This Youth Justice alum is breaking barriers and combating domestic violence in B.C. newcomer communities
Bobbi Terrell, a Douglas College Youth Justice alum, is a dedicated advocate for fighting against domestic violence in B.C.’s newcomer communities. Currently a Senior Manager at DIVERSEcity, she oversees the Stories of Strength initiative that empowers survivors and fosters strong community support.
By Tanta Siriporn Na Rajasima, Marketing and Communications
In the heart of Surrey, where many newcomer families strive to build a life in Canada, family and gender-based violence remain a pressing issue. Amidst countless untold stories, community advocates are working towards positive change, with Douglas College’s Youth Justice alum Bobbi Terrell leading the way.
In her role providing counselling and gender-based violence services at the registered charity DIVERSEcity Community Resources Society, Bobbi has been a major contributor to the success of the Stories of Strength (SOS) program which aims to stamp out violence in immigrant and refugee families. The program features survivors of intimate partner violence as community champions who share their personal stories with others. By recounting their experiences, these champions help raise awareness, inspire change and break down barriers to accessing support, community resources and safety.
“Our goal is to encourage people to recognize their inner strength and to let them know that they are not alone,” Bobbi says.
Redirecting path to leadership
Before becoming the leader she is today, Bobbi once found herself at a crossroads filled with career uncertainty, having faced academic probation and expulsion from a local university, where she struggled to find a program that truly resonated with her. It was at this point that a friend’s invitation to an information session for the Youth Justice Diploma program at Douglas College turned her life around.
“As I read the description of the Youth Justice program, I knew that was what I was supposed to be doing,” says Bobbi. “The program aligned so well with my past experiences working with youth in the Canadian Air Cadets and BGC Canada. Everything clicked.”
Deepening youth support
Once Bobbi was accepted by the Youth Justice program, her engagement with youth evolved from casual interactions in recreational settings to a more profound and supportive role.
“I knew how to connect with youth, but the program further taught me their needs and vulnerability and how to support them at a deeper level,” she explains.
She also found that studying within a cohort deepened her understanding of human behaviour and helped her develop her own social skills. “Education will get you so far, but working through a program with a cohort and navigating interpersonal relationships with your peers helps you become a well-rounded practitioner,” she notes.
Courses in behaviour intervention enhanced her understanding of psychological and social factors that influence youth behaviours. Moreover, her extensive volunteering in federal and provincial prisons, coupled with her program practicum at a restorative agency in Prince George, has provided her with valuable acumen into the complexities of youth justice and further deepened her approach to youth work. Since 2006, Bobbi has been involved in restorative justice initiatives, directly connecting to the impactful work she continues to do today.
Leading the change through the SOS program
Bobbi has applied what she learned in the Youth Justice program to her current role with DIVERSEcity’s SOS program. Although the program is centered on youth, courses like Family Violence and Lifespan Development gave her tools to deal with intimate partner violence in adults. She leverages her understanding that many adult problems stem from childhood issues to tackle her clients’ challenges effectively. Under Bobbi’s leadership, and with over $700,000 in government funding and 250 partners, the SOS program has expanded support networks to help victims recognize their inner resiliency using culturally aware approaches to address complex intricacies often intertwined with domestic abuse, such as substance use.
Bobbi says reducing stigma around mental health and endorsing a sense of community in which people feel safe are key in helping people open up and get the supports they need.
“Stigma is huge. In many countries, the phrase ‘mental health’ doesn’t exist, and intimate partner violence isn’t acknowledged. Many newcomers bring those stigmas with them to Canada. My duties focus on tackling these problems from within and creating a circle of support embedded into the community. Our SOS community champions also speak their native languages to make storytelling more comfortable,” she illustrates.
Turning adversity into advocacy
Besides implementing practical and empathetic strategies to reduce stigma, Bobbi also brings to her work a crucial practice she learned about in her Youth Justice classes: the daily check-in.
“The check-ins with our clients, whether simple inquiries about well-being or prompts about self-care, are a tool for community-building. They take us back to that granular level when it comes to designing or delivering programs” she shares. “These small but consistent interactions build trust and are essential in my work.” Her commitment to creating a supportive environment for newcomers and empowering youth through personal connections – an insight she gained from the program – has set a powerful example for others in the field.
