OISE Graduate Studies in Education Bulletin
2018-2019

Applied Psychology and Human Development

Applied Psychology and Human Development (APHD)

       Codes:

Child Study and Education Program  -  MA

Counselling and Clinical Psychology Program    

Counselling Psychology Program   

Developmental Psychology and Education Program  -  MEd, MA, PhD

School and Clinical Child Psychology Program  -  MA, PhD

For more information on APHD programs, please also see the School of Graduate Studies (SGS) Calendar.

For details about Collaborative Specializations, please also visit the SGS website.

Child Study and Education Program

Child Study and Education Program

Master of Arts

The Master of Arts in Child Study and Education Program is offered at the Dr. Eric Jackman Institute of Child Study, a centre of professional teacher preparation and research in childhood and education, which includes a Nursery through Grade 6 Laboratory School. 

The philosophy of this Program is based on the belief that successful teaching requires an understanding of how children’s capacities, concerns, and behaviours change with age; how individual differences reflect developmental changes; and how social and physical environments influence children’s development. 

The Program introduces students to educational and developmental theory and research relevant to educational settings, showing how this research can inform classroom teaching.  Students also learn how to objectively study children, using both practical assessment and formal methods of inquiry.  These areas of knowledge combined with knowledge of effective teaching methods and learning environments result in educational practices that build on children’s current levels of development. 

Our non-thesis program requires two years of full-time study leading to a Master of Arts degree.  Graduates are recommended to the Ontario College of Teachers for a Certificate of Qualification, which qualifies the holder to teach in the primary and junior divisions of Ontario schools. 

The program offers two fields:

1. Practice-Based Inquiry (PBI) in Psychology and Educational Practice

2. Research-Intensive Training (RIT) in Psychology and Education

Field: Practice-Based Inquiry (PBI) in Psychology and Educational Practice

The field is based on the use of collaborative inquiry and data-based decision-making to enhance teachers’ practice and student learning and success. This field will provide a foundation in the use of a broad range of information sources to address questions of practice using an inquiry cycle.

Field: Research-Intensive Training (RIT) in Psychology and Education

The field provides concurrent training in research methods and educational practice for elementary teacher certification. It supports the development of expertise in scientific examination of educational and psychological issues and highlights the integration between science and classroom practice. RIT students must complete a Major Research Paper equivalent to a Masters thesis.

NOTE: A full disclosure vulnerable-sector police check is required for certification by the Ontario College of Teachers and is required by various schools and boards of education for placements in both the first and second year of the program.  Students are encouraged to begin the process of obtaining a vulnerable-sector police check in the spring before the beginning of the school year. Please see the General Information section for more information.

Admission Requirements

Admission to the two-year MA requires an appropriate bachelor's degree (usually a 4-year degree) with high academic standing (equivalent to at least a mid-B or better in the final year) from a recognized university.  Applicants are also required to have experience working with groups of children, preferably in responsible positions.  Normally an interview is required prior to admission.

Applicants should include the following information in addition to the standard application requirements (transcripts, resumé, letters of reference, proof of English language proficiency if applicable):

  1. A list of all experiences working with children, their duration, and whether they were on a paid or volunteer basis (include as part of resumé)
  2. A Statement of Intent including information about prior work with children and academic or research interests regarding children that have led to an interest in this program
For comprehensive application details, please see https://www.oise.utoronto.ca/orss/Admissions/index.html

Degree Requirements

The two-year MA requires the successful completion of the equivalent of 20 half-courses. Although a thesis paper is not required, students in the Research-Intensive Training field must complete a Major Research Paper.

Details of placements will likely be as outlined but are subject to change due to enrolment changes.

During the first year of study, students will complete three eight-week placements in:

1) a Kindergarten/early childhood classroom (exempt if already have an undergraduate degree in ECE)
2) a Grade 1-3 classroom
3) a Grade 4-6 classroom

Placements usually take place Monday to Thursday in the morning.

In their second year of study, students will complete an internship in an elementary classroom during one of the terms. Internships consist of full days on Monday and Tuesday and mornings only on Wednesday through Friday. The other term is an academic term. Students interested in teaching French may have the opportunity to complete a placement in a French Immersion setting, Core French classroom or a junior division placement where the teacher teaches French.

Students who wish to teach in the Roman Catholic Separate Schools of Ontario are required to take a religious education course in addition to their regular electives (fee applies). Students interested in this option should contact the Continuing and Professional Learning Office at OISE.

First Year Courses

The following required courses are to be taken:

APD2200Y Child Study: Observation, Evaluation, Reporting and Research
APD2201Y Childhood Education Seminar I
APD2210Y Introduction to Curriculum I: Core Areas
APD2220Y Teaching Practicum
APD2280H Introduction to Special Education and Adaptive Instruction

Students in the PBI field must also complete: APD1226H Foundations in Inquiry and Data-based Decision-Making.

Students in the RIT field must also complete: APD1209H: Research Methods and Thesis Preparation in APHD.

In addition, two elective half-courses must be completed prior to the start of the second year of the program. 

NOTE:  Students without undergraduate courses in child development must take APD1201H (Child and Adolescent Development) as one of their electives.

Second Year Courses



Academic Term:

The following required courses are to be taken:

APD2211H Theory and Curriculum I: Language and Literacy
APD2212H Theory and Curriculum II: Mathematics
APD2214H Curriculum and Pedagogies for Cross-Curricular Teaching

Internship Term:

The following required courses are to be taken:

APD2202H Childhood Education Seminar II: Advanced Teaching
APD2221Y Advanced Teaching Practicum (full course)

Students in the PBI field must also complete APD2222H: Professional Practice Project: Role A (0.5) and APD2223H: Professional Practice Project: Role B (0.5)  in the second year of the program.

Students in the RIT field must also complete APD2001Y: Major Research Paper in the second year of the program.

Registration in the second year is contingent upon successful completion of all first year work.

Depending on their career goals, students may wish to select courses and placements to focus on particular areas, such as Special Education, Early Learning, French.

Special Education

Students planning a career in special needs education may consider Special Education as a focused area of study.  

All students interested in special education are encouraged to complete at least one of the recommended special education electives.

Early Childhood

Students interested in Kindergarten and Early Childhood programs may consider Early Childhood as a focused area of study.  Such students are strongly encouraged to complete one recommended Early Childhood elective course, plus an internship in a Kindergarten class.

Combined Degree Programs 

MA Child Study and Education Combined Degree Programs are designed for University of Toronto students interested in studying the intersections of their Bachelor’s degree specialization, coupled with professional teacher preparation.

For a general description of Combined Degree Programs, see the School of Graduate Studies General Regulations section 1.4​.3.

The following Combined Degree Programs are offered:

UTM Honours Bachelor of Science / Child Study & Education, MA

The Combined Degree Programs (CDP) for Honours Bachelor of Science at the University of Toronto Mississauga and the OISE Child Study and Education-MA are designed for students interested in studying the intersections of psychology and human development, coupled with professional teacher preparation.​ Students may apply studies in these areas towards professional training leading to​ teacher certification.

This CDP permits the completion of both degrees in six years. One full graduate course (1.0 full-course equivalent [FCE]) can be counted towards both the undergraduate and graduate degrees.

Every combination of degree programs listed below is understood as a unique Combined Degree Program.

The Combined Degree Programs between UTM and OISE are:

Further Information:
For more information about this Combined Degree Program, please refer to the School of Graduate Studies Calendar.

