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Counsellor ALBERTA SCHOOL

Publications mail agreement #40934510

Fall 2013

Looking for a Career?

Find it in here.

Over a dozen school and career choices this issue.


In this issue TAlking About Trauma Why it might be important to discuss local, national, and global tragic events with kids............................................................

Counsellor ALBERTA SCHOOL

4

LET’S CHAT What is online consulting............................................................................................... 6 classrooms to careers Project Protégé is helping Calgary students make successful transitions into the workforce................................................................

A NEW KIND OF ROLE MODEL Alberta online mentoring program is inspiring girls in science and engineering.................................................................

7 9

POOR PIGGY? Helping teens better manage their money.............................................................. 12 FIND A JOB, GET A JOB New videos help students with work search......................................................... 14 GAME ON Online game gets kids hooked on math and science............................................ 17 NAIL IT! A career in construction.............................................................................................. 18 well paid Tips to getting a scholarship...................................................................................... 20 find a different way Creating change through solutions, not focusing on problems....................... 21 DOWN ON THE FARM Green Certificate Agricultural Training.................................................................22 CAREERS: THE NEXT GENERATION Working with community, for community..............................................................23

FOCUS ON bow valley college.......................................................................................24 DIGITAL SCHOOL...................................................................................................25 GRANDE PRAIRIE REGIONAL COLLEGE.....................................................26 MOUNT ROYAL UNIVERSITY...........................................................................27 OKANAGAN VALLEY COLLEGE OF MASSAGE THERAPY..................28 ACADEMY OF LEARNING CAREER COLLEGE..........................................29

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Alberta School Counsellor / Fall 2013 3


Talking About

Trauma

Why it might be important to discuss local, national, and global tragic events with kids. By Colleen Bondi

If waving a magic wand could keep children from being upset by traumatic community events they hear about at school or in the media, parents would do that in a heartbeat. Sadly, that is not an option. 4 Alberta School Counsellor / Fall 2013

Instead they must wait for the inevitable to happen and then help children deal with their emotions. What is the best way of doing that? Experts agree on a simple first step – help children talk about what they know. “It is important to talk to children about traumatic events they’ve heard about to find out what negative emotions they may be feeling and identify what thoughts are driving those emotions,” says Pat Keelan, PhD, a registered psychologist in Calgary. “Setting the stage for them to express what they are feeling and thinking is a way to take steps to counteract those thoughts and feelings.” For example, if they are worried about victims from the southern Alberta floods, counsellors could explain the kind of help the evacuees are getting (volunteer and neighbourhood donations and support, counselling, insurance claims, money from the government) to get back on their feet again. Providing a more positive and balanced interpretation of the event will also reduce the risk of a child developing ongoing emotional issues such as depression and anxiety, behavioural problems, and difficulties in school. It is critical to let children guide the discussion. Ask them open-ended questions like: Do you know about the flood? What are your thoughts? This way, you will find out what is on their minds and

can use the information as a gauge as to how to provide straightforward and honest responses. You also will not be introducing issues they are not ready to discuss or are not concerned about. With younger children, whose ability to express themselves in words is limited, use simple terms and nonverbal ways, such as drawing and puppet play, of helping them express their feelings. Older children, with their more advanced verbal abilities, might be able to write down what is on their minds. Tell your children you love them more than you normally do and keep to a regular routine, which is always a “good source of comfort and security,” suggests Keelan. It is normal for children to have stressful thoughts in the wake of a traumatic event. In fact, “the vast majority of people exposed to traumatic events, recover naturally from them,” he adds. Disturbed sleep, stressful thoughts, and upset tummies will usually run their course. However, if it has been three to six months and they are still highly upset, it might be time to consult a professional. If children are normally anxious, depressed or troubled, it might be even more important to check in with them. Don’t be afraid you will upset them by raising the issue. If they tend to become concerned by everyday events, they will likely respond to something more pronounced, like the flood, and will need comfort.


anything, see some pictures or have any

concerned as to what parents, teach-

questions, come and talk to me.” And as

ers, or counsellors might do (freak out) if

days go on, impart messages of consola-

they knew about those feelings. The best

tion and comfort.

approach is to be relaxed and to keep the

Do your children sound nervous or

Be sure to offer those reassurances. Don’t simply listen to them and then walk away. Keelan likens this to surgery: you wouldn’t open someone up and then leave them on the operating table. It might feel invasive and we might feel like avoiding the discussion, but this would be counter-productive. “See what is going on and try to correct the problem.” Leslie Tutty PhD, a professor emeritus with the faculty of social work at the University of Calgary, agrees it is critical to approach a traumatic community experience head on. Thinking younger children don’t know what is happening in the community is a colossal mistake. “Our children are listening to us. They are tuned in; they always manage to have one ear on what the adults are talking about.” And they will be thinking about it. Talkative kids may raise the topic themselves. A quieter child may not know if or when to bring up the issue. “They may not want to worry us by raising the question, so they might keep quiet.” Don’t make assumptions that children haven’t heard anything about the event or they have heard about it but it is not a problem. “We have assumed in the past that kids don’t get anxious or don’t have reactions. We know that is not true now. We need to be open to listen to them.” If they say they are not worried about the flooding, leave the topic alone. But if that is the case, try saying, “If you do hear

lines of communication open, she says.

upset? Use the opportunity to reassure

Finding concrete ways to deal with

them about the world: “Aren’t we lucky

trauma is helpful. But if we can encour-

we are safe and sound and there are

age kids to host that lemonade stand for

people helping those in trouble?” They

the Red Cross, or send a thank you letter

might be concerned about their own

to Mayor Nenshi, they will feel proud of

family’s welfare; you could take them on

themselves and it will restore a sense of

a tour of the house [or school] to show

safety in the world.

them there is no water in the basement

“What people need to know is if you

or point out that if water did get in, an

have had an impactful experience, one of

adult would pump it out.

the ways for it not to become traumatic

Limit overexposure to the media, but

is to talk about it. It is when people don’t

consider watching the news with your

deal with the traumatic incidents that

children. At grade three and up, you can

they can develop Post Traumatic Stress

use the news coverage as a stepping off

Disorder,” adds Tutty.

point to talk about a traumatic event.

Above all, parents should remain

Don’t leave the television on so that

hopeful and optimistic about the world.

children can watch graphic images and

Conveying that message, with frequency,

repeated interviews without parental

will remind children that tough times are

presence and input. With troubled kids,

inevitable, but better times will follow.

try approaching the topic as though they are slightly younger in age (kids often regress to the previous developmental level when they are worried).

