VOLUME 12 ISSUE 2

NOVEMBER 2009

On the Road as an RMT

Rodney Squires „93

1

Sharing the SSC Job

Sasha & Garo

3

Michelle Interviews

Students‟ Backgrounds

4

First May-Start Class Graduates

6

Research Book Review

Amanda Baskwill

7

Bulletin Board

8

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FFFINGERINGERINGERPPPRINTRINTRINT Sutherland-Chan School & Teaching Clinic

Rodney (centre back) poses with some clients from The Wiggles cast.

Rodney Squires ’93 Tours the World

Debra Curties ’84 and Rodney Squires ’93 ran into each other at the Ontario Massage Trade Conference in Burlington this past September. After listening to Rodney’s description of his massage therapy career since leaving Sutherland-Chan Debra said, “You have to do a piece for the school newsletter…”

How did I get into touring?

One of my clients was friends with a person in Florida who was responsible for hiring RMTs to tour with various acts and artists. She liked my resumé and was definitely aware of Sutherland-Chan’s high standards and excellent reputation. I was originally hired to do a 4-week locum with Riverdance (RD). After my third week the company manager asked if I would like to join the tour, saying the dancers were raving about my treatments. She also recognized the advantages of having one full-time therapist. I was very flattered and quite excited as you can imagine. I was the first full-time therapist employed by RD and worked with them from 1997 to 2002. Within my first year, all touring RD companies were traveling with one full-time therapist, and then eventually two.

While on tour with Riverdance in Singapore I met Anthony Field, the creative director and one of the founders of The Wiggles. On one of the nights out, a safari I believe (I remember being way too close to wild animals that seriously looked hungry), we

More on the next page...

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started to chat. He had heard great things about my work from RD cast members. When he found out that I was looking to tour again in 2007 he had me fly to New York to meet the touring company management and other members of the cast. I have continued traveling and working globally as an RMT ever since. I LOVE IT!

What is it like?

I have so many wonderful memories of my time with RD. When I’m asked what it was like I always laughingly say, “a nightmare.” I was traveling with almost 100 people. When you check into a hotel you bring the line with you! When you board a bus you are in line with 100 people. Luggage was the biggest pain always. To be at a luggage carousel in an airport with 100 people, most of whom are beautiful show girls, certainly has its challenges. The cast of RD is comprised of people who will draw a crowd both on and off stage. Again I’m smiling as I write this because it was always maneuvered with so many laughs and loving, helpful people. Individually I had wonderful rapport with them as clients. Collectively, it was sometimes hard not to be annoyed with cast members whose bags weighed more than they did and whose treatment needs at all times of the day and night were always so pressing. I could get stretched pretty thin. On the other hand, with RD we would sometimes stay in a city for as much as three weeks, which meant that we could really explore each new place – they were wonderful people to work and play with.

Traveling with The Wiggles is more manageable. We are 25 people, tops. Travel is usually by bus, so we don’t struggle as much with airports, luggage and equipment. The pace can be grueling, though. Because The Wiggles is children’s entertainment most tours consist of one-day shows – a tour of 36 cities in six weeks is very common. We typically only have two-day stops in the largest cities where the population can support four shows in two days. We have long bus drives – tonight, for instance, after the show goes down around 9 p.m. we will drive overnight from Vancouver to Prince George, which takes about ten hours. We’ll arrive at 7:00 a.m. to start the day. Most evenings we do get to check into our hotel before midnight, allowing us time for some proper sleep.

We travel by luxury tour buses with 12 sleepers, two lounges, and naturally, wi-fi. In Australia, where we have toured twice this year, travel is done in minivans with four people per vehicle. We’ll be heading back there for our Christmas tour, which is the largest tour of the year and the cast favorite. Every major city in AU – I can’t wait.

What are your workdays like?

I typically schedule 20-minute appointments to allow three cast members to be treated per hour. Most of this type of work is done pre-show. Most venues are arenas, so my treatment space can range from large team dressing rooms to pipe and drape corners. My focus is pre-show endurance – anything I can do to support their bodies, sort of thing. Most cast members will arrive in full make-up, quite pumped and looking to have specific treatment needs met. Lots and lots of feet, legs, gluts. I will pretty much always include posterior leg work, some back massage and stretching, and neck traction. Deep fascial stretching is a must, and I use all my rhythmic mobilization techniques, as well as cranial work to finish and bring balance to a sometimes very unbalanced kind of day. In addition, the artists each have a particular technique they love and expect me to remember to include.

