Counsellor ALBERTA SCHOOL
Supporting students with dyslexia
Independent schools foster civic engagement and character development
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Polytechnic Means
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Positioning for synergy
Burman plays a key role in local small business
It’s all about synergy for success. Both the Burman University School of Business and the Lacombe and District Chamber of Commerce have a deeply vested interest in promoting and assisting entrepreneurship in Central Alberta. The Business School seeks to provide valuable experiential learning opportunities for its students, and the primary goal of the Chamber is to engage with its members, assist them with maximizing their potential, and to cultivate strong relationships within the business community.
Two other post-secondary institutions, the City of Lacombe, and several local businesses have joined the School
and the Chamber in Small Business week initiative. Over the past five years, they have worked together to promote Lacombe and surrounding area businesses. In 2022, the school provided several breakfast and lunch seminars on a variety of topics ranging from “How to Grow Your Business” to “Women Entrepreneurship” and “Managing Change Effectively.”
Forty-four business representatives from the community and Burman students gathered in the Lacombe Memorial Centre to be energized by keynote speaker Craig Elias, the recipient of the World Federation of Colleges and Polytechnics Gold Award of Excellence in Entrepreneurship. Mr.
Elias’s first startup went from its initial launch to being funded by a tier 1 USbased Venture Capitalist. It was named twice by Dow Jones as one of the 50 most promising companies in North America in less than 24 months after launching.
The last presentation featured a panel discussion with local business who shared experiences, insights, challenges, and opportunities in growing a business.
“It’s all part of the School of Business’s vision to engage with the local business community,” said Dr. Louicius Michel, Burman University’s chair of business. “When an academic
community, a business community, and government agencies collaborate for the benefit of small businesses in our community, the resulting synergy makes all of us better.”
Local businesses also collaborate with the School of Business by providing internship placements for Burman students. These have included such organizations as Spyder Controls Corporation, BDO, Pivotal LLP Chartered Professional Accountants, 403MX, Advanced Systems, Rowland Parker, Sherwood Care, and Alberta Conference of Seventh-day Adventists. These partnerships with businesses, government agencies, and non-profits are essential for such a program to succeed – not for students only, but also for the organizations involved.
The school’s basic goal is to challenge its students to integrate their academic training with practical
experience. These learning experiences enhance students’ motivation, self-confidence, and maturity while allowing them to develop specific work skills.
Businesses consider interns a vital part of the workplace with the expectation that they will contribute meaningfully to the business functions of the site. Furthermore, employers have found that business graduates with internship experience often fit into the workplace with more ease, greater confidence, and more refined skill sets.
Under the supervision and guidance of both a faculty coordinator and a site director, interns work a minimum of 10 hours each week for a total of 12 weeks in an approved business that is closely related to their individual career goals. Internships give students a chance to gain realword experience while also giving the local business value by bringing a fresh perspective. A chance to forge early career connections are just one of the reasons why internships play a crucial role in each student’s university experience. n
Lethbridge Polytechnic: Building on a tradition of career-readiness
Building on our reputation of career-focused programs and a growing portfolio of applied research, Lethbridge Polytechnic, formerly Lethbridge College, became Alberta’s newest polytechnic this year, a change that creates new opportunities to benefit students, communities, and the economy.
The new designation, announced in June 2024, fills a gap in the post-secondary landscape south of Calgary, and aligns with the programs, services, and work the institution is already doing.
“The change to become a polytechnic has been in discussion for several years,” said president and chief executive officer, Dr. Brad Donaldson. “This designation perfectly aligns with our vision of preparing learners and shaping communities. It speaks to our focus on helping students be ready for their careers and our commitment to partner with industry and others to meet changing needs.”
With more than 65 apprenticeships, certificates, diplomas, and degrees, Lethbridge Polytechnic works with industry partners to produce a skilled workforce and graduates who are confident and ready for their careers.
“More than 95 per cent of our students engage in workintegrated learning,” Donaldson said. “They feel ready for the work world because they’ve experienced it.”
The polytechnic ranked 11th in the Annual Research Infosource Ranking of Canada’s top research colleges and polytechnics, up from 29th just two years earlier.
With opportunities to engage in applied research that
connects to our programs, our students are ready to tackle real-world problems with practical solutions.
“Becoming a polytechnic is a natural next step for our institution, which made history in 1957 as Canada’s first publicly funded community college,” Donaldson said. “Our founders created something new in order to meet the needs of our region and our students, and we will continue to be responsive to community and industry needs going forward.”
This fall, the polytechnic is introducing new certificate programs, including five trades and three in its General Arts and Science program that are good examples of new pathways to education and work. the Trades programs are for students not already working in the industry so they can get a jump on apprenticeship training. This includes high school students who can take courses for dual credit that can be applied to a polytechnic certificate and a high school diploma.
The new General Arts and Science certificates will appeal to students still searching for a direction for their postsecondary studies or for those who need to strengthen their science knowledge before transferring to a related diploma or degree.
“The road to success differs for every student,” Donaldson said. “Not every student follows a common path to the career of their dreams. At Lethbridge Polytechnic, we feel an obligation to provide a variety of pathways to help the individual student succeed. Whether we’re providing a spark of curiosity to a K-12 student or helping someone be ready to pursue a credential on our campus or elsewhere, we care about our students and want them to find their focus and get started in their careers.”
