Trauma Informed PL Opportunities



Announcing our 2nd Annual Fall Learning Conference

OCTOBER 25 & WED, OCTOBER 26, 2016
Prairie Pavilion, Westerner Park, Red Deer, Alberta, Canada

This year’s conference theme is TRAUMA, HEALING and SELF-CARE (simplified).
Trauma, Healing and the Critical Importance of Teaching and Modelling Self Care: for Individuals, Communities and Cultures (extended version!). 

The full conference offers 13 continuing education credit hours, and a completion certificate, breakfast both days (lunch and dinner are at the delegates choosing) and the Early Bird Price saves you $75 over last year!  (Ridiculous, SMOKING HOT pricing!) 

If you have specific questions for Kim or Carlin, please send us an email at or call (403) 986-2122. Otherwise, please download, print and share our Fall Conference Package, directly below, or click on the ticket packages listed below.

We look forward to seeing you again this year. And share with your professional network, colleagues and friends.

Looking forward!
Relationship Inspired Leadership Team




Please share with your friends and colleagues!

Healing Trauma – An Intergenerational Perspective

Dr. Gabor Maté and his son Daniel Maté  

Two full days of  Education, Discussion and Connection  

Tuesday October 4 & Wednesday October 5, 2016

The Ramada Inn, Edmonton AB

$460 per person
Currently – $390 + tax (save $70)

Details and Registration 

Experience the essence of the conference theme by watching Gabor and Daniel’s debut conversation about their own generational healing… 


Conference Learning Objectives: 

 * Understanding what trauma is and isn’t: trauma is not the difficult life events, but the disconnect from self and others those events trigger 

* Trauma as a “fault-free zone” 

* How trauma manifests in families across generations, and how it is experienced in the life of the individual 

* How parents and children can use this understanding to heal themselves and transform their relationships 

* How to support individuals for whom there may not be a “willing partner” for healing a relationship 

* How to recognize our own traumas as they show up in interaction with our clients, and how to use that recognition to support healing in them and in ourselves  

This unique and new conference will be refreshing, educational and engaging

Details & Registration

FNMI Program Facilitators Needed

The Alberta Teachers’ Association is pleased to embark on a provincial three-year professional learning project for all Alberta certificated teachers, entitled “Walking Together: Education for Reconciliation”.

Walking Together: Education for Reconciliation is a professional learning project that supports the implementation of proposed teacher competencies related to applying foundational knowledge about First Nations, Métis and Inuit (FNMI).

We will be hiring four teachers to lead the development and delivery of professional learning programs to support the proposed FNMI competencies. The positions will be for the duration of the 2016/17 school year with the possibility of two one-year renewals and may be filled under a contract or a secondment arrangement. Preference will be given to regional representation from the traditional territories of Treaty 6, 7, 8 and the Métis nation. 

Learn more about these positions on our website.

Deadline for applications is 9:00 AM on Monday, July 25, 2016.

ATA Symbol

Reconciliation through education

Media release

Reconciliation through education

New research shows significant growth in university programs and services for Indigenous students

OTTAWA – A survey of Canada’s universities shows that campuses across the country have scaled up programs and services specifically designed to meet the needs of Indigenous students.  From 2013 to 2015, academic programming for Indigenous students increased 33 per cent, along with growth in targeted services and support.

Information on new and continuing programs and services are shared in Universities Canada’s recently updated online directory  for Indigenous students, their parents and guidance counsellors. The comprehensive, searchable database of resources designed to meet the needs of Indigenous students profiles 233 undergraduate programs and 62 graduate-level programs with a focus on Indigenous issues or specifically designed for Indigenous students. It shows that 86 per cent of universities offer targeted support services, including academic counselling and peer mentorship, to meet the unique needs of Indigenous students. Sixty-nine per cent of Canadian universities offer programs to help Indigenous students transition to university, including mentorship starting as early as the elementary school years.

