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.

This doctoral-level course serves as an introduction to program evaluation used in education, psychology, and social sciences. Program evaluation aims to systematically investigate the process, effectiveness, and outcomes of programs. Its primary goal is to inform decision-making processes based on answers to why it works or doesn't work and improve the quality of the program. In this course, students will learn the craft of program evaluation at various stages, including: critically appraising evaluation research; assessing program needs, developing a logic model, evaluating the process and outcomes of the program, evaluating efficiency, dealing with ethical issues, warranting evaluation claims, and communicating with stakeholders. This course will focus on both theoretical and practical issues in designing, implementing, and appraising formative and summative evaluations of various educational and invention programs. In this course, we will consider the effects of various social, cultural, and political contextual factors underlying the program.

An examination of the historical and philosophical bases of modern theories of psychology. The goals of the course are a) to make explicit the origins of current ideas in applied psychology, and b) to demonstrate the importance of historical context in understanding research and practice issues.

This is a doctoral-level course on applied data science and machine learning in education and psychology, targeting graduate students in these fields. Students will be introduced to the fundamental principles and techniques of data science and their applications in education and psychology. The course places equal emphasis on the conceptual understanding of data science and machine learning as well as the practical implementation of these techniques.

Specific issues of counselling and psychotherapy are examined within an integrative framework of emotional processing. An in-depth examination of a counselling model will be included. Open to doctoral students in Counselling Psychology only.

A course aimed at the further enhancement of counselling skills through the integration of clinical experience and research. PhD and EdD students in Counselling Psychology are required to complete a practicum field placement in conjunction with this course. All students must arrange their practica in consultation with the Department's Coordinator of Internships and Counselling Services. Continuing students should plan to contact the Coordinator by March 15 (preferably earlier) and new students as soon as they have been notified of their acceptance to the program.

This course is designed to help students develop an appreciation that diversity issues may influence the way individuals act, the way their problems are expressed and conceived in their milieu and by outsiders, and the way assessment and interventions are treated. Through this course students will develop a solid understanding of the social bases of behavior. The course will examine from a cross-cultural perspective selected topics in psychology and human development pertaining to normative and pathological patterns of behavior in children and youth.

The educational goals of this course are to: 1) develop a basic understanding of the major theoretical approaches in psychotherapy and to 2) develop basic psychotherapy skills. Focus of classes will vary, with some classes covering mostly theoretical information and others covering mostly practical skills. In addition, students will observe and, to the extent possible, take part in the provision of group and individual intervention services.

This course will provide an advanced examination of proactive behavioral and cognitive-behavioral approaches used with children for the remediation of skill deficits associated with defiance, aggression, impulsivity, depression, and anxiety. Students will be required to develop treatment approaches to case presentations and/or develop clinical workshops for use with parents, teachers or other intervention agents.

This course serves as a continuation of APD3224H, with a focus on the critical analysis and in-depth understanding of selected theories of personality and diagnostic systems. Within this context, the results of personality inventories, standardized diagnostic interviews, behavioural measures, and neuropsychological tests will be used to prepare case formulations and treatment plans for adults.

This course will draw on contemporary psychoanalytic, cognitive and neuroscientific theories to provide an overview of clinical work with adults. We will also look at the state of empirical research on psychotherapy effectiveness. The focus will be on clinical observation and use of theory to arrive at an initial case formulation as well as the generation of ongoing hypotheses which inform clinical interventions. Emphasis will be placed on the current self-organization of the client, the transference and what is therapeutically usable or not usable at the present moment in treatment. In keeping with current psychoanalytic practice, therapy is seen from a relational perspective and interventions are rooted in dynamic systems theory with a focus is on therapeutic dyad. There will be an equal emphasis on clinical work and on theory and students will be encouraged to bring ongoing case material to class.

Course description same as APD1238H.

This practicum course introduces the student to the work of clinical assessment. Questionnaire and projective tests are used to assist in developing a picture of the emotional experience and the social environment of the child/adolescent. These factors are integrated with measures of cognitive ability and academic skill development to obtain an overview of psychological functioning. This half-credit course is scheduled on alternate weeks for the academic year. Open to School and Clinical Child Psychology students only.

This course supports and monitors the development of the Ph.D. students' clinical skills (assessment and intervention) in the field placement. Placements are typically in clinical settings. Seminars are scheduled on alternate weeks for the academic year. They focus on issues related to diagnosis, intervention and clinical practice.

