The Faculty of Human Sciences at Saint Paul University offers graduate programs leading to a graduate diploma in Couple Counselling and Spirituality and to a master’s (MA) and doctoral (PhD) degrees in Counselling and Spirituality, all of which are conferred jointly by the Senates of Saint Paul University and the University of Ottawa under the terms of the federation agreement between them.
Program Description
The PhD program prepares counselors specialized in spirituality, who are also scholar/researchers, for careers as clinicians as well as university professors and researchers.
Students will specialize in one of three fields: issues relating to special populations within society, existential and spiritual issues in counselling, and counselling in multi-faith and cross-cultural settings. These fields are described below.
Special Populations. The unique spiritual, social, and mental health needs of special populations are studied from a multidisciplinary perspective. Systemic issues related to special populations include but are not limited to the following: the challenges facing people who are homeless, people living in poverty, victims of abuse and trauma, women diagnosed with breast cancer.
Existential and Spiritual Issues in Counselling. This field addresses clients’ search for meaning and purpose in their lives. Spiritual and existential issues in counselling surface when people try to make sense of their lives, especially during moments of existential crises, trauma, major loss, death, sickness and life transitions.
Counselling in Multi-faith and Cross-cultural Settings. To respond to the personal and social needs, values and goals of diverse cultural and religious groups in Canada, counsellors must understand these cultures and their spirituality.
Objectives of the program
The goal of this program is to educate counsellors specialized in spirituality who are also researchers capable of independent and collaborative research. As researchers, they will be able to contribute to the knowledge base that informs counselling and spirituality.
Graduates from the PhD program will be prepared to:
The program is offered in English and in French.
In accordance with the University of Ottawa regulation, assignments, examinations, research papers and theses can be produced in either English or French.
Admission to the graduate programs in counselling and spirituality is governed by the “General Regulations” of the Faculty of Graduate and Postdoctoral Studies (FGPS).
Applications to the PhD program are evaluated based on the following criteria:
Language requirement
All applicants must be able to understand, speak and write proficiently in either English or French and must have a passive knowledge (ability to read and understand university level texts) of the other language. Applicants whose first language is neither English nor French must provide proof of proficiency in one or the other. The list of acceptable tests is indicated in the “Admission” section of the General Regulations of the FGPS.
Transfer from Master’s to PhD Program
Students in a master’s program who have achieved an 80% (A-) average in their last two years of undergraduate studies may be allowed to transfer to the PhD program without being required to write a master’s thesis provided they meet the following conditions:
The transfer must take place within sixteen months of initial registration in the master’s. Following transfer, all the requirements of the doctoral program must be met.
Some additional documents, and in some cases specific forms, are required. For more information, please see the page Step 4: Gather the documents needed for the assessment of your application.
The following requirements must be met:
Comprehensive exam
The comprehensive examination, which has a written and an oral component, allows students to demonstrate the depth and breadth of knowledge gained from course work, and their ability to integrate concepts, principles and theories, and apply these to counselling and spirituality. In addition, the comprehensive exam provides students with the opportunity to defend their written work orally.
The procedures for the Comprehensive exam are available on the program website.
The evaluation of the written and oral exam is on a Satisfactory/Not Satisfactory basis.
A student who fails the comprehensive examination has the right to one retake. A second failure leads to compulsory withdrawal from the program.
Thesis proposal
The proposal and ethics approval must be completed before data collection can commence.
Minimum Standards
The passing grade in all courses is C+. Students who fail two courses (equivalent to 6 credits), the thesis proposal, the comprehensive exam or whose progress is deemed unsatisfactory must withdraw from the program.
Residence
All students must complete a minimum of six sessions of full-time registration.
Duration of the Program
The requirements of the program are usually fulfilled within four years. The maximum time permitted is six years from the date of initial registration.
Thesis Advisory Committee
The Thesis Advisory Committee is formed during the first session of registration in the program. It is composed of the thesis supervisor and two additional faculty members. At least two members of the Committee must be from the Faculty of Human Sciences.
This course introduces theories, principles and practices in group therapy designed to help prepare future professionals to work with people in various settings. Group processes are covered through interactive discussions, small group participation, role plays, and other observations.
This course helps the students to develop skills for the critical evaluation of empirical research in the human sciences and the application of these skills in graduate research projects and theses. Qualitative and quantitative methods of gathering and validating scientific evidence in observation, case, evaluation, correlational and experimental studies. The formation of problems, structured questions, causal and non-causal hypotheses; operational definitions; dependent, extraneous and randomized variables; the selection of samples. Research ethics will be examined.