“Education is an important pathway to reconciliation between Indigenous and non-Indigenous people in Canada,” says Paul Davidson, president of Universities Canada. “By working together with Indigenous leaders, communities and scholars, universities have made important changes to support access and success for Indigenous students in higher education. But more must be done. University leaders are committed to bringing further improvements to curriculum, services and governance structures to ensure that Indigenous culture and knowledge are reflected in all parts of the university community.”

Indigenous youth is one of the fastest-growing segments of the population, with more than 650,000 Indigenous people under the age of 25. Yet the university completion rate Indigenous people aged 25-64 is less than 10 per cent, compared to more than 26 per cent of non-Indigenous Canadians in the same age group.

Universities Canada is the voice of Canada’s universities at home and abroad, representing the interests of 97 Canadian public and private not-for-profit universities. The association continues to encourage federal investments in improved financial assistance for Indigenous students and support for successful institutional programming that helps Indigenous students complete their educational goals.  Canadian universities are committed to playing a leadership role in the reconciliation process, and in 2015 adopted 13 principles on Indigenous education to improve Indigenous student success and strengthen Indigenous leadership throughout the university community.

Media Contact:

Nadine Robitaille
Communications officer

Universities Canada

613 563-3961 ext. 306 or cell: 613 884-8401




ALERT : Orlando Florida Nightclub Shootings: Violence Threat Risk Assessment (VTRA) And Traumatic Aftermath

The worst mass shooting in American history brings with it a very complex dynamic, which is the intersecting of Criminal Radicalization and Hate Crimes against one of the most vulnerable groups in North America. Early indicators are that the perpetrator heeded the call of international terrorists to target “gay nightclubs” on North American soil. The “call” for someone who is not fully committed to engage in serious violence and attack a random nightclub would be difficult. But with the current divisiveness in the United States around Gay Marriage and other LGBTQ related topics, the “call” to target Sexual and Gender Minorities is far more “justifiable” in the minds of both radicalized and hateful individuals and groups. Although the Canadian climate is generally better than that of our American counterparts on issues of promoting acceptance there are plenty of recent hate crimes involving violence against sexual and gender minorities in our own Country as well.

*NOTE: This ALERT is done in collaboration with our colleague Dr. André P. Grace, Canada Research Chair in Sexual and Gender Minority Studies at the University of Alberta.

Part One          Violence Threat Risk Assessment

1) We are currently in the first Critical Period that will take us to the end of the academic year. This period is more complex as professionals, children and youth alike are all tired as the school year winds down.

2) As this is clearly targeted towards sexual and gender minorities we must be very attentive to both these vulnerable youth and those you know have targeted them in the past.

3) Of equal concern is these youth now have the most tangible evidence of how hated they really are by some in our communities. Therefore our efforts to be connected to them during this period is paramount. (It would be appropriate to formally identify healthy staff who have a connection with LGBTQ youth and have them directly ask those youth how they are doing in the aftermath of the Florida Shootings).

4) Also show caring concern for staff and parents who are sexual and gender minorities.

5) This tragedy will increase the justification process for bullying, mean behavior and acts of violence.

6) In recent traumatic events across North America we have seen a significant increase in the use of anonymous based social media platforms to spread and incite hatred. Depending on your region, a variety of anonymous apps may be popular including:, Yik Yak, Whisper, and Ogle. Given the inherent lack of accountability with anonymous platforms, we need to remain vigilant in monitoring these platforms for any escalation of targeted hatred.

7) Several posts through social networking by ‘so called’ Christians in the United States have supported the Orlando attack calling it an “act of God” which will also increase the risk for suicidality amongst gender and sexual minorities.

