ncapili@jibc.bc.ca Eam transfer credit to B.C.I.T Management Certificate Programs. Our Foundations of Effective Management certificate has a transfer credit agreement in place with B.C.I.T. See our website at www.jibc.bc.ca/ckl for details. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 CORE COURSES Foundations o-f Effective Management � c:nrl 2 (#r-MGMT:250) FcuS'ldatoons of Efieici:ive Management 4 (#!FMGMT401) foumfatior.s of t:ffective \\J�a�agernent "i {#Ff1i!GMTWO) We are offering Foundations of Effective Management 1 and 2 together for those who are able to_ attend a five-day course. This course will provide supervisors and managers with a conceptual framework, technical skills, and practical tools to successfully develop and manage human resources within their organizations. Course content includes recruitment, selection, and retention of employees; writing competency-based job descriptions with performance goals, measures, and action plans; identification and application of ways to enhance staff performance and development; and writing and completing performance appraisals. Prerequisite(s): Foundations of Effective Management 1, 2, and 3 (#FMGMTI00, 200 or 250, and 301). In today's environment, success depends on kadership skills at all levels of an organization. This three-day course is for current or future supervisors and managers. Content includes supervisor and manager roles and responsibilities, understanding the dynamics of leadership styles, enhancing employee development and motivation, and communication skills and their impact on the supervisory/ management role. The course will focus on developing practical skills as well as an understanding of relevant theory. Date(s): Fee: lnstructor(s): October 29-31, 2003 November 17-19, 2003 (Victoria) May 17-19, 2004 $370 (includes materials); $415 (Victoria) Buchanan 1:oundations o'f Effective Management 2 (#fFMGM"flOO) Supervisors and managers are asked to deal with conflict and decision making on a daily basis. Unresolved conflict can lead to employee dissatisfaction, lower productivity and motivation, and poor team morale. This two-day course will have participants identify their personal style of dealing with conflict, understand the causes and patterns of conflict in their organization, and develop the skills necessary to make decisions, engage in problem solving, and lead effective teams. Prerequisite(s): Foundations of Effective Management 1 (#FMGMTlO0). Date(s): Fee: lnstructor(s): Date(s): October 20-24, 2003 Fee: $620 (includes materials) lnstructor(s): ·Buchanan Foundatiol!'is of !l:·ifective Manag!!ment 3 {#fl\/jGMT301) Managing employees whose performance is ineffective can be demanding and time� consuming. Having the skills to deal with performance issues makes the job of supervisor or manager more rewarding. This course will enable participants to more effectively manage employee relations in their workplace. Content includes an overview of relevant employment and labour legislation and the opportunity to apply it to workplace scenarios, knowledge of relevant industry standards, and the principles of due process. The course will focus on specific guidelines and techniques to help meet the challenge of ineffective performance. Practical exercises and case studies will be used. Prerequisite(s): Foundations of Effective Management 1 and 2 (#FMGMTI00 and 200 or 250). Date(s): Fee: lnstructor(s): February 9-10, 2004 February 23-24, 2004 (Victoria) $250 (includes materials); $295 (Victoria) Case, Galaczy Date(s): Fee: lnstructor(s): Fourrodatioin!s of E·ifective Managemer.i: 3 and 4 (#-FMGMT350) We a.ice offering Foundations of Effective Management 3 and 4 together for those who are able to attend a five-day course. Prerequisite(s): Foundations of Effective Management 1 and 2 (#FMGMTI00 and 200 or 250). Date(s): Fee: lnstructor(s): February 2-6, 2004 $620 (includes materials) Case; Galaczy foundations of Effective i'Vlanagemimi: Certificate Report P;oje.i:t (:tfMGM7500) To receive a Foundations of Effective Management Certificate, participants must successfully complete a written assignment that shows they have integrated the learning from the program. The project is designed to benefit both the participant and the organization. Participants will have eight topics to choose from. The assignment must be completed within six months. November 26-27; 2003 December 11-12, 2003 (Victoria) June 28-29, 2004 $250 (includes materials); $295 (Victoria) Buchanan Fee: Registration: 604.528.5590 March 1-3, 2004 March 24-26, 2004 (Victoria) $370 (includes materials); $415 (Victoria) Galaczy Web Site: www.jibc.bc.ca/clcl $150 General inquiries: 604.528.5608 ·• -..-flNA'L OPPORTUNITY Ir, -..- What participants learn The Management Development for Residential Settings Certificate Program will end in its current format by July 2004. All certificate students currently enrolled in the program have the opportunity to complete the certificate during the next year. Our new certificate program will be launched in September 2004. Students who have not completed all of the current requirements will be able to transfer into the new program. Additional courses may be required to meet the new certificate standards. Participants will focus on practical applications that will support them in their unique role of managing in a community setting, where the emphasis must be on creating a respectful, safe, and healthy environment for clients while meeting operational challenges. Sessions will also cover the latest information regarding labour relations, human resource management, financial management, critical incident stress and community safety, leadership, and performance planning systems. This certificate will offer important opportunities to network with other community professionals. MANAGEMENT DEVELOPMENT FOR RESIDENTIAL SETTINGS CERTIFICATE Accreditation, community governance, individualized funding, and the restructuring of residential services all require managers and supervisors to understand their role in supporting staff and clients through these changes. This certificate program was created in consultation with executive directors and front­ line managers from the fields of both residential and vocational care. How to apply We recommend that you apply at least one month before the certificate begins, because: - It can take up to five working days to process an application. - Once an applicant is accepted, we recommend registering at least 10 days before the classes begin. • Experience in a residential or supported employment setting is required. • Complete the application form on page 57. ! • Once your application has been approved, please register directly with the Registration Office at 604.528.5590. • There is a $25 non-refundable application fee. How the certificate and courses are offered Required courses are open to certificate students only. Professional Development Series courses are open to all students. Who should attend Managers and supervisors in residential or vocational care settings. Four seats are open to students who are not currently in a management or supervisory role. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl How to complete the certificate Courses must be completed within three years. Full attendance is required. 