Nova Scotia School Counsellor

Nova Scotia

School Counsellor Inaugural Issue 2013

We Day Atlantic

Adjusting to Post-Secondary Life

Counselling the Counsellor

Next Steps for Students

Building Futures for Youth

Practicing What You Preach

Take Charge of your future

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Nova Scotia

School Counsellor

contents

Editor’s Message........................................................................................................4 Connect, Communicate and Collaborate................................................................6 Seven Essentials to Balanced Living and Loving..................................................8 Practicing What You Preach...................................................................................10 Adjusting to Post-Secondary Life.........................................................................11 Preview: We Day Atlantic.......................................................................................12 Building Futures for Youth.....................................................................................14 Putting Passion to Work.........................................................................................15 Promoting Nova Scotia Health Careers...............................................................16 Next Steps for Students.........................................................................................17 Explore a New Career in Digital Art and Technology.......................................18 Holland College Attracts Nova Scotia Students.................................................20 Experience the Automotive Business School of Canada.................................22 Sharpening the Tools of the Trade......................................................................24 Take Charge of Your Future...................................................................................26 Health and Beauty - Inside and Out.....................................................................27 Looking Beyond the Grades..................................................................................28

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Nova Scotia School Counsellor | Inaugural Issue 2013 3

Editor’s Message What lies behind us and what lies before us are tiny matters compared to what lies within us.

– Oliver Wendell Holmes

W

elcome to the inaugural issue of Nova Scotia School Counsellor, a magazine for counsellors and students alike.

The role of the school counsellor is multifaceted: promoting personal and social development; fostering growth, self-esteem and individual responsibility; enhancing students’ educational achievement by promoting goal setting and effective study habits; helping with schoolrelated problems; and assisting with career planning.

The counsellor’s job is full of challenges and rewards, and our aim is to provide resources to help counsellors help students. But just as importantly, we hope counsellors will look to the magazine when they need to deal with their own issues. Helping others is no easy task. To paraphrase: who counsels the counsellors?

With articles about colleges, universities and other post-secondary options, a profile of the Canadian Counselling and Psychotherapy Association, a preview of the upcoming We Day Atlantic event and two self-care for counsellors pieces, I hope this first issue of Nova Scotia School Counsellor – and future editions – will be the resource counsellors turn to to help students and themselves grow and become agents of change.

If you have any questions, comments or story ideas you like to see explored, please drop me a line.

Lyndon McLean lyndon@delcommunications.com y

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CCPA and Nova Scotia School Counsellors:

Creating Opportunities to Connect, Communicate and Collaborate

By Beth Robinson, Nova Scotia Director for CCPA 2011-2015

O

ver the course of my 28 years of involvement with school counsellors in Nova Scotia, as a school counsellor, psychologist, and counsellor educator, and in the last two years as a Director with the Canadian Counselling and Psychotherapy Association (CCPA), I’ve enjoyed rich and thought-provoking discourse around the current status and future vision for the school counselling profession. On the basis of such shared reflection, it appears that there are three primary goals endorsed by school counsellors in our province (and across Canada). These include enhanced viability and visibility of the school counselling profession, in concert with increased credibility of school counsellors as allied health professionals who carry out their mandate of promoting client growth and development in the rather unique school setting where student clients are accessible on a daily basis and often over several years. School counsellors engage with their student clients across intrapersonal, interpersonal, educational, and life and career planning domains, and, not uncommonly, their work involves family members as well. The role and responsibilities of school counsellors complement those of their teacher and administrator colleagues in that, collectively, they seek to facilitate student attainment of optimal potential in school and beyond.

In a manner that parallels school counsellor support for student self-actualization, CCPA promotes the realization of the mission of school counsellors related to the provision of current, comprehensive, and competently-delivered programs and services. In fact, CCPA owes its inception in 1965 in large part to dedicated school counsellors who aspired to consistent standards of care for the students in their professional charge. Nearly 50 years later, CCPA is a vibrant and progressive bilingual, national association of more than 4,700 professionally trained counsellors and psychotherapists.

School counsellors are invited to become members of

6 Nova Scotia School Counsellor | Inaugural Issue 2013

CCPA and also have the option of applying for the nationally recognized Canadian Certified Counsellor (CCC) designation.

The CCC credential conveys to students, their families, educator colleagues, school boards, teachers’ unions, and the public that school counsellors have been deemed qualified as professional counsellors based upon education, supervised training, and ongoing professional development criteria.

CCPA member benefits assist counsellors in remaining current in the counselling and psychotherapy field. Members are apprised of recent developments in the profession via the CCPA newsletter Cognica and the peer-reviewed Canadian Journal of Counselling and Psychotherapy. The CCPA forum and blog invite members to contribute to the exploration of timely and relevant topics. The CCPA listserv keeps members up to date about CCPA and Mental Health Academy webinars, myriad workshops and conferences (including the CCPA national and research conferences), employment opportunities, and research projects.

Each May, the annual CCPA conference is held in a different province/territory and offers four days of pre-conference workshops, keynote presentations, concurrent sessions, regional and special interest chapter meetings, and the CCPA Annual General Meeting. The conference also affords wonderful opportunities for networking with Canadian, American, Commonwealth, and other international colleagues. Nova Scotia members of CCPA are excited to be hosting the national conference in Halifax this year at the Westin Hotel from May 14-17, 2013.

