Duration: 1 to 1.5 years*
*Duration varies according to each candidate's experience and availability.
RAC for Special Care Counselling (SCC) is for people who have experience working in the SCC field, often with various types of clienteles. Through their work, life and volunteering experiences, these individuals have acquired solid competencies and are now seeking formal recognition in order to advance in their career, gain a promotion, find employment, or simply to be formally recognized. Often, they work, or have been working in positions such as:
child-care worker • child and youth worker • mental health worker • special education technician • crisis intervention worker • drug addiction worker • group home worker • rehabilitation service worker • substance abuse worker • women's shelter worker • streetworker • hostel outreach worker • native community worker • CHSLD/nursing home worker • halfway house worker (List based on the NOC 2011)
Champlain’s RAC services can help those individuals obtain an AEC (Attestation d’études collégiales) by assessing their current competencies, and providing them with training for the ones they are lacking.
Do you live in a remote area of Quebec (Gaspe, Iles des Madeleines, Northern Quebec, etc), and wish to pursue an English SCC AEC? Do you have family obligations that prevent you from attending an onsite SCC program?
Our distance option can be an excellent option for you. The RAC SCC distance option provides weekly online video conference seminars with experts from the SCC field. The seminars are engaging, interactive and provide candidates with ongoing support throughout the program. All content and evaluations are accessible online.
The Special Care Counselling AEC (LCA.CB) is made of 26 competencies. To receive your AEC, you will have to be evaluated for all competencies.
Cluster A: Adoption of Professional Behavior – 4 competencies
019N To examine the job functions of a Special Care Counsellor 019X To Abide by the Code of Ethics of the Profession 019P To Become Familiar with Community Resources and Services 019R-1 To examine biopsychosocial issues: human development across the lifespan
Cluster B: Relationship Building With Client and Work Team Members – 5 competencies
019W To Associate Approaches, Objectives and Techniques with Specific Adjustment Problems 019S To Gather Information about the Client’s Behaviour 01A9 To Interact With Clients From Cultural and Ethnic Communities 019Q To Communicate With Clients and Members of a Work Team 019Y To Establish a Helping Relationship 01A1 To Act as a Facilitator for Groups of Clients or Work Teams 019Ta To Design Developmental Activities
Cluster C: Protection of One’s Well-being & That of Clients With Adjustment Problems – 3 competencies
01A4 To Protect One’s Personal Well-Being 019V To Assist a Client in Need of Help 01AB To Intervene in a Crisis
Cluster D: Intervention Planning – 5 competencies
01A8 To Develop an Intervention Plan 019U To Evaluate the Ability of the Client’s Living Environment to Provide Appropriate Support 019Tb To Design Clinical Tools
Cluster E: Client Intervention – 9 competencies
019R To examine biopsychosocial adjustment issues 019Z To carry out adaptive and rehabilitative activities for clients with an intellectual disability. 046T To carry out activities for young people with learning or language difficulties. 01A0 Carry out adaptive & rehabilitative activities for clients with a physical or neurological disorder. 01A2 To carry out activities for older individuals who are no longer autonomous. 046U To carry out adaptive and rehabilitative activities for young people with adjustment difficulties. 01A6 To carry out rehabilitative activities for clients with mental-health and drug-addiction problems. 01A7 To carry out adaptive and rehabilitative activities for clients who are socially excluded or who are perpetrators or victims of violence. 01AA To Carry Out Adaptive and Rehabilitative Activities for Clients who are Re-entering Society or the Workplace
Cluster F: Design and Implementation of Prevention and Rehabilitation Plans – 2 competencies
01A5 To analyze the relationship between social phenomena and adjustment problems 01AC To draw up and carry out an integrated intervention project
How to Apply
If you’ve decided that the RAC process is right for you, here are the steps you need to take to apply.
1. Attend Information Session or Request a Personalized Assessment
The first step is to attend an information session – this can help you learn more about the RAC process, which will help you decide if it is right for you.
In our sign-up form, you may also choose to request a personalized assessment of your CV. One of our RAC advisors will then help you determine if the RAC process is right for you.