1Complete required courses in the following order (see course descriptions on page 31) • Management Development for Residential Settings, Level 1 (#MGMT214) • Management Development for Residential Settings, Level 2 (#MGMT218) • Management Development for Residential Settings, Level 3 (#MGMT230) • Management Development for Residential Settings, Level 4 (#MGMT240) • Management Development for Residential Settings, Level 5 (#MGMT250) • Management Development for Residential Settings, Level 6 (#MGMT260) • Management Development for Residential Settings, Level 7 (#MGMT270) • Management Development for Residential Settings, Level 8 (#MGMT280) 2 Choose four days of electives from any of the courses in the Professional Development Series (see course descriptions beginning on page32). For more information Sandra Rice, Program Coordinator 604.528.5633 or srice@jibc.bc.ca Nenita Capili, Program Assistant 604.528.5631 or ncapili@jibc.bc.ca General inquiries: 604.528.5608 COURSES These courses are open only to students enrolled in the Management Development for Residential Settings Certificate. Mcinagemant Development for !Residential Setiings, lev�I 1 (#MGf\flTI'l4-) -----This two-day course is designed to provide supervisors and managers with an understanding of their key roles and responsibilities and to improve their communication with staff. Managers/supervisors will assess their personal styles of communication and conflict management and their impact on staff and colleagues; assess staff levels of motivation and ability; and learn how to communicate and delegate in challenging circumstances with staff who work shifts, relief, and on-call. Date(s): Fee: September 29-30, 2003 $245 (includes materials) + one-time application fee of $25 lnstructor(s): Govorchin Man agement Development for Re sidential Settings, Level i (#MGMT218) building ethical, professional, and trust­ building standards and practices within their workplace. Participants will learn current information on creating healthy 1 work environments, managing the change process in their workplace, and creating ethical and professional standards and practices that support their clients and the 1 work of their organization. Management Development for Residential Settings, Level 6 (#MGMT260) This two-day course is designed to support supervisors/managers with some of the human resource management components of their role. Participants will learn to write competency-based job descriptions, practise current selection and interviewing techniques that comply with ethical standards, and learn how to create effective orientation plans for new employees. November 17-18, 2003 ,' Date(s): $245 (includes materials) Fee: lnstructor(s): Joy ' I Management Development for tfesidenti;;.I Settings, level 4 {#MGM"ii240} - - -- - - -- I This two-day course is designed to · i support managers/supervisors in ' developing a methodology for effective l employee relations. Participants will have the opportunity to clarify existing policies and legalities, such as collective agreements and employment standards, that govern employee/management relations; identify discrepancies between policies (contracts) and practice; identify and practise the communication skills required for effective disciplinary action; explore the principles of clarity, consistency, and fairness that constitute due process; and examine the legal and ethical responsibilities of the employer/manager regarding employee relations and some areas of contention. ! I In this two-day course, participants will examine situational leadership theory and practise skills for managing real on-the-job Date(s): December 3-4, 2003 performance problems. Topics include: $245 (includes materials) Fee: developing outcome-based performance lnstructor(s): Mann goals and objectives with staff, writing Management Deveiopr11ent {or performance standards, conducting I Re$identiai Settings, Leve! 5 effective performance reviews, and {#MGMT250} developing action plans for staff development. There will be opportunities I This two-day course is designed to to assess personal leadership styles and 1 support supervisors/managers in creating how to correctly assess the motivation and practical problem-solving and decision­ competency levels of staff. Participants will making models that will assist them in learn how to match a leadership style to a their workplace. Participants will have the specific staff competency or motivational ' opportunity to practise facilitation skills level. for working with teams, set agendas, and practise good leadership in meetings by Date(s): October 16-17, 2003 managing challenges such as group $245 (includes materials) Fee: 1 conflict, hidden agendas, and content­ lnstructor(s): Rice versus-process issues. Management Development for February 26-27, 2004 Date(s): Residenti.;i! Setcings, Level 3 $245 (includes materials) Fee: (#,vlGiVH230j I lnstructor(s): Barr This two day course is designed to promote the role of the manager in ' I _ _ _ _ _ __ 1 ,I Date(s): Fee: lnstructor(s): March 15-16, 2004 $245 (includes materials) Eni I Management Development for Residential Sattings, Level 7 ] _ _ _ _ _ _ __ (#MGMT270) This two-day course is designed to support supervisors/managers in strengthening their financial management, • budget projection, and report-writing skills. Participants will examine the tendering process for contracted maintenance, repairs, or renovations; methods for building a resource file for contractors; budget projection and petty 1 cash management; various contractual arrangements with funding bodies; and techniques for writing successful letters, reports, and proposals. I Date(s): April 26-27, 2004 $245 (includes materials) Fee: lnstructor(s): Goodall Management Development for il\!! r w�b;o;h!! ..:t ·•1i. w'lil.jib.:-.bc..�ajccr. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 is a Registered Clinical Counsellor in private practice in Victoria and Vancouver. He is also a certified bioenergetic therapist and has taught courses in body-focused psychotherapy and ethics in counselling at Wild Rose College in Vancouver. Janet Amos, BSW, MSW, has 15 years of direct practice and program development experience, including the design of a day program for women called the DEW Program, a Parenting Program for Women in Early Recovery, and the LINK violence and substance use program. She has provided training to a broad range of service providers on the issues of women and substance use, violence, and case management. She cochaired the development of the Provincial Guidelines for the Perinatal Care of Substance Using Women and their Infants 1999. Rob Axsen , BA, has over 20 years of experience providing counselling, clinical supervision, and training. He has worked with corrections, mental health, and addiction services. Rob also has specialized experience working with youth. He has a private practice focusing on youth issues, the change process, and applied motivational interviewing. B Elizabeth Barnett is the co-executive director of North Shore Disability Resource Centre. Liz has extensive experience in supporting people with disabilities and their families in the area of behavioural challenges and developmental and physical disabilities. Janice Barr is a consultant in the community living field and an instructor at Douglas College in the Commun:ity and Classroom Support Program. Janice has worked in the community living field for over 15 years and is the former executive director of two associations for community living. Janice is a social worker by training and received her degree from the University of Victoria. Cheryl Bell-Gadsby, MA, RCC, has extensive experience in Canada and the US as a therapist, clinical supervisor, and educator. She has specific expertise in issues of trauma, family violence, sexual exploitation, child and adolescent development, and hypnotherapy with children, adolescents, and adults. Cheryl has recently co-authored Reclaiming Herstory: Ericksonian Solution-Focused Therapy for Sexual Abuse. Registration: 