Mental Health and Substance Use - Certificate
Overview
This comprehensive program is designed to equip students with the knowledge, skills and ethical foundations necessary for working in the multidisciplinary field of mental health and substance use support.
It integrates theoretical knowledge with practical applications to prepare students for diverse roles within the health care and social services sectors, with a focus on the specific needs of clients experiencing mental health and substance use challenges.
Health Care Access Program
Learn more about the fully funded Health Career Access Program (HCAP) with a guaranteed work placement offered by Interior Health. Access more information through the Province of BC.
To express your interest to Interior Health, please email your résumé.
You can also reach out to Jocelyn Schroeder for program details.
If seats are not filled by HCAP funded students, we will open seats for non-funded individuals. Add your name to our interest list.
Blended Online and In-Person Training
During the first 14 weeks of the program, students complete six online theory courses that are delivered in a blended format (asynchronous and synchronous), followed by an in-person practicum over 5-6 weeks in your home community and place of hire.
We offer flexible study options to help you make it work. Contact us for further details.
Program Summary
Module 1
Courses, Seven Weeks Online
- ADD 384 Addictions Theory and Practice
- HSER 257 Mental Health Issues: Practical Responses
- HSER 258 Fundamentals of Change I
Module 2
Courses, Seven Weeks Online
- SSW 157 Group Skills
- HSER 255 Professional Foundations for Human Services
- HSER 259 Fundamentals of Change II
Module 3
Practicum, Six Weeks in Person
Program Outcomes
1. Demonstrate professionalism in practice consistent with the code of ethics and standards of practice of
their respective disciplines
2. Use effective interpersonal skills including active listening, collaboration, self-awareness and conflict
resolution within multi-faceted roles and contexts
3. Understand and respect cultural differences and multiple ways of knowing
4. Practice with an ethic of inclusivity
5. Establish and maintain wellness strategies to assure work/life balance both personally and professionally
6. Engage in critical thinking, problem solving and reflective practice
Admission Requirements
BC High school graduate or equivalent; or
Academic mature student category: 19 years or older at the start of the student’s first academic term
1. ACADEMIC REQUIREMENTS:
English Studies 12 or equivalent*, with a minimum of 60% or higher
2. SPECIFIC ACADEMIC REQUIREMENTS FOR THOSE WHO ARE SECOND LANGUAGE LEARNERS
As English is the language of study in BC, those students who are Second Language Learners must
meet one of the English language proficiency assessments outlined in Policy 8611 at an appropriate
level to be accepted into this program.
3. PRE-PRACTICUM REQUIREMENTS
a) Applicants must be able to demonstrate compliance with Public Health Officer's orders with respect
to applicable vaccine requirements (must have completed before practicum if the practice area
requires it).
b) Ministry of Justice Criminal Record Check (must be completed before starting practicum)
A current criminal record check from the Ministry of Justice must be completed within 90 days of practicum start date. Some types of criminal records may limit or prohibit acceptance in field placement; acceptance into field placement is a requirement for program promotion.
APPLICATION PROCESS
General Application Process
Before an applicant's file is completed, the following must be received:
a) Selkirk College application form
b) Official copy of secondary and post-secondary transcripts
1. In order to progress to the next module, the following requirements must be met.
a) Completion of all courses in the module with a minimum overall cumulative GPA of 2.00 and a grade of a “C” or better in all module courses.
2. Promotion to practicum will be determined by the following criteria:
a) A grade of "C" or better in all required courses as defined in Part II, C, Graduation Requirements.
b) Some types of criminal records may limit or prohibit a student's acceptance in field placement agencies. Ability to be accepted into field placement is a requirement for admission and promotion.
3. A student’s performance will be reviewed by program faculty when:
a) Grades in one or more courses fall below a “C”.
b) Unacceptable behaviour, inappropriate interpersonal skills, and/or patterns of absence are displayed.
c) On probation.
4. Considerations for practicum placement:
a) To avoid a conflict of interest, students are expected to inform instructors of agencies where family and/or personal connections exist.
b) Practicum placements will be arranged by a program placement coordinator.
c) Agency staff will be informed if a student has refused to sign a waiver authorizing the College to share personal information about the student with agency staff.
5. Students will not be placed in practicum based on the following:
a) The student has not demonstrated readiness for practicum placement.
b) Two agencies refuse to accept the student in practicum placement.
c) The student lacks means of transportation.
4. Practicum evaluation will be based on:
a) A review of the student's performance in relation to stated course competencies.
b) A joint review comprised of college instructor, agency supervisor and student.
c) Completed practicum assignments.
In order to graduate with Honors students must meet all program requirements with no grades less than a B- and a cumulative GPA of 3.5 or higher.
