36

890 Yonge Street, 9th floor

Toronto, Ontario M4W 3P4

Please visit adler.ca or call us at 1.877.923.4419

(Locally in Toronto, please call 416.923.4419)

www.adler.ca 2018.06.07

2

Welcome to ADLER!

For current and future practitioners in mental health or human services, ADLER’s

offerings are designed to ensure professional success. Quality assurance, regulation,

certification… professionals today cannot ignore market and legal requirements for

demonstrating high standards in the services provided to clients and customers.

Why choose ADLER?

Unique amongst private educational institutions, ADLER offers a professional Master

of Psychology degree (with full consent of the Ontario Ministry of Advanced

Education and Skills Development), making ours the only such degree in Ontario.

A hands-on, applied approach characterizes all of our courses and programs.

Our instructors are all practitioners, bringing their professional experience

into the classroom, as well as training in the field. Our objective is to ensure

students successfully secure employment or to assist them in their goal of

developing further in the job they have.

We have a compact student body, enabling us to develop individualized courses and

training.

We provide the option of taking individual graduate courses to retrain, upgrade, or

remediate for registration or certification. ADLER programs and courses

reflect current professional standards, and our students are informed about

the latest changes in legislation or accreditation.

We’ve developed weekend and intensive schedules that are ideal for working adults,

with a curriculum built on the principles of adult education. We offer the only

graduate program in Psychology that is tailored for individuals from a non-

traditional psychology background.

As a professional organization, ADLER is built on Adlerian values of mutual respect

and collaboration. We practice what we teach. ADLER continues a forty-year

tradition of Adlerian graduate education and training in Ontario. Hundreds of

our graduates throughout the province, Canada, and internationally attest to

how well we succeed in our mission.

We look forward to seeing you at ADLER!

R. James Little, M.Ed., M.A., C. Psych.

President, Adler Graduate Professional School

MESSAGE FROM THE PRESIDENT

35

Notes

34

Notes

3

WHY

Accommodations at ADLER

If you require an alternate format of this document or to request

accommodation specific to an ADLER program or event, please

contact: info@adler.ca or phone 416.923.4419

4

ADLER’s Faculty of Psychology accommodates both mid-career professionals and recent graduates who are looking to focus on the practical application of their skills, knowledge and experiences and to make a significant contribution as a member of the profession of psychology. WHY PSYCHOLOGY? Psychologists study how people think, feel and behave from a scientific viewpoint, to assist them in understanding, explaining, and potentially changing their behaviour. Psychologists engage in research, practice and teaching across a wide range of professional activities. In general, most psychologists work in five broad categories of employment: research, teaching, service provision, administration, and consulting. Many psychologists combine two or more of these employment categories. For example, a master’s level Psychological Associate may provide psychometric testing, diagnosis and psychotherapy to clients, in addition to teaching at a community college. Depending on the practitioner’s qualifications, such work can involve individuals, groups or families, along with experiences in larger systems such as education, health and mental health organizations, government and industry.

Graduates from the ADLER Faculty of Psychology find career success in a broad spectrum of mental health services, including in hospitals, schools, clinics, regional health teams, correctional facilities, and employee assistance programs. Many of our graduates have their own private practices as well. Additionally, some have found career success as consultants, researchers and faculty in both governmental and non- governmental organizations.

“In my experiences with both the Transitional Equivalency and

Master of Psychology program, I have found the faculty at ADLER to

be warm, engaging and always willing to help. Returning to school

after several years in the professional field was a challenge,

as was getting my head around student life! From the first phone call I made to the school I have encountered people who have

helped me make the transition a seamless one. My professors have

been engaging and passionate about their own work, which

translates into their work in the classroom and in turn enhanced my

excitement to enter the field of psychology. Adlerian philosophy

embraces community and learning, which is inherently apparent the moment you walk through the

doors of ADLER.”

Cydney Lebovitz, MPsy, 2015

FACULTY OF PSYCHOLOGY FACULTY OF PSYCHOLOGY

33

ADLER TRAUMA PSYCHOTHERAPY CERTIFICATE PROGRAM

This certificate program may be taken by health professionals who are allowed to perform the act of psychotherapy (psychotherapists, psychologists, doctors, nurses, social worker, or occupational therapists).

Trauma psychotherapy strives to interpret and reframe the individual’s response to overwhelming situations, transforming maladaptive coping strategies into socially useful ones and to examine the resiliency of individuals by de-pathologizing them. Moving from “What’s wrong with you?” to “What happened to you?”.

Many individuals who struggle with behavioural and emotional health issues have histories of trauma, but they often don’t recognize the significant effects of trauma in their lives; either they don’t draw connections between their trauma histories and their presenting problems, or they avoid the topic altogether. Likewise, treatment providers may not ask questions that elicit a client’s history of trauma, may feel unprepared to address trauma-related issues proactively, or may struggle to address traumatic stress effectively within the constraints of the work place, clinical orientation or personal level of comfort.

The definition of trauma is often misunderstood and misused. It is assumed that trauma refers only to terrible events, such as abuse, sexual exploitation, death, violence, etc. Trauma is not restricted to horrific experiences, it refers to any set of events that, over time, impose more pain than the individual can process and discharge.

Professionals working with people, in any capacity, will be working with trauma. Each course will equip students with a trauma-informed framework that will serve as a critical guide for all future interactions with a variety of populations.

Introduction to Trauma Informed Care (36 hours)

AT-101 Fundamentals of Trauma Informed Care AT-102 Building on Trauma Informed Care AT-103 Intergenerational Trauma This certificate offers the student the opportunity to become immersed in the fascinating and cutting edge field of trauma informed therapy. Participants will be exposed to theory, research, and practical hands-on application providing rich clinical insight and highly sought after skills.

For more information about ADLER Faculty of Continuing Education programs, including upcoming schedules and registration information, please see the back cover for our contact details or visit adler.ca

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MAST—MINDFUL AWARENESS STABILIZATION TRAINING Research on Mindfulness Based Interventions (MBI) is exhibiting very positive outcomes for moderate mental health challenges, such as depression and anxiety. This two-day training emphasizes experiential learning by leading participants through the 4-week MAST curriculum, followed by group discussion on the experience. Within the training, there will be sufficient time for in-session practice teaching of exercises and guided meditations.

