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.

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).

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.

This course examines research on the psychological foundations of early development and relates those foundations to programs and policy in the preschool and primary years. The course follows an ecological framework beginning with child and family factors that affect development (brain development, coping and competence) then moves to relationships among families and services (child care, school) and finally considers broad factors such as adversity, resilience, culture and policy. Young children's physical, cognitive, communicative, social and emotional development are explored as contributors to and consequences of early learning.

This introductory level course in program evaluation will introduce students to the theoretical and practical issues encountered by evaluators as they appraise the design, implementation and utility of social service programs in education. The main objective of the course is to familiarize students with the major areas of program evaluation, and how it is used in the real world, including assessing program needs and evaluability assessments, developing a logic model, process and outcome evaluation, theoretical approaches, methodology and research design, communication of evaluation findings, evaluation ethics, and stakeholder engagement. This course will provide preliminary coverage of fundamental evaluation competencies and will help students work towards the professional designation of Credentialed Evaluator, as outlined by the Canadian Evaluation Society.

This course focuses on attention-deficit/hyperactivity disorder (ADHD) and evidence-based approaches for its assessment, diagnosis, and intervention, with an emphasis on ADHD in educational settings. The course has three major sections. In the first section, we will cover the foundations of ADHD, including historical changes in the conceptualization of ADHD, core characteristics, developmental changes in its clinical manifestation (particularly in the educational setting), its current neuroscientific understanding and life-span impairments in cognitive, academic, social and family functioning. In the second section, we will explore issues and practices around assessment and diagnosis of ADHD from both medical/clinical and educational perspectives, to understand on-going controversies and delineate best practices. The third section of the course will focus on evidence-based interventions (medical, cognitive, educational), with emphasis on school-based, class-wide approaches, and educational accommodations.

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.

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

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.

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.

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.

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.

This course introduces the major theories of psychotherapy with children and adults including cognitive-behavioral, psychodynamic, and humanistic approaches. Issues related to gender and to individual and cultural diversity are also considered. A practical component assists students in developing basic psychotherapy skills.

NOTE: Targeted to School and Clinical Child Psychology students. Others by permission of instructor. DPE MEd students interested in this course must have pre-requisite course APD1297H, prior experience in therapeutic work with children and youth, and permission of instructor.

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.

Through a guided experience based on their school internships, students will implement the 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 will gain experience as "activators" of their own continuous professional learning processes as they work to improve their practice as beginning teachers, and as "facilitators" who actively create the conditions for the impactful professional learning of others.

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

This course will explore theory and implications of anti-Black racism from childhood to emerging adulthood. Topics will include: overview of recent scholarship in critical race theory and systems of oppression, models of racial identity development, concepts of power and privilege, exploration of the socio-emotional and socio-cultural experiences of Black children, adolescents, emerging adults and their families, and examination of the role of anti-Black racism in the development of psychological problems. Students will be introduced to a range of strategies for psychology and educational practice with racialized children, youth, emerging adults and families. The possibilities and challenges of applying anti-racist approaches to foster resilience in these populations will be explored.

In this course, we will explore well-being in the context of education and educational settings. We will start by learning about the definition of well-being and the different ways it is fostered and defined. We will discuss how well-being is connected to various aspects of children and youth’s experiences and what role educators play in fostering well-being. We will consider some of the most important factors and constructs that influence well-being among children and youth (technology, happiness, and resilience) and discuss how educators contribute to promoting well-being through these factors. Throughout the course, we will take a multi-system perspective, focusing on the roles of families, educators, classrooms and schools in promoting children and youth’s well-being.

This experiential course explores the concepts underlying mindful self-compassion and their application to education. We will engage in various mindful self-compassion exercises to gain direct insight on the benefits these experiences can have on teacher well-being. From this gained insight, we will examine how mindfulness and self-compassion can be integrated into the curriculum and contribute to both children’s individual emotional well-being as well as to the creation of a positive learning community in the classrooms that we teach in.

This course will explore historical, theoretical, experiential, psycho-educational, research and clinical applications of mindfulness-based interventions and approaches. Some of the topics will include: Historical context, development of mindfulness as a psychotherapeutic intervention, overview of multiple approaches to mindfulness, key concepts, evidence-based applications in health and well-being, mindfulness in the context of systemic approaches to health, compassion- based practices and integration of mindfulness in daily living. The course will provide opportunities to experience a variety of mindfulness practices, applications and interventions.

This course provides an introduction to a variety of topics in cognitive development that are of contemporary interest. Major theories of cognitive development will be explored. We cover both classic and current experimental findings, and on how they address centuries-old debates surrounding the origin and nature of human knowledge. 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.

This course examines the intersection of technology, social media and play during adolescence from a developmental and educational perspective. Topics include: social interaction, emotional development, gamification, collaboration, social media, and the role of technology in education. This course is designed to have students critically examine contemporary research to better understand the implications of technology on social emotional development, interaction, and learning in adolescence.

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.

A course designed to permit the study (in a formal class setting) of a specific area of human development and applied psychology not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

This course will introduce students to basics of theory and practice of various brief assessment and intervention models used in counselling and psychotherapy with a focus on international contexts. Each class may include lectures, discussions of required readings, instructor demonstration of specific techniques, class role plays, practice of techniques with peers, as well as analysis and critique of clinical videos. Students will learn how to conduct a suicide risk assessment and will develop a solid understanding of the principles and components of crisis intervention and brief therapy strategies. Related ethical and professional practice issues will be addressed. Students will learn to compare and contrast as well as integrate these brief counselling models, and how and when to include crisis intervention in their work.

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.

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.

This program evaluation practicum course is designed to support students with an opportunity to work closely with faculty on a program evaluation project or an external project that OISE faculty is collaborating on. Students attend class seminars weekly where they discuss various evaluation approaches and debrief their practicum work. They are linked with a faculty member in the department or OISE and work on an evaluation project under the faculty’s supervision. Evaluation work includes attending team meetings, conducting a review of literature, participating in instrument development, data collection and analysis activities, and presenting results of their work in an end of term poster.

This course will provide the student with a better understanding of current theoretical and applied issues in reading in a second language (L2). A cognitive-developmental approach will be used to examine topics such as: the development of L2 basic reading and spelling skills, the role of L2 oral proficiency in reading, comprehension related processes, the role of background knowledge, text structure and cultural background, sources of individual and developmental differences, and reading disability. Students will be encouraged to develop their own research and/or applied questions/projects. The course will be conducted in a seminar format. A different topic will be discussed each week. Key issues pertaining to research methodology and data analysis will be addressed as needed.

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.