Introduction to spirituality as an essential dimension of human experience across the lifespan. Key concepts and theories of spiritual development and their relevance to clinical evaluation and treatment from spiritual and psychological perspectives. The different expressions of spirituality, the relationship between stages of moral development and images of the divine and transcendent, and the dialogue between spirituality and psychology. How spirituality can contribute to subjective and psychological well-being and the development of functional and dysfunctional coping strategies.
This course presents a history of the family systems theories with individuals, couples, and families with a major focus on advanced family systems theories and interventions.Theories covered include Structural, Strategic, Bowen, Narrative, Solution Focused and more. Attention is paid to assessment of functional and dysfunctional family systems. The student/practitioner will learn interviewing, assessment and restructuring techniques, and how to explore family rules, systems, values and boundaries
The goal of this course is to provide a conceptual framework, including theory, research and interventions that will enable the students to understand and treat trauma and violence in couples and family relationships. The course will present an attachment perspective and research on trauma and outline advanced family systems therapeutic assessments and interventions for trauma survivors and their families.
Space for reflection, deepening and integration of various perspectives, with particular attention to the spiritual dimension of the practice of psychotherapy, and that of the psychotherapist. Examination of various spiritual paradigms so as to identify certain points of convergence that are useful for understanding the issues of equity, diversity, and inclusion, an approach to reflection on practice is proposed, to support and promote the professional development of the psychotherapist and the safe and effective use of self. Presentation of psychospiritual models of intervention for the purpose of providing clinical and practical approaches.
Prerequisite: IPA5134.
Introduction to the major ethical issues in counselling and psychotherapy (e.g., confidentiality and its limits, informed consent, record keeping, multiple roles, conflicts of interest, self-disclosure, power inequalities, respect for professional boundaries, limits of competence) and the laws governing these issues. Exploration of the process of resolving ethical dilemmas and ethical decision-making, as well as the use of supervision, peer consultation and other professional resources. Presentation of the College of Registered Psychotherapists of Ontario through its membership process, code of ethics, standards of professional practice, professional obligations (professional insurance, participation in the quality assurance program, continuing education, supervision, mandatory reporting)and disciplinary process. Difference between professional associations and professional orders. Research ethics.
This course introduces the student to professional issues and ethical concerns which shape and flow from the caring context in health care services. The student is oriented to the process of ethical and professional standards and their implementation. Using case histories and ethical dilemmas the student is guided in dealing with both general and specific professional concerns such as the use of ethical frames of reference in decision making, respect for liberty in the formation of conscience, the need for and the limits of confidentiality, the use of charting research questions in health care, and the impact of teamwork in patient care. The students will also be invited to grapple with specific moral issues such as abortion, euthanasia, life prolongation, and the use of scarce resources.
The goal of this course is to present an overview of the theory, research, clinical and treatment issues related to trauma and childhood sexual abuse. This course will introduce the theories of trauma from a family systems perspective. Effects of sexual abuse in terms of developmental issues over the life span, associated symptomatology of sexual abuse and trauma, and related clinical issues and practices.
Study of a particular area in counselling and Spirituality.
Study of a particular area in counselling and Spirituality.
Study of a particular area in counselling and Spirituality.
This course examines psychological and sociological theories of human development as they relate to the religious and spiritual dimensions of the human personality. More particularly, it looks at the impact of individual growth and development, cultural and social processes of religious experience, healthy and unhealthy religion, conversion and faith, religious attitude and maturity. Practical implications will be drawn from theory.
Concepts such as normality and abnormality, and the inter-relationship of perceptual, cognitive and affective dimensions are discussed. Motivational, social, behavioural and inter-personal components of human functioning and reviewed. This course presents the mental disorders, distinguishing the neurotic and psychotic disorders. The neuroses, transient reactions to stress, psychological factors in physical illnesses, personality disorders and affective disorders are treated in depth. Each class of disorders is viewed from the point of view of its etiology, diagnostic indicators, assessment, research and treatment. An explanation of the factors that foster an individual’s invulnerability to stress, trauma, and genetic predispositions is presented. The interplay of stressors, interpersonal and intrapersonal resources, life history and community is emphasized in the etiology and course of the disorders and normal functioning. Disordered functioning is seen as a person’s attempt to come to terms with the demands of living.
