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For your convenience, VRA Canada is pleased to present to its members and associates our eBook version of Rehab Matters. For those of you new to this technology, we have some simple and helpful hints to get you started and to optimize the best viewing experience.

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Welcome to Rehab Matters eBook Edition

Welcome to Rehab Matters eBook Edition

FALL/WINTER 2009

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REHAB REHAB MATTERS

eBook Edition

A Graduate’s

Success StoryA Graduate’s

Success Story

A Seneca graduate finds her niche in

vocational rehabilitation

Vocational Rehabilitation Association of Canada

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FOCUS ON EDUCATION

& PROFESSIONAL

DEVELOPMENTFOCUS ON EDUCATION

& PROFESSIONAL

DEVELOPMENT

SPOTLIGHT ON

PROFESSIONALSSPOTLIGHT ON

PROFESSIONALS

…and moreDr. Michel Lacerte shares his story

EVOLUTION OF

LEARNINGStudies in online education

EVOLUTION OF

LEARNING

Reinventing

Ourselves

Achieving success through education Reinventing

Ourselves

NEXT PAGENEXT PAGE

A Graduate’s Success StoryA Graduate’s

Success StoryA Seneca graduate finds her niche in


Vocational Rehabilitation Association of Canada

FALL/WINTER 2009







FOCUS ON EDUCATION & PROFESSIONAL

DEVELOPMENT

FOCUS ON EDUCATION & PROFESSIONAL

DEVELOPMENT

SPOTLIGHT ON PROFESSIONALSSPOTLIGHT ON

PROFESSIONALS

…and more

Dr. Michel Lacerte shares his story

EVOLUTION OF LEARNING

Studies in online education

EVOLUTION OF LEARNING

Reinventing Ourselves

Achieving success through education

Reinventing Ourselves

PREVIOUS PAGEPREVIOUS PAGE NEXT PAGENEXT PAGE

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A Message from the National President

A Message from the National President

2009 has been a busy and productive year of change for VRA Canada: at the end of September we closed the National office, bid a fond farewell to our Executive Director Kathy Regan, and hired Events & Management to help us better improve service to our members. We are certain that the new year will be a memorable one filled with prosperity, growth, and success for all our members. We would like to thank you all for your patience and support as we underwent this transition.

2010 also promises to be unforgettable for another reason: it is our 40th anniversary! This upcoming year will mark 40 outstanding years of being a leading organization and strong, credible voice for a wide variety of

vocational rehabilitation professionals. We are enormously proud that for 40 years we have had outstanding, superior members who provide an unparalleled collective of specialized knowledge and services. We have great hopes that our 40th anniversary year will be a milestone for VRA Canada, and with your help and support we know we can make it our most memorable and superior year yet.

Here at VRA, we are constantly striving to better ourselves and those we serve. This means staying current by attending and completing courses, staying up-to-date on current best practices, and learning through our peers. This also includes attending conferences such as the one we held in Markham this past October. The turnout was fantastic, the speakers were educational and insightful, and the round-table discussion was enlightening. Stay tuned for the next edition of Rehab Matters, where details for next year’s conference (date and location) will be announced.

With the importance of professional development and continuing education on our minds, this fall’s issue of Rehab Matters appropriately shines a spotlight on education, learning, and the significance of growth within the rehabilitation field. We have an abundance of interesting and informative articles in store for you in this issue, and we hope that you not only enjoy this edition but also take some valuable information away with you.

Just a quick reminder: membership renewal time is now upon us! Membership is open to anyone working in the field of rehabilitation and to those who are interested in furthering the cause of the association. Fees are $325 for a professional and $275 for an associate. The deadline is December 31, and more information can be found on our website at www.vracanada.com

We would like to hear from you! Letters to the editor, comments, questions, suggestions and ideas for upcoming issues can be emailed to [email protected].

VRA CANADAVocational Rehabilitation

Association of Canada

2008/2009 Board of Directors

Garry Derenoski President

Roselle Piccininni Past-President

Sharon Smith Director, British Columbia Society

Tricia Moffat Director, Alberta Society

Kathy Potts Director, Saskatchewan Society

Sue Allardyce Director, Manitoba (Board-appointed)

Evie Cowitz Director, Ontario Society

Ann Maxwell Director, Atlantic Region Society

Phillip W. Boswell

President, CAVEWAS

Janine Mels-Dyer Commissioner, CRCC

National OfficeVRA Canada 4 Cataraqui Street Suite 310 Kingston, ON, K7K 1Z7

Tel: 613.507.5530 Toll-free: 1.888.876.9992 Fax: 613.531.0626

Email [email protected] Web www.vracanada.com

Garry Derenoski, RRP, C.I.P President

Welcome to Your Rehab Matters MagazineWelcome to Your Rehab Matters Magazine

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British Columbia Society

BC Society has had a busy fall in terms of professional development. In October we offered a workshop on solution-focused interviewing for return to work planning to our members in the Okanogan region of the province. The presenter was Nancy McConkey, MSW, a leading Canadian authority on the solution-focused approach. The next workshop will be in November in the lower mainland area. Dr. Sue Johnson, an assistant professor at the University of Northern BC will be presenting on ethical dilemmas and ethical distress in the workplace. The BC Society’s board of directors is pleased to welcome our two new board members: Lorna Goodwin and Geri Smith. The board’s focus over the next few months will be on budget preparation and strategic planning to guide the society over the next couple of years. We also are putting the final touches on our marketing plan that will include activities aimed at membership recruitment and retention and increasing the profile of the association in the province. .

Ontario Society

The Ontario Society will soon begin planning for the 2010 National Conference and AGM. 2010 will mark the 40th anniversary of the Association! A number of potential sites have been considered and a site selection will be made soon. Stay tuned for further information.

Regulation efforts continue as well as extensive lobbying efforts regarding legislative changes in the insurance industry.

News from Across the CountryNews from Across the Country

Society NewsSociety News

3 Fall/Winter 2009

177 - 34 Eglinton Avenue E. Toronto, ON M4R 2H6


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Online Education for Health Professionals• MasterofHealthStudies

• MasterofNursing - ANP: Primary Health Care - Generalist

www.athabascau.ca/cnhs

CENTRE FOR NURSING AND HEALTH STUDIES

Advance online!a c c e s s i b l e • f l e x i b l e • a c h i e v a b l e

ApplicationDeadline:AGD:ANP & MN:ANP - December 1, MHS & MN: GEN - March 1

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As the saying goes, the year was 1969, and it was the year of the moon landing, Woodstock, and the development of ARPANET (Advanced Research Projects Agency Network), a little, insignificant piece of technology first developed to link a small network of computers together in the U.S. Department of Defense. Forty years later ARPANET has become the World Wide Web, which now connects billions of computers sharing information on a global scale. As the Internet grew, so did its capacity. Within this growth, the expansion of education is no exception. Over the last ten years, the Internet has created a whole new degree of learning with the development of e-learning— credits or entire degrees that are taught and completed entirely online.

