OISE/UT Graduate Course
Descriptions
AEC1120 H
Organizations of every nature--manufacturing, service, hospitals, schools, governments--are being compelled
to undergo rapid change, driven by increasing pressures to remain competitive and viable. Forces for change
include globalization, mergers and acquisitions, and changing demographics/needs/values/expectations of
workers, clients and the public. All who have been part of this process--managers, employees, consultants--
will undoubtedly attest to the frustrations and difficulties encountered. It is essential for those leading and
facilitating change efforts to understand the dynamics involved and to be familiar with various change models
and "proven paths". Many OISE graduates will find themselves in the position of some form of change agent.
The course objectives are to: a) explore the dynamics of change; b) review strategies for taking advantage
of facilitating factors and deal with obstacles; c) study 'change' models; d) examine the roles of leaders and
facilitators; e) apply learning to actual situations in a field site. 'Change Management' Teams will be formed
to conduct an analysis and develop a change strategy for an existing organization of their choice.
AEC1170 H
A course for experienced practitioners to learn to bring out, share, and apply their experienced knowledge of
their practice. Students engage in exercises to identify their learning styles, their implicit theories, and their
personal images. This knowledge is shared and applied in creative problem-solving groups.
AEC1201 H
Current theories and research on personality are reviewed from several perspectives, including
psychoanalytic, interpersonal, humanistic, trait, psychobiological, operant, and social cognitive. Topics include
personality development and consistency, personality change, conscious and unconscious functioning,
aggression, learned helplessness, personality disorders, sex and gender issues, and cross-cultural personality
theories.
Major theoretical approaches to personality within the context of clinical counseling psychology. This will
include philosophical assumptions, key concepts, the process of change, and applications. Designed for those
interested in personality development, change, and treatment issues. Specific content relevant to diverse
socio-cultural contexts has been included. Upon completion of this course students will be able to: Understand
the development of various Western psychology personality theories;
understand the issues relevant to personality theory and development in culturally diverse contexts; and
articulate a critical understanding of one of the major theories presented in class.
AEC1229 H
Each year this course will examine a model of psychotherapy from among the following: Transactional
Analysis, Gestalt, Psychodrama, Bioenergetic Analysis, and Family Therapy.
Prerequisite: Permission of instructor.
AEC1267 Y
A continuation of AEC203Y, designed primarily for M.Ed. students.
Prerequisite: AEC1202H, AEC1203Y, and permission of instructor.
AEC1289 H
This course will examine community-based approaches to mental health. We will discuss a range of mental
health issues from a community perspective including the unique approaches involved when working with
disadvantaged groups, people of various cultural and socioeconomic backgrounds, as well as ages, gender and
sexual orientation. A critical perspective will be used to examine the extent to which current theory and
research in the area of Community Psychology are useful in understanding a wide range of successful
programs including health centres, shelters, and schools and how primary prevention can be used effectively.
AEC3113 H
This course will offer a critical framework for analyzing the role of modern Western democratic states in
initiating, implementing, and ensuring equality of access and participation to members of marginalized groups.
It examines the potential and limitations of public policy in areas such as, but not limited to, education, health,
social and legal services, housing, and anti-racism.
AEC3126 H
This course considers those conditions operating in our contemporary world that are enhancing or are
fragmenting the development of a "world community." Special attention will be given to the problems
presented by nation states - that is, violence as a resolution to social conflicts within and between nation
states. The mass media and educational institutions will be examined as contributing factors to state violence
and the attendant fragmentation of efforts of community mobilization toward a global world community. A
strong emphasis on global-ecology issues will be pervasive.
AEC3138 H
This seminar examines adult education policies, programs and practices in the light of theories of social and
cultural reproduction, as well as theories of social change. It also provides students with an opportunity to
critically analyze both existing theories and their own assumptions. One of the goals of the seminar is to
assist students with developing their theoretical framework for their thesis. Thus, students will be asked to
take an active role in relating social theories to their research proposal.
AEC3173 H
Theory and practice in visualizing and initiating change in educational, community and work settings with
special emphasis on fostering resiliency and wellness. Preventive models of service delivery based on
collaborative problem solving approaches; dynamics of consultant and consultee relationships. Analysis of
practicum experiences in educational or other contexts of students' choice. Prerequisite: AEC1173 or
permission of instructor.
AEC3176 H
The course is intended to extend students' previous explorations of both "practitioner and ecological identity"
through extensive readings, discussions and writing opportunities. It is directed to a wide range of
professionals/practitioners (including those working in environmental education). These persons see potential
places in their work contexts and lives, and their professional practices, for the clarification and expression of
personal values grounded in ecological and environmental experience, knowledge, and responsibility. The
course provides a context in which to examine a variety of published works by scholarly and literary authors,
journalists, artists and those in the professions. These works articulate notions of "sense of place",
"rootedness" in landscape (intellectual, professional, built, and natural), ecological/environmental identity,
geopiety, and a range of other connected concepts and will form the basis for extending course participants'
understandings and expressions of their own ecological/environmental identities and perspectives as they
pertain to professional practice within their workplaces. The course is intended as an extension and expansion
of AEC1178. Permission of instructor is required.
AEC3179 H
This course will focus on the ways in which technology structures work processes within the context of
recent shifts towards the "knowledge economy". We will explore the nature of the knowledge economy, the
position of knowledge workers, and the lengths between knowledge work and technology. This will allow us
to assess the impact of technology on inequality, both locally and globally. The debates on technology and
knowledge work will be explored in relation to issues such as the proliferation of internet spaces, educational
technologies, transnationalism and cyberactivisms. Throughout the course we will study the racialized and
gendered nature of technology, knowledge and work.
AEC3211 H
The course is intended for students who plan to conduct research in the fields of counselling or health
promotion. Published research in these two domains will be reviewed, including treatment outcome and
program evaluation, gender and diversity issues in counselling and health promotion. Students will be
encouraged to consider their life experiences, values and worldviews in constructing their research plan.
AEC3234 Y
This course will familiarize students with current issues in multicultural studies. Particular emphasis will be
given to understanding the rhetoric of quantitative and qualitative research. The course is appropriate for
students considering a dissertation proposal in intercultural studies as well as for students wishing to become
knowledgeable in this area. A weekly seminar will focus on design and methodology in multicultural research.
Students are required to demonstrate mastery of at least one area of research related to multicultural studies.
They will review, analyse, and redesign representative studies in the multicultural literature. It is expected
that for many students the review and research design will lead to the development of thesis proposals.
AEC3267 H
This course is designed to increase students' theoretical knowledge, conceptual understanding and
competencies in clinical supervision. In addition to class work, students will act as trainee supervisors with
Counselling Psychology faculty who are teaching the Master's Practicum Course AEC1203Y or with
psychologists in the field who are acting as Internship Supervisors in one of our field settings. Students will
have the opportunity to discuss research and theoretical issues, develop practical skills relevant to supervision,
develop a personal supervision approach, and understand the professional supervisory role and the ethical
issues pertaining to supervision.
Note: For doctoral students in Counselling Psychology only.
APD1200 H
All students of human development are interested in two questions: What develops? What influences
development? In this course we are also interested in a third question: What is the role of formal education in
human development? This course will provide an opportunity for students to construct an overall perspective
on development and education, and to be introduced to the main areas of expertise among the faculty.
APD1201 H
This course addresses issues and developmental changes in children and the factors involved in child
development. Infancy, the preschool period, early school years, intermediate years, and adolescence are
covered. Clinical and/or educational issues may be covered in some sections of this course.
APD1202 H
An appraisal of a number of basic theories of counselling and approaches to inducing client change. Full-time
Guidance and Counselling students may take AEC1202H concurrently with AEC1203Y. Counselling
students will have priority for enrolment in this course.
APD1203 Y
This course is intended to provide students with basic skills in clinical assessment and counselling
interventions. Among others, issues related to the assessment of risk, history taking, clinical formulation, and
the relationship between assessment and intervention will be addressed. Basic counselling interventions such
as empathic responding, exploration of client's affect and cognitions, and problem solving will be explored.
The course emphasizes the therapeutic relationship as well as the importance of ethical and legal issues in the
provision of therapy. While the course presents didactic material, students have extensive opportunity to role
play, and self-knowledge as well as issues related to boundary maintenance, power relationships in the
provision of therapy and future self-development are also examined. This course involves sequenced skill
training, with extensive counselling simulation and supervision of practice in a field setting. In addition to
regular class meetings and time spent in group supervision with the instructor, M.Ed. students in Counselling
are required to be in attendance one full day per week at their practicum settings. Some students may spend
two full days in their practicum setting. MA students are required to be in attendance at least 2 full days per
week at their practicum settings. All full- and part-time students must arrange their practica in consultation
with the department's Coordinator of Internship and Counselling Services. Continuing students should plan to
contact the Coordinator by March 15, and new students by May 15, in order to arrange the best match
between student needs and field placement availability. The Counselling committee reserves the right to make
any final decisions when questions arise concerning the placement of a student in a setting.
Note: Part-time students must be available one full week-day per week to fulfill the practicum requirement.
Note: All counselling practica must be done through OISE. Practica done at other universities may not be
considered as substitutes.
Prerequisite: AEC1202H, for Counselling students only. Full-time Counselling students may take AEC1203Y
concurrently with AEC1202H.
APD1204 Personality Theories
Current theories and research on personality are reviewed from several perspectives, including psychoanalytic,
interpersonal, humanistic, trait, psychobiological, operant, and social cognitive. Topics include personality
development and consistency, personality change, conscious and unconscious functioning, aggression, learned
helplessness, personality disorders, sex and gender issues, and cross-cultural personality theories. Major
theoretical approaches to personality within the context of clinical counseling psychology. This will include
philosophical assumptions, key concepts, the process of change, and applications. Designed for those
interested in personality development, change, and treatment issues. Specific content relevant to diverse
socio- cultural contexts has been included. Upon completion of this course students will be able to:
Understand the development of various Western psychology personality theories; understand the issues
relevant to personality theory and development in culturally diverse contexts; and articulate a critical
understanding of one of the major theories presented in class.
APD1205 H
This course provides students with an overview of legal, ethical, and professional issues as they relate to the
practice of psychology. The current regulatory model of psychology in Ontario and its implications for
practice are reviewed. The Canadian Code of Ethics, College of Psychologists' Standards of Professional
Conduct, federal and provincial legislation, and case law that apply to practice in Ontario are reviewed as
they relate to issues of confidentiality, record keeping, consent, competence, professional boundaries, and
diversity issues in assessment, psychotherapy, and research. Throughout the course, a model of ethical
decision-making designed to assist practitioners with ethical dilemmas is reviewed and practiced with a
variety of case examples in the context of small- and large-group discussion.
APD1207 H
This course will review the research findings and clinical case literature in selected areas of lesbian, gay,
bisexual, and transgender psychology with reference to their implications for professional practice in
counselling psychology. Particular emphasis will be given to the clinical and research implications of sexual
orientation identity acquisition, bias crime victimization, same sex domestic violence, HIV/AIDS, gender
dysphoria, and alcohol and substance use. Students will come to a greater appreciation and understanding of
the special counselling needs of clients from differing sexual orientations and gender identities through a
combination of lectures, seminar presentations, discussions, bibliographic and Internet research, and original
student research projects.
APD1208 H
This course serves as an introduction and orientation to issues in psychological assessment. The principles of
appropriate and ethical testing are reviewed with emphasis on psychometric theory, test standards,
multicultural competence, and communication of findings. Supervised practical experience is provided in the
administration and interpretation of representative tests of intellectual achievement, personality,
neuropsychological, and occupational functioning to adults. Limited to Counselling Psychology for Psychology
APD1209 H
This course reviews foundational skills necessary for the successful completion of the MA thesis. The
primary goals will be to develop: the ability to draw valid conclusions from quantitative evidence; the ability to
critique published research articles; the ability to conduct a well designed piece of research; the ability to
write up that research in a format appropriate for a journal article or thesis. The course deals with research
methods, the conceptual foundations of statistics, and the preparation of a thesis/research report. The aim is
to try to integrate these three things (research methods, the interpretation of statistics, and thesis/journal
APD1211 H
This course examines research on the psychological foundations of early childhood and relates those
foundations to practice in the preschool and primary years. Early education is considered in relation to
program factors such as teachers' beliefs and curriculum areas, to child and family factors such as
temperament and attachment, and to social factors such as childcare experience and community. Young
children's physical, cognitive, communicative, social and emotional development are explored as contributors
to and as consequences of early learning experiences.
APD1214 H
The course is designed to introduce students to the field of counselling in the context of a multi-cultural, multi-
ethnic, multi-faith, multi-racial, multi-gendered and multi-abled society. The course seeks to define and locate
multicultural counselling studies within the broader historical, economic, social and political contexts of mental
health care. Through a critical examination of 'race', gender , ethnicity, sexual orientations, disability and
social class students would establish an understanding of the theoretical and conceptual ideas that form the
basis of practice with minority clients. Key concepts such as identity and multiple identities, power,
stereotyping, discrimination, prejudice and oppression will be explored in relation to women, Aboriginal, ethnic
minorities, lesbian, gay men and disabled clients. Through discussions, seminar presentations and experiential
learning, the course will support the development of appropriate counselling skills and competencies to
practice in a clinically anti-oppressive way. Prerequisite is AEC1202; and co-requisite is AEC1203Y
APD1215 H
The purpose of this course is to gain an understanding of basic principles of psychological assessment and to
acquire administration skills with respect to several widely used standardized tests of intelligence, academic
achievement, and special abilities. Topics will include the history of intelligence testing, contextual issues
surrounding the assessment process, basic statistical concepts related to psychometrics, test administration,
and report writing. Students gain practical experience with respect to a test administration and scoring of a
number of tests (e.g., WISC-IV, WPPSI-III, WAIS-III, WIAT-II, K-TEA, WJ-III, WRAT-3) which are
evaluated through review of completed test protocols and videotaped test administrations.
Pre-requisite: This course is limited to students in the School and Clinical Child Psychology program and is a
pre-requisite for course HDP 1216.
APD1216 H
Theory and practicum in psychological assessment techniques applied in school settings. Administration and
interpretation of individual intelligence tests, academic tests, tests of special abilities and behaviour rating
scales within the context of a practicum assignment in the Counselling and Psychoeducational Clinic. Topics
focus on the development of assessment plans, clinical interviewing, test interpretation, report writing,
feedback, and consultation.
Prerequisite: This course is limited to students in the School and Clinical Child Psychology program who have
completed course HDP1215.
