Introduction to Addiction

This training session will allow both organizations and social workers to learn more about various kinds of drugs, the ways they are used, the effects of the different types of drugs, as well as how to identify usage levels and the effects of drug use on parenting abilities and the family dynamics. It stresses the importance of better meeting the needs of clients dealing with various problems related to the use of alcohol, prescription drugs and illegal drugs. Practical tools and documentation will be provided to participants to help them to better identify and deal with substance abuse.

	Nicholas Cardinal and Marc Groulx
	anyone working in the field of human, social and health services
	One day – 9:00 a.m. to 4:00 p.m.
	Training Schedule
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Introduction to Dual Diagnosis

This session will be designed for frontline staff/parents/ educators, members of individual support circles, networks, or micro boards. This course is designated to anyone who supports people who live with a dual diagnosis. The December 2008 inter-ministerial policy guidelines provide two definitions for this population:

1. MCSS (Developmental Services Act): a condition of mental impairment, present or occurring during a person’s formative years that is associated with limitations in adaptive behaviour.

2. MOHLTC (DSM-IV-TR): characterized by significantly sub-average intellectual functioning (an I.Q. of 70 or below) with onset before age 18 years and concurrent deficits or impairments in adaptive functioning.

This course will introduce the participants to descriptions of the various developmental disabilities and syndromes, as well as the various mental illnesses that can co-occur in individuals with developmental disabilities. Interactive exercises in bio-psycho-social approaches and multi-modal approaches will be practiced. Strengths-based approaches to mental health and support to people who live with developmental disabilities will be presented. These include personcentered support, hope and recovery models, psycho social rehabilitation approaches, wraparound models, and more. Research and evidence related to these approaches will be shared with participants. Frameworks and tools/ resources to apply strengthsbased approaches will be given to participants.

	Martha Marr and Michele Emsley
	Anyone working with people with a dual diagnosis
	Two half days – 10 a.m. to 12 noon
	Training Schedule
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Lions Quest

The Lions Quest program mainly guides young people to develop responsible decision-making skills, establish good relationships and effectively manage difficult situations. This training session, which covers the major points of the program, aims to achieve positive effects such as the creation of basic attitudes (active listening, respect, confidence and openness), a positive environment in the classroom and the school and increased cooperation among students in the classroom.

	Patricia Campbell and Jennifer Mitchell-Paquette
	Mainly for teachers, but also social workers
	One day – 9 a.m. to 4 p.m.
	Training Schedule
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Living and Working in Respectful Environments

Workshop Purpose:

• To sensitize participants to the issues of abuse and neglect of individuals with developmental disabilities.
• To describe and help create respectful environments for people and their supports to live and work in. Workshop Objectives:
• Sensitivity awareness of the unique vulnerabilities of people with developmental disabilities to issues of abuse and neglect.
• Look at standardized definitions of abuse and neglect of people with developmental disabilities.
• Look at policies and procedures that help to create respectful environments, free from abuse and neglect and the prevention of false allegations.

Workshop Topics:

Modules will include:

• Sensitivity issues.
• Tools and resources to prevent abuse and neglect.
• Policies and procedures.
• Definitions.
• How to set up practices that empower individuals such as safety skills, social skills and peer support groups, etc.

	Martha Marr
	Anyone whose role is within a support network of people with developmental disabilities
	One day – 9:00 a.m. to 4:00 p.m.
	Training Schedule
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Ontario Looking After Children (OnLAC)

Ontario Looking After Children is an approach that provides an assessment and monitoring tool for children in foster homes. In the coming years, this program will have a significant impact on policies on the provision of services to children and young people placed in foster homes. The training includes studying and implementing the assessment and monitoring tool, which must be completed annually to develop child care plans. This tool may be used at either the clinical or administrative level to help workers, organizations and government agencies better assess the needs of placed children and young people each year.

	Amélie Deslauriers et Raymond Lemay
	Foster parents and people working with placed children and young people
	Two days – 9 a.m. to 4 p.m.
	Training Schedule
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Outcomes & Commitments (OAC)

This training session allows organizations and workers to concentrate on people’s needs by supporting devalued individuals. Based on Social Role Valorization principles and quality human services training (PASSING), it allows participants to discover what is really important for intellectually disabled persons. It outlines the importance of group discussions with the people involved in the individual’s life (friends, family, volunteer workers, etc.) in order to help individuals achieve the goals they set for themselves.

