This course is designed to give students an overview of several fundamental concepts in psychology. The purpose is to give students the knowledge and understanding of psychological concepts that can be applied to their chosen field of study. This course provides an introduction to the principals of psychology including human development, motivation, social psychology related topics relevant to community service work.

The course explores the impact poverty has on the individuals who must cope with it as well as the impact on the community as a whole. Particular emphasis is placed on child poverty in Canada as well as de-bunking myths and stereotypes about poverty. Two special topics in poverty are also covered: poverty and homelessness and poverty, and Aboriginals and the impact of the Legacy. The importance of education and occupation is also covered. As one of their module deliverables, students construct personal resource binders of local agencies and organizations that support people coping with poverty. They will be able to refer to these for future projects and while on practicum.

This course is designed to provide students with basic information regarding common drugs and processes of abuse. Furthermore, it's designed to give students some hands-on tools for analyzing addiction as a complex bio-psychosocial model. Included in this course is the etiology of addiction, maintenance and relapse prevention, cross cultural counseling, gender-specific addictions, the psychological models used in addiction, and working on a multidisciplinary addictions treatment team.

This course explores basic questions regarding mental health. It explains the formal diagnostic categories of the DSM-IV-TR, common medications used in pharmacotherapies for mental health concerns, as well as the impact mental health concerns have on the affected individuals. Particular emphasis is placed on community-based interventions and supports for people living with mental health issues as well as the importance of the duty to warn. As one of their module deliverables, students construct personal resource binders of local agencies and organizations that support people coping with mental health. They will be able to refer to these resources for future projects and while on practicum.

This course provides students with an introduction to issues frequently encountered when working with families affected by addiction. Drawing on Bowen and Solution-Focussed family therapies, it provides tools that help social service workers understand various family dynamics. Basic strategies for interviewing families are reviewed. The concept of codependency is introduced, both in terms of the family life of clients, and the workers’ own risk for developing codependent behaviours on the job. A basic introduction to working with diverse family groups is provided.

This course is designed to give the student an introduction to case management, documentation, and report writing in the social work field. It covers the effects of deinstitutionalization and the importance of the case manager role. Types of recording in this course include process recording and summary recording along with intake summaries. The process behind intake interviews, service delivery planning, building case files, and service coordination are also covered. The course also examines ethical and legal issues giving students an idea of the various areas where competence improves with experience. Various roles in case management such as assessment, intake procedures, outreach, and resources are also covered.

Helping professionals who work with traumatized or otherwise "at-risk" individuals are at risk themselves for developing secondary traumatic stress. The very qualities that led workers to the social service employment -- compassion and empathy -- are the ones that make workers particularly vulnerable to this. Murphy’s Law and the different types of stress are also brought to the forefront. This course briefly reviews the nature and diagnostic criteria of both post-traumatic stress and secondary post-traumatic stress. The primary focus in this module is practical, hands-on strategies that social service workers can use to prevent burnout and increase self-care.

This course is designed to give students some hands-on experience with networking and with assessing and improving their job readiness skills. It is also intended to educate students about the local community agencies and organization (who they serve, what they do, how clients access the services, etc.). This course is not designed to empower students for career readiness. In other words, instructors should not be developing opportunities for students; rather, instructors should be coaching, training, and motivating students to learn how to develop opportunities on their own.

Note that students are expected to focus their search in the area of the social services they intend to specialize, such as youth, addictions, aboriginals, etc.

During this module, students earn their certification in First Aid/CPR, ASIST suicide prevention training, and Non-Violent Crisis Intervention (NVCI). Students also learn WHMIS, FoodSafe ®, and Medication Administration for Support Workers.

Suicide Intervention Skills Training (6-8 hours)
This 3rd party training will cover the skills needed to allow
one to recognize and intervene with persons in distress.

