CSE Program Chair: |
Andy Biemiller |
HDE Program Chair: |
Keith Stanovich |
MT Program Chair: |
Earl Woodruff |
SCCP Program Chair: |
Esther Geva |
This Program Guidelines booklet has been created to assist both students and staff in determining academic requirements for programs in the Department of Human Development and Applied Psychology (HDAP). The guidelines for HDAP as outlined in this booklet are the established requirements of the four departmental programs. Students are expected to carefully follow the requirements of the program in which they are enrolled as detailed in the Program Guidelines, and to consult with their Faculty Advisor regularly.
Students are strongly encouraged to refer to a number of resources specified throughout the Program Guidelines. Remember, it is important to review course requirements, any additional requirements (such as a thesis or comprehensive examinati on) and the section Things To Note... all with your program in mind. As well, the OISE/UT Bulletin outlines general and departmental admission requirements, degree requirements, residency requirements, pre-requisites for individual cours es, and other very useful information. Ultimately, responsibility for fulfilling the requirements for successful completion of a program rests with the student.
Any changes or waivers to a program should be done only in consultation with the student's Faculty Advisor. When agreement on any changes or waivers is reached, the appropriate documentation and/or form(s) must be completed, the specified signature(s ) obtained, and the documentation and/or form(s) forwarded to the appropriate recipient(s). If there is any deviation from the student's program requirements, the Faculty Advisor must state very clearly the rationale, and departmental approval must be obt ained.
HDAP currently offers four graduate programs:
The two year M.A. offers a unique, research-based teacher education experience. Eligible graduates are recommended to the Ontario College of Teachers for an Ontario College of Teachers Certificate of Qualification. This qualifies the holder to teach in the primary and junior divisions of Ontario Schools. Graduates will also be eligible for Part 2 of the three-session qualification in Primary Education following one year's successful teaching experience as attested by the appropriate supervisory offic er. Students will complete six-week, first-year placements in kindergarten/early childhood, grade 1-3, and grade 4-6 classrooms plus at least one other six-week placement during their first year of study. Students will complete an internship in an element ary classroom in their second year of study.
Two further areas of specialization may be elected:
Students wishing to be eligible for Part 1 of the three-session Specialist Qualification in Special Education will complete at least one six-week placement in a special education setting in their first year of study. In their first or second year of study, they will elect HDP2280H: Introduction to Special Education and Adaptive Instruction. In their second year, they will elect HDP1285H: Psychology and Education of Students with Learning Disabilities or other approved Special Education courses.
Students planning further graduate study in the foreseeable future are advised to undertake a Qualifying Research Paper. To do this, they must elect course HDP1209H: Research Methods and Thesis Preparation in Human Development and Applied Psychology in their first year, usually in the spring term. They should have identified a research problem and QRP supervisor by January of the first year. The QRP proposal should be complete by the end of the second term and an ethics form submitted. In the second year, QRP students should elect HDP2252H: Individual Reading and Research. In addition, students who have not studied statistics as undergraduates are expected to take CTL2004H: Elements of Statistics.
It will not normally be possible to complete both the Special Education part 1 and a QRP within the context of 16 half-courses. Additional half-courses may be undertaken in the Summer Session between the first and second years.
The option of completing eligibility for Special Education Part 2 is not offered in 2000-2001.
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
Required Courses (to be taken in the first year)
* |
2200H |
Child Study: Observation, Evaluation, and Reporting |
* |
2201Y |
Childhood Education Seminar |
* |
2210Y |
Introduction to Curriculum |
* |
2220Y |
Teaching Practicum |
* |
1201H |
Child and Adolescent Development (Special Elective, required of students without university coursework in child development |
Plus, one elective half course (no elective if HDP1201 must be taken).
Required Courses (to be taken in the second year) (Note: Registration in the second year is contingent upon successful completion of all first year work.)
* |
2202H |
Childhood Education Seminar: Advanced Teaching |
* |
2211H |
Theory and Curriculum I: Language and Literacy |
* |
2212H |
Theory and Curriculum II: Children's Epistemologies in Mathematics |
* |
2230H |
Designing Educational Programs |
* |
2221Y |
Advanced Teaching Practicum |
Plus, two elective half courses.
In addition, students must demonstrate a knowledge of the acts and regulations respecting education in Ontario (addressed in HDP2202).