In addition to the networking opportunities outlined above, CCPA currently has 14 regional and special interest chapters, including a provincial chapter (CCPA-NS) and a national chapter for school counsellors. The CCPA School Counsellors Chapter was founded in 2000, and its membership and interests and appear to overlap quite nicely with those

Each May, the annual CCPA conference is held in a different province/territory and offers four days of pre-conference workshops, keynote presentations, concurrent sessions, regional and special interest chapter meetings, and the CCPA Annual General Meeting. of the Nova Scotia School Counsellors’ Association (established under the auspices of the Nova Scotia Teachers’ Union), thus affording a national perspective for NSSCA members as they pursue provincial initiatives. With membership at 375 as of May 2012, the School Counsellors Chapter was the third largest CCPA chapter, affording abundant opportunity for panCanadian school counsellor interchange of ideas and information.

For those counsellors who are members of both CCPA and the Nova Scotia College of Counselling Therapists (NSCCT), there is a reduced annual certification fee for the Canadian Certified Counsellor designation. Additionally, CCPA officially recognizes professional development activities through Continuing Education Credits and transcripts that members may access at no charge to meet both CCPA and NSCCT continuing education requirements. On a related note, in the fall of 2012 CCPA launched Counselling Supervision: Theory and Practice, an online course leading toward the new

Canadian Certified Counsellor-Supervisor (CCC-S) designation. This credential may be of interest to school counsellors who often are called upon to supervise graduate students in practicum placements, or who may be sought after as postdegree supervisors of counsellors who are pursuing the NSCCT Registered Counselling Therapist (RCT) designation.

Nova Scotia school counsellors and CCPA have enjoyed a mutually supportive history for nearly half a century. The benefits of connection, communication, and collaboration will continue to accrue as school counsellors demonstrate their dedication to the profession through active participation as members of CCPA, the national School Counsellors Chapter, the provincial CCPA-NS Chapter, the Nova Scotia College of Counselling Therapists, and/or the Nova Scotia School Counsellors Association. This synergistic investment of energy cannot help but advance the goals of enhancing the viability, visibility, and credibility of the school counselling profession. y

Complementarity of the Canadian Counselling and Psychotherapy Association, Nova Scotia College of Counselling Therapists, and the Nova Scotia School Counsellors Association.

Nova Scotia School Counsellor | Inaugural Issue 2013 7

Counselling the COUNSELLOR

Seven Essentials to

Balanced Living and Loving

By Derrick Shirley, MSc.

R

eady. Set. And they’re off. [Cue horse race announcer] You get up while it’s still dark, hit the snooze button once or twice (or seven times) and crawl out of bed.

As your body grumbles about the hour, your mind lists your to dos: shower, brush teeth, make coffee, decide what to wear, maybe exercise (maybe not), eat a healthy breakfast (maybe not), pack your lunch, and drive to work. As you park in an undesignated parking space you call “your spot”, you ready yourself for a world of hormones, attitude, drama, gossip, ego, crushes, clicks, fashion, hairstyles and more coffee. Except for the odd unscheduled traffic jam, “coffeetastrophe” (no coffee or worse – no filters) or extended “cuddling” session (libido is supposedly highest in the morning), most mornings the routine stays the same. Sound familiar?

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School zones are places where friendships are created, milestones are reached and stress becomes second nature.

For many school counsellors, teachers and officials, self-care may involve a glass of wine or a cold beer at the end of day, a comfy couch and sitcoms, or both. But are you self-caring enough? Do you plan your self-care activities or do you just happen upon them, like finding $5 in your pocket? Bonus if it happens, but not anticipated.

Many of my counselling clients, whether they are teachers, bus drivers, executives or parents, struggle with creating a schedule of healthy balance. Most of the time we can handle the daily stresses of life. But what happens when the unexpected barrels onto the scene? When there is a death in the family, relationship trouble or the unplanned responsibility of elder care? What happens when the routine is interrupted?

Like building a house of cards, at some point there will inevitably be a slip. These are times when our values are called into action, our purpose is interrogated and our resolve is tested. But it needn’t break us. And to virtually ensure that it doesn’t, consider using this quick self-care assessment tool: the Seven Essentials to Balanced Living. Much like the medicine wheel used in Aboriginal and early Celtic culture, the Seven Essentials to Balanced Living assessment categories are grounded in the notion that wellness is achieved through balance; if you are out in one, you are out in all.

As you consider each of the seven categories ask yourself this one question: am I planning this or am I chasing it?

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Mission Statement: “The Health Care Human Resource Sector Council is committed to providing objective focus, research, invocation and collaborative linkages to assist others in addressing sector-wide health human resources challenges in Nova Scotia.”

380 Bedford Highway, Halifax, NS B3M 2L4 E-mail: admin@hcsc.ca

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The Seven Essentials to Balanced Living 1. Physical Health – Includes proper nutrition and experiences or activities that involve physical movement and increase your energy levels, such as going for a walk or run, or stretching and yoga.

2. Mental Health – Freeing experiences, having a job you love, optimism, a sense of humour, and living your life vision are all characteristics of good mental health.

3. Emotional Health – Good emotional health can include confronting fears, play and having a healthy capacity to experience and identify a range of feelings from pain to pleasure.

4. Spiritual Health – Soul awareness and a personal relationship with a Higher Power; trust in your intuition, willingness to change; gratitude; prayer, meditation, walking in nature; having a sense of purpose; present-mindedness.

5. Social Health – Forgiveness; a sense of belonging to a particular group or community; touch and/or physical intimacy on a daily basis; selflessness and altruism.

6. Environmental Health – Harmony and respect with your environment and its inhabitants (outdoors, at home, at work, etc.); avoiding psychologically toxic environments; having connections with nature; feeling grounded, and having a sense of personal safety.

7. Financial Health – Having a sense of financial stability or security, a good investment portfolio, liquid assets, property ownership, regular income and/or a financially sound retirement plan.

Self-care is not sel-fish, it is self-full; it is the foundation of selflove and it starts with taking action. The most important part of any self-care activity is in the planning and the doing. Try out a new activity or add self-care to the agenda of your next meeting.

