Program Description

This program has been reviewed and approved by the registrar of the Private Training Institutions Branch (PTIB) of the Ministry of Post-Secondary Education and Future Skills.

The Social Service Worker Diploma is a four-semester (1220-hour) program that introduces students to the theory, skills, and applied practice of frontline social service work in Canada, and particularly in British Columbia. The program explores the professional role of the social service worker across a range of settings, including community agencies, housing and settlement services, addictions and mental health programs, Indigenous organizations, child and family services, and outreach supports.

The curriculum is designed to help students develop the knowledge and abilities required for both immediate employment and further study. Core courses provide grounding in psychology, sociology, poverty, family systems, crisis intervention, addictions, mental health, and community development. At the same time, students build professional skills in communication, ethics, self-care, and case management. Two practicum placements allow learners to apply classroom learning in real community settings under supervision.

Distinctive features of the Guru Nanak Institute of Global Studies’ diploma include:

  • Indigenous Perspectives and Reconciliation: Courses address cultural safety, the legacies of colonization, and the practical application of UNDRIP and the TRC Calls to Action.
  • Multicultural and Settlement Focus: Training emphasizes culturally competent practice with immigrant and refugee communities, particularly those represented in Surrey and the Lower Mainland.
  • Digital and AI-Enhanced Practice: Students gain exposure to digital case management tools, online client engagement strategies, and the ethical use of artificial intelligence in human services.
  • Applied Learning: Practicum I, an advanced practicum, and a capstone project in community-based service delivery provide hands-on, work-integrated experience.

Graduates of the program are prepared for frontline employment in a wide range of human service roles, including social and community service work, addictions and mental health support, family and youth services, crisis intervention, and community outreach. They leave the program with a strong foundation in cultural humility, ethical professionalism, and applied competence, and are well-positioned to continue their studies toward a Bachelor of Social Work (BSW) or related degree.

Professional Scope, Credential Limitations, and Regulatory Clarifications

1. Credential Limitation Statement

The Social Service Worker Diploma does not qualify graduates for registration as a Social Worker in British Columbia.

Registration with the BC College of Social Workers (BCCSW), as a Registered Social Worker (RSW) or RSW-Candidate, requires completion of a Bachelor of Social Work (BSW) or a graduate-level social work degree from an approved institution.

A diploma credential does not meet these requirements and does not lead to regulated social work practice under provincial legislation.

This program prepares graduates for paraprofessional frontline roles, not for the regulated scope of practice reserved for social workers.

2. Scope-of-Practice Limitations

Graduates of this diploma work in supportive, community-based, and frontline human service roles. They are not authorized to perform activities restricted to regulated social workers or other health professionals, including:

  • Independent clinical social work
  • Diagnostic, psychosocial, or forensic assessments
  • Signing documents or reports that require RSW credentials
  • Providing expert opinion for courts, legal processes, or statutory decision-making
  • Representing themselves as a “Social Worker” or “Registered Social Worker.”
  • Performing controlled acts restricted under health legislation or agency policy

Graduates must always work within employer-defined scope, under appropriate supervision, and in accordance with institution policies, ethical guidelines, and legal boundaries.

3. Employment and Title Protection

Diploma graduates may pursue employment in the many human service positions that do not require social work registration, including roles such as:

  • Social Service Worker
  • Mental Health Support Worker
  • Youth Worker
  • Family Support Worker
  • Community Practice and Advocacy Support Worker
  • Residential Support Worker
  • Indigenous or Settlement Outreach Worker
  • Addictions or Crisis Support Worker

Graduates may NOT use any protected or misleading titles, including:

  • “Social Worker”
  • “Registered Social Worker (RSW)”
  • “Clinical Social Worker”
  • “Social Work Therapist”
  • Any title implying qualification for regulated social work practice

Use of restricted titles may violate the Social Workers Act and may result in regulatory complaint or enforcement action.

4. Regulatory Framework Explanation

Social work is a regulated profession in British Columbia under the Social Workers Act and overseen by the BC College of Social Workers (BCCSW). Under this legislation:

  • Only individuals with approved BSW/MSW degrees may apply for registration.
  • Only registered individuals may use the title “Social Worker” or perform designated restricted activities.

This diploma prepares graduates for non-regulated, supportive human-service roles, not for entry into the regulated profession. Students wishing to pursue registration must complete a future BSW or MSW at a recognized institution.

