Let's Talk about Scholarships
With the rising cost of living, the thought of paying for post-secondary tuition can feel overwhelming. The additional expenses of textbooks, transportation, equipment, meal plans, etc., add more causes for anxiety. To support the cost of post-secondary education, various scholarships and bursaries are available. Resources specifically for cancer and brain tumour survivors are also available. Let’s explore the options below!
Post-Secondary Education Scholarships and Bursaries
Scholarships and bursaries are available based on academic performance, athletic excellence, community involvement, and financial and life circumstances. Some are made available to specific groups such as cultural communities, clubs, high schools, etc. They do not require repayment.
Your POGO Transitions Counsellor, post-secondary financial aid offices or your high school guidance counsellor are great resources to consult when applying.
Helpful Links:
https://studentawards.com/ https://www.scholarshipscanada.com/ www.disabilityawards.ca
Ontario Student Assistance Program (OSAP)
The Ontario Student Assistance Program (OSAP) provides government funding for student loans and grants. A grant is money you don’t have to pay back, while a loan is money you start repaying after school completion. Both are provided by the provincial and/or federal government and are based on your financial situation.
Regarding OSAP, you may need to start paying back your loan six months after your study period ends. Refer to the OSAP Aid Estimator below to determine your loan eligibility. Even if you only qualify for a small loan, this can lead to other scholarship and bursaries within the program, so it's worth applying for.
Helpful Links:
OSAP website: https://www.ontario.ca/page/osap-ontario-student-assistance-program
OSAP Aid Estimator: https://osap.gov.on.ca/AidEstimator2223Web/enterapp/enter.xhtml
Read Should I Apply for OSAP? https://www.pogo.ca/should-i-apply-for-osap/
2023 Scholarships for Childhood Cancer and Brain Tumour Survivors
Most of these scholarships require a medical letter from your hospital confirming your diagnosis. You can usually get this through your POGO AfterCare Clinic. Let your POGO Transitions Counsellor know if you need help getting this letter.
NATIONAL SURVIVOR SCHOLARSHIPS & AWARDS
| SCHOLARSHIP | AWARD AMOUNT | ELIGIBILITY | APPLICATION AVAILABLE | DUE DATE |
| Childhood Cancer Canada Survivor Scholarship | $1500 OR TEVA $5000 |
Undergraduates apply for $1500 TEVA $5000 is for graduate students in health sciences programs |
March 1 | April 30 |
| Brain Tumour Education Award | Up to $5000 | You were diagnosed with a brain tumour before age 25 and are currently between 16 and 30 years of age | Spring 2023 | TBD |
| Emmy Duff Scholarship Foundation | $2000 | You are a very active volunteer | October 2022 | May 27, 2023 |
| Terry Fox Humanitarian Award | $7000 each year for up to 4 years | You are beginning to study or already studying toward your first undergraduate degree or diploma; you have made a significant positive impact on your community | November 1 | December 1 |
| The Lorna Rosenstein Youth Volunteer Leadership Award | $1500 awarded directly to the recipient | You are between 14 and 24 years old, impacted by cancer and have shown volunteer leadership in the community | April 2023 | May 18, 2023 |
REGIONAL SURVIVOR SCHOLARSHIPS
| SCHOLARSHIP | AWARD AMOUNT | ELIGIBILITY | APPLICATION AVAILABLE | DUE DATE |
| ChildCan (London) |
$1000 | You reside within certain boundaries around the London area | April | TBD |
| Sandra Allen Memorial Education Award (Hamilton – McMaster Children’s Hospital) |
$2500 | You are from a Help A Child Smile registered family, are being or have been treated for cancer (or are a sibling of a patient) at McMaster Children’s Hospital and you demonstrate community leadership; You are under the age of 30 |
Spring 2023 | TBD |
| Shine Bright Bursary (Northern Ontario) |
$1000 | You are a resident of Northern Ontario (north of Parry Sound) and are a childhood cancer survivor or survivor’s sibling | TBD | TBD |
| Leucan (Quebec patients) | $1000 - $2000 | You are a Leucan child member, have been diagnosed with childhood cancer and are enrolled in Secondary IV, V, or a post-secondary study program, or in a special education program | TBD | TBD |
| Xerox/POGO Transitions Scholarship at George Brown College | $1500 *Please contact your POGO Transitions Counsellor for more information |
You are a POGO Transitions client and a current student at George Brown College | Varies | Varies |
POGO Counsellor Toronto
Graduation Coach for Black Students Promotes more than Academic Success
POGO Counsellors strive for excellence in providing culturally-aware support to the diverse group of survivors we work with. Every February we celebrate Black History Month, which gives us an additional opportunity to learn about and reflect on Black culture and apply what we have learned to our work with students. A resource we want to bring attention to this year is the Graduation Coach for Black Students (GCBS) program through an interview with POGO Transitions manager Barb Williams and Ms. Breanna Phillip (Coach Bre), a passionate and inspiring coach in the Halton District School Board.
