Special Care Counselling (JNC.1G) – RAC
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Program Overview
Recognition of Acquired Competencies (RAC)
Champlain’s RAC services can help individuals obtain an AEC (Attestation d’études collégiales) by assessing their current competencies, and providing them with training for the ones they are lacking
Duration and dates
Duration: 15 to 18 months
Duration varies according to each candidate’s experience and availability.
Next school board cohort: November 2024
Next distance cohort: To be determined
Next information session: Sunday, October 20th, 2024, at 1:00 p.m. on Zoom
Mode of delivery and schedule
Mode of delivery: 100% online
Schedule: One evening per week and alternating Saturdays or Sundays
Description
RAC for Special Care Counselling (SCC) is for individuals who work helping various clienteles and have significant work experience within the field. Through their work in Special Care Counselling, they have acquired solid competencies and are now seeking formal recognition to become certified Special Care Counsellors. Applicants may also want to advance in their career, obtain a promotion or even change roles within the field.
Champlain’s RAC services can help those individuals obtain an AEC (Attestation d’études collégiales) by assessing their current competencies, and providing them with training for the ones they are lacking.
Competencies
The Special Care Counselling AEC (JNC.1G) is made of 26 competencies. To receive your AEC, you will have to be evaluated for all competencies.
Cluster A: Adoption of Professional Behavior – 4 competencies
- 019N – To examine the job functions of a Special Care Counsellor
- 019X – To Abide by the Code of Ethics of the Profession
- 019P – To Become Familiar with Community Resources and Services
- 019R-1 – To examine biopsychosocial issues: human development across the lifespan
Cluster B: Relationship Building With Client and Work Team Members – 5 competencies
- 019W – To Associate Approaches, Objectives and Techniques with Specific Adjustment Problems
- 019S – To Gather Information about the Client’s Behaviour
- 01A9 – To Interact With Clients From Cultural and Ethnic Communities
- 019Q – To Communicate With Clients and Members of a Work Team
- 019Y – To Establish a Helping Relationship
- 01A1 – To Act as a Facilitator for Groups of Clients or Work Teams
- 019Ta – To Design Developmental Activities
Cluster C: Protection of One’s Well-being & That of Clients With Adjustment Problems – 3 competencies
- 01A4 – To Protect One’s Personal Well-Being
- 019V – To Assist a Client in Need of Help
- 01AB – To Intervene in a Crisis
Cluster D: Intervention Planning – 3 competencies
01A8 – To Develop an Intervention Plan
019U – To Evaluate the Ability of the Client’s Living Environment to Provide Appropriate Support
019Tb – To Design Clinical Tools
Cluster E: Client Intervention – 9 competencies
- 019R To examine biopsychosocial adjustment issues
- 019Z To carry out adaptive and rehabilitative activities for clients with an intellectual disability.
- 01XX To carry out adaptive and rehabilitative activities for clients with autism.
- 046T To carry out activities for young people with learning or language difficulties.
- 01A0 Carry out adaptive & rehabilitative activities for clients with a physical or neurological disorder.
- 01A2 To carry out activities for older individuals who are no longer autonomous.
- 046U To carry out adaptive and rehabilitative activities for young people with adjustment difficulties.
- 01A6 To carry out rehabilitative activities for clients with mental-health and drug-addiction problems.
- 01A7 To carry out adaptive and rehabilitative activities for clients who are socially excluded or who are perpetrators or victims of violence.
- 01AA To Carry Out Adaptive and Rehabilitative Activities for Clients who are Re-entering Society or the Workplace
Cluster F: Design and Implementation of Prevention and Rehabilitation Plans – 2 competencies
- 01A5 – To analyze the relationship between social phenomena and adjustment problems
- 01AC – To draw up and carry out an integrated intervention project
RAC Process
Learn more about the RAC process.
Although not an admission requirement, please see the new French-language requirements for AEC programs in English.