5. Limitations in Counselling and Therapeutic Practice

Graduates may provide supportive, skills-based assistance to individuals, families, and groups as permitted by employer policy. However, diploma graduates are not authorized to:

  • Practice psychotherapy or trauma therapy
  • Provide mental health diagnoses or clinical case formulation
  • Offer independent counselling services
  • Represent themselves as clinical counsellors unless they later obtain a recognized counselling credential
  • Engage in therapeutic interventions that exceed their training or the expectations of their employing agency

All client interactions must remain within supportive, non-clinical, and strengths-based frameworks appropriate for entry-level frontline practice.

Career Occupation

The graduates of the Social Service Worker Diploma program are trained to work in a diverse range of community-focused roles, including:

Occupations CIP Code NOC Code 2021NOC Code 2016
Social and Community Service Worker44.0701422014212
Substance use / Addictions Support Worker51.1501331013413
Mental Health Worker51.1504422014212
Crises Care Worker/Assistant44.0702422014212
Development Support Worker19.0702441014412
Family and Community Services Worker44.0703422014212
Indigenous Outreach Worker05.0202422014212
Outreach Coordinator / Settlement Worker45.1001422014212
Community Practice and Advocacy Support44.0703422014212
Public Policy & Social Services Assistant44.0501414034164
Group Facilitator / Elder Care Support Worker19.0702441014412

Admission Requirements

  • The students must have completed grade 12 or equivalent education, or mature student status (19 years or older).
  • Applicants must complete a personal health declaration confirming their understanding of the Health Care Assistant (HCA) role and their readiness to learn and practice the required skills and competencies. This declaration also provides an opportunity to identify any learning supports the applicant may need. The form must be completed before acceptance.
  • Applicants will participate in an admissions interview to assess their suitability for the Health Care Assistant profession. The interview is designed to evaluate the applicant’s ability to meet the physical, emotional, and professional demands of the field, as well as their commitment to working respectfully and effectively in a healthcare environment.
  • All applicants must meet one of the following Language Proficiency Requirements (LPR):
    • Completion of 2 years of secondary education (including English 10 and 11 with a grade of ‘C’ or higher) from a country where English is one of the principal languages, or
    • Completion of 2 years of full-time post-secondary education at an accredited institution where English is the language of instruction, or
    • To meet BC Health Care Assistant English Competency Standards, students from non-English speaking countries must have completed grade 12 or equivalent education and provide verified results for one of the English Language Proficiency tests with minimum scores listed below: 
      • IELTS: overall score of 6.0, with a minimum of 6 in Speaking/Listening, and not below 5.5 in Reading/Writing.
      • CAEL: overall score of 60, with no section below 50.
      • TOEFL iBT: minimum 76 overall, with no sub-scores lower than 20 (Speaking/Listening) and 18 (Reading/Writing), or
      • Another accredited equivalent score.
  • Mature Student Applicants
    Applicants who are 19 years of age or older at the start of the program, are Canadian citizens or permanent residents, and are unable to provide official secondary or post-secondary education records may demonstrate English proficiency by:
    • Submitting a signed attestation confirming they have completed at least three years of full-time education in English in a country where English is one of the primary languages and
    • Completing the Accuplacer English Assessment (Next Generation: Reading, Writing, and WritePlacer) with the following minimum scores:
      • Reading: 235
      • Writing: 235

Learning Objectives

By the end of the program, graduates will be able to:

