Alberta School Counsellor fall 2018

Counsellor ALBERTA SCHOOL

Fall 2018

Preparing for

marijuana Publications mail agreement #40934510A

legalization

Managing

back-to-school

anxiety

How one student went from being bound in a wheelchair to

experiencing the Arctic

OVER OUR NEW RESOURCES

Bring the forest to your classroom We may be going out on a limb here‌ but today’s students and teachers are looking for engaging and interactive learning experiences.

See how Work Wild makes forests, sustainability, and career planning come alive! Check out our curriculum-supporting resources.

Book a classroom presentation: info@workwild.ca

Counsellor In this issue ALBERTA SCHOOL

is published by DEL Communications Inc. Suite 300, 6 Roslyn Road Winnipeg, Manitoba Canada R3L 0G5 www.delcommunications.com President David Langstaff Publisher Jason Stefanik

Managing Editor Samara Funk samara@delcommunications.com

School counselling a vital aspect of student mental health................................................................... 4

Engaging students to embrace civility....................................6 The ‘blunt’ facts............................................................................................. 8

Imagine a Canada.......................................................................................10 NIWE Academy: ‘Trade’ for a bright future........................... 11 Forestry sprouts opportunity

Sales Manager Dayna Oulion Toll Free: 1.866.424.6398

for Alberta’s youth.................................................................................. 12

Advertising Account Executives Ross James Kari Philippot

For the love of rocks............................................................................. 16

Contributing Writers Ashley Franssen-Tingley Paula Wischoff Yerama ...............................................................................

Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com Art Director Kathy Cable Layout Dave Bamburak Advertising Art Dana Jensen

The SAIT degree advantage.................................................................. 14

HED: Test-driving the university experience at MacEwan’s open house...................................................................18 Bow Valley College takes on the digital revolution with smart, adaptive and creative learning diploma and certificate programs............................................20 Are we fuelling the fire of back-to-school anxiety?.............................................................. 21

Dual Credit: An exploration in future learning........... 22 Be an educator who makes a positive difference in Indigenous students’ lives.........................................................24

............................................................................... © Copyright 2018, DEL Communications Inc. All rights reserved. The contents of this pub­lica­tion may not be reproduced by any means, in whole or in part, without prior written consent of the publisher.

While every effort has been made to ensure the accuracy of the information contained herein and the reliability of the source, the publisher­in no way guarantees nor warrants the information and is not responsible for errors, omissions or statements made by advertisers. Opinions and recommendations made by contributors or advertisers are not necessarily those of the publisher, its directors, officers or employees.

Publications mail agreement #40934510 Return undeliverable Canadian addresses to: DEL Communications Inc. Suite 300, 6 Roslyn Road, Winnipeg, Manitoba Canada R3L 0G5 Email: david@delcommunications.com

INdex to Advertisers Alberta Forest Products Association........................................................................................... IFC Bow Valley College.............................................................................................................................OBC Indspire.........................................................................................................................................................IBC Jack Hirose & Associates..........................................................................................................................9 MacEwan University.................................................................................................................................19 Northern Alberta Institute of Technology – NAIT..................................................................7 NiWE Academy of Cometology & Massage...............................................................................11 Northern Lakes College........................................................................................................................ 23 Southern Alberta Institute of Technology –SAIT................................................................... 15 Vancouver Island University............................................................................................................... 25

PRINTED IN CANADA 09/2018

Alberta School Counsellor / Fall 2018 3

School counselling a vital aspect of student

mental health “It has been encouraging to see the stigma on mental health supports really diminishing, which in turn helps support students who want or need to seek help from a counsellor at their school,” said John Driscoll, CCPA national president.

“We are hopeful that this trend will continue and students of all ages will feel empowered to seek support if and when they need it.”

S

chool counsellors continue to play an important role in schools across Canada. While counsellors have always been dedicated to serving the needs of students, the increase in the use of technology and social media have new and serious consequences. In total, 20 per cent of students spend five or more hours on social media a day, compared to 11 per cent in 2013. Further, young people aged 15 to 24 are more likely to experience mental illness and/or substance use disorders than any other age group.

Every year, the Canadian Counselling and Psychotherapy Association (CCPA), in collaboration with its School Counsellors Chapter, celebrates the annual Canadian School Counselling Week. The goal is to increase the public’s awareness of the scope of programs and services that characterizes the school counselling profession in Canada within the 21st century and beyond. This special week builds a sense of national identity and highlights the role school counsellors play in supporting student success. The week also recognizes the contributions of the school counselling profession to the personal, social, 4 Alberta School Counsellor / Fall 2018

educational, and career development, and the mental health and well-being of all students in Canada.

Offering universal supports in classrooms, small groups and individual counselling, school counsellors work in schools from coast-to-coast to provide important assistance to students living with mental health issues.

School counsellors also play an important role in providing career counselling for students. In a rapidly changing workforce environment and an increasingly mobile society, educational planning and career development are key when supporting students with life-planning, goal-planning, and transitioning to new labour and employment realities in Canada.

Career development continues to be an essential component of a school’s comprehensive guidance and counselling program. Assisting students with their long-range goals and preparation for

post-secondary education and careers is significant in a school counsellor’s scope of practice.

Canadian School Counselling Week is a collaborative effort by CCPA, School Counsellors Chapter, and the regional school counselling associations and ministries/departments of education in each province and territory. Canadian School Counselling Week takes place every year during the first week of February. This school year, the week will be held from February 4-8, 2019. Individual professionals will have many creative ideas to raise public awareness of the ways in which school counsellors foster student growth with respect to their personal, social, academic, and career development.

