Graduate
Studies in Education, Bulletin, 2009/2010
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Human
Development and Applied Psychology
HDP3225H
Developmental Trajectories and High Risk Environments
In this course
we consider emotional, cognitive and behavioural development in children in the
context of high risk environments. We examine recent theory and research on
developmental trajectories or pathways. We consider within-family variations in
development. High-risk environments include problematic family contexts,
negative peer and community influences.
NOTE: Open to students in the Ph.D. program in
DPE and SCCP. Others by permission of the instructor.
J.
Jenkins
HDP3226H
Research Methods and Doctoral Thesis Preparation in Human Development and
Applied Psychology [RM]
This course focuses
on current research and methods in human development and applied psychology.
The course emphasizes the integration of research methods, statistics, and
research content. The focus is on the thesis preparation process. Students will
develop research expertise through work on their own projects and will broaden
their understanding of the field through seminar discussion.
Prerequisite:
One graduate course in
quantitative analysis, and permission of the instructor.
M.
Ferrari and Staff
HDP3227H
Multi-Level Modeling in Social Scientific and Educational Research [RM]
This is a
graduate-level advanced statistics course designed for students in education
and the social sciences whose research involves analyses of multi-level and/or
longitudinal data. Examples of multi-level data include students nested within
classrooms and schools, teachers nested within schools and school districts,
children nested within families and neighbourhoods, and employees nested within
organizations. Examples of longitudinal data include repeated measures of child
development, students’ academic growth, teacher improvement, and organizational
change. Multi-level modeling, also called “hierarchical linear modeling (HLM)”,
resolves the dilemma of “units of analysis”. More importantly, it enables
researchers to partition variancecovariance components with unbalanced data and
to model cross-level effects with improved estimation of precision. This course
will cover basic two-level and three-level models, growth curve models, and
multi-level experimental and quasiexperimental designs. The objective is to
equip students with knowledge and skills to apply multi-level models to their
own research contexts.
Prerequisite:
HDP1287 or equivalent
G.
Hong
HDP3229H
Cognition and Emotion in Development
After a review
of theoretical perspectives on emotion, we will discuss cognition-emotion
interaction and the development of this interaction over the lifespan.
Contemporary approaches to modeling development will be introduced, along with
some grounding in the neural basis of emotion. Emotional constraints on
cognition and learning will be a key focus. Clinical implications will be
discussed in relation to the development of personality and psychopathology.
M.
Lewis
HDP3230H
Understanding Narrative
In this
course, we will explore how narrative is read and understood by people in
schools and elsewhere, and how narrative is written, in fiction and other
genres such as biography and autobiography. We aim to understand the
psychological components of writing narrative literature and the psychological
responses that occur during reading. We will also discuss empirical work on
responses to literature, and on the effects of reading and writing.
Staff
HDP3231H
Psychodynamic Bases of Therapy
This course
will draw on contemporary psychoanalytic, cognitive and neuroscientific
theories to provide an overview of clinical work with children and adolescents.
We will also look at the state of empirical research on psychotherapy
effectiveness. The focus will be on clinical observation and use of theory to
arrive at an initial case formulation as well as the generation of ongoing
hypotheses which inform clinical interventions. Emphasis will be placed on the
current selforganization of the client, the transference and what is
therapeutically usable or not usable at the present moment in treatment. In
keeping with current psychoanalytic practice, therapy is seen from a relational
perspective and interventions are rooted in dynamic systems theory. That is to
say that, while the major focus is on therapeutic dyad, foci will also include
work with parents and /or macrosystems such as the classroom. There will be an
equal emphasis on clinical work and on theory and students will be encouraged
to bring ongoing case material to class.
Staff
HDP3238H
Special Topics in Human Development and Applied Psychology: Doctoral Level
Description as
for HDP 1238.
HDP3240H
Advanced Social and Emotional Assessment Techniques
This practicum
course introduces the student to the work of clinical assessment. Questionnaire
and projective tests are used to assist in developing a picture of the
emotional experience and the social environment of the child/adolescent. These
factors are integrated with measures of cognitive ability and academic skill development
to obtain an overview of psychological functioning. This half-credit course is
scheduled on alternate weeks for the academic year. Open to School and Clinical
Child Psychology students only.
Prerequisites:
HDP1216 or equivalent and
HDP1218 or equivalent and permission of the instructor.
N.
Link
HDP3241H
Seminar and Practicum in Assessment and Intervention with Children (Pass/Fail)
This course
supports and monitors the development of the Ph.D. students’ clinical skills
(assessment and intervention) in the field placement. Placements are typically
in clinical settings. Seminars are scheduled on alternate weeks for the
academic year. They focus on issues related to diagnosis, intervention and
clinical practice.
NOTE: Open only to School and Clinical Child
Psychology students. Students are expected to consult with Dr. Link to arrange
their practicum placement in the year prior to taking this course or as soon as
they are accepted into the program.
Prerequisite:
1218 or equivalent and permission
of the instructor.
N.
Link
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