Barb: Why did the Ministry of Education create the Graduation Coach for Black Students program?
Coach Bre: The Ministry of Education created the role based on data showing that Black students did not feel safe in schools and were not seeing themselves represented either through the presence of Black people in schools or in the school curriculum. Students are experiencing anti-Black racism from staff and peers in an educational system founded on a history of oppression and are not getting appropriate support from staff when these incidents are reported.
Barb: What is your role as a Graduation Coach for Black Students and how long have you been a coach?
Coach Bre: Coaches support Black students and families in navigating their educational experiences and ensure that they are given the tools and circumstances to thrive in the school system. While we offer direct support to students, another significant part of our role is working with school staff to increase their knowledge and understanding of the impacts of anti-Black racism on the educational experiences of Black students. We also hold staff and faculty accountable for ensuring safe and inclusive educational spaces for Black students. Additionally, we aim to support and advocate for parents of Black students, who also face the exact oppression, racism and alienation that their children experience.
The Halton District School Board has a multi-year strategic plan which includes tenets of equity & inclusion and mental health & well-being. The GCBS program offers services, initiatives and programming that foster equity and inclusion for Black students. Coaches also recognize the experience of anti-Black racism can be extremely traumatizing and directly impacts the mental well-being of Black students, so this program is in line with that component of the multi-year plan as well.
The GCBS program will have been at the Halton District School Board for one year as of April 2023, but has been at other school boards since 2020. I started in this role when the Halton District School Board program began.
Barb: Tell us about a particular moment, outcome or activity you are most proud of in your time as a coach.
Coach Bre: There are many, but one I’m most proud of is the outcome of an affinity space in one of the five schools we work at. An affinity space is essentially a classroom that the Black students can make their own by decorating with visual representations of Blackness, for example. An affinity room is designed to be both a place of belonging and a space that belongs to Black students. However, in this instance, when the students were not in the affinity room, the area was used by non-Black identifying school staff for other purposes. Students said they felt that “teachers were using a master key to break into their space” and were uncomfortable with this. I arranged a meeting with the vice-principal and the students. The students unapologetically articulated that this was their space and did not want other people coming into it. I was so proud of how the students demonstrated their rights and ability to stand up for themselves and their needs. As a result, an agreement was made that the lock to the classroom would be changed, and the students now have a safe and secure space that is truly their own.
Barb: What has it meant to the Black students to have you as a resource?
Coach Bre: I will start my answer with a quote from a student who, when asked about having access to an affinity space, referred to it as “an oasis.” She went on to express that when Black students enter the room, nothing out there matters anymore.
The program allows for a space for students to simply be. When moving through very white spaces as a Black individual, there is a lot of performing that has to happen, and that gets exhausting. With the coaches, students get to just be themselves, and that’s more than enough. Additionally, students have the space to speak out about experiences that have various nuances due to their identity, and they have the safety of knowing I will understand without them having to over-explain. This is not likely an opportunity they have had before.
Additionally, this program ensures that Black student voices are brought to tables where their voices have historically been missing. A Black-identifying staff member sitting at decision-making tables can significantly change a Black student’s educational experience trajectory.
The program also allows Black students to build community and social capital by meeting one another, whereas, historically, Black students have not had the opportunity or space to connect or know each other.
Barb: What does it mean to your education colleagues to have you as a resource?
Coach Bre: Just as with anything else, some people struggle with change, which has been evident. However, others are amazing, excited and open to learning and being held accountable; they know they have caused harm and want to know how to stop causing harm. I am also proud to have been recognized as a recipient of an Inspire Award from the Halton District School Board by the vice-principal of one of the schools where I work.
Barb: How does your presence benefit Black students and the Black student community?
Coach Bre: Number one would be representation. When I went to high school, there were no Black staff at all. If there are Black staff at schools now, the majority are not in higher-ranking positions. They are not at tables of “power” where big decisions are being made. I am at those tables. It has been encouraging for Black students to see and know I am at these tables and realize that sitting at them is achievable and they can do it too.