This is a 1600 hour placement completed in the third or fourth year of doctoral study.

This optional practicum course is an additional practicum course that is available to School and Clinical Child Psychology (SCCP) program students at the PhD level. Students take it as an optional course beyond their program requirements. The course exists entirely to support students' development of their clinical skills. Students may register in this course any time that they commence a field placement experience under the supervision of a registered psychologist, providing that the placement is unpaid. Students may register in this course multiple times to permit a broad variety of assessment, intervention and supervisory experiences. Students may register for this course only with the permission of the course instructor. There are three restrictions on enrollment: 1) There is a signed agreement between the supervisor and the students with regard to the new skills that the student will acquire. 2) For each registration, the student must remain in the placement for a minimum of 100 hours to ensure that the supervisor has had ample time to observe and evaluate. 3) The total of clinical hours accrued in this open practicum course must not exceed 500 hours.

Course description same as APD2252H.

This course is designed to provide an in-depth understanding and working knowledge of the defining characteristics of major clinical/psychological disorders as well as current diagnostic systems and practices. Students will develop skills in synthesizing clinical material and formulating/making differential diagnoses based on the Diagnostic and Statistical Manual of Mental disorders (DSM-5). The course will also provide some opportunity to critically examine current theories and etiological perspectives on psychopathology with attention to gender and cultural issues. The course material will include video recordings for illustration of diagnostic issues and clinical syndromes as well as for practice purposes. [For PhD students in CCP and SCCP only.]

This is a course for doctoral students from two different programs in APHD: EdD students in Counselling & Psychotherapy and PhD students in Clinical & Counselling Psychology. Students registered in APD3261 are required to register in a practicum placement where their primary responsibility is to supervise and consult with students engaged in a clinical and or counselling practicum. This seminar course runs in tandem with the supervision and consultation practicum placement and the successful completion of the practicum placement is essential for fulfilling the requirements for the course. Bi-weekly seminar meetings are intended to support the students' professional development and provide a forum for a) discussion of issues related to supervision and consultation including clinical experiences in supervision, consultation, assessment, and psychotherapy; b) student case presentations of cases being supervised and c) issues, concerns or questions related to the supervision practicum placement. All students will be encouraged to discuss their experiences supervising/mentoring Masters-level students.

This course requires the completion of at least 1,600 hours of internship under the supervision of a registered psychologist. Students will register in the course once the placement has been arranged and approved by the course instructor. Placements are generally expected to fulfil the criteria of the Association of Psychology Postdoctoral and Internship Centres (APPIC). The internships may be served in a variety of settings and will normally involve instruction in psychopathology, training in differential diagnosis and assessment, case conceptualisation, treatment planning, a variety of psychotherapeutic approaches, case management, and other related tasks. All students must have a formal diagnosis and assessment component as part of their internship hours. It is expected that students will involve themselves in such activities as diagnosis and assessment, case conceptualisation, treatment planning, psychological interventions, consultations with other professionals, report writing, case conferences, and other activities relevant to professional training. It is also generally expected that, where possible, students will have contact with clients reflecting a range of diversity (e.g., clients who derive from various cultural, ethnic, social or linguistic groups and/or who bring other types of minority issues, such a gender identity or disability). Students are expected to find placements at training sites accredited by the Canadian Psychological Association (CPA) or the American Psychological Association (APA), or equivalent.

All students completing an EdD in Counselling Psychology for Community Settings will be required to complete the doctoral internship course. This course requires the completion of at least 500 hours of internship under the supervision of an experienced psychotherapist or counsellor approved by the Counselling Psychology Internship Coordinator. EdD students in the Counselling Program have been completing this 500-hour internship requirement since the inception of this program. We wish to ensure that the completion of this requirement appears on the student's transcript as a completed course requirement. Students will register in the course once the placement has been arranged and approved by the course instructor. The internship may be accomplished on either a full-time or part-time basis. The internships may be served in a variety of settings and will normally involve case conceptualisation, treatment planning, counselling interventions, consultations with other professionals, report writing, case conferences, and other activities relevant to professional training. It is also generally expected that, where possible, students will have contact with clients reflecting a range of diversity (e.g., clients who derive from various cultural, ethnic, social or linguistic groups and/or who bring other types of diversity issues, such a gender identity or disability).

