Courses

This course examines the experience of mental health from a historical and cultural perspective. It focuses on how understandings of mental health vary across time and place, looking at changes to the theories about its etiology alongside alterations to the arrangements of institutionalization, management, and care

This course examines the experience of mental health from a historical and cultural perspective. It focuses on how understandings of mental health vary across time and place, looking at changes to the theories about its etiology alongside alterations to the arrangements of institutionalization, management, and care

This course examines the experience of mental health from a historical and cultural perspective. It focuses on how understandings of mental health vary across time and place, looking at changes to the theories about its etiology alongside alterations to the arrangements of institutionalization, management, and care

This course examines the use of critical, visual, and participatory methods in psychological research. It focuses on how selection of research method can be understood as a political choice in the production of psychological research and knowledge-making claims. The course will address the epistemological and ontological assumptions inherent in the choices researchers make toward the development and conduct of research.

This course will cover the essential steps that precede quantitative data collection and the proper handling of data prior to the central statistical analysis designed to test research hypotheses. Issues related to sampling, data management, visualizing and cleaning data, and preparing data for analysis will be covered. Assignments will focus on developing hands-on practical skills relevant to practicing researchers.

The primary aim of this course is to provide the student with the basic tools for analyzing data from univariate designs with categorical predictors. The course material will focus on simple and complex Analysis of Variance (ANOVA) models.

The primary aim of this course is to provide the student with the basic tools for analyzing data from univariate designs with categorical predictors. The course material will focus on simple and complex Analysis of Variance (ANOVA) models.

The primary aim of this course is to provide the student with the basic tools for analyzing data using regression models. The course will focus on the general linear model, encompassing multiple regression and ANOVA, thereby allowing any combination of continuous and categorical predictors. Time permitting, generalized linear models for categorical outcomes (e.g., logistic regression) may also be considered.

The primary aim of this course is to provide the student with the basic tools for analyzing data using regression models. The course will focus on the general linear model, encompassing multiple regression and ANOVA, thereby allowing any combination of continuous and categorical predictors. Time permitting, generalized linear models for categorical outcomes (e.g., logistic regression) may also be considered.

The primary aim of this course is to provide the student with the basic tools for analyzing data using regression models. The course will focus on the general linear model, encompassing multiple regression and ANOVA, thereby allowing any combination of continuous and categorical predictors. Time permitting, generalized linear models for categorical outcomes (e.g., logistic regression) may also be considered.

The primary aim of this course is to provide the student with the basic tools for analyzing data using regression models. The course will focus on the general linear model, encompassing multiple regression and ANOVA, thereby allowing any combination of continuous and categorical predictors. Time permitting, generalized linear models for categorical outcomes (e.g., logistic regression) may also be considered.

This course is designed as a lecture/seminar dealing with data visualization from a largely psychological perspective.

Provides a broad, applied introduction to the analysis of categorical data. Prerequisite: GS/PSYC 6130 6.00 or equivalent course.

This seminar course reviews research methods geared toward testing causal (experimental) relations associated with Social and Personality Psychology.

This course covers structural equalization modelling (SEM) concepts and methodology, including causation and correlation, path analysis, confirmatory factor analysis and latent variables. Students gain experience with computer programs (e.g., EQS) and practical applications. Previous knowledge of multivariate methods is desirable.

This course will expand on the psychological measurement topics covered in undergraduate psychological testing and measurement courses. Prerequisite: GS/PSYC 6130 3.00 or an equivalent statistics course covering ANOVA and regression.

This course offers fundamental knowledge on neuroimaging of cognition using fMRI, including practical aspects of experimental design and analytical approaches. The course provides the necessary theoretical perspectives of fMRI experiments and provides extensive hands-on experience in fMRI analysis.

This course reviews fundamental concepts in motor control, and surveys the role of different cerebral cortical areas in controlling voluntary movements. Data from experimental and patient studies are used to illustrate the motor function of different brain regions.

Explore the relationship between technology, aging, and psychology, emphasizing the relevance of how different technology can address older adults (OA) health needs by fostering inclusion and promoting access for OA. Examine factors that can impact technology use among OA, including cognitive aging, social isolation/loneliness, and the challenges and opportunities associated with emerging technologies' impact on quality of life.

This course focuses on a systems approach to specialized circuits within the central nervous system that determine sensory, motor and cognitive systems. Permission of the Instructors is required to enrol in the course.

