Provincial Conference, Friday, October 22, 2021

Helping Hearts Growing Minds


October Conferences will be 100% virtual this year.

Every year, Professional Associations begin planning for their October Conference very early in the New Year. The decision to hold virtual conferences was made in the spring of 2021 based on COVID protocol information available at that time.

Conference Registration now closed
 Receipts for conferences will be distributed electronically from NSTU Central office starting the week following the conference.
They will be emailed to the address provided during registration.


Friday, October 22  
8:00 a.m. – 8:30 a.m.  Opening
8:30 a.m. - 9:00 a.m. General Presentation
Riley Neilson, ILA Victim's Service Department of Justice
9:00 a.m. - 10:30 a.m. Concurrent Sessions 1
10:30 a.m. - 10:40 a.m. Movement Break
10:40 a.m. - 12:10 a.m. Concurrent Sessions 2
12:10 a.m. - 1:40 p.m. Lunch (on your own)
12:10 p.m. - 1:40 p.m. NSSCA  Annual General Meeting
1:45 p.m. - 3:15 p.m. Concurrent Sessions 3
3:15 p.m.- 3:30 p.m. Evaluation (Google forms)

Registration Information

Conference Fee: $95.00 
Substitutes / Retirees / Pre-Service Teachers $55.00

As per NSTU Operational Procedure 13 E. IV.: receipts of payment and attendance will not be distributed until the conference has concluded.

Contact Information

Andrew Gosney and Amy Barry:

Conference Co-Chairs:  Andrew Gosney, Amy Barry, Christine Comeau and Darlene Kyte

Please note, there will be no pre-registration for sessions.  In order to ensure balanced attendee participation and engagement, sessions have limited capacities with access to join sessions offered in real time, at the conference.  If you are unable to enter a session because it is at capacity, you may select another session to attend in that time slot.  In an attempt to ensure you get to attend all your preferred sessions we are offering some sessions multiple times.  Please check the schedule on the description page to see session and presenter details and times and note those you wish to attend.  This schedule will have links to the zoom sessions on the morning of the event.

Presenters, Bios and Workshop Descriptions



Workshop Description

Riley Nielsen-Baker

Riley Nielson-Baker is the Independent Legal Advice Program Coordinator with Victim Services, Department of Justice. They have a Masters in Public Administration from Dalhousie University. Riley has a background in intersectionality, public policy, and queer theory, and applied this to their work supporting victims of sexual assault in Nova Scotia.  Plenary Session
The Independent Legal Advice Program presentation will cover the basics of the program, who qualifies, what they can expect, and how others can help support victims and the program going forward. 
Dr. Dayna Lee-Baggley

