FOCUSONCHILD,YOUTH

&FAMILIESProfessional Development

Training Series

FOCUSONCHILD,YOUTH

&FAMILIESProfessional Development

Training Series

12/13CALENDARSEPTEMBER - MAY

TAKE YOUR TEMPERAMENT! Using Temperament as a Tool forRaising a Child’s Self-Awarenessand Self-Acceptance

TRAINING FOR TRAINERS

RESPONDING TO 21ST CENTURYBULLYING: A Narrative PracticeApproach

A FRESH LOOK AT BEHAVIOURMANAGEMENT

THE FUNDAMENTALS OF THERAPEUTIC PLAY

BEHAVIOURAL CONSULTATION:Providing Effective CommunityBased Support

WORKING WITH THE ANGRY OR AGGRESSIVE CHILD

MEETING THE NEEDS OF CHILDREN,YOUTH AND ADULTS WITHLEARNING DISABILITIES

UMAB – Understanding andManaging Aggressive Behaviour

COUNSELLING SKILLS - LEVEL I

WORKING WITH FAMILIES ANDCHILDREN On-Line CertificateCourse for Frontline Staff

BRIEF AND NARRATIVE APPLICATIONSWITH GROUPS On-Line CertificateCourse for Frontline Staff

O N E A N D T W O D A Y W O R K S H O P SC E R T I F I C A T E C O U R S E S A N DC O N S U L T A T I O N S E R V I C E S

O N E A N D T W O D A Y W O R K S H O P SC E R T I F I C A T E C O U R S E S A N DC O N S U L T A T I O N S E R V I C E S

For on-line registration visit www.hincksdellcrest.org/gai-focus

HINCKS-DELLCREST CONSULTATION SERVICES

Senior Hincks-Dellcrest consultants are available to consult on:■ Board Training■ The Board/Staff Relationship■ Program Evaluation■ Strategic Planning■ Development of Policy and Procedure manuals

CALL to find out how Hincks-Dellcrestconsultants can HELP YOU!

The Hincks-Dellcrest CentreGail Appel Institute

114 Maitland StreetToronto, Ontario M4Y 1E1TEL: (416) 972-1935 EX: 3345FAX: (416) 924-9808

*Attention Mailroom Personnel:Please reroute if necessary!Please inform us if address or contact has changed.If undeliverable to addressee, return to sender.Return postage guaranteed.

CONSULTATION / FACILITATIONThe Hincks-Dellcrest Centre • Gail Appel Institute offers consultation and facilitation toManagement Teams, Boards of Directors, Staff Teams and Staff Retreats. These sessionsare planned between the organizational leaders and The Hincks-Dellcrest facilitators tospecifically meet the goals of the organization. This is an effective strategy to address teamissues, supervision practices, transitional issues, strategic planning, board process and othercrucial issues related to the overall running of an effective organization.

A children’s mental health treatment,research, and teaching centre

1294740

Register 4 Weeks in Advance and Save 10%

FOCUSON CHILD,YOUTH & FAMILIESProfessional Development Training Series

1 2

FOCUSON CHILD,YOUTH & FAMILIESProfessional Development Training Series

Register 4 Weeks in Advance and Save 10%

SECTION 1:Professional Development

RESPONDING TO 21ST CENTURY BULLYING: A Narrative Practice Approach1 day workshop - $240 (includes the book, We Want You

to Know: Kids Talk About Bullying)

October 5, 2012 - Scot J. Cooper

The past decade has seen an emerging wave of literature about bullying and

bullying prevention by many fine Canadian researchers. We have also seen

legislative change attempting to bring greater follow through and consequence

for bullying episodes, as well as support for those experiencing bullying.

Although the bullying prevention movement grows, the problem remains elusive.

Despite great investment, the bullying prevention conversation has remained

narrow with stock plot characterizations of people and minimally effective

responses to the problem.

Bullying prevention informed by the ideas of narrative therapy creates a context

to expand the conversation further and broaden prevention initiatives. Through

a narrative therapy lens, ‘the problem’ comes under scrutiny as broader

implications of uses of power and the effects of discourses are taken into

account. The problem, re-conceptualized as relationally shaped and influenced

by culture and context, brings to the foreground many individual, collective,

and community responses. These responses are found in the experiences and

know-how of all involved, and when shared provide a meaningful foundation

for a whole community approach to bullying prevention. Conversations

we have about bullying also change. Ways to respond to bullying episodes

that invite responsibility while preserving dignity will be explored.

Youth engagement is an important part of this process, assisting to provide

a forum for the experiences and know-how of youth to come to light and

inform prevention initiatives. This process ensures that contextually and culturally

relevant options for responding to and addressing bullying become available.

The material founded in practice through a comprehensive community based

prevention approach (The Name It 2 Change It Community Bullying Prevention

Project) will invite participants into new ways of responding to bullying.

Material will be explored through information sharing, discussion, and

video example. Participants will leave with several handouts that can be

taken into their own local bullying prevention initiatives.

Participants will learn:

■ A re-visioning of ‘bullying’ that sets the stage for expanded bullying

prevention initiatives

■ A process for developing local community-based bullying prevention

initiatives

■ Ways of ‘responding’ to youth who use bullying that assists them to

step into responsibility and discover other relationship styles

■ Ways of ‘responding’ to youth who have experienced bullying that

highlight their stands for safety, resistance of the problem, and are

experienced as dignifying in the face of distress

■ Steps to establish contextually specific and locally informed prevention

plans in school and/or community

TAKE YOUR TEMPERAMENT! Using Temperament as a Tool for Raising aChild’s Self-Awareness and Self-Acceptance1 day workshop - $145 (includes a 25 page manual)

October 15, 2012 - Nanci Burns

"No blame, no shame." Temperament is innate, and guiding a child

through an exploration of his or her "nature" can reduce the child’s feelings

of shame and a parent’s sense of blame. Children as young as four years old

can begin to understand their own temperament and the way they tend to

react to the world. They can also observe and begin to understand the

temperament of the important people in their lives: parents, teachers, caregivers.

Is there a good fit? Drawing on your experience and expertise, we will

share ways to help children understand themselves and the adults in their

world. Children’s efforts to accommodate their nature to fit the expectation

of the family or the classroom can be acknowledged and applauded. And

as the children become more self-aware and self-accepting, they will

develop more empathy and more harmony in relationships with others.

Areas that will be covered:

The Four R's of Temperament

Recognition

■ What is temperament?

■ What are the 9 traits?

■ What is your temperament profile?

Reframing

■ How can we see the positive aspect of every trait?

■ How does reframing change our perception of children's behaviour

and our response to it?

Reassess

■ How do different temperament styles interact?

■ How can we build on the child's inner nature instead of trying to change it?

■ How can children use an understanding of temperament to meet

expectations?

Respond

■ What are strategies to work with different temperaments?

TRAINING FOR TRAINERS2 day workshop - $295

November 1 & 2, 2012 - Annabel Bassin

The objective of this two-day workshop is to provide dedicated professionals

with the skills and materials necessary to assume the role of trainer.

Presenting to small groups, staff meetings, boards, etc. will also be

addressed. The first day will examine developing a workshop, including

assessing needs and problems, establishing objectives, and designing content

and evaluation. Awareness of adult learning principles and how to effectively

meet participants' learning needs will be explored. The second day will

focus on creating a learning environment, the role of the facilitator, and

powerful presentation skills. Participants will have the opportunity to

apply new information and will become more competent and confident in

developing and delivering presentations and/or workshops.

A FRESH LOOK AT BEHAVIOUR MANAGEMENT1 day workshop - $125

December 13, 2012 - Karin Earle-Williams

This highly interactive one-day workshop will provide you with a fresh look

at behaviour management theory and practice. The focus is on developing

skills that will make a real difference in your day-to-day work with children.

Areas of focus include: stopping inappropriate behaviour before it happens,

changing behaviour by changing the consequences, and what to do when

nothing seems to work. This workshop will help you gain new skills that

will increase your effectiveness in the classroom. Participants have commented:

“This has been the best behaviour management workshop I’ve been to!”

