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Graduate Program In Psychology Handbook 2022-2023 Flipbook PDF
Graduate Program In Psychology Handbook 2022-2023
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GRADUATE PROGRAM IN PSYCHOLOGY 2022-2023
HANDBOOK
Behavioural Sciences Building, Room 297 4700 Keele Street Toronto, Ontario M3J 1P3, Canada 416-736-5290 http://psychology.gradstudies.yorku.ca/
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Welcome from the Dean, Faculty of Graduate Studies
THOMAS LOEBEL • Dean & Associate Vice–President Graduate Office of the Dean, Faculty of Graduate Studies Allow me to offer a warm welcome on behalf of the Faculty of Graduate Studies at York University as well as congratulations upon entering the Graduate Program in Psychology. I am very proud of both the diversity and exceptional quality of learning opportunities that await you as well as the exceptional mentorship, care, and focus on collaborative success that are hallmarks of Psychology at York. In whichever area of specialization, you choose in the Program, you now have access to truly leading minds in the discipline. Access doesn’t stop at the door of the Program, however. Your supervisor, Program Director, and the staff of the Faculty of Graduate Studies can help to enable interdisciplinary and crossFaculty engagements as well as professional skills development that will help you create your future uniquely and confidently. Starting a new degree can be daunting, not the least because of the novelty, the challenges of study and work-life balance, and the very size of the institution. What we strive for, however, is to make sure that the experience is never impersonal. Whether in Psychology, the Faculty of Health, or FGS, people are here to help you find the answers that you need, solve problems, and translate administrative language as need be. The staff in your Program absolutely excel in kindness and a desire to help, with all the knowledge of Grad Studies at York to guide you through. With offices in 230 York Lanes, FGS is here not only to support Programs, but also you individually. From Student Affairs to Scholarships and Bursaries to finalizing your thesis or dissertation, the FGS team is here to facilitate the entirety of your academic experience at York. Best wishes,
Dean Thomas Loebel Faculty of Graduate Studies 2
Welcome from the Chair of the Psychology Department
Welcome to the Department of Psychology!
As Chair of the Department of Psychology at York University, I would like to welcome you to our department. We are the largest graduate Psychology department in Canada, and offer seven areas of study, including Brain, Behaviour, and Cognitive Sciences; Clinical Psychology; Clinical-Developmental Psychology, Developmental Science, Historical, Theoretical, and Critical Studies in Psychology, Quantitative Methods, and Social Personality. As you begin your graduate career at York University, you will develop relationships with your supervisor, your cohort, and other members of our faculty, as well as our staff in the Behavioural Science Building. We are happy to have you join us, both online, as well as in-person. Welcome to our Department, and best of luck in the years to come! Best wishes,
Dr. Jennifer Connolly Chair of Psychology
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Welcome from the Graduate Program Director
Welcome to the Graduate Program in Psychology! We are very glad that you’ve joined us. We are York’s oldest and largest graduate program, and our size and diversity make us special. Whatever your interests are, you will find faculty and fellow graduate students who share them and from whom you can learn. Through your graduate years, you will gain new skills, meet new challenges, and make new friends. We in the grad office - Lori, Freda, our new receptionist, and myself - are there to help you every step of the way. Our office is a one-stop shop to answer all your questions, help you with paperwork, provide advice, cheer you on, and celebrate your accomplishments… all with a smile and usually with free snacks! We look forward to seeing you soon!
Dr. Suzanne MacDonald Graduate Program Director
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INTRODUCTION Psychology was the first graduate program to be established at York University and currently is one of the university's largest programs. Our 80 faculty members include those who are also members of other graduate programs such as Biology, Computer Science, Kinesiology and Health Science, Philosophy, and Gender, Feminist & Women's Studies. Faculty members are also associated with the following research units at York University; the Centre for Vision Research, LaMarsh Centre for Child and Youth Research, the Centre for Refugee Studies, and the Centre for Feminist Research. In addition to its regular faculty members, presently 70 adjunct faculty members (e.g., researchers from local hospitals serving on students’ thesis committees) are affiliated with the Program. The Graduate Program in Psychology at York offers courses, opportunities for research, and professional training leading to MA and PhD degrees in seven areas of specialization. The program provides a broad foundation in the basic principles and methods of behavioural science and, in addition, considerable field experience. Graduates are expected to be familiar with a wide range of problems confronting both academic and professional psychologists and to be knowledgeable in sufficient depth in specialized areas to contribute to solutions to both theoretical and applied problems.
GENERAL INFORMATION, ORGANIZATION AND ADMINISTRATION The Graduate Program Office The Graduate Office in 297 BSB is your first point of contact for information on academic advising, administrative problem-solving, financial questions regarding funding, forms for scheduling defenses, petitions, and submitting proposals, as well as many of the other various tasks you will complete during graduate school. We will be a friendly presence on your journey through graduate school and we are happy to provide administrative and social support. Come see us during work hours (8:30 a.m. to 4:30 p.m.). Your Graduate Team: Lori Santos, Freda Soltau, and Dr. Suzanne MacDonald. Our contact information is under Useful Contact Information.
The Graduate Program Director (GPD) The Graduate Program Director (GPD) is responsible for the administration of the Graduate Program in Psychology and reports to the Dean of the Faculty of Graduate Studies (FGS). Graduate Program Directors at York are appointed by the Board of Governors on the successive recommendations of the Program Executive Committee, the Dean of Graduate Studies, and the President of the University. Graduate Program Directors normally serve for a period of 3 years. Students are advised that the GPD has two major roles: (i) To protect and enhance the quality of the Graduate Program in Psychology, and (ii) to ensure that graduate students in psychology are treated fairly and served well by the Program and its members. Graduate students are encouraged to approach the GPD when encountering difficulties within the Program or need counsel that they cannot obtain from their supervisor or Area Head (i.e., either the Director of Clinical Training of either of the two clinical Areas or the Coordinator of each of the other five Areas (see below).
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The Graduate Program Executive Committee The Faculty of Graduate Studies (FGS) requires each Graduate Program to have an executive committee chaired by the GPD. The Graduate Program Executive Committee recommends policy to the Program as a whole and seeks to co-ordinate the work of the Program’s seven specialty Areas in relation to the overall Program. The Committee includes the GPD, the Department Chair, the seven Area Heads, and two graduate students elected from the graduate student body at large (with one being a student representative on FGS Council). The GPD and one of the faculty members serve on the FGS Council. There is also a grad student representative on the Faculty of Health Council.
The Graduate Program Faculty Members At York, there are two undergraduate departments of psychology. The larger department, in terms of number of both faculty members and students, is the Faculty of Health. The other (Glendon College) is part of a bilingual liberal arts faculty and offers courses in both French and English. It is important for students to understand, however, that the Graduate Program in Psychology operates under the direction of the FGS from a governance and policy perspective, not the undergraduate faculties such as Health and Glendon College. For faculty, membership in the Graduate Program in Psychology requires satisfying the criteria of FGS, and then being nominated by the Program Director, approved by the Dean of FGS, and appointed by the Board of Governors. Regular members of the Program are employees of the University. Adjunct members are employed outside it. The criteria for regular and adjunct members are the same with respect to research background. Nevertheless, only regular members are allowed to assume sole responsibility for supervising MA theses and PhD dissertations and to conduct the business of the Program. However, adjunct members may co-supervise theses and dissertations and sit on students’ thesis and dissertation committees. Clinical practicum supervisors may or may not be employees of the University but are not members of graduate faculty. Their role is restricted to this clinical supervisory activity.
Areas of Specialization The Graduate Program comprises seven Areas: Brain, Behaviour and Cognitive Sciences (BBCS) Clinical (C) Clinical-Developmental (CD) *Clinical Neuropsychology Stream (CNS) Developmental Science (DS) Historical, Theoretical, and Critical Studies of Psychology (HTC) Quantitative Methods (QM) Social and Personality (SP)
Dr. Erez Freud, Area Coordinator Dr. Jennifer Mills, Director of Clinical Training Dr. Adrienne Perry, Director of Clinical Training Dr. Mary Desrocher, Coordinator Dr. Thanujeni (Jeni) Pathman, Area Coordinator Dr. Michael Pettit, Area Coordinator Dr. David Flora, Area Coordinator Dr. Jennifer Steele, Area Coordinator
Each incoming student is accepted by a particular Area in keeping with their interests indicated at the time of applying to the Program. More details about the specific requirements for each Area can be found later in this Handbook. Some Areas (such as Clinical, and Clinical-Developmental) have their own Handbooks or websites with more detailed information specific to their Area. The responsibilities of the Areas include: 1. 2. 3.
Determining the number of new students whom the Area will admit in any given year. Evaluating and recommending applicants for admission to the Area. Creating, evaluating and recommending curricula relevant to the Area.
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4.
5. 6. 7. 8.
Evaluating students’ progress annually; evaluating and recommending the continuation or termination of students, and the granting of PhD candidacy to students upon completion of the MA degree requirements. Evaluation of practice for students in the Area and recommendations of additions, deletions or modifications to the student’s program of study. Contributing to service activities required to run the Graduate Program such as scholarship ratings, thesis prize adjudication, etc. Participation in the development of Area’s colloquia/workshops/etc. Recommendations on recruitment of faculty.
Decisions made by the Areas are subject to the approval of the Graduate Program Director. It is a responsibility of the Director to monitor the activities of the Areas and to ensure that they operate within the policy guidelines for the entire Program and of the Faculty of Graduate Studies.
GRADUATE STUDENT ORGANIZATIONS The Psychology Graduate Students' Association (PGSA) – http://pgsa.student-org.yorku.ca/ The Psychology Graduate Students' Association (PGSA) represents all graduate students in psychology at York. The main functions of the PGSA are: 1.
2. 3. 4. 5. 6. 7.
Administering of funds for full-time students. NOTE: Funds are available to cover conference costs related to registration and creating presentation materials (e.g., poster printing), and only if the student presented at the conference. Organizing student orientation and social gatherings. Organizing meetings of either an informative or advocacy nature relating to the quality of graduate experience within the Program. Representing psychology graduate students’ interests to the Program’s administration, FGS and the York University GSA. Disseminating relevant information to students. Encouraging greater interaction among students and between faculty and students. Organizing workshops for graduate students and other events from time to time.
An Executive Committee, elected annually by psychology graduate students, administers the PGSA. All psychology graduate students, both part-time and full-time, are automatically members of the PGSA. All members are entitled to run for executive office each September and are welcome to attend PGSA meetings whether they are executive members or not.
The York University Graduate Students' Association (YUGSA) – www.yugsa.ca The York University Graduate Students' Association (YUGSA) is the Student Union representing the rights and interests of all graduate students at York University. The YUGSA's structure includes: the Membership (all graduate students at YorkU), Council, Executive, Departmental GSAs and various Committees. Some of the services that YUGSA provides are academic advocacy, extended health and dental plan and disbursement of funds from graduate students' activity fees. Please visit the YUGSA website for more information: www.yugsa.ca Further inquiries may be directed to the departmental representatives (PGSA) or to the YUGSA office, Room 325 First Student Centre, phone number: (416) 736-5865, email: [email protected].
The Canadian Union of Public Employees local 3903 (CUPE 3903) - https://3903.cupe.ca The Canadian Union of Public Employees local 3903 (CUPE 3903) is the body that represents all graduate employees (teaching assistants, demonstrators, tutors, markers and graduate assistants), part-time members of
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the faculties of the University (sessional lecturers) as well as part-time Librarians and Archivists. The Union is divided into four units, Unit 1 being comprised of graduate student Teaching Assistants, Unit 2 of all contract faculty, Unit 3 of Graduate Assistants and Unit 4, part time librarian and archivist. Students who are Research Assistants are not represented by the union. Members of 3903 are entitled to a variety of benefits and funds that have been negotiated through their collective bargaining agreement and can reach out to their Chief Steward or staff if they need assistance in navigating any workplace related issue. Those who are interested in getting involved are encouraged to attend monthly General Membership Meetings (dates and times available to on the website) or to nominate themselves for the various committees.
FACILITIES AND RESOURCES Centre for Vision Research (CVR) – http://cvr.yorku.ca Thirty faculty members at York University, of whom many are members of the Graduate Program in Psychology, conduct research in sensory processes, perception and computer vision. These visual scientists, together with post-doctoral fellows and graduate students working in the labs of these faculty members in Psychology, Biology, Computer Science and Engineering, Kinesiology and Health Sciences, and Physics constitute the Organized Research Unit known as the Centre for Vision Research (CVR). The members of the CVR come from a variety of scientific backgrounds, but their research interests converge on overlapping problems related to sensory processing. Members pool their research expertise, engage in collaborative research projects, and form a close-knit, interdisciplinary academic community. The CVR is thus an ideal environment for training graduate students. Many past graduates have gone on to obtain academic and research-related positions. Students must complete the course requirements of the graduate program in which they are registered, but the most important things are learned by working in the well-equipped CVR laboratories and by interacting with others with similar and often complementary interests. Therefore, from the moment they arrive at York, students in the CVR become involved in research, at first with the help and guidance of their supervisor but as time goes on, they become more independent until, at the doctoral level, they are planning and conducting their own research. Students are encouraged to attend regular colloquia and international scientific meetings and become identified with the local and wider scientific community. By the time students receive a PhD they will typically have published several papers and will have presented posters or papers at international scientific meetings. In other words, they will have become independent, creative scientists ready to take their place in the scientific community. For information, contact the Director, Dr. Rob Allison, or the Administrative Assistant, Irit Printz, telephone: (416) 736-5659, fax: (416) 736-5857 at 0009 Lassonde Building.
LaMarsh Centre for Child and Youth Research – http://lamarsh.info.yorku.ca/, Facebook: [email protected], twitter: @lamarsh The LaMarsh Centre for Child and Youth Research in the Faculty of Health at York University is a collaborative group of faculty and students that supports community-engaged interdisciplinary research in health, education, relationships and development of infants, children, adolescents, emerging adults and families everywhere. The following topics are a select sample, representative of areas currently under investigation by members of the LaMarsh Centre: ● Health and mental health interventions with Aboriginal youth ● Bullying; Violence prevention programs in schools ● Culture and parenting ● Girls’ aggression ● Dating violence ● Healthy peer and romantic relationships ● Preventing maltreatment in high-risk parent-infant dyads
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● Risky sexual behaviour ● HIV/AIDS education and risk ● Epidemiology of childhood injury ● Youth sport and psychosocial influences ● Anxiety prevention among youth from high-risk communities ● Perfectionism ● Developmental trajectories of mood disorders from childhood to emerging adulthood in aboriginal youth ● Psychosocial adjustment of youth with Attention Deficit/Hyperactivity Disorder ● Resiliency in teenage mothers ● Risk in vulnerable infants of immigrant & transnational families ● Healthy workplace relationships LaMarsh prides itself in the diversity of research conducted by its members. Faculty engage in collaborative scientific, educational, and community projects that promote the well-being of children and youth. The Centre supports international exchanges, conferences and workshops on cutting edge topics, and transfers scientific findings to the community through partnerships with agencies and non-governmental organizations. These partnerships bridge research, intervention and program evaluation to enhance youth programs with the most current scientific knowledge. The Centre also promotes student engagement in the LaMarsh community through partnerships, leadership and mentorship. It supports graduate student studies through Child/Youth Research and Leadership Awards. LaMarsh activities and events include a bi-monthly speaker series, an annual Graduate Student Symposium, and workshops as well as research supervision and mentoring. The Centre welcomes many Canadian and International scholars and engages in international collaborations.
York University Centre for Aging Research and Education (YU-CARE) http://yucare.info.yorku.ca/ The vision of the York University Centre for Aging Research and Education (YU-CARE) is to promote graceful aging by approaching aging with active and positive responses to changes and challenges throughout the aging process on a societal and individual level. Its mission is to contribute to improved health and well-being for older adults. By promoting innovative research, education and advocacy on graceful aging we wish to introduce a radical attitude shift about aging and contribute to improved health for older adults in Canada and around the world.
Student Accessibility Services (SAS) – https://accessibility.students.yorku.ca/ Student Accessibility Services (SAS) helps students at the University to realize, develop and fulfill their personal and academic potential through an assortment of diverse programs. Student Counselling & Development (SCD) - Students are invited to discuss their personal concerns with a counselor. Appointments can be made at the PCS reception in N110 Bennett Centre for Student Services. The office is open from 9:00 a.m. to 4:30 p.m. on Monday, Wednesday, Thursday, and Friday; and from 9:00 a.m. to 7 p.m. on Tuesday. They can be reached at (416) 736-5297, https://counselling.students.yorku.ca/. All interviews are confidential. Groups and Workshops - SCD offers groups and workshops for a variety of concerns, including academic performance enhancement, assertiveness training, avoiding procrastination, effective presentation skills and public speaking, performance anxiety in the fine arts, relaxation training, and stress management, among others. Most groups are offered during both the fall and winter terms, depending on enrollments.
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Learning Skills Services - Through individual consultations, small-group seminars, and workshop series, students can work at improving reading, listening, note-taking, memory, time management, exam preparation, and essay writing. http://lss.info.yorku.ca/
Accommodations for Graduate Students I am a graduate student with a disability, and I require accommodations. What should I do? First, it’s useful to be aware of the distinction between Academic Accommodations and Workplace Accommodations. You may require one or both, and they have different administrative pathways. The latter is relevant only to students who hold, or expect to hold, CUPE 3903 work assignments as part of their funding package. For both sorts of accommodation, you may want to initiate a conversation with your Graduate Program Director (GPD), who can be a conduit to the relevant offices, and a source of support for tailored planning of your academic and work pathway through your degree. If you are not comfortable approaching your Graduate Program Director, you may choose to follow the steps outlined below. 1. Academic Accommodations: Academic accommodations are meant to remove barriers faced by students with disabilities in relation to their degree expectations (courses, comprehensives, proposal and dissertation writing). Accommodations must be flexible to adapt to student needs and capacities while maintaining the academic integrity of the program and course curriculum. To arrange academic accommodations, the first step is to register with Student Accessibility Services (https://accessibility.students.yorku.ca/) including the submission of documentation from a health care professional confirming the nature of the disability and related functional limitations. Each student will be assigned to an Accessibility Counsellor. With the informed consent of the student, the Accessibility Counsellor will work with the student, Course Director, GPD and Faculty Supervisor as necessary to facilitate the implementation of academic accommodations to allow an equitable opportunity for student success in their academic program. 2. Workplace Accommodations: As part of their funding package, many students have employment in CUPE 3903 bargaining units. Ordinarily, this will come in the form of a TA or GA assignment arranged in conjunction with their program and the hiring units in which they work. Students with disabilities may need modifications to TA or GA assignments. To begin exploring a work accommodation, you should be in contact with two offices at York: • CUPE 3903 ([email protected]); You have a right to have a union representative present for all conversations surrounding a work accommodation. • EWB ([email protected]); Employee Well-being in Human Resources will arrange an intake appointment and co-ordinate a Work Accommodation Plan which will involve your Graduate Program, Faculty Relations and the Hiring Unit in which you would work (Resource Faculty in which your Graduate Program sits). Employee Well-being will require the employee to provide documentation from a health care professional confirming the nature of the disability and related functional limitations. Timing. For both types of accommodations, the more lead time the better. Incoming students are advised to contact the relevant offices well before they will begin their studies, and to be in regular contact. Troubleshooting. Should you encounter obstacles at any point in the procedures above, the Associate Dean, Student Affairs in the Faculty of Graduate Studies ([email protected]) can help co-ordinate and follow up. Graduate Wellness: https://gradstudies.yorku.ca/current-students/wellness-services/ Another source of support, at any point in your studies, is the Graduate Wellness Manager ([email protected]). You may wish to discuss concerns about mental health, personal wellness and goal setting, difficulty coping with stress, anxiety, self-doubt, overwhelm, or isolation. As well, you may wish to discuss psychoeducation and resources, balancing life as a graduate student, staying healthy while progressing through the program, transitioning to graduate skills, and exploring options for mental health and wellness services at York University or in the community. Here is another helpful link: Responding to Students of Concern or in Crisis
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Online and phone support: For stresses big and small, 24/7/365, there is free, professional, and anonymous support for students in Ontario at good2talk.ca, or dial 1-866-925-5454, or you can connect through dialing 211.
FGS Graduate & Postdoctoral Professional Skills (GPPS) Workshops http://gradstudies.yorku.ca/current-students/enhancing-your-experience/graduate-professional-skills/ Career Pathways and Options The GPPS Career Pathways and Options workshops offer graduate students and postdoctoral fellows support and resources for exploring the versatile career options open to graduates, discovering and communicating their skills and expertise, and planning for the future. We offer training and support tailored to a variety of career paths: the professoriate, academic administration and staff, business, entrepreneurship, non-profits, and government. Transferable Professional Skills The GPPS Transferable Professional Skills workshops offer intensive or exploratory workshops on skills which are applicable within the academic world and its job market, but which are also highly desirable within the nonacademic and alternative academic job markets. These workshops focus on skills which may be used to enhance your research, but which may simultaneously enrich your work in other contexts and be emphasized with great results on a résumé as well as on a CV. Writing Success The GPPS Writing Success Workshops help you advance through the writing-based milestones of a graduate degree and the steps that come after, whether those steps lead to an academic book contract or a career outside of academia. Learn tricks and access supports as you work through dissertation roadblocks and learn tips for research organization that will help you in completing your dissertation and other projects. Knowledge Transfer Strategies The GPPS Knowledge Transfer Strategies workshops help graduate students and postdoctoral fellows develop the skills and knowledge they need to perform effective research and analysis and to ensure that their research secures funding and has an impact, whether that’s through teaching, community engagement, scholarly or popular publication, or online. We offer resources and workshops on performing and managing research, applying for scholarships and fellowships, completing your major graduate degree requirements with the most success and the minimum level of stress, and translating your research to students, academic audiences, and the wider world. Getting Connected on Campus and Beyond The GPPS Program overall aims to connect you with people, organizations, and resources that will help you develop your professional plans and goals and strategically meet those goals.
Psychology Resource Centre (PRC)/Hebb Computer Labs The Hebb labs and Psychology Resource Centre (PRC) play a critical role in the research and teaching missions of the department and to the YUPC. The PRC provides access to a wide variety of psychological testing tools. From our website, please check our catalogue of resources. The PRC also has bookable small study rooms suitable for 1 or 2 people. The Graduate Computer Lab is located behind the graduate lounge and has 12 computers which are reserved for the exclusive use of graduate students 24 hours/7 days a week. Each workstation is equipped with a standard suite of software such as SAS, SPSS, R, R-Studio, MSOffice, etc. Several computers also have specialized software: EPrime, MATLAB, M-Plus, NVIVO, etc. and a printer is available in the lab.
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Sherman Health Sciences Research Centre The Sherman Health Science Research Centre’s centerpiece is the York MRI Facility featuring leading-edge, high field Magnetic Resonance Imaging (MRI) technology. This facility gives York’s researchers in-house access to this technology, which has many applications to human health. York researchers are using it to study such disorders as dyslexia, migraine, aging, monocular blindness, movement disorders, schizophrenia, multiple sclerosis, traumatic brain injury, as well as the healthy brain.
Teaching Commons – https://www.yorku.ca/teachingcommons/ Location: Tel: Email: Office Hours:
1050 Victor Phillip Dahdaleh Building (previously known as Technology Enhanced Learning (TEL) Building) 416-736-5754 [email protected] Monday - Friday: 8:30 a.m. - 4:30 p.m.
The Teaching Commons will become your primary source for support, networking, and professional development as you venture into this new chapter of your academic teaching experience at York University. The Teaching Commons endeavors to support the teaching work of Graduate Students at all levels. Whether you are new to York University and new to teaching or if you are a Graduate Student preparing to teach your very own course, the Teaching Commons offers an array of workshops, programs and resources for you. Aside from extensive programming options including TA and International TA Orientation Sessions, Professional Development Workshops, Accredited Courses and on-line resources, the Teaching Commons brings together like-minded individuals who are interested in exploring and sharing teaching and learning innovation across York University.