The focus of this seminar is to develop and integrate all dimensions of student’s lives. This integration is vital to successful work as a counselor. In this seminar students develop self-understanding and perceptiveness of the environment they find themselves in. The emphasis will be on the identification of problem areas in their lives and in finding creative ways of resolving them.
This course provides a brief overview of the history of counselling theory and its orientations and trends. It attends to the nature of theory building and its interconnection to practice and research. It presents, critically in depth, representative theories from the current major orientations (e.g., experiential, cognitive, psychodynamic, behavioural) with a focus on the integration of understanding, assessment and treatment in the counselling process. In the presentation of theories, attention is given to the integration of theory, research and practice. Each theory is discussed with reference to its practical application, effectiveness and limitations. The manner in which one or more of these theories has been applied to pastoral counselling practice and in the development of pastoral counselling models, and in the development of a person’s spiritual and religious life is covered.
The goal of this course is to present an in depth examination of the specific characteristics, dynamics and best therapeutic practices in working with individual, couples and families affected by chronic addiction. It will focus on the challenges faced by professionals working with the addicted person or family and will teach ways to overcome those challenges. It will offer information regarding recovery issues and will provide students with systemic therapy interventions and resources for their work with this population.
Is intended to provide an understanding of the process of grieving and an awareness of how loss can be integrated, in order to guide service providers in their work. Through examining these issues, the student will become familiar with the psychological and spiritual dimensions of mourning, signs of distress, and factors that influence the grieving process.
The psychological, social, spiritual, and religious components of themes related to end of life. This course will enrich critical thinking of the professionals working with individuals who are at the end and with those close to them.
Prerequisites: IPA6151 and IPA6131. Equivalent to the course NSG6135 Palliative/End of Life Care: An Interprofessional approach.
This course will be offered in a modular format and will touch on the psychological, cultural and spiritual impact of pain and suffering at the end of life.
Prerequisites: IPA6151 and IPA6131. Students having completed the course PHT6544 Mécanisme et prise en charge de la douleur en physiothérapie (1.5cr.) or ERG6550 Perspective particulière en ergothérapie: Pain and Occupational Therapy (1.5cr.) will be credited half of the modules.
This course aims to provide training in bioethics, focusing on problems that may arise at the end of life. The course will examine the values that underlie bioethical dilemmas.
Prerequisites: IPA6151 and IPA6131 or be registered into the Graduate Diploma in Catholic Bioethics.
Introduction tobasic trans-theoretical skills, client needs assessment (intake interview), charting, confidentiality and informed consent, and safe and effective use of self. Other topics covered include definitions of counseling and psychotherapy, roles of the psychotherapist, client motivation, phases of psychotherapy, empathy, eye contact, proxemics, paralanguage, silence, listening for verbal and non-verbal messages, closed, open-ended questions, summarizing, paraphrasing, emotional reflections, effectiveness of psychotherapy, problem formulation, goals/objectives, suicide risk assessment and crisis intervention as well as managing boundaries. Includes 6 hours of theoretical and practical learning, applied clinical exercises, as well as 1 to 2 hours of clinical practice (practicum) and 2 to 3 hours of supervision per week. Graded P/F.
Consolidation of basic counselling and psychotherapy skills and development of advanced skills. Other topics covered include conceptualization and treatment planning, confrontation, interpretation self-openness and self-commitment, immediacy, resistance, and termination of psychotherapy. In addition, the student learns to welcome, assess, and work with a person presenting with symptoms of depression and anxiety. Humanistic, cognitive-behavioural and existential approaches are emphasized. Other themes: existential and spiritual issues, safe and effective use of self, transference and countertransference, compassion fatigue, multicultural competence, microaggressions.
Includes 6 hours of theoretical and practical learning, applied clinical exercises, as well as 1 to 2 hours of clinical practice (practicum) and 2 to 3 hours of supervision per week. Graded P/F.
Prerequisite: IPA6135.
Deepening of clinical techniques and skills in counselling and psychotherapy gained from IPA6135 and IPA6136 through direct clinical contact with clients. Includes an average of 5 hours of practice (practicum) and 2 to 3 hours of supervision per week. Graded P/F.
Prerequisite: IPA6136.