Recommended Elective Courses (Note that students may elect any HDAP or other OISE/UT course for which they are eligible.)
JPX1001Y |
Parenting: Multidisciplinary Perspectives (offered jointly by the departments of HDAP, Nursing Science, Psychology and Social Work) |
|
1209H |
Research Methods and Thesis Preparation in Human Development and Applied Psychology |
|
1211H |
Psychological Foundations of Early Education |
|
1224H |
Atypical Development of Human Relationships in Early Childhood |
|
1237H |
Cognitive Development and Instruction |
|
1241H |
Evaluating Effectiveness of Early Childhood Programs |
|
1259H |
Child and Family Relationships - Implications for Education |
|
1270H |
Children's Theory of Mind |
|
1272H |
Play and Education |
|
2280H |
Introduction to Special Education and Adaptive Instruction |
The following elective courses should only be taken by second year students:
1281H |
Psychology and Education of Children and Adults with Developmental Disabilities |
|
1284H |
Psychology and Education of Children and Adolescents with Behavior Disorders |
|
1285H |
Psychology and Education of Children with Learning Disabilities |
|
2283H |
Psychology and Education of Gifted Children and Adolescents |
As discussed above (Section 2.1) students may elect to undertake a Qualitative Research Paper. The following explains the expectations for students pursuing qualifying research papers as part of their M.A. in Child Study and Educa tion. Students should consult the OISE/UT 'Guidelines for the Qualifying Research Paper' available in the HDAP Forms File. Students with no prior background in empirical research will find completing a QRP within the two regular sessions of the program ve ry difficult. If they are prepared to continue their studies over two full years, including the summer sessions, it should be possible to include needed additional courses in research methods and statistics and to have time to complete the QRP during the second year.
Students should identify a Supervisor and a second reader for their QRP by the end of the first term. Each full-time member of the ICS stuaff is committed to supervising two QRPs per year. However, as is the case with most thesis supervision, they wi ll clearly be more willing to supervise papers that fall within their areas of expertise and current research activity. Other HDAP staff (and other graduate school staff at OISE/UT) can supervise QRPs. However, they have no obligation to do so. They also are more likely to supervise projects that fall within their areas of expertise. A list of staff members' research areas and interests will be circulated to incoming students during the summer and is available on the OISE/UT and ICS websites.
Students with prior background in empirical research (including statistics, measurement, and research design - i.e., students with undergraduate majors in the social or physical sciences) should begin to identify a research question in the fall of th eir first year. Students are encouraged to visit the research groups of various staff members both at the Institute and elsewhere in HDAP, and to consider finding a research topic that relates to one of these areas of ongoing research.
No later than the spring term of the first year, students should be prepared to enroll in course 1209H: Research Methods and Thesis Preparation in Human Development and Applied Psychology, in which they will further examine research methods and analy sis and prepare a QRP proposal, including an ethics proposal. Once a staff member commits to supervising a project, the student will initiate the ethics procedures needed both within OISE/UT and with any external agencies (e.g., school boards) involved. ( See Ethical Review (Section 6.4) in Things to Note...)
The student will elect one Independent Reading and Research course (HDP2252H) in the second year . The plan for this independent study should include completion of data collection as well as the introductory and methods sections of the QRP. It may no t be possible to complete the final paper before graduation. However, students can continue working on QRP's even while not registered. There should, however, be a reasonable limit to the supervisor's period of continued involvement with the project.
Upon satisfactory completion of the QRP students must ensure that a Qualifying Research Paper Completion form is submitted.
We do not allow pursuing the Special Education AQ at the same time the student is working on a QRP unless the student works on one or the other during the summer term, subject to approval by the Faculty Advisor.
This program is offered only to students who hold a two-year Diploma in Child Study with a specialization in Childhood Education or Early Childhood Education from the University of Toronto. The one-year M.A. program is intended to further develop an academic inquiry oriented approach to children and learning. The program will also provide good preparation for students who may be interested in pursuing further graduate study.
A total of eight half courses are required and may be undertaken on a full- or part-time basis. Unless the following courses were taken as part of the original ICS program, the required courses are:
HDP2211 |
Theory and Curriculum I: Language and Literacy |
|
HDP2212 |
Theory and Curriculum II: Children's Epistemologies in Mathematics |
The remaining courses are electives. For students who may be interested in further graduate study, it is strongly recommended that they include as part of their elective courses a course in research design and measurement and a course in statistics, plus complete a Qualifying Research Paper (QRP) that includes empirical field work.
