This course prepares students for the application of a case management model in addiction and mental health therapy. Through an understanding of the provincial addiction and mental health system, this course helps students develop an awareness of the role of case management in facilitating clients through various stages of their recovery and treatment. The core functions of case management are addressed and attention is paid to ethical, legal and other professional practice issues associated with case management.  Detailed instruction in addictions and mental health assessment is included.

This course provides students with the theory and skills necessary for psychotherapy practice. Students will learn about the building blocks for the development of rapport and therapeutic relationships. The course includes the principles of good clinical assessment, treatment plans, setting up therapeutic groups and the theoretical stages of group process. Students will learn about various types of interventions and how these can be utilized to facilitate change in both individuals and groups. Emphasis will be placed on experiential learning and students will have the opportunity to integrate theoretical concepts with their emerging therapy skills.

This course examines addictive behaviour and mental health issues for women. The course provides the prospective therapist, with a gender-specific perspective that will equip them to intervene effectively on issues related to women.  The course examines gender-sensitive and multicultural issues related to mental health and substance use for women. The course also focuses on the treatment characteristics, experiences and outcomes of women and how they differ from those of men.

This course provides students with an overview Ontario’s Addictions and Mental health network and those agencies and institutions available for field placement in Durham Region and the GTA.  Students are also introduced to the field placement process, the forms and paperwork required for field placement, and the selection process for field placement. Students develop a “portfolio” that includes their resume and a cover letter template for placement and subsequent employment.

This course provides students with an introduction to human hormonal and neurochemical processes as they relate to human behaviour substance use/abuse, and mental health.  Students integrate their understanding of the organization and functioning of the central nervous system with its relationship to addictive behaviour and the therapeutic effects of pharmacotherapy for mental health.  Mental health/illness is discussed in the context of pharmacotherapy as well as the complexities associated with concurrent recreational drug use.  The course focuses on the fundamental concepts associated with the study of addictive behaviour and mental health and relates them to personal and societal biases regarding psychoactive drugs and drug use.  The information gained in this course provides students with the ability to assess the impact of drug use on psychosocial functioning and plan and implement interventions. It also complements the “Models....” course and provides a foundation for course work in “Psychopathology.”

This course examines relapse prevention models and treatment strategies.  The first half of the course will focus on the “Relapse Prevention” model as developed by Marlatt and colleagues.  Related theories, such as social-cognitive theory and stages of change theory will also be explored, with special attention being paid to the roll of self-efficiency in relapse prevention.  In the second half of the course, clinical applications of the theory will be discussed, including Mindfulness-based treatments, Group applications and Structured Relapse Prevention treatment.  Throughout the course, the role of neurobiological factors and mental health symptoms in relapse will also be acknowledged.

In this course students are introduced to the theoretical models underlying the prevailing perspectives of mental health and addiction and the treatment methodologies derived from those models.  Key approaches/paradigms of Psychotherapy will be studied as will central concepts associated with practising Psychotherapy in Ontario.

This course is an introduction to families from a family systems and family therapy perspective.  Students learn to view human behaviour and behaviour problems, including addictive behaviours and mental health issues as expressions of family interactions and structure.  Several models of therapy are contrasted with a family systems approach.  Family dynamics are explored as factors in the development/maintenance of substance abuse and mental health.  Students are introduced to assessment and treatment planning strategies for families affected by substance abuse and/or mental health issues.

This course provides students with an introduction to the Brief Therapy Model developed by researchers at the Mental Research Institute in Palo Alto, California.  Students learn and gain practise in applying concepts associated with two of the most popular Brief Therapy models, including the Solution-focussed and Narrative approaches.

This course focuses on youth as a “special population” at risk for the development of addiction and mental health problems. Students will learn about current drug use trends/trends in mental health among Ontario’s young people, and the various factors that may influence the onset of substance use/mental health-related difficulties, including developmental changes; familial factors and negative life experiences.  We will examine how youth differ from adults regarding substance use/mental health-related issues. The course introduces students to key treatment considerations in working with substance-abusing youth/youth affected by mental health problems and specialized interventions and counselling strategies for working with this population.

This course provides students with an overview Ontario’s Addictions and Mental health network and those agencies and institutions available for field placement in Durham Region and the GTA.  Students are also introduced to the field placement process, the forms and paperwork required for field placement, and the selection process for field placement. Students develop a “portfolio” that includes their resume and a cover letter template for placement and subsequent employment.

This course examines models of wellness counselling in the context of addictions/mental health treatment and introduces the student to psycho-educational counselling.  Special attention will be paid to the “Workshop model” and instructional strategies focused on behavioural change.  The course will focus on strategies which allow the therapist and client alike to develop and maintain a balanced and healthy way of life.  As such, models and methods arising from “Change Science” will be an area of focus.  The evolution of the concept and practice of “wellness” will also be explored as will specific dimensions of wellness such as stress management, self-esteem, social relationships, physical activity and nutrition.  The course also has a strong focus on the honing of group counselling skills in order to facilitate the effective delivery of wellness-based psycho-education sessions.  As such, students spend much of the course developing and practicing didactic interventions, including the opportunity to develop and conduct a psycho-educational workshop for a clinical population in the community.

This course is divided into two parts (Phase 1 and 2).  In Phase 1 (Weeks 1 through 6), students will learn about the history of gambling and about the complex nature of problem gambling. Topics include education about Ontario’s gaming marketplace, characteristics of problem gambling, and factors that contribute to problem gambling.  This phase will include a focus on special populations of problem gamblers such as women, youth, and the elderly. In Phase 2 (Weeks 7 through 14), students are introduced to the various approaches used in the treatment of problem gambling, with a primary emphasis on the cognitive-behavioural model. Students will also be introduced to “mindfulness” meditation in psychotherapeutic practise.

This course focuses on the needs and circumstances of older Canadians with addictive behaviours and mental health issues. Students learn to apply the continuum of care to this population and use the case management model when working with older people.

This course prepares students to identify and assess symptomatology as it applies to mental health disorders. Through a general understanding of DSM-IV criteria and specific cases, this course helps students develop an awareness of some of the more common psychopathologies, how they may interrelate and how addictive behaviour may impact on mental health/illness.

This course focuses upon “diversity” in our society and examines the particular mental health and addictions needs and contextual issues related to minority groups.  The segments of our society most often associated with focused psychotherapeutic needs include the LGBTO community, Aboriginal Canadians, ethnic minorities, those members of our society affected by “disabilities” and the “homeless”.  Students explore societal and personal biases towards these groups and learn to develop psychotherapeutic strategies to address their particular needs.

This course examines several forms of abuse including family, gang and bar violence and their links to alcohol, drug abuse and mental health. Students learn to identify forms of abuse and respond professionally and therapeutically. In addition, students will be introduced to various theoretical frameworks, treatment methodologies, and resources for both victims and perpetrators to assist in their roles as case managers.

Students are required to complete 490 hours of supervised field work in a clinical setting that provides direct client service in addictions and/or mental health.  Field placement provides an opportunity for the further development of competence in all areas contributing to graduate-level knowledge and skills, as well as the attitudes and values of a mental health therapist/psychotherapist. Direct links to the courses in the Addictions and Mental Health program give students an opportunity to demonstrate the application of classroom content and theories in observable and measurable ways.