Adler
OTHER COURSES

IP-680 Independent Study/Library Research Tutorial 

• 1 credit: a minimum of 32 library or other assignment hours and 4 hours’ consultation with tutorial instructor;
• 2 credits: a minimum of 66 library or other assignment hours and 6 hours’ consultation with tutorial instructor;
• 3 credits: a minimum of 100 library or other assignment hours and 8 hours’ consultation with tutorial instructor;Prerequisite(s): as determined by tutorial instructor).

This course provides one-on-one tutoring in Interpersonal Relationships for the MPsy Applied Sequence student who has identified a particular topic suitable for intense library research or independent study. May include attendance at conferences or classes in related programs, at the tutor instructor’s discretion, as long as additional assignments are required and assessed as meeting Course Learning Outcomes/Competencies at the graduate level. Eligible for credit to replace required courses from which students have been waived. Enrolment requires approval of Faculty Mentor/Advisor and Program Dean or Director. Students with one or more grades of C or below or with current incomplete grades are ineligible.

GRADUATE CERTIFICATE IN PSYCHOLOGICAL ASSESSMENT (AS)

AS-685 Neurodevelopment and the Learning Process
(2 credits, 24 hours; prerequisites: AS-531, AS-532, AS-533)
Designed to provide the students with a conceptual framework for understanding learning problems by introducing the students to key neurodevelopment constructs that underlie learning and their implications for academic skill acquisition.

AS-686 Assessment of Academic Achievement
(2 credits, 24 hours; prerequisites: AS-531, AS-532, AS-533)
This course will allow you to develop a more detailed understanding of the purposes of and the use of measures of academic achievement including the WIAT-III and Woodcock-Johnson III. Other relevant measures will be reviewed including the Comprehensive Test of Phonological Processing (CTOPP), the RAN-RAS, the Test of Word Reading Efficiency (TOWRE), the Gray Silent Reading Test (GSRT), the Nelson Denny Reading Test (ND), and the Beery Visual Motor Integration Test (VMI). There will also be a review of learning disability definitions and discussion of some of the processes underlying the acquisition of reading skills. Much of your time will be spent learning to administer the tests proficiently and without error. This will build upon your existing knowledge of assessment, human development, and cognition.

AS-687 Psychopathology in the School Setting
(2 credits, 24 hours; prerequisites: AS-531, AS-532, AS-533)
Provides a detailed overview of psychopathology in the school setting. Areas for critical and diagnostic consideration include explosive behaviour disorders, autistic spectrum, fetal alcohol spectrum disorder, adjustment disorder, attachment disorder, etc. Evidence-based interventions in the school environment will be discussed.

AS-688 Evaluation of Social, Emotional, and Behavioural Factors
(2 credits, 24 hours; prerequisites: AS-531, AS-532, AS-533)
Will introduce you to mental health diagnosis and a number of the assessment techniques and materials used to evaluate social, emotional and behavioural factors influencing an individual. During the course, special emphasis will be placed on standardized tests of these factors. The language of psychometrics will be introduced and issues and concerns related to measurement will be considered.

AS-689 From Special Education Law and Legislation to Implementation
(1 credit, 12 hours; prerequisite: AS-531, AS-532, AS-533)
A two-day interactive and collaborative inquiry-based course to provide candidates with an overview of the main Special Education legislation and laws relevant to a Psychologist. It will cover the changing terms of assessment and evaluation that are found in the Ontario Ministry of Education resource documents “Learning For All, 2013” and “Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010”; the Identification, Placemat, Review Committee (IPRC) process and legislative requirements; The Individual Education Plan (IEP) and legislative requirements.

GRADUATE CERTIFICATE IN ADLERIAN INTEGRATIVE PSYCHOTHERAPY (AI)

AI-681: Introduction to Adlerian Theory
(1 credit, 12 hours; prerequisite: IP-510, NT-511, NT-522, NT-513, IP-524 or equivalents)
Adlerian psychotherapists are concerned with understanding the unique and private beliefs and strategies that each individual creates in childhood. This creation serves as the individual's reference for attitudes, behaviors, and one's private view of self, others, and the world. It is when we have looked at our early life experiences, examined the patterns of behavior that repeat themselves in our lives, and the methods by which we go about trying to gain significance and belonging that healing, growth, and change occur. This course examines and presents the basic assumptions of Adler’s Individual Psychology and offers a framework that is used to support the process of Adlerian psychotherapy and counseling. Case examples will be presented to apply theory to practice so that the student will begin to understand their own development from an Adlerian perspective.

