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.

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.