We have sent hundreds of everyday wellness tips to our list subscribers over the last two years; self-care is a big deal now and thankfully more and more people are making conscious self-care part of their daily routine.

Derrick Shirley, MSc. is an author, speaker, counsellor and CEO of the not-for-profit IT2 Youth Leadership Institute. He specializes in teen and family issues, identity formation and major weight loss. He is a regular in the media and in 2013 will be bicycling across Canada, stopping at police stations and high schools raising money and awareness for youth at risk programs. Visit www.derrickshirley.com for more information or to have Derrick add your school to the 2013 “Making WOW!” tour.

“What may be done at any time will be done at no time.”

– Scottish Proverb

References: Ivker, R.S., Anderson, R.A., & Trivieri, L. Jr. (2000). “The self-care guide to holistic medicine: creating optimal health.” Penguin Putnam Inc., New York.

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Nova Scotia School Counsellor | Inaugural Issue 2013 9

Counselling the COUNSELLOR

Practicing

What You Preach

By Dawn Schell

W

e know it. We teach it and the irony is we don’t always apply it to ourselves. What am I referring to? Self-care.

With research showing that between 30 per cent and 66 per cent of school counsellors report high levels of emotional exhaustion and burnout, we need to pay attention to our self-care. Though it isn’t always easy to get counsellors to do so. According to O’Halloran and Linton (2000) “wellness is a concept we as counsellors often focus on more readily for our clients than ourselves”.1 In short, we often don’t practice what we preach.

The school counsellors I know are passionate, committed and give generously of themselves and their time to students, parents, colleagues and community. Demands on counsellors are high in a school environment, and in this economic climate we are often asked to do more with less. We regularly witness the struggles and suffering of others. It can seem as if there is no time to stop and take care of ourselves. It can be a delicate balancing act. Yet, if all we are doing is giving and not replenishing ourselves, we run the risk of burning out. And if we do that, we aren’t much good to anyone.

Here’s a few self-care suggestions: Take a moment (or two) and assess your current state of self-care and strategize around how to improve your wellness – The American Counseling Association has excellent resources for self-care assessment and wellness strategies at http://www.counseling.org/wellness_taskforce/ tf_wellness_strategies.htm.

Look ahead and plan – When are you likely to be busiest or more at risk for neglecting self-care? Knowing what those times are can help you plan ahead and build in pre-

1

ventative self-care measures. Use your support network to hold you accountable.

Actually take your lunch break away from your desk!

While you’re at it – make sure to drink plenty of water each day.

Three minutes of silence – In a Tedtalk on listening, Julian Treasure talks about implementing three minutes of silence (or at least quiet) a day in order to “recalibrate our ears”. It struck me that it would be an excellent notion for counsellors too! After all, we spend so much of our work life listening.

Mini self-care breaks – Build simple, brief moments of self-care into your day. Put it in your schedule. Make a list of self-care activities that you can try and keep it handy.

Examples might be calling someone, taking a short walk, listening to a calming soundscape, doing a relaxation/ meditation exercise, stretching or deep breathing.

Exercise Creativity Laughter – When was the last time you had a good belly laugh?

Professional and personal support network – Who’s there for you? Who can provide you with supervision, accountability, support or just lend a listening ear?

We need to care for ourselves so we can continue to care for others. Everyone has different things that work for him or her in terms of replenishing, refreshing and restoring energy and enthusiasm. Find out what works for you and commit to doing it.

Dawn Schell, MA, CCC, CCDP is a Career Development Practitioner who specializes in working with youth and an affiliate of Worldwide Therapy Online Inc. y

OHalloran, T.M. & Linton, J.M. (2000). Stress on the job: Self-care resources for counselors.

Journal of Mental Health Counseling, 22(4)

10 Nova Scotia School Counsellor | Inaugural Issue 2013

Adjusting to

Post-Secondary Life W

hether they’re entering postsecondary education for the first time or re-entering after

• Set aside some time each day for

adults. There are student associations and clubs, intra-murals, athletics, danc-

studies.

• Find a place to study which is com-

es, theatre, music, guest lecturers and

some time away, students will be fac-

fortable and free from distractions.

much more. All students should join

ing challenges and will probably have to

• Use the library. The librarian can help

something that interests them, in order

adjust their lifestyle. The key to success

locate research materials for specific

to develop their skills and meet others

projects or papers.

who share their interests.

in post-secondary education is learning how to balance studies and extra-curricular activities, whether they be job-related, family-related or personal interest.

No matter which type of postsecondary program a student selects, they’ll be expected to attend classes, take notes, research topics, complete

While it is important that studies are the priority, a post-secondary education also involves many social aspects. It’s

A balance between work and play will allow students to make the most of this period of their lives and help ensure

a time to make new friends and partici-

future success.

pate in the physical, social, cultural and

Courtesy of SaskNetWork

spiritual activities which interest young

(http://www.sasknetwork.gov.sk.ca) y

assignments, participate in labs and projects, and prepare for exams.

For many, it will mean living away from home, possibly for the first time.

If this is the case, they’ll have to budget their money, pay bills, buy groceries, do laundry and housework, prepare meals,

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and perhaps cope with being homesick.

As many students do, students may take on a part-time job. If so, they’ll have to learn to manage their time.

Here are some suggestions which may assist them: • Prepare a long-term time table which identifies exam dates, due dates for assignments, and any holidays or special events.

• Prepare a short-term time table which outlines daily class schedule, labs and study schedule.

• Prepare a list each day of things do so. This could include work on an assignment, social activities, or housekeeping duties.

Nova Scotia School Counsellor | Inaugural Issue 2013 11

Preview:

We Day Atlantic We Day is the movement of our time – a movement of young people leading local and global change. And it’s coming to Halifax! Come join youth, educators and friends November 27, 2013 at the Halifax Metro Centre, Halifax for We Day Atlantic Canada.

