Two-Year, Specialized Psychotherapy Training Practicum
Year 1 Practicum
January to May 2025
Name of Practicum Site, Unit or Program: Two-Year, Specialized Psychotherapy Training Practicum (MSW Training Program) University Health Network; Centre for Psychology and Emotional Health
Location: 620 University Avenue, Toronto (ON); 1200 Bay Street, Toronto (ON)
Description of the practicum site and student activities:
OVERVIEW
The MSW Training Program is a 2-year, multi-professional, multi-site initiative offered by the Princess Margaret Cancer Centre (PM) at the University Health Network (UHN) and the Centre for Psychology and Emotional Health (CPEH), specifically designed for MSW students at the Factor-Inwentash Faculty of Social Work (FIFSW). The program’s mission is to deliver rigorous psychotherapy training and prepare MSW students for autonomous practice.
Initially piloted in 2015, our learner-centred program is designed to immerse 4 MSW students in both the theory and practice of psychotherapy, providing structured learning and experiential opportunities to develop foundational psychotherapeutic skills. Students will be placed in two internationally renowned, multi-disciplinary, and dynamic settings, providing exposure to the diverse roles played by social workers in the field, including the delivery of psychotherapy, counselling, “hospital social work” practice, private practice, case management, and research.
Students will have access to specialized psychotherapy training sessions, tailored exclusively for this program. Additionally, students will have access to a wide range of foundational and advanced learning opportunities, workshops, and masterclasses delivered by experts in the field at both centers. This comprehensive training is designed to support students as they advance in their learning and psychotherapeutic skills and to ensure a well-rounded and immersive educational experience.
In addition to clinical training, students will be provided with the opportunity to engage in research activities, with the possibility of participating more deeply and work towards developing a research manuscript by the end of the two-year program under the supervision of senior researchers. This integrated approach allows students to learn how research informs therapeutic practices and, conversely, how clinical work can enhance research.
STRUCTURE
The placement spans two distinct phases: Year 1 concentrates on basic psychotherapeutic principles and psychosocial assessment, while Year 2 shifts focus to more complex psychotherapeutic interventions. Students must commit to both years.
All students will be cross-appointed at PM and CPEH, gaining access to training, clinical, and research opportunities at both centers. While students will engage in activities across both sites, they will be assigned to a primary site based on their clinical and/or research interests.
Students primarily placed at PM will provide support to patients and families facing a diagnosis of cancer. Students primarily placed at CPEH will provide support to clients with various presenting issues.
SETTINGS
Coordinating Site. Princess Margaret Cancer Centre (PM), Department of Supportive Care (DSC)
The Princess Margaret Cancer Centre, part of the University Health Network in Toronto, is one of the world’s leading cancer research and treatment centres, renowned for its comprehensive, patient-centered care and pioneering advancements in cancer therapy. Within PM, the Department of Supportive Care (DSC) hosts a multi-disciplinary team of world-renowned researchers and clinicians, dedicated to assisting those affected by cancer by addressing physical, emotional, psychological and social needs.
DSC is committed to advancing the field through specialized training and education, providing healthcare professionals with expertise in supportive care. It offers a range of professional development opportunities, including workshops and courses that focus on the latest practices in the field of psychosocial-oncology. Additionally, the department fosters collaboration with academic institutions, actively contributing to research publications and presenting at national and international conferences to share knowledge and promote best practices.
Training Site. The Centre for Psychology and Emotional Health (CPEH).
The Centre for Psychology and Emotional Health has been providing the highest standard of evidence-based individual, relationship, family, child and adolescent, and group therapy since 2003. Centrally located in downtown Toronto, it includes a team of senior social workers, psychologists, and psychotherapists. Therapy approaches are empirically supported and include: Emotion-Focused Individual Therapy, Emotion- Focused Couples Therapy, Emotion-focused Couples Therapy for Resolving Emotional Injuries, Sex Therapy, Cognitive Behavioral Therapy, Dialectical Behavior Therapy, and Mindfulness-Based.
In addition to the local client services, CPEH offers internationally recognized training and education programs including workshops, masterclasses, courses, seminars, advanced training sessions, supervision, and consultation in various psychotherapeutic approaches. Within the Centre, the Greenberg Institute of Emotion-Focused Therapy (EFT) is a training institute recognized by the International Society of Emotion Focused Therapy and dedicated to advancing the practice, theory, training, and research of EFT. It provides international certified training and education to therapists interested in mastering EFT. The Centre is also a satellite training centre for the Emotion Focused Therapy Clinic at York University. Students will have the opportunity to learn directly from Dr. Les Greenberg, founding father of EFT, and Dr. Serine Warwar, internationally renowned expert in EFT and developer of the EFT model for resolving emotional injuries.
PSYCHOTHERAPY TRAINING
The program provides students with specialized psychotherapeutic skills through a structured curriculum. The aim is to support students’ learning needs as they deliver care at each centre.
Supervision
Students are required to film their interactions with patients who agree to be video-recorded and to present clips of these video-recordings during supervision sessions. Supervision based on video recordings allows for direct observation of students’ interactions during sessions, providing specific and immediate feedback. Supervision occurs in a collaborative environment with other students and experienced clinicians. Students will have the opportunity to observe supervision sessions with more experienced therapists receiving supervision on their video-recorded sessions from experts in the field.
