Master of Arts in Counselling Psychology Degree (Online Delivery)

The biopsychosocial approach is applicable to health/mental health disciplines including psychology, social work, nursing, and medicine. This course examines the application of a biopsychosocial model to professional counselling psychology. It looks at both the need for it, and its systems and ethical foundations in the Canadian context. The course considers a biopsychosocial approach to assessment, treatment, outcomes evaluation, and prevention. To illustrate, it examines biopsychosocial factors contributing to development and treatment/management of selected counselling problems, such as anxiety and depression, with particular emphasis on neurocognitive factors often underemphasized in traditional counselling approaches to these problems.

(4 credits) (required)

This course is a survey of the field of personality. Topics will include psychometric and assessment concerns. The course will cover the classics of personality theory such as the Psychoanalytic, Behavioural and Humanistic. This course will also cover the modern perspectives of Cognitive, Trait, and Positive Psychology.

(3 credits) (required)

This course provides students with an understanding of the concepts and principles involved in psychological assessment and the use of both standardized and non-standardized instruments. Students will learn the concepts involved in psychological assessment, educational testing, and evaluation. The course will also examine the effects of clinical assessment on clients. Counsellors must become knowledgeable users of assessment data in the clinical decision-making process. Students will develop their skills for selecting, administering, scoring, interpreting, and analyzing test data in a clinical setting. Also, they will familiarize themselves with psychometric instruments, their philosophical and statistical properties, and the pros and cons of various assessment approaches. The course will also address cultural diversity issues and teach students how to approach social and ethical issues in assessment.

(3 credits) (required)

Counselling Methodologies: Psychodynamic and Humanistic Modalities is a review of the most important contemporary psychodynamic and humanistic approaches of counselling and psychotherapy, focusing on: underlying philosophical assumptions, major concepts, views of personality, the therapeutic process, the counsellor’s role, typical interventions, and targeted outcomes. The current approaches to counselling and psychotherapy selected for this course will also be explored with respect to the relations between theorists and their theories, as well as between counsellors and their clients. Cross-cultural and gender-related aspects will be considered for each of the counselling schools under study. Students will endeavour to recognize the links between theory and practice, between constructs and applied techniques or interventions. Students will integrate the course material from: the textbook, supplementary articles, professor’s notes, and online class discussions. Students will also be encouraged to conduct their own further research on topics of interest, by accessing library resources and pertinent professional Internet sites. Students will examine the similarities and differences among approaches, and thus lay the foundation for the development of a personally meaningful approach to counselling.

(3 credits) (required)

This course is a continuation of PSYC 6153, with an examination of some of the core theories and methods which influence and direct the practices of contemporary psychotherapy. Cognitive behavioural therapy, one of the most commonly utilized therapeutic models will be looked at in detail. Additionally, structured training exercises in basic interviewing/counselling skills will be presented. An overview of emerging evidence concerning factors common to all therapies will also be reviewed.

(3 credits) (required)

Course content follows the standards for ethical conduct and practice set by the Canadian Counselling and Psychotherapy Association. In general, topics covered include the scope of practice issues, professional responsibility, privacy and confidentiality, record keeping, appropriate relationships during and after treatment (including sexual intimacies), third party relationships and responsibilities, advertising, continuing professional education, and interruption and termination of treatment. Issues of disaster response, electronic or telephonic delivery of service, child protection, and guidelines for the treatment of gay, lesbian, and bisexual clients will also be considered.

(3 credits) (required)

This course provides students of counselling with the tools needed to critically review and evaluate scientific research and develop the basic elements of a research proposal. Students will explore the body of counselling research, critique selected studies, and develop elementary research design skills, thereby gaining a sound understanding of the scientific method and the ethical considerations bearing on the research process. Strong familiarity with the scientific method allows professionals to understand psychological research and integrate it with daily practice. The scientific method can best be learned by studying all aspects of scientific research, including basic design, implementation, interpretation of results, and the drawing of conclusions.

