In-Person if the course requires attendance at a specific location and time for some or all course activities. These courses will have section codes starting in 0 or 4.
Online – Asynchronous if the course has no requirement for attendance at a specific time or location for any activities or exams. These courses will have the section code starting with 61.
Online – Synchronous if online attendance is expected at a specific time for some or all course activities, and attendance at a specific location is not expected for any activities or exams. These courses will have the section code starting with 62.
Hybrid if the course requires attendance at a specific location and time, however 33-66% of the course is delivered online. If online attendance is expected at a specific time, it will be in place of the in person attendance. These courses will have the section code starting with 31.
Some courses may offer more than one delivery method please ensure that you have the correct section code when registering via ACORN. You will not be permitted to switch delivery method after the last date to add a course for the given semester.
This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Pastoral Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.
Written assignments are designed to help students integrate foundational theories (psycho-social, systemic, theological/religious, and spiritual) and grow in their competency in facilitating the therapeutic process, the safe and effective use of self, the building of collegial and inter-professional relationships, the development of professional responsibilities, and the assimilation of recent and relevant research.
This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Psychospiritual Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psychospiritual care and therapy.
This course will examine and compare postmodem counselling theory and practice from an integrative perspective of systemic and spiritual care, with respect to five of the most influential postmodern psychotherapies currently in use, including: Narrative; Brief Solution-Focused; Experiential Family Therapy; Collaborative Language Systems; and Social Constructivism. This course is designed to address requirements from the Entry-to-Practice Competency Profile for Registered Psychotherapists (RP), Ontario, for: "Foundations" (1.1-1.5), "Collegial & lnterprofessional Relationships" (2.1-2.3), and "Therapeutic Process" (4.1-4.7).
While this course is mainly intended for psychotherapists, pastoral counsellors (PCE), institutional spiritual care providers (CPE), and family therapists (AAMFT/OAMFT), it will also be of interest to those who are not counselling professionals, but who may provide multi-cultural and multi-faith care in public and private settings. Theological reflection and pastoral integration of current psychotherapeutic research and practice will be emphasized.
This interdisciplinary course will examine the major postmodern, constructivist psychotherapies and spiritual care issues, with introductory exposure to: Narrative Therapy (White, Epston); Brief Solution-Focused Therapy (de Shazer, Kim Berg); Symbolic-Experiential Family Therapy (Whittaker) and the Human Validation Process Model (Satir); Collaborative Language Systems Therapy (Goolishian, Anderson); Social Constructionist Therapy (Gergen & Lyddon); Integrative Meaning and Strengths-Based Therapies (Seligman, Frankl, Wong).
This interdisciplinary course will examine the major postmodern, constructivist psychotherapies and spiritual care issues, with introductory exposure to: Narrative Therapy (White, Epston); Brief Solution-Focused Therapy (de Shazer, Kim Berg); Symbolic-Experiential Family Therapy (Whittaker) and the Human Validation Process Model (Satir); Collaborative Language Systems Therapy (Goolishian, Anderson); Social Constructionist Therapy (Gergen & Lyddon); Integrative Meaning and Strengths-Based Therapies (Seligman, Frankl, Wong).
This interdisciplinary course will examine the major postmodern, constructivist psychotherapies and spiritual care issues, with introductory exposure to: Narrative Therapy (White, Epston); Brief Solution-Focused Therapy (de Shazer, Kim Berg); Symbolic-Experiential Family Therapy (Whittaker) and the Human Validation Process Model (Satir); Collaborative Language Systems Therapy (Goolishian, Anderson); Social Constructionist Therapy (Gergen & Lyddon); Integrative Meaning and Strengths-Based Therapies (Seligman, Frankl, Wong).
This interdisciplinary course will examine the major postmodern, constructivist psychotherapies and spiritual care issues, with introductory exposure to: Narrative Therapy (White, Epston); Brief Solution-Focused Therapy (de Shazer, Kim Berg); Symbolic-Experiential Family Therapy (Whittaker) and the Human Validation Process Model (Satir); Collaborative Language Systems Therapy (Goolishian, Anderson); Social Constructionist Therapy (Gergen & Lyddon); Integrative Meaning and Strengths-Based Therapies (Seligman, Frankl, Wong).