Dr. Dayna Lee-Baggley is a Registered Clinical Psychologist. She is the director of Dr. Lee-Baggley and Associates, a virtual health psychology clinic. She also conducts research as an Assistant Professor in the Faculty of Medicine at Dalhousie University and an Adjunct Professor appointment in the Department of Industrial and Organizational Psychology at Saint Mary’s University. She has an active research program on behavior change, obesity, chronic disease, professional resiliency and Acceptance and Commitment Therapy. She is an internationally recognized trainer in Acceptance and Commitment Therapy and a certified therapist in Emotion Focused Therapy for Couples. She was the recipient of the 2017 Women of Excellence Award for her contributions to Health, Sport and Wellness (Canadian Progress Club Halifax Cornwallis). She is the author of the book “Healthy Habits Suck: How to get off the couch & live a healthy life…even if you don’t want to.” Acceptance and Commitment Therapy
Acceptance and Commitment Therapy (ACT) is an empirically supported therapy for a number of disorders and problems throughout the lifespan. It has been empirically supported for such issues as depression, anxiety, OCD, and disordered eating as well as procrastination, smoking cessation, and burnout in providers. ACT is the most recent version of Cognitive Behavioral Therapy that incorporates mindfulness and acceptance techniques. Dr. Dayna Lee-Baggley is an internationally recognized trainer in ACT (“peer-reviewed trainer”), a designation awarded by the Association for Contextual Behavioral Science and currently held by fewer than 10 Canadians, and roughly 125 people worldwide. Attendees will learn concrete, applicable skills that can be used directly with their clients and themselves to promote vibrant, purposeful living even in the face of obstacles, symptoms, and pandemics.
Andrea and Terra, Nidra Sound
Andrea Chute is a certified yoga and meditation teacher and co-owner of Lower Sackville Yoga. Her calming voice guides you on the journey of Yoga Nidra.  Terra Brockett is a certified Vibrational Sound Therapist and owner of Awaken Vibrational Sound Therapy. The mesmerizing sounds and vibrations of the Himalayan singing bowls direct your meditation deeper inward.  Together, Andrea and Terra hold space for you to feel completely at ease so you can slip into a state of complete relaxation and reflection. They host a number of classes around HRM.  Experience Vibrational Sound Therapy in Combination with Yoga Nidra
Yoga Nidra is a guided meditation technique practiced while lying down. During the practice you are supported by the soothing tones and vibrations of the Himalayan singing bowls which have been used for centuries for healing and meditation purposes. The combination of the practices of Yoga Nidra and Sound Healing allow for an easier transition to a deeply relaxed and meditative state.  This class is suitable for all levels of mobility and no previous yoga or meditation experience is required. If lying down is uncomfortable for you, you are welcome to experience this class seated in a chair, or any position that is comfortable. We begin with some gentle stretches (please make the instructor aware of any injuries or limitations prior to class start). You will then lay down with your pillows and blankets for the Yoga Nidra and Sound Healing meditation practice. You will be gently guided back to awareness for a brief sound meditation and a few minutes for Q&A. Wear comfy clothes and find a place to get cozy. You may wish to lie down on a yoga or camp mat, or to sit in an armchair, or even recline in your bed. A pillow under your knees can take some strain off the lower back, and a light blanket will keep you warm and relaxed.
Betty Jean Aucoin

Betty-Jean Aucoin, B.Ed., M.Ed., retired from her position as Executive Staff Officer in Professional Development for the Nova Scotia Teachers Union from 2008 – 2019.  Over the span of 31 years, Betty Jean was a teacher, principal, coordinator of programs and student services, adjunct professor at Saint Francis Xavier University and International consultant. Betty Jean now enjoys semi-retirement and leads Aucoin’s Leadership Consulting.  Throughout the past three years, she has supported educators across Canada, Businesses within Nova Scotia and Dalhousie University as Teacher advisor for the ASSIST project.  She also teaches yoga and mindfulness for educators and community members across Canada.  Betty Jean believes and acts upon the premise that student centered education must also include staff centered professional learning to support a positive learning environment for all.  Mindfulness Tools
“There are moments that mark your life, moments when you realize nothing will ever be the same, and time is divided into two parts, before this and after this.  When a moment comes, you either do the right thing or the wrong thing.” J. Joshua. This session will support educators in doing the right thing in balancing their professional and personal lives.  Members will learn mindfulness strategies for difficult emotions and strategies for the students they support.  As educators and guidance counsellors, we are conditioned to be empathetic to those we teach and to those in our communities often leading to compassion fatigue. This session focuses on tools to support and sustain a positive life balance.  The session will include mindfulness in motion, so come ready for some light movement. 



Jessi Janes

Billijane Gallant
Billijane Gallant graduated with a Bachelor of Science in Nursing from Dalhousie University in 2011. For the past nine and a half years she’s been working as a nurse on theGarron Centre, which is the Acute Inpatient Mental Health & Addictions Unit for adolescents at the IWK in Halifax.  Since then she has worked in various roles on the unit including direct patient care, primary charge nurse and currently as the clinical nurse mentor. This role wasdesigned to provide support and education to staff and students at the point of patient care.  In 2015, she received her certification in psychiatric and mental health nursing through the Canadian Nursing Association. She enjoysworking in an acute environment with youth and families within a large interdisciplinary team. When she’s not at work she loves boating and travelling. 