The National School Counselling Committee of the CCPA School Counsellors Chapter provides various templates of promotional materials on the CCPA School Counsellors website. Resources may be downloaded by school counsellors to advertise and organize

plans for Canadian School Counselling Week. Resources include a sample press release and proclamation, sample posters, certificates, and suggested activities. For more information, please contact Lisa Zanyk (President, School Counsellors Chapter) at liszan@sasktel.net or Janice GrahamMigel (Chair, National School Counselling Committee) at janice.graham@acadiau.ca.

We invite you to visit the School Counsellors Chapter website at www.ccpa-accp.ca/ chapters/school-counsellors/. To join the conversation on Twitter, follow @CCPA_ ACCP and use #CSCW and #SCCS. The Canadian Counselling and Psychotherapy Association (CCPA) is a national bilingual association providing professional counsellors and psychotherapists with access to exclusive educational programs, certification, professional development and direct contact with professional peers and specialty groups.

CCPA promotes the profession and its contribution to the mental health and wellbeing of all Canadians. n

Alberta School Counsellor / Fall 2018 5

Engaging students to embrace civility

Embrace Civility in the Digital Age

By Nancy Willard, M.S., J.D.

E

mbracing failure as an opportunity for growth is a core component of having growth mindset. To be fruitful, it is necessary to note when something is not working, delve into the possible reasons why and identify strategies that would appear to have a better chance of success.

With this thinking in mind, it appears that what schools are doing, with best intentions and efforts, is not having a positive impact in addressing bullying. It is not reasonable to expect that continuing to implement the same approaches—but with more vim and vigour—will achieve better results. What is necessary is a shift in approach.

There is a profound misunderstanding about the nature of bullying and other hurtful behaviour and thus, effective prevention strategies. Some students who engage in bullying have experienced trauma and have other risk factors. However, the primary source of bullying, especially at the secondary level, is popular with socially skilled students who are being hurtful to achieve social dominance and status. These

students target those who they view as different, as well as rivals or potential rivals.

They are not viewed by staff as the source of problems.

Students who are perceived as different often experience being bullied. Sometimes, these students also have social relationship challenges that contribute to their being targeted. Being bullied is a form of trauma.

A significant amount of hurtful behavior in schools is bi-directional or impulsive retaliation. Such “drama” is emotionally distressing and creates a negative school climate that interferes with student learning. The concern of staff who are treating students badly or ignore hurtful situations is often not ever or effectively addressed.

As some students who are hurtful and many students who are targeted have or are experiencing trauma. Trauma-informed practices provide an underlying foundation for success. The key components of this effort must include increasing positive

Nancy Willard, M.S., J.D., is the Director of Embrace Civility in the Digital Age. She is author of Engage Students to Embrace Civility, available through Amazon.

staff-student connections, mindfulness, and de-escalation practices along with problemsolving skills.

However, it will not be possible to reduce bullying using only trauma-informed practices. The perceived path to achieving high social status within the school must change. This requires a focus on positive social norms. The majority of students do not like to see their peers be hurtful and truly admire those who are kind and compassionate and step in to help. By revealing this insight derived through local survey data, behaviour is more likely to change.

It is necessary to engage a diverse group of kind, compassionate, and inclusive students in leadership roles to promote positive relations. Placing the students in a position of responsibility for the way in which they treat each other and giving them greater voice in addressing school climate issues will increase their positive involvement and behaviour.

As students approach puberty, their profound interest is in gaining

6 Alberta School Counsellor / Fall 2018

independence and handling their own interpersonal relationship challenges. To them, “tell an adult” is “admit personal failure and prepare for shame.” Schools must assist students in gaining greater effectiveness in social relationship skills.

This includes how to effectively respond if they witness hurtful behaviour, have been treated badly, or have been hurtful. These instructional efforts must support increased peer involvement and resilience, as well a personal accountability and remedy of harm.

•M ake any necessary corrections to the

and resolve the hurtful situation to an assessment of whether the accused student

school climate. This includes increasing

has violated the disciplinary code and

inclusion and addressing how staff are

should be punished. Punishment is entirely

treating students—also in a restorative

ineffective. The harm the targeted student

manner.

has suffered is most often not remedied.

• E ngage in ongoing monitoring until it has

This often leads to retaliation—which the

been established that things have gotten

targeted student does not report because

better.

reporting the first time only made things worse.

Fortunately, this approach is based on values that most all educators strongly

It is necessary to switch to a more

believe in; a positive approach that

comprehensive investigation and restorative

supports increased resilience and skills of

intervention. This intervention must: Schools have been directed by statute to make bullying a violation of the disciplinary code, create a reporting system, investigate student reports, and impose disciplinary sanctions. The majority of students who are bullied do not report these concerns to the school, even if distressed. They think that this will make things worse.

This rules and consequences approach frequently leads a principal to shift his or her focus from seeking to fully understand

students and restoration of harm.

• Identify and address the trauma and social

Nancy Willard, M.S., J.D., is the Director

relationship concerns of any involved

of Embrace Civility in the Digital Age. She

student, hurtful or targeted, in a manner

is author of Engage Students to Embrace

that increases this student’s resilience and

Civility, available through Amazon. Two

social skills.

professional development videos are also available on her website. She is also creator

• Require acceptance of personal responsibility and a remedy of the harm

of a newly released student leadership,

to the one treated badly and the school

positive relationship skills program,

community by any student who was hurtful

Embrace Civility.

and his or her supporters.

Website: http://embracecivility.org. n

With industry-driven instruction, NAIT degrees set you on the route to success.