Bobbi’s perseverance has not only changed her life’s trajectory but also positioned her as a guiding force for those facing obstacles in Canada. Her personal experience, while difficult, fueled her passion for helping others overcome their challenges.
“Young people are the future, and they need people in their corner. If you’re considering the Youth Justice program, you’ll find that the skills you develop can make a significant difference in both youth and adult lives, just as I’ve done in my role at DIVERSEcity.”
Learn more about Douglas College’s Youth Justice Diploma program.
Ask an Expert: How can we keep our pets safe on hot days?
By Elizabeth Douglas, Marketing and Communications
While our pups, kitties and other furry friends might enjoy the sunshine as much as the rest of us, they need a little extra care and attention when it comes to the heat. Metro Vancouver has experienced numerous heat waves over the years, and they don’t seem to be stopping any time soon. Dr. Meryl Herberts is a Doctor of Veterinary Medicine and instructor in Douglas College’s Diploma in Veterinary Technology program. We sat down with Dr. Herberts to find out how we can protect our pets when temperatures soar.
How can we keep our pets safe on hot days?
The first thing I would do is ask myself, does my pet have any underlying conditions or reasons that might make them more susceptible to breathing difficulties or heatstroke? For example, senior pets, young puppies and kittens, or animals that have a naturally shortened snout or muzzle – we call those brachycephalic breeds, like pugs or bulldogs – are going to be more susceptible to breathing problems. For these animals, I would keep it lowkey for the day and keep them cool. It’s not as important to get them their daily exercise on a hot day; we just need to make sure they’re relaxed and safe.
What if I want to exercise with my pet on a hot day?
Use common sense, and exercise early in the morning, when it’s cool. Make sure you’ve got lots of water for them and for yourself. And remember, just because you’re comfortable hiking in 30-degree heat doesn’t mean your pet is. You need to be cognizant of checking in with your animal often and making sure they have lots of opportunities for breaks if they want them or the option to stop completely.
What should I do if my pet is having trouble breathing?
Trust your gut if you think your animal is in respiratory distress, or any sort of distress, but particularly having breathing difficulties. As soon as you can, contact your local vet or emergency clinic. You want to get them treated as soon as possible.
Purpose meets play: Pioneering therapeutic recreation through client-centered care
Pivoting from a Rehabilitation Assistant to a Therapeutic Recreation student at Douglas College, Michelle Addison is dedicated to blending creativity with care. With six years of experience working with older adults, Michelle channels her passion for therapeutic recreation into hands-on learning, innovative caregiver research and versatile, client-centered care.
By Tanta Siriporn Na Rajasima, Marketing and Communications
Michelle Addison has always been drawn to helping others. Her introduction to healthcare came unexpectedly when some family members underwent intense treatment at G.F. Strong Rehabilitation Center, sparking a passion that first led her to pursue a Rehabilitation Assistant Diploma program at Capilano University.
After graduating from Capilano University, Michelle worked closely with Recreational Therapists in a long-term care facility, where she discovered the world of Therapeutic Recreation (TR) and saw firsthand its positive impact on patients’ lives. “While I loved working in rehab, providing care from a Therapeutic Recreation perspective offers more room for professional growth and creativity. It allows me to create and implement my own TR programs that are tailored to clients.”
Inspired to create personalized care that truly resonates with each individual’s needs, goals and interests, Michelle applied for a bachelor’s degree in Therapeutic Recreation at Douglas College. “I’ve worked with Douglas TR grads and students in the past. Hearing their positive experiences in the program and seeing them excel as Recreational Therapists encouraged me to apply.”
Experiencing the true Therapeutic Recreation at Douglas College
Michelle’s experience in the TR program has taken a lot of dedication and hard work but has also been very enjoyable. “The program is incredibly interactive and hands-on, which really prepares us to offer real benefits to our future clients,” she shares. The curriculum covers a wide range of subjects designed to improve health and well-being through recreation, from inclusive leisure practice, community development and leisure counselling.
“A Recreation Therapist will have to wear many hats when it comes to leisure interventions,” Michelle says. “Each individual is different and not every TR approach will be the same. At Douglas, we’re taught to base and adapt activities to client goals, needs and interests.”
Besides the curriculum, what Michelle enjoys most is the supportive cohort structure. “Being in supportive cohorts has been one of my favourite parts,” she says, highlighting the small class sizes that foster strong bonds among peers. “I’ve made great friends, and I’m excited to call them my future colleagues.”