Jessi Janes
Jessi Janes is a Dalhousie University graduate from the Accelerated Nursing Program and is currently working as a Primary Charge Nurse on the Acute Inpatient Mental Health and Addictions Unit at the IWK, in Halifax. Within this role, her goals include fostering a safe space, supporting the implementation of health practices focused toward marginalized populations, and the advancement of professional nursing practice to enhance clinical care within our community. She enjoys challenging herself to new opportunities that drive her passion within nursing; In December 2020, she received her certification in Psychiatric and Mental Health Nursing through the Canadian Nurses Association. In addition to nursing, Jessi has a great interest for the outdoors, travelling, her two dogs Frankie and Moonie, and capturing moments behind a lens.

Non-suicidal Self Harm
Non-suicidal self injury (NSSI) refers to a variety of maladaptive coping strategies in which, an individual intentionally inflicts harm to their body, without the intention of suicide. Youth often use NSSI to manage intolerable feelings or a way to experience a sense of feeling. Understanding common misconceptions, appropriate terminology, and an increased awareness of tools and resources will positively impact the support that Nova Scotia school counsellors provide to youth in need, in addition to empowering their current practice.

Tanya Surrette





Kelly Brenton

Tanya Surette
Dr. Tanya Surette (she/her) is an Assistant Professor and the Program Coordinator of Acadia’s M.Ed. in Counselling program. She is also a Registered Psychologist, Canadian Certified Counsellor, and Canadian Certified Counsellor-Supervisor, with specializations in formal assessment, trauma, and creative approaches to counselling and supervision for individuals across the lifespan. Her research focus is on equity, social justice, and cultural responsiveness in counselling and education. Dr. Surette has been working within the virtual counselling platform for a number of years prior to COVID-19, providing both counselling and supervision in online formats to support accessibility of individuals who for various reasons could not access traditional in-person services. Since the 2019 pandemic, Dr. Surette has shared this expertise and experience by providing numerous professional development workshops and sessions on virtual counselling and creative approaches to online counselling to support students and colleagues navigating the transition to virtual service provisions.
Kelly Brenton
Kelly Brenton (she/her) is a Lecturer and the Clinical Coordinator of Acadia’s M.Ed. in Counselling program. She is a Registered Counselling Therapist – Candidate with the Nova Scotia College of Counselling Therapists and a Canadian Certified Counsellor with the Canadian Counselling and Psychotherapy Association. Prior to coming to Acadia in 2019, Kelly was a school counsellor in Newfoundland and Labrador for 21 years and a classroom teacher for 8 years. Kelly’s current research is in the areas of counsellor wellness and development of the professional counsellor identity, especially through times of crisis. Kelly also provides counselling therapy in her private practice, where she has used virtual counselling to support the individual needs of her clients during the current pandemic. She particularly enjoys using creative approaches to counselling, whether in her office or through an online counselling platform.

Online School Counselling
This full day session will provide participants with foundational considerations in transitioning their work into an online counselling space as well as creative approaches to engaging with clients in a virtual service platform. Topics covered across the three sections of this session include research on the effectiveness of tele-counselling, risks and benefits, ethical considerations and the code applied to virtual services, considerations around setting up a virtual office and engaging in remote counselling processes, boundaries and self-care, and infusing the virtual counselling space with creativity and play. Participants will leave the session with examples of documentation for moving work into an online platform, steps for how to create a virtual play therapy office, and additional resources and references for further self-study and professional development.  

Dr. Derek Fisher

Dr. Derek Fisher is the Chair and Associate Professor in the Department of Psychology at Mount Saint Vincent University, and holds adjunct appointments at Nova Scotia Health, Acadia University, Dalhousie University, and Saint Mary’s University. Dr. Fisher’s research uses EEG to examine changes in brain activity associated with common drugs (such as nicotine, caffeine, and cannabis), and psychiatric disorders. This work has been funded by federal and provincial agencies such as the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada, and Research Nova Scotia.

Cannabis and the Adolescent Brain
Cannabis is a drug that is both widely used and widely misunderstood, particularly when it comes to its impact on the brain. This session will examine the impact of cannabis on the brain in general, how this differs in adolescents (vs. adults), and engage in some ‘mythbusting’ around cannabis use.
Nicotine and the Adolescent Brain
While rates of cigarette smoking continue to decline, nicotine consumption is increasing through the use of e-cigarettes and vape. This session will discuss the health impacts of nicotine, including its addictive potential and effects on the developing brain.
Anxiety and Depression:  A brain-based Perspective
A brain-based perspective: While it is generally acknowledged that anxiety and depression is a significant health concern worldwide, including in adolescents, it may be less clear why these illnesses arise and how they might manifest. In this session, we will provide a brief overview of what is happening in the brain of those with anxiety and/or depression to produce these symptoms, and engaged in a group discussion of how this is aligned with (or contradicts) school-based policies.