2. Admission to RAC
Meet with a RAC advisor to submit your application documents
Once you have attended an information session and have decided to apply to the RAC service, you will need to meet with an advisor to discuss your candidacy and to submit your application documents. For a list of the required documents, please consult this checklist.
Complete your admissions exams
This particular RAC service may require the successful completion of a linguistic exam.
Complete your Self-Description Form
After you have submitted your application, finished your admission exams, and met with a RAC advisor, you will then be given a Self-Description Form to complete. The Self-Description form will help you to assess your skill level for the service. Once you have completed the form send it back to us at Champlain.
3. Attend Validation Interview
Once you have returned your Self-Description form, a Content Specialist will contact you to schedule a Validation Interview. During the Validation Interview the Content Specialist will ask you a number of questions about the same topics you saw in your Self-Description form. The Validation Interview will help the Content Specialist identify your strengths and weaknesses in the field. The Content Specialist will then decide if your background is strong enough to admit you to the RAC process.
There are no additional fees to use online resources, receive support from content specialists, or to attend seminars and work sessions. Maximum cost is only applicable to Quebec residents.
- Further details
To take advantage of the RAC process, candidates must pay certain fees. The fees are based on the number of evaluations that a candidate has to complete, and may vary from one person to another.
- $30 admission fee (non-refundable)
- $45 for a necessary file analysis
- $40 per competency (up to a maximum of $500)
Maximum total: $575
Please note that the fees above include all activities related to the RAC services. No additional fees have to be paid to:
- Attend a seminar on a specific topic
- Attend integration to the Quebec workforce seminars
- Consult the online resources
- Participate in job preparation activities
- Participate in expert-led group activities
- Book an appointment with an Advisor to prepare your Individual Evaluation Plan
- Book an appointment with a content specialist to receive individual tutoring
- Sara Fenton - Graduate
"Hi my name is Sara Fenton. I’m graduating from the Special Care Counselling program. What motivated me was to have a few different doors opened to have a different title in the Riverside School Board instead of attendant, as the support staff. My goal was to become a technician. The RAC scheduling was very convenient.
What was challenging was the fact that I had to organize my time with my children, supper, homework, my homework, but before enrolling into this program, my husband and I we decided that for me to succeed in this program, that this year would be a year where I would work part-time, so I found a position that I could have Mondays, two days off per week.
What was it like the content specialists, in my opinion I find that they were very knowledgeable, flexible, every time, each time I had a question, I didn’t necessarily need to come to the school. I could send a message, a text message, and we even Skyped and FaceTimed at some points throughout the program.
At the end after graduating, I did find myself into the position that I am in now actually, I am presently working for Riverside School Board as a behavioral technician that started in September, while I was still here, continuing the program."
- George Fowler - Graduate
"My experience as a RAC candidate in Special Care Counselling has been fantastic! The combination of a wonderful and dedicated staff, an affordable service, and working at my own pace has made the journey that much more enjoyable and stress-free. In my opinion, the RAC process is excellent and very relevant for anyone who would like to further develop their knowledge and skills in a field of work that reaches out to those with adjustment problems. In today’s competitive job market, I have been able to distinguish myself among my colleagues, and have broadened my career options. A special thank you goes out to my mentor, who, at this point in time, I’d rather refer to as a good friend!"
- Lucilia Miranda - Graduate
My name is Lucilia Miranda, and I’m on Special Care Counselling.
Question: What did you think of RAC’s scheduling?
Because I work sometimes daytime, sometimes night time, it was very good for me. And I didn’t have to be in class with everybody else. That means they adapt to you, and if I’m alone with another student that cannot come special day, special time, well they arrange for us. And it’s very easy and I’m very happy about that. And that’s why I got to finish. Because of the schedule.
Question: What was the most attractive aspect of RAC, to you?
What I like the most is they recognize already what you know, and they give you the experience of what you don’t know. What you need to learn, they give it to you – let’s say you have some courses and some experience, they can recognize you. And that’s what I like a lot too.
