Mental Health and Addictions Support Worker Certificate

Brief Course Description

This course introduces students to the study of mental health, mental illnesses and substance use. A wide variety of issues will be explored including patterns of distribution, risk factors and efforts made by society to prevent and treat mental health issues

Course Prerequisites

None.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Explore a broad range of perspectives that are applied to explain mental illness, substance use, substance use disorder and addictions
• Identify the prevalence and distribution of mental illness and substance abuse within Canada
• Differentiate between the different types of mental health disorders
• Identify the risk factors for mental illness and substance abuse
• Identify the relationship between mental illness and substance use
• Recognize ways to reduce risk especially relating to substance abuse
• Appreciate steps taken by the public health system in Canada to promote mental health
• Identify public systems and organizations which exist both in Canada and internationally to assist with mental health issues and substance abuse
• Identify what the DSM-5 is and outline the mental health indexes listed within
• Differentiate between substance use and abuse, as well as differentiate between mental health illnesses and addiction
• Identify how mental health illness and addiction are diagnosed

Lessons

1. What is Mental Health?
2. Biological Foundations of Mental Health
3. The Spectrum of Mental Health Problems
4. Substance Use, Dependence, and Addictive Behaviour
5. Stigma, Discrimination, and Mental Health in the Workplace
6. Mental Health and Illness among Children and Youth
7. Sex, Gender, and Sexuality
8. Culture, Ethnicity, and Mental Health
9. Mental Health and Illness in Older Adults
10. Responding to Mental Health Crisis, Emergency, and Disaster
11. Treatment for Mental Disorders and Substance Use Disorder
12. Mental Health Services in Canada
13. Mental Health Professions and Practices
14. Mental Health and Substance Use: Opportunities to Improve Population and Public Health
15. Final Examination

Brief Course Description

This course introduces students to the assessment and intervention of mental illnesses. Students will look at the various treatment options available, as well as the barriers to treatment for vulnerable populations. Students will explore how to manage a mental health crisis, and the appropriate language to use when working with individuals with mental health and substance use disorders.

Course Prerequisites

None

Learning Objectives

Lessons

Brief Course Description

This course will focus on providing support to individuals and their families who are living with both mental illness and substance use disorders. Students will gain insight into how factors like gender, sexual diversity, race and culture can influence the treatment of clients and their families.

Course Prerequisites

None

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Define concurrent disorders
• Explain the symptoms and causes of concurrent disorders
• Identify treatment options for an individual with concurrent disorders
• Explain the factors that influence treatment and the complexities of treating multiple diagnoses
• Identify the treatment challenges associated with different demographics, gender, sexual diversity, race, culture and socioeconomic status
• Identify the complexities of treating concurrent disorders in children

Lessons

1. Fundamentals of Concurrent Disorders
2. History of Concurrent Disorder Treatment
3. History of Concurrent Disorder Treatment
4. Screening and Assessment
5. Screening and Assessment
6. Screening and Assessment
7. Mid-term Test
8. Treatment and Intervention
9. Treatment and Intervention
10. Treatment and Intervention
11. Factors Impacting Treatment: Protective Factors and Barriers
12. Factors Impacting Treatment: Protective Factors and Barriers
13. Factors Impacting Treatment: Protective Factors and Barriers
14. Developing a Framework for Practice
15. Final Examination

Brief Course Description

This course examines the concepts of the reduction of risk and harms associated with mental health and addictions. Participants will also examine how health promotion, prevention, and harm reduction have influenced mental health and addictions policies and the structure and the delivery of services to individuals, families and communities.

