The first year of the SCC program focuses on developing an awareness of and initial skills in the SCC field. You'll focus on understanding normal human development, the the Biopsychosocial model, building client relationships, and more.
In second year, you'll further develop your knowledge, skills, and interpersonal capacities. You'll begin designing, implementing, and evaluating needs-based intervention plans for client groups, while continuing to improve your communication and counselling skills.
During the third and last year of the SCC program, you will focus on integrating and applying your knowledge, skills, and interpersonal capacities in the SCC field. Your autonomy and independency as a cousellor will grow as you demonstrate ethical and professional behaviour while advocating for your client's needs.
Physical activity and health is an introductory course that combines a variety of physical activities in order to promote an active and healthy lifestyle. Stress management, motivational factors, designing an exercise program, healthy eating habits and nutrition are some of the topics that complement the weekly activities. Students are expected to participate to the best of their ability in a fun-filled environment. The following activities may be offered: Soccer, Ultimate, Volleyball, Hockey, Ringette, Basketball, Snowshoeing, Hiking, Cross country running, Weight training, Circuit training, Yoga, Badminton, Flexibility, and Relaxation, and others.
This course is directed toward improving English language skills by extensive written work based on literary texts. It uses the same textbooks as the Introduction to College English: Literature, but because of the emphasis on writing skills has a reduced list of readings.
Students will be given insight into the career of a Special Care Counsellor. The day-to-day tasks of the Special Care Counsellor will be contextualized within a variety of community services (educational, health, and social services settings). Students will learn to rely on community resources, the importance of being part of an interdisciplinary team for the care of a client, and a collaborative approach.
The legal and ethical ramifications of the profession will also be explored as they become more familiar with the health and social services within Quebec.Students in this course will gain an overall understanding of the profession and will learn of the health and social services, and community resources, within the Outaouais and Quebec.
This course will illustrate the greater social and legal context of the profession.
Students will be introduced to many different settings and client groups where Special Care Counsellors are needed. On-site visits, interviews with professionals, as well as guest speakers will help students better understand the involvement of a Special Care Counsellor as a member of a therapeutic team for a client. Students will be introduced to the profession by starting to acquire some basic skills, as well as by recognizing and understanding the aptitudes and ethics required in this profession, as they prepare for Fieldwork 1. Students will learn how to gather information from their client through observation techniques through a holistic approach, and they will learn to record their information in the appropriate document format.
This course introduces and prepares the student for Fieldwork 1 in the second semester. It also offers the student the opportunity to bring in the knowledge they are acquiring in the other three courses offered in the same semester. Students will need to be up-to-date on their certified training prior to Fieldwork 1, such as CPR training, First Aid, and Non-Violent Crisis Intervention Training.
Students will learn of the biopsychosocial factors of normal human development from infancy to adulthood. Students will examine the age-related changes that occur in the physical, cognitive, and psychosocial domains of a person's development and their impact on behavior. Students will then be introduced to the atypical behavior and adjustment problems they will likely encounter as Special Care Counsellors.
This course is the first part of two courses that cover human development, and atypical behavior and adjustment problems for these client groups.
In order to be effective Special Care Counsellors, communication is a skill that helps them establish a trusting and helping relationship with a client. Effective communication practices and principles will be introduced, and students will be made aware of the elements that assist or hinder effective communication with clients or colleagues. They will become self-aware of their own patterns of communication, and they will be encouraged to improve them through activities.
Students will also be introduced to the dynamics of team work and how these can be beneficial to the client, the team, and themselves as Special Care Counsellors. This course focusses on communication and relational skills of the Special Care Counsellor, and these will be reinforced within the contexts of a helping relationship with the client, being a team member, and being within different cultural and ethnic contexts.
The purpose of the second set is to encourage students to use a goal-oriented approach to improve the effectiveness of a physical activity whether it is a sport, corporal expression or an outdoor activity. After an initial assessment, students evaluate the physical activity in terms of their ability and attitudes; they set goals and try an approach aimed at improving their motor skills, their technique or their mastery of complex strategies. Finally, students are called upon to assess their progress.
involves the introduction of skills including serving, underhand and overhead strokes, rules and etiquette of the game and basic strategies of singles and doubles play.
