Counsellor ALBERTA SCHOOL
The rise of digital mental health resources
Building brains and improving resilience for children, families, and communities
Workforce demands across energy industry offer opportunities for youth
MESSAGE FROM THE EDITOR
As we move through the first quarter of 2025, it’s clear that the landscape of mental health and wellness continues to evolve, with exciting advancements on the horizon. In this issue of the Alberta School Counsellor, we explore some key trends that are shaping how we approach student well-being and mental health support across Alberta.
One of the most significant trends we’ve seen in recent years is the increasing integration of digital mental health resources into the broader wellness conversation. With the proliferation of mobile apps, online therapy platforms, and virtual peer-support groups, digital resources are helping break down barriers to access, making mental health support more widely available. These tools offer flexibility, anonymity, and an added layer of convenience, which can be especially beneficial for students who may feel uncomfortable seeking face-to-face help or who live in more remote areas. However, as counsellors, it’s important to evaluate these resources critically, ensuring that they align with ethical standards and are used in ways that complement, rather than replace, traditional forms of support.
Alongside these developments, we also take a closer look at the Alberta Family Wellness Initiative (AFWI), a pioneering initiative by the Palix Foundation that has been driving positive change in Alberta since its inception in 2007. AFWI’s mission is to close the gap between cutting-edge research on brain development, mental health, and addiction, and the
policy and practices in place within our schools and communities. By promoting a deeper understanding of the science of early brain development, AFWI empowers educators, mental health professionals, and families to make informed decisions that prioritize long-term well-being. This initiative continues to play a vital role in shaping policies and practices that support healthy development and early intervention strategies for youth.
AFWI’s work reminds us of the importance of aligning what we do in practice with the latest scientific understanding, particularly in the context of mental health. The connection between early adversity, brain development, and future mental health challenges is profound. By incorporating AFWI’s insights, school counsellors can better equip themselves to identify early signs of distress, understand the underlying causes of mental health struggles, and provide more effective support.
As you dive into the articles featured in this issue, I encourage you to reflect on how these advancements can enhance the way we support students. Together, we are shaping a brighter, more informed future for the mental well-being of Alberta’s youth. Thank you for your continued dedication and for being part of the collective effort to make a positive impact.
We hope you enjoy this issue!
Shayna Wiwierski Shayna@DELCommunications.com.
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Students today are more comfortable with technology than previous generations, making digital mental health platforms a natural fit.
and organizations like the Calgary Counselling Centre (CCC) take extra steps to ensure all digital interactions remain secure. At the CCC and Counselling Alberta (CA), online counselling is provided through Microsoft Teams. The platform is secure, encrypted, and ensures confidentiality, which is a key concern for anyone seeking support.
When it comes to new technology, especially artificial intelligence (AI), ethical concerns are also at play. That’s why CCC and CA
strictly prohibit the use of AI— sticking to human-led sessions that maintain trust and high-quality care. There’s also the question of which mental health tools are being recommended to students. With so much information available online, schools and counsellors need to be selective about the resources they share, making sure they’re reliable, evidence-based, and effective.
One of the biggest advantages of digital mental health resources is their ability to provide quick access
to support, especially in urgent situations. Instead of waiting for an in-person appointment, students can connect with professionals faster, reducing delays and ensuring they get help when they need it most.
At the end of the day, the goal is simple: to make mental health support as accessible and effective as possible. By embracing both digital and in-person options, students are given more options that are flexible to their unique needs—ensuring no one struggles alone. n
Building brains and improving resilience for children, families, and communities
Brains have an amazing ability to grow and change. While the most significant changes occur during early childhood and adolescence, brain plasticity is present throughout the life course. Positive experiences and supportive relationships promote strong brain architecture that sets us up for healthy brain development. Negative experiences and adversity can weaken brain architecture and potentially lead to maladaptive brain development and poor health outcomes.
The Alberta Family Wellness Initiative (AFWI), created by the Palix Foundation in 2007, works to address the gap between the latest science of brain development, mental health, and addiction and what is currently being done in policy and practice. In partnerships with the Center on the Developing Child at Harvard University, the Government of Alberta, Alberta Health Services, and Alberta post-
secondary institutions, the AFWI has made considerable progress towards this goal.
