Previous Years' Course Catalogues

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). Will strengthen counselling skills for parish ministry. The focus is on personal integration and ethical reflections in a client-centred framework.

Offered by the CASC Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education at the advanced level meeting standards of the Canadian Association for Spiritual Care (CASC). The course will focus on theoretical knowledge and clinical practice in Pastoral Counseling and Marriage and Family Therapy with attention to Family Systems Theories and Relational Psychodynamics. The program will involve supervised clinical practice with emphasis on transference issues and ethical reflection in a relational, client-centred framework.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). Will strengthen counselling skills for parish ministry. The focus is on personal integration and ethical reflections in a client-centred framework.

Offered by the CASC Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education in the second year at the advanced level meeting standards of the Canadian Association for Spiritual Care (CASC). The course will involve attention to Systemic and Psychodynamic Theories including Narrative and Solution-focused Therapies. The program will continue to involve supervised clinical practice with awareness of the use of self in therapeutic relationships and ethical insights and awareness in a relational, client-centred framework.

Overview and critical survey of the main elements of Bernard Lonergan's thought emphasizing his contribution as a significant Canadian thinker and the Thomistic and Ignatian context of this thought. We will emphasize Lonergan's philosophy of intentional consciousness, its basis for philosophical and theological method, the application of his method to select topics in systemic theology, social development, and post-humous developments of this thought.

Overview and critical survey of the main elements of Bernard Lonergan's thought emphasizing his contribution as a significant Canadian thinker and the Thomistic and Ignatian context of this thought. We will emphasize Lonergan's philosophy of intentional consciousness, its basis for philosophical and theological method, the application of his method to select topics in systemic theology, social development, and post-humous developments of this thought.

Overview and critical survey of the main elements of Bernard Lonergan's thought emphasizing his contribution as a significant Canadian thinker and the Thomistic and Ignatian context of this thought. We will emphasize Lonergan's philosophy of intentional consciousness, its basis for philosophical and theological method, the application of his method to select topics in systemic theology, social development, and post-humous developments of this thought.

Overview and critical survey of the main elements of Bernard Lonergan's thought emphasizing his contribution as a significant Canadian thinker and the Thomistic and Ignatian context of this thought. We will emphasize Lonergan's philosophy of intentional consciousness, its basis for philosophical and theological method, the application of his method to select topics in systemic theology, social development, and post-humous developments of this thought.

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 course explores the liturgical thought of the twentieth-century's most seminal Orthodox liturgical theologian, Alexander Schmemann. After reviewing his biography - from his birth in Estonia to formative years in France and the lnstitut St.-Serge in Paris, as well as groundbreaking work as dean of North America's flagship Orthodox Seminary in New York, we will situate his work within the currents of modem theology. These are the Russian silver age of religious reflection, the nouvelle tht'mlogie of the pre-Vatican II period, and the Western liturgical movement represented by such luminaries as Guardini, Danielou and Bouyer. We will then trace Schmemann's influence on contemporary liturgical theologians such as Kavanagh, Lathrop and Fagerberg. A close and comprehensive reading of Schmemann's key works will allow us also to determine the validity of his critics' views.