This course will build on the foundations of counselling and psychotherapy developed in Part I. Students will continue their learning of different theoretical orientations, further adding to their repertoire of theories and techniques. As with Part I, students will have an opportunity to engage in experiential exercises to practice relevant counselling skills and interventions through peer counselling activities. Students will continue to reflect critically on the theories of counselling and psychotherapy addressed in this course, with a focus on building skills to become culturally-responsive and self-aware practitioners. The course will also focus on theoretical integration and common factors in psychotherapy and counselling.

This course explores how AI transforms research and practice in psychology and education. We'll cover the basics of machine learning, neural networks, and data analytics, linking these tools to understanding cognitive processes and enhancing teaching strategies. Expect hands-on projects, critical case studies, and discussions of ethical challenges. It is designed for graduate students ready to challenge traditional methods and embrace innovative research and intervention techniques.

This master's-level course is designed to examine the ways in which artificial intelligence (AI) is transforming the field of education from an implementation perspective. Rapid evolution in the AI technology ecosystem has education stakeholders — including policy makers, educational researchers, school administration, teachers, parents/guardians, and students — revisioning the classroom experience. It is crucial to understand the possibilities and implications of AI tech on teaching and learning, where social interaction appears to be at the core of the discussion.

The course will explore the current state of AI in education and examine how we apply these technologies. The possibilities and challenges on social interaction in the classroom are explored by understanding the potential of AI when driven by the teachers' and learners' abilities to prompt constructive discourse. This course places an emphasis on knowledge mobilization and collaboration by allowing students to explore AI technologies while critically examining issues including pedagogy, curriculum development, assessment, and personalized learning.

Overall, this course will provide students with an opportunity to explore the knowledge and skills needed to navigate the rapidly evolving AI in education landscape to leverage the technologies' potential for the benefit of stimulating social interaction and constructive discourse between students and teachers.

This course is offered asynchronously but includes 6 synchronous meeting times for students to regularly meet with the instructor for topical discussions about current state of AI technologies in education.

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.

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.

Child Study is the examination of individual differences in children and their contexts. Using research in the cognitive, developmental and educational sciences, this course will help you to reason about children and the optimization of their trajectories. The course uses both research and experience of children in classrooms to build an integrated schema for your practice. The following core developmental principles are found in all sections: the cognitive foundations for learning, environmental support and instructional opportunities, proximal and distal ecological influences on learning (e.g., relationships, social disadvantage and discrimination, culture and ethnicity), and the role of science in effective teaching.

The course is delivered in four, six week blocks as follows:

• The Ecology of Development
• Evaluation of Evidence in Education
• Cognitive Foundations of Theory of Mind and Scientific Reasoning

· The Teaching and Learning of Mathematics

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

This seminar course will provide the students with opportunities to examine key topics in education as well as share and reflect upon topics and issues that emerge during the students' internship (APD2221Y Teaching Internship) and that relate to employment preparation. Each week students will discuss and evaluate ideas, strategies, and activities that they have observed in their classrooms in relation to key components of pedagogical practice in elementary education.

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.

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 and assessment 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.

This course offers a detailed study of mathematics learning and education from the early years through to middle school (with a primary focus on K-6 mathematics). The course aims to strike a balance between. research and practice, routinely integrating research in the cognitive, developmental, and educational sciences with the teaching and learning of mathematics; assessment is discussed throughout the course and as a fundamental aspect of all mathematics teaching and learning. The course provides a foundation for developing research-informed practice and curriculum design, creating pathways that promote engaging, equitable, and accessible mathematics for all students.

In this course students will use a variety of artistic modalities (visual art, music, dance, drama), to explore arts-based critical pedagogy through an experiential learning model. Students will be provided opportunities to mobilize the arts towards a wide range of learning outcomes with a focus on equity, critical awareness, and community building. Students will also become familiar with process-driven and participation-based assessment as important elements of the Ontario Arts Curriculum.

First year Child Study and Education students are placed in classrooms in the Dr. Eric Jackman Institute of Child Study Laboratory School, in public and separate schools in Toronto, and in other independent school settings. Students are under the joint supervision of an associate teacher on site and an academic staff member at the Institute. This course is normally open to students in the MA in Child Study and Education program only.

Second year Child Study and Education students carry out a single practicum placement called an internship during either the fall or winter term. Supervised by a mentor teacher on site and a staff member from the Institute of Child Study in an assigned setting from kindergarten through grade six, students have an opportunity to consolidate developing skills and attitudes as they apply their teaching skills.

Students will take this course during the internship term of their second year of the MA CSE program. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Working collaboratively with students enrolled in APD2223 (Professional Practice: Developing the Skills of Critical Friendship), students will gain experience enacting their own continuous professional cycle as they work to improve their practice as beginning teachers.

Students will take this course during the academic term of their second year of the MA CSE program. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Working collaboratively with students enrolled in APD2222 (Professional Practice: Enacting a Research-Informed Professional Learning Cycle), students will develop skills as "critical friends" who actively create the conditions for the impactful professional learning of themselves and others.

This course provides teacher candidates with the opportunity to learn and practice therapy techniques that can be used to engage parents, teachers, and students in the education system. Teacher candidates will learn different therapy techniques to engaging, focusing, evoking, planning, and healing to resolve conflict and practice the skills within class. Though the intent is not to train teachers as therapists, it is to provide them with essential skills that they can use in their practice.

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.

A critical analysis of current issues related to instruction for school-aged children with a focus on those with special educational needs. The emphasis is on using well-founded research and data to inform instructional practices and decision-making. This course is designed to promote reflective thinking about key topics 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. This course includes a service-learning experiential component to enable students to make connections between theory, research, and practice.

This course will encourage students to widen their understanding of what it means to be literate in the 21st century. Using a multiliteracies framework, students will learn to identify, plan, and implement meaningful learning experiences that integrate literacy and subject area learning and build skills in critical viewing, communication, representation, innovation, and knowledge creation.

Major themes to be addressed include multiliteracies theory, digital and critical literacies, media literacy, multimodal assessment and student agency, and ownership of learning. In this course, students will use technology to enhance collaborative learning and teaching, creativity, and knowledge construction and mobilization.

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.

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.

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.

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 EdD 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.

This course will build on the research methods introduced in the 1st year Proseminar (APD3115H), with particular attention to the case study method. Specifically, this course aims to expand students' research knowledge and skills. This course offers students extended practice and knowledge on a sample of research methods, which will be prepare them in becoming leading scholar-practitioners. Specifically, students will acquire and develop skills in qualitative and quantitative data analysis. Emphasis will be placed on how to generate and analyze qualitative and quantitative data, integrate analyses in mixed methods research, and mobilize knowledge. This course follows a seminar format with a mix of lecture and media, didactic learning, class discussion and student research presentations.

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, and young and older adults within a family context.

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.

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.

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.

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.