Part Two          Impact on Sexual and Gender Minorities

Sexual and gender minorities compose a demographically complex population, which WorldPride 2014 organizers in Toronto described using the LGBTTIQQ2SA acronym that stands for lesbian, gay, bisexual, transgender, transsexual, intersex, questioning, queer, two-spirited and allies. While the Canadian Charter of Rights and Freedoms protects this diverse group against discrimination on the grounds of sexual and gender differences, homophobia, biphobia, and transphobia persist. By virtues of their ages and ongoing development, sexual and gender minority (SGM) youth are particularly vulnerable in our schools and communities. Theycontinue to experience adversity and trauma caused by an array of stressors that can affect their physical and mental health and make them prone to risk taking and various negative life outcomes including substance abuse and suicide ideation, attempts, and completions. An event like the terrorist attack on the LGBTQ community in Orlando can be a real trigger for SGM youth who may be fearful and even traumatized in the aftermath of such horror. Moreover, it can lead to targeting of SGM youth, which Anthony D’Augelli, an expert on victimization and mental health among high-risk youth, calls retaliatory dangers. Thus the attack can be a trigger for bullies and other aggressive youth and adults who would target vulnerable SGM youth.

In the aftermath of the heinous crime in Orlando, principals, teachers, guidance counselors, and other caring professionals need to ensure the health, wellbeing, safety, and security of SGM students in our schools and communities. Here are some key considerations:

1) It is important to monitor the behavior and treatment of SGM youth, especially those who are out and visible, since they can be particularly vulnerable and subjected to symbolic violence (such as name-calling and graffiti on lockers and in washrooms) as well as physical violence (such as bullying that includes assault and battery).

2) In recent years Gay-Straight Alliance (GSA) Clubs have become more common in Canadian schools. SGM youth view them as safe spaces where they can socialize and talk about issues important to them. It is important to be vigilant about safety and security around GSA meetings, since they can be a targeted site for inflicting hurt on congregated SGM youth and their allies. Principals and teacher facilitators of these clubs have a particular responsibility to take care here.

3) It is also important to talk to youth about websites and social media that tend to accelerate homo/bi/transphobic narratives and targeting of sexual and gender minorities in the aftermath of events like the Orlando massacre. Angry, disenfranchised youth can be particularly influenced when they are exposed to negative messaging and calls to engage in imitative (copycat) activities.

Part Three           Resources

Educators need to build knowledge and understanding of sexual and gender minority youth and those who would perpetrate violence against them in schools and communities. To assist you in educational and outreach initiatives, explore and use the following resources:

1) Advice for educators and an array of other resources focused on supporting sexual and gender minority (LGBTQ) youth and addressing their comprehensive health issues, can be found at

2) In September 2015, the University of Toronto Press released André P. Grace’s new book entitled Growing into Resilience: Sexual and Gender Minority Youth in Canada. Part II is co-authored with Kristopher Wells. The book argues that, despite recent progress in civil rights for sexual and gender minorities (LGBTQ) in Canada, ensuring SGM youth experience fairness, justice, inclusion, safety, and security at school remains an ongoing challenge. It investigates how teachers, healthcare workers, and other professionals can help SGM youth build the human and material assets that will empower them to be happy, healthy, hopeful, and resilient. The book draws upon the personal narratives of SGM youth, emphasizing ways to link research, policy, and practice so youth can thrive. As a resource for those professionally engaged in work with SGM youth as a diverse sub-population of youth, Growing into Resilience is a timely and useful book. It includes a typology focused on stressors, risk taking, asset building, and indicators of thriving. For more details, visit and click on the order form.

3) On May 17, 2016, the International Day Against Homophobia, Transphobia, and Biphobia, the Canadian Teachers’ Federation (CTF) released Grace and Wells’ new Canadian resource, which is published in English and French. The resource is entitled Sexual and Gender Minorities in Canadian Education and Society (1969-2013): A National Handbook for K-12 Educators. This detailed resource examines what has been done in Canada to improve the situation of sexual and gender minorities (LGBTQpersons) in Canadian society and, more specifically, in education since thedecriminalization of homosexuality in 1969. In it, educators will find a wealth of ideas, resources, and practices to help them deal  with this important equity issue. For more information, visit and click on the order form.