Counselling & Clinical Psychology Program

Counselling and Clinical Psychology Program

There are two fields offered in this Program:

Field: Clinical and Counselling Psychology (MA, PhD)

The field in Clinical and Counselling Psychology is offered primarily by the OISE Department of Applied Psychology and Human Development. This field is based on a biopsychosocial model with a focus on diversity, and shares an emphasis with the Clinical Psychology field on assessment and the treatment of psychopathology in adults.

Clinical and Counselling Psychology - Master of Arts (MA)

This MA program is designed for applicants interested in working as researchers or practitioners in a variety of psychological and educational settings. The PhD curriculum builds on the MA foundation and the MA fulfills the requirements for entry into the Clinical and Counselling PhD.

The MA is taken on a full-time or part-time basis. However, students in the part-time program will be required to complete one year of full-time study to fulfil their degree requirements.

Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development’s additional admission requirements stated below:

Program Requirements

The MA consists of 4.5 FCEs of total coursework:

Full-time option: Full-time on-campus  study is required from September to April, which represents the Fall and Winter sessions. Normally, 1.5 FCEs are taken in each of the Fall and Winter sessions and a maximum of 1.0 FCE in the Summer session. Under this option, it is expected that all degree requirements will be completed within two years.

Part-time option: For this option, students can register as part-time students at the beginning of their program. However, they will be required to register as full-time students for one year of the program. In this option, students will normally take 1.0 FCE annually during the beginning of their program and 1.5 FCEs in each of the Fall and Winter sessions in their year of full-time study. Under this option, it is expected that all degree requirements will be completed within two to three years, up to a maximum of six years.

Clinical and Counselling Psychology - Doctor of Philosophy (PhD)

The principal aim of this degree program is the development of research and theoretical knowledge in clinical and counselling psychology, skills in assessment and diagnosis of psychopathology, advanced intervention skills, knowledge of research and statistical analysis, and knowledge and training in professional issues. Students are expected to conduct advanced research and to write and defend a doctoral thesis. Graduates will be prepared to assume a variety of positions in psychological teaching, research, and practice in universities, hospitals, and community settings and agencies offering psychological services, and in university or college counselling centres.  This program is intended to prepare students for registration with the College of Psychologists of Ontario (CPO).

The Counselling and Clinical Psychology program offers both a full-time and flexible-time PhD, and progress in the program will be reviewed annually. 

Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development’s additional admission requirements stated below.

Full-Time PhD
The PhD in Counselling and Clinical Psychology (Clinical and Counselling Psychology field) requires the following:
Flexible-Time PhD
Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option. However, in addition, applicants to the flexible-time PhD should demonstrate that they are active professionals engaged in activities relevant to their proposed program of study.

Program Requirements

A minimum of 5.0 FCEs:

Full-time PhD students must complete their degree within six years. Flexible-time PhD students must complete their degree within eight years. Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled. Students cannot transfer between the full-time and flexible-time PhD options.

The Canadian Psychological Association

The PhD program in Counselling and Clinical Psychology is accredited by the Canadian Psychological Association (CPA) through to 2021-22 in both Counselling, and Clinical Psychology program categories.

The College of Psychologists of Ontario and Preparation for Professional Practice

Students whose plans include preparation for professional practice in psychology should note the following:

The practice of psychology in the province of Ontario is regulated under the Statute Law of Ontario. Graduation from a doctoral or master's degree program or from any graduate program in psychology does not in itself qualify a person to practice as a psychologist or a psychological associate. Professional practice of psychology in Ontario is regulated by the College of Psychologists of Ontario. The College examines candidates for registration as Psychologists and Psychological Associates in Ontario. The MA in Counselling and Clinical Psychology is designed to meet the academic requirements for registration as a Psychological Associate.  The PhD in Counselling and Clinical Psychology is designed to meet the academic requirements for registration as a Psychologist.  At the discretion of the College, courses other than those required by the program may be required for certification.

Further information is available from:

The Registrar
College of Psychologists of Ontario

110 Eglinton Avenue West, Suite 500

Toronto, Ontario  M4R 1A3

Telephone:  416-961-8817
Telephone:  1-800-489-8388

Fax:  416-961-2635

E-mail:  cpo@cpo.on.ca

Field: Clinical Psychology (MA, PhD)

The field in Clinical Psychology is offered primarily by the Department of Psychological Clinical Science at UTSC.  A two-year Masters of Arts and five-year Philosophy degree program is designed for applicants interested in a career as a clinical psychologist based on the Clinical Science model of training.   Graduate training in Clinical Psychology at UTSC prepares graduates primarily for research careers as psychological clinical scientists in university and academic medical settings.

For more information on the Clinical Psychology Field, visit the following website or contact the Department directly:

Web: www.utsc.utoronto.ca/psych/clinical-psychology
Email: clinical-psych@utsc.utoronto.ca
Telephone: (416) 208-4867

Department of Psychological Clinical Science
University of Toronto Scarborough
Science Wing, Room SW427D
1265 Military Trail
Toronto, Ontario M1C 1A4
Canada

Clinical Psychology - Master of Arts (MA)

The full-time, two-year MA program is designed for applicants interested in working as researchers or practitioners in a variety of psychological and educational settings. This program enables students to apply for registration with the College of Psychologists of Ontario (CPO) as a Psychological Associate. It also meets the needs of students who plan to apply to the PhD program in Clinical Psychology.

Minimum Admission Requirements

For admission requirements, please refer to the SGS Calendar.

Program Requirements

For program requirements, please refer to the SGS Calendar.

Clinical Psychology - Doctor of Philosophy (PhD)

The Clinical Psychology program is offered on a full-time basis. Progress in the program will be reviewed annually.  This program is intended to meet the registration requirements of the College of Psychologists of Ontario at the doctoral level.

Minimum Admission Requirements

For admission requirements, please refer to the SGS Calendar.

Program Requirements

For program requirements, please refer to the SGS Calendar.

Counselling Psychology Program

Counselling Psychology Program

The Counselling Psychology Program has three fields:

Field: Counselling and Psychotherapy

Counselling and Psychotherapy - Master of Education (MEd)

This degree program provides individuals with the opportunity to learn and develop counselling skills appropriate for a variety of work settings. Students are encouraged to develop their courses and practicum learning experiences to suit their own goals. Examples of the types of goals for which suitable programs of study could be developed are adult counselling and psychotherapy, college and university counselling centres, career counselling, geriatrics counselling, multicultural and diversity counselling, and community mental health and family life centres. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling & Psychotherapy Association (CCPA) and as a registered Psychotherapist with the College of Registered Psychotherapists of Ontario.

Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development’s additional admission requirements stated below:

Program Requirements

The MEd in Counselling Psychology (Counselling and Psychotherapy field) consists of 5.0 full-course equivalents (FCEs), as follows:

Counselling and Psychotherapy - Doctor of Education (EdD)

Counsellor training in this degree program emphasizes the role of the counsellor in the educational system, the acquisition of effective supervisory and consultative skills, and the development and assessment of student counselling services in addition to the advanced study of counselling theory and practice. Graduates will be prepared to take leadership positions in the field of educational counselling; as educators in colleges and institutes of education; as directors and coordinators of school guidance programs; as specialists in the provision of counselling related, inservice training for school personnel; and as providers of advanced levels of personal counselling to school, college, and related populations.

This program will be especially attractive to individuals who have demonstrated a career commitment to the provision of counselling services in an educational and community setting. This professional doctorate is designed to prepare students to refine and build on professional knowledge and practice to support the development of scholar-practitioners to be leaders in their fields of professional practice.

Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development’s additional admission requirements stated below:

Program Requirements

All students are required to take courses related to the development of advanced competence in counselling, psychotherapy and mental health theory and practice, and become sophisticated scholar-practitioners in these and related fields.

