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Counsellor
ALBERTA SCHOOL
Spring 2019
Focusing for Teens:
Publications mail agreement #40934510A
A focusing-oriented therapist’s perspective
THE WHO, VERMILION
WHAT, AND WHY OUTREACH SCHOOL
of equine and animal introduces the
assisted therapy Circle of Intervention
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Counsellor In this issue
ALBERTA SCHOOL
is published by FOCUSING FOR TEENS
DEL Communications Inc. A focusing oriented therapist’s perspective.............................................................................. 4
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David Langstaff
When conflict meets power, how to resolve conflict
Managing Editor when there is a power imbalance.............................................................................................8
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taryn@delcommunications.com VERMILION OUTREACH SCHOOL
Sales Manager INTRODUCES THE CIRCLE OF INTERVENTION
Dayna Oulion Helping students succeed by creating an environment of hope, building
Toll Free: 1.866.424.6398
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Vicki-Anne Rodrigue
Marie Anne Schleinich
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THE WHO, WHAT, AND WHY OF EQUINE AND ANIMAL ASSISTED THERAPY
How equine and animal assisted therapy can help students in need................. 14
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Alberta School Counsellor / Spring 2019 3
Focusing for teens:
A focusing-oriented therapist’s perspective
By Mary Anne Schleinich, BScOT, MPS, CCC, FOT
W
hen was the last time body knows with precision, which direction
you noticed feeling will bring more life – more freedom,
really good inside your more wholeness, more authenticity and
body – not just okay, more empowerment. Gendlin described
but A-Okay? Did you notice how long you and named this process, Focusing. More
maintained feeling? recently, Peter Levine’s work in trauma,
based first on learning Gendlin’s work2,
I invite you to take a minute and consider and Dan Siegel’s research in neurology3
the last time you vaguely sensed something confirm the effect of Focusing to calm and
was definitely not all right. Did you self-regulate. Its work in schools is well
notice wanting the feeling to go away, established4.
Mary Anne Schleinich, MPS, is a perhaps also wanting to sense it more, to
counselling body psychotherapist in understand it? According to Gendlin, Focusing begins when
private practice in Calgary and online. we notice a felt sense showing up inside,
She is certified with the Canadian These are two examples of the “felt sense,” in a bodily way, as an at-once awareness
Counselling and Psychotherapy a term coined by Eugene Gendlin. They of the whole of something. Once the felt
Association, and with The International refer to the body’s sense of something sense is received with a certain attention, a
Focusing Institute as a Focusing Oriented that is unclear and beyond any thoughts or subtle bodily shift follows. By staying with
Therapist. She teaches Focusing and has emotions. It is something we sense before the shift, the experience of change deepens
worked for 20 years with those who have words come. and grows, along with confidence in one’s
suffered from pain, anxiety, and trauma. process. Consider this example:
Gendlin laid the foundation for more than
Mary Anne can be reached at 403-288-5712
50 years of research, and more than the “Jesse is an articulate 16-year-old. He is very
or by email at mschleinich@gmail.com.
same number of studies showing that the
1
angry because his teacher yelled at him
4 Alberta School Counsellor / Spring 2019
and insulted him. He tells this story to his that are used in a range of encounters that
mentor.” Jesse: save time. To an observer’s eye, the process
can appear inexplicably simple such that its
“I was really scared. I could feel it through potency is missed.
my whole body, like a kind of paralysis on
the outside. Or like a skinned rabbit. While Focusing is most successful for kids,
inside me it was boiling. I decided not to however, when parents or teachers practice
go to the next day because I won’t allow it with them. It is a daring enterprise
myself to be treated like this. That decision because it has the power to move us
felt like a piece of steel plate inside. My beyond baseline defenses – to bring real
mother was furious that I refused to go. I change. Lastly, Focusing is experiential and
went to my room and stayed still with the cannot be learned without practice. The
feeling for a while. Then I started to draw good news for teachers who have learned
and color. A lot of red came like a volcano Focusing is the benefit of deepened peer
erupting and bursting open. It was more relationships and supports7.
anger than fear. I went through three or
four sheets of paper. Slowly I felt my fear Retired elementary teacher, Lucy Bowers,
By practicing inward attention during both
disappear and my anger lessen. The next reminds us, “When you interact with
speaking and listening, Focusing builds
day I did go to class. I felt a little tense, children, the child in you is in contact with
respect. It pays particular attention to the
but also calm and sure of myself. The that too, it is part of the interaction. The
creation of safe spaces, especially in peer
teacher didn’t say anything and acted quite hurt places in you can either help or hinder
partnerships where Focusing is practiced.
normally. I am going to pay a little more this contact”8. We all have these places,
attention”.5 In the last issue of Alberta School but the beauty is that Focusing allows our
Counsellor, Nancy Willard called for an awareness to come into contact with what
Jesse shows the heart of the Focusing approach to bullying that goes beyond stands between us and listening to another.
process, which is to notice and nurture trauma-informed practices. Focusing brings Even more powerfully, it puts us in contact
the felt sense. It involves practicing the the shift that Nancy Willard described with what stands in the way of listening to
ability to pay attention to it, to patiently in the work she calls Embrace Civility6. ourselves, the parts we deny, including our
be with it and to follow what comes. These Specifically, Focusing increases peer best. When we attend and nurture these
abilities undergird all forms of somatic involvement with depth of engagement and places, either in private or in a Focusing
psychotherapy and support every type of improved social skills. Focusing by-passes partnership, we become ready to facilitate
counselling, including CBT. In fact, Focusing blame and moves beyond content that similar processes in another.
develops the ability to pay attention. is focused on rules and consequences.