The AFWI has mobilized the latest knowledge on brain development through the free, self-paced, online Brain Story Certification Course that uses metaphors to convey this knowledge in understandable language.
A key metaphor of the Brain Story is the Resilience Scale. Resilience can be defined as the ability to respond positively in the face of adversity. This metaphor depicts how our positive and negative experiences interact to influence developmental and mental health outcomes, as well as the impact of core life skills on resilience. The Resilience Scale can be used as a visual tool to assess a person’s resilience. It can explain why individual differences exist in our responses to adversity and how our resilience may change over time.
The Brain Story metaphors. Using these six metaphors, the science of brain development and resilience can be translated into understandable language to be used across systems and populations.
These stressors often lead to reduced job satisfaction, burnout, and poor work performance. Stress is a normal response to challenges but when it becomes chronic it can become a risk factor for depression or anxiety and other mental health concerns (Agyapong et al., 2024).
Burnout is the most common outcome of stress. Signs include feelings of physical, mental, and emotional exhaustion, depersonalization, increased negative attitudes about one’s job, reduced motivation and reduced personal accomplishment, as well as an increase in feelings of emotional exhaustion, depersonalization, and reduced personal accomplishment (Agyapong et al., 2024; Sherry, 2024).
How can teachers be supported?
How to support yourself
Part of maintaining mental health includes making time for self-care even before mental health challenges happen.
• Self-care
Self-care activities help balance stress, build resilience, and prevent more serious mental health challenges (Smit, 2017).
• Self-awareness
We can be proactive in boosting our mental health when we know the current status of our mental health, as well as the circumstances or situations that can affect it (Smit, 2017).
• Lean on others
A support network of friends, family, and colleagues who accept and support us can help us maintain positive mental health by promoting feelings of belonging, acceptance, and understanding, and can also be a supportive resource when help is needed (Ottawa Public Health et al., 2016).
How schools and governments can support teachers
• Prioritize and promote campaigns and initiatives aimed at teachers’ personal wellbeing, e.g. school-based awareness campaigns to detect the early signs of teacher stress and burnout.
• Ensure that teachers have adequate resources and manageable workloads.
• Encourage peer support and collaboration.
• Celebrate individual teacher successes.
• Design and implement measures to enhance teachers’ mental wellbeing, productivity, and quality of life through collaboration of government, school boards, and policymakers (Agyapong et al., 2014).
References
Agyapong, B., Obuaobi-Donkor, G., Burback, L. & Wei, Y. (2024). Stress, burnout, anxiety and depression: A scoping review. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ ijerph191710706
Canadian Teachers Federation. (2024). Educator well being and pandemic recovery: Supporting the mental health of teachers and education workers. https://www.ctf-fce.ca/ blog-perspectives/educator-well-being-and-pandemicrecovery-supporting-the-mental-health-of-teachers-andeducation-workers/
Ottawa Public Health, Canadian Mental Health Association, Mental Illness Caregivers Association of Canada, Canadian Public Health Association & Military Family Services. (2016). Mental health caregivers guide. https://www.ottawapublichealth.ca/en/public-healthtopics/resources/Documents/mental_health_caregiver_ guide_en.pdf
Sherry, S. (2024, June 26). Why are teachers at greater risk of burnout? Psychology Today. https://www. psychologytoday.com/ca/blog/psymon-says/202406/ why-are-teachers-at-greater-risk-of-burnout
Smit, C. (2017). Making self-care a priority: Caring for the carer. Whitireia Nursing and Health Journal, 24, 20-35.
White, J. (2020). Supporting teachers’ mental health and wellbeing: Evidence Review. Edinburgh: NHS Health Scotland. n
Discover the Lethbridge Polytechnic advantage
Alberta’s newest polytechnic, Lethbridge Polytechnic, is embracing its new designation by focusing on creating even more pathways for students who are pursuing advanced education and exploring career opportunities.
Formerly Lethbridge College, Lethbridge Polytechnic became the first and only polytechnic south of Calgary in September 2024.
“While the name and designation is still fairly fresh, the work of a polytechnic is nothing new to us,” says Dr. Brad Donaldson, president and CEO. “Polytechnics are known for their trades and career-ready programs—something we’ve had since our founding in 1957. Polytechnics are career-focused, and we’ve always ensured our students have opportunities to have practical experience to prepare them for the world of work.”