In today’s workplace, the level of education a person has is directly linked to the type of job they hope to find. Job seekers must have at least a post-secondary degree, continuing education credits, or doctorate initials after their name in order to stay ahead in the ever-changing, competitive workplace. While a college or university degree is vital in landing your dream job, many prospective students face certain challenges that oftentimes bar them from attaining a post-secondary degree.

The most prevalent issue that arises is the cost of tuition: as of January 2009, the National Student Debt reached

thirteen billion dollars. In addition to tuition fees, students must worry about room and board in residence, meals, transportation, books and more. The second most common issue is that post-secondary education requires a big time commitment on the part of the student. Between lectures, tutorials, seminars and travel time, education is a full time occupation. Classes are only held at certain times and take away from the work schedule that students must keep up with in order to pay for their education.

In an attempt to alleviate some of the pressure on students, e-learning has become an increasingly popular method of completing a high school, college, university degree, and/or continuing education programs. Online education is a new and proactive solution to the stresses most people face when looking into a post-secondary degree as it requires less of both a financial and time commitment on the part of the student. Now, students can plan their class timetables around their work schedule or other commitments.

The flexibility of scheduling in online education is the biggest draw for students. E-learning does not disrupt a student’s work schedule, taking away some of the stress involved in paying for tuition fees. E-learning also cancels out the cost of transportation, residence fees, and any number of other unforeseen expenses that can arise between a student’s front door and the classroom. Many students find the flexibility of scheduling as the most beneficial aspect of e-learning because it allows them to do their work

at times convenient for them– not during periods of the day when they are unable to focus. Megan Cornwell, a second-year student at Toronto’s York University, believes that e-learning makes the university experience easier on students trying to juggle a variety of commitments. “I felt I had more time to complete the assignments because I wasn’t in school with other classes. I was completely focused on one thing and I felt I had lots of time to work through assignments as thoroughly as I felt necessary.”

Courses available online at Canadian universities also have a hidden benefit; e-learning opens up new educational opportunities for foreign students looking to take courses not offered in their own countries. Because no school offers a full complement of courses for every student’s interests, e-learning appeals to an even broader expanse of students. Instead of current or prospective students having to leave their country for the benefits of some of Canada’s top post-secondary educational institutions, they can take advantage of the courses these schools offer online.

Many people debate the differences between the values of the e-learning environment versus within the classroom environment. A concern often voiced lies within the credibility of the course

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“I felt I had more time to complete the assignments

because I wasn’t in school with other classes.”

The flexibility of scheduling in online education is the biggest

draw for students.

Feature

By Leslie Lewis

The Evolution of Learning

Studies in online education

FocusFocus


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continued from page 5

taken online versus in the classroom. Many students find it difficult to motivate themselves to do the assigned work when not forced into the classroom where there is no other option but to participate. Students like Megan admit that when completing e-learning courses, you have to rely on your own responsibility to get the work done. E-learning courses have also created live chat feeds for students to participate in and pose questions to fellow classmates and professors, which are also a compulsory part of the course itself.

Many prospective e-learning students also wonder about the value of the course taken online versus at the school itself. It is important for students to do the proper background research before committing time and money to an online course that will leave them with as much value as a bag of sand. Students must be careful in choosing online courses with proper accreditation by a governing body. It should be plainly visible where the course material is coming from; accreditation should be noted in the course schedule or another introductory document. There are several governing bodies that have been established worldwide to govern the accreditation of online courses. In North America, the association that prospective e-learning students should search out when looking to apply for courses is the Universal Council For Online Education Accreditation. Organizations like this will help guard students and assist them in finding proper accredited courses that provide value to the student upon completion.

Online learning is not just for college or university students. It is available for high school students, general education degree students, post-graduate students and continuing education students. Many high school students take advantage of e-learning by using online courses when they either are having trouble keeping up with their present material, or if they are not feeling challenged enough by the classes they are taking. GED students, post-grad and continuing education students also take online courses so that they can further develop their knowledge and education without interrupting their daily, family, or work lives.

The Benefits of E-Learning

Dr. Roberta Neault, president of Life Strategies— a company that offers an online certificate in rehabilitation speciality—is a big supporter of e-learning. Dr. Neault notes that there are dozens of benefits to e-learning, some of which include: engaging in learning at times that suit your unique schedule, access to specialized courses from anywhere in the world with Internet access, and bringing together a diverse group of learners that would be unlikely to connect in a single classroom-based course. Roberta says that counsellors, career practitioners, and vocational rehabilitation professionals are finding that facilitated e-learning offers rich interactive discussions that bring complex topics to life.

To learn more, visit: www.lifestrategies.ca


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FocusFocus

VRA Canada has always been dedicated to supporting and advocating for a wide variety of vocational rehabilitation professionals, and this past year has been no different. We worked diligently to build new foundations to support our members for generations to come, and made some significant changes that we believed would help VRA Canada move forward into the upcoming 2010 year. While last year our attention was focused on establishing firm policies, ethics, and guidelines, this year we will use our energy to generate strong and sound working relationships that will help us achieve our strategic initiatives well into the upcoming year.

With these initiatives in mind, VRA Canada has been busy interacting with individuals from associations such as the Insurance Bureau of Canada (IBC), Veterans Affairs, Workplace Safety and Insurance Board (WSIB), Canadian Life and Health Insurance Association (CLHIA), Centre for Addiction and Mental Health (CAMH), and other human resource groups. In speaking to these organizations, we have made invaluable connections across a broad

range of sectors that we are sure will help us firmly establish ourselves as a supportive, visible, and outstanding association. While fostering new relationships will be VRA Canada’s main focus in 2010, we most certainly can’t forget about maintaining and preserving our current relationships, as they are very much an integral part of who we are.

In addition to our networking plan, we also intend to improve our communication skills both internally and externally. A better proficiency in communication will allow us to work on behalf of members to let agencies

who utilize the services of vocational rehabilitation professionals understand who we are and the outstanding services that we offer. By utilizing our exceptional communication tools such as our websites, brochures, newsletters and more, we are confident that we can better serve our members, better educate agencies, and most importantly, offer exceptional employment opportunities.

By channelling our time and enthusiasm on providing and building new foundations to support our members, and by leveraging internal relationships, we will be on the right track to advancing ourselves as both an association and as working professionals. I am certain that 2010 will be a year of advancement, transformation and prosperity, and I hope you will join me in helping VRA Canada flourish into the best association it can possibly be. I strongly encourage you to contact us with any questions, suggestions, concerns, or ideas; your input is both important and invaluable to the advancement of VRA now and into the future.

By Garry Derenoski, RRP, C.I.P

7

Reflections on VRA Canada

Fall/Winter 2009

Anniversary

A look back on 2009 and a glance forward into 2010

Rehab Matters E-BookFor your convenience, Rehab Matters is now available as an

electronic version.Go to www.vracanada.com and register your email address to

receive the latest edition.


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After completing half of a four-year undergraduate psychology degree at York University, Katherine Castillo found herself wondering: “What will I do next?” It was only after a representative from York/Seneca’s rehabilitation services program came into her class and explained how rewarding a career in rehabilitation was that she had her epiphany moment: this is what she was meant to do. Katherine decided to enroll in the program—a graduate certificate in rehabilitation services —and was more than thrilled to learn that the program offered a hands-on field placement.