604.528.5590 experienced therapist, clinical supervisor, and educator specializing in issues of child abuse, trauma, sexual exploitation, and adolescent development. Jeanie Cockell , MA, has been educating adults for over 25 years. She is an educational/organizational consultant who does workplace team development, change management, instructional design, and research/evaluation projects. Jeanie also teaches courses and presents workshops on instructional design/skills/evaluation, team building, diversity, and leadership for postsecondary institutions throughout BC. Gina Buchanan, BA, CHRM, MAOM (cand.), is an educator and trainer with a particular interest in human resource management in the non-profit sector and an emerging passion in the study of work/life balance. She has over 12 years of experience in community-based social service agencies as a manager of a variety of programs working with children, youth, women, and families. Juliet Austin, MA (Counselling Psychology), is the director of the Canadian office of the Institute for Life Coach Training. A practising coach since 1999, Juliet specializes in mentor coaching for new coaches, marketing and practice-building techniques for coaches and therapists, and leadership and team coaching for organizations. She is a graduate of both the Institute for Life Coach Training and Coach U, and is a member of the Vancouver chapter of the International Coaching Federation. Natalie Clark , MSW, RSW, is an Giles Bixler, MA (Counselling Psychology), A J. Ellen Connell is a counsellor in private Dorothy Buckland , CGA, is a policy practice with over 20 years of experience providing counselling and cognitive rehabilitation services to individuals affected by brain injury and their families. Ellen co­ developed the Trauma Recovery Group with Lynne Mann, a model that facilitates emotional recovery following acquired brain injury, and has co-developed a pain management program for individuals with acquired brain injury. Ellen's private practice offers individual, family, and group counselling as well as consultation, supervision, and professional development workshops. consultant, project manager, and accountant with extensive experience in policy development, program development, costing, and management. Ramona Bucknell has extensive experience a project director and manager with ' asOutward Bound. She has led adventure-based i learning experiences in North America and I Costa Rica. I C_ _ _ _ __ Sandra L. Case is a labour and employment I specialist with experience in all facets of labour I relations, including arbitration, mediation, I contract development and implementation, II Gordon Cote, MBA (cand.), is founder of Nanaimo and Area Resource Services for Families (NARSF Programs Ltd.), a private health and service organization. He is director of the following programs: Reconnect, Family Therapy Mediations, Step Stones, and Nanaimo Street Outreach. training, and contract administration. She is currently the manager of the Dispute Resolution Team for the Community Social Services Employers' Association. Tulia Castellanos, BSW, RSW, has worked Mary Anne Crabtree, BA, BSW, works as a family and child counsellor, group facilitator, and program supervisor with Family Services of Greater Vancouver for the past 10 years. She has extensive experience working with immigrants and refugees in Canada, and develops and delivers training in the areas of community development and cross-cultural relations. with the Boys and Girls Clubs Substance Abuse Programs. She has worked as a counsellor and program director for Nexus, a substance abuse outpatient program for youth. She has also worked with street-involved youth for the past 16 years, and has provided training and youth program development. D Wendy Chandler has specialized in evaluating and treating sexual abuse survivors for the past 18 years. She has led many groups for traumatized adults, adolescents, and children; trained group leaders; and facilitated numerous workshops. Kelly D'Aoust has been teaching high Ray Chapman, MSW is a social worker with 15 years of experience in a clinical private practice, and is a part-time instructor in the Douglas College Child and Youth Care Program. school in Ontario and British Columbia for 10 years. She began working for West Coast LEAF as their Education Coordinator in 2000, when she was hired to develop the highly successful youth program entitled No Means No. In it, Grade 12 students participate in peer-facilitation training to provide Grades 7-9 students with workshops on issues such as assault, sexual assault, and consent. Louise Chivers, MA, is a Registered Clinical Marie-Jose Dhaese' PhD, ATR, CET, Counsellor in private practice and at Aurora Centre, an alcohol and drug treatment centre for women in Vancouver. Louise has extensive experience working with substance-using people who have a trauma history. She has a special interest in issues of identity, sexuality, and community. Web Site: www.jibc.bc.ca/clcl 1 1 , RPT-S, is an adult and child psychotherapist, a clinical supervisor, and an educator in private practice. She is a Registered Art Therapist, Certified Expressive Therapist, and Registered Play Therapist with over 25 years of experience as a therapist and over 15 years as a supervisor and international workshop leader in the field of expressive therapies, child abuse, and loss. General inquiries: 604.528.5608 Alana Dixon, Tsqescen Band Member (Canim Lake), has her BA in Education, Native Leadership, from Gonzaga University in Spokane, Washington. Alana has served as the Band Administrator of the Canim Lake First Nations organization for the past 20 years. Janet Douglas, MSW, is a childprotectio:n social worker with Car 86, a collaborative social work/police emergency response child protection program. She is involved in the delivery of the Foster Parent Education Program, as well as training in child abuse and social work safety. E Jacinta Eni is Director of Member Services with P.L.A.N. She has extensive management experience working in preschool, residential, and vocational settings for people with developmental disabilities. Jacinta is a long­ time member of the Multilateral Task Force for Training, Career Pathing and Labour Mobility. F Monica Franz, RCAT, BCATR, MA (Counselling Psychology) (cand.), has been in full-time private practice as a counsellor and registered art therapist for over 12 years. She offers clinical supervision and small business management consulting, and serves as ethics chair for the BC Art Therapy Association. David Freeman , MSW, RSW, CTS, is trained in individual, small group, and macro models of critical incident stress management (CISM). He is a Certified Trauma Specialist, and a member of the Canadian Traumatic Stress Network, the Association of Traumatic Stress Specialists, the BCASW, and the CASW Registered for private practice specializing in post-trauma reactions, David also manages employee programs for private and public sector organizations. Sandra Susan Friedman· is an educator and therapist. She is the author of three books on young women and eating disorders: Body Thieves: Help Girls Accept Their Natural Bodies and Become Physically Active, When Girls Feel Fat: Helping Girls Through Adolescence, and Nurturing Girlpower. Her group program Just for_ Girls is in use throughout Canada and the United States and has become the prototype for a variety of programs that address the health and social risks facing girls as they grow up. She is co­ chair of the board of proMOTIONplus: Girls and Women in Physical Activity and Sport. Registration: 604.528.5590 G H Patricia Galaczy, Master. oflndustrial