Course subject: Psychology (PSYCH)

Clinical students in all of the first four years of the graduate program are expected to enroll in this clinical research topics seminar that will meet weekly and continue throughout the fall and winter terms to discuss new and ongoing clinical research topics conducted by the students and faculty in the program. Topics will include research into personality study, psychopathology, various assessment and therapeutic efforts in clinical psychology. Special emphasis will be placed on research design and statistical analysis applicable to lab and clinical settings.

Basic principles used in the design of experiments and the analysis of experimental data, with emphasis on multiple regression and complex analysis of variance techniques.

This survey course will be team-taught by members of the Cognitive Neuroscience Area and faculty from other departments within Neuroscience research programs, and will serve to introduce students to major subareas of ongoing cognitive neuroscience research at Waterloo. Topics can include (but are not restricted to) the neuroscience of vision, attention, memory, spatial navigation, face perception, somatosensory processing, locomotion, and multisensory integration. Students will also be exposed to the broad range of neuroscience methods ranging from cellular and psychological studies to behavioural and functional neuroimaging methods.

This course will introduce students to classic and contemporary perspectives and research in basic cognitive development. The instructor may cover a range of topics and perspectives, such as: core knowledge/cognition; domain-general accounts of knowledge acquisition; methodology in infant/child cognition.

Seminars dealing with theoretical issues and research findings in the area of social psychology.

This course will introduce students to the basics of language and to classic and contemporary perspectives and research in language development. The instructor may cover a range of topics and perspectives, including: nativist vs. empiricist approaches to language development; methodology for the study of infant/child language development; early phonological, lexical, and grammatical development; language processing.

This is a weekly seminar including both student and faculty presentations of current research and student proposals for MA or PhD work. The format of the seminars may vary from term to term depending on the availability of invited speakers, topics of interest to students and faculty, and the research of members of the group.

The ability to reason about what others think (believe) and want (desire) is crucial to social interaction, and when making sense of what we and others do. For example, in explaining why someone goes to a certain store we might say the she DESIRES to buy a hammer, and BELIEVES the store sells them. The ability to reason about beliefs, desires, and other mental states is often called "theory of mind." How this ability develops in childhood, has been greatly debated over the past 20 years, and remains mysterious (e.g. how can we learn that people have mental states when we cannot see mental states, but only infer them by observing people's behaviour). This course will mainly concern the development of theory of mind in childhood, and we will discuss the major empirical discoveries and theoretical positions in this area of investigation.

From early in development (18 months, if not earlier) children engage in and recognize pretence. For example, children can pretend that a banana is a telephone, that their juice is in an empty cup, or that a clean teddybear is dirty. Although pretence is often taken for granted, and perhaps considered childish, it is mysterious: How do children pretend, and purposely represent the world as different than it really is? And how are children able to recognize what others pretend? Are children behaviourists about pretend play? Or does successful pretence signal that your children engage in mental state reasoning ('theory of mind')? Theories of children's (and adults') pretence have sought to provide answers to the questions. These theories are still actively debated, and are the main topic of this course. Relevant experimental work will also be discussed.

This course will provide an intensive training experience in the clinical foundations of family systems theory and family therapy practice. Classical and contemporary theoretical and research applications will provide fundamentals surrounding the systemic view of human functioning that gives rise to a particular form of intervention (i.e., the family therapies). Clinical formulation will be heavily emphasized, and family-based formulation will be compared and contrasted with individual psychological formulation. Students will develop a holistic perspective on "family therapy intervention", with particular emphasis on Structural and Emotion-Focused Family Therapy. Direct clinical work and case review will be emphasized. Specifically, students will have opportunity for direct (i.e., "face to face") clinical contact, either with their own or a shared (co-therapy) client at the CMHRT. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This course, together with PSYCH 718, covers topics such as systems of clinical interviewing and observation, clinical use of self-report inventories and ability tests, principles of test interpretation and report writing, theories and measurement of intelligence, the conceptualization and assessment of learning disabilities and other academic problems, and basic neuropsychology, as they apply to the clinical assessment of both children and adults. This course is a requirement for all first-year clinical graduate students. Only students in the Clinical Psychology program are permitted to take this course.

This course reviews existing standards and ethical guidelines for clinical practice and research and serves as an introductory roadmap for building cultural competence in clinical psychology. Students will be introduced to legislation that affects applied psychology and we will review ethical issues in research and clinical practice. Only students in the Clinical Psychology program are permitted to take this course.

