Program Overview
Online and On-Campus Delivery Options may be available!
The Mental Health and Addictions Care Worker program has been designed to provide students with the theoretical and practical knowledge and skills required for employment as an Addiction Worker.
During the program, students learn to apply the principles of addiction, pharmacology and structured relapse prevention planning. Students gain practical skills in intake, assessment, motivational interviewing and treatment planning with a strong emphasis on case management and professional ethics. The program focuses on developing group facilitation skills as well as entry-level skill development in 1-to-1 counselling. Coverage includes an in-depth study of family dynamics and addiction as well as special populations including: First Nations and other ethnic/cultural groups, youth, sexual minorities, elderly, concurrent disorders, homeless, gender (women), crime, HIV/AIDS and suicidal clients.
Principles of communication are explored in great depth and students receive Non Violent Crisis Intervention certification and First Aid training. Strong focus is given to presentation skills, Microsoft Office Applications, documentation and record keeping, ability to multi task and prioritize, organizational and detail skills, professionalism, confidentiality, interpersonal skills and being a team player.
Career Opportunities
- Addictions Worker
- Community Support Worker
- Women’s Shelter Worker
- Residential Support Worker
Learning Objectives
Graduates of the Mental Health and Addictions Care Worker Diploma Program will be able to demonstrate the following competencies:
- Obtain theoretical and practical knowledge and skills required for employment as an Addiction Worker.
- Learn to apply the principles of Addiction, pharmacology and structured relapse prevention planning.
- Gain practical skills in intake, assessment, motivational interviewing and treatment planning with a strong emphasis on case management and professional ethics.
- Develop group facilitation skills as well as entry level skill development in 1 to 1 counselling.
- Learn in depth about family dynamics and Addiction as well as special populations including: First Nations and other ethnic/cultural groups, youth, sexual minorities, elderly, concurrent disorders, homeless, gender (women), crime, HIV/AIDS and suicidal clients.
- Learn principles of communication and receive Non Violent Crisis Intervention certification and First Aid training.
- Learn presentation skills, MS Office applications, documentation and record keeping, ability to multi task and prioritize, organizational and detail skills, professionalism, confidentiality, interpersonal skills and being a team player.
Why Study at Sprott Shaw?
- Career and professional development success courses to help create a career development marketing plan, learn the cardinal rules of professionalism, and identify the target markets and employment resources for the community support field
- Preparation and orientation courses to teach you how to find credible research, write papers, create proper citation formats including APA, and study effectively for exams
- All-inclusive program costs where what you see is what you pay. Our costs include registration fees, assessment fees, tuition, textbooks, supplies, course materials, graduation fees, practicum fees, and much more
- Access to dedicated Employment Services Specialists (ESS) who can help you with resume and cover letter writing, interview skills, and the overall job search after graduation
- Certificates including Nonviolent Crisis Intervention (NVCI), First-Aid, and WHMIS
- Practicum opportunities with recognized organizations across BC including the Canadian Mental Health Association, Salvation Army, Positive Living Society BC, YMCA, posAbilities Association of BC, Hope for Freedom Society, Union Gospel Mission, John Howard Society, and more
- Multiple start dates so you can start your education when you want to without the wait
- Grant and scholarship opportunities are available to help you save on tuition. Up to $4000 in scholarships and grants are open to recent high school graduates, Sprott Shaw alumni, military veterans, and more! Click here to browse our full list of grants and scholarships.
Where Are Sprott Shaw Graduates Working?
Our Early Childhood, Education, and Support graduates can be found working throughout the province. In addition to school districts across BC, our Early Childhood Education and Education Assistant graduates can be found working at daycares and preschools such as CEFA Early Learning and the Boys and Girls Club.
Community Support Workers and Mental Health and Addiction workers can be found working in women’s shelters, mental health and addiction recovery facilities, homeless shelters, and more.