Barb: How can Black students find a coach at their schools, or can you offer any advice on how students can advocate for adding a GCBS at their school if one does not exist?
Coach Bre: In Halton, although Graduation Coaches are only assigned to five of the many high schools, Black students in schools that don’t have a designated coach can reach out to coaches from schools that do, and we try our best to address their needs. Before the program expands to a school, we have staff on our Human Rights and Equity team that speak with administrators to determine site preparedness for the program. We want to be sure that there is pre-work being done by the school and that they are demonstrating their readiness for the Graduation Coach for Black Students program. We want to ensure that accountability is not placed on the program but that school leaders are held accountable for ensuring that Black students have positive experiences in educational spaces.
Barb: What can POGO Counsellors do to ensure that we provide equitable, safe and informed counselling/guidance to our Black student survivors?
Coach Bre: It is important that as POGO Counsellors you recognize oppression exists not only in school systems but in the medical system. You can best support Black students by understanding how oppression has worked against them, for example, within the processes that have historically excluded their cultural context. Remain curious about culture and, in this case, what is important in Black cultures. For example, in Black culture, community inclusion is often missed as desirable when people in the helping profession lack cultural experience and have been educated in a manner that promotes individualism. Severing the tie between child and parent is one of the historical elements of oppression. It breeds mistrust. So even when working with a student over 18, be conscious of this and consider how to navigate the situation from a place of cultural humility.
Barb: Is there anything else you want people to know about GCBS?
Coach Bre: The title can confuse some people, because we correlate graduation and educational success with academics. People might think that we only work with students in Grades 11 and 12, preparing them for graduating high school. In fact, it takes more than grades for a student to complete their formal educational journey well. We don’t only want our students to finish well academically; we also want them to finish well emotionally, mentally and socially.
When a Graduation Coach for Black Students sits in on school meetings with or about a student, we are the ones who are often able to see the nuances in a student’s situation through the cultural lens because of where we sit in our identity. We bring the lens that has been missing for far too long.
Author’s Note: To find out more about the Graduation Coach for Black Students program, please visit the Ontario Government website
Manager, POGO Transitions Program
Happy Days Again: My Post-Treatment Cancer Journey
Ella Gwendolyn Jeffery
The first time I had a dressing change, I cried over what my life had become. Three weeks earlier I was healthy and doing all the things an 11-year-old should do—running, climbing, and swimming. Here I was now: fighting a disease that I knew nothing about, except for the fact that it ruins lives. It was ruining mine.
A nurse tried to comfort me by saying, “When this is all over, you’re going to be happy and healthy, and nothing’s going to ever bother you again!” I believed her wholeheartedly; I couldn’t bear to think of any other outcome.
My leukemia did go into remission; the bone marrow transplant cured me of my cancer for good, and I became healthy again. Achieving happiness was a different story.
I returned to school full-time, less than a year after my diagnosis. School was what I had missed most during treatment, and I was expecting it to be fun. But on the first day of grade seven, I found myself in the bathroom having a panic attack. I was worried about germs and all the things that could make me sick. I was scared that my immune system wouldn’t be able to handle it.
Then there were my classmates. They had changed so much during the year I was away. I suppose I looked different too, but the difference in them seemed so sudden and was scary.
Some days I would be in a fog, remembering physical sensations of the pain I endured and fearing it would return. By mid-week I was overwhelmed and exhausted. I started faking being sick to get out of school early. My mother wasn’t fooled, but she didn’t say anything because she knew I was struggling—not physically or academically, but mentally. My world had almost ended, but I was expected to act like it had just kept turning.
That first year back at school, I began counselling with a wonderful therapist at Oakville Trafalgar Memorial Hospital. It took dozens of sessions before I was even able to talk about my leukemia diagnosis, but my therapist remained patient until the day I was able to say, “On October 18th, 2014, I was diagnosed with cancer.” I was challenged to go through these memories, write them all out, and say to myself, “I was diagnosed with cancer, but it’s gone now. I won.”
When I was asked to write this story about a pivotal moment in my cancer journey, I wondered if it would count to write about the recovery after treatment. But then I realized, a huge portion of recovering from a traumatic event is the mental health process; accepting what has happened to you, and knowing that while your life has changed forever, you can still make happy, timeless memories.
