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Encouraging Advocacy & Sexual
Education
Learn to Sledge
Psychology Rounds
The Club – Sept. Calendar
Support Group for Families with
Children with Special Needs
TheVillageNewsAugust 31st, 2015
Contact:
902-470-7039 ph
902-470-6493 fax
5850/5980 University Ave.
Halifax NS B3K 6R8
www.iwk.nshealth.ca
An interview with Dr. Aimée Yazbek
By: Dr. Joanne Gillespie, Editor, IWK Psychology Rounds
Page - 2
This month we introduce a new section to PsychologyRounds- Meet an IWK Psychologist. This feature
is intended to provide the opportunity for readers to learn more about the type of work psychologists
are doing at the IWK. Dr. Aimée Yazbek participated in our inaugural interview and describes the ser-
vice she currently works in, and also shares information about her training and interests outside of
work.
The Curious World of Parenting a Teen
By: Dr. Sharon Clark
Page – 4
Dr. Sharon Clark writes about the challenges of parenting an adolescent as well as the difficulties
adolescents face themselves. Dr. Clark encourages caregivers to explore potential reasons for a
problematic teen behaviour and suggests they consider ways to respond, rather than react, to their
teen.
Look inside this issue of IWK PsychologyRounds for articles on:
Encouraging Positive Behaviour in Young Children
By: Dr. Aimée Yazbek
Page – 3
Dr. Aimée Yazbek discusses behavioural challenges in young children and describes helpful
strategies to promote more positive behaviour in this age group.
Using Positive Behaviour Support (PBS) in Special Populations
By: Dr. Helen Flanagan
Page - 6
Dr. Helen Flanagan describes the positive behaviour support framework and introduces specific
strategies that can be introduced to reduce challenging behaviour in children with special needs.
July 2015
IWK PSYCHOLOGYROUNDS
Page 2
completing a 1-year residency at BC Children’s Hospital. Months later, I defended my dissertation, and had the greatest fortune of all of landing a job here at the IWK Health Centre as a Clinical Psychologist in the Preschool Pediatric Psychology Service.
PsychologyRounds: What made you decide to become a psychologist?
Dr. Yazbek: I always knew that I wanted to work with children in some capacity. Kids are honest, fun, and often times unpredictable. My parents owned and operated a day care centre, so I had a lot of early exposure and opportunities to work with younger children during my own youth, and it’s a time that I look back on fondly. During my undergraduate degree, I was most interested in my psychology courses, in particular, the courses about development in both typical children and children with special needs. Pursuing a career as a Psycholo-gist seemed like an ideal way to blend these interests, and fortunately, has rung true for me.
PsychologyRounds: What IWK ser-vice do you currently work in?
Dr. Yazbek: I’m one of four Psycholo-gists in the Preschool Pediatric Psy-chology Service. We provide services to
Meet an IWK Psychologist
Cont. p. 7
This month, we introduce “Meet an IWK Psychologist” to Psychology Rounds. Dr. Aimée Yazbek, a regis-tered psychologist with the Preschool Pediatric Psychology Service, kindly agreed to be interviewed for the inau-gural edition of this feature of the newsletter.
PsychologyRounds: What did your training (to become a clinical psycholo-gist) involve?
Dr. Yazbek: Like all other Psycholo-gists, my training was long and inten-sive. It became clear to me after my first year university psychology course that this was a high interest area and something that I could see myself pur-suing further. I completed a Bachelor’s Degree in Science, with an honours (or specialty) in Psychology.
After my undergraduate degree, I took some time to examine my options, eventually deciding to pursue a Gradu-ate degree in Psychology, with the end goal to become a Clinical Psychologist. I believe that a major turning point for me was the fantastic opportunity to work as a research assistant for IWK Psychologist, Dr. Isabel Smith. From Dr. Smith, I got my first real taste of Psychology and the chance to see, first-hand, how beautifully one could marry research with clinical work. With this, began my exposure to working with children with a variety of neurodevel-opmental disorders, like Autism Spec-trum Disorder. I was able to take this knowledge with me to the University of New Brunswick, where I was ac-cepted into the combined MA/PhD program in Clinical Psychology.
