Mental Health and Addiction Worker
How To Apply
Program Details
- Program Code1235
- Credential NameAddiction and Mental Health Worker
- Credential TypeOntario College Diploma
- SchoolSchool of Community Care and Public Safety
- Program TypePost-secondary program
- Program Length2 years/ 4 semesters
- LocationAshtonbee Campus
- EmailPublicSafetyandCommunityCare@centennialcollege.ca
- Telephone416-289-5000
- PGWP AlignedYes
- CIP Code51.1501
Program Availability
- Program Overview
- Courses
- Career Options and Education Pathways
- Admission Requirements
- How to Apply
- Tuition and Fees
- Program Vocational Learning Outcomes
- Advising Services
- Indigenous Studies
The Mental Health and Addiction Worker program prepares graduates for meaningful careers across a range of community-based settings supporting individuals, families, and communities. Grounded in a holistic, biopsychosocial approach, the program reflects contemporary practice, where wellness and recovery are understood as dynamic, non-linear processes shaped by individual, relational, and structural factors.
At its core, the program recognizes that mental health and addictions are complex, interconnected human experiences shaped by trauma, relationships, identity, and social conditions. Learners develop a strong foundation in understanding both substance-related and behavioural addictions, alongside mental health and wellness, as meaningful responses to distress rather than issues to be judged or reduced to labels. The program actively challenges stigma and centres care that is rooted in dignity, self-compassion, connection, and hope.The program is grounded in anti-oppressive, trauma-informed, and culturally responsive frameworks, supporting learners to build strong theoretical foundations, develop practical skills, and engage in experiential learning that prepares them to work in inclusive, accessible, and responsive ways alongside individuals, families, and communities. Learners are encouraged to think critically about how power, privilege, and oppression shape both lived experiences and systems of care, and to practice with humility, accountability, and a commitment to equity and social justice.
As the program progresses, learners develop both theoretical understanding and applied competencies in mental health, substance use, and addictions. Mental health and addiction are understood as existing along continuums of wellness, distress, use, and recovery, rather than as fixed states. Learners are supported in developing a grounded, non-stigmatizing understanding of these experiences as biopsychosocial processes influenced by individual and systemic factors.Approaches to care in this program recognize that there is no single pathway to wellness or recovery. Learners are supported in understanding and honouring multiple pathways, including harm reduction, abstinence-based approaches, peer support, and culturally grounded practices. Central to this approach is the commitment to meet people where they are at—whether they are actively engaging in addictive behaviours, navigating change, in recovery, or anywhere in between. Emphasis is placed on supporting autonomy, self-determination, and meaningful engagement, while fostering connection, safety, and dignity in practice.
Learners develop competencies in case management, collaborative care planning, group facilitation, motivational interviewing, and trauma-informed crisis response. They also build foundational knowledge in pharmacology, systems navigation, and advocacy, strengthening their ability to work within interdisciplinary environments and respond to complex and evolving needs. Across the program, learners are supported in integrating ethical, relational, and evidence-informed approaches that reflect current best practices in the field. Experiential learning is central to the program. Through two progressive field placements, learners apply their knowledge in real-world settings, developing confidence, professional competence, and a deeper understanding of frontline practice. Reflective practice is embedded throughout the program, supporting learners to develop self-awareness, ethical decision-making, and sustainable approaches to working in emotionally complex environments.
Graduates of the program are eligible to register with the Ontario College of Social Workers and Social Service Workers (OCSWSSW). The program also provides multiple pathways to further education, including opportunities for advanced standing in related University Degree programs. Graduates enter the field prepared to support mental health, wellness, and addictions in ways that honour lived experience, respect diverse pathways, and promote dignity, safety, connection, and hope.
Program Overview
The Mental Health and Addiction Worker program prepares graduates for meaningful careers across a range of community-based settings supporting individuals, families, and communities. Grounded in a holistic, biopsychosocial approach, the program reflects contemporary practice, where wellness and recovery are understood as dynamic, non-linear processes shaped by individual, relational, and structural factors.