Right from the get-go Katherine studied hard, taking crucial courses such as vocational rehabilitation practices, community resources, interviewing and counselling, and more. The completion of all of these courses helped her understand the role she could play in the

community and the difference she could make in someone’s life.

When it came time to complete her first placement, Katherine landed a position as a vocational rehabilitation counsellor assistant at COSTI Training and Rehabilitation Centre. There, she gained invaluable experience facilitating creative job search training classes and helping three clients with return-to-work programs. For her second placement, Katherine became an assistant parole officer with Correctional Services of Canada, men’s supervision unit. This was Katherine’s most rewarding placement, as it allowed her to be exposed to environments and people she never thought she would experience. Since her days at the Correctional Services of Canada, Katherine has worked as a disability case manager at Great West Life, and as a relief worker at Street Haven, amongst other jobs.

Katherine is now a disability management specialist with the Toronto Transit Commission where she manages employee disability, works with health care providers to ensure that employees are receiving appropriate treatment and rehabilitation, and ensures the required support is provided during return-to-work plans. Katherine is thankful for her job everyday and loves what she does to the fullest: “We define ourselves by what we do, and when you take that away

from someone their world turns upside down. I love being able to help people reach their fullest capacity.” In addition to her job with the TTC, Katherine also finds the time to give back to the program from which she graduated; she teaches the community resources course for York/Seneca’s rehabilitation services program part-time and is also the field placement coordinator. “It’s been a great way to give back,” she says.

While getting to where she is now took a lot of hard work and a lot of her own determination, Katherine also says that it was the interaction with the great instructors at the York/Seneca program that really helped her along the way. “The York/Seneca rehabilitation services program was not just a certificate but a concurrent degree program that allowed for a co-op placement. To me, that was essential.” Katherine also recognizes that the York/Seneca program really is a one-of-a-kind, specialized program. “My co-op placement offered a lot of opportunity and really put things into action for me and encompassed as much as possible,” she says.

When it comes to the success stories of Katherine’s fellow graduates, there are dozens of them. “It is so inspirational to see where all my fellow graduates are today,” Katherine says, smiling.

By Dayna Danson

A Graduate Success

Story

InsightInsight

York/Seneca graduate Katherine Castillo has found her niche in


Katherine Castillo York/Seneca Graduate

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As an assistant professor with the Schulich School of Medicine and Dentistry at the University of Western Ontario, Dr. Michel Lacerte knows the

importance of vocational rehabilitation. Born and raised in Quebec City, Dr. Lacerte always knew he wanted to be involved in medicine. Although he says he is a “surgeon at heart,” he ultimately became involved in physiatry because he wanted to “help people accomplish things in their lives.” Hailing from a family of physicians—his father was a gastroenterologist and he is a 5th generation physician—Dr. Lacerte moved to Montréal in 1978 to begin his studies at McGill University. In 1983 he graduated with a degree in M.D.C.M., and then completed a one-year straight internship in internal medicine at Montreal General Hospital.

Dr. Lacerte then packed his bags and left for Rochester, Minnesota, to study at the famous Mayo Clinic. “It was when I was a medical student and did my rotation at the Mayo Clinic, that I really got exposed to rehabilitation for the first time,” Dr. Lacerte says. Dr. Lacerte graduated from the Mayo Clinic in rehabilitation medicine. It was only once he went to Seattle to do his master’s of science in rehabilitation at the University of Washington, however, that Dr. Lacerte truly found his niche. “I got the bug!” he says, laughing. For two years, Dr. Lacerte studied at

the University of Washington in the department of physical medicine and rehab, where he took courses in vocational rehabilitation and was introduced to disability management.

In 1990 Dr. Lacerte returned to Ontario to be an assistant professor at the University of Western Ontario, department of physical medicine and rehab— a position that he still holds with great pride to this day. In that same year he organized the development of the Ontario Worker’s Compensation Board’s non-economic loss evaluation training program and was responsible for the training of the Ontario WCB roster of physicians for non-economic loss medical assessments.

Later, in 1992, he joined forces with the Insurance Bureau of Canada to help with rehabilitation and return-to-work strategies. Dr. Lacerte has also accomplished a wide-variety of other achievements: he has been involved as a disability management policy consultant with several agencies, is one of the founding members of the Canadian Society of Medical Evaluators, and for ten years, he has been the clinical coordinator of DAC 3013, the catastrophic impairment determination centre for Southwestern Ontario. He also runs a clinical practice, in which he diagnoses and medically manages a wide variety of neurologic and musculoskeletal problems.

Dr. Lacerte’s greatest accomplishment, however, has been his involvement with the insurance medicine and medical legal expertise diploma program at the Université de Montréal. Assisting with the development of the 6-semester program, as well as acting as host in many presentations, Dr. Lacerte is most proud of his participation with this online program because it is the first of its kind in North America. “I have always been very close to folks who are coming in from rehabilitation backgrounds,” Dr. Lacerte says. “I don’t see how with such a busy schedule, physicians can further themselves the way they need to; that is why this program is so important.”

When it comes to the future of physiatry and vocational rehabilitation, Dr. Lacerte has some very clear ideas. “Physiatrists have lost the notion of working in teams. They have moved towards a more solo practice and I would like to see a refocus on all physiatrists gaining group leadership skills, especially when interacting with other health care professionals. We shouldn’t be telling others what to do but should instead be ensuring that the services are getting integrated and that all of our goals and objectives are being achieved.” As for the role Dr. Lacerte is willing to take on in the realm of rehabilitation, he says: “Doctors should perform like an orchestra. I see myself playing an instrument, but I am perfectly happy to direct when people are in need of direction. I am happy and comfortable to follow the leader, but I can also be the one to provide leadership,” he says, matter-of-factly.

Spotlight on ProfessionalsSpotlight on Professionals

Professionals Speaking OutProfessionals Speaking Out

By Dayna Danson

Fall/Winter 2009

Dr. Michel Lacerte:Physiatrist, assistant professor, and

leader in vocational rehabilitation

“I have always been very close to folks who are coming in from

rehabilitation backgrounds.”


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ProgressProgress

By Dayna Danson

Each year, hundreds of individuals from all across Canada graduate from rehabilitation programs that have been specifically designed to create the most educated, knowledgeable, and well-informed professionals as possible. Schools and learning centers such as the University of Calgary, Seneca College, Ryerson University, McMaster University and TAPE (Training and Professional Education), work tirelessly to create curriculums that are current, relevant, and applicable. When educational institutions seek change and improvement within their programs, the developments are passed onto their students, producing outstanding and up-to-date professionals. This year, all of these same schools and learning centers are working hard to reinvent their programs to not only better suit the needs of their students, but to better suit the needs of the individuals whom they will serve.

