This introductory course is designed to engage students in a critical understanding of the mental illness, mental health and well-being issues facing globalization, mental health practices and counselling psychology. The course will facilitate a critical reflection of the research and wellness practices that places a priority on improving equality of mental health and well-being for all people worldwide. The course seeks to define and locate critical counselling psychology within the broader historical, economic, social and political contexts of global mental health (GMH) care. Through a critical examination of the various ways in which Western mental health is practiced globally, students would establish a critical understanding of the economic and political engagements that underpin clinical practice globally. A critical examination of the various ways in which Western models of diagnosis and treatment - DSM5 (Diagnostic and Statistical Manual of Mental Disorders, 5th ed., and the ICD 10 International Statistical Classification of Diseases and Related Health Problems, a medical classification list by the World Health Organization (WHO) - students will get an appreciation of how Western models dominate an determine Low and Middle Income Countries (LMIC) mental health trajectory of care. Western narratives about mental illness, mental health and well-being tend to dominate over local LMIC traditional and indigenous healing practices. The course will focus on diagnosis and culture, transcultural psychiatry, cross-cultural counseling psychology, and the political economy of global mental health and well-being. An in-depth analysis of a number of individual country vignettes using a critical lens will be undertaken. Key concepts such as: globalization of mental health, cultural representation and presentation of mental illness and health, cross-cultural counselling and psychotherapy; Indigenous knowledges and traditional healing; political-economy of mental health and wellbeing will be critically understood and appreciated. This course will offer students an opportunity to learn about essential GMH current issues, discuss innovative cross-cultural counselling psychology collaborations, and critically examine strategic Indigenous initiatives aimed at reducing the burden of mental illness around the globe.

This course introduces students to the skills, theory, and practice of counselling interventions in persons experiencing mental health problems, as well as in mental health settings. It aims to develop peer-counselling skills and deepen self-awareness and interpersonal communication competencies. 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. The course will use a combination of video-based counselling techniques, to assist students in developing basic counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. The instructor will also present cases, including using video-taped counselling sessions, in addition to extensive counselling simulation. Unique to this program, is a cohort model of learning, where participants build trust with one another and build on their in-class relationships and discussions. Through presentations, experiential learning, class discussion, group exercises, counselling practice and videotaping, participants will:

• gain personal awareness of their own values and views and how they impact on the counselling experience
• gain a broad understanding of counselling theories
• learn to assist clients to develop their personal potential for growth and change
• practice basic counselling, problem-solving, decision-making and communication skills, and
• learn communication and conflict resolution approaches.

In addition, there will be a 250-hour placement in an approved field setting.

Psychological and educational characteristics of children and adolescents with learning disabilities and ADHD with an emphasis on the constitutional and environmental factors that contribute to these disabilities and enable optimal functioning. Emphasis is placed on the concept of learning disability and on the educational implications of the research literature in the field.

The course will provide the student with a better understanding of current theoretical and applied issues in language and reading development. It will target primarily first language learning but will cover second language learning whenever appropriate. A cognitive-developmental approach will be used to examine topics such as: the development of basic language reading skills including speech perception and phonological awareness, morphological awareness, orthographic processing and their respective contributions to reading, lexical learning and vocabulary development, the role of vocabulary in reading comprehension, comprehension strategies, reading disability, cross-language transfer of language and reading skills between first and second language in bilingual children, and cognitive effects of bilingualism. Implications of theories on instruction will be discussed whenever relevant. Students will be encouraged to develop their own research and/or applied projects. The course will be conducted in a seminar format. A different topic will be discussed in each session. Key issues pertaining to research methodology and data analysis will be addressed as needed.

Survey sampling, experimental design, and power analysis; analysis of variance for one-way and multi-way data with fixed, mixed, and random effects models; linear and multiple regression; multiple correlation; analysis of covariance.

Multistage, stratified sampling, multi-factor experimental designs, and multivariate statistical procedures, including multiple regression analysis, multivariate significance tests, factor analysis, discriminant analysis, canonical analysis, multivariate analysis of variance, logistic regression and log-linear analysis are discussed with application to research design and data analysis.

This interdisciplinary course seeks to advance Indigenous approaches to mental health and disability justice, especially in terms of applied theories and practices. By critically examining Indigenous psychological, sociological, cultural, environmental, and political formulations of mental health and disability, students will gain relevant knowledge and practical skills to promote Indigenous mental health equity and disability justice, especially within Canadian healthcare, social service, educational, and community development settings. In addition to developing a conceptual understanding of Indigenous approaches to mental health and disability including knowledge of the historical development of theories and practices, contextual factors (such as structural issues like colonialism; social and health policy contexts), students will also gain familiarity with intersectional issues facing Indigenous peoples in terms of mental health equity and disability justice (issues such as ageism, gender, sexuality, housing status). Students will also be able to reflect on their vocational formation and refine their commitments to ethical, culturally-safety, and socially responsive practice in their work with Indigenous peoples with lived/living experiences of psychosocial distress and disabilities. Finally, the course is geared towards developing skills to inform mental health promotion and disability justice organizing. Students will be exposed to and develop foundational skills in individual and community-based Indigenous mental health promotion, human rights-informed practices, and disability justice organizing.