Didactic teaching
Weekly didactic teaching will support the various stages of the student’s learning, starting with basic psychotherapy concepts and gradually developing more advanced psychotherapeutic techniques.
Workshop and Masterclasses
Students will have access free of charge to selected workshops at CPEH. Workshops provide expert training and fundamental knowledge in various topics and psychotherapeutic modalities. Additionally, students will have access to 6 masterclasses, each hosting a Master in the field of psychotherapy teaching advanced skills.
Grand Rounds
Grand Rounds at PM and CPEH offer students, clinicians, and faculty the opportunity to engage in collaborative education and professional development. These sessions feature expert presentations on the latest research, clinical innovations, and best practices in the field of psychotherapy and psychosocial oncology. Grand Rounds not only enhance clinical expertise but also promote interdisciplinary collaboration.
Additional Training Methods
Students receive diverse training, including: direct observation by field instructors, review of other video-recorded material, direct observation of senior clinicians, case presentations during interdisciplinary supervision meetings, access to recorded workshops, and shadowing other professionals.
Additional Training Opportunities
There are numerous additional training opportunities at both centres, too numerous to list. The plethora of available learning allows students to tailor their learning contracts to their unique clinical and research interests. For example, students have the option to increase exposure to Emotion Focused Therapy, Cognitive Behavioural Therapy, Mindfulness, or Couples Therapy.
OTHER ACTIVITIES
ALL students in Year 1 may be required to complete administrative and/or research activities. These first-year activities are preparatory for the more advanced clinical work of Year 2. Examples of these activities include:
- Researching resources for patients
- Completing intakes with new patients/clients
- Coding interviews for qualitative studies
- Recruiting participants in research studies
These activities provide students advance exposure to the needs and lived experience of the population they serve and to meet clients in person in a more informal context.
MENTORING AND ACTIVE PARTICIPATION
In our program, second-year students play an important role in mentoring and supporting first-year students during the onboarding process and the transition of responsibilities. This mentorship extends to clinical guidance, where second-year students provide peer support and share their knowledge gained from their own experiences. Additionally, year-two students actively participate in the didactic teaching component, contributing to the development of a collaborative learning environment. This virtuous cycle of mentorship, clinical guidance, and teaching fosters a culture of learning, growth, and mutual support, benefiting both new and experienced students.
DESIRED QUALITIES AND EXPECTATIONS
Our ideal candidates are characterized by a collaborative spirit and an inclination for self-directed and self-reflexive learning and un-learning. We prioritize individuals who are at ease with patients discussing mortality, exploring existential issues, and experiencing intense emotions. This placement requires students who are not afraid to challenge themselves and are ready to step out of their comfort zone. With the time and commitment it demands, this program is suited for exceptional students who are deeply dedicated to both personal growth and providing meaningful patient care.
APPLICATION INSTRUCTIONS.
Please submit a detailed resume that provides a comprehensive overview of your academic background, relevant professional experiences, and any relevant certifications. Highlight any prior involvement in healthcare settings or related fields.
In your cover letter, please address the following points:
- Alignment: Clearly articulate why you believe this practicum aligns with your academic and career aspirations. Please discuss what you believe you can bring to this experience.
- Desired Qualities: Address your ability to work collaboratively, your inclination for self-directed and self-reflexive learning, and your comfort with addressing emotionally charged topics. Provide examples, if possible.
- Relevant Experience: Discuss any past experiences, coursework, or training that showcases your ability to provide empathetic support in challenging situations. If applicable, mention any experiences working with clients.
Practicum Requirements:
(Click on all the boxes that apply.)
☒ Immunizations per PHA Guidelines
☒ N95 Respirator/Mask Fitting
☒ Covid Vaccinations
☒ Influenza Vaccination (Flu shot)
☒ Police Reference/Vulnerable Sector Check
☐ Driver’s License
☐ Use of Own Car
☐ Travel by public transportation between home visits, or satellite offices, or community meetings, etc.
☒ Comfort working with the population being served
☒ Comprehensive report writing and documentation
☐ Lived experience/Current member of the community being served
☐ Evening attendance
☐ Weekend attendance
☐ Changing shift attendance
☐ Language (specify in field below)
Other requirements:
Does your practicum require any previous experience?
(If yes, please specify.)
N/A
Is this practicum in-person, remote or hybrid?
HYBRID
Will this practicum involve direct work or a mix of direct and indirect?
DIRECT WORK WITH THE OPTION OF ENGAGING IN RESEARCH
Number of practicums offered:
4
Field Instructor name and credentials:
CARMINE MALFITANO, PHD, MSW, RSW
Do you require a resume? Or resume and cover letter?
RESUME AND COVER LETTER
Accessibility Considerations:
- Will the student have access to a private space for notes or computer use? No
- Are there breaks between clients/patients/meetings? Yes
- Is the practicum considered fast-paced? Medium
- Is there a high noise level in the practicum? Low
- Is the site wheelchair accessible? Yes
- What are the physical demands of the practicum? MINIMAL
- Are there any other accessibility considerations that potential applicants with disabilities should be aware of?
If you are interested in this practicum, please send a cover letter and resume to miri.ben.dat@utoronto.ca by 4 pm October 1, 2024. Applications will be forwarded on to the site.