The goals of this training initiative are to introduce clinicians to mindfulness practices through experiential learning. After the training, participants will have the skills to use the MAST curriculum in supporting clients in their setting. Training will provide an opportunity for clinicians to deepen their own mindfulness practice, which will serve as a foundation for providing mindfulness based interventions with their clients .

MENTAL HEALTH AND ADDICTION CERTIFICATE PROGRAM

The purpose of this Certificate Program is to provide beginning and more experienced practitioners with a range of integrated learning opportunities that is reflective of the current state of knowledge and practice in the field.

MHA-100: Certificate in Fundamentals of Mental Health and Addictions (36 hours)

MHA-101 Introduction to Mental Health MHA-102 Introduction to Addictions MHA-103 Relapse and Recovery

This program has been designed to provide the student with a critical overview of mental health, mental illness and addiction in contemporary society.

MHA-200: Certificate in Essential Skills for Mental Health and Addictions Practice (36 hours)

Prerequisite: MHA-100 MHA-201 Pharmacotherapy MHA-202 Brief interventions MHA-203 Motivational interviewing. This program of learning will allow participants to deepen their knowledge in three essential areas.

MH-300: Certificate in Advanced Skills in Mental Health and Addiction (36 hours)

Prerequisite: MHA-200 This module identifies a general framework for the practice of case management that can serve as a foundation for developing each participant’s own approach. Examines cultural competence in clinical care as a complex and dynamic combination of awareness, knowledge, skills and application.

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The ADLER approach features a highly individualized path tailored specifically for each student. The Master of Psychology degree program has been designed with the flexibility to accommodate the needs of our students. Classes are scheduled on weekends and evenings, with full and part time options for degree and other programs, making this program truly accessible to students with all levels of personal or work commitments. ADLER’s collegial environment means students form a collaborative community with their professors. Our teaching faculty are all practicing clinicians who bring real life experience into the classroom as well as the mutually respectful learning process that characterizes the ADLER educational philosophy. Mentorship is provided by every instructor, and students are expected to become reflective scholar practitioners. This process requires a safe and supportive context, one in which our students’ strengths and capabilities are acknowledged and nurtured. Students applying to the Master of Psychology program are supported throughout the application process, working with the Director of Admissions as well as the Student Services Manager.

ADLER values the fact that students represent a range of diverse backgrounds. To that end, we focus not just on grades, but we look at the applicant holistically and assess what they bring to ensure their success in the program. A part of this assessment process includes engaging in conversations with the ADLER faculty, who are looking at the applicant’s suitability for the program and also their likely fit with the profession of psychology. For students who do not possess a traditional undergraduate honours degree in psychology, ADLER offers a Transitional Equivalency Program. This program provides an academic bridge to fulfil the mandatory undergraduate requirements of the College of Psychologists of Ontario (CPO). All applicants to the ADLER Faculty of Psychology are required to complete GP-100 Thriving in Graduate School. This complimentary course is designed to assist students in creating an enriched statement of intent that will clarify their reasons for pursuing a graduate degree, as well as developing the skills that are important in ensuring a successful outcome in graduate school.

WHY ADLER?

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Gary Challis, Ph.D., C.Psych. Dean of the Faculty of Psychology, Gary holds a Ph.D. in psychology from Carleton University and has practiced as a Registered Psychologist for the past eighteen years in the Toronto area. He attained his B.Sc. from the University of Toronto and M.Sc. from the University of Calgary. He has worked in various professional capacities, including within a Provincial Psychiatric Hospital as a psychologist and Director of Quality Management and Program Evaluation. He has provided rehabilitation psychology services and supervision for graduate students and professionals seeking registration with the College of Psychologists. Dr. Challis has worked for the past fifteen years within a private practice as a registered clinical psychologist providing therapy, treatment planning, and assessments. Dr. Challis is a member of the College of Psychologists of Ontario and a member of the Canadian Psychological Association.

ADLER’s Faculty of Psychology partners with a variety of organizations to offer professional opportunities for their members: ADLER Learning Federation for Research, Education & Delivery of Services (ALFREDS) ALFREDS is a non-profit organization formed to support education in and practice of Adlerian psychology. Activities have included sponsorship of scholarships for ADLER’s Faculty of Psychology and other Adlerian programs, a Psychological Services Centre, and events to promote Adlerian Psychology. Members of the ALFREDS Board form ADLER’s Advisory Council. Faculty, staff, students, professionals, and interested members of the public may apply to become members of the ALFREDS Board by contacting ALFREDS@adler.ca International Committee of Adlerian Summer Schools and Institutes (ICASSI) ICASSI holds sessions in various international locations during two weeks each summer in order to bring together teachers experienced in different aspects of Adlerian Psychology with interested students and practitioners.

FACULTY PROFILE PARTNERSHIPS

31

prolonged exposure as well as cognitive techniques. Adapting CBT session structure and timing will also be a key discussion point for this specialty population. Through didactic presentations of clinical cases, role plays, conceptualization and treatment planning, participants are engaged in applying CBT principles to more challenging and advanced cases and specialty populations. A 400-level CBT Program Certificate is currently in development with a focus on working with children and adolescents.

Participants who wish to receive a postgraduate certificate in Cognitive Behavioural Therapy must have completed all three modules (CBT-100, 200 & 300) – including completion of each of the corresponding online evaluations. The certificate will list the levels completed and the number of hours. DBT - DIALECTICAL BEHAVIOUR THERAPY An intensive out-patient therapy developed by Marsha Linehan to treat chronically suicidal clients diagnosed with Borderline Personality Disorder. DBT has also been adapted to treat clients with addictions, eating disorders and other complex problems. Working with clients who experience these difficulties is extremely challenging for mental health and direct service professionals. DBT has proven to be

effective in reducing suicidal, self harm and other impulsive behaviours and to increase client engagement in therapy. DBT blends Cognitive Behavioural Therapy with acceptance-based strategies stemming from Zen philosophy. A primary therapeutic task is to balance acceptance of the client with a focus on change. During this training, participants will learn the theoretical underpinnings of DBT, group and individual components, and DBT skills from each of the four modules.