The EdD program consists of a minimum of 5.5 full-course equivalents (FCEs), including practicum and internship, and thesis (dissertation in practice). The courses are as follows:

The EdD is taken on a full-time basis. Students must maintain continuous registration full-time and pay the full-time fee until all degree requirements, including the thesis (dissertation in practice), are completed. Students must complete their degree within six years.

Students cannot normally transfer between EdD and PhD programs.

Field: Global Mental Health and Counselling Psychology (MEd)

This MEd degree program provides individuals with the opportunity to learn and develop skills appropriate for the field of mental health and counselling psychology and will prepare students to work in a variety of applied settings, including educational, vocational, and mental health globally. This degree program is ideally suited to students interested in an international perspective of mental health and counselling. This field will not lead to registration as a Certified Canadian Counsellor with the Canadian Counselling and Psychotherapy Association, nor will it provide registration with the College of Psychotherapists in Ontario. This degree is cohort based and must be pursued full-time.

Minimum Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below:

Program Requirements

5.0 full-course equivalents (FCEs), as follows:

Field: Guidance and Counselling

Guidance and Counselling - Master of Education (MEd)

The MEd degree program helps meet the need for well prepared practitioners in the field of guidance and counselling in schools. Therefore, strong preference for admission to this degree program is given to experienced teachers who are interested in specializing in guidance and counselling in the schools. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA). Students may pursue the MEd degree on a full-time or part-time basis.

Minimum Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development’s additional admission requirements stated below:

Program Requirements

The MEd consists of 5.0 full course equivalents (FCEs) as follows:

Interprogram Courses

The following courses are accepted for credit in the Counselling Psychology program and will satisfy that program’s specialization requirements. For descriptions, see the relevant programs.

APD1209H   Research Methods and Thesis Preparation in Human Development and Applied Psychology
JOI1287H   Introduction to Applied Statistics
JOI1288H   Intermediate Statistics and Research Design
APD3204H   Contemporary History and Systems in Human Development and Applied Psychology
CTL1602H   Introduction to Computers in Education
LHA1105H   Introduction to Qualitative Research: Part I
LHA1106H   Introduction to Qualitative Research: Part II
LHA1109H   Creative Empowerment Work with the Disenfranchised
LHA1111H   Working with Survivors of Trauma

Developmental Psychology & Education Program

Developmental Psychology & Education Program

Master of Arts

The MA degree program is designed primarily for students who wish to pursue a career in research, university or community college teaching, government, school boards and educational organizations. As an apprenticeship approach is favoured, students are expected to become closely involved in the research of their supervisor.

Admission Requirements

Admission to the MA program requires an appropriate four-year bachelor's degree with high academic standing (equivalent to A- or better) from a recognized university. Although most applicants will have a degree in Psychology, applicants with a four-year bachelor's degree in another discipline relevant to their specific program of study, are also eligible to apply for admission. In addition to the required academic and professional letters of recommendation, applicants are requested to submit a second academic letter of recommendation.

Degree Requirements

The MA is comprised of four half-courses and a thesis and is undertaken on a full-time basis.

Required courses:
APD1209H   Research Methods and Thesis Preparation in Human Development and Applied Psychology [RM]
JOI1288H   Intermediate Statistics and Research Design [RM]

In consultation with the student's advisor, students must take two electives (2 half-courses) from the MA courses listed in the Departmental Guidelines menu, which may include APD2252H-Individual Reading and Research in Human Development and Applied Psychology.

Students who have not had a previous course in human development are required to take APD1201H (Child and Adolescent Development) or an equivalent in addition to their four half-courses.  Students who have not had a previous course in statistics are required to take JOI1287H (Introduction to Applied Statistics) or an equivalent in addition to their four half-courses.

Master of Education

The MEd degree program is designed mainly for students who are teaching in the school system or working in early childhood education settings, in community literacy programs or in settings with children or adults with disabilities. The program is intended to help students reflect on their practice and to further the development of their professional skills by integrating theory and practice.

Admission Requirements

Admission to the MEd program requires an appropriate four-year bachelor's degree with an academic standing equivalent to a mid-B or better (in the final year) from a recognized university.  Applicants often possess a teaching certificate and at least one year of relevant professional experience. Applicants are required to submit two letters of recommendation (one academic and one professional).

Degree Requirements

The MEd program of study is comprised of ten half-courses and may be undertaken on a full- or part-time basis.  Required courses (to be taken in the first year) are:
APD1200H   Foundations of Human Development and Education
APD2293H   Interpretation of Educational Research [RM]

Doctor of Philosophy

The PhD degree program emphasizes knowledge in disciplines related to theory and research in the area of developmental psychology and education. It is designed for students who wish to pursue a career in university or community college teaching, and for careers that require advanced skills in research and evaluation or policy development. An apprenticeship approach is taken, wherein students are expected to become closely involved in the research of their supervisor.

The Developmental Psychology and Education program offers both a full-time and a flexible-time PhD program option.  Applicants must declare the option for which they are applying. Only applicants who are employed in full-time professional work relevant to their field of study are eligible for the flexible-time program option (see below).

The DPE Program also offers a doctoral degree with an emphasis on Early Learning which is undertaken in a cohort model. The Emphasis is an option for all PhD students, but is not offered every year. Full-time PhD students interested in the emphasis on Early Learning should consult the Graduate Coordinator.

Admission Requirements

Admission to the full-time PhD degree program requires an appropriate bachelor's degree and a master's degree in Developmental Psychology, Education, Cognitive Psychology, Applied Developmental Psychology or Child Study with high academic standing (equivalent to an A- or better in the master's degree) from a recognized university.  Applicants with master’s degrees in other disciplines may be eligible to apply for admission, but may have to complete additional courses to fulfill master's level requirements equivalent to the Master of Arts in Developmental Psychology and Education.  Students who have not done a master's thesis must submit a Qualifying Research Paper prior to final admission to the degree program. Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option.  However, in addition, applicants to the flexible-time PhD must include in their statement of intent that they are currently in a career related to the proposed field of study, have a desire to continue with their current career, and have the capacity to secure blocks of time to enable concentrated study (e.g., through the employer’s leave policy or study incentive system). In addition to the required letters of recommendation, applicants are requested to submit a second academic letter of recommendation.

Degree Requirements

Degree requirements for both full-time and flexible-time programs are the same. The PhD program of study is comprised of four half-courses (2.0 full-course equivalents [FCEs]), a comprehensive requirement and a thesis.  Required courses (to be taken in the first year unless taken at the Masters level) are:

Students who have  insufficient background in developmental psychology are required to take APD1201H (Child and Adolescent Development) or an equivalent course in addition to their six half-courses.

Students who have not taken the equivalent of JOI1288H (Intermediate Statistics and Research Design) are required to take that course in addition to their four half-courses.

Full-time PhD students must complete their degree within six years. Flexible-time PhD students must complete their degree within eight years. Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled. Students cannot transfer between the full-time and flexible-time PhD options.

Emphasis: Early Learning
Students wishing to complete the emphasis in Early Learning will include the following courses (2.0 full-course equivalents [FCEs]) in their overall PhD program:

Students who complete the emphasis requirements will receive a letter of completion from the department.

School & Clinical Child Psychology Program

School & Clinical Child Psychology Program

Master of Arts

The MA degree program in SCCP is designed to meet the academic requirements of the College of Psychologists of Ontario for registration as a Psychological Associate. The focus of the program is both academic and applied.  In the first year, students learn to do a psychoeducational assessment in the OISE Psychology Clinic. In the second year, students have a practicum experience of a minimum of 250 hours. Students also complete an MA thesis.