APD1217 H
This course provides a basic overview of current behavioural and cognitive-behavioural approaches to the
management and remediation of maladaptive behaviour, such as aggression, disruption, and noncompliance, in
clinical, educational and residential settings. A conceptual model of behaviour and cognitive-behaviour
therapy and learning principles relevant to this model will be considered. The model focuses on proactive,
nonintrusive, and success-based approaches to remediation of problem behaviour. Topics will include
assessment of maintaining variables, teaching of adaptive skill clusters, building tolerance to difficult
environmental circumstances, moderating severe behaviour to enable skill-teaching, and evaluating clinical
APD1218 H
This course supports and monitors the development of the M.A. student's clinical skills, (assessment and
intervention) in the field placement. Placements are typically in school settings. Seminars are scheduled on
alternate weeks for the academic year. They focus on issues related to differential diagnosis and clinical
practice.
Note: Open to School and Clinical Child Psychology students only, and ordinarily taken in the second M.A.
year. Students are expected to consult with Dr. Link to arrange a practicum placement.
Pre-requisite: HDP1215, HDP1216, HDP1219, HDP1220 or equivalent; and permission of instructor.
APD1219 H
This course is an introduction to ethical issues in the professional practice of psychology. We will cover
issues encountered in counselling, assessment, and research and will have opportunities to discuss ethical
issues in teaching and organizational and community psychology. The goals of the course are: a) to
familiarize students with the variety of issues they might encounter in their own work, b) to provide students
with the skills and resources for ethical decision-making, c) to familiarize students with the codes, standards,
and legislation which bear on ethical and legal issues.
Open to Counselling Psychology students only.
APD1219 H
This course provides students with an overview of legal, ethical, and professional issues as they relate to the
practice of psychology. The current regulatory model of psychology in Ontario and its implications for
practice are reviewed. The Canadian Code of Ethics, College of Psychologists' Standards of Professional
Conduct, federal and provincial legislation, and case law that apply to practice in Ontario are reviewed as
they relate to issues of confidentiality, record keeping, consent, competence, professional boundaries, and
diversity issues in assessment, psychotherapy, and research. Throughout the course, a model of ethical
decision-making designed to assist practitioners with ethical dilemmas is reviewed and practised with a
variety of case examples in the context of small- and large-group discussion.
APD1220 H
This course is intended to provide students in School and Clinical Child Psychology with a grounding in the
conceptual foundations of the program. The implications of the scientist practitioner model for practice as a
school or clinical child psychologist is the cornerstone of the course. Specific issues to be addressed include
developmental and systemic approaches to psychological practice, systems and group behavior within, and
related to the school organization, multidisciplinary teams, approaches to consultation, principles of prevention
and intervention, and program evaluation. Students will apply the principles discussed in the course in a
practicum placement arranged by the course instructor.
Note: Open to School and Clinical Child Psychology students only, and ordinarily taken in the first MA year.
APD1228 H
This course will examine one of several contemporary models of psychotherapy for family and couples
counselling.
APD1234 H
This course examines the psychological and philosophical basis of cognitive science including such topics as
the nature of mental representations, functionalist and computational theories of mind, intentionality,
subjectivity, consciousness, and meta-cognition.
APD1236 H
The aim of this course is to provide students with a basic understanding of child and adult psychopathology. In
order to do this we will look at normative patterns in personality, behavior and emotions. We will treat the
work in the epidemiology of childhood and adult disorders as central to our understanding of these disorders,
and discuss the methodological issues involved in this type of approach that make it so useful to understanding
etiology, course, treatment and prognosis. The diversity of functioning in the emotional and behavioral realm
will be reviewed in order to understand issues of abnormal or pathological development. The way in which
the social and cultural context interacts with genetic and constitutional aspects of the individual will also be
considered. This will give us the basis for examining some of the most common disorders and understanding
the dynamics of these disorders during childhood and into adulthood.
Note: Open to MA and PhD students in SCCP and DPE. Others by permission of the instructor.
APD1237 H
This course will cover theories and models of development that are relevant to how people learn. Research
in cognitive science that has contributed to our understanding of learning will be reviewed and discussed, and
student projects will help consolidate and extend these ideas. The course also examines motivation to learn,
the development of higher order thinking, and communities of learning, both in terms of social and cultural
APD1238 H
This course examines current literature on evidence-based practice in the screening, assessment, diagnosis,
treatment, and education of children and adolescents with autism spectrum disorders. Emphasis is placed on
the medical and social model of disability and the impact of autism spectrum disorders on child and adolescent
development, family functioning, and service delivery in clinical and educational settings.
APD1238 H
Proposals for educational reform both ancient and modern are premised on assumptions about society, about
knowledge and about learners. This course will review some of the proposals for reform including the
liberalization of the curriculum, the raising of standards, the accommodation to diversity, the drive to
accountability and ask 1) why they routinely fail, 2) what they tell us about society, schools and persons, 3)
how to make a theory that would be relevant to educational policy decisions.
APD1238 H
An exploration of contemporary scientific evidence, social policy, and educational/clinical practice pertaining
to early child development. This course will incorporate the Millennium Dialogue on Early Child
Development, to be held November 7 - 9 at the University of Toronto, a forum for international experts
participating in a webcast dialogue that aims to have global influence. (Participating scientists include Ron
Barr, Tom Boyce, Megan Gunnar, Dan Keating, Alicia Lieberman, Charles Nelson, Michael Rutter, and
Richard Tremblay. For more details, visit www.webforum2001.net). Topics include brain development,
emotional development, family and community impacts on children, competence and coping, and societal and
cultural issues. Participants in this course will consider how contemporary developmental research findings
can inform and promote optimal child development, and will participate in the dialogue itself by generating
critiques and topics for discussion by participating scientists.
APD1238 H
Computer based 'telelearning' has the potential to be a revolutionary new medium for educating children for
the information society of the 21st century. A number of large scale research projects have recently been
undertaken in an attempt to keep Canada in the forefront of the development of this technology. These
projects are identifying and developing the tools needed to realize the potential of the new information
technology in the classroom. This new technology is especially important for teachers who are working with
special needs learners either in integrated classroom settings or in a resource capacity. One of the large scale
projects - The Special Needs Opportunity Window or 'SNOW' project - is focusing precisely on this area.
This course is offered in conjunction with that project. The students will work with classroom teachers and
their resource support from collaborating boards to identify, develop and field test appropriate telelearning
strategies that meet the needs of students and their teachers in integrated classrooms. The course is open to
any OISE/UT students who are interested in applying the new telelearning technology in the classroom. It is
anticipated that several of the Board partners of the SNOW project will also participate in the course.
Therefore, the students will be able to work with the technology in actual classroom situations. The course
will involve both face-to-face interaction as well as electronic interaction using various state-of-the-art
telelearning tools. The learning environment will emphasize collaborative knowledge construction.
APD1238 H
In this course, students will examine the nature and development of verbal self direction and expertise,
conditions fostering and inhibiting this development, and features of educational programs which create these
conditions. Students will participate in the assessment of self-directive processes and expertise, and the
design of educational programs which foster self directive development.
APD1238 H
APD1238 H
This will be a graduate level seminar that will address fundamental questions regarding symbolic development
and media-based learning in young children. We will explore recent findings in relation to questions such as
the following: (2)What does symbolic understanding entail? (3) What is the developmental trajectory with
respect to symbolic understanding? (4) What social-cognitive processes underlie symbolic development? (2)
What can young children learn from media? (3) How well can young children learn from media? (4) What
features of the media affect learning? (5) How can we facilitate children’s symbolic learning? We will
explore these questions by examining children’s learning from a variety of symbolic media: pictures, scale-
models, maps, TV, and electronic games.
APD1238 H
An examination of students' classroom discourse with an emphasis on how ideas are jointly constructed and
new learning or knowledge established. Epistemological theories and empirical classroom discourse studies
are addressed. Major topics include: joint construction of meaning, peer interaction and learning, knowledge
as object, creating a collaborative learning community, and the development of children's explanatory theories.
APD1238 H
This course uses different theoretical perspectives to examine the literacy development of urban students
who are at risk of dropping out psychologically or physically from the school context. Attention is given to
institutional, community, family, and individual challenges that may influence access to literacy development
and may prevent learning from texts in schools. The course considers programs and instruction that respond
to these different perspectives and that foster reading and writing development across the grades.
APD1238 H
In this course students will explore basic requirements and issues related to preparing and writing articles for
publication in education journals. The course includes reading a number of articles in the field and discussing
such matters as content, structure and argument, and theoretical and practical research issues. Each student
will produce on their own a paper which will be reviewed and discussed by the group as a whole. The overall
goal is to provide each student with the opportunity to develop an article suitable for publication.
APD1238 H
This course focuses on the phenomenon of inattention in the classroom, its detrimental impact on learning and
academic outcomes, and on evidence-based intervention to improve students' attention. It will examine the
psychological constructs of attention and inattention from both behavioural and cognitive perspectives, the
typical and atypical development trajectory of attention skills, and the manifestation of inattention in children
with various special needs recognized by the Ontario Ministry of Education. Evidence is presented for the
detrimental effects of inattention on the development of numeracy and literacy skillls, as well its associated
risk for poor adult outcomes. Students will learn assessment methodologies as well as evidenced-based
intervention approaches for individual students, small groups, inclusive classrooms, and special education
APD1238 H
This course provides an overview of language acquisition from birth to adolescence and an overview of
literacy development from preschool/kindergarten years to adolescence. Topics covered include speech
perception, phonology, morphology, syntax, vocabulary, aspects of metalinguistic awareness, word reading,
and reading comprehension. Issues related to bilingualism and biliteracy are also discussed when relevant.
APD1238 H
How does a newborn baby that is almost entirely focussed on basic bodily functions such as sleeping and
feeding become transformed in the space of a few years into the sophisticated social consumer of information
that is ready for school? This course will follow the milestones of early social and cognitive development.
The overarching goal is an understanding of how cognition, language and social behaviour are intertwined in
the developmental process. Key topics will include: adaptations for social life; social engagement in the first
year; joint attention and learning through others; the nature of mental representation; varieties of self
knowledge; reasoning about the future.
APD1238 H
Current research suggests that approximately 15-20% of Canadian children and youth suffer from mental
health issues (e.g., anxiety, depression). Mental health problems in students are often related to systemic
factors, such as parents' mental health, poverty, minority status, and/or geographic factors (e.g., lack of
resources in northern isolated regions of Canada). Despite findings that mental health problems in students
are common, schools often overlook the impact these issues have on students’ academic success. Educators
have an opportunity to play a vital role in the lives of all students. By learning about the signs of mental health
problems and by understanding how to refer students suffering from mental health problems to appropriate
services, educators can open the door to effective assessment and intervention services. This course explores
the prevalence and types of mental health problems in Canadian students. One of the course’s foci will be
exploring the impact specific mental health issues (e.g., mood disorders; attachment problems; trauma) have
on the academic lives of students. Goals for this course will be to examine the relationship between mental
health issues, poverty, minority status, and geographic factors; to explore how the education system has
addressed mental health issues in students throughout history; to outline how educators can learn to recognize
signs of mental health problems in students; and to learn how schools can collaborate effectively with other
systems (e.g., CAS; mental health agencies) when referring students for services and when implementing
appropriate interventions.
APD1238 H
This course will involve an exploration of illiteracy and its role in the marginalization of youth and young
adults. The course will consider what is known about: youth marginalization, the causes of reading/writing
difficulties, the pervasive impact of illiteracy, and the evidence concerning effective interventions for breaking
the cycle of failure related to illiteracy. A comprehensive examination will be undertaken of the factors that
place children and youth at risk for literacy failure, including cognitive/linguistic, social/emotional, and
contextual factors (school, home and community).
APD1238 H
The purpose of this course is to examine from a cross-cultural perspective topics such as problems in child
development, parenting, beliefs and attributions of physical and mental illness, notions of learning problems,
and the function of various helping professions. Through readings and classroom discussion the course is
intended to help students become aware of alternative frameworks and the ways in which such differences
may affect the interpretation and efficacy associated with typical Western intervention modes.
APD1238 H
This course will introduce students to young children's epistemological understandings of the written language,
prior to schooling. Children's early experiences in reading and writing will be explored in relation to
developmental, social and cultural factors. Associations among literacy, language development and cognition
will be explored. Students will have the opportunity to conduct small empirical investigations in an area of
early literacy development.
APD1238 H
In this course, students will develop an understanding of how and why different Forms of bullying (physical,
indirect, cyber) compromise the safety of children in Elementary classrooms. We will also do an in depth
exploration of contemporary
Practice for bullying prevention and intervention. Students will learn strategies
For effective collaboration and consultation with families and for intervening directly
With bullies, the bullied, and bystanders. By the end of the course, students should
Be able to recognize the early indicators of safe and unsafe classrooms and be
Ready to implement effective classroom models for bullying prevention.
APD1238 H
IThis course explores common and significant at-risk behaviours
among today’s youth. Potential topics include current trends in substance use and addiction,
underachievement, eating disorders, self-injury and suicidality, anxiety and depression, sexual and/or gender
identity development, violence and bullying, and grief/loss/trauma. Content will focus on signs and
symptoms, as well as prevention and intervention strategies for educators.
APD1238 H
APD1238 H
This course will cover growing points in cognitive science, including perception of objects, planning and
intention, problem solving and creativity, distributed cognition, emotions, cognitive poetics.
APD1238 H
Governments across Canada have recently implemented or are contemplating new polices that will have
substantial impacts on the way children grow up. Examples include extended and better compensated
maternity leaves, universal childcare, full day junior and senior kindergarten, class sizes limits, new
vaccinations. This multidisciplinary course introduces students to some of the research that underlies these
initiatives. Each week a faculty member drawn from various disciplines within the social sciences, public
health and education at the University will present their current research in this area. In selected weeks guest
researchers from other institutions will make presentations. The topics covered will follow the current
research of these participants.
For students the objective is to gain an appreciation of the connection between research and policy. Most
public policies for children draw on a research base. However, research in a given area is sometimes
inconclusive and seldom unanimous in recommendation. Furthermore, policies typically integrate any results
of research with the claims of various stakeholders in the policy and political processes. A policy maker,
therefore, must be able to understand the sometime conflicting claims of researchers and be able to translate
them into coherent policy recommendations. A final goal of this course is to provide students with a basis for
considering children’s policies from a multidisciplinary perspective.
APD1238 H
This course is intended to present and discuss new theoretical, empirical, and methodological approaches to
the psychology of language, literacy, and culture. Various explanations of the cognitive, social, and cultural
consequences of spoken and written language will be outlined and confronted. A second focus will be the
relationships between diverse forms and modes of language (such as oral, written, signed, electronically
mediated) and their cognitive and cultural implications.