Mark Haden has been working in the Relations, Queen's University, is a consultant with an extensive background in strategic human resource development and management. Working with industry leaders in both the private and public sectors, she provides direction and coaching to staff focusing on training, employee-retention, leadership, and policy and career development. Ellen Gerber is a senior lawyer practising as Crown counsel with the Criminal Justice Branch of the Ministry of Attorney General. She also works in the. area of legal education and has developed and taught courses at the University of British Columbia, Simon Fraser University, the Justice Institute of BC,. and a number of provincial government branches. Raj Gill, BSc, is a.Certified Professional Co­ Active Coach and facilitator. Raj has 30 years of experience in health care in the areas of supervision, quality assurance, education, and training. Raj has 15 years of experience in designing and delivering education programs for quality enhancement and utilization management, and specializes in Inclusive Leadership and participatory education workshops. Rob Goodall 1s a management consultant with over 20 years of experience 'developing and delivering educational programs. Special interests include quality improvement, team building, critical thinking skills, governance training, and supervisory development. He has an MA in Political Science from UBC and a· · Professional Teaching Certificate from Simon Fraser University. Mario Govorchin is a consultant and trainer with extensive experience working with youth in a variety of settings. Mario is a trainer in the Management Development for Residential Settings Certificate Program and a senior trainer in the Justice Institute of BC's Centre for Conflict Resolution: Monique Gray-Smith is a mixed-heritage woman: Cree, Lakota Sioux, and Scottish. She is a psychiatric nurse and consultant in her own business, Little Drum Consulting, and has been facilitating workshops for over 10 years. Monique has experience working with youth and women in the areas of family violence, suicide prevention, addictions, and personal wellness. Glen Grigg, MA, RCC, is a family therapist with over 20 years of clinical experience working with children and families in distress. Glen has taught in the Justice Institute of BC's Couple and Family Therapy Certificate Program since its inception in 1996, and has been an adjunct faculty member in City University's MA in Counselling Psychology program since 1998. Glen is clinical supervisor of the Broadway Youth Resources Community Counselling Clinic and executive vice president of the BC Association of Clinical Counsellors. Web Site: www.jibc.bc.ca/clcl addictions field for 17 years. He has worked in detox, methadone, and outpatient settings providing counselling, educational, supervision, and management services. Mark is a graduate of the Master of Social Work program .at UBC. Maureen Hannah, MBA (Managerial and Organization Leadership), BSc (Management), Certified Professional Coach, is an organization, training, and development consultant, facilitator, and coach specializing .· in leadership development. Maureen has 26 years of experience working with leaders and teams in national and international corporations, governments, education, and community organizations in North America and the United Kingdom. Bruce Hardy, BA, MEd, PhD (cand.), is the executive director of Options. He instructs-in the School of Child and Youth Care at the University of Victoria and Douglas College. Bruce is a tribunal member for the BC Children's Commission and sits on the board of the Legal Services Society. Jeanne Richard Harris, RSW, has over 30 years of experience working with special populations in education, geriatrics, psychiatry, community mental. health, addictions, and dual diagnosis. She teaches in the field of substance use/misuse at .Douglas College and the University College of the Fraser Valley. David Hatfield is. the program director for the SafeTeen Boy's Program. David is a skilled communicator who brings an intricate awareness of youth culture to his work. He is commiued to creating a respectful space foryoung men to explore the challenges of managing personal power, and has been highly successful at providing young men with alternatives to traditional masculinity. James Hillen, MEd, CCH, has a master's degree in counselling psychology and is certified in Classical Homeopathy. He has been integrating these disciplines in his private practice for over 10 years. He teaches how homeopathic principles of healing can be applied to other. healing disciplines. Merlyn Horton , project coordinator for the Safe Online Outreach Project, is a youth advocate who has been working with high-risk youth for over 15 years. She has been developing the Safe Online Outreach Project since 1999. Merlyn is a former Abbotsford Reconnect street outreach worker and is also the chair of the Fraser Valley Community Action Team. She has an undergraduate degree in communications, for which she researched online commercial sexual exploitation and grounded her expertise in the United Nations Convention on the Rights of the Child (1989). An experienced speaker, Merlyn's style is energetic, dynamic, and to the point. General inquiries: 604.528.5608 Maureen McEvoy, MA, is a rherapist who J M Marlene Jennings, RN, CHTP, has J. Lynne Mann, a registered psychologist, has over 20 years of experience as a rherapist, trainer, program developer, and educator in the field of brain injury rehabilitation and recovery. Lynne brings curriculum development and program delivery experience to emotional recovery, life skills, and employment services. Pragmatism and systematic instruction are core concepts underlying her work wirh persons wirh brain injuries. experience in critical care, rhe bone marrow transplant unit, and palliative nursing. She is program coordinator and instructor with Langara College's Hospice/Palliative Care Certificate Program and has a private energy practice. She is also an assistant wirh Langara's Energy Certificate Program. Margaret Jones-Callahan, MA, is a counsellor in private practice wirh over 20 years of clinical experience wirh children, adults, and families. She has particular expertise in rhe treatment of sexual abuse, grief and trauma, human sexuality, creativity, rhe expressive arts, and Buddhist psychology. Martha Joy, BSW, MCE (Leadership and Workplace Learning), is an independent facilitator and educator wirh extensive experience working in community agencies as a front-line worker, program director, educator, and policy analyst. L Ross Laird, PhD, teaches creative process, psychology, and counselling at various educational institutions in rhe Pacific Norrhwest. His approach is experiential and collaborative, wirh particular emphasis on rhe creative as an instrument of change. He is a craftsman in stone and wood, an award­ winning poet, and bestselling aurhor of Grain ofTrurh: T he Ancient Lessons of Craft. Joyanne Landers draws on 20 years of experience rhroughout Canada as a workshop leader, consultant, speaker, and executive coach. Joyanne has a BA (Hons.) degree in English (SFlJ), a Teacher's Certificate (UBC), and an MEd degree.