This winter practicum develops basic clinical skills in interviewing, the administration and scoring of intelligence tests and other cognitive assessment techniques, the integration and interpretation of test information, and report-writing and client-feedback skills. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This winter course is a weekly practicum during which students are exposed to diagnostic assessment, decision making, and practice. This course includes didactic learning, reading, case conferencing and supervised practice. Students will develop a diagnostic knowledge base that includes the DSM diagnostic categories and differential diagnoses, as well as diagnostic mindset about how to approach diagnostic interviewing. Students will be trained under supervision to screen for, identify, and develop working hypotheses about differential diagnoses. They will also begin developing proficiency in communicating diagnostic impressions to both colleagues (via participation in weekly intake meeting and the preparation of diagnostic summary sheets/reports) as well as clients (via observation of/participation in diagnostic feedback sessions). Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This course is designed to familiarize clinical students with a range of child psychotherapy modalities, such as behavioural and cognitive therapies, parental guidance, family and narrative therapies, and play therapy. Only students in the Clinical Psychology program are permitted to take this course.

This is an advanced skills-based course designed to provide students with a solid understanding of cognitive-behavioural theory and basic skills in applying theory to treatment of anxiety and mood disorders in adults. Only students in the Clinical Psychology program are permitted to take this course.

This winter course continues Psych 726A, providing further advanced practicum training in the integrated assessment of children, adolescents, and adults. It extends the experiences provided through Psych 720A & B, Practicum in Interviewing & Cognitive Assessment, by increasing student responsibility for integration of assessment information, case conceptualization, report preparation and feedback, consultation, and supervision of junior students. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This is an advanced applied research course designed to provide students with skills for conducting research in applied settings. Most non-academic clinical psychologists work in a hospital setting for at least part of their career, where, in addition to clinical service delivery, they will be responsible for research and program evaluation. This course reviews relevant research designs and advanced data analytic strategies for research in such settings. Only students in the Clinical Psychology program are permitted to take this course.

This is a fall practicum in which third-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This is a spring practicum in which third-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This is a winter practicum in which third-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

The purpose of this course is to provide students with grounding in the theory and skills required to work effectively with emotions in psychotherapy. The course will begin with an overview of the role of emotions in the development and maintenance of psychological disorders. Three major principles of change in EFT: Awareness, regulation, and restructuring of emotion will be examined and the principles of EFT to conceptualize and treat distress at the level of the individual, the dyad, and the family will be applied. Only students in the Clinical Psychology program are permitted to take this course.

This is a winter practicum in which fourth-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a fall practicum in which fourth-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a spring practicum in which fourth-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

The students in this winter course will serve as the primary supervisor for a case being seen by a junior therapist. Class will meet weekly to discuss assigned readings and to discuss the cases the students are supervising. The course instructor will also be following the supervised cases of the student therapists, although most of the supervision will be left to the senior trainee. Clinical students will be required to take the course in their fourth or fifth year. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a fall practicum in which fifth-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a spring practicum in which fifth-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a winter practicum in which fifth-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a fall practicum in which clinical students see adult and couple clients with various presenting disorders using Emotion-Focused Therapy (EFT). Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a spring practicum that involves closely supervised assessment and intervention with couples experiencing relationship distress. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This winter practicum offers advanced training in assessment and treatment procedures in a clinical setting. Students in the second or successive year of the program may enrol in this second four-month block placement in a community agency. A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This fall practicum offers advanced training in assessment and treatment procedures in a clinical setting. Students in the third or successive year of the program may enrol in this second four-month block placement in a community agency. A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This spring practicum offers advanced training in assessment and treatment procedures in a clinical setting. Students in the third or successive year of the program may enrol in this second four-month block placement in a community agency. A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This winter practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This fall practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This spring practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This winter practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This seminar provides an overview of classic and contemporary social psychological theory and research on intergroup relations¿namely, how groups of people and people from different groups interact, as well as when and why diversity can pose challenges or cause conflict. We will also examine major theories of intergroup conflict, interdependence, intergroup ideology power, and group position, as well as the interpersonal dynamics of intergroup interactions from both majority- and minority-group members¿ perspectives. We will use this foundation to think broadly about the implications of social psychological research and theory has to say about how people manage (and mismanage) diversity. Specifically, we will discuss implications for promoting intergroup trust, reducing inequality, and resolving real-world conflict.