Admissions Requirements

Admission to the MA requires an appropriate four-year bachelor's degree in Psychology with high academic standing (equivalent to at least A- or better) from a recognized university or its equivalent defined as a minimum of six full courses (or equivalent) in psychology, including three full courses (or equivalent) in psychology at the senior level (third or fourth year) and one full course (or equivalent) in research methods/statistics. Applicants will have evidence of relevant professional experience and research experience.  Applicants are requested to submit in addition to two academic letters of recommendation, a third letter from an applied setting.

Degree Requirements

The MA program involves two years of full-time study and is comprised of 10 half-courses and a thesis.

Required courses to be taken in the first year, are:

Required courses to be taken in the second year, are:


 Required courses to be taken in the first or second year are:


For students who have not taken a previous child development course in their undergraduate degree program, APD1201H (Child and Adolescent Development) must be taken in addition to the other requirements.  For students who have not taken a third or fourth year statistics course or its equivalent as part of their undergraduate degree program, JOI1287H (Introduction to Applied Statistics [RM]) must be taken in addition to the other requirements.  Students should refer to the Practicum and Internship Policy and Placement Handbook for a description of the evaluation processes and criteria for practicum placements.

Doctor of Philosophy

Like the MA above, the PhD degree program is intended to prepare the student for psychological work with children in schools, clinics, and research settings. Graduates of the PhD will assume positions of greater professional and administrative responsibility than will graduates of the MA. They will be engaged in activities that put a premium on the knowledge of psychological principles and the ability to use them in a systematic way.  The PhD is intended to meet the academic requirements for registration as a Psychologist.

Admission Requirements

Admission to the PhD requires an appropriate bachelor’s degree in Psychology, and an MA in School and Clinical Child Psychology or its equivalent. The usual admission standard is standing equivalent to an A- or better (in the master’s degree) from a recognized university.  A limited number of outstanding applicants holding equivalent bachelor’s and master’s degrees in Psychology from elsewhere may be considered.  However, if the MA was not equivalent to the University of Toronto MA in School and Clinical Child Psychology, the student will be required to take additional courses to receive equivalent training.

1.0 FCE at the second, third or fourth year undergraduate level or 0.5 FCE at the graduate level, in each of the following cognate areas: Cognitive/Affective Bases of Behaviour, Social Bases of Behaviour, Biological Bases of Behaviour and History and Systems of Psychology is required.

NOTE:  Although students in the MA in SCCP are given priority over other applicants when applying to the PhD, continuation from the MA to the PhD is not automatic.  Demonstration of a high level of competence and commitment is required.

Applicants are required to submit two academic and one professional letter of recommendation.

Degree Requirements

The PhD program of study is comprised of eleven half-courses (including a doctoral practicum course and a 1,600 hour internship), a comprehensive examination, a doctoral dissertation, and must be undertaken on a full-time basis. Students are expected to:

Students are expected to obtain a CPA accredited internship.  To fulfill this requirement, students should anticipate that they will be required to move to a different location for their internship year.

Students should refer to the Practicum and Internship Policy and Placement Handbook for a description of the evaluation processes and criteria for practicum and internship placements. 

Requirements:

In addition, for each missing cognate course requirement (Cognitive/Affective, Social, or Biological Bases of Behaviour), students are required to take a 0.5 FCE course from the applicable course menus below. Students may use their elective course to cover one of these requirements.

Social Bases of Behaviour

Biological Bases of Behaviour

Normally, APD3222H is taken in the first year of the PhD, APD3241H in the second year of the PhD, and APD3242Y in the final year of the PhD.


In addition to these requirements, students who have not had an advanced undergraduate or graduate course on history and systems of psychology should take APD3204H (Contemporary History of Systems in Human Development and Applied Psychology) or an equivalent offered in the psychology department at the University of Toronto. Early in their program, students will take APD1201H (Childhood and Adolescent Development) if they have not taken a child development course at the undergraduate level.  Please consult your faculty advisor for more information.

NOTE: Full-time PhD students must complete their degree within six years. Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

The Canadian Psychological Association

The PhD program in School and Clinical Child Psychology is accredited by the Canadian Psychological Association (CPA) through to 2019-20 in both School, and Clinical Psychology program categories.

The College of Psychologists of Ontario and Preparation for Professional Practice

Students whose plans include preparation for professional practice in psychology should note the following:

The practice of psychology in the province of Ontario is regulated under the Statute Law of Ontario. Graduation from a doctoral or master's degree program or from any graduate program in psychology does not in itself qualify a person to practice as a psychologist or a psychological associate. Professional practice of psychology in Ontario is regulated by the College of Psychologists of Ontario. The College examines candidates for registration as Psychologists and Psychological Associates in Ontario. The MA in School and Clinical Child Psychology is designed to meet the academic requirements for registration as a Psychological Associate. The PhD in School and Clinical Child Psychology is designed to meet the academic requirements for registration as a Psychologist.  At the discretion of the College, courses other than those required by the program may be required for certification.

Further information is available from:

The Registrar
College of Psychologists of Ontario

110 Eglinton Avenue West, Suite 500

Toronto, Ontario  M4R 1A3

Telephone:  416-961-8817
Telephone:  1-800-489-8388

Fax:  416-961-2635

E-mail:  cpo@cpo.on.ca

 

Applied Psychology and Human Development Courses


APD1200H    Foundations of Human Development and Education

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.

Staff

APD1201H    Child and Adolescent Development

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.

K. Lee and Staff

APD1202Y    Theories and Techniques of Counselling and Psychotherapy

An appraisal of a number of basic theories of counselling and approaches to inducing client change. Full-time Guidance and Counselling students may take APD1202Y concurrently with APD1203Y. Counselling students will have priority for enrolment in this course.

Staff

APD1203Y    Practicum I: Interventions in Counselling Psychology and Psychotherapy

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.

Prerequisite: APD1202H, for Counselling students only. Full-time Counselling students may take APD1203Y concurrently with APD1202H.
NOTE: Part-time students must be available one full week-day per week to fulfill the practicum requirement. All counselling practica must be done through OISE. Practica done at other universities may not be considered as substitutes.
L. Stermac, J.E. Watson, J. Silver and Staff

APD1204H    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. 

Staff

APD1205H    Ethical Issues in Applied Psychology

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.

M. Peterson-Badali

APD1207H    Counselling Topics in Sexual Orientation and Gender Identity Diversity

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.

J.R. Gillis

APD1208Y    Individual Cognitive and Personality Assessment and Practicum

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.

Staff

APD1209H    Research Methods and Thesis Preparation in Human Development and Applied Psychology [RM]

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 article preparation).

Staff

APD1210H    Research Practicum

This research practicum-based course is designed to give students an opportunity to work closely with faculty on a research project. Students attend classes and colloquium presentations where they discuss the nature and range of current research in applied psychology, education, and human development. They are also linked with a faculty member in the department and work in their research lab on a project. Research work in the lab includes attending research meetings and may include a range of different research activities such as data collection, coding, and analyses. All students also have the opportunity to conduct a review of literature, pose and defend a research question, use data available from the faculty member’s research lab to explore this question, and present results of this work as a research poster or a manuscript-style paper.

Staff

APD1211H    Psychological Foundations of Early Development and Education

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.

J. Pelletier and Staff

APD1214H    Critical Multicultural Practice: Diversity Issues in Counselling and Psychotherapy

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: APD1202H
Corequisite: APD1203Y
R. Moodley

APD1215H    Psychological Assessment of School-Aged Children

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 APD1216H

M. Peterson-Badali, K. Scott and J. Wiener

APD1216H    Psychoeducational Assessment

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 APD1215H.
M. Peterson-Badali, K. Scott and J. Wiener

APD1217H    Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children

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 progress.