Bachelor of Business Administration Bachelor of Applied Business Administration - Finance Bachelor of Applied Information Systems Technology Bachelor of Technology in Construction Management Bachelor of Technology in Technology Management

Get career ready nait.ca/degrees

RELEVANT EDUCATION

REWARDING CAREERS

Alberta School Counsellor / Fall 2018 7

The ‘blunt’ facts

Will new cannabis legalization impact my role in the school?

By Linda Millar

T

When asked what works best, teens say, “We want real information and we want evidence we can use - we don’t want to just know the worst outcome.” And when it comes to cannabis, there is a real gap [in information], says Rebecca Haines-Saah, an expert on youth substance use from the University of Calgary’s school of medicine.

Here are the facts:

Help is here

• 4.2 million or 14 per cent of Canadians aged 15 years and older reported some use of cannabis products for medical or non-medical use in the past three months. More than half (56 per cent) of those users indicated that they used some form of cannabis daily or weekly.

Here is a document that may help you. Drug Free Kids is a Canadian non-profit organization dedicated to helping parents learn about drugs and how to talk to their kids about them. We believe that educating and informing parents, caregivers, and adults who work with kids can make an important difference in helping to reduce drug abuse and addiction.

echnically, the new cannabis legislation being implemented in October this year should impact very few of your students, as the legal age for use is 18.

Practically, however, it probably will.

• One in three cannabis users obtain their supply from family or friends.

• Drivers who use cannabis daily or weekly are more likely to drive within two hours of using cannabis.

National Cannabis Survey, Statistics Canada 2018

So what can you do to prepare?

In addition to the myriad of issues teens are already facing, you may encounter new challenges that directly relate to cannabis. You may get a lot of questions from young people, parents, and other staff members about how to handle a possible increased interest in cannabis use.

In addition to producing award-winning public service messages, DFK has collaborated with Health Canada and the Canadian Centre on substance use and addiction to produce a free brochure entitled “Cannabis Talk Kit - Know how to talk with your teen”.

Linda Millar is a contributor to Drug Free Kids Canada, and an education consultant with over 40 years of experience. She has authored several teacher resources in the fields of substance use prevention, media literacy, childhood obesity, and mental health. n

Here are some important guidelines: 1. Check with your local school board to see what new regulations might exist in terms of the legalization issues within your school domain. Is there anything new? Do they mesh with your existing policies?

2. What do you know about medical marijuana? What are your school district procedures for distribution, use, and privacy? Do you feel comfortable discussing the differences between medical marijuana use and under the legal age consumption of recreational cannabis?

3. Have you had a staff meeting to discuss potential issues with the new legislation? Do you have a plan?

4. W hat resources do you have that are accurate and current? Do you have a local community service officer that works with your school? Are you connected to community health services?

8 Alberta School Counsellor / Fall 2018

Alberta placed third among provinces in Canada per capita for cannabis use in 2017.

Source: National Cannabis Survey, Statistics Canada 2018

$10 OFF! ONLINE CODE: ATA10

CHILD & YOUTH FOCUSED MENTAL HEALTH WORKSHOP MANAGING ANXIETY AT HOME & AT SCHOOL https://www.drugfreekidscanada.org/wp-content/ uploads/2017/06/34-17-1850-Cannabis-Talk-Kit-EN-10.pdf This kit can be downloaded free of charge or ordered through Drug Free Kids Canada.

Another useful tool is the DFK Drug Guide for Parents. This free downloadable resource is a comprehensive source of drug information that includes descriptions, street names, the health risks, and what teens might have heard about them in order to help you understand the consequences of their use by youth.

Post it in your office, the school reception area, and every classroom, and have copies available for students, staff, and parents.

https://www.drugfreekidscanada.org/wp-content/ uploads/2018/06/DFK_Print_V6.pdf There is no way to predict if cannabis use is going to change in your school or neighbourhood due to legalization. However, it is important to be prepared to address some challenging situations that may arise in a new cannabis landscape.

One piece of advice that resonates with experts everywhere is an area where school counsellors excel - active listening. By opening up the doors to meaningful conversations with students about cannabis and other drugs, young people will receive the right information to be able to make safe and smart decisions about their lives now and in the future. You can help – so can DFK. For more information, tips, tools and strategies, go to Drug Free Kids Canada: https://www.drugfreekidscanada.org

Calgary | October 30 & 31, 2018

LYNN LYONS, msw, rsw

3 DAYS EARN UP TO

18 CEUs

BRAIN-BASED LEARNING, BEHAVIOURAL CHALLENGES & MENTAL HEALTH A PROFESSIONAL CONTINUING EDUCATION EVENT PRE-KINDERGARTEN TO 12TH GRADE

EDMONTON, ALBERTA OCT 31, NOV 1 & 2, 2018 DoubleTree by Hilton Hotel West Edmonton

REGISTER TODAY | JACKHIROSE.COM Alberta School Counsellor / Fall 2018 9

Imagine a Canada

T

he National Centre for Truth and Reconciliation’s (NCTR) Imagine a Canada is a national art and leadership program for youth across Canada to see a positive future of Canada.

Imagine a Canada is an educational tool for all ages. It is an invitation for students, from kindergarten to Grade 12, to explore both the past and our shared journey into the future. Collectively, we want to be looking into the future of reconciliation in Canada and youth deserve to be a part of this visionary exercise. The educational tool not only dives into the horrific past of residential schools but also allows the students to critically look at the world around them and choose how they can make a difference.

What we have seen from the past honourees’ artwork has not always been about the quality of work but the meaning behind the piece.