For more detailed information on the Child Study and Education Program contact:
Nancy Smart, Program Secretary
Institute of Child Study
45 Walmer Road
Toronto, ON M5R 2X2
Phone: (416) 934-4525 Fax: (416) 978-6485
E-mail: nsmart@oise.utoronto.ca
The program comprises ten half-courses and a comprehensive examination and may be undertaken on a full- or part-time basis. Students who have not had a previous course in human development will be required to take HDP1201: Child and Adolescent Develo pment or an alternative course in adult development as one of their ten half-courses (for further details consult your faculty advisor). Students are admitted not only to the program and degree, but to a specific domain of study called a specialization. T o meet the requirements of your specialization students must take at least four half-courses within the approved specialization, as detailed below. Elective courses may be chosen in consultation with the student's Faculty Advisor.
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
Required Human Development Course (to be taken in the first year of program)
* |
1200H |
Foundations of Human Development and Education |
Required Research Course (to be taken in the first year of program)
* |
2293H |
Interpretation of Educational Research |
Special Elective for Students Without a Previous Course in Human Development (see above)
* |
1201H |
Child and Adolescent Development |
REQUIRED COURSES WITHIN A SPECIALIZATION:
Adaptive Instruction and Special Education (AI)
Required:
2280H |
Introduction to Special Education and Adaptive Instruction |
Choose three from:
1281H |
Psychology and Education of Children and Adults with Developmental Disabilities |
|
1284H |
Psychology and Education of Children and Adolescents with Behaviour Disorders |
|
1285H |
Psychology and Education of Children with Learning Disabilities |
|
1286H |
Psychology and Education of Adolescents and Adults with Learning Disabilities |
|
2283H |
Psychology and Education of Gifted Children and Adolescents |
|
2288H |
Reflective Teaching and Analysis of Instruction |
|
2292H |
Assessment for Instruction |
|
CTL1400 |
Classroom Adaptations and Instructional Strategies |
|
CTL1401 |
The Resource Consultant: Skills in Classroom Consultation |
|
CTL1799 |
Adaptive Instruction in Inclusive Classrooms |
Applied Cognitive Science (CS)
Choose one from:
1234H |
Foundations of Cognitive Science |
|
1237H |
Cognitive Development and Instruction |
Choose two from:
1234H |
Foundations of Cognitive Science (if 1237 taken as required) |
|
1237H |
Cognitive Development and Instruction (if 1234 taken as required) |
|
1249H |
Emotional Development |
|
1270H |
Children's Theory of Mind |
|
TPS1432 |
Knowledge, Mind, and Human Beings |
|
TPS1437 |
Philosophical Aspects of the Development of Language and Thought |
|
3209H |
Psychology of Language and Literacy |
|
3229H |
Cognition and Emotion in Development |
|
3230H |
Understanding Narrative |
|
3282H |
The Psychology of Critical Thinking |
Early Childhood (EC)
Choose three from:
1211H |
Psychological Foundations of Early Education |
|
1241H |
Outcome of Early Education and Child Care |
|
1249H |
Emotional Development |
|
1259H |
Child and Family Relationships |
|
1265H |
Social Development in Infants and Children |
|
1270H |
Children's Theory of Mind |
|
1272H |
Play and Education |
The program comprises six half-courses and a thesis, is typically undertaken on a full-time basis, and generally takes two years of study. Under exceptional circumstances students may be permitted to undertake the program on a part-time basis; a deta iled case for such permission should be submitted with the application package. Students who have not had a previous course in human development will be required to take HDP1201: Child and Adolescent Development or an alternative course in adult developme nt as one of their six half-courses (consult your Faculty Advisor). As an apprenticeship approach is favoured, students are expected to become closely involved in the research of one or more members of the department.
