Program delivery note

Program delivery note: Fanshawe will temporarily deliver this program as listed under "locations" to the right of your screen or in the "+ more details" menu on mobile. Delivery format may change for January 2021 and onwards.

Overview - 2021/2022

The Addictions and Mental Health one-year program will be beneficial for seasoned practitioners who are committed to maintaining currency, and/or who are seeking career advancement.

Students who are newly graduated from post-secondary may also wish to enroll in this program to deepen their knowledge and skill base prior to entering the workforce.

Opportunities to work in varying sectors such as child, adult, family and gerontology-based programs may broaden for students who complete this graduate certificate.

The intent of this program will be to ready students to work in a variety of human services settings such as community programs, residential care, social service programs, early childhood and family centres, recreation and leisure services, gerontology programs, group homes as well as any other settings that support prevention, intervention and treatment of addictions and/or mental health.

 

Admission Requirements - 2021/2022

Admission Requirements

Ontario College Diploma, Ontario College Advanced Diploma, Degree, or equivalent
OR
Acceptable combination of related work experience and post-secondary education as judged by the
College*
OR
Five years of work experience in the community services industry as judged by the College to be
equivalent*

Note:

*Applicants may be required to submit a resume and cover letter that includes details of work
experience.

English Language Requirements

Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:

  • A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
  • Test of English as a Foreign Language (TOEFL) test with a minimum score of 88 for the Internet-based test (iBT), with test results within the last two years
  • International English Language Testing System (IELTS) Academic test with an overall score of 6.5 with no score less than 6.0 in any of the four bands, with test results within the last two years.  SDS Program Requirements.  
  • Canadian Academic English Language (CAEL) test with an overall score of 70 with no score less than 60 in any of the four bands, with test results within the last two years
  • Pearson Test of English Academic (PTE) with a minimum score of 59, with test results within the last two years
  • A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 176 with no language skill less than 169, with test results within the last two years
  • An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 75% in all sections of the test, with test results within the last two years
  • Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 9 or 75% in ESL4/GAP5 Level 10

Post-Admission Requirements

The following items are applicable to the program and are time sensitive.  Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.

  • Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
  • Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
  • Evidence of Good Health
  • Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
  • Placement Agreement

Courses

Addictions and Mental Health-2021/2022

Level 1
Take all of the following Mandatory Courses:
BSCI-6031Fundamentals of Addictions3
This course will introduce students to substance-related and behavioural addictions as indicated in the Diagnostic and Statistical Manual. Through the biopsychosocial and trauma informed lens, students will critically analyze different theories of addiction and current initiatives in field addiction services. The signs and symptoms of dependence, abuse, problematic, and occasional patterns of substance use will be addressed. Throughout the course, students will engage in self- reflection regarding their understanding of addictions with the aim to challenge one's own beliefs and assumptions.
BSCI-6032Fundamentals of Mental Health3
In this course, the bio-psycho-social perspective will be used to help students gain knowledge and understanding of concurrent mental health and substance abuse issues in our diverse society. The description, prevalence, causative factors, outcomes, and treatment of mental health disorders will be presented in relation to the Diagnostic Statistical Manual. Students will have opportunity to examine current legislation, policy and initiatives in Mental Health. Throughout the course, students will engage in self-reflection regarding their understanding of mental health with the aim to challenge one's own beliefs and assumptions.
BSCI-6033Professionalism in Person Centred Care3
The focus of this course will be on the role and responsibilities of an addiction and mental health worker. Guiding principles for ethical, legal and professional practice will be addressed in relation to case management and advocacy. Students will be introduced to the components of case management including rapport and relationship building skills, screening and assessment tools as well as a strength- based documentation format.
BSCI-6034Promotion & Prevention3
This course focusses on the understanding of the key elements of health and wellness in our clients and ourselves. Students will consider the different levels and approaches to prevention of addiction and mental health problems. Using Anti-oppressive practice principles, students will learn to analyze and implement prevention programs servicing diverse populations in a range of milieus.
RSCH-6013Lifespan Development3
Students will gain a greater understanding of human development across the lifespan by exploring the physical, cognitive, and social- emotional stages of development. Selected theoretical approaches will be investigated in order to understand factors contributing to addiction as well as the impact of addiction on human development.
RSCH-6014Capstone Project Development3
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. This course provides the theory and skills required for direct application toward successful completion of capstone research projects in level 2. Key course components include an introduction to research ethics and design, how to search and evaluate for credible sources, basic skills for critiquing and reviewing the literature as well as developing a focused research question. Students will also be introduced to field placement practice.

Level 2
Take all of the following Mandatory Courses:
BSCI-6009Treating Challenging Behaviours3
In this course, the student will be introduced to a variety of procedures used to assess and treat challenging behaviours presented by individuals with autism / Autism Spectrum Disorder. The topics covered will include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours, e.g., stereotype, pica, aggression, self-injury, etc. Emphasis will be placed on ethical considerations such as the utilization of the least intrusive, least restrictive model and 'effective treatment'. Techniques covered will include antecedent control strategies, schedules of reinforcement, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures.
BSCI-6035Social Justice: Equity & Diversity3
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.
BSCI-6036Treatment Approaches in Addiction3
In this course students will examine the roots and history of professional addiction work and its place in the workforce. Students will explore major conceptual frameworks and approaches that inform current and emerging evidence-based treatment practices. These frameworks will be used to critically analyze services that individuals and families may navigate in the course of seeking help and wellness.
BSCI-6037Change Stages & Motivational Interview3
In this course students will examine the roots and history of professional addiction work and its place in the workforce. Students will explore major conceptual frameworks and approaches that inform current and emerging evidence-based treatment practices. These frameworks will be used to critically analyze services that individuals and families may navigate in the course of seeking help and wellness.
RSCH-6015Capstone Project3
In this course, students will work in interprofessional teams to identify and investigate a community need or gap within the addictions and mental health sector. Working collaboratively, students will examine current research to determine the most appropriate solution based on exemplary and ethical practices. This capstone project will allow the team to create a solution suitable for implementation within the community setting. Students will present the results of their analysis including the solution to peers and affiliated agency(s). A final report will be submitted summarizing all facets of the project, as well as limitations encountered within one's scope of practice.
FLDP-6026Field Placement-Addiction & Mental Hlth5.2
During this field placement, students will have the opportunity to integrate their vocational knowledge and skills while working collaboratively with various professionals in a community. Inter-professional experiences that allow for exploration and practice in addictions and mental health, recreation and leisure, therapeutic modalities and community-based practice, focused concepts will be fostered. Opportunities to demonstrate competent leadership abilities in a work place setting will be a core outcome of the field placement.

Program Residency
Students Must Complete a Minimum of 10 credits in this
program at Fanshawe College to meet the Program Residency
requirement and graduate from this program

Careers - 2021/2022

Career Opportunities

Graduates of the program can find employment as: an Addictions Crisis Worker, Withdrawal Management Counsellor, Addictions Counsellor, Substance Abuse Counsellor, Case Manager, Community Support Worker, Coordinator/ Psychogeriatric Case Manager, Counsellor/Group Facilitator, Mental Health Support Worker, Outreach Services Advisor, Rehabilitation Services Case Manager, Residential Care Worker, Youth Worker.

More Information - 2021/2022

A One-Year Ontario College Graduate Certificate Program
Program Code: AMH1
Campus Code: LCL (LCL - London-Online)
September Admission
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates

Contact

School of Community Studies: 519-452-4224

Program Description

The Addictions and Mental Health one-year program will be beneficial for seasoned practitioners who are committed to maintaining currency, and/or who are seeking career advancement. Students who are newly graduated from post-secondary may also wish to enroll in this program to deepen their knowledge and skill base prior to entering the workforce. Opportunities to work in varying sectors such as child, adult, family and gerontology-based programs may broaden for students who complete this Graduate Certificate. The intent of this program will be to ready students to work in a variety of Human Services settings such as community programs, residential care, social service programs, early childhood and family centres, recreation and leisure services, gerontology programs, group homes as well as any other settings that support prevention, intervention and treatment of addictions and/or mental health.

Program Pathways

For information about Program Pathways visit www.fanshawec.ca/programpathways.

Program Details

More details

2021/2022 academic year: Refer to the More Info tab to view offerings for the 2021/22 academic year. Canadian students can start applying in early October for programs with Sep. 2021, Jan. 2022 and May 2022 start dates through ontariocolleges.ca.

Program Code
AMH1
Delivery
Day Time
Full-Time
Credential
Ontario College Graduate Certificate
Duration
30 weeks

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