APD1238 H
The course is designed to provide students with an in-depth understanding of current developmental research
on infants' and children's cognition. We will explore children’s understanding of physical (inanimate) objects,
psychological kinds (people), and symbols. You should expect to gain an understanding of some of the main
theoretical questions underlying current developmental research and the methods used to address these
questions. We will begin with a review of the major theoretical perspectives on cognitive development,
spanning from Piaget's theory, to sociocultural theory, to current neuroscience approaches. We will then
survey children’s development in several core domains.
APD1238 H
The course will focus on the assessment and intervention of children who have experienced severe abuse and
neglect. Short and long term effects including physiological, physical and psychological, as well as various
intervention modalities will be discussed.
APD1238 H
This course examines psychological theories of play (e.g. Vygotsky, Parten, Huiainga, Brown) and the role of
technology in play (e.g. Resnick, Gee, Squires) from both human development and educational perspectives.
Topics addressing play include: neurological development, healthy mental development, trust, collaboration and
passion to learn. In addition, we will address the growing role of technology in 'eduplay' and emerging social
implications within special education and early learning (e.g. concerns of addiction to gaming, social media,
and networked connectedness).
1. What is flex-mode?
http://www.youtube.com/watch?v=5tVBn4vGkSI
2. The discourse environment
http://www.youtube.com/watch?v=ys2Hm0F7xHE
(10 minutes)
3. The Webinar Explained
http://www.youtube.com/watch?v=tsDaPyGQNW4
(4 minutes)
APD1238 H
This course examines current literature on evidence-based practice in the screening, assessment, diagnosis,
treatment, and education of children and adolescents with autism spectrum disorders. Emphasis is placed on
the medical and social model of disability and the impact of autism spectrum disorders on child and adolescent
development, family functioning, and service delivery in clinical and educational settings.
APD1238 H
Narrative has become an extensively discussed subject in a number of psychological research fields ranging
from consciousness, cognition, and emotion to applied areas such as clinical, educational, and cross-cultural
psychology. This course will examine the importance of narrative for a dimension that affects most of these
areas: human development and identity. The purpose of the course is to make participants familiar with
theoretical, empirical, and methodological concepts and models that aim to understand the nature of narrative
in processes of (linguistic, cognitive, social, and moral) development, using the development of self and
identity as an integrative focus.
.
APD1238 H
Through discussion of research findings, clinical observations, and case studies, this course will focus on
issues such as "normal" child and adolescent sexual development, the causes and consequences of adolescent
sexual aggression, offender-specific assessment, risk prediction, therapist self-care, and legal/ethical issues
and dilemmas. We will also examine current practices and outcome research regarding the treatment of
adolescent and adult sexual offenders with a focus on cognitive-behavioural and multi-systemic treatment
APD1238 H
This course considers how various models address the problem of human development: nativist,
maturationist, constructivist, and enculturation accounts. Several themes emerge. The first is the
epistemological foundation of developmental theory, that is, how it deals with the problem of knowledge.
Second, how do theories address the problematic role of sociality and language in human development? A
third theme is the internal coherence of development: is development global or modularized?
APD1238 H
This course focuses on central aspects of social cognition in childhood and adolescence as they pertain to
understandings of social justice. Topics will include: social cognition (e.g., perspective-taking, sociomoral
reasoning); social attitude and belief formation and their behavioural manifestations (e.g., inclusion/exclusion,
stereotyping, bullying, civic engagement); awareness of inter-group bias (e.g., racism, sexism, classism);
developmental models of discrimination and prejudice; and psychological perspectives on intervention
programs designed to promote understandings of social difference in educational contexts (e.g., antiracist and
inclusive education, educating for social justice).
APD1238 H
This course is designed for practicing educators to examine theory, practice and research on the nature and
nurture of creativity. It will look at four aspects of creativity: process, product, person and press
(environment), with emphasis placed on the study of the socio-cultural and psychological inhibitors and
facilitators of creative development. Classroom application of various techniques, strategies, instructional
programs and resource materials that foster the development of creative thinking and creative problem
APD1238 H
This course will examine how individuals and institutions define and pursue excellence in both formal and
informal educational settings. The course will examine what academic excellence means to students and
researchers in education, and how these definitions are reflected in how institutions are organized and how
students are taught and assessed. We will look at the issue of academic excellence both historically and in
terms of what a utopian educational setting might look like.
APD1238 H
In this course, students will learn how to design and implement a knowledge-building approach to science
learning and instruction for junior school students using content from the new Ontario Science and
Technology Curriculum and research on how children construct their understanding of big ideas in science.
Although this is not a course on technology, students will have an opportunity to construct a class database in
Knowledge Forum(TM) where they can contribute ideas, read and build on fellow students' ideas.
Additionally, students will have access to databases constructed by elementary students and to a database
constructed by teachers from around North America. These resources will help students as they design and
implement a science lesson. Readings will be drawn from a variety of sources rather than any one book.
This course will be highly interactive, reflective and centered on personal knowledge-building of science.
APD1238 H
This is a course in early language acquisition during the preschool years and subsequent development in
elementary school. The course will present linguistic, psycholinguistic, cognitive, and social interactionist
perspectives on the stages and sequences in children’s language growth and will incorporate discussions of
bilingual development and atypical development wherever relevant.
APD1238 H
This will be a graduate level seminar that will address fundamental questions regarding language acquisition
(with a particular focus on word learning) and communication. We will explore recent theoretical debates
and findings in relation to questions such as the following: (1) Is the acquisition of words driven by perceptual
versus conceptual processes? (2) What social-cognitive processes underlie word acquisition? (3) How are
visual and linguistic information integrated in spoken-language comprehension? (4) When and how do babies
appreciate the mental impact of language? (5) How do babies and young children learn to use language for
communication?
APD1238 H
This course combines psychological and sociolinguistic approaches to literacy in theory and practice. It takes
a cross-cultural and cross-linguistic comparative perspective. Topics include origin and definitions of writing
systems, basic processes in learning to read different writing systems, such as English, Chinese, Japanese,
etc., literacy as a tool for thinking, literacy as a social practice, and literacy practice across culture, gender,
and ethnicity.
APD1238 H
Examination of the principles of measurement and achievement: validity (are we really testing the right
content?), reliability (how accurate are those results?), comparability (can the results be compared, especially
across time?), and fairness (is the test or the testing method biased against certain students or groups?).
Consideration of the purposes, advantages, limitations, and dangers of standardized student testing.
Examination of the recent history of provincial testing policies and implementations. Review of the
methodologies of test preparation, vakidation, administration, scoring, analysis, and reporting. Survey of the
interpretation and use of assessment results by students, teachers, educational administrators, and the public.
Study of the consequences of the interpretation and use of test scores. The course will focus on the provincial
testing programs of the Educational Quality and Accountability Office of Ontario, EQAO, with some
extension to local testing and to national and international projects. The goal is to build knowledge and
expertise so that educators, including front-line teachers and administrators, can be judicious consumers of
provincial assessment results and leaders in affecting assessment policies and practices.
APD1238 H
The intent of this course is to facilitate students' understanding of executive functions and the relations
between executive functions and children's achievement and behaviour. This course also examines
interventions designed to address weaknesses in executive processes (e.g., planning, self-monitoring, and
goal-setting) in children and youth.
APD1238 H
This course is designed to instruct students in an empirically supported and success-focused model for
proactive classroom management in either special education or inclusive settings. Students will learn the skills
necessary to proactively prevent problem behaviour in the classroom that can impede classroom objectives.
Students will be taught to conduct informal assessments of serious conduct problems in the classroom to
determine the contextual factors that are maintaining problem responses. They will also learn strategies for
intervening with students with success-focused strategies that greatly reduce problem responses without
punishment or intrusion on the child. The course is ideal for teachers in specialized settings in which problem
behaviour is common or for those responsible for providing training or supports to teachers of children with
APD1238 H
A course designed to permit the study (in a formal class setting) of a specific area of human development and
applied psychology not already covered in the courses listed for the current year. The topics will be
announced each spring in the Winter Session and Summer Session timetables.
APD1238 H
This course aims to bridge the gap between current neuroscientific understanding of ADHD and classroom
practice. A critical review of the neuroscience of ADHD will focus on cognitive characteristics and the
implications for learning and functioning in the classroom. Based on models of the Reflective Practitioner,
Inclusive Education, Universal Design for Learning and Differentiated Instruction, students will be introduced
to and guided in using a framework for selecting and adapting instructional practices to address the learning
needs of students manifesting the classic characteristics of ADHD and related problems.
Prerequisites: HDP2280 and HDP1285
APD1238 H
Over childhood and adolescence, there is rapid development in individuals’ ability to understand and regulate
their emotions (e.g., Shonkoff & Phillips, 2000). These individual differences, in turn, have a substantial
impact on individuals’ successes or failures in educational environments. In the first half of the course, we
will examine the interplay of psychosocial, cognitive, and biological processes in the development of emotion
regulation in infancy, childhood, adolescence, and into adulthood. Characteristics and determinants of typical
and typical emotional regulation at each age will be established. The second half of the course will explore
ways in which healthier emotion regulation can be promoted, with particular attention to applications within
educational environments. Specifically, we will discuss cognitive, neuropsychological, relational, mindfulness,
and classroom-based approaches to enhancing emotional regulation skills in children, adolescents and young
APD1238 H
An examination of current discussions of mathematics difficulties and disabilities. Topics will include: (i)
identification, screening, diagnosis, and common characteristics of mathematics difficulties and disabilities; (ii)
the relationship between mathematics disabilities and reading disabilities; (iii) evidence based instruction for
mathematics disabilities and difficulties.
Pre-requisite: HDP2292 and/or HDP1285
APD1238 H
This course will examine research on instruction and relate it to what we know about cognition as well as
recent research on the brain. It will examine the contributions of cognitive science to instruction, for instance,
learning as a constructive process in which prior knowledge plays a crucial role. We will look at recent meta-
analyses which provide information about the efficacy of various instructional strategies and relate these
finding to general principles of cognition. Finally, we will explore research on brain plasticity, and the
APD1238 H
In this course, we study how to present results and interpretations of quantitative information obtained from
surveys, experiments, and statistical records. Topics include: design and preparation of tables, analysis and
production of graphs and charts, and writing about numbers and quantitative findings.
APD1238 H
This course introduces Rubin’s Causal Model that provides a fundamental framework for conceptualizing
causal problems. In addition to studying a variety of experimental, quasi-experimental, and non-experimental
designs in social scientific and educational research, students will be introduced to cutting-edge techniques of
causal inference. These include propensity score matching and stratification, inverse-probability-of-treatment
weighting, selection models, and the instrumental variable method. Emphasis will be placed on comparing
alternative research designs and on clarifying assumptions for each design in the contexts of various
application examples. The course is aimed at equipping students with preliminary knowledge and skills
necessary for appraising and conducting empirical research about causality. Students can either take it as a
stand-alone course or as a prerequisite for a Structural Equation Modeling course (soon to be developed).
Prerequisite: HDP1288 (Intermediate Statistics) or equivalent.
APD1238 H
This course focuses on reading disabilities and evidence-based approaches to assessment, intervention, and
educational accommodations. The first half of the course focuses on the core concepts of reading and
reading disabilities, including definitions, typical acquisition and development of reading and reading-related
skills, genetic and environmental factors influencing reading acquisition and reading disabilities, as well as the
definition, prevalence, types, and developmental course of reading disabilities. Also, cognitive models of
reading and reading disabilities are highlighted, especially phonological theory and models of reading
comprehension. The second half of the course aims to bridge theory and practice. Accordingly, it will review
evidence-based reading interventions for students in the early grades which focus primarily on word-level
reading, as well as interventions for older students which focus on fluency and comprehension. The course
will conclude with discussion on the critical role of accommodations and the supporting evidence to justify the
need for accommodations for students throughout their elementary, high-school, and college education.
APD1238 H
This course explores how individuals with autism develop an understanding of themselves and of others
across the life span. Topics include the development of emotional understanding, theory of mind, self-concept,
autobiographical memory, self-awareness, and understanding relationships. The course will also explore
theoretical, empirical, and auto/biographical accounts of how self-understanding affects life adaptation and life
satisfaction.?The course will focus on exploring the challenges children with autism face in the classroom.
Specific interventions that can be used by educators will be explored.
APD1238 H
In recent years there has been a new focus on algebra in elementary school. Rather than delay the teaching
of algebra until high school, school boards across Canada are including activities that promote algebraic
reasoning in their mathematics curricula starting in Kindergarten. This course is designed to acquaint
students with current theories and research on the development and learning of algebraic reasoning in
elementary school. Algebraic reasoning goes beyond what is typically thought of as "algebra". Kieran (1996)
defines algebraic reasoning as "the use of any of a variety of representations that handle quantitative
situations in a relational way". Driscoll (1999) says that algebraic thinking can be considered to be the
"capacity to represent quantitative situations so that relations among variables become apparent". The
National Council of Teachers of Mathematics considers early algebra to comprise four separate strands: 1)
the representation and analysis of mathematical situations using algebraic symbols; 2) modeling of
mathematics; 3) analyses of change and 4) patterns, relations and functions. In this course we will look
closely at these strands and conduct brief research projects on the development and learning trajectories of
one of these strands.
APD1238 H
This course will bridge the gap between neuroscience, genetics, cognitive psychology and education.
Students will become familiar with new research in these diverse areas and discuss how this research will
impact educational instruction and policy.
APD1238 H
This course will focus on general developmental issues concerning young children and mathematics learning.
As part of this course, we will examine international early years mathematics curricula as well as Ontario’s
early years focus on inquiry and play-based learning in mathematics. Investigations of mathematics content
area include: the development of number sense and early arithmetic, spatial and geometric understandings,
classification and data management and patterning.
APD1245 H
This course is intended to introduce students to basics of theory and
practice of three brief counselling models: Cognitive Therapy, Behaviour Therapy, and Solution Focused Brief
Therapy via discussions on the required readings, instructor demonstration of specific techniques, class role
plays, regular practice of techniques with classmates, and analysisand critique of DVDs of expert clinicians.
Students will learn how to do a suicide risk assessment and will develop a solid understanding of the principles
of crisis intervention. Related ethical and professional practice issues will be addressed.
Students will learn to compare and contrast these three brief counselling models and how and when to
APD1247 H
This course must be taken in conjunction with 1203Y Practicum in Counselling. The two courses may only be
taken by students enrolled in Counselling programs. All students must arrange their practica in consultation
with the department's Coordinator of Internship and Counselling Services.
APD1249 H
This course will review theories of social and emotional development, and then follow the child's social-
emotional growth from birth through adolescence. Within the context of children's family and peer
relationships we will consider the ways in which emotional and social experience becomes patterned,
organized, and represented by the child and by others. We will examine the implications of these issues for
problematic outcomes in families, daycares, and schools, and for prevention and intervention practices.