Click below to learn more about where our graduates are currently working. Please note that these lists do not cover every single business that has hired a Sprott Shaw graduate, but they do provide a good representation of the sort of industries that Sprott Shaw graduates are working in.
Program Details
Admission Requirements:
Applicants must meet all of the pre-requisites listed below, meet their financial obligations to the college at registration, and acknowledge their understanding of SSC’s policies and procedures provided in the Student Handbook, prior to starting classes.
Note: Students are provided with a detailed list of books, e-resources, workshop/lab supplies, and lab/tool kits that are included in the program’s fees and will have the opportunity to opt in our out of purchasing from Sprott Shaw College or any other specific source any of these items at the time of registration.
Admission Interview(s)
- Interview with campus director
Education Level
- Grade 12 or equivalent (GED, ABE) or mature student status (age 19 and one year out of high school). All transcripts must be “true certified copies” or originals
Language Proficiency Policy
All programs at Sprott Shaw College (SSC) are conducted in English, making proficiency in the English language a requirement for enrollment.
The required proficiency can be demonstrated through 1) completion of secondary or post-secondary education where English is the language of instruction and is also one of the country’s official languages, or 2) An approved English Language Assessment, 3) For mature (≥ 19 years) students who are facing barriers and cannot access their educational records or provide sufficient evidence of secondary or post-secondary education.
SSC programs that have a higher English language level, require additional years of secondary or post-secondary education where English is the language of instruction, or where language proficiency is to be otherwise demonstrated, are identified within the relevant program outlines.
For all other SSC programs, English language proficiency is demonstrated by:
1. Education
a) Secondary Education
Evidence of Successful Fulltime Secondary Education Completion*, where English is one of the principle languages of instruction:
i) Showing two (2) years, if all Grades successfully completed are 10, 11, or 12, or
ii) Showing three (3) years if the successful Grades are 8, 9, 10, 11, or 12
iii) Showing validation of both language of instruction and credential level is provided by WES, ICES or IQAS
OR
OR
b) Post- Secondary Education
Evidence of 2 years of Fulltime Post-Secondary Education Completion*, where English is one of the principle languages of instruction. Language development courses (i.e. ELL courses) cannot be included in this calculation.
*This may be demonstrated by providing a high school transcript, completion of a BC Adult Graduation program, or providing validation of both language of instruction and credential level is provided by WES, ICES or IQAS.
Countries where English is the language of instruction:
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Canada, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Saint Helena, Saint Lucia, Saint Kitts and Nevis, Saint Vincent and the Grenadines, Seychelles, Sierra Leone, Singapore, South Africa, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States, United States Virgin Islands, Zambia, & Zimbabwe.
OR
2. Assessment
By achieving a recognized standardized language test/assessment.
Approved English language assessment options:
· IELTS. International English Language Testing System (IELTS) Academic: Minimum overall score of 5.5.
· TOEFL. Test of English as a Foreign Language IBT: Minimum overall score of 46
· CAEL. Canadian Academic English Language Assessment. Minimum overall score of 40
· CELPIP. Canadian English Language Proficiency Index Program: Listening 6, Speaking 6, Reading 5 and Writing 5.
· DET. Duolingo English Test: Minimum overall score of 95
· PTE. Pearson Test of English Academic: Minimum overall score of 43
· Cambridge English Qualifications: Minimum overall score of 160 or “C”
· Cambridge Linguaskill: Minimum overall B2 level
· LANGUAGECERT Academic: Minimum overall B2 level
· MET. The Michigan English Test: Minimum overall B2 level
· iTEP Academic: Minimum overall score of 3.5
· EIKEN: Minimum placement of Grade Pre-1
OR
3. Accuplacer
For mature (≥ 19 years) students who are facing barriers and cannot access their educational records or provide sufficient evidence of secondary or post-secondary education.
