Course Catalogue 2025-2026

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 pass/fail course builds on the Boundaries & Bridges course and is designed to expand students’ mastery of the practices essential to effective and ethical pastoral care. It requires attendance at weekly Zoom classes on Thursdays for 8 weeks, and a commitment to spend approximately 10 hours per week outside of class completing readings and assignments.
The primary focus of this course is to provide students with opportunities to learn and demonstrate their ability to:
• understand and embody the principles of bringing themselves to ministry with skill, authenticity and integrity (i.e., competent use of self)
• articulate a pastoral image of themselves that is lived out in their pastoral functioning
• prepare to
o skillfully engage in a range of pastoral skills essential to providing pastoral care to diverse populations
o competently and accurately assess the strengths and needs of those they are serving pastorally
o integrate their conceptual in-class learning with the practice of pastoral care in the field education placement
The overarching goal of this course is for each student to gain the requisite skills involved in becoming a person who values and has the ability to offer sensitive and effective pastoral care, is committed to the ongoing task of developing their capacity for ethical thinking, and consistently behaves with authenticity and integrity.
The in-class component of this course involves a combination of theoretical/conceptual learning as well as role-played and experiential exercises designed to assist in the acquisition of skill. The class format is comprised of discussions of readings, short lectures with an emphasis on dialogue and discussion, experiential learning events, and the practice and demonstration of component skills.

This course examines the theory, research and practice of evidence-based spiritual care and spiritually integrated psychotherapy in the field of aging. The course looks at a variety of theories on aging and ways of helping the elderly. There is a focus on various evidence-based modalities for working with the elderly, including spiritually integrated psychotherapy, narrative, person-centred, and solution-focused therapies. The course engages theories of human growth and invites students to examine their own awareness and safe and effective use of self in working with the elderly. Case studies from the literature will be integrated into the class discussions to explore topics such as stereotypes about aging, changes in lifestyles in later life, psychosocial, cultural and spiritual issues, dementia and mental health issues, and death and dying. The course emphasizes the strengths, wisdom and resilience of the elderly. The course utilizes an adult education approach in which students are expected to bring their experiences either from their own lives and/or from their clinical placements and their thoughts on the written material. There will be discussion, role plays, observation and feedback on role plays (using learning from the course) and self-awareness exercises in the course. The hope is that the course will facilitate transformation.

This course examines the theory, research and practice of evidence-based spiritual care and spiritually integrated psychotherapy in the field of aging. The course looks at a variety of theories on aging and ways of helping the elderly. There is a focus on various evidence-based modalities for working with the elderly, including spiritually integrated psychotherapy, narrative, person-centred, and solution-focused therapies. The course engages theories of human growth and invites students to examine their own awareness and safe and effective use of self in working with the elderly. Case studies from the literature will be integrated into the class discussions to explore topics such as stereotypes about aging, changes in lifestyles in later life, psychosocial, cultural and spiritual issues, dementia and mental health issues, and death and dying. The course emphasizes the strengths, wisdom and resilience of the elderly.

The course utilizes an adult education approach in which students are expected to bring their experiences either from their own lives and/or from their clinical placements and their thoughts on the written material. There will be discussion, role plays, observation and feedback on role plays (using learning from the course) and self-awareness exercises in the course. The hope is that the course will facilitate transformation.

This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Psychospiritual Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.

This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Psychospiritual Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.

This clinical practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of Supervised Psychospiritual Education (SPE). It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.

This interdisciplinary course will introduce core ethical issues which impact psychotherapists, spiritual care practitioners, and family therapists working in a variety of private and institutional settings. Codes of Ethics and Professional Practice Standards from the major regulating bodies will be examined and compared, including the College of Registered Psychotherapists of Ontario (CRPO), the Canadian Association for Spiritual Care (CASC), and the Canadian Psychological Association (CPA). Essential components of the course will include theological and scriptural reflection on ethical themes and the application of one model of ethical decision-making to real-life case studies in order to develop students' ability to initiate effective clinical interventions in complex ethical dilemmas.

Whether working with individuals, couples, or whole families, exposure to family systems theory and therapeutic interventions are an invaluable part of formation for the psychotherapy professional. This entry-level-to-practice, integrative course will examine and compare these theories from a bio-psycho-social-spiritual model of care, with introductory exposure to Cultural Diversity in Marriage and Family Therapy, Intergenerational Aspects (Bowen); Attachment Theory & Emotionally-Focused Therapy (Bowlby, Johnson); Contextual Perspectives (Boszormenyl-Nagy); Internal Family Systems (Schwartz), Structural Therapy (Mlnuchin), Human Validation Process Model {Satir), Solution-Focused Narrative Family Therapy (White, Epston), as well as the topic Divorce and Sacred Loss.

In this course, we will explore various facets of the United Church’s history, such as the context of the union movement; the founding traditions; key aspects of early denominational identity; the challenges of the post-World War II era; transitions in the church’s theology, social teaching, congregational life, and organizational culture; and current challenges.

This course looks at the development of the Presbyterian tradition in Canada, primarily through the Presbyterian Church in Canada and its antecedents. The course explores both the history and polity of the denomination.

Each SPE Practicum provides students with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually integrated psychotherapy. The course explores both theoretical and applied aspects of SPE. It is located at the intersection of the theology of caring, grief and loss, and social sciences. The course emphasizes multidimensional assessments and teaches interventions that are spiritual, therapeutic, supportive, and/or educational. Professional identity and professional ethics as well as the place of spiritual care and counselling in Canada are also examined. The course highlights significant aspects of the theologies of psycho-spiritual care and therapy.