  1. Demonstrate foundational knowledge of social service systems, social welfare history, social determinants of health, human development, and the roles and limitations of frontline social service workers in BC.
  2. Demonstrate effective communication and helping skills using active listening, empathy, motivational techniques, and culturally safe, trauma-informed approaches.
  3. Apply anti-oppressive, decolonizing, and culturally safe practices when supporting Indigenous, South Asian, immigrant, racialized, 2SLGBTQIA+, and marginalized communities.
  4. Conduct structured, strengths-based client interviews and prepare clear, factual, culturally informed support summaries within a non-clinical scope.
  5. Recognize indicators of mental health, addictions, family violence, and disability-related challenges and follow appropriate reporting, referral, and safety procedures.
  6. Use trauma-informed and recovery-oriented principles to support client well-being and contribute to basic support strategies across diverse community settings.
  7. Identify how colonization, intergenerational trauma, and systemic inequities influence client experiences and integrate this understanding into supportive practice.
  8. Demonstrate competence in navigating community resources by developing resource maps, making appropriate referrals, and supporting client access to services.
  9. Apply group facilitation skills to lead supportive discussions, promote inclusion, and respond to conflict using culturally responsive, trauma-informed methods.
  10. Follow agency policies regarding documentation, confidentiality, digital communication, and ethical conduct, producing accurate and professional records.
  11. Explain the impact of Canadian social policies, systems, and historical developments on contemporary social service practice and client well-being.
  12. Demonstrate professionalism and ethical behaviour by maintaining boundaries, cultural humility, accountability, and respect for diverse worldviews.
  13. Use digital tools, online platforms, and technology safely and effectively for communication, documentation, and client support in community settings.
  14. Demonstrate readiness for entry-level employment through successful completion of supervised practicums, reflective practice, and adherence to agency evaluation standards.

Method(s) of Evaluation

The Social Service Worker Diploma employs a balanced, outcomes-aligned evaluation framework that integrates theoretical knowledge, applied competencies, practicum readiness, and reflective professional development. The program’s key evaluation components align as follows:

1. Theoretical Knowledge Assessment

The program assesses foundational and applied knowledge through:

  • Quizzes & Written Exams
  • Written Assignments & Case Analyses
  • Theory-based course components

These methods evaluate students’ understanding of psychology, sociology, ethics, policy, and social service practice, ensuring the ability to analyze social issues, apply theoretical frameworks, and communicate effectively in academic and professional contexts.

2. Applied Competency Assessment

Practical and interpersonal skills are assessed through:

  • Role Plays & Simulations
  • Skills Demonstrations
  • Lab-based course components

These evaluations measure communication skills, ethical decision-making, crisis response, interviewing, documentation, group facilitation, and appropriate use of digital tools in simulated and controlled environments prior to practicum placement.

3. Practicum Preparation and Professional Readiness

Professional behaviour and readiness for field placement are reinforced through:

  • Attendance & Participation
  • Skills Demonstrations
  • Reflective Journals & Portfolios

These components assess reliability, professionalism, cultural humility, ethical awareness, and the integration of classroom learning into practice expectations.

4. Reflective and Holistic Assessment

Reflective Journals & Portfolios, combined with ongoing feedback and summative evaluations, support:

  • Self-assessment and professional identity development
  • Cultural safety, equity awareness, and ethical reflection
  • Continuous improvement through formative and summative assessment

5. Integrated Theory–Practice Model

Theory and lab courses are intentionally linked to ensure that students can translate knowledge into practice. Table 1 summarizes the overall weighting assigned to each evaluation component, reflecting a balanced assessment of knowledge, skills, and professional competencies.

Table 1

Evaluation ComponentDescriptionWeight
Attendance & ParticipationAttendance in theory, labs, and seminars; active contribution to class learning10%
QuizzesShort, topic-specific assessments in theory courses10%
Written Assignments & Case AnalysesEssays, policy reviews, community profiles, and case-based projects15%
Skills DemonstrationsLab-based assessments of interviewing, digital tools, documentation, group facilitation15%
Role Plays & SimulationsScenario-based assessments of communication, crisis intervention, and ethical decision-making10%
Reflective Journals & PortfoliosWeekly or practicum-based reflections linking personal growth to professional practice10%
Midterm & Final Written ExamsComprehensive assessments covering multi-course content10%
Practicum & Preceptor EvaluationsField-based performance assessment by agency supervisors and faculty evaluators20%
 Total100%
  1. Community-Based Projects – Applied assignments, such as digital service delivery plans or community engagement projects, to integrate classroom learning with real-world contexts.
  2. Practicum & Preceptor Evaluations – For courses SSW-111, Practicum 1 and SSW-208, Practicum 2, evalutated on a Pass/Fail basis
  3. Pass (Mastery): Student has demonstrated consistent achievement of all required competencies and learning outcomes as outlined in the Social Service Worker Program curriculum. Performance is safe, ethical, professional, and reflects entry-to-practice expectations for the field.
  4. Fail (Non-Mastery): Student has not demonstrated achievement of the required competencies and/or has displayed unsafe, unethical, or unprofessional conduct in the practice setting. A Fail grade indicates that the minimum requirements for successful completion have not been met.