Building Resilience in Children Dr. Kenneth Ginsburg, pediatrician and specialist in adolescent medicine at

For traumas out of the city or coun-

the Children’s Hospital of Philadelphia,

try, consider the story’s impact before

identifies the seven “Cs” associated

discussing. The Sandy Hook massacre

with resilience:

could be particularly upsetting to chil-

Competence – a sense of being able

dren because it so closely relates to their

to handle a situation

reality (i.e. feeling safe at school).

Confidence – the skills derived from

“That was such a tragic event, you

feeling competent

would not necessarily want to introduce

Connection – having ties to friends,

the story to younger kids,” warns Tutty.

family and to the community

“It is the mirror picture of their lives and

Character – living within a framework

there were so many deaths.”

of morals and principles

But, if the kids had heard about it, it would be important to have a chat. Sometimes it is hard to know what is going on with their children and hard to separate normal behavioural shifts and moods from those prompted by trauma and requiring attention. It is often diffi-

Contribution – making the world a better place Coping – having the capacity and strength to deal with setbacks Control – understanding that personal choices have certain consequences

cult for kids to talk about feelings; they

www.healthychildren.org from the

may want to keep them private or be

American Academy of Pediatrics (AAP). v Alberta School Counsellor / Fall 2013 5


Let’s Chat What is online counselling?

When I tell people that I do counselling online, the usual response is a puzzled “Ummm, how does that work?” After all, when we picture someone going to counselling, we usually think of a private space and a person who will listen, be non-judgmental, and give immediate feedback. We don’t picture counsellor and counsellee sitting down at a computer and having a counselling session. Yet, more and more people are turning to online counselling as a viable alternative to face-to-face counselling. If you Google the words “online counselling,” you’ll get over 24 million hits. Online counselling has been around since 1995. Initially it was viewed with scepticism but “today, clinical services are offered online throughout the world in multiple languages.” There is a growing body of research giving evidence of 6 Alberta School Counsellor / Fall 2013

the therapeutic effectiveness of online counselling. There are many different platforms you can use for online counselling: email style, live chat, or individual and group video counselling. A number of youth crisis lines in Canada offer text, chat, or email options to youth. Online counselling can take place in real-time or asynchronously. One of the benefits of asynchronous counselling for the client is that they can respond when they are ready. Online relationships are different from those face-to-face. If you’re wondering how it’s possible to create an effective therapeutic alliance when you can’t see your client or hear their voice, you can learn what are called “presence techniques.” These text-based counselling techniques are used to compensate

By Dawn Schell for the absence of tone of voice and non-verbals in text. They also serve to draw clients and counsellors into the presence of one another. Who could benefit from online counselling in a school context? Students who may be experiencing embarrassment or shame or who may be more reluctant to access services in the more traditional face-to-face format. Online counselling can sometimes act as a “bridge” to faceto-face counselling for these students. Other students may feel more comfortable addressing things online or in writing. Of course there are times when online counselling is contraindicated. For example, if a student is suicidal or in immediate crisis or has serious distortion of reality (e.g. psychoses). This is a developing field as technologies are continuously evolving. Knowing how to integrate the technology into our work is critical, especially when it comes to ensuring privacy and confidentiality. If you are going to use online counselling in your school – whatever the modality – make sure you understand how to make the best and most effective use of it, how students may respond and how to protect and preserve their privacy and confidentiality. Dawn Schell, MA, CCC, CCDP is a Career Development Practitioner who specializes in working with youth and an affiliate of Worldwide Therapy Online Inc. Footnote 1 Murphy, L.J., Parnass, P., Mitchell, D.L., O’Quinn, S. (2010). The emerging field of cybercounselling: Personal and professional reflections. Intervention, 132, 84-93. v


Classrooms to

Careers

Project Protégé is helping Calgary students make successful transitions into the workforce. By Jillian Mitchell Wondering what life after university looks like? Well, wonder no more thanks to Project Protégé, a joint venture between the City of Calgary’s Youth Employment Centre (YEC) and three postsecondary city schools illustrating the power of mentorship—the missing link between a promising businessperson and a successful one. “The piece that’s often downplayed is that the transition from school to the workforce is huge. This is where I think people struggle,” cites Cecilia Moore, employment counsellor at the YEC. “Mentoring is an approach for people to learn a variety of professional and personal skills, and our program is really

about intentional mentoring with an end outcome.” As Moore explains, Project Protégé was designed to foster a seamless transition for graduates from post-secondary institutions into the workforce. Launched at Rocky Mountain College in 2007, the program today has expanded to include the Bachelor of Arts Human Services program at Rocky Mountain College, the Bachelor of Social Work program at the University of Calgary, and the Physical Education and Recreation Studies program at Mount Royal University. Project Protégé is a free professional development opportunity for post-secondary students under 25 who

wish to be paired with a mentor in their field from the City of Calgary’s Community & Neighbourhood Services department. Applications are accepted each fall for the 25 positions, and the program runs the academic term, from October to April, with a monthly commitment of two to four hours. In total, students are required to participate in the Program Kick-Off event in October, monthly counsellor and mentor meetings (students are met at the location of their choosing), two Career Boot Camps (one in October, one in January), and the Wrap-Up event in April. To date, 77 youth have been matched with City of Calgary mentors through

2012-2013 Protégés and Mentors Group Photo at Wrap Up Event. Alberta School Counsellor / Fall 2013 7


Networking Event held at Rocky Mountain College February 2013.

Project Protégé, a number that Moore credits to a great team effort, from the YEC staff, school liaisons, and mentors (who, interestingly, report higher levels of job satisfaction after their involvement), to the past protégés who assist in recruitment incentives. “This has probably been our most successful year,” says Moore. “Thirty days after completing the program, 77 per cent of our students were working in a career-related position, either summer of full-time employment.” As the YEC counsellor reports, major focuses of the program include career development, employee orientation, career advancement, problem solving, coaching, and attaining a meaningful work-life balance, as well as the development of a professional network prior to graduation. In addition, Moore cites the program’s informational interviews as a major highlight, as it provides the opportunity to understand workplace culture prior to graduation.

