All students of human development are interested in two questions: What develops? What influences development? In this course we are also interested in a third question: What is the role of formal education in human development? This course will provide an opportunity for students to construct an overall perspective on development and education, and to be introduced to the main areas of expertise among the faculty.
This course addresses issues and developmental changes in children and the factors involved in child development. Infancy, the preschool period, early school years, intermediate years, and adolescence are covered. Clinical and/or educational issues may be covered in some sections of this course.
Theories and Techniques of Counselling and Psychotherapy - Part I will introduce students to the process of psychotherapy and associated theories and techniques. Students will learn to conceptualize presenting issues from a number of theoretical orientations. Additionally, they will have an opportunity to engage in experiential exercises to practice relevant counselling skills and interventions through peer counselling activities. Being a culturally-responsive and self-aware practitioner is central to providing ethical and effective psychological services. Therefore, students will be invited to critically reflect on the theories discussed and the applicability of each to working with diverse client populations and concerns.
This course is intended to provide students with basic skills in clinical assessment and counselling interventions. Among others, issues related to the assessment of risk, history taking, clinical formulation, and the relationship between assessment and intervention will be addressed. Basic counselling interventions such as empathic responding, exploration of client's affect and cognitions, and problem solving will be explored. The course emphasizes the therapeutic relationship as well as the importance of ethical and legal issues in the provision of therapy. While the course presents didactic material, students have extensive opportunity to role play, and self-knowledge as well as issues related to boundary maintenance, power relationships in the provision of therapy and future self-development are also examined. This course involves sequenced skill training, with extensive counselling simulation and supervision of practice in a field setting. In addition to regular class meetings and time spent in group supervision with the instructor, M.Ed. students in Counselling are required to be in attendance one full day per week at their practicum settings. Some students may spend two full days in their practicum setting. MA students are required to be in attendance at least 2 full days per week at their practicum settings. All full- and part-time students must arrange their practica in consultation with the department's Coordinator of Internship and Counselling Services. Continuing students should plan to contact the Coordinator by March 15, and new students by May 15, in order to arrange the best match between student needs and field placement availability. The Counselling committee reserves the right to make any final decisions when questions arise concerning the placement of a student in a setting.
Current theories and research on personality are reviewed from several perspectives, including psychoanalytic, interpersonal, humanistic, trait, psychobiological, operant, and social cognitive. Topics include personality development and consistency, personality change, conscious and unconscious functioning, aggression, learned helplessness, personality disorders, sex and gender issues, and cross-cultural personality theories. Major theoretical approaches to personality within the context of clinical counseling psychology. This will include philosophical assumptions, key concepts, the process of change, and applications. Designed for those interested in personality development, change, and treatment issues. Specific content relevant to diverse socio- cultural contexts has been included. Upon completion of this course students will be able to: Understand the development of various Western psychology personality theories; understand the issues relevant to personality theory and development in culturally diverse contexts; and articulate a critical understanding of one of the major theories presented in class.
This course provides students with an overview of legal, ethical, and professional issues as they relate to the practice of psychology. The current regulatory model of psychology in Ontario and its implications for practice are reviewed. The Canadian Code of Ethics, College of Psychologists' Standards of Professional Conduct, federal and provincial legislation, and case law that apply to practice in Ontario are reviewed as they relate to issues of confidentiality, record keeping, consent, competence, professional boundaries, and diversity issues in assessment, psychotherapy, and research. Throughout the course, a model of ethical decision-making designed to assist practitioners with ethical dilemmas is reviewed and practised with a variety of case examples in the context of small- and large-group discussion.
The aim of this course is to provide a graduate level overview of a rapidly emerging field of research and application: Mind Brain and Education, also called Science of Learning, or Educational Neuroscience. The goal of this field is to bring together the theories, findings and methodologies of cognitive science, developmental science, education and neuroscience to understand the human mind/brain and its development and to devise effective ways to support learning and education.
This course will review the research findings and clinical case literature in selected areas of lesbian, gay, bisexual, and transgender psychology with reference to their implications for professional practice in counselling psychology. Particular emphasis will be given to the clinical and research implications of sexual orientation identity acquisition, bias crime victimization, same sex domestic violence, HIV/AIDS, gender dysphoria, and alcohol and substance use. Students will come to a greater appreciation and understanding of the special counselling needs of clients from differing sexual orientations and gender identities through a combination of lectures, seminar presentations, discussions, bibliographic and Internet research, and original student research projects.
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.
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.