Leveraging classroom learnings to impactful research
Through the TR program, Michelle not only strengthened her sense of community but also deepened her interest in research, eventually leading her to present at the British Columbia Therapeutic Recreation Association’s (BCTRA) student research night – an event organized by TR faculty to showcase student projects to BCTRA members.
Her research stems from interacting with the adult day respite program that runs within the long-term care facility where she currently works. She noticed a lack of research on the relationship between respite services and caregivers’ well-being, so she decided to study how adult day programs benefit informal caregivers of individuals with mild to moderate dementia. “Adult day programs provide caregivers with short breaks that enable them to engage in other activities and self-care,” Michelle explains.
Her findings revealed that these programs drastically reduce caregiver stress and improve their psychological health. “Caregivers often experience negative health outcomes due to their responsibilities. My research showed that quality adult day programs with well-trained staff can alleviate these stresses and guilt,” she says. “That, in turn, can provide a mutual benefit that fosters nurturing care toward their loved ones.”
Michelle’s research is invaluable to fellow practitioners, emphasizing the importance of following the Therapeutic Recreation process and utilizing appropriate models to develop effective programs. “This study underscored the significance of delivering quality care that benefits both caregivers and their loved ones,” Michelle concludes.
Beneath the shallow stereotype of being “just for fun” lies a complex profession that blends purpose and play. As Michelle’s research shows, the value of Therapeutic Recreation goes far beyond just a pastime.
Closing the gaps in the future of therapeutic recreation
Going into her fourth year of the TR program, Michelle is now equipped with new goals shaped by her research findings. She aims to work in a rehabilitation facility within a public health authority, hoping to combine her Rehabilitation Assistant skills with her new expertise in Therapeutic Recreation.
Despite her efforts to promote Therapeutic Recreation, Michelle is aware that challenges lie ahead in her future line of work. “TR is still a relatively new field in healthcare. We need to clearly communicate its worth to clients, caregivers, colleagues and employers. We must be our own advocates,” she says. “Therapeutic Recreation is not only fun, but it also has significant benefits. Explaining these benefits and the purpose behind our work is one of our goals.”
As she pursues this goal, Michelle carries forward an essential lesson from the TR program: the importance of self-care. “You can’t pour from an empty cup. You must take care of yourself before you can effectively support others,” she stresses. For Michelle, this means balancing her busy schedules, ensuring she remains energized and always ready to jump on whatever is coming next.
Learn more about the Bachelor of Therapeutic Recreation and Therapeutic Diploma programs at Douglas College.
Waitlisted? Maximize your chances of getting into the courses you need
By Kevin Pilar, Current Student Communications
The Fall Semester is approaching, you’ve carefully chosen your courses and registered for them – only to find out you’ve been placed on a waitlist. So disappointing! But don’t lose heart: While certain courses’ popularity can sometimes lead to being placed on a waitlist, our advisors can help you navigate the waitlist process and maximize your chances of getting into the courses you need.
Understanding seat availability
Seat availability often fluctuates due to students who miss the first fee payment deadline and are de-registered from courses. This fluctuation can give waitlisted students a chance to get into courses. It’s also worth noting that instructors are unable to alter your waitlist position. There is a second chance to get into courses during the Late Registration period.
Are you on a waitlist?
We asked our advisors for tips on how to navigate the waitlist process. Here’s what they recommend:
- Be adaptable with course selection: Consider alternative courses that fulfill the same requirements for your program.
- Be flexible with instructor/time/location: Look for different sections of the same course that fit your schedule.
- Waitlist into as many backup options as possible: 10 waitlist spots are available to you, so take advantage of them.
- Monitor waitlist offers through MyAccount: You only have 23 hours to accept, so check consistently.
- Attend the first day of class while on a waitlist: It shows interest in the course and if you do end up getting into the course, you won’t miss anything.
How our advisors can support you
Still have questions about the waitlist? Our advisors can help you understand how it works and suggest alternative course options.
Learn more about waitlists and how to connect with an advisor.
Beats to business: Finding a passion for human resource management
By Angelica Largo, Marketing and Communications
Kiyan Sheikh’s post-secondary journey was a winding path to discovering his passion and purpose. He began with an interest in music production, dabbled in computing science and even took a deep dive into psychology. Each of these unique experiences lead him to find his true passion for human resource (HR) management.
