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230 Educators providing Facilitation Skills courses delivered Online

Sage Mentor

sage mentor

London

Catherine is a Fellow, Certified Management Consultant and coach/mentor who specializes in full-cycle career management. As president of Sage Mentors, she delivers values-based coach/mentoring and consulting services to clients throughout the Greater Toronto Area and across the country. She focuses on the core values of individuals and organizations, providing insight to help them build sustainable futures. Catherine’s extensive and diverse list of clients includes: CI Financial TD Bank Chartered Professional Accountants, Canada Molson Canada Revenue Agency Bombardier Canada Food Inspection Agency Bermuda Hospitals Board Ontario Government — MOH<C, OMAFRA, MTO, MoL, Treasury Board, OIAD, MNR & MOE Ontario Human Rights Commission Alcohol & Gaming Commission Professional Engineers Ontario Education & Experience Catherine Mossop With a degree from Bishop’s University and studies at McGill University, Catherine embarked on a career as a technical-engineering recruiter in the high-tech field. With the shifting winds of the Canadian economy in the ’80s, she began consulting to major corporations on restructuring, transformation and employee career transitions. At the dawn of the millennium, she founded Sage Mentors Inc. to focus on growth and the development of potential through mentorship. Catherine has lent her expertise as an author: The SAGE Handbook of Mentoring, Clutterbuck et al.; Developing Successful Diversity Mentorship Programmes, Clutterbuck et al.; Successful Professional Women of the Americas: From Polar Winds to Tropical Breezes, Punnett et al.; Mentoring and the World of Work in Canada. She is a Fellow, Certified Management Consultants Canada (FCMC), Fellow, International Career Management Professionals (FICMP), Certified Human Resources Leader (CHRL), and alumnus of the Governor General’s Canadian Leadership Conference.

Caring Dads

caring dads

Since our start in 2001, the Caring Dads intervention program has been firmly situated within the realm of gender-based violence, and, indeed, within the framework of gender equality in general. There are unquestionably very clear connections between violence against women on one hand, and children’s experience of violence, whether as victims or witnesses, on the other. Global estimates published by the WHO indicate that one in three (35%) of women worldwide have experienced either physical and/or sexual intimate partner violence or non-partner sexual violence in their lifetime [1]. We know that young children are frequently present when this violence happens or live in households where it takes place. An alarming statistic published by the US Department of Justice indicates that 1 in 15 children are exposed to intimate partner violence every single year, and that in 90% of those cases children are eyewitnesses to this violence [2]. In Canada there are over 100,000 substantiated child maltreatment investigations every year, with over half involving fathers as perpetrators [3]. Police reports further confirm that fathers are perpetrators in the vast majority of cases of domestic violence. Of even greater concern, men clearly predominate as perpetrators of severe, injury-causing physical abuse of children and women and commit the majority of family-related homicides [4]. Yet, when one speaks about gendered violence, we're not only speaking in terms of the physical actions of women and children being hurt by men. Underlying these undeniably deplorable acts are the social factors that shape our conceptualizations of masculinity and femininity, the power relations that exist between these identities and the societal structures that create and reinforce these power relations. In India, for example, 52% of women experience violence in their own homes. While this is a horrifying statistic in it's own right, consider that over 53% of men, women, boys and girls in India believe that this is normal [5]. At the same time, Research done over the past two decades has clearly established that, when fathers are positively involved with their families, children benefit cognitively, socially, emotionally and developmentally. Despite the importance of fathers in families, our child protection and child and family mental health service systems tend to work primarily with mothers; a trend that is exacerbated when fathers are deemed to be high risk. Ironically, this means that those fathers who most need to be monitored and helped by our intervention systems are not involved. Men’s children pay the price with higher rates of aggression, substance use, criminal involvement, suicide attempts, mental health problems and chronic health conditions.

Eaq (Education And Qualifications)

eaq (education and qualifications)

EAQ® - Home of Horse-based Learning and Education EAQ® (Equine Assisted Qualifications) sets and monitors quality standards for its equine assisted learning centres and provides training and qualifications for facilitators and others involved with equine assisted learning. There are a number of EAQ Approved Centres in the UK offering interaction with horses for children, young people and adults leading to nationally-recognised qualifications. Training for Facilitators EAQ offers a number of training programmes for facilitators including the Level 4 Certificate in Facilitating Equine Assisted Learning. The Level 4 Certificate is a national qualification which is regulated in the UK by Ofqual. Training is available for facilitators, horse professionals, tutors, assessors and practitioners of equine assisted learning. Courses run throughout the year. You need to take part in an online Introduction Day before enrolling on the facilitator training. Please check the Events page for the next Introduction Day. Training can be a mix of online and face to face sessions. EAQ Approved Centres EAQ Approved Centres have met quality standards including horse handling, the environment and staff qualifications. Their staff have been specially trained to offer equine assisted learning sessions to individuals and groups from all walks of life. Some centres specialise in certain areas, such as working with children and young people who are excluded from shcool.