To learn more about Lethbridge Polytechnic programs, visit www.lethpolytech.ca/future-students. n
Understanding undiagnosed dyslexia and the need for intervention
School counsellors play a crucial role in supporting students’ emotional and social well-being. While many students struggling with mental health issues may also be dealing with undiagnosed learning difficulties, such as dyslexia, this connection is often overlooked, leading to inadequate support and intervention.
Dyslexia is a specific learning disability that affects reading and language processing. It is not a reflection of intelligence or effort but a neurological difference that can profoundly impact academic performance and selfesteem. Unfortunately, dyslexia is often undiagnosed, resulting in missed opportunities for early intervention and cascading negative impacts on both academic outcomes and mental health.
Students with undiagnosed dyslexia often struggle with reading, spelling, and writing, making learning more difficult in all subjects. These challenges can manifest as behavioural issues, anxiety, or disengagement in school. It’s not uncommon for these students to be misidentified as having behavioural or emotional problems, while the root cause of the issue is an unmet need for effective reading intervention.
Early dyslexia researcher Samuel T. Orton noted that while preschoolers with dyslexia were often happy and well-adjusted, emotional problems emerged when reading instruction was ineffective. As highlighted by the Human Rights Commissions in Ontario
and Saskatchewan, many Canadian students have not received effective, evidence-based reading instruction at school. This has resulted in large gaps in foundational skills for many students, leading to frustration and disengagement. This frustration often stems from the student’s inability to succeed despite their best efforts.
As students see their peers surpass them in reading, frustration can build. Teachers and parents may see a bright child struggling and comment, “If only they would try harder.” This misunderstanding can be discouraging for students who are trying as hard as they can without success.
Recent studies highlight the link between dyslexia and mental health challenges. Students with undiagnosed dyslexia are at higher risk for anxiety, depression, and low self-esteem. When reading difficulties are not properly identified, students may receive support for anxiety or behavioural issues without addressing the underlying learning disability. This can lead to a cycle where academic struggles worsen their mental health issues.
The emotional impact of dyslexia can be significant. Students may experience anxiety due to consistent struggles and fear of failure. This anxiety can lead to avoidance behaviours, often misinterpreted as laziness. Over time, this can increase the risk of depression as students internalize their difficulties and feel inadequate.
As a school counsellor, you might
encounter students who are disengaged, frustrated, or displaying behavioural issues. If typical support strategies aren’t effective, consider whether an undiagnosed learning difficulty might be contributing. Reviewing reading assessment data and collaborating with educators to identify patterns that might indicate dyslexia could be crucial in providing targeted support.
Early identification and intervention are essential. If you suspect a student may have dyslexia, encourage the use of appropriate reading assessments and support services. Schools should have systems in place for identifying and addressing learning difficulties to prevent students from falling through the cracks.
Incorporating dyslexia awareness into your practice can make a significant difference. Understanding the signs and implications of dyslexia enables you to advocate for comprehensive assessments and interventions that address both academic and emotional needs. Supporting students with dyslexia not only improves their reading skills but also enhances their overall mental health and well-being.
By recognizing the signs of undiagnosed dyslexia and advocating for appropriate interventions, you can help ensure that all students receive the support they need to thrive academically and emotionally. Your proactive approach can profoundly impact the lives of students struggling with hidden learning challenges. n
School counsellors’ road trip 2024
By Karen Rutherford, executive director, Alberta Roofing Contractors Association
Trades have not been given fair exposure to students over the years by schools, and we wondered why. Studies show that teachers and counsellors can only name four of the 19 construction trades. Apparently, no one helped school counsellors understand the opportunities.
On a warm spring day in Calgary in May 2024, several trade associations set out to fix that problem. We picked up 60-plus school counsellors in luxury coaches and took them to experience five diverse construction trades. This was a fast-paced day with on bus lectures, and the presidents of various companies walking the counsellors through their businesses.
Key topics included expected
salaries once a person was a Red Seal Journeyperson, the cost of education, and the opportunities for employment.
Counsellors were shocked! The majority had never heard of the glazier trade and that was only one of the five stops, each presenting a new experience for our seasoned professional counsellors. They were also astonished at the salaries, several expressing their wish that they had known what was possible.
One owner was a professional engineer who left his professional life to own and operate a company that employed multiple trades. He was clear in stating he makes more money and has a better work life balance now that he is “in the trades.”
The financial facts also surprised the counsellors. Compared to a university education, which comes complete with student debt, trade tuition is lower and often paid by their employers, apprentices are eligible for federal government grants and, most importantly, apprentices are eligible for Employment Insurance while attending school. Most journeymen complete their education debt free and walk straight into full-time work.
With the growing demand to expand the built world, Canada needs more skilled labour. The retiring baby boomers, a fast-growing population, and a shortage of everything from housing, schools, hospitals, and other infrastructure that supports our society ensures skilled trades people will have steady work for the near future.
The construction industry wants to help schools better understand and we want to include classroom supports as well. In Calgary, we are launching a set of classroom tools to introduce construction trades to elementary school kids called “Honor the Work.”