Re-assessment

  • Students who receive a Fail will be granted one opportunity to repeat the practicum, subject to host organization policies and space availability.
  • Students who fail the repeated practicum will be withdrawn from the program and will be ineligible to graduate

Evaluation Process

  • Ongoing Formative Feedback
    • Preceptors provide continuous verbal or written (if considered necessary) feedback during placement.
    • Students maintain reflective journals submitted weekly to the Faculty Coordinator.
  • Midpoint Evaluation (after ~120 hours)
    • Preceptor completes Midpoint Evaluation Form.
    • Meeting held between the student, preceptor, and faculty to review strengths, areas for improvement, and set an action plan.
  • Final Summative Evaluation (end of 240 hours)
    • Preceptor completes the Comprehensive Evaluation Checklist rating student performance across professional conduct, communication, client support, teamwork, documentation, and ethical practice.
    • Faculty Coordinator reviews the evaluation, reflective journals, and the student’s final self-assessment paper/presentation.

Completion Requirements

To successfully complete the program and be awarded the Diploma in Social Service Work (63 credits), students must the following requirements:

1. Complete All Required Coursework

  • Complete all 19 courses, totalling 1,220 instructional hours, including theory, applied learning, and practicum components.
  • Complete the program full-time or part-time within a maximum of 5 years.

2. Meet Academic Standards

  • Achieve a minimum grade of 65% in each course.
  • Maintain an overall GPA of 2.5 (C+) or higher across the program.
  • Submit all required assignments, exams, projects, and reflective journals/portfolios by established deadlines.

3. Meet Attendance Requirements

  • Maintain a minimum of 80% attendance in all theory and practice-based learning sessions, including seminars.
  • Attend 100% of required practicum hours.

4. Successfully Complete Practicum Requirements

  • Complete Practicum I (100 hours) and Advanced Practicum (240 hours) in approved community or digital service settings.
  • Receive a Satisfactory / Pass / Mastery rating from both the Agency Preceptor and the Faculty Coordinator.
  • Demonstrate growth in communication, professionalism, cultural safety, documentation, teamwork, and trauma-informed, decolonizing practice.

5. Demonstrate Professionalism and Ethical Conduct

  • Uphold the CASW Code of Ethics, institutional policies, confidentiality requirements, and professional boundaries.
  • Demonstrate cultural safety, humility, and anti-oppressive practice, including respect for Indigenous, South Asian, immigrant, and marginalized communities.
  • Follow agency and institutional standards for digital communication, documentation, and client interactions.

6. Meet Behavioural and Conduct Standards

  • Demonstrate respectful, ethical behaviour in all classroom, online, and practicum settings.
  • Respond constructively to supervision and feedback.

Program Duration

The program is offered in two formats:

  • Full-time: Monday-Friday (30-40 hours/week)
    • Duration: 35 weeks
  • Part-time basis: Monday – Friday (15-20 hours per week)
    • Duration: 68 weeks
  • Part-time (additional Option):  Weekends (10-15 hours per week)
    • Duration: 98 weeks

Homework Hours

  • Theory and Applied Learning Courses:  The students will be given homework assignments that require 3-4 hours per lesson.
  • Practicum & Preceptor Courses:   Traditional homework is not required for the preceptorship, since evaluation is based on supervised performance in practice settings.  However, students may be asked to complete reflective journals, self-evaluations, or documentation practice exercises outside of placement hours to support learning and professional growth.

Delivery Method(s)

1. Theory and Lab Courses:  This part of the program will be offered:

  • In-Class Instruction: 100%
  • Distance Education: 100% distance –  synchronous and asynchronous
  • Combined delivery: 50% in class, 50% distance – synchronous and asynchronous

2. Practicum (Instructor- and Preceptor-Supervised) Courses

The practicum courses are delivered through supervised practice education in community and social service settings. Students are placed in agencies such as family and youth programs, shelters, seniors’ services, addictions and recovery centres, immigrant/refugee supports, and community outreach organizations, where they apply classroom learning in real practice.

