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CTC1990  has a history rooted in 
    caring -- choosing compassion for self and others
            transforming --  finding effective processes that create long term change
                     coaching --   working with  unique strengths and needs 

CTC1990  began in quiet wonderings and enthusiastic conversations.   

Joan Donnelly, founder, was a skilled clinician, social worker, teacher, and lifelong learner.     She searched for strategies that would “unbind the bound”.  After studying  Neurolinguistic Programming (NLP) in the United States with Dr. Wyatt Woodsmall, Joan saw its practical application in Canada.   Here was a “toolbox” equipped with accessible strategies for personal change.  Even more, NLP offered clinicians specific tools to facilitate client outcomes. 

Joan’s passion was contagious.  Co-trainers Mary-Joan and Mary-Catherine were soon engaged.  They trained in Practitioner, Master Practitioner and as NLP Trainer’s Certifications.  The newly formed team continued to ponder the questions, “How can these strategies get to those who can who can most benefit?  How can these models be taught in an accessible way?” 

Intense brainstorming followed.   Curriculum design was intensive and strategic.  In 1990, CTC was born!  Certification programs ran in Toronto, Winnipeg and Calgary, with curriculum for Practitioner and Master Practitioner levels.  Graduates included skilled caregivers and service providers in many fields including  social work, nursing, psychology, teaching, parenting, counselling, law enforcement, marketing and business. 

Joan’s sudden passing in 1997 saddened those of us who knew her as friend and mentor.  Her vision and passion lives on in the work of her co-trainers.  
NLP techniques are now incorporated with other new and exciting advances in the science of the mind, including EMDR (Eye Movement Desensitization and Reprocessing) and Neurofeedback.
 
CTC1990 continues to bring effective and practical strategies to those desiring effective change processes.


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Mary-Catherine Bailey-McKenna, M.Ed., M.A., B.Ed., is a registered psychologist.  She has worked in private practice, non-profit therapeutic, and educational settings. Her background includes assessment and interventions with students and families, as well as support to teachers and school staff. She is trained in diverse approaches including EMDR, Neurofeedback, NLP, HeartMath, think-out strategies (cognitive), parent-child bonds (attachment), and trauma recovery. Also trained as an elementary school teacher, Mary-Catherine blends recent brain research and children’s development to create practical and “doable” interventions. She lives in Calgary, Alberta with her husband and two children.  Her recent books Instead I and What if I and  So then I and  Why Can't I target social and emotional skill development in elementary school-aged children.

 What people have said 
My daughter (going on 4) is younger than the intended age group but she loves the “I Series”, she calls them her “Happy Face Books”. I love that even though she may not fully understand all of the content, there is a lot that I have been able to relate back to situations where she has been playing with her cousins and with other kids at the playground. The techniques demonstrated in these books have been a great guide for me as a parent to teach my pre-schooler emotional regulation skills and prepare her for future social situations."        Ainsley Painchaud                                                                                                                                       Instead I ...            and      What if I ...        and     So then I ...             and     Why Can't I ...

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I highly recommend [Instead I...'s] use in homes as well as in schools, where these concrete skills can be effectively modeled by adults and practiced by children.                            
   W. Dale Heide, MSW, 
Clinical Social Worker,                                  
   AB​,                                     

I thoroughly enjoyed this book! “Instead I...” will help children navigate the many challenges of a school day.
         Madeline DeLorey,
                      B.A., B.Ed.                    Teacher, ON

[Instead I ...] really helped my son with his behaviour in school and at home.  He is now in Grade 5 and is making better choices and is a better student.  Thanks for the AMAZING book!
                          Robert
Parent   Entrepreneur,                                        AB

 

 

 



What If I … teaches skills to calm the worried mind.  These skills that are foundational to good mental health in childhood  AND  adulthood.  What If I … draws the reader into the day-to-day realities of children and young students.
                Van McGeein, MSW, RSW
​                                                    AB


This book is exceptional in helping quiet worriers build language around their feelings and develop simple strategies to begin to find new patterns. 

                      Dr. Jennifer Batycky,
                                Principal, AB



 

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So  then I… is a book that children will identify with and that adults will find invaluable in helping kids to ‘have a great week.’     Mary-Catherine ... weaves straightforward and research-based strategies for dealing with ... challenges into the story.
                               Craig Harper, M.Sc.
​                                   Psychologist, AB

 
So  then I…  is a great companion to the first two books.  My daughter engaged with them imm
ediately.  
 I know she will love this one too!
                                        Heidi Grogan, M.A.
                            Writer, Instructor, AB


This beautiful little book is a much needed resource for kids and the adults in their lives.  ...   Why Can’t I helps every child to understand what they’re feeling, and to take simple, practical steps toward a healthier and happier state of being.      
                                   Tam Lundy, Ph.D.,
   Canadian Self-Regulation Initiative

This series is exceptional at giving children and adults the language to describe, and practice, emotional, calming, and social skills. ...  Children can discover that they can “grow” important survival skills, that these skills aren’t simply innate or absent.  
              Liz Spittal, B.Ed.,  M.Ed.- TESL,                      English Language Learning                                                  
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