Continued consolidation of basic counselling / psychotherapy skills learned and development of new advanced skills, delving into clients' emotions and promoting awareness and change in clients. Other topics covered include professional ethics and record keeping, equity, diversity, and inclusion issues in the context of counselling and psychotherapy, video and face-to-face psychotherapy; psychotherapeutic process, advanced case conceptualization (approaches), Gestalt techniques, post-traumatic stress disorder, complex trauma, sexual abuse, gender-based violence, spiritual abuse, safe and effective use of self, self-awareness and self-compassion. Includes 6 hours of theoretical and practical learning, applied clinical exercises, as well as an average of 5 hours of clinical practice (practicum) and 2 to 3 hours of supervision per week. Graded P/F.
Prerequisite: IPA6137.
Consolidation of advanced skills. Some of the topics covered: psychological and spiritual coping strategies, emotional-spiritual bypassing, trauma and the brain, dissociation, panic disorder with or without agoraphobia, the individuation process and human aging, the search for meaning, bereavement, the use of ritual in psychotherapy, anger, preparation for starting a private practice, safe and effective use of the self, self-awareness and self-compassion. Includes 6 hours of theoretical and practical learning, applied clinical exercises, as well as an average of 5 hours of clinical practice (practicum) and 2 to 3 hours of supervision per week. Graded P/F.
Prerequisite: IPA6138.
Introduction to systemic and relational counselling. Theoretical study of systems theory as applied to individual, couple, and family therapy. Introduction to assessment and conceptualization (attachment, systems, and socio-culturally integrative theories; foundational skills in managing sessions with couples and families). Introduction to relational and systemic counselling and psychotherapy skills using role plays, and video illustrations of structured intervention modalities (Psychoeducation, Emotionally Focused, Solution Focused, Cognitive Behavioural). Applied practice through work with clients under clinical supervision with registered psychotherapists, at the Counselling and Psychotherapy Centre of Saint Paul University. Graded P/F.
Deepening of clinical techniques and skills gained in IPA6140 through work with clients under clinical supervision with registered psychotherapists at the Counselling and Psychotherapy Centre of Saint Paul University. Graded P/F.
Prerequisite: IPA6140.
Examines the phenomenology and etiology of health and illness. Emphasizes the creation of opportunities for human and spiritual growth. It examines the tensions that negatively affect certain types of terminal illness, their implications and effects on individuals, their families, and the community. It also examines the role of pastoral workers and how fears, guilt, feelings of inadequacy, and troubled interpersonal relationships can lead to hope, forgiveness, self-fulfillment, and human and spiritual growth. This course will enrich the critical thinking of professionals working with individuals who are at the end of life and with those close to them.
This course provides students with a critical theological understanding and means of developing the practice of pastoral ministry in the health care services. It presents an anthropological study of the human experience of health, illness, healing, suffering and dying, and a theological reflection on these in the light of the different Christian traditions. It presents the resources for care: principles of human development, principles of human helping; reflections on pastoral care practice; paradigms for care; skills for interpersonal caring; reflections on rituals used in caring; and insights into personalized religion and spirituality.
Students are responsible for choosing a theme and obtaining approval from the research seminar’s director. The chosen theme must correspond to the students’ research interest, the thesis director’s areas of expertise or another professor who will collaboratively play the advisory role overseeing the development of the research project.
Prerequisite: IPA6155 RESEARCH SEMINAR PREPARATION.
This beginner practicum provides a learning situation whereby students develop personal and professional qualifications for ministry as a chaplain / spiritual care clinician. Students are systematically initiated to the functions and concerns of pastoral care services. Students are trained in the basic skills as they bear on the spiritual, emotional and religious needs of the patients, family and staff. This practicum consists of group activities, placement, written exercises and personal development seminar.
This practicum continues the experience gained in #1. Students learn more of the functions and concerns of spiritual care services; to the organization of a spiritual care department; to the practices and procedures for the implementation of spiritual care. The following methods encompass this experiential learning: supervised practice of ministry, lectures, seminars and didactics, personal development seminar, verbatim/ virtual visit reporting, individual supervision, and reflection reports.
This beginner extended unit practicum provides a learning situation in a hospital, health care institution, prison, or parish whereby students develop personal and professional qualifications for ministry as a chaplain / spiritual care clinician. Students are systematically initiated to the functions and concerns of pastoral care services; to the organization of a spiritual care department; to the practices and procedures for the implementation of spiritual care. Students are trained in the basic communication and assessment skills as they bear on the spiritual, emotional and religious needs of the patients, family and staff.