When Kiyan graduated from high school, he was buzzing with excitement to explore the world of music production. The rise of electronic music had him hooked, so he jumped into a music production program at Nimbus School of Recording and Media and even scored an internship at a local studio.
“A recording studio has many formalized processes,” he says. “During that time, I learned how to take initiative and developed strong leadership skills.”
The internship was a turning point in Kiyan’s life as it helped him realize that music production wasn’t the career path that he wished to pursue. However, unbeknownst to him, the leadership skills he gained would later help him throughout his journey in HR management.
Serving up leadership and engagement
After his internship, Kiyan stepped away from music production and began working at a local restaurant chain as a supervisor. He dedicated much of his time to improving employee engagement initiatives by identifying environmental norms, values and group behaviour.
“I wanted to find ways to ensure the team performed consistently at a high level while reducing burnout and maintaining good mental health,” he says. “I didn’t realize it, but that’s where my inherent desire to help teams grow and succeed began.”
Kiyan eventually felt the urge to return to school to further his education and explore different areas of study. With smaller class sizes and its proximity to home, choosing Douglas was an easy decision for him. He began studying part-time while he worked at the restaurant, taking a number of courses that piqued his interest to discover what program he wanted to pursue.
Kiyan was initially drawn to Computing Science at Douglas. “The Computing Science courses that I took taught me how to look at people’s problems in a scalable manner, almost algorithmically and with logic,” he says. But ultimately, his curiosity and desire to understand human behaviour led him to complete a Bachelor of Arts in Applied Psychology.
From minds to management
During his time in the Psychology program, Kiyan’s program coordinator helped him realize that the work he was doing at the restaurant was essentially HR management.
“My interest in learning about human behaviour intertwined with my desire to help others,” he says. “I went on to specialize in Leadership and Management during my Psychology program because I wanted to apply what I learned in class to my workplace,” he says.
The positive outcomes he achieved at work inspired him to take his career to the next level and study HR management formally. The Post-Baccalaureate Diploma in Advanced Human Resource Management at Douglas was the perfect fit for Kiyan, as it’s designed for students without a business background.
As he embarks on his new educational journey, Kiyan continues to be an active member of the Douglas community. Since he joined in early 2023, his involvement with the Human Resource Management Club has been particularly rewarding in developing his social and networking skills. Kiyan’s leadership experience quickly propelled him to the role of VP of Organizational Development and eventually to president of the club.
Passion and purpose
Looking ahead, Kiyan aims to leverage his knowledge in talent and organizational development to foster enriching work environments.
“You spend half your day at work; it should reflect your values and empower you to succeed,” he says.
He is dedicated to driving positive change in the workplace, advocating for a people-focused approach in HR.
“Douglas gave me the freedom to explore my interests and the guidance to discover what I wanted to do in my career,” he says. “It’s where my passion for helping others turned into a clear sense of purpose.”
Interested in Business or Psychology at Douglas? Visit our website to learn more about our programs:
Overcoming financial barriers: A journey to becoming an education assistant
Delaney Northgraves always wanted to be an educator. Despite financial challenges, she found her path through Douglas College’s Classroom and Community Support program with financial support, balancing work and studies to achieve her dream role as an Education Assistant.
By Tanta Siriporn Na Rajasima, Marketing and Communications
Growing up, Delaney Northgraves witnessed the power of compassion and support of the educators in her community and knew she wanted to be a part of that positive change herself. But it wasn’t until she got involved with a high school club that she realized what kind of educator she wanted to become.
With Best Buddies Canada, a non-profit that fosters friendships between individuals with and without intellectual and developmental disabilities, what began as casual lunchtime hangouts evolved into meaningful interactions, where she assisted students with special needs in various ways.
“Best Buddies helped me narrow down into the decision of working with children,” says Delaney. Through supporting students, she realized that she could make a tangible difference in their lives, especially those who benefit from inclusive educational practices.
Saving up for education
Despite knowing she wanted a career in education, Delaney’s plans took a turn after high school due to financial hurdles. Without guidance on student loans or available resources, she focused on working various jobs to save money. “I didn’t have anyone to explain how student loans worked or where to find financial aid,” she recalls.