This course provides a great opportunity to work out with a group in a friendly setting, where everyone works to their own capacity. Workouts will consist of different training approaches based on the five fitness components. The resistance used will be of personal choice of weights and/or body weight. Ultimately all workouts will provide both cardiovascular and muscular strength/endurance benefits, resulting in a very functional form of fitness
Students will experience a blend of disciplines such as Pilates, yoga, meditation and stress management techniques. The course aims to increase flexibility, cardiovascular endurance, and muscular strength through a variety of workouts while developing awareness of mind, body and spirit.
involves learning the skills and strategies to comfortably use the winter environment to travel over snow and ice. Snow sports will include cross country skiing, snowshoeing, and skating in the Gatineau Park and surrounding facilities. Exercising in cold weather conditions requires an understanding of proper nutrition, safety management, cold weather injuries, and dressing techniques; all topics that are covered in the course.
This course is condensed into the first seven weeks of the winter semester.
This is a true Canadian experience.
will allow students to experience the health advantages and adventure of outdoor based activities. Students will learn skills important to safely adventure in the outdoors including navigational skills, wilderness first aid, risk management and basic survival skills while engaging in a range of outdoor activities that will build their muscular and cardiovascular endurance. This course is condensed into the first seven weeks of the fall semester.
focuses on the progression of fundamental skills,. Team Sports is comprised of three different activities each lasting five weeks, to be determined by the individual teacher. Three of the following sports could be offered: Soccer, Hockey, Volleyball, Basketball Ultimate Frisbee or others.
is a practice that has evolved over a period of approximately 5,000 years dealing with all aspects of health. The term yoga literally means union of mind and body. Throughout the semester, students will be introduced to the many different styles of yoga, focusing on a variety of forward bends, back bending and balancing postures.
This course’s emphasis is on how knowledge is defined, acquired, transmitted and applied. Students examine both messages and media to identify the strengths and limitations of each. Students learn to situate knowledge in a social, historical and personal context, a skill they will need in order to become lifelong learners.
Students in Fieldwork 1 will spend one full day a week working in a setting with a client group, when and where possible. Two hours a week will be dedicated to small learning communities (students with similar clienteles will be regrouped) where a debriefing process with the course instructor will take place. This extra hour is also meant to help students better relate to their working experience and to consolidate their skills. Debriefing is meant to help students identify their strengths and gaps in knowledge and skills, help them develop a support network with their peers and the teacher, and assist them in gradually putting into practice, under supervision, of their analytical, helping, and intervention skills with a client.
In this course students will consolidate their knowledge and skills acquired, in and during first year, as they are confronted with their role in the workplace setting.
Students will learn of the biopsychosocial factors of normal human development from young adulthood to old age. Students will examine the age-related changes that occur in the physical, cognitive, and psychosocial domains of a person's development and their impact on behavior. Students will then be introduced to the atypical behavior and adjustment problems they will likely encounter as Special Care Counsellors.
This course is the final part of two courses that cover human development, and atypical behavior and adjustment problems for these client groups. This course relates to Fieldwork 1 and Intervention Best Practices 1.
Students are introduced to intervention strategies and techniques based on best practices. Building on the acquired knowledge in first and second semester courses, students will refine their observation skills and relational skills, learn to establish a rationale for the development of an intervention plan, and learn how to process an intervention plan.
Students will perfect their observation skills, as they apply their techniques to different client groups within different social and environmental contexts and diverse cultural and ethnic surroundings. At the end of this course, students will have to demonstrate a proficiency in their analytical approach to intervention, from careful observation and accurate reporting to reasoned analysis.
This course allows the students to build on their Fieldwork 1 experience and to bring together the skills they are perfecting in the same semester courses.
Students will learn how best to establish a professional helping relationship with their clients. They will learn techniques that assist clients to explore their thoughts, feelings, and behaviors, and inform the Special Care Counsellor who aims at formulating an intervention plan. Students will also learn of the professional distancing required, and will put into practice techniques that will assist them in protecting their personal well-being (self-care).
This course allows the students to build on their Fieldwork 1 experience and to bring together the skills they are perfecting in the same semester courses.
The course focuses on how individuals, groups, societies or nations organize ideas, perceptions and values into explanatory patterns. Students explore major ideas and value systems by which diverse individuals, groups, societies or nations seek to explain the world and their place in it.
The third physical education course is aimed at integrating physical activity into the student’s daily lifestyle through more effective application of related personal factors (i.e. time management, motivation, nutrition needs, designing an exercise program) that contribute to continued participation. During scheduled course hours, the student will be introduced to new skills and concepts related to the specific activity chosen. The student is also expected to maintain regular physical activity outside class hours within a personal activity program under the professor’s supervision by applying the knowledge gained while integrating new course material.