Focusing with children and teens has been Adolescent attention for learning faces
While rules and consequences matter, it is
developing for 35 years and its advantages stiff competition. New attractions, peer
important that they connect to the deeper
are enormous. They include body opinions, and turmoil or losses at home
processes and motivations that drive the
awareness, inner motivation, empathy, and are all challenging in the struggle for
behaviour. Focusing does this effectively
independence. The presence of an inner
dealing with problems instead of denying by cultivating an environment of inclusion,
voice criticizing one’s unease with the array
them or becoming overwhelmed. wherein adolescents grow in the ability to
of confusing and impossible expectations
identify their needs and solutions in relation
Focusing builds the ability to identify will certainly welcome digital distractions
to the whole situation.
boundaries. It enables staying with inner that pull away from the inner world. This
boundaries, and helps honesty. Focusing is Focusing is a natural process. It is easily is no less true for adults who have had
the kind of listening that adolescents crave learned by children and takes a little longer more time to develop harshness toward
because it connects to what is real and for teens, who may first need their curiosity themselves in dealing with the increasing
what is uniquely individual. It contrasts the piqued. Why don’t we see more of it in our demands of added years.
pre-packaged knowledge units dispensed schools? Perhaps we underestimate the
School counsellor Elizabeth Townsend
by adults. When teens are trying to make effects of culture to override or disengage
writes, “Focusing has cultivated gentleness
sense of new feelings and new ways of inner sources of knowing through overuse
towards myself . . .[and] plays out in
experiencing their rapidly changing world, of control, its fear of the unknown, and the
allowing others to simply be, rather than
it becomes even more important to be impulse to solicit outside authority.
viewing their actions through critical lenses
seen and heard – to acknowledge not just
Contrary to the idea that Focusing is time- that measure their behavior according to
behaviours, but also the realities living
consuming, it consists of micro-processes my expectations”9. She emphasizes that this
inside.
Alberta School Counsellor / Spring 2019 5
Work cited
1. H
endricks, Marion N. (2001). Focusing-
oriented/experiential psychotherapy.
In David Cain& Jules Seeman (Eds.)
Humanistic psychotherapies: Handbook
of research and practice. Washingon, D.C.:
American Psychological Association.
2. Levine,Peter A. & Kline, Maggie. (2007).
Trauma through a child’s eyes. Berkeley,
Ca.: North Atlantic Books.
3. K
lagsbrun, Joan. (2008). Finding sanctuary
in a stressful environment: The use of
clearing a space to enhance learning for
college and graduate students. The Folio,
Vol 21. No. 1. pp. 213-225.
4. S tapert, Marta & Verliefde, Erik. (2008).
attitude builds trust in self and reciprocal be to attend the international five-day
Focusing with children: The art of
trust within relationships, all of which help intensive training in Children Focusing, in
communication with children at school
ground teens as they embark a search for the Netherlands in July 2019, which is open
and at home. Monmouth, U.K.: PCCS
vocation. to all interested adults10.
Books, Ltd., p. 24.
Teachers and support staff need this Personally, I had the good fortune of
too. In response to CBC’s heart-breaking 5. S tapert, Marta & Verliefde, Erik. (2008).
discovering Focusing 15 years ago, when
documentary about violence against Focusing with children: The art of
I worked in palliative care. I recognized
teachers from elementary school children that this was how I listened to patients communication with children at school
(CBC’s The Sunday Edition, Feb 17, 2019), it is who suffered in ways that defied words. and at home. Monmouth, U.K.: PCCS
far too easy to blame teachers, parents or Listening to my sense of their sense, and Books, Ltd.
government, and it is woefully inadequate tracking their bodily resonance was my sure
to completely rely on rules for handling 6. Willard, Nancy. “Embrace Civility In The
compass for how to work together and
a crisis. Mandating externally imposed Digital Age.” (2019). Embrace Civility,
where to find relief. The journey of deeper
guidelines isn’t working. Inclusion of spaces www.embracecivility.org/.
listening led to a Masters of Psychotherapy
that enable a deeper, more body based and and Spirituality from St. Stephen’s College 7. S tapert, Marta & Verliefde, Erik. (2008).
heart-based responsiveness has the power
in Edmonton and to a private practice in Focusing with children: The art of
to make situations and consequences easier
body psychotherapy in Calgary. I have been communication with children at school
to bear, and lead to something new.
practicing Focusing ever since. I call it the and at home. Monmouth, U.K.: PCCS
Focusing brings a much-needed level of pearl of great price.