J. Ducharme

APD1218H    Seminar and Practicum in School Based Assessment, Consultation and Intervention (Pass/Fail)

This course supports and monitors the development of students' clinical skills (assessment, consultation and intervention) in their 250 hour-field placement in a school setting.  Seminars are typically scheduled on alternate weeks for the academic year.  They focus on issues related to working as a psychologist in school settings including the school context, psychological assessment, individual and cultural diversity, consultation, prevention, and mental health intervention. The seminars will include explicit teaching of behavioural observation, interviewing and consultation skills.  

Prerequisite: APD1205H, APD1215H, APD1216H, or equivalent.
NOTE: Open to School and Clinical Child Psychology students only, and ordinarily taken in the second M.A. year.
Staff

APD1219H    Ethical Issues in Professional Practice in Psychology and Psychotherapy

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.

M.S. Schneider

APD1220H    Introduction to School and Clinical Child Psychology

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
J. Wiener

APD1226H    Foundations in Inquiry and Data-Based Decision Making

This course provides students with an introduction to the role of inquiry in teacher learning and professional development with a particular emphasis on the role of collaborative inquiry models in this process. Students will develop an understanding of the cycle of inquiry and how to engage in inquiry of their own professional practice. They will develop their understanding of how to use a broad range of data sources to inform their understanding of key issues and questions embedded in the classroom and school context. Students will also gain insight into core principles of data-based decision making and its role in classroom instruction and the development of effective learning environments.

Staff

APD1228H    Individual and Group Psychotherapy: Family and Couples Counselling

This course will examine one of several contemporary models of psychotherapy for family and couples counselling.

Staff

APD1233H    Cognitive Development and Applications

This course provides an introduction to a variety of topics in cognitive development that are of contemporary interest. Basic knowledge of cognitive development theory and findings from infancy to adolescence is assumed.  We cover those topics that are currently consuming significant research interest among cognitive developmentalists.  These topics currently include concepts and conceptual change in infants, core domains in conceptual development, the organization of action in infancy, the onset of symbolic functioning, memory development, the use of the imagination, theory formation as a model for conceptual change, and scientific reasoning.

M. Ferrari and Staff

APD1234H    Foundations of Cognitive Science

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.

Staff

APD1236H    Developmental Psychopathology

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
J. Jenkins

APD1237H    Development and Learning

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 contexts.

J. Peskin

APD1241H    Outcomes of Early Education and Child Care

Does early childhood education make a difference? Are 'day care kids' different from those cared for at home? If there are differences, what are they? For whom are those differences, if any meaningful? Are those differences, if any, lasting? How do we know? And, who cares? This course will explore these issues; we will examine a variety of early childhood programs, historical and contemporary, and the research and evaluation studies related to them. Students will select and critique a published evaluation study on aspects of early education/care, and design their own evaluative study of an element of an early education/care program of personal interest. ('Early childhood' = up to 9/10 years of age).

Staff

APD1245H    Brief Strategies in Counselling and Psychotherapy

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 analysis and 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 integrate crisis intervention in their work.

Staff

APD1247H    Practicum in Adult Counselling and Psychotherapy (Pass/Fail)

This course must be taken in conjunction with APD1203Y 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.

Staff

APD1249H    Social-Emotional Development and Applications

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.

M. Perlman and Staff

APD1252H    Individual Reading and Research in Counselling Psychology: Master's Level

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.

Staff

APD1253H    Feminist Issues in Counselling Psychology and Psychotherapy

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.

Staff

APD1256H    Child Abuse: Intervention and Prevention

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.

K. Scott and R. Volpe

APD1259H    Child and Family Relationships - Implications for Education

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.

Staff

APD1260H    Family Therapy

This is an introductory course intended to provide students an overview in the clinical application of evidence based practice in Family Therapy grounded in the systemic conceptual frameworks. Several family therapy models (e.g. Bowenian multi-generational Family Therapy, Milan Systemic Family Therapy, Strategic Family Therapy, Structural Family Therapy, Behavioral Family Therapy, Narrative Therapy) will be presented. The significance of family work in the clinical practice of psychology has gained substantial recognition in recent years. Family Psychology is accorded divisional status (Division 43) by the American Psychological Association (APA) and is classified as one of the clinical specialty areas by the American Board of Professional Psychology (ABPP).

Exclusion: APD1261H Group Work in Counselling and Psychotherapy
Staff

APD1261H    Group Work in Counselling and Psychotherapy

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 only.

Staff

APD1262H    Educational and Psychological Testing for Counselling

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.

Staff

APD1263H    Research Methods for Clinical and Counselling Psychology [RM]

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.)

Staff

APD1265H    Social and Personality Development

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.

M.L. Arnold, R. Volpe

APD1266H    Career Counselling and Development: Transition from School to Work

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.

C. Chen

APD1268H    Career Counselling and Development: Transitions in Adulthood

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.

C. Chen

APD1269H    Use of Guided Imagery in Counselling and Psychotherapy

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.

Staff

APD1271H    Perspectives on Executive Functions in Education: From Theory to Practice

This course provides graduate students with an introduction to the topic of executive functions. The course enables students to better understand theoretical models of executive functions, executive function development, the associations of different domains of executive functions with social and scholastic functioning in school age children and youth, and recent findings related to the relations among executive functions, academic performance and achievement, and behaviour. In this course students will also develop an understanding of how various individual difference factors (e.g., language proficiency) as well as environmental contexts (e.g., classroom context) can impact executive function development. Finally, this course will explore diverse types of interventions designed to support students with executive function difficulties drawing on multitiered models of support.

Prerequisite: Students who are not APHD MA/PhD must have at least one of APD1233H or APD1249 or permission of instructor.
Enrolment Limits: 25
Staff

APD1272H    Play and Education

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
Staff

APD1277H    Global Indigenous Healing in Counselling and Psychotherapy

This course seeks to define, redefine and locate Indigenous knowledges in the context of International mental health care. In particular, the course will examine cultural and traditional healing within the broader economic, social and political practices of psychology worldwide. While the focus is in counselling psychology and psychotherapy, it also provides a critical site to highlight challenges and transformations within mental healthcare. The course seeks to draw attention to the use of Indigenous knowledges in mental health care generally. Explorations of the currents issues and debates in the contemporary practices of Indigenous healing in psychology will be a key features of the course, for example, cultural respect and appropriation, ethics and confidentiality, competence of practitioners, and systemic and social issues. Through an in-depth analysis of International Indigenous helping and healing practices, with particular focus on Indigenous knowledges perspectives from countries around the world, the course will undertake to raise questions regarding the theory, practice, and research of Indigenous traditional healing perspectives on mental health and healing in psychology and its relationship to education of practitioners. As part of the exploration of Indigenous traditional healing knowledges, the course will also focus on how peoples from non-dominant cultures construct illness perceptions and the types of treatments they expect to use to solve mental health problems; in this respect, the course is also intended to contribute to community development and community health promotion.

Staff

APD1278H    Cognitive Therapy

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 will be examined.

Staff

APD1279H    Preventative Interventions for Children at Risk

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.

R. Volpe and Staff

APD1280H    Symbolic Development and Learning

This is 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: (1) What does symbolic understanding entail? (2) What is the developmental trajectory with respect to symbolic understanding? (3) What social-cognitive processes underlie symbolic development? (4) What can young children learn from media? (5) How well can young children learn from media? (6) What features of the media affect learning? (7) 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.