The group activity portion of this course will consist of a three day canoe camping trip on local waterways providing a quintessential Canadian experience.. Students will be involved with various organizational aspects of the trip such as purchasing food, planning and preparing meals over fires/camp stoves, preparing and maintaining fires and other responsibilities associated with building camp. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
No matter where you are, cycling is a great way to travel and at the same time, benefit from some fresh air and exercise. In this course we will start off with a couple preliminary outings that will take us into the Gatineau Park with a focus on bike selection, proper positioning and gear use. In addition, we will select, plan, and divide up some of the responsibilities for an overnight cycle tour in the region. Also, students will have planned and managed a personal activity of their choice in a health enhancing approach over the entire semester.
Exercise and Weight Training will allow students to develop and use personalized resistance training and cardiovascular training programs throughout the course. Classes are in two hour weekly blocks that are broken down in to 75% workout/application and 25% lecture.
This course will allow students to discover the Gatineau Park through many of its hiking trails. Three to four weekend outngs will take them to different areas of the park to explore the diversity that the park has to offer. Topics covered during the hikes will include ‘leave no trace’ principles, local flora and fauna, risk management, appropriate clothing and footwear, local history, and basic hiking techniques. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
This course will encourage students to assume more responsibility for directing and managing their own sport experience. Students will develop sport-specific techniques and fitness; appreciate and be able to execute sport-specific strategic play; share planning and administration of sport experiences; provide responsible leadership; and develop and apply knowledge about officiating, scorekeeping and training. Classes are in two hour weekly blocks.
This course will emphasize the importance of mind and body awareness through a broad range of activities which include yoga, meditation, relaxation techniques, and massage therapy. In addition, the outings may include hiking and orienteering in the fall or snowshoeing and cross-country skiing in the winter among other adventures depending on the year. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
Snowshoeing is an excellent low impact, cardiovascular winter workout. Students will explore different types of terrain and visit different areas in the Gatineau Park over three weekend outings at the beginning of the winter semester. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves..
This course will encourage students to assume more responsibility for directing and managing their own fitness & health. Students will develop programs related to cardiovascular health, flexibility, muscular strength, stress management, nutrition and other lifestyle habits. Students will work in groups to prepare and present a specific component of fitness or health to the class and will participate weekly in group fitness activities or workouts. They will independently create and execute their own fitness and health program addressing all components of fitness.
Using their field work experience and case scenarios, students will refine their oral and written expression as they refer to documents used and produced as a Special Care Counsellor (behavioral profiles, logbooks, client files, professional correspondence, incident reports, etc.)
Students will learn and hone their reflective practice in this course as they are sensitized to the different types of minorities within Canadian society, and they learn of social disparities that impact these groups and their psychosocial adjustments. Students will recognize their own misconceptions, and will be in a position to nurture the coexistence and integration of people with differences.
This course may be team taught, and will be run with both French and English documents, so that students may be better prepared with the use and production of documents when working in Quebec.
Students will learn address loss of autonomy for a variety of client groups, due to physical or neurological illness, conditions, and disorders. Students will learn of the prevalent conditions and disorders that impact the autonomy and psychological well-being of adults, be it due to accident, age, disease, etc. Current best practices in intervention will be explored and practiced. A significant part of this course will be dedicated to the ageing adult.
Students will learn about clients with intellectual impairments and those within the Autism Spectrum. Beyond the knowledge of the disorders and impairments, students will focus on learning intervention strategies and therapeutic techniques that will enhance the autonomy of their clients by applying adaptive skills and behaviours to meet the needs and potential of their clients.
Students will learn the theory and practice of group dynamics and team work. Students will learn to assess the functioning of a group or team by identifying patterns of communication, roles, interpersonal dynamics, etc. Students will practice conflict management and problem solving strategies so as to encourage group and individual participation, collaboration, and decision making. Throughout the process, students will self-assess their skills as a facilitator.
Students will learn of the causes and characteristics of prevalent physical and neurological impairments. Students will refine their assessment skills of their client's autonomy and the impact of the impairment on their cognitive, emotional, and social processes.
Students in Fieldwork 2 will spend two full days a week working in a setting with a client group, when and where possible. Two hours a week will be dedicated to small learning communities (students with similar clienteles will be regrouped) where a debriefing process with the course instructor will take place. This extra hour is also meant to help students better relate to their working experience and to consolidate their skills. Debriefing is meant to help students identify their strengths and gaps in knowledge and skills, help them develop a support network with their peers and the teacher, and assist them in gradually putting into practice, under supervision, of their analytical, helping, and intervention skills with a client.
In this course students will consolidate their knowledge and skills acquired, in and during first and second years, as they are confronted with their role in the workplace setting.
