Course Outline

Course Name: Mental Health and Addictions (PFP 213)

Academic Period: 2024 - 2025

Faculty:

Faculty Availability:

Associate Dean:
Nivedita Lane
nivedita.lane@humber.ca

Schedule Type Code:

Land Acknowledgement

Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Equity, Diversity and Inclusion Statement

Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.

Faculty or Department	Faculty of Social & Community Services
Program(s)	Police Foundations (11071) Police Foundations - Part-time (1107E)
Course Name:	Mental Health and Addictions (PFP 213)
Pre-Requisites	none
Co-Requisites	none
Pre-Requisites for	none
Equates	none
Restrictions	Must be enrolled in Postsecondary and FSCS
Credit Value	3
Total Course Hours	42

	Developed By:	Prepared By:	Approved by:
			Nivedita Lane

Humber Learning Outcomes (HLOs) in this course.

The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.

Equity, Diversity, Inclusion & Belonging
Sustainability
Systems Thinking
Indigenous Ways of Being Knowing and Doing (IWBKD)
Critical Thinking
Collaboration
Communication
Innovation
Professionalism
Strategic Problem-Solving

Course Description

This course will prepare students to work with those living with addictions and mental health in response to the increasing need for police services and justice professionals to engage with individuals who are experiencing a crisis. Students will learn how mental health and addictions can present in individuals and the ways in which police services, courts and correctional facilities can respond. Students will explore the historical and contemporary intervention and treatment approaches and protocols governing police responses and interventions for persons in crisis, including common mental health issues, addictions, trauma informed practices, harm reduction, recovery, stigma and Fetal Alcohol Spectrum Disorder (FASD). Students will explore gaps in services that exist in the criminal justice system with a focus on strategies for collaboration with other emergency services as well as multidisciplinary community agencies and personal support systems. Students will develop an understanding of the over-representation of marginalized groups in the criminal justice system and critically reflect on approaches to delivering timely, culturally appropriate and client-centered interventions when individuals are in crisis. To foster career readiness, students will gain an understanding of the importance of Emotional Wellness as well as the impact of responding to calls of distress and trauma. Compassion fatigue, Vicarious Trauma, Cumulative Stress and Post-Traumatic Stress Disorder will be discussed with strategies to foster self-care, resiliency, and support as a first responder.

Course Rationale

Police and justice professionals are increasingly being called upon to respond to persons who are in crisis, often as a result of substance use and/or mental health. The criminal justice system continues to be over-represented by individuals experiencing concerns related to mental health, substance use disorders, and neurodiversity such as Fetal Alcohol Spectrum Disorder. Students will learn how mental health and substance use can present in individuals and the ways in which police services, courts and correctional facilities can collaboratively respond with trauma informed intervention to crisis situations with empathy and compassion. Students will have the opportunity to collaborate interprofessionally to enhance critical and systems thinking. The course also prepares students for the impact that responding to calls of trauma and distress can have on the first responder through learning about emotional well-being and building a personal self-care plan

Program Outcomes Emphasized in this Course

Police Foundations (11071)

Complete all tasks in compliance with pertinent legislation, as well as policing standards, regulations and guidelines.
Analyze all relevant information and make effective and legally defensible decisions in accordance with ethical and professional standards.
Be accountable for one’s actions when carrying out all tasks.
Develop and implement ongoing effective strategies for personal and professional development.
Ensure the respect of human rights and freedoms in all interactions.
Work co-operatively in multidisciplinary teams to achieve mutual goals.
Collaborate in the development and implementation of community policing strategies.
Monitor, evaluate and document behaviours, situations and events accurately and discreetly in compliance with legal, professional, ethical and organizational requirements.
Mitigate risks and maintain order by applying effective strategies in crisis, conflict and emergency situations.
Take positive actions to help crime victims.