This graduate seminar will focus on theory and research in close relationships. This field is characterized by enormous breath of content, unique methodological and statistical challenges and, perhaps most importantly, the need for meta-theories around which major empirical findings can be integrated and organized. The purpose of this seminar is three fold: (1) to familiarize students with classical and contemporary theorizing in the field of close relationships; (2) to read and critique some of the best research in the field; and (3) to identify what critical questions must be asked - and eventually answered - if a more coherent and integrated science of relationships is to emerge.

This is a weekly seminar including both student and faculty presentations of current research and student proposals for MA or PhD work. The format of the seminars may vary from term to term depending on the availability of invited speakers, topics of interest to students and faculty, and the research of members of the group.

Wisdom is an elusive topic. The official categorization of humans as homo sapiens declares that we are the "wise people". Yet, what does human wisdom entail? Until recently, it has not been in focus of psychological inquiry. Traditionally, this topic has remained in the domain of philosophy. Indeed, philo - sophia translates as love of wisdom. Philosophers tend to take a normative stand. In contrast, psychologists tend to explore the variations in the psychological processes underlying wisdom. We will focus on the unique combination of these approaches to understand what wisdom may be and how it may be obtained, and explore the distribution of wisdom-related processes in the domain of difficult life experiences and in daily life.

Principles derived from research in cognitive psychology are widely used in applied contexts. As such training in cognitive psychology opens a number of doors for non-academic career paths. The goal of this course is to provide students with experience in this domain. To this end, students will work in an industry position related to cognitive psychology. Through this course, students will gain experience applying their research skills in an applied context, learn new skills relevant to applied research and/or knowledge translation, and expand their professional networks.

In this seminar a variety of issues dealing with causal thinking and reasoning will be covered. General topics will include associative learning, causal cue interactions (i.e. contiguity, covariation, mechanisms), categorization, naive physics, and scientific thinking. These topics will be discussed from a variety of methodological and theoretical perspectives including cross cultural analyses, developmental trajectories, evolutionary theory, and neuropsychological foundations.

A seminar dealing with primary auditory processes and the basics of speech perception. Topics may include cochlear mechanisms, loudness, pitch, auditory localization, central auditory mechanisms, the motor theory of speech, contemporary speech theory, and artificial speech.

Investigation of the methods and theories concerning the distinction between conscious and unconscious representation of knowledge.

A seminar considering various aspects of human memory. Topics may include long-term and short-term memory, memory codes, storage and retrieval processes, and theories of forgetting.

A seminar considering various aspects of psycholinguistics and reading. Possible topics include single-word identification, theories of reading, and various aspects of contemporary psycholinguistic theory.

A seminar dealing with current research in human neuropsychology. May include such topics as acquired dyslexia, aphasia, blindsight, frontal lobe function, memory dysfunction, visual neglect, and the neural correlates of human cognitive functions.

In this seminar course we will examine the neural bases of visual processing with an emphasis on the domains of space and motion. Although we will review research dealing with a variety of different kinds of animals, we will focus on vision in primates, including humans.

The purpose of this course is to introduce students to basic aspects of anatomy and pathology in the human brain. After completing this course, students should expect to have mastered the location of major neuroanatomic landmarks, be able to identify these landmarks on both postmortem brains and neuroradiologic films (i.e., CT scan, MRI scan), understand rudimentary brain structure-function relations, outline the gross morphological and cellular consequences of major categories of neuropathology, understand fundamental neuropathologic mechanisms associated with various brain diseases, and describe the general impact of various neuropathologic processes on cognitive and behavioural functioning. (Offered in alternate years from PSYCH 785.)

This course introduces the application of epidemiologic methods to the study of older persons. This lecture/discussion will present core epidemiologic concepts and methodologic issues in epidemiologic students of older persons. We will then study predictors of health and three major health outcomes: longevity/mortality, functional status/disability, and disease. Students will critically evaluate epidemiologic studies in aging research and will investigate a specific topic in this field in depth.