Learning Outcomes:

How to conceptualize borderline personality disorder using the biosocial theory

The components of standard Dialectical Behaviour Therapy

How to balance validation and change strategies

Skills for clients, including mindfulness, distress tolerance, emotion regulation and interpersonal effectiveness

How to conduct a behavioural analysis and solution analysis of problematic behaviours

How to use commitment strategies to enhance client engagement in the treatment process

CERTIFICATION

30

CBT-200 Adapted CBT Techniques for Diagnostic Populations (36 hours)

Prerequisite: CBT-100 CBT-201 CBT for GAD, Worry and OCD CBT-202 CBT for Anger and Bipolar Disorder CBT-203 CBT for Substance Use Issues This second level of the CBT certificate program of study focuses on the modifications and applications of the CBT model to more challenging anxiety disorders such as Obsessive-Compulsive Disorder (OCD) and Generalized Anxiety Disorder (GAD), chronic anger, addictions, and serious mental illnesses such as bipolar disorders. Our instructors use both didactic and experiential exercises to illustrate the important and unique modifications of the CBT model and specific treatment strategies for GAD (e.g., cognitive exposures, uncertainty tolerance training) and OCD (e.g., exposures and response prevention, meta-cognitive beliefs). The CBT model for the treatment of psychotic symptoms sometimes present in Bipolar Disorder, such as delusions and hallucinations, as well as some specific techniques to work with clients presenting with these symptoms will be covered. Identification of prodromal symptoms and the importance of learning how to distinguish normal from hypomanic and depressed presentations of the self-concept

will be addressed, in addition to other coping strategies to mitigate (hypo)manic relapses. In this part of the program, we also challenge some of the common myths and misperceptions about anger with a focus on the importance of identifying anger triggers, facilitative automatic thoughts and cognitive responses to these thoughts, as well as behavioural skills in managing anger and hostility. Finally, use of motivationally enhanced CBT strategies to address substance use disorders and motivational techniques to reduce use and harm of substances will be covered and practiced in class.

CBT-300 Advanced CBT Skills and Specialty Settings (36 hours)

Prerequisite: CBT-200 CBT-301 Intermediate & Core Beliefs CBT-302 Trauma and PTSD CBT-303 CBT for Groups This third level of the CBT certificate program is designed to help participants synthesize CBT skills and examine how to move on to more advanced strategies, including working with deeper cognitive schemas and core beliefs. Strategies to adapt CBT to group formats will also be delineated, with key CBT group principles and group issues discussed. Additionally, in this section of the CBT Certificate program the diagnostic criteria and differential features for Post-Traumatic Stress Disorder (PTSD) will be examined. The modification of the CBT model for PTSD will be presented, along with the treatment rationale based on the approach, including

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North American Society of Adlerian Psychology (NASAP) NASAP’s mission “is to foster and promote the research, knowledge, training, and application of Adlerian Psychology, maintaining its principles and encouraging its growth”. The organization achieves its mission through activities of the organization’s local affiliates throughout Canada and the United States, publications such as the Journal of Individual Psychology, annual conventions, and connections with international Adlerian organizations. To apply for general or professional membership, please visit www.alfredadler.org/join_renew Ontario Society of Adlerian Psychology (ONSAP) As an Ontario affiliate of NASAP (see above), ONSAP provides a meeting ground for students of Adlerian psychology through an annual conference, regular newsletters, and special events. See www.onsap.org Ontario Psychological Association ADLER Psychology Faculty members and most students are members of the organization that represents professional psychologists in Ontario. For more information visit www.psych.on.ca

Ontario Association of Psychological Associates Students who are intending to become registered with the College of Psychologists of Ontario as Psychological Associates may join OAPA as student members in order to benefit from the information and support offered by the group. For more information, visit www.oapa.on.ca For more information about ADLER Faculty of Psychology programs including admission requirements, upcoming schedules or to book an appointment with the Director of Admissions, please see the back cover for our contact details or visit adler.ca

PARTNERSHIPS

8

MASTER OF PSYCHOLOGY DEGREE (MPSY)* ADLER’s Master of Psychology degree prepares students for registration as a Psychological Associate with the Ontario College of Psychologists, in clinical and counselling practice areas. The MPsy degree provides students with the knowledge, skills, and attitudes necessary in preparing them to offer psychological services in a variety of diagnostic, therapeutic, and assessment settings. Unique to the ADLER Master of Psychology degree, applicants whose undergraduate degree is not a four-year honours in psychology may utilize our Transitional Equivalency Program to qualify for full admission to the MPsy degree program. For complete details regarding admission requirements in the program, please see the back cover for our contact details or visit Adler.ca Schedule flexibility is a key differentiator of the Master in Psychology degree offered by ADLER. Unlike other graduate schools, our courses are offered on weekends (full-day Saturday & Sunday throughout the year), accommodating working professionals looking for a graduate degree in psychology. ADLER students have the option to complete their MPsy degree in two

to five years, taking courses full or part time. All applicants are required to complete GP-100 Thriving in Graduate School at no charge. Acceptance into graduate school, especially for students who have been away from post-secondary education for a number of years, presents unique challenges. From rekindling core academic skills and navigating online journal databases to writing graduate-level research papers linking psychological theory, research and application, returning to graduate school can prove to be daunting. Nor is it easy to adopt the standpoint and practices of a truly reflective adult learner (and eventually practitioner) as well as balance the ongoing myriad of everyday life demands. Thriving in Graduate School intends to introduce new students to a variety of strategies, skills and resources that will facilitate their transition to, and success in, graduate studies at ADLER and beyond. GP-100 is a non-credit course required for all applicants seeking admission to any ADLER graduate degree or postgraduate certificate program, and optional for any student registered in any non-degree/non-postgraduate program.