Participants will:

■ Have a better understanding why children behave the way they do

■ Learn how to be a better observer and predictor of children’s behaviour

■ Gain a better understanding of why the strategies you are presently

using don’t work as well as they could

■ Learn how to implement a successful behaviour management program

that addresses both the children’s needs as well as the staff’s needs

THE FUNDAMENTALS OF THERAPEUTIC PLAY1 day workshop - $125

April 10, 2013 - Norma Sockett-DiMarco

Play is a powerful tool for enhancing attachment and engagement, self-

esteem, and trust in others. Experience the magic of play and learn

about the importance of spontaneity, surprise, and freedom. These ele-

ments are necessary in understanding a child’s fundamental need to

play. From this workshop you will gain practical ideas that can be used

for a wide variety of social-emotional and behavioural difficulties experi-

enced by children in various settings. It can also be used to promote healthy

parent-child interaction and act as a guide for helping understand chil-

dren's needs and potentials for positive emotional development. This

workshop is based on the principal of “Theraplay” and would be beneficial

for individuals working with children from 0-12 years of age. Bring a pil-

low and wear comfortable clothing!

BEHAVIOURAL CONSULTATION: ProvidingEffective Community Based Support1 day workshop - $145

May 14, 2013 - Karin Earle-Williams

This workshop is designed to augment your consultation skills. The focus

is on developing the skills necessary to provide brief solution-focused

behavioural consultation in community-based settings. This workshop will

provide you with the opportunity to enhance your behaviour analytic

skills, while presenting you with a model of consultation which focuses

on: facilitation skills, solution-focused problem solving, and how to provide

effective consultations by empowering those you consult to. This workshop

is designed for individuals who have a working knowledge of behavioural

analytic theory and who have experience working within community-based

settings in a consultation role, including working with families.

Register 4 Weeks in Advance and Save 10%

FOCUSON CHILD,YOUTH & FAMILIESProfessional Development Training Series

1 2

FOCUSON CHILD,YOUTH & FAMILIESProfessional Development Training Series

Register 4 Weeks in Advance and Save 10%

SECTION 1:Professional Development

RESPONDING TO 21ST CENTURY BULLYING: A Narrative Practice Approach1 day workshop - $240 (includes the book, We Want You

to Know: Kids Talk About Bullying)

October 5, 2012 - Scot J. Cooper

The past decade has seen an emerging wave of literature about bullying and

bullying prevention by many fine Canadian researchers. We have also seen

legislative change attempting to bring greater follow through and consequence

for bullying episodes, as well as support for those experiencing bullying.

Although the bullying prevention movement grows, the problem remains elusive.

Despite great investment, the bullying prevention conversation has remained

narrow with stock plot characterizations of people and minimally effective

responses to the problem.

Bullying prevention informed by the ideas of narrative therapy creates a context

to expand the conversation further and broaden prevention initiatives. Through

a narrative therapy lens, ‘the problem’ comes under scrutiny as broader

implications of uses of power and the effects of discourses are taken into

account. The problem, re-conceptualized as relationally shaped and influenced

by culture and context, brings to the foreground many individual, collective,

and community responses. These responses are found in the experiences and

know-how of all involved, and when shared provide a meaningful foundation

for a whole community approach to bullying prevention. Conversations

we have about bullying also change. Ways to respond to bullying episodes

that invite responsibility while preserving dignity will be explored.

Youth engagement is an important part of this process, assisting to provide

a forum for the experiences and know-how of youth to come to light and

inform prevention initiatives. This process ensures that contextually and culturally

relevant options for responding to and addressing bullying become available.

The material founded in practice through a comprehensive community based

prevention approach (The Name It 2 Change It Community Bullying Prevention

Project) will invite participants into new ways of responding to bullying.

Material will be explored through information sharing, discussion, and

video example. Participants will leave with several handouts that can be

taken into their own local bullying prevention initiatives.

Participants will learn:

■ A re-visioning of ‘bullying’ that sets the stage for expanded bullying

prevention initiatives

■ A process for developing local community-based bullying prevention

initiatives

■ Ways of ‘responding’ to youth who use bullying that assists them to

step into responsibility and discover other relationship styles

■ Ways of ‘responding’ to youth who have experienced bullying that

highlight their stands for safety, resistance of the problem, and are

experienced as dignifying in the face of distress

■ Steps to establish contextually specific and locally informed prevention

plans in school and/or community

TAKE YOUR TEMPERAMENT! Using Temperament as a Tool for Raising aChild’s Self-Awareness and Self-Acceptance1 day workshop - $145 (includes a 25 page manual)

October 15, 2012 - Nanci Burns

"No blame, no shame." Temperament is innate, and guiding a child

through an exploration of his or her "nature" can reduce the child’s feelings

of shame and a parent’s sense of blame. Children as young as four years old

can begin to understand their own temperament and the way they tend to

react to the world. They can also observe and begin to understand the

temperament of the important people in their lives: parents, teachers, caregivers.

Is there a good fit? Drawing on your experience and expertise, we will

share ways to help children understand themselves and the adults in their

world. Children’s efforts to accommodate their nature to fit the expectation

of the family or the classroom can be acknowledged and applauded. And

as the children become more self-aware and self-accepting, they will

develop more empathy and more harmony in relationships with others.

Areas that will be covered:

The Four R's of Temperament

Recognition

■ What is temperament?

■ What are the 9 traits?

■ What is your temperament profile?

Reframing

■ How can we see the positive aspect of every trait?

■ How does reframing change our perception of children's behaviour

and our response to it?

Reassess

■ How do different temperament styles interact?

■ How can we build on the child's inner nature instead of trying to change it?

■ How can children use an understanding of temperament to meet

expectations?

Respond

■ What are strategies to work with different temperaments?

TRAINING FOR TRAINERS2 day workshop - $295

November 1 & 2, 2012 - Annabel Bassin

The objective of this two-day workshop is to provide dedicated professionals

with the skills and materials necessary to assume the role of trainer.

Presenting to small groups, staff meetings, boards, etc. will also be

addressed. The first day will examine developing a workshop, including

assessing needs and problems, establishing objectives, and designing content

and evaluation. Awareness of adult learning principles and how to effectively

meet participants' learning needs will be explored. The second day will

focus on creating a learning environment, the role of the facilitator, and

powerful presentation skills. Participants will have the opportunity to

apply new information and will become more competent and confident in

developing and delivering presentations and/or workshops.

A FRESH LOOK AT BEHAVIOUR MANAGEMENT1 day workshop - $125

December 13, 2012 - Karin Earle-Williams

This highly interactive one-day workshop will provide you with a fresh look

at behaviour management theory and practice. The focus is on developing

skills that will make a real difference in your day-to-day work with children.

Areas of focus include: stopping inappropriate behaviour before it happens,

changing behaviour by changing the consequences, and what to do when

nothing seems to work. This workshop will help you gain new skills that

will increase your effectiveness in the classroom. Participants have commented:

“This has been the best behaviour management workshop I’ve been to!”

Participants will:

■ Have a better understanding why children behave the way they do

■ Learn how to be a better observer and predictor of children’s behaviour

■ Gain a better understanding of why the strategies you are presently

using don’t work as well as they could

■ Learn how to implement a successful behaviour management program

that addresses both the children’s needs as well as the staff’s needs

THE FUNDAMENTALS OF THERAPEUTIC PLAY1 day workshop - $125

April 10, 2013 - Norma Sockett-DiMarco

Play is a powerful tool for enhancing attachment and engagement, self-

esteem, and trust in others. Experience the magic of play and learn

about the importance of spontaneity, surprise, and freedom. These ele-

ments are necessary in understanding a child’s fundamental need to

play. From this workshop you will gain practical ideas that can be used

for a wide variety of social-emotional and behavioural difficulties experi-

enced by children in various settings. It can also be used to promote healthy

parent-child interaction and act as a guide for helping understand chil-

dren's needs and potentials for positive emotional development. This

workshop is based on the principal of “Theraplay” and would be beneficial

for individuals working with children from 0-12 years of age. Bring a pil-

low and wear comfortable clothing!