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
Required Human Development Course (to be taken in the first year of program)
* |
1200H |
Foundations of Human Development and Education |
Required Research Courses (to be taken in the first year of program)
* |
1206H |
Proseminar in Human Development and Education |
* |
1209H |
Research Methods and Thesis Preparation in Human Development and Applied Psychology |
Special Elective for Students Without a Previous Course in Human Development (see above)
* |
1201H |
Child and Adolescent Development |
REQUIRED COURSES WITHIN A SPECIALIZATION:
Adaptive Instruction and Special Education (AI)
Required:
2280H |
Introduction to Special Education and Adaptive Instruction |
Choose two from:
1281H |
Psychology and Education of Children and Adults with Developmental Disabilities |
|
1284H |
Psychology and Education of Children and Adolescents with Behaviour Disorders |
|
1285H |
Psychology and Education of Children with Learning Disabilities |
|
1286H |
Psychology and Education of Adolescents and Adults with Learning Disabilities |
|
2283H |
Psychology and Education of Gifted Children and Adolescents |
|
2288H |
Reflective Teaching and Analysis of Instruction |
|
2292H |
Assessment for Instruction |
|
CTL1400 |
Classroom Adaptations and Instructional Strategies |
|
CTL1401 |
The Resource Consultant: Skills in Classroom Consultation |
|
CTL1799 |
Adaptive Instruction in Inclusive Classrooms |
Applied Cognitive Science (CS)
Choose one from:
1234H |
Foundations of Cognitive Science |
|
1237H |
Cognitive Development and Instruction |
Choose two from:
1234H |
Foundations of Cognitive Science (if 1237 taken as required) |
|
1237H |
Cognitive Development and Instruction (if 1234 taken as required) |
|
1249H |
Emotional Development |
|
1270H |
Children's Theory of Mind |
|
TPS1432 |
Knowledge, Mind, and Human Beings |
|
TPS1437 |
Philosophical Aspects of the Development of Language and Thought |
|
3209H |
Psychology of Language and Literacy |
|
3229H |
Cognition and Emotion in Development |
|
3230H |
Understanding Narrative |
|
3282H |
The Psychology of Critical Thinking |
Early Childhood (EC)
Choose three from:
1211H |
Psychological Foundations of Early Education |
|
1241H |
Outcome of Early Education and Child Care |
|
1249H |
Emotional Development |
|
1259H |
Child and Family Relationships |
|
1265H |
Social Development in Infants and Children |
|
1270H |
Children's Theory of Mind |
|
1272H |
Play and Education |
The program comprises eight half-courses plus an internship and a thesis. While students may begin the program on a part-time basis, a minimum of one year of full-time study is required. Often students build a leave of absence or sabbatical from thei r outside employment into their Ed.D. schedule; it is highly recommended that students use such time to complete the thesis requirement, not coursework. Students are required to take an advanced human development course, one research course, and six elect ives selected in consultation with their Faculty Advisor. HDP1201: Child and Adolescent Development or an alternative course in adult development is highly recommended for students who have insufficient background in human development. Plus at least six half-courses (at least three of which are doctoral level) chosen in consultation with the student's Faculty Advisor).
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
Required Human Development/Research Courses
* |
3200H |
Research Proseminar on Human Development and Applied Psychology |
One of:
* |
1209H |
Research Methods and Thesis Preparation in Human Development and Applied Psychology |
* |
3226H |
Research Methods and Doctoral Thesis Preparation in Human Development and Applied Psychology |
Special Elective for Students Without a Previous Course in Human Development (see above)
* |
1201H |
Child and Adolescent Development |
The program comprises six half-courses, a comprehensive examination, and a thesis. All students are required to take an advanced human development course and one research course. The remaining courses should be chosen in consultation with the student 's Faculty Advisor. HDP1201: Child and Adolescent Development or an alternative course in adult development is highly recommended for students who have insufficient background in human development. As an apprenticeship approach is favoured, students are e xpected to become closely involved in the research of one or more members of the department. Plus at least four half-courses (at least two of which are doctoral level) chosen in consultation with the student's Faculty Advisor.