This optional practicum course is an additional practicum course that is available to Counselling Psychology (CP) program students at the PhD or EdD level. Students take it as an optional course beyond their program requirements. The course exists entirely to support students' development of their clinical skills. PhD students may register in this course any time that they commence a field placement experience under the supervision of a registered psychologist, providing that the placement is unpaid. Similarly EdD students may register in this course any time that they commence a field placement experience under the supervision of an appropriately trained professional psychotherapist, providing that the placement is unpaid. Students may register in this course multiple times to permit a broad variety of assessment, intervention and supervisory experiences. Students may register for this course only with the permission of the course instructor. There are three restrictions on enrollment: 1) There is a signed agreement between the supervisor and the student with regard to the new skills that the student will acquire. 2) For each registration, the student must remain in the placement for a minimum of 100 hours to ensure that the supervisor has had ample time to observe and evaluate. 3) The total of clinical hours accrued in each registration in this open practicum course will not normally exceed 500 hours.

In this course we will focus on brain-behaviour relationships from converging behavioural, neurophysiological and neuroimaging perspectives and track their development from birth to adulthood. We will pay particular attention to the structural development of the brain, the emergence of functional brain systems, and the neuropsychological underpinnings of childhood brain disorders. We will then explore the implications of these processes for typical and atypical development and developmental psychopathology.

Child Study is the systematic interdisciplinary investigation of the way children adapt and change in order to provide them with more supportive learning environments and increase the likelihood of positive outcomes. Child study is a professional practice skill, a critical attitude, and a belief system based on inquiry, best evidence and reflection. This course offers an advanced consideration of how child study history, concepts, and research are related to issues and challenges in childhood education. The aim of the course will be to provide students with an advanced understanding of the field of child study through an examination of the history, theories, and breadth of research in child study. Students will analyze issues in child study and education, apply a child study framework to their area of interest, articulate a researchable problem of practice of interest in their organization/community, and identify policies that influence/connect with their problem of practice. Students will also gain specialized knowledge and competencies in utilizing action research frameworks to engage in professional inquiry, policy analysis, and research drawing on child study lens.

This course is designed to provide an in-knowledge of critical issues in special education and the mental health of children and adolescents that will enable the learners to think broadly about the issues and interconnections and their relevance for policy and decision-making. This course will draw on a bioecological model of development (Bronfennbrener, 1992) to guide discussions as we will investigate the effects of systems (e.g., community, family, school) and culture on mental health promotion and risk as well as on children’s access and support through special education services. Students will examine the contribution of key theoretical learning models that often guide research design and practice. Students will be able to analyze key policy and practice issues that affect children and youths’ wellbeing and mental health as well as be able to synthesize points of intersection between the special education system, mental health, and social systems. This course will engage students in an in-depth examination that influence the implementation of programs or practices designed to support students with special education needs (including early risk and intervention) as well as those to promote wellbeing and mental health. Students will gain expertise in their knowledge of the complex and interrelated factors affecting student success in general and special education systems as well as in-depth knowledge of risk and resilience frameworks for mental health in children.

This course will build on students’ understandings of problems of practice in child study through the advanced study of tools and research methods for investigating problems in practice. Students will develop knowledge of different research methodologies and their uses. They will develop strong literacy in research methods as they analyse studies in their area of interest. They will continue to refine and clarify their problem of practice and potential methods to study and understand how to address their problem of practice through research. This course also assists students in selecting a methodology that will use this to design their own exploration of their problem in practice. They will also learn how data-blends empirical educational research with the theory-driven design of learning contexts for their thesis - Dissertation in Practice (DIP). Students will develop an understanding of how educational innovations work in practice and based decision-making can support students’ outcomes and inform instructional and administrative decision-making.

This course focuses on supporting students as they prepare their research proposal. The course aims to advance the research, writing, and practice elements and at the same time create an academic community. Students will be asked to complete a preliminary literature review and identify and describe a proposed problem of practice with the class to receive feedback and guidance within this collaborative setting. Students will be asked to demonstrate their understanding of ethical guidelines for research, and identify potential research challenges they may face in their research. This course will complement the students’ work with their thesis advisor as this course provides a community of learners who can support the critical thinking processes embedded within creating a research proposal. The course will include in class seminars where students will spend part of the class working in small groups with others who are at the same stage of the journey; online support; individual meetings. The course provides supportive feedback on their key skills such as synthesizing research findings, writing analytically, and creating clear statements of issues and problems of practice. Students will also have the opportunity to present their work in a friendly, supportive community to build their oral and written communication skills.