Applied Psychology and Human Development

Guided by the highest standards of scholarship and a commitment to equity and social justice, students and faculty in the Department of Applied Psychology and Human Development examine major issues in education, human development, applied psychology and professional practice, answering the critical questions that create action in the professional practice of the hundreds of thousands of teachers, researchers, counsellors, clinical and school psychologists, psychotherapists, professionals, policy makers, leaders, and influencers who are part of the OISE community worldwide.

All programs in the department commence in September.

Overview of Programs

Child Study and Education Program - MA, EdD

> Field: Practice-based Inquiry in Psychology and Educational Practice - MA

  • Emphases - EdD:
    • Early Learning and Early Years
    • Mental Health and Wellbeing
    • Special Education

Counselling and Clinical Psychology Program - MA, PhD

> Field: Clinical and Counselling Psychology - MA, PhD

  • Collaborative specializations
    • Addiction Studies - MA, PhD
    • Aging, Palliative and Supportive Care Across the Life Course -  MA, PhD
    • Community Development - MA (admissions have been administratively suspended)
    • Indigenous Health - MA, PhD (admissions have been administratively suspended)
    • Sexual Diversity Studies - MA, PhD
    • Women and Gender Studies - MA, PhD

> Field: Clinical Psychology - MA, PhD (offered by the Graduate Department of Psychological Clinical Science, University of Toronto Scarborough)

Counselling Psychology Program - MEd, EdD

> Field: Counselling and Psychotherapy - MEd, EdD

  • Collaborative specializations: 
    • Aging, Palliative and Supportive Care Across the Life Course - MEd, EdD
    • Community Development - MEd (admissions have been administratively suspended)
    • Indigenous Health - MEd, EdD (admissions have been administratively suspended)
    • Sexual Diversity Studies - MEd, EdD
    • Women and Gender Studies - MEd, EdD 

> Field: Global Mental Health and Counselling Psychology - MEd only

  • Dual degree program: MEd (University of Toronto) / MAP (Zhejiang University) 
  • Dual degree program: MEd (University of Toronto) / MMed (China Medical University)
  • Dual degree program: MEd (University of Toronto) / MSc (China Medical University)

> Field: Guidance and Counselling - MEd only

  • Collaborative specializations: 
    • Aging, Palliative and Supportive Care Across the Life Course - MEd
    • Community Development - MEd (admissions have been administratively suspended)
    • Indigenous Health - MEd (admissions have been administratively suspended)
    • Sexual Diversity Studies - MEd
    • Women and Gender Studies - MEd

> Field: School Psychology - EdD only

  • Collaborative specializations: 
    • Aging, Palliative and Supportive Care Across the Life Course - EdD
    • Indigenous Health - EdD (admissions have been administratively suspended)
    • Sexual Diversity Studies - EdD
    • Women and Gender Studies - EdD

Developmental Psychology and Education Program - MA, MEd, PhD

  • Emphases:
    • Early Learning (PhD, flexible-time only)
    • Program Evaluation (MEd only)
       
  • Collaborative specializations: 
    • Educational Policy - MA, MEd, PhD (admissions have been administratively suspended)
    • Neuroscience - MA, PhD

School and Clinical Child Psychology Program  -  MA, PhD

 

Combined Degree Programs

The MA Child Study and Education Combined Degree Program (CDP) is designed for University of Toronto students interested in studying the intersections of their Bachelor’s degree specialization, coupled with professional teacher preparation.  For more information about MA Child Study and Education Combined Degree Programs, please visit the School of Graduate Studies (SGS) Calendar on Combined Degree Programs.

NOTE: Please see Bulletin sections below for more information on APHD programs.

 


Child Study and Education

Child Study and Education Overview

Overview

The Child Study and Education program offers studies leading to a MA teacher-certification degree and an EdD degree. The MA program is a full-time two-year, non-thesis MA that qualifies graduates to teach in elementary schools (Kindergarten to Grade 6) in Ontario. The program’s combination of teacher education and graduate degree is intended to produce teacher-leaders who can apply research and theory in child study to their careers as educators. Child Study is an orientation that includes broad child development theories and methods, along with understanding children through experience and direct observation. The full-time, cohort-based EdD program is designed for professionals working in education or related fields looking to enrich their practice and advance their careers. The EdD program offers students the opportunity to extend and expand their knowledge and expertise in two major and interrelated domains: (1) Special Education (e.g., policy, perspectives, contexts and pedagogy); and (2) Security, Child and Youth Wellbeing (child and teacher mental health, resilience, learning environments, prevention and intervention and equity).

Child Study and Education MA

Master of Arts

The Master of Arts in Child Study and Education Program is offered at the Dr. Eric Jackman Institute of Child Study, a centre of professional teacher training and research in childhood and education, which includes a Nursery through Grade 6 Laboratory School.

The philosophy of this program is based on the belief that successful teaching requires an understanding of how children’s capacities, concerns, and behaviour change with age, how individual differences reflect developmental changes, and how social and physical environments influence children’s development.

The program introduces students to educational and developmental theory and research relevant to educational settings, showing how this research can inform classroom practice. Students also learn how to objectively study children, using both practical assessment and formal methods of inquiry. These areas of knowledge combined with knowledge of effective teaching methods (such as an inquiry-based approach) and learning environments result in educational practices that build on children’s current levels of development.

The non-thesis program requires two years of full-time study leading to a Master of Arts degree. Graduates are recommended to the Ontario College of Teachers for a Certificate of Qualification, which qualifies the holder to teach in the primary and junior divisions (junior kindergarten to grade 6) of Ontario schools. Research is embedded throughout the courses and the program.

This program includes a field in Practice-Based Inquiry (PBI) in Psychology and Educational Practice.

Child Study and Education MA; Field: Practice-Based Inquiry in Psychology and Educational Practice

Master of Arts; Field: Practice-Based Inquiry in Psychology and Educational Practice

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree (usually a four-year degree) with the equivalent of a University of Toronto mid-B or better in the final year.

  • Applicants are also expected to have experience working with groups of children, preferably in responsible positions.

  • Normally, an interview is required prior to admission.

  • A satisfactory vulnerable sector screening (VSS) police check is required prior to having direct contact with students. Without proof of a satisfactory VSS, schools will not allow teacher education candidates to participate in practice teaching.

Completion Requirements

  • Coursework. Students must complete 11.0 full-course equivalents (FCEs) including practicum placements and an internship as follows:

    • Year 1 — 7.0 FCEs as follows:

      • APD2200Y Child Study and the Science of Learning.

      • APD2201Y Education Seminar I: Professional Practice, Critical Pedagogies, and Social Studies.

      • APD2210Y Introduction to Curriculum I: Core Areas.

      • APD2220Y Teaching Practicum.

      • APD2270Y Adaptive Instruction: Students, Systems, and Supports.

      • APD1226H Foundations in Inquiry and Data-Based Decision Making.

      • 1.5 elective FCEs (equivalent to three half courses) chosen from among master's-level courses in the Department of Applied Psychology and Human Development and, in some cases, other departments; to be completed during the Spring (May/June) and Summer (July/August) sessions.

      • Students without an undergraduate course in child development must take APD1201H Child and Adolescent Development as an elective.

      • Eligible students registered in the Primary/Junior division who, in addition to an Ontario Teachers’ Certificate of Qualification, wish to pursue the French as a Second Language (FSL) qualification, must successfully complete the following requirements:

        • Pass an OISE French Proficiency Test prior to completing the following two courses.

        • Complete both CTL7200H Curriculum and Teaching in French as a Second Language — Primary/Junior and CTL3204H L’immersion française: enseignement et recherches within the elective space.

        • Complete one practicum placement in a French classroom following successful completion of the French Proficiency Test and both CTL7200H and CTL3204H.

      • Registration in Year 2 of the program is contingent upon successful completion of all Year 1 work.

    • Year 2 — 4.0 FCEs as follows:

      • APD2211H Language and Literacy: Understanding, Assessment, and Instruction.

      • APD2212H Mathematics Learning and Instruction.

      • APD2214H Arts Curriculum and Critical Pedagogies for Cross-Curricular Teaching.

      • APD2221Y Teaching Internship.

      • APD2222H Professional Practice: Enacting a Research-Informed Learning Cycle, taken during the internship session of Year 2.

      • APD2223H Professional Practice: Developing the Skills of Critical Friendship, taken during the academic session of Year 2.

      • APD2202H Education Seminar II: Current Issues in Teaching and Learning, taken during the internship session of Year 2.

Mode of Delivery: In person
Program Length: 5 sessions full-time (typical registration sequence: FWS-FW)
Time Limit: 3 years full-time

 

Child Study and Education EdD

Doctor of Education

This professional doctorate is designed to prepare professionals working in the field of education (or a highly related area) to extend their professional knowledge and practice to further develop their ability to be scholar-practitioners within child study. This program aims to provide practitioners with an advanced degree to enable them to engage in innovation, advanced professional practice, and understand how the field of child study can inform decision making in multiple contexts including the classroom.

This degree is designed for practitioners who are working within contexts in which children are served or supported and/or with individuals who support or guide those who work with children (for example, parents, families, and teachers).

The Doctor of Education (EdD) program is only available on a full-time basis.

Delivery options: Although not all elective courses are offered in each modality, students may be able to complete the EdD degree program through one of two delivery modes:

  • in-person (students will mainly complete their coursework and other program requirements in-person, with up to one-third of their coursework online); and

  • hybrid (students will experience a mix of modes of engagement, with some of their coursework and other program requirements in-person and between one-third and two-thirds of their coursework online) depending on their choice of emphases and elective courses.

Note: students should consult with their faculty advisor and/or graduate liaison officer regarding available options.

The next intake for this program will be Fall 2025. Applications for the EdD in Child Study and Education for the 2025-26 admissions cycle are set to open early October 2024.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below. Please note that applicants will be accepted into this degree program every other year.

  • A master’s degree: an MA or MEd degree in Education (for example, Master of Arts in Child Study and Education, Master of Education degree, Master of Teaching degree) with high academic standing (equivalent to a B+ or better) from a recognized university. Applicants with master’s degrees in other disciplines may be eligible to apply for admission, but may have to complete additional courses in developmental psychology and/or child study.

  • Letter of Intent: applicants must submit a well-written letter of intent in which they highlight their research interests, provide some insight into the problem of practice they are currently wishing to address, and describe their professional experiences and how these relate to their research interests and proposed problem of practice.

  • Normally applicants will have in-depth work experience (i.e., normally a minimum of 3 years of current or recent work experience) in an education-related field within a school or community setting. They should be able to identify how their work environment would be able to support and facilitate their research related to their problem of practice, which is a major outcome of this degree.

  • A letter from an employer supporting the potential candidate’s goals and ability to conduct their applied research within the school or community setting is required.

  • Applicants who hold an MEd or other non-thesis master’s degree must submit evidence of their ability to identify a research question or problem, to design and conduct a research study or project, and to report the findings or results, all in a rigorous manner. This constitutes a Qualifying Research Paper (QRP) or Major Research Paper (MRP). Applicants who do not have a QRP or MRP must provide a writing sample that highlights their ability to write clearly and analytically about issues in education and/or child study. Examples include a single authored master’s-level course paper, a policy document, or a professional publication.

  • An interview may be required prior to admission.

Completion Requirements

  • Coursework. Students must complete a minimum of 4.0 full-course equivalents (FCEs) as follows:

    • APD3301H Issues in Child Study and Education: Research, Policy, and Problems of Practice (RM).

    • APD3302H Advanced Study of Critical Issues in Special Education, Mental Health, and Child Security.

    • APD3303H Advanced Study of Tools and Research Methods for Investigating Problems of Practice: Data-Driven Research for Decision-Making.

    • APD3304H Research Proposal Development (RM).

    • Two half courses (1.0 FCE) from one of the three emphases: 1) Early Learning and Early Years; 2) Mental Health and Wellbeing; or 3) Special Education. See details on each emphasis below.

    • Research Methods course (select from the list of available research methods courses).

    • APD3305H Systems and Organizational Change.

  • Students will have successfully reached candidacy once their thesis committee is formed and formal approval of the thesis proposal has been given by the committee.

  • The thesis (Dissertation in Practice) is the culminating component of the Doctor of Education degree in Child Study and Education that shall include an identification and investigation of a problem of practice, the application of theory and research to problems of practice and/or policy and a design for implementation of ideas arising. Specifically, the thesis (Dissertation in Practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within an education-related field, aimed at improving practice at local, regional, national, or international levels.

  • Students are full-time and must maintain continuous, full-time registration and pay full-time fees until all degree requirements, including the thesis (Dissertation in Practice), are completed.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person, Hybrid
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

Child Study and Education MA Courses

MA Courses

Year 1 Required Courses

Course CodeCourse Title
APD1226HFoundations in Inquiry and Data-Based Decision Making
Child Study and the Science of Learning
Education Seminar I: Professional Practice, Critical Pedagogies, and Social Studies
Introduction to Curriculum I: Core Areas
Teaching Practicum
Adaptive Instruction: Students, Systems, and Supports
Plus
Three elective half courses to be completed during the Spring/Summer session.
Plus
Full-year religious education course (if interested in teaching in the Roman Catholic separate school board). This course does not count towards the Child Study and Education program requirements. There is a separate fee. Students interested in this option should contact the OISE Continuing and Professional Learning Office for course enrolment information.

Note: Students without an undergraduate course credit in child development must take APD1201H Child and Adolescent Development as one of their electives.

Year 2 Required Courses

Registration in Year 2 is contingent upon successful completion of all Year 1 work.

Academic Session

Course CodeCourse Title
Language and Literacy: Understanding, Assessment, and Instruction
Mathematics Learning and Instruction
Arts Curriculum and Critical Pedagogies for Cross-Curricular Teaching
APD2222HProfessional Practice: Enacting a Research-Informed Learning Cycle
APD2223H
Professional Practice: Developing the Skills of Critical Friendship

Internship Session

Course CodeCourse Title
Education Seminar II: Current Issues in Teaching and Learning
Teaching Internship

In addition, students must demonstrate knowledge of the Acts and Regulations respecting education in Ontario (addressed in APD2202H).

French as a Second Language Qualification Courses

  • Eligible students registered in the Primary/Junior division who, in addition to an Ontario Teachers’ Certificate of Qualification, wish to pursue the French as a Second Language (FSL) qualification, must successfully complete the following requirements:
    • Pass an OISE French Proficiency Test prior to completing the following two courses.
    • Complete both CTL7200H Curriculum and Teaching in French as a Second Language — Primary/Junior and CTL3204H L’immersion française: enseignement et recherches within the elective space.
    • Complete one practicum placement in a French classroom following successful completion of the French Proficiency Test and both CTL7200H and CTL3204H.

Recommended Elective Courses

Depending on their career goals, students may wish to select courses and placements to focus on particular areas:

Special Education

Students planning a career in special needs education may consider Special Education as a focused area of study. Such students are strongly encouraged to complete two recommended Special Education electives beyond their core foundation course (APD2270Y).

Early Childhood

Students interested in kindergarten programs may consider Early Childhood as a focused area of study. Such students are strongly encouraged to complete one or more recommended Early Childhood elective course plus an internship in a kindergarten class.

