Frontline Worker CERTIFICATE Program

Our Purpose

InnerStart Training and Education is dedicated to enhancing skills and providing hands-on experience in the field of Social Science and Health rehabilitation. We promote a trusting, safe and supportive environ­ment with students encouraging education and a career in the health field.

Objective

InnerStart Training and Education, in association with InnerVisions Recovery Society, offers a 12 week full time Residential Front Line Worker Program, designed for candidates interested in working in Social Science and Health related facilities. The program will consist of the following components: Counseling, Group Facilitating Skills, Front Line Support Training, and Residential Non-Profit Sector exploration, Non-Violent Crisis Interventions as well as Office Protocol and Procedures. Successful completion of the program will provide students with the following certificates:

Learning Outcomes

The successful candidate will possess the skills, and attain the competence necessary to successfully navigate their way into meaningful careers in the Social Services field, achieving employment as Supportive Frontline Workers specializing in addictions. Our qualified and experienced trainers will educate and equip candidates with the pertinent information and applicable techniques required to access positions in Health Service organizations.

Regimen

The training program would be broken down into the following ratios to provide candidates with a full spec­trum of learning opportunities:

Admission Requirements

Candidates are required to attend an initial interview prior to acceptance to determine suitability. Candidates must be able to accommodate variable work hours. Candidates are expected to be curious, self-motivated, punctual and task-oriented, and those with substance abuse issues must presently live clean and sober lifestyles.

Time Frames: The program, run on a continuous intake basis, is designed to fulfill a 40-45 hour week.