APD1252 H
Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to
the student but are not included in available courses. While credit is not given for a thesis investigation proper,
the study may be closely related to such a topic.
APD1253 H
This course examines the principles and practices of feminist therapy, theories of female development and the
psychology of women. Special emphasis is placed on relational theories. Specialized techniques and their
application to specific and diverse groups of women will be reviewed.
APD1256 H
An examination of the nature and consequences of child maltreatment. Theory and research in physical,
sexual, and emotional abuse will be reviewed. Coverage includes recent therapeutic interventions and
promising prevention initiatives. The objective of this course is to provide a knowledge base for more
effective practice and inquiry.
APD1259 H
This course examines the connections between family systems and the educational system. Family-service
connections with childcare and other services are also considered, with emphasis on early childhood.
Particular attention is paid to the literature on parent-community involvement in education and related
program and policy matters.
APD1261 H
Presentation of models of group work processes, as well as of current theory applicable to group work in
counselling. Students will be expected to develop a catalogue of skills and ideas useful in the school setting,
and to develop communication skills essential to group work. For students enrolled in Counselling programs
APD1262 H
A survey of standardized tests typically used by counsellors in schools, community colleges, and other
settings. Topics included are: a review of the basic concepts in tests and measurement; criteria for evaluating
educational and psychological tests; rationale underlying the development of various tests; and practice in
administration of tests and interpretation of test results. Individual intelligence scales and projective techniques
are beyond the scope of this course.
APD1263 H
Quantitative and qualitative alternatives in the design and conduct of counselling research will be examined.
Limitations on research from practical and ethical considerations will be addressed. Students will be
introduced to library, computer, and consulting resources within OISE/UT. (Limited to Counselling
Psychology for Psychology Specialists students.)
APD1265 H
This course deals with current issues and research in particular areas of social and personality development.
The focus of the course will vary from year to year and will include identity and personality formation,
emotional influences on development, and moral development. As well as examining current research, we
will consider the implications of this research for the contexts in which children are socialized and the
developmental outcomes that result from different kinds of experience.
APD1266 H
This course aims at preparing the counsellor for an expanded role in career guidance. It deals with all major
aspects of career development. The topics covered are: social and economic context, theories of career
development, the role of information, assessment of career development, career guidance programs, and
recurring issues in career guidance. This course is limited to students in a U of T graduate degree program.
Others by permission of instructor.
APD1268 H
This course will focus on the theories of career development and counselling techniques to deal with major
career transitions. Topics will include mid-life career changes, career psychology of women, career planning
and development in the workplace, relocation counselling, and retirement and leisure counselling. This course
is limited to students in a U of T graduate degree program. Others by permission of instructor.
APD1269 H
This course has both an assessment and intervention focus. Students will learn how to complement their
existing assessment skills by accessing clients' images. Students will also learn how to work with images as
they spontaneously occur in therapy. In addition specific interventions that are based on imagery will be
examined. These include various forms of relaxation, desensitization, stress innoculation, and imaginal
exposure. The class is a combination of didactic material, role plays and experiential exercises. The
application to different client groups will be discussed.
APD1272 H
A series of seminars dealing with the definition of the term "play" and its relation to both psychological and
educational processes in the young child. The history of play will be examined in relationship to various
theories that have been advanced concerning the need children have to play, the functions of play, and their
relationship to psychological, social, cognitive, emotional, and physical development.
Note: This course is intended primarily for Child Study and Education students and M.Ed. students with an
interest in adaptive instruction and special education. Others must seek the permission of the instructor to
register.
APD1275 H
This course will provide students with a thorough overview of the field of Mindfulness and Psychotherapy
from theoretical, clinical and research perspectives. At the end of the course, students would be able to apply
mindfulness tools in their personal and clinical practice. They will also have an understanding of the major
theoretical, clinical and research trends in the field.
APD1275 H
Conduct disorder (CD) involves the persistent patterns of antisocial behaviours displayed over time during
childhood and adolescence. Research has shown that CD is the most common referral reason to a
children’s mental health centre in North America and that these children consume the most resources and are
the most expensive to serve. The issue of antisocial and violent young children has become a pressing issue
facing society today. Elementary school aged children are increasingly being identified by police, schools,
fire service, child welfare and children’s mental health as angry and aggressive. This interactive course will
focus on the issue of CD in boys and girls highlighting gender differences (e.g., pathways and risk factors)
and introduce students to three key areas: (1) gender-sensitive risk assessment tools, (2) gender specific
clinical risk management strategies; and (3) community mobilization activities. During the course, students
will be introduced to Logic Models, risk assessment tools used to increase clinicians’ and researchers’
general understanding of early childhood risk factors, have an opportunity to construct risk summaries and
assist in the creation of effective clinical risk management plans for high-risk children and their families
utilizing case examples. In addition, students will be introduced to a Canadian evidence-based cognitive-
behavioural strategy called SNAP™ -- this self-control and problem-solving strategy is being used across
North America and Europe. Actual live observations of SNAP™ Groups (parent and child) will be made
available to students interested in learning more about this program. This course will be of interest to students
seeking to broaden their understanding, knowledge and skills in working with conduct disordered children and
their families.
APD1275 H
The course will introduce students to the philosophy and approach of Gestalt therapy and counselling.Topics
covered will include: the history and background of Gestalt, the importance of awareness (living in the Here
and Now), finishing unfinshed business (closure and completion),responsibility, choice and freedom, contact
and relating (I and Thou), and the need for clear boundaries in our relationships.
APD1275 H
This course examines the many factors likely to change both the world of work and the delivery of education
for everyone over the next five to ten years. Although different possible scenarios and change factors will be
discussed, the primary emphasis will be on the increasing influence of digitization, deregulation, and
globalization. The main objective of the course will be to explore the various adaptive and creative
educational, workplace and life challenges implied by these potential changes.
.
APD1275 H
This course will explore issues related to workplace stress. Basic concepts of occupational stress, it's
relationship to performance and health will be covered, however the focus will be on methods of assessing
and managing specific stress and stressors. A wide scope of stressors will be explored from environmental
and ergonomic to interpersonal conflict and family vs. work demands. The course will examine stress related
issues such as alcoholism and depression in the workplace, mass psychogenic illness, violence and other
stressors specific to occupations such as educational workers, paramedics and occupations of interest to
students.
APD1275 H
Since loss is a universal experience, counsellors need an understanding of the grieving processes associated
with change and leave-takings across the lifespan. This course explores the many faces of grief as
experienced by individuals, families and communities. It identifies signs of blocked grief as well as cultural
and gender expressions. It offers helpful counselling skills and interventions to assist individuals and groups
through transitions, bereavement, and grief.
.
APD1275 H
This course will examine different personality theories (i.e. psychodynamic theories of Freud and Jung, the
personality structure theories of Murray and Cattell, the perceived reality perspective of Kelly and Rogers,
and the learning-based theories of Skinner, Dollar, Miller, Eysenck and Bandura, among others). Personality
theories will be discussed and explored in the context of their usefulness to psychological assessment in
general and personality assessment in particular, and for the understanding of other aspects of functioning
such as intellectual ability and deficits. Personality tests and measurements will be introduced and their value
and benefit studied. Examination of projective measures, such as the Rorschach Ink Blot Test, Thematic
Apperception Test as well as Objective tools such as MMPI-2, MCI and others will be offered as part of the
APD1275 H
In contrast to the nature of life in traditional African societies, the modern African environment is
characterized by the presence of an unpredictable world where people grow up with few definite guidelines
on how to confront the problems of living. Increasingly bereft of the usual social support of the extended
family system and the typical cultural patterns of interventions in emergencies, people are constantly faced
with enormous psychological brokenness and identity fragmentation arising from the complicated nature of
the new cultural environment under which we live and work. This course is intended to give an overview of
the efforts that trained psychotherapists in Africa are making to blend what is good in the healing systems of
the indigenous Africa and the West to fashion an appropriate response to the psychological needs and
problems of the contemporary African clients. The course will be relevant for people who intend to practice
counseling and psychotherapy with clients from non-Western cultures. It is also expected that counselors in
Western settings might be able to draw some insights from the course to improve their practice.
APD1275 H
This course will familiarize students with current issues and debates concerning the theory and practice of
counselling and psychotherapy in a multicultural society. Particular emphasis will be given to understanding
the relationship between the historical, socio-cultural and political contexts of the production of qualitative and
quantitative research in this field. The course is appropriate for students considering a dissertation proposal in
multicultural counselling and psychotherapy. A weekly seminar will focus on research methods and
methodologies, the design and structure of the research, sampling procedures, ethical issues, empirical
constraints and production of new knowledge(s). Students will review, analyze and redesign representative
studies in the multicultural literature which will eventually lead to the development of a thesis proposal.
.
APD1275 H
This course is designed to introduce students to the study of spirituality, focussing on individual's spiritual
growth in relationship to psychology. Psychological effects gained through the practice of meditation and
yoga that lead to self-healing or spiritual healing, as well as guided imagery will be examined. Discussed
topics unite the Western and the Eastern thought as a way of achieving inner wholeness.
APD1275 H
From the brain to behaviour to bedside rehabilitation, this course will focus on the assessment and treatment
of brain-related diseases. A strong emphasis will be placed on understanding biological bases of behaviour
and cognitive processes as they related to conditions such as schizophrenia, traumatic brain injury and
acquired brain injury.
.
APD1275 H
This course examines the strengths and vulnerabilities of adolescents and youth and how they may facilitate
or impede interventions. Focus will be on identity function, risktaking, family relations, and friendships.
Problem areas covered include substance abuse, violence, gangs, and eating disorders.
APD1275 H
This course will take the treatment perspective to vocational development: that is, how strategies and/or
interventions may be applied to overcome discontinuities or delays in vocational development. The topics to
be considered include the nature of work in society, vocational development theory, the career counselling
process, and strategies to remediate career development/decision problems.
As a result of this course students will be able to:
1. understand and implement different career counselling models
2. understand and implement different strategies to remediate problems in vocational development and/or
career decision-making
3. develop their assessment, goal setting and intervention planning skills
APD1275 H
This course will examine school violence and behavioural maladjustment in children and youth as they relate
to the provision of counselling services or behaviour management initiatives in school settings. Emphasis will
be placed on identifying counselling and behavioural management strategies that can be used with disruptive
and/or misguided youth. Topics will include aggression, school violence, the effects of mental health in the
classroom, and an examination of the personal, social and environmental factors that often impact on the
effectiveness of intervention strategies. Targeted school violence and bullying are intended to serve as
general models of violence to inform class discussion.
To serve in the synthesis of various course topics, a variety of subject related contemporary feature films will
be viewed and discussed in class.
APD1275 H
This course examines an area of high relevance to both psychology and education. Mindfulness-based
practices are currently in great demand and training resources are few. We support the availability of these
resources at the graduate level along with our intervention-based courses. This will complement our course
offerings and is entirely consistent with our emphasis on applicability to both counselling and education.
APD1275 H
Drugs that affect cognition and feeling and behaviour are pervasive in our society. We use them legally and
illegally, for recreation, self-medication, and the treatment of illness. We will review the development and use
of therapeutic agents in the treatment of mental disorders (including substance abuse itself). We will look at
the use and misuse of the most common therapeutic agents in health care settings. A special emphasis will
be on the trend toward comparing, contrasting, and combining behavioural with pharmacological intervention
in the treatment of mental disorders.
.
APD1275 H
The theoretical background and training involved in this course is an essential component of overall training in
counselling psychology interventions. This course is an integral part of current training in counselling and
clinical psychology interventions and was a missing component of our program. The topic of this course is
highly in demand by counselling and clinical psychology students. While we have an advanced doctoral
course on a similar topic, no course is available currently for Master's level students.
APD1275 H
This course introduces you to the theory and practice of counselling psychology from various theoretical
perspectives. For each theoretical orientation studied, we will address
-key concepts (view of human nature, assumptions, and principles of the theory)
-Therapeutic process (therapist goals and functions, client’s experience in therapy, therapist/client
relationship.
-Therapeutic techniques
-Multicultural issues as they relate to this theory (e.g., strengths and weaknesses with regard to particular
APD1275 H
This course will examine the usefulness of Neuropsychology and Neuropsychological evaluation, in the
context of Psychological practice and application. The course would offer a window into the history of this
branch of Psychology, the assessment of possible Neurological deficit and disorder following different
Neurological traumas such as TBI MVA and CVA as well as a result of chronic and acute illness. Some
discussion would take place regarding Neuropsychology and the developing brain and a brief examination of
assessment for learning difficulties and disordered attention.
APD1275 H
Open to Counselling students at all levels. We will consider the implications of the principles in the Spirit of
Renewal for counselling. Course participants will engage in exercises from "Connecting With Your Inner
Life" to consider the relevance of these exercises for their clients. Exercises include such topics as
"Connecting with your inner wisdom", "Disconnecting from your Inner Critic", "Connecting with your capacity
for inner movement".
APD1275 H
This emerging area of psychological practice focuses on the application of psychological theories, principles,
and techniques to enhance optimal performance among athletes, performing artists, business people, and
those in high risk occupations. Performance issues include psychological skills training in the performance
domain, the quality of the performance experience, and performer's personal growth. Necessary elements to
optimal consulting include: knowledge of counselling skills, knowledge of consultation skills, understanding of
systems issues, knowledge of psychological skills techniques such as those used in sport psychology, and
domain-specific knowledge.
APD1275 H
This introductory course will examine contemporary youth issues which make exceptional demands on the
personal and professional resources of teachers, counsellors, and on the school system. Topics to be
presented will include street youth, teen gangs, and youth and violence. Course material will cover issues of
etiology, strategies for counselling and intervention, and implications for schools and educators.
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APD1275 H
This course will focus on understanding the treatment of individuals with IPT, a brief psychotherapy initially
developed to treat depression--Interpersonal Therapy (IPT). More recently, it has been used to treat
individuals with a broad range of diagnoses including depression in the medically ill, Borderline Personality
Disorder, and adolescents. IPT is a well researched psychotherapy with proven effectiveness in a variety of
depressive spectrum disorders. Their Interpersonal Therapy Clinic at the Clarke is the only clinic in Canada
dedicated to providing treatment and training in the Interpersonal Therapy model. Participants will become
familiar with the history and development of IPT (including the NIMH Collaborative Trial on Depression) as
well as the treatment parameters of IPT. Participants will learn how to identify suitable clients for IPT and
how to complete an interpersonal inventory. Participants will view video tapes, participate in small and large
group discussions, and present a case vignette tied to course material. Feedback on knowledge skills will be
given throughout the course.
APD1275 H
A course designed to permit the study (in a formal class setting) of a specific area of counselling psychology
not already covered in the courses listed for the current year. The topics will be announced each spring in
the Winter Session and Summer Session timetables.