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
Required Advanced Human Development Course
* |
3200H |
Research Proseminar on Human Development and Applied Psychology |
Required Research Course
* |
3226H |
Research Methods and Doctoral Thesis Preparation in Human Development and Applied Psychology |
Special Elective for Students Without a Previous Course in Human Development (see above)
* |
1201H |
Child and Adolescent Development |
Specialization Abbreviations
AI |
Adaptive Instruction and Special Education |
CS |
Applied Cognitive Science |
EC |
Early Childhood |
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
JPX1001Y |
Parenting: Multidisciplinary Perspectives (offered jointly by the departments of HDAP, Nursing Science, Psychology and Social Work) (EC) |
|
1238H |
Special Topics in Human Development and Applied Psychology: Social and Moral Development in Adolescence |
|
1217H |
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention with Children (AI) |
|
1223H |
Depression in the Schools: Assessment, Prevention, and Intervention (AI) |
|
1224H |
Atypical Development of Human Relationships in Early Childhood (EC) |
|
3232H |
Assessment of Infants and Preschool Children (EC) |
|
1237H |
Cognitive Development and Instruction (CS) |
|
1238H |
Special Topics in Human Development and Applied Psychology: The Discourse and Epistemology of Collaborative Knowledge Construction (CS) |
|
1238H |
Special Topics in Human Development and Applied Psychology: Cross-Cultural Perspectives on Children's Problems (AI, EC) |
|
1238H |
Special Topics in Human Development and Applied Psychology: Telelearning and the Special Needs Student (AI, CS) |
|
1238H |
Special Topics in Human Development and Applied Psychology: Self-Direction in Educational Contexts (AI, EC) |
|
1249H |
Emotional Development (EC, CS) |
|
1260H |
Children, Psychology and the Law (EC, CS) |
|
1270H |
Children's Theory of Mind (EC, CS) |
|
1272H |
Play and Education (EC) |
|
1273H |
Psychology of Disability and Empowerment (AI) |
|
1279H |
Preventative Interventions for Children at Risk (EC) |
|
1281H |
Psychology and Education of Children and Adults with Developmental Disabilities (AI) |
|
1284H |
Psychology and Education of Children and Adolescents with Behaviour Disorders (AI, EC) |
|
1285H |
Psychology and Education of Children with Learning Disabilities (AI, EC) |
|
1286H |
Psychology and Education of Adolescents and Adults with Learning Disabilities (AI) |
|
1290H |
Psychology and Education of Children With Pervasive Developmental Disorders (EC) |
|
1299H |
Language Assessment and Intervention (AI, EC) |
|
CTL1003H |
Language Arts in Primary Education (offered jointly by the departments of HDAP and CTL) (EC) |
|
CTL1004H |
Reading and Language Comprehension (offered jointly by the departments of HDAP and CTL) (EC) |
|
CTL3017H |
Reading in a Second Language (offered jointly by the departments of HDAP and CTL) (AI) |
|
TPS1432 |
Knowledge, Mind, and Human Beings |
|
TPS1437 |
Philosophical Aspects of the Development of Language and Thought |
|
2252H |
Individual Reading and Research in Human Development and Applied Psychology: Master's Level (applicable specialization(s) varies with topic - consult with Faculty Advisor) |
|
3201H |
Qualitative Research Methods in Human Development and Applied Psychology (applicable specialization(s) varies - consult with Faculty Advisor) |
|
3203H |
Recent Advances in Children's Theory of Mind (CS, EC) |
|
3208H |
Research Seminar in Adolescent Development (CS) |
|
3209H |
Psychology of Language and Literacy (CS) |
|
3210H |
Research Seminar in Social Psychology in Education |
|
3229H |
Cognition and Emotion in Development (CS) |
|
3230H |
Understanding Narrative (CS) |
|
3231H |
Psychodynamic Bases of Therapy |
|
3237H |
Recent Advances in Cognitive Development and Education (CS, EC) |
|
3238H |
Special Topics in Human Development and Applied Psychology: Models of Intervention for Language and Communication Disorders (AI, EC) |
|
3238H |
Special Topics in Human Development and Applied Psychology: Advanced Seminar on Children's Conception of Language (CS) |
|
3282H |
The Psychology of Critical Thinking (CS) |
|
3286H |
Developmental Neuropsychology |
|
3292H |
Advanced Psychoeducational Assessment and Psychodiagnosis |
|
CTL1803H |
Research Seminar in Reading (offered jointly by the departments of HDAP and CTL) (AI, CS, EC) |
|
AEC3502H |
Computer-Supported Intentional Learning Environments (offered jointly by the departments of HDAP and AECDCP (CS) |
|
5271Y |
Assessment and Programming for Reading and Writing Difficulties (Note: full course) (AI) |
|
2275H |
Technology for Adaptive Instruction and Special Education (AI) |
|
2276H |
The Resource Consultant: Skills in Classroom Consultation (Pass/Fail) (AI) |
|
2280H |
Introduction to Special Education and Adaptive Instruction (AI) |
|
2283H |