Cost: $6,535.00 Program Start: We have a flexible intake policy

Counselling

  1. Intro to Substance Abuse – Certain fundamental essentials, crucial to working with clients with substance abuse problems, is key ingredients to this section. A candidate will learn the primary skill of “critical thinking”, a foundational building block, and a prerequisite to further learning. Training on the patterns of drug use will enable the candidate to understand the cyclical nature of substance abuse. Listening skills (attending, paraphrasing, reflection of feeling, summarizing) enable a worker to begin to connect with the client, fostering an environment of trust. Without a connection to the client, the process of helping is weakened, and the opening for failure becomes wider. Here a comprehension of probing and discrepancy building (interpreting, constructive confrontation) techniques are uncovered. Hand in hand with an understanding of primary empathy, the candidates will grasp the fundamental nature of the substance abuser, and will be taught the tools required to commence contact. Candidates will understand the disease concept, as well as explore the bio-psycho-social model, which includes additional factors that can lead to substance dependency. Finally, a foray into the realm of harm reduction will be considered part of the curriculum.
  2. Understanding Problematic Substance Use and Addiction
    • History of Drug and Alcohol Use
    • Why People Use Drugs
    • Traditional Theories of Addiction
    • Biopsychosocialspiritual Theory
    • Continuum of Substance Use
    • Principles of Harm Reduction
    • Concerns about Harm Reduction Approaches
    • Harm Reduction Continuum
  3. Understanding Problematic Substance Use and Addiction
    • Basic Pharmacological Concepts of Drugs
    • Neurobiology of Drug Use
    • Drugs and Drug Effects
  4. Change, Motivation and Collaborative Approaches
    • Effectiveness of Treatment: What works
    • Stages of Readiness for Change
    • Relapse
    • Processes of Behavior Change
    • stages of Change
    • Roadblocks to Communication
    • Motivational Interviewing
  5. Client-Directed, Outcome informed Work
    • Screening
    • Assessment
    • Treatment Planning
    • Collaborative Goal Setting
    • Case management
    • Treatment Tools
    • Relapse Prevention
  6. Individual Counselling – The initial counselling session requires an understanding of ethics, liability and confidentiality issues, including the regulations regarding the duty to warn and protect. A clinical assessment, the beginning of any individual counselling sequence, requires skilled and proficient candidates able to extract and analyze vital information. Candidates will become accustomed to counselling tools such as decisional balance grids and open-ended questions. In addition, candidates will move on to employing advanced empathy techniques, and will further internalize counseling approaches (empty chair techniques, Satir systems etc.) previously introduced. Candidates will also be able to perceive their range of expertise, known as counsellor competency, and understand when they should refer the client to more appropriate services.
  7. Group Counselling Skills – Candidates will become practiced in the comprehension of group dynamics. They will learn how to: “set a tone”, deal with difficult clients, implement group norms, and they will become skilled in using intrinsic and extrinsic motivational techniques. A study of diff­ering learning styles (haptic, visual etc.) will round out the instruction. Candidates will learn the theory behind facilitating a well-run group, as well as discovering and gathering first-hand ex­perience, through the accumulation of training hours.
  8. Family/Couples Counselling Skills – Family counselling requires an understanding of systems and this section will encourage candidates to view the family from this perspective. The candidate will learn that the family operates as a unit, with all pieces individual, but inter-connected. The candidate will be taught to construct a genogram, and will become dexterous in utilizing sculpting methods. The candidate will gain knowledge of solution-focused counselling principles, and will be studying and working with advanced Satir principles.
  9. Assessment, Referral and Community Resources – Here the concept and role of the assessment will be explored. Assessments are one of the initial steps taken in the counselling process, and are extremely important in determining how the remainder of the counselling process will progress. Candidates will realize the goals, differing levels, and various types and styles of assessments, and will determine how and when to make an appropriate referral. They will become familiar with, and learn to identify community resources (detoxes, treatment centres, out-patient clinics etc.), as well as gaining an understanding of individual methods of referral. An education of referral resources (Red Book etc.) will round out this section.
  10. Ethics and Confidentiality – This section will provide an opportunity for the candidates to further develop their understanding of confidentiality issues, and learn the limitations and exceptions therein (Tarasoffs Duty etc.). The candidate will have an opportunity to understand agency differences (C.A.D.E.T.), and will explore consent and release of information, especially in terms of how these relate to legal matters.
    • Key Terms
    • Guidelines for Ethical Practice
    • Ethical Decision Making
    • Documentation and CAE Note Recording
    • Code of Ethics for Alcohol and Drug Service Providers
    • Legal Issues
    • Informed Consent
    • Confidentiality
    • Professionalism and Boundaries
    • Transference and Countertransference
  11. Personal/Professional Development – This section emphasizes a holistic approach to self-awareness and interpersonal skills, which promotes a balanced personal and occupational lifestyle. Candidates will explore ways to take responsibility for their health and well-being, an important aspect, which provides a framework for the modeling of healthy behaviors for their clients, as well as preventative medicine against “burn-out”.
    As the field of counselling is continually changing, it is important to keep abreast of current views and theories, subsequently candidates will understand the importance of, and be encouraged to, continue to maintain a decisive attitude towards ongoing academic upgrading.

Conflict Resolution

Dealing with Anger – This section examines anger, the feelings underneath, and explores how anger creates tension and stress, infusing a “you-versus-me” attitude into relationships. The candidate will learn the 5 stages of the arousal cycle; understand self-fulfilling prophecies and examine self-defeating learned behaviors. An exploration of anger management and communication skills will also be included.

Mediation Skills – Here the candidate will discover best and worst case scenarios (BATNA and WATNA) when mediating conflicts. Candidates will also study appropriate interventions such as, trust building, resistance lowering, responding to competitive tactics and relationship maintenance.

Negotiation Skills – This section is designed to introduce the concept of principled negotiation. The negotiation skills learned here are vital to working within the 4 stages, interest based, and model of conflict resolution. The candidate will learn how to define issues, explore interests and generate options for problem solving. Key instruction will surround understanding the part assertiveness plays in the negotiation, and how to collaborate towards a win-win resolution.