Books, Ltd.
wisdom by resourcing and supporting one
Additional digital resources:
person, one classroom, and one school at a 8. S yngedouw, Tine. (2015). Helping children
https://www.biospiritual.org
time. If you are interested to begin bringing (and adults) to find their inner home. The
http://www.Focusing.org
this resource into your work place, I would Folio, Vol. 26, no. 1. pp. 137-144.
be happy to link you with a well-developed Derek McDonnell in action:
body of Focusing resources for children and 9. Thompson, Marianne & Elizabeth. (2008).
https://www.youtube.com/
teens. The most immediate outcome might On cultivating a graced life: The struggle
watch?v=GnJ03vcK5LI
be meeting other counsellors and teachers within a culture that disconnects. The
online across Canada to create safe spaces https://www.youtube.com/ Folio. Vol 21. No. 1. pp. 338-344.
for the next steps. watch?v=yJDN7k8szK0
10. V
eugelers, René. (2019). “For English
The International Focusing Institute is also a https://www.youtube.com/ Visitors.” Focus Centrum Zeeland,
great resource. An inspiring venture would watch?v=mI8Dfb2-Flg www.ftcz.nl/for-english-visitors/. n
6 Alberta School Counsellor / Spring 2019
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Alberta School Counsellor / Spring 2019 7
Conflict resolution 101:
When conflict meets power, how to resolve
conflict when there is a power imbalance
By Vicki-Anne Rodrigue, M.Ed, CCC
R
ecently, a high school student constructive conversation with an authority
contacted me and made the figure. Furthermore, as there is usually no
following request: “I need help internal resource dedicated to ensuring
with my essay. I work my butt that students’ rights are protected within
off and I am barely able to pull off a decent the school setting, students usually need to
grade. I think my teacher hates me. Can you accept the explanation that their teachers
please help me?” provide without necessarily understanding
the rationale behind it.
As a former part-time postsecondary
professor, I always ensured that my In the above situation, the student in
students knew that they could come to me question was obviously upset by her grade. Vicki-Anne Rodrigue, M.Ed., CCC, is a
for guidance and address their concerns I therefore assisted her in a subsequent Certified Canadian Counsellor with the
in a safe and respectful fashion, and set essay, indicating to her that I would Canadian Counselling and Psychotherapy
the tone for this from day one. However, review grammar and sentence structure, Association. She has taught at the
the postsecondary landscape usually but not the content. The essay was fairly postsecondary level and has worked in
offers greater flexibility for both students well written and while I would have given the fields of crisis counselling, values and
and professors, rather than that of an it a B+ or an A-, the end result of the ethics, conflict resolution, and harassment
elementary or high school environment. second essay came as a complete shock. prevention and resolution. Vicki-Anne
This in conjunction with children and As the student and I reviewed her graded would like to thank her mother, Mary
adolescents’ cognitive development still assignment, an interesting phenomenon Belle Brunelle Rodrigue, a retired and
progressing, means that students have emerged: words and verb tenses that were skilled elementary school teacher for
not reached the same level of emotional identified as incorrect were, in all actuality, her help in reviewing the current article;
maturity as post-secondary students, which correct. I encouraged the student to go Marie-Claude Leroux, a counsellor
would allow for a constructive dialogue to her teacher and ask for a more detailed with the Canadian Counselling and
surrounding a particular situation. explanation, to which she responded, “I Psychotherapy Association and expert in
have, even my parents have attempted to bullying; and Parise Forget, a student who
In addition to this, opposed to the had the courage to share her story.
discuss my grade with her and she has told
postsecondary environment, the
them, ‘That’s the way it is. I do not know
elementary or high school climate clearly
what it is. Despite her best efforts, she
delineates students’ and teachers’ roles and
cannot get higher than a C+ average’”.
responsibilities. The power (or authority) where the relationship also includes a
usually lies with the teacher, supported This situation was disconcerting because it power differential. In such a situation, it is
by the school’s hierarchy, such as the appeared that the teacher was not open to imperative for the person who does not
vice-principal and principal. What is more, offering a complete explanation as to why
hold the power to be able to address their
there are usually no classes devoted to the student had received such a low grade.
concerns in a respectful fashion. This entails
teaching students about the essentials in It would seem that she did not want her
making their perceptions, expectations,
conflict management, on how to have a authority to be called into question, while
constructive conversation, on mastering in all actuality, she had a responsibility assumptions, concerns, and beliefs known
“I” messages and interest statements. to explain to her student why she had to the other by using communication
As a result, elementary and high school been penalized. This situation depicted a techniques, such as “I” messages and
students, are not always equipped to have a classic conflict between two individuals, interest statements.
8 Alberta School Counsellor / Spring 2019
“I” messages or “I” statements are assertions opening paragraph, could hypothetically, be improve, escalation can always be another
that begin with the word (or pronoun) “I”. summarized using this model as: potential avenue to explore.