Students invited to the national ceremony and leadership workshop with survivors and elders showed in-depth learning from the past and their journey into making a better future. One student spoke to her grandfather, a residential school survivor, about his experience for the first time, and crafted paintings representing the past and the vision of reconciliation through her family is healing process. Another student produced digital art telling a story of the resiliency of youth, especially two-spirit and other indigenous members of the LGBT2SQ+ community. A different drawing depicted the richness of diversity within Canada supporting and bringing the nation together.

Imagine a Canada is a great way for young people to see themselves not just as concerned citizens but also as transformative citizens, to empower them to be the change they want to see in the world. Each piece of art is showcased by the NCTR and honoured for what the art represents.

“The vision of Canada presented by these youth gives us a powerful window to the future they want to see – a world based on respect, mutual recognition and revitalized indigenous languages, cultures and identities,” says Ry Moran, director of the NCTR. “Realizing this vision demands our attention. It is our collective responsibility to ensure young people have the opportunity to realize their dreams of a better, healthier country.”

Friends and partners of the NCTR from across the country help select, recognize, and honour submissions in each region of the country and one entry from each province and territory are selected to attend the leadership workshop and national celebration of Imagine a Canada. The 2019 year of Imagine a Canada will launch on Orange Shirt Day 2018. More information can be found at education.nctr.ca.

The National Centre for Truth and Reconciliation at the University of Manitoba is the permanent home for all survivor statements, documents, and other materials gathered by the Truth and Reconciliation Commission of Canada. The Centre has the responsibility to share these truths in a respectful way and work with indigenous and non-indigenous educators, researchers, communities, and decision-makers that fuels the ongoing work of reconciliation across Canada and beyond. n

10 Alberta School Counsellor / Fall 2018

NIWE Academy: ‘Trade’ for a bright future Trades will always reign supreme, so why not make a trade skill your ‘cash king’? Hands-on training in the beauty and wellness industries makes you adaptable to the ebb and flow of recessions by providing independence and financial stability.

Our innovative, nurturing culture, and qualified faculty will give you the state-of-the-art training needed to excel in this industry. Whether it be a home startup business, medical spa, or high-profile salon, NIWE has the latest techniques and products to help you achieve your goals.

With trades, stay-at-home parents can contribute to family finances while focusing on family. Extended family and friends are more likely to spend their hard-earned dollars with you when it comes to the private services offered like esthetics, hairstyling, and massage.

With trades like those taught here at NIWE, stay-at-home parents can have a work-life balance. Flexible hours, such as evening and weekend courses, gives you freedom to play with your children and watch them grow, all the while helping to provide a vibrant financial future.

With our small class sizes and online learning options, you will be able to nourish your family and friends. Still able to prep for homecooked meals and make time for dance recitals.

Being successful in a trade is more than financial freedom. It is a contribution to society. It is a tailor-made craft that you own and offer to world to make it a better place. Do you want to know the secrets of the trades? It’s connection. Tapping into our own talents and cultivating resources, connecting communities on a personal level. Effective communication, self-confidence and excellence in practical application: those are the true keys to long-term success in the trades. n

Overall, the amount of time spent learning a trade is far less than that of alternative avenues of education. Some even take a trade first, like hairstyling, so that they can work at their own pace and pay for their future education, instead of relying on government funding.

As a skilled tradesperson in beauty and wellness, we will prepare you to identify opportunities for growth in your industry. You will be able to give back to your community by aiding in the well-being of your peers and harnessing local stability through eco awareness.

At NIWE, we take the time to help you create and strengthen your own unique brand. We support you with marketing strategies, salon/ spa etiquette, inventory and tax preparation, and a host of valuable insider information. The sky is truly the limit when you are building your own empire.

We all know and have experienced the effects of human touch.

Whether it is a massage for decompression, a facial to clear off environmental toxins, or a fresh new haircut to boost confidence; nothing beats that intimate connection. Studies have shown time and time again, that the sensations provided by person-to-person contact calm and soothe even the most temperamental souls.

cadem NIWE ACADEMY is an accredited dynamic Academy offering Cosmetology and Massage Therapy learning in Calgary.

• Esthetics • Hair Styling • Massage Therapy • Clinical Aesthetics • Nail Technician

Why NIWE: • Highly qualified faculty • Latest techniques and products • Innovative training • Latest technology and equipment

3817 27th Street NE Calgary, AB T1Y 7G2 1-403-453-8200 niwe.ca Alberta School Counsellor / Fall 2018 11

Forestry sprouts opportunity for Alberta’s youth

By Samara Funk “There are some misconceptions about forestry. For example, people tend to think it’s a low-tech industry. There is actually some really cool innovation going on,” says Normand. “For students interested in things like GIS mapping and drones, this might be an interesting field to explore.”

In September 2017, Work Wild released three toolkits that are available at workwild.ca. The toolkits support three of Alberta’s school curriculum units including Grade 6 science Trees and Forests, CALM 20, and the CTS forestry course.

W

range widely, including foresters, labourers, truck drivers, engineers, skilled tradespeople, and even accountants and pilots. It’s important that students know these opportunities exist.”

“We have people who make plans that go up to 200 years in the future. These are educated professionals who understand how the ecosystem works and how we affect it,” says Ann Normand, outreach manager at the Alberta Forest Products Association. “Professions in this industry

The Alberta Forest Products Association launched the Work Wild campaign in 2011 in response to a labour shortage in the industry. The campaign focuses on informing youth on how forests are sustainably managed while providing students with resources about the variety of rewarding career opportunities in Alberta’s forest industry.

hen thinking about forestry, people often envision lumberjacks and logging. In fact, there is a lot more to Alberta’s forestry industry.