Mentor Pairing: Jen Coyne (mentor-left) and Breanne Dunlop (protégé-right) at wrap up event. Breanne spoke at the wrap up about her experience. 8 Alberta School Counsellor / Fall 2013

“Sometimes people put careers up on a pedestal,” she says. “So informational interviews are really an opportunity for the student to go and talk to the employer, to understand what their needs are and to understand if they have the skills to start with this employer at an entry level. Having that behind-the-scenes information really gives students an edge in securing employment opportunities.” As colleague Arlas Gillies adds, Project Protégé has garnered much attention for the community. Typically, 30 to 50 employers get involved in each of the networking events, which Gillies cites as an invaluable opportunity for both students and employers. “From an employer’s perspective, it’s great because they’re meeting with potential employees right then and there,” says Gillies, YEC community relations liaison. “As well, students are hearing

Komal worked hard with her mentor and through her networking secured an excellent summer student opportunity with Heart of the North East in Calgary, Alberta.

about the organization and seeing if it fits with what they want.” As both women conclude, there is a desire to expand the program, as much interest has been garnered from other post-secondary departments. However, the plan is to continue slowly, says Moore, so as not to dilute the program’s value. “No decisions have been made as of yet, but I think potentially there is that desire and interest to expand and that discussion has happened,” says Moore. “At the moment, we need to keep the numbers manageable for our counseling staff.” YEC is funded by The City of Calgary, the Government of Alberta, and Family and Community Support Services. For more information about YEC or Project Protégé, please visit www.nextsteps.org. v

Kickoff Event for program held at Rocky Mountain College. Social Work mentor pairing Lindsay Miller (mentor-right) and Hayley Zokol (Protégé – left) just after initial meeting – November 2012.


A New Kind of

Role Model Alberta online mentoring program inspiring girls in science and engineering.

By Jillian Mitchell

A Cybermentor and her mentee at the year-end celebratory event, Fusion.

The scenario is familiar — ask any young girl about her female role models and chances are good that, after family members, her list will typically be crowded with celebrities. None of this is new. And though many career paths in the notso-public realms tend to go underrepresented, each day there are many successful women in the fields of science and engineering paving the way for the younger generation—and interestingly,

many more young girls who are becoming entirely curious. The province of Alberta’s e-mentoring program, Cybermentor, speaks well to the idea of role modelling and mentorship in the 21st century. The complimentary program fosters one-on-one online relationships between girls ages 11 to 18 living in Alberta and professional women in a science, technology, mathematics, or engineering related field. In its twelfth

year, the program bears witness to anywhere from 100 to 200 mentees annually, a statistic that pleases Cybermentor director, Brandi Chuchman. “Research has shown that it’s so important to provide role models to girls in this critical stage in their lives when they’re starting to think about their future,” says Chuchman. “One of the reasons to start up the program in 2001 was to connect female mentors and menAlberta School Counsellor / Fall 2013 9


Cybermentor participants create art cards to share what Cybermentor means to them at the Fusion 2013 year-end celebration.

tees both in urban and rural areas across the province. Because our population is quite spread out, we do have lots of communities where there may not be a single female scientist or engineer, so the online platform works well.” As Chuchman suggests, the program is centered around personal connection based on encouragement, constructive comments, openness, mutual trust, respect, and a willingness to learn and

Cybermentor Ashley Sceviour, an engineer and lawyer, with her mentee at the Fusion 2013 year-end celebration. 10 Alberta School Counsellor / Fall 2013

share. According to the Cybermentor director, the online platform speaks well to the targeted demographic of mentees, who today make up a segment of the population that is far more versed in technology than any other generation previous. The computer-mediated communication, at the same time, removes both geographical barriers and the potential for emotional intimidation. In addition, the website proves another integral resource, offering age-appropriate articles, videos, discussions forums, blogs, and games for both mentees and mentors, as well as career profiles and information about upcoming volunteer and employment opportunities. Mentees can simply register online at any time of the year, says Chuchman. For the duration of the school year, a weekly commitment of 10 minutes is all that is required from participants, and all communication is conducted over the secure online platform. Though in-person meetings are not a part of the Cybermentor program, a year-end event is held in Calgary and will soon expand to Edmonton as well. “Email is a communication format that these girls are well accustomed to,” she notes. “And it’s very accessible. It’s a way for the girls to be mentored that fits into busy student and professional

schedules. A lot of the mentors have very busy schedules (it’s not uncommon for them to send emails at 2 a.m.) but it’s important to them to give back and inspire the next generation, so it’s a format that fits and meets that criteria.” Youth may participate in the program the full seven years, if desired, and they have the opportunity to be paired with a different mentor each season, exposing them to new perspectives. More often, mentees remain in the program for multiple seasons, says Chuchman, and a few of the program’s mentees have even gone on to participate as mentors. “I have mentors contacting me on a weekly basis wanting to give back and get involved with this program,” she says. “The mentors, themselves, are coming from all over the place; some live outside of Alberta, even internationally, but have some sort of connection with Alberta. One woman this season was conducting biological field research In Japan, one was doing computer programming in Europe, and one was an aerospace engineer working for NASA in Houston, Texas.” Mentors like Michelle D’Souza, a senior software developer at AppColony Inc. who has been involved with the program for a little over five years, cite many benefits for both mentees and mentors participating in the program. As D’Souza insists, mentorship is a two-way street. “Often being the only woman developer on my team, I was trying to find ways to encourage young women to consider technology as a career option.

Cybermentor and computer scientist Michelle D’Souza inspires girls at the Fusion 2013 year-end celebration.


That’s when I stumbled onto Cybermentor, which gave me the chance to reach out to young girls at a stage when they were still figuring out what they wanted to; it was exactly the kind of hands-on mentoring opportunity I was looking for,” D’Souza says. “From my experience, I have drawn so much inspiration from all my mentees, and have learnt to look at simple things with just as much awe as they do.” As Chuchman reports, there has been quite a lot of interest in the Cybermentor model, specifically from the Northwest Territories, Nunavut, British Columbia, and Ontario, as well as in South Africa and the United States. Already, a platform that was modelled directly after Cybermentor was created in Germany. New to the program this year is an Advisory Committee composed of mentees, mentors, and community partners, as well as in-person workshops in partnership with national science festivals. “Cybermentor is a great resource for

Cybermentor Tammy Chan, a Senior GIS Advisor, shares advice with her mentee using the online messaging system.

school counsellors and teachers. It’s a way to broaden girls’ horizons in science and engineering, and expose them to real-world role models,” Chuchman concludes. “Students who participate in Cybermentor are more likely to stay in

science and math courses, and to gain the confidence to excel in these areas.” For more information and to request brochures, visit Cybermentor online at www.cybermentor.ca or email cybermentor@ucalgary.ca. v

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Poor Piggy?