Course List

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
Child and Adolescent Development
Research Methods and Thesis Preparation in AP&HD
Psychological Foundations of Early Development and Education
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children
Foundations in Inquiry and Data-Based Decision Making
APD1249HSocial-Emotional Development and Applications
Child Abuse: Intervention and Prevention
APD1258HSpatial Thinking and STEAM Education
APD1271HPerspectives on Executive Functions in Education: From Theory to Practice
Play and Education
APD1276HMaximizing Learning: Understanding How Individuals and Groups Learn Best
APD1280HSymbolic Development and Learning
APD1286HFoundations of Literacy Development for School Age Children
Technology, Psychology, and Play
Assessing School-Aged Language Learners
APD1298HImagination, Reasoning, and Learning
Major Research Paper
Child Study and the Science of Learning
Education Seminar I: Professional Practice, Critical Pedagogies, and Social Studies
Education Seminar II: Current Issues in Teaching and Learning
Introduction to Curriculum l: Core Areas
Language and Literacy: Understanding, Assessment, and Instruction
Mathematics Learning and Instruction
Arts Curriculum and Critical Pedagogies for Cross-Curricular Teaching
Teaching Practicum
Teaching Internship
APD2222HProfessional Practice: Enacting a Research-Informed Learning Cycle
APD2223HProfessional Practice: Developing the Skills of Critical Friendship
APD2232HConsultation Skill Development for Educators
APD2270YAdaptive Instruction: Students, Systems, and Supports
Technology for Adaptive Instruction and Special Education
Interpretation of Educational Research
Reading and Writing Difficulties
APD3303HAdvanced Study of Tools and Research Methods for Investigating Problems of Practice: Data-Driven Research for Decision-Making
APD3305HSystems and Organizational Change
APD5000H to APD5050HSpecial Topics in Applied Psychology and Human Development: Master's Level
APD6000H to APD6016HSpecial Topics in Applied Psychology and Human Development: Doctoral Level

Individual Reading and Research Courses

Course CodeCourse Title
APD2252HIndividual Reading and Research in Human Development and Applied Psychology: Master's Level
Child Study and Education EdD Courses

EdD Courses

Course CodeCourse Title
APD3201HQualitative Research Methods in Human Development and Applied Psychology (RM)
APD3202HA Foundation of Program Evaluation in Social Sciences (RM)
Issues in Child Study and Education: Research, Policy, and Problems of Practice (RM)
Advanced Study of Critical Issues in Special Education, Mental Health, and Child Security
APD3303H
Advanced Study of Tools and Research Methods for Investigating Problems of Practice: Data-Driven Research for Decision-Making
Research Proposal Development (RM)
APD3305HSystems and Organizational Change
JOI1288HIntermediate Statistics and Research Design (RM)
JOI3228HMixed Methods Research Design in Social Sciences (RM)

Counselling and Clinical Psychology

Counselling and Clinical Psychology Overview

Overview

The Counselling and Clinical Psychology program offers studies leading to the MA and PhD degrees. This program has two fields: (1) Clinical and Counselling Psychology offered by the graduate Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), St. George campus, and (2) Clinical Psychology offered by the Graduate Department of Psychological Clinical Science at the University of Toronto Scarborough (UTSC). The field in Clinical and Counselling Psychology offer by OISE is based on a bio-psycho-social model with an emphasis on diversity, assessment and treatment of psychopathology in adults.

MA in Clinical and Counselling Psychology program is designed for applicants interested in working as researchers or practitioners in a variety of psychological and educational settings. This program enables students to apply for registration with the College of Psychologists of Ontario (CPO) as a Psychological Associate. It also fulfils the course and practicum requirements of students who plan to apply to the PhD program, Clinical and Counselling Psychology field at OISE. 

The principal aim of the PhD in Clinical and Counselling Psychology program is the development of research and theoretical knowledge in counselling and clinical psychology, assessment skills, and knowledge and training in professional issues. This program enables students to apply for registration with the College of Psychologists of Ontario (CPO) as a Psychologist, and to assume a variety of positions in psychological teaching, research, and practice in universities, community settings and agencies offering psychological services, and in university or college counselling centres. This field was accredited in both the areas of counselling and clinical psychology by the Canadian Psychological Association (CPA) for a six-year term in 2022. It is currently the only program in Canada to hold such a dual accreditation status.

Counselling and Clinical Psychology MA; Field: Clinical and Counselling Psychology

Master of Arts; Field: Clinical and Counselling Psychology

The Counselling and Clinical Psychology program offers studies leading to the MA and PhD degrees. It is offered by the graduate Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), St. George campus, and the Graduate Department of Psychological Clinical Science at the University of Toronto Scarborough (UTSC).

This graduate program is intended for students seeking to pursue careers in research, teaching, and clinical practice. At the time of application, students will be required to identify a preference for a specific field as well as for a potential supervisor with whom they would work if admitted to the program.

The program has two fields:

  • Clinical and Counselling Psychology, offered by OISE;

  • Clinical Psychology, offered by UTSC.

The field in Clinical and Counselling Psychology is offered by the OISE Department of Applied Psychology and Human Development. This field is based on a bio-psycho-social model with an emphasis on diversity. It shares an emphasis with the Clinical Psychology field on the assessment and treatment of psychopathology in adults.

This MA program is designed for applicants interested in working as researchers or practitioners in a variety of psychological and educational settings. This program enables students to apply for registration with the College of Psychologists of Ontario (CPO) as a Psychological Associate. It also fulfils the course and practicum requirements of students who plan to apply to the PhD program, Clinical and Counselling Psychology field at OISE.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The MA is taken on a full-time or part-time basis. However, students in the part-time option will be required to complete one year of full-time study to fulfil their degree requirements.

For 2024-25 and further extension to the 2025-26 academic year, admissions to the part-time option have been administratively suspended.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree in psychology or any appropriate bachelor's degree that would contain the psychology requirement equivalent (defined as 6.0 full-course equivalents [FCEs] in psychology, including 0.5 FCE in research methods and 0.5 FCE in statistics. It is expected that students will have completed 1.0 FCE at the third- or fourth-year level in each of three core areas of general psychology:

    • biological bases of behaviour (for example, physiological psychology, comparative psychology, neuropsychology, psychopharmacology);

    • cognitive/affective bases of behaviour (for example, learning, sensation, perception, cognition, thinking, motivation, emotion); and

    • social bases of behaviour (for example, social psychology; cultural, ethnic, and group processes; sex roles; organizational and systems theory).

Students who are missing courses in these core content areas will be required to complete additional courses during the MA or PhD degrees.

  • A standing equivalent to a University of Toronto A– or better in the final year.

Completion Requirements

  • Coursework. Students must complete a total of 4.5 FCEs as follows:

    • APD1202H Theories and Techniques of Counselling and Psychotherapy — Part I.

    • APD1203Y Practicum I: Interventions in Counselling Psychology and Psychotherapy (500 hours of practicum). MA students will attend a minimum of three colloquium presentations during their program, which partially fulfills the course requirements for APD1203Y.

    • APD1208Y Cognitive and Personality Theory and Assessment.

    • APD1219H Ethical Issues in Professional Practice in Psychology and Psychotherapy.

    • APD1228H Couples Counselling or APD1261H Group Work in Counselling and Psychotherapy (or an equivalent course).

    • APD1263H Research Methods for Clinical and Counselling Psychology (RM).

    • JOI1288H Intermediate Statistics and Research Design (RM).

  • Master's thesis.

  • Full-time option: Full-time, on-campus study is required from September to April, which represents the Fall and Winter sessions. Normally, 1.5 FCEs are taken in each of the Fall and Winter sessions and a maximum of 1.0 FCE in the Summer session. Under this option, it is expected that all degree requirements will be completed within two years.

  • Part-time option (for 2024-25 and further extension to the 2025-26 academic year, admissions to the part-time option have been administratively suspended): For this option, students can register as part-time students at the beginning of their program. However, they will be required to register as full-time students for one year of the program. In this option, students will normally take 1.0 FCE annually during the beginning of their program and 1.5 FCEs in each of the Fall and Winter sessions in their year of full-time study. Once they have begun their last required course, they must register continuously and pay the part-time fees until all degree requirements have been completed. Under this option, it is expected that all degree requirements will be completed within two to three years, up to a maximum of six years.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Counselling and Clinical Psychology PhD; Field: Clinical and Counselling Psychology

Doctor of Philosophy; Field: Clinical and Counselling Psychology

The Counselling and Clinical Psychology program offers studies leading to the MA and PhD degrees. It is offered by the graduate Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), St. George campus, and the Graduate Department of Psychological Clinical Science at the University of Toronto Scarborough (UTSC).

This graduate program is intended for students seeking to pursue careers in research, teaching, and clinical practice. At the time of application, students will be required to identify a preference for a specific field as well as for a potential supervisor with whom they would work if admitted to the program.

The program has two fields:

  • Clinical and Counselling Psychology, offered by OISE;

  • Clinical Psychology, offered by UTSC.

The field in Clinical and Counselling Psychology is offered by the OISE Department of Applied Psychology and Human Development. This field is based on a bio-psycho-social model with an emphasis on diversity. It shares an emphasis with the Clinical Psychology field on the assessment and treatment of psychopathology in adults.

The principal aim of this PhD program is the development of research and theoretical knowledge in counselling and clinical psychology, assessment skills, and knowledge and training in professional issues. Students are expected to conduct advanced research and to develop professional knowledge and skills. Graduates will be prepared to assume a variety of positions in psychological teaching, research, and practice in universities, community settings and agencies offering psychological services, and in university or college counselling centres.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The Clinical and Counselling Psychology field offers both a full-time and flexible-time PhD, and progress in the program will be reviewed annually. This field was accredited in both the areas of counselling and clinical psychology by the Canadian Psychological Association (CPA) for a six-year term in 2022. It is currently the only program in Canada to hold such a dual accreditation status.

For 2024-25 and further extension to the 2025-26 academic year, admissions to the flexible-time PhD option have been administratively suspended.


PhD Program

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree in psychology or any appropriate bachelor's degree that would contain the psychology requirement equivalent (defined as 6.0 full-course equivalents [FCEs] in psychology, including 0.5 FCE in research methods and 0.5 FCE in statistics, with a standing equivalent to a University of Toronto A– or better in the final year. It is expected that students will have completed 1.0 FCE at the third- or fourth-year level in each of three core areas of general psychology:

    • biological bases of behaviour (for example, physiological psychology; comparative psychology, neuropsychology, psychopharmacology);

    • cognitive/affective bases of behaviour (for example, learning, sensation, perception, cognition, thinking, motivation, emotion); and

    • social bases of behaviour (for example, social psychology; cultural, ethnic, and group processes; sex roles; organizational and systems theory).

Students who are missing courses in these areas may be required to complete additional courses during the degree.

  • A University of Toronto MA degree in Clinical and Counselling Psychology with a grade of A– or better, or its equivalent. However, if the master's program was not equivalent to the U of T MA in Counselling and Clinical Psychology, the student will be required to take additional courses to receive equivalent training.

Completion Requirements

  • Coursework. Students must complete a minimum of 5.5 FCEs as follows:

    • 2.5 FCEs in Counselling and Psychotherapy:

      • APD3215H Advanced Psychotherapy Seminar;

      • APD3217Y Advanced Practicum in Clinical and Counselling Psychology (600-hour practicum); and APD3268Y Internship in Clinical and Counselling Psychology (1,600-hour internship — arrangements must be made in consultation with the Director of Clinical Training). PhD students will attend a minimum of six colloquium presentations during their program, which partially fulfills the course requirements for APD3268Y.

    • 1.0 FCE in Psychology Measurement/Assessment and Diagnosis:

      • APD3225H Assessment and Diagnosis of Personality and Psychopathology; and

      • APD3260H Psychodiagnostic Systems.

    • 0.5 FCE in Supervision and Consultation:

      • APD3261H Clinical Supervision and Consultation Practicum.

    • 1.0 FCE in Advanced Research Methods:

      • APD3202H A Foundation of Program Evaluation in Social Sciences (RM); and

      • An advanced-level statistics course (in consultation with supervisors). Courses can be drawn from those offered at OISE or other Faculties with the permission of the instructor.

    • 0.5 FCE in History and Systems Psychology:

      • APD3204H Contemporary History and Systems in Human Development and Applied Psychology.

  • Comprehensive examination: In addition to normal course requirements, students will complete two comprehensive components. First, a manuscript for publication and presentation at a peer review conference, normally in Year 1 of the program. Second, students will be examined systematically in general psychology and in professional psychology. The examination will normally be taken at the end of Year 2 of full-time study.

  • Doctoral dissertation: All students must develop, complete, and defend in a Doctoral Final Oral Examination a doctoral dissertation supervised by a full-time member of the Counselling and Clinical Psychology faculty. The content of such dissertation research may address theoretical issues applicable to clinical and counselling concerns and practice, relate to the development of programs in a variety of educational or applied settings, or in some other way contribute to the development and practice of clinical and counselling psychology.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Mode of Delivery: In person
Program Length: 5 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

PhD Program (Flexible-Time)

Minimum Admission Requirements

For 2024-25 and further extension to the 2025-26 academic year, admissions to the flexible-time PhD option have been administratively suspended.

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree in psychology or any appropriate bachelor's degree that would contain the psychology requirement equivalent (defined as 6.0 full-course equivalents [FCEs] in psychology, including 0.5 FCE in research methods and 0.5 FCE in statistics, with a standing equivalent to a University of Toronto A– or better in the final year. It is expected that students will have completed 1.0 FCE at the third- or fourth-year level in each of three core areas of general psychology:

    • biological bases of behaviour (for example, physiological psychology; comparative psychology, neuropsychology, psychopharmacology);

    • cognitive/affective bases of behaviour (for example, learning, sensation, perception, cognition, thinking, motivation, emotion); and

    • social bases of behaviour (for example, social psychology; cultural, ethnic, and group processes; sex roles; organizational and systems theory).

Students who are missing courses in these areas may be required to complete additional courses during the degree.

  • A University of Toronto MA degree in Clinical and Counselling Psychology with a grade of A– or better, or its equivalent. However, if the master's program was not equivalent to the U of T MA in Counselling and Clinical Psychology, the student will be required to take additional courses to receive equivalent training.

  • Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option; the exception is that applicants must demonstrate that they are currently employed, and active professionals engaged in activities relevant to their proposed program of study.

Completion Requirements

  • Coursework. Students must complete a minimum of 5.5 FCEs as follows:

    • 2.5 FCEs in Counselling and Psychotherapy:

      • APD3215H Advanced Psychotherapy Seminar;

      • APD3217Y Advanced Practicum in Clinical and Counselling Psychology (600-hour practicum); and APD3268Y Internship in Clinical and Counselling Psychology (1,600-hour internship — arrangements must be made in consultation with the Coordinator of Internship and Counselling Services). PhD students will attend a minimum of six colloquium presentations during their program, which partially fulfills the course requirements for APD3268Y.

    • 1.0 FCE in Psychology Measurement/Assessment and Diagnosis:

      • APD3225H Assessment and Diagnosis of Personality and Psychopathology; and

      • APD3260H Psychodiagnostic Systems.

    • 0.5 FCE in Supervision and Consultation:

      • APD3261H Clinical Supervision and Consultation Practicum.

    • 1.0 FCE in Advanced Research Methods:

      • APD3202H A Foundation of Program Evaluation in Social Sciences (RM); and

      • An advanced-level statistics course (in consultation with supervisors). Courses can be drawn from those offered at OISE or other Faculties with the permission of the instructor.

    • 0.5 FCE in History and Systems Psychology (if not already satisfied by the completion of a third- or fourth-year undergraduate psychology course in this area):

      • APD3204H Contemporary History and Systems in Human Development and Applied Psychology.

  • Comprehensive examination: In addition to normal course requirements, students will complete two comprehensive components. First, a manuscript for publication and presentation at a peer review conference, normally in Year 1 of the program. Second, students will be examined systematically in general psychology and in professional psychology. The examination will normally be taken at the end of Year 2 of full-time study.

  • Doctoral dissertation: All students must develop, complete, and defend in a Doctoral Final Oral Examination a doctoral dissertation supervised by a full-time member of the Counselling and Clinical Psychology faculty. The content of such dissertation research may address theoretical issues applicable to clinical and counselling concerns and practice, relate to the development of programs in a variety of educational or applied settings, or in some other way contribute to the development and practice of clinical and counselling psychology.