APD1278 H
This course covers current theory and principles of cognitive therapy in the treatment of anxiety and
depression. Special applications such as grief counselling, bereavement and post-traumatic stress disorders
APD1279 H
This course examines evidenced based efforts to prevent problems that place children and youth at risk.
Focus will be on ways of reducing risk and increasing protective factors. Coverage includes interventions
that effectively deal with health, social, and educational issues impacting well being and life chances.
Poverty, chronic illness, and intentional and unintentional injury are some of the areas surveyed.
APD1284 H
Psychological and educational characteristics of children and adolescents with behaviour disorders with an
emphasis on the interplay between constitutional and environmental factors that contribute to these disorders.
Research on current assessment and intervention procedures will be analysed.
NOTE: This course is intended primarily for Child Study and Education students and M.Ed. students with an
interest in adaptive instruction and special education. Others must seek the permission of the instructor to
register.
APD1285 H
Psychological and educational characteristics of children and adolescents with learning disabilities and ADHD
with an emphasis on the constitutional and environmental factors that contribute to these disabilities and
enable optimal functioning. Emphasis is placed on the concept of learning disability and on the educational
implications of the research literature in the field.
NOTE: This course is intended primarily for Child Study and Education students, School and Clinical Child
Psychology students and M.Ed. students with an interest in adaptive instruction and special education.
APD1287 H
This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced
courses in applied statistics for students in education and social sciences. The course covers univariate and
bivariate descriptive statistics; an introduction to sampling, experimental design and statistical inference;
contingency tables and Chi-square; t-test, analysis of variance, and regression. Students will learn to use
SPSS software. At the end of the course, students should be able to define and use the descriptive and
inferential statistics taught in this course to analyze real data and to interpret the analytical results. Note:
Students who have previously taken CTL2004 are prohibited from taking this course.
APD1288 H
Survey sampling, experimental design, and power analysis; analysis of variance for one-way and multi-way
data with fixed, mixed, and random effects models; linear and multiple regression; multiple correlation;
analysis of covariance. Note: This course is intended primarily for OISE students. Others must seek the
permission of the instructor to register. Students who have previously taken CTL2808 are prohibited from
taking this course. Prerequisite: HDP1287 or equivalent.
APD1289 H
Multistage, stratified sampling, multi-factor experimental designs, and multivariate statistical procedures,
including multiple regression analysis, multivariate significance tests, factor analysis, discriminant analysis,
canonical analysis, multivariate analysis of variance, logistic regression and log-linear analysis are discussed
with application to research design and data analysis.
Note: Students who have previously taken CTL2809 are prohibited from taking this course.
Prerequisite: HDP1288 or equivalent.
APD1290 H
This course seeks to define, redefine and locate Indigenous and traditional healing in the context of Euro-
North American counseling and psychotherapy. In particular, the course will examine cultural and traditional
healing within the broader economic, social and political practices of mental health care and in Canada. While
the focus is in counseling psychology and psychoeducation (pedagogy), it also provides a critical site to
highlight challenges and transformations within health care, thus the course will draw attention to the use of
traditional healing in mental health care and counselor education. Explorations of the currents issues and
debates concerned with the contemporary practices of Indigenous healing will be a key features of the
course, for example, cultural respect and appropriation, ethics and confidentiality, competence of Indigenous
healers and their qualifications and training. Through an in-depth analysis of international Indigenous helping
and healing practices, with particular focus on Canadian Indigenous perspectives, the course will undertake to
raise questions regarding the theory, practice, and research of Indigenous mental health and healing in
psychology and education. As part of the exploration of Indigenous healers and healing, the course will also
focus on how peoples from non-dominant cultures construct illness perceptions and the kinds of treatments
they expect to use to solve mental health problems through individual and community psychology
interventions. In this respect the course is also intended to contribute to community development and
community health promotion.
APD1291 H
This course will explore the role of the counsellor/counselling psychologist in the field of addictive behaviours.
Through lectures, interactive discussions, video demonstrations, group presentations, and experiential
exercises, students will become familiar with various theoretical models of addiction, approaches to
assessment, and common intervention methods and techniques. Several intervention approaches will be
examined, including behavioural, cognitive-behavioural and motivational interventions, relapse prevention, and
self-help approaches. Although the primary emphasis will be on substance use issues, other addictive
behaviours will be covered (e.g., gambling).
APD1292 H
Introduction to the theory and practice of educational and psychological measurement. Topics include test
development, classical test theory and item response theory, with applications to norm-referenced and
criterion-referenced standardized achievement tests, group intelligence and aptitude tests, attitude and self-
report scales, personality tests, performance assessments, questionnaires, and interview protocols.
Note: Students who have previously taken CTL2801or HDP1292H are prohibited from taking this course.
Prerequisite: HDP1287 or equivalent.
APD1293 H
This seminar is intended primarily for doctoral students. There are two main activities. One is the
cooperative critiquing and development of research designs and data analysis plans based on ongoing work of
the students in the course. The second is discussion of selected topics in research design and data analysis,
e.g. balanced incomplete block experimental designs, replicated survey designs, exploratory analysis, general
linear models, optimal and multidimensional scaling, data visualization, and computerized research design, data
analysis, and graphical methods and tools.
Note: Students who have previously taken CTL2807 are prohibited from taking this course.
Prerequisite: HDP1288 or permission of the instructor.
APD1294 H
This course examines psychological theories of play and has a focus on the role of technology in play across
the life span (e.g., Vygotsky, Huizinga, Brown) in relation to the role of technology in play (e.g., Resnick,
Gee, Squires) from both human developmental and educational perspectives. Topics addressing play include:
gamification, , trust, collaboration and passion to learn. In addition, we will address the growing role of
technology in 'eduplay' and emerging social implications (e,g., concerns of addiction to gaming, social media,
and networked connectedness).
APD1296 H
This course focuses on theoretical issues and practical approaches associated with assessing the language
development of school-aged students who learn English as a second or an additional language in K-12
curriculum learning contexts. These school-aged students represent various groups of language learners,
including immigrant children, indigenous language-speaking students, and second- or third-generation children
who enter the school with fluent oral proficiency but with limited literacy skills in a language used as the
medium of instruction at school. Students in both Master’s and Doctoral programs whose research interest
and professional work are related to these populations may benefit from taking this course. In this course,
students will engage in discussions about the complexity of assessment and tension arising from the multiple
roles educators are asked to play in assessing language learners. Students are expected to develop
assessment competencies required to develop the ability to design, implement, and critically evaluate
assessment.
APD2200 Y
A course designed to develop the skills and knowledge fundamental to a developmentally oriented systematic
study of children through observing, recording, interpreting, and reporting in a professional manner the
behaviour and development of children in diverse practice and research settings. A range of methods from
direct observation to standardized testing will be surveyed. The role of the teacher-researcher and issues in
connecting research and practice will be emphasized.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
APD2201 H
A seminar examining the teaching-learning interaction between adults and children in preschool, primary, and
junior educational settings. Emphasis is on the integration of teaching practice with principles of child
development and learning theory. This seminar draws on the students' experiences from practicum
placements. Students are placed in classrooms in the Institute's Laboratory School, in public and separate
schools, and in other settings. Students are under the joint supervision of an associate teacher on site and an
acdemic staff member at the Institute of Child Study. There are four practicum sessions, each providing 72
hours of practicum experience in 4, six-week, half-day blocks.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
APD2202 H
This seminar will provide for discussion of topics and issues that emerge during the students' internship
(HDP2221Y Advanced Teaching Practicum) and that relate to employment preparation.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
APD2210 Y
A study of education techniques and the role of the teacher in designing, implementing and evaluating
curricula for children aged three to twelve. Basic areas of the elementary curriculum are introduced, including
designing educational programs, early childhood, language and literacy, mathematics and science.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
APD2211 H
This course provides a foundation of understanding for language and literacy instruction, translating current
theory and research into evidence-based practice. The course considers reading and writing acquisition in
terms of the component processes involved at various stages of literacy development. The goal of the course
is to engender thoughtful, critical, informed decisions about the teaching of language and literacy in the
schools. Teachers successfully completing the course will be prepared to develop and implement
theoretically-sound, practical and motivating classroom literacy programs for the primary and junior grades.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
APD2212 H
A detailed study of the design, implementation, and evaluation of the elementary curriculum in the area of
mathematics. The practical issues are informed by theoretical considerations of children's cognitive
development from infancy onwards, particularly the ways in which implicit knowledge becomes explicit, and
naive theories become formalized.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
APD2214 H
This course will provide students with an introduction to a broad range of curriculum areas important to
elementary education. These areas include health education, social studies, environmental education, the arts
(music, drama, art), and physical education. Students will also have the opportunity to examine issues related
to diversity and equity, school law, and the application of technology across the curriculum. This course will
also enhance students' understanding of curriculum integration. The course will discuss how to design and
implement instruction in these areas that is consistent with the learning expectations in the Ontario Curriculum
(early childhood, primary, and junior years).
Pre-requiste: HDP2210Y
APD2220 H
First year Child Study and Education students are placed in classrooms in the Institute's Laboratory School, in
public and separate schools, and in other settings. Students are under the joint supervision of an associate
teacher on site and an academic staff member at the Institute of Child Study. There are four practicum
sessions, each providing 72 hours of practicum experience in four, six-week, half-day blocks.
This course is normally open to students in the MA in Child Study and Education program only.
APD2221 Y
Second year Child Study and Education students carry out a single practicum placement called an internship
during either the fall or winter term for a total of 320 practicum hours. Supervised by a mentor teacher on
site and a staff member from the Institute of Child Study in an assigned setting from preschool through grade
six, students have an opportunity to consolidate developing skills and attitudes as they apply their teaching
skills.
APD2230 H
An educational program consists of a sequence of learning activities carried out over an extended period of
time to accomplish a number of long-term learning goals. The main goal of this course is to help students
learn how to plan educational programs that can accommodate a variety of children and achieve a variety of
learning goals.
APD2252 H
Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to
the student but are not included in available courses. While credit is not given for a thesis investigation
proper, the study may be closely related to such a topic.
APD2275 H
This course will examine the potential of microcomputer-based technology in various types of learning
environments. The focus is on the use of adaptive and assistive technology as a tool to increase the teacher's
ability to handle a wide range of student learning needs in main streamed classrooms. The course is suitable
for students in the departments of Curriculum, Teaching and Learning and Human Development and Applied
Psychology.
APD2280 H
A critical analysis of current issues related to identification and programming for children with special needs.
The emphasis is on using well-founded research to inform instructional practices and decision-making. This
course is designed to promote reflective thinking about key topics in Special Education that educators must
conceptualize from both theoretical and practical perspectives. It is intended to provide students with
knowledge, skills, and attitudes that will enable evidence-based understanding of what is involved in working
with exceptional learners across a variety of settings, but primarily in an inclusive classroom situation. Focus
is placed on curriculum being flexible in responding to diversity, so that teachers are guided to make
appropriate accommodations and modified expectations for the various categories of exceptionality. Since
characteristics of special needs and second language learners are often inter-related, ESL support will also be
APD2292 H
Critical analysis of assessment procedures including psychometric tests, curriculum-based assessment, and
dynamic assessment and of the function of assessment in relation to adaptive instruction. A practical
component is included.
Prerequisite: HDP2280H or equivalent
APD2293 H
Introductory course in the critical evaluation of research reports. Emphasis on understanding and
interpretation of the outcome of basic statistical and research methods. Hands-on experience in research
APD2296 H
This course focuses on prevention and intervention in the area of reading and writing difficulties and
disabilities. It is designed to prepare special educators and classroom teachers to implement evidence-based
practice in the assessment and instruction of children with reading and writing problems. Half of the course
is concerned with assessment, including informal and standardized approaches, and the remainder is
concerned with research-based interventions to meet specific programming needs. Both parts involve hands-
on strategies with children and adolescents who have serious reading and writing difficulties.
Note: Permission of the instructor is required. Priority will be given to students with background knowledge
and experience in child study and education, adaptive instruction and special education.
APD3200 H
This course provides a doctoral-level survey of developmental psychology and the role of formal education in
human development. At the end of the course, students are expected to have sufficient knowledge of the
history and theories of developmental psychology and the role of education in development to be able to teach
an introductory course in developmental psychology and education.
APD3201 H
This course provides an overview of qualitative research methodology and techniques. Coverage includes
major philosophy of science, historical, and contemporary (critical, post modern, hermeneutic, constructivist
and feminist) perspectives. Ethnographic, life history, individual and multiple case study, and focus group
methods will be reviewed in relation to a narrative framework. Observational, interview, personal record, and
archival data management will be discussed. Students will have an opportunity to design, implement, analyze,
and report a micro qualitative study. Special emphasis will be placed on the use of computers and visual
APD3202 H
This doctoral-level course serves as an introduction to program evaluation used in education, psychology, and
social sciences. Program evaluation aims to systematically investigate the process, effectiveness, and
outcomes of programs. Its primary goal is to inform decision-making processes based on answers to why it
works or doesn’t work and improve the quality of the program. In this course, students will learn the craft of
program evaluation at various stages, including: critically appraising evaluation research; assessing program
needs, developing a logic model, evaluating the process and outcomes of the program, evaluating efficiency,
dealing with ethical issues, warranting evaluation claims, and communicating with stakeholders. This course
will focus on both theoretical and practical issues in designing, implementing, and appraising formative and
summative evaluations of various educational and invention programs. In this course, we will consider the
effects of various social, cultural, and political contextual factors underlying the program.
APD3203 H
This course examines children's developing understanding of themselves and other people as psychological
beings, that is, as people who have beliefs, desires, intentions, and emotions. It explores the implications of
this development for children's social understanding in the preschool years and beyond, and for their
understanding of thinking and learning in school. It also considers children with autism, who apparently fail to
develop a theory of mind in the ordinary way, and evaluates different theoretical explanations of children's
understanding of the mind.
APD3204 H
An examination of the historical and philosophical bases of modern theories of applied psychology. Emphasis
is on counselling, developmental, and educational psychology. The goals of the course are a) to make explicit
the origins of current ideas in applied psychology, and b) to demonstrate the importance of historical context
in understanding research and practice issues.
APD3205 H
This course examines theoretical perspectives and contemporary research on socialization processes in
childhood and adolescence, with particular emphasis on interpersonal relations and values acquisition.
Specific topics include: distinguishing characteristics of social cognition (e.g., self-understanding, perspective-
taking, and sociomoral reasoning); aspects of social and moral experience (e.g., peer relations, prosocial
behaviour); and political dimensions of interpersonal relations (e.g., social responsibility, prejudice) and their
manifestation in behaviours such as civic commitment and bullying. The role of gender and culture in
development are pervasive themes throughout the course.
