This course will trace the emergence of World Literature as an integral subfield of contemporary literary studies, from the mid-20th century to the present. Contentiously depicted as either the antithesis or ideal of comparative scholarship, World Literature evokes less a singular approach than it does fecund questions concerning literary institutions, circulation, translation, and pedagogy. We will train a literary-sociological lens on the metropolitan production of World Literature while attending to new approaches that stress the latter's subjective constitution.

This course will acquaint graduate students with key debates in the study of World Literature. We will compare early models offered by Damrosch, Moretti, and Casanova with new work by Hayot, Beecroft, and others. How does a "literary ecology" differ from the "world republic of letters," and what intellectual commitments configure the world in terms of "significant geographies" rather than as one "literary world system"? We will work through such macro-concepts by foregrounding specific historical debates. We will, for example, reappraise the Ngugi-Achebe debate on the language of African literature through recent work by Jeyifo and Mukoma. Paraliterary institutions such as UNESCO and the university will form significant sites of inquiry as we turn to Brouillette, English, Huggan, Shapiro, and others. The question of translation and the pedagogical stakes of world literature will be brought into focus through Spivak, Venuti, and Apter. We will conclude this comprehensive overview by engaging the contemporary emergence of Global Englishes through scholarship by Anjaria, Joshi, Walkowitz, and Saxena. Students will leave this course acquainted with the full range of methods and debates shaping the study of World Literature today. They will also have developed a considerable appreciation of the long-term constitution of the field.

Of the three large literary genres (epic, drama, lyric), lyric poetry tends to be the least studied; it also often triggers anxiety. In this course, you will learn to identify a variety of lyric poetry's sub-genres and formal features. We will explore questions such as, what are some of the ways in which historical and political contexts matter? How do poetry's rhythmical and musical elements manifest themselves, if at all? What social positions or ideological formations are associated with specific sub-genres or forms? In what ways have poets from marginalized communities eschewed or appropriated conventional sub-genres or poetic forms? How have new forms of media contributed to debates about "formalist" and "anti-formalist" positions? To make this manageable, we will focus on 1) early modern and contemporary poetry; 2) the sonnet, elegy, and pastoral poetry; 3) Euro-colonial and post-colonial contexts. Students will be selecting many of the poems to be studied in class, which may be written in languages other than English (accompanied by translations).

When the German-English writer, W.G. Sebald, began publishing in the late 1980s, readers reported never having read anything like him. What made his writing so unusual? Was it the unpredictable appearance of grainy photographs only tangentially related to the text? Was it the relentless blurring of fact and fiction, especially through autobiographical narrators, often named "Sebald"? Was it the flatly melancholic depiction of exile? Was it the mystery of genre: Were these autobiographies, novels, collages, travelogues? Or was it Sebald's paradoxical style: postmodern self-reflection portrayed in elaborate nineteenth-century sentences, including one that extends for over seven pages?

In this course, we will search for "Sebald," first by considering how his texts without apparent precursors indeed had them: the autofictions of Jorge Luis Borges, the periscopic monologues of Thomas Bernhard, and the photo-embedded stories of Alexander Kluge. We will then dive into Sebald's great prose fictions — Vertigo, The Emigrants, The Rings of Saturn, and Austerlitz — examining his revolutionary style and the recurrent themes it describes: the unreliability of memory, the catastrophic history of humankind, and the conundrums of a non-Jewish German son of a Wehrmacht officer writing about the Shoah.

These themes touch on contemporary theoretical discourses surrounding trauma, war, post-memory, text-image, and autofiction. We will examine how these theories illuminate Sebald's and vice versa: how his fiction prefigures such conceptual "discoveries." By participating in own translations, Sebald likewise anticipates aspects of translation theory. At the end of the course, we consider Sebald's influence — following his early death in 2001 — on seminal contemporary writers such as Patrick Modiano, Rachel Cusk, and Jenny Erpenbeck.

This course engages in critical work in the areas of energy humanities, energy history, and energy politics, in order to investigate the potential for energy democracy and a just future. We begin with definitions of energy as both a concept and historical phenomenon, examining its mobilization as "power," examining texts such as Andreas Malm's Fossil Capital and Cara Daggett's The Birth of Energy. Next, we interrogate the political and cultural ideologies associated with extractivism and its implications for social and environmental justice, reading a novel such as Ursula LeGuin's The Word for World is Forest or Octavia Butler's Parable of the Sower. This leads us to analyze competing visions of energy transition and renewable futures, reading the After Oil books, looking at solarpunk, and analyzing infrastructure. Through interdisciplinary readings in theory, history, literature, and politics we will scrutinize how these discussions shape our understanding of democracy in the 21st century.

While widely known for their respective critiques of bio-political regimes, Giorgio Agamben and Michel Foucault also embarked on projects that found resistances to these apparatuses in art and aesthetics. This seminar will consider their less-often-studied aesthetic philosophies alongside their more well-known bio-political critiques. We will seek to understand how the aesthetic provides a counter to the politicization of life, and a way to access non-human, inhuman, impersonal, and inanimate forms of existence. Work by Mbembe, Bersani, Haver, Hartman, Berlant, Povinelli, Quashie, Best, and Stiegler will also be read.