This course focuses on a systems approach to specialized circuits within the central nervous system that determine sensory, motor and cognitive systems. Permission of the Instructors is required to enrol in the course.

This course will focus on molecular and cellular mechanisms underlying the structure and function of the nervous system, functional neuroanatomy, and the neurophysiology of movement. Prerequisites: undergraduate course in neuroscience or equivalent or by permission of course director

This graduate course covers computer programming methods that are useful for running experiments and analyzing data in experimental psychology. Students will learn a general-purpose programming language such as MATLAB or Python. Topics include basic programming methods and data structures, data files, curve fitting, device calibration, data visualization, statistical tests, model simulations, and interfacing to external devices.

This course considers the role of human perception in human-computer interaction particularly computer generated graphics/sound and immersive virtual reality. Fundamental findings from sensory physiology and perceptual psychophysics are presented in the context of interface and display design.

Neuroscience is increasingly informing our understanding of the neural mechanisms underlying cognitive decline and interventions to slow or potentially reverse these changes in aging, injury and brain disease. This course introduces students to current topics in cognitive neurorehabilitation with a view to translating intervention research into novel, brain-based approaches to the treatment of cognitive decline.

This course provides a biopsychosocial perspective on severe forms of mental illness and cognitive impairment including schizophrenia, bipolar mood disorder, dementia, and other disturbances of brain and behaviour. Consideration will be given to biological and environmental contributions to etiology, prevention and treatment and to the sociocultural and cross-cultural contexts of these disorders. The role of psychologists as scientist-clinicians in advancing understanding and intervention options for serious mental illness is highlighted.

This course provides a biopsychosocial perspective on severe forms of mental illness and cognitive impairment including schizophrenia, bipolar mood disorder, dementia, and other disturbances of brain and behaviour. Consideration will be given to biological and environmental contributions to etiology, prevention and treatment and to the sociocultural and cross-cultural contexts of these disorders. The role of psychologists as scientist-clinicians in advancing understanding and intervention options for serious mental illness is highlighted.

This course is an introduction to a knowledge base underlying the theory and practice of clinical psychology, with an emphasis on theories of the self (e.g., cognitive, psychodynamic, developmental) and how personality contributes to psychopathology. It comprises an integrative and critical review of theory and research on mental disorders, including depressive, anxiety, obsessive-compulsive, substance, trauma and stress-related, and eating disorders.

This course covers the theoretical foundations of cognitive assessment and related psychometric and scale development concepts. There is a practical component that centres on test administration, scoring, interpretation, and clinical report writing. Clinical and professional issues surrounding cognitive assessment will be discussed throughout the course.

This course covers psychometric and theoretical foundations and applied aspects of personality assessment. Tests commonly used in clinical practice are examined at a theoretical and practical level with emphasis on procedures of test score interpretation, profile analysis, and report writing. Clinical and professional issues surrounding personality assessment are discussed throughout the course.

This course covers psychometric and theoretical foundations and applied aspects of personality assessment. Tests commonly used in clinical practice are examined at a theoretical and practical level with emphasis on procedures of test score interpretation, profile analysis, and report writing. Clinical and professional issues surrounding personality assessment are discussed throughout the course.

This course is informed by a common factors framework and provides students with grounding in fundamental principles of psychotherapy. These include a framework for viewing all forms of psychotherapy, and consideration of the therapeutic alliance and alliance ruptures, empathy, awareness & experiencing, emotion and emotion regulation, and client & therapist factors known to influence psychotherapy process and outcomes. In addition, the course will cover case formulation, issues regarding empirically supported treatments, and the three major specific models of psychotherapy: psychodynamic, cognitive-behavioral, and person-centred or person-experiential.

Provides students with advanced and intensive study of major models of psychotherapy, from traditional to contemporary. Models include psychodynamic, cognitive-behavioral, and person-centred or person-experiential, but also contemporary models including emotion-focused therapy, post-modern approaches and narrative processes, motivational interviewing, mindfulness & acceptance-based approaches. In addition, other modalities of therapy are considered including group therapy, systems approaches, and couples therapy. While each model is considered individually, psychotherapy integration will also be discussed and considered throughout the course.