Omri Broadnax

Dr. Sahu Omri has appeared in Hollywood movies, radio shows, TV interviews, and commercials. His well rounded education in Kinesiology (4yr Bsc), Oriental Medicine (OMD), Naturopathic Medicine (ND), initiated title of Sahu (African Health Sciences), Graduate of Marine Institute of law enforcement, Professor Bioenergy Modalities at CTC, Professor Oriental and Traditional Oriental Medicine at CCATCM, Master in Martial Arts.  Dr Sahu Omri has had the blessing of personally studying under the tutelage of two great world leaders in the realm of Afrocentric historical and health studies.  He studied under the great Dr. Yosef Ben Jochanon, known as the “Father of African Studies”. By profession Dr. Jochanon was a trained lawyer, engineer, afrocentric historian, author and Egyptologist.  The second great master, trained with and received a diploma in advanced Afrocentric Naturopathic Medicine, was with Dr. Laila Olela Afrika. By profession, Dr. Africa is a Naturopath, medical massage therapist, acupuncturist, psychotherapist, addictionologist, historian, author, nutritionist, and more.  Sahu Omri has conducted numerous Afrocentric programs in Atlanta and Lousiana; as well as in Halifax, Dartmouth, North and East Preston. Some of the programs taught by Sahu are Mighty Warriors Awaken (children’s Program), Mens Empowerment workshops, Innovative African Anger Management (I.A.A.M), African Holistic Health, Tribal Qi Gong (mental health), Tribal Qi Gong for Multiple Sclerosis (health & Fitness) and Self Healing for Seniors - Tribal Qi Gong.

See below table for information on Dr. Sahu Omri's sessions.

Helping Hearts and Growing Mind

Jill Chorney

Dr. Jill Chorney is a clinical psychologist and Advance Practice Leader in Behaviour Change at IWK Health. Originally from Dartmouth, Dr. Chorney completed her PhD at West Virginia University, her clinical residency at Brown University School of Medicine and her postdoctoral fellowship at Yale University School of Medicine. Dr. Chorney has conducted research and published over 100 articles in the areas of shared decision-making and children's health. Her clinical, training and consulting work centers around helping youth with chronic health and mental health conditions make changes to live healthier lives. She enjoys working with healthcare providers, school personnel, and others who support youth to help them build their skills and confidence in supporting behaviour change.

Motivational Interviewing
This session will provide an introduction to motivational communication – including why healthy behaviour is abnormal behaviour (especially for youth), and theory on what leads to behaviour change. Using an interactive and engaging presentation, we will explore traps that we often fall into when trying to motivate behaviour change, and alternative approaches that evoke and strengthen internal motivation. Participants will leave with practical tools that can fit in their everyday practice, and will have an opportunity to reflect on their own strengths and skills in using motivational communication. 

 Lara Dempster

Lara has been been a full-time school counsellor with the Halifax Regional Centre for Education since 2008, and began also working in private practise in 2017.  As of this fall, she has been a counselling at the elementary, junior high and high school levels.  In her private practise, she provides independent counselling as well as supporting clients through Victim's Services, the Department of Community Services and through various EAP programs.  She is a Registered Counselling Therapist Candidate and a Canadian Certified Counsellor.Prior to becoming a counsellor, Lara worked as a high school teacher for 12 years.  Before moving into education, she used my Bachelor of Recreation degree, working for several years in the field of outdoor recreation and leadership development.  Lara bring many of the experiential and strengths-based approaches that are part of this world into her work as a counsellor.