Resume Preparation
Your CV should reflect your relevant prior work/volunteer experience working in the field of special care counselling. Take a critical look at your resume to ensure it is current, thorough, well presented and edited. This page provides some examples and guidance to design an effective resume. In your resume: Include examples from your work that reflect the skills, attitudes and interventions of special care counsellors. Do not just list ‘tasks’ or list ‘skills’ (organized) or (patient) These are examples only: make sure to include examples that reflect your own specific work experiences. The resume should include your educational background and training,
- University and / or CEGEP Diplomas, certificates, or courses
- Specific training, workshops or certificates
- Volunteer experiences related to special care counselling
Work experiences outside of the field of Special Care Counselling: consider the soft skills you acquired and learnt or have expertise in an area that is relevant in special care counselling. This is particularly important if you transitioned to special care counselling from another field, for example, finance or project management.
- Organizational skills
- Technical skills (computer knowledge and facility with different programs)
- Leadership skills (managing a program or teams)
- Communication skills (active listening, problem solving, conflict resolution)
You can include an ‘Overview’ or Summary of ‘Key Qualifications’ (examples below)
You can also refer to the following websites for further guidance: One, Two Three
Have questions, or need help with your CV? Contact us.
Overview (Example 1)
Passionate about education and providing students with the specific tools or adaptations they need for success. Extensive experience in the field working with students of different ages with diverse disabilities and diagnosed learning disabilities.
Highlights of Skills (Example 2)
Interpersonal & Communication: Exceptional ability to develop a positive rapport with individual clients, groups and team members. Skilled in presenting information clearly and professionally. Program Development: Skilled in researching resources, planning workshops, and creating materials/information/tools adapted to meet specific client needs. Computer & Technical: Microsoft Office, Smartboard, familiar with software (Speech Recognition) apps designed to support client organization, technical aids for persons with visual disabilities. Organization & Coordination: Facility in adapting to different clientele, prioritize needs, conduct client interviews, gather and document information within guidelines in a timely manner. Here is another example of how to identify and share key skills and attributes:
Special Care Counsellor Position
- Collaborated with other educators to develop and provide meaningful general education experiences for students in Educational Life Skills Program classrooms
- Co-developed and implemented individualized behavior intervention plans for students with specific difficulties
- Applied non-violent crisis intervention skills, using verbal and non-verbal techniques to effectively defuse problematic behavior
- Exceptionally skilled in identifying and implementing creative solutions to problems
- Implemented adaptations, coaching strategies and assistive devices to facilitate client success in changing or coping in their work or school environments
- Communicated with parents and guardians regarding student successes, concerns, and opportunities for continuous improvement
- Monitored clients throughout the process to assess their progress, adjust strategies and improve abilities
Or,
- Individually tailored educational support for students diagnosed with a variety of learning and behavioural disabilities as well as developmental delays
- Knowledgeable and resourceful in facilitating student success by applying different approaches and interventions
- Regularly communicating or meeting with parents, educators, administrators and members of multi-disciplinary team in order to foster teambuilding and facilitate optimal success for the student/client
- Reviewing, implementing or modifying Individual Education Plans (IEPs) in collaboration with other team members
- Ensured understanding of psychological assessments and its implications for students’ success
In the Attendant Role
- Skilled in creating rapport with students who experience a range of learning and/or behavioral difficulties
- Assisting Special Care Technicians with direct supervision of students to identify specific strategies for challenging situations.
- Implementation of Individual Education Plans (IEPs) demonstrating the identification of need, actions required for meeting needs, and assessment criteria for completion of plan.
- Facilitate participation and learning through individual prompting and cueing, providing ongoing feedback and reinforcement, modeling, etc.
Cost
Maximum $575*
*There are no additional fees to use online resources, receive support from content specialists, or to attend seminars and work sessions. Maximum cost is only applicable to Quebec residents.
Further details
To take advantage of the RAC process, candidates must pay certain fees. The fees are based on the number of evaluations that a candidate has to complete, and may vary from one person to another.
- $30 admission fee (non-refundable)
- $45 for a necessary file analysis (non-refundable)
- $40 per competency (up to a maximum of $500)
Maximum total: $575
Please note that the fees above include all activities related to the RAC services. No additional fees have to be paid to:
- Attend a seminar on a specific topic
- Consult the online resources
- Participate in job preparation activities
- Participate in expert-led group activities
An additional $45 file analysis fee will apply if a candidate desires to change program.
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Click here to access the online resources for this program.