Postmodern-Constructivism continues to exert a powerful beneficial effect in the world of psychotherapy assessment and treatment by challenging traditional, modernist models of care. This intensive survey course is inspired by postmodern philosophical perspectives (J. Derrida, M. Foucault), Personal Construct Psychology (G. Kelly), and Social Constructivism (K. Gergen). We will examine and compare the major postmodern perspectives from the standpoint of integrative psychological and spiritual care, with introductory exposure to Narrative Therapy (M. White, D. Epston); Solution-Focused Brief Therapy (S. de Shazer, I. Kim Berg); Collaborative Language Systems Therapy (H. Goolishian, H. Anderson); Meaning-Based Therapies (V. Frankl, T. Wong); Strengths-Based Therapies (M. Seligman, Y. J. Wong); Constructivist Ethics (J. Guterman, J. Raskin); and Integrative Models (B. Zinnbauer, K. Pargament).
Postmodern-Constructivism continues to exert a powerful beneficial effect in the world of psychotherapy assessment and treatment by challenging traditional, modernist models of care. This intensive survey course is inspired by postmodern philosophical perspectives (J. Derrida, M. Foucault), Personal Construct Psychology (G. Kelly), and Social Constructivism (K. Gergen). We will examine and compare the major postmodern perspectives from the standpoint of integrative psychological and spiritual care, with introductory exposure to Narrative Therapy (M. White, D. Epston); Solution-Focused Brief Therapy (S. de Shazer, I. Kim Berg); Collaborative Language Systems Therapy (H. Goolishian, H. Anderson); Meaning-Based Therapies (V. Frankl, T. Wong); Strengths-Based Therapies (M. Seligman, Y. J. Wong); Constructivist Ethics (J. Guterman, J. Raskin); and Integrative Models (B. Zinnbauer, K. Pargament).
Postmodern-Constructivism continues to exert a powerful beneficial effect in the world of psychotherapy assessment and treatment by challenging traditional, modernist models of care. This intensive survey course is inspired by postmodern philosophical perspectives (J. Derrida, M. Foucault), Personal Construct Psychology (G. Kelly), and Social Constructivism (K. Gergen). We will examine and compare the major postmodern perspectives from the standpoint of integrative psychological and spiritual care, with introductory exposure to Narrative Therapy (M. White, D. Epston); Solution-Focused Brief Therapy (S. de Shazer, I. Kim Berg); Collaborative Language Systems Therapy (H. Goolishian, H. Anderson); Meaning-Based Therapies (V. Frankl, T. Wong); Strengths-Based Therapies (M. Seligman, Y. J. Wong); Constructivist Ethics (J. Guterman, J. Raskin); and Integrative Models (B. Zinnbauer, K. Pargament).
Postmodern-Constructivism continues to exert a powerful beneficial effect in the world of psychotherapy assessment and treatment by challenging traditional, modernist models of care. This intensive survey course is inspired by postmodern philosophical perspectives (J. Derrida, M. Foucault), Personal Construct Psychology (G. Kelly), and Social Constructivism (K. Gergen). We will examine and compare the major postmodern perspectives from the standpoint of integrative psychological and spiritual care, with introductory exposure to Narrative Therapy (M. White, D. Epston); Solution-Focused Brief Therapy (S. de Shazer, I. Kim Berg); Collaborative Language Systems Therapy (H. Goolishian, H. Anderson); Meaning-Based Therapies (V. Frankl, T. Wong); Strengths-Based Therapies (M. Seligman, Y. J. Wong); Constructivist Ethics (J. Guterman, J. Raskin); and Integrative Models (B. Zinnbauer, K. Pargament).
This interdisciplinary course will examine the major postmodern, constructivist psychotherapies and spiritual care issues, with introductory exposure to: Narrative Therapy (White, Epston); Brief Solution-Focused Therapy (de Shazer, Kim Berg); Symbolic-Experiential Family Therapy (Whittaker) and the Human Validation Process Model (Satir); Collaborative Language Systems Therapy (Goolishian, Anderson); Social Constructionist Therapy (Gergen & Lyddon); Integrative Meaning and Strengths-Based Therapies (Seligman, Frankl, Wong).