York University Psychology Clinic - www.yorku.ca/yupc The York University Psychology Clinic (YUPC) provides progressive, state-of-the art and evidence-based training to graduate students in Clinical and Clinical-Developmental Areas while at the same time providing needed psychological services to the community on a fee-for-service basis. These services include a range of assessments (e.g., learning disability, ADHD, ASD, memory impairment) and psychotherapy for clients of all ages. Referrals are not needed and there is no specific catchment area. To learn more about the clinic go to the clinic's website http://www.yorku.ca/yupc or call the clinic at 416-650-8488. Students in C and CD Areas have specific expectations regarding YUPC involvement (see Area Handbooks).
York University Libraries http://www.library.yorku.ca | Twitter: @yorkulibraries | YouTube: https://www.youtube.com/user/yorkulibraries York University Libraries provide access to a wide range of materials to support curriculum and research in psychology. The collection is very comprehensive for English-language scholarly monographs in psychology and selective in French and other languages. The journal collection is extensive with the vast majority of titles available online. Access to a wide range of scholarly research tools is also available, including major research tools from the American Psychological Association, such as PsycInfo and PsycArticles, as well as research databases, specialized encyclopedias, and streaming psychology video collections from other providers. For a more extensive listing of databases, please see the Psychology Research Guide (http://researchguides.library.yorku.ca/psychology). The Libraries also provide a wide range of services and facilities for graduate students. The popular Graduate Reading Room on the 4th floor of Scott Library provides a comfortable and quiet place to study. Research consultations provide assistance with navigating and effectively using the wide range of resources and databases available to you, and the Libraries play an increasing role in supporting publication of scholarly articles in open
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access journals. For more information about the facilities and services available to graduate students, see http://www.library.yorku.ca/web/ask-services/graduate-student-support/.
Safety Contacts for Students In case of crisis situations or safety concerns, there are many resources on campus and nearby. Safety Tips from Security: Remember to lock your office when you leave. Do not leave your valuables such as wallet, cellphone, or laptop unattended. Download the York Safety app at http://safety.yorku.ca/mobileapp/ Use GoSAFE for walking around campus after hours. http://gosafe.info.yorku.ca/ Using your York Card to access the building: If you have not already done so when you entered MA 1, please email the Graduate Office with a subject header of York Card Access, including the barcode number on the back of your York card along with your full name, and you will be granted access to the BSB building.
York University Subway Station Photo by B. Thurston. 13
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FINANCIAL INFORMATION Graduate Student funding will be provided from one or more of the following sources: teaching assistantship, graduate assistantship, research assistantship, awards, or fellowships. All funding is contingent on your continuous registration as a full-time student, continued satisfactory performance in the program and fulfillment of your funding related obligations. If you have any questions about your funding, please contact Lori Santos at [email protected].
Tuition and Related Matters As a graduate student, you pay tuition per term and not per course. You will continue to pay tuition while a graduate student regardless of the number of courses you take. Tuition fees appear to a student’s account shortly after registering in the term or enrolling in courses, but the fees don’t become active (or payable) until the beginning of each academic term (Fall = September 10th, Winter = January 10th, Summer = May 10th).
Faculty of Graduate Studies York Fellowship The York Fellowship will be provided in three installments in the Fall, Winter, and Summer terms, and applied directly to your student account. Each term, right before the tuition payment deadline of the 10th of the month, fellowships are administered to student accounts. For example, if you receive a $5403 York Domestic Fellowship, you will receive $1801 per term posted to your student account. Your tuition will then be deducted from the fellowship amount and the remaining amount will be available to you.
Teaching Assistantships (TA) (CUPE 3903 - Unit 1) Most full-time students will hold Teaching Assistantships. Teaching Assistantships are provided by the undergraduate psychology departments, and generally serve to assist course directors in undergraduate courses. Applications for TAs are generally made in January each year, both for Summer TAs and for Fall/Winter TAs of the ensuing academic year. The two undergraduate programs in psychology at York (Health and Glendon) require separate applications. TA pay goes directly into your personal bank account on the 25 th of the month, (only during the months you are holding a TA ship).
Research Assistantships (RA) A Research Assistant is defined as a full-time graduate student receiving financial assistance in support of research or academic activities related to that student’s field(s) of study within the academic program, and where it is generally the case that this field of study overlaps substantially with that of his or her supervisor. (The term “field(s) of study” is specified in the Faculty of Graduate Studies Calendar). Thus, it is to be expected that the research assistant’s work will be divided between their thesis/dissertation work and the work of the supervisor. Specific duties are negotiated between the faculty member and the student. These research assistantships most often are paid out of a research grant held by a faculty member, normally the student’s supervisor. RA pay goes directly into your personal bank account on the 25 th of the month.
Graduate Assistantships (GA) (CUPE 3903 - Unit 3) Occasionally, a student may apply for a graduate assistantship. A stipend may be paid to a full–time degree candidate for various types of activity. The duties of a graduate assistant may include participation as an apprentice in a laboratory or applied setting, library work for the department, or for a research group, administrative, clerical and research work (non-thesis/dissertation work). The student must complete a Graduate Assistantship Workload form and submit it to the Graduate Program Office.
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It should be noted that neither a Master’s, nor a Doctoral candidate is permitted, while registered as a full–time student, to accept more than 10 hours of paid work per week.
Funds and Bursaries Research Costs Fund - The Research Cost Fund comes from CUPE 3903 (which represents Teaching Assistants) and is administered by the Faculty of Graduate Studies. The fund helps to defray students’ own research expenses that are above and beyond those costs that are typically associated with graduate work, such as travel to sources of research, payment of research participants, supplies, services, photocopying, etc. All fulltime registered graduate students who either have been, or are members of CUPE 3903, are eligible for this grant. Priority is given to doctoral students. Applicants must have an approved thesis or dissertation proposal on file in the Faculty of Graduate Studies. Graduate Development Fund – This fund, administered by the Scholarships and Grants Committee, Faculty of Graduate Studies, contributes to students’ costs for travel to academic conferences in order to present papers and posters. Fieldwork Costs Fund – This is a fund for MA and PhD students to defray the cost of thesis/dissertation research conducted “in the field,” that is, away from the University. Applicants must meet certain criteria to apply, including having an approved thesis or dissertation proposal on file in the Faculty of Graduate Studies. Fee Bursaries - A fund is available to graduate students for the fall/winter and summer terms, to assist those who may face additional difficulty meeting fee payments. Students will be notified when applications are available. There are many other smaller York donor-funded bursaries. For more information, please go to:
https://www.yorku.ca/gradstudies/students/current-students/awards-and-scholarships/ Financial Allowances for PhD Dissertations Ph.D. Completion Fund - CUPE 3903 Unit 1 Ph.D. Completion Fund Extract from the Collective Agreement: “The CUPE 3903 Ph.D. Completion Fund is to assist members outside the priority pool who have no funding in the last term of their doctoral studies. On the basis of need, funds will be made available to bargaining unit members registering for their final term of eligibility for full–time status in a doctoral program, who have no scholarship or other form of funding, excluding bursaries) from or through the University in that term. The first priority is summer term funding for those bargaining unit members who held a full teaching assistantship in the previous fall/winter terms. To apply, complete the https://www.yorku.ca/gradstudies/students/current-students/awards-and-scholarships/otherfunding-sources/ph-d-completion-fund/, submit completed form to Faculty of Graduate Studies, and visit the Student Financial Services website and fill out a Student Financial Profile (SFP).
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ACADEMIC MATTERS: WORKING TOGETHER Student-Supervisor Roles and Relationship in the Graduate Program In the Psychology Graduate Program, the student-supervisor working relationship is crucial to student success. For new students, there is a Student-Supervisor Checklist to guide you in having a conversation with your new supervisor about expectations you each have about how you will work together. This should also be completed for students transitioning from MA to PhD, and whenever students are changing supervisors for any reason. Guidelines for Supervisors The supervisor’s principal task consists of helping students realize their scholarly potential. This can only be accomplished in a relationship that offers insights born of experience, and furnishes the requisite challenges, stimulation, guidance, and genuine support. The student has a right to expect expertise, accessibility, and support from the supervisor. The supervisor must offer substantive and procedural assistance with the design, planning and conduct of feasible research projects, introduction to the network of scholars in the area of specialization, and support for the presentation and publication of research results. At the same time, the supervisor must ensure that the scholarly standards of the university and the discipline are met in the student’s work. It is the responsibility of the supervisor to: •
Be reasonably accessible to the student for consultation and discussion of the student’s academic progress and research problems. The frequency of such meetings will vary according to the discipline involved and the stage and nature of the student’s work, but should normally occur at once a month, and never less than once each term.
•
Give timely response to submitted written work, with constructive and concrete suggestions for improvements. This normally means within 3 weeks or as agreed upon between supervisor and student.
•
Make satisfactory arrangements in advance with the approval of the Graduate Program Director for the supervision of the student when on leave or sabbatical, or on extended absence from the university.
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Convene an annual meeting of the supervisory committee, normally in the spring, to evaluate the student’s Report on Progress, and submit a copy of the completed Report to the Graduate Program Director after the meeting. Apart from highlighting the student’s academic progress thus far, the Progress Report should also clearly identify the challenges, if any, facing the student, including considerations for students with disability.
•
In conjunction with the Graduate Program Office, ensure the student is aware of University, Faculty and program requirements and standards to which the thesis/dissertation is expected to conform.
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Assist the student with attempts to acquire external funding, including meeting appropriate deadlines, and to engage in scholarly development (e.g., conference presentations and publications).
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Offer supervision and advice appropriate to the stage of the student’s work, helping the student to establish and modify a suitable timetable for completion of the various stages of the thesis/dissertation project:
•
at the proposal stage, assist the student with selection of a suitable and manageable topic and approach.
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at the research stage, assist the student with initial research design and subsequent modification, with alleviating current and anticipated problems, with interpretation and analysis of findings, and with bringing the project to completion.
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at the writing stage, assist the student with appropriate and timely feedback on individual draft chapters, and with revision to the draft thesis/dissertation as an integrated whole.
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at the oral defense stage, advise the student on preparation for the examination and assist the student to interpret and comply with any changes recommended by the examining committee.
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When the final draft of the thesis or dissertation is complete, ensure that all members of the committee have read the document and are agreed that it is ready to proceed to an oral defense. Suggest possible members of the examining committee to the Graduate Program Director (i.e., outside examiner, external examiner). Ensure that a master’s
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thesis is sent to the examining committee at least 15 business days prior to the date of the examination, and a doctoral dissertation at least 20 business days prior to the date of the examination. •
Appropriately acknowledge in published material the contributions of the student, including consideration of joint authorship of publications. Where the student’s research comprises a component of the supervisor’s research program, and joint publication is envisaged, it must be recognized that the responsibility for utilization of data and for publications is held jointly by the supervisor and student. Endeavour to clarify at the outset of the supervisory relationship expectations regarding the responsibility and publication credit for work initiated, designed and researched by the student, but supported financially or otherwise by the supervisor.
•
Conform to basic principles of academic integrity and professionalism in the development of a mature and objective relationship with the student. It must be recognized that there is a power imbalance in the supervisory relationship and that any form of harassment or exploitation of students is unacceptable.
•
Conform to the graduate program and Faculty processes in the event of a supervisory relationship which is unsatisfactory for any reason or in situations where there is a change of supervisors for any reason.
•
Even though “each student has final responsibility for her or his academic honesty” (Senate Policy on Academic Honesty), it is incumbent on the supervisor to ensure, to the extent that it is practicable in the circumstances, the academic integrity of primary research data, and the consistency with academic integrity and practice of interpretations relating to such data. Guidelines for Students By entering a graduate program, the student has made a commitment to devoting the time and energy necessary to engage in research and writing a thesis/dissertation which constitutes a substantial and original contribution to knowledge in a field. The supervisor has a right to expect from the student ability, initiative and receptivity to feedback. It is the responsibility of the student to:
•
Become informed about and conform to University, Faculty and graduate program requirements and procedures for completion of the graduate degree, with regard to such matters as degree milestones, research ethics, registration and graduation requirements, thesis/dissertation style and quality standards, year-end evaluations, etc.
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Advise their supervisor if they are a student with disability and discuss recommended academic accommodations and possible impact, if any, on the program.
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Develop, in conjunction with the supervisor and supervisory committee, an intended timetable for completion of all stages of the thesis/dissertation, and work to realize that timetable, meeting appropriate deadlines.
•
Meet regularly with the supervisor to review progress. The frequency of such meetings will vary according to the discipline involved and the stage and nature of the student’s work, but should normally occur once a month, and not less than once each term. Interact with other members of the supervisory committee as appropriate.
•
Keep the supervisor and graduate program office informed of where the student may be contacted and respond appropriately to all communications received.
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Prepare a Report on Progress for an annual meeting with the supervisory committee.
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Give serious consideration to and respond to the advice and feedback received from the supervisor and the supervisory committee.
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Recognize that the supervisor and other members of the supervisory committee may have other teaching, research, and service obligations which may preclude immediate responses.
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Recognize that where the student’s research comprises a component of the supervisor’s research program, and joint publication is envisaged, the responsibility for utilization of data and for publications is held jointly by the supervisor and student. In such cases, the thesis/dissertation, or draft papers, together with a copy of the raw data, shall be made available to the supervisor prior to submission for publication.
•
Conform to the graduate program and Faculty processes in the event of a supervisory relationship which is unsatisfactory for any reason or in situations where there is a change of supervisors for any reason.
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•
Conform to basic principles of academic integrity and professionalism in the development of a mature and objective relationship with the supervisor, the supervisory committee, and other scholars. The entire graduate program, including research and writing of the thesis/dissertation, shall be conducted under the strictest rules of ethics and academic honesty. As stated in the Senate Policy on Academic Honesty, “A lack of familiarity with the Senate Policy and Guidelines on Academic Honesty on the part of a student does not constitute a defense against their application.” With that in mind, it is incumbent on each student to ensure the academic integrity of his or her primary research, and of the interpretations relating to such research.
When Problems Arise The Graduate Program recognizes that students may encounter difficulties occasionally during their time in the program. We want students to have a positive experience in the program, and thus we hope that any difficulties that do arise can be dealt with early on and constructively. This section of the Handbook includes some suggested ways to help resolve difficulties if they do arise and to make you aware of the official procedures available, should you ever need them. Graduate students have the right to be treated with respect and to be free of any kind of harassment, as do all members of the University community. General Process In general, when difficulties arise, it is often best to try to deal directly with them and seek a resolution (e.g., perceived unfairness regarding a course grade, differences in expectations between a student and a supervisor regarding RA responsibilities). Sometimes, just clarifying expectations and assumptions will help sort things out. This may not be easy but is often effective and may be a good learning experience. However, as a student, you are clearly in a hierarchical relationship in which you have less power than faculty, and we recognize this may be awkward for you. So, if your attempt to deal with the situation is unsuccessful or you find it impossible to address, your next recourse is usually your Area Head or Director of Clinical Training (DCT). They will listen respectfully and help you generate and evaluate various solutions or options to address the situation. These might include taking actions such as speaking with the other faculty member, having a joint meeting, consulting the Area as a whole, etc. depending on the situation and your wishes. Or you may choose to speak to some other trusted faculty member. If the Area Head/DCT is unable or unwilling to help you address the situation (or is part of the difficult situation), you may speak to the Graduate Program Director (GPD), especially if it is a graduate program or FGS matter. They will listen respectfully and help you generate and evaluate your options and advise you regarding possible next steps including petitions and appeals beyond the Psychology Department. One of the most difficult situations that can arise for a graduate student is when the relationship with the supervisor is seriously problematic. Although this is not a common problem, it does happen sometimes, and it can be very challenging to navigate through. Students may wish to refer to the FGS guidelines about Responsibilities of Supervisors and Students above to see what the program expects the role of the supervisor to be. If there are serious concerns about these responsibilities not being fulfilled or you are experiencing harassment of any kind, you should speak up. Students should discuss the situation with the Area Head/DCT or GPD. It may be possible to find a mutually agreeable resolution, or the student may need to change supervisors. Although not common, it is possible to change supervisors and students should not fear negative consequences when this needs to happen. Changing supervisors should be done in consultation with the Area Head/DCT, so that the student is supported by their Area in finding a new supervisor. This may result in a delay in program completion, however. There is a form that needs to be submitted to the Graduate office once the new supervisor is determined. Personal Problems Graduate students, like anyone else, may experience personal problems from time to time, difficulties such as anxiety, depression, and relationship problems. There are excellent resources on campus for personal counselling, support groups, and so on, that may be very helpful. These are free and are confidential (they will not tell the Graduate program that you are receiving services). Please see the website of the Student Accessibility Services for
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details: https://accessibility.students.yorku.ca/ or call (416) 736-5297. Remember, it is a sign of strength to seek help when you need it. In addition, here is a link to mental health and wellness at York. https://www.yorku.ca/gradstudies/students/current-students/grad-wellness-counselling/ Relevant Senate Policies •
https://secretariat.info.yorku.ca/files/DRAFT-Senate-Policy-Academic-Accommodation-for-Students-withDisabilities.pdf
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Academic Honesty (Policy)
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Conflict of Interest for Employees (Policy and Guidelines)
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Gender-Free Language (Policy)
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Personal Relationships between Instructors and Students (Policy)
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Racism (Policy and Procedures); also https://rights.info.yorku.ca/york-university-human-rights-policies-andprocedures/
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Responsibilities of Faculty Members (Statement and Procedures)
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Responsible Conduct of Research (Policy)
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Sexual Violence Policy
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Workplace Harassment (Policy)
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Workplace Violence (Policy) http://secretariat-policies.info.yorku.ca/policies/workplace-violence-preventionpolicy/
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FGS Policies
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Academic Honesty — gradstudies.yorku.ca/current-students/regulations/academic-honesty/
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Academic Petitions and Appeals — gradstudies.yorku.ca/current-students/regulations/petitions/
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Intellectual Property — gradstudies.yorku.ca/current-students/thesis-dissertation/intellectual-property/ Other York Resources
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Code of Student Rights and Responsibilities — oscr.students.yorku.ca/student-conduct Province of Ontario
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Workplace Violence and Workplace Harassment — www.labour.gov.on.ca/english/hs/topics/workplaceviolencep It is essential in resolving conflict that all parties have the support they require. York University Offices that may provide support include, but are not limited to:
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Osgoode Mediation Clinic — www.osgoode.yorku.ca/community-clinics/osgoode-mediation-clinic/
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Centre for Human Rights, Equity and Inclusion — rights.info.yorku.ca/
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Student Accessibility Services — https://accessibility.students.yorku.ca/
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Deans’ Offices — search by Dean at https://atlas.cafe.uit.yorku.ca/atlas/servlet/atlas/
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Faculty of Graduate Studies — gradstudies.yorku.ca/
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Graduate Program Offices – search by Department at https://atlas.cafe.uit.yorku.ca/atlas/servlet/atlas/
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Office of Student Community Relations — oscr.students.yorku.ca/
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Office of the Ombudsperson — ombuds.info.yorku.ca/
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Personal Counselling Services — https://counselling.students.yorku.ca
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York University Faculty Association — https://www.yufa.ca/
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•
York University Graduate Students’ Association — www.yugsa.ca/ Graduate Wellness: Graduate wellness is so important that we have it in the Handbook twice. Another source of support, at any point in your studies, is the Graduate Wellness Manager ([email protected]). You may wish to discuss concerns about mental health, personal wellness and goal setting, difficulty coping with stress, anxiety, selfdoubt, overwhelm, or isolation. As well, you may wish to discuss psychoeducation and resources, balancing life as a graduate student, staying health while progressing through the program, transitioning to graduate skills, and exploring options for mental health and wellness services at York University or in the community. Here is another helpful link: Responding to Students of Concern or in Crisis Online and phone support: For stresses big and small, 24/7/365, there is free, professional, and anonymous support for students in Ontario at good2talk.ca, or dial 1-866-925-5454, or you can connect through dialing 211.
Privacy: Information on the Collection, Use, and Sharing of Students' Personal Information In accordance with the University Privacy Policy (http://secretariat-policies.info.yorku.ca/policies/access-toinformation-and-protection-of-privacy-policy-on/), and in keeping with the spirit of privacy legislation in other sectors, we want students to understand fully what information is collected, stored, disclosed, and shared about them, and for what reasons, in the Psychology Graduate Program. Please note: This is not official University policy but is simply intended to help students be fully informed. What documentation about you is collected? The Graduate Program maintains your official student file (a paper file). These files are kept securely in the Graduate Office while you are a student and for at least 7 years following graduation or withdrawal from the graduate program. The files include academic, financial, and professional training materials including: application materials including undergraduate transcripts, GREs and letters of recommendation; all course grade sheets submitted by course instructors; practicum and internship evaluations; all annual progress evaluation materials; documentation regarding MA, ABC Paper, and PhD (committee formation/changes, proposal approval, submission to FGS/Ethics, schedule oral, revisions complete, etc.); petitions for any reason (extensions, exemptions to any FGS regulation, etc.) and associated documentation (letters of support, explanation, etc.); any disciplinary documentation, letters or emails documenting any concern regarding the student's personal/professional competence; scholarship information; and CUPE hiring documents (which include personal and banking information). In addition, the following electronic files are maintained by the Graduate Office or by FGS: a cumulative record of course registrations and grades; a spreadsheet of all scholarships and awards; a spreadsheet summarizing all students’ progress, requests for Ethics. Do you have access to your file? Yes, you can have access to your file, with certain specific exceptions (e.g., letters of reference, items including another student’s name, etc.), by making a request to the GPD or Graduate program staff. Any concerns about the collection, storage and use of students’ private information may be directed to the Graduate Program Director. All concerns will be discussed and investigated thoroughly. Who else has access and for what purposes? Student files, both hard copy and electronic versions, are accessible to the Graduate Program staff, the GPD, Area Heads/DCTs (for students in their Area), and the student's supervisor. They need access to this information to administer the program, ensure your progress in the program, summarize your accomplishments for year-end evaluations, scholarship ratings, prize nominations, letters of reference for scholarships, job applications, applications to other programs, internship applications, registration with the College of Psychologists, and so on.
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From time to time, student files are reviewed in order to complete reports to the Faculty of Graduate Studies and the Ontario Council of Graduate Studies. Information from student files is sometimes shared with the Faculty of Graduate Studies or the Faculty of Health for purposes such as monitoring student funding levels, time to completion, faculty workloads, etc. In addition, site visitors for the Cyclical Program Review may review student files for the purposes of reviewing the quality of the training program. Similarly, representatives of the Accreditation Panel of the Canadian Psychological Association may review files of students in accredited clinical programs for the purposes of reviewing the quality of the clinical training programs and adherence to the CPA accreditation standards.
What information is shared and for what purpose? Within the Graduate program, written and oral information regarding students may be shared among faculty within your Area; between program faculty and external practicum supervisors or committee members; or between faculty and the Graduate Office staff, as needed to monitor and oversee students' progress and administer the program. During the annual Progress Evaluation, faculty in the Area may meet to review the progress of every student (the procedure varies somewhat across Areas). The discussion is based on information submitted by the student and by the supervisor summarizing the student's progress, accomplishments, plans, and any concerns or extenuating circumstances. Other faculty who know the student via coursework, practica, TA, RA, etc., share their observations as well, so as to obtain a more well-rounded picture of the student. This is especially important, and in the student's best interest, when the student is struggling or if there is some tension between student and supervisor. The purpose of this exercise is to give constructive and regular feedback to students about their progress, provide official notification of any academic or professional concerns and suggested remedial actions, as well as to ensure the integrity of the program.
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THE MA DEGREE Program Requirements Students should become thoroughly familiar with the requirements for the MA degree in their Area of specialization. Please refer to the table below. Some Areas have specific course sequences within their requirements. For further information, you can discuss with your Supervisor and/or your Area Coordinator or refer to your Area Handbook AREA
COURSES •
Brain, Behaviour, and Cognitive Sciences
•
• • •
•
Clinical
• • • •
PRACTICA
Six credits in quantitative methods from the statistics courses offered in graduate psychology Three additional 3-credit courses, or equivalent, chosen from those offered at the 6000 level by the Graduate Program in Psychology.