*This program is offered under the written consent of the Ontario Minister of Advanced Education and Skills Development for the period from August 8, 2017 to August 7, 2022. Prospective students are responsible for satisfying themselves that the program and the degree will be appropriate to their needs (e.g., acceptable to potential employers, professional licensing bodies or other educational institutions).

ADLER FACULTY OF PSYCHOLOGY PROGRAMS

29

To first enter or subsequently maintain a competent practice in mental health or human services, practitioners require ongoing professional education, as well as opportunities for supervised practice. The Faculty of Continuing Education at ADLER provides both.

ADLER’s Faculty of Continuing Education offers certificate programs that incorporate a case-based learning approach, encompassing theoretical discussion supported by real-life cases, scenarios, and role-playing. This approach provides participants experience with actual day-to-day challenges.

Many ADLER Continuing Education courses qualify for programs like the educational subsidy for social workers, or as continuing education credit hours for the Canadian Counselling and Psychotherapy Association. Contact your organization to determine eligibility of a particular course.

CERTIFICATE PROGRAM IN COGNITIVE BEHAVIOURAL THERAPY

The CBT programs offered by the Continuing Education faculty at ADLER provide up to date information and knowledge regarding this treatment modality. The program is offered in three

sequential levels, with the expectation that participants will follow the sequence as presented.

CBT-100 Fundamentals of Cognitive Behavioural Therapy (36 hours)

CBT-101 Introduction to CBT CBT-102 Introduction to Depression CBT-103 Introduction to Anxiety

This first level of the Certificate Program covers the basic theory and introductory applications of a wide array of cognitive and behavioural techniques used in the treatment of various emotional and anxiety disorders. Students learn about the cognitive model of emotional problems, CBT case conceptualization, use of Socratic dialogue, CBT treatment planning and session structure. Participants are taught strategies to assess suitability to CBT treatment, as well as their own competence in the use of CBT process skills. Essential cognitive and behavioural techniques used in the treatment of depression and anxiety disorders will be provided, including cognitive restructuring techniques for automatic thoughts related to depression and anxiety, as well as behavioural techniques, including behavioural activation, exposures (situational and interoceptive), and the importance of identifying and diminishing reliance on subtle and overt avoidance, monitoring, distraction, and safety behaviours.

FACULTY OF CONTINUING EDUCATION

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ADLER COACHING SERVICES

Coaching

is a way

to create change

that

will lead to a

desired

result.

ADLER Coaching Services offers an opportunity to experience coaching, and discover the amazing impact it can have in many areas of your life.

This service will be provided at a fraction of the normal cost, as part of ADLER’s mission to serve the community.

Coaching is all about positive movement, going from where you are today to where you would like your future to be.

In today’s fast-paced environment so many people are in transition, dealing with change, or looking for new opportunities. This is the perfect time to experience the support and expertise of a professional coach.

Why work with a Coach?

Coaching brings many benefits: goals clarity, discovery of strengths, fresh perspectives on personal challenges, enhanced decision-making skills, greater interpersonal effectiveness, increased confidence, and so much more.

Those who undertake coaching can expect appreciable improvement in productivity, satisfaction with life, work and the attainment of relevant goals.

The Coaches we connect you with have all been through the ADLER Certified Coaching Program and have already received at least 90 hours of coach training. They are now in our Practicum program and on their way to certification.

If you would like to find out more about this opportunity to access high-quality coaching in an affordable way, please contact Norma Cortes at ncortes@adler.ca

www.adler.ca info@adler.ca

9

THE BASE SEQUENCE The base sequence is a core group of courses that begins with an all-day orientation and four full days of the two-credit course, IP-510 Motivation and Values. This course is offered over two weekends and one weekday. Remaining classes within the program are offered almost entirely on weekends. During the first days of the program, students are assigned a faculty advisor who will work with them throughout their time at ADLER. Faculty advisors also schedule their students’ Portfolio Seminars later in the program. Once a student has completed the required 38 credits as part of the base sequence, they are then eligible to move forward to the applied sequence. THE APPLIED SEQUENCE The applied sequence within the program consists of 28 required credits in course work and Practicum. Additionally, students will complete their elective courses during this period.

DEGREE STREAMS To provide students with options in the area of practice they might want to focus on, ADLER has developed a number of different certificate programs that can be used to complete the 9-credit elective component of their degree.

Psychological Assessment This certificate is designed for students interested in working in a variety of settings including school boards. Trauma Psychotherapy This introduces students to working with individuals and couples from an Adlerian trauma-centered perspective. Adlerian Integrative Psychotherapy This certificate is designed for students interested in working with couples, families and individuals, in an Adler-informed modality. Cognitive Behavioural Therapy The CBT program certificates offer hands-on, experiential training, taught by experts in the field. Dialectical Behaviour Therapy An intensive out-patient therapy developed by Marsha Linehan to treat chronically suicidal clients diagnosed with Borderline Personality Disorder. DBT has also been adapted to treat clients with addictions, eating disorders and other complex mental health issues. Professional Coaching Students who wish to pursue coaching within the profession of psychology may complete 60 hours of professional coach training that comprises the educational component of requirements for certification by the International Coach Federation as an Associate Certified Coach (ACC).

STRUCTURE OF MASTER OF PSYCHOLOGY

10

MASTER OF PSYCHOLOGY

DEGREE (MPSY)* The ADLER Master of Psychology consists of the Base Sequence courses and the Applied Sequence courses.

Additionally, a minimum of 9 elective credits are required for graduation. Students select elective courses based on their career goals, as well as their intention to develop specialized interests (see “Degree Streams” on page 9).

During their Base Sequence in Portfolio Seminars, students meet regularly with their Faculty Mentor to integrate course material and their own professional development plans and accomplishments.

Each trimester students are asked to attend school Colloquia where faculty members, students, and invited guests provide presentations of interest to professional psychologists and human services practitioners. Emphasis is on new developments in research, as well as trends that integrate theory and research with current practice. Students are expected to incorporate Colloquia topics in their classes and Portfolio Seminars and may be invited to

present their Master’s MRP (Major Research Project)/Thesis results to their colleagues at Colloquia.