  • Students must register continuously until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Mode of Delivery: In person
Program Length: 6 years full-time (typical registration sequence: Continuous)
Time Limit: 8 years full-time

 

Counselling and Clinical Psychology MA and PhD; Field: Clinical and Counselling Psychology Courses

MA and PhD; Field: Clinical and Counselling Psychology Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
APD1202HTheories and Techniques of Counselling and Psychotherapy — Part I
Practicum I: Interventions in Counselling Psychology and Psychotherapy
Cognitive and Personality Theory and Assessment
Ethical Issues in Professional Practice in Psychology and Psychotherapy
Couples Counselling
APD1260HFamily Therapy
Group Work in Counselling and Psychotherapy
Research Methods for Clinical and Counselling Psychology (RM)
APD1267HEmotion-Focused Therapy
APD1270HTrauma Informed Interventions
A Foundation of Program Evaluation in Social Sciences (RM)
Contemporary History and Systems in Human Development and Applied Psychology
Advanced Psychotherapy Seminar
Advanced Practicum in Clinical and Counselling Psychology
Assessment and Diagnosis of Personality and Psychopathology
Psychodiagnostic Systems
APD3261HClinical Supervision and Consultation Practicum
Internship in Clinical and Counselling Psychology
APD5000H to APD5050HSpecial Topics in Applied Psychology and Human Development: Master's Level
APD6000H to APD6016HSpecial Topics in Applied Psychology and Human Development: Doctoral Level
JOI1287HIntroduction to Applied Statistics (RM)
JOI1288HIntermediate Statistics and Research Design (RM)
JOI3048HIntermediate Statistics in Educational Research: Multiple Regression Analysis (RM)

Individual Reading and Research Courses

Course CodeCourse Title
APD2252HIndividual Reading and Research in Human Development and Applied Psychology: Master’s Level
APD3252HIndividual Reading and Research in Human Development and Applied Psychology: Doctoral Level

Counselling Psychology

Counselling Psychology Overview

Overview

The Counselling Psychology (CP) program provides individuals with the opportunity to learn and develop counselling skills appropriate for a variety of work settings. The program provides students with theoretical and professional training in preparation for work in hospital, educational, mental health, private practice and other community settings. The CP program at OISE is renowned for excellence in professional training and its integration of diversity, equity and critical practice issues within the areas of psychotherapy and counsellor education. The program offers four fields: (1) Counselling & Psychotherapy - MEd, EdD; (2) Guidance & Counselling - MEd; (3) Global Mental Health and Counselling Psychology - MEd; and (4) School Psychology - EdD. The field in Counselling and Psychotherapy (MEd) provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA) and as a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (CRPO). The field in School Psychology (EdD) leads to eligibility for registration with the College of Psychologists of Ontario in the competency area of school psychology.  All program fields are well-organized and present coherent areas of study and training opportunities for graduate students. Graduates of the program are successful in entering professional careers in diverse aspects of counselling, psychotherapy and education, and in the School Psychology Field, a range of psychological practice.

Counselling Psychology MEd; Field: Counselling and Psychotherapy

Master of Education; Field: Counselling and Psychotherapy

The field in Counselling and Psychotherapy, within the Counselling Psychology MEd degree program, provides individuals with the opportunity to learn and develop skills appropriate for counselling individuals across a variety of work settings. Students are encouraged to tailor their courses and practicum learning experiences to meet their particular learning goals. Examples of the types of goals for which suitable programs of study could be developed include counselling and psychotherapy with adults, college and university students, or older adults: career counselling; counselling with diverse clients; and counselling and psychotherapy in community mental health and family service settings. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA) and as a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (CRPO).

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The MEd program is typically offered on a full-time basis with a limited number of part-time spots available.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below.

  • An appropriate bachelor's degree of any background or discipline, with a grade equivalent to a University of Toronto B+ or better in the final year, from a recognized university.

  • At least one year of relevant counselling-related experience.

  • Two letters of reference.

Completion Requirements

  • Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

    • APD1202H Theories and Techniques of Counselling and Psychotherapy — Part I.

    • APD1203Y Practicum I: Interventions in Counselling Psychology and Psychotherapy. The practicum placement is the supervised training component of this course.

    • APD1214H Critical Multicultural Practice: Diversity Issues in Counselling and Psychotherapy.

    • APD1219H Ethical Issues in Professional Practice and Psychotherapy.

    • APD1260H Family Therapy (0.5 FCE) or APD1261H Group Work in Counselling and Psychotherapy.

    • APD1302H Theories and Techniques of Counselling and Psychotherapy — Part II.

    • 1.5 FCEs in electives. Recommended electives: one of

      • APD1266H Career Counselling and Development: Transition from School to Work,

      • APD1267H Emotion-Focused Therapy,

      • APD1268H Career Counselling and Development: Transitions in Adulthood,

      • APD1278H Cognitive Therapy.

  • A comprehensive examination. Upon completion of program course requirements, students must pass a written comprehensive exam of selected topics from the program curriculum and training.

  • Optional additional practicum, counted as one of the electives. Students may choose to complete a practicum (APD1247H Practicum in Adult Counselling and Psychotherapy) for an additional 250 hours of field placement concurrent with the required course (APD1203Y Practicum I: Interventions in Counselling Psychology and Psychotherapy). Arrangements for the practicum placement must be made in consultation with and the approval of the Director of Clinical Training.

Mode of Delivery: In person
Program Length: 5 sessions full-time (typical registration sequence: FWS-FW); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Counselling Psychology MEd; Field: Global Mental Health and Counselling Psychology

Master of Education; Field: Global Mental Health and Counselling Psychology

The field in Global Mental Health and Counselling Psychology, within the Counselling Psychology MEd degree program, provides individuals with the opportunity to learn and develop skills appropriate for the field of mental health and counselling psychology in international contexts. Students will be prepared to work in a variety of global applied settings with a focus on mental health. This degree program is ideally suited to students interested in an international perspective of mental health and counselling.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

This degree is cohort based and is offered full-time only.


Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below.

  • An appropriate bachelor's degree, with a grade equivalent to a University of Toronto B+ or better in the final year, from a recognized university.

  • At least one year of relevant counselling-related experience.

  • Two letters of reference.

  • Normally, an interview is required prior to admission.

Completion Requirements

  • Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

    • APD1219H Ethical Issues in Professional Practice in Psychology and Psychotherapy.

    • APD1228H Couples Counselling.

    • APD1245H Brief Strategies in Counselling and Psychotherapy.

    • APD1278H Cognitive Therapy.

    • APD1282H Introduction to Global Mental Health and Counselling Psychology.

    • APD1283H Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health.

    • APD1902H Theories and Techniques of Counselling in a Global Context.

    • APD2293H Interpretation of Educational Research.

    • APD5000H Special Topics in Applied Psychology and Human Development: Master's Level.

    • In consultation with the program chair, students will take APD1268H Career Counselling and Development: Transitions in Adulthood, APD1291H Addictive Behaviours: Approaches to Assessment and Intervention, or another elective.

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F)
Time Limit: 3 years full-time

 

Counselling Psychology MEd; Field: Global Mental Health and Counselling Psychology (Dual Degree Programs)

Master of Education; Field: Global Mental Health and Counselling Psychology (Dual Degree Programs)

1) Dual Degree Program: Master of Education (University of Toronto) / Master of Medicine (China Medical University)

Program Description

This dual degree program creates a pathway between U of T's Master of Education (MEd) in Counselling Psychology, Global Mental Health and Counselling Psychology (GMHCP) field and China Medical University (CMU)'s Master of Medicine (MMed) in Psychiatry and Mental Health programs.

In Year 1, students complete MMed coursework at CMU in Liaoning Province, China. In Year 2, students complete MEd coursework at U of T in Toronto, Canada. In the Fall session of Year 3, students complete the last course of the MEd requirement (a practicum) in China along with the Year 3 MMed coursework. In Year 3, students will also complete a master's thesis at CMU as part of the dual degree requirements.

Students will gain both degrees in three years rather than the four years it would take to acquire the degrees independently.

Contact

Master of Education / Master of Medicine Program
Web: www.oise.utoronto.ca/aphd/programs/master-education-counselling-psychology-global-mental-health-counselling-psychology-field/med

Master of Education Program
Department of Applied Psychology and Human Development, University of Toronto
Email: admissions.oise@utoronto.ca

Master of Medicine Program
Department of Medical Psychology and Mental Health, China Medical University
Email: mqu@cmu.edu.cn

Application Process

  • Applicants must apply directly to both the Department of Applied Psychology and Human Development at U of T and the Department of Medical Psychology and Mental Health at CMU. Applicants must apply through U of T’s School of Graduate Studies online admissions application system.

Minimum Admission Requirements

  • In order to be admitted to the dual degree program, applicants must meet the admission requirements of both programs. The admission requirements of the GMHCP field within the MEd program are stated below.
  • Applicants are admitted under the General Regulations of the School of Graduate Studies at the University of Toronto as well as the specific requirements of the MEd program.
  • An appropriate bachelor's degree from a recognized university with a standing in the final year equivalent to at least a U of T B+.
  • At least one year of relevant counselling experience, which could be paid or volunteer.
  • Two letters of reference.
  • Normally, an interview is required prior to admission to the MEd program.

Program Requirements

During their U of T registration in the GMHCP field within the MEd program, students must successfully complete a total of 5.0 full-course equivalents (FCEs).

Year 1
  • Fall, Winter, and Summer sessions: students complete Year 1 MMed courses at CMU.
Year 2
  • Students complete the following Year 2 MEd courses at U of T.
  • Fall session (1.5 FCEs):
    • APD1282H Introduction to Global Mental Health and Counselling Psychology.
    • APD1902H Theories and Techniques of Counselling in a Global Context.
    • In consultation with the program chair, students will take APD1268H Career Counselling and Development: Transitions in Adulthood, APD1291H Addictive Behaviours: Approaches to Assessment and Intervention, or another elective.
  • ​Winter session (2.0 FCEs):
    • ​APD1219H Ethical Issues in Professional Practice in Psychology and Psychotherapy.
    • APD1245H Brief Strategies in Counselling and Psychotherapy.
    • APD1278H Cognitive Therapy.
    • APD2293H Interpretation of Educational Research.
  • May-to-June period of the Summer session (0.5 FCE):
    • APD1228H Couples Counselling.
  • July-to-August period of the Summer session (0.5 FCE):
    • APD5000H Special Topics in Applied Psychology and Human Development: Master’s Level.
Year 3
  • Fall session (0.5 FCE):
    • Complete the U of T MEd course APD1283H Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health. This is a 250-hour placement in an approved field setting and must be arranged prior to admission to this program.
    • Continue the MMed program requirements at CMU.
  • Winter and Summer sessions:
    • Complete the MMed program requirements at CMU.

Program Length

9 sessions full-time (typical registration sequence: F/W/S/F/W/S/F/W/S)

 

2) Dual Degree Program: Master of Education (University of Toronto) / Master of Science (China Medical University)

Program Description

This dual degree program creates a pathway between U of T's Master of Education (MEd) in Counselling Psychology, Global Mental Health and Counselling Psychology (GMHCP) field and China Medical University (CMU)'s Master of Science (MSc) in Applied Psychology programs.

In Year 1, students complete MSc coursework at CMU in Liaoning Province, China. In Year 2, students complete MEd coursework at U of T in Toronto, Canada. In the Fall session of Year 3, students complete the last course of the MEd requirement (a practicum) in China along with the Year 3 MSc coursework. In Year 3, students will also complete a master's thesis at CMU as part of the dual degree requirements.

Students will gain both degrees in three years rather than the four years it would take to acquire the degrees independently.

Contact

Master of Education / Master of Science Program
Web: www.oise.utoronto.ca/aphd/programs/master-education-counselling-psychology-global-mental-health-counselling-psychology-field/med

Master of Education Program
Department of Applied Psychology and Human Development, University of Toronto
Email: admissions.oise@utoronto.ca

Master of Science Program
Department of Applied Psychology, China Medical University
Email: mqu@cmu.edu.cn

Application Process

  • Applicants must apply directly to both the Department of Applied Psychology and Human Development at U of T and the Department of Applied Psychology at CMU. Applicants must apply through U of T’s School of Graduate Studies online admissions application system.

Minimum Admission Requirements

  • In order to be admitted to the dual degree program, applicants must meet the admission requirements of both programs. The admission requirements of the GMHCP field within the MEd program are stated below.
  • Applicants are admitted under the General Regulations of the School of Graduate Studies at the University of Toronto as well as the specific requirements of the MEd program.
  • An appropriate bachelor's degree from a recognized university with a standing in the final year equivalent to at least a U of T B+.
  • At least one year of relevant experience, which could be paid or volunteer.
  • Two letters of reference.
  • Normally, an interview is required prior to admission to the MEd program.

Program Requirements

During their U of T registration in the GMHCP field within the MEd program, students must successfully complete a total of 5.0 full-course equivalents (FCEs).

Year 1
  • Fall, Winter, and Summer sessions: students complete Year 1 MSc courses at CMU.
Year 2
  • Students complete the following Year 2 MEd courses at U of T.
  • Fall session (1.5 FCEs):
    • APD1282H Introduction to Global Mental Health and Counselling Psychology.
    • APD1902H Theories and Techniques of Counselling in a Global Context.
    • In consultation with the program chair, students will take APD1268H Career Counselling and Development: Transitions in Adulthood, APD1291H Addictive Behaviours: Approaches to Assessment and Intervention, or another elective.
  • ​Winter session (2.0 FCEs):
    • ​APD1219H Ethical Issues in Professional Practice in Psychology and Psychotherapy.
    • APD1245H Brief Strategies in Counselling and Psychotherapy.
    • APD1278H Cognitive Therapy.
    • APD2293H Interpretation of Educational Research.
  • May-to-June period of the Summer session (0.5 FCE):
    • APD1228H Couples Counselling.
  • July-to-August period of the Summer session (0.5 FCE):
    • APD5000H Special Topics in Applied Psychology and Human Development: Master’s Level.
Year 3
  • Fall session (0.5 FCE):
    • Complete the U of T MEd course APD1283H Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health. This is a 250-hour placement in an approved field setting and must be arranged prior to admission to this program.
    • Continue the MSc program requirements at CMU.
  • Winter and Summer sessions:
    • Complete the MSc program requirements at CMU.

Program Length

9 sessions full-time (typical registration sequence: F/W/S/F/W/S/F/W/S)

 

3) Dual Degree Program: Master of Education (University of Toronto) / Master of Applied Psychology (Zhejiang University)

Program Description

This dual degree program creates a pathway between U of T's Master of Education (MEd) in Counselling Psychology, Global Mental Health and Counselling Psychology (GMHCP) field and Zhejiang University (ZJU)'s Master of Applied Psychology (MAP) programs.

In Year 1, students complete MAP coursework at ZJU in Hangzhou, China. In Year 2, students complete MEd coursework at U of T in Toronto, Canada. In the Fall session of Year 3, students complete the last course of the MEd requirement (a practicum) in China along with the Year 3 MAP coursework. In Year 3, students will also complete a master's thesis at ZJU as part of the dual degree requirements.

Students will gain both degrees in three years rather than the four years it would take to acquire the degrees independently.

Contact

Master of Education / Master of Science Program
Web: www.oise.utoronto.ca/aphd/programs/master-education-counselling-psychology-global-mental-health-counselling-psychology-field/med

Master of Education Program
Department of Applied Psychology and Human Development, University of Toronto
Email: admissions.oise@utoronto.ca

Master of Applied Psychology Program
Department of Psychology and Behavioural Science, Zhejiang University
Email: jiananzhong@zju.edu.cn

Application Process

  • Applicants must apply directly to both the Department of Applied Psychology and Human Development at U of T and the Department of Psychology and Behavioural Science at ZJU. Applicants must apply through U of T’s School of Graduate Studies online admissions application system.

Minimum Admission Requirements

  • In order to be admitted to the dual degree program, applicants must meet the admission requirements of both programs. The admission requirements of the GMHCP field within the MEd program are stated below.
  • Applicants are admitted under the General Regulations of the School of Graduate Studies at the University of Toronto as well as the specific requirements of the MEd program.
  • An appropriate bachelor's degree from a recognized university with a standing in the final year equivalent to at least a U of T B+.
  • At least one year of relevant experience, which could be paid or volunteer.
  • Two letters of reference.
  • Normally, an interview is required prior to admission to the MEd program.

Program Requirements

During their U of T registration in the GMHCP field within the MEd program, students must successfully complete a total of 5.0 full-course equivalents (FCEs).

Year 1
  • Fall, Winter, and Summer sessions: students complete Year 1 MAP courses at ZJU.
Year 2
  • Students complete the following Year 2 MEd courses at U of T.
  • Fall session (1.5 FCEs):
    • APD1282H Introduction to Global Mental Health and Counselling Psychology.
    • APD1902H Theories and Techniques of Counselling in a Global Context.
    • In consultation with the program chair, students will take APD1268H Career Counselling and Development: Transitions in Adulthood, APD1291H Addictive Behaviours: Approaches to Assessment and Intervention, or another elective.
  • ​Winter session (2.0 FCEs):
    • ​APD1219H Ethical Issues in Professional Practice in Psychology and Psychotherapy.
    • APD1245H Brief Strategies in Counselling and Psychotherapy.
    • APD1278H Cognitive Therapy.
    • APD2293H Interpretation of Educational Research.
  • May-to-June period of the Summer session (0.5 FCE):
    • APD1228H Couples Counselling.
  • July-to-August period of the Summer session (0.5 FCE):
    • APD5000H Special Topics in Applied Psychology and Human Development: Master’s Level.
Year 3
  • Fall session (0.5 FCE):
    • Complete the U of T MEd course APD1283H Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health. This is a 250-hour placement in an approved field setting and must be arranged prior to admission to this program.
    • Continue the MAP program requirements at ZJU.
  • Winter and Summer sessions:
    • Complete the MAP program requirements at ZJU.