The designation change reflects work the college had been doing for years, including expanding its expertise and scope of applied research in agriculture, food production,
public safety, and technology. Lethbridge Polytechnic is ranked in the Top 10 of Canada’s top research colleges. The growth means more opportunities for students to work as paid research assistants during their time studying at the polytechnic.
Almost every polytechnic program—97 per cent in 2023-24—incorporates work-integrated learning such as practicum placement, mentorship opportunities or other partnerships with industry.
The balance of classroom theory with practical, workplacerelevant experience hits the mark with students. In surveys of graduates, 94 per cent say they were satisfied or very satisfied with the quality of their education experience at Lethbridge Polytechnic.
Tosh Wells, a business administration-management student nearing completion of his first year, says the polytechnic designation translates into more opportunities for students.
Formerly Lethbridge College, Lethbridge Polytechnic became the first and only polytechnic south of Calgary in September 2024.
Other VR features include mini-games that offer a fresh look at occupations in Canada’s oil and gas sector in a fun way that allows users to learn about new career possibilities.
pivoting careers within or into energy; diversity, equity, and inclusion in the energy industry; and a Day in the Life of an energy worker. Listen or subscribe wherever you enjoy your podcasts.
Going virtual
CIE also offers virtual reality (VR) “field trips” to teach students about careers and innovations in energy. This allows students to experience the careers and leading-edge technologies transforming the Canadian energy industry. In addition to the VR, Careers in Energy created customized presentations designed for Grades 3 through 12.
Other VR features include mini-games that offer a fresh look at occupations in Canada’s oil and gas sector in a fun way that allows users to learn about new career possibilities. CIE offers free workshops, resource training sessions, and toolkits for those interested and ready to go virtual. VR experiences can be downloaded for free, or request a
full field trip kit, complete with VR headsets, customized presentation, and easy-to-follow instructions. Book the CIE VR Field trip today, as space is limited.
Anyone interested in learning more about a career in Canada’s dynamic energy industry can visit www.CareersinEnergy.ca or email info@careersinenergy.ca to start planning their future now. n
Together, we can shape the future of Canada’s energy workforce. Our career planning resources, information and workshops connect young talent with rewarding energy careers.
Book a free workshop at CareersinEnergy.ca
QUENTIN’S STORY: Crafting success through carpentry
Quentin Lindbergh’s journey through the Northern Lakes College (NLC) Carpenter Apprenticeship program is a testament to his dedication to craftsmanship and the opportunities provided by a career in the trades.
At just 17 years old, Lindbergh began his career in carpentry through his high school’s Registered Apprenticeship Program (RAP).
“I always knew I wanted to work in the trades,” Lindbergh recalls. “I thought building stuff from scratch was really cool and I really enjoyed framing, so I knew carpentry was for me.”
Following his exposure to the carpenter trade through RAP, he enrolled in the Northern Lakes College Carpenter Apprenticeship program at the Slave Lake Campus, where he was the youngest apprentice in his class. However, Lindbergh felt completely comfortable in his program.
“It was a great program,” he shares. “There weren’t that many students in my class, and we got a lot of one-on-one time.”
A significant factor in Lindbergh’s success was the fact that NLC offered the program in his hometown.
“The program was really accessible to me because of the location,” he explains. “I grew up in Slave Lake, so I didn’t have to find a new apartment or leave everyone I’ve ever known to go to school.”
During his apprenticeship, Lindbergh found fulfillment in contributing to projects in his community, including building houses and working on projects for Alberta Parks.
“We built houses in town and a big shop on Caribou Trail – I learned a lot on that one! And we also did some cool jobs for Parks, like rebuilding the staircases at Devonshire Beach.”
Upon completing his Journeyperson ticket, Lindbergh’s career took a new turn when his original mentor closed up shop due to a move out of town. Taking initiative, he opened his own business in Slave Lake, where he now hires his former employer on a casual basis when extra work is needed.
“I would have liked to work for him a little while longer, but I was able to get along without him, too,” he says. “I actually hired him to help me with a big project this last year.”