It owns one’s feelings rather than implying
that another person has caused them. In this example the student makes a very Schools that have programs that train
“I” messages are particularly effective in proactive use of “I” statements. This should students and teachers on how to have
the realm of conflict resolution as they invite the teacher to explain further, why constructive conversations are allowing
identify feelings and allow the individual the student received a lower grade and everyone within the school environment to
to speak and/or respond to a situation provide her with the opportunity to learn become skilled communicators. Effective
that will de-escalate the conflict situation, from her errors. If this method does not communication skills help mitigate against
whereas “you” messages tend to cause yield to a successful exchange of ideas, any typical “play ground” behaviour that
defensiveness. Interest statements aim at the student has another recourse, which is we often see in school settings, such as
identifying the elements that both parties addressing her concerns once more with gossiping, bullying, social exclusion and other
have in common and how they can work her teacher, but this time requesting that types of passive-aggressive behaviours. These
towards achieving a common goal. Position a neutral, third party be present during same communication skills can help mitigate
statements, on the other hand, present the conversation. A neutral third party can against the catastrophizing and internalizing
opinions and arguments and lead to the be useful because they do not carry the behaviours that some students may engage
escalation of conflict. In the example same emotional baggage as both parties, in as well. Knowing what to say and how to
provided in this article and the teacher’s especially if bitterness has already set in. A say it well can go a long way in helping to
response to the student’s concerns (i.e. third party can ask questions in an attempt reduce stress and tension which arises when
“That’s the way it is”) is a clear example to glean information from both parties. an unpleasant situation occurs.
of a position statement. The Giving and Asking open-ended questions can assist
Finally, it is important to remind those who
Receiving Feedback model is especially both parties in further explaining their
are in a position of authority that they
effective in addressing conflict as it thought processes and help them in gaining
are privileged, they are there to lead, and
highlights the use of both “I” messages and additional insight in their own behaviours
should do so by example. This means that
interest statements. This model looks at the and those of the other’s. Because the third
any power or authority that is exercised
process that one must adopt when giving party is usually someone that both parties
should be done so with gentleness, integrity,
and receiving feedback on a given situation. trust, they will add a sense of calm to the
honesty, openness, and fairness. If a person
For example, the situation depicted in the situation. If the situation still does not
in a position of power or authority finds
themselves in a situation where they have
a bias against another person, it would be a
best practice to ask a colleague to review
their student’s essay in order to ensure that
impartiality is maintained. A good teacher
will always be cognizant of their “blind spots”
and will take every precaution necessary to
ensure that their students are graded with
fairness and will set them up for success in
all things.
Look for part two of our ongoing Conflict
Resolution 101 series in the upcoming fall
edition of the Alberta School Counsellor. n
The Giving and Receiving Feedback Model in use:
Step 1 – Behaviours or Competencies: The student must express a clear expectation or request regarding the gap observed.
Step 2 – Example or Context: The student must specify the situation where the gap was observed.
Step 3 – Impact: The student must describe the impact that the gap is having on her, the entire class and the school (if applicable).
Step 4 – Request or Expectation: The student must clearly state the behaviour she wishes her teacher to modify or to change.
Alberta School Counsellor / Spring 2019 9
Vermilion Outreach School
introduces the Circle of Intervention:
Helping students succeed by creating an environment of hope,
building independence, mastery, belonging and generosity
By Derek Collins, Principal Vermilion Outreach School,
Buffalo Trail Public Regional School Division #28
Response to Intervention
Pyramid Model diagram
S
chool counsellors are often
involved in intervention programs
at their schools and institutions.
They may be involved in helping
to identify students who are in need of
intervention, or working with those who
require academic or behavioural support. A
very common Response to Invention (RTI)
model, which is describe by both Shores1
and Hierk, and Weber2, consists of three
tiers of intervention, fit within a pyramid
orientation.
stakeholders regarding what a student the pyramid of intervention was a difficult
The shape of the pyramid illustrates that will receive in terms of support, as well as fit. When the RTI was initially implemented
as a scenario moves upwards toward the methods to track their success and growth. they found they were referring most of the
top of the diagram, fewer students are The pyramid shape provides a pathway up students to school counselling support.
involved in the scenario, and thus fewer and down through the interventions. Almost all of the students were being
people require intervention resources. placed in Tier II and more than 5 per cent
Tier I interventions are aimed at helping Vermilion Outreach School (VOS) is an where considered Tier III. As the staff
every student and can include classroom alternative high school, providing an discussed the program they also felt the
instruction strategies that address diverse opportunity for students who have not RTI was difficult to implement because
learning needs, or career information experienced success in a traditional school they felt there was context missing in the
presentations. Tier II interventions are setting. Courses are delivered in a manner descriptions of the traditional three tiers.
aimed for around 10 to 15 per cent of the that students progress through them Different students had different needs and
student population, and could include independently setting individual goals. placing them in a specified tier did not
small group instruction, note-taking skills, Schedules are flexible and attendance clarify what need or skill a student needed
or targeted academic needs assessment. requirements are dependent on a students’ to develop.