We Day –

Creating a Generation of Compassionate Youth

We Day is more than just one day of celebration and inspiration. It’s a stadium-sized educational event tied to the yearlong We Act program, which offers educational resources, campaigns and support materials to help turn the event’s inspiration 12 Nova Scotia School Counsellor | Inaugural Issue 2013

into sustained activation. Together We Day and We Act provide a blueprint to raise a generation of active global citizens.

We Day events bring together an average of 18,000 student leaders per location from hundreds of elementary and high schools. Thanks to the generous support of sponsors – notably, National Co-Title Sponsors RBC and TELUS – the event is free to attend, but students must earn their ticket through

Free the Children and We Day founders Craig and Marc Kielburger on stage at We Day Toronto.

service and philanthropic actions in support of the causes of their choice.

This stadium-sized event connects world-renowned speakers and performers – from Al Gore, Magic Johnson and Sir Richard Branson, to Demi Lovato, Nelly Furtado, Jennifer Hudson and Justin Bieber – together with thousands of students and educators in an inspirational setting to learn about many local and global issues. We Day makes it cool to care.

A resounding success in Canada and attended in 2012 by over 100,000 students from 3,000 schools, We Day now takes place in every major region of the country and reaches one in six Canadians through multiple broadcasts airing on Canada’s leading TV network, Bell Media.

We Act You can’t buy a ticket to We Day – you earn it through service. As part of We Act (formerly We Schools in Action), youth, educators and schools have access to free resources, support materials and enhanced program components. Students can visit http://www.weday.com/we-act/what-is-we-act to learn more, and they can sign up at https://forms.freethechildren.com/?&module=weact2013/application&cmd=terms.

We Day and We Act – an initiative of Free the Children (www.freethechildren.com) Connect with the We Day movement today: #weday, @freethechildren @craigkielburger, www.weday.com or www.facebook.com/weday. y Nova Scotia School Counsellor | Inaugural Issue 2013 13

Construction Association of NS –

Building Futures for Youth

A

t the start of grade 11 Brendan MacDonald was pretty sure he wanted to pursue a career as an electrician; however, after the following summer spent in the Building Futures for Youth program there was no doubt.

“It helped confirm for me that I wanted to be an electrician.

By the time I finished the summer 2011 placement, I knew for sure that Industrial Electrician would be my career choice.”

Through the program Brendan attended two weeks of industry-specific safety training at NSCC Akerley Campus, was registered as a construction trades pre-apprentice and spent the summer working for Black & McDonald Limited. He even received co-op credits toward his grade 12 year.

“For me it was a great experience. I worked for a great company, received important training, earned apprenticeship hours and worked with good people.”

Over the summer Brendan worked closely with his mentor, certified journeyman electrician Wade Pickrem. Brendan learned many important skills from Wade.

“I learned a lot about different types of electrical panels, how to wire things and how to fix the service on a 20-unit air conditioner.”

More importantly, Brendan learned some very important work lessons – the most important being that safety always comes first.

“I learned how important it is to always do the best job possible, be respectful and always work safe!”

In 2012, Brendan graduated from Millwood High School and received one of three CANS Building Futures for Youth Award Scholarships to NSCC. He is currently enrolled at the NSCC Waterfront Campus in the Electrical Construction and Industrial Certificate program.

Brendan’s future goals include registering as an apprentice and becoming a certified journeyman industrial electrician (just 14 Nova Scotia School Counsellor | Inaugural Issue 2013

like his Building Futures mentor Wade). Brendan is well on his way to a career in the skilled trades. He credits his experience in Building Futures for Youth for helping him get there.

“I expanded my skills and confirmed my future career goals,” he says. “I know the opportunity will positively affect me for many years to come.”

In fall 2012 a record number of Nova Scotia High School students applied for the Construction Association of Nova Scotia’s (CANS) Building Futures for Youth program. The program – developed by CANS in partnership with Nova Scotia Department of Education English Program Services, Nova Scotia Department of Labour and Advanced Education’s Apprenticeship Training Division, local school boards, and the Nova Scotia Community College – is designed to allow grade 10 and 11 students the opportunity to safely explore careers in the construction trades.

December 20th marked the student application deadline for the 2013 program year. A total of 189 applications were received from grade 10 and 11 students from 50 different high schools throughout all seven regional school boards, including the CSAP. Through the program, students are able to gain experience in a trade, earn co-operative education credits, register as construction trades pre-apprentices, make connections with the industry, become eligible for NSCC scholarships and, most importantly, gather information to make informed choices about their future.

Successful applicants will attend two weeks (80 hours) of workplace orientation, safety, and hands-on tools training at a local NSCC campus. All in preparation for a 5-7 week paid summer pre-apprenticeship placement with a host employer in the construction industry.

For more information, please contact Alain Lefebvre, Coordinator – Building Futures for Youth at alefebvre@cans.ns.ca or check out our website at www.buildingfutures.ca. y

Nova Scotia Boatbuilders Association Helps Students Put Their Passion to Work For students with a love of boats and the marine life, there’s

involved in these learning pathways will not incur large student

one place to turn: the Nova Scotia Boatbuilders Association

loans in order to attain the skills they require to earn a good

(NSBA). The NSBA helps to manage apprentice-based learn-

living wage.

ing programs for newly hired trades-people in Nova Scotia

Apprentices are paired with certified journeypersons on

boat building companies. NSBA does this in a collaborative

the job who will be their mentors, help with training and check

partnership with the Nova Scotia Department of Labour and

their work to make sure everything is up to standard.

Advanced Education – Apprenticeship Training Division (ATD).

NSBA is also strategically partnered with the Atlantic Marine Trades Association (AMTA), which is the voice of recreational boating in the Atlantic Provinces.