Portuguese testimonial – English subtitles
Portuguese: “Bom dia, o meu nome é Lucilia Miranda, eu sou portuguesa, de Sâo Miguel, Açores, e estou aqui no canada jà há 45 anos. A RAC para mim era muito importante, porque eu trabalho no CLSC. Sou auxiliare familiar e social, ja ha mais de quinze anos, e a rac reconheceu a minha experienca, os meus diplomas, porque eu tenho um diploma da universidade de montreal, e tenho um diploma d’etudes secondaires, e um curso de auxiliare familiale et sociale. eu trabalho no ClSC desde ha quinze anos. Mas eu gostava de fazer outro trabalho. so a RAC deu-me a experienca que eu nao tinha e reconheceu os meus cursos, eu nao precisei de fazer os cursos todos todos todos de éducation spécialisée, de special care counseling. e ajudou muito, e tambem os horarios, os horarios e muito bom porque nao e preciso estar com os alunos todos, se e preciso por exemplo: eu estou a trabalhar de dia, os cursos sao de dia, e eu nao posso ir aquele dia… os professores, eles vao se arranjar para me dar a hora e o dia que eu posso, e tem um professor para me ajudar, eu posso ter um professor sozinha, ou com duas, ou tres alunas, e isso é muito importante. podemos trabalhar de dia, podemos trabalhar de noite, e podemos acabar a escola. voilà ja acabei, obrigado!”
English: “Hi, my name is Lucilia Miranda. I am Portuguese, from Sao Miguel in the Azores. I’ve been living in Canada for 45 years now. RAC was very important for me, because I work in a CLSC. I’ve been an “Auxiliaire familiale et sociale” for over 15 years, and RAC recognized my work experience, my diplomas – I have a diploma from the University of Montreal, and I have a High School Diploma, as well as a “Auxiliaire familiale et sociale” professional diploma . I’ve been working at the CLSC for 15 years, but I’d like to do something else. So RAC gave me the experience I didn’t have and recognized my diplomas, allowing me not to have to take every single course for the Education Spécialisée, for Special Care Counselling. RAC helped a lot, and the schedule was very good as well. It was very good because I did not need to be in with all the students. For example: I work during the day, the classes are during the day, and I wasn’t able to go that day… well, the teachers would find a way to accommodate me and find a time and day when I would be able to meet with them. They would have a teacher available to help me, and it could be a one-on-one session, or with two or three other students. And that is very important. We can work day shifts, we can work night shifts, and we can finish school! — There you go! I’m done! Thank you!”
- Gina Sinnott - Graduate
"Over 35 years in the medical/social services/management domain and returning back to college, I was amazed at how I could integrate new/revised learning into my existing area of practice. RAC’s Special Care Counselling (SCC) services recognized my competencies/skills in the field of employment dealing with special needs clientele in Quebec. On the RAC website, online resources were offered to assist each candidate’s needs and schedule. The availability of on-campus seminars (during day/evening/weekend), and meeting with individual mentors and group meetings – were all beneficial! I appreciated that this service and its content specialists recognized the individual’s ability to adapt based upon his/her own experiences and objectives. The RAC process in SCC enhanced my inner guidance and skills while remaining supportive of my efforts!
- Irena Wisniowski - Graduate
My name is Irena Wisniowski and graduated in Special Care Counselling.
Question: Which aspect of RAC attracted you the most?
I have a full time job, I am a very busy mother, I have a house to run. The program was offered at times that fit into my schedule, weekends, evenings, and during the summer I had a few days off, so I was able to do some seminars during the summer. It’s probably one of the biggest bonuses about RAC.
Question: What was it like working with content specialists, rather than teachers?
So one of the nice benefits here is that the content specialists have been in the field for years, they have personal experience, they have experiences they can share with us and you also get to know them on a more personal level. It’s not like you’re in a classroom with many people, you email, you phone, you text, it’s a more personable experience.
Question: What ultimately motivated you to pursue RAC?