In my opinion, the key to recovering mentally from an event like childhood cancer is to acknowledge what happened, express it in any way that you see fit, and then remind yourself of how hard you fought to beat the illness. After that first writing challenge in therapy, I began to write out every detail I remembered from treatment—thoughts, physical feelings, and descriptions all went into a series of journals. Even my memories of what I was wearing on a given day went into my writing! And, over this period, my fog went away. It took years, but more and more I was able to live in the moment with my friends and family, rather than being stuck remembering pain from the past. School became less of a trial and more of a pleasure.
Now I am in classes at my dream university, and I love the life I have created. There are still days where I feel sad about what happened to me. I don’t think you should come out of cancer thinking that nothing’s ever going to bother you again, but I do know that over time, things get better. To every childhood cancer warrior out there, know that you are strong in your battle, happy times do come, and no matter what, every day you are winning your fight!
At the time of writing, Ella Jeffrey was a client in the POGO Transitions Program. With the support of her POGO Counsellor, Ella achieved her goals! (January 2023)
Last updated: June 2024
Music heals and can change your life
Ten years ago, I was diagnosed with a papillary brain tumour of the pineal region. I went through three surgeries, a lumbar puncture and thirty treatments of radiation at CHEO and SickKids. I am 21 now.
Since I was young, music has been important in my life. When I was in the hospital for cancer treatment, I would associate different doctors, nurses and family members with songs. I also sang to help me through tough times. In fact, when I woke from the third surgery, my family and doctors were surprised to find me singing!
And it’s not just me. Neurological researchers have found that music reduces the stress hormone cortisol. It releases dopamine and serotonin into the brain, helping you relax and stay focused. And it stimulates oxytocin—a hormone related to positive, happy feelings. Studies have also shown that music can help people process their feelings and change their mood completely.
Try it yourself! When someone you know is in a bad mood, try playing one of their favourite songs to see how they react. It might seem like a small thing, but as mentioned above, music can improve your mood and your whole outlook.
Written by Ariane Delorme
Mon nom c’est Ariane Delorme et dix ans passés, j’ai été diagnostiqué avec une tumeur cérébrale papillaire de la région pinéale. J’ai dû subir trois chirurgies majeures, une ponction lombaire, et trente traitements de radiations à CHEO et à Sick Kids. J’ai vingt et un maintenant.
Depuis un jeune âge, la musique est devenu très importante pour ma vie. Lorsque je me retrouvais à l’hôpital pour mes traitements, j’associais des chansons aux docteurs, infirmières et membres de ma famille. Je chantais aussi pour m’aider à passer au travers des temps difficiles. Je me suis même réveillé de la troisième chirurgie en chantant! Ceci a laissé mes docteurs ainsi que ma famille surpris.
Ce n’est pas seulement moi. Les recherches en neurologie ont découvert que la musique réduit le cortisol, qui est un hormone de stress. Ça relâche la dopamine et la sérotonine dans le cerveau, qui aident à se détendre et rester concentrer. Ça stimule aussi l'ocytocine. Une hormone reliée aux pensées et sentiments positifs. Les études ont aussi montré que la musique peut changer l'humeur complètement des gens.
Essaie toi-même! Lorsque quelqu’un vous connaissez est pas dans la meilleure humeur, essais de jouer l’une de leurs chansons préféré pour voir comment ils réagissent. Ça semble peut-être comme rien, mais comme mentionné ci-dessus, la musique peut améliorer votre humeur et votre perspective.
Écrit par Ariane Delorme
Returning to School after a Cancer Diagnosis? Ask for Help!
Written by: Tulsi Kapadia
The transition to return to school can be exceptionally difficult after a long period of cancer treatment. I experienced this firsthand. I was diagnosed with cancer early in Grade 7, which caused me to miss eight of the ten months in that school year and much of the next because I was still on active treatment. It was challenging to manage my health and academics simultaneously, but I found that there were a few things that made school a bit easier.
If you’re anything like me, you don’t like to get “special treatment.” However, it is warranted sometimes and I recommend you try doing everything you can to make your school life less difficult. Here are some of my tips to make the transition easier, especially if you’re in middle school or high school.
Count on your friends
One thing I found very challenging after my return to school was my social life. Before diagnosis, my main way of socializing was with friends at school. But when I returned to the classroom the following year, I hardly knew anyone. I requested the school transfer one of my close friends into my class which made the school year significantly more manageable for me. I had someone I could talk with; he introduced me to other people which helped me build my social skills. Also, if I ever fell behind on schoolwork, I could rely on my friend to catch me up with anything I missed. Having that one friend can be a huge help socially and academically, both of which I really appreciated back then.