  • Instructor-Supported Practicum – Faculty instructors provide orientation, ongoing monitoring, integration seminars, and periodic site visits. They ensure the practicum experience aligns with program learning outcomes and conduct formal evaluations of student progress.
  • Preceptor-Supervised Practicum – Students are paired with a designated host organization’s supervisor/preceptor who provides daily supervision, mentorship, and feedback in the workplace. The preceptor guides student involvement in client support, program delivery, and case-related activities, while the faculty instructor retains responsibility for academic oversight and final evaluation.
  • Practicum Delivery Mode: 100% in-person, on-site at approved community and social service agencies; not delivered online

Required Course Material

Students will receive a package consisting of a brief overview of each lesson outline, workbooks, a collection of relevant articles, and chapters for the course. The cost of this material is included in the charge per course for the resource material for each course.

The Institute will develop a Moodle-based Virtual Library where students can access textbooks, open-access resources, multimedia materials, and instructor-curated readings. This resource hub will be available at no additional cost to students.

The primary textbook, workbook, and test materials are listed below for each course. Instructors may recommend optional readings to deepen understanding, but these are not mandatory.

SSW 101: Introduction to Social Service Work

Primary Textbooks (Required)

  • Ives, Nicole, Myriam Denov, and Tamara Sussman. Introduction to Social Work in Canada: Histories, Contexts, and Practices. 2nd ed. Don Mills, ON: Oxford University Press, 2021. ISBN 978-0199028818.
  • Banks, Sarah. Ethics and Values in Social Work. 4th ed. London: Macmillan Education, 2020. ISBN 978-0230300170.

Secondary / Recommended Readings

  • Al-Krenawi, Alean, John R. Graham, and Nikolay Habibov. Diversity and Social Work in Canada. Toronto: Oxford University Press, 2016. ISBN 978-0199007066.
  • Canadian Association of Social Workers (CASW). Code of Ethics. Ottawa: CASW, 2024.

SSW 102: Interpersonal Communication and Helping Skills

Primary Textbooks (Required)

  • Shebib, Bob. Choices: Interviewing and Counselling Skills for Canadians. 8th ed. Toronto: Pearson Canada, 2022. ISBN 978-0136964230.
  • Beebe, S., Beebe, S., & Redmond, M. (2019). Interpersonal communication: Relating to others (9th ed.). Pearson. (ISBN: 978-0134875774)
  • France, K., & Weikel, K. (2019). Helping skills for human service workers: Building relationships and encouraging change (4th ed.). Springer Publishing. (ISBN: 978-0398093044)

Secondary / Recommended Readings

  • Mayer, T. S. (2023). How to Talk to Anyone: Develop Long-Term Success with Empathy, Conflict Resolution & Interpersonal Skills through Active Listening and Authentic Communication. (ISBN: 979-8865812746)
  • Reflective practice articles, instructor-provided role-play guides

SSW 103: Introduction to Psychology for Social Services

Primary Textbooks (Required)

  • Weiten, W., McCann, D., & Matheson, D. (2021). Psychology: Themes and variations (6th ed.). Cengage Learning. (ISBN: 978-0176902940)
  • Wathen, C. N., & Varcoe, C. (2023). Implementing Trauma- and Violence-Informed Care: A Handbook. University of Toronto Press. (ISBN: 978-1487529260)

Secondary / Recommended Readings

  • Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2022). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley. (ISBN: 978-1119861904)
  • Selected journal articles on applied psychology in human services

SSW 104: Social Justice, Diversity, and Inclusion

Primary Textbooks (Required)

  • Mullaly, B., & West, J. (2017). Challenging oppression and confronting privilege: A Critical Approach to Anti-Oppressive and Anti-Privilege Theory and Practice

(3rd ed.). Oxford University Press. (ISBN: 978-0199022328)

  • Singh, G., & Masocha, S. (2019). Anti-Racist Social Work: International Perspectives. (ISBN: 978-1352008159)

Secondary / Recommended Readings

  • Sinclair, R., Bernard, W. T., Baines, D., Clark, N., & Bennett, B. (2022). Doing anti-oppressive social work: Rethinking theory and practice (4th ed). Fernwood Publishing. (ISBN: 978-1773635552)
  • TRC Calls to Action (2015). UNDRIP (2007)

SSW 105: Fundamentals of Poverty and Community Resources

Primary Textbooks (Required)

  • Corey, G., & Corey, M. S. (2020). Becoming a helper (8th ed.). Cengage Learning. (ISBN: 978-0357366271)
  • Norcross, J. C., & VandenBos, G. R. (2018). Leaving it at the office: A guide to psychotherapist self-care (2nd ed.). Guilford Press. (ISBN: 978-1462535927)
  • Courneoyer, The Social Work Skills Workbook (Cdn. edition)