My clients’ work is show business and I must never forget that. My interactions can have profound effects on an individual right before he or she performs. I consider myself a deep tissue specialist, but this doesn’t mean I’m a pain specialist – I have to be effective without adding stress or dampening the performer’s energy. I guess you could say I have learned to be laser-like – do what’s necessary efficiently and with the situation clearly in mind. After years of working with the RD dancers, I know that my leg routine is out of this world. It may sound conceited but it’s true – no one does legs like me. (cont. on p. 6)

“Goofing around

waiting for the bus.”

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What made you decide to take on this position?

G: I was sitting in Susan’s office one day joking about the fact that if I could have half of the job I would be happy to apply for it. Susan found it amusing, but interesting. She then asked, “Who would do the rest of the job?” After a few seconds I replied, “The only person I could think of doing this job with is Sasha.” We have been working very hard together on the MSK course. She is someone I trust and respect, and who I know will work very hard. I know [she] genuinely cares for the students.

S: First of all I'd like to say that they needed to hire two people to replace the fabulous Susan Bessonnette. I certainly like the challenges of the classroom, but this new position also allows me to engage with and help students at a more fundamental level. I am happy to be able to help shape the student experience at the school and have some input into the foundations that build that experience.

How have you divided up the workload?

G: Both of us are very interested in having a greater influence on the everyday workings of the school and making the student experience the best it can be. At the moment Sasha is chiefly responsible for student support systems and graduation planning. I am chiefly responsible for part-time student scheduling, and practice clinic. We share or divide the other duties as they come.

S: There were some tasks that just seemed like a natural fit for our aptitudes. These responsibilities may shift a little as time goes on. Sharing the job with Garo means that in addition to working with a great colleague whom I respect, I don't have to do Excel spreadsheets!

Who gets to decorate the office?

S: Garo is definitely making all the interior decorator decisions. Our office has been repainted a delightful blue. [Garo rebuts and the two engage in collegial banter.]

Do you have any projects or changes in store for S-C in your new role?

G: I want to promote initiatives to get students involved in research, which includes making journals, research articles and case studies accessible to the students. My hope is that we will be producing the best therapists possible for years to come, and helping students to realize how important their active participation in the pro-fession is for the health of the profession.

S: One of my long-term projects is to get a comprehensive tutoring system in place. We also look forward to implementing some student suggestions once we're comfortable with our day-to-day responsibilities.

A Joint Venture in Student Services

Sasha Goudriaan ’96 & Garo Ekserci ’04 talk to Jes Markoff ’07

Last year, Susan Bessonette ’96 pioneered the

Student Services Coordinator role. Her commitment to the job and the students was exceptional. In late summer Susan announced that she had made the decision to spend more time with her family and

would be stepping down as SSC although continuing to teach at the school. On August 24, Garo and

Sasha began job-sharing the position.

Most of us remember how diverse our Sutherland-Chan graduating

class was. There were students who were entering their second or third careers, others fresh from high school, and others who had

traveled great distances away from their families to enroll in the massage therapy program. Not only did we learn an incredible

volume of knowledge about massage therapy at the school,

we learned from each other‟s experiences and lives prior to the Sutherland-Chan program.

I decided to talk to some current students who have moved to Canada to study at S-C. Although they represent

a diversity of culture, hailing from Russia, Romania, and Great Britain, they all arrived with a background in bodywork. I wondered how their prior experiences with massage therapy training had led them to the diploma

program here at the school. The students representing my own country of origin – the UK – were Suzanne Bingley, Brett Davidson and McKinley Duncan. In addition to the British ex-pats, Mirela Lostun from Romania and Stan

Antoci from Russia provided me with information regarding the qualifications and experience they gained overseas.

Michelle: “Tell me about the bodywork experience you had prior to the Sutherland-Chan diploma program...”

SB UK: “The primary program that I took was anatomy, physiology and Swedish massage, which I did in Oxford, England. It was 500 hours long, and I graduated with the International Therapies Examination

Council (ITEC) Diploma. In London I also qualified in Reiki Level 1, aromatherapy (ITEC Certificate, 250

hours), and chair massage (Touch-Pro Diploma). The ITEC massage program was very basic and focused on the cardiovascular system, lymphatic system, the skin, and Swedish techniques for relaxation. Although

there were post-graduate courses offered, there were no electives within the diploma program.”

MD UK: “I took the ITEC course in London, England. It ran on a part-time basis (around six hours a week) for one year. It was very general. I would describe it as an extended version of the Introduction to Massage

course that is taught as a prerequisite for Sutherland-Chan. It prepared me fairly well for a relaxation-only based practice. I also studied Indian Head Massage.”