At its core, the program recognizes that mental health and addictions are complex, interconnected human experiences shaped by trauma, relationships, identity, and social conditions. Learners develop a strong foundation in understanding both substance-related and behavioural addictions, alongside mental health and wellness, as meaningful responses to distress rather than issues to be judged or reduced to labels. The program actively challenges stigma and centres care that is rooted in dignity, self-compassion, connection, and hope.The program is grounded in anti-oppressive, trauma-informed, and culturally responsive frameworks, supporting learners to build strong theoretical foundations, develop practical skills, and engage in experiential learning that prepares them to work in inclusive, accessible, and responsive ways alongside individuals, families, and communities. Learners are encouraged to think critically about how power, privilege, and oppression shape both lived experiences and systems of care, and to practice with humility, accountability, and a commitment to equity and social justice.
As the program progresses, learners develop both theoretical understanding and applied competencies in mental health, substance use, and addictions. Mental health and addiction are understood as existing along continuums of wellness, distress, use, and recovery, rather than as fixed states. Learners are supported in developing a grounded, non-stigmatizing understanding of these experiences as biopsychosocial processes influenced by individual and systemic factors.Approaches to care in this program recognize that there is no single pathway to wellness or recovery. Learners are supported in understanding and honouring multiple pathways, including harm reduction, abstinence-based approaches, peer support, and culturally grounded practices. Central to this approach is the commitment to meet people where they are at—whether they are actively engaging in addictive behaviours, navigating change, in recovery, or anywhere in between. Emphasis is placed on supporting autonomy, self-determination, and meaningful engagement, while fostering connection, safety, and dignity in practice.
Learners develop competencies in case management, collaborative care planning, group facilitation, motivational interviewing, and trauma-informed crisis response. They also build foundational knowledge in pharmacology, systems navigation, and advocacy, strengthening their ability to work within interdisciplinary environments and respond to complex and evolving needs. Across the program, learners are supported in integrating ethical, relational, and evidence-informed approaches that reflect current best practices in the field. Experiential learning is central to the program. Through two progressive field placements, learners apply their knowledge in real-world settings, developing confidence, professional competence, and a deeper understanding of frontline practice. Reflective practice is embedded throughout the program, supporting learners to develop self-awareness, ethical decision-making, and sustainable approaches to working in emotionally complex environments.
Graduates of the program are eligible to register with the Ontario College of Social Workers and Social Service Workers (OCSWSSW). The program also provides multiple pathways to further education, including opportunities for advanced standing in related University Degree programs. Graduates enter the field prepared to support mental health, wellness, and addictions in ways that honour lived experience, respect diverse pathways, and promote dignity, safety, connection, and hope.
Courses
Career Options and Education Pathways
Program Highlights
The Mental Health and Addiction Worker program curriculum is reviewed annually to ensure courses remain current, relevant, and grounded in evidence-informed research and best practices in the field. Program faculty bring extensive experience in addiction and mental health work, social work practice, and community-based service delivery, offering learners both academic expertise and real-world insight.
Throughout the program, learners engage in theoretical, practical, and experiential learning that prepares them for the realities of frontline practice. Students also have the opportunity to complete a Specialized Academic Certificate in Indigenous Knowledges: First Peoples in Canada, deepening their understanding of Indigenous perspectives, histories, and approaches to wellness and healing. Learners may also pursue a Specialized Academic Certificate in Black Studies, expanding their knowledge of Black histories, communities, and experiences, and strengthening their capacity for culturally responsive and anti-oppressive practice. Additional certificate options include the Inclusive Leadership Practices Certificate and the Entrepreneurism Certificate, allowing learners to further tailor their educational experience to their interests and professional goals
Two specialized field placements provide learners with valuable opportunities to integrate classroom learning, knowledge, and skills into professional practice. Scheduled two days per week in Semester 3 and three days per week in Semester 4, these experiences reflect the diverse range of service environments within the mental health and addictions sector. Learners may engage in settings that include harm reduction and outreach initiatives, community-based and low-barrier support programs, residential and recovery-oriented services, housing and stabilization supports, and programs focused on mental health, addictions, and concurrent needs. These placements expose learners to the breadth and complexity of frontline practice, where individuals and communities navigate intersecting experiences shaped by trauma, substance use, mental health, and structural inequities.
