Unit 1:
Textbook
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (8th ed.). Pearson Canada.

Chapter 1
Slay-Westbrook, S. (2017). Respect-focused therapy: Honoring clients through the therapeutic
relationships and process. Routledge.
ISBN:9781138906907 https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso
&db=nlebk&AN=1360445&custid=s7439054
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Chapter 1
Chapter 2
College of Registered Psychotherapists of Ontario [CRPO] (2016) Understanding when psychotherapy is
a controlled act. https://www.crpo.ca/wp-content/uploads/2020/06/Understanding-whenPsychotherapy-is-a-Controlled-Act.pdf
Canadian Counselling and Psychotherapy Association. (n.d.). The profession and
regulation. https://www.ccpa-accp.ca/profession-and-regulation/
Unit 2:
Textbook
Pinel, J. P. J., & Barnes, S. J. (2021). Biopsychology (11th ed.). Pearson.
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Chapter 1 (Introduction to BioPsychology as a Neuroscience
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Chapter 9 (Development of the Nervous System)
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (8th ed.). Pearson Canada.
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Chapter 11 (Neuroscience and Counselling)
View video: The Bio-Psycho-Social-Cultural-Systemic Framework by Dr. Sandra
Collins: https://youtu.be/0d7VC2ALsvU
View Video:
o
Skills Learning Lab: Module 6: Click on "Introduction" to view the topic, Understanding
the Differences between Framework and Theory
To Access go to Module 6: Case Conceptualization click on Introduction and this is the video on
Framework vs Theory
Supplemental Reading/Resources
Be encouraged to listen to the following Ted Talk by Dr. Barrett.
https://lisafeldmanbarrett.com/2018/01/13/ted-talk-you-arent-at-the-mercy-of-your-emotions-yourbrain-creates-them/
You may also want to visit Dr. Barrett's academic work.
https://lisafeldmanbarrett.com/academic-papers/
Additional Information
I want to make sure you are aware of the Academic Support resources that are available to you - FOR FREE!!
Interested?!?! Check out the Student Success Centre https://success.yorkvilleu.ca/academic-support
This resource is not just helpful now (for the upcoming assignment) but also for future work.
Example BPS Factors:
Bio -- Genetic, hormonal, brain, glands, diet, exercise, developmental factors, pregnancy, medication, toxins,
physical environmental factors in nature. (you need to discuss why these are factors, for example, what does
physical exercise do for a person biologically?) What chemicals or hormones are increased due to physical
exercise?
Psycho -- Cognitive, thinking, perception, self-talk, emotion/mood/feelings, behavioural, self-regulation,
substance use, personality style. (you need to discuss how the experience is impacting the person's internal
thinking or feelings/mood?)
Social -- Relationships, family, peers, school, workplace, religion, spirituality, financial resources,
multicultural issues, human environmental factors. (you need to discuss how the social impacts the client and
the client's thinking/feelings, and behaviours?)
Cultural - Culture refers to the set of beliefs, practices, learned behaviour and moral values that are passed on,
from one generation to another. Fashion, lifestyle, tastes and preferences, music, art, customs/practices,
routines. (you need to discuss how the culture impacts the client and the client’s thinking/feelings, and
behaviours?)
* Click on this link: Sign up for the Team Resource Booklet Project NOW (the assignment is due in Week
7)
Read the Presentation on being professional in Team Work (Find on sign up page, link above)
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Unit 3:
Complete weekly discussion question posts
Review APA 3-Part Series: Part II
Textbook
Pinel, J. P. J., & Barnes, S. J. (2021). Biopsychology (11th ed.). Pearson.
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Chapter 2
Chapter 3
Chapter 4
See video on Neuron activity. Think about how this has the potential for certain behaviours that we normally
would contribute to psychological performance rather than biological performance.
https://www.bing.com/videos/search?q=neurons+and+impact+on+psychological+behaviour++video&vie
w=detail&mid=4E19381E40779AB573A24E19381E40779AB573A2&FORM=VIRE
In Study Section Case of Jane (Part 1):
Jane (she/her) comes in for her first appointment and begins to address her primary issue:
“I work at the City in the horticultural department, primarily a male population, with just a few of us women
there. I am anxious in life and worried about what people think of me all the time. The guys at work often
comment on what I wear or how I look, and often those comments are very degrading. I am not going to go to
my superior as I don’t want to look like a child. It reminds me of when I was a child growing up and my
mother always straightened my sweater, gave me a “cold look” of disapproval, told me I looked like a hussy,
or my dad would criticize my figure. I just want to please my family, boss, and colleagues. My anxiety is
through the roof, I find myself not sleeping, eating more, and just lying around. I am so disappointed in
myself.”
How do we examine “biological factors” with the case of Jane?
To begin, counsellors must be open-minded and hear what the client is saying without judgment. SlayWestbrook (2017) suggests that our ability to allow the client to express and not be judged or shut down is one
of the first principles toward building a respectful therapeutic alliance. We want to avoid any possible
judgment. For example, when the client states that she is concerned about what people think about her, a
counsellor would not ask her why that is so important or express surprise that she would worry about
something like that. Instead, we would remain open and allow her to express her thoughts and experiences in
order to build the relationship. The client's primary issue may be self-esteem.
Example of Understanding Biological Factors.
The client also expresses that she is not sleeping well (circadian rhythm or perhaps adrenal gland), not eating
well (research what happens to our neurons/transmitters/other hormones when we do not eat well), and has a
loss of energy (thyroid or adrenal gland) (these would be biological factors (neurons, transmitters, glands,
circadian rhythm to mention a few). They are pre-existing, they tend to facilitate or contribute to or maintain
the primary issue in the client's life). Pinel and Barnes (2021) discuss the importance of neural activity and
how the brain functions best when we take care of it. It is important to determine the disruption of sleep,
eating, and energy levels. We could also listen to what happens to the client when she experiences little sleep,
appetite, and has lower energy. Therefore, we could start by focusing on one area, such as sleep, and explore
paths to better address this biological factor and its impact on the primary issue.
Unit 4:
Textbook
Pinel, J. P. J., & Barnes, S. J. (2021). Biopsychology (11th ed.). Pearson.