NSBA is also partnered with the New Zealand Marine Industries Training Organization and the Quadrant Marine Insti-

People who work in the marine sector tend to be pretty passionate about their work and find rewarding and interesting careers in “boating”. These entry-level career pathways can lead to many other entrepreneurial and career opportunities in the marine sector. There are many examples of people starting

tute of British Columbia in order to utilize their world class

off in the boat building and marine service fields only to find

learning and training resources under license.

themselves subsequently trained as marine designers, yacht

The NS Boat Builder trade and the newly designated NS

brokers, master mariners and marine business owners.

Marine Service Technician trade are workplace-based, com-

If you have a passion for the water and enjoy working with

petency-driven prescribed learning pathways that allow ap-

like-minded people, chances are you will prosper working in

prentices to “earn while you learn”. This means that people

the marine trades. y

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Nova Scotia School Counsellor | Inaugural Issue 2013 15

The Health Care Human Resource Sector Council

Develops Career Resources to Promote Nova Scotia Health Careers

T

he Health Care Human Resource Sector Council (HCHRSC) is recognized for its leadership and contribution to human resource planning and development as a top priority within the Nova Scotia health care system. Our mission: the Health Care Human Resource Sector Council brings objective focus to sector-wide health human resource development through innovative and collaborative linkages.

The HCHRSC consists of a broad representation of health care stakeholders interested in promoting quality human resources. They include council members, providers of health care services, consumers of health care services, regulatory bodies, policy makers, educators, researchers, associations, unions, other sector councils and sponsoring organizations.

Under a three-year funding agreement with the Department of Labour and Advanced Education (LAE), under the Sector Council Program, the Health Care Human Resource Sector Council is working to highlight and promote healthcare careers in Nova Scotia and to develop and promote existing HR tools and resources for small and medium sized healthcare organizations.

Healthcare videos are in production to promote high demand healthcare careers. The videos will be used at career fairs and “speakers bureaus”, uploaded to the Health Council’s career site www. nshealthcareers.ca and shared with the Department of Labour and Advanced Education for use on its website www.careers.novascotia.ca.

Promotional materials including career booklets are in development to compliment the videos.

To provide advice, direction and resources, a Project Advisory Committee has been formed with representation from government, small and medium-sized businesses, international, aboriginal, French, and African Nova Scotian communities, unions, and the Continuing Care Sector.

To learn more about the Health Care Human Resource Sector Council, including health career resources, visit our website (www.hcsc.ca) or contact Lisa Purcell, Health HR Navigator, by email at purcell@hcsc.ca. y

16 Nova Scotia School Counsellor | Inaugural Issue 2013

Next Steps for Students S

hould I go to university, college, or go right into a job?

What courses do I need to take? What type of job will make me happy? Where can I get training? How much will it cost?

These are all questions many students will ask as they near the end of their secondary school experience. The answers to these questions are important, but the search for those answers can be a daunting task for most students. Careers Nova Scotia (careers.novascotia.ca) can make this process a bit easier by providing a central resource that includes detailed, up-to-date information on occupations, employment requirements, wages, career planning, programs, and postsecondary education and training opportunities in Nova Scotia. The following website sections contain the information students need for making post-secondary decisions.

Search Job Profiles

(http://careers.novascotia.ca/searchjobprofiles) Search Job Profiles is the most popular section of the Careers Nova Scotia website. Here you can find information on job prospects, wages, education and training paths, employment requirements, and demographic profiles of people employed in the occupation for over 300 occupational groups in Nova Scotia. You can also compare occupations using the compare occupations feature.

Search profiles quickly and easily by keyword or National Occupational Classification (NOC), or use the advanced search to search by occupation categories, average hourly salary, or work prospect. You can also search by education type to see what occupations are linked to an education program.

Education Information

(http://careers.novascotia.ca/educationandtraining) The Education Information section offers information on the types of post-secondary training available, how to choose what to take, and information on financing that training. You can search for post-secondary programs that are available in Nova Scotia using the Education and Training search.

Career Planning Steps

(http://careers.novascotia.ca/career-planning-steps) Careers are a work in progress; ever changing, always evolving. It is never too soon to start thinking about your future career and the career planning steps section can guide students through the phases of career planning. It can help students identify their values, interests, and skills and evaluate potential occupations with that information in mind. From there it will guide them in making an informed decision and to develop an action plan to achieve their goals.

Labour Market Information

(http://careers.novascotia.ca/labourmarketinformation) As a guidance counsellor or teacher helping students make education and career decisions you are aware that labour market information is essential. The labour market information section will help you access, understand, and make use of the best labour market information possible as you work with students in their career development process. y Nova Scotia School Counsellor | Inaugural Issue 2013 17

Explore a New Career in Digital Art and Technology

W

hether you are an aspiring fashion designer, animator, or just looking to improve your photography skills, the Centre for Arts and Tech-

cational experience drawing from the talents of industry

nology offers programs for people of all skill levels look-

NB and Kelowna, BC – the Centre takes pride in leading

ing to break into the digital art or technology industries.

each student to pursue a career they are truly passion-

“One of my favorite things about teaching at the

ate about and relies on their connections from coast-

Centre for Arts and Technology is watching that transi-

to-coast to maintain an enriching hands-on experience.

tion process where students come in with little to no

Once finished, students are not just industry ready but

practice and turn into professional animators within two

prepared for long-term growth and success.

professionals and using the latest software and technology. With three campuses – Halifax, NS, Fredericton,

years,” says Greg Brown, Department Head for the Ani-

“I love the creativity that flows through each cam-

mations for Game, Film and Visual Effects program. “I’m

pus,” says Deb Merry, Director of Halifax Campus. “Stu-

always surprised with how quickly they learn these skills

dents have so much opportunity to collaborate with their

and their output gets better each year.”

classmates and other programs, and this creates a close-

With over 15 programs ranging in digital art, design, entertainment and IT, the Centre offers a unique edu18 Nova Scotia School Counsellor | Inaugural Issue 2013

knit community where they can explore all aspects within their respected fields.”

