Mental Health and Substance Abuse - At-Risk Populations
- Ontario College Graduate Certificate
- College Code:
- Health & Life Sciences and Community Services
- Program Code:
- Accelerated Delivery:
- Academic Year:
- 2018 / 2019
About the ProgramThe Mental Health and Substance Abuse - At Risk Populations graduate certificate program will provide future human and health service providers with knowledge and applied skills needed to move into service and program planning, delivery and evaluation roles related to persons who are affected by mental health and/or substance use problems. As providers in these sectors work increasingly across boundaries to address the complex and intersecting needs of these populations, students will learn how to examine and address service quality at the practice, program and system levels. Learners will gain a deeper understanding of the importance of community collaboration, public participation, social inclusion, and advocacy in their work with persons experiencing complex conditions. Integrative themes of self-determination, capacity building, resilience, recovery and empowerment will be examined from person-centred, community-based and population-oriented perspectives.
Program InformationLength: One-year Ontario College Graduate Certificate program
Delivery Sequence: Brantford - September/2018 - Fall | Winter
First-Year Capacity: 20
- A two- or three-year diploma or a degree from an accredited college or university with a specialty in health or social sciences, justice, social justice, social services, social work, or other health, human service, or community focused fields of study.
Note re: Admission Requirements
- Applicants with transcripts from institutions where the language of instruction is not English must demonstrate English language proficiency with a minimum test score on one of the following language proficiency tests or equivalent scores from another internationally recognized English language test:
- IELTS overall band of 6.5 with no band less than 6.0
- TOEFL iBT 88
- CAEL 70, no sub-test band score less than 60
- PTE Academic 58
- Conestoga English Language Test (CELT) Band 6
- We offer a language program for students whose English language skills are below the standard required for admission but all other admission criteria have been met. An applicant will be eligible for admission to the graduate certificate program after completion of level 4 of the General Arts and Science - English Language Studies (ELS) program with an overall grade average of 80% and no grade less than 75%. Placement in the ELS program is determined by scores on an in-house English language test or TOEFL or IELTS.
- Submit proof of admission requirements.
- Final acceptance is based on a review of the admission requirements.
Tuition & Fees
Domestic fees are currently unavailable; please check back at a later time.
Financial AssistanceThe Ontario Student Assistance Program (OSAP) is a needs-based program designed to help Ontario students cover the cost of post-secondary education. Funded by the federal and provincial governments, OSAP is intended to promote equality of opportunity for post-secondary studies through direct financial assistance for educational costs and living expenses. These interest-free loans are intended to supplement your financial resources and those of your family. The majority of students apply for loan assistance via the OSAP website. Students can also print the application booklet through the OSAP website.
For more information, please visit Financial Services/Awards.
Graduate OpportunitiesGraduates will be able to contribute to evidence-based policy and program development, inclusive and effective human service initiatives, and research and knowledge sharing to support best practice in inter-sectoral collaboration.
For more details on related occupations, job market information and career opportunities, see the Government of Canada website: http://www.workingincanada.gc.ca
Pathways & Credit TransferConestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions.
Often applicants have earned credits from another college or university that may allow a student to be granted advanced standing or exemption. Learn more about credit transfer opportunities at Conestoga.
Prior Learning Assessment and Recognition (PLAR)Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student's Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Learn more about PLAR.
|Course Code||Course Title and Description|
|MNHL8300||Mental Health in Society
Description: This course focuses on an inter-disciplinary overview of mental health and substance use. Students will critically examine personal attitudes, societal myths, and stereotypes related to mental illness and substance abuse. Drawing on literature, arts, politics, media, medicine, and the social sciences, students will examine mental illness and substance abuse through various lenses and compare assumptions of agency, normalcy, treatment, and recovery.
|MNHL8310||Measuring the Impacts of Mental Health and Substance Use Problems
Description: Mental health and substance use problems may have profound impacts on individuals, families, communities and societies. In this course, students will examine current measures used to assess the impact of mental health and substance use problems in Canada. Through in-class and online discussions, group work and assignments, students will reflect critically on how current data collection processes and performance indicators address incidence and prevalence of issues, and the needs of at-risk populations. Students will identify gaps and make recommendations to improve the data collection processes in order to inform program and policy development for at-risk populations in Canada.
|MNHL8320||Promoting Mental Health and Well-Being Across the Life Course
Description: In this course, students will examine the use of a population mental health approach to promote mental health and well-being. Through assigned readings, discussions and in-class presentations students will better understand key interventions and components of programs and policies that promote and protect the mental health and well-being of Canadians across their life course.
|MNHL8330||Conditions that Elevate Risk
Description: In this course, students will examine risk factors such as poverty and homelessness that can often elevate the risk for mental health and substance use problems. Students will follow current social issues in the media, and through class discussion, blog posts and the creation of an arts-based project, they will examine the root causes of mental health and substance use problems. Students will also recognize the impact of these societal issues and identify ways to advocate for changes to address inequities and meditate risk for specific populations.
|MNHL8360||Evidence Based Interventions for Populations at-Risk
Description: In this course, students will examine historical events and paradigm shifts that have influenced current interventions for emerging and existing mental health and substance use problems. Students will discuss evidence-based practices that incorporate recovery and strength-based approaches such as first episode psychosis programs, assertive community treatment teams, managed alcohol programs, peer support initiatives and “Housing First” strategies. Students will also critically examine how these evidence-based programs and interventions address the specific needs of at-risk populations in Canada.