(Western Washington University). Paul Leigh , MBA, has over 20 years of highly diversified business experience across many industrial sectors. He has held senior positions in several Canadian Fortune 500 companies, such as Petro-Canada, Telus, and Canadian Airlines. Mr. Leigh is an international matketing award-winner, and is currently on rhe board of directors of MRX Solutions Inc., a medical clinic software firm. He is a consultant to numerous software and customer service organizations. Jenny Lewis is rhe owner of a consulting company rhat specializes in improving performance' on rhe job through leadership, team building, sales, coaching, and customer service skills solutions. Jenny has designed and facilitated training workshops for firms and organizations in Canada for over 14 years. Faye Luxemburg-Hyam has been working as a child and family counsellor, private and agency rherapist, and educator in rhe area of child abuse for 24 years. She has extensive experience in working with survivors of childhood sexual abuse. Registration: 604.528.5590 Parveen Mann, B.Com. (Industrial Relations Management specialization), is a consultant wirh rhe Community Social Services Employers' Association. Parveen has extensive experience in rhe area of employee relations issues, including discipline, investigations, and performance management. She has interpreted and advised on over 300 collective agreements wirh up to 11 different unions. She is experienced in policy development, dispute resolution, and bargaining. Rhonda Margolis, EdD, is an educational consultant wirh extensive experience developing and facilitating educational programs in rhe private, public, and not-for­ profit sectors. Her areas of focus include leadership, workplace diversity, cross-cultural communication, team building, and training for trainers. She holds a master's degree in Counselling Psychology and a doctorate in Educational Leadership and Policy. Gillian Maxwell is trained in mediation and negotiation. She has been an entrepreneur in Vancouver for 18 years, wirh a range of experience rhat includes facilitation, mediation, coaching, public' speaking, marketing, promotion, and organizing public events. She makes use of rhese experiences and training to help individuals and groups unblock problem areas and discover workable solutions. Gillian is currently a member of rhe Vancouver Police Board. Sheila Maccallum, MEd, is an adult education consultant specializing in program planning and management, workshop facilitation, and curriculum design for over 20 years. Anorher area of specialization is instructional techniques, which she presents to a wide variety of learners. Sheila has taught adult education principles to learners in a variety of public and private sector organizations for many years. Janeen McClellan, BA, MA, is a performance consultant, providing support and training to human service organizations in rhe areas of strategic planning, information management, performance improvement, and leadership. She has worked in rhe human services sector for 18 years, and has presented at local and international conferences on quality assurance, leadership, and learning organizations. Web Site: www.jibc.bc.ca/clcl has been in private practice for 10 years. Special areas of interest include adult women survivors, couples work, and dissociation. She is rhe co-aurhor of Balancing Conflicting Interests: A Counsellor's Guide to rhe Legal Process. Her current focus is working wirh couples and legal issues. Marcia McKenzie, BSc, MEd, PhD, ABD, is an instructor and course director at Outward Bound Canada. She has also worked wirh various orher organizations, such as Wanapitei Canoe and Community Adventure Training Initiatives in Ontario. Marcia is currently doing research for her doctorate in Curriculum T heory and Implementation at Simon Fraser University, wirh a focus on post­ critical approaches to social and ecological education. Bonnie Milne, MA (Educational Leadership), is an experienced human resource consultant and trainer wirh an ongoing commitment to learning. She has taught at BCIT and Douglas College. Bonnie recently returned from rhe Middle East, where she was instrumental in setting up a Small Business Incubator and a Software Training Centre in her college. Jan Mitchell , MEd, has extensive clinical, educational, and administrative experience in rhe healrh care industry. She has specialized in employee and workplace health for rhe past 14 years. Lynda Monk, MSW, RSW, is a consultant and independent social work practitioner focusing on employee wellness and organizational healrh in rhe human services sector. Lynda has offered workshops in many areas, including creativity and healing, family violence, crisis intervention, community development, burnout, and secondary trauma. Chris Moore has over 15 years of training experience in rhe field of adventure learning. Chris is Accreditation Coordinator and past chair of rhe International Association for Experiential Education Council, Norrhwest Region. N Mahmud Nestman, MEd, RCC, CCH, has been integrating spirituality and counselling for rhe 30 years rhat he has been working in rhe counselling field. He has a private counselling practice in Vancouver, directs rhe CURA Institute for Integrated Learning, and leads intensive personal growrh workshops. General inquiries: 604.528.5608 Bobbi Noble has worked in the field of organizational development and adult education for 25 years, including 12 years as a consultant specializing in strategic planning, policy development, small-group facilitation, team development, and mediation. She works in BC and the Yukon with non-profit societies, government, health authorities, hospitals, labour, and First Nations. Bobbi has done a significant amount of work over the last few years with First Nations and health and social services organizations. She has a ministerial appointment to the Health Care and Care Facility Review Board. 0 Georganne Oldham, MSc (Organizational Development), has worked in the field of organizational development, training, and career development since 1987. T he focus of her work has included all aspects of career transition/career management consulting, training and counselling, change management education, and selection interview training. She has also specialized in the areas of leadership development training, communication skills, and team building. She has worked on several large-scale projects for companies such as Mororola, IBM, Bank of America, the Ministry of Human Resources, and the BC Cancer Agency and in the retail industry as an executive recruiter. p Colin A. Pawson has worked with the Delta School District for 25 years. He is currently the president of his local union, which represents all support staff. Colin has extensive union involvement and has held the positions of trustee, chief shop steward, vice president, and president. He has extensive experience with contract negotiations. Laurie Pearce, MSW, MA, PhD, has specialized in disaster management and traumatic stress for over 15 years. She is a member of the Association of Traumatic Stress Specialists and the World Association of Disaster Emergency Management, and sits on the board of directors of the Emergency Social Services Association of BC. Laurie has worked for the Ministry of Children and Family Development in emergency child protection for over 25 years. Marg Penney, MA (Educational Psychology), has over 20 years of experience working with adult learners in both BC and the Alberta. She has her own educational consulting firm, specializing in the areas of educational evaluation and research, training needs analysis, and instructional systems development, as well as equity/diversity, gender issues, and inclusive curriculum. Registration: 604.528.5590 Nancy Poole, MA, is a provincial research consultant on women's substance use issues at the Aurora Treatment Centre in Vancouver. Nancy has developed gender-specific programming and evaluation of women's treatment and prevention programming, and has helped develop the BC FAS Community Action Guide and the