In addition to the elementary schools, there is a pilot project at Lord
Beaverbrook where students will be building tiny homes.
Society no longer needs thousands of people with a four-year degree saddled with high student debt. We need skilled workers to meet the demands of our growing society.
Careers in the trades are well paying with career paths to a wide variety of options over time. Anything the
construction associations can do to help school counsellors and teachers better appreciate these options we are happy to participate in.
Construction trade associations are always looking to explain the possibilities of a rewarding career in the trades. Reach out today to discover the possibilities! n
TAKE YOUR CAREER TO NEW HEIGHTS
Agraduate of the first offering of the Northern Lake College Computer Network Specialist program, Brett Gladue had been interested in technology since early childhood.
“It started with computer games,” Brett said. “I started figuring out how to change or upgrade the games I played, or I’d pick apart computer equipment to try to figure out how everything worked.”
But while Brett demonstrated a talent for tech at an early age, lack of access into STEM (Science, Technology, Engineering, Mathematics) fields pushed Brett into a common employment industry in northern Alberta.
“Since graduating high school, I worked as a labourer in the oilfield. I’d never worked in an office environment,” Brett said. “I did secure a trade in pipefitting, but the job never felt right for me. And then, by 2019, the industry really slowed down.”
With little work to pick up and a sense of occupational dissatisfaction, Brett was on the lookout for anything that would pay the bills. It was his wife, Amber, who drew his attention to the new Computer Network Specialist program offering at Northern Lakes College and encouraged him to register.
NLC SUCCESS STORY: Turning hobby into career
“Happy is the man who can make a living by his hobby.”
– George Bernard Shaw
“Amber was supportive and happy for me. I received a couple grants to help with financial costs, and then I was ready to begin the course,” Brett said.
There was only one problem: almost immediately after the start date, the COVID-19 pandemic effectively shut down all in-class learning. Luckily, Northern Lakes College was prepared – and so was Brett.
“I didn’t expect to do the whole course online, but NLC made distance learning very easy,” Brett said. “Students could participate in the online classes in real time, which I and about 10 other ‘regulars’ did, or they could study and view the classes on their own time. I learned a lot and took in a lot of new information.”
But perhaps the best thing about the online experience was the way it was received by Brett’s school-aged son.
“His school moved online, too, so for the first time not only did he know his dad was in school, but he got to see me learning,” Brett said. “A lot of the time we sat side-by-side doing our work. I hope he found it inspiring.”
Now employed as an IT Technician, Brett has encouraging advice for others in search of their calling: “Take the risk and get an education. Try something you are already interested in – look at your hobbies and find a career that is similar.”
Northern Lakes College offers many programs through Supported Distance Learning. Get more information at www.northernlakescollege.ca/programs-courses. n
Behind the sirens
Turning passion for care into a career
By Naomi Nania, paramedic, Alberta Health Services
Ever since I was young, I knew I wanted to seek a career in caring for people.
My pathway to emergency paramedicine began as many other first responders. I was a lifeguard and first-aid instructor, excelled in sports medicine in high school, and was the sports trainer for multiple school teams. I was fascinated with how the body worked; anatomy, physiology, and biology were my favourite subjects in school. I thrived on fastpaced, quick-thinking scenarios and situations and felt empowered when I could use the skills and knowledge I learned throughout my schooling and
additional coursework. I went into paramedic school to build on that knowledge and add more advanced skills to my repertoire. I received my emergency medical responder certificate and then my primary care paramedic (PCP) diploma. I was able to work and build my confidence and skill base as a PCP while I was in school to be an advanced care paramedic. The schooling was rigorous and demanding, it involved extensive training in medical procedures, emergency protocols, and psychological preparedness. I went to SAIT in Calgary, but other options and schooling institutions throughout the province offer similar education.
In total, it was approximately four years of schooling, which included practicums on the ambulance, in rural and metro areas, and hospital settings like the emergency room, operating room, and labour and delivery.
In the realm of emergency care, EMS professionals stand as the front-line defenders, often working behind the scenes, yet at the forefront of life-saving interventions. Intense challenges and unparalleled dedication mark the career. It carries both an immense responsibility and a profound impact on patients. The daily routine of an EMS professional is anything but predictable. The work requires a blend of medical expertise in various fields, quick thinking, and emotional resilience. Each call is a new scenario ranging from minor emergencies to lifethreatening situations requiring split-second decisions. The care paramedics provide can significantly affect a patient’s outcome. The work environment is constantly changing, and the protocols for patient treatment are continually evolving and expanding. This gives paramedics a remarkable ability and license to have a higher scope of practice when treating patients in the pre-hospital setting.
Alberta Health Services (AHS) EMS employs many paramedics and other
Are you passionate about helping others and looking for a rewarding career where you can make a meaningful difference? Step into the dynamic world of Emergency Medical Services (EMS) and become a lifesaver in your community!
