Master of Psychospiritual Studies (MPS)

This stream prepares students to provide spiritual care and counselling within religious communities and public institutions. Graduates of the MPS program who complete basic units in Supervised Psychospiritual Education (SPE) meet the criteria for Associate Membership with the Canadian Association for Spiritual Care (CASC). Those who complete advanced SPE units may also qualify for Certified Spiritual Care Practitioner or Certified Psycho-Spiritual Therapist designation with CASC.

Master of Psychospiritual Studies: Spiritual Care Stream Program Overview

Level 1: Foundational Core Courses

Buddhist Focus	Christian Focus	Muslim Focus
¨ EMP 1621H Multi-Religious Theological Education and Leadership
¨ EMP 1513H Introduction to Counselling and Spiritual Care
Choose five Buddhist Faith Foundation courses		Choose four Muslim Faith Foundation courses
¨ EMT 1620H Hist of Buddhist Traditions ¨ EMT 2629H Classic Buddhist Texts ¨ EMT 1631H Foundational Tenets and Practices of Buddhism ¨ EMP 2011H Buddhist Contemplative Care ¨ EMP 2671H Buddhist Meditative Traditions ¨ EMT 2630H Buddhist Ethics	¨ EMB 1003H Old Testament 1	¨ EMB 1901H Qur’an 1 (Formerly EMT 1851H Suratal-Baqara (Qur’an 1)) ¨ EMH 1081H Islamic Thought: 7-13 C (Formerly EMT 3607 Islamic Thought: Classical Age) ¨ EMT 2610H Sufism – Islamic Spirituality (Formerly EMT 3610 Religious Thought and Spirituality in Islam) ¨ EMT 3101H Biography and Thought: Muhammad ¨ EMT 3608H History of Islamic Thought in the Modern Age ¨ EMB 3020H Intertwined Texts: Bible and Qur’an in Dialogue
	¨ EMB 1501H New Testament 1
	¨ XXH 1010H History of Christianity 1
	¨ EMT 1101H Theology 1
	¨ EMT 2902H Christian Ethics in Context	¨ EMT 3873H Law, Ethics and Society

Level 2: Core Courses

Buddhist Focus	Christian Focus	Muslim Focus
¨ EMF 3020HY Contextual Education (one credit) AND ¨ Open Elective (one credit) OR ¨ TSP/EMP 355xYY Supervised Psychospiritual Education Basic Unit 1 (two credits)
¨ EMP 3521H Professional Ethics for Spiritual Care and Psychospiritual Therapy
¨ Capstone Course – EMP 3541H Integrating Theory and Practice

Designated Elective Courses

Buddhist Focus	Christian Focus	Muslim Focus
¨ Coloniality and Power Any specifically designated courses that variously engage in diverse dimensions of power and privilege, coloniality, and Indigenous relations and experiences, including in relation to the Canadian context.
¨ Life Stage Spiritual Care Any 2000 or 3000 level course in spiritual care related to life stages and theories of human growth (e.g., youth ministry, death and dying)
¨ Spiritual Care, Counselling, and Mental Health Any 2000 or 3000 level course in spiritual care or counselling
¨ Spiritual Care, Counselling, and Mental Health
¨ Religious Diversity and Pluralism A 1000 to 3000 level course on a religious tradition other than the one(s) with which the student identifies, or one that addresses the topic of religious pluralism and/or challenges related to an intercultural and interfaith global context.		See above EMB 3020H
¨ Buddhist Spirituality	¨ Christian Spirituality	See above EMT 3610H
¨ Three Open Electives	¨ Three Open Electives	¨ Four Open Electives

Certificate in Spiritual Care and Psychotherapy (SCP)

Overview

Students admitted to the Master of Pastoral Studies (MPS): Spiritual Care stream may apply to add the Certificate in Spiritual Care and Psychotherapy (SCP).
This certificate offers specialized training for careers in spiritual care and psychotherapy, including work as:

• A spiritual care practitioner (chaplain) in hospitals, correctional facilities, or other public institutions

• A psycho-spiritual therapist (pastoral counsellor) in counselling centres and related contexts

The program also prepares students for advanced training toward Specialist certification with the Canadian Association for Spiritual Care (CASC) and is recognized as an educational training pathway for qualifying membership with the College of Registered Psychotherapists of Ontario (CRPO).
Students are strongly encouraged to review the professional regulations in the province where they intend to practise.

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Admission and Registration Requirements

Pre-requisites:
Students in the MPS: Spiritual Care stream must:

1. Complete five courses, and

2. Secure a Supervised Psychospiritual Education (SPE) placement
   before applying to the certificate.

Admission to the SCP Certificate is competitive, with limited spaces available. Meeting the minimum requirements does not guarantee acceptance.

Students not enrolled in the certificate may still independently apply for registration with the CRPO.