	Social Role Valorization I
	Patricia Campbell and Sylvain Lacelle
	For all, executives and managers working in human services
	Two days – 9 a.m. to 4 p.m.
	Training Schedule
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PASSING: Towards Quality Human Services

This intensive and demanding training session, which uses the PASSING (service systems analysis/social role valorization goals application program) tool, emphasizesthe effects of services, on beneficiaries’ lives, providing an opportunity to work with social role valorization concepts. Intensive team work consists of assessing human services by meeting with beneficiaries, staff and administrators. At the end of the two days, specific recommendations on integrating social role valorization concepts will be made to service managers, through the team leaders.

	Madeleine Lalonde and Caroline Arcand
	For all, executives and managers working in human services
	Two days – 9 a.m. to 6 p.m.
	Training Schedule
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PECS (Overview)

Picture Exchange Comm unication System

The Picture Exchange Communication System (PECS) supplements or augments communication by young children with autism or other social communication disorders. In this training session, participants will learn the six phases of PECS. They will participate in a number of practical activities which will allow them to evaluate and use the system. By the end of the training, participants will be able to create their own communication books and use them effectively with their clients.

	To be determined
	Social/support workers who must communicate with young children with autism or social communication disorders
	One day – 9:00 a.m. to 4:00 p.m.
	Training Schedule
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Personal Achievement Project

Personal Achievement Project (PAP) is a work method whose purpose is to support people who are out of step with society or who have difficulty finding their place in society and to help them give meaning to the services and support offered to them. For service providers, PAP is an approach that distinguishes itself from traditional ways of doing things in the area of psychosocial services. Such service providers tend to consider people who receive psychosocial services as “objects of care”, giving rise to treatment practices that release the client from responsibility or to consider the person receiving services as capable of deciding everything, giving rise to treatment practices that release the professional from responsibility. With PAP, the professional guides and supports the person rather than “fixing him up”, integrates him socially rather than taking charge of him, supports him rather than protecting him and treats him like a partner rather than a beneficiary. This training is based on concrete situations.

	Jacques Pelletier
	Anyone who wishes to improve the effectiveness of their interventions
	Two days – 9:00 a.m. to 4 p.m.
	Training Schedule
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PRIDE (OACAS)

This training session entitled The Resource Family Development and Support Process is given in nine modules. The nine program sessions cover the knowledge and skills needed to become resource, foster or adoptive parents.

Session 1:Introduction to PRIDE

This session introduces the concepts of the PRIDE training program. It explains key elements of Ontario’s Child and Family Services Act (CFSA) and introduces the Ontario practice model.

Session 2: Teamwork Towards Permanency

This training session introduces participants to the concept of permanency for children placed under Children’s Aid Society care. Participants will be able to better understand child welfare services.

Session 3: Attachment

This training session explains the phenomenon of attachment. Participants will have a chance to discuss the impacts of abuse on child/adult attachment relationships.

Session 4: Feelings of Loss

This PRIDE program session explains the mourning process. In addition, participants will have a chance to experience loss, then to discuss its various impacts.

Session 5: Strengthening Family Ties

This session offers an opportunity for participants to learn more about the relationship between family, selfesteem, personal identity and cultural identity. Trainers will discuss how resource families can help support family ties and continuity.

Session 6: Discipline

In this session, participants will learn about the challenge of discipline as resource parents. They will receive information on effective discipline.

Session 7: Developing Family Ties

Trainers will give participants an opportunity to understand the framework necessary to ensure lasting relationships for children. They will also have a chance to study and think about resource parents’ responsibility for ensuring lasting relationships for children.

Session 8: Planning for Change

This training session teaches participants techniques for better supporting children and families in times of transition. In addition, participants will learn key concepts enabling them to recognize and prevent child abuse.

Session 9: Making Informed

Decisions This session ends the PRIDE program. Participants will have a chance to listen to a PANEL (foster parents, adoptive parents, placed children, etc.).

	Accredited Trainers and Foster Parents
	Offered to future foster parents, adoptive parents and resource parents serving children placed under PRSCA care. In addition, professionals working with children under Children's Aid Society (CAS) care will benefit from this training.
	Total of 27 hours
	Training Schedule
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Resilience among Children, Families and Vulnerable Adults

Research and our own personal experience teach us that human beings have great reserves of potential from which they can draw to overcome adversity and to lead, despite everything, a full and rich life. This training session introduces basic concepts of resilience among children, families and vulnerable adults and their application. The topics presented include risk factors, protection factors and personality traits that guarantee success. Interventions that encourage the development of resilience among children, families and vulnerable adults will be looked at more closely. The training is intended to be practical and includes discussion, group activities, role playing and case studies.