Medication Administration for Support Workers (8-10 hours)
This session, part of SSW114O – Professional Development, is a two-day session to understand who and how a community support worker can assist with medications in the field. Topics include:

• A review of mental health concerns and common psychiatric medications
• Mental disorders
• Discontinuing psychiatric medications
• Online tutorials (Centre of Addiction and Mental Health)
• Use of medications in residential settings

FoodSafe™ - Level 1 (8 -10 hours)
FOODSAFE Level 1 is a food handling, sanitation, and work safety course designed for front line food service workers. The course covers important food safety and
worker safety information including foodborne illness, receiving and storing food, preparing food, serving food, cleaning, and sanitizing. The course is normally delivered (as part of SSW114O – Professional Development) as an eight-hour face-to-face class by an external provider who provides a workbook and other materials required for this certification training.

Non-Violent Crisis Intervention (8- 10 hours) This course (part of SSW114O – Professional Development) 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 nonviolent crisis intervention allows for recognizing individuals in distress early on and using appropriate techniques to address the situation before it becomes a crisis.

Standard First Aid & CPR (16-18 hours)
As part of the SSW114O – Professional Development course, external providers teach first aid and cardiopulmonary resuscitation (CPR) skills. It includes the
latest first aid and CPR guidelines, and it meets federal and provincial regulations for Standard First Aid and CPR. WHMIS Education for Employees (4-6 hours) This course, part of SSW114O – Professional Development, provides specific health and safety information about workplace hazardous materials called controlled products through learning the WHMIS 2015 standards. This enables workers to understand how WHMIS information can help them to work safely with and near hazardous materials. This one-day session provides this essential information and is reinforced with an online training session and certification examination.

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.

• General principles of pharmacology
• Drug metabolism
• Pharmacokinetics and pharmacodynamics
• Conduction and neurotransmission

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 course focuses on developing students’ understanding of the intake and planning processes. This course 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.

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.

• Relapse prevention models
• Determinants of relapse
• Scientifically-based approaches to drug addiction treatment
• Recovery and partial recovery
• Post-acute withdrawal syndrome (PAWS)
• The process of intervention
• Stages of change
• Detoxification
• Methadone maintenance programs

This subject will provide the student with an overview of the nature of group work in a social service setting.Course includes:

• Safety, trust, and growth in groups
• Techniques for the various stages of group
• Working with resistance

This course is designed to give students an overview of how addiction impacts the lives of youth. Covers the intergenerational impact of addiction on youth as well as the impact of substances on the bio-psycho-social development of youth is considered. Lastly, the course will look at the different intervention, prevention, and treatment strategies or models.

This course introduces the student to the foundations of advocacy and empowerment for young people. How to lay the groundwork for advocacy is explained as well as ways to build rapport with youth to facilitate effective advocacy. Different strategies based on education components to empower youth while learning through education and personal choices are covered. Finally, how to advocate for effective standards of professions and healthy meaningful programming is explored.

This course is designed to give the student critical insight in to 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.

This course is designed to give students an overview of the impact of culture and subculture on youth. The specifics issues and needs of immigrant and bi-cultural youth, girls and young women, Aboriginal youth, and LBGTIQ and two-spirited youth are explored. The impact of music, activity, and style subcultures on youth is also investigated.

This course is designed to give students an overview of the youth justice system of Canada as well as insight into the impact contact with justice system has in the lives of young people. Myths/stereotypes versus the realities of youth crime in Canada are presented. Community-based interventions, rehabilitation, and restorative justice options for youth are explored.

This practicum will place students in actual workplaces related to their field of study with people in recovery, 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. 

This practicum will place students in actual workplaces related to their field of study with a youth population, 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.

This course builds on the skills learned in the Student Success Strategies course or its equivalent. It provides information on how to use communication skills to make 
successful presentations to prospective employers, uncover the hidden job market, and identify employment opportunities. Students engage in self-assessment to identify transferable skills and learn how to effectively communicate these to employers. The course also introduces the use of artificial intelligence (AI) as a career support tool. Students apply AI to assist with resume and cover letter development, job searching, and interview preparation, while maintaining their own authentic voice and critically evaluating AI-generated content. Students may be videotaped during a mock interview and will participate in the analysis of their performance in the interview.