Resolving Conflict in the Workplace – The candidate will learn to assemble classroom learning into generalized concepts, and then understand how these strategies will be utilized in the workplace. This will necessitate the internalization of paradigm shifts with regard to conflicts and challenges, a crucial component in understanding and working with new beliefs and attitudes.

Residential Training

Assessment and Referral – Agency referral systems will be explored in this section. The candidate will learn how to do a brief assessment, asking key questions designed to deduce pertinent information, and become proficient using screening assessment tools such as C.A.G.E.

Intake – The candidate will learn the importance of the initial contact and the process required to build trust with a new intake, thus setting a positive tone. The candidate will be exposed to the initial paperwork required by individual agencies, as well as understand and record information required by government agencies.

Hygiene – Basic house maintenance and personal responsibility essential to ensuring proper residential cleanliness will be explored. A special focus will be placed on appropriate personal hygiene

Facility maintenance – Residence upkeep and routine safeguarding will be the mainstays of this section, with the emphasis placed on a consistent and structured plan of action.

Food safety – The safe storage, cooking and distribution of food will be examined in the section, as well as correct defrosting techniques. Students will complete the FOODSAFE Level 1 Training Program.

Menu planning, diet and meal preparation – Essential nutrition (as described by the Canadian Food Guide and Community Care Licensing) will be discussed and applied to menu design. Simplicity of presentation, variety and presentation of meals will be emphasized.

Activity planning and implementation – This section will provide candidates with opportunities to develop attitudes, frameworks and skills necessary to select and create appropriate recreational activities. Of emphasis will be activities adaptable to differing developmental levels, and investigation on how activities can be used to facilitate leisure, educational and therapeutic goals for various target groups

Developing and setting individualized goal plans – Here the candidate will explore goal definition, as well as understanding the tenets that constitute a realistic goal. Candidates will understand: assessing needs, timing, goal schedules, and goal evaluation. The candidate will obtain an overview of the current diversity of practices in relation to Personal Service Plans (PSP), understand the concept of the PSP in the context of residential accountability, learn procedures for developing a PSP, and understand the role of motivation and revision in regards to PSP’s.

Non-profit sector

Organizing volunteers – Organizing volunteers, a staple in any non-profit organization, requires diligent and pro-active energy. Candidates will explore ways to attract a volunteer base to their organization, stressing the positive rewards inherent therein.

Fundraising – Candidates will explore the challenges, ways and means to raise money in the non-profit sector.

Computer Courses

Databases – Information collecting, storing and sorting are an invaluable part of the health services industry. Information is required to be available in a prompt and efficient manner, and thus candidates will be competent in this category after being trained on the database.

Data Entry – Pertinent keyboarding skills are a prerequisite to the preceding components, and with this in mind, it is vital that clients become accustomed and proficient with computer keyboarding, a critical piece to the entering of data.

Writing

Case-notes – Professional standards and agency policies usually require support workers to provide written documentation of client contacts. Case notes document the client process, and help to facilitate the coordination of services. The objectives of case-notes will be covered, as candidates learn charting formats, acquire the skills needed to accomplish case note objectives (conciseness, thoroughness, objectivity, clarity, accuracy etc.), as well receiving insight into charting do’s and don’ts.

Incidents – Incidents, some of which are termed critical, are to be expected to occur within the social services field. It is essential for these episodes to be documented in a purely objective manner. Candidates will grasp the nuances of recording the information without infusing the report with subjective and/or judgmental thinking.

Reports – Timely and organized information is a central mainstay of a well-managed agency. A report serves as a link between the client and the agency team. Candidates will gain knowledge of report writing, including a 3 stage process (planning, writing, and reviewing), culminating with the knowledge of how to give a pertinent and significant staffing report.

Log Books – Log books track time frames within an agency, apprising staff of irregularities and special points of note. The candidate will realize the procedures required to keep a clear and concise flow with a log book.