Alcohol and Drug Problems of BC Women report. R Leila Rahemtulla, BComm, has been a consultant and instructor for over 10 years. She has experience with both public and private sector organizations and has designed and delivered courses in classroom, correspondence, and technology-based formats. She has presented at numerous conferences in Canada and the United States in the area of e-learning and instructional design. She also teaches courses in Organizational Behaviour and Management Skills for both BCIT and SFU. Bruce Ramsay, CTR, is a retired deputy fire chief and a Certified Traumatologist. Bruce sits on the executive of the Association of Traumatic Stress Specialists and is an experienced trauma trainer and debriefer. He has provided CIS services ro emergency response groups, victim's assistance groups, private industry clients, and First Nations communities. Sandra Rice is the coordinator for Management and Leadership Development in the Centre for Leadership and Community Learning. She has 25 years of project management and management development training experience. She has worked in a variety of business and residential care settings and is a former board member and current committee member with British Columbia Association for Community Living. Anita Roberts is the program founder and guiding force behind SafeTeen. She has worked in the field of violence prevention for 25 years and is an internationally sought public speaker. She is also an award-winning author. Anita's latest book is SafeTeen: Powerful Alternatives to Violence (Raincoast). 1 Anita brings passion, personal narrative, and an engaging sense of humour to her work. Elizabeth Robinson, MSW, RSW, is a social worker in private practice. She has extensive experience as a manager and trainer in child welfare and medical settings. She is also a sessional lecturer at the School of Social Work at UBC. s Yvonne Savard, RPN, RN, BScN, has an extensive mental health background ranging from individual/group therapy to acute psychiatry. Yvonne works as a psychiatric nurse clinician and teaches the mental health component to third-year BScN students at two local universities. Yvonne is actively involved in numerous community/hospital committees related to mental health quality of care. Stephanie Saville, MA, is a family therapist and has worked with youth for the past decade. Her work is rooted in Narrative T herapy ideas and practices. Stephanie is currently a member of the counselling team for Adult Community Education in New Westminster, and works with the Urban First Nations Learning Centre. Sally Scott, MA, RCC, is a therapist in private practice, specializing in trauma recovery, transition, and grief work. An experienced presenter, she has designed and facilitated various seminars and workshops for both community and professional groups. Lisa Shatzky is a family therapist with Act II Child and Family Services in the Sexual Abuse Clinical Counselling Program. She is also in private practice, specializing in childhood trauma, child development, and adult trauma recovery. Lisa teaches at City University in Vancouver and is director of Wolf Song Centre on Bowen Island. Kathy Snowden is currently the program director of Odyssey II, a substance misuse outpatient program for youth and their families. She has had 16 years of experience working with high-risk and at-risk youth. Joe Solanto, PhD, is a therapist, consultant, and workshop facilitator with over 30 years of experience training educators and mental health professionals in therapeutic responses to critical incidents and traumatic experiences. He has provided consultation, training, and supervision in a number of First Nations communities related to the multi-generational effects of trauma, integrating western and Native approaches to healing. Joe also teaches courses in workplace wellness, restorative justice, and adventure-based counselling. Lisa Solanto is a holistic counsellor and certified hypnotherapist, and a holistic bodyworker trained in Reiki, T herapeutic Touch, and Massage. She is also a yoga and meditation instructor. Lisa is an associate practitioner at the Centre for Integrated Healing in Vancouver. Thomas J. Sork, PhD, is Professor of Adult Education at UBC. He has presented needs assessment workshops to dozens of practitioner groups from Vancouver to St. John's, and Winnipeg to Fort Smith. His research and publications focus on educational planning and professional ethics. Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 Elaine Stoll, BA, RCC, is a counsellor and trainer in private practice. She has been working with violence and abuse issues for 20 years. Besides facilitating weekly groups for survivors, she works with teen moms and leads parenting groups for adult survivors. Elaine is an accredited instructor with the William Glasser Institute in Los Angeles. T Ted Thomas, RAc, RST, ABT, is director of Sourcepoint Shiatsu Centre, and utilizes acupuncture, shiatsu, corrective exercise, and herbalism in his private practice. He is the creator and director of the Shiatsu Practitioner Program, a one-year professional training program offered in partnership with Langara College. T hrough his workshops and training, he has been helping people appreciate the gift of touch and the wisdom of eastern healing arts since 1985. Kathryn Thomson, BEd, MA, works with organizations undergoing change, restructuring, or transitions. Kathryn teaches leadership and communication skills, diversity, business writing, and team building. She currently works with Ryane Consulting. Beth Trotter, MA, RCC, has been a therapist in private practice for 12 years, specializing in working with adults who have experienced trauma in childhood. t.j' Suri Vangolen, MA, has worked as a therapist at SAFER for over 15 years. She is currently the Senior Mental Health Worker at SAFER. She has many years of experience in crisis intervention, education, and bereavement counselling with suicidal adolescents and adults. Wendy van Tongeren Harvey, BA, LLB, has been a Crown lawyer for close to 23 years. She is interested in using criminal courts to protect persons from physical and sexual violence and oppression while maintaining an atmosphere of fairness and respect. She is currently co-writing her ninth publication, Trauma, Trials and Transformation. Colleen Vaughan, MEd, has been an instructor at the Justice Institute of BC for over seven years. She has developed and delivered workshops for both the Emergency Management Division and the Corrections and Community Justice Division. Debbie Verkerk, BA, MA (cand.), is a consultant and trainer with extensive experience with adolescents in residential and school settings. She is the chairperson of the Advisors Committee, School of Child and Youth Care, Douglas College, and former program coordinator, Avalon School. Gina Versteege has 22 years of experience with the criminal justice system, both as an executive director of Legal Aid and as a manager of Crown Victim Services in Victoria. w Rosalie Walls has 25 years of experience in the field of counselling with children and families. She is the Manager of Clinical Support and Quality Assurance for Pacific Community Resources. Rosalie also teaches part time and does clinical supervision and work with the Ministty of Children and Family Development. z Maggie Ziegler, MA, has worked as a psychotherapist for almost 25 years, specializing in work with a broad range of trauma survivors. She has developed trauma­ related curriculum and programs, and has provided extensive clinical supervision and consultation services to agencies and programs throughout BC. Maggie is an experienced facilitator