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We don't provide mental health advice, counselling, or treatment. If you or someone you know is in crisis, contact your local community crisis team. You can also reach out to the Indigenous Hope for Wellness Help Line 1-855-242-3310, the Black Youth Helpline 1-833-294-8650, or Kids Help Phone 1-800-668-6868.

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Learning and Training Calendar

Training for regulated school mental health professionals (such as OCSWSSW, CPO, or CRPO and who are a currently employees of an Ontario school board).

The aim of offering training opportunities to Ontario’s regulated school mental health professionals is to enhance the coherence of school mental health service delivery across the province.

Implementation considerations

School Mental Health Ontario (SMH-ON) is an implementation team that focuses on sustainable uptake of its learning and training opportunities. To support this vision the SMH-ON team invites boards to think through a few key implementation considerations prior to registering participants to an event.

Do you know:

  • How this training aligns with the priorities within the board mental health strategy?
  • How this intervention fits within the mental health services in the board?
  • Who the intended audience is?
  • What training strategy will be adopted? Is it self-directed, train-the-trainer, etc.?
  • How clinicians will use the intervention?
  • What processes (e.g. referral) and structures (e.g. data collection, reporting) need to be adapted to integrate the intervention?
  • How the clinical supervisor will support the team in the implementation of the intervention?
  • How clinicians will measure the impact of the intervention on student outcomes?

Do you know:

  • How this intervention aligns with your model of mental health services and pathways to care?
  • How this intervention will be integrated within your existing referral process?
  • How you will gather data, generate reports and hold team members accountable in the use of the intervention?
  • What are the expectations to participate in a supervisor webinar?
  • How you will support your team in the implementation of the intervention?

Do you know:

  • Why your board is adopting this intervention?
  • How this training fits within your board’s model of service?
  • Enough about the intervention to see how it will enhance your work with students?
  • How you will adopt this intervention in your work with students?
  • What might get in the way in implementing the intervention?
  • What the expectations are regarding data collection, reporting, and accountability?

Equity and culturally responsive considerations

To ensure that services offered by school mental health professionals are accessible to all students the SMH-ON team invites boards to think through a few key considerations prior to registering participants to an event.

Have you:

  • Considered the characteristics of student population in your board?
  • Engaged with managers, supervisors, clinical staff, and students to learn about who is/might be underserved in the current service delivery model?
  • Identified potential obstacles to accessing services, for underserved groups?
  • Reflected with team on ways to ensure access for underserved groups?
  • Adapted the process as needed to remove the identified barriers?
  • Incorporated the adapted/revised processes in the pathways to care?
  • Shared the adapted/revised pathways to care with all staff?

Have you:

  • Explored your own culture, beliefs and values to understand how they may impact your work with students?
  • Accessed clinical supervision, peer consultation, or a community of practice to support your learning and practice?
  • Acknowledged systemic impacts that affect marginalized students, and work to recognize and address them?
  • Incorporated active validation of students’ cultural context and how that impacts their understanding of their situation?
  • Committed to working from a strength-based perspective?
  • Recognized potential cultural differences in the perception of mental health by students and their families?
  • Empowered students to believe in change but been sensitive to the reality of systemic oppression?

Interested in a training?

Consult with your supervisor/mental health leader to access registration links.

Learning and training opportunities

We also have several pre-recorded sessions available:

  • Enhancing our equity efforts
  • Introduction to measurement-based care webinar
  • Virtual care 101 for child and youth mental health
  • Virtual care implementation webinar
  • Evidence based practice in virtual care webinar
  • School-based interventions related to student cannabis use – training series
  • Suicide risk assessment – 1 and 2

Coming late fall 2021:

  • Suicide Risk Assessment 3
  • An Innovative Approach to Problem Gaming

To access these recorded sessions, contact your supervisor/manager.

Brief Digital Interventions are single session, online interventions that can be used as part of a brief intervention model.  The four modules teach self-regulation and problem-solving skills and are appropriate for students with mild to moderate mental health difficulties.

Time commitment:

BDI training is three pre-recorded webinars, which individuals can take on their own.  Total time is approximately six hours.