Graduate training was both challeng-ing and rewarding. After several years of classes, research, and clinical place-ments, I found myself in Vancouver
infants, toddlers and preschoolers (through age 6) from the Maritimes who are displaying delays in their de-velopment (e.g., learning, behaviour, or emotional problems). Some of the children we see may have an identified neurodevelopmental or genetic disor-der or have experienced some other neurological or medical condition that has affected their development (e.g., epilepsy, Down syndrome, traumatic brain injury, Cerebral Palsy, language delay/disorder, stroke).
We provide assessment and/or consul-tation services. Our psychologists work closely with other professionals from across the Maritimes, including those from other IWK Teams and Clinics.
Psychology Rounds: What do you enjoy doing outside of work?
Dr. Yazbek: With two small kids, my life outside of work is all about them! Fortunately, they like lots of outdoor, physical play and activities that we can enjoy together as a family.
I love riding my bike because it gives me a sense of freedom, calm, and makes me feel like a kid myself. If you see a grown woman pedaling to or from the IWK wearing a dress and a bright pink helmet, it’s probably me.
PsychologyRounds: If you could offer one recommendation for parents strug-gling with challenging behaviours in their children, what would it be?
Dr. Yazbek: Always look for the positive in your child! Most of the time, the things that children do right or do well are overlooked. As parents, we often have this tendency to focus on the negatives or things that our kids aren’t doing well or that we want to change, probably because those things can be so overwhelming. Taking some time to
IWK PsychologyRounds
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Cont. p. 5
developmentally appropriate way; 2) Take into consideration if your child is having difficulty communicating his or her wants, needs, or ideas to you; 3) Consider the importance of timing – do not make difficult requests when your child is hungry or tired; 4) Use structure to support your child - organ-ize your child’s environment by in-creasing predictability (do the same things during the same times of day), being consistent, and breaking down tasks into age-appropriate manageable steps; and 5) Establish clear, specific, and consistent rules and expectations for your child.
Encouraging Positive Behaviours
If at all possible, it’s important to en-courage a child’s personal motivation to behave in a certain way or perform a task, as tapping into a child’s motiva-tion increases their cooperation and positive behaviour. But sometimes things aren’t naturally rewarding or pleasurable and we need a boost or some external motivation to do some-thing. External motivation means that we do something in order to get some-thing else (like a reward). Sometimes that reward is praise. Praise is positive attention. It can be given in many forms. Some kids like verbal praise, others like physical praise. When giv-ing positive praise, make sure that it is specific and describes the particular behaviour that you like (e.g., You’re sitting nicely!). Praise immediately and show enthusiasm, but avoid combin-ing praise with put-downs (e.g., I’m glad you’re making your bed, but why can’t you do it every morning?). Re-member: Children will work for atten-tion from others, especially parents, whether it is positive attention (praise) or negative attention (criticism). If they do not receive praise, then they will try to get negative attention since that is
Submitted by Dr. Aimée Yazbek, Psy-chologist, Preschool Pediatric Psychol-ogy Service, IWK Health Centre
Did you know that normally or typi-cally developing children do not coop-erate with their parents’ requests one-third of the time? All children have some problems with behaviour at vari-ous times in their development. This is normal.
Why Do Children Misbehave?
Yes, children misbehave and this is normal to some degree. But why? Psy-chologist, Dr. Ross Greene, has a very interesting theory about this. He says: Children do well if they can; not if they want to, but if they can. So, what are the reasons that make it hard for a child to do well, or hard for them to behave more positively? Difficulties in any of the areas below can lead to chal-lenging behaviours in children: Cogni-tive or developmental skills, executive skills (e.g., planning, flexibility); lan-guage processing skills; emotional regu-lation skills; social skills; and inde-pendence skills (e.g., mobility; self-care).
When thinking about misbehaviour, we often focus on what the child has done wrong, but we could learn a lot about misbehaviour by figuring out what the child is getting from doing the behaviour or figuring out what function it serves. Common reasons children engage in negative behaviours can include: getting something; getting attention; escaping/avoiding a task; or because it is self-soothing or feels good.