One applied or research practicum (6820A 6.0 or 6810A 6.0); 330 hours
6131 3.0 - Univariate Analysis I 6132 3.0 - Univariate Analysis II 6421 3.0 Foundations of Clinical Psychology: Biopsychosocial formulations 6422 3.0 - Foundations of Clinical Psychology: Psychopathology and Personality 6431 3.0 – Cognitive Assessment 6432 3.0 Personality Assessment 6436 3.0 - Evidence-Based Principles of Psychotherapy 6437 3.0 * - Approaches to Psychotherapy: Advanced
One research (6820A 6.0) and one clinical practicum (6430 6.0 P); 330 hours each
OTHER REQUIREMENTS
Thesis & Oral Examination
Thesis & Oral Examination
*Not required for CNS students; however, CNS students must take a 3.0 elective or Neuropsych course instead
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• • • •
• ClinicalDevelopmental
• • • •
•
•
•
Developmental Science
•
•
6131 3.0 - Univariate Analysis I 6132 3.0 - Univariate Analysis II 6610 3.0 - Social and Emotional Bases of Development 6900 3.0 - Issues in CD Psychology: A Proseminar in Ethics, Practice, and Research 6905 3.0 - Biological and Cognitive Bases of Development 6910 3.0 - Psychoeducational Assessment of Children and Adolescents 6920 3.0 - Clinical and Diagnostic Assessment of Children and Adolescents 6930 3.0 – CD Interventions: Foundations 6955 3.0 - Developmental Psychopathology 6965 1.5 - Diversity Issues in Children, Youth and Adults in Clinical Practice
Six credits in quantitative methods from the statistics courses offered in graduate psychology 6020 3.0 - Historical & Theoretical Foundations of Contemporary Psychology A OR 6030 3.0 - Historical & Theoretical Foundations of Contemporary Psychology B One 3-credit course selected from the DS course list. One 3-credit course from those offered at the 6000 level by the Graduate Program in Psychology.
One research practicum (6820A 6.0); 330 hours
Thesis & Oral Examination • •
•
Professionalism and Ethical Conduct ProgramSanctioned hours in the YUPC consisting of one assessment in MA2 (supervised assessment) 30 hours intake in YUPC (MA1/2)
One research practicum (6820A 6.0); 330 hours Thesis & Oral Examination
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• • •
Historical, Theoretical, and Critical Studies of Psychology
•
•
• • Quantitative Methods
•
•
• • • •
Social and Personality
•
6131 3.0 - Univariate Analysis I 6132 3.0 - Univariate Analysis II 6020 3.0 - Historical & Theoretical Foundations of Contemporary Psychology A 6030 3.0 - Historical & Theoretical Foundations of Contemporary Psychology B Six credits chosen from those offered at the 6000 level by the Graduate Program in Psychology or, with permission, by another program relevant to the study of the history, theory, and critical studies of psychology.
One applied or research practicum (6820A 6.0 or 6810A 6.0); 330 hours
6131 3.0 - Univariate Analysis I: ANOVA 6132 3.0 - Univariate Analysis II: Regression Six additional credits in quantitative methods. See list of QM courses on p. 37 Two 3-credit courses in any other graduate psychology courses.
One applied or research practicum (6820A 6.0 or 6810A 6.0); 330 hours
6131 3.0 - Univariate Analysis I 6132 3.0 - Univariate Analysis II 6400 3.0 - Contemporary Issues in Personality and Social Psychology 6410 3.0 - either Social Psychology OR 6510 3.0 - Personality One 3 credit course in research methods, chosen from a list of courses approved by the area (6150E 3.0 – Research Methods in the Study of Personality OR 6150B 3.0 – Social Methods)
One applied or research practicum (6820A 6.0 or 6810A 6.0); 330 hours
Thesis & Oral Examination
Thesis & Oral Examination
Thesis & Oral Examination
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THESIS MILESTONES IN YOUR MA MA 1 FALL
Welcome to York’s Graduate Psychology Program.
WINTER
Start planning your thesis. Submit Master’s Supervisory Committee form with one page prospectus to the Graduate Office by end of winter term (April 30th) – supervisor and one other committee member
SUMMER
Submit Master’s Thesis proposal (with appropriate ethics) to the Graduate office by end of summer term (August 31 st).
MA 2 FALL
WINTER
SUMMER
Once you have ethics approval for your thesis, begin collecting data. •
Analyzing data for your thesis
•
All course work should be complete by end of winter term (April 30th).
Finish your thesis, schedule your defense. All paperwork must be submitted to Graduate Office at least 4 weeks prior to oral defense. Defend by end of summer term (August 31st ).
Time Limits The Department of Psychology is a minimum 6-term (2-year) MA program. If a student has not completed their degree requirements in this two-year period, the MA student must adopt part-time status (MA3 part-time), and in doing so becomes ineligible for registration in courses, including practica, beyond those minimally required for completion of the degree, and is ineligible for TA, RA, or GA support. All requirements for the MA degree must be fulfilled within 4 years (12 terms). When unusual circumstances have prevented timely completion of the degree, MA candidates approaching the end of year 4 may petition for an extension of the time allotted to complete the requirements for the degree. All required documents should be in the Graduate Program Office on or before the end of May, so that a decision can be made prior to fall registration. Students will be expected to provide, in writing, grounds for requesting an extension and a realistic timetable for completion along with written agreement from their supervisor. Students granted an extension would be required to enroll as part-time students.
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Guidelines Pertaining to MA Thesis By the end of the first year of the MA, the MA thesis committee should be established, and the proposal submitted, following the procedures described below. FGS Guidelines may be found at: http://gradstudies.yorku.ca/current-students/thesis-dissertation/ The following are excerpts from the FGS guidelines for MA theses.
Master’s Thesis Supervisory Committees Composition of Committee. Master’s thesis supervisory committees consist of a minimum of two faculty members appointed to the Faculty of Graduate Studies, at least one of whom must be from the program in which the student is enrolled, and who serves as the principal supervisor. Approval Timelines. The membership of each master’s thesis supervisory committee, including the Chair, must be recommended by the appropriate Graduate Program Director for approval and appointment by the Dean of Graduate Studies no later than the second term of study. Approval Process. Recommendation for membership of a master’s thesis supervisory committee is formally initiated by the graduate program director via submission of a The Supervisor & Supervisory Committee Approval Form which can be found at https://www.yorku.ca/gradstudies/students/current-students/registration-enrolment/fgsforms/ This form is to be used when recommending the establishment of a supervisory committee, to add members to an incomplete committee, and to make changes to an existing committee. Final approval of supervisory committee membership recommendations rests with the Dean of the Faculty of Graduate Studies. Supervisor’s Roles and Responsibilities. A thesis supervisor (Chair of the supervisory committee) shall: be reasonably accessible to the student, normally meeting once a month and never less than once each term; and ensure that a copy of the student’s thesis is sent to each member of the student’s thesis examining committee as far as possible in advance of the date of the student’s oral examination, but no later than 15 business days prior to the date set. Supervisory Committee Roles and Responsibilities . A thesis supervisory committee shall: review a student’s research proposal and recommend its approval to the appropriate Graduate Program Director and the Dean not less than three months prior to the date set for the oral examination; review the student’s progress from time to time, normally every six (6) months and never less than once each year. Reports to the Graduate Program Director of unsatisfactory progress may require a student to withdraw from a program of studies or withdraw from the graduate program in which the student is enrolled; read the thesis in a timely fashion and make a recommendation to the Graduate Program Director regarding the oral defense. •
The maximum length of a thesis or dissertation proposal is 3500 words. Thus, the student must briefly review only the literature absolutely germane to the proposed study. The student is expected to have read more widely, so that she/he can interact knowledgeably with the supervisory committee at the proposal stage.
•
The design, method and procedure should be complete so that the supervisory committee can make informed recommendations.
•
Proposals may present specific hypotheses to be tested. Alternatively, descriptive theses and dissertations may present research questions or expectations. In all cases, there should be a rationale given for the research and a description of how the data will be analyzed at the end of the Methods section.
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MA thesis and dissertation proposals must be approved prior to the collection of new data from human research participants. [The same applies to any research proposals entailing the use of human participants.]
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Proposals of studies entailing the use of secondary, i.e., “archival” data need to be supported by appropriate documentation that the use of such data meets ethical requirements (see below).
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•
All students must provide the Graduate Office with a Tri-council Policy Statement (TCPS) tutorial certificate. You can find the TCPS tutorial at http://www.pre.ethics.gc.ca/.
•
MA thesis proposals must be approved by Office of the Dean of the Faculty of Graduate Studies not less than 3 months prior to the date set for the oral examination. Please note: It can take 6-8 weeks for FGS to approve your proposal.
Ethical Considerations Once the thesis/dissertation proposal is approved by the supervisor and other committee member(s), it should be submitted to the Graduate Program office along with relevant forms, for approval by the GPD and then FGS. All proposals require these approvals regardless, whether or not ethics approval is required. Many (but not all) proposals also require ethics approval. If the study involves human participants (or animals), it will require Ethics approval before data collection may proceed. The Tri-Council policy to which York must adhere is available at: http://gradstudies.yorku.ca/current-students/thesis-dissertation/research-ethics/. It can be complex figuring out which forms you need to complete and which type of Ethics approval is required. It depends upon the nature of your study, whether there are human participants or not, whether it is minimal risk or not, whether the data are being collected specifically for this project or you are doing secondary data analysis. Please see the chart below to help you figure out which forms you need and which boxes to check. When in doubt, feel free to discuss with the Grad Office.
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Sequence of Events in Finalizing the Defense of a Thesis • •
In preparation for the oral examination, an examining committee must be constituted. The student's supervisor is responsible for this. For an MA oral, this committee usually consists of four people: the supervisor and other committee member, both of whom sign off to say the thesis is ready to go to oral defense, plus two additional members: the Chair/Dean's Rep (who may be from Psychology or another department, but who has not been involved in the thesis), and one York graduate faculty member from outside Psychology (sometimes called the Outside reader or internal-external). Under certain circumstances, this fourth committee member maybe from a different Area within the graduate program in Psychology if they are at arm’s length from the research. In keeping with FGS requirements, students are not allowed to select or contact (i.e., to ask for their participation) members of the examining committee. This responsibility lies solely with the student’s supervisor.
When to Secure Copyright Permission The following sections provide guidance and suggestions with respect to when and how to secure copyright permission. A student is allowed to use copyrighted material in his or her thesis/dissertation provided it falls under the Canadian Copyright Act’s definition of “fair dealing”. Information on York University’s Fair Dealing Guidelines can be reviewed at York University – Copyright (http://copyright.info.yorku.ca/). It is, however, the responsibility of the student to confirm that if there is copyrighted material in his or her thesis/dissertation, it either complies with the “fair dealing” provisions of the Canadian Copyright Act (http://lawslois.justice.gc.ca/eng/acts/C-42/index.html) or documented permission has been obtained to use the copyrighted material. If a thesis/dissertation includes any of the following elements, the student should seek copyright permission. (Please note that this is not an exhaustive list. If you require additional information on York’s Copyright Policy or Fair Dealing Guidelines contact the Copyright Office. • • • •
Copyrighted test instruments, questionnaires, etc. Material or parts of material written by the thesis/dissertation author which have been previously published in a journal and to which the author has assigned copyright Material co-authored with another author(s) who shares copyright Tables, figures, and all forms of images including photos, ABC papers, graphs, drawings, logos etc. that have been obtained from a copyrighted source, including websites, newspapers, journals, books, brochures, professors’ lecture notes, etc.
Electronic Thesis and Dissertation Submission After the oral examination and the completion of revisions (if needed), students need to email the Graduate Milestones & Progression Coordinator at [email protected] to get instructions for submitting your thesis/dissertation prior to a date specified by the Faculty of Graduate Studies. Students submit the final approved copies of their thesis or dissertation electronically using the Electronic Thesis and Dissertation (ETD) platform. The ETD draws on the capacity of YorkSpace (http://yorkspace.library.yorku.ca/xmlui/), York University’s institutional repository of research, to accept, store and disseminate scholarly output. The ETD platform will allow students to submit their thesis or dissertation from any computer with an internet connection. Depositing York’s theses and dissertations in YorkSpace instantly makes our research outputs discoverable to scholars and researchers worldwide. Once your electronic submission is approved by FGS and all required forms received and fees paid, your thesis/dissertation will be deposited in YorkSpace at the time of conferral of your degree, according to the publication date listed on your ETD record (normally either November 1 or July 1). No hard copies are required, and bound copies are not provided for students or supervisors (but can be arranged at your own expense).
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STEPS & TIMELINE FOR FINISHING YOUR MA THESIS– Student & Supervisor to Work Together
Target Date
Step/Stage of Process (Some steps might be combined or done in slightly different order in some cases)
Time Allotted, Known Constraints (vacations ...)
Hand in Proposal to Graduate Office Graduate Office will notify you when Proposal is FGS Approved Begin Data Collection or Analyzing Data - Meet with Supervisor as Needed Analyses Completed Analyses Reviewed with Supervisor Intro & Method to Supervisor (may only be slightly revised from proposal) Intro & Method returned from Supervisor Results to Supervisor Results returned from Supervisor Whole Thesis to Supervisor (Final Draft #1) Draft #1 returned from Supervisor Revisions Draft #2 to Supervisor Draft #2 returned from Supervisor Further Revisions & Drafts as Needed… Thesis to Supervisory Committee Feedback from Committee Committee to Review Again if Needed/Requested Approval from Committee Decision OK to Book Oral Request Oral Exam package from the Graduate office Consult with Supervisor, Dean's Rep/Chair, Outside Examiner – (Supervisor to do Asking) Supervisor to Negotiate Date with Committee (often takes many emails back & forth) All Forms to Graduate Office with agreed Date & Time 4 Weeks Prior to Defense Date (Freda to book room) Send Thesis electronically to ALL Committee Members 4 weeks Prior to Defense Prepare Presentation for Oral (approx. 15 min.) Have "Mock defense" or Dry Run 1-2 Weeks before with Lab Group, Friends, etc. Oral Defense! Celebrate!! Then schedule some R & R!
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Advancement in Status from MA to PhD Candidacy PhD advancement is not automatic. Applications are first considered by the student’s Area. Criteria such as quality of the MA Thesis, successfully completing all MA degree requirements, GPA, progressing efficiently through the program, participation in the area and year-end evaluations are considered in the promotion decision. Students must have a supervisor who agrees to supervise them for the PhD (usually the same as MA supervisor). After all the Area Heads have forwarded their lists of students advancing to PhD, the Graduate Program Office will send the students steps in how to apply.
Provisional PhD Status In certain situations, the GPD may advance MA students who have not yet defended by the end of their second year to provisional PhD status for one term only. To be considered for Provisional PhD status: 1) 2)
3)
Your MA thesis proposal must have been approved, and You must have supporting letters or emails from your supervisor and supervisory committee stating that they are confident that you will be able to defend your thesis and complete the requirements for the MA degree by the end of October. You must have approval for the request from your area coordinator indicating that the Area approves you to continue to the PhD, as well as a supervisor in place.
However, very little of the fall term should be taken up in completing the MA requirements. Again, this option is not meant to give students another term to work on their MA requirements while holding PhD status. Only if strong and sufficient justification is provided will the request be granted. Provisional PhD students will have to register as full-time PhD students and as part-time MA students until they have successfully defended and completed revisions and pay fees accordingly.
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THE PhD DEGREE Program Requirements Students should become thoroughly familiar with the requirements for the PhD degree in their Area of specialization. Please refer to the table below. For further information, you can discuss with your supervisor, and/or your Area Coordinator.
AREA
COURSES •
Brain, Behaviour, and Cognitive Sciences
•
•
• Clinical: General Clinical Stream
• • •
Six credits in quantitative methods from the statistics courses offered in graduate psychology Three 3-credit courses or equivalent from those offered at the 6000 level by the Graduate Program in Psychology.
Six credits in quantitative methods from the statistics courses offered in graduate psychology 6020 3.0 - Historical & Theoretical Foundations of Contemporary Psychology A OR 6030 3.0 - Historical & Theoretical Foundations of Contemporary Psychology B 6441P 6.0 Psychodiagnostics 6445P 6.0 - Advanced Intervention 6490B 3.0 - Ethical Issues in Professional Practice A minimum of two 3-credit courses, or equivalent, at the 6000 level
PRACTICA AND INTERNSHIP One applied or research practicum (6820 6.0 or 6810 6.0); 330 hours
OTHER REQUIREMENTS ABC paper to satisfy breadth requirement Dissertation Oral Defense
Practicum (6440P 6.0) of 660 hours Additional practicum (6460P) strongly encouraged. A one-year full-time clinical internship (6840 6.0) of 1800 hours
ABC paper to satisfy breadth requirement Clinical Competency examination in assessment and intervention Dissertation Oral Defense
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•
• ClinicalDevelopmental
• • •
6020 3.0 - Historical and Theoretical Foundations of Contemporary Psychology A OR 6030 3.0 Historical and Theoretical Foundations of Contemporary Psychology B Six credits in quantitative methods from the statistics courses offered in graduate psychology 6490B 3.0 – Ethical Issues in Professional Practice 6970 6.0 – CD Interventions: Advanced Skills Minimum of two 3-credit elective courses, or equivalent, at the 6000 level
Students must complete course requirements from the above Clinical or Clinical-Developmental list in addition to: • •
Clinical/ClinicalDevelopmental Neuropsychology Stream (CNS)
•
•
•
6325 3.0 Clinical Neuroanatomy (may be completed during MA) 6320 3.0 Human Neuropsychology: History and Syndromes (may be completed during MA) 6450 3.0 Principles of Neuropsychological Assessment OR 6945 3.0 Applied Pediatric Neuropsychology 6330 3.0 Cognitive Neurorehabilitation (requirement for all Clinical students; and required for CD students entering September 2019 or later) Confirmed attendance at Clinical Neuropsychology Rounds seminar series
ABC paper to satisfy breadth requirement Two full-year clinical practica – 6910P 6.0 (Assessment) and 6930P 6.0 (Intervention) – of 330 hours each A one-year full-time clinical internship (6840 6.0) of 1800 hours.
Requirements from C/CD list above in addition to: Two neuropsych assessments at the YUPC clinic. One as a junior student assessor (completed at the MA level), one as a senior student supervisor (PhD-2+)
Professionalism and Ethical Conduct PhD ProgramSanctioned YUPC Hours (30 hours); One case in PhD3/4 (supervision) Dissertation & Oral Defense
Requirements from C/CD list above in addition to: Dissertation on a topic relevant to Clinical Neuropsychology& Oral Defense
An external practicum in a supervised neuropsychological assessment setting A one-year full-time CPA-accredited clinical internship (6840 6.0) with specialty rotation in Clinical Neuropsychology
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•
• Developmental Science
Six credits in quantitative methods from the statistics courses offered in graduate psychology A minimum of two 3-credit courses at the 6000-level, including at least one halfcourse from the DS course list.
Note: Other Area Requirements Students are also required to attend the DS colloquium series. • 6020 3.0 - Historical & Theoretical Foundations of Contemporary Psychology A • 6030 3.0 - Historical & Theoretical Foundations of Contemporary Psychology B If the above courses have been taken to meet the MA requirements, another two 3-credit courses (or equivalent) must be taken from the Graduate Program in Psychology or another relevant program in consultation with the supervisor and with permission of the Area Coordinator.
At least two applied or research practica, (6820 6.0 or 6810 6.0); including one in developmental research (330 hours each).
ABC paper to satisfy breadth requirement Dissertation Oral defense
Students are encouraged to take the practica in different labs. At least two practica, either applied or research, 330 hours each.
ABC paper to satisfy breadth requirement Dissertation
Students are encouraged to take one practica outside the Historical, Theoretical, and Critical Studies of Psychology Area.
Oral Defense
One 3-credit course in methods from the following list: Historical, Theoretical, and Critical Studies of Psychology
• Psyc 6104 Historiography of Psychology • Psyc 6474 Qualitative Research Methods Courses on methodology or method from other relevant areas/programs may be taken in consultation with the supervisor and with permission of the Area Coordinator. •
•
Six credits in the advanced study of historical or theoretical subjects, chosen in consultation with the supervisor. Normally this entails registration in two sections of the 6060 series (Advanced History of Psychology) Two 3-credit 6000-level courses (or equivalent) in psychology or other relevant programs, chosen in consultation with the supervisor.
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•
Quantitative Methods
6020 3.0 - Historical & Theoretical Foundations of Contemporary Psychology A OR 6030 3.0 - Historical & Theoretical Foundations of Contemporary Psychology B* • Five 3-credit courses (or equivalent) in courses specializing in quantitative methods. (See list of QM courses below this chart) • One 3-credit course in any other graduate psychology courses. *Note: If PSYC 6020 or PSYC 6030 were taken at the MA level, this requirement can be met by taking one 3-credit elective in any other graduate psychology courses. •
• •
• Social and Personality
Six credits in quantitative methods from the statistics courses offered in graduate psychology 6410 3.0 - Social Psychology OR 6510 3.0 - Personality One 3-credit course in research methods, chosen from a list of courses approved by the area (6150E 3.0 – Research Methods in the Study of Personality OR 6150B 3.0 – Social Methods) One 3-credit courses, chosen in consultation with their supervisor, from those offered at the 6000 level.
At least two of applied or research practica (6820 6.0 or 6810 6.0); 330 hours each
ABC paper to satisfy breadth requirement Dissertation Oral Defense
At least two of applied or research practica (6820 6.0 or 6810 6.0); 330 hours each
ABC paper to satisfy breadth requirement Dissertation Oral Defense
Note: Each candidate should complete the statistics and research methods requirement by the end of PhD 1 year. The research method requirement can also be fulfilled by completing an alternative course in research methods chosen from a list of courses approved by the area. Please contact the Area Coordinator for more information. The number of reading courses that a student may take for a credit in fulfilment of minimum requirements is limited to two 3-credit courses (or equivalent).
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Quantitative Methods/Statistics Courses in Graduate Psychology Psychology 6131 3.0:
Univariate Analysis I: Analysis of Variance
Psychology 6132 3.0:
Univariate Analysis II: Regression
Psychology 6135 3.0:
Psychology of Data Visualization
Psychology 6136 3.0:
Categorical Data Analysis
Psychology 6137 3.0:
Best Practices in Quantitative Research Methods
Psychology 6138 3.0:
Computational Methods for Statistical Modeling
Psychology 6139 3.0:
Item Response Theory
Psychology 6140 3.0:
Multivariate Analysis
Psychology 6145 3.0:
Advanced Linear and Nonlinear Modeling
Psychology 6155 3.0:
Statistical Consulting in Psychology
Psychology 6160 3.0:
Multilevel Modeling
Psychology 6176 3.0:
Structural Equation Modeling
Psychology 6180 3.0:
Psychometric Methods
Psychology 6190 3.0:
Longitudinal Data Analysis
Psychology 6229 3.0:
Statistical Modeling of Perception and Cognition
Psychology 6256 3.0:
Computational Neuroscience
Psychology 6273 3.0:
Computer Programming for Experimental Psychology
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ABC/Dissertation MILESTONES IN YOUR PhD PhD 1 SUMMER
Begin thinking about ABC paper. Meet with your ABC supervisor and form your committee. Please note: Both committee members on your ABC paper cannot also be on your Dissertation Committee. That is, at least one of the ABC committee members must be different from the members on the Dissertation Committee. Some Areas have additional constraints on committee membership: • Clinical Area: One of the ABC Paper committee members may sit on either the Dissertation Committee or the Clinical Competency Committee, but not on both. • DS Area: The student’s primary supervisor cannot be on the ABC Committee. DS students: please also note that the ABC paper must be completed and approved before starting your dissertation research.
