Courses
Addictions and Mental Health-2026/2027
| Level 1 | ||||
| Take all of the following Mandatory Courses: | ||||
| BSCI-6031 | Fundamentals of Addictions | 3 | ||
| The purpose of this introductory course will be to learn, understand and appreciate the complexity of substance use and behavioural addictions within the context of Addictions and Mental Health (AMH) work. This includes an emphasis on the lived experiences of individuals, families, friends, supports and communities impacted by addictions. An introduction to the Diagnostic and Statistical Manual (DSM) will be provided in addition to a review of various theories, perspectives and frameworks. Students will be introduced to relevant key concepts and approaches including social determinants of health, stigma, harm reduction, peer support models as well as culturally relevant assessments, allyship and services rooted in trauma informed and anti-oppressive practice. Students will also be provided with the opportunity to practice basic group facilitation skills with their peers. Students will be encouraged to critically self-reflect on their personal knowledge, values, and assumptions related to substance use and behavioural addictions, as well as practice how to be open-minded and build collaborative relationships with each other. | ||||
| BSCI-6032 | Fundamentals of Mental Health | 3 | ||
| This course introduces students to foundational concepts in Mental Health through trauma-informed and anti-oppressive perspectives. Students explore the description, prevalence, contributing factors, and impacts of Mental Health across diverse populations. Emphasis is placed on understanding how social determinants, systemic barriers, and cultural contexts shape Mental Health experiences. Students develop familiarity with the structure and purpose of the DSM-5-TR, including how diagnostic frameworks inform service planning. Students engage in critical self-reflection to deepen awareness of personal beliefs, assumptions, biases, and professional and ethical responsibilities when supporting individuals with Mental Health challenges. | ||||
| BSCI-6033 | Professionalism in Person Centred Care | 3 | ||
| The purpose of this course will be to learn, understand and begin practicing the roles and responsibilities of an Addictions and Mental Health (AMH) Worker when providing Person Centred Care to individuals. Guiding principles for professional practice as well as ethical decision making will be explored and applied through case scenario-based learning. This will include a review of confidentiality and legislative requirements as well as documentation standards. Students will be introduced to core concepts related to rapport building skills, case management, assessments, interprofessional practice, wellness plans and crisis or critical incident situations from an anti-oppressive and trauma-informed perspective that respects the rights of individuals and self-determination. Students will also be provided with the opportunity to begin practicing basic AMH skills to further prepare for advanced courses and field placement. | ||||
| BSCI-6034 | Promotion & Prevention | 3 | ||
| This course introduces key concepts in health Promotion and Prevention within Addictions and Mental Health. Students examine wellness for both Service Users and Practitioners within the field, and explore how social determinants, systemic barriers, and cultural contexts influence health outcomes. Using both trauma-informed and anti-oppressive perspectives and approaches, students analyze prevention models and evidence-informed strategies that support diverse populations. Emphasis is placed on designing and adapting prevention initiatives that reduce risk, strengthen and empower protective factors, and promote community wellness across service settings. Students also engage in reflective practice to understand their role in fostering equitable, collaborative, and culturally relevant promotion and prevention approaches | ||||
| BSCI-6035 | Social Justice: Equity & Diversity | 3 | ||
| In this course students will engage in self- analysis while exploring issues of privilege, power and stigma as it relates to individuals, families, and communities challenged by addiction. Through an anti-oppressive framework, students will examine current local initiatives aimed to reduce systemic inequities in the field of addiction and/or mental health through the lens of social change and advocacy. | ||||
| FLDP-6036 | Field Preparation | 1 | ||
| This course prepares students for success in their upcoming Field Placement by developing foundational professional skills, reflective practice, and self-assessment competencies. Students identify personal strengths and learning needs for field, practice professional communication and prepare required documentation for placement matching and interviews. The course introduces expectations, roles, boundaries, and responsibilities within placement settings, including ethical conduct and confidentiality considerations. Students complete pre-placement requirements and explore strategies for effective interprofessional collaboration, professionalism and growth as emerging practitioners in Addictions and Mental Health | ||||
| RSCH-6013 | Lifespan Development | 3 | ||
| This course examines human development across the lifespan with a focus on factors that influence mental health, substance use, and wellness. Students explore different developmental theories, attachment, neurodevelopment, social determinants of health, and the impact of trauma and adversity from infancy through older adulthood. Emphasis is placed on applying developmental knowledge to addictions and mental health practice, recognizing how life stage, culture, identity, and lived experience shape service user needs, strengths, and treatment considerations. Students will critically analyze course content to support trauma-informed, culturally relevant, and evidence-based practice in the AMH field | ||||
| RSCH-6014 | Capstone Project Development | 3 | ||