BEHAVIOURAL CONSULTATION: ProvidingEffective Community Based Support1 day workshop - $145

May 14, 2013 - Karin Earle-Williams

This workshop is designed to augment your consultation skills. The focus

is on developing the skills necessary to provide brief solution-focused

behavioural consultation in community-based settings. This workshop will

provide you with the opportunity to enhance your behaviour analytic

skills, while presenting you with a model of consultation which focuses

on: facilitation skills, solution-focused problem solving, and how to provide

effective consultations by empowering those you consult to. This workshop

is designed for individuals who have a working knowledge of behavioural

analytic theory and who have experience working within community-based

settings in a consultation role, including working with families.

Register 4 Weeks in Advance and Save 10% 4

If you would like to receive a copy of theManagement Training Series: Tools That Work for the Non-Profit Sector please call 416-972-1935 ext 3345 or

visit our website to download the brochure.www.hincksdellcrest.org/gai-focus

Register 4 Weeks in Advance and Save 10%

Professional Development Training Series

3

WORKING WITH THE ANGRY OR AGGRESSIVE CHILD1 day workshop - $125

May 9, 2013 - Doug Dunlop

Understanding and identifying common traits of angry children is the first

step to helping them. The second step is knowing what to do! This

workshop will offer an opportunity for childcare professionals working

with children and youth to explore the challenges associated with angry

and aggressive children.

The following areas will be covered:

■ Pre-screening practices in order to develop a common working focus

■ Identification of the precipitating factors of angry and aggressive behaviour

■ Going beyond the behaviour: children with special needs

■ Strategies for the safe defusing of acting out in children

■ Techniques for the redirection and modification of unsafe and disruptive

behaviour

■ Planning for the ongoing management of angry and aggressive children

■ Risk Needs Assessment and Individual Program Consultation

MEETING THE NEEDS OF CHILDREN, YOUTH AND ADULTS WITH LEARNING DISABILITIES1 day workshop - $125

May 24, 2013 - Adam Lodzinski

According to Statistics Canada, more children and youth in this country

have a learning disability (LD) than all other types of disabilities combined

(estimated at 10% of the population with a frequent co-occurrence of LD

and attention-deficit/hyperactivity disorder). LD is an invisible disability that

few people in the helping professions - even teachers - understand. Yet the

impacts of LD place children and youth at very high risk educationally,

socially, emotionally, and even later in life, economically.

For example, 35% of students identified with a LD drop out of high school

– twice the rate of their non-LD peers and 62% of LD students are

unemployed one year after graduation. LD students usually experience

difficulty not only academically, but are often harassed and denigrated by

peers who are not learning disabled. For example, 82% of students with

LD report being bullied. Although estimates vary, up to 60% of adolescents

treated for substance abuse and up to 50% of young offenders have a LD.

Children and youth living with LD are at much higher risk of facing mental

health issues; especially depression.

Fortunately, the growing recognition of the prevalence of learning disabilities

has stimulated both research and development of educational as well as

many effective psychosocial supports and interventions. This one-day

workshop provides participants with not only a solid overview of LD but

also effective instructional and socio-emotional support strategies.

After completing this workshop, participants will know:

■ What a learning disability is and what it is not

■ The types of learning disabilities and the characteristics and impacts of

Non-Verbal LD

■ The relationship between LD and ADD/ADHD

■ The LD cognitive profile: strengths and needs

■ The social/emotional profile: strengths and needs

■ Learning styles and other important learning differences

■ Key principles in working with children/youth with LD, including specific

instructional strategies for:

- Strengthening the all-important collaborative alliance between adult

and child/youth

- Recognizing each child/youth's unique strengths and needs

- Helping children/youth identify their transferrable strengths and skills

- Using dynamic/situational and graduated goal-setting

- Giving supportive yet realistic feedback

- Maximizing learning-to-learn skills

- Boosting self-confidence and self-esteem

- Engaging parents in supportive ways

SECTION 2Certificate Courses

UMAB – Understanding and ManagingAggressive Behaviour2 day program - $220

3 day program - $340

October 24 & 25, 2012

DAY ONE & TWO

The UMAB training program is an intensive and highly effective method of

managing aggressive children, youth, or adults. It is a skills-based training

program designed to help child and youth workers, mental health professionals,

and anyone else who would like to learn how to safely manage aggressive

behaviour in children and youth or adults. UMAB begins with a breakdown

of the precipitating factors of aggression. Initial learning focuses on the

theory regarding the physiological, psychological, and behavioural cues

and changes that occur in aggressive individuals.

Participants will learn:

■ The approach of least intrusive, least restrictive strategies

■ Consistent and safe application of behavioural intervention in a continuum

■ Techniques to verbally intervene and manage aggressive situations

FOCUSON CHILD,YOUTH & FAMILIES

■ The use of body language, positioning and movement

■ Six calming and six defusing techniques that can be used in the managing

of the aggressive behaviour cycle

■ Defensive techniques and options to aggressive acts such as:

blocking/redirecting strikes and blows, to release from chokes and grabs

October 26, 2012

DAY THREE

The final module in the UMAB training program deals with containment

and physical restraints. There is emphasis placed on the level of intervention

matching or paralleling the level of aggression displayed. The restraint

portion of training is very specific to body mechanics and has a high level

of effectiveness. This type of training requires a hands-on, experiential

learning environment. Participants who complete the three-day program

and successfully demonstrate the UMAB technique and philosophy will

receive certification.

COUNSELLING SKILLS - LEVEL I6 day course - $750

January 17 & 18, February 14 & 15, March 5 & 6, 2013 -

Scot J. Cooper & Eric King

Counselling Skills Level 1 allows participants to immerse themselves in the

practice of collaborative, family-centred, competency-based, culturally

responsive counselling practice. It is suited for direct service providers in

social services, child and youth work, healthcare, nursing, education,

bereavement services, etc. Field tested contemporary counselling traditions

will be explored with a focus on skills practice. The course will offer mini-lectures,

discussions, video tape and transcripts, and practice to expand knowledge

and extend skills. Participants will leave with many practical counselling

skills and a framework for those skills that can be applied to their work

immediately with children, youth, and adults facing a variety of problems.

Objectives:

■ To familiarize participants with contemporary counselling theories and skills

■ To provide participants with a forum in which to practice counselling skills

■ To familiarize participants with ethical and professional considerations

involved with the counselling process

■ To provide participants a framework in which to continue to explore

family centred philosophy and practice

Day 1. Introduction To Counselling

January 17, 2013 - Scot J. Cooper

■ Conceptualizing contemporary counselling practice

■ Traditions of assessment - theory, practice, effects

■ Phases of counselling

■ Eliciting family and community knowledge

■ Ethical considerations

Participants will begin to build off of their own practice wisdom. We will

explore the traditions of thought that have informed counselling practices

and we will begin to focus on developing practice that is possibility-based,

collaborative, utilizes what people/families bring to the process, and is

focused. We will lay the foundation for ethical considerations that will

continually be revisited throughout the course.

Day 2. Introduction To The Solution-Focused Tradition

January 18, 2013 - Scot J. Cooper

■ Philosophy of the approach

■ Qualities of well-formed goals

■ Useful questions in eliciting difference and possibility

The Solution-Focused Brief Therapy Perspective will be introduced and

practiced. Areas of focus will include: assumptions of the approach, the

process of setting goals, what constitutes an effective and useful goal,

scaling questions, hypothetical future questions, coping questions, and

how to elicit and utilize exceptions to problems.

Day 3. Introduction To Narrative Therapy

February 14, 2013 - Scot J. Cooper

■ Introduction to story metaphor and key assumptions

■ Micro conversation maps that move away from problem saturated

stories to preferred accounts of life and possibility

■ Externalizing problems conversations

Participants will be introduced to narrative therapy and explore conversa-

tion micro-maps, ways to organize questions, and ways to handle the ‘I

don’t knows’. Practice in developing conversations that externalize prob-

lems will be a focus and provide participants with playful ways to address

very serious problems in people’s lives.