Forestry can unlock a wide range of career opportunities for today’s youth.

12 Alberta School Counsellor / Fall 2018

The Grade 6 toolkit includes a variety of videos, quizzes, and an interactive map for students to explore. This encourages students to examine the various considerations in a forest such as water, wildlife, jobs, and products. The unit also includes a timeline of how forest management has evolved over time.

The CALM 20 toolkit allows students to learn about career opportunities using profiles and quizzes while the CTS forestry kit provides students with a deeper understanding of sustainable forest management.

Alberta teachers are finding that these resources compliment their lessons. “The program shows the students new options

Interactive map in the Grade 6 toolkit.

beyond the traditional suggestions or offerings,” explains Warren Lake, a teacher at Robert Thirsk High School. “It gets the kids to widen their view and fits well with the discussions within the natural science classroom.”

The Work Wild campaign not only provides free resources for teachers to use, but also offers classroom presentations from Grades 6 through 12.

According to Francine Payant, a teacher at Bishop McNally High School, “It’s really important for high school students to know about the forestry industry. I like that the presenter mentioned to them that there is a wide variety of employment within this sector. It got the students thinking about an area they might not have considered before.”

Forestry operations are heavily regulated by the Government of Alberta, ensuring that less

than one per cent of trees are harvested annually. After harvest, an average of two to three trees are replanted for each tree that is used.

“The fact that forestry is sustainable is very

The Work Wild campaign helps youth better understand one of Alberta’s largest industries and provides them with information on dozens of career opportunities. To learn more please visit workwild.ca or contact the team at info@workwild.ca. n

appealing to students,” says Normand. “And with baby boomers retiring, there are lots of opportunities. We’re looking at a broad spectrum of careers that provide a quality lifestyle.”

Most forestry jobs don’t require their employees to live in camps. That means people can live and work in the same community, allowing them to come home each day.

“These forest communities are located in beautiful parts of our province which is great for young people who want to live and work close to nature,” says Normand.

A presentation by Ann Jasper.

Alberta School Counsellor / Fall 2018 13

The SAIT degree advantage

S

AIT’s Bachelor of Business Administration program provides a unique blend of industry-aligned coursework and theoretical components that will position students well in the Canadian job market.

The Bachelor of Business Administration (BBA) program was first introduced by SAIT in 2011, with a major in accounting. By 2016, the school had expanded the BBA program to offer five additional major options: financial services, human resource management, marketing, management, and supply chain management.

The BBA program was established to give students an education that was career-focused, practical, and in demand by employers. This was achieved by providing students a strong blend of theoretical components interwoven with professional training and real-world knowledge about business principles. This process equates to wellrounded graduates that are knowledgeable in both business and future career expectations.

The School of Business has always taken great pride in the business partnerships it has developed with industry organizations over the years. Thanks to these partnerships, the School of Business was able

Stephen Bergstrom, an accounting instructor at SAIT’s School of Business, with students.

to integrate a number of specialized courses into the BBA program to align with industry credentials and certifications. These courses were intentionally embedded into the program to advance student skill-sets to provide students with a competitive advantage in the

The SAIT School of Business believes that this is the strongest educational model available to students.

job market and give students the opportunity to complete these

Traditional business degrees often revolve around large amounts of

industry-required courses while earning their Bachelor of Business

theoretical components, supplemented by a textbook and instructor.

Administration degree.

These educational models can make it difficult to translate the

When asked about the School of Business’ approach to education, accounting instructor Stephen Bergstrom explained, “The main difference with SAIT’s School of Business is the hands-on, applied educational philosophy. We’re not just teaching students the theory.

We’re not just going through page after page in a textbook and

education learned into tangible job skills. SAIT’s approach provides students with applied education that will help them stand out in their industry. This added dimension of learning provides students with the experiential learning component and an underutilized educational dynamic that is shown to be very beneficial when learning new skills.

expecting students to memorize what’s in the book. We’re doing

The benefits of the experiential learning component are evident

hands-on, applied education at SAIT.”

in the words of Kaitlyn Muntean, a second-year supply chain

Bergstrom continues, “In our audit courses, students actually do a full simulation of an external audit. So they don’t just learn the theory, they actually see what happens over the course of a full audit. In our tax courses, they actually use tax software so when students

management student, “I love the business program here at SAIT. The learning you get here is so hands-on, I feel like I could use it every day at my job. That’s something that’s very important to me and something I anticipate would be very important to the industry.”

graduate, they don’t just know the theory, they know the practical

To learn more about SAIT, the Bachelor of Business Administration

application of it, and can be productive from their first day on the

program, and the application process, please visit: www.sait.ca/

job.”

business. n

14 Alberta School Counsellor / Fall 2018

SHAPE YOUR WORLD IN BUSINESS, ACCOUNTING AND MANAGEMENT.

Learn in small classes with active, collaborative and technology-focused coursework delivered by instructors with real business experience.

sait.ca

Learn more Alberta School Counsellor / Fall 2018 15

For the love of rocks For many Vancouver Island University students, the journey starts in the university’s Adult Basic Education (ABE) program. Earth Science alumna Rebecca Stirling is one of those students with an incredible story of resilience and determination to share that starts in ABE and leads to an Arctic adventure.

By Jenn McGarrigle

R

ebecca Stirling will never forget the day when, lying immobile in a Victoria hospital bed, the nurse dialled her mother’s number and passed her the phone.

Stirling had been in the hospital for several days after getting hit by a car in Nanaimo. She was struggling with how to tell her mother how serious her injuries were. The accident left her with a broken pelvis and some internal organ damage.