Get support from your teachers
Another incredibly useful support is to have understanding teachers who are willing to accommodate you regarding tests and assignments. This means taking the time to explain your diagnosis and any related issues you may still be experiencing. When your teachers are informed and willing to support you, this allows you to focus on your health if there are times when you don’t feel too great. The biggest thing about support from teachers is not to be afraid of asking for extensions when you need the extra time. If you come across a teacher who does not understand your situation, it would be best to speak with a guidance counsellor or the principal to see if they can help you get the accommodations you need.
Build strength by asking for help
The bottom line is that it’s okay to ask for help or speak up if you have an idea for a way to make your transition back to school easier. It’s an exciting and challenging time and some people will understand that and support you. Remember, asking for help is a strength, not a weakness!
Poop and Farts: The Inside Scoop on My Colonoscopy
Now, many people will tell you that going through cancer changes you and gives you a new outlook on life, and in many cases, that is true. That said, I think it is safe to say that much of my personality has remained the same from before my treatment. This year I’ll be turning 36 years old and I’ve been cancer-free for over 20 years. I believe that one specific aspect of my personality aligns with most people’s inner child:
"I think poop and farts are hilarious!"
Is it childish and gross-out humour of the lowest order? Yes, but it is still funny. I mean, a well-timed fart or good old poop joke still has me laughing. And my juvenile sense of humour has been somewhat useful when I go to my check-ups, where, inevitably, one of the questions I get is about poop or, in medical terms, “bowel movements.” Due to my treatment, my pancreas doesn’t entirely work and things can get a bit messy, so, it’s possible that I get the poop questions more than others do.
Anyway, during one of my recent POGO AfterCare Clinic appointments, my health team suggested that I get a colonoscopy due to the type of cancer treatment I received as a child and the fact that there is some family history of colon cancer on my dad’s side. (This part was not funny.)
Both my parents have had colonoscopies, and they offered some advice based on their experience, like do not eat certain Jell-O colours as they dye your insides. But, most importantly, they told me that in both their experiences, the worst part was not the procedure itself but the purge the day before.
For those of you unaware of the process, a few days before a colonoscopy, you start a low-fibre diet with no red meats. The day before, you can only have clear liquids and take what I would call “super laxatives”...and oh boy, do they work. One of the late effects of my cancer and treatment that I regularly deal with is spending more time close to the bathroom, but this was on a whole other level. I believe several texts to my mother included the words, “Oh God, why won’t it stop?”
The actual colonoscopy wasn’t that bad. I experienced a slight discomfort at first, but that was about it. And it is really freaky to watch the camera work its way through your colon.
During my procedure, they found a total of seven polyps (this is a lot). Luckily, the gastroenterologist was able to remove all of them and the lab results showed none were cancerous. The bad news is that because they found so many, I have to go back in three years rather than the regular ten.
While I don’t look forward to my next visit, I’m glad that I went because now I know that my colon is healthy at the moment and that the polyps that were removed don’t have the chance to turn into something much worse. One of the many benefits of going to a POGO AfterCare Clinic is that the doctors know your diagnosis, treatment protocol and what late effects need to be monitored.
Believe me, as a pessimist, I know that it sucks to go through the hassles of test after test, and I find myself thinking, “What if?” But I just remember that if they do find something, it’s better if they find it earlier rather than later.
On the positive side, I now have medical proof that I have a tight butt; I refuse to look at it any other way!
You can read more about Jamie’s cancer experiences including his challenges with mental health and his brush with hockey fame.
The 2021 Survivor to Survivor Network Workshop Series is Coming Soon!
The S2S facilitators are being matched with topic experts from the community and are starting to build their workshops. Here’s what you have to look forward to.
Anuraj’s workshop will be about coping with cognitive effects of childhood cancer treatment. He’ll talk about day-to-day challenges; school, work, and life impacts, strategies to manage cognitive impacts, and how to find support if you need it.
Harman is going to teach other survivors about how meditation and mindfulness can be used to influence behaviour. Some of his topics will be: the mind/body connection, being mindful of how we talk to ourselves, how to start meditating and cognitive behavioural therapy.
Sara’s workshop is called, “Will They Understand? The Personal Disclosure Dilemma at School and Work.” She’ll discuss when, how much and what personal health information to disclose; why it’s important; the pros and cons of disclosure; who to talk to for support and information; and your legal rights.
If you’re considering college as your academic path, Emelia will teach you how to get on it and what to expect, including: classroom accommodations/accessibility services, programs for people with disabilities or high school certificates, ways to pay for college, different pathways to college, and living at home or in residence.