Day 4. Understanding Context and Larger Systems

February 15, 2013 - Eric King

■ Learn to use genograms to map the key people in clients’ lives

■ Identify and consider constraints to change

■ Discuss triangles in families and larger systems (i.e. agency triangles)

This experiential day will examine the importance of understanding people

in context since we are all embedded in multiple contexts.

Register 4 Weeks in Advance and Save 10% 4

If you would like to receive a copy of theManagement Training Series: Tools That Work for the Non-Profit Sector please call 416-972-1935 ext 3345 or

visit our website to download the brochure.www.hincksdellcrest.org/gai-focus

Register 4 Weeks in Advance and Save 10%

Professional Development Training Series

3

WORKING WITH THE ANGRY OR AGGRESSIVE CHILD1 day workshop - $125

May 9, 2013 - Doug Dunlop

Understanding and identifying common traits of angry children is the first

step to helping them. The second step is knowing what to do! This

workshop will offer an opportunity for childcare professionals working

with children and youth to explore the challenges associated with angry

and aggressive children.

The following areas will be covered:

■ Pre-screening practices in order to develop a common working focus

■ Identification of the precipitating factors of angry and aggressive behaviour

■ Going beyond the behaviour: children with special needs

■ Strategies for the safe defusing of acting out in children

■ Techniques for the redirection and modification of unsafe and disruptive

behaviour

■ Planning for the ongoing management of angry and aggressive children

■ Risk Needs Assessment and Individual Program Consultation

MEETING THE NEEDS OF CHILDREN, YOUTH AND ADULTS WITH LEARNING DISABILITIES1 day workshop - $125

May 24, 2013 - Adam Lodzinski

According to Statistics Canada, more children and youth in this country

have a learning disability (LD) than all other types of disabilities combined

(estimated at 10% of the population with a frequent co-occurrence of LD

and attention-deficit/hyperactivity disorder). LD is an invisible disability that

few people in the helping professions - even teachers - understand. Yet the

impacts of LD place children and youth at very high risk educationally,

socially, emotionally, and even later in life, economically.

For example, 35% of students identified with a LD drop out of high school

– twice the rate of their non-LD peers and 62% of LD students are

unemployed one year after graduation. LD students usually experience

difficulty not only academically, but are often harassed and denigrated by

peers who are not learning disabled. For example, 82% of students with

LD report being bullied. Although estimates vary, up to 60% of adolescents

treated for substance abuse and up to 50% of young offenders have a LD.

Children and youth living with LD are at much higher risk of facing mental

health issues; especially depression.

Fortunately, the growing recognition of the prevalence of learning disabilities

has stimulated both research and development of educational as well as

many effective psychosocial supports and interventions. This one-day

workshop provides participants with not only a solid overview of LD but

also effective instructional and socio-emotional support strategies.

After completing this workshop, participants will know:

■ What a learning disability is and what it is not

■ The types of learning disabilities and the characteristics and impacts of

Non-Verbal LD

■ The relationship between LD and ADD/ADHD

■ The LD cognitive profile: strengths and needs

■ The social/emotional profile: strengths and needs

■ Learning styles and other important learning differences

■ Key principles in working with children/youth with LD, including specific

instructional strategies for:

- Strengthening the all-important collaborative alliance between adult

and child/youth

- Recognizing each child/youth's unique strengths and needs

- Helping children/youth identify their transferrable strengths and skills

- Using dynamic/situational and graduated goal-setting

- Giving supportive yet realistic feedback

- Maximizing learning-to-learn skills

- Boosting self-confidence and self-esteem

- Engaging parents in supportive ways

SECTION 2Certificate Courses

UMAB – Understanding and ManagingAggressive Behaviour2 day program - $220

3 day program - $340

October 24 & 25, 2012

DAY ONE & TWO

The UMAB training program is an intensive and highly effective method of

managing aggressive children, youth, or adults. It is a skills-based training

program designed to help child and youth workers, mental health professionals,

and anyone else who would like to learn how to safely manage aggressive

behaviour in children and youth or adults. UMAB begins with a breakdown

of the precipitating factors of aggression. Initial learning focuses on the

theory regarding the physiological, psychological, and behavioural cues

and changes that occur in aggressive individuals.

Participants will learn:

■ The approach of least intrusive, least restrictive strategies

■ Consistent and safe application of behavioural intervention in a continuum

■ Techniques to verbally intervene and manage aggressive situations

FOCUSON CHILD,YOUTH & FAMILIES

■ The use of body language, positioning and movement

■ Six calming and six defusing techniques that can be used in the managing

of the aggressive behaviour cycle

■ Defensive techniques and options to aggressive acts such as:

blocking/redirecting strikes and blows, to release from chokes and grabs

October 26, 2012

DAY THREE

The final module in the UMAB training program deals with containment

and physical restraints. There is emphasis placed on the level of intervention

matching or paralleling the level of aggression displayed. The restraint

portion of training is very specific to body mechanics and has a high level

of effectiveness. This type of training requires a hands-on, experiential

learning environment. Participants who complete the three-day program

and successfully demonstrate the UMAB technique and philosophy will

receive certification.

COUNSELLING SKILLS - LEVEL I6 day course - $750

January 17 & 18, February 14 & 15, March 5 & 6, 2013 -

Scot J. Cooper & Eric King

Counselling Skills Level 1 allows participants to immerse themselves in the

practice of collaborative, family-centred, competency-based, culturally

responsive counselling practice. It is suited for direct service providers in

social services, child and youth work, healthcare, nursing, education,

bereavement services, etc. Field tested contemporary counselling traditions

will be explored with a focus on skills practice. The course will offer mini-lectures,

discussions, video tape and transcripts, and practice to expand knowledge

and extend skills. Participants will leave with many practical counselling

skills and a framework for those skills that can be applied to their work

immediately with children, youth, and adults facing a variety of problems.

Objectives:

■ To familiarize participants with contemporary counselling theories and skills

■ To provide participants with a forum in which to practice counselling skills

■ To familiarize participants with ethical and professional considerations

involved with the counselling process

■ To provide participants a framework in which to continue to explore

family centred philosophy and practice

Day 1. Introduction To Counselling

January 17, 2013 - Scot J. Cooper

■ Conceptualizing contemporary counselling practice

■ Traditions of assessment - theory, practice, effects

■ Phases of counselling

■ Eliciting family and community knowledge

■ Ethical considerations

Participants will begin to build off of their own practice wisdom. We will

explore the traditions of thought that have informed counselling practices

and we will begin to focus on developing practice that is possibility-based,

collaborative, utilizes what people/families bring to the process, and is

focused. We will lay the foundation for ethical considerations that will

continually be revisited throughout the course.

Day 2. Introduction To The Solution-Focused Tradition

January 18, 2013 - Scot J. Cooper

■ Philosophy of the approach

■ Qualities of well-formed goals

■ Useful questions in eliciting difference and possibility

The Solution-Focused Brief Therapy Perspective will be introduced and

practiced. Areas of focus will include: assumptions of the approach, the

process of setting goals, what constitutes an effective and useful goal,

scaling questions, hypothetical future questions, coping questions, and

how to elicit and utilize exceptions to problems.

Day 3. Introduction To Narrative Therapy

February 14, 2013 - Scot J. Cooper

■ Introduction to story metaphor and key assumptions

■ Micro conversation maps that move away from problem saturated

stories to preferred accounts of life and possibility

■ Externalizing problems conversations

Participants will be introduced to narrative therapy and explore conversa-

tion micro-maps, ways to organize questions, and ways to handle the ‘I

don’t knows’. Practice in developing conversations that externalize prob-

lems will be a focus and provide participants with playful ways to address

very serious problems in people’s lives.

Day 4. Understanding Context and Larger Systems

February 15, 2013 - Eric King

■ Learn to use genograms to map the key people in clients’ lives

■ Identify and consider constraints to change

■ Discuss triangles in families and larger systems (i.e. agency triangles)

This experiential day will examine the importance of understanding people

in context since we are all embedded in multiple contexts.