PhD 2 FALL
Submit brief ABC Paper Proposal to the Graduate office (with appropriate ethics forms) by end of fall term (Dec 31st) Begin thinking about Dissertation topic and committee members
WINTER
Submit Dissertation Supervisory Committee form and Prospectus to the Graduate Office by end of winter term (April 30th). Supervisor plus 2 other committee members needed.
SUMMER
Research, collect data, and write ABC Paper.
PhD 3 FALL
Submit final ABC paper to Graduate office by the end of the fall term (Dec. 31st).
WINTER
Submit Dissertation Proposal (with ethics forms) to the Graduate office by end of winter term (April 30th).
SUMMER
Once you have ethics approval for dissertation begin collecting data.
PhD 4 WINTER
All course work & ABC completed, now writing your dissertation. Dissertation writing should be completed by end of winter term (April 30th).
SUMMER
Schedule your defense (all paperwork must be submitted to Graduate Office at least 5 weeks prior to oral defense) and defend by end of term.
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Time Limits The PhD program requires a minimum of 2 years (6 terms of registration). All requirements for a PhD degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student. Leaves of absence, maternity leave, or parental leave are not included in these time limits. When unusual circumstances have prevented timely completion of the degree, PhD candidates nearing the end of year 6 may petition for an extension of the time allotted to complete the requirements of the program. All required documents should be in the office of the Program Director on or before the end of May, so that a decision can be made prior to fall registration. Students will be expected to provide, in writing, grounds for requesting an extension and a realistic timetable for completion along with written agreement from their supervisor. A student granted an extension would be required to enroll as a part-time student and would not be eligible for TA or scholarship support.
PHD ACADEMIC BREADTH COMPREHENSIVE (ABC) PAPER REQUIREMENT (FORMERLY CALLED THE “MINOR AREA PAPER”) ABC Paper Guidelines PhD students from all Areas are required to complete this breadth requirement (in place of the comprehensive exams found in some other programs). The purpose of this requirement is to ensure that PhD candidates have acquired experience of research in a topic area, lab, and/or methodology different from their other work. This requirement can be met by completing either: a) a comprehensive literature review or theoretical paper, or b) a piece of empirical research that is in a different topic area and/or methodology from the student’s MA thesis and, especially doctoral dissertation. The paper should, ideally, be submitted in the form of a publication-length manuscript (with student as first, or sole author). In some cases, the Paper may be already published but must meet the other requirements, must have been done while the student was enrolled at York, and there must be a committee of two faculty who agree that the paper is suitable to meet the ABC Paper requirement. The ABC Paper is normally completed before the Dissertation. Choosing ABC Committee Members: The ABC Paper is supervised by two graduate faculty members. They can be from the Psychology Graduate Program or from another department. Other committee members, such as a researcher from a hospital or other institution may also be considered but need to be approved by the Graduate Program Director. Both committee members cannot also be on the student’s Dissertation Committee. That is, at least one of the ABC committee members must be different from the people on the Dissertation Committee. For example: Let S=supervisor, A=professor A, B=professor B. If Dissertation Committee is S, A, and B, the ABC Committee cannot be S & A or S & B or A & B. Some Areas have additional constraints on committee membership: • •
Clinical Area: One of the ABC Paper committee members may sit on either the Dissertation Committee or the Clinical Competency Committee, but not on both. DS Area: The student’s primary supervisor cannot be on the ABC Committee. DS students: please also note that the ABC paper must be completed and approved before starting your dissertation research.
Sequence of events for the ABC Paper: • By the summer of PhD 1, students should discuss with their supervisor possible ideas for their ABC Paper. The topic and committee members need to be considered in conjunction with planning for the
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• • • •
Dissertation to ensure the topic/methodology and committee members are different enough to meet the criteria above. Approach the two committee members and draft a brief proposal (3-5 pages). The student or supervisor may approach committee members. By the beginning of PhD 2, submit to the Graduate office the ABC Research Paper form and proposal which has been approved by the two members. This includes all required ethics approval forms. See flow chart. The GPD will review and direct to ethics as required. Work on the paper or the study, during summer of PhD 2, with drafts to the committee as needed. By the beginning of the fall term of PhD 3, submit one hard copy of the paper suitable for binding, with an email from both committee members stating the work is complete.
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GUIDELINES PERTAINING TO THE PhD DISSERTATION By the end of the Winter term of PhD2, the student and supervisor should have developed a general plan for the Dissertation and should submit to the Graduate Program Office: a) the Supervisory Committee form and b) a brief (1-2 page) Prospectus outlining the general topic and plan for the Dissertation. By the end of the Winter term of PhD 3, the Dissertation Proposal, approved by the three committee members, should be submitted to the Graduate office, together with ethics forms as needed (see chart). The following are excerpts from the FGS Policy regarding Dissertations.
Doctoral Dissertation Supervisory Committees Composition of Committee A dissertation supervisory committee will consist of a minimum of three members from the Faculty of Graduate Studies, at least two of whom must be members of the graduate program in which the student is enrolled. The principal supervisor must be a Full Member of the graduate program in which the student is enrolled. An Associate Member of the graduate program may serve as a co-supervisor on the condition that the other co-supervisor is a Full Member of the graduate program. In exceptional circumstances and with prior approval of the Dean, the third, or an additional member, may be appointed who is not a member of the Faculty of Graduate Studies. Approval Timelines For doctoral students to remain in good academic standing, they must have a supervisor and supervisory committee in place in accordance with program requirements. A supervisory committee must be recommended by the appropriate Graduate Program Director for approval by the Dean of Graduate Studies no later than the end of the eighth term of study (end of second term of PhD III). Students will not be able to register in the tenth term of study (the onset of PhD IV) unless a supervisory committee has been approved. Approval Process Recommendation for membership of a doctoral dissertation supervisory committee is formally initiated by the graduate program director via submission of a Supervisory Committee Approval form: https://www.yorku.ca/gradstudies/wp-content/uploads/sites/184/2021/03/supervisor-committee-approval.pdf. The Supervisor & Supervisory Committee Approval is to be used when recommending the establishment of a supervisory committee, to add members to an incomplete committee, and to make changes to an existing committee. Final approval of supervisory committee membership recommendations rests with the Dean of the Faculty of Graduate Studies. Supervisor’s Roles and Responsibilities A dissertation supervisor (Chair of the supervisory committee) shall: be reasonably accessible to the student, normally meeting once a month and never less than once each term; ensure that a copy of the student’s dissertation is sent to each member of the student’s dissertation examining committee as far as possible in advance of the date of the student’s oral examination, but no later than 20 business days prior to the date set. Supervisory Committee Roles and Responsibilities A dissertation supervisory committee shall: review the student’s research proposal and recommend its approval to the appropriate Graduate Program Director and the Dean not less than six months prior to the date set for the oral examination; review the student’s progress normally each month and never less than once each term. Reports to the Graduate Program Director of unsatisfactory progress may require a student to withdraw from a program of studies or withdraw from the graduate program in which the student is enrolled; meet annually with the student, normally in the spring, to evaluate the Report on Progress submitted by the student and submit a completed copy of the Report on Progress to the Graduate Program Director after the meeting; and, read the dissertation in a timely fashion and make a recommendation to the Graduate Program Director regarding the oral defense.
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Psychology PhD Dissertation Style Guidelines The dissertation is the pinnacle of the PhD degree. It should represent a substantial research project that is original and that makes a significant contribution to the candidate’s field. Given the breadth across (and even within) the department’s seven Areas, dissertations may take different forms. There is substantial flexibility in form for the dissertation, with no specific required style, minimum or maximum length, or requirement for publication. The format and structure of the dissertation should be guided by the nature of the work, the preferences of the Area, and the guidance of the supervisor and dissertation committee members. Some options for the dissertation include, but are not limited to: •
One large empirical study with detailed Introduction, Methods, Results, and Discussion sections, along with Appendices.
•
One “book-like” monograph consisting of individual chapters appropriate for the topic and methodology.
•
A multi-study report that includes an overall Introduction, followed by descriptions of individual studies (e.g., Study 1 and Study 2), each with their detailed methods and results, followed by a brief discussion, and then a comprehensive integrative general discussion.
•
A comprehensive theory-driven literature review (e.g., a comprehensive narrative review, systematic review, or meta-analysis), followed by one or more separate empirical studies on a related theme.
•
A document that includes several (typically 3 or 4) related studies, each conceptualized as a separate publishable paper (one or more may already be published, in press, under review, or submitted for publication) which, taken together, form a substantive body of work that is considered by the supervisor and committee to be dissertation worthy.
In the case of option 5, the following additional guidelines apply: •
The candidate must be first or sole author for each paper or study included in the dissertation and these must be deemed by the supervisory committee to be appropriate components of a PhD dissertation.
•
The candidate must have taken a major role (e.g., in conceptualization, study design, analyses, and writing) on any multi-authored papers, as would be appropriate for a first-authorship designation. More specifically, major sections of the dissertation cannot be written by collaborators, consultants, members of the committee, etc.
•
The dissertation document itself is separate from any publications resulting from the dissertation research. This means that published or "in press" versions of manuscripts cannot be included as part of the dissertation, for both copyright and pedagogical reasons, but rather a pre-publication manuscript version or a more extensive write-up of the study than what was contained in the final publication version may be included as part of the dissertation.
•
The other authors of any multi-author paper must be aware and approve of the publications being included in the student’s dissertation and agree that the student’s contribution is commensurate with what would be expected for a dissertation study.
•
Each study should include a statement regarding its publication status and proving the complete citation if published or in press.
•
There must be a significant effort to weave the papers together into a coherent document, with an Introduction, appropriate transitions between papers, and a comprehensive overall general discussion section.
•
When there are similar methods or measures employed across two or more studies, two options could be used to integrate the related papers: a) all subsequent papers could refer to the methods and
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measures in study 1, or: b) a general methods section could follow the introduction, and the papers would be comprised of a short introduction, results, and discussion. •
When feasible, a single combined reference list should appear at the end of the full document, in lieu of individual reference lists following each paper (as determined by the committee).
The style of the dissertation should be discussed and worked out with the dissertation committee early in the process, ideally by PhD3 when submitting the dissertation committee form and prospectus (a 2-page brief outline of the planned research). Of course, the Graduate Program recognizes that research is a dynamic process and plans may change along the way (e.g., the results of one study necessitate changes in theory or methodology for a subsequent study, major logistical or technical difficulties, etc.). This is fine, so long as the committee is consulted and approves of any changes. It is the student's responsibility to keep the dissertation committee apprised of any such developments. It is important to remember to submit ethics amendments or new ethics submissions if circumstances warrant it. The PhD. Oral Defense Examining Committee (6 members including the original dissertation committee) has a responsibility to critically evaluate the research presented in the dissertation. Their role is to challenge the candidate to “defend” the methodology and conclusions, to discuss the related literature and position the dissertation research within that context, and to speak knowledgably about the implications of the dissertation for future research, psychological knowledge, or applied or clinical work. These expectations hold regardless of whether part(s) of the dissertation are already published. In the case of multi-author publications, the student must be able to defend all aspects of the work. The pedagogical process and goals of the oral defense remain the same in all cases. The examining committee often requests revisions be made to the final dissertation after the defense. Although parts of the dissertation may be already published or in press, the version of the study that is included in the dissertation may need to be amended or supplemented if required by the committee, along with any discussion sections. All aspects of the dissertation must be examinable and open to requested changes.
Ethical Considerations Once the thesis/dissertation proposal is approved by the supervisor and other committee member(s), it should be submitted to the Graduate Program office along with relevant forms, for approval by the GPD and then FGS. All proposals require these approvals, regardless of whether or not ethics approval is required. Many (but not all) proposals also require ethics approval. If the study involves human participants (or animals), it will require Ethics approval before data collection may proceed. The Tri-Council policy to which York must adhere is available at: http://gradstudies.yorku.ca/current-students/thesis-dissertation/research-ethics/. It can be complex figuring out which forms you need to complete and which type of Ethics approval is required. It depends upon the nature of your study, whether there are human participants or not, whether it is minimal risk or not, whether the data are being collected specifically for this project or you are doing secondary analysis. Please see the chart below to help you figure out which forms you need and which boxes to check. In the case of a multiple paper dissertation, you will need to consider each study separately in terms of what ethics approvals is needed and complete forms accordingly (i.e., study 1 may have no human participants, study 2 may be a secondary analysis, and study 3 may involve new data collection. When in doubt, come and talk to the Grad office.
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PLANNING YOUR PhD ORAL DEFENSE See the Chart called Steps & Timeline for Finishing... and make sure you allow enough time to go through all the steps. •
For a PhD oral, the examining committee usually consists of six people: the supervisor and the two other committee members, all of whom sign off to say the thesis is ready to go to oral defense, plus three additional members: the Chair/Dean's Rep (who may be from Psychology or another department, but who has not been involved in the thesis), one York graduate faculty member from outside Psychology (sometimes called the Outside reader or internal-external), and the External examiner (an expert in the field from a different University). The External examiner must be approved by the GPD prior to the scheduling of the oral defense. In keeping with FGS requirements, students are not allowed to select or contact (i.e., in order to ask for their participation) members of the examining committee, especially the External Examiner. This responsibility lies solely with the student’s supervisor.
•
The following forms must be obtained from the graduate program office (in one package): a. b. c.
Recommendation for Oral Examination form National Library of Canada form Name of Diploma form
•
It is necessary to fill out and submit the forms to the Program office no later than 4.5 weeks prior to the date set for the oral for PhD oral examinations
•
An electronic copy of the thesis/dissertation must be provided to each member of the Examining Committee at least 4 weeks prior to the date of the oral examination. The Grad office will forward an electronic copy of the dissertation to the External examiner.
•
Confirmation of the oral examination will be sent from the Office of the Dean, Faculty of Graduate Studies to the interested parties.
•
Committee members are canvassed by the Graduate Program office to ensure they believe the thesis/dissertation is examinable.
•
External Examiners are to submit their written evaluation to FGS at least one week before the oral. This is shared with the examining committee but is not to be shared with the student prior to the oral defense.
•
External Examiners (for PhD dissertation) typically attend the oral defense in person. If necessary, video or teleconferences may be requested (however, Skype is not permitted).
When to Secure Copyright Permission The following sections provide guidance and suggestions with respect to when and how to secure copyright permission. A student is allowed to use copyrighted material in their thesis/dissertation provided it falls under the Canadian Copyright Act’s definition of “fair dealing”. Information on York University’s Fair Dealing Guidelines can be reviewed at York University – Copyright (http://copyright.info.yorku.ca/). It is, however, the responsibility of the student to confirm that if there is copyrighted material in this or her thesis/dissertation, it either complies with the “fair dealing” provisions of the Canadian Copyright Act (http://lawslois.justice.gc.ca/eng/acts/C-42/index.html) or documented permission has been obtained to use the copyrighted material. If a thesis/dissertation includes any of the following elements, the student should seek copyright permission. (Please note that this is not an exhaustive list. If you require additional information on York’s Copyright Policy or Fair Dealing Guidelines contact the Copyright Office. • Copyrighted test instruments, questionnaires, etc.
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• • •
Material or parts of material written by the thesis/dissertation author which have been previously published in a journal and to which the author has assigned copyright Material co-authored with another author(s) who shares copyright Tables, figures, and all forms of images including photos, ABC papers, graphs, drawings, logos etc. that have been obtained from a copyrighted source, including websites, newspapers, journals, books, brochures, professors’ lecture notes, etc.
Electronic Thesis and Dissertation Submission After the oral examination and the completion of revisions (if needed), students need to email the Graduate Milestones & Progression Coordinator at [email protected] to get instructions for submitting your thesis/dissertation prior to a date specified by the Faculty of Graduate Studies. Students submit the final approved copies of their thesis or dissertation electronically using the Electronic Thesis and Dissertation (ETD) platform. The ETD draws on the capacity of YorkSpace (http://yorkspace.library.yorku.ca/xmlui/), York University’s institutional repository of research, to accept, store and disseminate scholarly output. The ETD platform will allow students to submit their thesis or dissertation from any computer with an internet connection. Depositing York’s theses and dissertations in YorkSpace instantly makes our research outputs discoverable to scholars and researchers worldwide. Once your electronic submission is approved by the Graduate Milestones & Progression Coordinator and all required forms received and fees paid, your thesis/dissertation will be deposited in YorkSpace at the time of conferral of your degree, according to the publication date listed on your ETD record (normally either November 1 or July 1). No hard copies are required, and bound copies are not provided for students or supervisors (but can be arranged at your own expense).
Convocation Graduate students apply to graduate via the Registar website, http://www.registrar.yorku.ca/ Once a student has completed all their degree requirements; the information is forwarded by the Graduate Office to the Registrar’s Office confirming the student’s eligibility. There are two walk-through convocation ceremonies per year, June and October. February convocation is in absentia.
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STEPS & TIMELINE FOR FINISHING YOUR PhD DISSERTATION – Student & Supervisor to Work Together Target Date
Step/Stage of Process (some steps might be combined or done in slightly different order in some cases)
Time Allotted, Known Constraints (Vacation, Conferences)
Hand in Proposal to Graduate Office Graduate Office will notify you when Proposal is FGS Approved Begin Data Collection or Analyzing Data - Meet with Supervisor as Needed Analyses Completed Analyses Reviewed with Supervisor Intro & Method to Supervisor (may only be slightly revised from proposal) Intro & Method returned from Supervisor Results to Supervisor Results returned from Supervisor Whole Thesis to Supervisor (Final Draft #1) Draft #1 returned from Supervisor Revisions Draft #2 to Supervisor Draft #2 returned from Supervisor Further Revisions & Drafts as Needed… Thesis to Supervisory Committee Feedback from Committee Committee to Review Again if Needed/Requested Approval from Committee Decision OK to Book Oral Request Oral Exam package from the Graduate office Consult with Supervisor re: Dean's Rep/Chair, Outside Examiner, External – (Supervisor to do Asking) Supervisor to Negotiate Date with Committee (often takes many emails back & forth) All Forms to Graduate Office with Date & Time 5 Weeks Prior to Defense Date (Freda to book room) Send Freda electronic copy of your dissertation ( she will send to external member as student is to have no contact with the external examiner prior to exam) Send Dissertation electronically to other Committee Members (except External) 4 weeks Prior to Defense Prepare Presentation for Oral (approx. 20 min.) Have "Mock defense" or Dry Run 1-2 Weeks before with Lab Group, Friends, etc. Oral Defense! Celebrate!! Then Schedule some R & R!
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Graduate Diplomas Health Psychology Diploma Program Requirements The study of psychological factors in health and illness is a growing field of research both at York University and worldwide. Health psychology research at York University covers a broad range of topics across the human lifespan, including cancer care; cardiovascular disease; diabetes; eating disorders; HIV/AIDS; pain; drug misuse, abuse, and addiction; problem gambling and video gaming; and stress and coping. Health psychology researchers at York University are also active in the promotion of health psychology at Canadian and international professional associations. Note that while the Diploma is awarded at the Doctoral level, entering MA students can complete coursework and attend the weekly seminar both of which can be applied to the Diploma’s requirements. • • •
•
•
Completion of a PhD dissertation in a health psychology topic. Two major health psychology research projects outside of the PhD dissertation. Coursework: (a) At least two graduate level health psychology half courses or one full year course (b) At least one biomedical half course relevant to the student's research (e.g., anatomy, physiology, neuroscience) Health Psychology Seminar – attend a weekly seminar in which invited speakers address a variety of topics in the area of health psychology. It is called the Graduate Diploma in Heath Seminar, and you must enroll in 6456 1.5 and 6457 1.5, taking one course per year, and graded as Pass/Fail. There is no evaluation in this seminar. The Health Psychology Seminar must be attended for any two years over the course of one’s graduate student career. For students in the Clinical or Clinical-Developmental Areas of the Psychology Graduate Program only, accrual of clinical training in health psychology must be conducted during the student’s internship year.
For more information regarding the Health Psychology Graduate Diploma, please contact Dr. Joel Katz at [email protected].
Neuroscience Diploma Program Requirements Neuroscience is the multidisciplinary study of the nervous system. It ranges from research on molecular and cellular mechanisms in nerve cells and the relationship between the elements of neural systems, to the study of behavior of whole organisms. In the past decade, neuroscience has been one of the most rapidly expanding fields of science. • • •
• • •
Concurrent completion of a Master’s thesis or PhD dissertation in the field of neuroscience under the supervision of a core faculty member. Minimum two-year consecutive participation in the Neuroscience Diploma Program. Successful completion of two-half credit graduate courses in Neuroscience: KAHS 6155 3.0 (BIO 5146 / PSYC 6257) Fundamentals of Neuroscience I: Structures, Neurons and Synapses and PSYC 6253 3.0 (BIO 5147 / KAHS 6156) Fundamentals of Neuroscience II: Circuits, Systems and Behaviour. Please note that these two courses may also be counted towards the degree requirement of students’ departmental program. Regular attendance at a monthly Neuroscience seminar series. Successful completion of a neuroscience review paper in 2nd year of program. Research Day Research presentation.
For more information regarding the Neuroscience Graduate Diploma, please contact Dr. Denise Henriques at [email protected].
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Quantitative Methods Diploma in Psychology Requirements The Quantitative Methods (QM) Area in the Department of Psychology offers a formal diploma program in quantitative methods for graduate students within the Graduate Program in Psychology, Kinesiology, Nursing, and other areas. This diploma program is developed to promote competency in the application and communication of advanced quantitative methods to psychological and social science data and is intended to be complementary to students’ course of study in Psychology or other related graduate programs. •
• • •
Students must complete 18.0 credits of coursework specializing in Quantitative Methods at the graduate level (there are no specific courses required). The courses could include graduate quantitative methods classes offered by the Departments of Psychology, Kinesiology, or Nursing, as well as graduate classes offered by the Department of Mathematics and Statistics. However, other York or non-York courses might also be applied to the requirements of the diploma. All courses that the student would like to apply towards the requirements of the diplomas must first be approved by the student’s Diploma Program Advisor. Courses counting toward the diploma program may also count towards the student’s graduate degree requirements, but some part of the graduate diploma program course requirements shall be additional to degree requirements. Additionally, every course counting toward the diploma must have a minimum grade of A-. Presenting at least once in the Quantitative Methods Forum. The presentation could either focus on a specific quantitative method or could highlight the student’s application of an advanced quantitative method in an ongoing research project. Attend at least a minimum of eight Quantitative Methods Forums. The eight QM forums need not be in the same year, and although a minimum number is specified, it is recommended that students attend as many forums as possible. Completion of an Academic Breadth Comprehensive Paper, Review Paper, or Research/Applied Practicum with a focus on quantitative methods. The Academic Breadth Comprehensive paper or review paper should be at least 4,000 words (excluding tables, figures, and references) on a topic related to the analysis of data in the behavioural sciences. The review paper should be written in a format acceptable for submission to a peer-reviewed journal, and to count towards the diploma it must be approved by the Quantitative Methods area. Alternatively, the research/applied practicum will be worth six credits and should be related to the analysis of data in the behavioural sciences. A letter from the practicum supervisor outlining the nature of the practicum and indicating successful completion of the practicum will be required in order for the practicum to count towards the diploma.
For more information regarding the Quantitative Methods Graduate Diploma, please contact Dr. Ji Yeh Choi at [email protected].
Course Evaluation and Evaluation of Student’s Coursework Research and Applied Practicum supervisors submit to the Graduate Program Office grades and written comments on the work of their students in January and May each year. These reports are placed in the student's file. Course directors submit grades and comments at the end of each course. Clinical Practicum supervisors submit evaluation forms specific to the Clinical or Clinical-Developmental areas to the Graduate Program Office and faculty members associated with these courses or the DCT assign a pass/fail grade. It is the policy of the Program to encourage faculty members to review their evaluations of student performance in their courses, including practica, with the student before they are submitted to the Program Office. Course and practicum evaluation reports are available in the office for inspection by the student at any time. The Program Office submits official grades to the Faculty of Graduate Studies at the end of each half or full course. The office is not responsible for issuing grades to students; they may obtain them from their course directors or via the online student systems. For students evaluating their courses: We welcome students' evaluations. Routinely, at the end of each graduate course the course director will be sent notifications that the course evaluations are available online.