Description:

Emerging evidence suggests that single-session treatments may be effective in helping youth deal with anxiety and conduct issues by focusing on broad principles of change (i.e. solving problems, feeling calm, changing thoughts, trying the opposite).

School mental health professionals can provide BDIs to students to be completed on their own time, between their sessions. Each BDI takes between 20-45 minutes to complete. Students aged 10 and up may be able to complete the BDIs on their own, while younger students may need parental assistance.

Everyone who has completed the self-directed learning is welcome to join the BDI Learning Collaboratives:

October 8, 2021, 10:30-12:00 EST

November 5, 2021, 10:30-12:00 EST

2021-2022 virtual trainings

Brief Intervention for School Clinicians (BRISC)

BRISC for Clinicians

BRISC (Brief Intervention for School Clinicians) is an evidence-based, structured intervention that focuses on problem-solving and skill building with students. 

We are offering virtual training opportunities in BRISC during the 2020-21 school year. 

Time requirement:

1.5-day training; attendance is required for both days.

Training dates:

October 19-20, 2021

October 20-21, 2021

November 16-17, 2021

November 18-19, 2021

Description:

BRISC is an engagement, triage, and brief intervention strategy that is based on CBT principles and well-suited to students with mild to moderate mental health problems. The student’s goals are addressed using one or more research-based strategies matched to student needs.

BRISC is delivered over approximately four sessions and emphasizes both social-emotional and academic outcomes. 

BRISC includes initial and follow-up assessment, as well as ongoing progress monitoring to assist the clinicians in their decision-making process.

Expectations:

Clinicians must use BRISC with at least two (2) students after the training. 

Managers/supervisors/MHL must also take part in the BRISC training, in addition to the supervisor training.

Managers/supervisors/MHL will support the uptake of the intervention in their school boards. 

BRISC for Supervisors

BRISC for Supervisors is open to BRISC-trained Managers/Clinical Supervisors and Mental Health Leaders, who will be providing ongoing clinical support to staff using BRISC. All sessions are 10:00-11:30 AM (EST).

Training dates:

October 26, 2021

November 23, 2021

Supports:

Supervisors trained in BRISC are invited to join a Community of Practice to assist them in their support of staff using BRISC. 

Community of practice dates:

October 28, 2021 (@3:30pm EST)

November 25, 2021 (@3:30pm EST)

Expectations:

Clinicians must use BRISC with at least two (2) students after the training.  

Managers/supervisors/MHL must also take part in the BRISC training, in addition to the supervisor training.

Managers/supervisors/MHL will support the uptake of the intervention in their school boards. 

BRISC Refresher

A refresher for school mental health professionals who have taken BRISC training.

September 23, 2021 11:00-12:00 EST

October 14, 2021, 10:00-11:00 EST

CBT Foundations - 2-day training (delivered by Qualia/WLU)

Dates:

Tuesday, September 21, 2021, All day
Wednesday, September 22, 2021, All day

Cognitive Behaviour Therapy - Self-Assessment Webinar (Not offered in Fall 2021-2022)

This webinar will help you to better understand the variety of CBT training opportunities offered by SMH-ON, and help you decide which training is best for you.

Time requirement:

75-minute online training

Training dates:

Not offered in 2021-2022

March 25, 2021, 10:00-11:30 AM (EST)

Description:

Participants will learn about the CBT training offered, complete a self-assessment, and have an opportunity to ask questions to determine if one of these foundational trainings will build upon their current knowledge of CBT principles and their ability to provide a CBT informed approach to counselling. 

Expectation:

The CBT self-assessment webinar is a requirement before registering for other SMHON CBT training.  Managers/supervisors/MHL are not expected to be applying CBT in direct service but are welcome to take part in the CBT training, and supervisors are encouraged to attend CBT Essentials for Supervisors, if providing clinical supervision 

Cognitive Behaviour Therapy - Foundational Training (Not offered in 2021-2022)

This beginning level training is to enhance knowledge about CBT interventions and how to incorporate it into school practice. 

It provides the foundational knowledge that underscores effective school-based interventions and is highly recommended for all school mental health professionals.