Don’t Just Talk About It- Do It! : An Experiential Approach to Group Counselling
As counsellors, we are often asked to do group sessions focusing on the development of specific skills and issues.  Assertiveness and communication skills, handling feelings and self-regulation, peer relationships and problem solving are often targeted areas.  While there are many excellent programs and workbooks out there that address these competencies, they are often discussion-based or paper and pencil tasks that participants may have difficulty applying when needed in real situations.  This workshop will focus on experiential approaches to group work, including group challenges, games, and play-based activities.  These types of activities are often more easily transferable to different real-world situations, and more meaningful to participants.  They are also more interactive, physically and emotionally engaging, and more fun, and so will appeal to participants with various learning styles and intelligences.  Experiential, challenged-based activities can be used in school settings and with various community groups of different ages and backgrounds.  We will cover the basics of experiential approaches, tips for running smooth activities and sessions, and post-activity processing questions, which are of critical importance in maximizing the learning experience for participants.  Get ready to try out a few activities during the session yourself- after all, the focus is on experiential learning!

Theresa Fraser

Theresa Fraser
Theresa Fraser (Counselling Therapist) and a Play Therapy Supervisor. She is also a supervisor with NSCCT. She is an approved provider of Play Therapy training and has a training centre in Pictou. She has completed WPATH training and is soon certified with that international association. She is a trauma specialist with the National Institute for Trauma and Loss.  She is currently completing her PhD on the use of sandtray therapy with older adults and has published books, book chapters, and peer reviewed journal articles on topics related to the neurobiology of trauma, foster care & Play Therapy. She has won local, national, and international awards for her work in mental health and foster care. 

Trauma Focused Play Based Intervention
Trauma isn’t what happens to you but rather what happens inside of you because of what happened to you. Additionally, trauma can occur because what should have happened didn’t (Gabor Maté, 2021). Reviewing this definition means that many of the children that we work with in school settings (as well as our colleagues and even ourselves) have experienced trauma. Researchers continue to identify increasing rates of Adverse Childhood Experiences (ACES) and the devastating effects on individuals into adulthood. This short workshop will engage attendees to consider “how play creates a context for self-expression, self-care, and healing which in turn promotes the development of posttraumatic growth following childhood trauma” (Pliske, Stauffer, Werner-Lin, (2021). We will finish off engaging in a few play-based activities that promote these therapeutic powers of play.
Participants should bring some play dough, paper, colouring materials and a puppet or two.
Parker, M. M., Hergenrather, K., Smelser, Q., & Kelly, C. T. (2021). Exploring child-centered play therapy and trauma: A systematic review of literature. International Journal of Play Therapy, 30(1), 2–13.
Pliske, M. M., Stauffer, S. D., & Werner-Lin, A. (2021). Healing from adverse childhood experiences through therapeutic powers of play: “I can do it with my hands”. International Journal of Play Therapy. Advance online publication.

Roseita Corbett

Roseita Corbett is a Registered Counselling Therapist who’s 25 year career has included working with Halifax Regional Center for Education as an Elementary Teacher and for the last 8 years, as a School Counsellor. She has established a successful private practice and is passionate in her work with the LGBQT+ community; specifically transgender youth and adults. To this end, Roseita has completed training offered by the Trans Health Team at the IWK and participates in a monthly conference peer supervision group. She also offers and cohosts (with a member of PFLAG and a Trans Health Social Worker) a free monthly parent group for parents/guardians of trans youth. Roseita holds a Master’s Degree in Counselling obtained from Acadia University (2013) and a Bachelors of Education through Memorial University of Newfoundland (1994). She actively subscribes to multiple professional development opportunities to support transgender youth and adults and is qualified to complete hormone readiness assessments for clients who are diagnosed with ‘gender dysphoria”. As an educator/counsellor, Roseita, works diligently to promote awareness at the elementary school level of the importance of creating a “gender neutral” environment; one that acknowledges and challenges harmful gender stereotypes. A huge part of Roseita’s private practice (and more frequently on the school front) is educating, supporting and helping staff, students and families of transgender individuals, implement appropriate supports to create a safe inclusive school environment.

