Clinical and Psychosocial Interventions

prerequisite

Prerequisite

trainer

Trainers

target

Who should attend

time

Duration

icon_calendrier
This training session is available right now.
Click on this icon to know all the details.
icon_telemail
This training session is available upon request.
Click on this icon to learn more and send us an email stating your interest, to register, or call us at 613-675-3583, option 1.

Anger solutions

Print

Anger Solutions Management acc reditation

This training session will give participants a better understanding of anger and how we can use it to our advantage. This workshop provides practical tools and is intended for persons working with clients such as children, teenagers and adults who need positive anger management solutions.

trainer Carl Brisson
target Anyone who wishes to improve the effectiveness of their interventions
time One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Behaviour Modification:

Print

Principles of Intervention

Would you like to improve your intervention skills in dealing with persons who exhibit challenging behaviours? Behaviour Modification is based on the principles outlined by behavioural interventions. Though its theories are widely used and taught at the
postsecondary level, theories alone are not sufficient to achieve clinical objectives. This training session will give participants the opportunity to learn more about intensive behavioural intervention so they can deal more adequately with persons manifesting behavioural problems. The interventions covered will also allow for the teaching of social skills, autonomy and language skills.

The program consists of two parts:

Behaviour Modification: Part I

Print

This training session will provide participants with a better understanding of the theories and practices of behaviour modification. Part I will focus on interventions aimed at  improving social, language and behavioural skills and the essential capabilities for developing independence. Participants will take part in lively discussions and individual and team exercises, and will view video clips demonstrating the strategies taught. Each participant will have the opportunity to practice the techniques and to use the set of clinical tools that will be distributed at the end of the session.

trainer
Christiane De Repentigny and Judith Gour
target
Anyone who wishes to improve the effectiveness of their interventions
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Behaviour Modification: Part II

Print

This training session will give participants a better knowledge of the research-validated interventions and practices that serve to facilitate the learning of functional behaviours that are essential for personal development, such as communication, independent play and social and life skills. Part II of the training session focuses on the intervention techniques used to minimize inappropriate behaviours. Participants will take part in lively discussions, group exercises and case analysis. They will also have an opportunity to view video clips of the strategies taught. Each participant will have an opportunity to practice the techniques and to use a set of clinical tools that will be distributed at the end of the session.

prerequisite
Behaviour Modification – Part I
trainer
Christiane De Repentigny and Judith Gour
target
Anyone who wishes to improve the effectiveness of their interventions
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Beyond Diagnosis

Print

Client assessment and diagnosis are complex tasks that require a certain level of expertise and experience. Using actual cases, this session will explore the different objectives of assessment, diagnosis and prognosis. It will give an overview of various methods that might be used. It promotes a psychosocial approach to assessment and diagnosis and will allow participants to clearly understand what is at stake. Participants will receive materials that will allow them to conduct the diagnosis evaluation exercise with more assurance.

trainer
Beverly Ann Byrne Reitsma and Chantal Tassé
target
All professionals working in the fields of health, education and social services
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Cognitive / Behavioural Therapy (CBT)

Print

Cognitive / Behavioural Therapy (CBT) is described as psychotherapy centered on thought and problematic behaviour modification. It applies principles derived from scientific research to treat and modify certain human behaviours. In addition, CBT is mainly concerned with solving current problems and only secondarily with understanding their origins in the past. A good therapeutic relationship is considered essential to effective cognitive/ behavioural therapy. Finally, CBT may be qualified as generally active, directive, structured and of relatively short duration.

The program consists of three parts:

Cognitive / Behavioural Therapy (CBT) Part I

Print

Introduction to Cognitive / Behavioural Therapy and its Tools

An intensive 2-day workshop, combining one day of theory and one day of practice, that gives professionals an opportunity to gain confidence in putting Cognitive Behavioural Integral Therapy (CBT) tools into practice under expert supervision. Dr. Greg Dubord explains the key aspects of over two dozen commonly used tools, showing how to properly utilize each of them, step by step. Then, in groups of two, participants will receive coaching while putting each of the tools into practice. The workshop focuses on incorporating CBT tools into our practices and applying them to current cases. Whether they are novices or seasoned professionals, participants will gain new confidence in this supervised learning session.

trainer

Dr. Greg Dubord

target
Anyone who wishes to improve the effectiveness of their interventions
time
Two days – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Cognitive / Behavioural Therapy (CBT) Part II

Print

Cognitive/ Behavioural Therapy for Anxiety

“Regain peace of mind knowing that your management of anxiety disorders is leading edge.”

Clinical practice guidelines recognize cognitive therapy as being a very effective treatment for anxiety disorders. Today’s conscientious clinician needs a solid foundation. This workshop explains the latest approaches to the whole range of anxiety disorders, working with Generalized Anxiety Disorder (GAD), health anxiety (hypochondria), obsessive-compulsive disorder, panic disorder, post-traumatic stress disorder, simple phobias (e.g. fear of flying) and social anxiety disorder case studies.