Prerequisite: APD1233H, APD1249H
P. Ganea

APD1282H    Introduction to Global Mental Health and Counselling Psychology

This introductory course is designed to engage students in a critical understanding of the mental illness, mental health and well-being issues facing globalization, mental health practices and counselling psychology. The course will facilitate a critical reflection of the research and wellness practices that places a priority on improving equality of mental health and well-being for all people worldwide. The course seeks to define and locate critical counselling psychology within the broader historical, economic, social and political contexts of global mental health (GMH) care. Through a critical examination of the various ways in which Western mental health is practiced globally, students would establish a critical understanding of the economic and political engagements that underpin clinical practice globally. A critical examination of the various ways in which Western models of diagnosis and treatment - DSM5 (Diagnostic and Statistical Manual of Mental Disorders, 5th ed., and the ICD 10 International Statistical Classification of Diseases and Related Health Problems, a medical classification list by the World Health Organization (WHO) - students will get an appreciation of how Western models dominate an determine Low and Middle Income Countries (LMIC) mental health trajectory of care. Western narratives about mental illness, mental health and well-being tend to dominate over local LMIC traditional and indigenous healing practices. The course will focus on diagnosis and culture, transcultural psychiatry, cross-cultural counseling psychology, and the political economy of global mental health and well-being. An in-depth analysis of a number of individual country vignettes using a critical lens will be undertaken. Key concepts such as: globalization of mental health, cultural representation and presentation of mental illness and health, cross-cultural counselling and psychotherapy; Indigenous knowledges and traditional healing; political-economy of mental health and wellbeing will be critically understood and appreciated. This course will offer students an opportunity to learn about essential GMH current issues, discuss innovative cross-cultural counselling psychology collaborations, and critically examine strategic Indigenous initiatives aimed at reducing the burden of mental illness around the globe.

Staff

APD1283H    Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health

This course introduces students to the skills, theory, and practice of counselling interventions in persons experiencing mental health problems, as well as in mental health settings. It aims to develop peer-counselling skills and deepen self-awareness and interpersonal communication competencies. 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. The course will use a combination of video-based counselling techniques, to assist students in developing basic counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. The instructor will also present cases, including using video-taped counselling sessions, in addition to extensive counselling simulation. Unique to this program, is a cohort model of learning, where participants build trust with one another and build on their in-class relationships and discussions. Through presentations, experiential learning, class discussion, group exercises, counselling practice and videotaping, participants will:

• gain personal awareness of their own values and views and how they impact on the counselling experience
• gain a broad understanding of counselling theories
• learn to assist clients to develop their personal potential for growth and change
• practice basic counselling, problem-solving, decision-making and communication skills, and
• learn communication and conflict resolution approaches.

In addition, there will be a 250-hour placement in an approved field setting.

Staff

APD1284H    Psychology and Education of Children and Adolescents with Behaviour Disorders

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
J. Jenkins and Staff

APD1285H    Psychology and Education of Children and Adolescents with Learning Disabilities

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
J. Wiener

APD1286H    Foundations of Literacy Development for School Age Children

The course will provide the student with a better understanding of current theoretical and applied issues in language and reading development. It will target primarily first language learning but will cover second language learning whenever appropriate. A cognitive-developmental approach will be used to examine topics such as: the development of basic language reading skills including speech perception and phonological awareness, morphological awareness, orthographic processing and their respective contributions to reading, lexical learning and vocabulary development, the role of vocabulary in reading comprehension, comprehension strategies, reading disability, cross-language transfer of language and reading skills between first and second language in bilingual children, and cognitive effects of bilingualism. Implications of theories on instruction will be discussed whenever relevant. Students will be encouraged to develop their own research and/or applied projects. The course will be conducted in a seminar format. A different topic will be discussed in each session. Key issues pertaining to research methodology and data analysis will be addressed as needed.

Prerequisite: APD1233H, APD1249H
B. Chen

APD1289H    Multivariative Analysis with Applications [RM]

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.

Staff

APD1290H    Indigenous Healing in Counselling & Psychoeducation

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.

Staff

APD1291H    Addictive Behaviors: Approaches to Assessment and Intervention

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).

A. Goldstein

APD1292H    Instrument Design and Analysis [RM]

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.

E. Jang

APD1293H    Applied Research Design and Data Analysis [RM]

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.

Prerequisite: JOI1288H or permission of the instructor.
NOTE: Students who have previously taken CTL2807 are prohibited from taking this course.
Staff

APD1294H    Technology, Psychology and Play

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).

E. Woodruff

APD1295H    Adolescent Mental Health: An Examination of Risk and Resilience

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 APHD students. Students who have already taken APD3208H A Research Seminar in Adolescent Development are not allowed to take this course.
Staff

APD1296H    Assessing School-Aged Language Learners

With increasing globalization and mobility across countries, student populations in urban schools include 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. This course is designed for graduate students who wish to develop competencies in assessing additional language learners’ language proficiency in K-12 curriculum learning contexts.  The use of assessment is the central theme. We will consider theoretical bases and empirical evidence that educators and teachers should know in using assessment of school-aged language learners. Various cognitive and non-cognitive factors that influence students’ language proficiency development will be examined. We will examine validity, reliability, and fairness issues arising from the use of standardized tests as well as classroom assessment.

E. Jang

APD1297H    Mental Health in the Classroom: How Educators Can Help Our Most Vulnerable Students

Recent research suggests that one out of every five school-aged children suffers from a mental health issue (e.g., anxiety, depression), and that children who experience mental health issues are at increased risk for poor academic outcomes in schools. Educators are uniquely positioned to assist in the early identification of students struggling with mental health problems in the classroom. By learning about the signs of mental health problems, and understanding how to refer students to appropriate services, educators can facilitate children and youth’s timely access to effective assessment and intervention. This course will provide an overview of the conceptualization, prevalence, and course of commonly occurring mental health disorders among school-aged children and youth, and explore risk and protective factors for mental health problems. Moreover, this course will examine the signs and symptoms of these disorders (to facilitate early detection by educators), as well as provide educators with information about empirically supported recommendations for preventing and responding to mental health issues in the classroom. Additionally, broader evidenced-based strategies and programming for preventing mental health concerns, and promoting mental health and well-being in the classroom will be discussed.

Staff

APD1298H    Imagination, Reasoning and Learning

The mainstream view of developmental psychologists has been that early childhood is a ‘high season of imaginative play’. Watching children at play seems to bear this out. However, both the purpose and the nature of children’s imagination have recently been subjects of debate. We will examine fundamental questions about the nature and purpose of children’s imagination, play, and narrative comprehension in development. We will also ask whether ‘imagination’ and ‘play’ have been appropriately conceptualized: are the explicit and tacit assumptions that developmental psychologists have made about the nature of ‘play’ convincing, and are they well-defined? We will also ask questions about future thinking and counterfactual reasoning and whether and how they impact children’s learning and development.

Prerequisite: APD1233H, APD1249H
P. Ganea

APD1299H    Language Acquisition and Development in Early Childhood

Language is central to the human experience. It emerges universally and is acquired effortlessly by children. This seminar will focus on the acquisition of a first language by children. We will review the acquisition of the sounds of language, the meaning of language, and the structure of phrases and sentences. We will discuss both the process of acquisition and the competing theoretical explanations of that process. Particular emphasis will be placed on discovering the mechanisms children possess that enable them to learn language. Understanding how language develops and the factors involved can help us better identify appropriate interventions for children at risk.

Prerequisite: APD1233H, APD1249H
P. Ganea

APD1902H    Theories and Techniques of Counselling in a Global Context

This is an introductory course intended to provide students an overview of the theoretical and clinical application of the theories and techniques of counselling and psychotherapy. It will also critically explore the use of these theories and techniques across culturally diverse settings. This knowledge provides a foundation for further development in clinical skills and training in a global context.