It is estimated that about 5 per cent of situation. Youth register at an outreach
the students who move further up the school for a variety of reasons, behavioural The staff then considered the Circle of
pyramid require targeted interventions and academic needs included. Courage model3. Living a centered life
including one-on-one support. As data on in the Circle of Courage model means
a student’s behaviour or academic progress For this reason, the staff of Vermilion to develop Mastery, Independence,
is monitored, school counsellors can Outreach looked to implement an RTI Generosity and Belonging. In the past there
plan and clearly communicate with other model. During this process, they found that has been some work done using the Circle
10 Alberta School Counsellor / Spring 2019Work Cited
1. S hores, C. (2009). A Comprehensive
RTI Model: Integrating Behavioral
and Academic Interventions. Corwin,
Thousand Oakes, California.
2. Hierck, T., & Weber, C. (2014). RTI is a Verb.
Corwin, Thousand Oakes, California.
3. B
endtro, L., & du Toit, L. (2005). Response
ability pathways: Restoring bonds of
Circle of Courage Response to Intervention Model diagrams respect. PreText Publishers, Cape Town.
Capetown: Pretext. n
of Courage model, and its four quadrants
as a framework for organizing school
policies and activities and it is off of this
work that the school staff commenced
their use of this model. Staff found that
the Circle of Courage model was also Step Forward
easier to communicate with students and
parents in comparison to programs such
as Developmental Habits with its forty
attributes.
Re-envisioning interventions with the
Circle of Courage led to a set of concentric
circles. The outer circle is analogous to
Tier I of the RTI model. Moving towards
the center of the curcle, the next layer
in corresponds with Tier II. Finally, the
inner most circle corresponds to Tier III
interventions on the RTI model. The staff
of VOS are still implementing this new
approach and have been working to clarify
strategies and intervention methodologies
and the initial response from other FUTURE
FOCUSED
stakeholders has been positive. Parents
and outside agencies that work with the
students appreciate the clarity of this
approach. As one parent noted, “This model
sees my child as a whole person”. See yourself as an environmentalist or financial guru?
Have a passion for helping others? There’s a career in it for you.
For more information about our teaching
In the evolving workplace, NorQuest’s leading-edge
practices or to contact Vermilion Outreach programs give students the skills and experience needed
School: to be workforce ready.
Vermilion Outreach School Get ready for your new future.
Address: 4925 50 Avenue, Vermilion, AB Apply today | 780.644.6000 | norquest.ca/fall
Postal Code: T9X 1A6
Email: http://vos.btps.ca
Phone Number: 780-853-2111
Alberta School Counsellor / Spring 2019 11
NQ-AB-school-Counsellor-4.625 x 7-FEB-13.indd 1 2019-02-13 1:19 PMHealthy Minds Healthy Children
outreach services:
Services for professionals and parents alike
Submitted by the Healthy Minds Healthy Children team
H ealthy Minds Healthy Children (HMHC) is an Alberta Health Services (AHS) program which provides mental health consultation and
education for targeted audiences. Find additional information and resources at wp.hmhc.ca and contacting ces@ahs.ca.
Looking for information created Looking for information Looking for information
for mental health professionals? created for school personnel? created for parents?
Online Continuing Professional Mental Health Online Resources for Community Education Service (CES):
Development (CPD): CPD offers web- Educators (MORE): MORE offers free web- Community Education Service (CES), is a
based, online courses intended for primary based, online professional development program within Alberta Health Services,
care practitioners in Alberta working with intended for teachers and school staff and s entering its 17th year of providing
children and adolescents in the area of in Alberta, working with students in Albertans access to free, topical, evidence-
addictions and mental health. These courses kindergarten to grade 12. The modules based information sessions and resource
are accredited through the Royal College of provide information and strategies on materials to address child, youth and
Physicians and Surgeons of Canada, and have how to support students, and promote family health, and mental health needs.
been reviewed by the University of Calgary positive mental health within the school Topics cover everything from infant sign
Office of Continuing Medical Education and environment. MORE’s aim is to create language and healthy sleep habits to
Professional Development. These courses are healthy school environments by promoting allergies, diabetes, domestic violence,
also accredited for Alberta Social Workers positive mental health while reducing eating disorders and brain development
and through the Canadian Counselling and stigma. Subject matter experts come from with the highest demand for information
Psychotherapy Association. Expert presenters a range of professions, including family on anxiety and depression.
come from a variety of professions including medicine, nursing, pediatrics, psychiatry,
family medicine, nursing, pediatrics, psychiatry, psychology, social work and education. Since its inception, CES has provided
psychology, and social work. Many presenters have been teachers or approximately 2,200 talks to more than
have had experience working with students 85,000 parents, caregivers, educators and
in schools. health professionals across central and
southern Alberta.
Looking for clinical consultations?