Secondary / Recommended Readings

  • Skovholt, T. M., & Trotter-Mathison, M. (2024). The Resilient Practitioner: Burnout and Compassion Fatigue Prevention and Self-Care Strategies for the Helping Professions (4th ed.). (ISBN: 978-1032117577)
  • Self-care articles and mindfulness practice resources

SSW 106: Professional Skills and Self-Care

Primary Textbooks (Required)

  • Raphael, D. (2020). Poverty in Canada: Implications for health and quality of life (3rd ed.). Canadian Scholars’ Press. (ISBN: 978-1773381923)
  • Minkler, M. (Ed.). (2021). Community organizing and community building for health and welfare (4th ed.). Rutgers University Press. (ISBN: 978-1978824744)
  • Brown, Community Development in Canada (3rd ed.,2021)

Secondary / Recommended Readings

  • Hughes, J. (2024). Ending Homelessness in Canada: The Case for Homelessness Prevention (1st ed). Lorimer. (ISBN: 978-1459417656)
  • BC Human Rights Code; MCFD resource guides

SSW 107: Mental Health and Addictions Support

Primary Textbooks (Required):

  • Barlow, D., Durand, V., Hofmann, S., & Lalumière, M. (2020). Abnormal psychology: An integrative approach (6th ed.). Cengage Learning. (ISBN: 978-0176873219)
  • Smith, C., & Hunt, J. (2021). Understanding Addiction: Know Science, No Stigma. (ISBN: 978-1737235217)

Secondary / Recommended Readings

  • Mullan, J. (2023). Decolonizing Therapy: Oppression, Historical Trauma, and Politicizing Your Practice. Norton Professional Books. (ISBN: 978-1324019169)
  • Halsey & Boodhai, Drugs, Health, Addictions & Behaviour (2022, open textbook).
  • El-Guebaly et al., Textbook of Addiction Treatment (2nd ed., 2021).

SSW 108: Developmental Disabilities and Support Strategies

Primary Textbooks (Required):

  • Nevid, J., Rathus, S., & Greene, B. (2020). Abnormal psychology in a changing world (11th ed.). Pearson. (ISBN: 978-0135833940)
  • Ghai, A. (2019). Disability in South Asia: Knowledge and Experience (1st ed). Sage Publications. (ISBN: 978-9352807079)

Secondary / Recommended Readings

  • Beamish, W., & Yuen, M. (2025). Early Intervention for Young Children with Disabilities: Advancing Services and Programs Throughout Asia and the Pacific (Advancing Inclusive and Special Education in the Asia-Pacific). Springer. (ISBN: 978-9819656622)
  • Journal articles on inclusive education and diability advocacy

SSW 109: Crisis Intervention and Case Management

Primary Textbooks (Required):

  • James, R. K., Whisenhunt, J., & Myer, R. (2024). Crisis intervention strategies (9th ed.). Cengage Learning. (ISBN: 978-0357622698)
  • Woodside, M. R., & McClam, T. (2017). Generalist case management: A method of human service delivery (5th ed.). Cengage Learning. (ISBN: 978-1305947214)

Secondary / Recommended Readings

  • Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2022). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley. (ISBN: 978-1119861904)
  • Case Studies from Canadian shelters and hotlines

SSW 110: AI & Digital Tools in Human Services

Primary Textbooks (Required):

Textbook/Readings:

  • Selected readings from Artificial Intelligence in Social Work: Emerging Tools for Practice and Policy (e-reserve, open-access articles).
  • Case studies and policy documents provided by instructor (e.g., BC Privacy Guidelines, CASW Code of Ethics, Office of the Privacy Commissioner resources).
  • Reamer, Ethical Issues in AI and Social Work (articles, 2023)

Software/Tools:

  • Access to MS 365 and case management demo software.
  • Free/publicly available AI tools (translation apps, text-to-speech, chatbots) used for practice.