Setting Your Child Up for Success
There are a number of things you can do to set your child up for success, and thereby, increase the likelihood of positive behaviour: 1) Present re-quests, information, and ideas in a
better than no attention at all!
Keep in mind that there are some chil-dren for whom praise and attention is not enough. These children may re-spond better to concrete or tangible rewards in order to encourage positive behaviours. Tangible rewards should be used less frequently than praise or social rewards. They are generally re-served for encouraging children to ac-complish a difficult task, like toilet training or learning how to get dressed. When using tangible rewards, continue to use praise as well. Rewards work best when they happen right af-ter your child shows the behaviour you want to encourage and are something your child really likes. They can be inexpensive or even free, like spending time with a parent doing a favourite activity. Once children learn a new behaviour, tangible rewards can be phased out and praise alone can be used to encourage the behaviour.
Teaching Appropriate Behaviours & Skills
Sometimes children do not have the skills needed to perform a certain task. Or, children may not know another way to get what they want, so they use a behaviour that they know to get what they want. Unfortunately, this behav-iour may not be the one you want to see. In these situations, children may need to be specifically taught how to perform a task or to show more appro-priate behaviours to get what they want. We call this “teaching a more appropriate behaviour.” When chil-dren are unsure of how to perform a task, it can be helpful for others to “model” for them the necessary behav-iour. Try breaking the task down into manageable steps, teaching one step and a time, and even physically guid-ing your child through the task.
Encouraging Positive Behaviour in Young Children
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Cont. p. 5
Submitted by Dr. Sharon Clark, Psy-chologist, Dartmouth Community Mental Health and Addictions Clinic, IWK Health Centre
So you live with a teenager. And some days it feels like a lot of work.
Being a parent is a challenge.
Being a teenager is also a challenge.
There are many developmental changes happening to a teen. Their brains are still growing, impacting on their decision-making, risk-seeking, and ability to forecast what conse-quences their decisions today are going to lead to hours, days, weeks or even years down the road.
Teens are trying to negotiate big as-pects of their lives:
Who am I? What’s important to me? (Identity development)
Who are my friends How can I get along with them better? (Social development)
What’s up with all of these complicated and intense feelings I have going on? (Emotional development).
Due in part to the many changes oc-curring – developmentally, socially, and emotionally - the relationship be-tween a teen and a parent is shifting too. The CONNECT © Parenting Program (Moretti et al., 2009, 2014) offers ideas that help parents begin to think about their relationship with their teens differently.
Think back to when you were a teen – what was important to you?
A clean room?
Going out with friends?
Talking on the phone?
Listening to music?
Wanting your parents to listen to you?
Wanting your parents to understand you?
Feeling respected?
Do you remember feeling that you had something to say? You were looking for a safe way to express yourself so the people who cared about you really heard – they “got you”.
It’s a tricky thing.
Some teens find complicated ways to express themselves when they feel that language just isn’t working for them. They might begin to engage in risky behaviours or test boundaries and ex-periment with new things. Having limited language doesn’t mean that they aren’t communicating – it just means that as a parent you need to step back.
Step back?
Be curious.
Ask yourself: what is your teen’s behav-iour trying to communicate to you?
Here’s the trickier part. The same behaviour can have different mean-ings on different days or across even a few hours.
When we are able to put our own judgements or thoughts on pause and attempt to be curious about what the behaviour might mean today, in this situation, with this particular teen, we create a situation where multiple inter-pretations could be possible. When we are able to consider multiple inter-
pretations, we create an opportunity for possible options and this sets the stage for us, as parents, to choose how we are going to respond to a particu-lar behaviour in this context.
A≠B A=B or C or D or…
We might not be right – and getting it right isn’t the goal. When we are curious and express that interest to our teens, we are demonstrating a commitment to becoming curious about what’s going on with our teen. Sometimes that attempt alone can be a big shift in the parent-teen relation-ship.
Being curious also opens the door for you to consider how you are going to respond – rather than reacting quickly. It’s often when parents are caught in a pattern of reacting that they feel more powerless in the rela-tionship with their teen.