She worked in the restoration industry in various roles and as a house cleaner, gradually setting aside her goal of continuing her education. This work was physically demanding and left her feeling drained and exhausted, but she pursued it as it was the highest-paying job she could find without higher education.
Driven by her passion for the field, Delaney applied to Douglas College with only a small amount of savings. She managed to pay for one semester part-time by herself but found it unsustainable and had to leave due to financial constraints and lack of preparedness.
Setting up success
Eager to figure out a way to continue her studies, Delaney sought out every possible help she could by reaching out to Douglas College’s student services. With help from Douglas College’s financial aid, she was able to secure a government student loan every semester. This financial support enabled her to return to her studies with renewed focus.
She decided to enrol in the two-year Classroom and Community Support (CCS) diploma program for its flexibility and practical experience.
“I loved how the different teaching styles and how the instructors incorporated real-world scenarios into the curriculum. The mix of in-person and online courses also allowed me to connect with my cohort while managing my busy schedule,” she shares.
Delaney not only overcame her financial challenges but also thrived academically, achieving both honour roll and Dean’s list distinctions.
“These honours mean so much to me,” Delaney says. “I didn’t do that well academically in high school, so this is a validation of my hard work in a college-level program. Managing a full-time job alongside full-time school each semester and achieving high grades verifies the work I’m doing now. It shows I’m in the right position, doing the right thing.”
Starting a career in youth care
The highlights of Delaney’s time in the CCS program were her practicums at Urban Academy, which allowed her to shadow an education assistant and gain valuable insights into the field. Subsequently, she was hired as an employee at School District 40, where she completed her second practicum during regular working hours.
While still completing her studies, Delaney sought more practical experience and additional income by applying for a full-time Educational Assistant position at New Westminster Secondary School. Here, she applies the skills gained from her CCS program daily, drawing on her practicum experience to feel confident and prepared. “What I learned from my practicums was to avoid making assumptions and to approach each situation with an open mind,” Delaney reflects. “Every student is unique. It’s about being yourself and handling situations in a way that feels genuine to you.”
Delaney further emphasizes the importance of confidence and adaptability in connecting with students effectively. “I learned to trust my abilities and adapt my approach based on the individual needs of each student. No assumption, no expectation, just dive right in.”
Stepping up to new challenges
Delaney’s academic successes in the CCS program made her eligible to transfer directly into the third year of the Child and Youth Care (CYC) program, focusing on supporting children and youth’s well-being in diverse settings. This opportunity allows her to earn a degree with just two more years of study.
Envisioning a long career as an Education Assistant, continuing her studies offers Delaney flexibility for future career shifts. “The CYC degree provides me with more options to explore different career paths, especially since I’ve heard that burnout can be quite high in the field,” she adds.
Set to start the CYC program in September, Delaney is ready to tackle new challenges and seize new opportunities.
“The financial support I received truly made a difference in being able to pursue a career in education,” Delaney says. “If anyone is in a similar position, make sure to reach out to Financial Aid for support. They’re there to help you navigate everything.”
Learn more about Douglas College’s Classroom and Community Support Diploma and Child and Youth Care programs.
Five easy steps to upgrade your English at Douglas College
By Tanta Siriporn Na Rajasima, Marketing and Communications
Applying to post-secondary can be challenging, especially when you need to upgrade your English skills to meet entrance requirements.
If you’re considering the Early Childhood Education (ECE) or Child and Youth Care (CYC) programs at Douglas College and haven’t met the English requirement, you can enroll in English Upgrading courses without taking a placement test. These courses provide a one-stop solution to help you meet program language requirements.
And that’s not all: English upgrading courses are tuition-free for domestic applicants, and – if you start the pathway to ECE or CYC in September 2024 or May 2025 – the College application fee will be covered for you.
Here’s a step-by-step guide to help you apply for the English Upgrading pathway to ECE or CYC – from getting started with your application to registering for a course.
Step 1: Tell them you are interested
Email Chris-Anne Stumpf, an English Upgrading coordinator, at stumpfc@douglascollege.ca or English Upgrading at upgrading@douglascollege.ca and tell them you are interested in the ECE or CYC pathway. If your application to ECE or CYC was previously rejected because of the English requirement you definitely need to email us – we can help!
