OPCC’ s model of learning is built on the following principles
1) Active and participatory learning
The model is based on the assumption that the learner’s active involvement in the learning process is essential to effective learning and practice. Thus, OPCC’s approaches—such as experiential learning Labs, residencies, special lectures, and clinical practice—are designed to create dynamic learning spaces where students engage in active and participatory learning.
The Faculty at OPCC serve as facilitators of learning, managing the learning process by involving students in a variety of approaches and activities. Each process, assignment, and learning strategy is intended to enhance students’ understanding of the theory and practice of psychotherapy and counselling. By incorporating a range of learning activities, we demonstrate respect for diverse ways of learning and knowing. Active interaction and participation in classes, groups, project teams, and individual assignments are both expected and required, ensuring a comprehensive and inclusive educational experience.
2) A learning environment based on collaboration
The effectiveness of cooperation and collaboration in enhancing learning is well-documented and widely recognized. Structures that encourage and facilitate collaboration are central to our teaching and learning model at OPCC. We believe that students themselves can be invaluable resources in enhancing their own and others’ learning.
Unlike traditional educational models that emphasize a top-down, vertical transfer of information, our approach acknowledges the value of adult students’ rich and varied experiences. Instructional practices that encourage collaboration add a robust “horizontal” dimension to the learning exchange, allowing OPCC students to teach and learn from one another. This collaborative approach enriches the educational experience and fosters a dynamic and supportive learning community.
3) Holistic learning with objectives in the 3 domains of learning
The program is founded on the belief that therapy and counselling, when holistic in nature and addressing the whole person, are the most effective. Our curriculum reflects this holistic approach, with learning objectives and outcomes evident in all three domains of learning:
- Cognitive Learning: Focuses on what the learner needs to know, understand, and comprehend. This includes the theoretical foundations and knowledge essential for effective practice.
- Behavioral Learning: Emphasizes the skills the learner needs to practice, perform, and demonstrate. This involves hands-on training and practical application of therapeutic techniques.
- Affective Learning: Relates to empathy, caring, emotions, and relational capacities. This domain nurtures the emotional intelligence and interpersonal skills necessary to connect with clients on a deeper level.
Creating learning opportunities and feedback that utilize all three domains enables adult learners to make integrated connections between holistic thinking, doing, and feeling. This comprehensive approach prepares them to be holistic psychotherapists or counselors. The way a person learns in our program models how they might work with clients holistically in their future practice.
A Unique Format for Adult Learners at OPC College
OPC College offers a hybrid model that includes labs, residencies, and lectures specifically designed to accommodate working adults. Online synchronous and in-person classes are primarily held in the evening and on weekends when working adults are most likely to be available.
This model recognizes that adults bring a wealth of experience, self-direction, and motivation to the learning process.
At OPC College, we are dedicated to providing an enriching, flexible, and supportive learning environment that empowers adult learners to achieve their educational and professional goals. We look forward to welcoming you to our community and supporting your journey in psychodynamic psychotherapy.
Below are several key strategies that OPC College utilizes to effectively facilitate adult learning.