Looking to the future, Lindbergh hopes to continue growing his business and providing opportunities for others in the trades. He adds that he hopes to hire a couple more people to help him in the next five years. He says he would also really like to train an apprentice. Right now, Lindbergh is working on a 6,000-square-foot shop with a large mezzanine.
“It’s a great project, and I love the freedom that comes with working for yourself and on your own time.”
Lindbergh’s advice to students entering the Carpenter Apprenticeship program reflects his own journey of growth and success.
“Invest as much as you can in your tools and find a good mentor,” he advises. “Education matters a lot.”
Lindbergh’s journey through the Carpenter Apprenticeship program at Northern Lakes College exemplifies the transformative power of passion, dedication, and the opportunities provided by education. Through his commitment to craftsmanship and his entrepreneurial spirit, Lindbergh continues to build his own success while inspiring others to pursue their dreams in the trades.
Northern Lakes College offers many programs through supported distance learning. Get more information at www.northernlakescollege.ca/programs-courses. n
Quentin Lindbergh is a graduate of the carpenter apprenticeship program at Northern Lakes College.
Future-proofing your career: Why Industry 4.0 is full of opportunity
When students think about their future careers, how much thought goes into ensuring their choices will stand the test of time? In a world where technology is advancing at an unprecedented pace, many jobs today may not exist a decade from now. With the rise of artificial intelligence (AI), there’s growing concern about
job automation, skills gaps, and employment displacement. But beyond these challenges lies a wealth of opportunity, especially for those who embrace the innovations driving Industry 4.0 (also known as the Fourth Industrial Revolution).
From steam power and factory systems to electricity, assembly lines, and the rise of computers, each
industrial revolution has transformed the way we work. Today, we are in the age of intelligent technology, where automation, AI, and the Internet of Things (IoT) are redefining industries. As tech giant IBM describes it, Industry 4.0 is “characterized by increasing automation and the employment of smart machines and smart factories.” Modern production systems are now embedded with real-time sensors, predictive analytics, and intelligent automation, allowing them to interact with and respond to the physical world like never before. With Industry 4.0 still in its early stages, demand for skilled professionals will only continue to grow.
Centennial College: Preparing students for the future of work
For nearly 60 years, Centennial College has been at the forefront of career-focused education, preparing students for in-demand industries. The School of Engineering Technology and Applied Science embraces the latest innovations in automation, cybersecurity, and sustainable energy to ensure our graduates are equipped for the workforce of the future.
Industry 4.0 is driving a major shift in IT, manufacturing, and renewable energy, and Centennial’s programs reflect these growing demands. The Honours Bachelor of Information
With the rise of artificial intelligence (AI), there’s growing concern about job automation, skills gaps, and employment displacement.
Technology and Cybersecurity programs provide students with expertise in network security, cloud computing, and cyber defense, ensuring they can safeguard the digital infrastructure of smart industries.
Meanwhile, smart factories and industrial IoT are increasing demand for automation and robotics professionals. The Electromechanical Engineering Technician/Technology programs offer hands-on training in robotics, industrial control systems, and predictive maintenance, helping graduates gain a competitive edge in the modern workforce.
Sustainability is also central to Industry 4.0, with industries seeking clean energy solutions, smart grids, and energy-efficient infrastructure. The Energy Systems Engineering Technician/Technology programs prepare students to work with renewable energy integration, energy
management, and smart power solutions, shaping the future of industrial and urban infrastructure.
Similarly, Electrical Engineering Technician/Technology programs equip graduates with expertise in power distribution, automation, and control systems, essential for building and maintaining the electrical backbone of Industry 4.0. Whether students are interested in cybersecurity, automation, or sustainable energy, Centennial’s programs provide practical, industryaligned training to help them excel in the evolving workforce.
Why study in Ontario? A hub for innovation
As Industry 4.0 continues to expand, Ontario has positioned itself as a leader in technology, automation, and sustainable energy. Home to Canada’s largest tech hub, advanced manufacturing sector, and world-class
research institutions, the province offers unparalleled opportunities for students looking to launch careers in the industries of the future.
With major investments in smart infrastructure, AI, cybersecurity, and green energy, Ontario provides a dynamic environment where talent meets opportunity.
