| The first year courses share two main commonalities: to provide students with an understanding of the field, the role of the S.C.C. and the meaning and significance of professional behaviors and attitudes; and to initiate explicit training in the fundamental skills essential to the field. During the second year, within the classroom, students develop their theoretical and practical understanding of seven different client groups. In the fourth semester, a 225 hour fieldwork affords real life experience with a clientele of their choice (where possible). The ability to generalize and apply the knowledge and skills learned in the classroom to the field is a crucial milestone in the training process.
The third year begins with an Internship where students are working in the field full time for an entire semester. Throughout this final phase of training, students are expected to demonstrate competence in all areas and to show that they have integrated their theoretical and practical skills from the previous two years. In most cases, only students who have completed all their first and second year program-specific courses will be allowed to continue into third year. The Integrative Project course encompasses the Comprehensive Assessment and evaluates the degree to which students can apply skills developed both in program specific and general education courses. They must work collaboratively with a community partner to develop a project that will address an unmet psycho-social need. Accomplishing this task requires proficiency in all areas of the Graduate Student Profile.
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These courses are intended as guidelines. Speak to your guidance counsellor to see what courses are offered at your school.
Applicants must have a Québec Secondary School Diploma (DES). |
* We make every attempt to provide accurate information on prerequisites, programs, and tuition. However, this information is subject to change without notice and we highly recommend that you contact the school to confirm important information before applying.