Students learn of the cycle of violence and all the factors that promote, contribute to and sustain violence. Both the perpetrators of violence and their victims will be discussed within social and cultural environments. Students will learn strategies they can apply to prevent and/or mitigate aggressive behaviors to their client or themselves. A NVCI refresher will take place along with this course.
Working within a daycare or with young people in a school, students will explore the concepts of emergent literacy and literacy, and come to recognize those indicators that hinder learning and/or language development. Students will acquire strategies and apply techniques designed to enhance language skills in all children. Best practices for enhancing the social and communication skills of children will be explored and applied. The involvement of family members and other professionals will be emphasized within a holistic approach.
Students will learn about the impact of mental health and substance abuse on a client's daily functioning, as well as their family. Based on a sound understanding of the prevalent mental disorders recognized by the DSM-V, students will learn techniques that will help them to accompany their clients through the stages of rehabilitation, maintenance, and prevention.
Students will learn of strategies and techniques to help youths aged 0 to 18 years of age. Students will identify the various psychological and social situations that led to a socio-emotional maladjustment. Students will develop intervention plans that address the situation, and help the clients express themselves, enhance their social skills, gain self-confidence, and take responsibility.
The Internship happens under the supervision of both the college and staff at the fieldwork placement. Students will implement interventions, from observation and detection of a problem to the recommendations and follow up procedures through an intervention plan. Students are meant to act in accordance with the placement regulations and expectations. Interventions will be carried out in the context of the client's daily living activities, with the goal to provide appropriate activities, social integration, and autonomy.
This English course is designed for students in Nursing and Early Childhood Education, in other words for students who care for others. Since communication is essential in the caring milieu, the course emphasizes clear, precise, and concise written and oral communication. Through fiction and non-fiction, students examine both the message and the medium in terms of their programs.
This course aims to apply different ethical theories, principles, and values to the areas of health and early child care. The focus is on understanding and evaluating certain practices in these fields from a moral point of view and having students clarify their own values in terms of their various societal roles. Particular attention will be paid to issues in bioethics and family ethics as well as applying an ethical decision-making model to relevant case studies.
Students will learn strategies and techniques to evaluate and facilitate their clients' ability to re-enter society and/or the workplace. Students will learn of many government agencies, community organizations, resources, laws, and policies that exist to ensure and facilitate re-integration. Students will learn to empower their clients towards action and autonomy.
Building on the skills acquired in the first course, Intervention Best Practices 1 helps students refine their skills in all aspects of intervention. Students will demonstrate their ability to think critically and independently about what approaches, techniques and tools are better suited to particular clients and needs when constructing an intervention plan. Students will also learn how to intervene in situations of crisis. Self-care practices will also be reviewed and examined so as to equip students with strategies to help themselves.
Students will conduct a research project in collaboration with an interested community partner where a targeted need will be addressed by an intervention plan conceived by the student. Supervision will be done by the course instructor who will act as a mentor during this process. Students will also reflect on their personal growth as they become full-fledged Special Care Counsellors. Topics such as professional development, lifelong learning, self-care, ethics, care for client, reporting to authorities, etc. will be reviewed so that the student can better understand the connections between knowledge, technical skills, soft skills, and the role and ethics of their profession.
The PEA Program Exit Assessment will be evaluated in this course.
A key feature of the program is the co-op component, where qualified students have the opportunity to experience summer work terms after completing their first and second year of study. During your placement, you'll have the chance to improve and expand your core skillset. Access to a professional position will provide you with real-life work experience, greatly improving your ability to secure employment in your field after graduation. In some cases, your co-op position can lead to full-time employment after graduation. Your co-op eligibility will be assessed once you've been admitted to the program.
In the Special Care Counselling program, we have adopted a Universal Design for Learning framework, trying to respond to all types of learners in the classroom by offering different seating arrangements and individualized approaches to learning. We have designed our learning environment to promote teamwork, collaboration, and engagment in the classroom.
In order to graduate, you must pass a Ministerial Examination of College English exam.
The Program Exit Assessment (PEA) is a final evaluation activity that shows a student’s achievement throughout the program. It requires students to integrate and synthesize the knowledge and skills gained from their Diploma of College Studies (DEC), as indicated in our College’s policy on student evaluation.
As an Accounting and Management Technology student, you will be required to present a proposed Business Plan, during which you summarize the necessary activities to be performed in launching, modifying, or expanding the products and services offered by an organization.
The PEA serves as a summary of the your experience in the program, including reflection on both program-specific and general-education courses.