Note: Open to MA and PhD students SCCP and DPE. Others by permission of the instructor.
APD3208 H
This course focuses on the distinguishing characteristics of development during the adolescent years as
depicted in evolving psychological theory and contemporary research. Broad themes will include: adolescent
thinking and decision-making; self-concept and identity formation; interpersonal relations, socio-moral
development, and values acquisition; sexuality and health; and the role of gender and culture in shaping
adolescent experience. The course is intended for students whose research focuses on adolescents and
those who are working with adolescents in educational, clinical, and social contexts.
Note: Preference will be given to HDAP students. Students who have already taken HDP3208: A Research
Seminar in Adolescent Development are not allowed to take this course.
APD3215 H
Specific issues of counselling and psychotherapy are examined within an integrative framework of emotional
processing. An in-depth examination of a counselling model will be included. Open to doctoral students in
Counselling Psychology only.
APD3216 H
This course will focus on the application of a counselling model introduced. Students will be required to see
clients and develop mastery in the use of theory and techniques. They will gain experience in case
formulation, the application of marker-guided interventions and the development and maintenance of the
therapeutic alliance. Prerequisite: AEC3215H
APD3217 Y
A course aimed at the further enhancement of counselling skills through the integration of clinical experience
and research. Ph.D. and Ed.D. students in Counselling Psychology are required to complete a 500 hour
practicum field placement in conjunction with this course. All students must arrange their practica in
consultation with the Department's Coordinator of Internships and Counselling Services. Continuing students
should plan to contact the Coordinator by March 15 (preferably earlier) and new students as soon as they
have been notified of their acceptance to the program.
APD3218 H
A weekly seminar focusing on design and methodology in counselling and psychotherapy research. Students
will analyse and redesign representative studies in the counselling literature. Each student will design a study
or research program based on a thorough review of a particular counselling research area. It is expected that
the review and research design will serve as a basis for a dissertation proposal for many students.
Open to Counselling Psychology students only.
APD3221 H
This course is designed to help students develop an appreciation that diversity issues may influence the way
individuals act, the way their problems are expressed and conceived in their milieu and by outsiders, and the
way assessment and interventions are treated. Through this course students will develop a solid understanding
of the social bases of behavior. The course will examine from a cross-cultural perspective selected topics in
psychology and human development pertaining to normative and pathological patterns of behavior in children
and youth.
APD3222 H
In this course, students will begin to develop the interpersonal skills and competencies necessary to develop,
provide, monitor and evaluate psychotherapeutic prevention programs and interventions aimed at ameliorating
social and emotional (psychosocial) problems. Focus of classes will vary, with some classes covering mostly
theoretical information and others covering mostly practical skills. In addition, students will observe and, to the
extent possible, take part in the provision of group and individual intervention services.
APD3222 Y
The educational goals of this course are to: 1) develop a basic understanding of the major theoretical
approaches in psychotherapy and to 2) develop basic psychotherapy skills. Focus of classes will vary, with
some classes covering mostly theoretical information and others covering mostly practical skills. In addition,
students will observe and, to the extent possible, take part in the provision of group and individual intervention
services.
Note: Students who have previously taken HDP1222H are not allowed to take this course. Restricted to
APD3224 H
This course serves as an introduction and orientation to issues in psychological assessment. The principles of
appropriate and ethical testing are reviewed with emphasis on psychometric theory, test standards,
multicultural competence, and communication of findings. Supervised practical experience is provided in the
administration and interpretation of representative tests of intellectual achievement, personality,
neuropsychological, and occupational functioning to adults. Limited to Counselling Psychology for Psychology
APD3225 H
This course serves as a continuation of 3224H, with a focus on the critical analysis and in-depth
understanding of selected theories of personality and diagnostic systems. Within this context, the results of
personality inventories, standardized diagnostic interviews, behavioural measures, and neuropsychological
tests will be used to prepare case formulations and treatment plans for adults.
Prerequisites: AEC3224H and 3258H (Stermac's)
Limited to Counselling Psychology for Psychology Specialists Doctoral students.
APD3227 H
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
variance-covariance 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 quasi-experimental 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
APD3228 H
Mixed methods research is increasingly being used as an alternative to the traditional mono-method ways of
conceiving and implementing inquiries in education and social sciences. In conceptualizing mixed methods
studies, various paradigmatic assumptions are still being debated. However, many researchers have stated
that the paradigmatic differences have been overdrawn and that paradigmatic incompatibility makes dialogue
among researchers less productive. Researchers further acknowledge that philosophical differences are
reconcilable through new guiding paradigms that actively embrace and promote mixing methods. Mixed
methods researchers reject traditional dualism and prefer action to philosophizing by privileging inquiry
questions over assumptive worlds. In this course, students will be introduced to various mixed methods
design alternatives that allow researchers to link the purpose of the research to methodologies and integrate
findings from mixed methods. This course covers various phases of mixed methods research, including
theoretical frameworks of mixed methods research designs, strategic mixed methods sampling, data collection
methods, integrative data analysis strategies, and a mixed methods research proposal. This is a doctoral level
course designed to serve students who plan to conduct independent research. I anticipate that students will
have had prior research experience or course work in research methods.
Note: Students who have previously taken course CTL1842, are prohibited from this course.
APD3231 H
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 self-organization 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.
APD3238 H
This course will involve consideration of ‘mindfulness’ and its role in psychological well-being. We will
discuss the relationship of the concept to Buddhist practice, its history in psychotherapy, its mechanisms of
effectiveness, its relationship to the notion of acceptance, and research demonstrating its efficacy as an
intervention for internalizing and externalizing disorders in children, adolescents and adults. We will also look
in detail at meditation strategies most likely to promote a mindful state of awareness.
APD3238 H
This course examines the development of literacy and literary understanding, from preschool to adulthood.
We will look at the relationship between young children’s language, theory of mind and early narrative
understanding. We will examine, for instance, when children begin to represent their reader when they write
texts; and when they represent the writer when they read texts. The new field of Cognitive Poetics, which
integrates psychology and literature, will be introduced. We will discuss "poetic literacy," in particular, the
comprehension of literary metaphor. Finally we will examine "internet literacy," for instance, the derivation of
meaning from hypertext.
APD3238 H
This course will address the need for graduate students to get their research published and will be coherent
with the department’s focus in early child development. The small class format will allow graduate students
time for supervised and collaborative writing. Topics will fall under the broad area of early child development
including specific research areas such as family literacy, literacy development, parent involvement, drawing,
writing numerical understanding, social-emotional development and early childhood policy. The class will
meet every two weeks throughout the academic year. Students will take turns providing readings and
presenting their own writing in progress for review and feedback by their class colleagues. Each student will
submit at least one paper to a journal for publication.
APD3238 H
This course focuses on ADHD and evidence-based approaches to its assessment, diagnosis, and intervention.
The course has three major sections. To understand ADHD, it is necessary to be familiar with the historical
changes in its conceptualization, the developmental changes in its clinical manifestation (particularly in the
educational setting), its current neuroscientific understanding, and its life-span impairments in academic, social
and occupational functioning. We will explore these topics on the first part of the course. In the second
section, we will explore issues and practices around assessment and diagnosis, from three perspectives
(medical, educational, and neuroscience), to understand ongoing controversies and delineate best practices.
The third section of the course will focus on evidence-based interventions (medical, educational), with
emphasis on school-based, class-wide approaches, and educational accommodations. During this course we
will debate current controversial issues, such as the validity of this clinical condition, evidence of permanent
disability, pharmacological intervention, evidence for and effectiveness of educational accommodations,
feigning ADHD symptoms etc. Students will learn assessment methodologies as well as evidenced-based
intervention approaches for individual students, small groups, inclusive classrooms, and special education
settings.
APD3238 H
This course is designed to provide students with an in-depth understanding of research on cognition (e.g.,
executive functions) in children and youth with attention-deficit hyperactivity disorder (ADHD). In this course
we will discuss the role of cognition in recent theoretical models of ADHD and examine the relations among
cognition, attention, and learning in children and youth with ADHD. This course will address a range of
issues including the assessment of cognition and behaviour in ADHD and the need to consider comorbidity
when studying ADHD. In addition, we will discuss intervention research from a cognitive perspective.
Note: Permission of instructor required. Restricted to HDAP Doctoral Students.
APD3238 H
The course introduces the main descriptive and inferential statistical techniques for binary, multiple-category
and count data: proportions and odds ratios, multi-way contingency tables, generalized linear models, logistic
regression for binary responses, multicategory logit models and loglinear models. The focus of the course is
on application of these techniques and interpretation of the results. NOTE: This course is intended primarily
for HDAP students. Others must seek the permission of the instructor to register. Prerequisite: HDP 1288 or
equivalent.
APD3238 H
Psychology began as a science of consciousness, but in 1912 the APA abandoned the science of
consciousness for the science of behavior. So how could Dennett (1991) publish his modern classic
"Consciousness Explained" and many others now say that science can no longer ignore the problem of
consciousness. This course will compare old and new research programmes to study consciousness to
determine whether this new science can avoid repeating history.
APD3238 H
APD3238 H
APD3238 H
APD3238 H
Because of the presence on this campus of Dr. Jens Brockmeier as Diefenbaker Fellow, we will jointly host
an advanced seminar on conceptions of language using both historical and developmental sources.
APD3238 H
This course is designed to provide students with an in-depth understanding of key issues in using technology-
mediated instruction.
APD3238 H
An analysis of the changing role of knowledge in contemporary society, and the implications for education.
APD3238 H
This course will provide a supervised experience in conducting psychotherapy with adolescents and adults. A
particular focus will be clients with learning disabilities. While the approach to therapy will depend on the
needs of the client, approaches emphasizing personal exploration will be emphasized, including person-
centered and psychodynamically-oriented systems. Supervision will emphasize problem formulation,
psychotherapy technique, and transference and countertransference issues. Students should have prior
relevant training and experience.
APD3238 H
In this course we shall examine the role of emotions in social interaction. We shall use theoretical
approaches from cognitive science, and review findings in a range of areas that will include: emotional biases
in temperament, emotions and socialization in family interaction and at school, the functions of emotions in
childhood and adult relationships of cooperation, support, and conflict, and emotions in adult sexual
relationships. In addition to considering the influence of emotions on ordinary relationships, we will review
emotionality in child and adult psychopathology as they affect social interaction, and are affected by social
contexts. We aim to develop a theory of how emotions provide structure for relationships, guide interactions,
and form some of the sinews of society.
APD3238 H
This course is a conceptual introduction to multivariate analyses with a heavy emphasis on using SPSS.
Students will be walked through technical aspects of multivariate analysis. This course will build upon the
student’s knowledge of multi-factor ANOVA, repeated measures/nested designs, and ANCOVA. This
course will focus on the multivariate analogues of these designs and will include topics such as
MANOVA/MANCOVA (between-groups, repeated measures), contrast analysis and post hoc tests,
underlying assumptions and effects of violating assumptions.
APD3238 H
This research seminar will address the effectiveness of current models of language intervention for children
and adults with severe communication disorders due to developmental exceptionalities (e.g. developmental
delay, autism, deafness, etc.). A range of intervention models will be considered, including directive- and
student-centred models, as well as the use of augmentative and alternative communication systems.
Pragmatic and social-emotional outcomes will be highlighted.
APD3238 H
Over the last two decades a continuously increasing research literature in psychology and other human
sciences has addressed the importance of narrative for the cognitive (as well as social, emotional, and
cultural) organization of the mind. At the same time, narrative has been investigated as a particular mode of
thought - as a form and structure of experience, memory, consciousness, and other areas of the mind
traditionally being considered to realize important cognitive functions. The purpose of this course is to make
participants familiar with the theoretical, empirical, and methodological concepts and models fundamental to
the understanding of this new field of research. The focus will be on approaches that aim to examine both
the cognitive potentials of narrative and the narrative fabric of the mind.
APD3238 H
An advanced seminar focusing on the theory and practice of using item response theory (IRT) models to
develop educational and psychological assessments.
Permission of instructor.
APD3238 H
An examination of how emotional processes in the brain influence cognition and behaviour, and how that
influence lays down the structure of personality over the early years of life.
.
APD3238 H
Description as for HDP 1238.
APD3238 H
Deception is a pervasive human behaviour. It serves both adaptive and maladaptive functions for
interpersonal interaction. In this course, we will explore the philosophical issues related to deception, the
phenomenology of human deception, its biological basis, and most importantly the ontogeny of deception in
children as well as the practical implications of empirical research on deception and its development in
educational, legal, and clinical contexts.
By permission of instructor only.
APD3238 H
This course reviews the latest approaches in multilevel modelling that are applicable to the analysis of
complex family data. Within family differences in children’s development are most appropriately analysed
using multilevel modelling. Students will test family theory using complex statistical techniques. Students are
expected to have access to a dataset that is suitable for analysis in a family framework. Prerequisites for this
course include Multilevel Modelling in Social Scientific and Educational Research (HDP 3227) and
Developmental Psychopathology (HDP 1236). Students are expected to be well versed in multilevel
modelling, the literature on families and developmental psychopathology and have published in the family
research domain.
APD3238 Y
This course considers the psychological foundations of teacher education in general and initial teacher
education in particular. It examines research-based evidence of what teachers should learn and be able to
do, and looks at the intentional contribution that psychology can make in cultivating these competencies
through effective pedagogical and curriculum design. Students will learn about the key ideas and concepts
within the apprenticeship setting of a professional learning community. Authentic application and extensive
practice opportunities will come by way of students’ membership on the core instructional team that is
responsible for delivering the psychology requirement in the OISE initial teacher education program.
APD3238 H
This graduate seminar will provide an opportunity to review the theory and research that has emerged in the
area of positive psychology that is related to child and adolescent resiliency development. Focus will be on the
educational and other human service interventions that promote and sustain resiliency. Students will be
encourage to apply this perspective to the conceptualization and design of their own research and the
research of other seminar participants.
By permission of instructor
APD3238 H
This course is designed for doctoral students who are engaged in mixed-methods approaches to the study of
adolescent social cognition. We will examine the conceptual and empirical rationales for a range of
established techniques for the assessment of constructs such as social perspective taking, moral reasoning,
self-understanding, and belief identification. Specific methodological strategies under discussion will include
the use of social vignettes or dilemmas, semi-structured interviewing, and narrative techniques, and varying
approaches to the interpretive analysis of the data elicited by each. In addition, the course will provide an
opportunity for students to work collaboratively to address the challenges of their own research projects.
Pre-requisites: HDP3205 Social and Moral Development (or the equivalent), HDP1288 Intermediate
Statistics and Research Design, and CTL1842 Mixed-Methods Research in Education: Combining
Qualitative and Quantitative Inquiries.