Supporting Gender Diversity in Schools
We as school counsellors, teachers and administrators are obligated to create a “safe space” for all students. To create context, I will share with you three real perspectives as to what “this looks like” in some of our schools; the perspective of transgender youth, that of parents of transgender youth and some teacher perspectives of how they support trans-youth in our schools. During this session, we will explore how we are tasked with creating this environment within our school using the HRCE Document, Family Acceptance Project and “real life stories” shared with me by our youth and parents within our schools. My goal is to build awareness through interaction and to provide relevant “take aways” that we can immediately apply to our school environments including but not limited to; “do’s/dont’s”, legal/moral obligations, and “must haves’ within our schools!

 Megan Boyle

Megan Boyle, MA, is an Art Therapist and the founder of Halifax Art Therapy located in Halifax, Nova Scotia. She obtained her MA in Creative Arts Therapies, specializing in Art Therapy, at Concordia University in 2018. Megan is a Registered Counselling Therapist Candidate and uses person-centered, emotionally-focused, and strengths based approaches. She offers private art therapy to adults and adolescents who are interested in using the creative process for healing, and to children who have a keen interest in art making. Megan facilitates art therapy workshops with the goal of collectively slowing down, and encouraging self-reflection and self-care. Megan provides mental health counselling to those who struggle with depression, anxiety, and other related issues, and is passionate about helping her clients develop a healthier self-relationship. Megan also offers art therapy as an adjunct therapy for those healing from other mental health disorders such as PTSD, BPD, and bipolar disorder. 

Art Therapy
This session will be an experiential introduction to art therapy, with a focus on creative check-in exercises to enhance and guide sessions with youth. Megan will present relevant art therapy information, walk participants through exercises, and facilitate reflection on how participants may use the exercises with their own clients. The session will be spread over the two art therapy time slots. Participants should have 4 sheets of paper (regular printer paper is fine), a pencil or pen, and something to color with (markers, crayons, pencil crayons, pastels or paint are all excellent options). Additional art materials are optional but may be incorporated into the exercises if available. 


Helping Hearts & Growing Mind

Self-esteem talks for students of African descent

Lecture 1: Self-Acceptance - Before Self Esteem:

African and eastern mindset and how it differs from Western

In order to harmonize and improve our relationships with others we must first clearly understand historical, cultural, spiritual, current learning pattern contexts.  While considering views of self, family, community, creator and processes of life and group development.

In reference to our beautiful young children of African Canadian American descent; the situation is even more perplexed due to a conscious destruction (slavery) of their history.  The knowledge that the soul lives by identifying with a biased subconscious, which is learned by them through a stolen identity that they cannot even perceive to comprehend themselves.

We now live in a time with the most realized and celebrated cultural diversity in all of history.  If we are going to be custodians as an educational force providing in harnessing the creative gifts of harmony, growth and unity; then understanding/overstanding, different cultures have their own ways of seeing, living, growing and processing to activate their own unique potential.  

Lecture Content

In this lecture we will be simplifying through basic principles of left and right brain learning systems of African and Eastern mindset; helping us to see and understand how perception may be just exactly that of a cultural view of misunderstandings which lead towards separation.  Thus, our misunderstood cultural interpretation(s) embody an illusionary fabrication, and in suitable opportune environments have incarnated as contributors to mental, emotional and physical, distress and anxiety.

Therefore, what can an unbiased worldly point of view look like…?  For example;    Let us free ourselves of the conformist system and views which fail to unite us as one. We are together forever entering and sharing life in this new world. We can then awaken and see that we all have gifts that can be brought together as the most beautiful puzzle that is both individually free but holistically one. 

Included in the lecture will be an incorporated experiential learning through mindfulness, where we will also have quizzes, games and testing to help us SEE where we cannot SEE to enable us to heal our consciousness, minds and hearts.

Then to add to this wonderful eye-opening experience we will conclude with an experiential example of what is the African mindset towards learning and empowering our young students.  Becoming awakened to an art form where chaos and order exist simultaneously. With the benefits from embracing the experience of harnessing this harmony and a peace of mind.

I hope you enjoy and are excited at the opportunity of our discovery together in this eye-opening mindfulness lecture!  It has been an honor to share my culture with you!

Hotep - Supreme Peace for us all
Dr. Sahu Omri

Lecture 2: What is Afrocentric consciousness and the principles of manhood
Taught through dance and kinesthetic movement play to awaken and empower Self-esteem.