“I was terrified that I’d never walk again,” she remembers. “Any time I’d lift a toe or an arm, I felt excruciating pain.”

While it felt like the end, the accident ended up being a turning point for Stirling. Wheelchair-bound and unable to work, she began devouring books to pass the time, especially non-fiction books about explorers and scientists. This got her thinking about what she wanted to do with her life.

“I was in the wheelchair when I realized that I couldn’t fulfil any of my dreams without an education,” says Stirling.

As soon as she was back on her feet, Stirling enrolled in the Adult Basic Education program at Vancouver Island University so she could finish her high school diploma.

Rebecca Stirling doing fieldwork.

16 Alberta School Counsellor / Fall 2018

Rebecca Stirling at field camp.

To pay for her rent and living expenses, Stirling worked the night shift at Tim Hortons. Her chemistry teacher, Dr. Glenda Hunter, often offered her a ride to work after class.

Stirling started making more connections at Vancouver Island University when she came upon a campus recreation poster. The

2018 University of Waterloo 3MT finalist Rebecca Stirling.

poster was advertising weekly trips to different parts of Vancouver Island so Stirling decided to sign up for some of them. Those experiences cemented her desire to press on with her education.

“Was I worried I wasn’t smart enough for university? Yes. But was I going to miss out on the skiing, paddling, and caving trips? No!” she explains. “I just decided to follow my passion.”

After ABE, Stirling enrolled in the Forestry diploma program and then continued on with an Earth Science degree. The day she graduated in 2010, Stirling began working as a geologist for a consulting company.

She eventually formed her own consulting company, before deciding to return to school last year.

Stirling found her dream master’s program in the University of Waterloo’s Earth and Environmental Sciences department, where she was accepted to join a team doing research in the Arctic.

“My advisor had several students apply to be a part of the team and he told me what made me stand ,out was the reference letters from my Vancouver Island University professors,” she says.

Rita Alton, acting dean of academic and career preparation, says, “What sets Vancouver Island University apart, whether students are in ABE or university courses, is the supportive, nurturing environment that teachers provide. Students are encouraged to explore their passions and are guided to the supports they need to become successful.“ “Many of our teachers are tireless advocates for our students and go above and beyond to help students achieve their goals,” she says. “It’s not something we ask of them; it just seems to happen naturally.”

Stirling finishes her master’s program in September 2019, after which she hasn’t decided whether she will grow her consulting business, use her specialization to expand her career to water resource management or infrastructure development, or return to the forestry industry.

When she thinks back on the past 15 years, Stirling is grateful for discovering that passion for learning while wheelchair-bound and for the inviting and welcoming environment Vancouver Island University provided – both in and out of class.

Rebecca Stirling at the keyhole.

“From the beginning I persisted through constant doubts and difficulties without giving up, which inadvertently prepared me for the amazing adventures that I’m having now,” she says. n Alberta School Counsellor / Fall 2018 17

HED: Test driving the university

experience at MacEwan’s open house

A

post-secondary education will likely be one of the biggest investments a person makes. That’s why David Fischer, MacEwan University’s team lead for student recruitment, encourages prospective students to attend university open house events to ensure they make an informed decision about where to study.

and on Saturday, November 3, prospective students will get their chance to explore MacEwan.

The Edmonton university’s open house features interactive exhibits, performances, program displays, service booths, and information sessions, allowing attendees to not only visit the campus, but also to experience the vibrant MacEwan

“Most people wouldn’t buy a house without walking through it, or a car without test-driving it. It’s just as important to visit a post-secondary institution and get a feel for the campus and the atmosphere before choosing to go there,” says Fischer.

Each fall, universities across the province welcome hundreds of curious learners and their families during open house season, 18 Alberta School Counsellor / Fall 2018

community.

Visitors can take a guided campus tour or wander through the halls on their own – exploring classrooms, labs, and study spaces, while also scoping out the fitness facilities, residence, food options, and other amenities.

Many current students volunteer at the

open house, ensuring they’re on hand to offer advice on applying for university and embracing the post-secondary experience.

Staff and faculty also volunteer at the event, welcoming prospective students at program booths and leading information sessions. Professors are available to answer questions about their fields of study and offer insights on the career options specific degrees have to offer.

“Getting good marks is one part of what you need, but getting relevant work and volunteer experience is just as critical,” says Fischer. “I strongly advise students to reverse-engineer their future. Start by talking to people who have the job you want, ask what that person would want to see if they were hiring, and plan your university experience from there.”

If a student already has a clear vision of their future career, an open house also provides opportunities to learn about funding available to help get them there.

Knowledgeable staff have information on student aid and can explain how to access many scholarships and awards – even if someone isn’t a straight-A student.

“Students are always blown away when I tell them we don’t give away all the free money – scholarships and awards – we have available every year,” says Fischer.

When a student decides to make that big investment in a university education, it’s important to choose the place that’s uniquely right for them. Open house events are the perfect place to do some real-world research, ask questions and find some answers.

MacEwan University’s open house runs from 10 a.m. to 3 p.m. with free parking at City Centre Campus. Learn more at MacEwan. ca/OpenHouse. n

Enter for your chance to win an educational award of $5,000

November 3, 2018 10 a.m. to 3 p.m.

City Centre Campus MacEwan.ca/OpenHouse #macewanu

Alberta School Counsellor / Fall 2018 19

Bow Valley College takes on the digital revolution with smart, adaptive and creative learning diploma and certificate programs

By Donna Gray As the world becomes more advanced in digital gadgets, software, and communications, post-secondary schools need to respond by offering courses that fit the current hiring trends, but also give students globally recognized qualifications to compete in a fast-paced industry.