As noted by President Barack Obama, there were more mass shootings in the United States last year then there are days in the Calander: meaning on average over one per day in 2015! Canada is not immune to this contemporary phenomenon. In the field of Violence Threat Risk Assessment (VTRA) we distinguish between “Traditional” versus “Non-Traditional”Offenders and most of the high profile crimes are being committed by the non-traditionals (those with no history of violence until they committ the crime). We have also never seen a time in which serious violence and the justification for it has become so widespread and commonplace. Therefore, as has always been a theme in these ALERTS, increase your connections with those you are most concerned about. This includes potential violentoffenders and potential victims, as we want them to know they can come to us for help. There is a special obligation for faith-based school staff and other professionals to prioritize the obligation to “love thy neighbour as thyself”over religious beliefs that put sexual and gender minorities in a negative light. At the end of the day, all educators and other professionals are required by their codes of professional conduct to be ethical and caring.This means we all need to be there for every student across differences including sexual orientation and gender variation.


J. Kevin Cameron, M.Sc., R.S.W., B.C.E.T.S., B.C.S.C.R.
Board Certified Expert in Traumatic Stress
Diplomate, American Academy of Experts in Traumatic Stress
Executive Director, Canadian Centre for Threat Assessment and Trauma Response

Theresa Campbell, M.A.
President, Safer Schools Together Ltd.

André P. Grace, Ph.D.
Canada Research Chair in Sexual and Gender Minority Studies (Tier 1)
Professor, Department of Educational Psychology
Director of Research, iSMSS
6-102 Education North
University of Alberta
(780) 492–0767

Update from Career Development Association of Alberta


Certified Career Development Professional (CCDP) Education Update

June 7, 2016

As you are likely already aware the Career Development program at Concordia University of Edmonton is being phased out. The following program update is from the program website (

The Career Development program is no longer accepting new students and the program is being phased out. If you are an existing student and are interested in pursuing additional courses to complete your certificate or diploma, please contact Philipa Hardy at (780) 378-8461 or

Please note that existing students are required to submit their intention to complete additional courses through a student survey, obtained from Philipa Hardy, prior to February 29, 2016. Priority for additional courses will be given to students who both complete the survey on time and who have been active in the program since 2013.

Existing students who have been approved to pursue additional courses in the program, have until September 30, 2016 to submit course registrations and untilMarch 31, 2017 to complete all course work, as per the course completion timelines listed in the Career Development calendar.

The Career Development Association of Alberta has been in contact with Concordia University of Edmonton regarding transfer options for students who may not be able to complete their program prior to the March 31, 2017 deadline. They have provided the following information regarding how transfer credit requests are handled within and among post-secondary institutions:

When a receiving institution gets a transfer request from a student or applicant, the receiving institution does an assessment and determines whether transfer credit/advanced standing is awarded. This is done internally at each post-secondary institution receiving the request. Courses are reviewed and evaluated based on the similarity of the course(s) offered at the receiving institution. Some courses have formal transfer agreements between institutions (e.g. Alberta Transfer Guide), others are reviewed on a case by case basis through the institution’s Admissions and/or Registrar’s Office. Once a request for transfer credit is received, it is assessed, often in consultation with the program chair or department head, to determine how similar the course(s) may be to the courses offered at the receiving institution. The institution then determines whether credits is awarded.

The University of Calgary and Athabasca University both have pre-approved programs for the CCDP designation. The CDAA has reached out to them regarding transfer options:

  • We have not yet heard back from Athabasca University however will provide an update when it is available.

The CDAA has also reached out to Life Strategies Ltd. as they offer the Career Management Professional Program (CMPP). Yorkville University is the academic home for the Career Management Professional Program (CMPP). The program is designed to meet the professional development needs of career/employment counsellors, career practitioners, human resource management professionals, counsellors, rehabilitation professionals, and practitioners in related fields. Career Development Practitioner (CDP) Essentials (10 courses) is 200 hours of foundational training needed to work in a wide variety of roles and settings within the career development sector and is ideal for those seeking certification through provincial certifying bodies.

