This course provides an introduction to addictions, mental health and concurrent disorders, the unique features of each and the integration of services and supports in addictions and mental health. Students explore the prevention and treatment continuum in Canada, historical and cultural perspectives and frameworks and models. A bio-psycho-social-spiritual framework is addressed and current practices are reviewed including research and best practice guidelines.

Students study theoretical concepts and practical skills necessary to assist clients in recognizing concerns or issues and working toward desired outcomes. Students are introduced to the theoretical foundations of various models of counselling and develop active listening skills. A key focus is assisting clients to identify and highlight their strengths by finding positive outcomes that are related to their concerns or issues. Learning to facilitate client self-empowerment and development occurs by acquiring additional skills through the effective use of queries, observation, self-reflection and a comprehensive understanding of a client's behaviour and communication style. Students also examine information and assistances concerning crisis, grief and bereavement.

In this course, students study the effects of use and abuse of various drugs on the body including: alcohol, nicotine, prescription drugs, hallucinogens, cocaine, narcotics and marijuana, inhalants and steroids. An introduction to the science of Pharmacology is included. Students will understand the application of these concepts to clinical practice and program design.

Access to mental health and addictions services can be challenging due to the complexity of the system of service, funding sources and issues relating to stigma and barriers. In this course, students learn about the current issues, trends and developments in the integration of services in order to promote coordinated, efficient access to services while focusing on early intervention, treatment and community supports. Students explore a range of services for children, youth, adults, older adults and individuals with special needs. Workplace issues and supports are discussed.

Bio-psycho-social-spiritual assessments and interventions and the determinants of health are explored in this course. Holistic interventions and current practices are included such as mindfulness, nutrition, exercise, and alternative therapeutic approaches. Interdisciplinary practice and inter-professional collaboration is emphasized. Students also explore the notion of family and community in the role of holistic intervention.

Students will enhance their capacity in working with members of non-dominant populations. Students will facilitate development of self awareness, theoretical knowledge, and skill acquisition. Assignments will entail a strong component of personal reflection and self assessment. Students will develop knowledge and skills necessary to inform work with multicultural and diverse individuals and groups identified by age, ability, gender, sexual orientation, race and ethnicity, and socioeconomic status, etc. Students will critically examine the concept of diversity, stigmatized social identities, and the impact on services and supports.

Workers in the field of addiction and mental health are often faced with challenges that seldom have clear solutions. In this course, students develop their knowledge of ethical theories and moral principles and learn how to apply these to the resolution of complex issues. Students critically reflect on their individual scope of practice while exploring systemic barriers to ethical service delivery. Students build on their understanding and practice of effective decision-making skills while ethical challenges and dilemmas are analyzed in case scenarios and ethical approaches are discussed.

Motivational Interviewing (MI) is a client-oriented, collaborative, evidence-informed approach to counselling which is focused on exploring and resolving ambivalence and enhancing motivation to change. Students study the application of MI in addictions and mental health. Practical skills, concepts and essential strategies of MI are integrated into clinical practice in order to promote behaviour change and maintenance of gains. Through case studies, demonstrations, and experiential learning, students develop their MI skills.

In this course, students examine issues relevant to working with youth and families who are struggling with mental health and/or addiction issues. Students have the opportunity to consider the unique manner in which addiction and mental health issues impact youth and families as well as some of the barriers that this population encounters when accessing services. Students combine research and critical thinking skills to identify the relevant services in their community, to analyze the variety of service models and treatment methods available to assist youth and families, and to employ strategies to engage youth and families in challenging circumstances. Students also practice providing collaborative, culturally-sensitive, and strengths-based services to youth and families in a manner which incorporates evidence-based approaches alongside ongoing self-reflexivity and self-care.

In this course students explore trauma-informed practice at the individual, organizational and systemic levels. Students develop an understanding of the diverse needs of trauma survivors and how women, men, children and youth experience trauma differently. The effect of trauma on the brain is studied and the way service may be adapted is discussed. Content includes an overview of services for people with trauma, substance use and mental health including parenting, child welfare and supports for children.

In this course students critically review impulse control disorders and non-substance or behavioral addictions such as gambling, internet use, and gaming. An overview of disordered eating and sexual addiction will also be covered. Students will also study the classification of these disorders in the DSM V.

Students develop knowledge and skills in facilitating counselling groups with individuals who are experiencing issues related to addictions and mental health. Students examine group theory, group dynamics, and group processes and apply their knowledge to group facilitation. Practical application is emphasized and each student is given the opportunity to experience leading, facilitating and participating in simulated groups.

In this capstone course, students will select a topic of interest in the field of addictions and mental health. Under the guidance of the instructor they will complete a secondary research project.