Register 4 Weeks in Advance and Save 10%

Day 5. Conversations with Mandated People and

Trauma Conversations

March 5, 2013 - Scot J. Cooper

■ Counselling practices that assist people to find their motivation

■ Ideas for navigating trauma conversations

■ Self-care of the counsellor

This day will introduce participants to various aspects encountered in the

counselling context. Participants will have an opportunity to discuss the

effects of trauma and learn ideas that assist people to begin freeing their

lives from its effects. We will also explore questioning for those people who

appear not motivated, are mandated to see you, or are seemingly stuck.

Day 6. Endings and Addressing Setbacks

March 6, 2013 - Scot J. Cooper

■ Ways to address setbacks

■ Co-developing next steps and practice areas

■ Developing ‘take home documents’

■ Developing circles of support and communities of care

■ Counselling endings and what should be considered

Whether at the end of a counseling conversation or the end of services,

there are many considerations to think about. In this last day, we will explore

ways to co-create next steps with people, ideas for creating support circles,

and how to know when to refer elsewhere. Ideas for how to discuss setbacks

will also be discussed. The course will wrap-up with participants reviewing

their personal goals and completing course feedback information.

SECTION 3:DISTANCE EDUCATION

WORKING WITH FAMILIES AND CHILDRENOn-Line Certificate Course for Frontline Staff - $295

Fall Series: October 15 - December 7, 2012

Spring Series: April 8 - May 31, 2013

Scot J. Cooper & Eric King

This is a Dual Certificate Program offered through the University of

Toronto Faculty of Social Work and The Hincks-Dellcrest Centre, Gail

Appel Institute.

Families present themselves in many ways and offer varying challenges to

helping professionals. As children change through their developmental

stages, it presents new challenges to the counsellor. Past experiences with

other agencies may have affected the parents’ ability to trust and cooperate.

The goals of parents and children are often times so different that they

appear permanently and discouragingly polarized.

Upon course completion you will be able to:

■ Describe a competency-based theoretical framework for working with

families

■ Utilize ideas that will build therapeutic rapport and cooperation with

all family members

■ Develop methods for clarifying problem definition and family “goal

consensus”

■ Challenge intergenerational family scripts using genograms and time

lines

■ Know when to include the children in counselling

■ Assess motivation and offer lines of inquiry to move change forward

■ Demonstrate familiarity with a broad repertoire of questions that elicit

hope, focus, and family resources

Program Schedule:

This course requires an average of three hours per week of online participation

for 8 weeks, a total of 24 hours. There are four modules that will contain

online moderated discussions of the module content and course readings.

Guest faculty may participate in some on-line discussions as per availability.

Requirements for the course:

Internet access, e-mail, MS Word, word processing and file management

knowledge.

Professional Development Training Series

5 Register 4 Weeks in Advance and Save 10% 6

If you would like to receive a copy of theManagement Training Series: Tools That Work for the Non-Profit Sector please call 416-972-1935 ext 3345 or

visit our website to download the brochure.www.hincksdellcrest.org/gai-results

FOCUSON CHILD,YOUTH & FAMILIES

BRIEF AND NARRATIVE APPLICATIONS WITH GROUPSOn-Line Certificate Course for Frontline Staff - $295

January 28 - March 22, 2013

Scot J. Cooper & Eric King

This is a Dual Certificate Program offered through the Factor-Inwentash

Faculty of Social Work and The Hincks-Dellcrest Centre, Gail Appel Institute.

In an effort to deal with limited resources and build communities of support,

groups are becoming an ever-increasing part of clinical practice in most

agency settings. Contemporary group theory reflects an evolution in practice,

drawing on participants’ own skills, wisdom, and abilities as a foundation

for change. This invites a process that encourages the development of

shared support and community-building.

This flexible on-line course offers an opportunity to learn about contemporary

group practices in community-based and residential settings. Participants

will explore a skill set for developing brief and competency-based groups

in a range of settings.

Upon course completion you will be able to:

■ Describe the key elements for setting up time-limited and open-ended

groups

■ Better develop a working alliance when there are multiple persons

■ Have a framework for the development of groups and worker roles

■ Assess preferred group formats for specific populations (e.g. multi-

family groups)

■ More confidently lead and debrief experiential/activity-based groups

■ Hear and facilitate the sharing of counterstories to problem focused

accounts of life and identity

■ Become familiar with a broad range of collective narrative documents

and practices for witnessing, giving voice and leaving a legacy for

future group members

Program Schedule:

This program is limited to 14 spaces in order to assure space for dialogue

and interaction with faculty. This course requires an average of three hours

a week of online participation for eight weeks, a total of 24 hours. There

are four modules that will contain online moderated discussions of the

module content and course readings.

Requirements:

Internet access, e-mail, MS Word, word processing, and file management

knowledge.

CEU credit for 42 hours recognized by the Canadian

Counselling Association

Accessibility Standards for Customer Service (AODA)

- Support Persons

The Hincks-Dellcrest Centre strives to create barrier free training to

all persons and therefore welcomes support persons accompanying

persons with disabilities. As per our Operational Procedure Number

8-3-11, any customer attending a training session at the Hincks-

Dellcrest Centre will not be asked to pay for a support person

accompanying them to the training session.

Register 4 Weeks in Advance and Save 10%

Day 5. Conversations with Mandated People and

Trauma Conversations

March 5, 2013 - Scot J. Cooper

■ Counselling practices that assist people to find their motivation

■ Ideas for navigating trauma conversations

■ Self-care of the counsellor

This day will introduce participants to various aspects encountered in the

counselling context. Participants will have an opportunity to discuss the

effects of trauma and learn ideas that assist people to begin freeing their

lives from its effects. We will also explore questioning for those people who

appear not motivated, are mandated to see you, or are seemingly stuck.

Day 6. Endings and Addressing Setbacks

March 6, 2013 - Scot J. Cooper

■ Ways to address setbacks

■ Co-developing next steps and practice areas

■ Developing ‘take home documents’

■ Developing circles of support and communities of care

■ Counselling endings and what should be considered

Whether at the end of a counseling conversation or the end of services,

there are many considerations to think about. In this last day, we will explore

ways to co-create next steps with people, ideas for creating support circles,

and how to know when to refer elsewhere. Ideas for how to discuss setbacks

will also be discussed. The course will wrap-up with participants reviewing

their personal goals and completing course feedback information.

SECTION 3:DISTANCE EDUCATION

WORKING WITH FAMILIES AND CHILDRENOn-Line Certificate Course for Frontline Staff - $295

Fall Series: October 15 - December 7, 2012

Spring Series: April 8 - May 31, 2013

Scot J. Cooper & Eric King

This is a Dual Certificate Program offered through the University of

Toronto Faculty of Social Work and The Hincks-Dellcrest Centre, Gail

Appel Institute.

Families present themselves in many ways and offer varying challenges to

helping professionals. As children change through their developmental

stages, it presents new challenges to the counsellor. Past experiences with

other agencies may have affected the parents’ ability to trust and cooperate.

The goals of parents and children are often times so different that they

appear permanently and discouragingly polarized.

Upon course completion you will be able to:

■ Describe a competency-based theoretical framework for working with

families

■ Utilize ideas that will build therapeutic rapport and cooperation with

all family members

■ Develop methods for clarifying problem definition and family “goal

consensus”

■ Challenge intergenerational family scripts using genograms and time

lines

■ Know when to include the children in counselling

■ Assess motivation and offer lines of inquiry to move change forward

■ Demonstrate familiarity with a broad repertoire of questions that elicit

hope, focus, and family resources

Program Schedule:

This course requires an average of three hours per week of online participation

for 8 weeks, a total of 24 hours. There are four modules that will contain

online moderated discussions of the module content and course readings.

Guest faculty may participate in some on-line discussions as per availability.

Requirements for the course:

Internet access, e-mail, MS Word, word processing and file management

knowledge.

Professional Development Training Series

5 Register 4 Weeks in Advance and Save 10% 6

If you would like to receive a copy of theManagement Training Series: Tools That Work for the Non-Profit Sector please call 416-972-1935 ext 3345 or

visit our website to download the brochure.www.hincksdellcrest.org/gai-results

FOCUSON CHILD,YOUTH & FAMILIES

BRIEF AND NARRATIVE APPLICATIONS WITH GROUPSOn-Line Certificate Course for Frontline Staff - $295

January 28 - March 22, 2013

Scot J. Cooper & Eric King

This is a Dual Certificate Program offered through the Factor-Inwentash

Faculty of Social Work and The Hincks-Dellcrest Centre, Gail Appel Institute.