Responding also creates a space for teens to become a part of the problem-solving. When you are able to leave room between “what happened?” and “Well, let me tell you…” it gives teens a learning spot to become part of the discussion of what next. This is a great opportunity for you as a parent to provide your teen with a sounding board to consider what they were thinking needs to happen next. Your stance of curiosity, leading to re-sponding, is a window for your teen’s independence seeking to be coached by you. Building in times for you to support your teen’s ability to navigate in the world, especially after problems happen, is a wonderful time to sit in discomfort and together choose what’s next.
The Curious World of Parenting a Teen
IWK PsychologyRounds
Sometimes we have fallen into a cycle of conflict with our teens. Conflict often leads to making quick assump-tions about why our teen is engaging in a particular behaviour – and making quick assumptions can lead to further conflict.
When conflict occurs within any rela-tionship, our past experiences become our default guide, and we may respond in this light. However, conflict can be a healthy part of relationships. It serves as a signal that something is out of balance in a relationship. When conflict is expressed and managed safely, it creates an opportunity for connection and increased understand-ing, which can lead to growth within your relationship with your teen. Safety is always a priority – so ensure that there is a safety plan in place if conflict leads to someone becoming hurt within your family.
Key Ideas to Consider at Home:
All behaviour has meaning.
Stop… be curious… ask yourself “what could this be about?”
You might not get it right – and that’s ok
Being curious lets you take a different perspective
Curiosity then leads to options for what the next steps might be
Listen.
Listen more than you talk
Page 5
Incorporating visuals can also be help-ful in promoting positive behaviour and teaching a new skill. Task scripts show the individual steps that make up a task in picture form. We can also use Social Stories to teach children a new skill. Social stories are written from the child’s point of view. They use visuals and provide a clear description of the situation and appropriate behaviours expected of the child in that situation.
Prevention is the Best Medicine
Planning strategies ahead of time can prevent or reduce the likelihood of challenging behaviour from occurring. When we communicate to our child that we want something done or we need something from them, we use instructions or commands. Effective commands will increase your child’s cooperation with your request and decrease your child’s resistance. Effec-tive commands are “do” commands - they tell the child what to do, rather than not do. For example, “Time to sit still” instead of “Stop running around the room.” They are clear, specific, and simple. Make sure to give only one request at a time! Requests are stated in a calm but firm voice and are given in the absence of distractions.
Turn off distractions – TV, computer, cell phone – and focus on your teen who has something to say to you
Build in opportunities for listening
You might not like what you are hear-ing – but you’d rather know than be kept out of the loop
Respond rather than react.
When you pause you create an oppor-tunity to respond to the situation
Responding feels better – for you and for your teen
Responding also is an opportunity to shift to coaching your teen through the next steps; then increase their sense of independence and opportuni-ties to navigate through problems.
When you are able to experiment with being curious about what’s going on in your teen’s life, you might become amazed by the opportunities that exist within your relationship for connec-tion. We are all looking for connec-tion. And your teen is looking to con-nect too – not just on Facebook, or with friends - but with the person who matters most to them- you.
References:
Moretti, M., Holland, R., Braber, K., Cross, S., & Obsuth, I. (2009; 2014). CONNECT©.
Neufeld, G. & Maté, G. (2005). Hold on to your kids. Vintage Canada.
Cont from page 4: Parenting a Teen ……. Cont from p. 3: Encouraging Positive …..
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Using Positive Behaviour Support (PBS)
in Special Populations
Cont. p. 7
Submitted by Dr. Helen Flanagan, Psychologist, Early Intensive Behav-ioural Intervention (EIBI) Program
Max was a 5-year-old who had autism spec-trum disorder (ASD). He loved to draw, play with cars, and swim. He lived with his mother, Sarah, and his little sister, Eva. He was proud to be a big brother and loved to tickle and talk to Eva. Around Christmas one year, he started to push Eva- sometimes little pushes, and sometimes big pushes that made her cry. Sarah tried everything she could think of to stop this behaviour, in-cluding talking to Max, time out, trying to ignore the behaviour, and taking away Max's favourite toys when he pushed. Noth-ing seemed to be helping, and Sarah was at her wit's end.
Most children engage in challenging behaviours some of the time. Challeng-ing behaviours can be more common in children with special needs like ASD. This can be because of difficul-ties with communication and play, or because of sensory differences, difficul-ties regulating emotions, or difficulties coping with change.