(3 credits) (required)

Groups are becoming increasingly popular in counselling interventions. Although this trend is partly driven by budget restrictions, the primary advantage of group counselling is that participants get the opportunity to learn from each other. Other benefits from group counselling include that groups can more closely resemble everyday circumstances, they help to build a sense of community and belonginess, they normalize “issues” as members find commonalities with others, and, especially in working through interpersonal challenges, they can be very therapeutic. This course will take a multimedia approach to introducing group counselling skills across diverse theoretical perspectives, ages and stages of development, and types of problems. A comprehensive textbook, bundled with a DVD, presents theory, practical applications, and numerous role-played examples of group facilitation skills. Journal articles, video clips from YouTube, interactive discussion forums, and assignments, focusing on group counselling for diverse ages, issues, and specific populations will all enhance students’ learning in this course. Students will be expected to actively participate in e- groups (asynchronous and/or synchronous) during this course and critically examine their own experiences both as group members and facilitators. Through the skills practice, students are expected to demonstrate awareness of group specific ethical concerns (e.g., limits to ensuring confidentiality) and enhance their basic group facilitation and group counselling competencies, including active listening, non-verbal communication, problem-solving, deepening focus, cutting off, drawing out, role-playing, closing, and the use of dyads and rounds.

(3 credits) (required)

This course provides students the opportunity to learn basic counselling skills and competencies essential to initiating and maintaining relationships with clients, regardless of specific theoretical orientation. Students engage in case conceptualization using one of four theoretical perspectives (Person-Centred Therapy; Cognitive-Behavioural Therapy; Structural Family Therapy; or Solution-Focused Therapy) and apply this theoretical approach in a counselling session with a client. By means of weekly structured practice assignments students learn how to identify and conduct competent counselling interviews. (Note: Students must earn at least 70% on each graded component of this course. Even if a student’s overall grade in the course is 70% or higher, if a grade on any component of the course is below 70%, s/he will be required to repeat the course.)

(6 credits) (required)

This course will focus on the application of Cognitive Behavioural Therapy (CBT). In particular, it provides a step-by-step process for understanding CBT theory, applying that theory to practice, developing goals for therapy, and building skills in working with clients. 80 PSYC6263 Couples and Family Systems (3 credits) (required) This course is designed to provide the student with the skills and competencies necessary to effectively deal with the interpersonal and intrapersonal dynamics of intimate relationships and family systems. Family interaction and communication patterns, conflict resolution, the impact of children on relationships, and other factors that influence family systems will be introduced. Ethical considerations regarding intimate partner violence/domestic abuse will be considered. The two major written assignments will focus in depth on one or more of the theoretical family systems frameworks covered in this course.

(3 credits) (required)

The cultural differences among people must be taken into account when structuring counselling interventions. Identity formation, worldview, communication style, and acculturation will be studied from the perspective of the significant cultural minorities found in Canada. Multicultural competence does not just guide interventions, it permeates all interpersonal dynamics among individuals of different gender, age, sexual orientation, race, cultural membership, able-bodied status, etc. This course is designed to enhance students’ understanding of the role of personal, ethnic, social, and cultural factors in multicultural counselling and mental health service delivery. Multicultural competence does not just guide interventions, it permeates all interpersonal dynamics among individuals of different, gender, age, sexual orientation, race, cultural membership, able-bodied status, etc.

(3 credits) (required)

Psychopathology is the study of disturbed functioning in the areas of cognition, emotion, and behaviour. It is composed of five aspects: definition of the disorder with regards to symptoms (diagnosis), description of the typical course of the disorder (prognosis), identification of the incidence of the disorder (epidemiology), understanding the origin of the disorder (etiology), and identifying appropriate treatments for the disorder. This course will focus on the major adult mental disorders. In the context of these disorders, the diathesis-stress model of etiology will be an important focus. Diathesis-stress is a dimensional approach that locates psychopathology at an extreme region on a dimension ranging from psychological health to severe illness. In the context of this model, recent developments in the fields of emotion science and emotion regulation will be emphasized as insights from these areas have major implications for the clinical work of counsellors, even where the degree of distress does not reach that of a specific disorder. It is important to note that counsellors are not permitted to diagnose in most jurisdictions. However, a basic understanding of the major categories of disorders is essential to providing counselling and therapy as well as for treatment planning, interpretation of referrals, participation in discussions with other mental health professions, and in making referrals where appropriate.