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About the Certificate

The Certificate in Spiritual Care and Psychotherapy is integrated within the MPS: Spiritual Care stream and is not a standalone program.
It is not issued as a physical document; instead, completion appears as a notation on the student’s academic transcript, verifying to the CRPO that the educational requirements for psychotherapist registration have been met.

 

Master of Psychospiritual Studies: Spiritual Care Stream with Certificate in Spiritual Care and Psychotherapy - Program Overview

Faith-based Foundational Courses

Buddhist Focus	Christian Focus	Muslim Focus
¨ EMP 1621H Multi-Religious Theological Education and Leadership
Choose five Buddhist Faith Foundation courses		Choose four Muslim Faith Foundation courses
¨ EMT 1620H Hist of Buddhist Traditions ¨ EMT 2629H Classic Buddhist Texts ¨ EMT 1631H Foundational Tenets and Practices of Buddhism ¨ EMP 2011H Buddhist Contemplative Care ¨ EMP 2671H Buddhist Meditative Traditions ¨ EMT 2630H Buddhist Ethics	¨ EMB 1003H Old Testament 1	¨ EMB 1901H Qur’an 1 (Formerly EMT 1851H Surat al-Baqara (Qur’an 1)) ¨ EMH 1081H Islamic Thought: 7-13 C (Formerly EMT 3607 Islamic Thought: Classical Age) ¨ EMT 2610H Sufism – Islamic Spirituality (Formerly EMT 3610 Religious Thought and Spirituality in Islam) ¨ EMT 3101H Biography and Thought: Muhammad ¨ EMT 3608H History of Islamic Thought in the Modern Age ¨ EMB 3020H Intertwined Texts: Bible and Qur’an in Dialogue
	¨ EMB 1501H New Testament 1
	¨ XXH 1010H History of Christianity 1
	¨ EMT 1101H Theology 1
	¨ EMT 2902H Christian Ethics in Context	¨ EMT 3873H Law, Ethics and Society
¨ Coloniality and Power Designated Elective	¨ Coloniality and Power Designated Elective	¨ Coloniality and Power Designated Elective

Psychospiritual Therapy Courses

Buddhist Focus	Christian Focus	Muslim Focus
¨ EMP 1513H Introduction to Counselling and Spiritual Care Practice
¨ Human Growth and Development
¨ Professional Ethics
¨ Mental Disorders/Psychopathologies and Assessment
¨ KNP 3521H Psychotherapeutic Theories for Spiritual Care and Counselling
¨ Theories of Psychotherapeutic Practice
¨ Theories of Psychotherapeutic Practice
¨ Supervised Psychospiritual Education Unit 1
¨ Supervised Psychospiritual Education Unit 1
¨ Capstone Course EMP 3541H Integrating Theory and Practice
¨ Special Topics in Spiritual Care and Psychotherapy
¨ Special Topics in Spiritual Care and Psychotherapy
¨ Special Topics in Spiritual Care and Psychotherapy

The Christian Focus is available in these streams: Spiritual Care, Social Service

Foundational Faith Courses Include:

• Old Testament I
• New Testament I
• History of Christianity I 
• Theology I
• Christian Ethics in Context

 

The Muslim Focus is available in the Spiritual Care stream and the Social Service Stream.

Foundational Faith Courses Include:

• Qur’an 1
• Islamic Thought: 7-13 C
• Sufism – Islamic Spirituality
• Biography and Thought: Muhammad
• History of Islamic Thought in the Modern Age
• Intertwined Texts: Bible and Qur’an in Dialogue

The Buddhist focus is offered in the Spiritual Care stream.

Foundational Faith Courses Include:

• History of Buddhist Traditions
• Foundational Tenets and Practices of Buddhism
• Buddhist Meditative Traditions
• Classic Buddhist Texts 
• Buddhist Ethics
• Buddhist Contemplative Care

Upon completion of the Master of Psychospiritual Studies program one will be able to demonstrate: 

• Knowledge of sacred texts, religious history, religious-based ethics, tenets, and thought of one or more religious tradition(s) in correlation with theories of social sciences that are relevant to professional practice.
• Evidence of sustained reflection on spiritual and professional identity formation in intercultural and interfaith contexts, in relation to specialized practice.
• Development of skills, gifts, and arts of professional practice, grounded in appropriate theories, for leadership in institutional, community and other settings.

^{Khulood Khan is a student in the Master of Psychospiritual Care programme at Emmanuel College. She is also a teacher in the Halton School District, a professor at Georgian College and Trent University, a counsellor, a crisis responder for the Halton Regional Services and a chaplain endorsed by the Interfaith Committee on Canadian Military Chaplaincy. She is an intern at the Maplehurst Correctional Complex and provides multifaith mindfulness programming at the Grand Valley Institution for Women as a prison chaplain.} 

From Despair to Redemption: Transforming Lives Through Prison Narratives

By Khulood Khan 

Prisons hold the stories of lives marked by hardship, trauma, and regret. Yet, within the walls of these facilities lies the potential for transformation—a potential that often emerges through the power of spiritual care. As I reflect on my experiences working with inmates, I am struck by their resilience and capacity for change, even in the most challenging circumstances.  