Chapter 9
Chapter 10
Slay – Westbrook, S. (2017). Respect-focused therapy: Honoring clients through the therapeutic
relationships and process. Routledge. ISBN:9781138906907

Chapter 2
https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=nlebk&AN=
1360445&custid=s7439054
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (8th ed.). Pearson Canada.

Chapter 11 (p. 424)
(read Mirror Neurons and compare Shebib to the Pinel & Barnes reading)
Mirror Neuron Video
https://www.bing.com/videos/search?q=mirror+neurons+explained+video&docid=607991817019332064
&mid=81D15CC0ACB50D31970681D15CC0ACB50D319706&view=detail&FORM=VIRE
Weekly Studies and Tasks
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Read Case of Jane (Part 2) for an example of how to highlight and examine psychological aspects of a
case
Complete weekly discussion question posts
Submit Micro-Assignment #1
Check your Yorkville email – this is around the time that Student Services check-in to see how you are
doing in your program. Be sure to stay connected with your program advisor if you need any support
or have questions about the program.
Review the process for how to submit an AskYU ticket. Bookmark this link for future reference
through your program: https://my.yorkvilleu.ca/ask
Case of Jane (Part 2)
Jane (she/her) comes in for her first appointment and begins to address her primary issue:
“I work at the City in the horticultural department, primarily a male population, with just a few of us women
there. I am anxious in life and worried about what people think of me all the time. The guys at work often
comment on what I wear or how I look, and often those comments are very degrading. I am not going to go to
my superior as I don’t want to look like a child. It reminds me of when I was a child growing up and my
mother always straightened my sweater, gave me a “cold look” of disapproval, told me I looked like a hussy,
or my dad would criticize my figure. I just want to please my family, boss, and colleagues. My anxiety is
through the roof, I find myself not sleeping, eating more, and just lying around. I am so disappointed in
myself.”
Unit 4 In Study Section - How do we examine “psychological factors” with the case of Jane?
Pinel and Barnes (2021) discussed in chapter 9 the impact of early experiences and the development of neurons
have on a person’s lifespan. Jane’s early childhood experiences must be considered. How was she shaped by
her parents? Or their relationship? A counsellor must continue to build the relationship while exploring the
interaction between her past relationship and her current connection with others. This is also a good time to
explore the inner thoughts that developed as a result of her childhood, such as self-evaluation and how she
relates to others around her.
In approaching Jane, the counsellor would validate her experiences and provide the client with opportunities to
explore her experiences further, as Slay-Westbrook (2017) suggests. This would involve asking about their
experiences with her parents and how this impacts her still today. The key is to give Jane therapeutic room to
express herself. This provides respect for the client and further clarity for the counsellor. As Slay-Westbrook
(2017) stated, this could be the first time Jane has experienced someone actually validating her experiences in
a meaningful way and therefore building a foundation for the possible formulation of assessment and
conceptualization.
View Mental Health Certificate: Understanding Mental Health
Unit 5:
Textbook
Slay-Westbrook, S. (2017). Respect-focused therapy: Honoring clients through the therapeutic
relationships and process. Routledge. ISBN:9781138906907
https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=nlebk&AN=1360
445&custid=s7439054
o
Chapter 8 (pp. 95-109)
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (8th ed.). Pearson Canada.