Susan Cran, the graduate coordinator of the University of Calgary ’s master’s of disability and community studies program recognizes the importance of revamping her school’s program every few years. Over time, Susan and her colleagues have changed the curriculum to better suit the ever-changing needs of their students. The university, for example, began to explore improved access to education throughout the professional’s working life, facilitated student mobility through credit transfer, and, most

importantly, recognized prior learning. Now, after ten years, Susan is happy to say that almost all students have achieved master’s and PhD degrees with the help of tailored programs that responded to their academic and professional needs in a variety of specialization areas.

Seneca is currently in the process of revisiting its curriculum in the Seneca rehabilitation certificate to ensure that students are provided with the most current information. Serena Crisalli, the coordinator for the York/Seneca rehabilitation services program is leading the process with direction from the Advisory Committee and other industry specialists. The program will see new subjects such as ethics and assessment added, along with other curriculum revisions. In addition to providing students with a solid foundation of knowledge to build upon as they gain experience in the rehabilitation field, these new subjects will ensure that all students have the necessary background information. Seneca has also taken into account the need for learning outside of a classroom environment, which is why this program is offered across Canada through distance learning—perfect for working professionals.

One of the benefits of correspondence is the f lexibility it provides the learner in terms of other life activities. Students are given up to 20 weeks to complete their course of study, but can fast track their learning to complete the course in a much shorter time frame. Professionals can take all or some of the courses in the program; they simply register for the subject they would like to take. Students can complete all nine of Seneca’s rehabilitation subjects to gain the certificate, or they can complete an individual subject to help them qualify to obtain their rehabilitation certifications with VRA Canada. “Seneca will continue to work with VRA Canada and the rehabilitation college as it comes into existence, providing training that meets the professional development needs of VRA Canada members.” Serena stresses.

Beatrice Traub-Werner, the president and director of education at TAPE (Training and Professional Education) stresses that at TAPE, change and transformation are of utmost importance. Programs are delivered in both face-to-face and virtual learning environments, with the programs being created to meet the needs of adult learners and working professionals. Today, TAPE is currently working hard on integrating five new certificate programs, including one on elder care, and one on case management. Beatrice stresses that

Education Transformation

Canadian schools upgrade their programs

to better serve their students

“Seneca will continue to work with the VRA Canada and the

rehabilitation college as it comes into existence.”


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any changes that are made to the programs at TAPE come directly from the students. “Feedback from our students is what propels us forward. When they come to us and let us know that they really want to get up to standard in a certain area, we jump at the opportunity to assist them,” she says. So, when students started expressing the need for online classes, TAPE quickly answered. “We have lots of online courses, and we are still growing,” Beatrice comments. “We truly believe in skills based learning, and that application to practice moves us closer to best practices. That is why we try to teach our students with a hands-on approach.”

TAPE, for example, is working on a new program that will bring actors in to work with individuals participating in mental health programs, something that the University of Toronto has been doing for a long time. “Our students will receive practice with actors who have been standardized to react in different ways, to better help them assess ailments and disorders.” Beatrice mentions.

Over at The School of Disability Studies at Ryerson University, the faculty

offers a program that is designed for individuals already working within the vocational rehabilitation profession. The program, which is unique in Canada, offers a part-time undergraduate degree geared toward adult learners who have prior related academic or professional credentials. The program requires the equivalent of two years of full-time study at the 3rd and 4th year level but is offered on a part-time basis in recognition of the time constraints facing adult learners. Students engage in core courses that familiarize them with the multidisciplinary field of disability studies, with emphasis on social policy, leadership, community development, arts, culture and more. The best part of Ryerson’s program is that is has been strategically designed in a range of course formats: some courses are structured as on-site two-week intensives while others are offered in distance formats over the Internet.

Melanie Panitch, the director and coordinator of Ryerson’s School of Disability Studies, notes that at Ryerson, they are constantly reevaluating their curriculum to make sure it is up-to-date and relevant for their students. “We are always changing our curriculum based on what students’ needs are. We undergo a periodic curriculum review, interview past students, and even speak to professionals in the field to ensure that our programs are educational, useful, and practical,” she says. And, because Ryerson’s program is offered all online (with the exception of 2 weeks in the summer), it is ideal for those who are seeking distance learning. “While we offer all of our courses online, we love to have the students come to campus for two weeks during the summer. It is a great team building experience, and I find that at the end of those two weeks, the students don’t want to leave!” she says.

McMaster University ’s case management program is another example of a curriculum that is geared toward the working professional. Offered entirely online, individuals can enter the program if they possess a university degree, college diploma, or if they have approximately five years

working experience in the field of rehabilitation. The program allows for individuals to gain skills fundamental to client-centered case management. The best part of the program, as Nancy McQuigge, the program manager for the Centre for Continuing Education mentions, is that it is available entirely online for f lexible, convenient study. Over time, the program has been revised to stay current with the changes that are occurring in the workplace; in 2000, for example, the program was revised, and in 2001 it went entirely online. “Our courses change as the trends change,” says Nancy. “We are continually reviewing our program, getting feedback from our students, instructors, and professionals working in the field. McMaster also offers an addiction education program, which was the recipient of the 2007/08 National Award for Continuing Education Program Excellence, and was also approved by VRA Canada for continuing education hours. This program, like the one in case management, is geared towards addiction and mental health workers, nurses, counsellors, health/social service professionals, and anyone aspiring to enter the previously mentioned fields. “This program is one of the largest offered at the Centre for Continuing Education, and we offer a f lexible course load, distance and classroom delivery, and monthly start dates for distance courses,” says Nancy. McMaster will also customize workshops to meet the needs of any organization that requires training in a particular area of addictions and case management.

Professional development and ongoing education are not only necessary but are crucial in bettering the vocational rehabilitation profession and those who are employed within it. The above-mentioned schools plus many others, such as Dalhousie University (that is in the process of rebuilding its program now), are continually reinventing and bettering themselves to ensure that they are providing students and professionals with the best education possible. After all, it is the initial and ongoing education that vocational rehabilitation professionals receive that helps them help others get back on their feet and, most importantly, return-to-work.

11

“Feedback from our students is what propels us forward.”

““We are always changing our curriculum based on what

students’ needs are. ”

Fall/Winter 2009


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on

Anne Gauthier VRA Canada 4 Cataraqui Street Suite 310 Kingston, ON, K7K 1Z7

Tel: 613.507.5530 Toll-free: 1.888.876.9992 Fax: 613.531.0626

Email: [email protected] Web: www.vracanada.com

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Full Page Cover: $1,500Inside Front or Back

Covers: $1,250

Full Page: $950

Half Page: $700

Third Page: $450

Quarter Page: $350

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Graphic design services are available to create

your ad. Contact: MC Integrated 416.340.7707

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Advice from the Pros

Advice from the Pros

“Going to school is my way off the street,” declares “Coco,” a resident of Canada’s poorest neighborhood–the downtown eastside of Vancouver. “I’m going to finish my program and then get away from here,” she continues. Her short-term plan is to complete a skills training program and then secure a health services job in a smaller rural community that is closer to her family.