The predominant characteristic of African consciousness is to bring children, family and community together, to promote the developmental growth of a sound body, mind, emotions and spirit.  Our aim is also to educate and enrich all people and cultures; using the many diverse health, life and Martial sciences found throughout the world today; bring to the forefront unification of the fundamental principles found in them all.   

We do this through our unique system Tribal Qi Gong.  Tribal Qi Gong is an evolutionary and revolutionary system that takes us back to 2500 BC to the ancient royal families of Egypt and Nubia. These sacred Arts are founding principles to facilitate and promote growth in the areas of life skills, recreational skills, self-discipline, values clarification, positive self & cultural expression and acceptance.  It is a preventative health, education, spiritual and cultural competency incorporating the social realms of humanity, most of all harmony of self, family, community and environment. 

In the first part of the lecture, we will share our unique teaching system of manhood through interpretation and meanings of ancient Egyptian and Hebrew glyphs along with natural pictographs used to teach and understand both right and left-brain parameters giving visual and experiential language that was known as the “Living Word”.

In the second part of the lecture, we will discuss how to activate these teachings through becoming the “Living Word” by use of yoga postures, dance, martial arts and meditation.  Awakening our young mighty warriors’ Self-esteem through the earth pillar to teach the radiant values of manhood and initiation into maturity such as strength, steadfastness, will power, fairness, righteousness, self-discipline and truth.  Along with gaining the benefits of overall health and harmony in self-expression and gaining confidence through experiential self-empowerment.

Are we to teach a man to be a man or a boy to become a man!

Have a partner with you to enjoy this fun experiential empowering play!

Lecture 3:  Self-as-Team (self-esteem)
Tribal Qigong: African Holistic Health and What is Qi Gong? 

In this last lecture of this 3-part series we delve into the world of Afrocentric self-healing and how Tribal Qi Gong plays a huge part of it.  Firstly, I will share the wholistic approach of African health sciences and the importance of awakening our inner tribe consisting of our four pillars (physical, mental, emotional, and spiritual) to activate and bring harmony to our outer tribe made up of family, friends, teachers, coworkers, and community members balancing internal and external forces to bring harmony into us as one whole. 

In the second part of the lecture, we will get to experience Tribal Qi Gong live, to help strengthen our bodies, calm our mind, transform emotional stress into joy and revitalize our body’s energy system (meridians).  Thus, creating and benefiting, through the experiential nature of this lecture, a balanced energy of Health, Harmony, Happiness and Vitality.  And empowering through invoking support and awareness of individual acceptance and promoting autonomy.

This system was used to teach the children of the royal family, from ages 5 to 21; first learning harmony of oneself through, what we call the 4 pillars of the self our physical, mental, emotional and spiritual aspects of ourselves; learning how they interconnect and affect one another.  Thus, awakening confidence and self-esteem, this in turns teaches us about the unique gifts behind the Earth Pillar that awakens the strength within all of our physical, emotional, mental and ethereal (bioenergetic) bodies within oneself.

This is the universal art of harmony in which we use to begin the journey into self-discovery, through the experiential nature of activation balancing and harmonizing our centers of each of the four pillars, gives us the gifts of knowing ourselves and understanding the oneness of us all. 

Attuning and making the connection of these gifts of the 4 pillars enables us with the tools to adapt to the many situations and circumstances with confidence that the journey life may bring to us.

Qi Gong (chee-gong) = chi means “energy” gong means “cultivation”; together they are the art of cultivating energy.  There are many types of Qi Gong and the Art is over 4000 years old.  The research in medical qigong is incredible for its holistic approach to physical and mental health with over 2000 studies in North America alone, with findings from the US National Library of Medicine and Natural Institute of Health. 

Let us celebrate together by empowering our youth and taking part in being proud of their heritage culture, so to share with the world who they are, let them know that that they truly care for beauty that they have within.

I hope you enjoy and are excited at the opportunity of our discovery together in this eye-opening mindfulness lecture!  It has been an honor to share my culture with you!

Hotep - Supreme Peace for us all
Dr. Sahu Omri

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