Applicant must be 19 years or older at the start of the program and a Canadian citizen or permanent resident and provides attestation that they have completed at least three years of full-time secondary or post-secondary instruction in English in a country where English is one of the principal languages (please refer to Countries where English is the language of instruction).
Accuplacer English Assessment (Next Generation) and achieves the following minimum scores required:
· Reading: 230
· Writing: 230
· WritePlacer: 4
For more information on our English language program-specific requirements and English equivalencies please click here: Sprott Shaw College English Language Requirements and Equivalents
Other Requirements
- Completed SSC Health Declaration form (or Physician’s Waiver)
- Criminal Record Check from the Criminal Records Review Program including clearance to work with vulnerable adults
- Three reference letters
- Mental Health and Addictions Student Declaration (including minimum of three years of stable recovery from substance abuse)
Practice Education Requirement
Please note certain facilities may require proof of a negative TB test. Without this documentation on the student file, it may limit practicum placement opportunities.
Diploma Requirements:
- All courses require a final grade of 60% to achieve a pass. Graduation requires successful completion of all courses.
- First Aid, WHMIS and Non-Violent Crisis Intervention will be completed during the program.
- Students can expect to complete 1 – 3 hours of homework per day.
- Students are responsible for their own transportation to and from the practicum sites.
- Practicum placement sites are subject to availability.
Contact Us Today!
Our advisors are happy to answer any questions.
Courses List
This 43 week Diploma program requires the student to complete the following courses.- This course is designed to equip human service workers with the knowledge, skills, and strategies necessary to maintain their well-being while managing the emotional and physical demands of their profession. Human service work often involves high levels of stress, compassion fatigue, and burnout. This course emphasizes the importance of self-care as an ethical responsibility and a critical component of professional practice.
- Students will explore various self-care practices, including mindfulness, stress management, work life balance, and resilience-building techniques. The course will also address the systemic and organizational factors that impact self-care and provide tools for advocating for supportive work environments. Through reflective exercises, group discussions, and practical assignments, students will develop personalized self-care plans that they can integrate into their professional and personal lives.
- This module contains Non-Violent Crisis, Intervention, Food Safe, WHMIS and First Aid certifications.
- This course provides an introduction to the foundational concepts, theories, and practices of counselling, with a strong focus on skill development for effective communication and intervention in diverse settings. Students will explore various counselling approaches, including person-centered, while developing essential skills such as active listening, empathy, and ethical decision-making.
- Students will learn about the roles and responsibilities of counselors, essential counseling skills, and various approaches used in counseling. The course is designed to provide a foundational understanding for those interested in pursuing careers in the helping field.
- Through interactive lectures, role-plays, case studies, and group discussions, students will gain practical experience in counselling techniques, building rapport, and facilitating client-centered conversations. The course also emphasizes the importance of cultural competence, self-awareness, and professional boundaries in the counselling process.
- This course provides an in-depth exploration of intimate partner violence (IPV), a critical issue in both personal relationships and public health. Students will examine the dynamics of IPV, including its prevalence, causes, consequences, and impact on individuals, families, and communities. The course will also cover the legal, social, and psychological frameworks surrounding IPV, as well as strategies for prevention, intervention, and support for survivors. Through a combination of theoretical knowledge and practical applications, students will develop a comprehensive understanding of IPV and its implications for human services professionals.
- Students will also complete Trauma and Violence Informed Care Foundations modules through EQUIP Health Care.
- Learn effective study skills, time management, and goal setting.
- Understand college policies, technology, and expectations.
- Apply organization, writing, and citation techniques.
- Develop self-care and stress-management strategies for success.
- Interview techniques
- Create a Career Development Marketing Plan
- Apply aspects of professionalism
- Identify target markets and employment resources
- Specialty program coverage in this shortened version
- This course provides an in-depth exploration of human development from conception through old age, emphasizing the biological, cognitive, social, and emotional changes that occur throughout the lifespan. Students will examine major theories and research findings in developmental psychology and gain a comprehensive understanding of the processes that shape human growth and development. The course will cover critical developmental stages, including infancy, childhood, adolescence, adulthood, and late adulthood, and will explore the impact of genetic, environmental, and cultural factors. Students will also learn to apply developmental principles to real world contexts, promoting healthy development and addressing developmental challenges.