We are hiring for:
• Primary and Advanced Care Paramedics
• Emergency Medical Responders
• Emergency Communications Officers
Alberta Health Services EMS is seeking compassionate individuals with a desire to help others. Join our team and be the difference in someone’s life. For more information, visit our website or contact careers@ahs.ca
Find your calling | ahs.ca/EMScareers
essential jobs outside of emergency care. Ambulance readiness attendants are responsible for sanitizing and processing critical medical equipment, restocking supplies, and maintaining the ambulance while working alongside vehicle equipment supply services technicians. Emergency communications officers are the first point of contact for patients and provide the calm voice behind the 9-1-1 emergency calls. Educators keep paramedics informed and trained in cutting-edge technology and education while regularly providing information sessions, skills days, and seminars on the latest equipment and skills paramedics can use. Continual education is crucial as advancements and procedures frequently adapt and evolve. AHS EMS also employs researchers and technologists who work behind the scenes, shaping the future of paramedicine and the profession.
Within EMS, there are opportunities
to be a part of specialty teams throughout the province. Flight paramedics work on fixed-wing planes transporting critically sick patients throughout the province. Our public safety unit works with the police department and is called out during large-scale public events. Tactical paramedics are highly trained and skilled advanced care practitioners, who work alongside the police tactical team, do all the same physical training as this highly specialized unit. Our rapid-access paramedic mountain bike team works throughout the summer months at festivals and highly populated events where an ambulance may be unable to get to a patient.
Another critical branch of EMS is our mobile integrated health team. These advanced paramedics provide urgent health care to critically ill patients in their homes and collaborate with other health care practitioners and specialists to deliver hospital or outpatient care at home. These are just a few of the fantastic operational
opportunities outside of working in the ambulance.
AHS is Canada’s first and largest provincial-wide fully integrated health system. EMS is a demanding yet rewarding profession in this organization. Being a paramedic and knowing you are making tangible differences in people’s lives by providing critical care in moments of dire need offers a profound sense of purpose. Paramedics are the pillars of support for individuals during their most vulnerable times. Being a part of the broader health care team and the initial link in care, often bridging the gap between emergency incidents and hospital treatment, is beyond rewarding.
Find your calling within AHS. There are many opportunities to explore!
Naomi Nania is an advanced care paramedic with Alberta Health Services EMS. She has 20 years of experience in the field. n
How to find a purposeful career
Finding that feeling of fulfillment, challenge, and ease in a career isn’t a straight path and what inspires that feeling is different for everyone. Matching passion with skills and opportunities is a great place to start to find the right kind of work that will fill your students’ cup. At the University of Alberta, we are ranked top five in Canada for employability after graduation. Here’s how our students have begun the journey of finding purposeful careers.
Start with choice
At the University of Alberta, we offer over 200 undergraduate programs to start exploring interests and connect with like-minded students. With awarding winning instructors and world-renowned researchers in nearly every faculty, there is inspiration abound.
Get hands-on
Every direct-entry faculty has a range of exciting opportunities to explore potential career paths. Here are some examples of work experiences previous U of A students have completed:
• Engineering volunteering: Two engineering students flew their robotics experiment as part of the Canadian Reduced Gravity Experiment held by Students for the Exploration and Development of Space (SEDS) on the National Research Council’s Falcon 20 aircraft.
• Nursing placement: A nursing student got the rare opportunity to watch a spinal surgery during her placement at the University of Alberta Hospital.
• Business Co-Op: A business student worked at KAG Canada, the largest niche bulk commodity hauler in Canada, as a Business Intelligence Developer where he applied his operations management coursework to help make data-driven decisions to improve company operations.
Dive into research
Research is in our DNA, and students can participate in groundbreaking research with the Undergraduate Research Initiative (URI) starting as early as their first year. Students can also jump into fieldwork or lead the way with selfdirected summer projects.
Guide your students toward a meaningful career with online resources exclusively for counsellors. The following list provides a starting point for you to support any student interested in the journey to university. Find an abundance of information and connect with our recruitment team at www.uab.ca/counsellor.
Here are some of the most popular links to make exploring programs and preparing to apply to the U of A easy:
SEARCH PROGRAMS –
www.uab.ca/programs: Students can find their purpose here – even if they need to switch directions along the way to their degree. The full program list can be a comprehensive reference as they navigate their choices.
ADMISSION AVERAGES –
www.uab.ca/averages: Entry requirements are often top-
of-mind for students, which is why we list our historical averages online as a helpful frame of reference as they prepare to apply. It’s an indication that can be helpful to prospective students as they prepare for applying.
SCHOLARSHIPS & AWARDS –
www.uab.ca/awards: We offer more than $52 million in scholarships and awards each year in two types –admission-based and application-based. Admission-based scholarships are automatically awarded to students based on their eligibility at the time of their application to the University of Alberta. For all other scholarships and awards, students only need to submit one application to be considered.
PERSONAL SERVICE FOR YOU –
www.uab.ca/mos: Don’t hesitate to reach out to the recruitment team for additional resources, clarification, information, or to connect students directly with us. Our team is passionate, knowledgeable, and ready to help you help your students!
The University of Alberta provides the challenge, innovation, and community to build bright futures. Students can and will find their start to a purposeful career here –even if they don’t know exactly what that is yet. But, with your help and ours, we can give them the confidence to embrace their future with purpose and passion.