Program Length

9 sessions full-time (typical registration sequence: F/W/S/F/W/S/F/W/S)

Counselling Psychology MEd; Field: Guidance and Counselling

Master of Education; Field: Guidance and Counselling

The field in Guidance and Counselling, within the Counselling Psychology MEd degree program, provides individuals with the opportunity to learn and develop skills appropriate for the field of guidance and counselling in the schools. Strong preference for admission to this field is given to experienced teachers who are interested in specializing in guidance and counselling in the schools. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA).

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The MEd program is typically offered on a full-time basis with a limited number of part-time spots available.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below.

  • An appropriate bachelor's degree, with a grade equivalent to a University of Toronto B+ or better in the final year, from a recognized university.

  • Teacher certification.

Completion Requirements

  • Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

    • APD1202H Theories and Techniques of Counselling and Psychotherapy — Part I.

    • APD1203Y Practicum I: Interventions in Counselling Psychology and Psychotherapy. The practicum placement is the supervised training component of this course.

    • APD1214H Critical Multicultural Practice: Diversity Issues in Counselling and Psychotherapy.

    • APD1219H Ethical Issues in Professional Practice in Psychology and Psychotherapy.

    • APD1260H Family Therapy (0.5 FCE) or APD1261H Group Work in Counselling and Psychotherapy.

    • APD1262H Educational Psychological Testing for Counselling.

    • APD1266H Career Counselling and Development: Transition from School to Work.

    • APD1302H Theories and Techniques of Counselling and Psychotherapy — Part II.

    • 0.5 FCE in electives.

  • A comprehensive examination. Upon completion of program course requirements, students will take a comprehensive examination of selected topics from the program curriculum and training.

  • Optional additional practicum. Students may choose to complete a practicum (APD1247H Practicum in Adult Counselling and Psychotherapy) for an additional 250 hours of field placement concurrent with the required course APD1203Y Practicum I: Interventions in Counselling Psychology and Psychotherapy. Arrangements for the practicum placement must be made in consultation with and the approval of the Director of Clinical Training.

Mode of Delivery: In person
Program Length: 5 sessions full-time (typical registration sequence: FWS-FW); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Counselling Psychology EdD; Field: Counselling and Psychotherapy

Doctor of Education; Field: Counselling and Psychotherapy

Advanced counsellor training in this degree program emphasizes the role of the counsellor in educational and community settings with expertise in supervisory and consultative skills and advanced counselling theory and practice. Graduates will be prepared to take leadership positions in the field of counselling and psychotherapy as educators in colleges and institutes of education; as directors and coordinators of school guidance programs; as specialists in the provision of counselling-related, in-service training for school and college personnel; and as providers of advanced levels of personal counselling in community and educational settings.

The field in Counselling and Psychotherapy will be especially attractive to individuals who have demonstrated a career commitment to the provision of counselling-related services in an educational and community setting. This professional doctorate is designed to prepare students to refine and build on professional knowledge and practice to support the development of scholar-practitioners to be leaders in their fields of professional practice.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The Doctor of Education (EdD) program is only available on a full-time basis.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below.

  • Applicants must have the following to be admitted to the EdD program:

    • A bachelor's degree: an appropriate bachelor's degree of any background or discipline from a recognized university, with high academic standing.

    • A master's degree: an MA or MEd degree in Counselling Psychology or School and/or Clinical Child Psychology from the University of Toronto with a grade of B+ or better, or its equivalent from a recognized university. The applicant must have had successful professional experience and interest to increase and advance their knowledge of counselling and psychotherapy to become leaders in their fields. Applicants who hold an MEd or other non-thesis master's degree must submit evidence of their ability to identify a research question or problem, to design and conduct a research study or project, and to report the findings or results, all in a rigorous manner. This constitutes a Qualifying Research Paper (QRP).

Completion Requirements

  • Coursework. Students must take courses related to the development of advanced competence in counselling, psychotherapy, and mental health theory and practice and become sophisticated consumers of research in these and related fields. Students must complete a minimum of 5.5 full-course equivalents (FCEs) including a practicum, internship, and thesis (dissertation in practice) as follows:

    • APD3115H Research Proseminar in Counselling and Psychotherapy.

    • APD3215H Advanced Psychotherapy Seminar.

    • APD3261H Clinical Supervision and Consultation Practicum.

    • APD3217Y Advanced Practicum in Clinical and Counselling Psychology: complete a 500-hour practicum before the Final Oral Examination.

    • APD3270H EdD Internship: complete 500 hours of internship, typically after the Final Oral Examination. All internship arrangements must be made in consultation with the Director of Clinical Training.

    • Three courses, one from each of the following three groupings:

      • APD3116H Proseminar ll: Practice-Based Research in School and Counselling Psychology

      • APD3178H Advanced Cognitive Behaviour Therapy (0.5 FCE) or APD3160H Advanced Family Therapy.

      • APD3260H Psychodiagnostic Systems or one elective in a special focus of interest.

    • In addition, students must take 1.0 FCE in their specific area of focus.

      • Option 1: Counselling and Psychotherapy for Adults

        • APD3163H Advanced Multicultural Counselling and Psychotherapy

        • One elective in a special focus of interest

      • Option 2: Counselling and Psychotherapy for Schools and Youth

        • APD5284Y Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth, and Families.

  • Optional additional practicum. Students may choose to take an optional continuous practicum (APD3271H Additional PhD Practicum) in conjunction with the required doctoral practicum course APD3217Y Advanced Practicum in Clinical and Counselling Psychology.

  • Thesis (dissertation in practice). All students must complete a thesis (dissertation in practice), the aim of which is to ensure excellent knowledge of counselling and psychotherapy theory, practice, and policy for professionals working with adults or youth to function as leading scholar-practitioners. The thesis (dissertation in practice) should be: a) well conceived, original, and likely to make a sustained contribution to mental health practice; b) involve creativity, innovative methods and techniques, and have the potential to improve practice; c) exemplary, sets high standards in the field, and can be emulated and; d) has the potential for significant public impact. The focus of the thesis (dissertation in practice) is expected to be on contributions to field development or to innovations in practice. Students will defend their thesis (dissertation in practice) at a Final Oral Examination.

  • Students are full-time and must maintain continuous, full-time registration and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

Counselling Psychology EdD; Field: School Psychology

Doctor of Education; Field: School Psychology

Counsellor training in this degree program emphasizes the role of the counsellor in educational and community settings with the goal of enhancing their expertise in their professional roles including supervisory and consultative skills and the advanced study of counselling theory and practice. Graduates will be prepared to take leadership positions in the field of counselling and psychotherapy; as educators in colleges and institutes of education; as directors and coordinators of school guidance programs; as specialists in the provision of counselling-related, in-service training for school and college personnel; and as providers of advanced levels of personal counselling in community and educational settings.

The field in School Psychology will be especially attractive to practitioners providing direct services to children and youth in the education system (K-12) and will provide school psychology practitioners with core theoretical and practical training needed to develop research-informed leaders in the field of school psychology. The program is structured to provide students with the requirements necessary for registration as a School Psychologist with the College of Psychologists of Ontario.

The Doctor of Education (EdD) program is only available on a full-time basis.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the additional admission requirements of the Department of Applied Psychology and Human Development stated below.

  • Applicants must have the following to be admitted to the EdD program:

    • A bachelor's degree: an appropriate bachelor's degree of any background or discipline from a recognized university, with high academic standing.

    • A master's degree: an MA or MEd degree in Counselling Psychology or School and/or Clinical Child Psychology from the University of Toronto with a grade of B+ or better, or its equivalent from a recognized university. The applicant must have had successful professional experience and interest to increase and advance their knowledge of school psychology, counselling, and psychotherapy to become leaders in their fields. Applicants who hold an MEd or other non-thesis master's degree must submit evidence of their ability to identify a research question or problem, to design and conduct a research study or project, and to report the findings or results, all in a rigorous manner. This constitutes a Qualifying Research Paper (QRP).

    • Applicants must demonstrate either undergraduate- or graduate-level competence in each of the six core content areas of psychology: 1) Biological Bases of Behaviour; 2) Cognitive/Affective Bases of Behaviour; 3) Historical and Scientific Foundations of Psychology; 4) Scientific and Professional Ethics (graduate level); and 5) Social Bases of Behaviour; and 6) Psychology of the Individual, by successful completion of

      • 1.0 full-course equivalent (FCE) at the second-, third-, or fourth-year undergraduate level or

      • 0.5 FCE at the graduate level.

    • If the above requirements are not met, students must take additional courses to ensure they have completed the above requirements by the end of their program.

Completion Requirements

  • Coursework. Students must take courses related to the development of advanced competence in counselling, psychotherapy, and mental health theory and practice and become sophisticated consumers of research in these and related fields. Students must complete a minimum of 5.5 full-course equivalents (FCEs) including a practicum, internship, and thesis (dissertation in practice) as follows:

    • APD3115H Research Proseminar in Counselling and Psychotherapy.

    • APD3215H Advanced Psychotherapy Seminar.

    • APD3261H Clinical Supervision and Consultation Practicum.

    • APD3217Y Advanced Practicum in Clinical and Counselling Psychology. Complete 600 hours of practicum before the Final Oral Examination.

    • APD3401H Assessment with Culturally and Linguistically Diverse Children, Youth, and Families.

    • APD3402H Intervention with Culturally and Linguistically Diverse Children, Youth, and Families.

    • APD3403H EdD Internship in School Psychology: complete 1,600 hours of internship, typically after the Final Oral Examination. All internship arrangements must be made in consultation with the Director of Clinical Training.

    • Three courses, one from each of the following three groupings:

      • APD3116H Proseminar ll: Practice-Based Research in School and Counselling Psychology.

      • APD3178H Advanced Cognitive Behaviour Therapy or APD3160H Advanced Family Therapy.

      • APD3260H Psychodiagnostic Systems or one elective in a special focus of interest.

  • Optional additional practicum. Students may choose to take an optional continuous practicum (APD3271H Additional Doctoral Practicum) in conjunction with the required doctoral practicum course APD3217Y Advanced Practicum in Clinical and Counselling Psychology.

  • Thesis (dissertation in practice). All students must complete a thesis (dissertation in practice), the aim of which is to ensure excellent knowledge of counselling or school psychology theory, practice, and policy for professionals working with adults or children/youth to function as leading scholar-practitioners. The thesis (dissertation in practice) should be: a) well conceived, original, and likely to make a sustained contribution to mental health or school psychology practice; b) involve creativity, innovative methods and techniques, and have the potential to improve practice; c) exemplary, sets high standards in the field, and can be emulated and; d) has the potential for significant public impact. The focus of the thesis (dissertation in practice) is expected to be on contributions to field development or to innovations in practice. Students will defend their thesis (dissertation in practice) at a Final Oral Examination.

  • Students are full-time and must maintain continuous, full-time registration and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: Hybrid
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

Counselling Psychology MEd and EdD; Fields: Counselling and Psychotherapy; Global Mental Health and Counselling Psychology; Guidance and Counselling; School Psychology Courses

MEd and EdD; Fields: Counselling and Psychotherapy; Global Mental Health and ; Guidance and Counselling; School Psychology Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
APD1202HTheories and Techniques of Counselling and Psychotherapy — Part I
Practicum I: Interventions in Counselling Psychology and Psychotherapy
Counselling Topics in Sexual Orientation and Gender Identity Diversity
Critical Multicultural Practice: Diversity Issues in Counselling and Psychotherapy
Ethical Issues in Professional Practice in Psychology and Psychotherapy
Couples Counselling
Fostering Black Mental Health from Childhood to Emerging Adulthood Through Anti-Racist Practices
APD1232HMindfulness Interventions in Counselling and Psychotherapy
APD1235HTechnology, Play, and Social Media in Adolescence
Brief Strategies in Counselling and Psychotherapy
Practicum in Adult Counselling and Psychotherapy
Individual Reading and Research in Counselling Psychology: Master's Level
APD1260HFamily Therapy
Group Work in Counselling and Psychotherapy
Educational and Psychological Testing for Counselling
Career Counselling and Development: Transition from School to Work
APD1267HEmotion-Focused Therapy
Career Counselling and Development: Transitions in Adulthood
APD1270HTrauma Informed Interventions
APD1271HPerspectives on Executive Functions in Education: From Theory to Practice
APD1277HGlobal Indigenous Healing in Counselling and Psychotherapy
Cognitive Therapy
APD1282HIntroduction to Global Mental Health and Counselling Psychology
APD1283HPeer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health
Indigenous Studies in Mental Health and Disability Justice
APD1302HTheories and Techniques of Counselling and Psychotherapy — Part II
APD1902HTheories and Techniques of Counselling in a Global Context
APD2286HGlobal Indigenous Healing in Counselling and Psychotherapy
APD2291HIntroduction to Global Mental Health and Counselling Psychology
Interpretation of Educational Research
APD2298HPeer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health
APD3115HResearch Proseminar in Counselling and Psychotherapy
APD3116HProseminar ll: Practice-Based Research in School and Counselling Psychology
APD3160HAdvanced Family Therapy
APD3163HAdvanced Multicultural Counselling and Psychotherapy
APD3178HAdvanced Cognitive Behaviour Therapy
A Foundation of Program Evaluation in Social Sciences (RM)
Advanced Psychotherapy Seminar
Advanced Practicum in Clinical and Counselling Psychology
APD3260HPsychodiagnostic Systems
APD3261HClinical Supervision and Consultation Practicum
Internship in Clinical and Counselling Psychology
EdD Internship
Additional PhD Practicum
APD3401HAssessment with Culturally and Linguistically Diverse Children, Youth, and Families
APD3402HIntervention with Culturally and Linguistically Diverse Children, Youth, and Families
APD3403HEdD Internship in School Psychology
APD5000H to APD5050HSpecial Topics in Applied Psychology and Human Development: Master's Level
APD6000H to APD6016HSpecial Topics in Applied Psychology and Human Development: Doctoral Level
JOI3228HMixed Methods Research Design in Social Sciences (RM)
JOI3229HMeta-Analysis for Research in Psychology and Education (RM)
JOI6000HAdvanced Quantitative Research Methods Courses

Individual Reading and Research Courses

Course CodeCourse Title
APD2252HIndividual Reading and Research in Human Development and Applied Psychology: Master's Level
APD2252HIndividual Reading and Research in Human Development and Applied Psychology: Doctoral Level

Developmental Psychology and Education

Developmental Psychology and Education Overview

Overview

The Developmental Psychology & Education (DPE) program provides students with an overall perspective on developmental psychology, human development, and mental health by integrating theory and practice and exploring implications for practice with children in educational settings. Students take foundational courses in human development and research methodology. Elective courses cover a range of areas including cognitive, social and emotional development; mental health in the classroom; cognition and instruction (language, literacy and mathematics); special education and adaptive instruction; developmental neuroscience; advanced research methodology and evaluation; and early childhood policy and programs. The full-time MA program is intended for students who wish to pursue a career in research, university or community college teaching, and related activities. The MEd program is designed for students working in the school system, early childhood education settings, or in settings with children and adults that involve learning. A PhD degree program, which emphasizes knowledge in disciplines related to theory and research in the area of developmental psychology and education, may be taken full-time or on a flexible-time basis (for students in careers related to the field of study).

Developmental Psychology and Education MA

Master of Arts

The Developmental Psychology and Education program offers studies leading to the MA, MEd, and PhD degrees. Students have an opportunity to construct an overall perspective on developmental psychology and human development and their implications for practice with children in educational and other applied settings.

Students take foundation courses in human development and research methodology in consultation with their advisor. Elective courses cover a range of areas including cognitive, social, and emotional development; cognition and instruction (language, literacy, and mathematics); special education and adaptive instruction; developmental neuroscience; advanced research methodology and evaluation; and early childhood policy and programs, including child care. The MA program is designed for students wishing to pursue an academic or research-based career.