Office Protocol

Filing – File systems are an important part of every office. Candidates will be given instruction on the various types of filing systems, sequencing and tracking. Appropriate file system setup, accessibility and maintenance will be discussed, as well as confidentiality and requirements upon file completion.

Phone courtesy/procedures – Professional telephone courtesy, appropriate message taking and delivery, agency preferences and company language will comprise this section.

Memos – Objectives for this portion are: why memos are used; how to compose a memo; and proper dispersal and delivery.

Liaising with other professionals – Candidates will receive instruction on professional diplomacy, confidentiality, company language and policy, as well as essential follow through.

Computer Systems – Students will receive training in the following computer systems:

Accreditation

Innerstart Training and Education is regulated by the:
Private Training Institutions Branch of the Ministry of Advanced Education, Skills & Training (PTIB)

Refund Policy

Circumstances when Refund Payable Amount of Refund
Before program start date, institution receives a notice of withdrawal (applies to all students)
  • No later than seven days after student signed the enrolment contract, and
  • Before the program start date.

100% tuition and all related fees, other than application fee. Related fees include: administrative fees, application fees, assessment fees, and fees charged for textbooks or other course materials.

  • At least 30 days before the later of:
    1. The program start date in the most recent Letter of Acceptance (international students)
    2. The program start date in the enrolment contract.

Institution may retain up to 10% of tuition, to a maximum of $1,000.

Institution must refund fees paid for course materials if not provided to the student.

  • More than seven days after the student and institution signed the enrolment contract, and
  • Less than 30 days before the later of:
    1. The program start date in the most recent Letter of Acceptance (international students)
    2. The program start date in the enrolment contract.

Institution may retain up to 20% of tuition, to a maximum of $1,300.

Institution must refund fees paid for course materials if not provided to the student.

After program start date, institution provides a notice of dismissal or receives a notice of withdrawal (applies to all students, except those enrolled in a program delivered solely by distance education)
  • After the program start date, and up to and including 10% of instruction hours have been provided.

Institution may retain up to 30% of tuition.

Institution must refund fees paid for course materials if not provided to the student.

  • After the program start date, and after more than 10%, but before 30% of instruction hours, have been provided.

Institution may retain up to 50% of tuition.

Institution must refund fees paid for course materials if not provided to the student.

Student does not attend program – “no-show” (applies to all students except those enrolled in a program delivered solely by distance education):
  • Student does not attend the first 30% of the program.

Institution may retain up to 50% of the tuition.

Institution must refund fees paid for course materials if not provided to the student.

Institution receives a refusal of study permit (applies to international students requiring a study permit):
  • Before 30% of instruction hours would have been provided, had the student started the program on the later of the following:
    1. The program start date in the most recent Letter of Acceptance
    2. The program start date in the enrolment contract
  • Student has not requested additional Letter(s) of Acceptance.
  • 100% tuition and all related fees, other than application fee.

    After the program start date, student withdraws or is dismissed (applies to students enrolled in a program delivered solely by distance education):
    • Student completed up to 30% of the program.

    Institution may retain up to 30% of the tuition.

    Institution must refund fees paid for course materials if not provided to the student.

    • Student completed more than 30% but less than 50% of the program (based on evaluation provided to student).

    Institution may retain up to 50% of the tuition.

    Institution must refund fees paid for course materials if not provided to the student.

    Student enrolled in a program without having met the admission requirements for the program
    • If the student did not misrepresent the student’s knowledge or skills when applying for admission and the registrar orders the institution to refund tuition and fees.

    100% tuition and all related fees, including application fees

    Institution does not provide a work experience
    • The institution fails to provide the work experience within 30 days of the contract end date, unless the registrar determines the institution was prevented from doing so by circumstances beyond its control.

    100% tuition and all related fees, other than application fees

    Refunds required under this policy will be paid to the student, or a person who paid the tuition or fees on behalf of the student, within 30 days after receiving notice of withdrawal or refusal of study permit; providing a notice of dismissal, or the date on which the first 30% of the hours of instruction are provided (no-show).