This course will explore the role of the counsellor/counselling psychologist in the field of addictive behaviours. Through lectures, interactive discussions, video demonstrations, group presentations, and experiential exercises, students will become familiar with various theoretical models of addiction, approaches to assessment, and common intervention methods and techniques. Several intervention approaches will be examined, including behavioural, cognitive-behavioural and motivational interventions, relapse prevention, and self-help approaches. Although the primary emphasis will be on substance use issues, other addictive behaviours will be covered (e.g. gambling).

Introduction to the theory and practice of educational and psychological measurement. Topics include test development, classical test theory and item response theory, with applications to norm-referenced and criterion-referenced standardized achievement tests, group intelligence and aptitude tests, attitude and self-report scales, personality tests, performance assessments, questionnaires, and interview protocols.

This course examines psychological theories of play and has a focus on the role of technology in play across the life span (e.g., Vygotsky, Huizinga, Brown) in relation to the role of technology in play (e.g., Resnick, Gee, Squires) from both human developmental and educational perspectives. Topics addressing play include: gamification, trust, collaboration and passion to learn. In addition, we will address the growing role of technology in 'eduplay' and emerging social implications (e.g., concerns of addiction to gaming, social media, and networked-connectedness).

Adolescence is a developmental period characterized by both vulnerability and opportunity. This course will examine research and theory on the development of mental health and well-being in adolescence and emerging adulthood (ages 18-25 years), and examine common mental health concerns in adolescence. In addition to examining contributing developmental factors to adolescent mental health (e.g., physical, social, emotional changes and transitions in adolescence), this course will also explore risk and protective factors across various contexts (e.g., family, peers, schools, media) that influence adolescent risk and resiliency.

With increasing globalization and mobility across countries, student populations in urban schools include various groups of language learners, including immigrant children, indigenous language-speaking students, and second- or third-generation children who enter the school with fluent oral proficiency but with limited literacy skills in a language used as the medium of instruction at school. This course is designed for graduate students who wish to develop competencies in assessing additional language learners' language proficiency in K-12 curriculum learning contexts. The use of assessment is the central theme. We will consider theoretical bases and empirical evidence that educators and teachers should know in using assessment of school-aged language learners. Various cognitive and non-cognitive factors that influence students' language proficiency development will be examined. We will examine validity, reliability, and fairness issues arising from the use of standardized tests as well as classroom assessment.

Recent research suggests that one out of every five school-aged children suffers from a mental health issue (e.g., anxiety, depression), and that children who experience mental health issues are at increased risk for poor academic outcomes in schools. Educators are uniquely positioned to assist in the early identification of students struggling with mental health problems in the classroom. By learning about the signs of mental health problems, and understanding how to refer students to appropriate services, educators can facilitate children and youth's timely access to effective assessment and intervention. This course will provide an overview of the conceptualization, prevalence, and course of commonly occurring mental health disorders among school-aged children and youth, and explore risk and protective factors for mental health problems. Moreover, this course will examine the signs and symptoms of these disorders (to facilitate early detection by educators), as well as provide educators with information about empirically supported recommendations for preventing and responding to mental health issues in the classroom. Additionally, broader evidenced-based strategies and programming for preventing mental health concerns, and promoting mental health and well-being in the classroom will be discussed.

The mainstream view of developmental psychologists has been that early childhood is a 'high season of imaginative play'. Watching children at play seems to bear this out. However, both the purpose and the nature of children's imagination have recently been subjects of debate. We will examine fundamental questions about the nature and purpose of children's imagination, play, and narrative comprehension in development. We will also ask whether 'imagination' and 'play' have been appropriately conceptualized: are the explicit and tacit assumptions that developmental psychologists have made about the nature of 'play' convincing, and are they well-defined? We will also ask questions about future thinking and counterfactual reasoning and whether and how they impact children's learning and development.

Language is central to the human experience. It emerges universally and is acquired effortlessly by children. This seminar will focus on the acquisition of a first language by children. We will review the acquisition of the sounds of language, the meaning of language, and the structure of phrases and sentences. We will discuss both the process of acquisition and the competing theoretical explanations of that process. Particular emphasis will be placed on discovering the mechanisms children possess that enable them to learn language. Understanding how language develops and the factors involved can help us better identify appropriate interventions for children at risk.

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 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.