| Serving as an introduction to capstone project course in level 2 of this program, students are introduced to several foundational concepts related to research literacy and professional group work. This course provides the theory and skills required for direct application toward successful completion of capstone transformational research projects in level 2. Key course components include an introduction to research literacy, Miskasowin, and Fanshawe College's 7 Job Skills Initiative. Students will begin working through Tuckman's Stages of Group Work as they meet with their assigned Capstone Group weekly. | ||||
| Level 2 | ||||
| Take all of the following Mandatory Courses: | ||||
| PHRM-6009 | Pharmacology | 3 | ||
| Through module readings and extensive video links, this one-semester course covers the pharmacology of drugs used in the treatment of mental health disorders and some of the drugs that are commonly abused. Learners are introduced to the basics of pharmacology with a discussion of the pharmaceutical, pharmacokinetic, and pharmacodynamic phases of drug action, and the way that information travels in the nervous system. The course also addresses factors that contribute to epidemics of drug abuse. The mechanism of addiction is explored with a discussion of the role played by receptors and pathways in the brain that are involved in repetitive behaviour. The course continues with a look at the pharmacologic activity of a select group of psychopharmacologic drugs involved in addiction and mental health, and concludes with a discussion of drugs used as reversal agents in overdose situations and those used as maintenance medications to treat addiction. | ||||
| BSCI-6036 | Treatment Approaches in Addiction | 3 | ||
| The purpose of this course will be to expand on existing concepts and core skills related to offering Addictions and Mental Health (AMH) support, services and treatments to individuals and communities. Students will be introduced to the history of professional addictions work, conceptual frameworks, and evidence-based treatment approaches and practices. There will be an emphasis to reflect on the lived experiences of individuals and families seeking, navigating and accessing services and treatments. Students will use their foundational knowledge of therapeutic alliances, culturally relevant assessments, wellness planning, group facilitation and crisis situations when demonstrating their direct practice skills. This course will lastly review the importance of debriefings, self-care, peer consultations and supervision, as well as recognizing and preventing burnout and vicarious trauma related to Addictions and Mental Health (AMH) direct practice | ||||
| BSCI-6037 | Change Stages & Motivational Interview | 3 | ||
| This course introduces the principles of behaviour change and Motivational Interviewing (MI) within Addictions and Mental Health practice. Students examine the Stages of Change model, the spirit and core skills of MI, and the role of collaborative, trauma-informed communication in supporting client readiness. Through practice-based activities, students develop foundational therapeutic interviewing skills including reflective listening, confidentiality considerations, eliciting change talk, and supporting service user autonomy and empowerment. The course emphasizes culturally relevant, anti-oppressive, and ethical communication when working in the AMH field | ||||
| RSCH-6015 | Capstone Project | 3 | ||
| In this course, students will continue to work with their Capstone Project Group members from RSCH 6014 in level 1 of the AMH program. Following the facilitation by their professor, and the mentorship of their collaborating community professionals and peers, students will continue to create and implement solutions suitable for the community setting. A final report will be submitted summarizing all facets of the project, including personal and professional growth. Students will also articulate examples of how their professional skills, related to the Fanshawe College 7 Job Skills Initiative, have been honed by participating in a simulated interview experience | ||||
| FLDP-6028 | Field Placement-Addiction & Mental Hlth | 5.2 | ||
| In this Field Placement course, students integrate and apply Addictions and Mental Health knowledge, skills, and professional behaviours within an assigned community-based setting. Students engage in trauma-informed, culturally relevant, and ethical practice while collaborating with Service Users, Supervisors, and interprofessional teams. Through shadowing, direct service, observation, and reflective supervision, students support wellness goals, apply multiple frameworks through practice, and strengthen communication, advocacy, collaboration, and relationship-building skills. The placement experience supports the continued development of professional identity, confidence, and competence as emerging practitioners in the Addictions and Mental Health field. | ||||
| FLDP-6032 | Field Seminar | 2 | ||
| This Field Seminar course supports student's personal and professional growth during Field Placement through wholistic reflection, peer support and learning, and collaborative dialogue. Grounded in Indigenous approaches and Circle Pedagogy, students share successes, challenges, and emerging insights from their Field Placement experiences in a community-based learning environment. Through guided and shared reflection, discussion, and supervision, students deepen their self-awareness, strengthen professional identity, and empower knowledge regarding the integration of trauma-informed, culturally relevant, and ethical practices. The course fosters connection, accountability, and collective learning as students navigate their roles as developing practitioners in the Addictions and Mental Health field. | ||||
| Program Residency | ||||
| Students Must Complete a Minimum of 11 credits in this program at Fanshawe College to meet the Program Residency requirement and graduate from this program | ||||