In an effort to deal with limited resources and build communities of support,

groups are becoming an ever-increasing part of clinical practice in most

agency settings. Contemporary group theory reflects an evolution in practice,

drawing on participants’ own skills, wisdom, and abilities as a foundation

for change. This invites a process that encourages the development of

shared support and community-building.

This flexible on-line course offers an opportunity to learn about contemporary

group practices in community-based and residential settings. Participants

will explore a skill set for developing brief and competency-based groups

in a range of settings.

Upon course completion you will be able to:

■ Describe the key elements for setting up time-limited and open-ended

groups

■ Better develop a working alliance when there are multiple persons

■ Have a framework for the development of groups and worker roles

■ Assess preferred group formats for specific populations (e.g. multi-

family groups)

■ More confidently lead and debrief experiential/activity-based groups

■ Hear and facilitate the sharing of counterstories to problem focused

accounts of life and identity

■ Become familiar with a broad range of collective narrative documents

and practices for witnessing, giving voice and leaving a legacy for

future group members

Program Schedule:

This program is limited to 14 spaces in order to assure space for dialogue

and interaction with faculty. This course requires an average of three hours

a week of online participation for eight weeks, a total of 24 hours. There

are four modules that will contain online moderated discussions of the

module content and course readings.

Requirements:

Internet access, e-mail, MS Word, word processing, and file management

knowledge.

CEU credit for 42 hours recognized by the Canadian

Counselling Association

Accessibility Standards for Customer Service (AODA)

- Support Persons

The Hincks-Dellcrest Centre strives to create barrier free training to

all persons and therefore welcomes support persons accompanying

persons with disabilities. As per our Operational Procedure Number

8-3-11, any customer attending a training session at the Hincks-

Dellcrest Centre will not be asked to pay for a support person

accompanying them to the training session.

Register 4 Weeks in Advance and Save 10%7 Register 4 Weeks in Advance and Save 10% 8

FOR TRAINING VIA VIDEO CONFERENCINGPlease call 416-972-1935 ext. 3256

For information on our Clinical Infant Mental Health Program visit our website: www.hincksdellcrest.org/infant_mental_health

TRAININGAT A GLANCE

2012/2013

ANY of the WORKSHOPS in this BROCHURE can be BROUGHT to your ORGANIZATIONAnger Control Training • Successful Consulting • Understanding and Harnessing the Power of Groups • Creative Curriculum… plus more.

Visit our website for more details. www.hincksdellcrest.org/gai-focus

Annabel BASSINAnnabel holds a degree in Early Childhood Education and aM.Ed in Adult Education. She has extensive experience inpublic speaking and facilitating workshops both in Canadaand the United States. Since 1983 Annabel has designednumerous workshops on a wide variety of topics, includingtime and stress management, training for trainers,communication and self-esteem. Her broad range ofexperience results in presentations that are both stimulatingand insightful. Annabel has earned an excellent reputationfor her informative and practical presentations, as well asher energetic training style.

Nanci BURNSNanci has a masters in social work. As well as writing andspeaking about temperament, Nanci works directly withstudents as a social worker in the Ottawa School Board.Previously, she worked at the national level and helpedestablish the National Clearinghouse on FamilyViolence/Health and Welfare Canada. She was also aresearcher at the Family Research Laboratory at theUniversity of New Hampshire. While there, she co-authoredNursery Crimes: Sexual Abuse in Day Care. Nanci is also theCo-author Take Your Temperament: Finding the Way toFamily Harmony through an Understanding of DiverseTemperaments.

Scot J. COOPERScot is the Director of The Brief Therapy Network andauthor of A Competency-Based Classroom: A Classroommanual. Scot has an interest and passion for brief narrativetherapy and community practice. He presents a wide rangeof interest in the application of non-structuralist theoryto various contexts including school settings, parents indistress, foster care/ group home settings, and single-sessionencounters. He provides consultation to a private fostercare agency and is a child and family clinical therapist at achildren’s mental health centre where he works collaborativelywith children and families in various contexts. Scot’s focus is

on precise questioning, techniques, and working assumptionsthat can assist clinicians in their everyday work. His highenergy and engaging style makes for an interactive, livelylearning experience.

Norma SOCKETT-DIMARCONorma has a Master Of Arts in Clinical Psychology. She hasextensive experience working with parents and childrenwith particular focus on improving the quality of parent-childrelationships. She has designed workshops on various topicsincluding: attachment in theory; attachment applicationsfor intervention and prevention; prenatal issues; anddynamics of home visitor and parent relationships. Presentlyshe is working as an Infant Mental Health Therapist in achild and family setting. Her engaging presentation stylemakes her workshops practical and interesting.

Doug DUNLOPDoug has had extensive experience working with hard toserve children and adolescents as both a front line worker aswell as his current position as a Residential Supervisor. Trainingand facilitating groups of social services professionalshas been a focus of Doug’s for the past decade. Doug hasdeveloped effective training sessions for professionals in theareas of anger management for preschoolers, latency, andadolescent aged clients as well as providing client focusedservice and life skills coaching for youth. Doug has beenproviding UMAB training since 1998 and has certified manysocial services professionals including individuals involvedin children's and adult mental health, the youth sheltersystem, and college students. Doug brings an energetic andexperiential method of teaching to the UMAB program.Expect a thorough, intense, and enjoyable experience fromthis trainer.

PRESENTERS

OCTOBER – 2012October 5, 2012

RESPONDING TO 21ST CENTURY BULLYING:

A Narrative Practice Approach

October 15, 2012

TAKE YOUR TEMPERAMENT! Using Temperament as a

Tool for Raising a Child’s Self-Awareness and

Self-Acceptance

October 15 - December 7, 2012

WORKING WITH FAMILIES AND CHILDREN

On-Line Certificate Course for Frontline Staff

October 24, 25, 26, 2012

UMAB – Understanding and Managing Aggressive

Behaviour

NOVEMBER – 2012November 1 & 2, 2012

TRAINING FOR TRAINERS

DECEMBER – 2012December 13, 2012

A FRESH LOOK AT BEHAVIOUR MANAGEMENT

JANUARY – 2013January 17 & 18 2013

COUNSELLING SKILLS - LEVEL I (Day 1 and Day 2)

January 28 - March 22, 2013

BRIEF AND NARRATIVE APPLICATIONS WITH GROUPS

On-Line Certificate Course for Frontline Staff

FEBRUARY – 2013February 14 & 15, 2013

COUNSELLING SKILLS - LEVEL I (Day 3 and Day 4)

MARCH – 2013March 5 & 6, 2013

COUNSELLING SKILLS - LEVEL I (Day 5 and Day 6)

APRIL – 2013April 8 - May 31, 2013

WORKING WITH FAMILIES AND CHILDREN

On-Line Certificate Course for Frontline Staff

April 10, 2013

THE FUNDAMENTALS OF THERAPEUTIC PLAY

MAY – 2013May 9, 2013

WORKING WITH THE ANGRY OR AGGRESSIVE CHILD

May 14, 2013

BEHAVIOURAL CONSULTATION: Providing Effective

Community Based Support

May 24, 2013

MEETING THE NEEDS OF CHILDREN, YOUTH

AND ADULTS WITH LEARNING DISABILITIES

Register 4 Weeks in Advance and Save 10%7 Register 4 Weeks in Advance and Save 10% 8

FOR TRAINING VIA VIDEO CONFERENCINGPlease call 416-972-1935 ext. 3256

For information on our Clinical Infant Mental Health Program visit our website: www.hincksdellcrest.org/infant_mental_health

TRAININGAT A GLANCE

2012/2013

ANY of the WORKSHOPS in this BROCHURE can be BROUGHT to your ORGANIZATIONAnger Control Training • Successful Consulting • Understanding and Harnessing the Power of Groups • Creative Curriculum… plus more.