Coco’s hair – a vibrant neon red – is not quite able to distract from her premature aging, evident in the lines of her face, gaunt frame and raspy voice. Coco has spent many years struggling with addiction and compromised health resulting from prolonged poverty. Fortunately, Coco is resourceful. She has moved into supported housing with readily-available resources to support her out of addiction. She also knows where to go within the area to eat nutritious, free meals, as she is not able to afford groceries on her meager provincial disability income.

Education, for Coco, is literally a matter of life and death. She knows that completing some work skills training and securing a conventional job will afford her the stability she needs to rescue herself from the hazards of her current life. To the best of her ability, education will enable Coco to reinvent herself.

The significance of education in vocational rehabilitation is not always as dramatic as is the case for Coco. Still, as education relates to the ability clients have to rejoin the working population with means, it plays an essential role in

the return-to-work process. As ancient Roman scholar Claudius Galen noted, “employment is nature’s physician, and is essential to human happiness.” Education is often the means to the “healing” or reintegration that regular employment can provide.

In my role as an administrator of federal sponsorship to support people with disabilities to return to work, requests for re-training account for about 75% of the applications for funding we receive. It is now common knowledge that educational requirements continue to increase in the labour market, and that further education is synonymous with greater earnings potential. Long gone are the days when high school education alone could provide entry into well-paying trades positions. Just as technology today becomes quickly outdated, so too do skill sets in the workplace.

As sustainable employment is a mandate of our Service Canada program, the “employability factor” is the key attribute we look for when reviewing applications for retraining sponsorship. Does the applicant have realistic expectations of what further education can do in securing employment? Applicants are obliged to provide labour market evidence that links the training choice to real work potential. Likewise, applicants are required to conduct information interviews–both with employees and employers–to confirm that a favourable choice is made regarding training.

Sometimes information interviews can take a surprising turn, and divert an applicant’s attention away from an original job target, to one that is even more suitable. A professional musician suffering from the onset of arthritis and diabetes once told me how happily surprised he was to realize that he didn’t want to pursue software development as he had originally thought, but animation design instead. This occurred to him as he conducted information interviews of people actually working in these respective fields. Another client was set on becoming a medical office assistant, until she learned through information interviews that the pressure of multi-tasking and working with the public would be too stressful for her. Alternatively, she learned about health records management in the process, which became a more suitable work goal for her.

Just as we expect applicants to complete labour market research related to a job target, we likewise expect applicants to research the various training options.

The following are essential questions to consider with clients pursuing further education:

• Is the training provider accredited or registered with a provincial licensing body? What remedy (if any) would clients have if the training provider suddenly closed?

• Is the training program cited in job postings as training recognized or preferred by employers?

By Aaron Wilson, M.A., RRP

Reinventing Ourselves:

Achieving success through education

13 Fall/Winter 2009

continued…


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In The Next

Rehab Matters

Best Practices

At VRA we are intent on providing

outstanding service using up-to-date practices.

Our next issue will focus on

the techniques, methods,

processes and activities that are the most effective at delivering the

best possible outcomes.

• Is completion of education enough, or does it need to be bolstered through work placement, volunteer work, and/or special certifications such as CPR/first aid?

• What is the range of cost for such training?

• Are there full-time versus part-time options?

• Are there pre-requisites such as high school courses, criminal record checks, health testing, CPR/First Aid training?

• Is the mode of instruction in class, online, or a combination of both?

• Is the mode of instruction compatible with the client’s preferred learning style?

• How many intakes per year are there for the training program?

• What disability support services are available should a student need them?

• Can the training provider offer post-graduation placement rates?

• Are there employment services available for new graduates?

• Does the client have a realistic awareness of hourly wage or salary that is usual for new graduates with no experience?

• For older workers: will the time required to complete training, combined with the costs involved, equal a tangible career advantage in consideration of working years before retirement?

More InformationTo find out more about Service Canada re-training programs and services, visit: www.servicecanada.gc.ca/eng/home.shtml

To find out more about the Service Canada Opportunities Fund (B.C. Lower mainland area only) visit: www.oppsfund.ca

To find out more about the therapeutic effects of education for the mentally ill, go to: http://www.theprovince.com/cars/Riverview+ University+Life/1983513/story.html

To find out more about innovative inner-city education programs, visit the UBC Learning Exchange at: http://www.learningexchange. ubc.ca/Welcome.html


Aaron Wilson is a community coordinator of the Service Canada Opportunities Fund program at the B.C. Centre for Ability. He has worked in vocational rehabilitation for over 20 years and is a certified return-to-work coordinator with clientele who are chronically unemployed and presented with multiple employment barriers.

About the Author


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DevelopmentDevelopment

Karen Goldenberg explains the need for regulation in vocational rehabilitation

By Dayna Danson

JVS: A Believer in Continuing

Education

All across Canada there are thousands of individuals who have dedicated their lives to helping those with disabilities overcome obstacles and achieve success. Among these compassionate individuals is Karen Goldenberg, the President & CEO of JVS Toronto since 1999. At JVS alone, a dedicated staff of over 225 individuals—including employment counsellors, job developers and rehabilitation counsellors—work tirelessly to serve over 20,000 people annually. For Karen and those at JVS, education, regulation, and learning are the cornerstones of success; without them the vocational rehabilitation profession would have no room to grow, prosper, or succeed in the future.

As someone who has not only been involved in vocational rehabilitation but who has also volunteered in many senior leadership roles within the community, the need for continuing education and constant regulation is continually on Karen’s mind. While other occupations such as social workers, nurses, occupational therapists and physiotherapists have their own regulatory colleges, vocational rehabilitation professionals remain lacking in their own accreditation process. Karen has recognized this gap in regulation, observing that “none of these designations (employment

counsellors, job developers and rehab counsellors) are regulated professions and as such there are mixed educational requirements in the field and variable standards.”

Karen notes that in the early years, the staff at JVS came from a wide variety of backgrounds: some had master’s certificates, others were social workers, some were psychologists and some were career counsellors. While the psychologists have a “college” which has a quality assurance program that includes setting professional goals, monitoring activities and offering continuing education services, there is no consistent regulation across the entire board. “Today, employment and career counsellors are community college trained. Some have undergraduate degrees and many do not. Workforce specialists (job developers) at JVS typically have community college diplomas but no formal training in the field,” Karen says.While the main goal at JVS Toronto is to assist individuals from all backgrounds and walks of life achieve their educational and/or vocational goals, it is important to them that their own staff achieve these same goals. That is why Karen takes a firm stance on the idea that continuing education, at the moment, needs to be overhauled. “Continuing education is really inadequate and there is no requisite, ongoing professional development in place. Agencies and individuals identify learning opportunities but this approach is makeshift at best,” she notes.

In the best of both worlds JVS is searching for an external provider who will help develop, deliver, and regulate formal training and curriculum to help their—and all other “helping profession” employees— become a best practice profession. Karen takes the stance that JVS, rehabilitation professionals, and all other helping professions require an association to develop standards, curriculum and learning programs. The focus of this body must also be broad enough to embrace the many staff who work at supporting multi-barriered clients. Karen strongly believes that establishing a set of professional standards, providing ongoing education, and offering opportunities for all vocational rehabilitation stakeholders to enhance his/her skills is key to the evolution of the profession.