Provides students with advanced and intensive study of major models of psychotherapy, from traditional to contemporary. Models include psychodynamic, cognitive-behavioral, and person-centred or person-experiential, but also contemporary models including emotion-focused therapy, post-modern approaches and narrative processes, motivational interviewing, mindfulness & acceptance-based approaches. In addition, other modalities of therapy are considered including group therapy, systems approaches, and couples therapy. While each model is considered individually, psychotherapy integration will also be discussed and considered throughout the course.

In this course, students are given practical training in psychodiagnosis and in advanced approaches to psychological intervention. The training is mediated through demonstration, role playing, and supervised management of a small number of clinical cases. Prerequisites: Psychology 6420.06, Psychology 6430.06, Psychology 6435.06 and Psychology 6430P.06.

In this course, students are given practical training in psychodiagnosis and in advanced approaches to psychological intervention. The training is mediated through demonstration, role playing, and supervised management of a small number of clinical cases. Prerequisites: Psychology 6420.06, Psychology 6430.06, Psychology 6435.06 and Psychology 6430P.06.

This course covers the theoretical foundations, psychometric knowledge, and practical skills required to conduct a comprehensive psychological assessment. Students learn about the psychometric basis for core foundational psychological tests, practice test administration, and learn to interpret and integrate test scores with clinical history and observations. Students conduct a real-life assessment together with classmates.

Provides advanced training in theory of intervention. Specific methods of active psychotherapeutic intervention and research evidence on their impact will be covered. This course includes more broad ranging rehabilitation and systems approaches to intervention. Prerequisites: GS/PSYC 6420 6.00, GS/PSYC 6430P 6.00, GS/PSYC 6435 6.00.

Provides the basics of a broad and systemic training in health psychology. The course is not only intended to be educational but also a supportive environment for students as they progress through their graduate training.

Provides the basics of a broad and systemic training in health psychology. The course is not only intended to be educational but also a supportive environment for students as they progress through their graduate training.

This practicum provides extra clinical training that the student and the Director of Clinical Training deem necessary for the student to meet training requirements, such as assuring that the student has sufficient training in both assessment and intervention skills. This practicum may be taken only after the Ph.D. III academic year and provided that the student has completed all course work, and either the minor area paper or an approved Ph.D. dissertation proposal.

This practicum provides extra clinical training that the student and the Director of Clinical Training deem necessary for the student to meet training requirements, such as assuring that the student has sufficient training in both assessment and intervention skills. This practicum may be taken only after the Ph.D. III academic year and provided that the student has completed all course work, and either the minor area paper or an approved Ph.D. dissertation proposal.

This practicum provides extra clinical training that the student and the Director of Clinical Training deem necessary for the student to meet training requirements, such as assuring that the student has sufficient training in both assessment and intervention skills. This practicum may be taken only after the Ph.D. III academic year and provided that the student has completed all course work, and either the minor area paper or an approved Ph.D. dissertation proposal.

This practicum provides extra clinical training that the student and the Director of Clinical Training deem necessary for the student to meet training requirements, such as assuring that the student has sufficient training in both assessment and intervention skills. This practicum may be taken only after the Ph.D. III academic year and provided that the student has completed all course work, and either the minor area paper or an approved Ph.D. dissertation proposal.

This practicum provides extra clinical training that the student and the Director of Clinical Training deem necessary for the student to meet training requirements, such as assuring that the student has sufficient training in both assessment and intervention skills. This practicum may be taken only after the Ph.D. III academic year and provided that the student has completed all course work, and either the minor area paper or an approved Ph.D. dissertation proposal.

This course reviews theory, methods, and findings on stress and coping in relation to physical and mental health. Topics include measurement and conceptualization of stress, coping, and outcome plus the study of their inter-relations.

This course reviews theory, methods, and findings on stress and coping in relation to physical and mental health. Topics include measurement and conceptualization of stress, coping, and outcome plus the study of their inter-relations.

An introduction to qualitative research methods. The main methods of qualitative research are surveyed, followed by concentration on the particular method(s) with which the Instructor has expertise. In this concentration, the given method’s procedures are specified and exercises are provided to give the student first-hand experience at using them. The overall goal of the course is to provide a sufficient grounding in qualitative research methodology to enable students to apply it competently.

This course focuses on professional issues, with particular reference to Ontario and Canada. The course will cover the Psychologist's code of ethics, standards of practice and research issues in legislation, discipline codes, ethical issues in supervision, differing models in professional training and the roles of voluntary associations. Students will become familiar with the regulations governing the practice of Psychology in Ontario. The course attempts to familiarize the student with major current concerns of the Professional practitioner. The section makes use of prominent guests from the professional community to highlight the various topics. Prerequisite: Permission of Instructor.