James’s Story: A Journey from Resentment to Forgiveness  

James’s infectious smile masked a lifetime of pain. His incarceration began as a teenager and became a pattern fueled by unresolved anger and resentment, particularly towards his mother. The absence of trust and unresolved emotions shaped his decisions, trapping him in cycles of self-destruction.  

Through spiritual care, James began exploring his mother’s choices as a vulnerable teenager and found new perspectives. Writing became a vital outlet for him to process his emotions. What started as an angry poem transformed into a song of repentance and forgiveness dedicated to his grandmother. The act of creation not only healed James but also inspired his peers, fostering a ripple effect of growth within the prison community.
 
James found meaning in his suffering by reframing his narrative through spiritual care. The process helped him see his pain as a catalyst for growth and empathy rather than a burden to carry. Engaging in guided prayers, reflective exercises, and communal spiritual discussions allowed him to connect with his faith and redefine his sense of purpose. Spiritual care provided James with the tools to transform his resentment into a pathway toward forgiveness and self-worth.  

Mohsin’s Story: Rebuilding Connections Through Symbolism and Self-Regulation
 
Mohsin, a young inmate, was consumed by anger. His emotions isolated him from others, including his mother, who longed to reconnect. Using the symbolic imagery of a wild rose—his mother’s nickname—Mohsin began to see how his actions impacted their relationship. 

Interventions tailored to his needs, including mediation and the fulfillment of basic requests like clean bedding, helped Mohsin feel heard and respected. Spiritual guidance emphasized tawakkul (trust in Allah), empowering him to regulate his emotions and rebuild bridges with his family. The wild rose symbol became a lasting reminder of the importance of nurturing love and connection. 

Through spiritual care, Mohsin discovered meaning in his struggles by reconnecting with his values and faith. The chaplain’s teachings on empathy and forgiveness encouraged him to see beyond his anger, allowing him to nurture relationships that had once seemed irreparable. Reflective exercises and prayers offered Mohsin a way to channel his energy into healing rather than dwelling on perceived injustices.  

Brandon’s Story: Trusting the Path of Growth  

When Brandon entered a group session, his body language screamed frustration. Angry at life and God, he felt betrayed by circumstances beyond his control. Using the parable of the sower, Brandon began to understand that his life, though currently rocky, held the potential for growth. The chaplain encouraged Brandon to view his anger not as a definition of his character but as an emotion to overcome.  

Through reflection and trust in a greater plan, Brandon started believing in his ability to transform his pain into purpose. Brandon found meaning by embracing the notion that growth requires patience and trust. Through spiritual care, he learned to see his anger as a temporary obstacle rather than a permanent barrier. By participating in group discussions and meditative practices, he began to cultivate hope and a sense of belonging, which reshaped his understanding of his journey.  
Healing Through Reflection and Forgiveness  

Many inmates struggle with unaddressed anger, cycles of guilt and the inability to forgive themselves. Guided reflection, analogies like fire representing anger, and lessons on self-regulation empowered inmates to confront these challenges. Through heartfelt discussions, they began to see incarceration not as an end but as an opportunity for transformation. 
Spiritual care plays a pivotal role in helping inmates find meaning by encouraging self-reflection and a connection to a higher power. Practices such as guided imagery, prayer and narrative therapy allow inmates to reframe their life stories, identifying moments of strength and potential within their hardships. These practices foster a deeper understanding of their purpose and create a pathway to redemption and inner peace.  

The Power of Hope
 
Prison narratives demonstrate the collaborative tension between hope and despair. For these men, hope is not merely a distant ideal but a tangible process of rewriting their stories. Through spiritual care, they learn that their past does not define them—it informs their growth. 

By focusing on forgiveness, self-regulation, and reconnection, inmates find redemption and purpose. The transformation of lives within prison walls is a testament to human resilience and the profound impact of spiritual care. Through this process, inmates discover that their journey is not about erasing their past but embracing the possibility of a better future, one step at a time.

Orev Reena Katz Emm 2T0: A Sound Path to Chaplaincy

Emmanuel Professor and Alumna Recipient of 2020 Service Award

Emmanuel Professor and Alumna Recipient of 2020 Service Award

Emmanuel Students Endorsed as Buddhist Chaplains

Emmanuel Students Endorsed as Buddhist Chaplains

2020 Service Award Winner

2020 Service Award Winner

Indigenous Elder - now specializes with Indigenous clients at an Addictions rehab

Indigenous Elder - now specializes with Indigenous clients at an Addictions rehab

Beena Syeed

Beena Syeed

Raquel Benlezrah

Raquel Benlezrah

David Gallas - Military Chaplain with the Canadian Armed Forces

David Gallas - Military Chaplain with the Canadian Armed Forces