All workshops will be hosted virtually. Information about the workshop dates and how to register will be coming soon.
Creative Corner with Josh - eNews
Josh is an incredibly talented guitar player, who also happens to be a survivor. Check out his video!
(If you are using Internet Explorer, video may not load as intended).
If you have an interest in learning how to play guitar (or just want to hear great music), he is your man! To see and hear more of Josh:
YouTube: @Josh Taylor–Brown
Facebook: @Josh Taylor-Brown Music
Instagram: @J.tbrown
If you’re interested in taking guitar lessons, Josh would love to hear from you at jtaylorbrownz28@gmail.com
Creative Corner with Kathleen - eNews
Kathleen Landayto is a graduate of George Brown College's Graphic Design program. She loves being a freelance graphic designer, and has recently started illustrating custom pieces for clients. She enjoys the work and loves that it brings her clients joy every time they look at it.
This piece is one of her latest digital drawings. She created it using the Procreate app and applied a watercolour art style. Kathleen says, “With digital art, you can use layers to achieve the final look. I started by defining the body shape, added light and shadow values for depth and finished it off on the 30th layer. This final layer adds minor but important details such as whiskers and fur lines, making the subject come to life.”
Follow Kathleen on Instagram @_kal.art, or email her at k.landayto@gmail.com
Kathleen is an ALL survivor.
Surviving Childhood Cancer: From Confidence Buster to Confidence Builder
By Barb Williams
It is surprising to many to hear that childhood cancer does not end with “being cured.” Childhood cancer and brain tumour survivors can develop learning difficulties resulting from their disease or treatment. These late effects may be further complicated by long-term physical effects, as well as emotional problems and mental health issues. It is easy to see how and why these young survivors face struggles in the worlds of work and school. Despite their physical and cognitive challenges, childhood cancer survivors have high aspirations for themselves and are motivated to achieve their goals. The POGO Transitions Program was developed as the result of parents’, patients’ and doctors’ concerns about young students, many with invisible disabilities, falling through the cracks at a critical time in their academic lives—graduating high school and moving on to college, university or work.
The Ups and Downs of Disclosing That You Are a Childhood Cancer Survivor
I want to point out that not all survivors struggle to meet their academic and professional ambitions. For some, the obstacles they experienced due to their childhood cancer have helped build their resilience, discipline and confidence. But there are a significant number of childhood cancer survivors who are grappling with emotional and mental health issues, including anxiety, depression, low self-esteem, low confidence and self-worth—sometimes accompanied by social isolation and bullying. And these issues, as much as their learning challenges, can severely impact their ability to achieve their goals and become independent young adults.
As one of five POGO Counsellors across the province, it is my job to strengthen my clients’ confidence through realistic goal planning and facilitate their transition to post-secondary school and work. While there is a practical element to this in terms of job preparation and academic pathway information and navigation, there is often an emotional component. This is to say, I provide early guidance and career planning, help clients access the appropriate accommodations for school and work, and work with them to ensure their dreams and goals align with their strengths and skills. However, my colleagues and I also help our survivor clients address self-confidence and anxiety issues by listening without judgment and showing we care, and when further psychosocial intervention is required, we make the appropriate referrals. This one-on-one emotional support and encouragement POGO Counsellors provide is highly valued by survivors, as well as their family members who support them.
When I describe my job as working with childhood cancer survivors who experience challenges with school or work as a result of their disease or treatment, the most common reaction I get is how it must be such difficult or depressing work. On the contrary; I get to meet young people on their journey of surviving childhood cancer and planning for their futures, even if there are obstacles to overcome. We envision their next steps and talk about their dreams. I get the opportunity to engage with them in something positive, and if they are not feeling positive, there is a chance, with the rest of the healthcare team, to intervene and set them up for success. These are the things that make our Program so unique, so important and so uplifting. The most exciting thing for me as a POGO Counsellor is to watch my survivor clients’ self-confidence and ability to advocate for themselves increase, witness them rise to challenges they didn’t think themselves capable of, and see them achieve their goals and aspirations.
Barb Williams is the Provincial Coordinator and POGO Counsellor in the Hamilton area for The POGO School and Work Transitions Program (POGO Transitions Program). The Program facilitates a smoother transition for childhood cancer and brain tumour survivors moving on from high school to appropriate post-secondary and work opportunities. This post is based on Barb’s professional experience and the 2020 report The Transition to Meaningful Activity for Childhood Cancer Survivors: Understanding the Role of The POGO School and Work Transitions Program.