Programme Evaluation. This course considers current approaches and techniques by which mental health programmes in applied settings can be evaluated. Criteria and procedures for assessing issues such as programme appropriateness, economy, accountability and outcome effectiveness will be the major focus of the course. Enrolment is by permission of the course director.

An advanced general course in development covering: perceptual learning and/or perceptual motor skills; learning; cognitive processes and intelligence; social and personality development, language development, and any other area of development of current interest to the developmental area.

This course explores the development of visual functioning in the child. Of interest is visual capacities that underlie other aspects of development, including physical abilities and social cognition. Furthermore, comparisons to adults’ visual abilities are explored. [regularization of special topics course Psychology 6750C 3.0: “Perceptual Development”)

This professional development course is open to graduate students in psychology; topics are covered through the lens of developmental psychology and neuroscience. Topics include ethics, the impact of research on policy and society, and careers inside and outside academia. Practical outcomes include the opportunity to refine academic skills and the creation of outputs to enhance professional profiles.

A reading course for a student or group of students with a faculty member in any area not covered by the psychology courses offered in a particular year. Note: Enrolments in this course are limited and are authorized for individual students only on the specific recommendation of the Graduate Programme Director. See Program Director for specific procedures involved.

A reading course for a student or group of students with a faculty member in any area not covered by the psychology courses offered in a particular year. Note: Enrolments in this course are limited and are authorized for individual students only on the specific recommendation of the Graduate Programme Director. See Program Director for specific procedures involved.

A reading course for a student or group of students with a faculty member in any area not covered by the psychology courses offered in a particular year. Note: Enrolments in this course are limited and are authorized for individual students only on the specific recommendation of the Graduate Programme Director. See Program Director for specific procedures involved.

A reading course for a student or group of students with a faculty member in any area not covered by the psychology courses offered in a particular year. Note: Enrolments in this course are limited and are authorized for individual students only on the specific recommendation of the Graduate Programme Director. See Program Director for specific procedures involved.

The course explores the form and function of neuronal oscillations. Specific topics addressed include classes of inhibitory circuits, sleep rhythms, hippocampal rhythms, neocortical oscillations and their behavioural correlates. Prerequisite: Psychology 6253/Integrated with the undergraduate course Health Psychology 4380 3.0/Psychology 6235 3.0, or permission from course instructor

The course explores the form and function of neuronal oscillations. Specific topics addressed include classes of inhibitory circuits, sleep rhythms, hippocampal rhythms, neocortical oscillations and their behavioural correlates. Prerequisite: Psychology 6253/Integrated with the undergraduate course Health Psychology 4380 3.0/Psychology 6235 3.0, or permission from course instructor

Supervised experience in the design, execution, analysis and communication of psychological research.

PhD students in the Clinical area and the Clinical-Developmental area complete a 12-month full-time clinical internship or a 24-month part-time clinical internship at the end of the PhD program. Internships reflect a minimum of 1600 hours of training. The half-time internship option requires a minimum of 800 hours of training in each of the two years.

PhD students in the Clinical area and the Clinical-Developmental area complete a 12-month full-time clinical internship or a 24-month part-time clinical internship at the end of the PhD program. Internships require a minimum of 1600 hours of training.

This course is organized as a series of topic modules in which all members of the Clinical-Developmental faculty jointly participate. In each module, a critical examination of fundamental issues, as reflected in the Instructor’s area of research interests and clinical expertise, is presented.

This course will focus on the psycho-neuropathhology and biological origins of various childhood behaviour disorders. For these purposes, information will be drawn from clinical and experimental neuropsychology, ethology and comparative psychology, and developmental neurobiology and genetics.

This course will focus on the psycho-neuropathhology and biological origins of various childhood behaviour disorders. For these purposes, information will be drawn from clinical and experimental neuropsychology, ethology and comparative psychology, and developmental neurobiology and genetics.

Provides students with 330 hours of practicum training in psychological assessment. Placement in an applied setting is arranged Regular class meetings with the Instructor provide monitoring of student progress. Prerequisites: GS/PSYC 6610 3.00 and GS/PSYC 6905 3.00. Corequisite: GS/PSYC 6910 3.00.