Sign up now for our monthly Counsellors’ E-News to ensure you have the most up-to-date information on University of Alberta programs and events: www.uab.ca/counsellor. n
We are TOP 5 in Canada for employability after graduation
Guiding your students toward a purposeful career starts here
With over 200 undergraduate programs to discover, award winning instructors and world renowned researchers making new discoveries, the U of A is making an impact for Albertans and your students can too.
From research opportunities starting in their first year to co-ops, practicums and internships woven into every direct-entry faculty, there are endless opportunities to find just the right fit.
Explore resources exclusively for counsellors including admissions information, on demand videos, tip sheets and connect with our recruitment team at uab.ca/counsellor
Understanding and addressing emotional flooding in students
By Nancy Luyckfassel
Imagine a sixth-grade student, Alex, walks into your office obviously agitated, their voice trembling as they try to explain they are angry about an interaction that happened between them and their friend in social studies class. Their distress seems disproportionate to the situation, and when you try to talk to them, you notice they are not hearing what you are saying; they are responding inappropriately and they are displaying physical aggravation and
agitation. What Alex is experiencing is a phenomenon known as emotional flooding.
What is emotional flooding?
Emotional flooding occurs when an individual is overwhelmed by intense emotions to the point where it impairs their ability to think clearly or respond effectively. This state can be triggered by various stressors, such as conflicts, academic pressures, or personal challenges. During emotional flooding,
the brain’s emotional centers become overactivated, leading to a flood of negative feelings and a diminished capacity for problem-solving and selfregulation.
How emotional flooding may present in students
In students, emotional flooding can manifest in several ways:
1. Intense emotional reactions: Students may have extreme emotional outbursts, such as crying, yelling, or shutting down completely. Alex’s reaction is a classic example, where their emotional response seems disproportionate to the trigger.
2. Difficulty communicating: They might struggle to articulate their feelings or make coherent statements. Alex’s difficulty in explaining their situation is indicative of this struggle.
3. Physical symptoms: Emotional flooding can also cause physical symptoms like a racing heart, sweating, or trembling, making it hard for students to stay calm.
4. Impulsive behaviour: Overwhelmed students might act impulsively, such as lashing out at peers or making hasty decisions.
Strategies to support students experiencing emotional flooding
1. Create a safe space: Ensure that you provide them with a calming environment. A quiet, comfortable, safe space can help students feel secure and reduce the intensity of their emotional responses.
2. Use calming techniques: Introduce techniques such as deep breathing exercises, progressive muscle relaxation, or guided imagery. These methods can help students calm their physiological responses and regain a sense of control.
3. Provide validation: Acknowledge the student’s feelings without judgment. Let them know it’s okay to feel overwhelmed and their emotions are valid. This helps in reducing the shame or guilt they may feel.
4. Develop coping strategies: Work with the student to identify coping mechanisms that can be used in the future, such as journaling, talking to a trusted person, or engaging in a calming activity.
5. Foster emotional literacy: Help students recognize and label their emotions. Emotional literacy can empower students to understand and manage their feelings more effectively.
Research by Levenson (2011) on emotional regulation underscores that interventions aimed at improving emotional awareness and selfregulation can significantly reduce instances of emotional flooding. By incorporating these strategies, you can help students like Alex navigate their emotions more effectively and build resilience in the face of stress.
For further reading
• Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind. Delacorte Press. While not exclusively about emotional flooding, this book discusses strategies for helping children manage intense emotions, which is closely related to the concept of emotional flooding.
• Southam-Gerow, M. A. (2016). Emotion regulation in children and adolescents: A practitioner’s guide. Guilford Press. This book likely includes discussions on emotional flooding as part of its broader focus on emotion regulation in young people.
Food studies should be a mandatory course
By Judy Arnall
In the olden days when I went to school, every girl had to take home economics and every boy had to take woodshop. The girls learned how to cook, sew, and manage a budget. Now, food studies are available to all students in high school and are an optional collection of career and technology studies courses. Perhaps food studies should be mandatory again and every student should take
at least a basic course in food safety and preparation skills. Afterall, every child needs to eat. Learning to prepare healthy meals at home can greatly impact a person’s health, relationships, and earning potential.
Research shows that cooking and preparing food and meals in the home is a much healthier choice than eating in restaurants, getting fast
food, or ordering food delivery from restaurants. Food prepared in the home contains more vitamins from being fresher and less fat and sodium than take-away food. It is a healthier choice. Many young people do not know how to cook, relying on parents to provide the family’s meals. When they leave home, they often opt for the handy choice of ordering takeout, especially since COVID. I had five
young children and teaching them how to bake and cook was difficult. There was mess everywhere and some days I just didn’t have the patience to have them in my kitchen. But as they got older, they could follow directions better and they would seek out recipes for greater variety of food presentation. With more practice came a cleaner kitchen after they were done. Today, each of them knows basic food safety, knife skills, and how to plan for, store, and prepare healthy meals. Not only did they have practice in the family kitchen, but they all took food studies courses to Grade 12 level. They also know how to clean up. They cooked for a lot of their university resident buddies. Because we like to entertain, they even learned how to cook for a crowd and prepare for dinner parties and office get togethers. When they were young adults living at home after university, our family assigned each person in the family one night to cook and clean up. They were responsible for it all. As a society, to save healthcare dollars, we need to teach each child how to prepare food in the home.