“Continuing education is really inadequate and there is no

requisite, ongoing professional development in place. Agencies

and individuals identify learning opportunities but this approach is makeshift at best.”

Fall/Winter 2009

Karen Goldenberg President & CEO of JVS Toronto


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Join VRAJoin VRA

Membership Has Its

BenefitsFinding the right rehabilitation professional is easier than you think. The Vocational Rehabilitation Association of Canada (VRA Canada) is a national organization that oversees and sets practice standards for rehabilitation professionals across Canada. Its mandate is to support its members in promoting and providing the delivery of professional rehabilitation services while also ensuring ongoing professional development opportunities.

Its members represent a variety of disciplines including:

• Rehabilitation Counsellors

• Vocational Counsellors

• Disability Managers

• Case Managers

• Vocational Evaluators

• Job Placement Specialists

• Individuals involved in the entire continuum of rehabilitation services

• Practitioners in allied health specialties

These professionals are trained to work with one another to achieve the best long-term outcomes possible for their clients. VRA Canada’s position as a national network allows it to create the effective integration of these roles through its member programs and services, thus ensuring that its members, no matter their geographic location, are properly prepared to meet the demands of working as a rehabilitation professional.

16

Janice Ray B.Sc. Kin, CK, RRP, CCRC, CRTWCIt’s no surprise Janice Ray found success as a rehabilitation counsellor—she is friendly, positive and optimistic—essential qualities in the rehabilitation field. A member of VRA since 1990, Janice is the president and director of both ErgonoWorks Unlimited Inc. and Ray Rehabilitation Consultants, Inc. She has served on the Ontario Board of Directors since 1995 and from 1998-2000, Janice was the treasurer of CARP National.

Janice’s endeavors into the world of rehabilitation began in 1971, when she attended

the School of Human Kinetics and Leisure study, department of kinesiology at the University of Waterloo. There, Janice completed a co-op assignment that consisted of eight months of therapeutic programs with psychiatric residents, 12 months with developmentally challenged residents, and four months as a fitness consultant at the Barrie Y.M.C.A. In 1974 Janice’s father had triple bypass surgery, which prompted her to write her fourth year thesis on post-cardiac surgery rehab programs. Her thesis was a huge success, and Janice was hired to work on the program development and coordination of Canada’s first cardiac post-surgical rehabilitation program at Toronto General Hospital. For Janice, that was her “most memorable experience so far, hands down.”

Since her days at Toronto General Hospital, Janice has kept busy working in various areas of rehabilitation. From 1978-1980 she was the area co-coordinator for youth experience program for the Ministry of Culture and Recreation in Barrie, and from 1981-1989 she worked as a rehabilitation caseworker and senior specialist for Rehabilitation Services of Canada. In 2005, she worked as a disability management consultant with GENEX services of Canada, and in 2006 she worked as an ergonomist for the Workplace Safety and Insurance Board (WSIB). She is also a Canadian Certified Rehabilitation Counsellor (1992) and was awarded continuance of certification in 1997, 2002 and 2007.

Today, Janice is the president of the Ontario College of Vocational Rehabilitation Professionals (CVRP) and also manages and offers services from her two businesses, ErgonoWorks Unlimited Inc. and Ray Rehabilitation Consultants, Inc. For Janice, being a business owner is something she is very proud of. “I am in my 20th year of being a business owner and have survived the changing face of the rehabilitation/employment markets. That feels great!” she says.

Despite her love for the rehabilitation field, Janice recognizes that a lot of work still needs to be done in terms of helping rehabilitate and reintegrate individuals back into society. “The government and insurance agencies refuse to acknowledge that managed care is utterly necessary for successful return to work. We need to accommodate people for their limitations so that they can ultimately return to work,” Janice stresses. After over 30 years working in the vocational rehabilitation field, Janice still “enjoys seeing a solution that works.” As for her future, Janice sees herself working in rehab for quite a bit longer. “I’d love to keep my businesses running, and I would also like to work with my son in setting up his first medical practice. Most importantly, I would love to be able to say that I am a part of a regulated, professional, rehabilitation college. It is of utmost importance that we promote our profession, and an accredited college is the best way to do that,” Janice emphasizes.

Member ProfileMember ProfileRehabilitation Counsellor and ConsultantRehabilitation Counsellor and Consultant


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RecoveryRecovery

By Leslie Lewis

As professional members of an ever-advancing field like rehabilitation, it is important to recognize alternative therapies that can help alleviate the hardships that individuals with disabilities endure. Broadening horizons and trying new therapies can be an incredibly beneficial and rewarding experience. Therapeutic horseback riding, otherwise known as Equine Assisted Activity, is a relatively new method gaining popularity for people with a range of physical, emotional, cognitive, and social disabilities.

In a therapeutic riding program, specially trained riding instructors teach people with a wide range of disabilities how to ride a horse. In most cases, the rider will be helped into a specially developed saddle and bridle and will have one person leading the horse while two more stand on either side of the rider to ensure he/she stays balanced. The physical benefits to horseback riding are encompassed in the field of hippotherapy— a medically recognized procedure in which the goal is rehabilitation though motion. In this case, the motion is the smooth, rocking movement of the horse. The swaying motion of the horse’s steps provides the rider with sensory input through movement, enhancing sensory processing and increasing neurological and musculoskeletal function. The motion of the horse’s walk is also similar to the human walk, with the swinging motion improving

balance, coordination, strength, and muscle tone.

There are far more than just physical benefits to horseback riding. Therapeutic riding puts individuals with disabilities into an environment that teaches them emotional, cognitive and social skills. They interact with the horses and other individuals in the program, enabling them to form relationships, learn companionship, and gain responsibility and leadership skills. Building a relationship with their horse is emotionally rewarding for these students, oftentimes drawing out individuals with emotional disabilities. Gaining the trust of a horse is a huge boost to students’ self-esteem, giving them the confidence to form new relationships with people and to try new things. Horses also help people with disabilities feel in control of their situation. Because the horses are sensitive and trained in order to react to slight commands, the rider must learn to take a leadership role in this situation, thus gaining confidence from guiding his/her horse.

Therapeutic riding students quickly learn that their talents are greater than they imagined as they experience the feeling of satisfaction that comes with learning a difficult skill. The real-life environment of working with horses also creates situations where students must confront fears and make adjustments to handling situations that are sometimes outside of their control. While individuals with disabilities

often find it hard to participate in many physical activities, riding a horse can allow them to experience a sense of freedom, joy, and passion that only the trust of a horse can provide.

The groups of people with disabilities commonly associated with taking advantage of the benefits of therapeutic horseback riding include those suffering from: autism, developmental disabilities, ADD, learning disabilities, cerebral palsy, mental retardation, downs syndrome, emotional or behavioral issues, speech impediments, head trauma, multiple sclerosis, spina bifida, muscular dystrophy, weight control disorders, visual impairments and spinal cord injuries.