Positive Behaviour Support (PBS) is a framework that can help families like Max's to develop plans to reduce chal-lenging behaviours. All PBS plans are different, because each plan is de-signed to fit a specific family. This arti-cle will introduce the steps that teams (families, teachers, therapists) often follow when developing PBS plans.
1. Choose a specific behaviour or rou-tine. It can be overwhelming and diffi-cult to try to improve a lot of behav-iours at once, or to improve one be-haviour across a lot of different daily routines.
After talking with a therapist, Sarah de-cided to start by improving Max's behav-iour during the 20 minute period before
dinner, when she prepared food and wanted Max and Eva to play nicely.
2. Consider the reason for the behaviour from the child's per-spective-- psychologists call this the function of the behaviour. PBS en-courages adults to recognize that all behaviours have a purpose. Common purposes are:
to connect with, or get attention from, adults or peers
to get toys, activities, or food
to avoid or delay doing an activity, or to leave an activity
to change an internal state (e.g., get sensory input, reduce anxiety)
It can take time to determine the pur-pose of a behaviour, and there are spe-cific strategies that can be helpful. For example, it can be helpful to step back and carefully observe what happens before and after challenging behav-iours take place.
Sarah observed Max and Eva for a few days. She noticed that Max often pushed Eva when he seemed bored. Eva then cried or yelled at Max, and Sarah often stopped what she was doing to come in and be with the children. Sarah hypothesized that Max might be pushing to connect with Eva, and with her.
3. Think of ways to prevent challeng-ing behaviours from happening. Chil-dren with ASD, or other special needs, often have more challenges coping in everyday contexts than other children their age. Because of this, they often benefit from changes to everyday rou-tines that other children might not need. These changes are often tempo-rary- they provide much needed sup-port as children gradually learn new skills. These questions can be helpful
to consider:
Within the routine, what makes chal-lenging behaviour more likely? Can triggers for challenging behvaviour be reduced?
Within the routine, what makes chal-lenging behaviour less likely? Can supports be increased?
Sarah noticed that Max was more likely to push when he has been left alone with Eva for more than 10 minutes. He was less likely to push if he was engaged in an activity he enjoyed.
Sarah decided to set Max and Eva up with an activity they both enjoyed before starting dinner. At first, she gave them pages from a favourite colouring book. After 10 minutes, she paused cooking to give Max lots of attention (usually they talked about the picture he was colour-ing).
4. Teach new skills To create long-term reductions in challenging behav-iours, it's important to teach new skills. The hard work that went into figuring out the purpose of the chal-lenging behaviour is helpful here. The goal is to teach a new skill that serves the same purpose as the challenging behaviour, but is more appropriate.
Sarah decided to teach Max more appro-priate ways to connect with his sister. She found it especially helpful to teach Max to give Eva toys. This made Eva smile, and sometimes led her to find fun toys to give to Max. Sarah also realized that Max needed extra help calling for her attention when she was out of the room. She taught Max to call out "Mom, come see!" and "I need a new toy", and tried her best to give Max attention when he said these things instead of pushing.
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“catch ‘em being good” does wonders for their self-esteem, but also gives par-ents a more balanced and realistic pic-ture of their child, which includes both the great and the not so great.
Psychology Rounds: Thank you Dr. Yazbek!
What’s Available Online?
Psychology For You is a series of talks provided by IWK Psycholo-
gists as a free, public service to our Maritime Community. A number of past presentations have been re-
corded and are now available for viewing on the IWK Youtube.ca Website. New presentations are added regularly. To find these videos go to, https://www.youtube.com/user/IWKHEALTHCENTRE
Once on the website, Click on Playlist and then Click on “Psychology for You” for a selec-tion of videos. To view a video, click on the title that you are interested in.
IWK PsychologyRounds: Past issues of this newsletter are also available on line. Go to www.iwk.nshealth.ca. Once on the IWK website home page, use the search func-tion (top right corner), and type in psychology. When the psy-chology page opens, click on the resources tab. Scroll through to find the IWK Psychology Newsletters.