BD UK: “My bodywork experience started when I was 14. I explored Qigong and Akito, which incorporates

the energetic connection between us and all living things. I did this for five years, primarily in Canada. My

somatic training is from London, UK. I completed a 1-year diploma in massage therapy and anatomy and physiology from the University of London Literature. I am also a Body Talk Practitioner and Reiki Practitioner

and have studied the Power of Healing Energy in South Africa, as well as the Alexander Technique, Feldenkrais and Scaravelli yoga. My experience in several career and life changes and the adaptability that

comes from having lived in five countries prepared me well for the Sutherland-Chan experience.”

ML Romania: “My bodywork training is from Romania – it took six months to complete and included three theoretical subjects: anatomy, physiology and massage, and also practical massage. The qualification I

received was Massage Therapist. Although the program was focused on relaxation massage, my practical

experience has been very helpful in preparing me for the S-C journey. I gained sound social and professional skills during my time in the Romanian program. Working with people was not something new to

me while the practical aspects of the course helped me to develop my palpation skills. I also completed training in other alternative therapies including reflexology, shiatsu, yoga and aromatherapy.”

SA Russia: “I completed a regular massage course about ten years ago. It took place in a hospital – because

in Russia most massage therapists work in this setting. It took two months and was followed by one month

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Michelle Interviews… Students with Foreign Training

by Michelle Bingham ’00

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of practice. The course was certainly not as detailed and intensive as the education we receive at S-C, but

classes each day started at 8:00 a.m. and didn‟t finish until 7:00 p.m. There were only a couple of instructors who taught us anatomy, massage techniques and a musculoskeletal course. Anatomy class was combined

with palpation, cardiovascular theory and neurology. The massage techniques that we practiced throughout the day were Swedish-based techniques, which were adapted later in the program for children and infants,

pregnancy, sport and reflexology. I also had an opportunity to work in a senior‟s residence but declined.

In Russia at that time, seniors were often housed in terrible living conditions.”

Michelle: The students generally agreed that their decision to enroll at S-C was based on a desire to further

their knowledge and to be able to provide massage therapy to a larger percentage of the population. They

felt that a more specialized program would equip them with the skills and confidence necessary to work with clients presenting with more complex medical conditions, injuries and disabilities.

Brett explained, “I began to research furthering my training two years before I moved to Canada, looking

primarily at each program‟s motivation, integrity and involvement with the community. My decision came down to a choice between Sutherland-Chan and a school in B.C. Given my interest in working in research

and with broader health communities, I decided that the school that best fit my needs was S-C. I chose this school because of its integrity, its mandate to create great therapists and the fact that it has done a better

job than many of its contemporaries at forging well-respected and successful relationships with a variety of

hospitals and diverse health communities. When I talked to the founder of the massage school in B.C., who is an S-C graduate, he said, “If you‟re not going to go my school, though I sincerely hope you do, I would

recommend Sutherland-Chan. They‟ll provide you with an excellent experience and solid training.”

Michelle: I wondered how their prior training compares to their experiences so far at the school. They all agreed that the S-C program is very intensive and far more detailed than their other courses. Stan also

mentioned that although the course in massage therapy may have changed in Russia over the years, at

the time when he was a student there was no consent component involved in the massage treatment. He added, "We prepared a treatment plan, wore white hospital gowns and never really discussed the

therapeutic relationship. There was no particular focus on draping, and a neck, head and shoulder routine was always done on massage chairs. Massage therapy education in Russia has changed over the years,

though, there are now colleges offering 3-year programs combining massage, chiropractic and reflexology.”

Given Brett‟s experience with energy therapies, he said that at this school there is less emphasis on integrating or incorporating the connection between our bodies and minds. “The acceptance of the relationship between

our minds and our bodies is essential, as is open communication about the possibilities of an individual‟s

journey. My experience of the course is still going through the ebb and flow of an intensive, full-time somatic program. Although there are counseling services offered at the school and a general awareness

of this connection amongst the school community, I don‟t feel that it is a prevalent factor within the curriculum. Through my various trainings in the UK and Europe, this developmental mind-body awareness

has been taught as an integral part of our conscious development, and the somatic components have always been integrated with an awareness and recognition of the individual‟s life path.” He also stated that

while subjects such as anatomy, pathology and neurology are taught similarly in Canada and in Europe, the

cultural agendas and politics that have contributed to the material being considered are openly discussed to encourage debate and perspective. “The Sutherland-Chan experience allows me to explore somatic training

through a North American lens and I feel privileged to share this learning experience with knowledgeable peers and instructors.”