Enrolment Limits: 25
Staff

APD2001Y    Major Research Paper

A core element of the Research Intensive Training in Psychology and Education field of study within the Master of Arts in Child Study and Education program is the production of a Major Research Paper (MRP). The MRP represents a student’s ability to engage in the production of a novel piece of research. The MRP will follow the OISE guidelines for the components of a M.A. thesis in terms of its design and layout.  Students who complete an MRP will be assigned a primary faculty supervisor who will support the student through the research process and the development of a research proposal and MRP. A second faculty member will act as the “second reader” who must read and review the final MRP and provide formal approval of the MRP along with the primary supervisor.

Staff

APD2200Y    Child Study: Observation, Evaluation, Reporting and Research

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. The research component of the course will draw heavily on the Health and Physical Education curriculum to support an understanding of key elements of the curriculum including living skills (e.g., relationship skills), active living, and healthy living and research to inform teaching of these domains.

NOTE: This course is normally open to students in the M.A. in Child Study and Education program only
R. Volpe and Staff

APD2201Y    Childhood Education Seminar I

This is a seminar course that examines the interactions between teachers and children in kindergarten, primary and junior grade educational settings. Emphasis is placed on the integration of teaching practice with Social Studies curriculum and social learning theories. Students learn instructional methods (planning, learning environment, classroom management) and pedagogies for elementary teaching. The law, legislations and government policies for education are explored and tied to professionalism and professional practice. This course draws on students’ experiences from practicum placements and is connected to the practicum course. Theory and practice are well connected through scholarly readings and practicum experience.

NOTE: This course is normally open to students in the M.A. in Child Study and Education program only
Y. Cleovoulou

APD2202H    Childhood Education Seminar II: Advanced Teaching

This seminar will provide for discussion of topics and issues that emerge during the students' internship (APD2221Y 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.
Staff

APD2210Y    Introduction to Curriculum 1: Core Areas

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
Staff

APD2211H    Theory and Curriculum I: Language and Literacy

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
D. Willows and Staff

APD2212H    Theory and Curriculum II: Mathematics

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
Staff

APD2214H    Introduction to Curriculum 11: Special Areas

This course will provide students with an introduction to a broad range of curriculum areas important to elementary education. These areas include Health and Physical Education curriculum (movement competence strand), the Arts curriculum (music, drama, visual arts, dance), as well as the integration of these domains with other elements of the elementary curriculum. Students will have the opportunity to examine issues related to diversity and equity as well as the application of technology within these curriculum domains. 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).

Prerequisite: APD2210Y
Staff

APD2220Y    Teaching Practicum

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 Dr. Eric Jackman Institute of Child Study. There are three practicum sessions, each providing 96 hours of practicum experience in three, eight-week, half-day blocks. This course is normally open to students in the MA in Child Study and Education program only.

R. Bennett and Staff

APD2221Y    Advanced Teaching Practicum (Pass/Fail)

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.

NOTE: This course is open only to students in the MA in Child Study and Education program
R. Kluger and Staff

APD2222H    Professional Practice Project: Role A

Students will take this course in their second year of the MA CSE program, and will either directly implement or facilitate a professional learning cycle in authentic contexts of practice to complete a professional practice project. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Students in their internship term (approximately half the students in the class) will gain experience as “activators” of their own continuous professional learning processes as they work to improve their practice as beginning teachers, while students in their academic term (approximately half the students in the class) will develop skills as “critical friends” who actively create the conditions for the impactful professional learning of others.

Prerequisite: Successful completion of Year 1 MA CSE program.
NOTE: This course is normally open to students in the MA in Child Study and Education program only.
Dr. Steven Katz

APD2223H    Professional Practice Project: Role B

Students will take this course in their second year of the MA CSE program, and will either directly implement or facilitate a professional learning cycle in authentic contexts of practice to complete a professional practice project. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Students in their internship term (approximately half the students in the class) will gain experience as "activators" of their own continuous professional learning processes as they work to improve their practice as beginning teachers, while students in their academic term (approximately half the students in the class) will develop skills as "critical friends" who actively create the conditions for the impactful professional learning of others.

Prerequisite: Successful completion of Year 1 MA CSE program.
NOTE: This course is normally open to students in the MA in Child Study and Education program only.
Dr. Steven Katz

APD2230H    Designing Educational Programs

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.

NOTE: This course is normally open to students in the M.A. in Child Study and Education program only
Staff

APD2252H    Individual Reading and Research in Human Development and Applied Psychology: Master's Level

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.

Staff

APD2275H    Technology for Adaptive Instruction and Special Education

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 Applied Psychology and Human Development.

Staff

APD2280H    Introduction to Special Education and Adaptive Instruction

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 addressed.

R. Martinussen and Staff

APD2292H    Assessment for Instruction

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: APD2280H or equivalent.
E. Geva and H. McBride

APD2293H    Interpretation of Educational Research [RM]

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 design and report writing.

Staff

APD2296H    Reading and Writing Difficulties

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
D. Willows and Staff

APD3115H    Research Proseminar in Counselling and Psychotherapy

This is a doctoral course that will provide foundational knowledge in developing as scholar practitioners and completing a dissertation in practice. The course will provide an overview of research methods and practices that are relevant to Ed.D. students. Special topics that will be covered include a review of practice, policy, research and theory relevant to the students' focus of interest. Students will be introduced to the requirements of ethical reviews and working in the community as well as how to apply for funding and liaise with various agencies. Students will be introduced to program evaluation, action research, as well as other methodologies to support the development of proposals and programs of study to support their research with a focus on adults and adolescents.

Staff

APD3160H    Advanced Family Therapy

This is an advanced level doctoral course that will build on the knowledge and clinical skills acquired in the introductory course in the theory and practice of Family Therapy. This course is for students enrolled in the EdD in either the adult or the adolescent emphasis. Students will be expected to be familiar with a number of different models of family therapy, including systemic, strategic, structural and behavioural. The course will focus on one of these models in depth, including conceptual frameworks, methods of assessment as well as intervention strategies. Issues related to the formation and maintenance of the therapeutic alliance in family therapy as well as specific challenges related to working with families will be addressed. The course will take a developmental perspective in terms of the family from early formation through maturity taking into account the developmental needs of different family members. Thus students will have the opportunity to focus on children, adolescents, young and older adults within a family context.

Staff

APD3163H    Advanced Multicultural Counselling and Psychotherapy

This seminar course will familiarise students with current issues and debates concerning research and practice of counselling psychology 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 seminar attempts to raise questions regarding the theory, practice and research with ethnic minority clients. The seminar also offers a critical examination of the concepts of multicultural, multiethnic, and other nomenclatures, particularly assessing the epistemological and ontological histories and complexities in relation to ways in which theory, practice and research is undertaken in counselling psychology. The seminar is appropriate for students considering a dissertation proposal in critical multicultural counselling and psychotherapy. Students will review, analyse and redesign representative studies in the critical multicultural counselling psychology and psychotherapy literatures and methodology which will eventually lead to a thesis proposal.

Staff

APD3178H    Advanced Cognitive Behaviour Therapy

This course provides in depth knowledge and advanced training in cognitive behaviour therapy (CBT). Students will acquire an enhanced understanding of current cognitive behavioural theories and master skills needed to implement evidence-based cognitive behavioural interventions across a wide range of mental health conditions and within diverse contexts. These include depression, anxiety disorders, psychological trauma, psychotic disorders, and a variety of complex presentations. A key aspect of the course is developing an understanding of how theory and research are used to inform current clinical practice in cognitive behaviour therapy.