    General Statements

    Purpose

    Confidentiality

    The Institution recognizes that confidentiality is an important principle in creating an environment where those who have experienced Sexual Violence and Misconduct can feel safe to disclose and seek support.

    The privacy and confidentiality of all members of the Institution Community involved in any report of Sexual Violence and Misconduct will be protected by the Institution to the extent permitted under applicable law.

    The Institution does not make disclosures of information related to Reports or Disclosures except as necessary and is reasonable in the circumstances, including for the protection of health or safety, required or authorized by law, or if the person the information is about has consented to the release of the personal information.

    Definitions

    Sexual Violence - A broad term that describes any violence (physical or psychological) carried out through sexual means or by targeting sexuality. This includes, but is not limited to, sexual assault, unwanted sexual comments or advances, stalking, indecent exposure, voyeurism, degrading sexual imagery, distribution of sexual images or videos of a community member without their consent, and cyber harassment or cyber stalking of a sexual nature.

    Sexual Violence and Misconduct includes sexual violence and means any contact or conduct of a sexual nature or act targeting a person’s sexuality, whether the act or contact/conduct is physical or psychological in nature, that is committed, threatened or attempted against a person without the person’s Consent, and includes without limitation:

    1. sexual assault;
    2. sexual exploitation;
    3. sexual harassment;
    4. stalking;
    5. indecent exposure;
    6. voyeurism;
    7. the distribution of a sexually explicit photograph or video of a person to one or more persons other than the person in the photograph or video without the consent of the person in the photograph or video and with the intent to distress the person in the photograph or video;
    8. the attempt to commit an act of sexual misconduct; and
    9. the threat to commit an act of sexual misconduct

    Institution-Related Activity includes an activity occurring on Institution property, at Institution sanctioned events or conducted under the authority of the Institution. A Institution-Related Activity is an activity that has a real and substantial connection to the Institution, Institution activities or Institution-related functions, whether or not the conduct occurred on Institution property, in person or online.

    Institution Community means Students, Employees, contractors, volunteers and visitors. Complaint means a verbal or written report made to the Institution by an individual about Sexual Violence and Misconduct occurring at or in connection with an Institution related activity. A Complaint can be made by a person who has experienced Sexual Violence and Misconduct or who has been a witness to Sexual Violence and Misconduct.

    Consent means an agreement between individuals that is active, direct, voluntary, un-coerced, ongoing, unimpaired and based on a conscious choice to engage in sexual activity. Consent can be withdrawn at any point.

    Disclosure refers to the act of reporting or informing the Institute about an incident or experience of Sexual Violence and Misconduct, whether or not that individual chooses to make a Report or take other action. A Disclosure can be made for the purposes of obtaining support and services and/or learn about options to make a formal Complaint.

    No-Contact Direction means a directive from the Institution to a person to refrain from contacting or interacting with another person or any other directive as may be determined by the Institute.

    No-Contact Undertaking means an agreement, mutually undertaken by two or more people, to refrain from contacting or interacting with one another based on specified conditions.
    Student(s) means any person enrolled as a student at the Institution.

    Procedures

    The Institution encourages all Students and Employees to report Sexual Violence and Misconduct so that it can be addressed. While there is an expectation that Employees who receive a Disclosure of Sexual Violence and Misconduct will provide the Institution with notice if the Disclosure reveals the presence of a safety risk in the workplace, any such report by an Employee will, to the extent possible, be handled in a manner respectful of the wishes and privacy of the individual making the Disclosure.

