These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

These are the course numbers for co-op work terms. The appropriate semester coincides with the first digit; i.e., 110 would be the first semester of work experience for students in the co-op program. Co-op terms provide an opportunity to integrate theory and practice. Requirements include completion of a work term report. 

This course provides students with a clinical understanding of trauma and provide an overview of trauma-informed therapies. Students will learn to conceptualize and understand clients in a systemic way while understanding trauma’s far-reaching impacts. This course focuses on understanding trauma symptomology as well as understanding differences between developmental trauma, PTSD, complex-PTSD and crisis/disasters. Students will learn evidence-based treatments for trauma and be familiar with the main pillars of trauma-informed therapy: choice; safety; attunement; and predictability.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development.

This course offers an innovative approach to exploring current theoretical trends and therapeutic strategies when working with children, adolescents, and their families. The course will be taught from a systemic perspective while taking into account the special needs of the individual child. One of the major components of the course will involve Dr. Gordon Neufeld’s Intensive course: Making Sense of Kids. The course will explore the dynamics of “stuckness” in childhood and adolescence through Dr. Neufeld’s comprehensive attachment-based developmental model.

In this course, we will explore the purposeful dynamics of emotion and the inherent properties of play — and most importantly, the magical interplay when they come together. We will play with the practical application across the lifespan. What does it look like to bring true play and playfulness into our practice, both in and out of the therapy room? What does it look like to matchmake play and emotion for those you care for and for yourself? With this insight of true play, we can see how play is nature’s design to take care of us, no matter what one’s role.