Since the beginning of time, humans would cement their relationships by participating in food consumption. Here again, research shows families that eat dinner together tend to have more stable relationships between parent and child. Social life revolves around meeting someone for coffee, a drink, or even a dinner or lunch. Gift giving often consists of giving baked goods and gourmet delicacies from the garden or kitchen. My husband had
baked his signature dish – a New York cheesecake – for our volunteer group whenever he did a shift. He joked that women loved to date a man that could cook, and he was correct. I get to eat cheesecake (homemade because it has fewer chemicals in it and tastes cream-cheesier) on every birthday.
The final reason to learn to prepare food in the home is the lifetime savings in cost of labour. In this day of inflation, food prepared at home saves so much money. A steak in a steakhouse restaurant only takes six minutes to cook and costs about $80 per plate, not including side dishes. A steak cut from a chunk of striploin bought from a store works out to raw costs of $10 per steak if someone is willing to cut it by watching a YouTube video. Many young people order takeaway which has a high price to it, in addition to the driver tip. Another popular way to eat is to buy
meal kits delivered to the door. Sure, they deliver a tasty meal, but if people learned how to cook, they could easily make the same meal using their own spices and healthy ingredients for a much lower cost. It is also better for the environment because cooking generates valuable compost and going to the grocery store once to stock up for the week takes less transportation time and fuel than meal kit and takeaway food delivery services. And no tip required.
If our society wants to control diabetes, weight gain, and a host of other health issues, we need to ensure that our young people know how to prepare healthy food. Recipes are available at our fingertips on the Internet. Perhaps we should bring back mandatory food studies courses and welcome our young people back into their kitchens again for the sake of their health, relationships, and wallets.
Judy Arnall, BA, CCFE, is a certified brain and child development specialist and master of non-punitive parenting and education practices. She is the bestselling author of five printed books, including Discipline Without Distress, Parenting With Patience, and Unschooling To University. Judy can be reached at www.judyarnall.com and www.professionalparenting.ca.
To whom it may concern
My son is alive today due to compassionate intervention at the age of 17. Amidst multiple stays at mental health units, group homes, a court-ordered stay at a safe house, and multiple overdoses, addiction took control of his and our lives. In the two weeks prior to entering long-term treatment, our hearts said goodbye to him twice as he was resuscitated and placed on life support. His addiction had made him a danger to himself. The pain of sitting by his bedside was unbearable. I could not save my son. There was no doubt that we had reached a point where he could no longer make decisions to keep himself safe. After years of daily consuming worry and unpredictability, we finally discovered that parent intervention was an option. It is hard to understand the anguish of this journey and this decision until you love someone who struggles with addiction. It took a toll on every member of our family unit. It should never have come to this. The loneliness and fear of judgement along this journey is bringing families to their knees daily.
Ours is just one of many stories of hundreds of families I have met through treatment at the Alberta Adolescent Recovery Centre (AARC) who have struggled to find treatment at this level. I have been blessed to connect with a powerful community of families who have been united by the challenges of youth addiction. For many of us, intervention was the solution. It gave us hope in
a way we never felt possible on the desperate days of this journey when we could not find our next step. It has, without any doubt, saved our son and, in turn, our family, as we never would have recovered from losing him. Treatment provided a space where it was safe for my son to be vulnerable with his pain and to recover from his addiction with dignity, something I believe everyone deserves. Today, we proudly watch him prioritize his recovery and focus on becoming the healthiest version of himself.
I feel it is important to share our journey of hope to raise awareness in our communities around available treatment for youth addiction. This is not just about reaching youth who are struggling with addiction; it is also about recognizing the impact on parents, siblings, loved ones, friends, and advocates who may be carrying the weight and worry of this journey while being viewed by society as a moral failure. Judgement and shame should play no part as distressed families navigate treatment options. Anyone dealing with the impact of youth addiction deserves community of hope and care.
Unfortunately, we are living in a drug culture, which means there are many children within our communities who are chemically dependent. I believe that underneath the layers of challenging behaviours there are underlying mental health concerns that need to be addressed. But when
I believe that underneath the layers of challenging behaviours there are underlying mental health concerns that need to be addressed. But when severe substance abuse is the main concern, it cannot be ignored. It is only when the fog of the addiction has been lifted that these children get to work through their pain.
severe substance abuse is the main concern, it cannot be ignored. It is only when the fog of the addiction has been lifted that these children get to work through their pain. As part of long-term treatment at the Alberta Adolescent Recovery Centre, my son was given time to remove the layer of addiction for a solid eight to 10 months. This time allowed for a period of abstinence and provided space for him to consider navigating a different, substance free, path. At AARC, youth are given the opportunity to put life on pause until they find themselves under the expert care of psychiatry, psychology, clinical counselling, peer support, nursing, and nutritional and physical health specialists. Halfway through treatment, youth are reintegrated back into school while continuously supported by the program. As a parents during treatment, we opened our home to care for abstinent youth struggling like our own son. It was an intense and amazing experience as we witnessed many kids work incredibly hard through the 12 steps of AA to heal from being so broken to finding purpose and direction.