Step 2: Keep an eye out for a follow-up email
You’ll get a follow-up email from the English Upgrading team with all the details on:
- Which ENGU course to sign up for
- When and where the classes are
- Confirmation that you don’t need a placement test for this pathway
Step 3: Check out the fees and passing criteria
To meet the College’s language requirement and qualify for the ECE or CYC program next term, you’ll need to score at least 70% in the ENGU course.
The best part? ENGU courses are free for domestic students, though you’ll have to pay student fees.
Step 4: Apply for English Upgrading
If you’re good with the requirements and want to move forward, you’ll get a code to skip the application fee. Use this code to apply for the recommended English Upgrading course.
Step 5: Register for the course
After applying, you’ll get a student number. Email this number to the English Upgrading Department, and they’ll give you your enrolment permission so you can sign up for the ENGU course.
Don’t worry if you’re late! The College usually accommodates students until the end of late registration, and you might even get placed in the first or second week of the term.
Learn more about English Upgrading at Douglas College.
A fine line: Douglas student develops a drawing robot using Raspberry Pi
By Angelica Largo, Marketing and Communications
Whether it is gaming, coding or creating new projects with his 3D printer, Nicholas Brough’s interests have always been tied to his love for computers. This led him to study engineering at UBC Okanagan (UBCO) in Kelowna. However, his interests evolved as he took various courses in his curriculum.
Introductory computing science courses at the university solidified his passion for technology and made him reconsider his academic focus. “I really enjoyed the programming courses; they instantly sparked my interest in computing science,” he says. This newfound enthusiasm prompted him to rethink his career path.
The decision to leave UBCO was not made lightly, but Nicholas had several motivating factors. Many of his loved ones lived in the Lower Mainland, making it practical for him to relocate closer to them. After researching computing science programs in the area, Nicholas decided to attend Douglas College. The Certificate in Computing Science stood out to him as it offered a solid educational foundation in a short time frame.
The art of coding
Transitioning to a new school and city can be challenging, but Nicholas found a sense of community at Douglas. “I met people who share similar interests as me, making the experience enjoyable and enriching,” he says.
Once he started the Certificate in Computing Science at Douglas, Nicholas found that the hands-on learning approach was particularly rewarding. A stand-out course within his program was Designing with Raspberry Pi, which focuses on designing and developing practical applications with Raspberry Pi, a single-board computer. “It was immensely rewarding to see my code working in real life, not just on a computer screen,” he says.
Inspired by his hobby of 3D printing and through watching YouTube videos about the Raspberry Pi computer, he designed a drawing robot that translates images into motor movements to control a pen for an assignment in his course. This project required him to design mechanical parts and write the code to control them – a process that involved trial and error, resulting in a successful second prototype.
The course’s open-ended nature meant students could design any project of their choice using Raspberry Pi. From a handheld snake game to toy cars that automatically avoid walls, the projects demonstrated the diverse applications of computing science.
The future of machine learning
Nicholas is particularly drawn to the use of artificial intelligence. He envisions a future where AI plays a critical role in various industries, making it an exciting field to be part of. “AI seems like something very useful that will have a dramatic impact on people’s lives,” he says.
He aspires to become a machine-learning engineer, a specialist who creates AI algorithms that enable computers to learn from data, recognize patterns and make autonomous decisions. Throughout his time at Douglas College, Nicholas has honed invaluable technical skills and gained a deep understanding of computing science principles. As he approaches the end of his program, he is considering furthering his education by pursuing a degree in computing science.
Nicholas’ journey from studying engineering at a university to Computing Science at Douglas is a testament to the importance of following one’s interests and being open to change. “Don’t be afraid to change paths to find what you’re truly passionate about,” he says. “Studying at Douglas allowed me to explore my interests and untap my potential in the field of computing science.”
Interested in Computing Science at Douglas? Learn more at douglascollege.ca/computingscience.
Earning college credits in high school: A dual-credit course that paved the way to Child and Youth Care for this Douglas College student
Aspiring to pursue a career in childcare, Karamjot Malli seamlessly transitioned into Douglas College’s Child and Youth Care program after high school with the help of a dual-credit course.
By Tanta Siriporn Na Rajasima, Marketing and Communications
Karamjot Malli didn’t know what she wanted to study after high school. While she knew it could be related to childcare, it wasn’t until she discovered the partnership between Surrey School District 36 and Douglas College’s Child and Youth Care (CYC) program that she had more of a sense of direction. The partnership, which allows grade 11 students to earn both high school and post-secondary credits during the summer* through an introductory Child and Youth Care course, ignited her passion for helping youth and gave her a head start on her degree.
