Simon Nuttgens. PH.D

I have had the privilege of serving as a counsellor educator since 2005. My scholarly interests include the pedagogy of distance counsellor education, professional ethics, research ethics, supervision, and evidence-based practice. I have a long history with the CCPA and have been fortunate to have participated in key initiatives including the development of the nationally-validated clinical supervision competency profile and the revision of the Code of Ethics and Standards of Practice. I’ve worked as a counsellor since 1996, providing therapeutic services primarily to children, youth, and families. I embrace a collaborative approach to counselling with an emphasis on harnessing the unique healing and problem-solving capacities inherent to every client.

• Nuttgens, S. (2023). Of interventive doppelgangers and other barriers to evidence-based
  practice in psychotherapy. Journal of Psychotherapy Integration, 33(1), 20–
  33. https://doi.org/10.1037/int0000279
  Nuttgens S. (2023). Making Psychology “Count”: On the Mathematization of
  Psychology. Europe’s journal of psychology, 19(1), 100–112. 
  https://doi.org/10.5964/ejop.4065
  Nuttgens, S. (2021). Identifying and addressing nonrational processes in REB ethical
  decision-making. Research Ethics, 17(3), 1-18. 1https://doi.org/10.1177/1747016121994011
  Purnell, D. & Nuttgens, S. (2021). Ethical tensions in sex addiction counseling. Sexual
  Health and Compulsivity, 28(1-2), 98-125. https://doi.org/10.1080/26929953.2021.1973629
  Owens, P. & Nuttgens, S. (2021). The experiences of ethical tensions when using harm
  reduction with high-risk youth, The Qualitative Report, 26 (11), 3342-3361.
  https://doi.org/10.46743/2160-3715/2021.5073
  Peetoom, J., & Nuttgens, S. (2019). Practicum supervision: What students need to know
  and what supervisors ought to know. Canadian Journal of Counselling and Psychotherapy, 53(3), 213-231.
  Nuttgens, S., Chang, J. & Doyle, M. (2018). Work-related paternal absence among 
  petroleum workers in Canada. The Qualitative Report, 24(12), 3025-3046. 
  https://doi.org/10.46743/2160-3715/2019.3946

In my email signature, I include the Latin phrase “Non scholæ sed vitæ,” meaning, “Not for school but for life do we learn.” I first encountered these words in my high school Western Civilization class but didn’t grasp their significance until much later, when I became a counsellor educator. They now frame my teaching philosophy, dissolving the boundary between what we learn and who we aspire to become.

While counsellor education involves mastering theories, skills, and competencies required by regulatory bodies, these are just the visible structure. Beneath them lies a foundation of personal growth, reflection, and intentionality—elements that guide my approach to teaching.

I aim to inspire lifelong learning by modeling curiosity and passion, emphasizing that learning occurs both inside and beyond the classroom. I believe this virtue grows through example, not instruction, as I share my love of learning across all aspects of life.

I encourage students to approach their beliefs with openness and curiosity, helping them resist the comfort of certainty. This supports both humility and growth, ensuring that identities do not become rigidly tied to ideas.

Engagement and care are at the heart of my teaching. I strive to connect meaningfully with every student, recognizing their individuality and making sure they feel seen, valued, and respected. 

Ultimately, I aim to model the presence and professionalism I hope my students will embody in their own lives and careers.