Learners also have the opportunity to participate in an Indigenous-focused field placement, offered as a full-year experience for students enrolled in the Indigenous Knowledges certificate. This placement provides deeper engagement with culturally grounded approaches to care and community-based practice.
Students participate in the annual Faculty of Integrated Health and Community Care, School of Community and Public Safety Mock Disaster Event and Simulation, an interdisciplinary, scenario-based learning experience that allows learners to apply crisis response, communication, and collaborative practice skills in complex, real-time environments.
The program supports interprofessional learning and collaboration, offering opportunities to engage with students from related programs such as Early Childhood Education, Police Foundations, and other community-focused disciplines, reflecting the interdisciplinary nature of mental health and addictions work.
Graduates of the program are eligible to register with the Ontario College of Social Workers and Social Service Workers (OCSWSSW). The program also provides multiple pathways for further education, including opportunities to pursue degree studies with advanced standing at a range of universities.
Career Outlook
- Case Manager
- Addictions Case Worker
- Mental Health Support Worker
- Concurrent Disorders Support Worker
- Harm Reduction Worker
- Street Outreach Worker
- Community Outreach Worker
- Crisis Support Worker
- Short-Term Crisis Bed Worker
- Withdrawal Management Support Worker
- Community Health Support Worker
- Shelter Worker
- Hostel Relief Worker
- Residential Support Worker
- Supportive Housing Worker
- Community Support Worker
- Peer Support Worker
- Program Support Worker
- Life Skills Worker
- Intake and Assessment Worker
- Systems Navigation Worker
Education Pathways
Successful graduates of this Mental Health and Addiction Worker diploma program have the opportunity to apply learning achieved at Centennial for credits toward further study at the degree level. Listed below are institutions offering pathways for this program.
Please note that each receiving institution has minimum admission requirements in order to qualify for transfer credits, which are assessed by the receiving institution.
Visit our Outgoing Educational Pathways search page for more information on pathways and transfer credits.
You can use this Education Pathways Checklist as a guide to help with your education journey.
For pathways to other Ontario post-secondary institutions, please visit ONTransfer.
Areas of Employment
Graduates may work across a wide range of mental health and addictions service environments, including:
- Shelters (emergency, transitional, women's, youth)
- Drop-in centres and community support hubs
- Hospitals and withdrawal management (detox) services
- Crisis support services (including crisis lines and short-term crisis beds)
- Community Health Centres
- Harm reduction programs and services
- Street outreach and mobile support programs
- Residential treatment and recovery programs
- Supportive and transitional housing programs
- Mental health and concurrent disorders programs
- Case management and systems navigation services
- Youth, family, and community-based programs
- Culturally specific and community-led organizations
- Indigenous-led services and land-based programs
- Peer support and peer-led initiatives
- Health promotion and prevention programs
- Settlement and newcomer support services
- Justice and diversion programs
Admission Requirements
Academic Requirements
- Ontario Secondary School Diploma (OSSD), or equivalent, or mature student status (19 years or older)
- Grade 12 English (C or U), or equivalent (minimum grade required), or take the Centennial English Admission Test
Additional Requirements
Semester Requirements
A C Grade is required in all core courses.
How to Apply
1. Apply Online
If you are applying through the Better Jobs Ontario Program, please work with an Employment Ontario service provider. For more information go to Better Jobs Ontario Program.
If you have previously attended a full time program at Centennial College, you may be eligible for a Program Transfer. Visit Enrolment Services at any Campus for information.
All other applicants must apply online at Ontariocolleges.ca. A non-refundable application fee of $125 must accompany applications. The fee is payable online, by telephone, online banking, by mail, or in person to Ontariocolleges.ca. For more information go to Ontariocolleges.ca Application Fees.