Now completing the CYC program at Douglas, Karamjot is more determined than ever to make a difference in the field. In an interview with Douglas, she shares her journey of gaining confidence to work with children and offers advice to prospective students who are still hesitant to pursue a career in child and youth care.
What did you like most about the CYC dual-credit course?
My instructors were extremely helpful in creating a supportive learning environment, which made the program approachable and comfortable to be a part of. They showed genuine empathy for youth and a keen interest in the subject matter. As a high school student, I appreciated this approach, because it allowed me to learn collaboratively and navigate the course content easily. It wasn’t solely about doing individual assignments or attending lectures, but it involved a lot of group activities, too. The course load was manageable and prepared me for the demands of college courses, where independent learning and collaboration are essential.
Was there a particular moment that was memorable to you?
The dual-credit course is an introduction to the history of child and youth care practice in North America. It was interesting to hear different perspectives from other students in class. Being among like-minded peers was comforting because it helped me realize that there are many more people in this world who want to help youth just like me.
What has your experience been in the program?
I have felt quite confident in the CYC program because it allows me to progress at my own pace. Unlike typical programs that feature a lot of reading and research, this program is more experience-based, with many interesting case studies that provide challenging scenarios to prepare us for real-world settings.
The courses emphasize professional skills, such as showing empathy without trauma dumping on clients. The fact that this degree is tailored to one specific job benefits me more than getting a more general degree, as it increases employment prospects through practical experience. This program has provided a great foundation in Child and Youth Care. In the future, I hope to use the knowledge and skills that I’ve gained to pursue a master’s degree and become a registered counselor.
Are there particular courses you have liked in the program so far?
One standout class was a family violence course looking into different types of global violence. Another favourite was a substance use course. It was eye-opening because I knew little about harm reduction or helping those battling substance use. This course resonated with me on a personal level, as I’ve lost many close relationships due to their struggles with substance use, which motivated me to be more involved and interested in this course. It sparked my desire to help others and equipped me with useful techniques. The CYC courses have shaped me in ways I never expected.
What influenced you to ultimately choose the CYC program over others? How did this course impact your future career goals?
I wasn’t sure whether to pursue psychology or childcare before enrolling in the CYC program, so I was mostly influenced by the people around me. I know a few people with a psychology degree who ended up teaching or not doing anything with it, which isn’t what I want. I’d rather be assured that I could fully work with youth after my degree without wasting my time. Douglas’s CYC program meets this need. I don’t want to keep going back to school. I just want to get it done in one go. Plus, gaining hands-on experience working with kids and directly learning from supervisors through the program’s three practicums is ideal.
How did the introductory course help you explore and commit to the CYC degree program?
The dual-credit course was a short taste of the CYC degree, featuring introductory concepts essential for success in the larger program. The gap between assignments and readings was quick, yet they structured it in a way that students could learn effectively and in a balanced manner.
The dual-credit course prepared me well for studying in a post-secondary environment. I knew what to expect from the program and life as a college student, which gave me the familiarity I needed to proceed along the road with relative confidence.
Any advice that you want to share with prospective students who are considering the dual-credit course?
Don’t stress! The course is straightforward; treat it like any other. It offers valuable insights into childcare and a space for exploration. It prepares you for post-secondary even if you decide not to pursue this pathway. Earning three transferable credits is also beneficial. This course has motivated me to learn without being forced to do so, and you will feel the same way if you are really interested in working with youth. The overall experience has clarified what I truly wanted to do or be, strengthening my self-awareness and passion while affirming how fulfilling careers in youth care are.
Learn more about Douglas College’s partnership with Surrey School District 36 and Child and Youth Care programs.
*The dual-credit course is offered from July to August at Princess Margaret Secondary School, aligning with students’ summer schedules without interfering with their regular academic year.
Embracing neurodiversity in life for a successful, uplifting career
After experiencing his own struggles in education as a child with ADHD, Patrick Fowler grew up with an interest in helping those like him. Douglas College’s Diploma in Classroom and Community Support program gave Patrick a chance to support adults with disabilities at Community Ventures Society.