In addition to course work, three further capstone requirements complete a student’s preparation:

Graduating students review their MRP or Thesis findings and overall learning onsite at ADLER, in a written and oral presentation to faculty members and incoming students via Course IP-510 Motivation and Values.

As the second capstone required for graduation from the MPsy, the Practicum provides practical experience in competencies that meet the professional goals of the student. The Practicum is conducted under the supervision of a senior Site Supervisor (typically either a registered psychologist or other qualified mental health professional). Each student is ultimately responsible for securing and successfully completing three Practicum placements, for a total of 900 hours of experience. For clinical psychology students, at least one of their Practica must involve assessment. The Director of Clinical Training at ADLER is responsible for approving sites as well as providing

ELECTIVES

PORTFOLIO SEMINARS

COLLOQUIA

1: MASTERS COMPREHENSIVE EXAM

2: PRACTICUM

CAPSTONES

27

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11

support and assistance to students in identifying, selecting, and completing Practicum experiences. MPsy students should expect to be on site at their selected Practicum a minimum of one full day per week during their Applied Sequence, although some sites may allow a schedule of two or more evenings or weekends. PRACTICUM SEMINARS Practicum seminars run concurrently with student Practicum placements and meet on a regular basis in a small group format. They provide ADLER faculty with the opportunity to offer developmental supervision and consultation to guide the ongoing development of the student. Students will present and critique clinical, counselling, psychotherapy, or coaching case material using audio and/or video recording. They then benefit from peer consultation, as well as sound clinical instruction and developmental supervision necessary for the enhancement of their professional skills.

MPsy students are required to complete a Major Research Project (MRP) or Thesis with a critical literature review of their chosen topic that includes a theoretical component. Students will first develop a proposal and then select a supervisory committee for their MRP or Thesis from ADLER faculty members and external subject matter experts. A critical review of

literature may be guided by clinical or other applied concerns the student has identified during their Portfolio Seminar or other courses. The outcome of an MRP could, for example, be a contribution to theoretical integration regarding a treatment, diagnosis, syndrome, or application; history of changes in an approach or interpretation; or a practical program based on theory identified in the literature review. The MRP does not require generating an original empirical research product that is publishable. On the other hand, some students may pursue such a goal by completing a Thesis that is a quantitative or qualitative project intended to contribute to empirical research.

Following successful completion of all degree requirements, a graduation ceremony is held every spring, where our ADLER graduates

AGPS gives more than just an excellent Masters program delivered by highly qualified practising professionals and

experts. It offers a diversity of approaches and programs that makes the experience there feel tailor-made.

The balance of academic excellence and practical skills built my confidence while

the environment of collaboration and mutual respect from all faculty ensured

that I felt supported throughout and beyond the program. I was almost sorry

to leave!

Sarah Hallett, MPsy, 2015

CONVOCATION

3:MAJOR RESEARCH PROJECT/THESIS

12

MAP OF THE MASTER OF PSYCHOLOGY (MPsy)

25

both coach and “coachee”, allowing them to have confidence when using them. Coaching/Changing with the Brain in Mind—The Science of personal Development with Linda Page, Ph.D., ACPC – Co-Author of Coaching with the Brain in Mind: Foundations for Practice In this two-day program, participants utilize theories from neuroscience, to better understand the development of brain-based skills that support coaching competencies. By learning how the brain works in the context of decision-making and problem solving, participants gain greater knowledge, awareness and skills to assist in developing the potential of their teams. Learning how to leverage change in a collaborative environment will also lead to personal growth and development for the coach. Coaching Strategies, Competencies and Skills for Leaders The purpose of this program is to provide leaders with the foundational skills to build better relationships and conduct effective coaching conversations. It provides an in-depth focus on the mindset, skills and competencies involved in the coaching process. Through the course of the two days, participants will: Be introduced to the coaching

framework and create awareness of how it is applied in the workplace

Acquire the skills necessary to

raise awareness of the mindset, limiting beliefs, assumptions and other barriers that can hinder performance.

Be provided with opportunities to practice the tools, competencies and skills of coaching.

Engage in an action-planning personal accountability process which increases the potential to produce desired results.

Team Coaching: A Living Systems Approach™ Prerequisite: 30 hours of coach specific training from an accredited coaching school, or group facilitation training and experience The program utilizes the Living Systems Approach, which is an “emergent process” that transforms groups and teams through conversations and experiential activities. Participants discover the guidelines and principles of the team coaching model, enhancing their ability to develop coaching materials that will create synergy, engagement and improve performance. With this session, participants learn how to use tools to support coaching conversations with groups and teams, and experience firsthand the challenges and opportunities of the process of change.

For more information about ADLER Faculty of Professional Coaching training programs see the back cover for our contact details or visit adler.ca

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Certification Exam The Certification Exam consists of both a written and an oral component. Candidates for the exam must have successfully completed a Practicum and have logged a minimum of 100 hours of coaching experience before sitting for the exam.

Upon successful completion of Practicum, students are recognized as an ADLER Trained Coach (ATC). After the successful completion of the examination process and graduation, students are awarded the credential ADLER Certified Professional Coach (ACPC). Upon graduation (after successful completion of the Certification Exam) students are awarded the credential ADLER Certified Professional Coach (ACPC).