Staff

APD3200H    Research Proseminar on Human Development and Applied Psychology

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.

Staff

APD3201H    Qualitative Research Methods in Human Development and Applied Psychology [RM]

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 imaging techniques.

R. Volpe and Staff

APD3202H    A Foundation of Program Evaluation in Social Sciences [RM]

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.

E. Jang

APD3203H    Children's Theory of Mind

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.

Staff

APD3204H    Contemporary History and Systems in Human Development and Applied Psychology

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.

M. Ferrari and R. Volpe

APD3205H    Social and Moral Development

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
M.L. Arnold

APD3215H    Advanced Psychotherapy Seminar

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.

J.E. Watson

APD3216H    Seminar in Counselling Psychology: Part II

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: APD3215.
J.E. Watson and Staff

APD3217Y    Advanced Practicum in Clinical and Counselling Psychology

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.

N. Piran

APD3221H    Cross-cultural Perspectives on Children's Problems

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.

NOTE: Permission of the instructor is required
E. Geva

APD3222H    Approaches to Psychotherapy with Children, Youth and Families

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 SCCP students only, others by permission of the instructor.
Staff

APD3224H    Advanced Proactive Behavioural and Cognitive-Behavioural Interventions

This course will provide an advanced examination of proactive behavioral and cognitive-behavioral approaches used with children for the remediation of skill deficits associated with defiance, aggression, impulsivity, depression, and anxiety. Students will be required to develop treatment approaches to case presentations and/or develop clinical workshops for use with parents, teachers or other intervention agents.

Staff

APD3225H    Assessment and Diagnosis of Personality and Psychopathology

This course serves as a continuation of APD3224H, 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.

Prerequisite: APD3224H and APD3258H (Stermac's).
NOTE: Limited to Counselling Psychology for Psychology Specialists Doctoral students.
J.R. Gillis or Staff

APD3227H    Multi-Level Modeling in Social Scientific and Educational Research [RM]

This is a graduate-level advanced statistics course designed for students in education and the social sciences whose research involves analyses of multi-level and/or longitudinal data. Examples of multi-level data include students nested within classrooms and schools, teachers nested within schools and school districts, children nested within families and neighbourhoods, and employees nested within organizations. Examples of longitudinal data include repeated measures of child development, students' academic growth, teacher improvement, and organizational change. Multi-level modeling, also called ''hierarchical linear modeling (HLM)'', resolves the dilemma of ''units of analysis''. More importantly, it enables researchers to partition 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: JOI1287H or equivalent.
Staff

APD3228H    Mixed Methods Research Designs in Social Sciences [RM]

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.

E. Jang

APD3231H    Psychodynamic Bases of Therapy

This course will draw on contemporary psychoanalytic, cognitive and neuroscientific theories to provide an overview of clinical work with children and adolescents. We will also look at the state of empirical research on psychotherapy effectiveness. The focus will be on clinical observation and use of theory to arrive at an initial case formulation as well as the generation of ongoing hypotheses which inform clinical interventions. Emphasis will be placed on the current 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.

Staff

APD3232H    Developmental Trajectories and High Risk Environments

In this course we consider emotional, cognitive and behavioural development in children in the context of high risk environments. We examine recent theory and research on developmental trajectories or pathways. We consider within-family variations in development. High-risk environments include problematic family contexts, negative peer and community influences.

NOTE: Open to students in the PhD program in DPE and SCCP. Others by permission of the instructor.
J. Jenkins

APD3240H    Advanced Social and Emotional Assessment Techniques

This practicum course introduces the student to the work of clinical assessment. Questionnaire and projective tests are used to assist in developing a picture of the emotional experience and the social environment of the child/adolescent. These factors are integrated with measures of cognitive ability and academic skill development to obtain an overview of psychological functioning. This half-credit course is scheduled on alternate weeks for the academic year. Open to School and Clinical Child Psychology students only.

Prerequisite: APD1216H or equivalent and APD1218H or equivalent and permission of the instructor.
Staff

APD3241H    Seminar and Practicum in Clinical Assessment and Intervention (Pass/Fail)

This course supports and monitors the development of the Ph.D. students' clinical skills (assessment and intervention) in the field placement. Placements are typically in clinical settings. Seminars are scheduled on alternate weeks for the academic year. They focus on issues related to diagnosis, intervention and clinical practice.

NOTE: Open only to School and Clinical Child Psychology students. Students are expected to consult with Dr. Link to arrange their practicum placement in the year prior to taking this course or as soon as they are accepted into the program.

APD3242Y    Internship in School and Clinical Child Psychology (Pass/Fail)

This is a 1600 hour placement completed in the third or fourth year of doctoral study.

Prerequisite: APD3241H and permission of instructor.
Staff

APD3243H    Additional PhD Practicum in Assessment & Intervention

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.

Staff

APD3252H    Individual Reading and Research in Human Development and Applied Psychology: Doctoral Level

Course description same as APD2252H.

Staff

APD3253H    Individual Reading and Research in Counselling Psychology: Doctoral Level

Course description same as APD1252H.

Staff

APD3255H    Systemic Family Therapy

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.

J. Jenkins and Staff

APD3260H    Psychodiagnostic Systems

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-5). 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 PhD students in CCP and SCCP only.]

L. Stermac

APD3268Y    Internship in Clinical and Counselling Psychology

This course requires the completion of at least 1,600 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
J. Silver

APD3269H    Research Seminar in Critical Multicultural Counselling and Psychotherapy (Doctoral Level)

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.

R. Moodley

APD3270H    Ed.D. Internship

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).

J. Silver

APD3271H    Additional Doctoral Practicum

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.

J. Silver

APD3272H    Early Learning Practice, Research & Policy

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.

C. Pascal

APD3273H    Research Early Learning: An Overview of Quantitative and Qualitative Methodology

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.

C. Pascal

APD3274H    Early Learning and Thesis Development

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.

C. Pascal

APD3275H    International Policy Perspectives on Early Learning

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. NB: The first cohort has already produced a video book (along with an electronic link version) of interviews with eight leading experts.

C. Pascal

APD3286H    Developmental Neuropsychology

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.

Anne-Claude Bedard

APD3297H    Biological and Psychological Foundations of Low Incidence Disorders

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 will be used.

J. Ducharme

APD5000H    Special Topics in Applied Psychology and Human Development: Master's Level

Courses 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 Fall/Winter Session and Summer Session timetables.

Staff

APD5284Y    Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth and Families

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 instructor
E. Geva

APD6000H    Special Topics in Applied Psychology and Human Development: Doctoral Level

Course description same as APD5000H.


JOI1287H    Introduction to Applied Statistics [RM]

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.

Exclusion: Students who have previously taken CTL2004 are prohibited from taking this course
Staff

JOI1288H    Intermediate Statistics and Research Design [RM]

This course will cover: 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.

Prerequisite: JOI1287H or equivalent.
Exclusion: 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.
Staff

JOI6000H    Advanced Quantitative Research Methods Courses

Special topics courses designed to permit the study (in a formal class setting) of advanced quantitative research methods.

Prerequisite: JOI1288H or JOI3048H or equivalent
Staff

Counselling Psychology Special Topics Courses Offered Periodically

APD5000H   Special Topics in Counselling Psychology:  Gestalt Counselling and Psychotherapy
APD5000H   Special Topics in Counselling Psychology: School Violence, the Child & the Adolescent: Strategies for the Counselling and Behaviour Management of at Risk Youth in Schools
APD6000H   Contemporary History and Systems in Human Development and Applied Psychology. (NOTE: This course is available only to PhD students in the Field of Counselling Psychology for Psychology Specialists, and is available alternate years.)