Chapter 2 (pp. 44-85)
Weekly Studies and Tasks

Read Case of Jane (Part 3): Highlight the Social
Unit 5 Case of Jane (Part 3)
Jane (she/her) comes in for her third appointment and expresses her continued exhaustion with her
relationships at work. Jane begins to tell you some of the examples of these situations at work:
“One woman told me that I dress in a provocative manner and need to have someone dress me before I come
into the office! One of my male co-workers hears her say this to me and then pipes up that I can wear whatever
I want as long as he likes it. Like I’m just there to appeal to his sexual senses. I feel uncomfortable and it is
making me second guess everything that I’m doing. I hate to take this to my boss because I don’t want him to
be upset with me or things get worse!”
Cultural factor: Jane comes from a home where her mother and father told her that she dressed
inappropriately.
Social factor: Now Jane is experiencing a similar event in her social life where she feels judged by what she
wears.
Issue: Is Jane transferring some of her childhood experiences into her adult life experiences and has added
stress due to unresolved issues from her childhood as well as now dealing with inappropriate behaviour of her
co-workers? How has Jane's cultural upbringing impacted her life today?
How do we examine “social factors” with the case of Jane?
Share your reactions to this short video in your Discussion Question' answers,
(https://kentanakalovesyou.com/videos/) drawing on the concepts of stereotyping and within-group
differences, in particular. Bring your personal and professional selves into the discussion including the
thoughts from the Worldview information in Shebib (2020) Table 2.3. Be honest about your experiences of
being stereotyped or of applying stereotypes to others.
In the case of Jane, because she dresses a certain way and is a woman, people make assumptions that impact
her socially, creating distress and anxiety. This is similar to the video demonstration in What type of Asian are
you? The scenario of Jane also involves a subtle, yet significant, impact as her social environment shapes her
culture.
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
Complete weekly discussion question posts.
This is the halfway point in the course and time to reflect on what has been successful in your course
thus far and where are areas of needed growth. Consider your grades and work produced. Now, let’s
examine how this compares to the Discussion Question (DQ) rubric and expectations.
Unit 6:
Textbook
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (8th ed.). Pearson Canada.

Chapter 2 (Cultural Intelligence, pp. 44-85 same as unit 5)
Collins, S. (2018). Culturally responsive and socially just counselling: Teaching and learning guide.
Faculty of Health Disciplines Open Textbooks, Athabasca
University. https://crsjguide.pressbooks.com/