Lyric is, in terms of length, the smallest of the major literary genres. Its component part, the stanza, is likened to a room that encloses. As recent scholarship has shown, lyric poetry also tends to be imagined as cloistered—as separate from politics and from the social.

In this course, we will read key texts in lyric theory, seeking to understand how this genre has been understood in history and in the present. We will focus on a series of tropes said to define lyric: confession, overheard speech, address to an absent figure, among others.

We will study the appearance of these tropes in lyric poems, examining how theories of lyric intersect with and illuminate avowedly "political" subjects, including surveillance, incarceration, forced disappearance, and so on. We will also examine sequence of texts that "uncontain" lyric, combining it with land art in order to literalize or concretize some of the genre's central tropes.

Key theorists may include: John Stuart Mill, Theodor Adorno, Gérard Genette, Barbara Johnson, Jonathan Culler, and Fred Moten. Key poets/artists may include: Ovid, Raúl Zurita, and Rebecca Belmore (Anishinaabe).

This seminar explores the theoretical, practical, and institutional dimensions of literary translation in the 21st century. It takes seriously the notion that literary works can both produce and challenge translation theory, and so we will read fictive works alongside contemporary theory that foregrounds diverse literary histories and cultures. Rather than attempt a survey of key texts, the course modules tackle recurrent questions in theorizing and practicing translation. To whom does a translation belong, and to what degree should the translator be visible in a work? How have theorists and creative writers challenged or buttressed the belief in literary originals, and how has the notion of textual “fidelity” informed public and scholarly debates on translation? Can the decision to not translate a work be a moral one, and how does the power differential between two linguistic cultures influence the ethics of translation? These are some of the questions this course will address, and which will form the backbone of our discussions and written work across the semester.

What is the long history of the lyric in southern Europe and the Middle East, and in what ways has it intersected with modern ideologies of cultural and racial difference? This seminar traces how lyric forms have crossed the porous boundaries between Orient and Occident for two millennia, and yet how, in modernity, orientalist and secular modes of thinking came to privilege the lyric poetry of late modern Europe by dialectically opposing it to poetries deemed too liturgical or too oriental. In the process, we will examine how the lyric's speaking voice became tied to notions of legal and philosophical personhood, and how ostensibly depoliticized judgments about what counts as "good poetry" have also served to judge which parts of humanity count as people. While the course's core focus is the European and Middle Eastern literary spheres in Arabic, Hebrew, Persian, English, and German, it is designed to expand beyond these languages to accommodate students' research.

Throughout the semester, we will move from the medieval lyric as a product of multiple contact zones around the ancient known world, through the Romantic lyric theory of Herder, Jones, Hegel, and Mill, who carried the memory of those exchanges while reimagining the lyrical "I" as an autonomous speaking subject. We will then turn to current trends in and against lyric poetry, examining the challenges that postcolonial, anti-lyric, devotional, and collective poetic practices pose to the individualizing premises associated with the European lyric tradition.

This course is intended to help students develop a creative and methodologically sophisticated research program in the field of clinical psychology. Topics to be covered include philosophy of science, consistencies and inconsistencies in behavior, methods of assessment, selection of participants, tasks and control groups in clinical research studies, external validity, the determination of clinical significance, taxometric methods, the analysis of mediational hypotheses, and the analysis of change.

This course will cover the data analytic tools in univariate and multivariate statistics. Students will learn correlation and regression, as well as obtain instruction on general linear modeling, multilevel modeling, and factor analysis. Students will be expected to complete an independent statistical project using SPSS.

This course will cover the fundamental concepts of latent variable modeling in order to make students better consumers and producers of such models in their research. Students will learn how to evaluate the quality of such models when applied to real data by understanding the various fit indices.

This course will provide students with an introduction to the principles of human neuropsychology. This includes an overview of brain-behaviour relationships and neuroanatomy, the effects of psychotropic drugs on the brain and cognition, neurological and neurobehavioural disorders, and the assessment and treatment of classic neuropsychological syndromes.

The goal of this course is to enhance students’ knowledge of the field of clinical neuropsychology - both research and application. Topics will span brain-behaviour relationships, and assessment and management of psychiatric, neurological, and medical disorders.

This course will provide students with a broad overview of the relationships between cognition, affect, and behavior. Topics to be covered include the role of insight in psychotherapeutic change and the role of mindfulness in relapse prevention.

This course will provide students with a broad overview of interpersonal psychology, from the early writings of Sullivan and Leary to the later writings of Keisler and Wiggins. Topics to be covered include the structure of interpersonal characteristics, the principles of interpersonal complementarity, and the role of interpersonal processes in psychopathological disturbance and psychotherapeutic change.

This course is intended to introduce students to the signs, symptoms, and syndromes of psychopathology and to the DSM-V diagnostic criteria for psychiatric disorders. The goal of the course is to provide students with the capacity to think critically about how various psychiatric disorders are conceptualized and to competently make differential diagnoses in both clinical and research settings.

