1. COMPANION’S TRAINING

2. Session Plan The LINK program Video – “The Link – A Life Experience”
The Companion
Your availability
Welcome
Confidentiality and mandatory reporting
Consent
Active listening
Using your own judgment
Follow-Up

3. THE LINK OBJECTIVES
To increase grades 6 to 12 youth’s awareness of community resources and services.
To enhance youth problem solving and coping capacities.
To prevent escalation of issues or concerns.
To contribute to the development of mental fitness, resilience and cultures of wellness within schools.

4. HISTORY
Created in Grand Falls in 1999 following the suicide of two youths.
Implemented by health professionals and the local Suicide Prevention Committee as a prevention tool.
Province wide since 2006
Provincial wellness strategy: Mental fitness and resilience

5. HISTORY
Part of Department of Education’s
action plan “When Kids Come First” ( )
Included in “Keeping Children and Youth Safe from Harm in New Brunswick”.
Partnership with “ISD for Children and Youth initiative”.

6. THE LINK SYMBOL
Rounded shapes symbolize collaboration and flexibility.
Grey is synonymous with trust, the green, hope, the yellow, prevention and the burgundy, prudence.
Links symbolize the connection between members of the community.
Also represents the “Helping tree”.

7. THE LINK SYMBOL
Each link is of equal importance. If one is broken or defective, the whole chain is affected.
If all links are solid, so is the whole chain.
When we all work together and communicate openly, the chain becomes stronger and the tree grows strong and healthy.

8. 14 regional LINK committees
ORGANIZATIONAL CHART
Executive committee
14 regional LINK committees
Provincial Coordinator
Provincial Commitee
Executive Committee
Regional Committee Presidents

9. REGIONAL LINK COMMITTEES
Bathurst
6. Grand-Falls
11. Acadian Peninsula
2. Campbellton
7. Kedgwick/ St-Quentin
12a. Saint John
12b. Kennebecasis
Valley/Hampton
3. St-Stephen
8. Kent
13. Sussex
4. Edmundston 
9. Miramichi
14. Woodstock
5. Fredericton
10a. Moncton
10b. Sackville

10. Key elements
Helping Tree
Link Resource Cards
Posters, Stickers and Banners
Link Companions

11. HELPING TREE

12. HELPING TREE –issues LISTED
Physical, emotional or sexual abuse, negligence and/or family violence.
Bullying, relationship violence, harassment, threats.
Legal issues
Social isolation
Physical health & nutrition
Spirituality - religion
Grief

13. HELPING TREE –issues LISTED (continued)
School-related issues (academic, motivation, socialisation).
Financial, housing or employment issues
Addictions (drugs, alcohol, gambling, tobacco, etc…).
Support to teenage parents
Social rehabilitation

14. HELPING TREE –issues LISTED (continued)
Suicidal thoughts, mental health issues
Anger management, assertiveness
Eating disorders
Relationships, heart break, peer pressure, sick parents or friends, parents separation or divorce.
Sexual health and pregnancy
Sexual orientation and gender identity

15. LINK RESOURCE CARD
Each student is given a resource card and asked to sign it.
Can be used as a communication tool between the student and the “Link Companion”.
It means “ I need your assistance”
The card also includes local emergency numbers.

16. LINK POSTERs and banners
In schools where the program is active, a banner and posters are strategically placed throughout the school.

17. COMPANION STICKERS
Stickers are used to identify the « LINK companions ».
Placed in strategic places so that students can easily know where to find them.

18. THE LINK COMPANION
A non-specialist who provides assistance in the helping relationship.
Listens emphatically
Using the helping tree, provides support in clarifying issue and, if necessary, identifying support services.

19. Your availability
Meet with students only when you are available and you feel comfortable doing so.
If not available right away, let the student know.
Explain that you would like to meet with him or her at another time when you can give him or her your full attention. .

20. Welcome
Give the card back to the student or give him or her a card if he or she does not already have one.
Be natural and stay calm.
Adopt a warm, emphatic approach.
Take the individual seriously.

21. Confidentiality and mandatory Reporting
If the student asks questions about confidentiality, you must let him or her know that certain laws require you to ignore confidentiality if a life is in danger or in cases of abuse or neglect.
Companions, like any citizen, are required to report cases of abuse or neglect involving children under the age of 19 to the Department of Social Development.

22. Consent
Companions do not need parental consent to direct a young person to a resource or service. However, certain resources or services may require parental consent.
Companions are not responsible for requiring parental consent to access resources or services.

23. Active listening
Definition: The ability to listen to and understand a person in need in order to strengthen the bond with that person.
Hearing is a natural involuntary process similar to breathing, whereas listening is a cognitive voluntary process. Listening is understanding.

24. Active listening
To apply active listening, two techniques are generally used:
1) Validation
2) Empathy

25. Validation
This involves rephrasing in our own words what we have understood and having it confirmed by the other person.
The more understood the person feels, the more he or she will feel comfortable continuing to share his or her concerns.
Here are a few phrases that make validation possible:
• If I understand correctly, you’re telling me that…
is that right?
• To sum up, you’re telling me that… is that right?

26. Empathy
Means showing the other person that you understand how he or she is feeling emotionally by using the following expressions:
I understand that what you’re feeling may
be causing you pain…
I understand you when you tell me that…

27. Using your GOOD judgment
Before making a referral, and when possible and appropriate, encourage the student to talk to his or her parents about his or her issues.
Use your judgment (e.g., avoid referring a student who is experimenting with drugs for the first time to the Addictions Centre).

28. Follow-up
Follow-up is designed to ensure that the student has acted on the agreed-upon approach.
It must be scheduled to take place within an appropriate interval of time.

29. Conclusion
Remember that you are serving as a link in the chain and that your role is to help young people, who are experiencing an issue, to access existing services in the community.
By facilitating access to resources, they will be able to solve their issues before they escalate and lead to more serious situations

30. Web site

31. Questions?