The cognitive disorders that follow brain damage are an important source of insight into the neural bases of human cognitive functioning. The single-case approach in neuropsychology has made a significant contribution to our understanding of the architecture of the brain and its functions. In this course we will review the history, principles and methods used by neuropsychologists to understand perception, attention, memory, language, and consciousness. Disorders of perception and vision such as agnosias, of attention such as neglect, of language such as apshasias and dyslexias, of memory as in dementias, and amnesia, and of higher-order functions as in callosal split brain patients will be considered. We will also examine the relationship between findings from case studies and neuroimaging of cognitive functions. By reviewing and discussing theoretical implications of classic and current research in neuropsychology, students will develop an understanding of how a patient-based approach can inform current theories of human cognition.

Computations neuroscience uses mathematical and computational methods to develop, explore, and test theories and models in neuroscience. Increasingly this approach is being applied to behavioural and cognitive questions. This course is intended to give students with a limited mathematical and computational background a familiarity with computational methods applied to cognitive issues and to improve the ability of the student to evaluate psychological research that employs these methods. The course will require students to perform a series of computational and programming exercises using an existing open source neural simulation software package. (Held with PSYCH 463).

This course will examine the development of brain-behaviour relationships between pre-infancy and adulthood from converging behavioural, neurophysiological, and neuroimaging perspectives. Topics will include structural brain development, the emergence and refinement of functional brain systems, sequelae of early brain insult, and the role of plasticity in recovery and 'neuroenhancement'. This course is not recommended for students outside of the areas of Psychology, Health Studies and Gerontology, and Kinesiology.

This course addresses contemporary advances in the areas of psychometric theory and structural equation modeling. Included are topics such as item response theory, nonlinear factor analysis, latent curve models and other longitudinal models, and models for analyzing dyadic data.

This course is designed to provide graduate students in Psychology with the background and skills to be able to interpret and conduct multi-level data analysis. Hierarchical linear modeling (HLM) software will be used for instruction and assignments. Conceptual issues with multi-level data and theory will also be addressed. Applications may involve data concerning work groups in organizations, romantic couples, individual change over time (as in learning growth curves), and event-level associations of mood states with other variables (as in "diary" studies). Extensions to 3-level models and to "non-linear" models (e.g., for count and rate data) will also be discussed.

This fall practicum offers 200 hours of training in assessment and/or treatment procedures in a clinical setting, which are accrued by working in that setting 2 days per week. Clinical students would enrol in this course in the fall of their second or third year of the program. Must be taken with either PSYCH 811B or PSYCH 811C. Prior to undertaking the placement, the student must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This spring practicum offers 200 hours of training in assessment and/or treatment procedures in a clinical setting, which are accrued by working in that setting 2 days per week. Clinical students would enrol for this course in the spring of their first, second or third year of the program. Must be taken with either PSYCH 811A or PSYCH 811B. Prior to undertaking the placement, the student must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

The student will be placed in the Early Childhood Education Centre (ECEC) or one of several community locations, depending on availability and at their discretion following an interview in September with interested students. The practicum will comprise 1 half day a week for the duration of the term. In each location, students will work 'in program' alongside the educators and/or professionals and/or staff. The Community Practicum will serve to provide students with 'hands-on' experience in an applied setting relevant to their educational and professional goals and provide an opportunity to witness children's learning as it relates to what students have learned, and are currently investigating, in the field of child development science and communicative development.

The student will be placed in the Early Childhood Education Centre (ECEC) or one of several community locations, depending on availability and at their discretion following an interview in September with interested students. The practicum will comprise 1 half day a week for the duration of a term. In each location, students will work 'in program' alongside the educators and/or professionals and/or staff. The Community Practicum will serve to provide students with 'hands-on' experience in an applied setting relevant to their educational and professional goals and provide an opportunity to witness children's learning as it relates to what student have learned, and are currently learning and investigating, in the field of child developmental science and communicative development.

Intended for students who will be seeking further studies at the Ph.D. level, this research apprenticeship will provide a student with a more advanced laboratory research project over two terms and requiring approximately an extra 3.5 hours per week in addition to the 10 hours per week required of the Research Lab Internship required of all MASc DCS students. The particular project that the student will be engaged in, and the ultimate end project of the Apprenticeship at the end of the two terms, will be determined by the student and advisor together.

