OISE Courses

Course description same as APD2252H.

The aim of this course is to introduce students to family therapy concepts and interventions for use in the practice of school and clinical child psychology. Structural, strategic, narrative and transgenerational models are considered through discussion of readings, videotape analysis and practical exercises.

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

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

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

This course will familiarise doctoral students with current issues and debates concerning the theory and practice of counselling 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 course attempts to raise questions regarding the theory, practice and research with ethnic minority clients. The course also offers a critical examination of the concepts of multicultural, multiethnic, cross-cultural, inter-cultural and other nomenclatures, particularly assessing the epistemological and ontological histories and complexities in relation to psychological frames of thinking and feeling. Particular emphasis will be given to understanding the relationship of qualitative and quantitative research in this field. The course will also respond to significant developments within the wider context of 'discourses of the other', for example, feminist research methods, research and class, disability and sexual orientation will form part of the discussion in seminars. The course is appropriate for students considering a dissertation proposal in multicultural counselling and psychotherapy. A weekly seminar will focus on research methods and methodologies, the design and structure of the research, sampling procedures, ethical issues, empirical constraints and production of new knowledge/s. Students will review, analyse and redesign representative studies in multicultural counselling literature which will eventually lead to a doctoral thesis proposal.

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

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

This introductory course aims to provide students with the importance of the dynamic relationship among and between research, practice and policy while surveying the developmental psychology literature and the role of formal education in early human development. Attention will also be paid to the importance of evidence-based leadership and communications in the process of impacting public policy.

The course will provide students with the essential knowledge and skills to conduct all stages of the research process using qualitative, quantitative and mixed-methods approaches. The topics discussed in this course include formulation of research questions, working with the literature, research design and design of the data collection instruments, methods of data collection, quantitative and qualitative data analysis, interpretation of the results and report writing.

Building on the research methods course, this course will support students in developing a rough draft outline of the first three chapters of their theses. It will enable students to gain a broader understanding of various research methods/data analysis; coherent to the thesis development with clear alignment of the over-arching research question, sub questions, methodology(ies), results and analysis. It will also provide students initial understanding of related materials including the ethical review process and formation of thesis committees.

This course will provide access to some of the most important thinkers in the world. Interviews of these experts will take place; annotated bibliographies for each expert will be developed; and related written and electronic material will be contributing to the ongoing development of an "electronic book" produced by the professors and students. Students will act as "interview producers" preparing all the necessary background research and questions required for each interview. Students will also lead online video conferencing seminars. NB: The first cohort has already produced a video book (along with an electronic link version) of interviews with eight leading experts.

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.

This course will focus on current knowledge of various low incidence disorders (those typically represented in one percent of the population or less), especially conditions that are first diagnosed in infancy or childhood. We will discuss both biological and psychological factors playing a role in the etiology and discuss characteristic profiles for specific disorders. We will also consider potential interventions for prevention and treatment of the various disorders. Disorders to be considered include (but are not limited to) mental retardation, autistic disorder, Rett's disorder, Asperger's disorder, tic disorders, selective mutism, pica, enuresis, stereotypy and feeding disorders. For covering course material, the problem-based learning model will be used.

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

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

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

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

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.

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.

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.

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).

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.

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.