Bow Valley College has expanded its impact in the digital realm by offering courses that help learners fit into any position with strong overall skills in communication, analytics, production, and branding.

“Software is important as Calgary makes the shift to a more digital economy. We’re hearing from the industry that by giving our learners hands-on skills, rather than just theory, that they’re excited to see how they’ll be able to hit the ground and work,” says Jeff Clemens, program co-ordinator at the School of Creative Technologies.

The School of Creative Technologies launched in February 2017 and was established in response to the industry and community needs for new, more flexible technology and design training to equip Albertans with the skills they need to graduate and be ready to work. It has

developed programming that inspires interest in technology and design careers among newly graduated high school students, as well as non-traditional learners.

In the digital world, coding is king. With programs at the School of Creative Technologies, learners have the ability to work anywhere, locally or globally.

Courses at the school include digital design, which gives learners the ability to do both physical and digital production to create digital marketing collateral and graphic art. Data management courses will create learners who can nimbly move into a company and use data to make business decisions and drive the company through their input.

It also offers a one-year Data Management and Analytics Post-baccalaureate certificate which gives students experience with relational database systems, data warehousing, data quality improvement, visual analytics, and big data.

20 Alberta School Counsellor / Fall 2018

Bow Valley College is one of the few postsecondary schools in Canada that currently works with Adobe for analytics education.

“Employers are really excited about our graduates because we teach them applicable software skills and nurture their communication capabilities so they can work effectively with a variety of stakeholders,” Clemens adds.

Bow Valley College is Calgary and the surrounding region’s only comprehensive community college - with more than 15,000 full and part-time students. Bow Valley College is a leader in business and health career training, community studies, creative technologies, adult upgrading, and English language learning.

There is still room for the Bow Valley College School of Creative Technologies’ Winter 2019 Software Development and Data Management courses. For more information, call (403) 410-1400 or email study@bowvalleycollege.ca. n

Are we fuelling the fire of back-to-school anxiety?

By Lynn Lyons, LICSW All around me, I hear the rumblings of a new school year heading toward us. The atmosphere changes as anticipation builds.

Back-to-school rituals begin.

This fall, there’s one ritual I want parents and educators to notice and change, and school counsellors can help make it happen: the need to make sure everything is ready and smooth and comfortable.

Instead, I propose a more flexible stance that allows children to grow without our constant fixing. I want them to learn the process of managing the inevitable discomforts that come with transitions and beginnings.

I understand the motivation to prepare and fix. Parents and educators want to survive those first hectic weeks and to help with the transition into fall. Preparation is key, but over-preparing is problematic. We don’t want anything to go wrong. The goal?

No distress. No angst. No worry.

Unfortunately, this practice of smoothing the way for children is backfiring

dramatically. In fact, such efforts may actually be fuelling the flames of back to school anxiety.

Why? Because as we move in to create certainty - using our substantial experience and skill to ease the way for students - we are preventing them from developing the skills that are critical to developing confidence, connection, resilience, and problem-solving. Too much stepping-in by adults hampers the opportunity for kids and teens to practise skills that correlate with the prevention of depression and anxiety.

Allowing kids to “work it through” is akin to practicing an instrument. We don’t expect them to do it perfectly and active repetition is key. The trouble starts when we attempt to do the practising for them, hoping we can somehow guarantee a flawless performance by taking over.

This makes no sense when learning an instrument or a sport, but we justify it when assisting children with things like emotional management, compromise, and social navigation.

This shift is not one of neglect or dismissal, nor of passivity. Quite the opposite! Instead, school counsellors, teachers, and parents must actively look for opportunities to let students struggle enough to experience success on the other end of the problem, and adults must actively model doing the same.

For example, a recent study looked at the development of depression in adolescent girls. The research found a correlation between how mothers talked to their daughters about problems they were

Lynn Lyons, LICSW.

having and subsequent development of depression. When mothers suggested problem-solving and social connection (versus distraction or avoidance), their daughters were far less likely to ruminate.

Rumination, a cognitive pattern of getting stuck in negative thoughts, has long been known as a risk factor in depression.

Encouraging girls to do more to address problems or struggles (which means moms will do less for them) is key.

As the school year begins, we can expect bumps. A return to old struggles may re-emerge as well; social and academic challenges, tucked away for the summer, are cued and ready to go.

Adults can help normalize these struggles.

But “helping” a child by consistently alleviating or getting rid of his emotions/ distress sends the message that such emotions are problematic. The message I give to the families I treat: the problem with anxiety is not its existence; the problem often lies in our attempts to eliminate it and the expectation that we shouldn’t have it.

Kids find their own paths when we show them how to adapt and adjust. Support them, laugh with them, listen, and then model problem-solving for both students and their parents. Flexibility, emotional management, and the ability to step back from one’s own thinking are skills to be taught and learned, and missteps are a valuable part of the experience. n Alberta School Counsellor / Fall 2018 21

Dual Credit: An exploration in future learning

T

hinking about your future

take the Office Administration program.”

education and making a career

Another incentive for her was the bursary

choice can be an overwhelming

offered by Northern Lakes College (NLC).

task. Maha Baalbaki is one of

Dual Credit students who are successful in

many high school students who took the

a Dual Credit program can receive a $500

opportunity to get a head start on her post-

bursary if they enrol at NLC to continue

secondary education. She enrolled with Northern Lakes College into the Dual Credit Office Administration courses because it

their post-secondary education, upon graduating from high school.

offered her benefits such as earning college

When asked why she chose the Dual Credit

credits and the option to take the courses

Office Administration courses, she said,

full-time or part-time.