Graduation as an ACPC satisfies the requirements for the ICF’s entry level credential (Associate Certified Coach - ACC), which may be obtained by providing your proof of graduation, your log of 100 hours (of which no more than 25 hours can be pro bono), along with ICF’s application and corresponding fee. The only additional requirement for ICF certification is ICF’s written online multiple-choice exam, which covers ICF’s Coaching Definition, Core Competencies, and Code of

Ethics - all of which are completed during your study with ADLER. After you have acquired additional coaching hours (500 hours total), you may subsequently apply for the ICF’s Professional Certified Coach (PCC) credential. ADLER graduates need only to provide your proof of graduation gain, as well as the log of additional hours. Graduation from the ADLER program meets all the requirements for PCC, with the exception the 500 hours of experience that you need to log. ADLER coaches that have already completed the ICF written exam to obtain the ACC Credential do not need to repeat it. (for all specific requirements regarding ACPC accreditation, please visit www.coachfederation.org)

Courses listed below are in addition to the ADLER Professional Coaching Certificate Program offered by the Faculty of Professional Coaching. They offer additional specialized training in coaching or in the coach approach for leaders, managers, HR professionals, teachers, and other human services professionals. For complete course descriptions please visit www.adler.ca Coaching Impact This two-day program is intended for individuals who might not want to become a “professional coach” yet find it valuable to acquire certain skills of a professional coach to use in their work, and in their lives. During the intensive sessions, students will learn, practice and experience the tools as

ADLER CREDENTIALS

ICF CREDENTIALS

ADDITIONAL COACHING COURSES

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My time at ADLER was a memorable one. I quickly made friendships, acquaintanceships and partnerships. The faculty were very easy to get along with and very accommodating. What I valued most about ADLER was their emphasis on learning all that I could, rather than concentrating on getting good grades. Despite being an ADLER Alumnus, the feeling of connectedness to professors and classmates that was formed early on still continues. I always feel welcome whenever I visit. Having been in the field now for two years is extremely rewarding. I frequently find myself applying the skills I learned, specifically in assessments, in my everyday work with children and adolescents. I do believe that ADLER well prepared me for the career I have today. Although a majority of my growth and learning is attributed to my practicum training, the theoretical knowledge and understanding that I was exposed to at ADLER, is essential to my continued growth and success. Being an ADLER graduate has fostered in me the desire and passion to be an agent of change for modern day society. My overall experience at ADLER has not only made me the professional I am today, but equipped me with the necessary skills and practice to be a competent, mature professional working in the field of Psychology. Today I thank the faculty, students and mentors who helped me accomplish one of my greatest dreams. Now, it’s off to bigger and greater things!

Andre Labao, MPsy, Psychoeducational Consultant

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TRANSITIONAL EQUIVALENCY Students not currently possessing a traditional four-year honours undergraduate degree in Psychology, or those who did not initially choose psychology in university as a part of their career path, have until now faced limited options when it comes to gaining admission to a master’s level graduate degree in psychology that leads to registration with the College of Psychologists as a Psychological Associate. ADLER’s custom-designed Transitional Equivalency in Psychology provides an opportunity to bridge the gap between current academic qualifications and those required by the Master of Psychology (MPsy) degree. It also ensures coverage of the four pillars of psychology that are required by the Ontario College of Psychologists (Biological, Cognitive-Affective, Social Bases of Behaviour and the Psychology of the Individual), along with the necessary knowledge surrounding statistics and research methods. For more information on the College of Psychologist’s undergraduate as well as graduate educational requirements for the professional designation of Psychological Associate, visit www.cpo.on.ca Interested students are required to fully complete an application for the Master of Psychology Degree.

Conditional acceptance will be offered to those who meet basic program requirements, including an undergraduate degree with at least one full university course in psychology (6 credits/72 hours). Admitted students then complete the Transitional Equivalency program to gain full admission to the MPsy Degree program. For Transitional Equivalency, each student’s individual requirements are assessed, and a study plan is created. The student works with the Director of the Transitional Equivalency program on an individual and/or small class basis to complete their required course(s). Transitional Equivalency classes are usually held on Monday & Thursday evenings, 6 pm to 9 pm, throughout the year. It may take anywhere from 2 to 18 months, depending on the student’s individual schedule, as well as the number of courses required for completion. At the beginning of the Transitional Equivalency students are required to complete GP-100: Thriving in Graduate School (see page 8). To apply for the Transitional Equivalency, you must have:

A minimum 3-year undergraduate degree with a B average.

One full psychology course (6 credits) including introductory psychology

For more information, or to book an appointment with the Director of Admissions, please see the back cover for our contact details or visit adler.ca

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Moving Towards Artful Coaching – 30 training hours This course focuses on integrating learning - enhancing and deepening the ability to coach artfully and creatively. It provides exposure to and experience with a range of tools and processes to deepen coaching effectiveness. Students will be coaching through the lens of leadership, an integrative theme for many coaching engagements (in both life and work). This course includes experience in metaphor as a tool for exploration and transformation, creativity and its many expressions for both coach and client, leadership and its role in coaching, as well as intuition and its use in coaching to develop personal and professional growth. Mentor Coaching Program – 10 hours The ADLER Mentor Coaching program is designed to provide participants support and feedback, further developing and enhancing their coaching presence as well as coaching skills using ICF core competencies. This program includes 10 hours of Mentor Coaching as required for ICF accreditation. Seven hours are via small group webinar and three via one to one calls with experienced Mentor Coaches from the ADLER faculty (accredited by ICF at a minimum PCC level). The program includes demos, exercises and peer coaching. Group size varies from a minimum of six to a maximum of ten participants. Practicum (face to face or virtual) – 48 training hours - includes 7 hours group mentor coaching

The Practicum is designed to provide students with an opportunity to consolidate and deepen the learning from Foundations, Coaching in the Context of Work, and Moving Towards Artful Coaching. The Practicum consists of 48 hours of instruction within a 6-month period, meeting as a group once per month. The practicum combines a wide variety of learning experiences, including: practical application of coaching

principles and skills through coaching

personal reflection on the coaching experience

peer and supervisor mentoring and feedback

experience of the coaching process from a client’s perspective

During the Practicum, students become active coaching practitioners, receiving feedback on their coaching through supervision from faculty, and sharing their learning through case studies and labs.

At ADLER, our Foundations course is “Risk Free” - If you feel you are not able to use any of the skills acquired in the Foundations module and coaching is not for you, then ADLER will refund your tuition. *some conditions may apply

TRY US FIRST!