This extended practicum continues the learning whereby students develop personal and professional qualifications for ministry as a chaplain / spiritual care clinician. Students deepen the functions and concerns of pastoral care services. Students are trained in the advanced communication and assessment skills as they bear on the spiritual, emotional and religious needs of the patients, family and staff.
This advanced extended practicum solidifies the experience gained whereby students develop personal and professional qualifications for ministry as a chaplain / spiritual care clinician. Students learn more of the functions and concerns of spiritual care services. Students are trained in the greater communication and assessment skills as they bear on the spiritual, emotional and religious needs of the patients, family and staff.
This advanced extended practicum solidifies the experience gained whereby students develop personal and professional qualifications for ministry as a chaplain / spiritual care clinician. Students learn more of the functions and concerns of spiritual care services. Students are trained in the greater communication and assessment skills as they bear on the spiritual, emotional and religious needs of the patients, family and staff.
This practicum provides a learning situation in a hospital whereby students develop personal and professional qualifications for ministry as an intern chaplain / spiritual care clinician. Students are systematically initiated to the functions and concerns of spiritual care services and acquire a knowledge base of the practices and procedures for the implementation of spiritual care. Students are trained in communication and assessment skills in order to meet the spiritual, emotional and religious needs of patients, families and staff.
This course treats the interrelation of contemporary family life and Christian faith. It examines the questions raised for theology and pastoral care by new values and lifestyles in the family. It offers a critical assessment of the forces responsible for these changes. In light of this analysis, it presents new possibilities for pastoral care. Among the questions treated are: faith and the sacrament of marriage; conjugal love and procreation; pastoral care of the divorced and separated; role relations in the family; family spirituality.
Introduction to the psychology of individuals, couple and family development and growth and provided knowledge of personality development over the life span. This course will review attachment over the life span, the stages of development from childhood to adulthood, and corresponding changes in family roles, as well as advanced therapeutic interventions.
This course examines the representation, practices, and issues of love and relationships. These issues will be examined through various systems theories, and then brought into everyday applied practice for counselors. The course will present aspects of love in committed relationships, review the literature and psychology theory on these aspects, and work with doing applied therapy on these aspects.
This course examines the process of pastoral counselling with special reference to marital counseling. It looks at the value orientation of the marital counsellor, the place of religious values and resources in the counselling process, and the religious and moral development of the couple. The Christian dimension of certain ethical issues in marital counselling such as human sexuality, parenthood and divorce are explored as well as religious growth as it relates to the life cycle of the couple.
The goal of this course is to provide an overview of the history and nature of theories of couple counselling. This course will introduce the central theories and concepts guiding couple therapy, including attachment, family systems, Emotionally Focused, experiential, and humanistic and the recent research related to couple therapy. There will be a particular focus on the skills, assessment and practice associated with Emotionally Focused therapy. Couple relationships both on the conscious and unconscious levels of functioning are examined and conceptualized.
This course approaches assessment from a non-testing perspective and by the use of clinical material. The major emphasis is given to the use of theoretical concepts to assess the internal and external factors that contribute to personal and interpersonal functioning or dysfunctioning. The clinical material for this assessment is derived from structured and unstructured interviews. The means and ways to assess individual’s strength and resources to cope with life demands are discussed. The use of applications that are linked to major current theoretical orientations (e.g., experiential, cognitive, psychodynamic, behavioural) are introduced. When to make referrals for assessment to another professional will be introduced. The ethics, limitations and purpose of assessments are integrated into the course.
This seminar is intended to be a place and time for students to integrate their diverse learning experiences: theoretical courses, practicum, research and the personal impact of their encounters with clients and their participation on a team. The material which will be provided by students themselves, emerges from their theoretical learning and practical experiences. The goal is to form and inform students= pastoral attitudes, approach and strategies from a multidisciplinary perspective, including that of Christian faith and tradition.
The purpose of this course is to present the history and development of dysfunctions in the field of human sexuality and to survey various treatments for couples. This course will examine the human development of sexual expressions in their male and female dysfunctions; the biological and psychological determinants; sexual dysfunction and marital interaction and sexual assessment and applied treatment within individual; and couple therapy.
Students learn advanced skills in ministry to the sick, their families, as well as other specific settings in keeping with the students learning goals. They perfect and consolidate basic attitudes. Students are responsible for more complex ministry situations such as palliative care and mental health. They are taught to foster team work in a caring community as part of a spiritual care team.