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Students access the course evaluations after logging on through Passport York. The instructor never sees any course evaluation results or comments until after they submit final grades, and they never see who wrote what.
GRADES The Program Director must report grades to the Registrar's Office by the following dates:
Full Fall/Winter Courses Half Fall Courses Half Winter Courses Full Summer Courses Half Summer Courses
Grades Due
Removal of Incomplete Grades
15 May 15 January 15 May 15 September 15 September
15 September 15 March 15 July 15 January 15 November
Half term courses are designated as 3.0 and full-term courses are designated as 6.0 and a letter following the course number. (F) following 3.0 or 6.0 indicates that the course begins in the Fall, (W) following 3.0 indicates a Winter course and (Y) indicates a Year course, which includes Fall and Winter. Once grades have been submitted, students can view them via their student record at: http://www.registrar.yorku.ca
Grading of courses Grades are always recorded as “letter grades”, but some instructors like to assign a numerical grade for each part of the final grade and then convert the total to the appropriate letter grade. The following grading scale will be used: 90+ = A+ (Exceptional): exceptional work, detailed, thorough; clearly exceeds parameters of task; particularly insightful or innovative; cognitively and communicatively laudable 85-89 = A (Excellent): excellent work; detailed, complete; task fully achieved with demonstrated insight; cognitively and communicatively exacting 80-84 = A- (High): extremely good work; clear, complete; task full and effectively achieved; cognitively and communicatively satisfactory 75-79 = B+ (Highly Satisfactory): very good work; task satisfactorily achieved; may be slightly lacking in cognitive or communicative rigor 70-74 = B (Satisfactory): good work; task achieved; demonstrably lacking in cognitive or communicative rigor 60-69 = C (Conditional): unsatisfactory work; purpose of task only partially achieved; significantly lacking in cognitive or communicative rigor 0-59 = F (Failure): unsatisfactory work; purpose of task not achieved; completely lacking in cognitive or communicative rigor
Incomplete Grades, Extensions, and Petitions It is expected that the student will complete all work for a course before the end of the term (half course) or year (full course) in which the course is given. Courses are to be designed by course directors so that all requirements can be normally met within these time periods, with all assignments being made early enough in the term or year to allow for timely completion. The grade of I (Incomplete) may be awarded only under unusual circumstances, such as ill health, which must be documented on the grade reporting sheet handed in by the course director. The grade of I (Incomplete) may be approved for up to 2 months for a half-course or 4
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months for a full course. It needs to be remembered that these deadlines for removal of incomplete grades are already time extensions beyond the date when grades must be reported, and it is the GRADE rather than the submission of the work, that is due by the deadline. Students must hand in their work in sufficient time for the course director to determine a grade and for the Graduate Program to submit the grade to the Faculty of Graduate Studies. In extenuating circumstances, if the I grade cannot be removed before the deadline, the student may petition for an extension and provide a rationale and a timeline. In that case, the course director must agree to the revised plan; the student's supervisor and Area Coordinator will be notified and consulted; and the petition must be approved by the Graduate Director before being sent to FGS for final approval. Thus, 6.0 course has 4 months to complete extension; if further time is required, a petition MUST be completed by the student with a rationale, and the course director must approve. Please note: Unless a grade for the course has been received or a petition for an additional extension has been received by the Faculty of Graduate Studies and has been approved, it will be deemed by the Faculty of Graduate Studies that the Graduate Program has assigned an F grade, and all I grades will become F grades on the due date. Students who receive any combinations of C grades or combination of C and F grades will not be allowed to continue in the program, as per FGS regulations. Please note: In no case will grades be averaged. Examples are: Two C grades for 6.0 credit courses; or, One C grade for a 6.0 course and one C grade for a 3.0 credit course; or A total of three C grades for 3.0 credit (or equivalent) courses; or One F grade for a 6.0 credit course, or two F grades in 3.0 credit courses; or One F grade for a 3.0 credit course and one C grade for a 6.0 or 3.0 course.
COURSE SYLLABI Course directors must specify in writing on each course syllabus, within the first two weeks of classes, the nature and weighting of course assignments and their due dates. Each course syllabus must stipulate the requirements of the course, deadlines, and a marking scheme. It is the responsibility of the student to keep copies of all their syllabi. (You later may need copies of course syllabi when registering with the College of Psychologists).
GUIDELINES FOR READING COURSES Psychology 6710 3.0 or 6.0 READING COURSE (Half or Full Course) Students can apply to take a Reading Course with a faculty member provided it does not overlap significantly with an available course or with a course taken previously; you MUST enroll in this course and give the paperwork to the Graduate Office with title of course and readings. In order to obtain permission to enroll, the student needs to fill out a Reading Course form (available from the Program office), with the following information: •
Title of the course must be stated and indicate whether it is a half or full course, 3.0 or 6.0. (In order for the full title to appear on the transcript, the title must be limited to 30 characters, including spaces and punctuation). Do not exceed this limit.
•
Rationale and course description – Explain how the material forms a coherent focus of study and outline the objectives of your study. In cases in which the material resembles that of a graduate program course, you should explain how your reading program will differ from the
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course. When appropriate, the rationale should explain the critical context in which the material will be studied. •
Evaluation Methods – List the assignments as agreed upon with the Course Director, e.g., the number of written assignments and the length of each. The relative weighting of each component of the grade should also be given.
•
Signature of both your Course Director as well as yourself must be on the outline. Make sure your Area Coordinator has also approved it before submitting it to the Program Office.
FALL, WINTER, AND SUMMER REGISTRATION Please refer to http://gradstudies.yorku.ca/current-students/regulations/ for detailed information about Registration and details on payment of fees. The main points are as follows: •
Students must be registered for all three terms during the academic year, even if you are not enrolling into courses, beginning in June for the Fall and Winter terms and March for the summer term. Think of it as buying an all-year pass to a buffet – you can have year-round access to courses, unlike in undergraduate where you pay per meal (or course). Please refer to this website for Registration Procedures: https://gradstudies.yorku.ca/current-students/student-status/enrolment/. Please refer to the FGS website (http://gradstudies.yorku.ca/current-students/student-status/importantdates/) for the last day to register without paying the $200 late fee.
•
Students should discuss their course options with their supervisors have their supervisors sign the Advising Worksheet and return it to the Graduate Psychology Program Office. Some Areas may require the Area Coordinator or GPD to approve course selections as well. When the advisor is not available for an extended period, the Area Coordinator or Graduate Program Director may substitute.
FACULTY AND PROGRAM REGULATIONS Petitions FGS has a new petitions portal to submit petitions for issues such as extension of program time limits, advanced standing, change to part-time status, leave of absence, etc. Please contact Lori Santos, prior to submitting petition to discuss your options. https://www.yorku.ca/gradstudies/students/current-students/regulations/graduate-academic-petitions/
Withdrawal from the Program If the student has not completed all program requirements within the 6-year (PhD) time limit, it may become necessary for a student to “withdraw in good standing” from the Program. Students considering this action should obtain the support of their supervisor, and then discuss it with the Graduate Program Director.
https://www.yorku.ca/gradstudies/wp-content/uploads/sites/184/2021/03/programwithdrawal.pdf Reinstatement vs. Re-admission Following are the conditions under which persons can be reinstated as students in the same graduate program in which they were previously registered.
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Reinstatement Students previously registered in a graduate program at York who did not complete their requirements and who wish to return to the same program may petition for reinstatement, if: • • • • •
They have not undertaken further studies during their absence from the Program; and They were in "good standing" at the time of withdrawal from the Program; and They would require one term only to complete requirements (this usually means that they are returning solely to defend a thesis or dissertation); and They have their supervisor’s support; and They obtain the approval of the Graduate Program in Psychology.
Re-admission Students previously registered in a graduate program at York who did not complete their requirements and who wish to return to the same program will be required to reapply through the usual admission process if: • They will require more than one term to complete: or • They were not in “good standing” at the time of withdrawal from the Program. Note: Students who reapply for re-admission are not guaranteed admission and the particular Area will consider the application using their usual criteria, including the requirement that there is a supervisor who wishes to take the student. Note * In cases where it is not readily obvious what percentage of the program has been completed, the Graduate Program Director shall be consulted. Note 2: Students who reapply for re-admission are not guaranteed admission and the particular Area will consider the application using their usual criteria, including the requirement that there is a supervisor who wishes to take the student.
Adding and Dropping Courses Course enrolments are done via the Registrar’s Office website: http://www.registrar.yorku.ca/ Enrolment Procedures 1)
Courses must be added to your schedule utilizing catalogue numbers.
2)
Log onto the Registrar’s website and follow the web registration and enrolment link.
3)
Passport York log in screen will appear. As a new student, if you haven’t already done so, you must create a Passport York account before the system will allow you to proceed with enrolment (located on the righthand side of the screen). Please note that the username you create will be linked to your yorku email address, for example, a username of puppy will translate to [email protected] so pick wisely.
4)
Graduate enrolment is captured under the “Graduate / Law Students” menu choice.
5)
You must enroll in both your Fall and Winter term courses as it is easier to drop a course than to try to enroll in a course once it is full.
Please note that as a full-time graduate student you are required to register in each term of your program (Fall, Winter, Summer). You do not, however, need to be enrolled in courses each term. Registration and enrollment are two separate processes even though they are handled together in the Fall and Winter terms. During the summer term students not enrolled in classes are still expected to register for the term by logging onto the system, acknowledging their student status and acknowledging payment of their tuition fees.
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Students may add and drop courses using Passport York if they are within the appropriate Add/Drop dates. Once those dates have passed to add or drop courses online, the student needs to fill out a Course Transaction Form found here: https://www.yorku.ca/gradstudies/students/current-students/registration-enrolment/changestatus/ Important – In every instance when a student drops or adds a course, the Graduate Program Office must be informed (either by email or in person); where necessary, appropriate forms must be completed. We need to keep correct updated records of all your courses and grades. It is to your advantage to keep us well-informed of courses taken.
Auditing Courses For an audited course to appear on a student’s transcript, they must officially enroll in the course, speak to the professor regarding their intentions, and complete the necessary request to audit form. At the end of the term, the professor then submits a grade of "AU". Please note that a student cannot utilize the audit option for a degree requirement course.
Courses in Other Programs and Other Institutions Students may, under certain circumstances, obtain permission to take courses in other graduate programs at York, or at other institutions. The student should first discuss the matter with their supervisor. The Graduate Program Office has the forms, which must be filled out if courses outside the Program or at other institutions are to be taken. Courses taken at another Ontario University must be at the graduate level; not available at York; and required for the degree program. This is known as the Ontario Visiting Graduate Scholars (OVGS) program, and you would have your supervisor provide a statement indicating why the course is necessary. Once you complete your OVGS course, it is incumbent upon the student to obtain an official transcript from the university where the course was taken and forward it to FGS at [email protected]. https://www.yorku.ca/gradstudies/wp-content/uploads/sites/184/2021/03/ovgs-application.pdf https://www.yorku.ca/gradstudies/wp-content/uploads/sites/184/2021/03/ovgs-withdrawal.pdf
To apply for an OVGS course, please speak directly with the Graduate Office. Leave of Absence/Parental Leave Graduate Psychology students are entitled to several types of leaves. https://www.yorku.ca/gradstudies/students/current-students/regulations/graduate-academic-petitions Please contact the Graduate Program Office to discuss the various types of leaves. Please note that a leave of absence (LOA) cannot exceed 1 (one) year and that students on a leave of absence must pay the inactive student fee. Currently, the fee is $184.49 per term. Normally, a LOA is not granted to students with an “I “(Incomplete) grade. Students carrying an incomplete grade over the period of time they wish to be on LOA must provide a rationale for carrying the Incomplete during this time period and a date by which the incomplete grade will be removed. Each graduate student is entitled to one, Elective Leave of Absence (for one term) at any time during their program. No reason or documentation is required for this type of leave. The following conditions apply: a. The student must have been enrolled for at least two consecutive terms prior to elective leave, b. The student must NOT have incomplete grades,
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If a student is on a leave of absence, he/she is registered as “inactive” and therefore MAY NOT: a. b. c. d.
Hold an external or internal scholarship, Receive an FGS bursary, Hold an RA/GA/TA, Be eligible for the minimum guarantee
Intellectual Property and the Graduate Student There is a document entitled Intellectual Property and the Graduate Student at York University that uses a question-and-answer format to cover a number of topics dealing with the ownership of intellectual property. The document is here: http://gradstudies.yorku.ca/current-students/thesis-dissertation/intellectual-property/.
Academic Honesty Students should be aware that the offences against the standard of academic honesty have been broadened to include activities that are related to the research enterprise. Although most students would not be surprised to find that behaviours such as fabricating results and falsifying results constitute academic dishonesty, some might not know that actions such as misrepresenting research results or the methods used, failing to give credit to collaborators as joint authors, or the listing as authors of others who have not contributed to the work, and submitting data collected with other students or faculty members for publication without their permission all constitute examples of academic dishonesty. All graduate students should read the section on academic honesty in the Faculty of Graduate Studies Calendar: http://gradstudies.yorku.ca/current-students/regulations/academic-honesty/ so that they are familiar with the Faculty's policy on this topic. The Graduate Program in Psychology will take a strong stand on academic honesty cases.
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USEFUL CONTACT INFORMATION YORK UNIVERSITY MAIN PHONE NUMBER: (416) 736-2100 Graduate Program in Psychology, Room 297, Behavioural Science Building, (416) 736-5290 Dr. Suzanne MacDonald – Director, ext. 66226, [email protected] Lori Santos - Administrative Assistant, ext. 66225, [email protected] (Advising; Withdrawals/ Petitions /Leaves /Reinstatements; Courses; Finances.) Freda Soltau – Graduate Program Secretary, ext. 33983, [email protected] (Scholarships; Competency Exam, ABC; Theses/Dissertations; Proposals and Defenses) TBD – Receptionist/Secretary, ext. 55290, email TBD (Grades; Practica/Internship agreement and evaluations forms) Simi Sahota – C, CD, and CNS Support, [email protected] (Accreditation, C, CD, and CNS Records) Undergraduate Program in Psychology, Room 291, Behavioural Science Building 416 736-5117 Undergraduate Psychology Office - Room 291 BSB, 416-736-5117, [email protected] Dr. Karen Fergus - Undergraduate Program Director until June 30, 2022; Dr. Robert Cribbie, (July 1, 2022-June 30, 2023), ext. 66245, [email protected] Selena Spencer - Administrative Assistant, Undergraduate Program, ext. 66227, [email protected] ; NB on LOA Dept. of Psychology, Faculty of Health, Room 296, Behavioural Science Building Dr. Jennifer Connolly - Chair, [email protected] Brianna Baird - Administrative Assistant to the Chair, Keys, and Room Bookings for BSB, [email protected] Keisha Russell – TA Applications and contracts, [email protected] TBD, TA Coordinator, ext. 30036, email TBD Raj Maharaj – Duplicating/Facilities/Web Support, ext. 66209, [email protected] EMERGENCY/SECURITY (416) 736-5333 OR ext. 33333 – Please note 33333 is a direct line from any York phone. York Security GoSAFE Service: 416-736-5454 [service is free; highly recommended and very useful if students are working late on campus] Department of Psychology, Glendon College, Dr. Josée Rivest – Chair, York Hall, COE – A001, ext. 88116, [email protected] Faculty of Graduate Studies, Room 230, York Lanes http://gradstudies.yorku.ca/
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CUPE 3903 143 Atkinson Building
Phone: (416) 736-5154 (voicemail only)
Fax: (416) 736-5480
Important Web Sites
Faculty of Graduate Studies: http://www.yorku.ca/grads/ Important Dates: http://gradstudies.yorku.ca/current-students/student-status/important-dates/ Office of the Registrar: http://www.registrar.yorku.ca Ontario Student Loan Program (OSAP): http://osap.gov.on.ca/ Scott Library: http://www.library.yorku.ca/ Student Account Statements On-Line: http://sfs.yorku.ca/fees/your-student-account/ Student Housing: http://www.yorku.ca/stuhouse/ York University’s Main Page: http://www.yorku.ca Transcripts To order an undergraduate or graduate transcript from York, go online to: http://www.registrar.yorku.ca/transcripts or visit in person at the Bennett Centre for Student Services.
DEPARTMENT OF PSYCHOLOGY KEY POLICY Should you need to borrow a key for a room in BSB, you will be asked to provide your name, phone number and email address. You will also be required to leave a piece of identification, such as a student card or driver’s license. All keys must be returned by no later than 4:30 p.m. on the day they are borrowed. Your ID will be returned to you at that time. Lost keys will be subject to a $15.00 replacement fee. Always take care of your keys, by wearing a wristlet or lanyard with the key(s) attached; please have contact info on your keychain, i.e., email and office number. If you lose your keys, it is a serious matter as it can compromise the security of your lab, office, equipment, data, etc. If you happen to lose your keys, please contact the Chair’s Office immediately to assess the situation.
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Useful information from the Undergraduate Office PSYC Course-Related Room Request This form is for course related room request outside of your regularly assigned classroom. The request should be sent at least 7-10 days in advance. Should you need to submit multiple dates for the same type of request for the same course, please list this information in the 'Additional Comments' section. Should you wish the course TAs to have a copy of the room booking sent to them, please include their email address in the 'Additional Comments' section. Link to make a PSYC Course Related Room Request: http://psychology.apps01.yorku.ca/machform/view.php?id=23108 PSYC Exam Monitoring Requests FW 2022/2023 Please complete the following form to make a request for exam monitors. This form will allow you to complete up to 4 different requests at one time. FOR MORE THAN 4 ENTRIES 1. 2.
Click the link and fill out the form again, OR Write a detailed request in the 'Additional Comments' box.
*NOTE* Exam Monitor requests must be submitted at least 10 BUSINESS DAYS in advance to ensure that we can make the appropriate arrangements for scheduling. __________________________________________________ SUGGESTED EXAM MONITORS GUIDELINES
1 to 25 students enrolled should have 1 exam monitor or TA 26 to 50 students enrolled should have 2 exam monitors or TAs 51 to 100 students enrolled should have 3 exam monitors or TAs 101 to 200 students enrolled should have 4 exam monitors or TAs 201 to 250 students enrolled should have 5 exam monitors or TAs 251 to 300 students enrolled should have 6 exam monitors or TAs Link to make a Request for Extra Exam Monitors: http://psychology.apps01.yorku.ca/machform/view.php?id=52959 Exam Monitoring Opportunities Throughout the Academic Term The Department of Psychology frequently has exam monitoring opportunities available throughout the term. If you are already on the Psychology Graduate listserv then you will receive notification of these opportunities as they become available. Please follow the instructions in the email notification to submit a request to be considered. Some things to note about exam monitoring: • Exam monitoring rate is $14.00/hour. • Exam monitors MUST be available for the entire duration listed on the schedule and must arrive 15 minutes prior to the exam start time and stay 15 minutes after the exam end time. This time will be considered paid time. • The use of mobile devices by exam monitors during the exam are not permitted. • Exam monitoring opportunities are assigned on a first come, first served basis.
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•
Due to the volume of submissions, we cannot follow-up with every exam monitor who submits a request. Thus, we kindly ask you not to call or email the office to inquire as to whether you have been assigned an opportunity. Selected individuals will be sent a confirmation email for their assigned opportunity. Please take note of the date, time, location and Course Director information.
If you have questions or concerns regarding Undergraduate courses, please contact the Undergraduate Psychology Office. Phone: 416.736.5117 Email: [email protected] Office: 291 BSB Useful Bits and Pieces of Info: •
Is your toner empty, and you’d like to recycle it? Both empty toners, and dead batteries may be disposed of in the loading dock area by the garage door, behind the first-floor elevator. There is a white bucket for batteries, where they will be disposed of properly.
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Technical issues? The [email protected] email is good for non-rush problems, but to reach a technician when it is an emergency, please call extension 55800.
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Emails not going through to York? You should ONLY be using your @yorku.ca (or @my.yorku.ca) email for communication with the Graduate Office.
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Notice a maintenance issue? (Flooding in bathroom; lightbulb out?) Call 22401 for the Physical Plant office, and maintenance will fix it. Even easier: Email [email protected].
•
TA confidential disposal of exams and essays, and any paperwork with student numbers on it: These items must be kept for one full year after they have been handed in, as undergraduate students have one year to petition the grade. You should dispose of paperwork in the confidential disposal bin outside of Raj’s duplicating office in 271 BSB. It is of paramount important to always protect the confidentiality of student numbers.