In partnership with many community
Clinical Consultant Team: Clinical consultants are available to agencies and organizations such as
support central and southern Alberta professionals working with the University of Calgary, the Calgary
children and adolescents who are experiencing mental health, Police Service, CLP, school boards, local
substance use and/or behavioural concerns. Consultants can psychologists, Juno House, AHS affiliates
provide guidance with identification, assessment, treatment and more recently the Palix Foundation,
planning, referral and/or resources to aid these professionals in their this “small but mighty team” runs the
work with youth and their families. show with a cast of front-line experts
who volunteer their time to the cause
of education and health promotion
in children and families. Sessions are
delivered in many formats: in-person,
via audioline, telehealth, webinar, and
recording of past sessions. nBe a part of the digital age
with an Information Technology Systems (ITS) Diploma
Submitted by Bow Valley College
$81,750 CDN, depending on experience and
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I
f you’re fielding educational inquiries According to Amos Ngai, associate If it’s time to jumpstart a student’s
from tech savvy students who are into dean, School of Creative Technologies, Information Technology Systems career,
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Alberta School Counsellor / Spring 2019 13The who, what, and why
of Equine and Animal Assisted Therapy
By Sue McIntosh, MA, CCC, Healing Hooves Equine Facilitated Wellness
Therapy animals, Millie (Cat) and Mocha (horse), work with patients to improve healing. Involving animals in your
approach allows you to work experientially, and provide an emotionally safe environment.
About the author: Sue McIntosh is the founder of Healing Hooves, located north-west of Calgary, offering counselling, resources and
professional training in EFW and AAT. A key aspect of Sue’s approach is to work through interactions and relationships with animals, and
through sharing those animals’ stories. Healing Hooves is currently donating several therapeutic stories featuring their animals to non-profit
organisations who work with children and families.
What is Equine and Animal Why is incorporating animals study demonstrated how watching fish in
Assisted Therapy? Who are into programing helpful for a dentist’s office aquarium is as effective
students? a relaxation method as hypnotherapy.
they helpful for, and why? How
Add contact with the animal (with the
can I draw upon this to help Adding animals to any program adds
deciding factor being positive connection
my students? cost and complication, but the benefits
E
or attachment), and the benefits grow
can be astounding. Teens who cannot or
quine and animal assisted therapy exponentially. Having an animal in your life
will not engage in traditional approaches
are becoming increasingly popular, reduces trips to the doctor, lowers blood
show up and flourish when animals are
with an explosion of programs, pressure, and decreases your chance of
approaches, and training options. involved. Children who seem unreachable
dying from a heart attack. Children who
develop empathy and compassion and
This makes it easier to find information have positive contact with animals have
the animals present ways to explore,
and services, but can also make the higher self-esteem, more positive social
both experientially and though ‘one step
process of finding the right service for you interactions, and develop more nurturing
removed’ methodology. With animals, the
overwhelming and confusing. and empathetic behavior. This bond is
children can use stories to explain their
particularly powerful when we are feeling
We are asked a lot of questions at Healing pain and needs when they are not ready to
vulnerable or facing challenge, loss, or
Hooves – by parents, teachers, and touch on their feelings directly.
change; times when we may seek counselling.
counsellors – and wherever possible we But why does this happen? Research The reasons underlying these benefits lie
keep it simple. While the specific questions shows that simply the presence of an in the conditions Carl Rogers and Person-
vary, people are essentially asking what animal can improve our wellbeing. In Centered Counselling describe as necessary
every elementary teacher knows truly one study, children asked to read aloud and sufficient for therapeutic growth to arise:
matters: Who, What, Why, Where, When, in public experienced significantly less Genuineness – Empathy - Unconditional
and How? anxiety with a dog in the room. Another Positive Regard1.
14 Alberta School Counsellor / Spring 2019While I aspire to provide these qualities
myself, both as a former school counsellor
and now in private practice, I invariably fall
short. And then there are the students who
are simply too wounded and defended
to believe and accept my offering. But
they may trust that ‘invitation to exist in
my presence, just the way you are’, from
the animals. This creates a counselling
context and safety. Building upon this
foundation, the animals provide a multitude Animal therapy session at Healing Hooves Equine Facilitated Wellness
of additional therapeutic opportunities:
to discuss things indirectly through received and the animals’ personality, be all solution. Students should be screened
the animals’ stories, to explore things including the desire to connect with people for the physical and emotional safety of
experientially, and to come into the ‘here and ability to remain calm. Most programs all involved, with considerations including
and now’, where animals spend their lives, now value and work with their animal allergies, medical conditions, and any
and where healing and growth can arise. partners as ‘sentient beings’ respecting history of animal abuse or arson.
their ability and right to experience and
WHAT are Equine and Animal express emotions, opinions, and needs. Some AAT school programs focus on needs
Assisted Therapy? Some approaches should be facilitated by a common to many students including self
Animal Assisted Therapy (AAT) draws certified mental health professional, but not esteem, communication skills, and empathy.