Life Strategies Ltd. is prepared to accept course work from Concordia University of Edmonton and will do so on a case by case basis. To discuss course transfer options please contact Life Strategies at

For those individuals who are interested in pursuing the CCDP Employment Pathway please note that the required Theories and Ethics courses are available through Athabasca University, Life Strategies Ltd., and Career Professionals of Canada.

Certified Career Development Professional (CCDP) Provincial Update

Currently the CDAA is reviewing all of the education programs pre-approved for the CCDP designation as well as the evaluation criteria for career development programs and courses. This review is long overdue and will enable the association to ensure that certification in Alberta is reflective of the current education and training programs available. It will also align the designation with the National Certification Standard that is being developed by the Canadian Council for Career Development (3CD) Certification Working Group.

In addition to this review the CDAA will also be reviewing the re-certification criteria and aligning it with the work that will be undertaken nationally.

Certified Career Development Professional (CCDP) National Update

Nationally, the Canadian Council for Career Development (3CD) Certification Working Group is in the process of developing a National Certification Standard which defines the minimum criteria for career development education/training and experience across the country. This standard will support the transferability of certification from province to province and provide a framework for provinces who are in the process of developing certification models. As a follow up step to the development of the National Certification Standard the Certification Working Group will also be developing a standard for re-certification in a similar manner.

Additionally, the Canadian Council for Career Development (3CD) Certification Working Group is updating the directory of career development education/training available across Canada and expects this task to be completed in early Fall 2016.

Exciting News

The CDAA is very excited to announce that the steadfast actions of a group of respected leaders in the career development profession to launch a Master’s degree with a career development specialization have resulted in significant inroads toward the development of such a program.

Although Yorkville University decided it wasn’t feasible to offer a completely stand-alone degree as was proposed, they have agreed to move forward with developing a proposal to offer a specialized Career Development stream in their Masters of Education program. Dr. Roberta Neault will be a key member of the development team. The proposal will include 6 dedicated career development courses in addition to 4 common core courses. This is just the beginning of a process that will have several layers of approval, including at the government level, before the program can be offered (if approved).

While significant progress has been made the approval and development processes remain ahead and as such no further details can be provided at this time. This may be another option for those individuals with a desire to gain or further their career development education. Details will be provided as they are made available!

Career Development Students

Are you a current student in a Career Development program? Do you know that the CDAA has two membership options to choose from? The Student membership category and the Pre-Certified membership category may be of interest to you. Please review the membership criteria and consider joining the CDAA to work toward your certification. Please contact Alice Funk, CDAA Registrar, if you have any questions.

Membership Category Change

Upon a review of the membership category titles by the CDAA Registration / Standards and Certification Committee a motion was made, and approved by the CDAA Board of Directors, to rename the Associate Member category. The term “associate” implies a person with limited or subordinate membership in an organization. This is simply not the case for CDAA’s Associate Members who are voting members of the CDAA and have full access to the benefits of membership. After looking at membership category titles for a number of other associations it was determined that Individual Member would be a more appropriate title and over the course of the coming months all documentation will be switched to this new wording. All members of the CDAA are valued and this change reflects that belief.

For more information about the CDAA’s various membership categories please visit the CDAA website or contact Alice Funk, CDAA Registrar,


Paula Wischoff Yerama, BMgt, CCDP, RRP, RVP

Executive Director

Career Development Association of Alberta

Survey Participation Request

Junior and Senior High School Counsellors:

You are invited to participate in a research study about how counsellors’ assumptions regarding poverty may affect the formation of a therapeutic alliance with economically disadvantaged youth.  I am conducting this study as a requirement to complete my Master of Counselling degree at Athabasca University.