Time requirement:

2 days, participation in both days is required

Training dates:

Not offered in 2021-2022

Description:

Facilitated by Qualia Counseling Services in partnership with the Faculty of Social Work, Professional Development Office, at Wilfrid Laurier University, this workshop provides introductory training in short-term, brief CBT.

It focuses on the five core interventions: 

  • five factor model, 
  • thoughts records, 
  • evidence technique, 
  • cognitive distortions, and 
  • imagery interventions. 

The course also presents interventions specific for adolescent anxiety/depression symptoms that include risk (i.e. self-harm, suicidality): 

  • exposure, 
  • response prevention, 
  • behavioural activation, 
  • experiments and 
  • caregiver coaching. 

Expectation:

The CBT self-assessment webinar is a requirement before registering for other SMH-ON CBT training. Managers/supervisors/MHL are not expected to be applying CBT in direct service but are welcome to take part in the CBT training, and supervisors are encouraged to attend CBT Essentials for Supervisor, if providing clinical supervision 

Cognitive Behaviour Therapy - Foundational - Online (Not offered in 2021-2022)

This training will provide a solid foundation in CBT practice upon which can be built the more advance skills needed to practice CBT with students with complex needs.

Participants who are considering this training should take note of the sizeable time commitment required to complete this course (see below). Participants should discuss the time commitment with their supervisor prior to registering and identify when they will complete course material.

Pre-requisite:

Participation or viewing of the Cognitive Behaviour Therapy (CBT) Self-assessment webinar is required prior to registering for a CBT Training. 

Time requirement:

12-weeks online

Dates:

Not offered in 2020-2021

Description:

This foundational course provides participants with an understanding of the core tenets, tools and interventions used within CBT. 

Participants will learn the structure, session format and interventions necessary to begin treatment with presenting issues across student populations. 

Through a variety of teaching methods, including lecture, intervention delivery, use demonstrations, clinical practice worksheets and role play, students will learn which CBT interventions to use and how to best provide psychoeducation for, and apply, these interventions across varying client issues. 

Participants will finish this course with a comprehensive beginner’s knowledge about CBT and a set of interventions from which to start helping others restructure their cognitions and behaviours.

This course is completed entirely online. Participants do not need to be online at any particular time but do need to log on each week to complete quizzes and online discussion. Each weekly lesson includes:

  • Written lectures
  • Recorded demos of the interventions being delivered
  • Mandatory discussion boards
  • Submitted weekly assignments
  • Assigned textbook readings
  • A quiz

There is also a final assignment due at the end of the course that is marked as pass/fail. 

To complete the course, all assignments, quizzes and weekly discussions must be complete by the final Friday of the course. No extensions are granted. This is a non-credit professional development course which is not graded and will not appear on a Wilfrid Laurier University transcript. If all requirements are successfully met, participants will receive a letter of completion at the end of the course.

Please note that materials for this training are currently available in the English language only.

Expectation: 

The CBT self-assessment webinar is a requirement before registering for other SMH-ON CBT training.  Managers/supervisors/MHL are not expected to be applying CBT in direct service but are welcome to take part in the CBT training, and are encouraged to attend CBT Essentials for Supervisor, if providing clinical supervision 

Culturally Adapted CBT Training for School Mental Health Professionals (Coming in 2022)

More information and dates to come

STRONG for Supervisors

This offering is for supervisors who have staff offering STRONG.

Time requirement:

1.5 hour training

Dates:

TBD

Description:

STRONG is an evidence-informed, school-based intervention for newcomer youth (K-12th grades) to support their transition to a new school and community.  

STRONG is intended for students experiencing psychological distress or difficulties functioning at home, school, or in their community, often related to the adversities and trauma experienced during the transitions of migration and settlement.

Supervision Essentials for Cognitive Behavioural Therapy (Not offered in 2021-2022)

This training is appropriate for supervisors who wish to review their CBT skills and who wish to discuss implications and strategies for supervising those who practice CBT in a school setting. 