For me RAC was a very personal thing, where I work I would have the education that I needed. This was sort of to enrich my job personally, how I was dealing with the people I was deal with. So, I’m not gonna get more money, I’m not looking for another job, it was really to help enrich what I was already doing.
Yes, actually it was to fill in gaps in my education, in my work experience there was sometimes things I wasn’t sure about, and what exactly are they talking about, so actually RAC helped me get some of the proper vocabulary for the field, and um, yea, filling gaps that I was not, that I didn’t get a chance to experience in my job.
Question: Are there other perks that enhanced your experience?
Another great characteristic of RAC is that life happens and sometimes you need to take a break for whatever reason, it could be financial, it could health, it could be a family member that needs you at the time, and you’re able to take that break, and then pick up where you ended off and just keep going, it’s a nice perk of RAC.
One of the bonuses again of RAC is that most of the content is found online, it’s accessible 24 hours a day, and you’re able to read through it at a pace that’s good for you. You can study as much material as you want, review it, and at a seminar, you can go in and ask a content specialist anything you might not have understood, anything that’s missing in the information you’re looking for, and again, it’s very interactive, very available program, so it fits into any lifestyle you may have.
- Natasha Devouge Trudel - Graduate
“I’m a recent graduate from the first cohort to participate in the RAC Special Care Counselling Program at a distance. What motivated me to take this program was to fulfill a requirement to become a Behavior Technician at Eastern Shores School Board. Prior to this program, there was no English CEGEP which offered this at a distance. This program has opened more doors for me. The RAC schedule was convenient, as the seminars were scheduled in the evenings, after work and family time. This helped me manage balancing home, work, and school life.
In my opinion, the content specialists were very knowledgeable, flexible, dedicated, and applied a lot of time and effort into guiding me smoothly throughout this process. Our advisor was accommodating and very engaging by visiting twice in our local town to give us hands on seminars and was there to help and guide us throughout the process. A variety of communication tools were used: email, Zoom, text and phone calls. A month prior to finishing this course I was hired as a behavior technician and even though it a very intense program, it was worth it and more. New beginnings will start for me this school year as a Behavior Technician.”
Meet our Content Specialists
- Laura Malbogat - Advisor
Laura has dedicated her career to working in the field of education and counselling. Her career has spanned elementary education to university. She has taught at McGill University in the Education and Special Education departments and was a full time teacher/professor at Vanier College in their Special Care Counselling Department for a number of years prior to relocating and working overseas in South Africa, Malaysia and Zimbabwe. Her extensive knowledge about 21st Century Curriculum, Differentiated Instruction, digital literacy and assistive technology is integrated into the teaching and professional development programs she designs. Laura continues to share her knowledge and expertise, presenting at leading international conferences. More recently, she has returned to teaching in Special Care Counselling, at Champlain College.
450-672-7360 ext. 456
- Marla Cable - Content Specialist
Marla Cable, a graduate from the Special Care Counselling program at Vanier College, has dedicated over 25 years to the field of autism. With additional degrees from UQAM in Diplôme d’études supérieures spécialisées (DESS) en intervention comportementale auprès des personnes avec un trouble envahissant du développement (TED), TEACCH and PECS, she has developed an expertise in autism and the unique learning, challenges and strengths that come with the diagnosis. She has worked within the front line as an educator and managed a classroom based on the using the TEACCH model. She now coordinates a Resource and Training Centre dedicated to supporting the greater autism community by offering workshops, training, conferences, consultations, and a lending library. Marla continues to support the community through a many projects such as Kids Premium, in collaboration with the Montreal Trudeau Airport, a program that helps families become acquainted with the various airport procedures and processes to aid in future travel plans. She has also been part of the initiative for Laval to become the first Quebec city sensitive to autism. She has trained many firemen and sensitized the Reseau de transport de Laval. She now offers her expertise via Champlain’s Special Care Counselling program, offered through RAC.