Principles derived from research in developmental psychology are widely used in applied contexts. As such, training in developmental psychology opens a number of doors for non-academic career paths. This graduate practicum offers an advanced experiential learning opportunity that complements the student¿s interests with respect to research and/or possible career paths be they in academia or outside academia. The practicum setting is to be proposed by the student to the faculty head of the developmental area and the time spent in this setting should be a minimum of 50 hours over the term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic or professional goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Some assistance may be available from the area in locating a possible practicum setting. Via this practicum, students will gain experience applying their research skills in an applied context, learn new skills relevant to applied research and/or knowledge translation, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Developmental.

Research in developmental psychology is comprised of a wide array of methods, analyses, and approaches. Researchers able to effectively use this diverse toolkit are better positioned to solve important problems in developmental psychology. The goal of this practicum is to provide students with novel experiences conducting research in developmental psychology or a complementary interdisciplinary area to their research. To this end, contingent on the availability of appropriate opportunities, students will work in a laboratory outside that of their primary research advisor on an independent research project relevant to their research in developmental psychology. The practicum setting is to be proposed by the student to the faculty head of the developmental area and the time spent in this setting should be a minimum of 50 hours per term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Via this practicum, students will gain experience applying new methods and approaches in developmental psychology, learn new research and analytical skills, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Developmental.

Training in industrial/organizational (I/O) psychology follows the scientist-practitioner model, and careers after graduation for students in our program can include non-academic career paths (e.g., consulting, applied research). Therefore, it is beneficial that students have the opportunity to practice applying principles derived from research in I/O and to develop their practitioner skills in more applied organizational contexts. The practicum setting is to be proposed by the student to the faculty head of the I/O area and the time spent in this setting should be a minimum of 50 hours over the term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic or professional goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. This practicum does not count towards the breadth requirement for students in the I/O program. Additionally, this practicum is meant to complement rather than replace the internship requirement for I/O MASc students.

Principles derived from research in social psychology are widely used in applied contexts. As such, training in social psychology opens a number of doors for non-academic career paths. This graduate practicum offers an advanced experiential learning opportunity that complements the student¿s interests with respect to research and/or possible career paths be they in academia or outside academia. The practicum setting is to be proposed by the student to the faculty head of the social area and the time spent in this setting should be a minimum of 50 hours over the term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic or professional goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Some assistance may be available from the area in locating a possible practicum setting. Via this practicum, students will gain experience applying their research skills in an applied context, learn new skills relevant to applied research and/or knowledge translation, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Social. Students can enroll only after completing PSYCH 828A (Applied Practicum in Social Psychology I).

Research in social psychology comprises a wide array of methods, analyses, and approaches. Researchers able to effectively use this diverse toolkit are better positioned to solve important problems in social psychology. The goal of this practicum is to provide students with novel experiences conducting research in social psychology or a complementary interdisciplinary area to their research. To this end, contingent on the availability of appropriate opportunities, students will work in a laboratory outside that of their primary research advisor on an independent research project relevant to their research in social psychology. The practicum setting is to be proposed by the student to the faculty head of the social area and the time spent in this setting should be a minimum of 50 hours per term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Via this practicum, students will gain experience applying new methods and approaches in social psychology, learn new research and analytical skills, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Social. Students can enroll only after completing PSYCH 829A (Research Practicum in Social Psychology I).

This course concerns research design and the operationalization of variables in psychological research. Among the topics covered are these: research designs (experimental, correlational, and quasi-experimental), internal validity, external validity, construct validity, reliability, sources of bias and artifact, strategies for ruling out confounds, mediations, effect sizes, and ethical issues in research. Non-psychology student require permission of the instructor to enroll.

This doctoral seminar will examine historic and contemporary psychological theories and research on justice with a focus on understanding the dynamics of justice in the work setting.

The primary focus of this course will be job performance and related issues. Readings will cover job analysis, performance appraisal, and the "criterion problem" in I/O psychology. The definition, measurement, and operationalization of job performance will be emphasized.

An introduction to the theories and techniques for improving organizational effectiveness. This course is open to students, with instructor consent, who have sufficient background in human resource management or organizational behaviour.

A seminar including both student an faculty presentations of current research and student proposals for MASc/MA or PhD work. The seminar is held weekly or biweekly depending on availability of speakers, and the format may vary, depending on the research topics of members of the group.

Topics will include experimental and non-experimental research design; internal, external, and construct validity; psychometrics including reliability and factorial structure; statistical inference; and practical considerations in measurement and evaluation in I/O Psychology. Non-psychology students require permission of the instructor to enroll.