    The Institution makes the following options available to all Students and Employees who experience or witness Sexual Violence and Misconduct, or have reason to believe that Sexual Violence and Misconduct has occurred or may occur:

    Option 1 - Disclosure / Complaint - with or without a formal Report: A person who experiences or witnesses Sexual Violence and Misconduct may choose to make a Disclosure / Complaint. For these situations, supports are available whether or not the individual chooses to make a formal Report under this Policy. A person who discloses may choose to make a formal Report at a later date. A Disclosure without a Report will not initiate a process to investigate the Sexual Violence and Misconduct incident or engage any resolution process.

    Students may make a Disclosure to any of the Institutions staff to access available support, academic accommodations and interim measures.

    While the Institution supports the ability of an individual to make informed choices about whether to pursue the filing of a Report and the subsequent investigation, in some circumstances the Institution may be obliged to investigate or respond to a Disclosure when Student and Employee health and/or safety is at risk, and in other legally compelling circumstances.

    Option 2. Criminal Reporting: An individual may make their Report through the criminal justice system by contacting the RCMP or local police detachment. If an individual chooses this route, the Institution staff are available to support making contact with the RCMP/police. An individual wishing to make a report to police is not required to involve the Institution. The Institution will cooperate with any criminal investigation.

    Option 3. Formal Report: While a student will not be required or pressured to file a formal Report, one may be made to the Institution as follows: a) For a Student - Complaint should be made to: i) the Senior Educational Administrator; ii) the Director; iii) the Lead Instructor; For an Employee, contractor, volunteer or visitor - Reports should be made to: i) the Senior Educational Administrator or Director.

    The Institution will investigate all Disclosures and Reports, and in appropriate circumstances, may facilitate a resolution process.

    When a Disclosure and/or Report is investigated there will be disclosure of information to the extent necessary to conduct a fair investigation.

    Initial Review

    1. Upon receipt of a Disclosure and/or Report, the SEA will conduct an initial review to determine whether the allegations in the Complaint fall within the scope of this policy. This review will occur within five (5) calendar days of receipt of a Complaint unless exceptional circumstances exist that prevent the SEA from meeting this timeline, in which case the SEA will contact the Complainant as soon as possible to inform them of the revised timeline.
    2. If the SEA determines that the Complaint falls within the scope of this policy, the SEA will do one of the following:
      1. appoint an Investigator to investigate the Complaint; or
      2. refer the matter to the alternative resolution process described below.
    3. If the SEA determines that the allegations in the Complaint do not fall within the scope of this policy, the SEA will advise the Complainant of this decision along with reasons. If the SEA believes that the Complaint discloses other kinds of misconduct or information that the Institution may need to act on under another Institution policy or process.

    When appropriate, the SEA will consult with the person making the Complaint before referring it elsewhere. When the Institution appoints an Investigator to conduct an investigation into a Complaint, consideration will be given to the subject matter of the Complaint and the expertise and training of the Investigator. Investigators may be external or internal to the Institution.

    The Investigator will advise participants in the investigation of the option to have a support person present for interviews.

    Except in exceptional circumstances, investigations (including the preparation of the Investigator’s report) will be completed within thirty (30) calendar days of an Investigator’s receipt of a Complaint. If during the course of an investigation the Investigator believes that this timeline cannot be met, the Investigator will contact the Complainant, the Respondent, and the SEA as soon as possible to inform them of the revised timeline.
    In all investigations, the Respondent will be informed of the allegations made against them and will be given a full opportunity to respond.

    The Investigator will conduct the investigation using a procedurally fair and sensitive process, taking care to minimize or avoid circumstances that might reasonably be expected to cause participants distress (e.g., the Complainant having to come into direct contact with the Respondent). The investigation process may include, but is not limited to, the following:

    1. requesting a written response to the Complaint from the Respondent, including a list of any potential witnesses along with a description of the information those witnesses are expected to provide, and any relevant documents, including any social media communications;
    2. meeting separately with or requesting further information from the Complainant;
    3. meeting separately with or requesting further information from the Respondent;
    4. meeting separately with or requesting further information from any other individuals who may have information relevant to the investigation, including any witnesses identified by the Complainant or the Respondent;
    5. inviting the Complainant and the Respondent to submit questions they believe should be asked of the other party or of any witness, with the understanding that the decision as to whether such questions will actually be asked of the other party or any witness is entirely within the discretion of the Investigator; and
    6. obtaining any other evidence that may be relevant to the investigation.