5. Reward positives! Rewards for posi-tive behaviours are an incredible tool to encourage behaviour change. Don't worry about providing too much praise, and small rewards like stickers, special time, or little treats can be very helpful when teaching a new skill.
Sarah praised Max for playing nicely before dinner (at the 10-minute break and at din-ner time). If Max played nicely for the en-tire 20-minute period, she rewarded him with a cup of juice at dinner- one of his favourite things!
6. Don't reward negatives. As we've said before, challenging behaviours serve a purpose. It's helpful to try to reduce the power of challenging behav-iours by breaking the link between the behaviour and the purpose they may have served in the past.
With prevention and teaching strategies in place, Max pushed Eva less often. Sarah helped Eva to change her reaction when Max pushed. Eva would either say "no thank you!" or come to her mom. Max no longer got a big reaction when he pushed, and pushing happened less and less often over time.
For more information about positive behaviour support, see Parenting with Positive Behavior Support: A Practi-cal Guide to Resolving Your Child's Difficult Behavior, by Meme Hine-man and Karen Childs.
Psychology for You
As a service to our community, we are pleased to offer public talks on a variety of psychological topics of interest to parents and families. Below is the schedule of currently offered speakers and topics. All lectures will be held at 7:00 pm in the Parker Reception Room or the OE Smith Auditorium of the IWK Health Centre.
Q But I’m not Tired...Sleep in Teens: Good Habits and Pitfalls Ayala Gorodzinsky, Ph.D., IWK September 14, 2015
Q Positive Behaviour Support for Children with ASD Helen Flanagan, Ph.D., IWK October 5, 2015
Q Topic and Speaker: To Be Announced November 9, 2015
Q Topic and Speaker: To Be Announced December 7, 2015
For Further Information Please Contact Dr. Erika Brady at
902-470-6421
Cont from page 6 - Positive Behaviour Support Cont from page 2 - Interview
On October 5, 2015
Dr. Helen Flanagan will be pre-senting about Positive Behaviour Support for Childen with ASD as
part of the IWK’s Psychology for You series.
(See next box for location and time )
IWK PsychologyRounds
The IWK PsychologyRounds is provided as a free, public-service publication, designed to sort through the large volume of information available and provide the public and professional communities with basic information about selected topics of interest. IWK PsychologyRounds is not to be viewed as providing authoritative and/or policy positions on selected topics. Every effort is made to ensure that the information conveyed within each publication is checked for accuracy, and as to the appropri-ateness and reliability of referred sources. However, in the event of error, the author(s), editor, publication committee, or any staff or agent of the IWK do not assume any responsibility for problems associated with the content of any material enclosed in this publication, or in the referenced sources. The opinions expressed in the IWK PsychologyRounds do not represent the position or opinions of the IWK, the IWK Foundation, or any of its projects, events, or agents. The readership is encour-aged to submit requests for topics, and/or additional information that the editorial committee will consider on selected topics, in future publications.
The IWK Psychology Rounds may not be reproduced, stored in a retrieval system or transmitted in whole or in part, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written consent from the Editorial Manager, IWK Psychology Rounds.
Contact Information
Editor Joanne Gillespie, Ph.D.
Editorial Manager Anne Napier
Editorial Committee Aimee Coulombe, Ph.D.
Kristin Fossum, Ph.D.
Ayala Gorodzinsky, Ph.D.
IWK Health Centre Children’s Health Child & Adolescent Mental Health and Addiction 5850/5980 University Avenue P.O. Box 9700 Halifax, Nova Scotia B3K 6R8
Page 8
We welcome your feedback!
The readership is encouraged to submit requests for topics that the
editorial committee will consider for future publications. Ideas and
feedback about this publication can be sent to:
Please note that we are unable to respond to individual email mes-
sages. Answers to personalized or clinical questions about you or your
child will not be provided.