I am not uncomfortable sharing our journey; I feel strongly that it is time to remove the stigma from conversations surrounding youth addiction. Openly supporting next steps for families can play a more valuable role on this path. Conversations for family members around addiction are so difficult as they are filled with pain, shame, and guilt. Destigmatizing adolescent addiction could make these conversations easier and shorten the journey of finding appropriate treatments when in crisis. We are blessed to have a community with a strong focus on mental health. My hope is families of youth that cross the line into addiction are not left to deal with this additional terrifying layer alone. That is where supports become very difficult to find but are needed the most. Families deserve to be able to make these decisions for their children who do not recognise that they need help.
Following treatment in 2022, I accepted the position as AARC’s Community Outreach Specialist. I am honoured to work at an organization that does not hesitate to go the extra mile to help these kids when they are completely hopeless. I can say, without any doubt, that my son is alive today due to the compassion-based care that he received through treatment at AARC. I am passionate about raising awareness around treatment options in the hope that other families can navigate and access supports in an easier way. Looking back, I can clearly see the difference it would have made for us to have access to supports or next steps at an earlier stage in our journey.
Today, as part of working at AARC, I see youth in treatment who have struggled for many reasons and have turned to substances to cope with their loneliness only to find themselves in the grips of addiction. They work hard to find a way out of their pain and shame through the 12 steps of AA, which provide them with tools to navigate life in a way that they can change their path and access a substance free life. As most of the staff at AARC are, themselves, graduates of the program, I see daily the effectiveness of the peer support component of the unique program. It is powerful to watch the connections that are made with other youth who have walked this journey and feel passionate about sharing their hope through giving back to new clients, all of whom come through the doors of AARC shattered and their families broken.
It is has never been so important to raise awareness around youth addiction. Please share this message in the hope that we can make a positive difference towards saving our precious childrens’ lives.
Ciara Brady
Red Deer Polytechnic celebrates 60 years of high-quality programming
During the past 60 years, Red Deer Polytechnic (RDP) has strategically expanded its programming and academic opportunities to meet the changing needs of students, industry, and the province.
With a trailblazing 119 students when it opened in 1964, the institution offered education and training opportunities in 12 program areas which included arts, education, and nursing.
Throughout its illustrious history, RDP has grown the breadth of its industry-relevant programming, credentials, and unique applied learning and research opportunities for students. This momentum has accelerated since becoming a polytechnic institution in 2021.
Now, 10,000 learners each year attend one of RDP’s more than 80 programs in arts, business, education, health care, science, skilled trades, and technology. The Polytechnic
fulfills its mandate by offering enhanced education, training, and applied research opportunities that advance the economic and social priorities of Alberta.
These dynamic opportunities result in highly qualified and employable graduates that help fulfill labour market demand. In surveying graduates and employers, 94 per cent of RDP alumni are consistently satisfied with the quality of education and 94 per cent of employers are satisfied with quality of grads.
With a focus on lifelong learning and career readiness, Red Deer Polytechnic offers academic upgrading, apprenticeships, certificates, degrees, diplomas, microcredentials, and pre-employment training.
In the 2024/2025 academic year, Red Deer Polytechnic has added four new programs: Culinary Arts Diploma, Executive
Assistant Diploma, Advanced Accounting Diploma, and Advanced Accounting Co-op Specialization Diploma.
Through collaboration with industry partners, RDP offers immersive work-integrated learning opportunities in 60 per cent of its programs, with plans to add more opportunities in other programs. As an example, students in more than one dozen programs engage in practicums and clinical placements with the Central Alberta Child Advocacy Centre, located on the Polytechnic’s main campus. These applied learning experiences complement the academic journey of students, preparing them to make an impact in their future careers. These opportunities also permit learners to make important industry connections.
RDP students also contribute to diverse applied research, connecting with industry professionals, and supporting instructors across the institution’s four areas of focus: manufacturing and advanced manufacturing, energy innovation, healthcare and health technology, and social innovation.
As one of Canada’s Top 50 Research Polytechnics and Colleges, Red Deer Polytechnic has demonstrated leadership in Alberta and across the nation in helping to create solutions to complex real-world issues. As an example, two RDP students are collaborating with Sandra
MacDougall, biology instructor, to conduct research that will advance years of applied research focused on black bears that MacDougall has conducted. This research will benefit society’s understanding of this species and how it fits into the ecosystem.
While applied research occurs in all disciplines across the institution, the Polytechnic’s Centre for Innovation in Manufacturing-Technology Access Centre (CIM-TAC) is a key hub of the Alberta innovation community. Through a planned expansion of the centre, more than 2,500 students will benefit from unique opportunities within applied research, education, and training between now and 2030. An additional 500 junior and senior high school students will also participate in dual credit programming in the CIM-TAC. As Alberta’s economy grows, employers will increasingly seek skilled employees to work in advanced manufacturing.
Through enhanced education, training, and applied research opportunities, Red Deer Polytechnic helps to contribute to the skill development and economic growth in Alberta, Canada, and around the world.