Courses
ADD384 - Addictions Theory and Practice
ADD 384 Addictions Theory and Practice is designed to provide students with an overview of current and emerging research/expertise in the field. The course will cover diverse definitions and understandings of addiction, as informed by current findings in the fields of neuroscience and social science. Pharmacology basics and the biological, psychological, social, spiritual and environmental dimensions of addiction will be reviewed from a number of perspectives. Current research on attachment, trauma and brain development will be examined in relation to addiction from both developmental and environmental perspectives. A critical examination of the link between policy and practice provides context for the emergence of recovery strategies such as harm reduction and motivational techniques. Special attention will be given to the role of colonization and stigma as it is experienced through ethnicity, gender and culture, and the important role of advocacy in this context.
HSER257 - Mental Health Issues: Practical Responses
HSER 257 Mental Health Issues: Practical Responses provides instruction in a variety of rehabilitative and treatment modalities used in work with individuals facing mental health challenges. Attitudes toward mental health and substance use problems and how they impact helper effectiveness are explored in a supportive milieu. Evidence-based practices such as Psychosocial Rehabilitation and Harm Reduction are used as frameworks for the development of skills and knowledge. Students are introduced to strategies for overcoming stigma and supporting client empowerment in a variety of community and facility settings.
HSER258 - Fundamentals of Change I
HSER 258 Fundamentals of Change I is designed to assist the student in developing self-awareness as a helper, and in developing both an understanding and a beginning level of skill. Students are required to participate in exercises, role plays, simulations and video taping of interviews and counselling sessions, in order to accomplish the course objectives.
SSW157 - Group Skills
SSW 157 Group Skills, offers knowledge and skill development that can be applied to a large number of settings: in the workplace as a team member; working with specific client groups including children, adolescents, families, special interest groups; leading and/or participating in learning and discussion groups; planning, implementing and evaluating community development work. Effective social service workers need a good understanding of working in groups and group facilitation skills. The focus will be on increasing students' awareness of their own interaction in groups and on demonstrating their ability to use effective facilitation skills with groups.
HSER255 - Professional Foundations for Human Services
HSER 255 Professional Foundations for Human Services explores foundations of Human Service Worker professional practice through an examination of the issues surrounding professional identity, ethical practice, and the interdisciplinary team approach. The skills required for communicating as a professional and as a team member, both oral and written, are developed throughout the course.
HSER259 - Fundamentals of Change II
HSER 259 Fundamentals of Change II is designed to assist students to build advanced helping skills on the base developed in HSER 258. Students will learn to use their helping relationships and interpersonal communication skills within the framework of the helping process model. Students are required to demonstrate their skill development on video tape, as well as demonstrate analytical skills which will require both self-awareness and knowledge of the helping model. The focus is on the skills required to carry out action planning, support of action and evaluation of outcomes in helping interventions.
SSW168 - Field Work II
SSW 168 Field Work II is a full-time field placement for five weeks following the winter semester that affords the student the opportunity to practice the skills learned in the previous two semesters. Field placement provides an opportunity for students to demonstrate competency required for permanent employment in Social Service Agencies. On-line weekly seminars will support this practicum.
Policy
Effective Term:
Spring
Effective Year:
20240501
Advanced Standing:
ADVANCE OR TRANSFER CREDIT AND PRIOR LEARNING ASSESSMENT
A student who has successfully completed any of the required college/university courses (or equivalent) may be given advance credit:
a) Application for advance or transfer credit must be made prior to entry into the program as per Policy 8614: Advanced Standing – Course Challenge, PLA, Transfer Credit, and approval obtained from the Registrar.
b) A student who applies for advanced standing from another program will be considered on an individual basis.
c) A student who wishes to prove proficiency in part or all a course’s content must apply for Prior Learning Assessment (PLA). The School Chair, in consultation with program instructors will determine whether PLA credit is granted.
.
Re-Entry Instructions:
1. An application is required for enrolment in program courses in subsequent years.
2. Normally, students who must interrupt their program may apply for re-admission, within one year of departure, on the basis of the following priorities:
a) Students in good standing who interrupted their program for illness or other personal reasons.
b) Students who failed to meet program requirements for promotion.
c) Students transferring from another program within BC.
3. Students who fail to complete a semester successfully may apply to re-enter and repeat the incomplete semester when it is next offered.
4. Normally, a student returning in one year or less will retain full credit for all courses previously completed. After more than one year's absence, students may be required to update or repeat courses previously completed. A grade of "C" or credit granted in each repeated course is required for re-entry.
5. Students who withdraw for medical or psychological reasons will provide evidence to the School Chair from a licensed practitioner regarding the suitability of his/her return to the program.
6. Students must complete the program in its entirety within 60 calendar months from the time of initial entry into the program.