As a participant, you are asked to take part in an online survey about your experiences working with economically disadvantaged youth within the school system.  Participation will take approximately 25-40 minutes of your time.

Risk and Benefit:

·         There is minimal risk in participating in this study.  A possible risk is consciousness raising. That may also be seen as a benefit, because you may experience increased self-awareness as a result of your participation. 

·         While there may be no personal benefit to you, what we learn from this study may be used to gain knowledge that will help others in the future. 

·         Involvement in this study is entirely voluntary and you may refuse to answer any questions or to provide information that you are not comfortable sharing. 

·         You may withdraw from the study at any time during the data collection period simply by choosing not to submit the survey.  


·         The online survey is anonymous.  You will not be asked to give your name.  There is no way to trace back to your identity from your completion of this survey.  The demographic information that is requested in the survey cannot be used to ascertain your identity.  It is an ethical requirement that your confidentiality be safeguarded during this process.

·         After submitting the survey, the first 30 participants may choose to provide their name and mailing address to receive a $20 Indigo gift card.  This is optional.  If you choose this option, your participation is no longer anonymous, however, your responses cannot be connected to your name.  The responses themselves will continue to be anonymous.  Your name and mailing address will be kept confidential and will be stored for no longer than 2 days, just long enough to mail out the gift card.

This study has been reviewed by the Athabasca University Research Ethics Board.

The link to the survey is here:

If you have any questions about this study, require further information, or would like to receive a copy of the results, please contact Shelly Mann or Dr. Sandra Collins

Please consider participating.  Thank you for your assistance with this project.

Shelly Mann

Shelly Mann, M.S.Ed.,
Inclusive Education Coordinator
Colonel Gray Senior High School
175 Spring Park Road
Charlottetown, PEI
C1A 3Y8
Tel: (902)368-6860 Ext. 255

MindFuel – Science Alberta Foundation Scholarships Available – EXTENDED DEADLINE JUNE 15TH

Please share with your school guidance counselor, science-lead and students.

 We are contacting you today from MindFuel – Science Alberta Foundation, to let you know about our scholarship opportunities. MindFuel is a non-profit dedicated to igniting curiosity and a passion for science in youth. Scholarships are available in the names of James (Jim) Gray ($5,000), Anne Tingle ($2,500), and Dr. Arlene Ponting ($2,500) for students who have graduated from an Alberta high school and who are entering first year in an undergraduate applied science or science education program at an Alberta based post-secondary institution for fall 2016.

Please find the following information about the scholarships for your review. We are hoping that you can help us get out the word about the awards through newsletters and websites so that we can continue to provide opportunities like this to high school students.  For more information, you can visit or

MindFuel Scholarships

MindFuel™, formerly Science Alberta Foundation, was founded in 1990. MindFuel is non-profit organization committed to increasing science literacy and awareness, helping to create tomorrow’s knowledge workers, and instilling an appreciation for science in a new generation of Albertans. In honour of the exemplary people who have helped MindFuel grow into the world-class organization it is today, scholarships in the names of James (Jim) Gray, Anne Tingle, and Dr. Arlene Ponting have been created. Each individual embodies MindFuel’s core values of igniting curiosity, critical thinking and imagination in youth, and these scholarships will aid Alberta’s next generation of students to pursue science at post-secondary institutions.

James (Jim) Gray Scholarship

The James (Jim) Gray Scholarship Fund recognizes an individual who is passionate about innovation in areas of STEM (Science, Technology, Engineering and Mathematics) and who is accepted into STEM related study at an Alberta-based post-secondary institution. Applicant must be an Alberta High School graduate.

Value: $5,000

Deadline: June 15, 2016

For more information, eligibility requirements and to apply please visit the website:

Anne Tingle Scholarship

The Anne Tingle Scholarship Fund recognizes an individual who is passionate about science and who is accepted into an undergraduate degree program in either science or science education at an Alberta-based Post-secondary institution. Applicant must be an Alberta High School graduate.

