Eric Bailey, MMFT

Adjunct Faculty in Marriage and Family Therapy
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Teaches:

CO 703 Counselling Problems and Procedures

  All behaviour is communication. 

Teaching Philosophy

The teacher’s role is to provide access to the opportunities for growth - like the doorman at a building - and to even entice interest like the sample provider at the grocery store. This is accomplished by giving the student opportunity to interact with material through lecture, reading, discussion, research, writing and, where possible, experience, role play or experimentation. As students encounter theory and frameworks along with experiencing it in their own lives they can feel better prepared to apply these to others.

Background

I was raised in a Christian home and baptized at the age of 9. My grandpa was a preacher and a teacher, my dad was a preacher and a teacher, and I have been a preacher. When I graduated from seminary my wife and I moved to Thunder Bay and worked with a small church for 8 years. My wife and I have two children and during our time in Thunder Bay, we added a foster child (who is older than our children) to our household. When we moved to Kenora, ON I began my work in autism and special needs while I studied Marriage and Family Therapy in Winnipeg. After finishing my degree I worked for a year in Parksville, BC, working with families with children with autism. We then moved to Prince Albert where I have been working with Catholic Family Services, first as a school counsellor and then as a family and couple therapist and a supervisor. Our family enjoys travelling and motorcycling.

Education

Master of Marriage and Family Therapy, University of Winnipeg
Master of Arts in Religion, Canadian Theological Seminary (now Ambrose)
Bachelor of Arts in Psychology, University of Saskatchewan

Research

Autism and other diagnoses
Attachment
Somatic therapies

Publications

A Communication Problem?, PA Now, April 2016. http://panow.com/column/562816/communications-problem

My favourite part of attending Briercrest Seminary was experiencing close friendships with my fellow students. Even though I was not on campus 75 per cent of the time, I still felt that I was part of a close community.
Mary-Lynne Eggink