“Students have so much opportunity to collaborate with their classmates and other programs, and this creates a close-knit community where they can explore all aspects within their respected fields.”

The Centre for Arts and Technology’s programs range in animation, graphic design, audio engineering, interior and fashion design, photography, film, event promotions and digital marketing, and IT. Each campus has four start dates throughout the year in January, April, July and October, and all programs range from six months to two years in length. The Centre for Arts and Technology is also part of The Education Company (TEC), a group of specialized private colleges across Canada.

For more information on the Centre for Arts and Technology and its programs, please visit digitalartschool.com. y

Pursue your Passion With hands-on training and instruction from industry professionals, see how Centre for Arts and Technology is the perfect solution to finding the career you are truly passionate about.

• animation for Game, film & Visual effects • audio enGineerinG & Production • fashion desiGn & merchandisinG • diGital PhotoGraPhy • diGital filmmakinG • GraPhic desiGn & Web deVeloPment • eVent & Promotions manaGement • interior desiGn • netWork security sPecialist and more!

Go to digitalartschool.com/halifax for more information Nova Scotia School Counsellor | Inaugural Issue 2013 19

Holland College Continues To Attract Students from Nova Scotia A lthough Holland College is one of the smallest community colleges in the country, it draws a remarkable number of students from outside its catchment area.

The college’s annual new student survey indicates that in any given year up to 35 per cent of the student population comes from off-Island. This year, 26 per cent of the college’s student enrolment comes from the other Atlantic Provinces, half of them from Nova Scotia.

What draws students to Holland College? The new student survey, conducted every fall by the Office of Institutional Research, shows that students consistently identify their top

20 Nova Scotia School Counsellor | Inaugural Issue 2013

reasons for choosing to attend Holland College as the program selection (there are more than 65 programs), the postgraduate job opportunities, the skills-oriented training style, and a particular program’s reputation.

Some programs are a natural choice for students from the rest of Atlantic Canada because of their exclusivity. The Atlantic Police Academy (APA) offers several programs that attract students from the region. Last year, 74 Nova Scotians graduated from the academy, primarily in the 35-week Police Science (Cadet) program and the 24-week Correctional Officer programs.

The Correctional Officer program is specifically designed to provide students with the skills and knowledge required for a rewarding career as a correctional officer in Canadian Correctional institutions. Students are placed in federal and provincial correctional facilities in the Atlantic region and across Canada to apply their newly-acquired knowledge and skills.

The Police Science (Cadet) program blends knowledge with hands-on training using real life situations and various simulations to prepare police cadets for the law enforcement profession, and is one of six police training programs recognized by the Canadian Association Chiefs of Police (CACP) and the Canadian Professional Police Association (CPPA).

Students in both programs are required to live in Holland College’s residence in Slemon Park, Summerside, except during their on the job training placements. By living with their classmates in the residence, students develop their teamwork, problem solving, time management, and communications skills.

The Culinary Institute of Canada has attracted students from off-Island for more than 40 years. Last year, almost 20 per cent of the students in the institute’s two-year Culinary Arts program were from Nova Scotia. The program includes food preparation and presentation skills from elementary to advanced methods with particular emphasis on practical application. A hands-on, production-based program such as this enables graduates to be very comfortable and effective in professional kitchens. The managerial content of the program permits graduates to venture into such diversified areas of food and beverage control, and purchasing and receiving. The skills and knowledge gained in the program enable graduates to advance their careers at an accelerated pace.

There are many other programs that attract students from Nova Scotia, including programs in the trades, media and communications, sport and leisure, and health and community studies areas.

While the average age of Holland College students is about 23, those who stay in Glendenning Hall, the college’s main residence, tend to be between 18 and 19.

The residence, located on the Prince of Wales Campus in Charlottetown, features one-, two-, and three-bedroom apartment-style units, each with its own kitchen and bathroom. For students not quite ready to live on their own, the residence provides a comfortable, safe environment, giving them – and their parents – peace of mind! This year, of the 186 students who called the residence home during the school year, 25 per cent were from Nova Scotia.

Holland College’s small class sizes, hands-on approach to learning, and safe, friendly location makes it a great choice for students graduating from high school and leaving home for the first time. In addition to providing them with the skills and knowledge that they need to enter the workforce, the programs are also a great base upon which to build. With more than 150 articulation agreements and degree pathways to other post-secondary institutes and universities, Holland College students are pursuing further credentials after graduating in a way that is both time- and cost-effective.

For more information about Holland College, please visit hollandcollege.com, call 1-800-446-5265, or e-mail info@hollandcollege.com. y Nova Scotia School Counsellor | Inaugural Issue 2013 21

Experience the Automotive Business School of Canada!

By Kevin Leung, Automotive Business School of Canada, Georgian College

F

or some, cars may only be a passion. For others, they turned this passion into a successful career.

Just like our students at the Automotive Business School of Canada, their love and passion for cars are translated into careers in the automotive industry upon

graduation. Students in our automotive business programs come from all over the world bringing with them their different backgrounds and experiences.

Together with our faculty and staff, the programs provide the automotive industry with business professionals capable of taking on many exciting leadership roles in various sectors of the automotive industry.