To learn more about therapeutic horseback riding or to get involved, you can visit some of the sites below:

http://www.card.ca/

http://www.narha.org/

http://www.frdi.net/

17 Fall/Winter 2009

Discovering Alternative

Rehabilitation Therapeutic horseback riding


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In the middle of winter in a hotel room in Edmonton, a group of men and women took over a class of bachelor’s of community rehabilitation students demanding that distance education not be limited to undergraduates. It was time for a revolution in the world of rehabilitation studies; ideas for new content and a work-study model were desperately needed. Luckily, the innovation funding that was making the experiment in undergraduate education possible provided a fourth year of funding to apply what had been learned to a Canadian graduate perspective. And so was born the master’s in disability and community studies program at the University of Calgary; a degree that was created with—and for— working professionals that provided access to graduate programs without the traditional mandatory residency.

That was ten years ago. Today, the University of Calgary is working hard to evaluate the same program that originally rewrote the traditional rules of graduate programs. When first establishing the program, information sessions confirmed the need for a Canadian approach to graduate education that could respond to a broad-based community rehabilitation context, while addressing the specific needs of vocational rehabilitation counselling. Individual and regional learning contracts enabled students to tailor

their program based on local needs, previous work experience, and future aspirations–an option that had been desperately needed at the time. A change in admission was also made: it no longer became solely about grade point averages but became also about educational background and professional research experience. This change modified the way traditional graduate programs previously operated.

The course content has found itself to be an ever-evolving entity: because there are other graduate options available in Canada, the University of Calgary has now begun to focus more on the leadership, the interprofessional, and transdisciplinary nature of the vocational rehabilitation field and less on the clinical aspects, which, in Canada are covered more at the undergraduate level. Some of the University of Calgary’s new courses, for example, reflect the program’s new home in community health science with a greater opportunity to understand individual, community, and health capacity. So, while earlier students of the program tended to do practice specializations (community based head injury options, sexual education with developmentally disabled adults), the new program gives students an opportunity to tailor their focus and conduct a final project.

With the help of the Vocational Rehabilitation Association of Canada

(VRA Canada), the University of Calgary has been able to get a leg up in terms of being a partner and creating a new distributive model. The master’s in disability and community studies program, for example, is the most unique of its kind in that it allows working professionals, who do not have an undergraduate degree, to demonstrate through a prior learning assessment portfolio (PLAR) that they have the competencies to complete graduate work and are exceptional individuals with leadership qualities in the field. This is groundbreaking in that it permits individuals to seek the education and professional development that are vital to the growth of the vocational rehabilitation profession.

In the interest of moving forward, the University of Calgary is working hard to revise, create, and reconstruct a plethora of courses within the master’s of disability and community studies (MDCS). The new and improved courses will include: social construction, health capacity and disability, foundations and futures of disability and community studies, leadership and innovation in disability & community studies, amongst others. In introducing these new courses to the program, individuals will gain a better understanding of health capacity and disability and current/future trends, which is the ultimate goal of the program. Revisions are also currently

By Dr. Susan Cran, CCRC. RRP and Dr. Nancy Marlett, CRDS

The Master’s of Disability and

Community Studies

AdvancementAdvancement

A graduate innovation in higher education

continued…


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being made to the PhD program (specialization in community rehabilitation and disability studies) that will hopefully offer students more flexibility. While the program delivery format has not changed, the course content is being altered to reflect the emerging strength in health promotion of interdisciplinary and transdisciplinary care and community based health services.

After ten years, the master’s of disability and community studies has seen a 95% success rate in students achieving a master’s and/or thesis based degrees (PhD, MSc) that responded to their academic and professional needs in a variety of specialization areas, while working full-time.

The work-study model (a combination of face-to-face sessions complemented with online study) has contributed to this high completion rate. In addition, students bring a myriad of current professional experiences to the learning process and the ability to apply theory to actual practice. Furthermore, both students and program faculty recognize the value of bringing together prior work and life experiences to the graduate process. The University of Calgary holds onto the importance of the theoretical and research foundations of the academic field of disability study, experiences that can be shared with both the Community Health Sciences department and many partnerships across Canada.

Since the commencement of the CRDS-Canadian concept of graduate study, other Canadian universities have come aboard to deliver alternative graduate programs from the traditional course delivery model for vocational rehabilitation professionals. This is truly remarkable because it is the University of Calgary’s belief that providing student access and choice for adult learning is beneficial to all Canadians.

Fall/Winter 2009

Dr. Nancy Marlett and Dr. Susan Cran are full time faculty with the Community Rehabilitation and Disability Studies program. Nancy has been involved with the program since its inception and is a past program Director. Susan was hired 13 years ago to facilitate the development of an innovative distributed learning graduate program for working professionals, now in its 11th successful year of operation.


Dr. Susan Cran, CCRC, RRP Dr. Nancy Marlett, CRDS


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The idea of continuing education was originally developed to serve the needs of working adults who wanted to take courses to complete an interrupted degree, or stay abreast of new developments while improving their chances of upward mobility in their field. Many others nowadays choose to embark upon continuing their education simply because they enjoy learning, or as a way to further their level of education in a more economical way, compared with traditional university education. Individuals from a wide variety of professions—from nurses to child and youth workers, to vocational rehabilitation professionals—often attend conferences, seminars, and interactive discussions to help them stay abreast in an ever-changing workplace environment.

“Lifelong learning” is a concept that is fairly recent, and continuing education is a growing trend in Canada and throughout North America. In recent years, there has been a substantial increase in proportions of the population enrolled in continuing education programs, with most students being motivated by a desire to improve their job prospects. Continuing education is an important means for vocational rehabilitation professionals to keep up-to-date with the ever-expanding informational and ongoing technological developments in the field. Many people mistakenly believe that once they receive their university degree, they have completed their educational journey. In today’s economy, however, it is essential for professionals to further their education

to stay ahead of the job curve.

There has been a substantial increase over the years in the number of Canadian adults attending school full-time. According to the annual Labour Force Survey conducted by Statistics Canada, in 1976 there were approximately 107,000 adults between the ages of 25 and 64 attending school full-time. Twenty years later in 1996, the number increased to approximately 344,000 adults. Over the same period, there was an increasing trend of women enrolled in continuing education programs. Although in 1976 men were almost twice as likely than women to attend school, by the mid 1990s almost the same number of adult women and men were enrolled as full-time students.

As might be expected, the majority of continuing education programs are directly related to jobs and occupations. In 1994, the Adult Education and Training Survey asked students to explain why they were taking continuing education courses. An overwhelming 83% of students said it was because of their “present or future job.” An additional 15% of the respondents answered that “personal interest” was the main reason they had enrolled. In other words, older students were just as likely as younger students to be concerned with improving their skills and abilities within their occupations.

An increase in older students can be seen in American colleges as well. In American schools, the total number of students enrolling in college or university is expected to climb from 18.2 million in 2007 to 20.6 million

by 2018 – a 13% increase. Projections indicate that the most significant growth rates will be among older students, minorities, and women. These numbers are drawn from the most recent report of the U.S. Education Department’s National Center for Education Statistics.