The workshop focuses on effective strategic intervention protocols. Participants are strongly encouraged to share their own professional experiences and several techniques will be demonstrated on site. Participants will receive the tools they need to incorporate proven CBT techniques into their current practice styles.

trainer
Dr. Greg Dubord
target
Anyone who wishes to improve the effectiveness of their interventions
time
Two days – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Cognitive / Behavioural Therapy (CBT) Part III

Print

Cognitive/ Behavioural Therapy for Depression

“A major advancement in the treatment of depressive disorders.”

Are you sure you are using the latest strategies to treat depression? There have been many changes over the last 25 years since the practical testing of Aaron Beck’s treatment tools. According to the New England Journal of Medicine, when combined with drugs, today’s cognitive therapy helps three quarters of patients considered “chronic”, to progress 50% or more.

This intensive workshop teaches the latest strategiesfor managing major and chronic depression, bipolar disorder, grief and postpartum depression. You will be given practical tips on managing suicidal thoughts and relapse prevention will be stressed throughout the workshop. Updates on St-John’s Wort, omega-3 and folic acid are included. You will learn to confidently incorporate the latest treatments for depression into your current practice styles.

trainer
Dr. Greg Dubord
target
Anyone who wishes to improve the effectiveness of their interventions
time
Two days – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Collaborative Problem Solving Approach

Print

(Overview)

Drs. Ross Greene and Stuart Ablon, the American researchers and practitioners who developed this approach, believe that inflexible and explosive behaviours are linked to cognitive development deficiencies in the individual, rather than his conditioning. Intervention is aimed at identifying those deficiencies, determining in what circumstances explosive behaviours appear and developing the cognitive abilities the person needs to be more flexible and frustration tolerant. Participants will thus be trained to better intervene with inflexible and explosive people and, after the workshop, they will be able to teach more effective and productive intervention techniques to people dealing with such individuals on a daily basis.

trainer
Eric Douville and Jonathan Ménard
target
Anyone who wishes to improve the effectiveness of their interventions
time
One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Dual Diagnosis:

Print

The basics, unique features and strengths-based Approaches to support

This workshop will describe some of the various developmental disabilities, and syndromes, as well as the principal forms of mental illness. It will give the participant the working definition of “dual diagnosis” for Ontario services, as well as various other definitions for the term. Also discussed: best practices for SMI and DD, such as the “bio-psycho-social model”; strengthsbased models of support for DD; unique issues and safeguarding for unique vulnerabilities in the DD population. A description of how MI might present itself in people with developmental disabilities.

trainer
Martha Marr
target
Anyone who wishes to improve the effectiveness of their interventions
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

From Bad to Worse:

Print

Why Things go Wrong and what can be done to Im prove the Situation

In 5% to 30% of cases, intervention methods can lead to a worsening of a client’s situation. Certain approaches are even detrimental and do more harm than good. This session emphasizes the importance of properly monitoring intervention effects and client results. It reviews possible causes of this deterioration and suggests approaches than can lead to positive change. This workshop is interactive. Thus, participants are invited to discuss specific situations they are familiar with.

trainer
Raymond Lemay
target
Anyone who wishes to improve the effectiveness of their interventions
time
One half day
icon_calendrier
Training Schedule
icon_telemail To subscribe

Functional Behaviour Analysis

Print

Functional behaviour analysis is a critical stage in the development of the intervention plan, and is the first stage in all behaviour modification processes. This method is used in all professional situations where there is a mandate to intervene with people with challenging behaviours. When the training is completed, participants will be able to:

  • Determine the relationship between behaviour and the environment.
  • Understand the reasons for and functions of behaviours.
  • Help people change their behaviour.
  • Identify factors contributing to behaviours: functional deficits or performance deficits.
  • Organize reinforcements and consequences with the aim of promoting learning of measurable.
  • Develop intervention plans to address the real needs of the person being treated.
  • Participants will benefit from practical exercises backed up by video clips and case studies, allowing them to apply the concepts taught in the learning forum, thus ensuring transfer of knowledge.
trainer
Judith Gour
target
Anyone who wishes to improve the effectiveness of their interventions
time
Two days – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Gentle Teaching

Print

(overview)

Gentle Teaching is a philosophy based on the psychology of interdependence. The strategies taught will help participants improve their daily intervention techniques with individuals who have learned to use aggressive behaviours to express their suffering and/ or needs. The goal of intervention is to develop a sense of community, belonging, security and companionship while teaching self-control. Discussions, exercises and video clips will allow participants to put the strategies taught in the workshop into practice.

trainer
Judith Gour
target
For all, teachers, educators and anyone working in the field of human, social and health services
time
Two days – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Grief Counselling

Print

Losing a loved one is probably the greatest challenge we will experience in our lifetime. Since every human being is different, everyone has their own way of dealing with their pain.