Value: $2,500

Deadline: June 15, 2016

For more information, eligibility requirements and to apply please visit the website:

Dr. Arlene Ponting Scholarship

The Dr. Arlene Ponting Scholarship Fund recognizes an individual passionate about science and technology and who is accepted into an undergraduate degree program in either science or technology at an Alberta-based post-secondary institution. Applicant must be an Alberta High School graduate.

Value: $2,500

Deadline: June 15, 2016

For more information, eligibility requirements and to apply please visit the website:


Greenest Workforce Job Match Tool

Dear Sir/Madam,

I’m writing to inform you of the launch of the Greenest Workforce Job Match Tool, which will make it easier for people to find rewarding employment in Canada’s forest products industry. This tool is ready to use now, and we would like to ensure that organizations representing or serving people with any of the highly varied skills needed within our sector are aware of it.

The Job Match Tool was developed with funding from the Government of Canada’s Sectoral Initiatives Program and is free of charge to users. Job seekers can browse available jobs, create a Talent Bank profile that employers can browse, and be automatically matched with openings.

You may also have an interest in sophisticated Labour Market Information capabilities that the tool provides. You can generate industry-specific trends and forecasts, and data on current openings, for specific jobs at specific locations.

To ensure that job seekers across the country get the maximum benefit from this important new tool, I have two requests to make of you:

  • Please email to confirm the attendance of a representative of your organization on an upcoming webinar at which we will fully overview the tool’s many features. We have scheduled webinars for career advisors and related professionals on May 27th (in French) and May 30th (in English) at 1:30-3:00 EST on each date.
  • Please consider opportunities to distribute and make use of the attached promotional materials at any of your service delivery locations, and advise us of the numbers of these materials you could make use of. These materials will be available following a public announcement in approximately mid-June.

This new tool builds upon the Forest Products Association of Canada’s long-standing Greenest Workforce career awareness campaign. With a presence across the country, and globally recognized environmental leadership, our industry is transforming for the future and is mid-way through a decade-long 60,000-person hiring drive.

We look forward to what we hope will be your staff’s active use of and referrals to the Greenest Workforce Job Match Tool beginning right away. Specific questions you may have can be directed to the project manager, Bob Larocque ( The Greenest Workforce Job Match LinkedIn Group is also an excellent means way to stay informed on this new initiative.

Derek Nighbor

Chief Executive Officer, Forest Products Association of Canada

If you have any questions or comments, or would not like to receive further communications, please reply to:

Fiona McDonald
Communications Coordinator|Coordonnatrice des communications
Forest Products Association of Canada|Association des produits forestiers du Canada
t: (613) 563-1441 x318
410 – 99 Bank Street
Ottawa, ON K1P 6B9

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Short Webinar to Support Fort McMurray Community Based Trauma Response

Hi All,

While our hearts continue to go out to all of the displaced residence from the tragedy in Fort McMurray, we know that some of these kids and families are arriving, and will continue to arrive, in our Calgary area.  In hopes of helping to support you as you welcome these families into your school communities, I wanted to share with you information that I have just received about a short webinar (17 minutes) produced by Dr. Jacqui Linder specific to the Fort McMurray situation.  Dr. Linder is a registered psychologist, clinical traumatologist, and CEO of the Spiral Phoenix Trauma Institute in Edmonton.  This great webinar is focused on a community based trauma response to Fort McMurray.  Dr. Jacqui Linder’s  short program is targeted for those on the front lines dealing with psychological issues.  Please use and share with your staff as you feel is appropriate.  If CRC can be of any other help at this time, please let us know.  ThanksJ

Link to the webinar:

Cathy McCauley

Executive Director

Calgary Regional Consortium

124 – 24th Ave. NE

Calgary, AB  T2E 1W6

403-291-0967 ext. 225


Please consider the environment – do you really need to print this email? P