The economic downturn in recent years has had a hand in increasing the appeal of continuing education to both older and younger students. According to an article in the Daily News Tribune, “A new core of courses designed to fit the needs of traditional students shifting to part-time status…could prove beneficial to students adversely affected by the economic downturn… It exposes younger people to more serious adult learners who are happy to be back on campus. Lastly, it also creates a new appreciation for education… It’s an educational choice worth considering.”

Continuing education in the field of vocational rehabilitation allows professionals to maximize the quality of training and development opportunities so that they may continue to acquire knowledge, skills, and competencies in order to more effectively increase quality employment and independent living for patients.

For more information on continuing your education in the field of vocational rehabilitation, please visit http://vracanada.com/cutting_edge_education.php.

By Jennifer Seligman

GrowthGrowth

Professional Development

The key to lifelong learning


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Renew at www.vracanada.com

Professional $32500

Associate $27500

Student $13700

Retired $13700

*Offer valid on existing memberships renewed online before Dec. 31, 2009.

RENEW NOW! and SAVE $50.00Vocational

Rehabilitation Professional

The Vocational Rehabilitation Association of

Canada (VRA Canada) is a national organization

that oversees and sets practice standards for

rehabilitation professionals across Canada.

Its mandate is to support its members in

promoting and providing the delivery of

professional rehabilitation services while also

ensuring ongoing professional development

opportunities. Its members represent a variety

of disciplines, including:

• Rehabilitation Counsellors

• Vocational Counsellors

• Disability Managers

• Case Managers

• Vocational Evaluators

• Job Placement Specialists

• Individuals involved in the entire

continuum of rehabilitation services

• Practitioners in allied health specialties

Hire the Best!visit www.vracanada.com

Why You Need a


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What’s NewWhat’s New

Roll-A-Bout SteerableThe Roll-A-Bout Steerable eliminates the need for crutches, walkers and wheelchairs, and is a safe and reliable alternative to hard-to-maneuver walking aids. Suitable for those individuals with leg injuries below the knee, the Roll-A-Bout

Steerable is suitable for both indoor and outdoor use, contains a steering column that folds down for storage or travel, and adjusts for either left or right leg injuries. The Roll-A-Bout Steerable is easy-to-use, is safe and durable, and because all the weight is carried by the upper leg, no pain occurs in the injured leg. This product is ideal for individuals who have undergone surgery or amputation, or for those who are experiencing pain due to an infection, fracture, arthritis, or more. The Roll-A-Bout will also help maintain body strength, cardiovascular fitness and balance that rapidly decrease with wheelchair use.

Available at www.wheelsoffitness.com

Inflatable Sitting and Standing Vestibular DiscThe Inflatable Vestibular Disc is a great rehabilitation tool in that it mimics both the movement and shape of an inflatable ball when used on any type of seat. The disc acts as a dynamic cushion, activating the major muscle groups, some of which

may need strengthening and rehabilitation. This product is ideal for individuals who are in need of rehabilitation or who suffer from a form of chronic pain. Aside from being used as a seat cushion, this unique product can also be used on the floor as a standing disc for balance training, proprioception, and strengthening of the lower extremities. The disc is 2” thick and 13.8” diameter, making it easily transferable.

Available at www.promedproducts.com

The Wheelchair Evaluation: A Clinician’s Guide, Second EditionThis second edition manual is an updated, practical, and concise reference on the wheelchair prescription process. Perfect for students, clinicians, and vocational rehabilitation professionals who work with individuals in need of a

wheelchair, this book will serve as a hands-on manual for wheelchair clinical decision-making. This book is a valuable manual containing four new chapters dedicated to ethical issues, funding, documentation, and fitting. It also contains useful information on choice of wheelchair components, and real-world approaches to patient evaluation.

Available at www.jbpub.com

Race, Culture and Disability: Rehabilitation Science and PracticeThis novel is a useful guide to understanding the research and practical issues related to race, culture and disability in rehabilitation services. This unique and groundbreaking text provides researchers and evidence-based practitioners with scientific

resources to answer practical and knowledge-based questions. This book covers important topics such as: how to make disability determinations with people from diverse cultural backgrounds and non-English language populations, and how to address issues of cultural competence and cultural mistrust in service provision. This book is ideal for scientists who conduct research, people of colour with disabilities, practitioners who work with diverse populations, and students and recent graduates who have learned and want to learn more about this research area. Due to an increase in ethnically diverse individuals with disabilities, this text is an extremely timely and relevant contribution for researchers, practitioners, and students.

Available at www.jbpub.com


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Mission StatementThe Vocational Rehabilitation Association of

Canada is a national association that

supports its members in promoting, providing and advocating for the delivery of vocational/

prevocational rehabilitation services

for persons with disabilities.

Vision StatementThe Vocational Rehabilitation

Association of Canada is committed to promoting professional excellence in our members, who are recognized by all

stakeholders as the experts in the

provision of vocational/prevocational

rehabilitation services for persons with

disabilities.


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Our Latest MembersOur Latest Members

Membership Updates

Membership Updates

Jodi-Lynn Annett Ernest Martin Boeswald Angie Christine Bricker Tamara Dawn Burman

Dyan Burnel Jennifer Lynn Buttar

Erin Buxton Linda Byrnes

Katherine Melaina Camp Raeleen Castle

Nives Anna Ceronja Phyllis Chan

Travis Chapman Sujin Choi

Mark Coaker Lindsay Edwards

Elisheva Bridgette Gabiscn Christine Ann Smith Gonsalves

Susan Hamilton Eric Norman Hemming

Andrea Katzmier Anuja Kumarasamy

Shirley Labonte Diane Gale Lawrence

Trevor Paul Lesmeister Charlotte Logan

Joanna Lynn McCoy Roanna McCoy Sheila Moyston

Nadia Nashlenas Louissa Ferne Regier

Carla Dawn Roslinski imrat Kaur Singh

New RRP RecipientsDavid Bruce

Winnie Cheng Paula Desaulniers

Niall O’Connor Erin Robertson

24

Understanding Disability Vocational Evaluation

Health Care Ethics Counseling Ethics

Strategic Case Management Mental Health Drugs

Ethics for Therapists: Update Skilled Empathy

More Effective Interviewing Enhancing Responsibility

Rehabilitation Consultant Different Therapies: One Client

The following courses now have text materials available online:

Substance Abuse and Disabilities Dual Disorder

Drug Treatment: I Drug Treatment: II

Vocational Services and Substance Abuse

For Details: CM Home Study 30423 Canwood Street, Ste. #228 Agoura Hills, CA 91301 USA

Telephone: 818-706-1671 Fax: 818-865-9075 e-mail: [email protected] Web-site: www.cmhomestudy.com


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Confusion, emotional pain, and financial stress are all common day-to-day concerns for those who are living and dealing with the effects of a traumatic injury.

Serious and complex injuries require specialized and experienced legal representation. When you choose Singer, Kwinter you can be confident that you are represented by one of Canada’s most respected Personal Injury and Insurance Law Firms. We are driven and determined to work hard to safeguard your legal rights and secure the best possible outcome for all.

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