Course Prerequisites

None

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Identify health promotion strategies in Canada
• Identify prevention measures as they pertain to both mental illness and substance use
• Identify policy and systemic challenges associated with mental health and substance use in Canada
• Explore the opioid crisis in Canada and contributing factors
• Identify the strategies of harm reduction in Canada and the benefits of harm reduction programs
• Explain delivery of services for individuals, families and communities in Canada
• Demonstrate ways to reduce risks and harms associated with mental health and addictions
• Identify the symptoms of overdose
• Identify the steps to take if you encounter an individual experiencing an overdose
• Outline the purpose of Narcan (Naloxone) in treating overdose, and how to use it in an emergency

Lessons

1. Health Promotion in Canada
2. Health Promotion in Canada
3. Health Promotion in Canada
4. Implications of Inequities in Health for Health Promotion Practice
5. Promoting Mental Health and Wellbeing in Canada
6. Practices in Indigenous Community Health Promotion
7. Identifying Appropriate Health Promotion Practices for Immigrants
8. Health Promotion in Clinical Care
9. Health in All Policies

Brief Course Description

This course offers students the opportunity to apply their knowledge and skills to assist individuals in mental health and addiction settings. Emphasis will be on developing the student as a responsible practitioner as part of an interdisciplinary team.

Course Prerequisites

MHASW 01 , 02 , 03 & 04

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Be respectful of clients
• Adhere to confidentiality
• Apply theory previously learning in coursework to the MHASW practice setting
• Assist clients in a mental health and addictions support environment
• Work within a multidisciplinary team to benefit clients

View practicum guidelines and FAQs: www.ashtoncollege.ca/practicum-and-community-field-experience/

Domestic students need ONE of the following:

• Canadian Passport
• Certificate of Canadian Citizenship
• Confirmation of Permanent Residence
• Legal documentation from IRCC

And you must prove the following:

• You have successfully completed a B.C. Secondary School diploma or the equivalent of one

Are you a domestic student?

You must show your language proficiency in ONE of the following ways:

• Completion of BC English Studies 12, English First Peoples 12 or Literary Studies 12 with a minimum grade of C+ (or equivalents); or
• Completion of three or more consecutive years of secondary education or two or more consecutive years of post-secondary education at a recognized institution where the language of instruction is English; or
• Achieve the competency standard of a Test of English Language Proficiency as set out in Section 5.4 below. Scores for standardized English language tests are only valid for a 24-month period from the date of testing.

English is presumed to be the language of instruction in the following countries:

American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe

Approved English Language Proficiency Tests and Scores

• Cambridge English Advanced (CAE): minimum score of 58 or C
• The Canadian Academic English Language Assessment (CAEL): minimum score of 55
• Canadian English Language Proficiency Index Program (CELPIP): General 6
• Duolingo: minimum score of 110 (temporary due to COVID)
• International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
• Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
• Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening

International students need:

• A valid passport from their country of citizenship and a valid study permit

And you must prove the following:

• You have successfully completed a B.C. Secondary School diploma or the equivalent of one

Are you an international student?

You must show your language proficiency in ONE of the following ways:

• Completion of BC English Studies 12, English First Peoples 12 or Literary Studies 12 with a minimum grade of C+ (or equivalents); or
• Completion of three or more consecutive years of secondary education or two or more consecutive years of post-secondary education at a recognized institution where the language of instruction is English; or
• Achieve the competency standard of a Test of English Language Proficiency as set out in Section 5.4 below. Scores for standardized English language tests are only valid for a 24-month period from the date of testing.

English is presumed to be the language of instruction in the following countries:

American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe

Approved English Language Proficiency Tests and Scores

• Cambridge English Advanced (CAE): minimum score of 58 or C
• The Canadian Academic English Language Assessment (CAEL): minimum score of 55
• Canadian English Language Proficiency Index Program (CELPIP): General 6
• Duolingo: minimum score of 110 (temporary due to COVID)
• International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
• Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
• Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening

Do you identify as a mature student?

To qualify, you must meet the following requirements:

• You are at least 19 years of age at the start of their program
• You have not completed a B.C. Secondary School diploma or the equivalent of one

Application Requirements

Mature Students must submit ALL of the following:

• At least one letter of reference from a person who is not related to you
• A statement of intent clearly outlining your career goals and your reasons for believing you will succeed in the program
• A personal profile of 250 words or less

Additional Requirements

You must meet all of the program-specific and non-academic requirements where listed. In some cases, you may need to complete a placement exam to determine academic readiness.