IWK PsychologyRounds
Drop In Club September 2015
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5
6 7 8 Afternoon Drop In 9 Afternoon Drop In 10 Evening Drop In 11 12 3pm to 6pm
Welcome Back! With DJ Ace
3pm to 6pm Welcome Back Outdoor Games
7pm to 9pm Music Therapy with Stephanie and Katie
Afternoon Drop In 13 Afternoon Drop In 14 Evening Drop In 15 Afternoon Drop In 16 Afternoon Drop In 17 Evening Drop In 18 19 2pm to 5pm Zumba with Darin and Shelley 3.30pm to 4.30pm
3pm to 6pm Snack & Sensations Walking Club
7pm to 9pm Dance Party with DJ Ace
3pm to 6pm How to cope with Stress & Theatre Games
3pm to 6pm
7pm to 9pm Show and Share about our Summers
Afternoon Drop 20 Afternoon Drop In 21 Evening Drop In 22 Afternoon Drop In 23 Afternoon Drop In 24 Evening Drop In 25 26 2pm to 5pm
3pm to 6pm Snack & Sensations Outdoor fun
7pm to 9pm Planning Meeting – all welcome! Bring your ideas!
3pm to 6pm 4pm Theatre Club
3pm to 6pm
7pm to 9pm Music Therapy with Stephanie and Katie
Afternoon Drop In 27 Afternoon Drop In 28 Evening Drop In 29 Afternoon Drop In 30 2pm to 5pm Zumba with Darin and Shelley 3.30 to 4.30pm
2pm to 5pm
7pm to 9pm Snack Club
3pm to 6pm 4pm Theatre Club
The Club
Thank you $10 per 2hr /3hr session or Unlimited Usage for $50 per month Supported by Parish of St James Anglican Church, Province of Nova Scotia Dept of Culture, and United Way of Halifax Region.
Where to find us The Drop In Club is located at St James Anglican Church Hall On the Armdale Rotary between Joseph Howe Drive and St Margaret’s Bay Road. Fully wheelchair accessible. Adult change table. Quiet space.
SCRI Society ‘The Club’ www.theclubscri.com For more details call Alice Evans on 902 478 1917 or email [email protected] Extreme Weather? Check our Facebook page to see if we are open.
Programs September 2015
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19 3.30pm Zumba (St James Anglican Church Hall, Armdale Rotary)
Snack and Sensations 3pm to 4.30pm (St James Anglican Church Hall, Armdale Rotary)
4pm Theatre Club (St James Anglican Church Hall, Armdale Rotary
6.30pm to 8.30pm Club Dartmouth Grace United, King St
20 21 22 23 24 25 26 Snack and Sensations
3pm to 4.30pm (St James Anglican Church Hall, Armdale Rotary)
Club Dartmouth Music 1pm to 2.45pm Grace United, King St
4pm Theatre Club (St James Anglican Church Hall, Armdale Rotary
Lunch Club St James Anglican Church Hall, 10am
Halifax Supper Club 4pm to 8pm (St James Anglican Church Hall, Armdale Rotary)
27 28 29 30 3.30pm Zumba (St James Anglican Church Hall, Armdale Rotary)
Club Dartmouth Music 1pm to 2.45pm Grace United, King St
4pm Theatre Club (St James Anglican Church Hall, Armdale Rotary
The Club
Thank you so much!
Supported by Grace United Church, Bedford United Church, Dartmouth Community Health Board, Parish of St James Anglican Church, IWK Foundation, and United Way of Halifax Region.
Registration
You need to pre-register for some of these programs. Fees vary, normally $10 per session. Bursaries are available. To register call Alice on 902 478 1917 or [email protected]
SCRI Society ‘The Club’
www.theclubscri.com For more details call Alice Evans on 902 478 1917 or email [email protected] Extreme Weather? Check Facebook page
SUPPORT GROUP for Parents of Children with Complex Special Needs
We want to invite you to our snack and chat for parents of children
with complex Special Needs. This is an informal meeting where
parents can share tips and tricks of caring for their child!
This is a journey that doesn’t have to be taken alone.
We can do this together!
Refreshments provided
Childcare is not provided; however, your child may join you in the
meeting if needed.
If you have any questions or to confirm if the event is cancelled due
to weather, please contact Jackie at 470-8884, email
[email protected] or check the facebook page
Thursday, September 17, 2015 7:00-8:30pm
IWK Health Centre Rowan Legg Room Main floor near Children’s Social Work office