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The ADLER Certification Program is the program of choice for individuals, coaches, HR professionals, OD consultants, trainers and leaders in organizations that take their coaching roles seriously. It is ideal for the committed learner interested in any of the following benefits: attaining an internationally

recognized accreditation

learning the very latest coaching concepts, principles and tools

becoming a part of a vast network of coaching professionals within the ADLER community

Foundations of Professional Coaching – 32 training hours The Foundations of Professional Coaching offers a rigorous grounding in the ADLER coaching model via an interactive, stimulating environment of hands-on experience. The course introduces the foundational concepts, models and processes associated with the ADLER approach, and anchors students in the coaching mindset while practicing the core competencies of professional coaching. Skills learned in this course serve as an integrative foundation throughout

training for certification. In addition, students are introduced to intentional change theory – why and how sustainable desired change can occur at all levels of human and social interaction. Role-play, peer coaching, and experiential exercises underline the importance of awareness of self and others required to develop strong coach-client relationships for sustainable change. Core Competencies of Professional Coaching – 30 training hours Building on the concepts, models and processes learned in the initial Foundations, this module takes participants to a deeper understanding of the coaching process and strengthens their knowledge and application of the ICF competencies. This module is about choice and trust, specifically the notion of self-responsibility embedded in choice, and the paramount importance that trust plays in being able to bring about change and to be at our best – both as a coach and for the client. Coaching in the Context of Work. – 30 training hours This course explores the individual in the context of systems, and how coaching supports people in their work and lives. This course substantially expands the students coaching skills, while also providing a deeper understanding of the impact of the workplace in people’s lives as well as the impact of coaching in the workplace. The added tools and practices included enhance proficiency in use of the core coaching competencies applied in the work environment.

PROGRAM OVERVIEW

COURSES

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POSTGRADUATE CERTIFICATE IN PSYCHOLOGICAL ASSESSMENT ADLER’s Postgraduate Certificate in Psychological Assessment is designed to prepare students who already possess an existing background in the art and science of psychological assessment. The certificate provides students with the knowledge and skills to work as members of a psychology department, particularly in an academic setting. ADLER graduates work as assessors in school boards, Workplace Safety and Insurance Board (WSIB) assessment, as well as in private practice.

GP-100 Thriving in Graduate School Incoming students are expected to have a background equivalent to the following courses, (be members of the College of Psychologists of Ontario, or those who already possess an equivalent masters level degree can submit their transcripts for consideration to the Director of Admissions) STATISTICS AND RESEARCH METHODOLOGY

Qualitative Inquiry (RC-571)

Quantitative Analysis (RS-574, 575, 576)

PROFESSIONAL DEVELOPMENT

IP-510 Motivation & Values

NT-511 Interviewing & Alliance

EH-512 Ethics & the Law

NT-513 Safe and Effective Use of Self

ASSESSMENT

AS-531 Fundamentals of Psychometric Assessment

AS-532 Assessment of Intellect & Cognition

AS-533 Assessment of Personality and Psychopathology

DIAGNOSIS

DG-543 Psychodiagnostic Interviewing, Case Formulation & Report Writing

NT-651, 300 hours Practicum in assessment

IP-661 Practicum Seminar with program director

AS-685 Neuro Development and the Learning Process

AS-686 Academic Assessment

AS-687 Social, Emotional and Behavioural Functioning

AS-688 Childhood Psychopathology

AS-689 School Law

PREREQUISITES

REQUIRED COURSES

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“Think of your head as an unsafe neighbourhood; don’t go there alone.” - Augusten Burrough

Psychotherapy is the assessment and treatment of cognitive, emotional or behavioural disturbances by psychotherapeutic means, delivered through a therapeutic relationship. Recently in 2015, there were extensive changes in the practice of psychotherapy in Ontario. The College of Registered Psychotherapists (CRPO) developed new regulations and procedures for registering anyone who proposes to practice psychotherapy in the province. At the time, provisions for existing practitioners were made via a “grandparenting” system that assessed and certified their education and experience to ensure they meet qualification standards. Prospective students with an interest in practicing psychotherapy in Ontario are urged to consult the CRPO website at www.CRPO.ca. During the development of the registration process, ADLER has taken a leading role in collaborating with other psychotherapy institutions to advocate for maintaining public access to a variety of treatment modalities.

ADLER programs offer advanced modality-specific certificates and continuing education for already-registered psychotherapists.

ADLER’s Faculty of Psychotherapy combines 35 years of graduate education in general knowledge requirements for mental health treatment providers with the opportunity to choose from a variety of specific in-depth psychotherapy modalities. This combination of professional education breadth and rigour with a depth of treatment experience and practice is unparalleled in Ontario. Your performance at ADLER will be assessed at the same level as our MPsy students, resulting in a transcript that should be acceptable by any examining body. ALDER remains at the forefront of the latest development for practicing professionals in the province of Ontario, and our Faculty are actively involved in the transitioning process for existing practitioners.

ADLER FACULTY OF PSYCHOTHERAPY

WHY PSYCHOTHERAPY?

WHY ADLER?

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Discover, clarify, and align with

what the client wants to achieve Encourage client self-discovery Elicit client-generated solutions

and strategies Hold the client responsible and

accountable

At ADLER, we see coaching as a profession that distinguishes itself by helping people discover how to bring their choices and actions more inline with their unique “best self” This in turn helps them to connect more creatively with a deeper human desire to make contributions for the betterment of society. Our hope and intention is to train coaches who also see their work as a creative response to this noble challenge. Learning at ADLER includes learning about the science, art and heart of coaching. ADLER recognizes the need for coaches to acquire concrete skills, tools, techniques and processes, the “science”, as well as develop an ability to use all of this “artfully” in the service of their clients. We also recognize the need for coaches to bring “heart” into their coaching work and as a result, the personal growth and development of a coach is an integral part of the learning experience. Learning at ADLER extends beyond the classroom and the program. Participants are provided with tools, structures and the encouragement to extend their learning beyond both the

classroom and the duration of the program. From the outset, participants are expected to coach and be coached, bringing their own real-life experiences to the learning process. In this way, while learning how to coach, participants engage in a parallel personal learning journey. ADLER’s program consists of in-class modules, where participants engage in the hands-on application of coaching techniques, supported by supplementary teleclasses and virtual workshops. Nothing can replace personal contact as an aid for learning - and for the adult learner experiential, application of knowledge is critical. The ADLER coaching program is offered internationally via affiliates in the United States, Jordan and Turkey, and continues to expand globally.