By Maggie Clark, Marketing and Communications
Growing up with undiagnosed ADHD, a neurodevelopmental disorder, Patrick Fowler found it difficult to stay engaged in school. The topics held no appeal, and he didn’t have a strong personal connection with his teachers. Without any motivation to continue studying, he found himself spending more time in hallways and around the school than in classrooms, repeating at least two grades in the process. It was an experience that left him wanting to pursue teaching, thinking there must be a better way to educate kids like himself.
But Patrick found himself drawn to his other interests, from the thrill of producing photojournalism, chasing news stories and more. He went from shooting photos for a local B.C. newspaper to working as a City Hall reporter to eventually starting an airline with a partner. These experiences gave Patrick the opportunity to travel, heading to Tuktoyaktuk in the Arctic by icebreaker and reporting on war-torn cities in Bosnia and Herzegovina.
For Patrick, these seemingly diverse moments all shared one common detail – they allowed him to connect with others.
“All of the work I’ve done has been related to people in some way,” says Patrick. “Whether it’s been telling someone’s story or managing an airline, I’ve had to work with others to make it happen. These experiences have shaped how I work, allowing me to learn how to give people a voice for their stories and adapt to their needs.”
This strong people-centric focus is what brought Patrick back to his first passion. Curious about how he could advocate for others with neurodivergent traits like himself, he enrolled in Douglas College’s Classroom and Community Support program, leading him to a successful uplifting career in advocacy.
Discovering the joys of accessibility in education
By the time Patrick had decided to apply to Douglas, he’d been formally diagnosed with ADHD. This diagnosis made him realize that the traditional schooling model wasn’t a fit for him.
“I’ve realized that not everybody learns in a linear fashion,” says Patrick. “The way I was taught, where we had to memorize and then reiterate material, didn’t work for me.”
Patrick realized he needed a program that would accept and accommodate his need for more dynamic learning methods and treat him as an equal. That’s exactly what he found at Douglas.
“Compared to my time in school as a kid, going to Douglas was like night and day,” says Patrick. “I really enjoyed the interactions I had with my instructors there. They made me feel like I was more than just another student. They respected my thoughts, opinions and experiences. Now, many of them are my peers who I remain in touch with. I’ve even come back to Douglas as a guest speaker.”
Motivated to get the most out of his time at Douglas, Patrick was more willing than ever to dedicate his time and effort to the program’s two practicums.
When the first practicum placed him at an elementary school, Patrick found it easy to bond with the children, including ones that had a hard time connecting with others. It strengthened his interest in teaching children, but it was his second practicum that made him shift focus. Placed at an adult day program alongside a mentor, Patrick often took to getting into lively debates with the mentor on a variety of disability topics.
“As we debated, I learned my mentor started out in the ’70s where individuals that I worked with in the day program would have been institutionalized,” says Patrick. “Today, these people are artists, musicians and part of the fabric of the community. They aren’t put away in a box. I love that. But we’re not done. There is still more advocating to do. Many places are still not as accessible as they could be. It’s why I consider it my role to advocate for adults like that.”
Making life more accessible for others
His newfound zest for assisting adults with finding the accessibility support they deserve led Patrick to Community Ventures Society, an organization dedicated to supporting children and adults with developmental disabilities, as well as their families. It only added to his interest when the organization offered to pay for his final term at Douglas. That turned out to be a rewarding experience for both parties, with Patrick finding the work fulfilling enough to stay on with the organization.
Now, he uses the knowledge and insight from his program to oversee a team of support workers, assisting 14 individuals with differing accessibility needs so they can enjoy recreational activities and more at their own pace. Recently, he even advocated for more comfortable lifts in the organization’s washrooms. Along with several other Douglas College graduates who also work at CVS, Patrick dedicates himself to enhancing the quality of life for the individuals he serves.
“I’m just so happy that there is something that I’ve been able to do to effect change for the better for the folks we support,” says Patrick. “Douglas really prepared me for this work. It helps that the program I took there doesn’t just focus on schools but also on community, inclusivity, business and life skills, group homes, personal care and even the history of disability support. It’s made me more aware of how to incorporate accessibility into my everyday life and has given me the tools to give adults with disabilities the dignity and support they deserve in life.”
Interested in the Diploma in Classroom and Community Support at Douglas College? Visit our website to learn more: douglascollege.ca/program/dpccs.
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