Helping teens better manage their money. By Magdalena Matracki With most needs taken care of by parents, teens spend the majority of the cash they get from part time jobs, allowances, or gifts on things they want. What they need help with is finding a comfortable balance between income and expenses, and needs and wants. Here’s what your students need to know: Setting goals The first step in helping teens budget is to get them focused on their goals. Have students sort their goals into three different categories: • Short term: Movie tickets, new makeup, lunch at the mall • Mid-term: Tickets to a concert, new iPod • Long term: College, university, or apprenticeship program, buying a car, travelling, moving out How much do they need to save? Next to each goal, have the student list a price and a date of when they want to achieve it. This will show them how much they need to save per day, week, or month. To find out where they will get the cash, have them list out all their income sources and how much they make each week/month/year. Where do teens spend their cash? For one week, have students track every penny they spend. Include everything: coffees, gum, pop, clothing, lunch, movies, music downloads, or deposits into a savings account. Apps, banking sites, or excel spread sheets all have great tools to track spending. 12 Alberta School Counsellor / Fall 2013

Where can they cut back? By tracking expenses, students will be able to see just how much money they spend in a week and where they’re spending it. Chances are they’ll be surprised by how much cash they waste on the little things. Are these small items interfering with their saving goals? To drive the point home, have the students multiply their weekly expenses by 52. In one year, how much would they spend on these inexpensive items - that once are consumed, are quickly forgotten? Here’s an example of how fast these things add up:

Lunch at a food court three times per week: Weekly cost: $15 Annual cost: $780 Boutique coffee twice a week: Weekly cost: $10 Annual cost: $520 Buying water, pop, chips, or chocolate bars: Weekly cost: $5 Annual cost: $260 Thinking twice about these purchases can save $1,560 by the end of the year. Let students know that they don’t have to give up the small things altogether, but indulging once a week instead of three times in a latte or food court lunch could


free up $10 a week for something more important. Distinguishing needs from wants Ask students the following: • When does a want become a need? • What motivates them to buy an item – do friends or advertising influence the purchase? • If they resist buying an item, does the urge for it go away the next day? • What items, if push came to shove, can they live without? There’s nothing wrong with treating ourselves to buying new things – as long as we keep our spending habits in perspective. We are fortunate to live in a society where many of us are able to do so. But, if we spend all our money on frivolous items, cut into savings or go into debt, there’s a problem. Have students look around their home to see what items they thought they couldn’t live without and now don’t seem to notice. When they got the latest and greatest new gadget – how long did it take before it felt outdated and “needed” the brand new model? This can range from anything from the new shade of nail polish or lipstick, new shoes, or the latest MP3 player or video game. Buyer’s remorse Once they reviewed their weekly expenses, did the teens regret purchasing any items? What they may be feeling is called buyer’s remorse. Buyer’s remorse is the sense of regret after having made a purchase. It is frequently associated with the purchase of an expensive item such as a car or house, but may extend to smaller purchases as well. It may stem from fear of making the wrong choice, guilt over extravagance, or a suspicion of having been overly influenced by the seller. The best way to reduce buyer’s remorse is to resist impulse buying. Before they buy, ask students to think about the purchase – why do they need the item, or why they want it.

Thinking critically Marketers invest millions of dollars to get teens to buy their item. Hold a discussion with students about the commercials or advertisements they see. What image is the advertiser trying to associate with the product? Some companies hire child psychologists to help them understand what it takes for teens to buy certain items. They want to earn their brand loyalty as early as possible so they will continue to buy their products for years to come. Impulse buying Encourage your students to save up for things they want. Then, when it’s time to buy, suggest they take an extra 24 hours to think about spending a big chunk of their savings. When reviewing their list of purchases, ask which items were bought on impulse. To limit impulsive purchases,

provide the following tips: • Avoid or limit trips to malls and online buying sites • Pay cash for items – it’s harder to part with than swiping a credit or debit card • Leave your credit card at home • If you see an item you really want – sleep on it. Do you feel you still can’t live without it the next day? • Keep in mind that small items, like gum, coffee and chocolate bars really add up When students think critically about their purchases, they are less likely to waste their money and more likely to stay focused on saving for their goals. For more information, download the My Money $ My Future workbook for high school students at www.mymoneymyfuture.ca, or contact mymoney@albertaaccountants.org. Brought to you by the Alberta Accountants Unification Agency. v

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Find a Job,

Get a Job

New videos help students with work search.

Carrying out an effective work search and finding a job can challenging. The Alberta Learning Information Service (ALIS) website has 10 work search videos to help your students with common work search questions. Students get answers and tips from Alberta career experts in the following two to three minute videos: • Where can I find out which jobs are in demand? • How do I look for a job? • How can I find unadvertised jobs? • How do I get experience? • How do I get into the trades? • How do I write an effective resumé? • How do I write an effective cover letter? • How do I prepare for an interview? • What should I do after an interview? 14 Alberta School Counsellor / Fall 2013

• What jobs are available to someone with a disability? Finding jobs Applying labour market information is one way your students can discover job openings and opportunities. The work search video “Where can I find out what jobs are in demand?” has great tips on how to find the best information available. The ALIS work search videos also help new job seekers learn about the hidden job market: opportunities that are not advertised or posted to job search websites. Have your students check out “How can I find unadvertised jobs?” to learn more about researching the companies they’d like to work for and about building the networks that can help them find hidden jobs. For students interested in working in the trades, another


video explains apprenticeships and directs students to the Registered Apprenticeship Program (RAP). In the Registered Apprenticeship Program, high school students can earn credit towards their high school diploma, get on-the-job work experience and make money at the same time. Resumés and interviews Your students will be prepared for interviews if they can write effective resumés and cover letters, show they have the experience required for a position and present a positive attitude. The work search videos “How do I write an effective resumé?” and “How do I write an effective cover letter?” mention helpful tips as well as resources such as the free e-Resumé Review Service provided by the Career Information Hotline. Once your students have landed an interview, the video “How do I prepare for an interview?” will help them do the right research, ask the right questions and dress appropriately. It’s important for students to understand how staying positive will make the interview easier and leave a good impression on the interviewer. The video “What should I do after an interview?” teaches your students to look objectively at an interview and treat it as a learning experience whether or not they are chosen for the position. Self-evaluation and follow up communications are tools

that job seekers can use to improve their future prospects. This video also helps students understand how to evaluate and handle a job offer, from researching and negotiating to giving notice of resignation to a current employer. Learn more View the work search videos at alis.alberta.ca/worksearchvideos or youtube.com/aliswebsite. Visit the ALIS job search section at alis.alberta.ca/jobsearch. Resources for the Classroom Check out the Resources for the Classroom flyer to find other helpful resources for students. Topics include career planning, post-secondary planning, job search and employment standards. Download the flyer at alis.alberta.ca/publications. Stay Informed Subscribe to our eNewsletter or RSS feed to find out what’s new on ALIS and learn about new and updated products. Download the eNewsletter at alis.alberta.ca/enewsletter. Subscribe to the RSS feed at alis.alberta.ca/rss. Find more information on career planning, education and jobs at alis.alberta.ca. v

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Game On

Online game gets kids hooked on math and science.

