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This certification was received from the Canada FASD (Fetal Alcohol Spectrum Disorder) Research Network when I attended Georgian College's Developmental Servive Worker (DSW) program. Along with this course I also completed the CANFASD: Foundations in Fetal Alcohol Spectrum Disorder training module. Completing this course gave me the skills and knowledge I need to work with students affected by FASD and their families, and provides the perspective of individuals who have FASD to avoid judgment and stereotyping.

This is an advanced training course intended for educators working with students with FASD including administrators, teachers, educational assistants, ECE’s, office admin, and board personnel. This Level II training course builds on the Level 1 Foundations in FASD course, while providing the perspective of individuals who have FASD and their caregivers. It is also evidence-based and current, and employs a culturally sensitive approach.

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CanFASD: Foundations in Fetal Alcohol Spectrum Disorder

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CanFASD: Foundations in Fetal Alcohol Spectrum Disorder

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This certification was received from the Canada FASD (Fetal Alcohol Spectrum Disorder) Research Network when I attended Georgian College's Developmental Servive Worker (DSW) program. Along with this course I also completed the CANFASD: FASD for School Staff Level II training module. Completing this course gave me the skills and knowledge I need to work with students and young people affected by FASD, and provides the perspective of individuals who have FASD to avoid judgment and stereotyping, while also employing a culturally sensitive approach.

This course speaks about the basics of FASD, including the cause, and also teaches specific strategies to support individuals with FASD and their families. It also allows practitioners to make subtle shifts in their practice to be more inclusive of FASD, to adopt a trauma-informed lens and use FASD-specific intervention strategies, and to be more accepting and less judgemental when working with FASD affected individuals and their families.

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National Professional Development Center on ASD: Modeling

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National Professional Development Center on ASD: Modeling

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I completed the Modeling training module through the National Professional Development Center on Autism Spectrum Disorder (NPDC). This course is part of a series of evidence-based practice modules designed to enhance professional skills in supporting individuals on the autism spectrum. The Modeling module provided a detailed understanding of how to implement modeling techniques to teach new skills, promote independence, and support positive behavior in individuals with ASD across various settings.

Through this training, I learned how to identify appropriate modeling strategies—such as live modeling, video modeling, and peer modeling—and how to tailor them to meet individual learning styles. The course emphasized data collection, progress monitoring, and strategies to promote generalization of learned skills.Completing this course has strengthened my ability to use modeling effectively as an intervention tool, while promoting a strengths-based, respectful approach that values the unique abilities of individuals with autism.

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This certification was obtained through the Geneva Centre for Autism as part of my eduaction and training during my time in the Developmental Service Worker (DSW) program at Georgian College. I completed the Geneva Centre’s Introduction to Autism Spectrum Disorder training course, which provided foundational knowledge and practical strategies for supporting individuals on the autism spectrum and their families in school and residential environments.

The course is designed for professionals working in educational, community, and residential care settings—including teachers, principals, educational assistants, early childhood educators, support staff, and managers. This course offers an educational, evidence-based, up-to-date overview of autism spectrum disorder, including characteristics, strengths, and challenges, while emphasizing inclusive, person-centered approaches. While having the opinions of experts in the field, this course also incorporates the voices and perspectives of individuals with autism to help reduce stigma and stereotyping, and help to promote understanding through a neurodiversity-affirming lens.

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National Professional Development Center on ASD: Social Skills Training

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National Professional Development Center on ASD: Social Skills Training

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I completed the Social Skills Training module through the National Professional Development Center on Autism Spectrum Disorder (NPDC) during my time at Georgian College. This course is part of a comprehensive series focused on evidence-based practices for supporting individuals on the autism spectrum. The module explored strategies for teaching and reinforcing social skills in a variety of settings, with an emphasis on promoting meaningful peer interactions and improving overall social competence.

Throughout the training, I learned how to identify social skill deficits, set individualized goals, and implement structured teaching techniques such as modeling, role-playing, and feedback. The course also covered how to create supportive environments that encourage social engagement and provided tools for monitoring progress and generalization of skills. This training deepened my understanding of how to approach social development in a respectful, person-centered way, and equipped me with the tools to help individuals with autism build confidence, form relationships, and navigate social situations more effectively.

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Georgian College: Developmental Service Worker Diploma With Honours

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Georgian College: Developmental Service Worker Diploma With Honours

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The Developmental Services Worker (DSW) program at Georgian College provided me with a strong foundation in supporting individuals with developmental disabilities across the lifespan, from childhood to old age. Through a combination of in-class learning and hands-on placements in schools and group homes, I gained practical skills in communication, behavior support, advocacy, and inclusive programming. The program emphasized person-directed planning, fostering independence, and working collaboratively with families and interdisciplinary teams.

This training is highly transferable to the Child and Youth Care (CYC) field, as both roles prioritize relationship-building, trauma-informed care, and supporting individuals through a strengths-based lens. My DSW education enhanced my ability to respond to diverse emotional and developmental needs, implement individualized strategies, and promote resilience in children and youth. With a solid understanding of neurodiversity, mental health, and inclusive support practices, I feel confident applying these skills in CYC settings to create safe, empowering environments where young people can thrive.

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Georgian College: Dean's List Winter 2019

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Georgian College: Dean's List Winter 2019

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Being on the Dean’s List reflects my commitment to academic excellence and personal accountability. These are two qualities that are essential in the Child and Youth Care (CYC) field. Maintaining high grades throughout my program required time management, critical thinking, and the ability to stay organized and focused under pressure. These are directly transferable to CYC practice, where professionals must balance complex caseloads, maintain accurate records, and respond to high-stress situations with empathy and clarity.

The Dean’s List recognition also demonstrates a deep understanding of theory, ethics, and best practices in youth work. It shows that I take my education seriously and am prepared to uphold high standards in my professional role. Most importantly, it reinforces my commitment to lifelong learning, growth, and providing the best possible support to the young people and families I work with. Being on Dean’s list shows that I am dedicated to my practice and am willing to work hard.

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Achieving Dean’s List status throughout my studies highlights my dedication, perseverance, and ability to lead by example. These are qualities that are essential in the Child and Youth Care (CYC) profession. As a practitioner, I aim to model reliability, strong work ethic, and emotional regulation for the young people I support. Being on the Dean’s List shows that I approach my responsibilities with intention and integrity, which builds trust with youth, families, and colleagues alike. It also demonstrates my ability to engage deeply with learning, reflect critically, and apply knowledge to real-world challenges. These are skills that strengthen my ability to assess needs, design interventions, and advocate for clients effectively. This recognition serves not only as a personal achievement, but as a foundation for professional confidence and leadership in the field. It reminds me that the standards I set for myself have a direct impact on the quality of care I provide.

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Worker Health and Safety Awareness in 4 Steps Certificate

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Worker Health and Safety Awareness in 4 Steps Certificate

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Call it Out: Racism, Racial Discrimination, and Human Rights Certificate 

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Call it Out: Racism, Racial Discrimination, and Human Rights Certificate 

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Working Together: The Ontario Human Rights Code and AODA Certificate

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Working Together: The Ontario Human Rights Code and AODA Certificate

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CYC60AB_ INTERNSHIP II – INTERNSHIP ANALYSIS REPORT-1

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Positive Character Reference: Deborah Elvald

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Positive Character Reference: Deborah Elvald

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Positive Character Reference: Casey Kresswell

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Positive Character Reference: Casey Kresswell