SSW–111: Practicum I

Primary Textbooks (Required):

  • Wolfer, T., & Reitmeier, M. (2021). Dilemmas in Social Work Field Education: Decision Cases. Columbia University Press. (ISBN: 978-0231201452)
  • Powell, M., & Mayfield, L. R. (2024). Burnout in Social Work Field Education: Mitigating the Risk. Springer. (ISBN: 978-3031459238)

Secondary / Recommended Readings

  • Regehr, C., & Glancy, G. (2021). Mental health social work practice in Canada (3rd ed.). Oxford University Press. (ISBN: 978-0199037032)
  • Reflective journal templates.

SSW 201: Indigenous Perspectives in Social Services

Primary Textbooks (Required):

  • Hart, M. A., Sinclair, R., & Bruyere, G. (2020). Wicihitowin: Aboriginal social work in Canada (2nd ed.). Fernwood Publishing. (ISBN: 978-1773633145)
  • Spence, N. D., & Sekercioglu, F. (2024). Indigenous Health and Well-Being in the COVID-19 Pandemic (1st ed). (ISBN: 978-1032115450)
  • Sinclair, Decolonizing Social Work in Canada (2017)

Secondary / Recommended Readings

  • Datta, R. (2023). Decolonization in Practice: Reflective Learning from Cross-Cultural Perspectives. Canadian Scholars. (ISBN: 978-1773383804)

SSW 202: Cultural Competence Across Diverse Populations

Primary Textbooks (Required):

  • Sodhi, P. K. (2024). Trauma-Informed Psychotherapy for BIPOC Communities: Decolonizing Mental Health (1st ed). (ISBN: 978-1032106854)
  • Arafat, S. M., Singh, A., & Kar, S. K. (2025). Social Psychiatry in South Asia. Springer Nature. (ISBN: 978-9819680771)

Secondary / Recommended Readings

  • Gokhale, M. (2023). Taboo: South Asian Mental Health Stories. (ISBN: 979-8851688416)
  • Fleras, Immigration and Multiculturalism in Canada (latest ed.)

SSW 203: Sociology and Group Dynamics

Primary Textbooks (Required):

  • Kendall, D. (2020). Sociology in our times (12th ed.). Cengage Learning. (ISBN: 978-0357368633)
  • Fisher, A. (2025). Social Psychology Step by Step: The Science Behind Group Dynamics, Influence & Social Behavior. (ISBN: 979-8312453843)

Secondary / Recommended Readings

  • Tummala-Narra, P. (2022). Psychoanalytic theory and cultural competence in psychotherapy. American Psychological Association. (ISBN: 978-1433841880)

SSW 204: Pharmacology and Medication Management

Primary Textbooks (Required):

  • Lilley, L. L., Collins, S. R., & Snyder, J. S. (2022). Pharmacology and the nursing process (10th ed.). Elsevier. (ISBN: 978-0323827973)
  • Burchum, J. R., & Rosenthal, L. D. (2024). Lehne’s Pharmacology for Nursing Care (12th ed). Elsevier. (ISBN: 978-0443107108)

Secondary / Recommended Readings

  • Karch, A. M. (2023). Focus on nursing pharmacology (8th ed.). Wolters Kluwer. (ISBN: 978-1975100964)
  • Bentley et al., The Social Worker and Psychotropic Medication (5th ed., 2024)

SSW 205: Interview, Assessment, and Social Policy

Primary Textbooks (Required):

  • Hepworth, D. H., Vang, P. D., Blakey, J. M., Schwalbe, C., & Evans, C. (2022). Direct social work practice: Theory and skills (11th ed.). Cengage Learning. (ISBN: 978-0357630594)
  • Ritter, J. A. (2021). Social Work Policy Practice: Changing Our Community, Nation, and the World. Cognella Academic Publishing. (ISBN: 978-1793540874

Secondary / Recommended Readings

  • Turner, F. J., Jordan, C., & Franklin, C. (2024). Turners Social Work Treatment: Interlocking Theoretical Approaches (7th ed.). Oxford University Press. (ISBN: 978-0197677254)
  • Canadian Federal and BC Social Policy Documents

SSW 206: Family Violence and Child Welfare

Primary Textbooks (Required):

  • Crosson-Tower, C. (2020). Understanding child abuse and neglect (10th ed.). Pearson. (ISBN: 978-0135170847)
  • Bala, N., Jaffe, P., Scott, K., & Heslop, L. (2025). Understanding Family Violence in Family Court Proceedings: Providing Effective Responses for Victims, Children, and Perpetrators. (ISBN: 978-1487567842)

Secondary / Recommended Readings

  • Healy, K. (2022). Social Work Theories in Context: Creating Frameworks for Practice (3rd ed). Bloomsbury Academic. (ISBN: 978-1350321571)
  • BC Child, Family and Community Service Act

SSW 207: Community-Based Practicum & Digital Services Delivery

Readings/Resources:

  • Case studies and best-practice guidelines from BC social service agencies on virtual service delivery.
  • CASW Code of Ethics & Guidelines for Technology in Practice.
  • Instructor-provided articles on digital service innovation in health and human services.