“I chose this career path because it opened

She discussed the different Dual Credit opportunities at home with her mother.

“I was told I could complete certificate

up to a variety of job opportunities in accounting, human resources, and marketing. The classes are available online,

courses and receive credits in high school,”

so they can be worked on at any time,

Baalbaki said. “Taking the Dual Credit

which offers me the flexibility to work

courses through high school is free and

around my personal commitments.” She

something my mother told me to take into

successfully completed the Dual Credit

consideration. If I had taken the courses

Office Administration program in 2017 and

after completing my high school, it would

was hired full-time by the dental office

have cost me approximately $5,500 to

where she did her practicum placement.

22 Alberta School Counsellor / Fall 2018

Baalbaki is now a full-time student at Northern Lakes College and is enrolled in her first year of the Business Administration program at the Slave Lake Campus. “In the future, I hope to complete my business degree and find a career that I enjoy,� she said.

Northern Lakes College partners with over 20 high schools and 11 school divisions to offer Dual Credit opportunities to high school students. Most of the Dual Credit opportunities at NLC are delivered in an asynchronous (pre-recorded) manner using technology that is available to any high school.

Dual Credit is a great advantage for high school students to save time and money. If you are interested to learn more, visit our website at www.northernlakescollege.ca/ prospective-students/dual-credit. n

Alberta School Counsellor / Fall 2018 23

Be an educator who makes a positive difference in Indigenous students’ lives

A

t Indspire, we see the positive effects that educators can have on Indigenous students when they have the right resources. Through Indspire’s K-12 Institute, we connect educators with programs, resources, information, and tools, as well as a professional learning community to improve educational outcomes and increase high school completion rates for Indigenous students.

Another way we connect educators to resources is through our National Gathering for Indigenous Education. This year, join us in Edmonton from November 8-9, 2018.

At this annual gathering, we bring together educators and partners from across the country to share their experiences and strategies for educating K-12 (Kindergarten through Grade 12) Indigenous students.

This year’s theme is transforming education through reconciliation.

The keynote speaker is Jacqueline Guest, International award-winning author.

24 Alberta School Counsellor / Fall 2018

Guest is an international award-winning

The youth panel includes Tracie Léost,

author with 20 professionally published

Michael Linklater, and Maatalii Okalik,

novels. She has presented across Canada

moderated by Roberta Jamieson.

and the United States to audiences of all

Indspire presents Léost, Linklater, and

ages. Guest is the proud recipient of an

Okalik for a discussion on Indigenous

Indspire Award for the Arts. In 2017, was

education. All three panelists are excellent

awarded the Order of Canada for her work

role models, leaders and change-makers

in the literary arts.

for Indigenous youth. And they all happen

to be Indspire Award recipients. In this

• Share successful practices and research

discussion, delegates will hear what it’s like to be First Nation, Inuit, and Métis in Canada’s education system today and what

• Network with educators from across Canada • Participate in practical workshops that

they think we can do better as educators

address the cognitive, emotional, physical,

to be leaders in reconciliation in our

and spiritual needs of K-12 Indigenous

classrooms, schools, and communities.

Here’s why you should register for the

students • Listen to inspiring guest speakers

2018 National Gathering for Indigenous

• Participate in a Truth and Reconciliation

Education:

Commission of Canada (TRC) workshop 08-08-8101

VIU Students Excel at Life and Learning VIU students find the support that makes a difference in helping them reach their educational goals. We value each student’s potential, and find a pathway for all applicants. Faculty and staff are dedicated to encouraging students’ success in life and learning.

Experie Opportunities for ntial ce teed residen ch n ar se ra re a t u en l G ud e st + a rning 120 students Inclusive, fr for first-year Small class sizes: max iendly cam 34 puses

s program

Matter Here viu.ca/counsellors Nanaimo · Cowichan · Powell River · Parksville-Qualicum

Alberta School Counsellor / Fall 2018 25

• Excellence at the Guiding the Journey: Indigenous Educator Awards • Learn about Indspire’s K-12 Institute programs and resources for educators

New leadership workshop stream.

At this year’s National Gathering for Indigenous Education, there will be seven workshops dedicated to building expertise in aspects of leadership. It will provide the opportunity for current and aspiring Indigenous education leaders to enhance their knowledge of Métis education resources as well as governance and management of First Nation schools through enriched practical discussions about the transformative journey towards reconciliation in schools from across the country.

Specialized topics include: • Reconciliation: How to drive systemic change across a school district, B.C.

26 Alberta School Counsellor / Fall 2018

• E ducational environments: 21st century learning as a vehicle for Indigenous learning, A.B. •M anitoba First Nations school system, M.B. • I ndigenous knowledge: A transformative learning journey, O.N. •A lberta -joint commitment to actionreconciliation through Indigenous education, A.B. • S tronger together: An introduction to Alberta Métis education resources, A.B. •K iskinhtamowin: Mobilizing an epistemology of promise, S.K. Register today at www.indspire.ca/ national-gathering/ Visit www.indspire.ca/for-educators/ Twitter @Indspire, Facebook @Indspire, LinkedIn @Indspire, Instagram @Indspire.ca, YouTube @Indspire n

National Gathering for Indigenous Education Transforming Education through Reconciliation Nov 7-9, 2018 | Edmonton, Alberta

Join us for the 6th annual gathering that brings together educators and partners from across the country to share experiences and strategies for educating K-12 Indigenous students. indspire.ca/national-gathering

Working alongside you.

Strengthening Alberta’s future.

With programs from health care and business to creative technologies and community advancement, Bow Valley College grads play pivotal roles in workplaces across the province.

bowvalleycollege.ca