- This course provides an in-depth exploration of the factors that contribute to positive mental health development during adolescence. Students will examine the psychological, social, and biological changes that occur during this critical developmental period and how these changes impact mental health. The course emphasizes the promotion of resilience, well-being, and positive mental health practices among adolescents. Students will explore evidence-based strategies and interventions that support mental health, understand the role of various social systems, and learn to apply this knowledge in both educational and community settings.
- Students will complete training in Human Trafficking for Service Providers.
- This course provides an in-depth exploration of addiction, covering the biological, psychological, social, and cultural factors that contribute to addictive behaviors. Students will engage with contemporary research, treatment methodologies, and policy discussions related to substance use and addiction. By the end of the course, students will have a comprehensive understanding of addiction's multifaceted nature and its impact on individuals and society. Students will also complete Naloxone training in this module.
This module will focus upon becoming other-oriented as a collection of skills and principles designed to increase learners’ sensitivity to and understanding of others. Students will learn effective means of communication, such as listening, providing feedback, conflict management, and non-verbal/verbal communication skills. Particular emphasis is upon the importance of perceptions, thoughts, attitudes, values, and emotions of others.
Using a competency-based approach, students learn about differences in culture, age, gender, sexual orientation, religion, political perspectives, and various other points of view that allow us to connect to and understand each other.
This course is designed to equip students with the essential skills and knowledge required to effectively facilitate therapeutic and educational groups within mental health, addiction, and community service settings. This course emphasizes the role of the facilitator in creating a safe, supportive, and structured environment that promotes group cohesion, learning, and personal growth.
Throughout the course, students will explore various theoretical frameworks and evidence-based practices that inform group facilitation and psychoeducation. They will learn how to plan, implement, and evaluate group sessions tailored to diverse populations and specific needs, such as stress management, substance use recovery, mental health education, and social/life skills development.
Students will engage in practical exercises and role-plays to develop their facilitation skills, including managing group dynamics, encouraging participation, and addressing challenges that arise within groups. The course also covers the principles of psychoeducation, a therapeutic approach that combines psychological insights with educational methods to empower individuals with knowledge and coping strategies.
- This course offers a comprehensive examination of mental illness and the principles and practices of psychosocial rehabilitation (PSR). It explores the nature, causes, and impact of various mental illnesses, focusing on how these conditions affect individuals’ lives and their ability to function within society. The course emphasizes recovery-oriented approaches, aiming to restore individuals' functioning, independence, and quality of life.
- Students will learn about evidence-based strategies for supporting individuals with mental illness, the role of multidisciplinary teams in rehabilitation, and the importance of community integration and social support systems.
The Trauma-Informed Practice and Concurrent Disorders course is designed to provide students with a comprehensive understanding of the intersection between trauma and concurrent disorders, such as mental health issues and substance use disorders. This course explores the impact of trauma on individuals' psychological, emotional, and physical well-being and emphasizes the importance of integrating trauma-informed approaches into clinical and community settings.
Students will learn about the principles of trauma-informed care, including safety, trustworthiness, choice, collaboration, and empowerment. The course also delves into the complex relationship between trauma and concurrent disorders, highlighting the ways in which trauma can contribute to the development and exacerbation of mental health and substance use issues.
Through a combination of theoretical learning, case studies, and practical exercises, students will develop the skills necessary to assess and support individuals with trauma histories and concurrent disorders. They will explore evidence-based interventions and therapeutic techniques that promote healing, resilience, and recovery. Additionally, the course addresses the ethical and cultural considerations essential to practicing trauma-informed care with diverse populations.
