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

InnerStart Training and Education is committed to enrolling students who meet program admission criteria and who are likely to succeed in achieving their education and career goals. We also aim to support individuals who do not necessarily come from a traditional academic background.

Time Frames: The program, run on a continuous intake basis, is 12 weeks in length and is structured around 40 hours a week.

Tuition: $6,500.00
Textbook: $35.00
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:
InnerStart Training and Education is registered by the Private Training Institutions Regulatory Unit (PTIRU)

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).

    Dispute Resolution Policy

    Purpose: This policy outlines the process for resolving complaints from students regarding InnerStart Training & Education and any aspect of its operations. It ensures that student concerns are addressed in a fair, transparent, and timely manner.

    Scope: This policy applies to all students enrolled in programs or activities offered by InnerStart Training & Education.

    Policy Statement: InnerStart Training & Education ensures that all students have the right to raise concerns or complaints without fear of retaliation. A student who makes or is involved in a complaint will not be subject to any form of retaliation by the institution at any time. Complaints will be handled fairly, transparently, and promptly, with a written response provided within 30 days. Students may be represented by an agent or lawyer and can escalate unresolved complaints to the Private Training Institutions Regulatory Unit (PTIRU) if necessary.

    Procedure:

    1. The process by which the student complaint will be handled is as follows:
      • When a concern arises, the student will be encouraged to address the concern with the individual most directly involved.
      • If the student is not satisfied with the outcome at this level, the student should provide the written complaint to the Owner/Director who is responsible for making determinations in respect of complaints. If the Owner/Director is absent or is named in a complaint, the student must provide the complaint to the Administrator. In addition, the Administrator will also be responsible for reconsideration of the original determination. Please see below for contact info:

        Owner/Director: Kim Weselowski
        Email: kimw@innerstart.ca

        Administrator: Max Weselowski
        Email: info@innerstart.ca

      • The Director will arrange to meet with the student to discuss the concern and desired resolution within five school days of receiving the student’s notice.
      • The institution must provide the reasons for the determination and the reconsideration (if any) to the student within 30 days after the date on which the student made the complaint.
    2. The student making the complaint may be represented by an agent or a lawyer.
    3. The written reasons will advise a student that if the student is dissatisfied with the determination and has been misled by the institution regarding any significant aspect of that program, the student may file a complaint with the Private Training Institutions Regulatory Unit (PTIRU) (www.privatetraininginstitutions.gov.bc.ca). Complaints must be filed with PTIRU within one year of the date a student completes, is dismissed from, or withdraws from the program.

    Sexual Misconduct Policy

    Purpose: The purpose of this policy is to affirm InnerStart Training & Education’s commitment to preventing and appropriately responding to sexual violence and misconduct. This policy ensures that all members of the institution’s community are treated with compassion, dignity, and respect, while creating a safe, respectful, and inclusive learning and working environment.

    Specifically, the policy aims to:

    This purpose underscores InnerStart’s commitment to supporting affected individuals and creating a culture of safety and respect within the institution.

    Scope: This policy applies to all students, employees, contractors, volunteers, and visitors participating in institution-related activities, whether on or off-campus.

    Confidentiality Statement: 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.

    General Statements:

    1. InnerStart Training & Education is committed to preventing and responding to sexual violence and misconduct.
    2. Individuals who experience sexual violence and misconduct will be treated with compassion, dignity, and respect.
    3. The institution does not condone or tolerate sexual violence and misconduct and aims to foster a safe, respectful, and civil environment.
    4. Students and employees are encouraged to bring forward complaints or concerns about sexual violence and misconduct without fear of retaliation.
    5. No individual will be penalized for making a complaint or disclosure in good faith.
    6. There is no time limit for bringing forward a complaint or disclosure under this policy.
    7. Individuals may pursue legal action regardless of whether they choose to report the incident to the institution.
    8. Processes under this policy will adhere to procedural fairness, ensuring the rights of all parties involved are protected.
    9. Disclosures and complaints differ:

    Definitions:

    Reporting Options:

    1. Disclosure/Complaint
    2. Criminal Reporting
    3. Formal Report

    Procedures:

    Procedure Statement: 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:

    1. Making a Disclosure or Complaint
    2. Criminal Reporting
    3. Formal Report

    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. Review of Disclosure or Report: Upon receiving a disclosure or report, the Senior Educational Administrator (SEA) will conduct an initial review to determine whether the allegations fall within the scope of this policy.
    2. Timeline for Review: The review will be completed within five (5) calendar days of receiving the complaint.
    3. Exceptional Circumstances: If exceptional circumstances prevent meeting the timeline, the SEA will contact the complainant as soon as possible to provide an updated timeline.

    Next Steps After Initial Review

    1. Determination by the SEA: If the SEA determines that the complaint falls within the scope of this policy, they will take one of the following actions:
      1. Appoint an Investigator: Assign an investigator to conduct a formal investigation into the complaint.
      2. Refer to Alternative Resolution: Direct the matter to an alternative resolution process as outlined in the policy.

    If the Complaint is Outside the Policy Scope

    1. Complaint Outside Policy Scope: If the SEA determines that the allegations in the complaint do not fall within the scope of this policy:
      1. Notification to Complainant: The SEA will inform the complainant of this decision and provide the reasons for it.
      2. Referral to Other Processes: If the complaint reveals other types of misconduct or relevant information, the SEA will determine whether it should be addressed under another institution policy or process.

    Investigation Process:

    1. When appropriate, the SEA will consult with the person making the complaint to discuss potential next steps before referring the matter to another policy or process. If the institution determines that an investigation is necessary, an investigator will be appointed based on their expertise and training related to the subject matter of the complaint. Investigators may be internal or external to the institution to ensure a fair and unbiased process.
    2. During the investigation, participants will be informed of their option to have a support person present during interviews. Investigations, including the preparation of the investigator’s report, will typically be completed within thirty (30) calendar days of the investigator receiving the complaint. If exceptional circumstances arise that may delay this timeline, the investigator will promptly notify the complainant, the respondent, and the SEA of the revised timeline.
    3. Throughout the investigation, the respondent will be informed of the allegations made against them and provided with a full opportunity to respond. This process is designed to ensure procedural fairness and transparency for all parties involved.
    4. 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:
    5. At the completion of the investigation, the Investigator will submit a written report to the SEA. The report will normally include the following information:

    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.

    If the Investigator’s report determines 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.
    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.

    Additional General Statements:

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

    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: