Addictions and Mental Health
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Program Overview
Addictions and Mental Health is a one-year program for graduate students who are committed to advancing their skills and knowledge. This program combines classroom instruction with a field placement for students to work with clients. This program is designed for graduate students who are interested in enhancing their knowledge and skills to advance their career or enter the workforce. Students learn the fundamental components of addictions and mental health issues, promotion and prevention, pharmacology, and social treatment approaches. This program is designed for recent college or university graduates aiming to deepen their knowledge before entering the workforce and for seasoned practitioners seeking career advancement. It prepares students for diverse roles in human services, including community programs, residential care, social services, early childhood and family centres, recreation and leisure services, gerontology programs, group homes and settings focused on addiction and mental illness prevention, intervention, and treatment of addictions and/or mental illness.
Program Details
Program Code
AMH1
Credential:
Ontario College Graduate Certificate
Duration
30 weeks
Start Dates
Locations
Availability
Full Time Offerings
2027 January
London
Open
2025 September
London
Closed
2026 January
London
Closed
2026 September
London
Waitlisted
Start Dates
Locations
Availability
Full Time Offerings
2026 September
London
Open
2027 January
London
Open
2025 September
London
Closed
2026 January
London
Closed
Your Learning Experience
As a student within the Addictions and Mental Health program, you will feel confident using intervention techniques, educate individuals through knowledge exchange and work collaboratively in teams and build wholistic relationships. Prepare for a career as a mental health worker by gaining hands-on experience through a capstone and field placement within addictions and mental health. Students will have the opportunity to apply their knowledge and skills while working collaboratively with various professionals.
Students who register in the full-time online delivery of this program will participate in online asynchronous classes. Please note that students will be required to engage in group work in a virtual setting for a minimum of 3-6 hours per week in Level 1 and Level 2 of the program. In RSCH-6014 Capstone Project Development and RSCH-6015 Capstone Project, students will work with group members to create and implement solutions suitable for the community setting. In FLDP-6032 Field Seminar in Level 2, students will meet in a virtual setting with classmates and their Field Supervisor to engage in facilitated peer support and wholistic reflection of their placement experience.
Career Information
Graduates of the program can advance their 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.
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This program provided a well-rounded education, covering various aspects of the field through engaging coursework and practical assignments that deepened my knowledge. The hands-on placement experience was instrumental, allowing me to apply my learning in a real-world setting and gain insight into the profession. In my current role as a Community Outreach Worker at Oxford County Community Health Centre, I use many of the skills I developed through this program.
Valeria Carillo
Addictions and Mental Health graduate 2023
Learning Outcomes
- Use a bio-psycho-spiritual framework when providing addictions and mental health services;
- Provide holistic, client-centred, gender-based, culturally relevant assessments and interventions to individuals, groups and families within social and cultural contexts across the lifespan;
- Integrate skills and knowledge from a range of frameworks and contexts in addictions, mental health and concurrent disorders to provide non-biased services to women and those from diverse and varied populations;
- Educate individuals, families, groups and the community regarding issues and approaches through knowledge translation, knowledge exchange and the dissemination of relevant and current research and practice via formal and informal education;
- Access, utilize and advocate for culturally informed community supports and services for individuals, families and the community;
- Actively participate in and contribute to, relevant networks, groups and organizations promoting development, improvement and advancement in the fields of addictions and mental health;
- Work collaboratively within inter-professional teams providing ethical, effective, timely, and coordinated holistic services;
- Practice ethical and responsible behaviour in all aspects of work;
- Use research results to design and implement client care and services with the participation and contribution of the client, their family, and the community;
- Proactively build collaborative relationships with Indigenous stakeholders to ensure culturally appropriate services.
Academic School
Program Coordinator:
Ursula Goniarski
Pathways
Admission Requirements
A Two- or Three-Year College Diploma or University Degree in a
health or community service discipline.
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.
International Admission Equivalencies
Admission equivalencies for Fanshawe depends on your country of study. Please enter your location to see the requirements for your country below.
English Language Requirements
English Language Requirements
| Test | Score |
|---|---|
| TOEFL iBT | Overall score of 5 with no score less than 4.5 in any band |
| IELTS Academic | Overall score of 6.5 with no score less than 6.0 in any of the four bands |
| CAEL | Overall score of 70 with no score less than 60 in any of the four bands |
| PTE Academic | Minimum score of 58 with no score less than 50 in any of the four bands |
| Cambridge English | Overall score of 176 with no language skill less than 169 |
| ESL4/GAP5 | Minimum grade of 80% in ESL4/GAP5 Level 9, or 75% in ESL4/GAP5 Level 10 |
| Duolingo | Overall score of 120, with no score lower than 105 |
| LanguageCert Academic | Overall score of 70 with no score less than 65 in any of the four skills |
Post-Admission Requirements
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)
- Verification of good health through the completion of required vaccination/immunizations with the Ministry of Health Guidelines.
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Guide to Completing your Professional Practice Requirements
- Pre-Placement Process
- Year 1: Professional Practice Health Form
- Placement Agreement
Courses
| 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. | ||||
Tuition Summary
London
Online
[1] Total program costs are approximate and subject to change. They do not include additional fees such as the health and dental plan, bus pass, or general expenses. Learn more about ancillary and additional fees.