Children can navigate the world map of EnGenious, in which the minigames are embedded. The map sidebar indicates your impact on the world of EnGenious, showcases your avatar, and tallies your EnGenious bucks.

Despite popular myth, online games can help children learn concepts taught in school and aid the retention of information. This concept is called Digital GameBased Learning (DBGL), and its gaining approval by students and teachers. It is easy to convince a child to play online games, but what about teachers

and parents? After reading the benefits of DGBL, any negative perception of playing online games in school may change. Six of the eight trials produced equal or higher class average scores for focus and attentiveness during DGBL versus alternative strategies, according to a study of child behaviour and learning by Associ-

ate Professor of Technology, Ryan Schaaf published in The Canadian Journal of Action Research. The research examined the behavior of children who engaged in digital-based learning compared to a control group that learned through traditional means. Schaaf says six of the eight trials showed a higher student survey average in the level of student enjoyment while experiencing Digital Game-Based Learning. The Association of Professional Engineers and Geoscientists of Alberta (APEGA) is embracing DGBL and has created an online game and career information resource that will change the way junior high students learn math and science concepts. EnGenious.ca is a resource for teachers and introduces students to an interactive and interconnected game world. Students can change the social, economic and environmental health of the EnGenious world by completing ten mini-games based on the work professional engineers do every day. “I liked (the games) a lot. They were really fun,” says Brittney Callihoo, a Grade 9 student at Ben Calf Robe school in

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Quake Busters is one of ten mini-games on the EnGenious website. In this game, players can use an earthquake simulator to test and reinforce building foundations to prevent buildings from crashing to the ground!

Edmonton. “I liked the problem solving – I feel accomplished whenever I solve a problem.” In the virtual world of EnGenious, students can set up an environmentally friendly electricity grid, run a recycling plant or a refinery, and more. They can answer trivia questions and unravel puzzles while developing their problem-solving skills. They can even use rewards to decorate their virtual condominium and outfit their avatar.

PegAvater - Children can design their own avatar in the EnGenious game. They can choose from a variety of hair styles, facial features, clothing and accessories.

“Not only are EnGenious games a lot of fun, it also introduces math and science concepts to junior high students,” says Leah Lawrence, P.Eng., past president of The Association of Professional Engineers and Geoscientists of Alberta (APEGA). Students testing the game have offered rave reviews, saying the love the game, it taught them a lot of new things about engineering, and that it’s a game they’d play in their free time.

The EnGenious website also includes resource material for parents and teachers, including in-class lesson plans and links to other science, technology, engineering, and mathematics outreach providers across the country. The game and career resources were made in consultation with professional engineers and educators. A guide available on the website shows teachers how the game links with Alberta’s curriculum. v

Professional Engineering lets your students

Dream Bigger

• Ten fun online mini-games connecting science and math to real-life engineering • Career and teacher resources available online • Lessons link with Alberta curriculum

Play the free game at engenious.ca Alberta School Counsellor / Fall 2013 17


NAIL IT! A career in construction.

By Amy Smith

Amidst the saw dust, the Architectural Woodworking Manufacturers Association of Canada taught students the art of cabinetry and assembled stools for them to take home as souvenirs.

The seventh annual Construction Career Expo hit the nail on the head setting a record breaking attendance with nearly 2,500 students pounding their way through the entrance doors of Hall B at Stampede Park’s BMO Centre. On April 24, 2013, 50 exhibitors representing trade contracting associations and Calgary Construction Association (CCA) member firms were ready to showcase their industry sector to thousands of youth in grades seven to 12. Within minutes of the expo welcoming its first guests, the 50,000-squarefeet of exhibit space resembled that of 18 Alberta School Counsellor / Fall 2013

a disturbed ant hill. The buzz of hundreds of students mingling throughout the exhibits accompanied the sounds of construction sites that build our vibrant city. Electric power tools, lift operators, simulators, concrete trucks, bob cats, hammers, mallets, and trowels were just a few of the instruments contributing to the sounds of excitement. The atmosphere of the room quickly changed from anticipation to incorporation as all exhibitors welcomed groups of students into their space to showcase their unique hands-on interactive activities. New to the expo this year included re-

bar activities, fire alarm safety, quantity surveying, heavy construction, and landscaping. These new exhibits joined a host of staple activities representing flooring, roofing, siding, painting, masonry, electrical, glass and glazing, welding, plumbing, and sheet metal industries. In addition to the local Calgary junior and senior high school students, many expo guests travelled to the expo from rural areas including Okotoks, High River, Strathmore, Chestermere, and as far as Carmangay to explore the myriad of career opportunities that are available in the construction industry. Approximate-


CCA Expo Chairman, Grant Symon of Graham Construction & Engineering presents grade nine student Matthew W. with an iPad Mini seen here with assistant principal Annie Gauthier. Three iPad Minis were awarded as prizes to students who completed the construction quiz at the expo and received 100 per cent.

ly 50 schools in total were represented at the expo. The Calgary Construction Association and many industry representatives have been working closely in partnership with the Calgary Board of Education (CBE) and the Calgary Catholic School District (CCSD) to enhance relations and find meaningful ways to expose the construction industry as a viable career option to their students. By enhancing the lines of communication with the school boards, the construction industry has managed to share different career options from apprenticeship training, skilled journeymen, and project management to that of running one’s own business and entrepreneur-

The Ironworkers Local 725 partnered with Harris Rebar to engage youth with their interactive rebar exhibit.

ship. In the past, construction has been painted, (pardon the pun) as an industry for those less educated or as a “second choice.” Through research and statistical evidence, it is clear that the world of skilled trades is in demand for a future workforce but can also provide challenging and fulfilling career lifestyles. In addition, salaries offered in the construction industry are higher than the national average.

Seven dog houses were built on site at the Expo and then presented to participating schools including Blessed John XXIII, H.D. Cartwright School, Henry Wisewood High School, Heritage Christian Academy, Ian Bazalgette School, St. Garbriel the Archangel and Third Academy School. Left to right: Dustin of Carbon Constructors and Operations Manager Sean Bartlett of Carbon Constructors present Steve Petingola, Principal of Blessed John XXIII School with one of the completed dog houses.