The goal of this training session is to increase the participant’s ability to support and assist grieving individuals:

  • Understand the various stages of grief.
  • Understand the different effects that grief can have on individuals.
  • Learn about strategies for dealing with grief.
  • Become familiar with various resources on grieving.

This practical course includes discussion, group activities and theoretical concepts. Participants will be asked to share their experiences with grief and loss.

trainer
Diane Gagnon and Lucille Migneault
target
Anyone who wants to increase their ability to support grieving individuals
time
One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Identify Suicidal Distress

Print

This training session is intended for professionals who intervene with persons experiencing suicidal distress. The trainers will identify the qualities required to deal with this issue and will briefly address “compassion fatigue”. Participants will learn how to use an ecological approach along with effective intervention strategies to better answer these vulnerable persons’ need for security. Suicide is a poorly understood phenomenon for some people. Therefore, educating those who live with a suicidal person is essential to preventing suicide.

trainer
Éric Douville and Jonathan Ménard
target
Anyone who wishes to improve the effectiveness of their interventions
time
One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Intimidation (Bullying)

Print

This training session is designed to educate youth workers, teachers and parents in order to better deal with today’s phenomenon of intimidation. It will allow participants to define and recognize the various forms of intimidation. At the end of the session, participants will be able to identify intimidator and victim profiles and behaviours. Participants are invited to adopt a preventive approach that calls on young people’s strengths, i.e. leadership and self-esteem. On the practical side, videos and individual, group and community/school intervention techniques will be presented.

trainer
Susane Nault and Catherine Dupont
target
Parents, teachers, anyone working in the field of human, social and health services
time
One day – 9 a.m. to 4 p.m.
 
icon_calendrier
Training Schedule
icon_telemail To subscribe

Introduction to Addiction

Print

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.

trainer
Nicholas Cardinal and Marc Groulx
target
anyone working in the field of human, social and health services
time
One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Introduction to Dual Diagnosis

Print

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.

trainer
Martha Marr and Michele Emsley
target
Anyone working with people with a dual diagnosis
time
Two half days – 10 a.m. to 12 noon
icon_calendrier
Training Schedule
icon_telemail To subscribe

Lions Quest

Print

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.

trainer
Patricia Campbell and Jennifer Mitchell-Paquette
target
Mainly for teachers, but also social workers
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Living and Working in Respectful Environments

Print

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.
trainer
Martha Marr
target
Anyone whose role is within a support network of people with developmental disabilities
time
One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Ontario Looking After Children (OnLAC)

Print

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.

trainer
Amélie Deslauriers et Raymond Lemay
target
Foster parents and people working with placed children and young people
time
Two days – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Outcomes & Commitments (OAC)

Print

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.

prerequisite
Social Role Valorization I
trainer
Patricia Campbell and Sylvain Lacelle
target
For all, executives and managers working in human services
time
Two days – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

PASSING: Towards Quality Human Services

Print

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.

trainer
Madeleine Lalonde and Caroline Arcand
target
For all, executives and managers working in human services
time
Two days – 9 a.m. to 6 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

PECS (Overview)

Print

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.

trainer
To be determined
target
Social/support workers who must communicate with young children with autism or social communication disorders
time
One day – 9:00 a.m. to 4:00 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Personal Achievement Project

Print

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.

trainer
Jacques Pelletier
target
Anyone who wishes to improve the effectiveness of their interventions
time
Two days – 9:00 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

PRIDE (OACAS)

Print

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.).

trainer
Accredited Trainers and Foster Parents
target
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.
time
Total of 27 hours
icon_calendrier
Training Schedule
icon_telemail To subscribe

Resilience among Children, Families and Vulnerable Adults

Print

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.

prerequisite
Looking after children (LAC)
trainer
Caroline Granger
target

Anyone who wishes to improve the effectiveness of their interventions

time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Self-Mutilation:

Print

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.

trainer
Susane Nault and Mireille Lavigne
target
Teachers and persons working with this clientele
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Social Integration and Successful Intervention

Print

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.

trainer
Raymond Lemay
target
Anyone who wishes to improve the effectiveness of their interventions
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Social Role Valorization

Print

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.

trainer
Raymond Lemay, Madeleine Lalonde, Caroline Arcand and collaborators
target
Anyone working in human services
time
Four days – 9 a.m. to 4 p.m., however day 1 only may be taken as an introduction (a single day of training)
icon_calendrier
Training Schedule
icon_telemail To subscribe

Day 1

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.

Day 2

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.

Day 3

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.

Day 4

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:

Print

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.

trainer
Francine Groulx
target
For all
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe

Today’s Youth:

Print

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.

trainer
To be determined
target
Parents, foster parents and welfare workers
time
One day – 9 a.m. to 4 p.m.
icon_calendrier
Training Schedule
icon_telemail To subscribe
button_trainers
specialfooter symposium en
button_valorpress