Delivery modes: Although not all elective courses are offered in each modality, students may be able to complete the MA degree program through one of two delivery modes:

  • in-person (students will mainly complete their coursework and other program requirements in-person, with up to one-third of their coursework online); and
  • hybrid (students will experience a mix of modes of engagement, with some of their coursework and other program requirements in-person and between one-third and two-thirds of their coursework online) depending on their choice of elective courses.

Note: students should consult with their faculty advisor and/or graduate liaison officer regarding available options.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree with the equivalent of a University of Toronto A– or better. Although most applicants will have a degree in psychology, applicants with an appropriate bachelor's degree in cognitive science, computer science, linguistics, or a helping profession such as occupational therapy, speech-language pathology, physiotherapy, nursing, social work, or another discipline relevant to their specific program of study are also eligible to apply for admission.

Completion Requirements

  • Coursework. Students must complete 2.0 full-course equivalents (FCEs) as follows:

    • APD1209H Research Methods and Thesis Preparation in Human Development and Applied Psychology.

    • JOI1288H Intermediate Statistics and Research Design (RM).

    • Two elective courses (1.0 FCE total) chosen in consultation with the student's advisor, which may include APD2252H Individual Reading and Research.

    • Students who have not taken a previous course in human development are required to take APD1201H Child and Adolescent Development or an equivalent.

    • In addition to their required 2.0 FCEs, students who have not taken a previous course in statistics are required to take JOI1287H Introduction to Applied Statistics or an equivalent course.

  • Master's thesis.

Mode of Delivery: In person, Hybrid
Program Length: 3 sessions full-time (typical registration sequence: FWS)
Time Limit: 3 years full-time

 

Developmental Psychology and Education MEd

Master of Education

The Developmental Psychology and Education program offers studies leading to the MA, MEd, and PhD degrees. Students have an opportunity to construct an overall perspective on developmental psychology and human development and their implications for practice with children in educational and other applied settings. The Master of Education (MEd) program is designed for the reflective teacher or other practitioner in education or in any other field. This is a degree primarily designed for those working in applied settings and it does not include a research thesis.

Students take foundation courses in human development and research methodology. Elective courses cover a range of areas including cognitive, social, and emotional development; cognition and instruction (language, literacy, and mathematics); special education and adaptive instruction; program evaluation and mental health; advanced research methodology and evaluation.

The MEd program can be taken on a full-time or part-time basis.

Delivery options: Although not all elective courses are offered in each modality, students may be able to complete the MEd degree program through one of three delivery modes:

  • in-person (students will mainly complete their coursework and other program requirements in-person, with up to one-third of their coursework online);
  • hybrid (students will experience a mix of modes of engagement, with some of their coursework and other program requirements in-person and between one-third and two-thirds of their coursework online); and
  • online (students will be able to complete all their coursework and other program requirements online) depending on their choice of emphases and elective courses.

Note: students should consult with their faculty advisor and/or graduate liaison officer regarding available options.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the department's additional admission requirements stated below.

  • Admission to the MEd program normally requires an appropriate bachelor's degree with standing equivalent to a University of Toronto mid-B or better.

  • Applicants normally have at least one year of relevant professional experience.

Completion Requirements

  • Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

    • APD1200H Foundations of Human Development and Education.

    • APD2293H Interpretation of Educational Research.

    • 2.0 additional FCEs must be selected from the department electives list, available on the departmental website or in the Applied Psychology and Human Development program guidelines.

    • The remaining 2.0 elective FCEs may be taken from within or outside the department. Elective courses must be chosen in consultation with the student's faculty advisor. Students are asked to meet with their faculty advisor in the first session of their program.

Mode of Delivery: In person, Online, Hybrid
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Developmental Psychology and Education PhD

Doctor of Philosophy

The Developmental Psychology and Education program offers studies leading to the MA, MEd, and PhD degrees. Students have an opportunity to construct an overall perspective on developmental psychology and human development and their implications for practice with children in educational and other applied settings.

Students take courses in human development and research methodology. Elective courses, chosen in consultation with their advisor, cover a range of areas including cognitive, social, and emotional development; cognition and instruction (language, literacy, and mathematics); special education and adaptive instruction; developmental neuroscience; advanced research methodology and evaluation; and early childhood policy and programs, including child care. The PhD program is designed for students wishing to pursue an academic or research-based career.

The Developmental Psychology and Education program offers both a full-time and a flexible-time PhD program option. Applicants must declare the option for which they are interested in applying. The flexible-time PhD degree program is designed to accommodate demand by practising professionals for a PhD degree that permits continued employment in areas related to their fields of research. Degree requirements for the full-time and flexible-time options are the same.

PhD students have the option of completing an emphasis in Early Learning. Please see details below.

Delivery options: Although not all elective courses are offered in each modality, students may be able to complete the PhD degree program through one of two delivery modes:

  • in-person (students will mainly complete their coursework and other program requirements in-person, with up to one-third of their coursework online); and
  • hybrid (students will experience a mix of modes of engagement, with some of their coursework and other program requirements in-person and between one-third and two-thirds of their coursework online) depending on their choice of elective courses.

Note: students should consult with their faculty advisor and/or graduate liaison officer regarding available options.


PhD Program

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • Normally, an appropriate bachelor's degree and a master's degree in developmental psychology and education, cognitive psychology, applied developmental psychology, or child study, with standing equivalent to a University of Toronto A– or better in the master's degree. Applicants with master's degrees in other disciplines such as adult education, anthropology, computer science, curriculum, philosophy, or a profession such as speech-language pathology, nursing, social work, physiotherapy, or occupational therapy may be eligible to apply for admission, but may have to complete additional courses to fulfil master's-level requirements equivalent to the MA in Developmental Psychology and Education. Students who have not completed a master's thesis will be required to submit a Qualifying Research Paper (QRP) prior to final admission to the program.

  • Required letters of recommendation and a second academic letter of recommendation.

Completion Requirements

  • Coursework. Students must complete 2.0 full-course equivalents (FCEs) as follows:

    • APD3200H Research Proseminar in Human Development and Applied Psychology.

    • 0.5 FCE in statistics and research methods from an approved menu.

    • 1.0 FCE in electives (2 X 0.5 FCE).

    • The 2.0 FCEs are normally completed in Year 1 and should be chosen in consultation with the faculty advisor. Students who have an insufficient background in developmental psychology may have to complete additional courses.

  • A comprehensive examination.

    • The purposes of the comprehensive examination are threefold:

      • To demonstrate the student’s ability to work independently within an area of concern in human development.

      • To gain knowledge of a new area, a new technique or method in a specified area in human development.

      • To demonstrate the ability to integrate information at the accepted standard for a PhD student.

    • Students have two options when fulfilling their PhD comprehensive requirements:

      • Option 1: Empirical Research Paper or

      • Option 2: Internship.

  • A thesis and Doctoral Final Oral Examination.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Mode of Delivery: In person, Hybrid
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

PhD Program (Flexible-Time)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • Normally, an appropriate bachelor's degree and a master's degree in developmental psychology and education, cognitive psychology, applied developmental psychology, or child study, with standing equivalent to a University of Toronto A- or better in the master's degree. Applicants with master's degrees in other disciplines such as adult education, anthropology, computer science, curriculum, philosophy, or a profession such as speech-language pathology, nursing, social work, physiotherapy, or occupational therapy may be eligible to apply for admission, but may have to complete additional courses to fulfil master's-level requirements equivalent to the MA in Developmental Psychology and Education. Students who have not completed a master's thesis will be required to submit a Qualifying Research Paper (QRP) prior to final admission to the program.

  • Required letters of recommendation and a second academic letter of recommendation.

  • Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option.

  • Applicants must demonstrate that they are currently employed and are active professionals engaged in activities relevant to their proposed program of study.

Completion Requirements

  • Coursework. Students must complete 2.0 full-course equivalents (FCEs) as follows:

    • APD3200H Research Proseminar in Human Development and Applied Psychology.

    • 0.5 FCE in statistics and research methods from an approved menu.

    • 1.0 FCE in electives (2 X 0.5 FCE).

    • The 2.0 FCEs are normally completed in Year 1 and should be chosen in consultation with the faculty advisor. Students who have an insufficient background in developmental psychology may have to complete additional courses.

  • A comprehensive examination.

    • The purposes of the comprehensive examination are threefold:

      • To demonstrate the student’s ability to work independently within an area of concern in human development.

      • To gain knowledge of a new area, a new technique or method in a specified area in human development.

      • To demonstrate the ability to integrate information at the accepted standard for a PhD student.

    • Students have two options when fulfilling their PhD comprehensive requirements:

      • Option 1: Empirical Research Paper or

      • Option 2: Internship.

  • A thesis and Doctoral Final Oral Examination.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Mode of Delivery: In person, Hybrid
Program Length: 6 years full-time (typical registration sequence: Continuous)
Time Limit: 8 years full-time

 

Developmental Psychology and Education MA, MEd, and PhD Courses

MA, MEd, and PhD Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
Foundations of Human Development and Education
Child and Adolescent Development
APD1206HMind, Brain, and Instruction
Research Methods and Thesis Preparation in Human Development and Applied Psychology
APD1210HResearch Practicum (RM)
Psychological Foundations of Early Development and Education
Basics to Program Evaluation in Social Sciences
APD1213HPsychology and Education of Students with ADHD
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children
APD1230HWell-being and Education
APD1231HMindful Self-Compassion for Educators
APD1233HCognitive Development and Applications
APD1235HTechnology, Play, and Social Media in Adolescence
APD1236HDevelopmental Psychopathology
APD1241HOutcomes of Early Education and Child Care
APD1249HSocial-Emotional Development and Applications
APD1250HProgram Evaluation Practicum
Child Abuse: Intervention and Prevention
APD1257HChild Development and Personal History
APD1258HSpatial Thinking and STEAM Education
APD1271HPerspectives on Executive Functions in Education: From Theory to Practice
Play and Education
APD1273HPsychology and Education of Children and Adolescents with Autism Spectrum Disorder
APD1274HLearning to Learn: Bridging Theory and Practice
APD1276HMaximizing Learning: Understanding How Individuals and Groups Learn Best
APD1280HSymbolic Development and Learning
APD1281HEducation Exceptionalities, Special Education, and Adaptive Instruction
APD1285HPsychology and Education of Children and Adolescents with Learning Disabilities
APD1286HFoundations of Literacy Development for School Age Children
APD1290HIndigenous Studies in Mental Health and Disability Justice
Instrument Design and Analysis (RM)
Technology, Psychology, and Play
APD1295HAdolescent Mental Health: An Examination of Risk and Resilience
Assessing School-Aged Language Learners
APD1297HMental Health in the Classroom: How Educators Can Help Our Most Vulnerable Students
APD1298HImagination, Reasoning, and Learning
Technology for Adaptive Instruction and Special Education
Interpretation of Educational Research
Reading and Writing Difficulties
Research Pro-seminar in Human Development and Applied Psychology
APD3201HQualitative Research Methods in Human Development and Applied Psychology (RM)
APD3202HA Foundation of Program Evaluation in Social Sciences (RM)
APD3209HApplied Machine Learning (RM)
APD3305HSystems and Organizational Change
APD5000H to APD5050HSpecial Topics in Applied Psychology and Human Development: Master's Level
APD6000H to APD6016HSpecial Topics in Applied Psychology and Human Development: Doctoral Level
JOI1287HIntroduction to Applied Statistics (RM)
JOI1288HIntermediate Statistics and Research Design (RM)

Individual Reading and Research Courses

Course CodeCourse Title
APD2252HIndividual Reading and Research in Human Development and Applied Psychology: Master's Level
Individual Reading and Research in Human Development and Applied Psychology: Doctoral Level

School and Clinical Child Psychology

School and Clinical Child Psychology Overview

Overview

The School & Clinical Child Psychology (SCCP) program provides students with academic and professional training on psychological aspects of typical and atypical child, adolescent and human development in preparation for professional, policy and academic positions in school, hospital, mental health, private practice, policy, and research settings. The SCCP program is the only program in Canada accredited by the Canadian Psychological Association (CPA) to offer combined training in school and clinical child psychology and the only school psychology training program in Ontario. The program follows a scientist-practitioner model and is designed to train students to conduct basic and applied research and provide professional training in psychological assessment, therapy, and other psychosocial and instructional interventions, professional consultation, and prevention. The curriculum of the SCCP program is designed to establish a strong foundation of core knowledge and skills at the MA level. Students build on this training at the PhD level. Students in SCCP are trained to become leaders in advanced psychology practice and research in schools, mental health, community, and university settings. The PhD degree is intended to meet the academic requirements for registration with the College of Psychologists of Ontario (CPO).

School and Clinical Child Psychology MA

Master of Arts

The mission of the School and Clinical Child Psychology (SCCP) program is to provide students with theoretical, research, and professional training in preparation for leadership in psychological practice with children, adolescents, and families in school, mental health, private practice, and research settings. The program follows a scientist-practitioner model and is designed to train students to conduct basic and applied research and provide professional training in psychological assessment, therapy, and other psychosocial and instructional interventions, professional consultation, and prevention.

Opportunities are available for research and professional work with infants, young children, adolescents, adults, and families. The degrees are intended to meet the academic requirements of the College of Psychologists of Ontario (CPO) for registration as a Psychological Associate (MA) or Psychologist (PhD).

The curriculum of the SCCP program is designed to establish a strong foundation of core knowledge and skills early in the program, with students free to specialize later on. The program reflects a mix of courses and training opportunities.

A systemic approach is the basis for the training that is provided in assessment and intervention. The knowledge and skills necessary for the practice of school psychology and clinical child psychology overlap considerably, and experience in school and clinical settings complement and enhance each other. Therefore, over the course of the program of study, students are required to undertake practica in both school and clinical child settings.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • An appropriate bachelor's degree in psychology, defined as 6.0 full-course equivalents (FCEs) in psychology, including 0.5 FCE in child development and 1.0 FCE in research methods/statistics (of which at least 0.5 FCE must be at the third or fourth-year levels) and at least 3.0 FCEs at the second, third-, or fourth-year levels. The usual admission standard is equivalency to a University of Toronto A– or better.

  • Most applicants will have evidence of relevant professional experience and research experience.

  • Applicants are requested to submit, in addition to two academic references, a letter of recommendation from an applied setting.

Completion Requirements

  • Coursework. Students must complete 5.0 FCEs (including a practicum course) and a thesis.

    • APD1205H Ethical Issues in Applied Psychology.

    • APD1215H Psychological Assessment of School-Aged Children.

    • APD1216H Psychoeducational Assessment.

    • APD1218H Seminar and Practicum in School-Based Assessment, Consultation, and Intervention. The practicum portion consists of 250 hours (one day a week from September to June) and is normally taken in a school setting.

    • APD1222H Approaches to Psychotherapy-Lifespan.

    • APD1236H Developmental Psychopathology.

    • APD1285H Psychology and Education of Children and Adolescents with Learning Disabilities.

    • JOI1288H Intermediate Statistics and Research Design (RM).

    • 0.5 elective FCE.

    • 0.5 FCE in Cognitive/Affective bases of behaviour from an approved course listing. Note: Students who have a 1.0 FCE in Cognitive/Affective bases of behaviour at the senior undergraduate level approved by the program may substitute an elective course for this requirement or a course in the Biological Bases of Behaviour or Social Bases of Behaviour menus, or APD3204H, Contemporary History and Systems in Human Development and Applied Psychology.

  • Thesis.

  • A listing of approved Cognitive/Affective, Social, and Biological bases of behaviour courses is available from the department and in the Applied Psychology and Human Development program guidelines.

  • In addition to the above course requirements, students who have not taken a previous child development course in their undergraduate degree program will be required to take APD1201H Childhood and Adolescent Development.

  • Students who have not taken a previous statistics course or its equivalent must take JOI1287H Introduction to Applied Statistics (RM).

  • Students must achieve a minimum of A– in at least one of APD1215H Psychological Assessment of School-Aged Children and APD1216H Psychoeducational Assessment, and must complete APD1218H Seminar and Practicum in School-Based Assessment, Consultation, and Intervention in order to remain in good standing and be permitted to continue in the program.