The construction industry has it all and includes room for women to build their niche in the industry as well. With women making up only 15 per cent of the workforce, and even less with only four per cent representation in the field, there are opportunities for women who have tactile skills or simply don’t want to be stuck in a cubicle. A recently formed CCA committee aptly called “Women in Construction” were in attendance at the expo to express these sentiments and encouraged women to consider a career, in what has been deemed a predominantly male industry. Fourty-five exhibitors brought over 180 employees to showcase their construction careers to youth. Over 50 volunteers were busy throughout the day greeting busses, and handing out over 2,000 shirts, safety glasses, and bags. The expo would not have been possible if it wasn’t for all the support and sponsorship received from industry. The CCA would like to thank all of the participating schools who supported the expo by bringing their students to experience this unique, hands-on extravaganza. The association looks forward to making next year’s expo an even greater success. For information about the CCA’s annual Construction Career Expo contact event coordinator Amy Smith at 403-2913350, or email amy@cca.cc. v Alberta School Counsellor / Fall 2013 19


well paid Tips to getting a scholarship.

It has been said that scholarships can be hard to get, and there may be some truth to this. However, following the right tips and procedures will greatly tip the odds of success in your favour. Here are a few tips to increase your chances of getting a scholarship. Know where and when to look While it is true that many scholarship opportunities can be found by refined internet searches, don’t overlook what your post-secondary institution might have to offer. Be sure to explore all the scholarship opportunities at your institution, including awards offered as incentives and scholarships offered during the academic year. For example, Concordia 20 Alberta School Counsellor / Fall 2013

University College offers a guaranteed renewable University Entrance Scholarship, ranging in value from $1,000 to $3,750 with award averages beginning at 75 per cent. Many qualified students get left out by missing the April 1 deadline. Students that miss the entrance deadline can still apply for other scholarships offered during the academic year.

for getting a scholarship by refining your talents to where you stand out above the crowd. Many scholarships have qualifications related to community service. Are you good at something? A couple of hours of volunteer service a week can really add up and put you a cut above the rest of scholarship applicants. Get involved and get rewarded.

Know your strengths and refine your talents You can improve your chances for getting an academic scholarship just by being studious. Each academic year Concordia University College gives cash awards for strong academics in each faculty. You can also improve your chances

Be diligent and persistent Do the research and then diligently prepare your application and submit it on time. Just remember, a missed deadline is a missed opportunity. Visit www.concordia.ab.ca for more information or call 1.886.479.5200. v


Find a Different Way Creating change through solutions, not focusing on problems.

Solution-Focused Brief Therapy (SFBT) is a short-term goal-focused therapeutic approach which helps clients change by creating solutions rather than focusing on problems. Solution Talk offers introductory, advanced, and individualized training. Each two day training workshop is ideal for any person involved with individuals, groups, families, and organizations. It is a well-established, strength-based approach for school personnel. Learning Outcomes 1. To equip participants with the tools to develop and build upon existing, strength-based skills. 2. The difference between the problem-focused models and the solution-focused model. 3. To enhance participants’ confidence in the use of Solution Focused Brief Therapy Skills. 4.  How to use solution-focused questions to create change quickly. 5. H  ow to motivate difficult clients. Trainers The course facilitators, Kelly Ainslie and Denise Davies, are registered social workers with over 20 years of experience in the helping profession. They keep apprised of many new solutionfocused techniques and methods as active members with BRIEF, the Association for the Development of Solution Focused Consulting and Training (SFCT), and Harry Korman’s Solution-Focused Therapy Network. Kelly and Denise not only train the solutionfocused model, but practice through assessments and counselling in their private profession. v Alberta School Counsellor / Fall 2013 21


Down on

the Farm The Green Certificate Program is an agricultural skill development program that offers competency-based training for students interested in pursuing a career in agriculture. The program was developed with input from agriculture industry stakeholders and is delivered in partnership with Alberta Education through Alberta high schools. There are more than 1,100 trainees currently earning their Green Certificate in one of nine speciality areas: equine, cow-calf, feedlot, sheep, swine, dairy, filed crop, irrigated crop, and beekeeping. The program develops competent, industrytrained graduates who are ready for on-farm and/or agriculture related employment. Benefits for students: • Taught by industry trainers outside of the classroom; • Apprentice-style training allows students to gain hands-on experience; • Earn 16 high school credits that can help improve their academic marks; • Gain technical skills that will advance their careers in agriculture;

• Recognized as a prerequisite when applying to college or university; • Can be listed as an extracurricular activity on scholarship applications; and • Qualifies as a 4-H project. Benefits for schools: • Diversifies the school’s off-campus program offerings; • Offers opportunities for students to learn outside of the classroom; and • Doesn’t require staff resources during school hours since the program is delivered outside of academic hours. The program helps keep Alberta’s agriculture industry sustainable by training the next generation of agriculture leaders. The training builds skills in technical on-farm job duties, farm safety, business management, and communication skills. For more information, visit www.agriculture.alberta.ca/greencertificate. v

www.agriculture.alberta.ca/ greencertificate

22 Alberta School Counsellor / Fall 2013


careers:

The Next Generation

Working with community, for community. Imagine communities where employers are key partners in education, where skilled workforces continually flourish, and where youth participate in building a better tomorrow. This scenario is what the Alberta-based organization CAREERS: The Next Generation deems as the “three wins.” CAREERS is developing skilled workers of the future. Active in 300 Alberta communities and over 500 schools, the unique, non-profit organization raises youth awareness of career options in health services, trades, and industrial technologies in partnership with government, educators, communities, industry, parents, and students, alike.

“Sometimes the broader education community is not aware of the high-demand career areas that exist. In Alberta, for example, we know we’re going to be short 114,000 workers by 2020—and a good number of those are going to be in the trades,” says Jerry Heck, vice-president of Stakeholder Relations & Growth. “The opportunity to provide for awareness in high school is invaluable for youth and parents.” While enrolled in the program, students earn while they learn, through internships equating to school credits and pay. As such, CAREERS has partnered with several industry leaders to offer customized Registered Apprenticeship Pro-

gram (RAP) models for a particular trade field. In 2012 there were 1,872 high school youth in the internship process with 1,180 employers. As part of their commitment to a vision of strong, vibrant communities, the organization continues to establish a strong presence in the province— and many are taking note. “The high school RAP model is one way to encourage students to explore Alberta’s high-demand fields, and we continually expand our offerings to align with projected gaps in skilled worker opportunities,” says Heck. “It’s a great school-to-work and/or school-toschool transition opportunity for young people.” v

In 2012, CAREERS: The Next Generation successfully placed 1,872 interns with 1,180 employers and spoke to nearly 40,000 students across 510 schools in 286 communities in Alberta. Add it all up and you get...