who has delivered training workshops both in BC and internationally. Juhree Zimmerman, RN, BScN, MEd, brings a 25-year background in health care administration at senior government levels to her leadership development and coaching practice. She coaches executives, teams, and individuals. She is a leader for the Coaches Training Institute and specializes in coaching health care professionals and in leadership training. Jennifer White has an MA in Counselling Psychology and an EdD in Educational Leadership and Policy. She has worked in the field of suicide prevention for 15 years. Jennifer has worked as a clinical therapist, educator, researcher, and community planner, and has written numerous articles, book chapters, and manuals on the topic of suicide prevention. She served as the director of the Suicide Prevention Information and Resource Centre, at the Mental Health Evaluation and Community Consultation Unit in the Department of Psychiatry at UBC from 1995 to 2002. Since July 2002, she has been working at SAFER as a mental health therapist and educator. Heather Whiteford, MSW, is a therapist with Family Services of Greater Vancouver and an instructor at Pacific Coast Family T herapy Training Association. She is interested in the ways in which work with families can support people in sustaining themselves through trauma and loss. Doug Woollard, BSW, RSW, is the executive director of Delta Community Living Society. He is also the chair of the Council for Career and Workforce Development. Doug has worked in unionized environments since 1979 and has extensive experience and skills in contract negotiation, human resources, and project, budget, and fiscal management. Munir Velji, BA (Criminology), MSW, specializes in working with children and adolescents. He has 10 years of experience in the counselling and mental health field. He is currently employed with the Adolescent Crisis Response Program and also provides consultation and relief to the Youth Crisis Response Program. Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 COURSE TIMES All courses rui;i from 9:00 a.m. co 4:30 p.m. unless otherwise noted. OUR CAMPUS All CLCL courses are held at the Justice Institute of BC, 715 McBride Boulevard, in New Westminster, BC, unless otherwise noted. The Justice Institute of BCbuilding is fully ·wheelchair­ accessible, and houses a library, gym, cafeteria, and theatre in addition to classrooms and offices. There is plenty of free parking in our parking lot. Staff input into the building's design has ensured that there are windows that open in most exterior rooms and ample natural light everywhere. A garden and a large atrium provide ideal meeting places for students. Directions: please see the map on page 52 or call 604.528.5608 The JIBC building is completely wheelchair-accessible. Disability­ designated parking is located near both main entrances of our building, with conveniently located curb approaches. All £loots have separate accessible washrooms, and pay phones are designed for wheelchair access. There are two elevators and refuge areas at each staircase in the event of fire or other disaster. Wherever possible, CLCL courses held off-site are offered at wheelchair­ accessible locations. For more information, please contact the Registration Services Advisor at 604.528.5588; TfY/TDD: 604.528.5655 ----� Sign Up lo Receive Mora l�fet ;11.nr:i Win Iii FFliE.E C1H.Hi-� Sign up for our e-letter distribution list and have the latest information on CLCL courses, events and customized solutions delivered to your inbox. Plus, we will enter your name in our quarterly draw for a free CLCL course. To sign up, visit our website at www.jibc.bc.ca/clcl and follow the links. REGISTRATION INFORMATION STUDENT SERVICES Information Desk Note these deadlines The Information Desk is staffed weekdays from 7:00 a.m. to 5:00 p.m. to provide general information and assistance. Staff also handle requests for First Aid Attendants, maintain a register of lost and found items, and approve all notices for the bulletin boards and flyers for the information racks. For Certificates We recommend that you apply for certificates at least one month before the certificate begins, because: Library • The library is open to all students, although only students registered in JIBC pre-employment courses and cenificate programs have borrowing privileges. The library has photocopying and fax services and some stationery items for sale. Hours are Monday to Friday from 8:00 a.m. to 5:00 p.m., and Saturday (September to June) from 9:00 a.m. to 4:00 p.m. • Acceptance into a certificate program does not guarantee seat availability in a specific course. Once your application has been approved, please register directly with the Registration office at 604.528.5590. • It can take up to five working days to process an application. For Courses* Phone: 604.528.5599 Fax: 604.528.5593 E-mail: library@jibc.bc.ca Registration is on a first-come, first-served basis. Early registration is recommended. Registrations are generally accepted up to one business day before the course begins. Aboriginal Student Services The Justice Institute of BC and CLCL welcome and encourage Aboriginal students to attend our programs. Robena Stewart is available to suppon Ab9riginal students attending courses at the JIBC. This includes academic counselling, emotional support, or just someone to talk to. Please feel free to contact her by phone at 604.528.5621, fax at 604.528.5640, or e-mail at firstnations@jibc.be.ca. FOLLOW THESE STEPS TO REGISTER For Certificates* 1. Complete the Certificate Program Application Form on page 57. Make sure you have included all required materials and the $25 application fee. Mail or fax the application to: JIBC Registration Office 715 McBride Boulevard New Westminster, BC V3L 5T4 Fax, 604.528.5640 Services for Students with Disabilities and Special Learning Needs The Justice Institute of BC and CLCL strive to be as accessible as possible to students with disabilities. To help you while you are learning at the JIBC, we are able to provide: • Si language interpreters gn • Specialized equipmentf or people who are visually impaired • Large-print or Braille documents • Classroom and exam tutors for people with learning disabilities Registration: 604.528.5590 Once an applicant is accepted, we recommend registering at least 10 days before the certificate begins. 2. Once the CLCL receives your application, we will let you know within about five working days whether or not you have been accepted into a certificate program. 3. If you are accepted, pay for your cenificate, following the steps below. Confirmation of registration will be sent by mail. * The Bylaw Enforcement and Investigative Skills Certificate does not require an application. Simply call the Registration Office at 604.528.5590 to sign up. Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 For Courses* JIBC LOCATION MAPS 1. Make sure that you have completed all prerequisites. 2. Fill out the Course Registration Form on page 59. 