Pre-requisite:

Participation or viewing of the Cognitive Behaviour Therapy (CBT) Self-assessment webinar is required prior to registering for a CBT Training. Participation in the Supervisors are asked to complete the CBT Self-Awareness webinar prior to registering for CBT Supervision Essentials. Participation in a CBT Foundations training is encouraged but not required if Supervisors have sufficient expertise in CBT to provide clinical supervision.  

Time requirement:

2 full days, participation in both days is required

Dates:

January 19-20, 2021

February 24-25, 2021

Description:

The focus of this training is on supervising the provision of CBT in the complex school setting. This training will provide:

  • a review of short-term, brief CBT interventions that are best used in school settings
  • an overview of the CBT model including five core beginner interventions.
  • a focus on how supervision increases the value of clinical services provided to students, and,
  • discussion of numerous supervision approaches which lead to the supervisee’s professional growth. 

With a focus on supervision of CBT in a school setting, this training does not prepare participants for expertise in CBT practice.

Supports:

Supervisors trained in CBT are invited to participate in three follow up coaching sessions. 

Supporting Transition Resilience of Newcomer Groups (STRONG)

STRONG is a 10-session, evidence-informed, school-based group intervention for newcomer youth (K-12th grades) who are experiencing difficulties functioning or coping and/or who may benefit from additional skill development.

Time requirement:

2-day training

Dates:

November 4th and 5th

November 11th and 12th

Description:

STRONG is an evidence-informed, school-based intervention for newcomer youth (K-12th grades) to support their transition to a new school and community.

STRONG is intended for students experiencing psychological distress or difficulties functioning at home, school, or in their community, often related to the adversities and trauma experienced during the transitions of migration and settlement.

Supports:

Clinicians are offered optional topic-specific consultation calls (MHLs/Supervisors are welcome to join as well).  3 Consultation Calls time is to be determined (EST)

Expectations:

By participating in the training, clinicians are expected to offer a group intervention at least once before the end of June 2022.

Supportive Triage for Early Problems (STEP)

Anticipating an increase in requests for mental health support for students struggling with the return to school, this series of 2-hour webinars will prepare school mental health professionals to connect with students virtually and in person, assess the impact of COVID from an ecological, system, and individual perspective, and select appropriate interventions.

STEP 1: Getting Connected

September 14, 2021 10:00 -12:00 EST (Postponed.  A new date TBD)

This session will provide culturally-responsive strategies and considerations for the important initial contact with students returning to in-person or virtual learning.

STEP 2: Ecological, Contextual Approach to Assessing Student Need

September 15, 2021 10:00 -12:00 EST (Postponed.  A new date TBD)

This workshop will help school mental health professionals take a broad, culturally responsive, ecological approach to assessing the impacts of COVID on the lives of our students and their systems. A focus will be on differentiating between students requiring mental health interventions and those who may benefit from first reconnecting with protective factors and Tier 1 supports.

STEP 3: Selecting the First Step in Mental Health Intervention

September 16, 2021 10:00 -12:00 EST (Postponed.  A new date TBD)

This webinar will introduce the stepped care model, a collaborative approach to matching the least intrusive, most effective MH interventions with a student’s needs, readiness, and willingness to engage.

 

Understanding Eating Related Issues and Eating Disorders

Part 2A:  Introduction to Eating Disorders

September 30th, 2021, 10:00am -12:00pm (English)

Presenters: Wendy Spettigue, MD, FRCPC; Stephen Feder, MDCM, MPH, CCFP

This session will help school mental health professionals understand eating disorders and the important role of nutrition, as well as strategies for speaking to students about eating related concerns.

Part 2B: Supporting Students with Eating Disorders

October 1, 2021, 10:00–12:00 EST

Presenters: Wendy Spettigue, MD, FRCPC; Stephen Feder, MDCM, MPH, CCFP

This session will focus on strategies for supporting students with eating disorders in a school setting.

Questions about training opportunities?

Please email Lisa Doerksen at ldoerksen@smho-smso.ca or Brenda Kenyon at bkenyon@smho-smso.ca. French language school boards should contact Alexandra Fortier at afortier@smho-smso.ca for further details.