Most of the students I talked to about their previous experience in bodywork are planning to remain here in

Canada to practice. Those from the UK expressed some concern regarding the absence of a regulatory body

and feel that the population is generally less informed about the benefits of massage therapy.

As we all remember, the journey we take to become massage therapists is never an easy one. It‟s when

we have finally arrived (in one piece) at our graduation ceremony, that we recognize just how much we

discovered along the way and that the end that we‟d all thought about for so long was just the beginning.

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First May-Start Class Graduates

Seventeen gleeful grads glided across the stage on October 9th to receive their diplomas. The small number of graduates, along with their friends and family members and lots of young kids, made for a very cozy evening. Grace Chan commented that it reminded her of the early years when we always had small intimate graduations.

This year we held two graduation ceremonies for the first time in many years. It has become customary that one large annual ceremony, for the integrated September and January start groups, would take place in June. We needed to institute a 2009 fall graduation because in 2008 we created our first May start. The graduating class consisted of the pioneers from this new May start and several other students who completed our newly expanded part-time program. The ceremony was held at the Toronto Eaton Center Marriott, which some of you may recall as the location for our 30th Anniversary event.

Highlights of the ceremony included the speeches made by co-valedictorians Joel Ackerman and Laura Newton and the presentation of the Sutherland-Chan Pro Clinics Award for top overall student to Karen Switzer. In a very special moment, the graduating class presented the school with a creative gift - a composite of caricatures of their instructors drawn by Ryan Jamisola, which now has pride of place in the staff room.

(cont. from p. 2) Injuries are a constant consideration; there are always several performers on stage with ankle sprains and other types of soft tissue injuries. Their pain thresholds are almost supernatural. While I was with RD two women had complete Achilles ruptures. RD had a physiotherapist who was our chief medical officer, and at various stages they would have a chiropractor as well. We all worked well together.

With a large cast like Riverdance’s, performers would tend to average three massage treatments a week with injured performers getting priority. This was never enough as they always reminded me. For the Wiggles, cast members are treated five or more times in any given week. You really get to know your clients, and you truly feel that your work is needed and appreciated!

The Wiggles have a tough touring schedule. On 3-show days I’m up by 6:00 a.m. and my first massage will be at 8:00 a.m. I do two hours of treatments before each show. After the last performance I do some work with the principal cast members. Then we are back on the bus for our journey to the next city. All meals are catered so there is no worrying about being hungry; in fact, despite working hard it’s difficult for me not to gain weight on tour. In and around the treatments and the travel there are many wonderful and unexpected experiences that make the whole lifestyle worthwhile. I’ve noticed that in children's entertainment the artists are consistently very down-to-earth – children seem to not relate well to large ego type performers.

What advice would you give to others who want to get into the same type of work?

I don't have any perfect answer to this one. In my case there was a lot of luck involved initially. I still find it amazing that I have a career that has allowed me to travel internationally and has afforded me the opportunity to work with some of the most talented and successful people in the world, including some Hollywood connections and experiences. Getting great training that gave me confidence and versatility as a therapist was important. I feel very fortunate to have the education that I received at Sutherland-Chan. Sixteen years later I can still picture some of my teachers walking up and down rows of students, mugs of tea in hand, revealing to us the horrors and marvels of pathology and the human body. And the Sutherland-Chan name is known around the world!

Back to your question, I have been giving some thought to putting together a course on working with clients in the entertainment field. So this article could be one of the vehicles that will begin upping my cachet, so to speak… seriously, a course like that might be helpful.

My best piece of advice is simple – every treatment should make a difference. I believe it was Trish Dryden ’80 and Cindy McNeely ’85 who taught me that intention is palpable. Naturally I run the show. But it’s the client’s time!

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by Amanda Baskwill, RMT

Funny. Informative. Engaging. These are not common descriptors of a

research textbook but they certainly fit the second edition of Making

Sense of Research. Instructors, students and practitioners who have

used this text before will notice some significant changes to this

edition which have increased the usability and readability of the book.

The early chapters continue to be a great initiation into the world of

investigation and experimentation. Of particular note is the inclusion

of a discussion of ethics in health care research that frames the later

sections that present the various types of research designs and supports

the overall purpose of conducting research. The section on quantitative

versus qualitative methodology is enhanced by the discussion of the

possibility of combining elements of both paradigms in order to best

investigate the research question at hand.