Our unique programs provide students with not only the education and training necessary but also the handson experience through the paid co-op work terms. Over the past 28 years,

the Automotive Business School of Canada has built a solid reputation in the automotive industry as a school that provides endless opportunities to its students. Co-op jobs include anything from the dealership to corporate head office at the automotive manufacturers, finance and insurance, aftermarket sectors, marketing and event management, and fleet management. Students obtain up to one full year of paid work experience by the time they graduate, and these work experiences also allow students the opportunity to effectively network with industry people.

Automotive Business students at the 2013 Toronto Auto Show.

22 Nova Scotia School Counsellor | Inaugural Issue 2013

The industry’s strong support is evident through the scholarships provided to our students every year. The industry scholarships are awarded based on, but not limited to, academic achievement, automotive experience, financial needs, and student involvement at the Automotive Business School of Canada. Last year, close to $130,000 in scholarships and awards were given to deserving automotive business students.

Automotive Business School of Canada graduates are in demand. With a 90 per cent plus grad placement rate over the past 28 years, your drive can take you anywhere.

This is what Josh Slauenwhite, first-year year Automotive Business student from Nova Scotia, has to say about the program: Being from Nova Scotia, graduating from this program will give me the upper hand when finding an automotive career in the Atlantic region. My passion for the automotive industry stems from the performance aspect of the industry and the excitement that it brings. I am excited to work in an industry so heavily influenced by technology. With all the new emerging technologies brings multiple work opportunities in the automotive technology sector, like Ford Sync, OnStar, etc.

So far, this program has been nothing but exceptional and unique. The classrooms are small, so the instructors know you on a personal basis and do what they can to help you succeed. It’s a knowledgeable course that prepares you the proper business practices upon entering the automotive industry. The best part about this course is the co-op program and the ability to network with industry individuals who could potentially be your future employer. Upon completing my studies, I plan to land a management job either in finance and insurance or parts and service at an automotive dealership.

Travel the distance! Not only do you get to experience the unique education from ABSC, that prepares you for the automotive industry, but you also see the great things Ontario has to offer! Niagara Falls is breathtaking! y Nova Scotia School Counsellor | Inaugural Issue 2013 23

Sharpening the

Tools of the Trade

W

hen someone is majoring in accounting, it is safely assumed they wish to be an accountant. A veterinary student will work with animals. Medical students will be working in – you guessed it – the medical field.

But what about Public Relations? What do these students study and learn? Where do they end up working? And what exactly is it that they do?

PR practitioners are used to people not fully understanding the scope of their practice. Compared to many fields, it is still relatively new as a defined process (the last hundred years or so). Also, PR is known by many names: Internal/External Relations Coordinator, Public Affairs Officer, Spokesperson, Communications Director, Media Relations Specialist, Social Media Manager, Information Officer and many more. The different titles may be confusing for those not in the industry but they are necessary to capture the many hats a PR practitioner

24 Nova Scotia School Counsellor | Inaugural Issue 2013

wears.

In short, it falls to the PR department to foster, initiate and maintain the “conversation” an organization has with its many stakeholders. Taking information in and sending it out.

A distinction can be made between marketing and PR at this point. Marketers are generally concerned with an organization’s clients or customers. That is their “audience”. Public Relations professionals, however, maintain the flow of information between an organization and its geographical neighbours, donors, regulatory bodies, competitors, lobby groups, the company’s employees, the media and many other publics.

Where a marketer may pay for ad space in a publication, a PR agent will work to have information placed in the media, at no cost, through a number of channels, such as editorial in a newspaper, or air time on a television show.

In fact, over 80 per cent of today’s newspaper articles can be attributed to a Public Relations specialist. These stories are sent to the media through a favourite tool of the PR practitioner – the news release. This is why the ability to write clearly and accurately is essential.

Eastern College in Halifax has Public Relations graduates who include a Communications Coordinator for a national television station, Public Affairs Officers in both the Federal and Provincial government, a spokesperson for the Red Cross, a journalist for a province-wide publication, a marketing strategist and a social media manager. Others have gone on to work at PR agencies, non-profit organizations and in the arts and culture community.

“PR is like a tool box,” says recent Eastern College graduate Travis Price. “The skills we learn can be applied to any field – from corporate to government to trendy, cutting edge agencies.”

Price is best known for his Pink Shirt Day campaign, a day that is set aside each September to recognize the problem of bullying in our schools. This campaign, which began in a small town in Nova Scotia, is now international.

Travis, after completing his diploma in PR from Eastern College (and winning the Canadian PR Society Scholarship) has gone on to work for the Red Cross. However, he is sure that his future will lie in politics.

“I would definitely recommend the field to anyone who enjoys communicating, both in person and through print, and also thrives on variety,” says Travis. “You definitely never know what your day is going to bring.” y

Every day our students take control of their

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3/22/13 3:35:45 PM

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randall University is Atlantic Canada’s leading liberal arts university, devoted to the Christian faith and offering degrees in Arts, Business, Science and Educa-

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Health and Beauty –

Inside and Out L

ocated in the heart of New Glasgow, Paisley College is focused on providing quality programs in a realistic salon/spa setting experience. The programs offered are 40 per cent theory and 60 per cent practical application with implementation of the flip teaching method of instruction, which allows for optimum hands-on training. “We have a very close student/instructor ratio of 12 to 1, and in some cases 6 to 1,” says Director Pamela Hansen. “We provide extensive one-onone training made possible by the small class size.”

Upon completion of Paisley College’s programs, a new technician has the knowledge and skills to be able to operate in a full-service salon and spa and/or enter into business for themselves. They also have the opportunity to attend further upgrade and professional development training or another program – at 10 per cent off the tuition as a returning student!

Programs* Esthetics Program – 1,500 hours over approximately nine months. This will award you with an Esthetics Diploma. Allinclusive cost: $10,823.25.