For students looking to expand their career horizons and gain hands-on experience in high-growth industries, Centennial College provides the education, industry connections, and skills that employers are looking for. With programs designed to align with the needs of Industry 4.0, Centennial offers students a direct pathway into cutting-edge fields that are shaping the future of work. Whether you’re drawn to technology, automation, or renewable energy, Centennial College is the place to build your future in an evolving world. n
The Honours Bachelor of Information Technology and Cybersecurity programs provide students with expertise in network security, cloud computing, and cyber defense, ensuring they can safeguard the digital infrastructure of smart industries.
For nearly 60 years, Centennial College has been at the forefront of career-focused education, preparing students for in-demand industries.
With programs designed to align with the needs of Industry 4.0, Centennial offers students a direct pathway into cutting-edge fields that are shaping the future of work.
MaKami College –Growing opportunities for success
When MaKami College opened as a massage therapy school in 2001, it was founded with the goal of helping remove barriers to education and success.
“I wanted to create an educational institution with a positive learning environment, where we could work with students to remove any of the barriers to entry and success, where providing support services with language, financial situations, or even learning disabilities was our number-one priority,” says Marija Pavkovic-Tovissi, MaKami’s president and CEO.
Now 24 years later, the college has taken some important steps to ensure more and more people will be able to find the educational support they need.
“We are excited to announce that we are now a public, not-for-profit post-secondary institution,” says PavkovicTovissi. “This transition not only aligns us with other
provincial institutions but also demonstrates our continued commitment to serving the public interest.”
This milestone marks the completion of a rigorous process that started in March 2023 to fulfill all of the regulatory and legislative requirements under the Private Vocational Training Act and the Post-Secondary Learning Act.
“MaKami College is embarking on a new era as we become a non-profit institution,” says Pavkovic-Tovissi. “It’s not just about addressing the needs of today — it’s about laying the groundwork for the future.”
MaKami College has also been working to expand its program offerings while staying true to its student-first approach. The college is now much more than the massage therapy school it started out as – it also offers diplomas and certificates in Early Childhood Education, Personal Training, Medical Office Assistant, Applied Politics and Public Affairs,
MaKami College is now much more than the massage therapy school it started out as – it also offers diplomas and certificates in Early Childhood Education, Personal Training, Medical Office Assistant, Applied Politics and Public Affairs, Health Care Aide, Business Administrative Assistant, Master Instructor and Alberta Basic Security Training, with more programs launching soon.
for professionals with an existing degree who want to acquire knowledge in machine learning and data analytics. Graduates will develop competencies to perform data engineering and visualization, as well as design artificial intelligence solutions that enhance productivity in a variety of industries.
Within both AI programs, a co-op specialization provides opportunities for learners to apply their knowledge in structured work environments with industry partners. Through education, training, and applied research opportunities provided by these two AI programs, graduates will be equipped to assume a range of roles, including data analyst, AI technologist, machine learning specialist, and business intelligence analyst.
To help address a critical need of Alberta’s healthcare sector and communities across the province, RDP will offer a two-year Diagnostic Medical Sonography Diploma. This program will provide students with the knowledge, skills, and handson learning experiences to enter an in-demand career as a medical sonographer. Diagnostic medical sonographers are professionals who use specialized ultrasound equipment to create images of internal body structures, helping physicians diagnose and deliver optimal patient care.
Students enrolled in this diploma program will advance their knowledge and skills with hands-on learning in the polytechnic’s state-of-the-art sonography lab that is being built as part of the Donald Family Institute of Healthtech Innovation. In addition, students will have opportunities to apply their classroom and lab knowledge in clinical practicum placements.
Graduates of the polytechnic’s Diagnostic Medical Sonography Diploma can find employment in hospitals, clinics, private practices, imaging centres, and post-secondary institutions.
Aligning its education, training, and applied research with Alberta’s key
economic and social priorities, Red Deer Polytechnic makes a significant impact in the province, nation, and beyond.
For more information about RDP, including programs and applied research, please visit www.rdpolytech.ca. n
Red Deer Polytechnic international students studying in RDP Global Hub.
Red Deer Polytechnic students in RDP healthcare programming demonstrate patient treatment in lab on campus.