Software/Tools:

  • Access to case management demo software.
  • Zoom/MS Teams (or equivalent) for simulated online service delivery.

SSW 208: Advanced Practicum

Primary Textbooks (Required):

  • Hoefer, R., & Watson, L. D. (2023). Essentials of Social Work Management and Leadership: A Competency-Based Approach. Cognella Academic. (ISBN: 979-8823352048)
  • Garcia, B., & Soest, D. V. (2021). Social Work Practice for Social Justice: From Cultural Competence to Anti-Oppression. CSWE Press. (ISBN: 978-0872932104)

Secondary / Recommended Readings

  • Samnick, E. F. (2023). The Ethical Case Manager: Tools and Tactics. (ISBN: 978-1943889181)
  • Reflective journal templates, seminar readings.

Program Organization

The completion of the program requires a minimum of 1220 hours of theory/applied learning and supervised practicum. Students may choose to be in a full-time or part-time program, but all courses must be completed to qualify for a Certificate.

The table below outlines the course titles, instructional hours, delivery methods, delivery descriptions and breakdowns for combined delivery courses, in the sequence they are offered within the program.

#Course Title# Hours of InstructionDelivery Method (in-class, Distance or Combined Delivery Description for Distance and Combined Delivery Courses
(Synchronous, Asynchronous or Combination)		Breakdown for Combined Delivery Courses Summary of in-class vs.online attendance (% online and % in-class)
1SSW 101: Introduction to Social Service Work70 (50T+20AL)  In-Class, Distance and CombinedCombination50% vs 50%
2SSW 102: Interpersonal Communication & Helping Skills30 (20T+10AL)  In-Class, Distance and CombinedCombination50% vs 50%
3SSW 103: Intro to Psychology for Social Services50 (35T+15AL)  In-Class, Distance and CombinedCombination50% vs 50%
4SSW 104: Social Justice, Diversity, and Inclusion50 (35T+15AL)  In-Class, Distance and CombinedCombination50% vs 50%
5SSW 105: Professional Skills and Self-Care  50 (30T+20AL)    In-Class, Distance and CombinedCombination50% vs 50%
6SSW 106: Fundamentals of Poverty & Community Resources50 (35T+15AL)  In-Class, Distance and CombinedCombination50% vs 50%
7SSW 107: Mental Health & Addictions Support50 (30T+20AL)  In-Class, Distance and CombinedCombination50% vs 50%
8SSW 108: Developmental Disabilities & Support Strategies50 (30T+20AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
9SSW 109: Crisis Intervention & Case Management50 (25T+25AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
10SSW 110: AI & Digital Tools in Human Services  50 (30T+20AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
11SSW 111: Practicum I (40 seminar and 60 practicum)  100 (40S+60P)In-Class, Distance and CombinedSynchronous50% vs 50%
12SSW 201: Indigenous Perspectives in Social Services  50 (30T+20AL)  In-Class, Distance and CombinedCombination50% vs 50%
13SSW 202: Cultural Competence Across Diverse Populations50 (30T+20AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
14SSW 203: Sociology & Group Dynamics  50 (35T+15AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
15SSW 204: Pharmacology & Medication Management  50 (35T+15AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
16SSW 205: Interview, Assessment & Social Policy  70 (45T+25AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
17SSW 206: Family Violence & Child Welfare  60 (40T+20AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
18SSW 207: Community Practice & Digital Service Delivery  50 (20T+30AL)  In-Class, Distance and CombinedSynchronous50% vs 50%
19SSW 208: Advanced Practicum  240 Supervised PracticumIn-Class, Distance and CombinedSynchronous50% vs 50%

Total hours required to complete the program: 1220 hours (63 Credits)

Apply Now

Program DatesRegistration Status
January 2026Closed
May 2026Closed
Apply