upon interactions and relationships with all. The Canadian certifying body, Equine Provided the team has the right training,
animals to support approaches for human Facilitated Wellness Canada (EFW-Can), programs can be developed for students
growth, healing and learning. Equine therapy establishes certification requirements for based on their specific areas of difficulty,
is a subset of AAT but can also refer to EFW professionals in three different areas: including eating disorders, addictions, or
physical therapy for the horse or human. mental heal, learning, and equine. recovery from trauma or loss. Many of our
The term Equine Facilitated Wellness school referrals are for students who have
(EFW) is used when the goals for the HOW is this relevant for my lost their trust in counsellors and are unable
person are emotional, cognitive, social or students? to engage in traditional programs for all
psychological, and an equine is included Schools and students can start to benefit sorts of reasons. Adding an animal to the
in the helping team. Both AAT and EFW from animal assisted approaches in many team can sometimes provide a way through
can be further divided into approaches ways. Existing programs frequently work with these harder to reach students.
with or without a counselling focus. Terms with students individually or in groups,
here include Equine Facilitated Mental ideally as a partnership between a school WHERE can I access services
Health (EFMH), Equine Facilitated Learning counsellor who knows the students and and learn more about Animal
(EFL) and Animal Assisted Activities (AAA). their needs, and a certified AAT or EFW Assisted Therapy?
EFL and AAA are frequently facilitated by practitioner. Another option, if school
For EFW training and practitioners visit:
non-counsellors, while EFMH and AAT are policy and insurance allows for it and the
usually led by a certified mental health www.equinefacilitatedwellness.org
counsellor has received the appropriate
professional. training, would be for a school counsellor
For free resources visit:
to include an animal within their team. For
www.healinghooves.ca/blog
WHO is Involved? simpler options, talking about a student’s
AAT and EFW will involve animals, own animal(s), or sharing therapeutic stories For more information contact the author:
facilitators, and students. Students who featuring animals (find more details at sue@healinghooves.ca
can benefit from equine and animal www.healinghooves.ca/one-horse-step-
assisted therapy include those who removed-the-value-of-sharing-stories), can Work cited
have experienced trauma and loss, those draw on many of the benefits, without any
1. M
cLeod, Saul. “Person Centered Therapy”
struggling with relationships, attention additional cost or risk.
(2015). https://www.simplypsychology.
problems and addictions, and those org /Client-Centred-Therapy.html
diagnosed with PTSD, depression and
WHEN can I draw upon this
anxiety. The animals involved also vary, but approach for my students? Copyright Sue McIntosh, Cremona, AB,
some considerations include the training While AAT can help many, it is not end all Canada 2019. n
Alberta School Counsellor / Spring 2019 15High school student well on
her way to a career in water
Submitted by Northern Lakes College
I
n the male-dominated world of water and wastewater
operations, McKenna Patterson is making her mark. Though
still in twelfth grade at Glenmary School in Peace River,
McKenna has made major headway toward her future career.
She completed the Northern Lakes College Water and Wastewater
Operator Preparation Level 1 program through Dual Credit
programming while in the eleventh grade.
Many take for granted that clean water flows from the taps in our
homes. McKenna knows what goes into making this happen. “Water,
as a resource, is not appreciated enough. Often, people don’t know
how it is getting to their house,” she notes. “The work that goes into
making sure drinking water is safe for the public is unbelievable. I
did not expect there would be so much protocol to be sure water is
safe to drink.”
McKenna worked at the Grimshaw Water Treatment Plant during
the summer of 2018. She learned how the entire system works,
from water to wastewater treatment. McKenna worked with
regional water manager Derrel Johnson in water and wastewater
treatment and in conducting water infrastructure upgrades. Johnson
comments, “I would hire her today if I could. McKenna will make
an excellent operator. I will be happy to have her back for Work
Experience.” Reflecting on her experience at the water plant,
McKenna’s confidence shines through. “I realized that you can do
whatever you want. Don’t let gender stop you.”
Dual Credit programming is a benefit for determined and focused
students like McKenna. “It is amazing that I could take the Water
and Wastewater program while still in high school. The opportunity
helped me to decide that I do want to pursue a career involving
water and the environment. That led to getting a foot in the door
with the town of Grimshaw to come back to work in the future.”
She will be returning to work at the plant in February 2019 to do
Work Experience for high school credit and gain further practical
hours. Once she has all of her hours and graduates from twelfth
16 Alberta School Counsellor / Spring 2019grade, she will write her level 1 provincial exam, becoming a certified
operator. She intends to complete the NLC Water Treatment and
Water Distribution Operator Level 2 program in the future. This will
allow her to one day manage a water plant.
“McKenna is a very mature young lady. She approached me about
participating in the Water and Wastewater program on her own. Online™ delivery, means most Northern Lakes College courses and
Though the school finds placements for students, she even found programs are available anywhere.
her own placement for her summer internship. She did an excellent
job, all while maintaining good grades in her other high school For further information on Dual Credit opportunities visit:
classes. The future is bright for McKenna,” comments Scott Randall, https://www.northernlakescollege.ca/prospective-students/dual-
off-campus coordinator for the Holy Family Catholic Regional credit
Division.
For further information on Water and Wastewater Operator Training
To learn more about the various Dual Credit programming 1 visit: https://www.northernlakescollege.ca/programs-courses/
opportunities available, contact Northern Lakes College. NLC LIVE continuing-education/program/253 n
Alberta School Counsellor / Spring 2019 17Campbell College’s diploma program
equals employment success!