	Looking after children (LAC)
	Caroline Granger
	Anyone who wishes to improve the effectiveness of their interventions
	One day – 9 a.m. to 4 p.m.
	Training Schedule
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Self-Mutilation:

Overview and Intervention Strategies

This training session aims at enabling front-line workers to deal with young people who engage in self-mutilating behaviours. At the end of the session, participants will be able to recognize early signs of self-mutilation behaviours and to identify different approaches explaining these behaviours. Value judgements, discomfort and myths associated with self-mutilation will be discussed. On the practical side, videos and intervention techniques will be presented.

	Susane Nault and Mireille Lavigne
	Teachers and persons working with this clientele
	One day – 9 a.m. to 4 p.m.
	Training Schedule
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Social Integration and Successful Intervention

Social integration into the everyday life environment and active and enriching social involvement are necessary conditions for effective intervention. This workshop will confirm that it is in everyday situations, rich in relationship opportunities and activities, that vulnerable and potentially marginalized people can learn valuable lessons and acquire the skills they need to live a full life. It consists of lecture modules with exercises for small groups that allow participants to put key concepts into practice.

	Raymond Lemay
	Anyone who wishes to improve the effectiveness of their interventions
	One day – 9 a.m. to 4 p.m.
	Training Schedule
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Social Role Valorization

4 parts (SRV)

Social Role Valorization is a meta theory developed in the US in the 1980s in the area of intellectual disability and which has also been applied to other service sectors including mental health, gerontology, child protection and drug addiction. This theory emphasizes integration of the person and quality of life conditions and experiences while looking to improvement as a means and goal of intervention. To this end, this concept advocates approaches that seek to improve clients’ social image and personal skills, thus allowing them to assume enriched social roles that are the foundation of a full life.

	Raymond Lemay, Madeleine Lalonde, Caroline Arcand and collaborators
	Anyone working in human services
	Four days – 9 a.m. to 4 p.m., however day 1 only may be taken as an introduction (a single day of training)
	Training Schedule
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SRV : A Way of Seeing and a Way of Doing

• Brief history of SRV and the principle of normalization.
• Injuries and devalorization: life experiences common to the children and young people aimed at by mental health programs.
• Introduction to the concept of social roles and its application to young people in difficulty.
• SRV’s goals and objectives: A full life (the good things of life) and enriching social roles.
• Measuring results (achieving goals and objectives with the client) VS process standards (the worker).
• Results and what constitutes a full or good life: the goal of SRV.

SRV : Im proving Self-Im age

• The unconscious and mind-sets.
• Semiotics, image transfer and reputation building.
• Appearance as a major instance of image transfer (roles and self management skills).
• Strategies for improving one’s social image.
• Expectations of others (Pygmalion).
• Expectations of self (self efficacy).
• Dignity of the person and its translation by social image and our expectations.

SRV : Im proving Skills

• Developmental model and personal potential.
• Life path and resilience.
• The principles of non-equivalence and proximity (resilience).
• The principle of positive compensation (Conservatism corollary).
• Dignity of the person – Decision-making.
• Autonomy and interdependence.
• The dignity of risk.
• Roles and know-how.
• Relationship skills.

SRV : The Ordinary Magic

• Social integration and social roles: the fullness of everyday life and the optimal environment for personal development.
• Community involvement as a mean and a gold.
• Imitation.
• Accountability: Subsidiarity, the (foster) family and the community.
• Model consistency (characteristics of a strong program).
• Return to the goals of SRV: quality of life conditions and experiences.

The power of High Expectations:

The Impact of THE POWER OF Looking at Oneself and Others

What is the impact of expectations on my life?

1. Those of the people around me?
2. Those I have of myself?

Through sketches, participants will be made aware of the effects hope and high expectations have on individuals’ lives, both at the personal level and in their roles as parents, teachers and/or educators.

	Francine Groulx
	For all
	One day – 9 a.m. to 4 p.m.
	Training Schedule
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Today’s Youth:

How to Equip this Emerging Force

Session participants will have an opportunity to familiarize themselves with various problems confronting young people (intimidation, cyber bullying, violence, homophobia, drug use and sexuality). This training session will help participants identify possible intervention paths and give them tools that will allow young people to build a positive foundation in order to become responsible adults.

	To be determined
	Parents, foster parents and welfare workers
	One day – 9 a.m. to 4 p.m.
	Training Schedule
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