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*From an English-language teaching institution.
**19 years of age upon starting classes and pass the college's admissions test.
The Addictions and Community Services Worker diploma program comprises on-campus lectures and labs, field trips, and industry-related projects. There is also a work experience component that provides students with theory, hands-on experience, and applied learning opportunities.
The program prepares graduates for entry-level positions in community social services with particular attention to the specific needs of people affected by addiction.
The program includes courses in the fundamentals related to addictions and community services, building relationships, life management, and finally, professional and workplace skills. The program is approved by the Canadian Addiction Counsellors Certification Federation (CACCF).
This program has been approved by the registrar of the Private Training Institutions Branch (PTIB) of the Ministry of Advanced Education and Skills Training.
My instructor is kind, insightful, and intelligent. The school environment is very welcoming and open and is devoid of any sort of judgement; we all accept each other.
This two-day course suited for the general public and workplace and meets first aid requirements for Canada Labour Code Standard First Aid, and Licenced Child and Adult Care Facilities. This course is suited for police, first responders, lifeguards, ski patrollers, caring citizens and families with children.
This course looks at the planning, preparation, execution, and follow-up stages of an interview: how people find jobs; employer expectations; presenting an enthusiastic attitude; focusing on the right job; transferable skills; the job interview; effective resume preparation; cover and thank you letters; effective telemarketing; tapping the hidden job market; handling objections; job search management; self-confidence and self-esteem building; mock interviews (video-taped); and individual counselling and coaching.
This course will introduce students to skills and concepts that will help them achieve personal, academic, and career success.
This subject educates the student about the software applications that are commonly used in document preparation, report writing, and presentations. The student will learn how to use a computer’s operating system; perform basic file management tasks; use a Web browser to explore the Internet and perform searches for information; create, edit, and format documents; and prepare a slide show presentation.
This subject provides the foundation for further in-depth subjects in the study of addiction. The basic pharmacological nature and effects of a range of psychoactive chemicals are presented with an emphasis on challenging the myths of which chemicals cost society the most in terms of economic costs and social burden of human suffering. Specific target populations are explored, focusing on women, children, adolescents, ethnic minorities, elderly, the disabled, and those suffering from mental illness. Assessment, intervention strategies, and treatment options are presented along with the most common problems encountered during treatment.
This subject provides basic drug information including the basic pharmacological nature and effects of a range of psychoactive chemicals. Students will build knowledge relating drug treatments/usage to various body systems and associated states of disease. Subjects include General Principles of Pharmacology; Drug Absorption, Distribution, Metabolism, and Excretion; Pharmacokinetics and Pharmacodynamics of Certain Drugs; Drugs and the Digestive System/Vitamins and Minerals; Conduction and Neurotransmission; and more.
This course focuses on developing students’ understanding of the intake and planning processes. Our graduates work in a broad range of settings across the social services and therefore encounter of a wide variety of standardized and in-house intake and psychometric tools. In light of this, Introduction to Intake Procedures & Treatment Planning centers on developing portable and universal “hands-on” skills in interviewing and planning so that our graduates have a solid practical basis from which to start. This module helps the student understand the role of the support worker in intake procedures and treatment planning. Furthermore, the module helps the student understand the purpose of intake and treatment planning, as well as the professional challenges support workers might encounter while doing these tasks.
This subject will provide the student with an understanding of relapse as a natural part of the recovery process. The student will study a range of strategies and techniques to assist in minimizing and preventing the effects of prolonged periods of relapse during the journey of recovery. Students are guided through the entire relapse process by considering the application of some basic principles introduced in the Center for Applied Behavioural Research (CENAPS) Model of Treatment.
This subject is designed to provide the student with a framework in which to view helping functions and related skills in a systematic manner. The subject concentrates on the helper’s task of becoming a more aware and effective person. The emphasis is on empowering others to help themselves through the development of communication and coping skills.
This subject will assist the student to define communication skills and demonstrate how to use them effectively in many types of situations. A group of core communication skills is essential to any interview, whether it takes place in counselling, nursing, social work, personnel work, or information gathering.
This subject will provide the student with an overview of the nature of group work in a social service setting and an opportunity to explore relevant techniques and exercises designed to enhance group work.
This subject will provide students with an overview of how addiction can impact the family unit. Understanding the family reaction is critical to providing caring support to the recovering addict and their loved ones. A recovery program that does not address issues of co-dependency may increase the likelihood of persistent patterns of relapse for both the addict and their family.