The training includes but is not limited to topics on history and opportunities, professional image, communication, general sciences, procedures for manicures, pedicures, hair removal, facials, body treatments, relaxation massage, reflexology, hot stone therapy, make-up, and lash and brow tinting. Theory on electric filing, liquid and powder systems, and gel nail enhancements are also included.

Hairstyling Program – 1,500 hours over approximately nine months. This will award you with a Hairstyling Diploma. Allinclusive cost: $10,823.25.

The training includes but is not limited to topics on history and opportunities, professional image, communication, general sciences, procedures for hair design, styling, extensions, chemical texture services, and coloring.

Nail Technology Program – 300 hours, over 12 weeks. This will award you with a Nail Technology Diploma. All-inclusive cost: $4,000.

The training includes but is not limited to topics such as history and opportunities, communication, professional image, general sciences, and the procedures for basic and spa manicures and pedicures, pediques, gel nail enhancements by tips and sculpted methods. Theory on electric filing, liquid and powder systems, nail art, and competitions are also included.

Complete Cosmetology Program – 3,000 hours over approximately 18 months and includes all of the above – with a savings of almost $5,000 off the all-inclusive cost! This will award you with a Hairstyling and Esthetics Diploma and

Nail Technology Certificate.

The training hours are varied throughout the week, depending on the program.

There are additional days offered to attend special functions and accumulate hours and experience on weekends. Paisley College also offers part-time hours and may provide this training by request.

All programs are registered with the Department of Labour and Advanced Education and the Cosmetology Association of Nova Scotia and are recognized by Student Assistance, Employment Insurance and other government programs.

All programs include specified training in Occupational Health and Safety, Infection Control and Business Operations.

For complete information, visit paisleycollege.ca – new programs and certificate courses are being offered frequently! * Please note that program pricing may change without notice. Please contact for current details. y

Pamela Hansen- Director/Instructor

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46 Summit Avenue | New Glasgow, Nova Scotia Nova Scotia School Counsellor | Inaugural Issue 2013 27

Looking Beyond

the Grades

O

ver two decades of investing in the undergraduate education of hundreds of young Canadians through the Loran Scholar program, we have learned that character – not academic performance in high school – better predicts a young person’s long-term potential for leadership.

We search for intelligent, well-rounded students who demonstrate command of a wide variety of subjects. But a transcript cannot reveal many of the traits we look for in Loran Scholars.

The reason is simple: it takes a lot more than smarts to be an effective leader.

Our scholarship was founded in 1990 to provide a Canadian option for students being offered scholarships by US (but not Canadian) universities. While the US universities recognized that the personal qualities demonstrated through extra-curricular activities like sports, volunteerism, music and part-time work were important, scholarships to many Canadian universities had academic thresholds out of reach for many of the most engaged high school students.

Over the past two decades, we have seen a shift towards scholarships that recognize extracurricular involvement. But the majority of scholarships are still granted on the basis of academic performance. Consider, for example, the automatic academic scholarships at virtually all Canadian universities.

There is a place for such scholarships. But we have learned that to identify young Canadians who demonstrated outstanding potential for leadership, we have to look well beyond the transcript.

In our application, we ask students about the range and depth of their extracurricular involvement. We ask about part-time jobs and entrepreneurial activities. We prompt them to reflect on not just what they have done, but why and how they have done so. We carefully assess 3,700 applications each year, looking for students who demonstrate grit, independent thinking, willingness to take meaningful risks and the ability to lead others towards a common goal.

28 Nova Scotia School Counsellor | Inaugural Issue 2013

Our team of volunteers in each region interviews the

top eight per cent of candidates over a full day. Our volunteers, recruited from a wide range of fields, are themselves the kind of people that we expect Loran Scholars to be: people of great integrity who are not only leaders in their fields but in the greater community. In Nova Scotia, we have plenty of examples. Rod MacLennan chaired our regional selection committee in Halifax for many years. A member of the Order of Canada, Rod had a very successful career in business and is well known for his volunteer involvement with Scouts and his philanthropic support of numerous worthwhile causes.

The top candidates from regionals move on to national interviews a couple of months later, where they are interviewed by a second group of volunteers.

The interview process is absolutely essential, which should not be surprising, though it is uncommon in the world of scholarships. Ask yourself: would you hire a new employee without interviewing him or her? Of course not.

But in the scholarship world, the sheer volume of applicants seeking scholarships means that many scholarship programs do not conduct personal interviews.

By the time a student is selected as a Loran Scholar, as many as 12 assessor and interviewers have read the student’s application or interviewed the student. We advocate for a collegial approach to selections that involves a diversity of viewpoints.

It is common for schools to sponsor students who are involved in a wide array of activities and have very high marks for the Loran Scholar program. But those students are not necessarily who we are looking for. In the Fall, when you are choosing candidates to sponsor for the Loran Scholar program, please look beyond the lists of activities and the transcript to the student’s character and potential for leadership. Who they are matters much more than what they have done. At the 40th high school reunion, who will have made the biggest positive impact upon Canada? y

www.loranscholar.ca

Index to advertisers Academy of Learning College.............................................................................................................................. 9 Automotive Business School Of Canada - Georgian College......................................................................23 Canadian Merit Scholarship Foundation..........................................................................................................29 Cape Breton University......................................................................................................................................... 4 Carpenter Millwright, Trades College................................................................................................................. 5 Centre For Arts And Technology......................................................................................................................19 Crandall University..............................................................................................................................................IFC Eastern College....................................................................................................................................................25 Health Care Human Resource Sector Council................................................................................................. 8 Holland College.................................................................................................................................................OBC Labour And Advanced Education....................................................................................................................IBC Le Cordon Bleu Culinary Arts School................................................................................................................ 8 Nova Scotia Boatbuilders Association.............................................................................................................15 Paisley College.....................................................................................................................................................27 University of King’s College................................................................................................................................. 5

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