  • Failure to meet these criteria will normally result in a recommendation to the School of Graduate Studies to terminate the student's registration in the program.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS)
Time Limit: 3 years full-time

 

School and Clinical Child Psychology PhD

Doctor of Philosophy

The mission of the School and Clinical Child Psychology (SCCP) program is to provide students with theoretical, research, and professional training in preparation for leadership in psychological practice with children, adolescents, and families in school, mental health, private practice, and research settings. The program follows a scientist-practitioner model and is designed to train students to conduct basic and applied research and provide professional training in psychological assessment, therapy, and other psychosocial and instructional interventions, professional consultation, and prevention.

Opportunities are available for research and professional work with infants, young children, adolescents, adults, and families. The degrees are intended to meet the academic requirements of the College of Psychologists of Ontario (CPO) for registration as a Psychological Associate (MA) or Psychologist (PhD).

The curriculum of the SCCP program is designed to establish a strong foundation of core knowledge and skills early in the program, with students free to specialize later on. The program reflects a mix of courses and training opportunities.

A systemic approach is the basis for the training that is provided in assessment and intervention. The knowledge and skills necessary for the practice of school psychology and clinical child psychology overlap considerably, and experience in school and clinical settings complement and enhance each other. Therefore, over the course of the program of study, students are required to undertake practica in both school and clinical child settings.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

  • Normally, an appropriate bachelor's degree in psychology or its equivalent and a University of Toronto MA in School and Clinical Child Psychology or its equivalent. The usual admission standard is equivalency to a University of Toronto A– or better in the master's degree. A limited number of outstanding applicants holding equivalent bachelor's and master's degrees in psychology from elsewhere may be considered. However, if the master's program was not equivalent to the University of Toronto MA in School and Clinical Child Psychology, the student will be required to take additional courses to receive equivalent training.

  • Cognate course requirements. 1.0 full-course equivalent (FCE) at the senior undergraduate level, or 0.5 FCE at the graduate level, in each of the following cognate areas: Biological Bases of Behaviour, Cognitive/Affective Bases of Behaviour, Social Bases of Behaviour, and History and Systems of Psychology.

Completion Requirements

  • Students must complete 5.5 FCEs, including a doctoral practicum course and an internship course, as follows:

    • APD3202H A Foundation of Program Evaluation in Social Sciences (RM).

    • APD3222H Approaches to Psychotherapy with Children, Youth, and Families, normally taken in Year 1.

    • APD3241H Seminar and Practicum in Clinical Assessment and Intervention, normally taken in Year 2. The practicum portion of APD3241H consists of 500 hours (two days a week from September to June) and is normally taken in a clinical setting. Students must complete APD3241H in order to remain in good standing and be permitted to continue in the program.

    • APD3260H Psychodiagnostic Systems.

    • APD5284Y Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth, and Families.

    • 0.5 FCE from the Psychosocial Interventions course menu:

      • APD3224H Advanced Proactive Behavioural and Cognitive-Behavioural Interventions* or

      • APD3231H Psychodynamic Bases of Therapy*.

* Note: the course is offered every other year. Students interested in other courses that may fulfil the Psychosocial Interventions requirement must receive approval from the SCCP Program Coordinator.

  • 0.5 elective FCE.

  • APD3240H Advanced Social and Emotional Assessment Techniques (0.5 FCE).

  • APD3242Y Internship in School and Clinical Child Psychology. The internship consists of a 1,600-hour placement, normally taken on a full-time basis over the course of a year in the final year of the student's program.

  • A comprehensive examination. The purpose of the SCCP comprehensive examination is to:

    • Ensure an adequate level of psychological knowledge for professional functioning as a practitioner, academic, and/or researcher.

    • Demonstrate an ability to integrate information at the accepted standard for a doctoral student.

  • A doctoral dissertation.

  • Students must have successfully completed all coursework, passed the comprehensive examination, and have their dissertation completed or well underway, prior to commencing their internship.

  • For each missing cognate course requirement (see Cognitive/Affective, Social, or Biological Bases of Behaviour; Admission Requirements above), students are required to take a 0.5 FCE course from the applicable course menu. A listing of approved Cognitive/Affective, Social, or Biological Bases of Behaviour courses is available from the department and in the Applied Psychology and Human Development program guidelines. Students may use their elective course to cover one of these requirements.

  • In addition to the above course requirements, students who have not taken a previous child development course must take APD1201H Childhood and Adolescent Development. Students who have not taken a previous statistics course or its equivalent must take JOI1287H Introduction to Applied Statistics (RM).

  • Students must complete APD3241H Seminar and Practicum in Clinical Assessment and Intervention in order to remain in good standing and be permitted to continue in the program.

  • Students who are required to take APD1215H, APD1216H, and APD1218H in addition to other courses in the PhD (which is the case for most students coming into the program from elsewhere) must achieve a minimum of A- in at least one of APD1215H Psychological Assessment of School-Aged Children and APD1216H Psychoeducational Assessment, and must complete APD1218H Seminar and Practicum in School-Based Assessment, Consultation, and Intervention in order to remain in good standing and be permitted to continue in the program. Failure to meet these criteria will normally result in a recommendation to the School of Graduate Studies to terminate the student’s registration in the program.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Mode of Delivery: In person
Program Length: 5 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

School and Clinical Child Psychology MA and PhD Courses

MA and PhD Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
Ethical Issues in Applied Psychology
APD1207HCounselling Topics in Sexual Orientation and Gender Identity Diversity
Psychological Assessment of School-Aged Children
Psychoeducational Assessment
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children
Seminar and Practicum in School-Based Assessment, Consultation, and Intervention
APD1222HApproaches to Psychotherapy-Lifespan
APD1228HCouples Counselling
APD1233HCognitive Development and Applications
Developmental Psychopathology
APD1245H
Brief Strategies in Counselling and Psychotherapy
APD1251HReading in a Second Language
Child Abuse: Intervention and Prevention
APD1257HChild Development and Personal History
APD1271HPerspectives on Executive Functions in Education: From Theory to Practice
Psychology and Education of Children and Adolescents with Learning Disabilities
APD1290HIndigenous Studies in Mental Health and Disability Justice
Addictive Behaviours: Approaches to Assessment and Intervention
APD1295HAdolescent Mental Health: An Examination of Risk and Resilience
A Foundation of Program Evaluation in Social Sciences (RM)
Contemporary History and Systems in Human Development and Applied Psychology
Cross-Cultural Perspectives on Children's Problems
Approaches to Psychotherapy with Children, Youth, and Families
Advanced Proactive Behavioural and Cognitive-Behavioural Interventions
Psychodynamic Bases of Therapy
Advanced Social and Emotional Assessment Techniques
Seminar and Practicum in Clinical Assessment and Intervention
Internship in School and Clinical Child Psychology
Additional PhD Practicum in Assessment and Intervention
Psychodiagnostic Systems
Developmental Neuropsychology
APD5000H to APD5050HSpecial Topics in Applied Psychology and Human Development: Master's Level
APD6000H to APD6016HSpecial Topics in Applied Psychology and Human Development: Doctoral Level
Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth, and Families
JOI1287HIntroduction to Applied Statistics (RM)
JOI1288HIntermediate Statistics and Research Design (RM)

Individual Reading and Research Courses

Course CodeCourse Title
APD2252HIndividual Reading and Research in Human Development and Applied Psychology: Master's Level
APD3252HIndividual Reading and Research in Human Development and Applied Psychology: Doctoral Level

Applied Psychology and Human Development: Emphases

Applied Psychology and Human Development: Emphases

Applied Psychology and Human Development: Emphases

Child Study and Education EdD

Emphasis: Early Learning and Early Years

This emphasis will allow students to take specialized courses which address social emotional wellbeing in the early years. This emphasis is designed to help students gain a deeper understanding and expertise in early learning and early years while also integrating their knowledge and understanding of special education, security, and child and youth wellbeing.

  • Coursework. From the following course list, EdD students must successfully complete 1.0 full-course equivalent (FCE), which is counted towards the total FCEs required for the student's degree program:

Upon successful completion of the emphasis requirements and degree requirements, students may make a request to the CSE Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Mental Health and Wellbeing

This emphasis will allow students to take specialized courses which address the mental health of children and/or youth in various settings including the classroom as well as delve into issues of risk and resilience and culture. This emphasis is designed to help students gain a deeper understanding of and expertise in special education, security, and child and youth wellbeing.

  • Coursework. From the following course list, EdD students must successfully complete 1.0 full-course equivalent (FCE), which is counted towards the total FCEs required for the student's degree program:

Upon successful completion of the emphasis requirements and degree requirements, students may make a request to the CSE Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Emphasis: Special Education

This emphasis will allow students to take specialized courses that delve into specific domains of special education. This emphasis is designed to help students gain a deeper understanding of and expertise in special education while also considering issues pertaining to security and child and youth wellbeing.

  • Coursework. From the following course list, EdD students must successfully complete 1.0 full-course equivalent (FCE), which is counted towards the total FCEs required for the student's degree program:

Upon successful completion of the emphasis requirements and degree requirements, students may make a request to the CSE Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Developmental Psychology and Education MEd

Emphasis: Program Evaluation

Program Description

Within the MEd program in Developmental Psychology and Education, the emphasis in Program Evaluation is designed to engage students in an exploration of program evaluation used in education, psychology, and the social sciences. Program evaluation is a systematic analysis of the process, effectiveness, and outcomes of programs whose primary purpose is to assess what components of a program are or are not working, and why.

Students will learn the concepts and theories needed to critically review evaluation designs and how to develop the core components of program evaluation proposals and reports. As such, students will develop the basic competencies needed for program evaluation, including the ability to: critically appraise evaluation research; assess program needs; develop a logic model; evaluate the processes and outcomes of a program; evaluate program efficiency; weigh ethical issues; warrant evaluation claims; and communicate with interested parties. Furthermore, students will also learn how social, cultural, and political factors impact program evaluation.

Program Requirements

Coursework. Students must successfully complete a total of 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program, as follows: 1.0 FCE from the Program Evaluation menu and 0.5 FCE from the Research Methods menu, listed below.

  • Program Evaluation menu (1.0 FCE from the following, which must include at least one of APD1212H and/or APD3202H):

    • APD1212H Basics to Program Evaluation in Social Sciences.

    • APD1250H Program Evaluation Practicum.

    • APD1292H Instrument Design and Analysis (RM).

    • APD3202H A Foundation of Program Evaluation in Social Sciences (RM).

    • APD3305H Systems and Organizational Change.

  • Research Methods menu (0.5 FCE from the following):

    • APD1210H Research Practicum.

    • APD3201H Qualitative Research Methods in Human Development and Applied Psychology (RM).

    • JOI1287H Introduction to Applied Statistics (RM).

    • JOI1288H Intermediate Statistics and Research Design (RM).

    • JOI3043H Development and Use of Surveys in Education Research (RM).

    • JOI3048H Intermediate Statistics in Educational Research: Multiple Regression Analysis (RM).

    • JOI3228H Mixed Methods Research Design in Social Sciences (RM).

Upon successful completion of the emphasis requirements and successful completion of the degree requirements, students may make a request to the MEd Developmental Psychology and Education Program Liaison to have the emphasis noted on their transcript. This request must be made before graduation.

 

Developmental Psychology and Education PhD

Emphasis: Early Learning

Admissions to this emphasis have been administratively suspended.

Students interested in the Early Learning emphasis should consult with the Graduate Coordinator.

  • Students wishing to complete the emphasis in Early Learning will include the following courses (2.0 full-course equivalents [FCEs]) in their overall PhD program:

    • APD3200H Researching Proseminar in Human Development and Applied Psychology.

    • APD3273H Researching Early Learning: an overview course of quantitative and qualitative methodology which meets the requirements of an intermediate or higher-level statistics course required of all Developmental Psychology and Education students).

    • APD1211H Psychological Foundations of Early Development and Education.

    • APD3274H Early Learning and Thesis Development.

 

 

Applied Psychology and Human Development Courses

APD1200H - Foundations of Human Development and Education

Credit Value: 0.50

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.

APD1201H - Child and Adolescent Development

Credit Value: 0.50

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.

APD1202H - Theories and Techniques of Counselling and Psychotherapy – Part I

Credit Value: 0.50

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.

Exclusion: APD1202Y Theories and Techniques of Counselling and Psychotherapy (1.0 FCE)

APD1203Y - Practicum I: Interventions in Counselling Psychology and Psychotherapy

Credit Value: 1.00

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.

Prerequisite: APD1202Y, for Counselling students only. Full-time Counselling students may take APD1203Y concurrently with APD1202Y.

APD1204H - Personality Theories

Credit Value: 0.50

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.

APD1205H - Ethical Issues in Applied Psychology

Credit Value: 0.50

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.

APD1206H - Mind, Brain, & Instruction

Credit Value: 0.50

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.

Prerequisite: MEd students must have at least one of APD1233H or APD1249H, or permission of instructor.
Exclusion: APD5012H

APD1207H - Counselling Topics in Sexual Orientation and Gender Identity Diversity

Credit Value: 0.50

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.

APD1208Y - Cognitive and Personality Theory and Assessment

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.

APD1209H - Research Methods and Thesis Preparation in Human Development and Applied Psychology

Credit Value: 0.50

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).

APD1210H - Research Practicum RM

Credit Value: 0.50

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.

APD1211H - Psychological Foundations of Early Development and Education

Credit Value: 0.50

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.

APD1212H - Basics to Program Evaluation in Social Sciences

Credit Value: 0.50

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.

Exclusion: APD5021H Special Topics in Applied Psychology and Human Development: Basics to Program Evaluation in Social Sciences

APD1213H - Psychology & Education of Students with ADHD

Credit Value: 0.50

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.

Prerequisite: DPE MEd students must have at least one of APD1281H/APD2280H or APD1297H or permission of instructor.
Exclusion: APD5001H

APD1214H - Critical Multicultural Practice: Diversity Issues in Counselling and Psychotherapy

Credit Value: 0.50

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.

Prerequisite: APD1202H
Corequisite: APD1203Y

APD1215H - Psychological Assessment of School-Aged Children

Credit Value: 0.50

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

APD1216H - Psychoeducational Assessment

Credit Value: 0.50

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.

Prerequisite: This course is limited to students in the School and Clinical Child Psychology program who have completed course APD1215H.

APD1217H - Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children

Credit Value: 0.50

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.

Prerequisite: DPE MEd students must have pre-requisite APD1281H or APD1297H or permission of instructor.

APD1218H - Seminar and Practicum in School Based Assessment, Consultation and Intervention (Pass/Fail)

Credit Value: 0.50

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.

Prerequisite: APD1205H, APD1215H, APD1216H, or equivalent.

APD1219H - Ethical Issues in Professional Practice in Psychology and Psychotherapy

Credit Value: 0.50

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.

APD1222H - Approaches to Psychotherapy Across the Lifespan

Credit Value: 0.50

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.

Recommended Preparation: Must have some past experience in a helping/counselling role.

APD1226H - Foundations in Inquiry and Data-Based Decision Making

Credit Value: 0.50

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.

APD1227Y - Professional Practice Project

Credit Value: 1.00

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.

Prerequisite: APD1226H

APD1228H - Couples Counselling

Credit Value: 0.50

This course will examine one of several contemporary models of psychotherapy for family and couples counselling.

APD1229H - Fostering Black Mental Health from Childhood to Emerging Adulthood Through Anti-Racist Practices

Credit Value: 0.50

This course will explore theory and implications of anti-Black racism from childhood to emerging adulthood. Topics will include: overview of recent scholarship in critical race theory and systems of oppression, models of racial identity development, concepts of power and privilege, exploration of the socio-emotional and socio-cultural experiences of Black children, adolescents, emerging adults and their families, and examination of the role of anti-Black racism in the development of psychological problems. Students will be introduced to a range of strategies for psychology and educational practice with racialized children, youth, emerging adults and families. The possibilities and challenges of applying anti-racist approaches to foster resilience in these populations will be explored.


Exclusion: APD5040H
Enrolment Limits: 25

APD1230H - Well-being & Education

Credit Value: 0.50

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.

Exclusion: APD5008H Special Topics in Applied Psychology and Human Development: Well-being & Internalizing Disorders

APD1231H - Mindful Self-Compassion for Educators

Credit Value: 0.50

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.

Exclusion: APD5018H

APD1232H - Mindfulness Interventions in Counselling and Psychotherapy

Credit Value: 0.50

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.

Exclusion: APD5005H Special Topics in Applied Psychology and Human Development: Master's Level: Mindfulness Interventions in Counselling and Education

APD1233H - Cognitive Development and Applications

Credit Value: 0.50

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.