This course is designed to give students a cursory understanding of the most common high risk populations in Canada. Students must also be aware that this course cannot provide a completely comprehensive understanding of each group. It is intended simply to provide a base level of knowledge, an expanded frame of reference, and practical understanding of how to begin working with these groups in a manner that is respectful and effective. During this course, students will learn about cultural context in general and more specifically, how that understanding is applied to each group from a front line perspective. Additionally, students will learn most common defining traits and relevant statistical information for each group and how to show respect to that group when working with them. Towards this end, the instructor will combine lecture with class discussion, assignments, videos, and speakers to help deepen their understanding of these various populations within the human services field.
This course is designed to give students an overview of the issues that our youth are facing in today’s society. The course looks at three general areas of concern related to youth issues. The first part of the course is aimed at describing what is meant by at-risk and who these at-risk youth are. This is essential in order to better understand what the common risk factors that contribute to youth becoming at risk are. Secondly, the student will learn about the different at-risk categories in order to explore the various issues and problems. Finally, the course will look at the different intervention, prevention, and treatment strategies or models.
This subject provides the student with a basic knowledge and understanding of psychological concepts that can be applied in the subjects that follow. Subjects include Introduction to Psychology, History of Psychology, Biology and Behaviour, States of Consciousness, Learning, Developmental Psychology, Motivation and Emotion, Psychological Disorders, Therapies, and more.
This subject provides a comprehensive study of effective communication skills and techniques the student will use both professionally and personally. The subject will sharpen skills to work effectively in a professional helping relationship. Students will also learn how to conduct an effective job search and how to continue their development as an Addictions Worker. Topics include human communication, perception and self, language, non-verbal communication, public communication, organization and support, presenting your message, informative speaking, persuasive speaking, understanding and improving interpersonal relationships, and more.
The goal of an Addictions Worker is to accurately assess the client’s needs and provide the most appropriate referral in an ethical manner. This subject establishes a framework to assess needs and explores the various services available in the community. This is accomplished by guiding the student through a series of assignments to enhance evaluation skills and knowledge. Topics include learning about various community resources in the local community, addiction treatment centres, the John Howard Society, the Elizabeth Fry Society, correctional facilities, multicultural organizations, detox centres, assessment centres, local counselling services, the Canadian Mental Health Association, and more.
This subject deals with preparing social work-related written reports to communicate the progress of a client. The student will be introduced to various methods of recording information, along with the requirements for various entries to a file within the parameters of legal and ethical requirements. Basic computer skills are further developed through a series of assignments. Topics include reasons for record-keeping, the mechanics of recording and dictating, summary recording, confidentiality: physically safeguarding case records, general rules around documenting, case conference process, and more.
Secondary traumatic stress results from helping or wanting to help a traumatized or suffering person. Students will gain insight into their personal strengths and weaknesses and will explore methods to prevent/reduce secondary traumatic stress. Topics include the Definition of Secondary Traumatic Stress and Stress Disorders; Counter Transference and Burnout; Self-Care for Trauma Counsellors; Vicarious Traumatisation; The Importance of the Professional Peer Group; Personal Sorting Styles; Ethical Issues Associated with Secondary Trauma in Counsellors; Moderating Secondary Traumatic Stress Through; Administrative and Policy Action; and more.
The student is introduced to various health and relationship concerns that are relevant in chemically dependent individuals. The student will learn to evaluate the effectiveness of program delivery and begin to create new ideas for promoting healthier lifestyle choices within a range of settings and diverse populations.
This course is designed to foster confidence and competence when dealing with potentially violent situations. The student learns to recognize behavioural responses to crisis and to respond with non-violent conflict resolutions through verbal and non-verbal intervention. Interpersonal and group dynamics, problem solving, and adaptive skills as they relate to conflict resolution and mediation will be explored.
This is a two-day course designed to teach the skills to allow one to intervene with a youth at risk of suicide. The course prepares people to integrate principles of intervention into everyday practice. The curriculum covers attitudes, knowledge, intervention and resources. Skills and principles are illustrated with case studies presented in a variety of formats including live dramatizations, role-play simulations and discussions. Participants will learn how to reduce attitudinal barriers which hinder the ability to be direct and comfortable with suicidal situations, dispel myths about youth suicide, identify the indicators and assess suicidal risk, intervene with a youth at risk of suicide, and engage in efforts to build collaborative resource networks for suicidal youth.
This program includes 300 hours of a full-time community placement.
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