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.

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

Under the supervision of a faculty member appointed to the Graduate Department of Psychological Clinical Science, this course will provide students with an opportunity to engage in an intensive examination of a topic of interest. The project will take place over 1 or 2 consecutive terms (to be decided by the supervisor). The student must demonstrate a background adequate for the proposed project and, together with the supervisor, will submit a Directed Readings Proposal Form before the start of the academic term in which the project will be initiated. The Program Coordinator will provide final approval on all project proposals.

Under the supervision of a faculty member appointed to the Graduate Department of Psychological Clinical Science, this course will provide students with an opportunity to engage in an intensive examination of a topic of interest. The project will take place over 1 or 2 consecutive terms (to be decided by the supervisor). The student must demonstrate a background adequate for the proposed project and, together with the supervisor, will submit a Directed Readings Proposal Form before the start of the academic term in which the project will be initiated. The Program Coordinator will provide final approval on all project proposals.

Students must complete a one-year, full-time pre-doctoral internship (2000 hours) at a CPA- or APA-accredited clinical internship site.

Students have the option of completing a part-time clinical placement (300 hours) at a site approved by the clinical faculty executive in their third year of the Ph.D. program.

Students have the option of completing a part-time clinical placement (300 hours) at a site approved by the clinical faculty executive in their fourth year of the Ph.D. program.

This seminar proposes to study, from a range of perspectives, Francophone minorities within local, national and international spaces. It will discuss the processes of minoritization and exclusion existing within and towards francophone minorities. The study of issues structuring the French-speaking space is an opportunity to bring to light the transformative processes that have taken shape, have been contested, and which have succeeded each other as debates have evolved over time and to identify the actors involved, their motivations, the context of their actions and the categories of classification that emerged from these debates. Similarly, the study of linguistic minorities has led to the exploration of a large number of theoretical concepts and advances stemming from various disciplines and traditions. This seminar will thus serve as a forum for examining how to achieve a better understanding of the issues facing linguistic minorities and to formulate new research questions by using various theoretical orientations and putting them to work.

This is the core required course for all students enrolled in the Collaborative Specialization: Education, Francophonies and Diversity.

Year 1 doctoral students will participate in this sequence of eight monthly workshop meetings of approximately two hours in length, led by one or more faculty members and dedicated to discussion of a range of important issues in graduate professional development. Meetings will be scheduled at the beginning of the academic year, and attendance will be taken at each meeting. Students must normally attend at least six workshop meetings by the end of the second session of Year 1 to complete this requirement, and those who do not do so must make up the required sessions by the end of the second session of Year 2.

This seminar has been designed for graduate students interested in thinking more deeply about law, state power, rights, and the individual. It offers a survey of various core readings in sociolegal studies. Ranging from classical sociological approaches to law and legal institutions, to various contemporary and interdisciplinary approaches to the study of law, power, and society, this course explores the making, production, cohesion, and undoing of law and its relationship to power. The course readings include themes that allow us to make sense of law's colonial, settler, and violent pasts as well as its promise. Most centrally, the objective is to explore the way that law's enduring structures shape contemporary life.

This course will introduce graduate students to the interdisciplinary field of Science and Technology Studies, providing them with a broad foundation in this diverse field. The proseminar will develop students' understandings of the shape of the field of STS as a whole, with the intent of grounding and informing their programs of research. The course will cover classic readings and offer students a sample of questions, topics, and debates within STS with which their research interests in criminology and sociolegal studies intersect.

The late twentieth century resurgence of global and transnational developments has been the most politically charged phenomenon of our time. From COVID19, to the drive for the recognition of unceded First Nations land, to #BlackLivesMatter and controversial legal challenges to state-sponsored trials for religious minorities, the issues remain critical and volatile. This course will explore contemporary issues dealing with the dynamic relationship between transnational formations, culture, power, and social inequality as well as contemporary and emerging scholarship on related how we theorize sociocultural processes in the contemporary period. The central goal is to explore the way that scholars have been and are engaging in these topics and to consider new directions in their study.

This course provides an overview of various methods used in criminological and social-legal research, such as interviews, focus groups, surveys, and linear regression. The course does not assume that students have a strong background in either statistics or research methods. By the end of the course students should feel comfortable reading the methodology section of research published in the field, should understand the strengths and weaknesses of commonly employed methodologies, and should be able to identify methodological limitations in published work. For students who intend to carry out their own research using conventional social science methods, this course will introduce you to some of the basic issues, concepts, principles, and procedures important for thinking about how to go about your research. This course, however, will not teach you how to analyze data. For those interested in the analysis of quantitative or qualitative data, you should take the Centre's or another department's data analysis course(s).

In this seminar we will explore how miscarriages of justice occur and what steps can be taken to prevent wrongful convictions. While the primary focus will be on Canada, the seminar will also sometimes canvass cases and issues that have arisen in several other jurisdictions including the United States, the United Kingdom, and Australia. Each week will be dedicated to a discrete topic.

This course will focus on how best to describe social science or criminological phenomena. This course will, however, focus on quantitative data. Although much of the challenge of social science is in conceptualizing and describing the social world, the course will also expose you to the issue of drawing general inferences from the data that you have. I hope that the course will help give you a better understanding of the meaning of 'statistics' as they are presented in published criminological research. In addition, however, the course is designed to give you the skills that are necessary to carry out basic and intermediate quantitative analysis of data. It will be focused on how best to describe social science or criminological phenomena.