APD1235H - Technology, Play, and Social Media in Adolescence

Credit Value: 0.50

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.

Prerequisite: DPE MEd students must have at least one of APD1233H or APD1249H or APD1281H or permission of instructor.
Exclusion: APD5017H Special Topics in Applied Psychology and Human Development: Master's Level: Technology, Play and Social Media in Adolescence

APD1236H - Developmental Psychopathology

Credit Value: 0.50

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.

Prerequisite: DPE MEd students must have at least APD1233H or APD1249H or consult with instructor.

APD1238H - Special Topics in Human Development and Applied Psychology: Master's Level

Credit Value: 0.50

A course designed to permit the study (in a formal class setting) of a specific area of human development and applied psychology not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

APD1245H - Brief Strategies in Counselling and Psychotherapy

Credit Value: 0.50

This course will introduce students to basics of theory and practice of various brief assessment and intervention models used in counselling and psychotherapy with a focus on international contexts. Each class may include lectures, discussions of required readings, instructor demonstration of specific techniques, class role plays, practice of techniques with peers, as well as analysis and critique of clinical videos. Students will learn how to conduct a suicide risk assessment and will develop a solid understanding of the principles and components of crisis intervention and brief therapy strategies. Related ethical and professional practice issues will be addressed. Students will learn to compare and contrast as well as integrate these brief counselling models, and how and when to include crisis intervention in their work.

APD1247H - Practicum in Adult Counselling and Psychotherapy (Pass/Fail)

Credit Value: 0.50

This course must be taken in conjunction with APD1203Y Practicum in Counselling. The two courses may only be taken by students enrolled in Counselling programs. All students must arrange their practica in consultation with the department's Coordinator of Internship and Counselling Services.

APD1249H - Social-Emotional Development and Applications

Credit Value: 0.50

This course will review theories of social and emotional development, and then follow the child's social-emotional growth from birth through adolescence. Within the context of children's family and peer relationships we will consider the ways in which emotional and social experience becomes patterned, organized, and represented by the child and by others. We will examine the implications of these issues for problematic outcomes in families, daycares, and schools, and for prevention and intervention practices.

APD1250H - Program Evaluation Practicum

Credit Value: 0.50

This program evaluation practicum course is designed to support students with an opportunity to work closely with faculty on a program evaluation project or an external project that OISE faculty is collaborating on. Students attend class seminars weekly where they discuss various evaluation approaches and debrief their practicum work. They are linked with a faculty member in the department or OISE and work on an evaluation project under the faculty’s supervision. Evaluation work includes attending team meetings, conducting a review of literature, participating in instrument development, data collection and analysis activities, and presenting results of their work in an end of term poster.

Prerequisite: APD1212H, APD2293H
Recommended Preparation: To participate, students must be in the final year of the DPE M.Ed.program, have taken courses with program evaluation emphasis that the department offers, and have been matched with a faculty supervisor by the course instructor prior to the Fall semester. Practicum Course Planning and Requirements: (1) The course instructor will recruit faculty supervisors who have active evaluation projects and are willing to supervise a student in an Evaluation Practicum. The list of faculty will be shared with students online during the summer prior to the course. Only students who have been successfully matched to a faculty supervisor will be invited to continue in the course. (2) Upon matching, students and faculty agree upon a learning contract, which includes the following: (2a) Inclusive dates of the evaluation practicum; (2b) Days and hours the student will regularly devote to the practicum (Students should expect to spend 8-10 hours a week in the practicum from September to December); (2c) Description of the evaluation practicum tasks; (2d) Training the faculty will provide; (2e) Students’ learning goals specific to the practicum; (2f)Time and frequency of project/lab meetings students must attend; (2g) Deadline and mode (oral presentation vs. written report) for submitting the evaluation assignment to their faculty supervisor. (3) All students enrolled in the course will be expected to attend the class in one of the options listed above. The seminars will take place 6 times during the semester. These seminars are designed to be a place where students discuss learning experiences. Students will have the opportunity to receive additional supervision and feedback from the course instructor and other students.

APD1251H - Reading in a Second Language

Credit Value: 0.50

This course will provide the student with a better understanding of current theoretical and applied issues in reading in a second language (L2). A cognitive-developmental approach will be used to examine topics such as: the development of L2 basic reading and spelling skills, the role of L2 oral proficiency in reading, comprehension related processes, the role of background knowledge, text structure and cultural background, sources of individual and developmental differences, and reading disability. Students will be encouraged to develop their own research and/or applied questions/projects. The course will be conducted in a seminar format. A different topic will be discussed each week. Key issues pertaining to research methodology and data analysis will be addressed as needed.

Prerequisite: MEd and EdD students must have at least one of APD1233 or APD1249, or permission of instructor.
Exclusion: JHC1251H

APD1252H - Individual Reading and Research in Counselling Psychology: Master's Level

Credit Value: 0.50

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.

APD1256H - Child Abuse: Intervention and Prevention

Credit Value: 0.50

An examination of the nature and consequences of child maltreatment. Theory and research in physical, sexual, and emotional abuse will be reviewed. Coverage includes recent therapeutic interventions and promising prevention initiatives. The objective of this course is to provide a knowledge base for more effective practice and inquiry.

APD1257H - Child Development and Personal History

Credit Value: 0.50

This advanced course links scientific evidence regarding child development to one’s personal experience in childhood. This course provides students with opportunities to discuss current scientific findings regarding child development from personal perspectives, and thus to serve a forum for students to learn about scientific evidence regarding child development in a more meaningful and contextualized manner.

APD1258H - Spatial Thinking and STEAM Education

Credit Value: 0.50

This course offers a thorough examination of the role that spatial thinking plays in STEAM education (Science, Technology, Engineering, Arts, and Mathematics). Striking a balance between theory and practice, this course aims to develop a greater awareness and appreciation of what spatial reasoning is, how it develops, and how it might look and feel across a variety of educational contexts (e.g., preschool to university classrooms as well as maker spaces). We will review and discuss research on the relationship between spatial thinking and student interest, motivation, performance, and creativity in STEAM. Moreover, we will consider evidence suggesting that an increased curricular focus on spatial reasoning offers more equitable and accessible entry points into STEAM. Considerable time will be spent discussing ways of improving spatial thinking. Ultimately, this course offers new insights into the fundamental role that spatial thinking plays in STEAM education, begging us to reimagine what learning and education might look like if spatial thinking is given greater priority and explicit curricular focus.

Exclusion: APD5035H Spatial Thinking and STEAM Education

APD1260H - Family Therapy

Credit Value: 0.50

This is an introductory course intended to provide students an overview in the clinical application of evidence based practice in Family Therapy grounded in the systemic conceptual frameworks. Several family therapy models (e.g. Bowenian multi-generational Family Therapy, Milan Systemic Family Therapy, Strategic Family Therapy, Structural Family Therapy, Behavioral Family Therapy, Narrative Therapy) will be presented. The significance of family work in the clinical practice of psychology has gained substantial recognition in recent years. Family Psychology is accorded divisional status (Division 43) by the American Psychological Association (APA) and is classified as one of the clinical specialty areas by the American Board of Professional Psychology (ABPP).

Exclusion: APD1261H Group Work in Counselling and Psychotherapy

APD1261H - Group Work in Counselling and Psychotherapy

Credit Value: 0.50

Presentation of models of group work processes, as well as of current theory applicable to group work in counselling. Students will be expected to develop a catalogue of skills and ideas useful in the school setting, and to develop communication skills essential to group work. For students enrolled in Counselling programs only.

APD1262H - Educational and Psychological Testing for Counselling

Credit Value: 0.50

A survey of standardized tests typically used by counsellors in schools, community colleges, and other settings. Topics included are: a review of the basic concepts in tests and measurement; criteria for evaluating educational and psychological tests; rationale underlying the development of various tests; and practice in administration of tests and interpretation of test results. Individual intelligence scales and projective techniques are beyond the scope of this course.

APD1263H - Research Methods for Clinical and Counselling Psychology [RM]

Credit Value: 0.50

Quantitative and qualitative alternatives in the design and conduct of counselling research will be examined. Limitations on research from practical and ethical considerations will be addressed. Students will be introduced to library, computer, and consulting resources within OISE/UT. (Limited to Counselling Psychology for Psychology Specialists students.)

APD1266H - Career Counselling and Development: Transition from School to Work

Credit Value: 0.50

This course aims at preparing the counsellor for an expanded role in career guidance. It deals with all major aspects of career development. The topics covered are: social and economic context, theories of career development, the role of information, assessment of career development, career guidance programs, and recurring issues in career guidance. This course is limited to students in a U of T graduate degree program. Others by permission of instructor.

APD1267H - Emotion-focused Therapy

Credit Value: 0.50

This course is an introduction to the theory and practice of emotion-focused psychotherapy. The theoretical underpinnings and historical development of emotion-focused psychotherapy will be presented along with the practical application of the approach to facilitate clients’ emotional processing in the session. Students will be introduced to different ways of working with emotion using empathic reflections, focusing, exploratory tasks, and chair-dialogues. The role of the therapeutic relationship will be emphasized and specific emotional processing tasks will be explored. Students will receive three hours of instruction once a week consisting of lectures, video presentations, demonstrations, and in-vivo exercises. Students are expected to engage in in-vivo counselling exercises with their peers during class time under the supervision of the instructor. By the second class, students will be expected to form small process learning groups within which they will have the opportunity to experiment with different roles as counsellor, client and observer to practice using emotion focused and experiential techniques.

Corequisite: APD1202Y
Exclusion: APD5004H

APD1268H - Career Counselling and Development: Transitions in Adulthood

Credit Value: 0.50

This course will focus on the theories of career development and counselling techniques to deal with major career transitions. Topics will include mid-life career changes, career psychology of women, career planning and development in the workplace, relocation counselling, and retirement and leisure counselling. This course is limited to students in a U of T graduate degree program. Others by permission of instructor.

APD1270H - Trauma Informed Interventions

Credit Value: 0.50

This course will examine theories and models of psychotherapy through the lens of trauma-informed care. Students will gain an understanding of the impact of trauma on mental health and will explore critical principles of trauma-informed practice, including a focus on safety, trust, and choice. They will learn about the impacts of trauma for diverse populations. In addition, students will gain exposure to specific evidence-based therapy approaches that address trauma.

Exclusion: APD5032 Trauma Informed Interventions
Enrolment Limits: Open only to CP and CCP students. Others by permission of instructor.

APD1271H - Perspectives on Executive Functions in Education: From Theory to Practice

Credit Value: 0.50

This course provides graduate students with an introduction to the topic of executive functions. The course enables students to better understand theoretical models of executive functions, executive function development, the associations of different domains of executive functions with social and scholastic functioning in school age children and youth, and recent findings related to the relations among executive functions, academic performance and achievement, and behaviour. In this course students will also develop an understanding of how various individual difference factors (e.g., language proficiency) as well as environmental contexts (e.g., classroom context) can impact executive function development. Finally, this course will explore diverse types of interventions designed to support students with executive function difficulties drawing on multitiered models of support.

Prerequisite: Students who are not APHD MA/PhD must have at least one of APD1233H or APD1249 or permission of instructor.

APD1272H - Play and Education

Credit Value: 0.50

A series of seminars dealing with the definition of the term ''play'' and its relation to both psychological and educational processes in the young child. The history of play will be examined in relationship to various theories that have been advanced concerning the need children have to play, the functions of play, and their relationship to psychological, social, cognitive, emotional, and physical development.

APD1273H - Psychology & Education of Children and Adolescents with Autism Spectrum Disorder

Credit Value: 0.50

This course will focus on current knowledge of autism spectrum disorder (ASD) from preschool through to adolescence. We will discuss the biological and psychological factors playing a role in the etiology and consider interventions for treatment and education of those with ASD. The emphasis will be on using well-founded research to inform instructional practices and decision making.

Prerequisite: DPE MEd students must have prerequisite APD1281H, or APD1297H, or permission of instructor.
Exclusion: APD5024H Special Topics in Applied Psychology and Human Development: Masters Level Psychology and Education of Children and Adolescents with Autism Spectrum Disorder

APD1274H - Learning to Learn: Bridging Theory and Practice

Credit Value: 0.50

This course is primarily designed for students having their first experience in a Canadian academic context, and/or students who wish to further develop their academic English skills. The course will explore the following questions: How does learning happen for children and adults? How do YOU learn? How can you use the research on how learning happens to better understand and improve on the communicative and disciplinary practices in your graduate program and become successful graduate students and professionals? This course will help you 1) develop an understanding of the psychology behind learning; 2) reflect on your own learning experiences, connect them to the concepts being explored in this course and engage in critical discourse; and 3) develop and practice academic skills and strategies to maximize your learning experience in your graduate program. Topics such as cognition, cognitive biases, collaborative learning, motivation, critical thinking, online and in-person discussion strategies, academic reading skills, and academic writing will be addressed from both theoretical and practical perspectives.

Exclusion: APD5020H Learning to Learn: Bridging Theory and Practice

APD1275H - Special Topics in Counselling Psychology

Credit Value: 0.50

A course designed to permit the study (in a formal class setting) of a specific area of counselling psychology not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

APD1276H - Maximizing Learning: Understanding How Individuals and Groups Learn Best

Credit Value: 0.50

This course is an in-depth exploration of the concept of learning from both an individual and a group perspective. Students will examine the research on learning and the cognitive, social, and personal factors that encourage or impede it, to develop an understanding of how to maximize learning for themselves and others. Topics such as cognition, constructivism, metacognition, collaborative learning, efficacy, motivation, and influence will be addressed from both theoretical and practical perspectives. The course will be of particular interest to educators who are looking to maximize the learning of their students as well as their own ongoing professional learning as adults.

Exclusion: Exclusions: APD5034H Maximizing Learning: Understanding How Individuals and Groups Learn Best, APD1274H/APD5020H Learning to Learn: Bridging Theory and Practice

APD1277H - Global Indigenous Healing in Counselling and Psychotherapy

Credit Value: 0.50

This course seeks to define, redefine and locate Indigenous knowledges in the context of International mental health care. In particular, the course will examine cultural and traditional healing within the broader economic, social and political practices of psychology worldwide. While the focus is in counselling psychology and psychotherapy, it also provides a critical site to highlight challenges and transformations within mental healthcare. The course seeks to draw attention to the use of Indigenous knowledges in mental health care generally. Explorations of the currents issues and debates in the contemporary practices of Indigenous healing in psychology will be a key features of the course, for example, cultural respect and appropriation, ethics and confidentiality, competence of practitioners, and systemic and social issues. Through an in-depth analysis of International Indigenous helping and healing practices, with particular focus on Indigenous knowledges perspectives from countries around the world, the course will undertake to raise questions regarding the theory, practice, and research of Indigenous traditional healing perspectives on mental health and healing in psychology and its relationship to education of practitioners. As part of the exploration of Indigenous traditional healing knowledges, the course will also focus on how peoples from non-dominant cultures construct illness perceptions and the types of treatments they expect to use to solve mental health problems; in this respect, the course is also intended to contribute to community development and community health promotion.

APD1278H - Cognitive Therapy

Credit Value: 0.50

This course covers current theory and principles of cognitive therapy in the treatment of anxiety and depression. Special applications such as grief counselling, bereavement and post-traumatic stress disorders will be examined.

APD1279H - Preventative Interventions for Children at Risk

Credit Value: 0.50

This course examines evidenced based efforts to prevent problems that place children and youth at risk. Focus will be on ways of reducing risk and increasing protective factors. Coverage includes interventions that effectively deal with health, social, and educational issues impacting well being and life chances. Poverty, chronic illness, and intentional and unintentional injury are some of the areas surveyed.

APD1280H - Symbolic Development and Learning

Credit Value: 0.50

This is a graduate level seminar that will address fundamental questions regarding symbolic development and media-based learning in young children. We will explore recent findings in relation to questions such as the following: (1) What does symbolic understanding entail? (2) What is the developmental trajectory with respect to symbolic understanding? (3) What social-cognitive processes underlie symbolic development? (4) What can young children learn from media? (5) How well can young children learn from media? (6) What features of the media affect learning? (7) How can we facilitate children's symbolic learning? We will explore these questions by examining children's learning from a variety of symbolic media: pictures, scale-models, maps, TV, and electronic games.