- Susan Campbell - Content Specialist
Susan has been working with individuals with special needs for over twenty years. Originally an educator working frontline with children with autism, she transitioned into teaching and has been a full-time faculty member at Vanier College in Special Care Counselling since 2002. Susan teaches courses on autism spectrum disorders, intellectual disabilities, and intervention planning. She continues to work as a private consultant to Montreal area pre-schools and parents. Susan has a Master’s degree in Education and a Bachelor’s degree in Psychology.
- Sherril Gilbert - Content Specialist
Sherril is an adult educator, human relations training consultant and a professional facilitator who loves to teach and loves to learn. Sherril is dedicated to making learning accessible, meaningful, and relevant, and uses participatory and experiential teaching methods to enhance learning. Her areas of interest and expertise include aging, mental health and illness, group facilitation, diversity, and human communication. In Newfoundland and Labrador, Sherril worked for the Women’s Policy Office of the provincial government, and wrote the provincial training curriculum on Elder Abuse Prevention. In the Applied Human Sciences Department at Concordia University in Montreal, Sherril taught or assistant-taught the undergraduate courses Interpersonal Communication, Intervention in Human Systems, Working in Task Groups, Respecting Diversity, and Lifespan Development. Sherril has also developed and taught courses in Interpersonal Conflict Resolution and Conflict Coaching for Community Mediation Services. Sherril has a Master’s Degree in Human Systems Intervention and an undergraduate degree in Applied Social Science.
- Shari Levine - Content Specialist
Shari has been working in the Special Care Counseling field for about 18 years. She has worked in a variety of settings and with a variety of people, from residential group homes for children and youth to women’s shelters, schools, and community-based settings. Shari’s expertise is in working from a holistic client-centred approach with the marginalized members of our society – the socially excluded, the homeless, and with people with mental health issues, drug dependency issues and social adjustment problems. Shari is very much looking forward to working with you and sharing the knowledge which we all bring to the learning experience.
- Tony Maciocia - Content Specialist
Tony is the Founder and first President of the Quebec Association of Educators (1985). He has been in the field of child and youth care for four decades, from the early beginnings as an Educator, line manager, program coordinator, trainer/consultant and recently as a content specialist at Champlain College. He also worked for 38 years at Batshaw Youth & Family Centres and the recipient of the Ruth and Manny Batshaw Award of Excellence in 2009.
Tony was also the recipient of the (APER) Provincial Manager’s Association Award for 2014. He holds a Master’s degree in Child & Youth Care Administration from Nova Southeastern University, as well as a Bachelor’s Degree from Concordia University with a Major in Psychology. Tony also served on a number of professional boards and was the Chairman of the International Child & Youth Care conferences from 1991 to 2009.
Tony continues to be active in promoting professionalization of the field of child & youth care and has formed partnerships with the Association des éducateur et éducatrice du Québec with the goal of gaining entrance in the “Order of Professions” in the Province of Quebec. Tony is an active supporter of youth-in-care and front-line staff. He continues to mentor others to carry the CYC TORCH and keep the flame burning for a brighter future for all.
- Karen Mowbray - Content Specialist
- How many years of work experience do I need to be admitted?
There is no set number of years of experience required to be admitted to the RAC process. What counts is what you know, not how you’ve acquired it nor how long it took you to acquire it. When considering an application, we analyze your overall experience: we consider any significant experience you may have had in the field, your education and training, and your life experience.
- Does my volunteer work count as work experience?
Yes. For the RAC process, it is not important where or how you’ve acquired your competencies: work experience, volunteer work, self-study, non-formal training, mentorship, volunteer activities and hobbies are all considered as long as you can prove that you have performed them.
- Do I need a high school degree to be admitted to the RAC process?
No. Some people who have not completed high school may be admissible to the RAC process. If you have not completed high school, but have significant experience in a field of study linked to one of our AECs or DECs, contact one of our advisors to see if you could be eligible for the RAC process.
- Do I need to have an evaluation comparative from the MIDI (Ministre de l’Immigration, de la Diversité et de l’Inclusion) in order to be admissible to RAC?
No. A RAC Advisor will analyze your file and let you know whether your evaluation comparative will be required or not.
Click here to access the online resources for this program.