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Maybe it was a personal struggle – or watching a close friend or loved one with theirs – that inspired you to start a career in social services. You can start today by applying for CDI College's Addictions and Community Services Worker diploma program, which will enable you to assist people with substance use problems to move toward recovery.
CDI College's instructors in Winnipeg are industry professionals who introduce students to a wide range of subjects including assessment and treatment planning, writing, and file management. In addition, during your course work, you’ll learn about human psychology, addiction prevention and intervention, pharmacology, and other medical areas.
Each student must put their knowledge to the test as part of a mandatory clinical placement to get real experience working with addictions clients alongside healthcare professionals such as addictions counselors. As an Addictions and Community Services Worker, you will help assist those who need support the most. If you choose to pursue additional training, you could open doors to other positions like addictions counselling as well.
Embark on a challenging, rewarding, and diverse career path today.
This program is approved to be offered at the following campuses. Please contact the campus of your choosing for program availability.
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 course explores the configuration and administration of common Cisco network devices. Students will learn about layered internetwork communication, protocols and standards and how to plan and design Internetwork This course will allow the students to work with the Cisco Internetwork Operating System (IOS) in a simulated environment. Students will learn to implement and manage Cisco routers and switchesed LANs and WANs
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 and 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, 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. Topics include introduction to structured and unstructured interviewing; focusing and following; effective inquiry; reflective feeling; reflecting content; developing an individualized style; communicating feeling and immediacy; confrontation skills and enlisting cooperation; self-disclosing; information giving; structuring for information and action; and more.
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. Topics include the role of techniques; getting groups established; and techniques for the initial, transition, working, and final stage.
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 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: Introduction to Psychology, History of Psychology, Biology and Behaviour, States of Consciousness, Learning, Developmental Psychology, Motivation and Emotion, Psychological Disorders, and Therapies.
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 give the student critical insight into the social category “youth” and how the boundaries and definitions of “youth” are socially and historically determined, based on the Youth Criminal Justice Act (YCJA), the impact of various social systems (justice systems, social services systems, education systems etc) on youth identity formation is explored, as well as observing the differences in the Young Offenders Act (YOA) and the YCJA. The ways for youth to access social justice in these systems are outlined, as well as examining the growing inequalities around youth.
In this module, students earn the three external certificates bundled into their program: First Aid/CPR-C, Non-violent Crisis Intervention (NVCI), and First Aid /CPR-C: This 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. Non-Violent Crisis Intervention: This course is designed to help participants learn to recognize warning signs that allow for early intervention in a crisis as well as how to use both verbal and non-verbal techniques to avoid a violent confrontation. The use of non-violent crisis intervention allows for recognizing individuals in distress early on and using appropriate techniques to address the situation before it becomes a crisis.
This subject educates the student about the culture and history of indigenous people. The course will provide an overview of the uniqueness of and advance awareness of indigenous people`s history, and culture through the exploration of topics such as language, religious heritage and symbolism, attitudes and beliefs, ancestry, education, food, traditional medicine, clothes, art and music.
The program requires the students to complete a 4-hour multiple-choice exam which is based on all Core Skills courses. Students will be provided a full week of class time in order to review and prepare for the final exam.
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 practicum will place students in actual workplaces related to their field of study where they are expected to act as a regular employee for the set time periods in order to gain the valuable “real world” experience, often sought by employers who are hiring. Students are encouraged to find their own work experience; however, once placed, continuation in the placement is a mandatory diploma requirement. This practicum is an unpaid work experience. Students and practicum hosts are provided with a practicum “package” that outlines the expectations of both the student and the host that need to be met to have a successful outcome. .
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