AI-682 Adlerian Psychotherapy and Counselling Techniques
(1 credit, 12 hours; prerequisite: AI-681)
“Individual Psychology is a psychology of use in which each individual strives for significance to achieve fictive goals in a creative, holistic, unique manner making use of heredity and environment to develop a style of life which become ‘normal’ and useful when it is in accord the needs of others and shows social interest.”… Norman Silverman
Building on the foundational information in introductory course AI-681, we will construct the elements necessary for fully understanding the motivation and movement of clients in the world so that we can begin to help them to achieve their goals and function optimally. Through exercises, demonstrations,and roleplaying, the student will begin to think and function as an Adlerian psychotherapist or counsellor who applies therapeutic presence, knowledge, and techniques skilfully to help clients achieve their therapeutic goals.

AI-683 Lifestyle Assessment I: Family Constellation as System
(1 credit, 12 hours; prerequisite: AI-682)
“The foremost task of Individual Psychology is to prove the unity in each individual – in his thinking, feeling acting, in his so-called conscious and unconscious and in every expression of his personality. This unity is what we call the style of life” …Alfred Adler
The concept of “Lifestyle” was Adler’s way of helping a therapist understand a client’s whole personality from inside his or her phenomenological reality. This holistic approach is part of what makes Adlerian psychology an exemplar of biopsychosocial systems metatheory. This course introduces this systemic view of the development of personality. By working with one another, students learn how to collect information to formulate an understanding of the unique style they have developed to live out their lives and how to apply this approach to helping clients understand themselves.

AI-684 Lifestyle Assessment II: Early Recollections as Narrative
(1 credit, 12 hours; prerequisite: AI-682)
Early Recollections (ERs) provide an important means for understanding the style of life of an individual. Patterns in the stories we tell ourselves about ourselves and our lives indicate private logic, typical tendencies to action, and perceptions of self, other(s), and the world. Using therapy as a mirroring process, therapists and clients can thus (both) gain not only clear access to how they see themselves in the world but also to their adaptive and maladaptive pursuits. The student will learn how to access early recollections and work with the client to better understand their own life-style.

AI-685 Adlerian Perspectives on Psychopathology
(1 credit, 12 hours; prerequisite: AI-681)
Adler believed that three main components were common to all psychopathology: discouragement, faulty conceptions cription: and life-style beliefs. Further, he believed that promoting feelings of belonging and opportunities to contribute to others could help a person develop “social interest” and overcome even severe forms of personality dysfunction. Adler’s view represented one of the first attempts at developing a positive and holistic view of psychopathology and is today represented in the widely-accepted biopsychosocial approach to understanding what is called “mental illness.” This course will examine this holistic approach as a way of understanding the major DSM5 categories of psychopathology. The focus will be on psychodynamic, cognitive, and systems perspectives.

AI-686 Adlerian Parent Education: Parent as Coach
(1 credit, 12 hours; prerequisite: none)
Adlerian parenting is about raising children in a democratic environment with an understanding that they need our guidance to be able to do what they most need to do, and that is to connect, co-operate, contribute and do so with courage and confidence. This course will teach students to work with parents to understand why children behave and misbehave and how parents can best help them by redirecting their behaviour and coaching them to be all they can be.

AI-687 Adlerian Psychotherapy: Working with Individuals
(1 credit, 12 hours; prerequisite: AI-682, AI-683)
Applies the constructs of Adlerian theory and builds on the framework that Individual Psychology creates for us as therapists. We will move from the first contact with a client, through the first appointment and assessment process to the body of work being done together, to the end of therapy. Since the framework is holistic we will look at approaches that fit and can be used with clients to help them to make the shifts in their lives that they are seeking.

AI-688 Adlerian Psychotherapy: Working with Couples
(1 credit, prerequisite: AI-682, AI-683)
Applies the constructs of Adlerian theory to couples. We consider the unique and complex issues of a two-person system as we move from the first contact with clients, through the first appointment and assessment process to the body of work being done together, to the end of therapy. Since the framework is holistic, we will look at approaches that fit couples and can be used to help a pair make the shifts in their lives that they are seeking.

AI-689 Adlerian Psychotherapy: Working with Families
(1 credit; pre-requisite: AI-682, AI-683)
Applies the constructs of Adlerian theory, especially systems theory, to families.We consider the additional complexity that intergenerational relationships and intra-couple dynamics bring to understanding and treating various family configurations. We address the family system, issues of responsibility, academic and social inadequacies, rivalry and friction between family members, and various forms of norm-violating behaviour. Students learn how to help families establish relationships, based on democratic principles of mutual respect and cooperation, which can become intra-family resources for solving problems. 

GRADUATE CERTIFICATE IN ADLER TRAUMA THERAPY (AT)

AT-681 Introduction to Trauma Psychotherapy
(1 credit, 12 hours; prerequisites: IP-510, NT-511, NT-522, NT-513, IP-524 or equivalents)
Introduces the theory and practice of treating traumatized clients, with an emphasis on providing practical information that can be applied in the clinical setting. Note: This course is an introduction only. Further training and supervision are required for the treatment of trauma-related disorders.