7. Students who have successfully completed their Selkirk College Human Services certificate within the previous year are considered to be a re-entry student.
8. Re-entry full-time students who have successfully completed their previous year are given priority over part time students.
.
Assessment:
Grading
Grading for theory courses will be as per the Standard Academic and Career Grading Table as defined in Selkirk College Policy 8612 Grading. Grading for practicum courses will be as per the Competency Based Grades as defined in Selkirk College Policy 8612 Grading.
.
Grading Table:
Other
Types of Assessments:
a) Assignments
(i) Students are evaluated and graded in each subject or course topic as indicated in the respective course outline.
(ii) Assignments are due on the date stated on course or assignment outlines. A student may request one extension per course. The request must be made to the instructor no less than 24 hours before the due date. If the instructor grants permission for the extension the revised due date will be determined by the instructor in consultation with the student.
(iii) Under extenuating circumstances further requests for extensions may be granted after consultation with the instructor and the appropriate student success support staff. Students will be expected to articulate a plan outlining how they intend to complete their work in a timely manner.
(iv) A penalty of 10% per day may be assessed against late assignments. All assignments should be handed in by the last day of classes in order to achieve a passing grade and advance to the practicum.
(v) Students may, at the discretion of the instructor, rewrite a maximum of one assignment per course. Rewrites must be submitted for marking within 14 calendar days of the return of the original assignment to the student. Rewritten assignments will receive a maximum grade of 75%.
(vi) Students are expected to write tests on the designated dates. If, for legitimate absences, the student misses a test, they must write the test as soon as possible with the permission of the instructor.
b) Examinations
(i) Exams, labs, projects, assignments, and other evaluative activities are weighted and averaged as indicated in the respective course outline.
(ii) No single evaluative event shall be worth more than 50% of the final grade.
(iii) For courses involving practicum placements (SSW 168) evaluation occurs on a continuous basis and graded CRG or NCG as per the Competency Based Selkirk Grading Table in Selkirk College Policy 8612 Grading. All practicum activities may be considered evaluative events. Informal verbal and/or written feedback is regularly provided by the instructor and practicum supervisors. Depending on the length of the course there may be one or more performance appraisals or evaluations.
.
Attendance:
1. Student attendance in class supports their progression toward meeting the course learning outcomes and contributes to the learning community as a whole. They will gain valuable insights and opportunities that would not be possible without the conversations and activities they will participate in. If a student finds themselves in a situation where they aren’t able to complete class requirements or engage in online activities, they will need to contact the relevant instructor so that they can collaborate on a plan for continued student success. When students miss class activities, the chances of successfully meeting the learning outcomes may be reduced and/or prevent the student from passing the class.
2. If 2 or more classes are missed, the instructor will check in with the student to ensure they are set up with appropriate resources and to collaborate on a plan for success. Plans will be documented on record of advisement or learning plan forms.
3. Students missing any course activities are responsible for the work they have missed and must make up activities/assignments as required.
4. Students are responsible to inform the instructor in advance of any absences.
5. Students participating in on-line classes are expected to access and read all materials posted on their course site. If any aspect of the course has not been opened and/or participated in the student may be considered absent for that class.
6. A student who must be absent from a practice or simulated learning experience is responsible for notifying the instructor at least one hour prior to the scheduled time of the experience. Missed hours may be rescheduled if learning outcomes are not being met.
.
Professional Requirements:
1. Codes of Ethics and Competencies
Students are expected to know, understand and abide by any applicable Codes of Ethics.
2. Guidelines for Professional Conduct
Students are expected to consistently demonstrate professional conduct based on the following guidelines:
a) exercise personal discipline, accountability, and judgement,
b) accept personal responsibility for continued competency and learning,
c) assist and serve the public, client or patient and place them before oneself,
d) recognize the dignity and worth of all persons in any level of society,
e) assist others in learning,
f) recognize one’s own limitations and areas for development, and
g) maintain confidentiality of information appropriate to the purpose and trust given when that information is acquired.
Professional Conduct will be measured by one’s professional abilities, personal integrity, and the attitude one demonstrates in relationship with others.
3. Students who violate these professional standards may be required to withdraw from their program.
4. Students may be required to withdraw when ethical, medical, or other reasons interfere with the satisfactory completion of their program.
.
Other Regulations:
RESPONSIBILITIES IN FIELD PRACTICUM PLACEMENTS
1. The selection of practicum placements is the responsibility of the program faculty. Students will not actively seek practicum sites.
2. Students will not provide transportation for clients while on practicum.
3. Students will not administer medications to clients while on practicum.
4. Students without supervision of agency staff will not be responsible for clients when off agency premises unless college instructor approval is given prior to the event.
.
Find Out More
We look forward to connecting with you! Fill out this form and we'll reach out to you.