    At the completion of the investigation, the Investigator will submit a written report to the SEA. The report will normally include the following information:

    1. a summary of the evidence considered;
    2. any assessment of credibility that is required to render a determination; and
    3. The Investigator’s findings of fact, and a determination as to whether, on a balance of probabilities, this policy has been violated.

    Investigation Outcomes

    If the Investigator’s report determines that Sexual Violence or Sexual Misconduct has occurred, or that this policy has otherwise been violated, the following will occur:

    1. the SEA will provide a copy of the Investigator’s report to the Director;
    2. the Director will determine what disciplinary or other measures are appropriate based on the findings in the report, which may include the requirement that parties to the investigation, or other members of the Institution affected by the Complaint or by the investigation, participate in workshops and/or mediation;
    3. where suspension of a student or employee is a potential outcome, the Director will refer the matter to the SEA for decision
    4. the Complainant and the Respondent will be notified of the Investigator’s findings and the Respondent will be notified of the Director’s decision regarding disciplinary or other measures to be taken against the Respondent; and

    If the Investigator’s report determines that that this policy has not been violated, the SEA will dismiss the Complaint and so notify the Complainant and the Respondent.

    The Institution will ensure that an investigator appointed to investigate Sexual Violence and Misconduct is experienced and familiar with this policy.

    Interim Measures or Restrictions

    Prior to the commencement of an investigation or resolution process, or as a result of a Disclosure, the Institution may impose interim measures (temporary measures or restrictions before an investigation or resolution process is commenced or concluded) as may be appropriate for safety of the individuals involved and the Institution Community. Interim measures may include, but are not limited to:

    1. alteration of the academic schedule of any student involved in an incident of Sexual Violence and Misconduct;
    2. No-Contact Undertaking or No-Contact Direction;
    3. temporary, non-disciplinary, leave of absence of a person reported to have committed Sexual Violence and Misconduct; and
    4. any other interim measure as may be determined by the Institution.

    The Institution may, upon request or on its own initiative, put interim measures in place to address a report of Sexual Violence and Misconduct while matters are under investigation or review by the RCMP or outside agency.

    Academic Accommodations

    A Student who has experienced Sexual Violence and Misconduct, including Sexual Violence and Misconduct at a non-Institution related activity, and who may require an academic accommodation (for example, exam deferral, an extension on an assignment, withdrawal from a class, relocation of studies to another location or from home, etc.), will be supported by the Institution staff.

    A Student requesting an academic accommodation under this policy is not required to file a Complaint of Sexual Violence and Misconduct to be considered for an academic accommodation.

    General

    It is contrary to this policy for anyone to retaliate, engage in reprisals or threaten to retaliate against a person in connection with:

    1. Making a Report of Sexual Violence and Misconduct;
    2. Filing a Complaint;
    3. Making a Disclosure;
    4. Participating in an investigation or resolution process under this policy; and
    5. Accessing any other remedy available under this policy.

    It is contrary to this policy for an institution to retaliate, engage in reprisals or threaten to retaliate in relation to a Complaint or a Report. Anyone engaged in conduct outlined above may be subject to discipline.

    All information related to a Complaint or Report is confidential and will not be shared without the written consent of the parties, subject to the following exceptions:

    1. If an individual is at imminent risk of severe or life-threatening self-harm.
    2. If an individual is at imminent risk of harming another.
    3. There are reasonable grounds to believe that others in the institutional community may be at significant risk of harm based on the information provided.
    4. Where reporting is required by law.
    5. Where it is necessary to ensure procedural fairness in an investigation or other response to a Complaint or Report.