Course Catalogue 2026-2027

The Internal Family Systems (IFS) model, developed by Richard Schwartz, is a psychotherapeutic modality that has proven useful not only for trauma work, but for a wide variety of mental health issues. While IFS is relatively new, it builds on a model of the psyche/soul with deep roots in the history of psychotherapy. The idea that the psyche is composed of an internal family of autonomous parts, many of them unconscious, goes back to C.G. Jung and the French schools of hypnosis that came before him. It also has resonances Freudian object relations. But Shwartz’s method of identifying and working with these internal parts sets his modality apart as innovative, elegant, and transformative. This course offers a comprehensive overview of Schwartz’s basic theoretical orientation with a heavy emphasis on clinical practice through case studies, personal exploration, and role playing. We will pay particular attention to the spiritual dimensions of IFS and their potential use in spiritual care and spiritually integrated therapy.

The Internal Family Systems (IFS) model, developed by Richard Schwartz, is a psychotherapeutic modality that has proven useful not only for trauma work, but for a wide variety of mental health issues. While IFS is relatively new, it builds on a model of the psyche/soul with deep roots in the history of psychotherapy. The idea that the psyche is composed of an internal family of autonomous parts, many of them unconscious, goes back to C.G. Jung and the French schools of hypnosis that came before him. It also has resonances Freudian object relations. But Shwartz's method of identifying and working with these internal parts sets his modality apart as innovative, elegant, and transformative. This course offers a comprehensive overview of Schwartz's basic theoretical orientation with a heavy emphasis on clinical practice through case studies, personal exploration, and role playing. We will pay particular attention to the spiritual dimensions of IFS and their potential use in spiritual care and spiritually integrated therapy.

This course examines diverse models for assessing the acute and chronic distress that stems from the psychological, emotional, social, and/or spiritual dimensions of life. In this program, students are equipped to assess various forms of distress and to develop plans for providing therapy that are based on evidenced-based research and best practices. Students will explore theories in the field of assessment (spiritual assessment, psychological assessment, DSM-V, MMSE, and so forth) and they will engage in experiential learning opportunities (case studies, role plays, and so forth) that develop their assessment and care planning skills. This course has been designed for professionals who practice in institutional contexts (hospital, hospice, schools, prison, and so forth) and in congregational or social ministry contexts.

This course provides participants with an introduction to spiritually integrated cognitive-behavioural therapy. At the conclusion of this course, through lectures, discussions, in-vivo exercises, and graded submissions, students will have learned how to assess and treat various mental health pathologies by eliciting and changing clients' automatic thoughts and negative schemas using evidence-based CBT interventions such as case conceptualizations, structuring and psychoeducation, thought records, core belief records, Socratic questioning, behavioural experiments, depression and anxiety inventories, activity scheduling, fear ladders, and graded exposures. Unlike a purely secular CBT approach that leaves no room for clients' spiritual beliefs, this course will emphasize how CBT can be enhanced when understood through the lens of contemporary spiritual care best practices. Participants in this course will first become acquainted with how to understand spirituality and religion through a CBT lens, then learn and practice how to enhance the effectiveness of CBT by integrating a working knowledge of spiritual care issues with established CBT interventions to treat anxiety, depression, grief and loss, panic disorder, social phobias, and obsessive-compulsive disorder. Special attention will also be paid to employing established CBT interventions to treat the significant rise and proliferation of viral pandemic-related anxiety and depression.

This course offers a close and critical examination of the life and theology of the 20th century German Lutheran theologian and churchman Dietrich Bonhoeffer. The goal of the course is to understand Bonhoeffer's writings and life within the context of his resistance to Nazi ideology and its accompanying theological milieu, as well as to imagine ways in which his work might be received and engaged in our contemporary context.

This course offers a close and critical examination of the life and theology of the 20th century German Lutheran theologian and churchman Dietrich Bonhoeffer. The goal of the course is to understand Bonhoeffer's writings and life within the context of his resistance to Nazi ideology and its accompanying theological milieu, as well as to imagine ways in which his work might be received and engaged in our contemporary context.

This course examines professional ethics in psychospiritual therapy, spiritual care, and related helping professions within Canadian clinical and institutional contexts. Emphasis is placed on ethical accountability, professional identity formation, and the responsible exercise of power in relationships of care. Students engage with ethical foundations; professional standards and codes of ethics; informed consent; confidentiality; boundaries; scope of practice; cultural and religious diversity; and professional responsibility. Particular attention is given to accountability within regulated mental health practice (College of Registered Psychotherapists of Ontario - CRPO) and professional spiritual care practice (Canadian Association for Spiritual Care - CASC). Through reflective practice and applied case analysis, students develop ethically grounded professional judgment and learn to respond responsibly to complex situations involving vulnerability, meaning making, and relational power.

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to course.

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to the course.

This course provides spiritual caregivers with an overview of essential models of psychotherapy using Peter VanKatwyk's (2003) Therapeutic Strategies Map as an orienting framework. Insights from psychotherapeutic theory, sensitively and responsibly applied, enhance the practice of spiritual care. The overview provides a foundation for students who wish to study a particular model in depth and who wish to integrate these concepts into their practice through a supervised learning process. Knowledge of psychotherapeutic theories will also assist spiritual and pastoral providers in making necessary referrals when client needs are outside their scope of practice.

This course provides spiritual caregivers with an overview of essential models of psychotherapy using Peter VanKatwyk's (2003) Therapeutic Strategies Map as an orienting framework. Insights from psychotherapeutic theory, sensitively and responsibly applied, enhance the practice of spiritual care. The overview provides a foundation for students who wish to study a particular model in depth and who wish to integrate these concepts into their practice through a supervised learning process. Knowledge of psychotherapeutic theories will also assist spiritual and pastoral providers in making necessary referrals when client needs are outside their scope of practice.

This course provides spiritual caregivers with an overview of essential models of psychotherapy using Peter VanKatwyk's (2003) Therapeutic Strategies Map as an orienting framework. Insights from psychotherapeutic theory, sensitively and responsibly applied, enhance the practice of spiritual care. The overview provides a foundation for students who wish to study a particular model in depth and who wish to integrate these concepts into their practice through a supervised learning process. Knowledge of psychotherapeutic theories will also assist spiritual and pastoral providers in making necessary referrals when client needs are outside their scope of practice.