This course offers a foundational understanding of pharmacology with a focus on its application in treating addictions and mental illnesses. Students will explore the principles of pharmacodynamics and pharmacokinetics, the mechanisms of drug action, and the therapeutic use of various drug classes. Emphasis is placed on understanding how pharmacological interventions can affect mental health and addiction, the role of medications in treatment plans, and the ethical considerations involved in prescribing and managing medications for these conditions.
This course provides a comprehensive approach to developing and implementing relapse prevention plans for individuals recovering from substance use disorders. It emphasizes a structured methodology to identify triggers, manage cravings, and strengthen coping mechanisms. Students will learn to design individualized relapse prevention strategies that incorporate behavioral, cognitive, and environmental interventions. The course also covers the importance of ongoing support systems, the role of self-efficacy, and how to adjust plans to meet the changing needs of clients throughout the recovery process.
This course offers an in-depth exploration of the diverse treatment methodologies and recovery planning strategies available to address mental health and addiction issues. With a focus on both theoretical knowledge and practical application, students will learn to assess, develop, and implement recovery plans tailored to individual client needs. The course emphasizes a holistic, person-centered approach that integrates evidence-based practices, trauma-informed care, harm reduction, and cultural competency.
Throughout the course, students will engage with key therapeutic models, such as Cognitive Behavioral Therapy (CBT), Motivational Interviewing (MI), and Dialectical Behavioral Therapy (DBT), which are foundational in the treatment of addiction and co-occurring mental health disorders. Students will also explore recovery-oriented practices that prioritize client autonomy, community involvement, and long-term relapse prevention strategies.
The course prepares students to work effectively within multidisciplinary teams, ensuring that recovery plans are inclusive of social, familial, and cultural factors. By the end of the course, students will be equipped with the tools to navigate complex cases, adjust treatment plans as needed, and collaborate with clients and their support systems to foster sustained recovery.
This course provides a comprehensive introduction to the principles and practices of case management and report writing within the context of mental health and addictions services. Students will learn how to effectively coordinate care, advocate for clients, and document their progress through well-structured reports. The course emphasizes the development of skills needed to work collaboratively with a multidisciplinary team and to communicate effectively with clients, their families, and other stakeholders.
This course offers an introduction to Indigenous healing practices, exploring the rich traditions, philosophies, and methodologies that Indigenous cultures have developed over centuries. The course emphasizes understanding these practices within their cultural, historical, and spiritual contexts. Students will gain insight into how Indigenous healing approaches intersect with modern healthcare, particularly in the context of mental health and addictions.
This course explores the principles, practices, and social policies surrounding harm reduction within the Canadian context, with a focus on mental health and addictions. Students will gain an understanding of harm reduction as both a public health strategy and a social justice approach, emphasizing its role in reducing the adverse consequences of substance use and risky behaviors. The course will examine the development, implementation, and evaluation of harm reduction policies and programs in Canada, considering the socio-political and cultural factors that influence these practices. Students will complete Harm Reduction Fundamentals: A toolkit for service providers.
The Mental Health and Addiction Care Worker Practicum is an immersive, hands-on course designed to provide students with practical experience in the field of mental health and addiction services. This practicum is the culmination of theoretical and classroom-based learning, allowing students to apply their knowledge and skills in real-world settings under the supervision of experienced professionals.
During the practicum, students will engage in direct client care, including assessment, intervention, and support for individuals experiencing mental health challenges and substance use disorders. They will collaborate with multidisciplinary teams, contribute to care planning, and gain insight into the complexities of mental health and addiction care. The practicum also emphasizes the development of professional competencies, ethical practice, and cultural sensitivity, preparing students for the diverse needs of clients in this field.
Students will complete a minimum of 120 hours in an approved mental health and addiction care setting, such as community agencies or residential treatment centers. Regular supervision and reflective practice sessions will support students in integrating their learning, addressing challenges, and enhancing their professional development.