Visit our website for more details. www.hincksdellcrest.org/gai-focus

Annabel BASSINAnnabel holds a degree in Early Childhood Education and aM.Ed in Adult Education. She has extensive experience inpublic speaking and facilitating workshops both in Canadaand the United States. Since 1983 Annabel has designednumerous workshops on a wide variety of topics, includingtime and stress management, training for trainers,communication and self-esteem. Her broad range ofexperience results in presentations that are both stimulatingand insightful. Annabel has earned an excellent reputationfor her informative and practical presentations, as well asher energetic training style.

Nanci BURNSNanci has a masters in social work. As well as writing andspeaking about temperament, Nanci works directly withstudents as a social worker in the Ottawa School Board.Previously, she worked at the national level and helpedestablish the National Clearinghouse on FamilyViolence/Health and Welfare Canada. She was also aresearcher at the Family Research Laboratory at theUniversity of New Hampshire. While there, she co-authoredNursery Crimes: Sexual Abuse in Day Care. Nanci is also theCo-author Take Your Temperament: Finding the Way toFamily Harmony through an Understanding of DiverseTemperaments.

Scot J. COOPERScot is the Director of The Brief Therapy Network andauthor of A Competency-Based Classroom: A Classroommanual. Scot has an interest and passion for brief narrativetherapy and community practice. He presents a wide rangeof interest in the application of non-structuralist theoryto various contexts including school settings, parents indistress, foster care/ group home settings, and single-sessionencounters. He provides consultation to a private fostercare agency and is a child and family clinical therapist at achildren’s mental health centre where he works collaborativelywith children and families in various contexts. Scot’s focus is

on precise questioning, techniques, and working assumptionsthat can assist clinicians in their everyday work. His highenergy and engaging style makes for an interactive, livelylearning experience.

Norma SOCKETT-DIMARCONorma has a Master Of Arts in Clinical Psychology. She hasextensive experience working with parents and childrenwith particular focus on improving the quality of parent-childrelationships. She has designed workshops on various topicsincluding: attachment in theory; attachment applicationsfor intervention and prevention; prenatal issues; anddynamics of home visitor and parent relationships. Presentlyshe is working as an Infant Mental Health Therapist in achild and family setting. Her engaging presentation stylemakes her workshops practical and interesting.

Doug DUNLOPDoug has had extensive experience working with hard toserve children and adolescents as both a front line worker aswell as his current position as a Residential Supervisor. Trainingand facilitating groups of social services professionalshas been a focus of Doug’s for the past decade. Doug hasdeveloped effective training sessions for professionals in theareas of anger management for preschoolers, latency, andadolescent aged clients as well as providing client focusedservice and life skills coaching for youth. Doug has beenproviding UMAB training since 1998 and has certified manysocial services professionals including individuals involvedin children's and adult mental health, the youth sheltersystem, and college students. Doug brings an energetic andexperiential method of teaching to the UMAB program.Expect a thorough, intense, and enjoyable experience fromthis trainer.

PRESENTERS

OCTOBER – 2012October 5, 2012

RESPONDING TO 21ST CENTURY BULLYING:

A Narrative Practice Approach

October 15, 2012

TAKE YOUR TEMPERAMENT! Using Temperament as a

Tool for Raising a Child’s Self-Awareness and

Self-Acceptance

October 15 - December 7, 2012

WORKING WITH FAMILIES AND CHILDREN

On-Line Certificate Course for Frontline Staff

October 24, 25, 26, 2012

UMAB – Understanding and Managing Aggressive

Behaviour

NOVEMBER – 2012November 1 & 2, 2012

TRAINING FOR TRAINERS

DECEMBER – 2012December 13, 2012

A FRESH LOOK AT BEHAVIOUR MANAGEMENT

JANUARY – 2013January 17 & 18 2013

COUNSELLING SKILLS - LEVEL I (Day 1 and Day 2)

January 28 - March 22, 2013

BRIEF AND NARRATIVE APPLICATIONS WITH GROUPS

On-Line Certificate Course for Frontline Staff

FEBRUARY – 2013February 14 & 15, 2013

COUNSELLING SKILLS - LEVEL I (Day 3 and Day 4)

MARCH – 2013March 5 & 6, 2013

COUNSELLING SKILLS - LEVEL I (Day 5 and Day 6)

APRIL – 2013April 8 - May 31, 2013

WORKING WITH FAMILIES AND CHILDREN

On-Line Certificate Course for Frontline Staff

April 10, 2013

THE FUNDAMENTALS OF THERAPEUTIC PLAY

MAY – 2013May 9, 2013

WORKING WITH THE ANGRY OR AGGRESSIVE CHILD

May 14, 2013

BEHAVIOURAL CONSULTATION: Providing Effective

Community Based Support

May 24, 2013

MEETING THE NEEDS OF CHILDREN, YOUTH

AND ADULTS WITH LEARNING DISABILITIES

For On-line Registration Visit www.hincksdellcrest.org/gai-focus 10

(Please fill out the following information clearly)

Organization Information

Organization Name

Mailing Address

City Postal Code

Phone ( )

Fax ( )

Mr./Ms.

Workshop

Date

e-mail

Mr./Ms.

Workshop

Date

e-mail

Mr./Ms.

Workshop

Date

e-mail

List additional names on a separate sheet.

Please check (✓) one of the following:

Payment by ❏ cheque is enclosed

Payment by ❏ Visa

Payment by ❏ Mastercard

Card #

Expiry date

Signature

Payment, Substitutions, CancellationsPayment must accompany registration form. Registration byphone, fax, mail, on-line www.hincksdellcrest.org/gai-focusor e-mail accepted with credit card payment only.

Cancellation PolicyAn administrative fee of $40 will be charged for allcancellations. You may elect to change to another workshopof the same value (within the same year) or a colleaguemay be substituted for attendance. For a refund, notice ofcancellation must be received in writing two weeks priorto the workshop date. No credit or refund will be given ifyou do not notify us in advance of the workshop date.The Institute reserves the right to cancel a workshop dueto under-enrollment, work stoppages, instructor illness orinclement weather. If a workshop is cancelled, the Instituteis responsible for refunding only the tuition payment.

SAVE!Register and pay 4 weeks in advance and take10% off each registration!

Registration(s) @ $ each = $

Registration(s) @ $ each = $

Registration(s) @ $ each = $

Registration(s) @ $ each = $

Certificate On-Line Course

Registration(s) @ $ each = $

Early Regist. @ $ each = $

Certificate Counselling Series

Registration(s) @ $ each = $

Early Registration(s) @ $ each = $

TOTAL = $

REGISTRATION BY PHONE, FAX, E-MAIL, MAIL OR ON-LINE

The Hincks-Dellcrest Centre • Gail Appel Institute 114 Maitland Street, Toronto, Ontario M4Y 1E1TEL: (416) 972-1935 EX: 3345 FAX: (416) 924-9808 E:MAIL: training@hincksdellcrest.org

All workshops take place from 9:00 am to 4:00 pm. Refreshments and workshop materials are included in the workshop fee. Lunch is on your own.

LOCATION: All workshops take place at 114 Maitland Street, Downtown Torontounless indicated otherwise.

Adam LODZINSKIAdam’s training is in applied psychology with a focus onorganizational psychology, community psychology, andprogram evaluation. Adam is passionate about the non-profitsector, devoting his career to it, and he has the privilege ofcontributing to a wide range of fields including education andtraining, labour development, criminal justice, child welfare,young offender services, and mental health, to name a few.Over the last 25 years, he has been involved in many variedprojects, most of which have involved the convergence ofprogram design, program evaluation, organizationaldevelopment, and HR management. Adam has also writtenseveral specialized books for front-line and managementpersonnel in health, human services and education, andexperienced trainers. Well over 4,000 members of varioushelping professions throughout Ontario and parts of Canadahave attended one or more of his seminars over the years.