Psychoeducational Assessment of Children and Adolescents: This course will train students in the administration,scoring and interpretation of some commonly used psychological tests. Students will also be introduced to basic skills in conducting developmental interviews and disseminating assessment information. A restriction for enrolment in the course is no previous assessment experience. Prerequisites: Psychology 6610 3.00 and Psychology 6905 3.00 or permission of the Clinical-Developmental Area

Clinical and Diagnostic Assessment of Children and Adolescents: This course will consider the use of interviews, observations and psychological testing in the developmental assessment of children and the assessment of their families and larger social contexts over a wide age range and with a variety of presenting problems. The cognitive, language and social-emotional areas of development will receive attention. Prerequisites: Psychology 6910 3.0 or permission of the Clinical-Developmental Area or permission of the Director

The purpose of this course is to help prepare senior doctoral students to adopt roles they are likely to be expected to fulfill as practicing clinicians in applied settings. The course will focus on the theory and practice of supervision and consultation primarily, within the context of a competencies-based approach. Other topics will include leadership and training roles, working within complex systems and in multidisciplinary teams, and integrating one's own experience with clinical skills and theoretical knowledge. One application will be supervision in behavioural intervention for children but models of supervision other areas of clinical practice with adults and children will also be included. Prerequisite or Corequisite: Students should be in PhD3 or above and need to have completed an intervention practicum and, preferably, have considerable clinical experience before taking this course. Participants will need to be working in a clinical setting in some capacity under supervision concurrently with the course and be able to conduct the mini-practicum assignments there.

Provides students with 330 hours of practicum training in psychological assessment. Placement in an applied setting is arranged Regular class meetings with the Instructor provide monitoring of student progress. Prerequisites: GS/PSYC 6610 3.00 and GS/PSYC 6905 3.00. Corequisite: GS/PSYC 6910 3.00.

Intervention Strategies With Children. An overview of the important approaches and issues involved in the treatment of psychological problems of children. We will cover individual, group and interactional-systemic approaches to intervention.

Intervention Strategies With Children. An overview of the important approaches and issues involved in the treatment of psychological problems of children. We will cover individual, group and interactional-systemic approaches to intervention.

In this course, the relationship between trauma and its effects on the emotional, social, cognitive, behavioural and physical functioning of children will be examined. Topics to be covered will include a discussion of situations that cause trauma in children; developmental and cultural differences in childrens' reactions to trauma; risk factors and trauma; and the assessment and treatment of trauma-related conditions. Issues, such as post-traumatic stress disorder, suicide and dissociation in children will also be included.

This course will consist of a survey of various types of disorders of childhood with a biological component. The focus will be on the effects of these disorders on brain function during development. Implications for long-term cognitive, emotional, and social outcome will be considered.

This course will consist of a survey of various types of disorders of childhood with a biological component. The focus will be on the effects of these disorders on brain function during development. Implications for long-term cognitive, emotional, and social outcome will be considered.

Examines the guiding principles and contemporary theories of developmental psychopathology. Implications for the practice of clinical child psychology are considered. The course provides a theoretical foundation on which more advanced Clinical-Developmental courses and practical training are based.

Examines the guiding principles and contemporary theories of developmental psychopathology. Implications for the practice of clinical child psychology are considered. The course provides a theoretical foundation on which more advanced Clinical-Developmental courses and practical training are based.

Provides an overview of the theory and principles of clinical practice with children, adolescents, and families from diverse backgrounds. The goal of the course is to enhance competence with the ethical practice of psychology in a global context through an understanding of how socio-cultural norms, values and beliefs can impact the effective delivery of services.

This course offers an overview of assessment and intervention with adults, families and children. It will provide students with basic skills in formulation and treatment planning within a primarily CBT model. Special issues pertaining to the use of CBT with children will be highlighted, as will its applicability to diverse cultural groups. This is a skills oriented, clinical case based seminar course.

This course provides a primer in the unique contextual factors affecting the mental health of Indigenous peoples in Canada. It reviews the responsibilities of: a) psychologists in providing competent, ethical consultation, assessment and treatment to their Indigenous clients and b) researchers in conducting respectful, ethical research with members of Indigenous communities. The course introduces culture-specific theoretical models that are used to inform systemic case conceptualization and evidence-informed intervention, as well as program evaluation and research. Pre-requisite: Enrolment in the Clinical or Clinical-Developmental Psychology graduate program