Additional context is given to the field of scientific inquiry through

the discussion of the evidence hierarchy, evidence circle, evidence

house and evidence funnel. Each of these presents a different way of

considering and ranking the best available research from the linear and

strict evidence hierarchy to the flexible evidence circle. It becomes

apparent that there is not one agreed upon method for determining

which evidence is best or most valuable. However, the evidence

funnel clearly articulates the purpose of this text.

The evidence funnel suggests that it is the role, and responsibility, of the practitioner to have the skills to be able

to determine which research evidence is most valuable depending on the clinical or research question being

asked. In order to be able make this determination, one must have research literacy skills, which are generally

understood to be those skills that enable a practitioner or researcher to find, understand, analyze and apply research

evidence. This text begins to cultivate these skills as the reader works through the various chapters and applies the

terminology and concepts to understanding the examples of research provided.

The chapter on statistics is an important addition as it allows a massage therapist to begin to understand the

fundamentals of quantitative data analysis. Anecdotally, the thought of statistics scares massage therapists from

picking up a research article and reading it. With good reason. Many, many books have been written on statistics

and how to calculate them and very few of them are easy to read, let alone understand. This chapter does not seek

to teach how to do statistics rather it provides basic information about statistics and their applications. Useful

descriptions of commonly used statistics are included.

For massage therapists who are thinking about conducting research in their own practices, the chapter on case studies is a

good place to start. While the main purpose of the chapter is not to describe how to carry out a case study, the

information about what a case study is and the various types is quite informative. Readers are encouraged to use

this as a starting point and to explore other approaches to case studies in addition to the information in this chapter.

There are a number of examples of case studies to illustrate the various types which can be overwhelming at times.

The modifications and additions to the second edition of Making Sense of Research have increased the value

of this text for instructors seeking a reference for their research concepts course and for practitioners who would

like to understand the research they are reading to benefit their practice. The addition of cartoons at the beginning

of each chapter brings some levity to an often dry subject. It is difficult for me to decide which is my favourite – the

one that opens the statistics chapter where the businessman is looking for statistics to back up what it is he wants

to say or the pie chart depicting the reasons why cows leave home? I’ll leave you to check them out and decide

for yourself.

Book Review

Making Sense of

Research, 2nd Edition

by

Martha Brown Menard, PhD, CMT

Curties-Overzet Publications info@curties-overzet.com

ISBN: 978-0-9685256-6-1-1

Baby News !!

Krista Coady ’00

Daughter Emma Marie born May 4

Hazel Dabu ’09

Son Leeton Andre born September 20

Editor Debra Curties ’84

Alumni Representative Jes Markoff ’07

Faculty Representative Michelle Bingham ’00

Admin Representatives Mike Nurse Marion Bishop Robert Rodbourne

We are all very interested in your feedback and ideas

about the newsletter. Please contact us.

Newsletter Committee

Robert Rodbourne

416-924-1107 ext. 19

Bulletin Board

Help Keep

Our OSAP

Default Rate

Among the

Lowest

in the Province

Repay your student loan promptly. It’s

good for your credit rating and the

financial standing of your practice.

It also helps make sure S-C students

have access to loans in the future.

Please Encourage

Your Alumni

Friends to Give Us

Their Address

Updates!

Thank You!

For books donated to the School Library

Mina Singh

For clipboards donated to Student Clinic

Sjoukje Remark ’05

Faculty

Paul Dyck ’01

Business

Anna Cantalini ’08

TA: T1 Body Awareness T1/2 Anatomy

T3 MSK T3 Clinical Assessment

Administration

Victoria Amandy

Finance Coordinator

Welcome

To New Staff

Student Referral Raffle

Alumni support the school in many

ways - recommending students is just one example. Each year we

collect from new T1 students the

names of alumni who directed them to the school.

A very special thank you to

the almost 50 alumni who referred new students

to the school this year.

This year’s prizes are:

First Prize Second Prize

Tanya Meyers ‘97 Michael Darcy ‘00

$400 Home Depot Gift Card $250 Canadian Tire Gift Certificate

Third Prize Fourth Prize

Bibi Wong ‘05 Rachel Hancock- $200 Sutherland-Chan Petit ‘08

Con-Ed Gift Certificate $50 Starbucks Gift Card

Next Draw—September 2010

Many thanks to the large contingent of S-C students who represented the school in excellent fashion at the Scotiabank Toronto

Waterfront Marathon on September 27.