2. Submit Documents
Current Ontario high school students and graduates from Ontario high schools: Notify your guidance counsellor that you have applied to college and your school will forward transcripts to Centennial College via Ontariocolleges.ca.
Graduates of college/university, or high school outside Ontario but within Canada: You are responsible for requesting that your educational institute sends any required documents and transcripts to Ontariocolleges.ca.
Applicants who attended school outside of Canada: If you are submitting transcripts to meet admission requirements, you must have the transcripts assessed by an independent credential assessment agency such as World Education Services (WES) or International Credential Assessment Service (ICAS).
For more information go to Submitting your Transcripts.
3. Confirm Your Offer of Admission
Offers of Admission are sent by mail to eligible applicants. When you receive your offer, you must login to your account at Ontariocolleges.ca and confirm before the Deadline to Confirm noted in your offer letter.
You may confirm only one college and one program offer at a time.
You must confirm your offer by the Deadline to Confirm noted in your Offer of Admission letter or your seat may be given to another applicant.
When you confirm your Offer of Admission at Centennial College you are given access to your personal myCentennial account where you can check your email, grades, register for courses, pay tuition fees, and see your class timetable.
4. Pay Fees
Centennial fees statements are sent by email to your personal email account and to your myCentennial email account. Fees statements are not mailed.
You must make a minimum payment by the Fees Deadline noted in your Fees Statement or your seat may be given to another applicant.
5. Build Your Timetable (Register for Courses)
Build your timetable (web-register for courses) at my.centennialcollege.ca.
Fall registration begins mid-July
January registration begins mid-December
May registration begins mid-April
Your web-registration will not open if:
You have not submitted your minimum fee payment by the deadline
You received a Conditional Offer of Admission and you have not met the conditions of your offer.
Once you have paid your fees or have made appropriate arrangements, register for your courses online through myCentennial.
Tuition and Fees
Fees noted below are estimates only. Tuition is based on two semesters, beginning Fall 2025.
| Student | Tuition (2 Semesters) | Ancillary Fees | Total |
|---|---|---|---|
| Canadian | $2,721.00 | $1,295.33 | $4,016.33 |
| International | $17,148.00 | $1,793.28 | $18,941.28 |
Program Vocational Learning Outcomes
Program Vocational Learning Outcomes
Program Vocational Learning Outcomes describe what graduates of the program have demonstrated they can do with the knowledge and skills they have achieved during their studies. The outcomes are closely tied to the needs of the workplace. Through assessment (e.g., assignments and tests), students verify their ability to reliably perform these outcomes before graduating.
- Develop a plan to assist the client in achieving their goals for mental wellness and recovery from addictions.
- Integrate group work and group facilitation skills across a wide range of community service settings, supporting growth and development of individuals, families, and communities affected by addictions and mental health issues.
- Consider social policy, legislation, and political, social, and economic systems and their impacts on service delivery in addiction and mental health services.
- Provide appropriate treatment and prevention strategies to individuals and families impacted by addiction and mental health issues.
- Recognize diverse needs and experiences of individuals, groups, families, and communities to develop and promote accessible and responsive programs and services.
- Respond accordingly to clients in crisis to provide appropriate assistance and referral where necessary.
- Develop and maintain positive interprofessional collaboration and working relationships with colleagues, supervisors, and community partners that adhere to professional, legal and ethical standards.
- Advocate at a system-level for nonjudgmental acceptance and unconditional positive regard of individuals with addictions and mental health issues.
- Collaborate with indigenous peoples and their communities to identify and advocate for access to culturally appropriate resources to address addiction and mental health issues.
- Engage in critical self-reflection to support professional growth and lifelong learning.
- Reimagining the ways the sector engages with community members through the creation and collaboration of innovative organizational approaches.
Advising Services
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Joshua Panganiban, Community and Health Studies, Graduate, 2018It's sort of a bittersweet feeling knowing I'm about to graduate. It was such an amazing time being in a program where every single person cared about your success. Centennial College was a life changer.
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