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.

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).

This course is intended to expose you to the principles of probability and statistics, and to give you an opportunity to apply many of these concepts using data. The knowledge you will acquire in this course will allow you to use statistics in your own research or employment in a more informed, and hopefully correct, way. The course will also help you to be a better reader of statistical research reports. The course will make some use of Microsoft Excel for some of the topics and assignments, including use of the CD that accompanies the textbook.

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.