3. Submit your registration form and payment at the same time. Follow the steps for payment below. Confirmation of registration will be sent by mail. * To take courses in Critical Incident Stress Management, you must complete a Certificate Program application form. Follow the steps for certificates above. If you are registering for Child­ Centred Play Therapy (#CY104A), please attach a resume. FOLLOW THESE STEPS TO PAY HWY.1A,99A By mail Justice Institute of BC - New Westminster Campus 715 McBride Boulevard New Westminster, BC G ,,, I-' Send a cheque made out to the Justice Institute of BC or a VISA/MasterCard number with expiry date and signature to: JIBC Registration Office 715 McBride Boulevard New Westminster, BC V3L 5T4 ....N By phone Call the Registration Office at 604.528.5590 or 1.877.528.5591 (toll free - long distance calls only) between 8:30 a.m. and 4:00 p.m., Monday to Friday. Please have the course name and number, and your VISA or MasterCard number ready when you call. In person By cheque, cash, debit card, VISA, or MasterCard at the JIBC Registration Office, 715 McBride Boulevard, New Westminster, BC, between 8:00 a.m. and 4:30 p.m., Monday to Friday. Justice Institute of BC - Victoria Campus 910 Government Street Victoria, BC READ THE FINE PRINT ....N ' 1 Withdrawals Deadlines and fees for withdrawing from a certificate or course vary from program to program. Please contact the Registration Office for specific information. Transfers If you wish to transfer from one course to another, the Registration Office must be notified at least one week prior to the course start date. Transfers are subject to an administrative charge. Substitutions Justice Institute of BC - Downtown Vancouver Campus 18th Floor - Commerce Place 400 Burrard Street Vancouver, BC Registration: 604.528.5590 If your agency plans to send someone to a course instead of the person who was originally registered, please inform the Registration Office ahead of time. Cancellations The Justice Institute of BC reserves the right to substitute faculty or cancel courses. Every effort will be made to provide adequate notice of substitutions or cancellations. In the event of a cancellation, full tuition will be refunded. The JIBC is not responsible for participants' expenses (for example, airline or hotel reservations) if a course must be cancelled. We truly regret any inconvenience this may cause. Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 NSF Cheques A fee of $15 applies to all cheques returned due to "not sufficient funds." Transferring Credits For information on transferring credit from JIBC courses to other educational institutions, please contact the institution that you are considering transferring credits to. Personal Education Number (PEN) A Personal Education Number will be issued to all students. In order to issue the number,. the JIBC must collect information on gender, birth date, and level of education. This information is collected under the authority of the Freedom oflnformation and Protection of Privacy Act, and is needed to process each student's registration form. Tax Receipts Receipts will be provided to all students for tax purposes, and will be issued in February 2004 for all Fall 2003 courses. Tuition fees over $100 (cumulative from the same institution) are tax­ deductible. Transcripts Transcripts are available from the Registration Office. Upon completion of a certificate program, students will receive one copy of their official transcript at no charge. In all other cases, a fee applies. PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) Pl.AR can enable you to receive credit towards a CLCL certificate based on learning you have already completed, either through formal courses or through work experience. You may need to provide specific evidence to the assessor, such as transcripts, written reports, completed projects, or audio- or videotapes of your work The fee for PLAR depends on the work involved in the assessment. The maximum charge is $250, and fees usually range from $25 to $150. The Pl.AR process can take anywhere from a few days to a few weeks. Call 604.528.5632, e-mail clcl_pr@jibc.bc.ca or visit our website at www.jibch;.ca/clcl for more information. THE JIBC IS ISO-REGISTERED The Justice Institute of BC is the only postsecondary institution in BC - and one of only a few in North America - to be registered under ISO 9001:1994 (BSI FM #63029). This internationally recognized designation ensures that our programs meet the requirements of our students and clients and are continuously reviewed, improved, and updated to maintain the highest possible standards. FOR MORE REGISTRATION INFORMATION Registration Office Hours: 8:00 a.m. to 4:30 p.m., Monday to Friday. Information: 604.528.5590 Registration: 604.528.5590 (local calls) 1.877.528.5591 (toll-free long distance only) Fax: 604.528.5653 TDD/TTY:604.528.5655 E-mail: register@jibc.bc.ca. Inquiries only; we do not accept e-mail registrations. Registration Services Advisor For general advice about JIBC programs and courses, and justice and public safety career paths, or for assistance for students with disabilities. Phone: 604.528.5588 Fax: 604.528.5653 TDD/TTY: 604.528.5655 Registration: 604.528.5590 Web Site: www.jibc.bc.ca/clcl General inquiries: 604.528.5608 - /-:/::_�:��" '' ' ' ' � . ... . ' · - -- --- --- --, . .----------- RISK MANAGEMENT. WE'RE ALL IN THIS TOGETHER ,l II Video with Facilitator and Participant Guides This 20-minute video with accompanying facilitator and participant guides is designed to raise awareness of risk management principles for caregiving professionals. The video features Red Green from the CBC's New Red Green Show. Red guides participants through a series of humorous scenarios that are followed by interviews with "real caregivers" who offer their tips for managing risk. The facilitator guide to a four-hour workshop, or four one-hour workshops, includes lesson plans, content notes, overheads, suggested activities, and a participant guide. The video and materials guide participants through the process of assessing potential risk to their clients in care and developing preventive strategies as well as suggested improvemerits to their care systems, the physical environment, and staff education, which could lead to a significant decrease in serious incidents. Available on open caption. I I Price in BC: $135; video only, $95 Price out-of-province: $155; video only, $115 . ·---- - --- ---------------- -----� ) FACING DIVERSITY: RESPONDING TO VIOLENCE AGAINST WOMEN FROM DIVERSE CULTURES\ Video and Instructor's Guide This 42-minute video is intended primarily for use by those who work with women from diverse cultures who are trying to end violence/abuse in their lives. Through the voices of three women from different cultural communities, the video illustrates some of the barriers to seeking help faced by these women and highlights a selection of best practices to assist them. The 53-page instructor's guide to a six-hour workshop, two three-hour workshops, or video debriefing includes sample lesson plans, content notes, five overheads, suggested activities, and handouts for participants. Funding for the development of the video and support materials was provided by the Ministry of Attorney General, Victim Services Division, and the Ministry of Multiculturalism and Immigration. I I J., 01,l " • , ,., , / J, Price in BC: $75; video and discussion guide only, $50 Price out-of-province: $100; video and discussion guide only, $75 _,/ h.nml!, ··��".'. �,,"'wU�\ �t•--,,.t..,; r'--,' .., This 35-minute video with accompanying facilitator's guide is designed to raise awareness of the barriers and issues faced by women with disabilities when they try to end the violence in their lives. The video combines interviews with disability advocates and criminal justice personnel with three dramatic vignettes portraying women with disabilities who have experienced or are currently experiencing violence in their lives. __) __________ ---·----,·- ------- ----·----- ---- ----- --------------- ---- ---- -·--------------- -- ~ I -l Video and Facilitator's Guide Price in B.C.: $65 Price out-of-province: $90 Video only: $50 i ·, CHARTING NEW WATERS: VIOLENCE AGAINST WOMEN WITH DISABILITIES --="---· � ( ri!k,11 \r.ddt'ltt - 'l•iehr,� :$1 re