This course considers the barriers to establishing a defendant's guilt in common law jurisprudence. It is particularly concerned with questions of criminal responsibility and forensics, and with the interaction of medical, social scientific, and legal expertise in criminal contexts. The focus throughout is on the mind: How do we distinguish between disease and depravity, truthtelling and lies, bad luck and bad character? What kinds of technologies and expertise do we rely on to make these determinations? Common law jurisdictions have placed issues of mental capacity and culpability at the centre of their criminal justice systems. From assessing a defendant's fitness to plead to the criminal trial, from sentencing to evaluating a prisoner's eligibility for parole, the quality of a person's mind, and our ability to know it, is essential. This course approaches the concept of the 'guilty mind' from a critical perspective, emphasizing the roles of culture, context, and history in informing our understandings of the self, moral agency, and sinfulness. The reading list privileges historical, literary, and sociolegal works, especially monographs. These are paired with legal and policy-oriented articles that help us to bridge the gap between the past and the present, and to consider how recent developments in psychology and neuroscience affect how we approach the criminal mind today.

Criminological theories and research are used by a wide variety of non-academic audiences including activists, bureaucrats, lawyers, journalists, judges, politicians, and law enforcement actors. There are also many ways to mobilize academic research, including through litigation, government-led policy reform, public engagement, and grassroots activism. This course will examine criminology's potential to propel social change or reinforce the status quo by studying a selection of current Canadian debates and policy discussions within the fields of civil liberties and criminal justice. Specific topics may include criminal record checks, the bail system and pre-trial detention, solitary confinement, "carding" and racial profiling, prison conditions, the legal regulation of drug use, sex work, and/or sentencing reform. Throughout the course we will consider the benefits and pitfalls of academics using their research to propel social change, the challenges posed by "applied" academic research and the various ways in which social science research has been used (or abused) within the Canadian context.

Qualitative methods for social science research entail systematic collection and analysis of data found in observations, interactions, and texts. Qualitative research methods generally are inductive, interpretive, and labour intensive, and involve small samples and populations situated in a specific context. They also tend to require deeper and longer-term engagement with participants than most studies using quantitative methods. Qualitative research may allow understanding and explanation of some complexities of human practice, thought, and experience that elude enumeration or statistical analysis; it also may help discover new problems or provide scientific insights that work beyond the prediction of particular outcomes. In this course, we will examine and practice using various qualitative methods to consider how different approaches may be applied to answer specific questions, and to better understand and appreciate their potential contributions to building social theory and empirical knowledge.

Police will be examined as one of the state institutions providing normative regulation and social order in connection with other institutions like politics, economy, and culture. The course will include three main parts: i) Police: origin, structure, and functioning, ii) Police in changing social environment, and iii) Police: continuous change and innovation. Students will receive knowledge on the origin and short history of the police, its structure and operation as well as about major challenges, organized crime, and terrorism. Last developments such as community, private, and problem-oriented policing, a problem of reforming also will be examining. Additionally to Canadian police during this course police of some other well-established, developing, and transition countries will be studied with the focus on comparative policing.

Special topics courses are developed to complement existing courses, and cover emerging issues or specialized content not represented in our main curriculum. See the Centre's website for annual offering details.

This course provides an advanced historical and critical socio-legal examination of the intersections of social inequality, crime, and criminal justice in Canada and beyond. Much of the focus of contemporary discussions about inequalities, crime, and criminal justice centre on individual actors — police, judges, offenders, and so on. In this course we will move beyond simplistic notions about race, class, gender to examine how these identities come to be constructed and reconstructed, and how they inform and are informed by criminal justice policies, practices, and outcomes. Students will be introduced to a range of practical and theoretical issues associated with state responses to marginalized groups and how these groups perceive and experience crime and criminal justice. Course readings will consist of a combination of theoretical and empirical materials from Canada and other Western nations. The course will interrogate how new technologies, such as the rise of big data analytics and predictive decision-making influence the administration of criminal justice. The goal of the course is to provide students with a comprehensive understanding of the intersections between social inequalities, crime, and criminal justice.

Special topics courses are developed to complement existing courses, and cover emerging issues or specialized content not represented in our main curriculum. See the Centre’s website for annual offering details.

This course examines organized crime in its relationship to corruption. We focus on understanding organized crime and corruption in a societal setting including their embeddedness in politics, economy, social relations, and culture. The related concepts like informal economy, white-collar, and business/corporate/state crimes are also examined. The focus of the study is the origins and change, internal structures of organized crime, and its personnel in North America (USA and Canada) and around the globe. The types (petty and grand corruption, elite and political corruption, etc.) and functions of corruption in society are examined as well as its social mechanisms. We analyze policies to fight organized crime and corruption including criminal justice, economic regulation, and civil society responses.

This course is designed to give students a critical overview of penology. It will provide students with a theoretical understanding of punishment as well as contextualize shifts in contemporary punishment. The course is divided into four units. The first unit we will look at the 'old penology' and examine the origins of the prison in Canada. The second unit will explore the 'new penology' and emergent lenses for studying punishment such as risk, neo-liberalism, and colonialism. In the third unit, we will look 'within' prisons to explore experiences in the current penal landscape. In the final unit, we will look to other empirical sites and think about punishment beyond the prison such as in immigrant detention centres, school punishment, and/or penal abolition movements.