This course is intended to introduce students to the adult assessment of personality and psychopathology. Topics to be covered include structured clinical interviewing, multi-scale self-report inventories, and performance-based (i.e., projective) measures. Students will become familiar with the administration, scoring, and interpretation of the measures that are commonly used in these domains and will practice integrating test results and writing assessment reports.

This course covers theoretical and applied topics in intelligence and cognitive assessment. Students will learn the history and theory underlying modern intelligence testing, acquire skills to administer and score intelligence tests, and be taught how to interpret the results of these test measures. The relationship of intelligence testing to the assessment of cognitive functioning will be discussed in the context of modern approaches to neuropsychological assessment. Students will also be trained in the administration of standardized cognitive test measures and learn how to interpret the results of these tests on the basis of neuropsychological theory and normative data in the context of various in class, in-vivo examinations that will require students to produce assessment reports.

This course is intended to introduce students to the prominent theories of psychological change (i.e., psychodynamic, cognitive/behavioural, humanist/existential) as well as to the empirical evidence of their efficacy. The role of the therapist, the patient, and the therapeutic alliance in producing positive outcomes will be examined.

This course covers fundamental skills required for clinical psychological interventions. Topics covered include risk assessment, history taking, case formulation, and treatment planning. Basic clinical skills such as empathic responding, active listening, the development and maintenance of the therapeutic alliance, and maintaining appropriate boundaries are explored through both didactic and experiential learning. Students have the opportunity to role play and participate in case simulations, allowing them to actively engage in skills acquisition. Ethical and legal issues in the provision of psychotherapy are also discussed, as is the role of socio-cultural factors in the therapeutic relationship. A practicum in psychological interventions (CPS1803H) is typically taken concurrently with this course.

This course focuses on the practical application of the material discussed in Foundational Skills in Psychological Interventions (CPS1802H). Students gain clinical intervention experience with selected clients under the clinical supervision of a qualified supervisor.

This course will provide students with a broad overview of psychopharmacology and the effects that various psychotropic drugs have on sensation, cognition, affect, and behaviour. Following an introduction to the principles of neuropsychopharmacology, the course will focus on the specificity and side effects of psychopharmacology and its role in the management of mood and neurocognitive disorders. This course is designed to introduce students to the pharmacological treatment of mood and neurocognitive disorders and also to provide part of the requisite training for prescribing privileges that are currently awarded to clinical psychologists in some jurisdictions.

As a complement to the survey provided in CPS 1801H Psychotherapy: Theories of Behaviour Change, this course will explore a more limited number of evidence based therapies in greater detail. A mix of didactic methods, including a blend of classroom instruction, videotaped therapy sessions, observation, modeling, feedback and supervised practice will be used. The psychotherapy taught in any given year will depend upon the availability of instructors and may include, but will not be limited to, Cognitive Behavioural Therapy, Interpersonal Psychotherapy, Emotion Focused Therapy, Brief Psychodynamic Psychotherapy, Dialectical Behaviour Therapy, or Mindfulness Based Cognitive Therapy.

This course is intended to acquaint students with the ethics and standards of professional conduct, including the Canadian Psychological Association�s Canadian Code of Ethics for Psychologists and Practice Guidelines for Providers of Psychological Services as well as the relevant provincial and territorial codes of ethics and professional standards.

This course provides experiential training to senior PhD students in providing clinical supervision to junior trainees. Format includes instruction and discussion of the process and outcomes of supervision, didactic lectures, and reflective exercises.

The aim of this course is to provide students with an overview of the methods and theories of program design, implementation, evaluation and consultation. It will also explore the roles of professionals in these activities. The course includes didactic lectures, problem solving scenarios, role plays, and group discussions. Opportunities to practice these skills will be provided (e.g., projects).

Students must complete a full-time clinical practicum (i.e., 500 hours) in the summer between MA2 and PhD1. The practicum site must receive the approval of the clinical faculty committee.

This course will introduce students to interventions used outside the traditional therapeutic dyad. Embedded within a lifespan, developmental perspective, students will learn about the different theories underlying couple and family dysfunction, and the specific interventions designed to promote adaptive functioning in couples and families. Particular emphasis will be placed on evidence-based theory and treatment featuring family systems, multicultural perspectives and problem-solving, cognitive behavioural therapies. Clinical issues that will be addressed include: infidelity, partner violence, sexual dysfunction as well as using the couple context to treat individual psychopathology in one of the partners. Recognizing the social construction of definitions of couple and family health, students will consider perspectives of race, ethnic status and sexual orientation when discussing case formulation and treatment planning.

A critical and comprehensive examination of the historical, philosophical, and scientific bases of psychology. The overarching goal of this course is to inform students to use the history of the field to evaluate and think critically about how psychologists generate knowledge and how that may inform clinical science research and practice. In this course, there is a strong emphasis on historical topics in psychology more broadly and their relation to themes in clinical psychology.

Students must complete a part-time clinical placement (i.e., 300 hours) at a site approved by the clinical faculty committee in their first year of the Ph.D. program.