By permission of instructor
APD3238 H
We will be examining and discussing the concept of "keystone skill"; those skills that when taught to children
produce much broader positive effects than the specific behaviours being taught. By focusing on keystone
skills, clinicians, parents and teachers can often make much more expansive and efficient changes in child
behaviour than through the more traditional strategy of setting up contingencies around each individual target
behaviour. We will discuss the conceptual underpinnings of the "keystone approach", its pros and cons, and
contrast it to the standard approach utilizing functional analysis and intervention designed around specific
APD3238 H
The focus of this course is on what makes for good quality child care conceptually and how those constructs
can be measured. Developmental theories that apply to early childhood care and education settings will be
examined. Research on what makes for good quality care will be considered and gaps in our knowledge will
be identified and discussed. This is a PhD level course. Breadth of knowledge about early child development
is required. Permission of instructor required.
APD3238 H
This course focuses on prevention and intervention in the area of reading and writing difficulties and
disabilities and has both a classroom-based and a practicum component. In class, students critically review
research-based interventions to meet specific programming needs for children and adolescents who have
serious reading and writing difficulties. The practicum component involves implementing a theory-based
remediation (with students of all ages) and consultation with teachers and parents. The course is intended to
be useful in the training of psychometrists/psychologists.
Note: This course is normally limited to students in School and Clinical Child Psychology. Permission of the
instructor is required.
Pre-requisites: HDP1218 and HDP1219 or equivalent.
APD3238 H
In this course an overview will be presented of the most important aspects of early intervention including
types of clinical interventions, the development of the infant and young child, and ways to assess and observe
the child, parent-child interactions and other aspects of the environment which may impact on the
developmental outcome of the child. Theoretical approaches from a transactional or ecological model will
form the bases for the course and attachment, psychodynamic and other developmental theories will be
considered as well. The contribution of these theories will be considered both in terms of the understanding
of assessment of the child and family and in considering appropriate interventions strategies. Findings will be
reviewed of evaluations of intervention programs and the efficacy of various interventions or therapeutic
approaches. Research findings on the importance of various kinds of parent-child interventions for child
development as well as the impact of parent, family and environmental influences on positive child outcomes
or the development of psychopathology, will also be considered.
APD3238 H
Throughout this course we will explore how individuals with autism develop an understanding of themselves
and of others across the life span. In the beginning, we will review the diagnostic presentation of children with
high-functioning autism. Throughout the course we will examine topics, such as the development of emotionl
understanding, theory of mind, self-concept, self-awareness, and understanding relationships. One of the
course's main foci will be exploring the unique socio-emotional needs of children with high-functioning autism.
Factors underlying the high comorbidity between autism and mental health problems (e.g., anxiety and
depression) will be examined.Within this context, the course will explore how to conduct a comprehensive
assessment of (high-functioning) autism, how to approach the task of differential diagnosis, and how to assess
mental health issues in children with autism in a clinically meaninghful way. Unfortunately, within our current
mental health system and developmental disability service sector, there is a lack of comprehensive services
for individuals with a dual diagnosis of autism and mental health. This course will explore the services that are
available for children with high-functioning autism and co-morbid mental health problems. An overarching
goal of this course will be to exolore how clinicians can develop and adapt individual (e.g., CBT; play therapy;
psycho-therapy) and family therapy approaches, as well as school-based interventions, when addressing
mental health needs in children with high-functioning autism.
APD3238 H
This course will provide students with access to ten of the world's most important thinkers in the world.
Interviews of these experts will take place; annotated bibliographies for each expert will be developed and
related written and electronic material will be contributing to the creation of an "electronic book" produced by
the professors and students. Students will act as "interview producers" preparing all the necessary
background research and questions required for each interview and students will also lead on-line video
conferencing seminars.
To provide cohort students with policy leadership from some the world’s most respected experts
To provide students with opportunity to provide leadership through production and research support for
interviews of each expert and to lead a seminar
To produce an organic electronic book comprised of one hour interviews of all experts, an annotated
bibliography for each expert, edited discussions of students for each seminar informed by the video interview
and selected clips that illustrate practical examples of experts’ views
To provide a preliminary relationship-building exercise with key international leaders with a view towards
developing a multi-national flex PhD program for the Fall of 2013
APD3238 H
In this course, students will develop advanced skillls for intervening to address emotional and behavioural
problems in children and youth. Students will provide therapy to children, adolescents and families at OISE's
Psychoeducational and Counselling Clinic. Class time will be used for individual and group supervision of the
clinical work, as well as for educational seminars on advanced intervention issues such as complications in the
use of empirically-validated treatement methods, considerations for culturally and lingusitically diverse clients,
and implications of current research and theory on integrative methods of psychotheraphy.
APD3238 H
This course combines an overview of qualitative analysis in mixed-methods applied research and in-depth
examination of particular qualitative methods in case study examples of current or proposed research studies.
Course will be offered on-line or in a blended approach combining on-line and face-to-face classes.
APD3238 H
The goal of this course is to provide students with the essential knowledge and skills to conduct all stages of
the research process using qualitative, quantitative and mixed-methods approaches. The topics discussed in
this course include formulation of research questions, working with the literature, research design and design
of the data collection instruments, methods of data collection, quantitative and qualitative data analysis,
interpretation of the results and report writing.
At the end of this course students should be able to:
-Better understand their own research interests and orientations
-Conduct efficient literature search and review
-Critically evaluate published research reports using the indicators of good research
-Develop understanding of various methodological designs
-Identify different sampling strategies and understand their benefits and disadvantages
-Develop skills in selection and design of data collection instruments
-Understand approaches to qualitative and quantitative analyses of empirical data
-Gain practical knowledge and skills in interpretation and reporting of research results
-Learn how to prepare and execute a feasible research project
APD3238 H
This seminar course will explore the self-perceptions, peer relations, and parent-child interactions of children
and youth with disabilities with a focus on ADHD and learning disabilities. Students will read about normal
child and adolescent development in these areas, and theories and research that purport to explain why
children and youth with disabilities have altered self-perceptions, and often experience challenging
relationships with their peers and families.
APD3238 H
Students will develop full thesis proposal including first three chapters of their thesis in rough draft form, a
draft ethics review form, ensure internal consistency among research question(s) and research
APD3238 H
This course focuses on theoretical issues and practical approaches associated with assessing the language
development of school-aged students who learn English as a second or an additional language in K-12
curriculum learning contexts. These school-aged students represent various groups of language learners,
including immigrant children, indigenous language-speaking students, and second- or third-generation children
who enter the school with fluent oral proficiency but with limited literacy skills in a language used as the
medium of instruction at school. Students in both Master’s and Doctoral programs whose research interest
and professional work are related to these populations may benefit from taking this course. In this course,
students will engage in discussions about the complexity of assessment and tension arising from the multiple
roles educators are asked to play in assessing language learners. Students are expected to develop
assessment competencies required to develop the ability to design, implement, and critically evaluate
assessment.
APD3238 H
Cognitive diagnostic assessment (CDA) is a relatively new measurement approach to assess specific
knowledge structures and processing skills that students have mastered in order to provide diagnostic
feedback about their strengths and weaknesses. The CDA approach combines theories of cognition of
interest with statistical models intended to make inferences about students’ mastery of tested skills. This is a
doctoral-level seminar course. In this course, we will focus on cognitive theories underlying diagnostic
assessment design, the construction of cognitively rich items, psychometric models used to estimate skill
profiles, and the use of skill profiles in the context of teaching and learning. Throughout the course, we will
discuss philosophical, theoretical, practical issues concerning diagnostic assessment and modeling focusing on
what makes the CDA approach distinct from other approaches.
APD3238 H
This course will involve an exploration of contemporary issues concerning literacy development in second
language learners, with a particular emphasis on immigrant students. The course will explore cognitive
(within-child), developmental, contextual, and instructional frameworks that are important to consider with
regard to literacy development in L2 contexts. Theoretical frameworks focusing on universal and language
specific considerations and on child development will be explored. Approaches to the study of “transfer” and
their applications will be examined, including the effect of spoken and written language typologies and inter-
language transfer. Factors that enhance L2 learning or that place L2 learners at risk will be examined, as will
be instructional, diagnostic, and intervention issues concerning the intersection of L2 learning and learning
disabilities. A discussion of advanced relevant methodological and statistical approaches will be integrated.
APD3238 H
This is the introductory course for the Phd. (flex-time) program in Early Learning.
This experience is designed to ensure that the students in the cohort become a “learning community” that
enables individual progress throughout the program through group support and the expertise and experience
that each student brings to the group. Key to the study of early learning and related issues is the interplay of
research, practice and policy and the cross-cutting importance of equity and dealing effectively with diversity.
APD3238 H
This course will provide an overview of assessment and treatment issues relevant to domestic violence, child
emotional, physical and sexual abuse and child neglect. We will begin with a consideration of the incidence
and impact of family violence. We will then cover a variety of interventions including PCITT, ITTM, Caring
Dads, Partner programs. Also included will be a review of the systems in which children and families
affected by family violence are involved including the education, legal, police and child protection systems.
APD3240 H
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.
APD3241 H
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.
Pre-requisite: 1218 or equivalent and permission of the instructor.
APD3242 Y
This is a 1600 hour placement completed in the third or fourth year of doctoral study. Pre-requisites:
HDP3241H and permission of instructor.
APD3243 H
This optional practicum course is an additional practicum course that is available to School and Clinical Child
Psychology (SCCP) program students at the PhD level. Students take it as an optional course beyond their
program requirements. The course exists entirely to support students’ development of their clinical skills.
Students may register in this course any time that they commence a field placement experience under the
supervision of a registered psychologist, providing that the placement is unpaid. Students may register in this
course multiple times to permit a broad variety of assessment, intervention and supervisory experiences.
Students may register for this course only with the permission of the course instructor. There are three
restrictions on enrollment: 1) There is a signed agreement between the supervisor and the students with
regard to the new skills that the student will acquire. 2) For each registration, the student must remain in the
placement for a minimum of 100 hours to ensure that the supervisor has had ample time to observe and
evaluate. 3) The total of clinical hours accrued in this open practicum course must not exceed 500 hours
APD3252 H
Description as for HDP2252.
APD3253 H
Description as for AEC1252.
APD3255 H
The aim of this course is to introduce students to family therapy concepts and interventions for use in the
practice of school and clinical child psychology. Structural, strategic, narrative and transgenerational models
are considered through discussion of readings, videotape analysis and practical exercises.
APD3258 H
A course designed to permit the study (in a formal class setting) of a specific area of Counselling Psychology
not already covered in the courses listed for the current year. The topics will be announced each spring in
the Winter Session and Summer Session timetables.
APD3258 H
This course will present a critical examination of current theories and etiological perspectives on
psychopathology. Students will be expected to acquire an in-depth understanding and knowledge of the
defining characteristics of major clinical/psychological disorders as well as current diagnostic systems and
practices.
APD3258 H
The Early Stages of the Oedepies Complex. In this Part modifications of the Oedepies theory, its object
relations, and development will be presented. Melanie Klein's Psychoanalytic Technique with children and
adults will be discussed.
APD3258 H
This course covers Melanie Klein's development of the Depressive Position with an emphasis on
understanding the object relations of this position, its main anxieties, emotional development and main
psychological defence mechanisms. Case examples involving depressive reactions, manic defences, and
APD3258 H
The goal of this seminar is to facilitate the research process of students who conduct thesis work on topics
which examine the relationships between body and culture and the impact of these relationships on self and
body experience as well as on body practices. The course, hence, focuses on research that is located at the
intersection of psychology and sociology.
APD3260 H
This course is designed to provide an in-depth understanding and working knowledge of the defining
characteristics of major clinical/psychological disorders as well as current diagnostic systems and practices.
Students will develop skills in synthesizing clinical material and formulating/making differential diagnoses
based on the Diagnostic and Statistical Manual of Mental disorders (DSM-IV-TR). The course will also
provide some opportunity to critically examine current theories and etiological perspectives on
psychopathology with attention to gender and cultural issues. The course material will include video
recordings for illustration of diagnostic issues and clinical syndromes as well as for practice purposes. [For
Ph.D. students in Counselling Psychology only.]
APD3268 Y
This course requires the completion of at least 2000 hours of internship under the supervision of a registered
psychologist. Students will register in the course once the placement has been arranged and approved by the
course instructor. Placements are generally expected to fulfil the criteria of the Association of Psychology
Postdoctoral and Internship Centres (APPIC). The internships may be served in a variety of settings and will
normally involve instruction in psychopathology, training in differential diagnosis and assessment, case
conceptualisation, treatment planning, a variety of psychotherapeutic approaches, case management, and
other related tasks. All students must have a formal diagnosis and assessment component as part of their
internship hours. It is expected that students will involve themselves in such activities as diagnosis and
assessment, case conceptualisation, treatment planning, psychological interventions, consultations with other
professionals, report writing, case conferences, and other activities relevant to professional training. It is also
generally expected that, where possible, students will have contact with clients reflecting a range of diversity
(e.g., clients who derive from various cultural, ethnic, social or linguistic groups and/or who bring other types
of minority issues, such a gender identity or disability). Students are expected to find placements at training
sites accredited by the Canadian Psychological Association (CPA) or the American Psychological
Association (APA), or equivalent.
Note: For Ph.D. students in Counselling Psychology only.
APD3269 H
This course will familiarise doctoral students with current issues and debates concerning the theory and
practice of counselling and psychotherapy in a multicultural society. The course seeks to define, redefine and
locate multicultural counselling and psychotherapy research within the broader economic, social and political
contexts of health care provision and practices (particularly in Canada). Through a post-colonial critique of
psychiatry, clinical and counselling psychology, psychoanalysis, psychotherapy and counselling, the course
attempts to raise questions regarding the theory, practice and research with ethnic minority clients. The
course also offers a critical examination of the concepts of multicultural, multiethnic, cross-cultural, inter-
cultural and other nomenclatures, particularly assessing the epistemological and ontological histories and
complexities in relation to psychological frames of thinking and feeling. Particular emphasis will be given to
understanding the relationship of qualitative and quantitative research in this field. The course will also
respond to significant developments within the wider context of ‘discourses of the other’, for example,
feminist research methods, research and class, disability and sexual orientation will form part of the discussion
in seminars. The course is appropriate for students considering a dissertation proposal in multicultural
counselling and psychotherapy. A weekly seminar will focus on research methods and methodologies, the
design and structure of the research, sampling procedures, ethical issues, empirical constraints and production
of new knowledge/s. Students will review, analyse and redesign representative studies in multicultural
counselling literature which will eventually lead to a doctoral thesis proposal.