(3 credits) (elective)

This course provides an introduction to the assessment and treatment of addictions. Emphasis will be placed on examining the various methods, strategies, and techniques used to assess addictions, as well as other problem areas that may co-exist or underlie addictions. Emphasis will also be placed on examining the various psychotherapeutic modalities and approaches, as well as the various treatment setting options.

(3 credits) (elective)

The presence of school guidance counsellors is being increasingly recognized by school boards as an integral component of the personal, social, educational, and career development of students. Promoting healthy relationships, addressing social problems, and facilitating career choices within a multicultural environment are central to a comprehensive guidance program. This course is designed to help students identify and prepare for the multiple roles of a school guidance counsellor in meeting the needs of a diverse population. Issues such as bullying, violence, and substance abuse will be examined as well as the roles of parents, administration, educators, and community members in the context of the school environment.

(3 credits) (elective)

This course is designed to provide graduate students in the counselling psychology program with both a theoretical and practical understanding of issues surrounding trauma and a basic introduction into accepted approaches to working with clients who have experienced trauma in their lives. Using current available research literature, this course will introduce students to the definition and types of trauma, critical incident stress management/debriefing (CISM/CISD), client resourcing and stabilization (ethical considerations), theoretical frameworks, assessments/diagnosis, effective treatments/interventions, prevention, and therapist self-care (vicarious trauma). Assisting students in understanding what trauma looks like and introducing them to different approaches where they can get further training, will better equip them to recognize their own limits and help clients. This course will help them navigate the vast amount of information on the treatment of trauma, so that they can make informed ethically-sound decisions when working with clients commensurate with understanding.

(3 credits) (elective)

In this required four-part non-credit course, practicum expectations are introduced and explored. Students begin to develop practicum specific resumes and cover letters and set specific learning goals for their practicum. The pre-practicum series of courses is designed to expose students to progressive sets of information preparing them for their practicum search, practicum application, the 7106 course, on-site practicum experience, and entry to practice. This course is supplemental to the course work completed during the MACP program; each of the four parts enriches and enhances students’ learning and contributes to their readiness for the practicum and a new career as a counsellor. The course begins in students’ second trimester and continues to the end of their fifth trimester. Students engage in a variety of activities including attending live office hours, reviewing narrated PowerPoints and questions submitted to the various Ask Questions forums, and monitoring Course Bulletins & News posts from the Field Training (FT) team.

PSYC7100 is presented over four trimesters. Each trimester focuses on specific themes.

• PSYC7100A –Planning for Practicum: Delivered and completed when students are in trimester two (T2) of the MACP program;
• PSYC7100B –Professionalism in the Counselling Profession: Delivered and completed when students are in trimester three (T3) of the MACP program; 82
• PSYC7100C –Supervision and Counselling Competencies: Delivered and completed when students are in trimester four (T4) of the MACP program; and
• PSYC7100D –Submitting a Successful Practicum Application Package: Delivered and completed when students are in trimester five (T5) of the MACP program.

Students must complete each section of PSYC7100 during the trimester prescribed to ensure they will be ready to begin practicum on time. Students will not be allowed to defer any portion of PSYC7100 unless they take one full trimester of course work off.

(0 credits) (required)

This course is designed to support students during their practicum placement and enrich their learning experience. It also provides an opportunity to more formally evaluate students’ counselling competencies, ensuring that graduation from the MACP program signifies readiness to work effectively as a counsellor. There will be a focus on integrating theory with practice, resolving ethical dilemmas, case conceptualization and planning, developing cultural competency, embracing diversity, working collaboratively across disciplines, accessing and maximizing the benefits of site supervision, and developing a professional identity as a counsellor. Topics and resources will be closely connected to those previously introduced throughout the program to provide opportunities to synthesize and apply students’ learning – this spiral approach will facilitate a deeper level of experiential learning and retention. (Note: Students must earn at least 70% on each graded component of this course. Even if a student’s overall grade in the course is 70% or higher, if a grade on any component of the course is below 70%, s/he will be required to repeat the course.)

(6 credits) (required)