Students learn advanced skills in spiritual care to the sick, their families, as well as other specific settings in keeping with the students learning goals. Students also are required to make presentations in class or to other professionals on a topic of their expertise. They are taught to foster team work in a caring community as part of a spiritual care team. The following methods encompass this experiential learning: supervised practice of ministry, lectures, seminars and didactics, integration seminar, verbatim/ virtual visit reporting, individual supervision, and reflection reports.
Study of qualitative and hermeneutical methods as these are used in the social sciences and in theological study of spirituality. Comparative study of one or more Christian spiritual traditions and one or more spiritual traditions within other religions and secular culture to increase understanding and practice of spirituality. The course is designed to highlight the role of spirituality in the emotional well-being and adjustment of individuals. This course will treat the question of personal and spiritual growth. The importance of spiritual practices and the overall relationship of spirituality to the counselling process will also be considered.
This course examines counselling in a culturally pluralistic spiritual and religious context. It examines the possibility of mutuality and dialogue using a comparative religions approach from social science and theological perspectives. The theory and practice proposed focuses on the differing spiritual and secular humanist journeys of the counsellor and the client, and the possibility of meeting in difference. Topics covered include: the impact of enculturation, intercultural identity, inter-religious dialogue, intercultural competence on both parties; the ways in which intercultural competence and intercultural growth contribute to spiritual growth. The course enables counsellors and their clients to assess the extent to which spiritual values, beliefs and practices are an asset or a liability for clients in reaching their counselling goals.
This course treats issues related to the needs and social status of certain special populations. Accumulated data on group characteristics and challenges facing some special populations, such as those who are aged or those who are homeless, are critically reviewed. Membership in some social groups may involve loss of social privileges, as well as diminished access to mental and health care resources. Students explore issues related to the unique spiritual and mental health needs of these groups, their social circumstances, and the implications for service provision. Growing problems concerning assessment, intervention, and the increased barriers to services are examined from the point of view of community approaches to research and intervention. The role of counsellors working with persons with unique needs, individually or at the community level, will be addressed.
This course explores meaning-of-life issues often presented by clients in a variety of contexts, including, but not limited to, the quest for increased well-being, existential crises, life transitions, loss and death, end-of-life, and trauma. Qualitative methods of data collection and analysis are critically reviewed to gain insight into the meaning participants give to their lived experience, the meaning they place on events, processes, perceptions and into the ways in which they connect these meanings to the social world around them. A variety of religious, spiritual and secular humanist sources of and responses to existential issues are treated.
The focus of this course is the critical analysis and discussion of the challenges that counsellors face in choosing and applying qualitative and quantitative methods to spirituality. In-depth study of design pitfalls that arise from the complexity and unpredictability of working with human subjects given the multi-cultural complexity of pluralistic societies. Potential topics include sampling issues, measurement issues, and special analytic techniques.
Guest lecturers will select readings and lead seminars related to relevant research topics such as proposal writing, conceptual frameworks, ethics, methods and procedures, and statistical analysis. Students must write an annotated bibliography and prepare a plan for their comprehensive exam. In addition, they must write a paper and do an oral presentation designed to facilitate their work around the thesis proposal. Evaluation by the seminar coordinator.
The internal clinical practicum takes place in the Saint Paul University Counselling and Psychotherapy Centre. The goal of the practicum is to put into practice the theoretical knowledge of Counselling and spirituality. The professor coordinating the doctoral program will specify the goals, objectives and syllabus of practicum along with the clinical supervisors. Minimum number of supervised direct clinical contact hours: 300. Graded P/F.
Clinical practice in an external location that must be approved by the program director. Minimum number of supervised direct clinical contact hours: 400. Graded P/F.
Presentation of the thesis proposal to an examining committee composed of the supervisor, the members of the advisory committee and one or two other professors.
The comprehensive examination, which has a written and an oral component, allows students to demonstrate the depth and breadth of knowledge gained from course work, and their ability to integrate concepts, principles and theories, and apply these to Counselling and spirituality. In addition, the comprehensive exam provides students with the opportunity to defend their written work orally. The evaluation of the written and oral exam is on a Satisfactory/Not Satisfactory basis.
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Office of the Associate Vice-Rector, Strategic Enrolment Management
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Saint Paul University
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