Complete the following
activity: https://crsjguide.pressbooks.com/chapter/cc1/#exploringpersonalidentity
o View the illustration of the cultural dimensions, systemic factors, rationality, personal
contextual factors, and *isms that feed into each of our cultural identities. Listen to the audio
provided on this page. Reflect on the four questions being asked. This will assist you in this
week’s assignment as you answer the questions and provide further insights and references.
Consider the term "culturally responsive socially just" (CRSJ) as alluded to in Shebib and the activity
links above by Collins
APA 7th edition support: Here are some supports from the library
site https://yorkvilleu.libguides.com/apasupportcentre
Weekly Studies and Tasks
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
Read Case of Jane (Part 4) : Applying CRSJ Framework
Complete weekly discussion question posts
Unit 6 Case of Jane (Part 4)
Jane (she/her) comes in for her fourth appointment and expresses her continued exhaustion with her
relationships at work.
She talks more about how her mother and father both criticized her as a young child and throughout her
adolescence. Her mother was hypercritical of her look and presentation. The situation at work has increased
her thoughts about her mother’s comments and her degrading comments. She mentions that her parents were
first-generation immigrants from eastern Europe and that there was significant importance placed on
presentation.
How do we examine “cultural factors” with the case of Jane?
Shebib (2022) pp. 48 & 55 read the Success Tip:
“Counsellors have a responsibility to advocate for systemic change to reduce oppression and the misuse of
power and improve clients’ access to services and resources”, p.48.
Discuss your view of the counsellor’s role in advocating on behalf of a client, use the material from the text as
you answer this. (Consider Shebib 2022, ch 1 & ch 2.
We work at assisting a person to understand cultural identity as being separate from their own identity and how
it also shapes a person in their identity along with understanding social justice.
Consider what the cultural factors would be in the above scenario, you may want to discuss in the DQ for this
week.
Unit 7:
Textbook
Canadian Counselling and Psychotherapy Association. (2020). Canadian code of ethics for
psychotherapists (3rd ed.). https://www.ccpa-accp.ca/wp-content/uploads/2020/05/CCPA2020-Code-of-Ethics-E-Book-EN.pdf
Canadian Psychological Association. (2017). Ethical guidelines for supervision in psychology; teaching,
research, practice and
administration. https://cpa.ca/docs/File/Ethics/CoEGuidelines_Supervision2017_final.pdf
College of Registered Psychotherapists of Ontario [CRPO]. (2011). Code of
ethics. https://www.crpo.ca/wp-content/uploads/2017/08/Code-of-Ethics.pdf
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (7th ed.). Pearson Canada.

Chapter 1 (pp. 1-18)
Unit 8:
Required Readings
Textbook
Pinel, J. P. J., & Barnes, S. J. (2021). Biopsychology (11th ed.). Pearson.

Chapter 18
Shebib, B. (2022). Choices: Interviewing and counselling skills for Canadians (8th ed.). Pearson Canada.

Chapter 10 (pp. 348-391)
Sperry, L., & Sperry, J. (2020). Case conceptualization (2nd ed.). Routledge.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN
=2572771&site=eds-live&custid=s7439054
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
Chapter 1 (pp. 1-11)
Part 11 (pp. 87-115)
Weekly Studies and Tasks
Complete weekly discussion question posts.
This week you will go to the Skills Learning Lab and review the following videos presented by Dr. Kress
MACP Skills Learning Lab. (n.d.). Case Conceptualization & theories-Introduction [Video]. Yorkville
University.
MACP Skills Learning Lab. (n.d.). Case Conceptualization & theories-Level 1: Knowing the
basics [Video]. Yorkville University.
o
The Case Conceptualization Module 6:
 (1) Introduction
 (2) Level 1: Knowing the Basics
Unit 9:
Required Readings
Textbook
Shebib (2022. pp. 19-39) discussed a worldview as being necessary for understanding our approach in therapy
for the benefit of our clients.
Review the activity about Cultural Distance – Similarity (Collins,
2018): https://crsjguide.pressbooks.com/chapter/cc3/#whoisdifferent
Other Reading
Review the Big 5 personality factors (John & Srivastava, 1999).
John, O. P., & Srivastava, S. (1999). The big five trait taxonomy: History, measurement, and theoretical
perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research. Guilford.
Unit 10:
Required Readings
Textbook
Slay-Westbrook, S. (2017). Respect-focused therapy: Honoring clients through the therapeutic
relationships and process. Routledge.
ISBN:9781138906907 https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso
&db=nlebk&AN=1360445&custid=s7439054

Chapter 9