Eric KINGEric is the Director of Family Programs at the Pine RiverInstitute, a therapeutic Boarding School for adolescents dealingwith addictions and mental health concerns. Eric has workedin the children’s mental health field for the past 30 years.Eric has an extensive background in systemic and socialconstructionist therapies with youth and families. He hasbeen actively involved in brief therapy practice, training andresearch since 1985. He has trained at the Mental ResearchInstitute in Palo Alto, California and the Brief Family TherapyCentre in Milwaukee, Wisconsin. Eric consults to Children’sMental Health Centres, school boards, hospitals, residentialand day treatment programs. Within his brief and narrativepractice Eric has a particular interest in experientialapproaches with families and groups.

Karin EARLE-WILLIAMSKarin holds M.Ed in Counselling Psychology and has over 15years experience in the field of children and youth services. Inthe past she has provided consultation and training to childcarecentres, schools, and community based services. PresentlyKarin is a Senior Clinical Supervisor for a provincial initiativesprogram that provides intensive behavioural interventionservices to children with Autism. Karin has designed manyworkshops on a wide variety of topics, including: managingchallenging behaviour.

Register 4 Weeks in Advance and Save 10%9

PRESENTERS continued

For On-line Registration Visit www.hincksdellcrest.org/gai-focus 10

(Please fill out the following information clearly)

Organization Information

Organization Name

Mailing Address

City Postal Code

Phone ( )

Fax ( )

Mr./Ms.

Workshop

Date

e-mail

Mr./Ms.

Workshop

Date

e-mail

Mr./Ms.

Workshop

Date

e-mail

List additional names on a separate sheet.

Please check (✓) one of the following:

Payment by ❏ cheque is enclosed

Payment by ❏ Visa

Payment by ❏ Mastercard

Card #

Expiry date

Signature

Payment, Substitutions, CancellationsPayment must accompany registration form. Registration byphone, fax, mail, on-line www.hincksdellcrest.org/gai-focusor e-mail accepted with credit card payment only.

Cancellation PolicyAn administrative fee of $40 will be charged for allcancellations. You may elect to change to another workshopof the same value (within the same year) or a colleaguemay be substituted for attendance. For a refund, notice ofcancellation must be received in writing two weeks priorto the workshop date. No credit or refund will be given ifyou do not notify us in advance of the workshop date.The Institute reserves the right to cancel a workshop dueto under-enrollment, work stoppages, instructor illness orinclement weather. If a workshop is cancelled, the Instituteis responsible for refunding only the tuition payment.

SAVE!Register and pay 4 weeks in advance and take10% off each registration!

Registration(s) @ $ each = $

Registration(s) @ $ each = $

Registration(s) @ $ each = $

Registration(s) @ $ each = $

Certificate On-Line Course

Registration(s) @ $ each = $

Early Regist. @ $ each = $

Certificate Counselling Series

Registration(s) @ $ each = $

Early Registration(s) @ $ each = $

TOTAL = $

REGISTRATION BY PHONE, FAX, E-MAIL, MAIL OR ON-LINE

The Hincks-Dellcrest Centre • Gail Appel Institute 114 Maitland Street, Toronto, Ontario M4Y 1E1TEL: (416) 972-1935 EX: 3345 FAX: (416) 924-9808 E:MAIL: training@hincksdellcrest.org

All workshops take place from 9:00 am to 4:00 pm. Refreshments and workshop materials are included in the workshop fee. Lunch is on your own.

LOCATION: All workshops take place at 114 Maitland Street, Downtown Torontounless indicated otherwise.

Adam LODZINSKIAdam’s training is in applied psychology with a focus onorganizational psychology, community psychology, andprogram evaluation. Adam is passionate about the non-profitsector, devoting his career to it, and he has the privilege ofcontributing to a wide range of fields including education andtraining, labour development, criminal justice, child welfare,young offender services, and mental health, to name a few.Over the last 25 years, he has been involved in many variedprojects, most of which have involved the convergence ofprogram design, program evaluation, organizationaldevelopment, and HR management. Adam has also writtenseveral specialized books for front-line and managementpersonnel in health, human services and education, andexperienced trainers. Well over 4,000 members of varioushelping professions throughout Ontario and parts of Canadahave attended one or more of his seminars over the years.

Eric KINGEric is the Director of Family Programs at the Pine RiverInstitute, a therapeutic Boarding School for adolescents dealingwith addictions and mental health concerns. Eric has workedin the children’s mental health field for the past 30 years.Eric has an extensive background in systemic and socialconstructionist therapies with youth and families. He hasbeen actively involved in brief therapy practice, training andresearch since 1985. He has trained at the Mental ResearchInstitute in Palo Alto, California and the Brief Family TherapyCentre in Milwaukee, Wisconsin. Eric consults to Children’sMental Health Centres, school boards, hospitals, residentialand day treatment programs. Within his brief and narrativepractice Eric has a particular interest in experientialapproaches with families and groups.

Karin EARLE-WILLIAMSKarin holds M.Ed in Counselling Psychology and has over 15years experience in the field of children and youth services. Inthe past she has provided consultation and training to childcarecentres, schools, and community based services. PresentlyKarin is a Senior Clinical Supervisor for a provincial initiativesprogram that provides intensive behavioural interventionservices to children with Autism. Karin has designed manyworkshops on a wide variety of topics, including: managingchallenging behaviour.

Register 4 Weeks in Advance and Save 10%9

PRESENTERS continued

FOCUSONCHILD,YOUTH

& FAMILIESProfessional Development

Training Series

FOCUSONCHILD,YOUTH

& FAMILIESProfessional Development

Training Series

12/13CALENDARSEPTEMBER - MAY

TAKE YOUR TEMPERAMENT! Using Temperament as a Tool forRaising a Child’s Self-Awarenessand Self-Acceptance

TRAINING FOR TRAINERS

RESPONDING TO 21ST CENTURYBULLYING: A Narrative PracticeApproach

A FRESH LOOK AT BEHAVIOURMANAGEMENT

THE FUNDAMENTALS OF THERAPEUTIC PLAY

BEHAVIOURAL CONSULTATION:Providing Effective CommunityBased Support

WORKING WITH THE ANGRY OR AGGRESSIVE CHILD

MEETING THE NEEDS OF CHILDREN,YOUTH AND ADULTS WITHLEARNING DISABILITIES

UMAB – Understanding andManaging Aggressive Behaviour

COUNSELLING SKILLS - LEVEL I

WORKING WITH FAMILIES ANDCHILDREN On-Line CertificateCourse for Frontline Staff

BRIEF AND NARRATIVE APPLICATIONSWITH GROUPS On-Line CertificateCourse for Frontline Staff

O N E A N D T W O D A Y W O R K S H O P SC E R T I F I C A T E C O U R S E S A N DC O N S U L T A T I O N S E R V I C E S

O N E A N D T W O D A Y W O R K S H O P SC E R T I F I C A T E C O U R S E S A N DC O N S U L T A T I O N S E R V I C E S

For on-line registration visit www.hincksdellcrest.org/gai-focus

HINCKS-DELLCREST CONSULTATION SERVICES

Senior Hincks-Dellcrest consultants are available to consult on:■ Board Training■ The Board/Staff Relationship■ Program Evaluation■ Strategic Planning■ Development of Policy and Procedure manuals

CALL to find out how Hincks-Dellcrestconsultants can HELP YOU!

The Hincks-Dellcrest CentreGail Appel Institute

114 Maitland StreetToronto, Ontario M4Y 1E1TEL: (416) 972-1935 EX: 3345FAX: (416) 924-9808

*Attention Mailroom Personnel:Please reroute if necessary!Please inform us if address or contact has changed.If undeliverable to addressee, return to sender.Return postage guaranteed.

CONSULTATION / FACILITATIONThe Hincks-Dellcrest Centre • Gail Appel Institute offers consultation and facilitation toManagement Teams, Boards of Directors, Staff Teams and Staff Retreats. These sessionsare planned between the organizational leaders and The Hincks-Dellcrest facilitators tospecifically meet the goals of the organization. This is an effective strategy to address teamissues, supervision practices, transitional issues, strategic planning, board process and othercrucial issues related to the overall running of an effective organization.

A children’s mental health treatment,research, and teaching centre

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