Please keep all copies of annual handbooks for future reference. Should you register with the College of Psychologists, you will be asked to supply detailed descriptions of all the courses you have taken. It will be your responsibility to provide course descriptions. It is also a good idea to keep all course syllabi for courses you have taken for future reference. Clinical and Clinical Developmental students: Please note you have a C & CD Handbook tailored to your specific requirements as a member of these two Areas. Clinical Link: https://psychology.gradstudies.yorku.ca/files/2020/08/Psychology-clinical-hanbook2021.pdf?x33474 CD Link: https://psychology.gradstudies.yorku.ca/files/2020/09/CD-HANDBOOK-2020-21-FINAL.pdf?x33474
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2022/2023 COURSE SCHEDULE
COURSE NO
Term TITLE Historical and Theoretical Foundations of Contemporary 6020 3.0 F Psychology (A) Historical and Theoretical Foundations of Contemporary 6030 3.0 W Psychology (B) Subjectivity and 6062 3.0 W Society Univariate Analysis I: Analysis of 6131 A 3.0 F Variance Univariate Analysis I: Analysis of 6131 B 3.0 F Variance Univariate Analysis 6132 M 3.0 W II: Regression Univariate Analysis 6132 N 3.0 W II: Regression Categorical Data 6136 3.0 W Analysis Advanced Linear and Non-linear 6145 3.0 W Models 6150 B 3.0
W
Social Methods
INSTRUCTOR'S NAME Email
Max. Enrol
Day of week Time
C. Green
20
T
[email protected]
11:302:30
A. Rutherford
[email protected]
20
R
T. Teo
[email protected]
16
R
11:302:30 2:30 5:30
P. Chalmers
[email protected]
20
W
11:302:30
P. Chalmers
[email protected]
20
R
J. Y. Choi
[email protected]
18
W
X. Zhang
[email protected]
18
T
M. Friendly
[email protected]
15
T
D. Flora
[email protected]
15
W
J. Cheng
[email protected]
15
T
Room
Catalogue Number
F72J01
W19R01 T65N01
W77B01
11:302:30 Q24K01 11:302:30 ONLINE G91T01 2:30 5:30 D18F01 2:30 5:30 V95U01 2:30 5:30 2:30 5:30
A27T01 Q74E01
59
6160 3.0
F
6176 3.0
F
6226 3.0 integrated with PSYC 4215 .3
6229 3.0 6235 3.0 xl KAHS 6150 & BIOL 5137
W
Neuroimaging Of Cognition-fMRI Methods Statistical Modeling of Perception and Cognition
W
Brain Mechanisms of Movement in Health and Disease
F
6253 3.0 XL with KAHS 6156/BIOL 5147 W 6256 3.0 6257 xl KAHS 6155 xl BIOL 5145
Multilevel Modeling D. Flora Structural Equation Modeling J. Y. Choi
W
F
Fundamentals of Neuroscience II: Circuits, Systems and Behaviour Computational Neuroscience Fundamentals of Neuroscience I: Structures, Neurons, and Synapses
E. Freud
R. Murray
L. Sergio
8:30 11:30 T86P01 11:302:30 ONLINE P95S01
[email protected]
16
R
[email protected]
20
W
[email protected]
20 (10 UG AND 10 GRAD) R
11:302:30
Sherman C52X01
15
T
11:302:30
H09C01
F
2:305:30
W05D01
[email protected]
[email protected]
25
E. Freud
[email protected]
15
R
J. Elder
[email protected]
15
W
11:302:30 2:30 5:30
Dorota Crawford
[email protected]
W
11:302:30
20
Sherman H75W01 T62E01
Q10T01
60
6265 3.0 XL with KAHS 6161/ BIOL 5136
W
6273 3.0
F
6330 3.0
F
6400 3.0
F
6421 3.0
W
6422 3.0
6425
F
F
6430P 6.0
Y
6431 3.0
F
6432 3.0
W
Perception and Action Computer Programming for Experimental Psychology Cognitive Neurorehabilitation Contemporary Issues in Personality and Social Psychology Foundations of Clinical Psychology Biopsychosocial Formulations Foundations of Clinical Psychology: Psychopathology and Personality Behavioural Cardiology and Cardiac Rehabilitation Clinical Practicum l Cognitive Assessment Personality Assessment
2:30 5:30
L. Harris
[email protected]
15
R
R. Murray
[email protected]
15
R
G. Turner
[email protected]
15
F
11:302:30 2:30 5:30
J. Steele
[email protected]
10
F
11:302:30
M25A01
J. Goldberg
[email protected]
15
R
2:30 5:30
N33B01
R
2:30 5:30
G80K01
R
8:3011:30
Q68D01
S. Fitzpatrick
[email protected]
15
S. Grace
[email protected]
25
H. Westra J. Mills
[email protected] [email protected]
8
T
K. Gicas
[email protected]
10
T
J. Mills
[email protected]
10
T
8:3011:30 11:302:30 11:302:30
Sherman G01B01
C89N01 G30Q01
X84U01 G22D01 W69Y01
61
6436 3.0
F
6437 3.0
W
6440P 6.0
Y
6441P 6.0
Y
6445P 6.0
Y
6450 3.0
W
6456 1.5
Y
6457 1.5
Y
6455 3.0 integrated with PSYC 4370.3 and XL KAHS 6143
6460P 3.0 6460P 3.0
Evidence Based Principles of Psychotherapy Approaches to Psychotherapy: Advanced Study Clinical Practicum II Psychodiagnostics Advanced Psychological Intervention as a Practicum Principles of Neuropsychological Assessment Graduate Seminar in Health Psychology Seminar 1 Graduate Seminar in Health Psychology Seminar 2
A. Pos
[email protected]
12
W
2:30 5:30
S. Fitzpatrick
[email protected]
8
W
2:30 5:30
F64T01
W11E01 K87K01
M. Keough J. Goldberg
[email protected] [email protected]
J. Dalton A. Pos
[email protected] [email protected] 7
20
R
11:302:30
E05E01
T
11:302:30
V61K01
M. Wojtowicz
[email protected]
8
T
J. Katz
[email protected]
15
M
J. Katz
[email protected]
15
M
8:3011:30 11:00 12:00 11:00 12:00
[email protected]
15 (5 Grad, 5 UG, 5 KINE)
W
2:30 5:30
[email protected]
10
Q50Q01
[email protected]
10
J97C01
W
Current Issues in Health Psychology
W
Clinical Practicum III (Optional) (M)
J. Katz M. Toplak (YUPC supervision)
W
Clinical Practicum III (Optional) (N)
Y. Bohr (YUPC supervision)
N09N01
S70B01
M17K01
G56W01
62
6460P 6.0
Y
6490B 3.0
W
6510 3.0
F
6610 3.0
F
6635 3.0 6710 3.0 6710 6.0 6710A 3.0 6810A 3.0 6810A 3.0 6810A 6.0
W W Y F F W Y
6810B 3.0
F
6810B 3.0
W
6810B 6.0
Y
6820A 3.0
F
6820A 3.0
W
6820A 6.0
Y
6820B 3.0
F
6820B 3.0
W
Clinical Practicum III (Optional) Ethical Issues in Professional Practice Personality Social and Emotional Bases of Development Developing the Visual Brain Readings Readings Readings Applied Practicum I Applied Practicum I Applied Practicum I Applied Practicum II Applied Practicum II Applied Practicum II Research Practicum I Research Practicum I Research Practicum I Research Practicum II Research Practicum II
J. Lewin
[email protected]
10
16
M54P01
A. Perry
[email protected]
T
M. Barranti
[email protected]
D. Pepler
[email protected]
15
T
S. Adler
[email protected]
10
T
R
8:3011:30 2:30 5:30 11:302:30 11:302:30
V82M01 D44Y01
W48J01 J42E01 F35E01 B94B01 Y88S01 C31G01 S78Z01 V53U01 P08T01 X55F01 S41J01 C02Z01 S49W01 F06M01 Y96X01 F43R01
63
6820B 6.0
Y
6820C 3.0
F
6820C 3.0
W
6820C 6.0
Y
6840 A 3.0
Y
6840 B 3.0 6840 6.0
Y Y
6900 3.0
F
6905 3.0
W
6910 3.0
W
6910P 6.0
Y
6920 3.0
F
6930P 6.0
Y
Research Practicum II Research Practicum III Research Practicum III Research Practicum III Clinical Internship A Clinical Internship B Clinical Internship Issues in CD Psychology: A Proseminar in Ethics, Practice and Research Biological and Cognitive Bases of Development Psychoeducational Assessment of Children and Adolescents Introduction to the Psychological Assessment of Children Practicum Clinical and Diagnostic Assessment of Children and Adolescents CD Interventions: Practicum
S12R01 V90C01 P37Y01 Y59D01 R40B01 H46H01 A93Q01
A. Perry
[email protected]
10
T
8:3011:30
B22X01
M. Desrocher
[email protected]
15
W
2:30 5:30
E34T01
C. Till
[email protected]
10
W
11:302:30
P29V01
J. Bebko
[email protected]
10
M
2:30 5:30
U81E01
C. Till
[email protected]
12
T
D. Pepler
[email protected]
10
T
11:302:30 2:30 5:30
Z28N01 X76H01
64
6955 3.0
W
6970 3.0
W
6980 3.0
F
Developmental Psychopathology of Childhood and Adolescence CD Interventions: Advanced Skills Indigenous Communities’ Mental Health
J. Krzeczkowski
[email protected]
12
W
Y. Bohr
[email protected]
12
M
11:3012:30 11:302:30
T
11:302:30
N. Muir
[email protected]
12
C23Q01 U52M01
P58N01
BUILDING LIST ACE Accolade East ACW Accolade West ATK Atkinson BSB Behavioural Sciences Building BCSS Bennett Centre for Student Services BC Bethune College BU Burton Auditorium CC Calumet College CSQ Central Square CLH Curtis Lecture Halls DB Victor Phillip Dahdaleh Building (previously Technology Enhanced Learning (TEL) Building) FRQ Farquharson Life Sciences Building FSTC First Student Centre FC Founders College HNES Health, Nursing & Environmental Studies Building KT Kaneff Tower K Kinsmen Building LAS Lassonde Building (formerly CSE)
LSB LUM MC PSE RN RS SCL SSTC SHR STL SLH
Life Sciences Building Lumbers Building McLaughlin College Petrie Science & Engineering Building Ross Building – North Ross Building – South Scott Library Second Student Centre Sherman Health Science Research Centre Steacie Science & Engineering Library Stedman Lecture Halls
SC VC VH WC WOB WSC YL
Stong College Vanier College Vari Hall Winters College West Office Building William Small Centre York Lanes
65
York University Campus Map (Keele) http://www.yorku.ca/yorkweb/maps/keele.htm
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COURSE DESCRIPTIONS Historical and Theoretical Foundations of Psychology A Psychology 6020 3.0 (F) Enrolment is limited to 20 students Purpose:
The aim of this course is to introduce students to the history and theory of psychology as a science, a profession, and a social force. We are concerned with investigating how the practices, scope, and objects of psychology have changed over time. We will examine the various schools and systems that have flourished and declined since the eighteenthcentury including sensationalism, phrenology, ‘brass instruments’ psychology, functionalism, behaviorism, psychoanalysis, and cognitive science. Particular attention will be paid to the social place of psychology as the science moved from being the provenance of a few to a mass profession that shaped the daily lives of many. During this period, greater attention was placed upon the inner lives of ordinary people than ever before, and large organizations sought to come to terms with the individual through standardized measures and tests. We study how this situation came about and what its legacy is for the twenty-first century with psychology's uneven expansion across the globe.
Student Background:
This course is intended for students from all areas.
Course Format:
Seminar discussion, with instructor and student presentations
Evaluation:
Assessment will consist of seminar presentation leadership, weekly contributions to the seminar discussion, written reader responses to the readers and an end of term “conference” presentation.
Readings:
Articles and book chapters selected by the instructor.
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Historical and Theoretical Foundations of Psychology B Psychology 6030 3.0 (W Enrolment is limited to 20 students Purpose:
This seminar focuses on foundational issues of psychology as a science, profession, and social practice from theoretical and historical points of view. The aim of the seminar is to discuss the ontological, epistemological, ethical-practical, aesthetic as well as metatheoretical and substantive reflections that have developed in the subdiscipline of theoretical psychology. Particular attention will be paid to a critical assessment of psychological worldviews, theories, concepts, methods, and practices as they have developed in specific cultural, historical, and geopolitical contexts. The relevance of theoretical psychology for research, knowledge, and application will be elaborated. Emphasis will be placed on developing students’ capacities for critical reflexivity.
Student Background:
This course is intended for students from all areas.
Course Format:
Seminar discussion, with instructor and student presentations
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Evaluation:
Assessment will consist of seminar presentation leadership, weekly contributions to the seminar discussion, written reader responses to the readers and an end of term “conference” presentation.
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Subjectivity and Society Psychology 6062 3.0 (W) Enrolment is limited to 16 students Purpose:
Subjectivity (first-person mental life) is a transdisciplinary research topic in the social sciences, humanities, and psychology. In this course we discuss histories and theories of subjectivity. Subjectivity from a critical point of view encompasses culture, society, history (sociosubjectivity), the interpersonal and lifeworlds (inter-subjectivity), and personal dimensions (intrasubjectivity) that are entangled in the conduct of everyday life. Subjectivity is based on, constituted and mediated through materialities and activities. Concrete forms of subjectivity (neoliberal, fascist, supremacist) are discussed. Reflecting on what happens and what is possible in mental and real life, the course addresses opportunities for resistance. The seminar provides an overview of debates and the instructor’s theory of subjectivity while advancing knowledge in a collaborative process.
Pre-requisites:
Graduate standing. This course is suitable for students from all areas of psychology, SPT, the humanities, and the social sciences.
Course Format: Lectures, student presentations, and class discussions. Evaluation:
Presentation of reading in class; written elaboration of presentation; comments; regular attendance.
Readings:
TBA. Works on histories and theories of subjectivity, subjectification, power, bodies, technology, privilege, forms of subjectivity, and resistance.
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Univariate Analysis I: Analysis of Variance Psychology 6131A 3.0 Enrolment is limited to 18 students Course Description: 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 focuses on simple and complex analysis of variance (ANOVA) models, with an emphasis on the general linear model. The course begins with a review of the basic concepts of data analysis typically covered in undergraduate statistics courses, including descriptive statistics and graphics followed by principles of statistical inference. Next, the main components of the course involve theory and application of ANOVA models for between-subject designs, repeated measures designs, and mixed ANOVA designs. Throughout the course there is a strong emphasis on associated methods for checking assumptions and visualizing data. Students will be free to use whatever software they prefer (e.g., SPSS, Stata, SAS), however the lectures and distributed examples will exclusively use R.
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Course Textbook:
Software:
Rutherford, A. (2011). ANOVA and ANCOVA: A GLM Approach. Wiley.
I will be using R exclusively in all presentations, a free software program that works on Windows, Mac OS X, and Linux. You are also strongly encouraged to download and install RStudio, which is freely available at http://www.rstudio.com/products/rstudio/ after first installing R from http://www.R-project.org/.
Evaluation:
10%
Participation
15%
Homework
45%
Assignments
30%
Written Paper
-----------------------------------------------------------------------------------------------------------------------------------------Univariate Analysis I: Analysis of Variance Psychology 6131B 3.0 Enrolment is limited to 18 students Course Description: 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 focuses on simple and complex analysis of variance (ANOVA) models, with an emphasis on the general linear model. The course begins with a review of the basic concepts of data analysis typically covered in undergraduate statistics courses, including descriptive statistics and graphics followed by principles of statistical inference. Next, the main components of the course involve theory and application of ANOVA models for between-subject designs, repeated measures designs, and mixed ANOVA designs. Throughout the course there is a strong emphasis on associated methods for checking assumptions and visualizing data. Students will be free to use whatever software they prefer (e.g., SPSS, Stata, SAS), however the lectures and distributed examples will exclusively use R. Course Textbook: Software:
Evaluation:
Rutherford, A. (2011). ANOVA and ANCOVA: A GLM Approach. Wiley. I will be using R exclusively in all presentations, a free software program that works on Windows, Mac OS X, and Linux. You are also strongly encouraged to download and install RStudio, which is freely available at http://www.rstudio.com/products/rstudio/ after first installing R from http://www.R-project.org/.
10%
Participation
15%
Homework
45%
Assignments
30%
Written Paper
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Univariate Analysis II: Regression Psychology 6132 M 3.0 Enrolment is limited to 18 students Purpose:
This course is designed to provide the student with foundational skills in analyzing data for a single outcome variable (univariate analysis) using the general linear model (GLM). Topics include correlation, simple linear regression, multiple linear regression, interaction effects, evaluating model assumptions and regression diagnostics. The course places emphasis on properly fitting the GLM to empirical data, including making informed decisions about analytic strategies, understanding, and reporting results.
Co- or pre-requisites:
Psychology 6131, or permission from the instructor.
Student Background:
MA1 students in Psychology.
Course Format:
TBA
Text /Readings:
TBA
Evaluation:
TBA
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Univariate Analysis II: Regression Psychology 6132 N 3.0 Enrolment is limited to 18 students
Purpose:
This course is designed to provide the student with foundational skills in analyzing data for a single outcome variable (univariate analysis) using the general linear model (GLM). Topics include correlation, simple linear regression, multiple linear regression, interaction effects, evaluating model assumptions and regression diagnostics. The course places emphasis on properly fitting the GLM to empirical data, including making informed decisions about analytic strategies, understanding, and reporting results.
Co- or pre-requisites:
Psychology 6131, or permission from the instructor.
Student Background:
MA1 students in Psychology.
Course Format:
TBA
Text /Readings:
TBA
Evaluation:
TBA
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CATEGORICAL DATA ANALYSIS Psychology 6136 3.0 ENROLMENT IS LIMITED TO 15 STUDENTS Purpose:
This course is designed as a broad, applied introduction to the statistical analysis of categorical (or discrete) data, such as counts, proportions, nominal variables, ordinal variables, discrete variables with few values, continuous variables grouped into a small number of categories, etc. The course begins with methods designed for cross-classified table of counts, (i.e., contingency tables), using simple chi square-based methods. It progresses to generalized linear models, for which log-linear models provide a natural extension of simple chi square-based methods. This framework is then extended to comprise logit and logistic regression models for binary responses and generalizations of these models for polytomous (multicategory) outcomes. Throughout, there is a strong emphasis on associated graphical methods for visualizing categorical data, checking model assumptions, etc. Lab sessions will familiarize the student with software using R for carrying out these analyses.
Pre-requisites:
PSYC 6130 (Univariate Statistics) or equivalent course
Text /Readings:
TBA
Evaluation:
Information Not Available
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Advanced Linear and Non-linear Models Psychology 6145 3.0 (W) ENROLMENT IS LIMITED TO 15 STUDENTS Purpose:
This course will provide an overview of statistical modeling strategies for a broad range of research scenarios. After reviewing the basic principles of ordinary least squares linear regression and regression diagnostics, topics include methods for modeling nonlinear effects on continuous outcome variables (e.g., polynomial regression, regression splines) and logistic regression and generalized linear models for categorical outcomes. Additional topics may include machine learning methods (e.g., regularization and crossvalidation), multilevel modeling (for non-independent data structures, including longitudinal data), or structural equation modeling (path analysis for multiple outcomes and latent variable models).
Prerequisites:
PSYC 6132 (Univariate Analysis II: Regression) or instructor permission
Text /Readings:
TBA
Evaluation:
TBA
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Social Methods Psychology 6150 B 3.0 ENROLMENT IS LIMITED TO 15 STUDENTS
Purpose:
The goal of this course is to provide students with skills to design and carry out high quality, reproducible empirical research in social psychology, with a particular focus on the experimental method. Each week, we will explore a different aspect essential to conducting and evaluating empirical research. We begin with discussions on the standard of evidence in social psychological science, and fundamental concepts in experimental design (such as validity, sample size, power). We then examine how to evaluate whether a study design is robust, discussing the role of researcher degrees of freedom, replication, preregistration, and open science. Subsequently, we will discuss broader methodological considerations when designing studies, such as whether and how best to measure behavior, sample online participants, and issues of generalizability. Synthesizing across these issues in experimentation, we finish by discussing how to conduct scientific peer reviews and the future of social psychological inquiry.
Student Background:
Information Not Available
Course Format:
Information Not Available
Requirements:
Information Not Available
Evaluation:
Grading will be based on seminar participation, seminar leading, and a final paper.
Text and Readings:
To be assigned.
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Multilevel Modeling Psychology 6160 3.0 ENROLMENT IS LIMITED TO 16 STUDENTS Purpose:
This course will familiarize students with the basic concepts and skills for analyzing dependent data structures using multilevel modeling (MLM), which is also known as mixed modeling or hierarchical linear modeling (HLM). These methods are useful for modeling cross-sectional data with non-independent observations, repeated-measures experimental data, and longitudinal data. Topics include random-effects ANOVA, intraclass correlations, random-intercept and random-slope models, cross-level interactions, and growth curve models. Additionally, the course will cover model assumptions, model diagnostics, and (time-permitting) models for categorical outcome variables.
Co- or pre-requisites:
Pre-requisite: Psychology 6132 or permission from the instructor.
Student Background:
Students should be very familiar and comfortable with multiple linear regression.
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Course Format:
Lectures and computer lab exercises.
Text /Readings:
To be determined.
Statistical Modelling of Perception and Cognition Psychology 6229 3.0 ENROLMENT IS LIMITED TO 15 STUDENTS Purpose:
This course covers fundamental statistical concepts and their application to statistical modelling in psychology. Topics in statistical foundations include probability, random variables, common statistical distributions, and Bayes’ theorem. To illustrate these concepts, we cover classic statistical models of behaviour and physiology, such as signal detection theory, optimal cue combination, diffusion models of reaction times, probability summation, and ideal observers. We also discuss model fitting and testing, e.g., parameter estimation, bootstrapping, goodness of fit, and model selection. The course uses a statistical programming language such as R, Python, or MATLAB for illustrations and problems.
Co- or pre-requisites:
Basic programming skills, such as obtained in PSYC 6273, Computer programming for experimental psychology.
Student Background:
The course is suitable for students from all areas. It does not assume any graduate statistics courses as prerequisites.
Course Format:
Classes are held in a computer laboratory, and each week's class consists of a lecture followed by programming practice on assigned problems.
Text /Readings:
To be determined.
Evaluation:
Five quizzes (2% each), three problem sets (30% each).
This course is crosslisted with KAHS and BIOL.
Fundamentals of Neuroscience I: Structures, Neurons and Synapses Psychology 6257 3.0 (F) xl Host KAHS 6155 BIOL 5145 ENROLMENT IS BY PERMISSION ONLY- PLEASE CONTACT DR/ DENISE HENRIQUES
Purpose:
Please check for updated information when available.
Requirements:
Must be part of the Neuroscience program. Please see p. 48 of Handbook.
https://neuroscience.gradstudies.yorku.ca/admission-requirements/ Evaluation:
TBA
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Text and Readings:
TBA
Fundamentals of Neuroscience II: Circuits, Systems and Behaviour PSYC 6253 3.0 ENROLMENT IS LIMITED TO 15 STUDENTS Purpose:
This course will focus on a systems approach to specialized circuits within the central nervous system that determine sensory, motor and cognitive functions. The course will provide graduate students with an in-depth analysis of the circuits within the nervous system underlying the structure and function of the developing and mature nervous system. This is an advanced course that will focus on current research topics in selected areas of neuroscience, which is the study of the biology of the nervous system and its relationship to behaviour and disease. The course includes two modules that cover a range of topics within systems neuroscience. It is designed to complement Fundamentals of Neuroscience I and in total will introduce students to the breadth of research within the field of neuroscience.
Prerequisite:
PSYC 6256 3.0, BIO 5147 3.0 or KAHS 6156 3.0 [i.e., Fundamentals of Neuroscience I: Structures, Neurons and Synapses.], or by permission of the course directors.
Readings:
In addition to the textbook, selected readings from peer-reviewed journal articles will be assigned for each class.
Evaluation:
Students will be evaluated based on three quizzes, facilitating a journal article discussion, weekly reading reports, and class participation. Final mark will be based on:
Text:
Presentations
30%
Weekly Reading reports
35%
Class discussions and attendance
15%
Reviewer reports
20 %
Eric R. Kandel, James Schwartz, and Thomas Jessell, “Principles of Neural Science”, 5th Edition (Elsevier).
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COMPUTATIONAL NEUROSCIENCE PSYC 6256 3.0 ENROLMENT IS LIMITED TO 10 STUDENTS Purpose This course introduces the student to mathematical and computational tools required for computational neuroscience at the systems level. Topics will include: 1. 2. 3. 4. 5. 6.
Bayesian inference and predictive coding Probabilistic models of neural computation Information theoretic approaches Deep feedforward models Deep recurrent models Deep unsupervised models
Co or pre-requisite(s) Students should have some programming experience (e.g., in MATLAB or Python) Course Format At our first meeting I will provide an overview of the course and background material for the next meeting. Subsequent meetings will have the following structure: 2:30 – 3:15 3:15 – 3:45 3:45 – 4:00 4:00 – 5:15
Student presentation Discussion Break Lecture
Student Presentation A designated student will give a slide presentation on a recent paper from the literature. Please give this presentation your full attention. Discussion Prior to the meeting, students will complete a questionnaire on the paper, including questions and points for discussion. Following the presentation, these will be used as a starting point for an open discussion of the paper. This will allow us to address confusions or unclear points, assess the merit of the paper, and relate it to other work. Note that marks are awarded for participation in discussions. Lecture The lecture will provide background material helpful for the paper to be read and discussed the following week. Evaluation Component Questionnaires (11) Paper presentations Participation Assignments Project Proposal Project
Weight 22% 20% 8% 20% 10% 20%
General References In addition to the targeted readings below, the following will be useful as general references
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•
Dayan, P. and Abbott, L. (2001). Theoretical Neuroscience: Computational and Mathematical Modeling of Neural Systems. MIT Press, Cambridge MA, 2001. This is worth purchasing, but it is also available as an ebook from York libraries.
•
Bishop, C. M. (2006). Pattern Recognition and Machine Learning. Springer, New York.
•
Goodfellow, I., Bengio, Y. & Courville, A. (2016). Deep Learning. MIT Press, Cambridge, MA. Available online at https://www.deeplearningbook.org/.
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Perception and Action Psychology 6265 3.0 (xl KAHS 6161/BIOL 5136) Enrolment is limited to 15 students Purpose:
This course looks at sensory and motor processes related to the representation of and interaction with the spatial layout of the world. How is sensory information coded for perception and to guide action? Is it the case that sensory information is processed differently, depending what it is going to be used for? No prior biological or mathematical knowledge is assumed.
Course Format:
The course will take the form of a weekly interactive seminar meeting. In the second half of the course students will give presentations. A long essay will be required.
Evaluation:
Evaluation will be by a long essay, a presentation in class, and on class participation. There will be no timed exam. Essay: Presentation: Participation in class:
40% 50% 10%
Textbooks:
None.