APD3270 H
All students completing an Ed.D. in Counselling Psychology for Community Settings will be required to
complete the doctoral internship course. This course requires the completion of at least 500 hours of
internship under the supervision of an experienced psychotherapist or counsellor approved by the Counselling
Psychology Internship Coordinator. Ed.D. students in the Counselling Program have been completing this
500-hour internship requirement since the inception of this program. We wish to ensure that the completion
of this requirement appears on the student’s transcript as a completed course requirement.
Students will register in the course once the placement has been arranged and approved by the course
instructor. The internship may be accomplished on either a full-time or part-time basis.
The internships may be served in a variety of settings and will normally involve case conceptualisation,
treatment planning, counselling interventions, consultations with other professionals, report writing, case
conferences, and other activities relevant to professional training. It is also generally expected that, where
possible, students will have contact with clients reflecting a range of diversity (e.g., clients who derive from
various cultural, ethnic, social or linguistic groups and/or who bring other types of diversity issues, such a
gender identity or disability).
APD3271 H
This optional practicum course is an additional practicum course that is available to Counselling Psychology
(CP) program students at the PhD or EdD level. Students take it as an optional course beyond their program
requirements. The course exists entirely to support students’ development of their clinical skills. PhD students
may register in this course any time that they commence a field placement experience under the supervision
of a registered psychologist, providing that the placement is unpaid. Similarly EdD students may register in
this course any time that they commence a field placement experience under the supervision of an
appropriately trained professional psychotherapist, providing that the placement is unpaid. Students may
register in this course multiple times to permit a broad variety of assessment, intervention and supervisory
experiences. Students may register for this course only with the permission of the course instructor. There
are three restrictions on enrollment: 1) There is a signed agreement between the supervisor and the student
with regard to the new skills that the student will acquire. 2) For each registration, the student must remain in
the placement for a minimum of 100 hours to ensure that the supervisor has had ample time to observe and
evaluate. 3) The total of clinical hours accrued in each registration in this open practicum course will not
normally exceed 500 hours.
APD3272 H
(*Parallel course to DPE Research Pro-seminar on Human Development and Applied Psychology - HDP
3200H). This introductory course aims to provide students with the importance of the dynamic relationship
among and between research, practice and policy while surveying the developmental psychology literature
and the role of formal education in early human development. Attention will also be paid to the importance of
evidence-based leadership and communications in the process of impacting public policy.
APD3273 H
(*Course meets the requirements for DPE Research Methods course with content tailored to Early
Learning). The course will provide students with the essential knowledge and skills to conduct all stages of
the research process using qualitative, quantitative and mixed-methods approaches. The topics discussed in
this course include formulation of research questions, working with the literature, research design and design
of the data collection instruments, methods of data collection, quantitative and qualitative data analysis,
interpretation of the results and report writing.
APD3274 H
(*Parallel course to DPE Research Methods and Doctoral Thesis Preparation in APHD – HDP 3226H).
Building on the research methods course, this course will support students in developing a rough draft outline
of the first three chapters of their theses. It will enable students to gain a broader understanding of various
research methods/data analysis; coherent to the thesis development with clear alignment of the over-arching
research question, sub questions, methodology(ies), results and analysis. It will also provide students initial
understanding of related materials including the ethical review process and formation of thesis committees.
NOTE: Students who have previously taken HDP3226H are not allowed to take this course. Open to
students in the PhD flexible time program in DPE. By permission of instructor.
APD3275 H
Available to non-cohort DPE PhD students with permission from Instructor). This course will provide access
to some of the most important thinkers in the world. Interviews of these experts will take place; annotated
bibliographies for each expert will be developed; and related written and electronic material will be
contributing to the ongoing development of an "electronic book" produced by the professors and students.
Students will act as "interview producers" preparing all the necessary background research and questions
required for each interview. Students will also lead online video conferencing seminars.
APD3286 H
In this course we will focus on brain systems involved in human emotion and self-regulation and track their
development from birth to adulthood. We will pay particular attention to the ways in which experience
modifies corticolimbic systems, leading to the consolidation of individual differences in temperament and
personality. We will then explore the implications of these processes for atypical development and
developmental psychopathology.
APD3297 H
This course will focus on current knowledge of various low incidence disorders (those typically represented in
one percent of the population or less), especially conditions that are first diagnosed in infancy or childhood.
We will discuss both biological and psychological factors playing a role in the etiology and discuss
characteristic profiles for specific disorders. We will also consider potential interventions for prevention and
treatment of the various disorders. Disorders to be considered include (but are not limited to) mental
retardation, autistic disorder, Rett's disorder, Asperger's disorder, tic disorders, selective mutism, pica,
enuresis, stereotypy and feeding disorders. For covering course material, the problem-based learning model
APD5284 Y
The purpose of this course is to explore, from a multidimensional perspective, assessment and intervention
issues and techniques arising when learners in second language or multicultural contexts experience learning
difficulties. Through readings, classroom discussion, case studies, and client-work, the course is intended to
help students become better aware and better prepared for work with individuals in culturally and linguistically
diverse settings. Students are expected to integrate and apply such diverse areas as second language
acquisition, learning disabilities, cognitive and affective functioning, and to consider alternative assessment and
intervention practices.
Note: Open to doctoral students in School and Clinical Child Psychology only; others by permission of
CIE1001 H
This course serves as the basic core course for the Institute's graduate studies concentration in comparative,
international, and development education. It focuses upon the various theoretical conceptions of the
socioeconomic development process and the role of formal and non-formal educational programs within that
process. The basic purposes of the course are to introduce students to the comparative literature regarding
education in advanced and developing nations, to evaluate the various ways in which comparative data may
be used, and to examine the relative utility of various theoretical perspectives for understanding formal and
non-formal educational policy problems common to many societies. CIDE students only or by permission of
instructor.
CIE1002 H
Supervised experience in an organizational setting related to comparative, international, and development
education, under the direction of a CIDE faculty and a professional mentor. The practicum will include not
fewer than 40 hours of field placement over a period of one semester.
There will be three assignments:
1) Development of a proposal that includes main learning goals, identification of a field site, and selection of
a field based mentor;
2) Completion of the practicum itself (40 hours of on-sight work);
3) A final "portfolio" assignment that should include some combination of a short reflection paper on
knowledge gained during the practicum, and evidence of any work completed during the practicum itself.
The practicum is intended to provide students with practical experience and an opportunity to apply skills and
knowledge gained from participation in the Comparative, International and Development Education
Collaborative program.
Arrangements for the practicum placement and selection of a CIDE supervisor are the responsibility of the
individual student. The course will be open to students who have completed the core CIDE course, CIE
1001, and at least one other CIDE course.
Note: Students who have previously taken CTL6797 are prohibited from taking this course.
CIE1005 H
International projects and programs to support the development of education initiatives at preschool, primary,
secondary, tertiary, nonformal/adult education levels are often funded by national governments,
nongovernmental organizations, universities, foundations, and international aid agencies. Effective participation
in the design, planning, implementation and management of these projects can benefit from knowledge,
competencies and skills in the growing discipline of project and program management. This course will cover
the body of knowledge of project and program management as defined by the Project Management Institute
(PMI), the leading international organization in the field. The course will include specific units on the key
knowledge areas and processes of project and program management with a particular focus on the challenge
of managing culturally diverse project teams in widely dispersed locations and time zones. The course will
also address the links between strategic planning in education, and the development of related projects and
programs to implement the strategies, as well as the leadership attributes necessary to ensure projects' and
programs' success.
CIE1005 H
This course will be a special topics course on particular issues of interest to students studying international,
comparative and development education. It will offer an opportunity for CIDE faculty to pilot courses that
may become part of the regular course offerings of the CIDE collaborative degree. It will also offer an
opportunity for visiting scholars and fellows to offer a course on a specialized field of study in the area of
CIE1005 H
Gender issues and gendered practices in education have global relevance and have received sustained
scholarly and policy interest in northern and southern societies, as well as in the work of major international
organizations such as the World Bank, the OECD, and various United Nations’ agencies, bilateral donors,
and transnational civil society organizations. This course will provide students with an opportunity to critically
and comparatively explore different theoretical (e.g., feminist, womanist, Women in Development, Women
and Development, Gender and Development, social change, education etc.) and discursive frameworks (e.g.,
human capital, human rights, human capabilities), policies and practices (e.g., Education for All, United
Nations Girls’ Education Initiative, affirmative action, single--sex education initiatives, feminist pedagogy
etc.) that have constituted and shaped the broad and interdisciplinary field of gender and education over
the last century. Given that the emphasis in this course is on “gender” as a socially constructed, performed,
and contested identity(s), we will critically and comparatively investigate the educational opportunities,
experiences and outcomes for girls, boys, women and men, from early childhood to adulthood. Critical
attention will also be given to the intersections of gender, race, class, age, and sexual orientation (among other
categories of social difference) in relation to educational access, survival, output, and outcomes.
CIE1006 H
The course aims to:
(i) Explore national and Transnational Perspectives on Democracy, Human Rights and Democratic
Education in an Era of Globalization drawing on experience and scholarship;
(ii) Provide opportunities for in depth engagement both with leading scholars acting as faculty and with
students from other universities; and
(iii) Build global professional networks among students and faculty.
Students are expected to:
(i) Engage with key concepts relevant to democratic education such as: democracy, citizenship, human
rights, antiracism, discrimination, equalities;
(ii) Interrogate transnational research and scholarship on Transnational Perspectives on Democracy, Human
Rights and Democratic Education in an Era of Globalization, using a variety of perspectives including
sociology, political science and pedagogy;
(iii) Critically evaluate and compare different national and international approaches to democratic citizenship
education;
(iv) Apply understandings of democracy and human rights to educational contexts; and
(v) Develop and implement policies and programs for democratic education.
Based on a seminar mode, each school of education will suggest a number of faculty/professor as guest
speakers in the area broadly defined as Transnational Perspectives on Democracy, Human Rights and
Democratic Education in an Era of Globalization. From the pool of the professors, the U of T course director
and collaborating faculty from of the other two institutions will select 3 to 4 guest speakers for the course on
each offering.
This course will be offered on-line to ensure synchronous delivery and participation of students across three
different time zones: Toronto, London and Melbourne, each of the 12 sessions will take 2 hours only without
break. At OISE, the classes will start from 4-6pm (until November 2) and from 3-5pm (after November 2);
In London, UK and Melbourne their times will be adjusted accordingly. Each guest speaker will be offering a
brief lecture up to 45 minutes highlighting key issues around the topic of their scholarship. The rest of the
class will be based on various forms of critical dialog and discussion (individual, group and whole class active
learning activities). The speakers will also provide 2 to 3 readings (one from their publications and two from
other scholars’ works), which will be distributed prior to the session and will be available on the online forum.
Based on the primacy of dialogue, each topic/session is expected to ensure that the participants’ personal
knowledge, the readings, and the instructors’ knowledge are brought into synthesized and integrated learning
outcomes. Instructional variety (seminars, pair/group discussions, lectures, guest speakers, Video-recordings)
and intellectual challenge are the key elements in the course’s pedagogy. In addition, reflection, cooperative
learning, inclusive classroom ethos, critical thinking, social skills development, a culture of encouragement, and
reciprocal sharing and learning are a must for each session.
CTL1000 H
Ce cours fait partie des cours requis pour l'obtention de la maîtrise. Il est également requis pour les
étudiant(e)s du doctorat du programme CSTD ne l'ayant pas complété plus tôt pendant leur programme de
maîtrise. Le but de ce cours est d'appliquer la théorie et la recherche à l'étude des programmes
d'enseignement. Le cours (1) fournit un langage propice à la conceptualisation ; (2) examine les principaux
thèmes traités dans la littérature ; (3) fournit un cadre qui porte à réfléchir aux changements à apporter aux
programmes d'enseignement ; et (4) aide les étudiant(e)s à développer un esprit critique et analytique
approprié à la discussion des problèmes rencontrés dans les programmes d'enseignement.
CTL1000 H
This is a required course for master's students (and doctoral students who did not take it in their masters
programs). The aim of this course is to apply theory and research to the study of curriculum and teaching.
The course (a) provides a language for conceptualizing educational questions; (b) reviews the major themes
in the literature; © provides a framework for thinking about curriculum changes and change; and (d) assists
students in developing critical and analytical skills appropriate to the scholarly discussion of curriculum and
teaching problems.
CTL1002 H
This course defines and illustrates methods for completing important curriculum development tasks such as
(a) identifying appropriate course and unit objectives; (b) developing useful growth schemes; (c) developing
effective teaching techniques; and (d) constructing practical assessment strategies. Particular attention will be
given to problem-solving skills.
CTL1007 H
This course theorizes and operationalizes teacher development in a social and cultural structure: teacher book
clubs. The course organizes teacher book clubs as communities of learners to socially and interdependently
explore the construction of knowledge and relational learning, the related concept of communities of learners
and, narrative as an heuristic for making sense and developing meaning. By integrating the three theoretical
orientations, the course seeks to help teachers more fully understand how they learn, think, and develop their
professional knowledge and identity. The class is organized into book clubs so that the collective membership,
through their own practices and theorizing, develop a praxis for including communities of learners in school
settings.
CTL1011 H
In this course we will identify ways that systems of oppression and oppressive educational practices manifest
themselves in school settings - for example, within interactions between teachers and students; administrators
and students; students and students; students and the curriculum; teachers and the curriculum; administrators
and teachers; teachers and parents; parents and administrators - and we will discuss how we can use these
spaces or locate new ones to do anti-oppressive educational work in school settings. Emphasis in the course
will be placed on integrating anti-oppresive educational theory with anti-oppressive educational practice. We
will attempt to link our discussions of practice to theory and our discussions of theory to practice.
Note: Students who have taken CTL7009H are prohibited from taking this course.
CTL1011 H
Ce cours identifiera comment les systèmes d’oppression et les pratiques éducatives oppressives se
manifestent au sein des milieux scolaires – par exemple, dans les interactions entre personnel enseignant et
élèves, personnel administratif et personnel enseignant, élèves et élèves, élèves et le programme scolaire, le
personnel enseignant et le programme scolaire, le personnel enseignant et les parents, les parents et le
personnel administratif – et nous abordons comment nous pouvons nous servir de ces espaces ou en créer
des nouveaux par le biais des pratiques éducatives axées sur l’anti-oppression. Nous tenterons de lier nos
discussions de la pratique à la théorie et nos discussions de la théorie à la pratique. Le cours abordera des
stratégies d’anti-oppression liées à la différence sociale en milieu scolaire, notamment le genre, la classe
sociale, la race, l’identité sexuelle, l’âge, l’handicap, la langue, la nationalité et d’autres distinctions qui influent
sur la participation des acteurs scolaires et leur approche à la participation.
CTL1012 H
This course will examine how appropriate curriculum for the education of girls and young women has been
defined and delivered in Canadian schools.