By Vanessa Bayeng
I
heard about Campbell College re-apply. I listed five other career choices cultures. I had never heard of emotional
from my Church mates who had – administration was my last choice. But, intelligence, but I learned the value of
graduated from the Administrative I took a chance, attended an information this too. I am an introvert by nature, but
Professional program and now have session, and enrolled. Little did I know this I was soon speaking in front of the class
great professional administrative jobs. choice would change my life forever. and sharing my thoughts, becoming more
They kept telling me to at least visit the mature, responsible, detail-oriented, and
college for information. I was hesitant My first day felt strange. I was 17, and my organized. The training was excellent, and
at first. My dream job was to become a classmates were older. Once I started the the instructors worked hard to ensure that
nurse; life though, has a way of changing Professional Development workshops, my we became the best we could be, and
one’s path. I was late for my submission for feelings quickly changed. I learned how to they were always there to help. One of
nursing, and would have to wait a year to interact with different personalities and my instructors told us “skills can be taught,
18 Alberta School Counsellor / Spring 2019but attitude can’t”. This really impressed I kept applying for every administrative
me – I had no idea at the time how it would posting with the Government, and thought
impact my future. it would be a miracle to get an interview,
then, I started being invited to interviews.
When choosing my practicum, my
My last interview was for a Judicial Clerk
coordinator suggested a choice not on
position at the Law Courts. I didn’t have a
my list – the Government of Alberta, Bench, Government of Alberta.
legal degree or background, I was 18, but I
Children’s Services. At first, the duties
went and presented my professional best. In
seemed overwhelming, but I had faith I would like to thank Campbell College
response to one of the questions, I told my
that the opportunity was given to me for their amazing administrative training
future manager, “I am confident that I can
because I could learn a lot, and I was right. and on-going support, my family for
do the job, because ‘skills are learned but
My practicum mentors were so helpful, always having my back, my supervisors
attitude isn’t’, and I have the right attitude!”
and they gave me advice about life and for believing in me, the work experience
I am proud to say that I got the judicial
my future job search, that contributed to
clerk full-time, permanent position at the through Randstad, and importantly, my
my success. Trust Campbell College to
Edmonton Law Courts, Court of Queen’s faith. I now know everything is possible! n
recommend the placement that will help
you grow and boost your confidence. I
really learned a lot, and I was treated like an
actual staff member.
After graduating, I applied everywhere,
and to employment agencies for more
experience. Two weeks later, Randstad
hired me and sent me to my first position,
back with the Government, this time to the
Office of the Public Guardian and Trustee.
This three week assignment turned into
three months. Following, was a month’s
assignment with the Residential Tenancy
Dispute Resolution Service, where I learned
how to prepare legal applications, process
court orders, and enter/close tenant
and landlord applications. Randstad is
an excellent agency to work for. Every
time I ended my work assignment, they
gave me another. At Metis Settlements
Land Registry, I helped the senior land
examiner format and create letters to send
to members, and learned new software
applications.
Alberta School Counsellor / Spring 2019 19Shaping the future –
Career development for the 21st century
By Paula Wischoff Yerama, CCDP, Executive Director, Career Development Association of Alberta
I
s there a role for career development on Career Development for the 21st •T
wo delegate wide career
and career development service Century and is an excellent opportunity to development focused consultation
providers in “shaping the future”? connect with colleagues, thought leaders, sessions.
And if so, what will their role be and employers, service providers, researchers,
what “future” will they be trying to shape? • 2 8 concurrent sessions in the
and educators, to stay current, get
The response to these pivotal questions following areas: career counselling/
connected, and be committed. ACDC 2019 coaching techniques; trends, tools,
will likely depend on the environment
will be held from April 30 to May 1, 2019 and technology; career development
in which career development services
at the Delta by Marriott Edmonton South research and theories; workforce
are being provided, and the role a career
Conference Centre, Edmonton, Alberta planning and development; personal
development service provider is playing.
and will bring together 300 delegates, development and wellness; leadership,
One of the many ways that the Career presenters, and exhibitors from across supervision, and mentorship; and best
Development Association of Alberta Alberta, and points beyond. This year’s practices for diverse client groups.
(CDAA) strives to “shape the future” conference will feature:
• 2 0 exhibitor booths showcasing tools,
is through its annual Alberta Career
• Keynote presentations from Dr. Roberta resources, programs, and services to
Development Conference (ACDC). Future
support you and your clients.
skills initiatives, decent work agendas, and Neault (Career Development for the 21st
conversations about the changing nature of Century – It Takes a Village!) and Gail •N
etworking Reception; Delegate Wide
work, are guiding many career development Kastning (Fitting into an Agile Workforce Career Development Challenge – an
programs, services, and interventions. This – How to PIVOT, RESPOND and evening of fun for all; and the Career
year’s sixth annual conference is focused STRATEGIZE in a Contingency Workforce). Development Association of Alberta
20 Alberta School Counsellor / Spring 2019You can also read