Prerequisite: APD1233H, APD1249H

APD1281H - Education Exceptionalities, Special Education, and Adaptive Instruction

Credit Value: 0.50

Students will be introduced to the various special education exceptionalities in Ontario schools and will be provided with opportunities to analyze and reflect upon key issues in special education such as inclusion and universal design for learning. They will have the opportunity to gain skills and evidence-based knowledge regarding the identification, instruction, and progress monitoring of students with special education needs. The emphasis will be on using well-founded research to inform instructional practices and decision making. Given that students with exceptionalities are often at risk for mental health difficulties, we will discuss the intersection between mental health and learning as well as the intersection between special education and diversity.

Exclusion: APD2280H

APD1282H - Introduction to Global Mental Health and Counselling Psychology

Credit Value: 0.50

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.

APD1283H - Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health

Credit Value: 0.50

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.

APD1285H - Psychology and Education of Children and Adolescents with Learning Disabilities

Credit Value: 0.50

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.

Prerequisite: DPE MEd students must have pre-requisite APD1281H or permission of instructor.

APD1286H - Foundations of Literacy Development for School Age Children

Credit Value: 0.50

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.

APD1288H - Intermediate Statistics and Research Design [RM]

Credit Value: 0.50

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.

Prerequisite: APD1287H or equivalent.

APD1289H - Multivariative Analysis with Applications [RM]

Credit Value: 0.50

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.

APD1290H - Indigenous Studies in Mental Health & Disability Justice

Credit Value: 0.50

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.

APD1291H - Addictive Behaviors: Approaches to Assessment and Intervention

Credit Value: 0.50

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).

APD1292H - Instrument Design and Analysis [RM]

Credit Value: 0.50

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.

APD1294H - Technology, Psychology and Play

Credit Value: 0.50

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).

APD1295H - Adolescent Mental Health: An Examination of Risk and Resilience

Credit Value: 0.50

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.

Prerequisite: DPE MEd students must have at least one of APD1249H or APD1297H or APD1281H or permission of instructor.
Enrolment Limits: Preference will be given to APHD students. Students who have already taken APD3208H-Research Seminar in Adolescent Development, are not allowed to take this course.

APD1296H - Assessing School-Aged Language Learners

Credit Value: 0.50

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.

APD1297H - Mental Health in the Classroom: How Educators can Help Our Most Vulnerable Students

Credit Value: 0.50

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.

APD1298H - Imagination, Reasoning and Learning

Credit Value: 0.50

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.

Prerequisite: APD1233H, APD1249H

APD1299H - Language Acquisition and Development in Early Childhood

Credit Value: 0.50

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.

Prerequisite: APD1233H, APD1249H

APD1302H - Theories and Techniques of Counselling and Psychotherapy – Part II

Credit Value: 0.50

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.

Prerequisite: APD1202H Theories and Techniques of Counselling and Psychotherapy – Part I
Exclusion: APD1202Y Theories and Techniques of Counselling and Psychotherapy (1.0 FCE)

APD1902H - Theories and Techniques of Counselling in a Global Context

Credit Value: 0.50

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.

APD2001Y - Major Research Paper

Credit Value: 1.00

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.

APD2200Y - Child Study and the Science of Learning

Credit Value: 1.00

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

APD2201Y - Education Seminar I: Professional Practice, Critical Pedagogies and Social Studies

Credit Value: 1.00

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.

Enrolment Limits: This course is normally open to students in the MA in Child Study and Education program only.

APD2202H - Education Seminar II: Current Issues in Teaching and Learning

Credit Value: 0.50

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.

APD2210Y - Introduction to Curriculum 1: Core Areas

Credit Value: 1.00

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.

APD2211H - Language and Literacy: Understanding, Assessment, & Instruction

Credit Value: 0.50

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.


APD2212H - Mathematics Learning and Instruction

Credit Value: 0.50

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.

APD2214H - Arts Curriculum and Critical Pedagogies for Cross-Curricular Teaching

Credit Value: 0.50

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.

Prerequisite: APD2210Y

APD2220Y - Teaching Practicum

Credit Value: 1.00

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.


APD2221Y - Teaching Internship

Credit Value: 1.00

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.

APD2222H - Professional Practice: Enacting a Research-Informed Learning Cycle

Credit Value: 0.50

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.


Prerequisite: Successful completion of Year 1 MA CSE program.

APD2223H - Professional Practice: Developing the Skills of Critical Friendship

Credit Value: 0.50

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.

Prerequisite: Successful completion of Year 1 MA CSE program.

APD2232H - Consultation Skill Development for Educators

Credit Value: 0.50

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.

APD2252H - Individual Reading and Research in Human Development and Applied Psychology: Master's Level

Credit Value: 0.50

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.

APD2270Y - Adaptive Instruction: Students, Systems, and Supports

Credit Value: 1.00

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.

Exclusion: APD2280Y

APD2275H - Technology for Adaptive Instruction and Special Education

Credit Value: 0.50

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.

APD2293H - Interpretation of Educational Research [RM]

Credit Value: 0.50

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.

APD2296H - Reading and Writing Difficulties

Credit Value: 0.50

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.

APD3115H - Research Proseminar in Counselling & Psychotherapy

Credit Value: 0.50

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.

APD3116H - Proseminar ll: Practice-Based Research in School and Counselling Psychology

Credit Value: 0.50

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.

Prerequisite: APD3115H Research Proseminar in Counselling & Psychotherapy
Exclusion: APD6008H: Special Topics in Applied Psychology and Human Development: Doctoral Level: Proseminar II: Practice-Based Research in School and Counselling Psychology

APD3160H - Advanced Family Therapy

Credit Value: 0.50

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, young and older adults within a family context.

APD3163H - Advanced Multicultural Counselling and Psychotherapy

Credit Value: 0.50

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.

APD3178H - Advanced Cognitive Behaviour Therapy

Credit Value: 0.50

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.

APD3200H - Research Proseminar on Human Development and Applied Psychology

Credit Value: 0.50

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.

APD3201H - Qualitative Research Methods in Human Development and Applied Psychology [RM]

Credit Value: 0.50

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.

APD3202H - A Foundation of Program Evaluation in Social Sciences [RM]

Credit Value: 0.50

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.

Prerequisite: Open to Doctoral students. Open to MEd students with JOI1287H or APD2293H or APD1212H.

APD3204H - Contemporary History and Systems in Human Development and Applied Psychology

Credit Value: 0.50

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.

APD3209H - Applied Machine Learning (RM)

Credit Value: 0.50

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.

Prerequisite: JOI1288H
Exclusion: APD5044H

APD3215H - Advanced Psychotherapy Seminar

Credit Value: 0.50

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.

APD3217Y - Advanced Practicum in Clinical and Counselling Psychology

Credit Value: 1.00

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.

APD3221H - Cross-cultural Perspectives on Children's Problems

Credit Value: 0.50

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.

APD3222H - Approaches to Psychotherapy with Children, Youth and Families

Credit Value: 0.50

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.

APD3224H - Advanced Proactive Behavioural and Cognitive-Behavioural Interventions

Credit Value: 0.50

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.

APD3225H - Assessment and Diagnosis of Personality and Psychopathology

Credit Value: 0.50

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.

Prerequisite: APD3224H and APD3258H

APD3231H - Psychodynamic Bases of Therapy

Credit Value: 0.50

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.

APD3238H - Special Topics in Human Development and Applied Psychology: Doctoral Level

Credit Value: 0.50

Course description same as APD1238H.

APD3240H - Advanced Social and Emotional Assessment Techniques

Credit Value: 0.50

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.

Prerequisite: APD1216H or equivalent and APD1218H or equivalent and permission of the instructor.

APD3241H - Seminar and Practicum in Clinical Assessment and Intervention (Pass/Fail)

Credit Value: 0.50

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.

APD3242Y - Internship in School and Clinical Child Psychology (Pass/Fail)

Credit Value: 1.00

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

Prerequisite: APD3241H and permission of instructor.

APD3243H - Additional PhD Practicum in Assessment & Intervention

Credit Value: 0.00

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.

APD3252H - Individual Reading and Research in Human Development and Applied Psychology: Doctoral Level

Credit Value: 0.50

Course description same as APD2252H.

APD3260H - Psychodiagnostic Systems

Credit Value: 0.50

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.]

APD3261H - Clinical Supervision and Consultation Practicum

Credit Value: 0.50

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.

Prerequisite: APD3217H
Corequisite: APD3217H

APD3268Y - Internship in Clinical and Counselling Psychology

Credit Value: 1.00

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.

APD3270H - EdD Internship

Credit Value: 0.50

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).

APD3271H - Additional Doctoral Practicum

Credit Value: 0.00

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.

APD3286H - Developmental Neuropsychology

Credit Value: 0.50

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.

APD3301H - Issues in Child Study and Education: Research, Policy, and Problems of Practice (RM)

Credit Value: 0.50

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.

APD3302H - Advanced Study of Critical Issues in Special Education, Mental Health, and Child Security

Credit Value: 0.50

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.

Prerequisite: APD3301H

APD3303H - Advanced Study of Tools and Research Methods for Investigating Problems of Practice: Data-Driven Research for Decision-Making

Credit Value: 0.50

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.

APD3304H - Research Proposal Development (RM)

Credit Value: 0.50

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.

Recommended Preparation: Must be enrolled in the EDD CSE

APD3305H - Systems and Organizational Change

Credit Value: 0.50

This applied seminar is designed for working professionals who want to understand their roles as change agents within the organizations (broadly defined) in which they work, regardless of whether or not they occupy formal leadership positions. The course is focused on examining how change happens in organizations, and considers organizational need, planning for change, and implementing change. Change efforts originating both inside and outside of organizations will be considered. Students will have the opportunity to think about and apply how the psychological notion of “personal influence” can contribute to the social and institutional goals of their organizations.

Exclusion: APD6006H

APD3401H - Assessment with Culturally and Linguistically Diverse Children, Youth, and Families

The purpose of this course is to learn about the needs of culturally and linguistically diverse (CLD) children and youth who are English language learners (ELL), come from multicultural contexts demanding culturally sensitive strategies for assessment and intervention, or are in other bilingual programs such as French Immersion. The course is intended to provide doctoral students with a repertoire of strategies for dealing with the complex array of cognitive, linguistic, affective, social-emotional and cultural issues involved in assessment of CLD children and adolescents. This is achieved through readings, lectures, class discussion, case presentations, hands-on experience with a client and family, and school consultation. Each student will conduct an assessment with a CLD student who is learning difficulties. The goals of this assessment is to establish the client's’ learning and social-emotional needs, the strategies that support their learning and adjustment, and consult with their schools in order to enhance the likelihood that these strategies will be implemented there.

Recommended Preparation: 1. Take time to read over this course outline. Write down any questions you may have and we will be happy to answer them on the first day. 2. Pick up or download the book for class. 3. Notwithstanding Covid-19, it would be great if you could bring a laptop, netbook, tablet, smartphone and keyboard, or some other device to class when relevant, as this is a green class and all handouts will be in e-format.

APD3402H - Intervention with Culturally and Linguistically Diverse Children, Youth, and Families

Credit Value: 0.50

The purpose of this course is to learn about the needs of culturally and linguistically diverse (CLD) children and youth who are English language learners (ELL), come from multicultural contexts demanding culturally sensitive strategies for intervention, or are in other bilingual programs such as French Immersion. The course is intended to provide doctoral students with a repertoire of strategies for dealing with the complex array of cognitive, linguistic, affective, social-emotional, and cultural issues involved in intervention of CLD children and adolescents. This is achieved through readings, lectures, class discussion, case presentations, hands-on experience with a client and family, and school consultation. Each student will conduct an instructional intervention with a CLD or bilingual child or adolescent who is experiencing learning difficulties and who may have a learning disability. The goals of this intervention is to address the client's learning and social-emotional needs, find strategies that support their learning and adjustment, and consult with their schools in order to enhance the likelihood that these strategies will be implemented past your work with the student.

Prerequisite: APD3401H Assessment with Culturally and Linguistically Diverse Children, Youth, and Families

APD3403H - EdD Internship in School Psychology

Credit Value: 0.50

All students completing an EdD in the School Psychology field will be required to complete the doctoral internship course APD3403H. This course requires the completion of at least 1600 hours of internship under the supervision of a doctoral-level psychologist registered with the CPO and approved by the Internship Coordinator. All internship arrangements must be made in consultation with the Director of Clinical Training. The internship may be accomplished on either a full-time or part-time basis and may be completed in either a school or education setting. The internship will normally involve assessment, intervention, consultation with other professionals, supervision, 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 diverse backgrounds (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).

APD5000H - Special Topics in Applied Psychology and Human Development: Master's Level

Credit Value: 0.50

Courses designed to permit the study (in a formal class setting) of a specific area of human development and applied psychology not already covered in the courses listed for the current year. The topics will be announced each spring in the Fall/Winter Session and Summer Session timetables.

APD5284Y - Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth and Families

Credit Value: 1.00

The purpose of this course is to explore, from a multidimensional perspective, assessment and intervention issues and techniques arising when learners in second language or multicultural contexts experience learning difficulties. Through readings, classroom discussion, case studies, and client-work, the course is intended to help students become better aware and better prepared for work with individuals in culturally and linguistically diverse settings. Students are expected to integrate and apply such diverse areas as second language acquisition, learning disabilities, cognitive and affective functioning, and to consider alternative assessment and intervention practices.

APD6000H - Special Topics in Applied Psychology and Human Development: Doctoral Level

Credit Value: 0.50

Course description same as APD5000H.

JOI1287H - Introduction to Applied Statistics [RM]

Credit Value: 0.50

This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in education and social sciences. The course covers univariate and bivariate descriptive statistics; an introduction to sampling, experimental design and statistical inference; contingency tables and Chi-square; t-test, analysis of variance, and regression. Students will learn to use SPSS software. At the end of the course, students should be able to define and use the descriptive and inferential statistics taught in this course to analyze real data and to interpret the analytical results.

Exclusion: Students who have previously taken CTL2004 are prohibited from taking this course

JOI1288H - Intermediate Statistics and Research Design [RM]

Credit Value: 0.50

This course will cover: 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.

Prerequisite: JOI1287H or equivalent.
Exclusion: This course is intended primarily for OISE students. Others must seek the permission of the instructor to register. Students who have previously taken CTL2808H are prohibited from taking this course.

JOI3228H - Mixed Methods Research Design in Social Sciences [RM]

Credit Value: 0.50

Mixed methods research is increasingly being used as an alternative to the traditional mono-method ways of conceiving and implementing inquiries in education and social sciences. In conceptualizing mixed methods studies, various paradigmatic assumptions are still being debated. However, many researchers have stated that the paradigmatic differences have been overdrawn and that paradigmatic incompatibility makes dialogue among researchers less productive. Researchers further acknowledge that philosophical differences are reconcilable through new guiding paradigms that actively embrace and promote mixing methods. Mixed methods researchers reject traditional dualism and prefer action to philosophizing by privileging inquiry questions over assumptive worlds. In this course, students will be introduced to various mixed methods design alternatives that allow researchers to link the purpose of the research to methodologies and integrate findings from mixed methods. This course covers various phases of mixed methods research, including theoretical frameworks of mixed methods research designs, strategic mixed methods sampling, data collection methods, integrative data analysis strategies, and a mixed methods research proposal. This is a doctoral level course designed to serve students who plan to conduct independent research. I anticipate that students will have had prior research experience or course work in research methods.

JOI3229H - Meta-Analysis for Research in Psychology and Education (RM)

Credit Value: 0.50

This course is designed to provide students with a working knowledge of the concepts related to systematic review and meta-analysis and develop their skills in this research methodology. Specifically, this course covers the topics of formulating the research questions that can be answered with systematic reviews, perform the literature search, select the studies and critically evaluate them using the quality, inclusion and exclusion criteria, extract data on key elements of the studies, outcomes and relevant statistics, compute and convert various effect size indices, synthesize the results of the studies with meta-analysis techniques, and present the results. The focus of the course is both methodological and practical.

Prerequisite: JOI1288H (APD1288H), APD3115H, JOI3048H or equivalent.
Exclusion: JOI6002H Meta-Analysis

JOI6000H - Special Topics in Advanced Quantitative Research Methods

Credit Value: 0.50

Special topics courses designed to permit the study (in a formal class setting) of advanced quantitative research methods.

Prerequisite: JOI1288H or JOI3048H or equivalent

Visit Course Enrolment website for current Fall/Winter and Summer course schedules.

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