Readings:
Will be from original sources and review chapters & articles. A more detailed reading list will be constructed from relevant new literature from Journals available in the York Library system. The list will include (York call numbers included): • • • • • •
Harris LR (1994) Visual motion caused by movements of the eye, head and body. in Visual Detection of Motion. Smith AT, Snowden R (Eds.). Academic Press, London pp 397-436 (BF 245 V57 1994) “The Visual Brain in Action” (2006) by David Milner and Melvyn Goodale (OUP) (QP 383.15 M55 2006) “Sight unseen: An exploration of conscious and unconscious vision” (2004) by Melvyn Goodale and David Milner OUP (BF 241 G65 2004) “Spatial cognition, spatial perception: mapping the self and space” (2010) Francine Dolins, Robert Mitchell, CUP (BF 469 S63 2010) “Embodiment, ego-space and action” (2008) Roberta Klatzky, Brian MacWhinney and Marlene Behrmann, Psychology Press (BF 697 C278 2006) Selected chapters from “Principles of Neural Science” (2013) by Eric Kandel, James Schwartz and Thomas Jessell (QP 355.2 P76 2013)
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Computer Programming for Experimental Psychology PSYC 6273 3.0 Enrolment is limited to 15 students Purpose:
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.
Prerequisite:
The course assumes no previous programming experience and brings students to the point where they are able to write useful programs to advance their own research.
Course Format:
Classes are held in a computer laboratory, and each week's class consists of a lecture followed by programming practice on assigned problems.
Evaluation:
Six quizzes (10%), two problem sets (40%), term project (50%).
Course Website:
www.yorku.ca/rfm/psyc6273
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Cognitive Neurorehabilitation: Basic Science to Clinical Application Psychology 6330 3.0 ENROLMENT IS LIMITED TO 15 STUDENTS Purpose:
There are three primary course objectives: (i) To increase understanding of basic theoretical constructs in each cognitive domain, their neural basis and how they are altered in aging, injury and brain disease. (ii) To improve student understanding of how dynamic brain changes influence the trajectory of cognitive development and decline and how these set the neurocognitive context for intervention design and treatment planning. (iii) To critically review ‘state of the science’ cognitive neurorehabilitation research. These reviews will specifically emphasize translational challenges including intervention delivery in paediatric and adult populations, multi-cultural contexts, remote delivery, treatment adherence, motivation and maintenance of training gains. At the end of the course students should be able to evaluate the efficacy and effectiveness of cognitive rehabilitation interventions in multiple cognitive domains and apply this knowledge to critically appraise and/or propose novel interventions to remediate cognitive decline within their own clinical research areas or populations.
Student Background:
The course is designed for graduate students in the Clinical and Clinical Developmental areas. Permission to register for students from other areas will be considered at the discretion of the course instructor. Some background in neuroanatomy (e.g., Clinical Neuroanatomy, 6325) is strongly recommended.
Course Format:
Instructor presentation, student seminars
Student Requirement:
The seminar will be conducted in a combined lecture and student seminar format. The material will be organized into four modules, each comprised of three class meetings. The first two classes in each module will be in lecture format, presented by the instructor.
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The third class will be student-led with an emphasis on the translation from neuroscience to rehabilitation research. Students will be divided into small groups and each group will do an in-class presentation in one of the four course modules. Text /Readings:
TBD
Evaluation:
Exams, papers, presentations
Other information:
Depending upon interest and enrolment, it is expected that this course will be offered every year or every other year.
Contemporary Issues in Social and Personality Psychology Psychology 6400 3.0 ENROLMENT IS LIMITED TO 10 STUDENTS Purpose:
This course has been designed to introduce students to current research being conducted in the field of social and personality psychology. Students will participate in a series of seminars led by our core faculty members who specialize in a diverse array of areas within social and personality psychology including health, culture, intergroup relations and prejudice, decision making, forgiveness, empathy and social understanding, intimacy in romantic relationships, and leadership. By the end of this course, it is anticipated that students will have an increased familiarity with the research and methodologies used in the social/personality area as well as current findings in our field. In addition, throughout this course, students will be exposed to professional issues including (a) strategies to increase the likelihood of success in graduate school, (b) research ethics, and (c) how and where to publish.
Evaluation:
Grades will be based on a series of short papers due each week and class participation.
Text /Readings:
Students should anticipate being assigned two to four empirical journal articles to read each week. The exact content will be set by the faculty member leading the discussion for the week.
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Foundations of Clinical Psychology: Biopsychosocial formulations Psychology 6421 3.0 Enrolment is limited to 15 students Purpose:
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 scientistclinicians in advancing understanding and intervention options for serious mental illness will be highlighted. The course format will be seminar/discussion with instructor- and student-led presentations supported by relevant readings from the literature. Learning objectives include development of an appreciation of the complexity of severe mental illnesses, as well as the challenges clinicians face in formulating psychodiagnoses and conducting effective treatments for disorders falling at the extreme end of the psychopathology spectrum and the challenges and opportunities they represent for psychological science and practice.
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Student Background:
Psych 6421 3.0 is designed and intended for students in the Doctoral Program in Clinical Psychology at York University. Depending on enrolment other students may enroll in the course with permission of the course instructors up to a class size maximum of 15.
Course Format:
The course will be in seminar format, comprising lectures and discussions and integrating case studies with theory and research. Instructor and students will participate actively in course presentations.
Evaluation:
Details of course requirements may vary from year to year. Normally, however, the course will combine lecture and seminar format and focus on discussion of readings and associated issues. Students will normally prepare/lead at least 2 class discussions and be evaluated on these (e.g., 25% each), be responsible for active participation in all seminars (e.g., 10%), and complete a written paper due within the time frame of the course (e.g., 40%).
Text:
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association. Note: A reading list will also be provided at the beginning of each term for each section separately.
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Foundations of Clinical Psychology: Psychopathology and Personality Psychology 6422 3.0 Enrolment is limited to 15 students Purpose:
This course is an introduction to a knowledge base underlying the theory and practice of clinical psychology. It focuses on diagnostic and descriptive components of psychopathology with an emphasis on evidence-based cognitive-affective, social learning, and developmental theories of their etiology and maintenance. It specifically comprises an integrative and critical review of theory and research on mental disorders including depressive, anxiety, obsessive-compulsive, substance, trauma and stressrelated, eating, and borderline personality disorders. The course format will involve lectures, student presentation, and group discussion about the readings and course content. This course also includes a practical component wherein students receive training in DSM-based diagnostic decision making. Learning objectives include gaining critical thinking skills, an appreciation of the complexity of mental illnesses, evidencebased formulations of mental illnesses, and understanding challenges to psychological diagnosis and effective treatment.
Student Background:
Psych 6422 is designed and intended for students in the Graduate Program in Clinical Psychology at York University. Depending on enrolment other students may enroll in the course with permission of the course instructors up to a class size maximum of 15.
Course Format:
The course will be in seminar format, comprising lectures, debates, presentations, and case studies. The instructor and the students will participate actively in teaching the course.
Evaluation:
Students will complete in-class tests/exercises to demonstrate their diagnostic decisionmaking skills, present orally to the class, and contribute to class discussion. Specific requirements and weightings related to final grade will be provided by instructors at the beginning of the course.
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Text:
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association. Additional readings will be distributed in class
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Clinical Practicum l Psychology 6430P 6.0 Enrolment is limited to 8 students Course Schedule:
Seminar: Tuesday 8:30 a.m. - 11:30 a.m. 2-hour time blocks for students are required for clinical supervision meetings. These time blocks will be determined at the start of the course.
Purpose:
The purpose of this course is to provide an introduction to the integration of theory, research and practice in psychological intervention, focusing mainly on adults. Students will learn about case formulation and mechanisms of change as these may apply to the clients they are working with.
Pre-requisites:
Psychology 6420 6.0 Psychology 6130 6.0 or 6140 6.0 Psychology 6810A 6.0
Co-requisites:
Psychology 6431 3.0 and 6432 3.0 and Psychology 6436 3.0 and 6437 3.0
Course Format:
The emphasis will be on practical skill development. This is meant to serve as a beginning exposure to the application of assessment/intervention skills acquired from other courses you have/are taking. While there will be a didactic portion to each class, the main thrust will be on experiential exercises and actual application of principal concepts in psychotherapeutic intervention. In-class time will consist of role-plays and other experiential exercises, discussion of key concepts, video examples of psychotherapy with a view to skill acquisition. We will stress a 'common factors' approach in this course with a focus on empirically supported core elements of effective psychotherapy. While technical expertise is one component of successful practice, this course will place greater emphasis on core and common elements of effective practice. In terms of content, we will focus on the following topics: empathy & the therapeutic alliance, diagnostic assessment, case conceptualization, client factors (including hope & expectancy, motivation, resistance, client as common factor), self-awareness of the clinician and reflective practice. The practical and legal aspects of conducting a clinical practice such as the informed consent process, confidentiality, file maintenance, and record keeping will also be addressed in this course. Special Topics may be used to supplement these (e.g., management of suicidal ideation, boundary issues). The course will also provide students with skill training in case formulation. The case formulation permits an integration of conceptualizations and approaches to intervention from various models of psychotherapy. Toward the end of the first term, each student will begin undertaking therapy with a client, and this course of psychotherapy will generally coincide with the FallWinter term. Supervision of each student therapist is provided by the course instructors in both group and individual formats. It is expected that each student will devote 10 hours per week to the practicum. In addition to conducting
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psychotherapy, the time will be spent on reading, skill training, corresponding with/about clients where necessary, progress notes, analysis of therapy process notes, and audio/video recorded therapy sessions, individual and group supervision, and report writing. Evaluation:
• • • •
Texts:
Martin, D.G. (2010). Counseling and Therapy Skills (3rd Ed.). Illinois: Waveland Press Inc.
Participation (15%) reflects amount and quality of class participation. Clinical skill development (45%) File Maintenance, Administration, Weekly Progress Notes (20%). Reflection Papers (20% total)
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Cognitive Assessment Psychology 6431 3.0 Enrolment is limited to 10 students Purpose:
The course is designed to provide students with the theoretical and practical foundations of cognitive assessment. It will focus on (a) the history and evolution of measuring individual differences in cognitive abilities, with an emphasis on intelligence; (b) scale development and its relation to cognitive constructs; (c) understanding and evaluating psychometric properties; (d) ethical, cultural, and psychosocial issues related to cognitive assessment; (e) developing foundational skills in test administration, interpretation, and report writing using the WAIS-IV.
Co- or pre-requisites:
None
Background of students: This is a core course in the Clinical curriculum and is required for first-year M.A. students in the Clinical program. Course format:
One three-hour session per week during the Fall term. Instructor led seminar presentations on the history and theories of intelligence testing, psychometrics, and scale development. Role play and assessment instrument administration exercises. Students will also learn and demonstrate how to administer, score, interpret, and write reports using the WAIS-IV. Several other commonly used cognitive tests will be critically reviewed and discussed and will involve student-led presentations.
Requirements of students: Details of course requirements may vary from year to year depending on which professor is the course director. Normally, however, the course will combine instruction (lecture and seminar format) and focus on discussion of readings and associated issues. Text /Readings:
Individual readings assigned at the beginning of each term.
Basis of evaluation:
Students will normally complete an assessment and report (e.g., 50%), a critical review presentation (e.g., 20%), a short quiz (e.g., 20%), and be graded on participation (e.g., 10%).
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Personality Assessment PSYC 6432 3.0 Enrolment is limited to 10 students Purpose:
This course is designed to train students in the psychometric 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 psychological assessment are discussed. And cross-cultural implications and diversity issues are discussed throughout the course.
Co- or pre-requisites:
There are no specific pre-requisites for this course. However, it is expected that students will have completed at least one undergraduate level course in personality and/or assessment. If you do not have this background preparation, please speak to the instructor about some recommended background reading.
Background of students: This is a core course in the Clinical Area curriculum and is required for first-year M.A. students in the Clinical Psychology program. Format:
The format of the course is one 3-hour seminar per week. This course involves student reading, instructor presentation, and group discussion about the readings. This course also includes a practical component wherein students will receive basic training in the assessment of commonly used personality assessment inventories (i.e., NEO, PAI, BFI, SCID-PD). This training takes place through in-class demonstrations, observation, hands-on administration of tests, and role-play exercises. We discuss how evidence-based projective personality assessment techniques (i.e., R-PAS) inform case conceptualization.
Requirements of students: Details of course requirements may vary from year to year depending on the course director. Normally, however, the course will combine instruction (lecture and seminar format) and focus on discussion of readings and associated issues. Students are also required to administer, score, and interpret commonly used personality assessment instruments.
Text /Readings:
Individual readings will be assigned at the beginning of the term.
Basis of evaluation:
Students will complete a self-assessment and report (30%) and a student assessment and report (60%) and will be graded on participation (10%).
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Evidence-Based Principles of Psychotherapy Psychology 6436 3.0 Enrolment is limited to 12 students Purpose:
This course provides students with a grounding in empirically supported principles of psychotherapy. Students will be exposed to the four major pillars of psychotherapy theories of intervention: psychodynamic, cognitive-behavioural, personcentered/experiential and systemic/postmodern narrative. It also draws from the latest research in the study of psychotherapy that identifies common core processes of effective therapy, regardless of particular school of therapy or approach. As such, students are provided with a grounding in common factors of effective care including the therapeutic
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alliance and alliance ruptures, empathy, awareness & experiencing, emotion and emotion regulation, culture, and other client & therapist factors known to influence psychotherapy process and outcomes. Students will be exposed to the latest research in each of these domains. In addition, the course is intended to provide a solid foundation for students intending to engage in psychotherapy as a part of their future practice as clinical psychologists. Students will engage with a variety of learning modes in order to facilitate these objectives including lecture, discussion, and review of videotape. Students will also learn by leading a discussion on a selected topic, engaging in a self-reflection exercise designed to enhance their awareness and development as therapists, participating with class discussions, and completing an exercise designed to hone therapy observational skills. Text /Readings:
Original readings TBA.
Evaluation:
TBD
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Approaches to Psychotherapy: Advanced Study Psychology 6437 3.0 Enrolment is limited to 8 students Purpose:
This course will provide students with advanced study of major components relevant to models of psychotherapy, from traditional to contemporary including psychodynamic, cognitive-behavioral, person-centered/experiential, systemic, emotion-focused, motivational, and acceptance-based (e.g., mindfulness, DBT) models. Evidence-based case formulation will be emphasized throughout as a strategy for mapping intervention selection to clinical targets. We will discuss the theory underpinning these models, their empirical support, strategies for their implementation, and various cultural, racial/ethnic, sexual orientation, gender, and class diversities that may inform their efficacy and implementation. Advanced common factors in psychotherapy will also be explored in relation to each treatment model. We will integrate information across these models to inform an evidence-based approach to case formulation, treatment selection, integration, and planning.
Evaluation:
Students will write a clinically relevant paper that integrates knowledge related to case formulation, intervention selection, and consumption of treatment research literature. They will also present orally to the class and contribute to class discussion. Specific requirements and weightings related to final grade will be provided by instructors at the beginning of the course.
Text:
Abramowitz, J. S., Beacon, B. L., & Whiteside, S. P. H. (2019). Exposure therapy for anxiety: Principles and Practice (2nd edition). New York, NY: Guilford Press. Additional readings will be distributed in class
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Psychodiagnostics PSYC 6441P 6.0 Enrolment is limited to 20 students Purpose:
This course covers the theoretical foundations, psychometric knowledge and practical skills required to conduct a comprehensive psychological assessment. Throughout the
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year, students will learn about psychopathology, including familiarity with DSM-5 diagnostic classifications. Students will learn about the psychometric basis for the core foundational psychological tests, to practice administration of these tests, to learn how interpret and integrate test scores with clinical history and observations and to have the opportunity to apply their knowledge and skills development to a real-life assessment working together with classmates and consulting with referral sources. The tests include cognitive and neuropsychological measures, self-report inventories and projective tests, and assorted other relevant tests. The Fall term will concentrate on cognitive assessments and the Winter term will be devoted to personality assessment. Prerequisites:
Psychology 6420 6.0, Psychology 6431 3.0 and 6432 3.0, and Psychology 6430P 6.0
Student Background:
This is a core course in the Clinical curriculum and is required for first-year PhD students in the Clinical program.
Course Format:
This course consists of a mix of lectures, demonstration and hands-on practice/administration of psychological tests and procedures. Working in teams of three, students will conduct a comprehensive assessment in each term that includes all phases of the assessment process from initial referral to final report. In class discussion will be encouraged.
Evaluation:
Final assessment reports (one per term) 80% Preparation for and execution of all phases of the assessment process 10% Class participation 10%
Text & Readings:
A list of readings will be circulated. As well, students could consider the purchase the following: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition Essentials of PAI Assessment by Leslie Morey Essentials of WAIS-IV Assessment R-PAS manual Personality Assessment, Second Edition, by Smith and Archer Strauss, E., Sherman, E.M.S., Spreen, O. (2006) A compendium of Neuropsychological Tests: Administration, Norms and Commentary (3 rd Edition) Oxford University Press.
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Advanced Psychological Intervention as a Practicum Psychology 6445P 6.0 Enrolment is limited to 10 students CLINICAL SUPERVISION SESSIONS WILL BE SCHEDULED ON TUESDAYS 1:30 -4:45
Purpose:
This course provides advanced training in psychotherapy intervention and clinical supervision with two clients. The purpose is to develop practical skills and knowledge of theory and research on effective therapeutic practices and post session evaluation strategies. Specific evidence-based methods of active psychotherapeutic intervention and research evidence on their impact will be covered. Skill training, evaluation and supervision of practice with selected clients will be emphasized.
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Prerequisites:
Master’s Degree in Clinical Psychology
Evaluation:
First term Case Formulation. Analysis of a session transcript Active participation in supervision sessions Second term Case Presentation Active Participation in supervision sessions
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Principles of Neuropsychological Assessment Psychology 6450 3.0 ENROLMENT IS LIMITED TO 12 STUDENTS Purpose:
This course will cover knowledge and skills in the practice of neuropsychological assessment. Students will learn to interpret neuropsychological measures and to integrate test scores, clinical history, and medical data in assessment reports. Clinical profiles of both common presenting disorders and exceptional cases will be reviewed and discussed.
Co- or prerequisite:
There is no formal prerequisite, but Psych. 6320 3.0 or equivalent provides relevant background.
Student Background:
Graduate students at any level. A background in basic neuropsychology is helpful and the majority of students are typically enrolled in the clinical neuropsychology specialty stream, but this is not required.
Course Format:
The first two classes will address broad interpretive principles, interviewing techniques, and a description of a broad array of neuropsychological tests, introduced by cognitive domain. Each subsequent class period will focus on a different clinical disorder or syndrome, represented by a case study (with a detailed report of neuropsychological findings) from actual patient files. These classes include student presentations on the syndrome followed by instructor-led review and analysis of the case study and clinical profile. Students will also obtain experience in neuropsychological report writing, based on a selection of the case studies presented in class.
Evaluation:
Will include multiple choice quizzes on essential knowledge, written reports, oral presentations and class participation.
Texts and Readings:
TBA
Current Issues in Health Psychology PSYC 6455 3.0 Enrolment is limited to 15 students Purpose:
To present an overview of selected topics in health psychology. This is an integrated graduate and upper-level undergraduate course. The course is intended to expose
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Evaluation:
Text & Readings:
graduate students to some of the current theoretical and practical issues in the field of health psychology. The objectives of the course are to review, and explore in depth, specific theories in health psychology which provide a conceptual framework for understanding health-compromising and health-enhancing behaviour (e.g., Health Belief Model, Theory of Reasoned Action, Theory of Planned Behavior, Reactance Theory, Transtheoretical Model of Health Behavior Change). Emphasis will be on addressing these behaviours from a biopsychosocial perspective. To present, evaluate, and discuss current evidence and theory in health psychology related to preventive and therapeutic interventions for a variety of chronic diseases and conditions as well as addictive behaviours in which health-compromising and health-enhancing behaviours play a role. The main focus will be on the individual, but will also include material on couples, families, and communities. Specific topics to be covered include mechanisms and management of chronic pain; transition of acute pain to chronic pain; fear of pain, anxiety sensitivity, and pain disability; social support in relation to health and illness; stress, immune function, and health; biobehavioural factors and coronary artery disease; and biopsychosocial factors in the development, maintenance and prevention of eating disorders. Grades will be determined on the basis of two (grad students) or four (UG Students) assignments plus attendance and participation. The first assignment involves leading a seminar on a topic chosen from a pre-selected list. The student will be responsible for (i) presenting an overview of the topic of choice including a review of theoretical developments and recent empirical literature and (ii) leading the class in a discussion. The presentation should be prepared using PowerPoint. Students responsible for the seminar may choose their own readings in consultation with the instructor. Students are strongly encouraged to (i) select a topic and a date to lead the seminar as soon as possible, (ii) meet with the instructor at least one week before the presentation date and (iii) prepare a handout describing the aims and objectives of their session, summarizing briefly the content of the presentation and listing discussion points. The presentation/discussion and handout will comprise 30% (grad students) or 20% (UG students) of the total grade. The second assignment is a term paper on a topic of the students’ choice related to material covered in the course. The paper is to be on a topic unrelated to the student’s presentation and is due on the last day of classes for the winter term. The paper should be 15 (grad students) or 10 (UG students) typed, double-spaced pages excluding references and should follow the guidelines for formatting and referencing outlined in the Publication Manual of the American Psychological Association (6th edition). Students are encouraged to meet with the instructor to discuss the topic of their paper and to submit an outline of the paper for feedback. The outline and term paper will comprise 60% (grad students) or 45% (UG students) of the total grade. UG students will also be responsible for two written reflection assignments worth 10% each. One reflection will be based on an interview with a hospital- or communitybased health psychologist. The second reflection assignment will be based on what they learned from the process of presenting assignment 1 to the class. The final 10% (grad students) or 15% (UG students) of the grade will be determined by attendance and class participation. To be assigned.
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Graduate Seminar in Health Psychology Seminar 1 PSYC 6456 1.5 (Y) Enrolment is limited to 15 students Purpose:
This seminar is open to all graduate students in Psychology. However, students who plan to enroll in the Health Psychology Graduate Diploma Program are required to take two seminar courses, PSYC 6456 1.5 and PSYC 6457 1.5 during any two years of their training. The seminars are intended to support students in their general degree program and to provide the basics of a broad and systemic training in health psychology. The seminars are not only intended to be educational but also a supportive environment for students both instrumentally and emotionally as they progress through their graduate training. The topics covered in the weekly seminar include research training and lectures, dissertation preparation, clinically oriented subjects, and other student-focused concerns. Examples of research training and lectures include: 1) current research being conducted in various fields of medical/health research; 2) critiques and discussions of recent studies (“journal club”); 3) oral research presentation skills; 4) manuscript preparation, submission, and revision; 5) preparing a winning scholarship application; and 6) ethical issues in medical/health research including research ethics policy, processes and procedures at York University. Examples of dissertation preparation topics include: 1) choosing specific study ideas and hypotheses, 2) statistical analysis, and 3) presenting study findings. Examples of clinically oriented topics include 1) stress management, 2) pain management, and 3) motivational interviewing to change health behaviour. Examples of other student-focused concerns include: 1) finding a good health psychology research or clinical practicum site, 2) maximizing health psychology research productivity and success during graduate school, 3) discussion of student research goals for the semester, 4) update on progress and problem solving to achieve one’s research goals. The specific topics offered within each category vary each year depending on lecturer availability and student interest. Successful completion of this requirement will demonstrate an understanding of the relationships between health and psychological variables and an ability to conduct health psychology research across a variety of health domains.
Co- or pre-requisites:
None
Background of students: Master’s or PhD students in Psychology or Kinesiology & Health Science Course format:
Instructor presentation, student reports
Requirements:
Participation, attendance and written reflection
Text /Readings:
To be assigned
Evaluation:
Students will be evaluated based on regular attendance, weekly participation, and submission of a written document critiquing a recent published article in health psychology or a reflection on a presentation by one of the guest speakers. The seminar is graded as pass/fail by the faculty member(s) leading the seminar.