Police Foundations - Part-time (1107E)

Course Learning Method(s)

Case Based Learning
Collaborative Learning
Lecture

Learning Outcomes

Explain how mental health, substance use, trauma and neurodiversity (i.e FASD and ASD) can present in individuals and describe strategies to intervene with people in crisis
Recognize the impact of stigma on people experiencing issues related to substance use and mental health through discussions and case review
Practice a front-line collaborative response to a person in crisis and reflect on the process of community collaboration
Examine best practices and harm reduction approaches within the community for intervening with people experiencing substance use disorders
Identify issues that impact the mental health of both persons involved in the criminal justice system and those working within law enforcement
Demonstrate an understanding of the importance of self-care as it applies to law enforcement and the impact of responding to calls of trauma that impact emotional well-being
Discuss the historical and current intervention and treatments responses governing law enforcement and the impact of deinstitutionalization on criminalization of mental health
Discuss community capacity, mobilization and gaps in mental health services particularly for over represented and marginalized groups within the criminal justice system.

Assessment Weighting

Assessment	Weight
Presentation
Harm Reduction Presentation (group, on campus or online)	15%
Collaborative Document
Person in Crisis or equivalent on line assessment (individual collaborative, online)	15%
Reflective Activity
Reflection Assignment (individual, on campus & online)	10%
Test
Mid Term Test (individual, on campus or online)	15%
Self-Assessment
Self-Care Reflection & Action Plan (individual, online)	20%
Authentic Assessment
Position Paper on Mental Health and Policing (individual or group, online)	10%
In-class Activity
Class Activities (group, on campus or equivalent on-line assessment)	15%
Total	100%

Modules of Study

Module	Course Learning Outcomes	Resources	Assessments
An Introduction to Mental Health and Addictions in Front-Line Work	Recognize the impact of stigma on people experiencing issues related to substance use and mental health through discussions and case review Discuss the historical and current intervention and treatments responses governing law enforcement and the impact of deinstitutionalization on criminalization of mental health Discuss community capacity, mobilization and gaps in mental health services particularly for over represented and marginalized groups within the criminal justice system.	Chapters 1, 2, 3 & 4 Instructor may provide additional reading materials that will be posted on Blackboard	Self-Care Reflection & Action Plan (individual, online) Reflection Assignment (individual, on campus & online)
Understanding Mental Health, Substance Use, Neurodiversity, Trauma & Stigma	Explain how mental health, substance use, trauma and neurodiversity (i.e FASD and ASD) can present in individuals and describe strategies to intervene with people in crisis Recognize the impact of stigma on people experiencing issues related to substance use and mental health through discussions and case review Examine best practices and harm reduction approaches within the community for intervening with people experiencing substance use disorders Identify issues that impact the mental health of both persons involved in the criminal justice system and those working within law enforcement Discuss community capacity, mobilization and gaps in mental health services particularly for over represented and marginalized groups within the criminal justice system.	Chapters 5, 6, 7, 11 of textbook Instructor will provide additional reading materials that will be posted on Blackboard	Class Activities (group, on campus or equivalent on-line assessment) Self-Care Reflection & Action Plan (individual, online) Position Paper on Mental Health and Policing (individual or group, online) Mid Term Test (individual, on campus or online) Person in Crisis or equivalent on line assessment (individual collaborative, online)
It takes a Community: Collaboration and Connection in Front Line work	Explain how mental health, substance use, trauma and neurodiversity (i.e FASD and ASD) can present in individuals and describe strategies to intervene with people in crisis Practice a front-line collaborative response to a person in crisis and reflect on the process of community collaboration Identify issues that impact the mental health of both persons involved in the criminal justice system and those working within law enforcement	Chapter 9 in Textbook Chapters 1, 2, 3, 4, 6, 7 in small handbook Instructor will provide additional reading materials that will be posted on Blackboard	Class Activities (group, on campus or equivalent on-line assessment) Self-Care Reflection & Action Plan (individual, online) Harm Reduction Presentation (group, on campus or online)
Well-Being from First Responders	Identify issues that impact the mental health of both persons involved in the criminal justice system and those working within law enforcement Demonstrate an understanding of the importance of self-care as it applies to law enforcement and the impact of responding to calls of trauma that impact emotional well-being	Chapters 1, 2, 3, 4, 6 & 7 of small handbook	Class Activities (group, on campus or equivalent on-line assessment) Self-Care Reflection & Action Plan (individual, online) Harm Reduction Presentation (group, on campus or online)

