When I find passion in a subject or area of study, I commit to it and pursue it with curiosity and excitement. I want to understand it fully and see how it connects to real people and real situations. During my college diploma, I was deeply engaged in Psychology, Criminology, and Social Work, and I would have continued toward a Ph.D. in Psychology if life circumstances had allowed it. Even though that path changed, I kept studying trauma-informed practices, counselling approaches, and child development on my own. Over time, I learned that independent learning works best when I have a clear purpose, a simple plan that fits my life, and opportunities to try what I’m learning in real situations. This helped me turn natural curiosity into a steady learning process that I rely on every day.
When I temporarily transitioned from social services into the education sector, I knew I needed more specialized skills to support students effectively. I enrolled in the Special Care Counselling program at Champlain Regional College and completed it through the RAC pathway and later joined the Quebec Association of Special Care Counsellors (evidence 4.1). I moved through the two-year program in nine months by studying at my own pace and balancing school with work and family responsibilities. Finishing the program and becoming a member of the QAOSCC taught me a lot about how I learn. I became more organized and intentional with my time, setting weekly goals, creating structured study periods, and applying new ideas at work immediately so concepts would stick. Meeting with supervisors and peers helped me make sure my methods were current and grounded in best practice.
The self-paced structure pushed me to depend on my own initiative. I learned to identify the areas where I needed more depth, and I slowed down when something deserved more attention. I kept a simple habit of checking in with myself each week. I looked at what I understood well, what still felt uncertain, and what assumptions I might be making. I also kept track of mistakes and what I would do differently next time. This helped me build a bridge between what I was learning and what I was experiencing in my job. For example, after studying different de-escalation approaches, I tried a small change in my sessions where I addressed a need first and then offered two choices. I tracked the outcomes for a month and kept using the method with students who responded well, especially those with oppositional or impulsive behaviours. These small experiments helped me understand how theory becomes practical and meaningful in daily work.
I experienced important growth in 2023, when our school welcomed Muslim students into a community with very little cultural diversity. I noticed that some of my early ideas were based on second-hand information from the internet or other professionals who are not familiar with these cultural beliefs. Instead of relying on those ideas, I chose to learn directly from the students themselves. I invited them to talk about Ramadan and Eid with our Social Skills group, and I approached them as the experts of their own culture. This experience reminded me to question where my information comes from, to check my own biases, and to seek first-person knowledge whenever possible. It also taught me how strongly cultural identity shapes belonging, communication, and emotional safety for students.
Joining the QASCC provided ongoing support and helped me deepen my reflective practice. Through the association’s Competency Framework, I learned the importance of regular self-assessment so I could notice bias, protect boundaries, and stay aligned with ethical practice. Speaking with other professionals has helped me view situations from different angles and notice blind spots early. I use what I learn from these conversations to guide decisions about when to consult, when to refer, and how to explain my reasoning to families and school teams. I have learned that lived experience is a valid and essential source of knowledge, and I document my decisions more clearly so people understand not just the intervention but also the reasoning behind it.
My commitment to independent learning continued through enrolling in trainings as well. Completing the Brain Story Certification (evidence 4.2) deepened my understanding of brain development and encouraged me to re-examine long-held beliefs. The 1999 MTA study on ADHD challenged my assumption that therapy on its own could outperform medication. The research showed that children benefitted most when medication was combined with therapeutic intervention. This experience helped me understand how important it is to update my thinking when new information challenges what I previously believed. In the school setting, this learning shows up in the way I explain what I observe, focus on skill-based supports, and encourage families to consult with the professionals who are responsible for treatment decisions. Staying aware of my scope has made me more confident in collaborating with nurses, psychologists, and doctors, and it has helped me offer clearer and more grounded support to families.
I continued developing my skills by completing the Alternatives for Families – Cognitive Behavioral Therapy course (evidence 4.3). This program taught me how to support families more effectively by focusing on communication, emotional regulation, and non-coercive discipline. I became more aware of the different challenges families face, such as cultural experiences, financial barriers, or limited time at home. I learned to adapt plans to what the family can realistically manage. If formal homework is not possible, I continue with in-session modeling and practice, so the core of the strategy remains intact. This helped me understand that effective intervention is not about following a rigid model, but about keeping the purpose of the model alive while adjusting the steps so families have a real chance at success.
Working in the mental health field requires ongoing learning, self-reflection, and the willingness to question my own beliefs. Completing the RAC program, becoming a QASCC member, engaging in certifications, and challenging my own assumptions have helped me build a steady rhythm of growth. Each week, I review what went well, what needs improvement, and where ethical or cultural considerations came up. Through this process I have become more adaptable, more reflective, and more confident in my judgment. I carry these lessons into my work with students and families by teaching skills patiently, offering clear feedback, and helping them build positive change through manageable steps and repeated practice.
Evidence Relevant to Independent Learning and Intellectual Maturity
Evidence 4.1 – Special Care Counselling Certificate and Association Membership
Evidence 4.2 – Brain Story Certificate
Evidence 4.3 – Alternatives for Families – Cognitive Behavioural Therapy Certificate