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Graduate Seminar in Health Psychology Seminar 2 PSYC 6457 1.5 (Y) Enrolment is limited to 15 students Purpose:
This seminar is open to all graduate students in Psychology. However, students who plan to enroll in the Health Psychology Graduate Diploma Program are required to take two seminar courses, PSYC 6456 1.5 and PSYC 6457 1.5 during any two years of their training. The seminars are intended to support students in their general degree program and to provide the basics of a broad and systemic training in health psychology. The seminars are not only intended to be educational but also a supportive environment for students both instrumentally and emotionally as they progress through their graduate training. The topics covered in the weekly seminar include research training and lectures, dissertation preparation, clinically oriented subjects, and other student-focused concerns. Examples of research training and lectures include: 1) current research being conducted in various fields of medical/health research; 2) critiques and discussions of recent studies (“journal club”); 3) oral research presentation skills; 4) manuscript preparation, submission, and revision; 5) preparing a winning scholarship application; and 6) ethical issues in medical/health research including research ethics policy, processes and procedures at York University. Examples of dissertation preparation topics include: 1) choosing specific study ideas and hypotheses, 2) statistical analysis, and 3) presenting study findings. Examples of clinically oriented topics include 1) stress management, 2) pain management, and 3) motivational interviewing to change health behaviour. Examples of other student-focused concerns include: 1) finding a good health psychology research or clinical practicum site, 2) maximizing health psychology research productivity and success during graduate school, 3) discussion of student research goals for the semester, 4) update on progress and problem solving to achieve one’s research goals. The specific topics offered within each category vary each year depending on lecturer availability and student interest. Successful completion of this requirement will demonstrate an understanding of the relationships between health and psychological variables and an ability to conduct health psychology research across a variety of health domains.
Co- or pre-requisites:
None
Background of students: Master’s or PhD students in Psychology or Kinesiology & Health Science Course format:
Instructor presentation, student presentations
Text /Readings:
To be assigned
Evaluation:
Students will be evaluated based on regular attendance, weekly participation, and a presentation on a research topic of their choice (typically their Master’s or doctoral research). The seminar is graded as pass/fail by the faculty member(s) leading the seminar.
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Ethical Issues in Professional Practice Psychology 6490B 3.0 Enrolment is limited to 18 students: Only for C and CD students
Purpose:
This course is an introduction to legal, ethical, and professional issues in the practice of psychology. The course is intended to familiarize students with the statutes, regulations, practice standards and ethical codes relevant to psychological practice in Ontario. This will include issues in practice in a variety of settings and with various populations, and the relationship between ethical and legal issues. In addition to knowledge building, an important purpose of the course is to facilitate the development of skills that will allow students to anticipate and prevent ethical dilemmas, and to resolve legal and ethical difficulties that may arise in the course of professional work.
Student Background:
The course is primarily intended (and is a requirement) for doctoral students in Clinical and Clinical/Developmental Psychology.
Course Format:
The format will be lectures and seminar discussion with a strong emphasis on active participation, presentations and group-work.
Evaluation:
Evaluation will be based on regular, active, and constructive seminar participation, written analysis of ethical issues, presentation/facilitation of a discussion topic and/or a paper on a selected subject.
Readings:
Readings will be assigned.
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Personality Psychology 6510 3.0 (F) ENROLMENT IS LIMITED TO 15 STUDENTS Purpose:
The purpose of this course is to provide students with an in-depth, and partially self-guided, exploration of topics related to personality and individual differences research. To some degree, the structure and content of the course will be determined through discussion between the instructor and students. We will select topics within personality psychology based upon class interest. These topics will then be investigated through discussion, debate, and presentation. Example topics include self-enhancement and well-being, personality disorders, current trait models (e.g., two-factor models, the Big Five, the Hexaco Model, facet-level models), the stability and plasticity of personality, and the accuracy of personality judgements.
Course Format:
As noted above, the final format of the course will be determined through discussion at the beginning of the course, but discussion, debate, presentations, and both short and longformat writing are expected to form the basis of this course.
Evaluation:
The major written work will be worth 30% of the total grade. The remaining 70% will be based upon participation, small assignments, presentations, and peer-review.
Texts Required:
TBD
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Social and Emotional Bases of Development Psychology 6610 3.0 Enrolment is limited to 15 students Purpose:
The course provides an introduction to current issues in social and emotional development. It is such an exciting time to study social and emotional development as research is beginning to elucidate how experiences become embedded in biology and shape gene expression, brain development, social and emotional development, and wellbeing across the lifespan. The seminars will focus on changing theories of development and developmental psychopathology, recent research on social and emotional development, developmental research methods, and the implications of emerging perspectives for research, practice, and policy. We will consider challenges to healthy social and emotional development including disadvantage, culture and ethnicity, minority status, and diversities. Students will present their own research interests as they take shape through the seminar discussions.
Student Background:
Graduate students in first or second year with a good background in general psychology, knowledge of basic research methods and developmental psychology.
Course Format:
The initial seminars will be led by the course director. The remaining seminars will focus on recent research on diverse aspects of social and emotional development with brief presentations by students on their own research interests as they relate to the topics being discussed.
Requirements:
1. To participate actively in class discussions. Students are expected to come prepared, having read the assigned material, and to support others’ developing research ideas with constructive comments. 2. To present ideas about developing research interests as the course progresses including: the critical questions, theoretical foundation, evidence from research literature, key constructs, hypotheses, methods and measures, and analyses. 3. To write an initial draft of a proposal for potential MA thesis, with a focus on the central questions, theoretical foundation, and relevant research and links to methods.
Evaluation:
Class participation --- 25% Class presentations --- 25% Draft Proposal --- 50%
Texts and Readings:
To be assigned.
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Developing the Visual Brain Psychology 6635 3.0 (W) Enrolment is limited to 10 students General Course Description: The growing infant and child, whose underlying neural mechanisms are still maturing and who is in the process of cataloguing extensive experience with their world, has visual capacities that are not as well-developed as an adults’. These developing visual capacities may well underlie other aspects of development, including physical abilities, social cognition, executive functions, etc. This course, therefore, will explore
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development of different aspects of visual functioning, including basic sensory abilities, intermodal perception, object and face perception, and memory for perceptual information. Since we are interested in development of visual functioning as it becomes more adult-like, comparisons to the visual abilities of adults also will be explored. Course Requirements: Each week students will read pertinent material of which they will prepare an abstract and then present one of the articles in class. These articles discuss empirical findings on the various components of visual and perceptual development. The discussion is aimed at bringing the data detailing each developmental component together in an effort to understand how these processes may integrate as a means of eventually producing adultlike visual and perceptual capacities. These in class presentations will be worth 25%. A research grant proposal will be required. Choice of topics will be open but will require my approval. Initially, the proposal will be presented in class, which will be worth 25%. The topic should, as for the weekly presentation, include some discussion of adult work in addition to the developmental work and the relation between the adult and developmental findings. That is, the proposal should relate adult work to developmental questions in order to advance our understanding of the infant and child as an integrated whole. This can be accomplished by the application of adult methodologies to the study of developmental issues, using adult theories as a framework for proposed developmental studies, or attempting to replicate adult findings with developmental populations in order to delineate similarities and differences in functioning. The final written proposal and its presentation will be worth 40%. The final 10% will be based on a 2–3-page review of a manuscript that has recently been submitted to a developmental journal, which will be handed out. Readings (Required): Weekly assigned readings from source articles and selected portions from The Developing Visual Brain by Janette Atkinson (Oxford University Press, 2000) -- all to be available on the eClass site.
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Issues in CD Psychology: A Proseminar in Ethics, Practice and Research Psychology 6900 3.0 Enrolment is limited to 10 students Course Description:
This course will introduce first year Clinical-Developmental graduate students to practice, ethical, and professional issues related to clinical work with children, youth, and families. In this course, we will talk about the elements that form the foundation of our program – understanding biological, social, cognitive and emotional development as the ecological developmental context for understanding atypical development. The course will include introductory ethics and professional practice standards. It will also provide some handson training in basic clinical skills such as interviewing. This course will involve seminars and discussions to highlight CD’s scientist-practitioner model and prepare students for the ethical and professional issues that they will encounter in their work in our clinic and throughout their professional careers.
By the end of this course, students will:
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• • • • •
Gain an understanding of the Clinical-Developmental training approach and the program structure and sequence Be able to articulate the application of the Scientist-Practitioner approach to their own research area Correctly answer questions regarding basic professional requirements and ethical principles relevant to child and family practice Gain introductory level skills in consent conversations with clients (including articulating the limits of confidentiality) Gain introductory level skills in interviewing children and/or parents
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Biological and Cognitive Bases of Development Psychology 6905 3.0 Enrolment is limited to 15 students Purpose:
This course will focus on the biological and cognitive correlates of normative development. We will begin by reviewing the basic research on neural development. This will be followed by an exploration of the circuitry underlying various behavioural, emotional, and cognitive functions in children and adults, with consideration of the neuro psychopathology of several disorders. Throughout the course, we will discuss theoretical, methodological, and clinical-ethical issues relevant to study in the area of neurobehavioural development, and a lifespan approach to understanding the brain will be the main take away lesson of the class.
Course Format:
Lectures and student presentations.
Co- or pre-requisites:
N/A
Evaluation: Assignment Weekly reflections – 5 for 5% each, 2-pages (double spaced) Grant: Literature review, presentation, final grant draft (single spaced within template) Participation Recommended Text:
Proportion of Grade 25% 70% overall; 25% literature review, 20% presentation, 25% final grant 5%
Ward, J. (2015). The Student’s Guide to Cognitive Neuroscience: Third Edition. New York: Psychology Press.
Background of students: This course is intended for incoming MA 1, and PhD Entry Students in the Clinical Developmental Area, and is open to any students who wish to learn about biological and cognitive bases of development. Requirements of students: Students will be required to achieve these learning objectives: • Acquire knowledge of parts of the brain and their functions. • Acquire knowledge of psychopharmacology in relation to neurotransmitter functioning. • Learn about different aspects of cognition, basic processes and how these are measured in experimental and clinical settings. • Prepare weekly reflections to gauge the take home messages from readings and lectures.
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•
Write a grant proposal, with feedback throughout the formulation stages through assignments and presentations.
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Psychoeducational Assessment of Children and Adolescents Psychology 6910 3.0 Enrolment is limited to 10 students Purpose:
This course is a critical foundation course for the practice of evidence-based assessment in clinical psychology. Its primary focus is on developing the ability to administer, score, and interpret standardized measures of intellectual ability and academic achievement. Students will receive direct instruction and supervision practice on the administration of these tests. The course is designed to help students develop functional competencies to critically evaluate psychometrics of commonly used assessment measures. Students will learn about the history of intellectual testing, alternative theories of intelligence, and contemporary assessment approaches for conducting a psycho-educational assessment, including behavioural observations. Students will also learn about special assessment issues that are commonly encountered when assessing individuals, including cultural, socioeconomic, ethical and legal issues, test bias/fairness, and best practices in testing individuals from diverse backgrounds. Students will gain a basic foundation to clinical report writing, although this is not the focus of the course.
Course Format:
This course will consist of didactic lecture, in-class demonstrations, role playing, discussion of readings, and student oral presentations. The course format places an emphasis on active discussion and experiential education. As part of the course, students will put into practice their test administration skills with school-aged children. Students will need to recruit volunteers and work together to practice administration of the various instruments covered.
Pre-requisites:
Psychology 6610 3.0 and Psychology 6905 3.0 or permission of the ClinicalDevelopmental Area.
Evaluation:
Performance in this course will be evaluated based upon the completion of several practical assignments that require students to integrate information and skills gained from readings, lectures, and labs. The assignments are planned such that as the term develops, more skills are required. The TA and professor will provide students with feedback throughout the course. Assignments include a behavioral observation (10%), practice test administration I (15%) and II (30%), test administration practical exam (15%), assessment measure review (20%), and participation (10%).
Text & Readings:
Sattler, J. (2018). Assessment of children: Cognitive foundations (6th edition). La Mesa, CA: Jerome M. Sattler, Publisher, Inc.
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Introduction to the Psychological Assessment of Children Practicum Psychology 6910P 6.0 Enrolment is limited to 10 students Purpose:
The purpose of this course is to accompany and form part of the 330-hour Assessment Practicum. Placement in an applied setting is to be arranged by the student and approved by the CD program the previous spring, in an ordinary year (the Covid-19 pandemic may affect this; please check with your DCT). The course portion of the practicum provides in-house supervision as well as liaison with the practicum sites. Class meetings will be held throughout the year (but not every week) and will include discussion of issues arising from the practicum experience as well as relevant ethics and jurisprudence material pertinent to practice with children, adolescents, and families, based on course readings. CD Faculty or guest lecturers may present cases, depending on scheduling, to help develop students’ skills at formulation based on assessment results. Students will be expected to present a case during the year and hand in a written psychological assessment report (with identifying information removed) from their practicum placement at the end of the course.
Pre-requisites:
Psychology 6910 3.0 and Psychology 6920 3.0
Evaluation:
The course is listed as a Pass/Fail evaluation. This evaluation will be derived from reports from Practicum Supervisors and from course participation.
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Clinical and Diagnostic Assessment of Children and Adolescents Psychology 6920 3.0 Enrolment is limited to 12 students Objectives:
This course functions as a compliment to PSY 6910 in providing the foundational skills and knowledge for the clinical assessment of children and adolescents. The course will focus on case formulation and, more specifically, will apply diagnostic knowledge of the DSM-5 as well as an appreciation of how biological, environmental, developmental, and sociocultural influences affect psychological and behavioural functioning in children. Students will practice clinical decision making, communicating assessment results, and developing treatment recommendations. Diversity issues as they pertain to assessment will be a theme throughout the course.
Prerequisite:
Successful completion of PSYC 6910.
Text and Readings:
Readings will consist of articles and book chapters. It is recommended that students acquire the following reference text: Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. Second Edition. Guilford Publications.
Course Format:
This course will consist of didactic lecture, in-class demonstrations, role playing, discussion of case presentations and readings, and student oral presentations. As part of the course, students will participate in a clinical assessment of a child/adolescent in the York University Psychology Clinic. The instructor will strive to create an environment for students to feel comfortable supporting, critiquing, and challenging each other’s
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opinions to the highest standards of rigor. Students are expected to come to class prepared to discuss the week’s topic. Evaluation: • Two assessment reports (50%) • Interview with parent (20%) • YUPC case report (30%) • Self-reflection (10%) • Recommendations assignment (15%) • Case study diagnostic assignment – group quiz (15%) • Participation and professionalism (10%)
-----------------------------------------------------------------------------------------------------------------------------------------CD Interventions: Foundations Psychology 6930 3.0 (F) Enrolment is limited to 12 students Purpose:
This course will introduce students to evidence-based practice with children, adolescents and families by providing an overview of interventions available for a range of psychological disorders. Students will have an opportunity to learn about developmentally and relationally appropriate, empirically supported disorder-specific treatment modalities. They will acquire knowledge and skills in trans-diagnostic therapeutic principles and strategies. Students will also practice case conceptualization and theory-driven treatment planning. Last, students will gain an appreciation of the importance of systemic and cultural factors in the context of clinical work with their young clients and their families.
Pre-requisite:
Psychology 6610 3.0, Psychology 6905 3.0 and Psychology 6910 3.0 or permission of the Clinical-Developmental Area and the instructor.
Course Format:
Requirements:
Text and Readings:
This will be a seminar course in which students will actively participate. Classes will consist of lectures in theory, case-based and video-based learning, guest lectures and student presentations. Student evaluation will be based on:1) A clinical case conceptualization (35%), 2) preparation of a summary and workshop on an evidence-based approach (35%), 3) class participation (30%). Readings will comprise articles and book chapters that will be made available to students throughout the course. Students should ensure that they have access to up-to-date books on evidence-based interventions for children, youth, and their families. The following book is an excellent general reference text, although there are others too. Weisz, J. R., & Kazdin, A. E. (Eds.). (2017). Evidence-based psychotherapies for children and adolescents. Guilford Press
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CD Interventions: Practicum Psychology 6930P 6.0 A Enrolment is limited to 10 students Purpose:
This practicum course focuses on clinical intervention with children, adolescents, and families, and it is taken in conjunction with a 330-hour practicum arranged by the student and approved by the instructor and the DCT. Weekly class meetings will provide students with a) opportunities to consolidate clinical conceptualization and treatment planning skills learned in Advanced Intervention; b) learning opportunities through formal instruction, discussion, debates, role-playing of clinical presentations, and by sharing practicum-related issues and experiences; c) clinical consultation opportunities wherein students present and discuss their ongoing work with clients.
Pre-requisite:
Psychology 6610 3.0, 6905 3.0, 6910 6.0, and 6910 6.0P
Co-requisite:
Psychology 6930 3.0
Class Format:
The class will meet weekly throughout the academic year and will be seminar-based.
Evaluation:
Pass/Fail evaluation will be derived from reports by Practicum Supervisors based on students’ performance in their practicum, and impressions from the Course Director based on class performance throughout the year.
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Developmental Psychopathology of Childhood and Adolescence Psychology 6955 3.0 Enrolment is limited to 12 students
Purpose:
Developmental psychopathology is abroad-based, integrative framework for understanding the emergence of maladaptation in childhood and pathways of continuity or discontinuity across the lifespan. The study of developmental psychopathology provides the underlying framework for our taxonomies that are used to diagnose mental health disorders in children and youth. In this course we will examine taxonomies of mental health conditions in children and adolescents in conjunction with contemporary theories and key concepts in the study of developmental psychopathology. The characteristics of the individual in combination with environmental contexts will be considered. Characteristics of the individual will include cognitive/neuropsychological and emotional factors. Environmental contexts will include the contributions of family, peers, and the socio-cultural setting. Throughout, the implications of gender and individual diversity will be included. This course will be offered in an online blended format.
Evaluation:
TBA
Readings:
TBA
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CD Interventions: Advanced Skills Psychology 6970 3.0 (W) Enrolment is limited to 12 students Purpose:
This course offers an overview of evidence-based intervention with adults, families and children. It provides students with basic skills in theory-informed case conceptualization, treatment planning and implementation within a systemically informed model. The primary focus is on Cognitive Behavioural Therapy (CBT) supplemented with Dialectical Behaviour Therapy (DBT) skills. Special issues pertaining to the use of CBT with children are highlighted, as is its applicability to diverse cultural groups. This is a skillsoriented, clinical case-based seminar course
Course Format:
There will be twelve seminar sessions, each consisting of a combination of lecture, presentations, demonstration & practice activities, case study, self-reflection and discussion. In addition, class members may participate (as co-therapists, observers or note takers) in mock interviewing (with acting students), and/or in intervention sessions in the York University Psychology Clinic (YUPC) when available. Students will have the opportunity to design a comprehensive assessment and treatment plan for a client or family. Moreover, they will be asked to contribute to the seminar through a role play/staged mock session based on a specific aspect of CBT, and through active participation in class discussion. Class participants should be available to spend 1 to 2 hours per week in Clinic related activities in addition to time spent in class if interested in accruing program-sanctioned clinical hours. The eClass platform will be used for dissemination of course communications, readings, videos, notes and presentation summaries.
Pre-requisites:
It is expected that students will have taken courses in Abnormal Psychology, Developmental Psychopathology, Counselling Psychology and Atypical Development, and at least one graduate level Assessment and one graduate level Intervention course.
Evaluation:
Participation in class discussions. Case studies and analyses; Preparation of a CBT treatment plan. Presentation of a specifically tailored CBT session for an assigned client with a specified presenting problem.
Text and Readings:
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond. Guilford Press. Greenberger, D., & Padesky, C. A. (2015). Mind over mood: Change how you feel by changing the way you think. Guilford Publications. Chorpita, B. F., & Weisz, J. R. (2009). MATCH-ADTC: Modular approach to therapy for children with anxiety, depression, trauma, or conduct problems. PracticeWise. Additional readings will be provided weekly on EClass.
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Indigenous Peoples’ Mental Health Psychology 6980 3.0 Enrolment is limited to 12 students Purpose:
This course provides an overview of how colonialism affected and continues to affect the mental wellness of Indigenous peoples in Canada. It reviews the responsibilities of psychologists to provide culturally safe, competent, and ethical consultation, assessment, and treatment to their Indigenous clients and how best to do this. It also reviews the responsibilities of researchers to conduct respectful, pragmatic, and ethical communitypartnered research with (as opposed to “on”) Indigenous communities. The course introduces theoretical models that are used to inform case conceptualization, evidenceinformed intervention, and research.
Learning Objectives: Upon completion of this course, participants will have: 1. Acquired an overview of past and present colonialism in particular, how government policies (past and present) discriminate against Indigenous peoples and continue to negatively affect their physical and mental wellness 2. Familiarized themselves with the recommendations of the CPA Task Force on the implementation of the Truth and Reconciliation Commission’s Report 3. Become familiar with Indigenous models of mental wellness and have learned about their implications for psychological consultation, assessment, and intervention 4. Become familiar with Indigenous community-partnered research methodologies and approaches to ethical and collaborative research with Indigenous communities 5. Become familiar with ways that Indigenous peoples have shown great resilience Prerequisite:
Enrolment in the Clinical or Clinical-Developmental Psychology graduate program
Evaluation:
It is expected that class participants will be reading paper and chapters assigned for each class, and be prepared for, and contribute to, discussions based on these readings (20% of class grade). Participants will be asked to complete short written evaluations of clinical and research implications pertaining to guest speaker presentations, class content, and videos that will be integral to this course (30% of class grade). Each class member will complete a write-up and presentation of a case study (case studies will be provided) pertaining to consultation, assessment, and intervention of children, youth, adults, and/or families. The case study will integrate the principles for practice with Indigenous clients discussed in class (50% of course grade).
Text and Readings: Various readings and chapters on colonialism, mental wellness, and Indigenous community-partnered research.
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Practica Courses Students who intend to enroll in the following courses must obtain a Practicum Agreement Form from the Graduate Program Office, to complete the form in tandem with their Practicum Supervisor. It must be returned no later than Friday, September 16, 2022, to enroll in the practicum.
Please keep a copy of your original agreement for your own reference, as well as noting the start and finish dates of your practicum. Please give your supervisor a copy of the agreement as well. An Interim and Final Evaluation will be required at the half-way and end point of the course, respectively, completed by both the student and their supervisor. In September you will be sent an agreement form as well as the interim and final evaluation form. Please keep handy when it is time for evaluations. Please only use YORK forms, except for 6840. For 6840 Internship, you may use the provided York forms OR the forms from your internship site. When completing the 6840, be sure to include contact information for supervisors, including mailing address, telephone, and email. Applied Practica: PSYC 6810A PSYC 6810B PSYC 6810C
Research Practicum I Research Practicum II Research Practicum III
Research Practica: PSYC 6820A PSYC 6820B PSYC 6820C
Research Practicum I Research Practicum II Research Practicum III
Clinical Practica: PSYC 6430P 6.0 PSYC 6440P 6.0 PSYC 6460P 6.0 PSYC 6910P 6.0 PSYC 6930P 6.0
Clinical Practicum I (MA Students) – Clinical area (forms given in class) Clinical Practicum II (PhD Students) – Clinical area Clinical Practicum III (PhD Students) – Clinical or Clinical Developmental area Introduction to the Psychological Assessment of Children Practicum (PhD Students) – clinical developmental area CD Intervention: Practicum (PhD Students)- clinical developmental area
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Internship:
PSYC 6840 6.0
Clinical Internship
PLEASE NOTE: When returning copies of agreement, interim or final evaluations, cc: [email protected] AS WELL AS your DCT. This way the DCT can approve the forms and contact the graduate office.
If you are taking any of these courses, you MUST complete an agreement form as well as noting that you are taking these courses on your advising worksheet and enrolling in the courses online. If you do not enroll in these courses, you will not receive a grade, and it will not show on your transcript. When saving forms to send to the Graduate Office, please use this pattern for saving as .doc or .pdf:
LAST NAME First Name Course Year (any additional info) SANTOS Lori 6820 2022 Interim Evaluation This way we can always find your files immediately, by last name, course, and year it was taken.
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