For more information about Red Deer Polytechnic, visit www.rdpolytech.ca. n
Centennial College’s online programs offer accessibility and flexibility
Distance learning may not be the first option that comes to mind for a high school student aspiring to become a pastry chef, but that’s just one of the many exciting career paths they can now pursue from the comfort of their own home.
The two-year Baking and Pastry Arts Management diploma is among more than 50 full-time programs offered in an online format at Centennial College spanning disciplines from culinary arts to business to technology. That’s on top of 35 part-time online learning programs.
For the generation of students now reaching an age when it’s time to make decisions about what’s next after high school, engaging in digital and online spaces has always been a part of their lives.
It’s no surprise, then, that students across Canada –including here in Alberta – are considering online learning programs. In 2023 alone, Centennial College supported more than 3,000 online learners. Some of the College’s most popular online learning programs include Software Engineering Technician; Software Engineering Technology; Graphic Design; Architectural Technician; and Architectural Technology.
There are plenty of reasons why students might choose online learning. Maybe they have always thrived learning independently and at their own pace. Maybe they are interested in a specific program but moving out of province to take classes in person isn’t an option.
Centennial College is at the forefront of online education,
thanks to all that we have put into developing and deploying cutting-edge programs, interactive learning technologies, and student supports.
“Through strategic investments in online learning, Centennial College is providing our learners with accessibility and flexibility,” said Michelle DeCoste, Dean, Centre for Part-Time & Online Learning. “We are committed to ensuring that all of our learners are fully prepared for the workforce, and we do that by delivering high-quality, industry-relevant programs that have practical experience built into them.”
What does this look like in real life? Returning to a culinary arts example, Centennial College has adapted traditionally in-person programs like Baking Skills into engaging online formats using highly interactive simulations. (Think of a great cooking show on TV, where you follow along as the host shows you how to prepare dishes, step by step.)
Students considering this option, and those counselling them, might have some practical questions, such as, “What equipment do I need?” This is all information that they receive ahead of the start of each semester. These
innovations allow aspiring food connoisseurs, pastry chefs, and baking enthusiasts to gain hands-on experience in a virtual setting, making practical learning more accessible than ever.
Other questions might include, “What supports are available to me if I choose to pursue online learning, at a distance from my classmates and instructor?” At Centennial College, students enrolled in online programs have access to career counsellors and industry experts who provide vital assistance and support throughout their educational journey, allowing them to stay engaged and career focused. And the support doesn’t end at graduation.
“We have a commitment to offer continued support to alumni through lifelong learning opportunities,” said DeCoste. “Once a student completes their program and enters the workforce from one of our full-time online learning programs, they can stay connected with us and take advantage of similarly flexible educational opportunities that will help them progress in their career.”
To learn more about Centennial College’s online programs, visit www.centennialcollege.ca. n
Independent schools: The hidden gem of civic education
In an era where the very fabric of our society seems increasingly frayed, the role of education in nurturing responsible citizens has never been more critical. While public schools undoubtedly play an important role, independent schools offer a unique and often overlooked avenue for fostering civic engagement and character development.
One of the greatest advantages of independent schools is their ability to provide a personalized and nurturing
environment. The personalized attention that teachers provide through tailored instruction allows students to foster critical thinking, problem-solving, and a deep sense of curiosity. This personalized approach empowers students to develop a strong sense of self-worth, which is essential for becoming active and engaged citizens.
Beyond academics, independent schools often prioritize character development and social responsibility. Through service-learning programs, extracurricular activities, and a strong emphasis on values education, students are given opportunities to develop empathy, compassion, and a sense of civic duty. These experiences help to instill a lifelong commitment to making a positive impact on their communities and the world.
There is a huge range of diversity among independent schools. This diversity exposes students to different cultures, perspectives, and beliefs, promoting tolerance, understanding, and a global mindset. In an increasingly interconnected world, these skills are essential for building bridges, fostering collaboration, and addressing complex societal challenges.
Critics of independent schools may argue they contribute to social inequality. However, research suggests the opposite is true. Studies have shown that graduates of independent schools are more likely to be engaged in civic life, to vote, and to volunteer in their communities. They are also more likely to pursue higher education
and achieve professional success, which can benefit society.
In conclusion, independent schools play a vital role in nurturing responsible and engaged citizens. By providing a personalized education, emphasizing character development, and promoting diversity, they equip students with the knowledge, skills, and values necessary to make a positive contribution to society. As we strive to build a better future for ourselves and future generations, we must recognize the invaluable role independent schools play in shaping the minds and hearts of our young people.
References
Hunt, D., and R. Leistra. “Who Chooses Alberta Independent Schools and Why?” Cardus, September 2020. https://www.cardus.ca/research/ education/reports/who-choosesalberta-independent-schools-andwhy/
Heyking, A. von. “Alberta, Canada: How Curriculum and Assessments Work in a Plural School System.” Johns Hopkins Institute for Education Policy, June 2019. https://jscholarship. library.jhu.edu/bitstream/ handle/1774.2/62962/alberta-brief. pdf?sequence=1&isAllowed=y
Robson, K. Sociology of Education in Canada. Montreal: Open Library Pressbooks, 2019. https:// ecampusontario.pressbooks.pub/ robsonsoced/. n
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