AT-682 Inter-Generational Trauma
(1 credit, 12 hours; prerequisite: AT-681)
Each generation teaches the next. Along with knowledge, skills and culture, we also transmit the impact of traumatic experience. This course explores the biological, familial and social transmission of trauma.

AT-683 Introduction to Working with Couples
(1 credit, 12 hours; prerequisites: IP-510, NT-511, NT-522, NT-513, IP-524 or equivalents and AT-681)
Covers basic principles for therapeutic work with distressed couples. Topics include; the traumatized and traumatizing couple, arousal regulation, adult attachment patterns, the disruptive impact of triangles and “thirds,” creating safety, repairing ruptures, addressing sexual discontent.

AT-684 Building Skills in Couple Therapy
(1 credit, 12 hours; prerequisite: AT-683)
Couple therapy can be a minefield, as clients press the therapist to take sides, attempt to embroil the therapist in their dramas, and defeat the therapist’s efforts to provide solutions. This experiential class builds on AT-683 Introduction to Working with Couples. Students will observe and participate in fictional role-play scenarios of challenging therapist-couple interactions. 

GRADUATE CERTIFICATE IN COGNITIVE BEHAVIOURAL THERAPY (CB)

CB-100 Fundamentals of Cognitive Behavioural Therapy
(3 credits, 36 hours plus 3-hour case consultation exam; prerequisite: IP-510, NT-511, NT-522, NT-513, IP-524 or equivalents)
This CBT course covers the basic theory and introductory level applications of a wide array of cognitive and behavioural techniques used in the treatment of various emotional and anxiety disorders. Students will learn about the cognitive model of emotional problems, CBT case conceptualization, use of Socratic dialogue, CBT treatment planning and session structure. Participants are instructed on strategies to assess suitability to CBT treatment as well as their own competence in the use of CBT process skills. Essential cognitive and behavioural techniques used in the treatment of depression and anxiety disorders will be described including cognitive restructuring techniques for automatic thoughts related to depression and anxiety, as well as behavioural techniques including behavioural activation, exposures (situational and interoceptive), and the importance of identifying and diminishing reliance on subtle and overt avoidance, monitoring, distraction, and safety behaviours. Specific applications of the CBT model for Specific Phobia, Panic Disorder, and Agoraphobia will also be addressed.

CB-200 Intermediate Skills in CBT
(3 credits, 36 hours plus 3-hour case consultation exam; prerequisite: CBT-100)
Focuses on the modification and application of the CBT model to more challenging anxiety disorders such as Obsessive Compulsive Disorder (OCD) and Generalized Anxiety Disorder (GAD), chronic anger, addictions, and serious mental illnesses such as bipolar disorders and psychotic disorders. Our instructors will use both didactic and experiential exercises to illustrate the important and unique modifications of the CBT model and specific treatment strategies for GAD (e.g., cognitive exposures, uncertainty tolerance training) and OCD (e.g., exposures and response prevention, meta-cognitive beliefs). The CBT model for the treatment of psychotic symptoms such as delusions and hallucinations and specific techniques such as use of behavioural experiments to test the veracity of delusions and the interpretations of hallucinations will be extensively covered. Identification of prodromal symptoms and the importance of learning how to distinguish normal from hypomanic and depressed presentations of the self-concept will be covered in addition to other coping strategies to mitigate (hypo)manic relapses. This program will also challenge some of the common myths and misperceptions about anger. It will also focus on the importance of identifying anger triggers, facilitative automatic thoughts and cognitive responses to these thoughts, as well as behavioural skills in managing anger and hostility. Finally, use of motivationally enhanced CBT strategies to address substance use disorders and motivational techniques to reduce use and harm of substances will be covered and practiced in class. 

CB-300 Advanced Skills in CBT
(3 credits, 36 hours plus 3-hour case consultation exam; prerequisite: CBT-200)
Helps participants to synthesize CBT skills and examine how to move on to more advanced strategies, including working with deeper cognitive schemas and core beliefs. Strategies to adapt CBT to group formats will also be delineated with key CBT group principles and group issues discussed. Two additional advanced specialty topics will include how to adapt cognitive-behavioural techniques in working with children and adolescents. Knowledge translation of CBT principles to these specialty populations are crucial to ensure that the principles of CBT are understood and properly applied to be effective with younger groups. Also, incorporating parental and familial issues as part of the conceptualization of the development of the problems and their treatment will be discussed. Additionally, this program will examine the diagnostic criteria and differential features for single-episode Post-Traumatic Stress Disorder (PTSD). The CBT model for PTSD will be presented, along with the treatment rationale based on the approach, including prolonged exposure as well as cognitive techniques. Adapting CBT session structure and timing will also be a key discussion point for this specialty population. Through didactics, presentation of clinical cases, role plays, conceptualization and treatment planning, participants will be thoroughly engaged and enlightened in applying CBT principles to more challenging and advanced cases and specialty populations.

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