1 opportunity

for Alberta’s youth to explore the endless possibilities of skilled trades.

/

CAREERSNextGen

visit us online (www.nextgen.org) or call toll free (1-888-757-7172) for more information Alberta School Counsellor / Fall 2013 23


F O C U S O N // Bow Valley College

College Hit Hard by Flooding Bow Valley College stronger than ever after weathering the storm.

In June, southern Alberta experienced record flooding – from waterlogged high-rises in downtown Calgary, to washed-out roads in Banff, to the wide-spread flooding in the town of High River. During the unprecedented disaster, nearly every Bow Valley College campus across southern Alberta was affected, leading to closures, power loss, and cancellation of classes. “The flood had a profound effect on our college infrastructure and community,” says BVC President and CEO Sharon Carry. However, despite the extensive effects of the floods, the college bounced back in record time with staff working throughout the closure in temporary locations and students returning to classes at the earliest opportunity. A communications website and phone number were quickly established for concerned students and staff. The college worked with instructors to ensure students still in class were able to complete their courses. Bow Valley College quickly established business as usual. All Bow Valley College campuses have now re-opened. New program in 2014 BVC will be adding a certificate and diploma in Disability and Community Support. The first class of students in the new program will start in January 2014 and will equip graduates to 24 Alberta School Counsellor / Fall 2013

enhance the quality of life and well-being of people with disabilities. Graduates may work in special or integrated educational environments, agencies that support individuals with special needs and disabilities, not-for-profit community organizations, or with children who have special needs. Both the eight-month certificate and 16-month diploma programs will be offered at the Calgary campus and will have another intake in September 2014. For more information about all programs offered at Bow Valley College, or to arrange a tour, visit the BVC website at bowvalleycollege.ca or contact the Prospective Student Centre at recruiting@bowvalleycollege.ca or 403-410-1402. We also welcome you to join us at: Open House Saturday, October 19, 2013 10 AM to 3 PM Bow Valley College 345 – 6 Avenue S.E. Calgary, AB bowvalleycollege.ca/openhouse v


Digital School // F O C U S O N

Digital School The Alberta economy continues to be one of the strongest in the world.

The Alberta economy continues to be one of the strongest in

12-month Architectural CAD Technician and Engineering CAD

the world. That means there’s a demand for workers with spe-

Technician diplomas, Digital School graduates are finding posi-

cific skills. One of the most in demand is computer aided draft-

tions with some of the the biggest firms in the world, as well as

The Alberta government recently released a report projecting an annual shortage of skilled technicians in the province through the year 2021. The Alberta government recently released a report projecting an annual shortage of skilled technicians in the province through the year 2021. Edmonton’s Digital School Technical Design College, with three decades of training Alberta’s drafters as a base, is where the skilled CAD technicians of tomorrow come to learn what employers are looking for, in less than a year. Digital School is always in line with where the industry is headed, emphasizing collaborative design technologies and

smaller, local businesses around Alberta. The student looking to make an impact on the world would do well to remember what they say at Digital School: “They can’t build it until you design it.” www.digitalschool.ca v

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practices like Building Information Modelling (BIM). With a six-month Computer Aided Drafter certificate (also available as a part-time, online program for those who can’t come to Edmonton or need to work during the day), and

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Alberta School Counsellor / Fall 2013 25


F O C U S O N // Grande Prairie Regional College

Bridging the Gap Academic upgrading at GPRC.

As an instructor in the Academic Upgrading Department at Grande Prairie Regional College (GPRC), Joelle Reynolds, along with her colleagues, helps bridge the gap for adults looking to education to help them reach new goals in their life. GPRC Academic Upgrading offers a range of pre-high school and high school level courses from English and math to computers and study skills. Just this past year, the department began offering courses by video conference to GPRC’s Learning Centres in Hinton, Jasper, Grande Cache, and Edson. Some students, says Reynolds, enrol in the program to boost a high school mark to advance to the next step in their education. Some choose upgrading to increase their job prospects or to carve out an entirely new career. For others, she adds, achieving Grade 12 equivalency is a personal aspiration. Regardless of their past experiences or future plans, she says her students share a common view: they see education as the path to making a positive change in their lives, and they are pre26 Alberta School Counsellor / Fall 2013

pared to return to the classroom to make that happen. “I have deep respect for our students,” says Reynolds. “Returning to school can be a very difficult decision. Some of our students haven’t been in a classroom for years.” Reynolds obtained her Bachelor of Education from the University of Alberta in 2002, specializing in Secondary Education with a major in mathematics and a minor in English. Just over five years ago, she arrived at GPRC to teach math as a sessional instructor in the Academic Upgrading Department. The role meant not only a new direction for her future, but the opportunity to help change the lives of her adult students as they embarked down a new path. One aspect of the role Reynolds says she appreciates most is the collaboration that exists among the members of the Academic Upgrading Department. “The people in our department all have a genuine desire to help every student who comes through our doors to find and reach their goals,” says Reynolds.

“It’s a great feeling to know that I am a part of such a hardworking, caring group of individuals.” Reynolds says while she and her fellow instructors feel a deep sense of commitment to seeing success in their students, the students also become very close, creating support networks among themselves. With many of today’s students juggling their studies with busy lives, including family and jobs, the role of an instructor extends beyond teaching the course material. Reynolds continually strives to create a supportive learning environment – central for student success. “As instructors, we don’t always get to see where that success ends up. Success to one student might be acceptance into a nursing program, or to another might be to walk the stage at convocation with their Grade 12 Equivalency Certificate. But every one of them is a success story for having put in the hard work and dedication required to turn their lives in a new direction.” v


Mount Royal University // F O C U S O N

Giving Back Mount Royal University grads make a difference in their industries. Mount Royal University recently received accreditation with the Canadian Association of Schools of Nursing. This accreditation ensures that Mount Royal alumni