ADLER coaching faculty are ICF accredited, practicing professional coaches. They draw on their experiences with both coaching and training to develop sound foundations for this fast-growing profession to provide up-to-date practical techniques. Our faculty are part of what makes the coaching program at ADLER a true leader in the realm of coach training.

WHY ADLER?

OUR FACULTY

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Since its introduction in 1998, ADLER’s Professional Coaching Certificate Program has been the leader in the field of professional development. With its broad focus on hands-on experience across all disciplines, ADLER provides in-depth training and certification for coaching professionals. At ADLER, a combination of six criteria makes our Coach Training Program unique and effective: depth, breadth, applied learning, experiencing coaching for yourself, in-person contact, and the quality of our trainers and mentors. Through our global locations, ADLER offers a respected, in-depth coach training program and a model that can be applied to any practical coaching situation. We prepare our coaches to use their depth of knowledge and best practices in coaching, while ensuring that they find their own unique style and voice as a coach. ADLER coaching graduates learn a wide variety of practical coaching techniques based on ideas drawn from Adlerian theory, positive psychology, appreciative management, contemporary organizational development, and transformative adult education.

In 2002, the ADLER Certificate Program was the first in Canada to be reviewed and designated as an Accredited Coach Training Program by the International Coach Federation (ICF). The ICF is the largest, globally recognized organization providing both accreditation for coach training providers as well as certification for professional coaches. “Outstanding value. This course far exceeded my expectations. It was incredibly rich in content and extremely well taught. No matter what I do next, this course has forever changed how I will approach coaching relationships for the better.” - Jane Kidner

The ICF defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential, particularly important in today’s uncertain and complex workplace environment. ADLER-trained coaches honour the client as the expert in their own life and work, believing every client is creative, resourceful and whole. Using this foundation as a basis for learning, a coach is responsible to:

ADLER FACULTY OF PROFESSIONAL COACHING

WHAT IS COACHING?

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Ontario Association of Counsellors, Consultants, Psychometrists and Psychotherapists (OACCPP) OACCPP provides certification for qualified members, as well as professional malpractice insurance, as part of its mission to promote the availability of mental health services in Ontario. See www.oaccpp.org OACCPP generously provide ADLER with a grant each year, which can be used as a bursary for students.

MODALITY-SPECIFIC

CERTIFICATE IN ADLER TRAUMA PSYCHOTHERAPY This certificate program may be taken as continuing professional education in Modality-Specific competencies for health professionals who are allowed to perform the act of psychotherapy (psychotherapists, psychologists, doctors, nurses, social worker, or occupational therapists) or for credit as electives as part of the Master of Psychology (MPsy) program. ADLER Trauma Psychotherapy as a concept is based on extensive research that connects the experience of traumatic stress with common mental and physical problems including anxiety, depression, addictions, self-harming behaviours, personality disorders, interpersonal and family dysfunction, as well as a multitude of

somatic symptoms. The program is designed for those who wish to specialize in Trauma Psychotherapy, or to add it to other treatment modalities. Courses and requirements are reviewed and updated annually to fulfill the modality-specific requirements of the CRPO. Alfred Adler’s emphasis on social context is the link between trauma psychotherapy and the Adlerian tradition. Trauma psychotherapy strives to interpret and reframe the individual’s response to overwhelming situations, transforming maladaptive coping strategies into socially beneficial ones. The significance of this perspective, the flexible use of techniques from various psychotherapies, and the applicability to individual, couple, and family psychotherapy continue to drive evolution in this leading- edge field. For a complete outline of requirements necessary for obtaining a Postgraduate Certificate please visit adler.ca

PARTNERSHIPS

PROGRAM OVERVIEW

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CERTIFICATE IN ADLERIAN INTEGRATIVE PSYCHOTHERAPY Adlerian Integrative Psychotherapy is based on the Adlerian approach of Individual Psychology, a holistic approach that gives a therapist a profound depth and breadth in understanding individuals, couples and families. This program is designed for those seeking a strong foundation in therapeutic practice. Psychodynamic, cognitive-behavioural, existential, humanistic, constructivist, solution-focused, group, family and community psychology, as well as professions of coaching and consulting, can all trace many of their concepts to Adler’s social, teleological, idiographic, positive, and holistic ideas. Viennese Psychiatrist Alfred Adler (1870-1937) developed a theory and method of psychotherapy that provided a basis or a stimulus for many current psychotherapy approaches and modalities. He called his approach, ‘Individual Psychology’ because he understood the unique and creative ways that individuals find in their developmental years to approach life’s tasks. This understanding helps our clients to transform their lives. Adlerian Psychotherapy and Counselling will enhance anyone’s therapeutic practice.

This program may be taken for credit as electives in the MPsy program to fulfill Modality-Specific competencies required for CRPO membership as a Registered Psychotherapist. It is designed for those specializing in Adlerian Psychotherapy and for anyone interested in using Adlerian understanding in their current practice. The program is reviewed and updated annually to fulfill the modality-specific requirements of the College of Registered Psychotherapists of Ontario.

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AI-681 Introduction to Adlerian Theory AI-682 Adlerian Psychotherapy and Counselling Techniques AI-683 Lifestyle Assessment I: Family Constellation as System AI-684 Lifestyle Assessment II: Early Recollections as Narrative AI-685 Intergenerational Patterns Through a Lens of Gender, Culture and Socio-Economics AI-686 Adlerian Parenting AI-687 Adlerian Psychotherapy: Working with Individuals AI-688 Adlerian Psychotherapy: Working with Couples AI-689 Adlerian Psychotherapy: Working with Families For a complete outline of requirements necessary for obtaining the Postgraduate Certificate in Modality-Specific Programs in either Adlerian Integrative Psychotherapy or Adler Trauma Psychotherapy, please see the back page for our contact details or visit adler.ca

REQUIRED COURSES