Required Resources

Name
Mental Health Awareness Bundle (Text and Handbook), 2nd Edition. The bundle is available via print or digitally and contains both texts in Emond's Mental Health Awareness Series Bundle, the core textbook and the handbook: Laferriere, M., & Miloknay, S. (2022). Mental Health Awareness For First Responders. (2nd ed.). Toronto: Emond. and Miloknay, S., & Laferriere, M. (2022). Mental Health. Self-Care for First Responders. (2nd ed.). Toronto: Emond.

Essential Skills

Section	Skills	Measurement	Details
Communication	Reading Writing Speaking Listening Visual Literacy	Reinforce and measure	Students will complete a variety of reflection and application activities that provide opportunities to develop these essential skills. The activities will guide students through critical reflection, self assessment and reflection on their skills and topics related to mental health and addictions. Students will complete reflection activities, application activities as well as a collaborative case study .
Critical Thinking and Problem-Solving	Analysing Decision-Making Creative and Innovative Thinking	Reinforce and measure	Students will complete a variety of reflection and application activities that provide opportunities to develop the skills of critical reflection and decision making, including a collaborative case scenario of identifying and deciding how they work with a persons in crisis. Students will be evaluated on reflection activities, application activities and a collaborative case study
Information Management	Gathering and managing information Selecting and using appropriate tools and technology for a task or project Computer literacy Internet skills	Reinforce and measure	Students will taught about mental health and addictions and be required to utilize the internet for the application activities and collaborative assignment. Students will be required to gather information and review services, community organizations and websites that contain information about cases. Students will be participating in a collaborative assignment with students in other programs, this will be completed online using padlet. Students will also be completing an online e-training on FASD and will be required to move through the material and completed the assessment based on this. Assignments will be based on students completing research and accessing information online.
Interpersonal Skills	Teamwork Relationship management Conflict resolution	Reinforce and measure	Students will have the opportunity to work independently or in small groups for the application activities. Students will be required to participate in a collaborative online simulation of persons in crisis. Numerous discussions will occur in class on sensitive topics that will require students to have working relationships and discussions with colleagues. Students will be graded on their application activities and have the option to work with a small group. Students will also be graded on the collaborative project.
Personal Skills	Managing self Managing change and being flexible and adaptable Engaging in reflective practice Demonstrating personal responsibility	Reinforce and measure	A module of this courses is focused on emotional well being with recognition of the stressors that come with responding to calls of distress and trauma. Students are asked to reflect on their own strategies for self care as well as develop a plan. Students will be required to adhere to due dates and the tasks associated with each assignment. Within the classroom, students will be engaging in discussions and learning around sensitive topics and will be learning about practices that they may have not considered before i.e harm reduction Students will be graded on their following of assignment guidelines and final submissions, all assignments are a combination of critical reflection and an in depth look at the topic at hand.

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their knowledge, skills and competencies evaluated against the learning outcomes as defined in the course outline. Please review the Assessment Methods Glossary for more information on the Learning Portfolio assessment methods identified below.

The method(s) that are used to assess prior learning for this course may include:

Learning Portfolio (results reflected as SAT and not added to student’s CGPA)
Learning statement
Current resume
Collection of work
Interview

Please contact the Program Coordinator for more details.

Academic Regulations

It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.

Anti-Discrimination Statement

At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.

Accessible Learning Services

Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Accessible Learning Services

North Campus: (416) 675-6622 X5090

Lakeshore Campus: (416) 675-6622 X3331

Academic Integrity

Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.

Disclaimer

While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Senior Dean (or designate) of the Faculty.

Copyright

Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.

See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.

Humber College Institute of Technology and Advanced Learning • 2024/2025.