|MNHL8400||Preparing for Collaborative Practice
Description: This seminar-based course will provide students with the opportunity to identify and develop skills, strengths and experiences in collaborative multisector practice through the creation of an eportfolio. Seminar topics will focus on the importance of ethics, critical reflection, communication and leadership skills, group dynamics, facilitation and interviewing, professional conduct and related legislation concerning confidentiality and informed consent. Through individual reflection, self-assessment and collaborative assessment, students will examine their personal and professional development needs and develop a learning contract for their practice-based activities in Semester II. Students will also collaborate with peers, faculty and practice-based community agencies to develop a proposal for a capstone knowledge integration project for Semester II.
|OHS1320||Safety in the Workplace
Description: This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the nine units of the course, participants will have the opportunity to enhance their understanding and knowledge of General Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.
|MNHL8340||Trauma-Informed Care and Services
Description: In this course students will examine key principles, program characteristics and policy implications related to the design and implementation of trauma-informed care and services. Through class discussions and assignments, students will examine the current trauma needs and issues of specific populations such as homeless youth, Indigenous communities and immigrants and refugees. Students will appraise current programs and policies in Canada and make recommendations to improve access and the design and delivery of trauma-informed care and services.
|MNHL8350||Human Rights, the Law and Legislation
Description: In this course, students will examine the impact of historical and current legislative, regulatory and institutional practices on the human rights of individuals with mental health and substance use issues. Through online discussions, individual reflections and in-class panel discussions, students will reflect on their roles and responsibilities in addressing human rights violations against individuals with mental health and substance use problems. Students will also review a rights-based approach to advocacy, stigma, discrimination, and marginalization of populations at-risk for mental health and substance use problems.
|MNHL8370||Examining Complexity in At-Risk Populations
Description: In this course, students will consider the challenges associated with providing care and developing programs and services for populations with complex and unique needs. Populations to be discussed include those living with co-existing conditions and diagnoses, justice-involved youth and those exposed to trauma; including intergenerational and familial effects of trauma. Using case-based scenarios, students will develop an in-depth understanding of the unique and complex needs of specific populations at risk for developing mental health and substance use problems.
|MNHL8380||Inter-sectoral and Cross-Ministerial Collaborations
Description: In this course, students will examine how cross-ministerial and inter-sectoral priorities and collaborations address individuals and populations with complex needs. Through in-class discussions, assignments and small group presentations, students will examine collaboration among mental health and substance abuse programs, health care providers, services and supports such as peer support, housing, and the criminal justice system. Students will also deepen their understanding of the policies, legislation and funding mechanisms that facilitate timely and equitable access to mental health and substance abuse services.
|MNHL8390||Planning and Facilitating Program Evaluation
Description: In this course, students will examine frameworks used to design effective programs and interventions to prevent and manage mental health and substance use problems. Students will identify the role and responsibilities agency personnel have in collaboratively supporting and managing program evaluation activities within and across the organizations. They will review approaches and tools used to design, implement and utilize program evaluation for support and services for at-risk populations.
|MNHL8410||Capstone Knowledge Integration Project
Description: This course offers students an opportunity to integrate and consolidate their learning through a consultative capstone knowledge integration project in a setting that serves or supports a specific population at-risk. Working in teams, students draw from the framework introduced in MNHL8400 - Preparing for Collaborative Practice, to guide and facilitate the project. Students will build upon curricular outcomes of the program and engage with their practice-based settings. Students will also develop and present a knowledge integration project that emphasizes a strengths-based framework and recovery-oriented approach to address the needs of populations with mental health and/or substance use problems.
- Assess the multi-level risk and protective factors to determine the potential impact on persons, communities and populations at risk for mental health and substance use problems
- Advocate on behalf of at-risk populations to reduce stigma, discrimination and marginalization of people with mental health and substance use problems
- Adhere to professional, legal and ethical standards, including policies and best practices as they relate to mental health and substance use problems.
- Integrate theory and empirical evidence to develop strategies to address service gaps and promote mental health and well-being for populations and people with complex needs.
- Assess personal and inter-professional capabilities used to advance system and service improvements for populations at risk for mental health and substance use problems.
- Design mental health and substance use policy, programs and services using population health planning frameworks to align with the needs of people with mental health and substance use problems
- Reflect critically on the ideas, interests and institutions that influence societal responses to inform policy and programming decisions
Program Advisory CommitteesThe College appoints Program Advisory Committee members for diploma, degree, certificate and apprenticeship programs. Committees are composed of employers, practitioners and recent program graduates. College representatives (students, faculty, and administrators) are resource persons. Each committee advises the Board on the development of new programs, the monitoring of existing programs and community acceptance of programs.
For a list of the current members, please visit our Program Advisory Committees.
Apply NowDomestic students should apply online at www.ontariocolleges.ca or by phone at 1-888-892-2228.
60 Corporate Court
Canada N1G 5J3
Detailed steps on the application process may help you to apply.
International students should apply online using a Conestoga College International Application Form. Please note: not all programs are open to international students. Interested students should check the listing of open programs on our international students web page before applying.
The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons. In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College.
Students actively registered in cohort delivered programs who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.