Mount Royal University Advanced Studies in Critical Care Nursing (ACCN) instructor, Frankie Wong, was recently awarded the 2013 Excellence in Education award from the College & Association of Registered Nurses of Alberta (CARNA) for his demonstrated excellence in teaching nursing students, staff, and patients. Along with the CARNA award, Wong has received numerous awards from nursing associations across Canada, and he is a published author in a number of peer-reviewed journals. But it is his dedication to Mount Royal’s students that resonates with his colleagues. “Frankie is always so eager and pleasant, and is so committed to fostering student success and satisfaction, that it is no surprise he won this award,” says Associate Professor Paula Price, PhD. “He brings extensive critical care and neuroscience knowledge and experience to the program, which ensures students are receiving the most current information and techniques and allows them to be at the forefront when they enter full-time practice.” Wong’s commitment to excellence in education dates back to his own days as a student at Mount Royal. After becoming one of the first graduates of ACCN’s distance classes, he began supporting other students’ success as a tutor for distance students. Since that time, he has spent over 10 years as a part-time instructor with Mount Royal, teaching all of the program’s theoretical and clinical classes. The Bachelor of Nursing program at

who apply for grad school will have the confidence that their undergraduate program met the gold standard of nursing education programs in Canada. v

What starts here

May lead here Faculty-student interaction — something for which Mount Royal is renowned — can make a powerful difference in the life of a student. It’s no wonder so many Mount Royal students go on to make a difference in the lives of others.

Find your path here.

Alberta School Counsellor / Fall 2013 27


F O C U S O N // Okanagan Valley College of Massage Therapy

Hands On Obtain a respected health care career in two years by becoming a registered massage therapist.

As valued healthcare professionals, Registered Massage Therapists offer relief and rehabilitation from pain, stress, injuries, and the symptoms of long-term medical conditions. Massage therapy is a science-based profession, combining the insights of ancient and modern healing techniques. Okanagan Valley College of Massage Therapy’s (OVCMT) two-year massage therapy program prepares graduates to achieve professional registration in BC and offers easy access to practice in any Canadian province. 2,500 Hour Program – September or February Start As a student at OVCMT, you actively participate in the operation of the on-site clinic facility, practicing your new techniques with clients under the guidance of experienced, registered supervisors. You also learn the equally important business practices of clinic, including client bookings and reception, payments, records, and file management – valuable business knowledge, and experience for your future practice. Specialized outreach programs further develop your skills in the areas of sports massage, maternity, geriatrics, clients with special needs, and more. Here, you work with people with specific conditions in different settings such as care homes and at sports facilities. The final step in your training is your internship, working alongside a qualified health professional in an existing off-site practice. Internship provides valuable, real life clinical experience in the art, science, and business of massage therapy. 28 Alberta School Counsellor / Fall 2013

Comprehensive Two-Year Program – BHSc Degree Option OVCMT’s two-year program offers a unique mix of academic and practical courses coupled with extensive practicum experience. To support your future practice, academic courses combine the foundational science courses such as anatomy and physiology, musculoskeletal anatomy, neuroanatomy and pathology along with functional courses, including business, research, and jurisprudence. A series of specialized practical courses including Neuromuscular Therapy, Sports Massage, Infant Massage and Advanced Techniques build on the skills learned in the core theory and practical courses. The practicum component, totalling 550 hours, includes the Student Clinic and Health Spa, Outreach programs, and a multi-week Internship with a practicing RMT or Physiotherapist. OVCMT is accredited by both the College of Massage Therapists of BC and the Private Career Training Institutions Agency. Graduates of the OVCMT Massage Therapy Diploma program are eligible to receive credits towards the Bachelor of Health Science degree through Thompson Rivers University, Open Learning (TRU-OL). Recreation Paradise – One Day Drive from Calgary Providing the best combination of lifestyle and learning, OVCMT’s downtown Vernon campus is close to shopping, cafes, and accommodation. A recreation paradise, the Okanagan Valley is known for its lakes, beaches, wineries, golfing, hiking, biking, and skiing. Only 30 minutes from Silver Star Mountain ski area, and 10 minutes from lakes and beaches, there are many ways for students to enjoy time outside of class and clinic. Community Supporter of the Year Co-founder Doug Fairweather has been the program director, owner, and an instructor since 1994. Students appreciate the learner-centred approach to education, the relaxed atmosphere and the community-oriented spirit of the college. OVCMT is the winner of the 2012 Community Supporter of the Year Award presented by the Vernon Chamber of Commerce. For more information or to apply to OVCMT, visit www.ovcmt.com or call 1-800-701-8863. v


Academy of Learning Career College // F O C U S O N

Get Those Skills Academy of Learning Career College offers students the tools employers are looking for.

Students at Academy of Learning Career College are looking for a direct path into the workforce, and they know they need skills training if they want to go beyond the typical range of jobs for people who are underemployed or unemployed. Post-secondary education, especially focused skills training, has always been the key to overcoming that barrier. With campuses in Edmonton, Calgary, Red Deer, and Medicine Hat, Academy of Learning provides up-to-date education in a broad range of diploma and certificate areas: health care,

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business and office, information technology and web design, marketing, accounting and payroll, hotel and tourism management, legal and medical office assistant, and more. Employers tell us it’s not enough simply to have a high school diploma these days, and, in fact, they tell us it’s not enough simply to have experience. What they are looking for is current skills. Academy of Learning Career College has been providing those skills for over 25 years. www.academyoflearning.ab.ca v

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Alberta School Counsellor / Fall 2013 29


Index to advertisers Above Average Driving Academy Inc...................................................................................13 Academy of Learning.................................................................................................................. 29 Academy of Learning (Digital Arts)...................................................................................... 29 Alberta Agriculture...................................................................................................................... 22 Alberta Institute Pmac............................................................................................................... 11 Alis Employment............................................................................................................................ 15 Apega................................................................................................................................................. 17 Bow Valley College................................................................................................................. OBC Canadian Mennonite University........................................................................................... 25 Careers: The Next Generation...............................................................................................23 Concordia University College of Alberta.......................................................................IBC Grande Prairie Regional College......................................................................................... IFC Local 110 Heat & Frost Insulators..........................................................................................30 Mount Royal University.............................................................................................................27 Okanagan Valley College of Massage Therapy..............................................................16 Solution Talk Ltd............................................................................................................................ 21

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Faster. Bow Valley College gets job-ready grads to work…faster. As Calgary and region’s only comprehensive community college, BVC offers 60+ full- and part-time career programs in business, health, justice, and human services. We are also known as a leader in academic upgrading and English Language Learning. And to fit in with their busy lives, our learners can access hundreds of online courses–through eCampusAlberta.

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bowvalleycollege.ca LEARN MORE. EARN MORE. DO MORE.


Alberta School Counsellor Fall 2013