Psychology and Education of Gifted Children and Adolescents (AI) |
|
2287H |
Classroom-Based Counselling Approaches |
|
2288H |
Reflective Teaching and Analysis of Instruction (AI) |
|
2291H |
Special Topics in Adaptive Instruction and Special Education: Master's Level (AI) |
|
2292H |
Assessment for Instruction |
|
2293H |
Interpretation of Educational Research (AI) |
|
2294H |
Classroom Adaptations and Instructional Strategies (AI) |
|
5281H |
Research and Theories of Reading Disability (AI) |
|
5284H |
Assessment and Intervention in Multicultural/Bilingual Contexts (AI) |
|
5285H |
Analysis of Instruction (AI) |
|
5298H |
Special Topics in Adaptive Instruction and Special Education: Doctoral Level (AI) |
The purpose of the comprehensive examination is threefold: (a) to demonstrate the student's ability to work independently on a topic of concern in the field of human development; (b) to demonstrate that an adequate level of knowledge can be acquired from the literature of a specified area in the field of human development and/or applied psychology; and (c) to demonstrate the ability to integrate information at the accepted standard for a M.Ed. student. The design of the comprehensive examination perm its flexibility in determining the area in which a student wishes to demonstrate his/her accumulated knowledge. The student determines a topic of interest to him/her. He/she then selects three peer-reviewed journal articles of direct relevance to this top ic. At least one of these articles should be empirically based and one should be a theoretical or review article. At least one of the papers must have been published in the last two years and at least one must be in an APA journal.
The student writes a paper no longer than 1200 words, clearly stating the issue(s) involved and providing a synthesis of the articles that have been read. This paper should present a clearly stated and coherent argument based on the literature chosen . It is not enough to outline the findings from each article. Instead, an integration across studies must be made by emphasizing themes, explaining discrepant findings, discussing differences in methodology, or arriving at a theoretical synthesis.
The articles that the student has chosen should be submitted with the paper. This comprehensive requirement should be carried out independently. It will be discussed in general terms in HDP2293: Interpretation of Educational Research. It is not a pap er for this course, however.
The three selected articles must be approved by the student's Faculty Advisor, and an M.Ed. Comprehensive Articles Approval Form must be signed and submitted to the HDE Program Secretary (Kathleen Kiang). The faculty member who approves the articles must be a member of HDAP. As the purpose of the task is to demonstrate the ability to work independently, no supervision should be necessary.
There are three deadlines for the submission of comprehensive examinations throughout the year:
The finished paper (with copies of the three articles) should be submitted to the HDE Program Secretary. It is the student's responsibility to verify (with the HDE Program Secretary) that the comprehensive has been passed. The graded comprehen sive paper will be available from the HDE Program Secretary one month after each of the deadline dates. In the case of failure, the student must rewrite the exam and submit it at the next submission deadline.
Upon successful completion of the M.Ed. comprehensive examination, students must submit an M.Ed. Comprehensive Requirement Form to the HDAP Graduate Studies Liaison.
The purpose of the comprehensive examination is threefold: (a) to demonstrate the student's ability to work independently within an area of concern in the field of human development; (b) to ensure an adequate level of knowledge in a specified area in the field of human development; and (c) to demonstrate the ability to integrate information at the accepted standard for a Ph.D. student.
Students have 2 options when fulfilling their Ph.D. comprehensive requirement.
Option 1
The quality for passing is the standard of research papers presented at conventions of major professional organizations (e.g., American Educational Research Association, Canadian Psychological Association, Cognitive Science Society, etc.) Essentially this means that the paper should meet the quality standards of journals of these organizations but that the research will not necessarily be on the scale required for journal publications. Actual acceptance at a conference is desirable but not required. In all cases judgment of acceptability is the responsibility of the established committee.
The paper submitted in fulfillment of the comprehensive requirement should be a full report, in form and length appropriate to a research journal. This means, in the case of a conference presentation, that it should not be the abstract submitted as a proposal but rather the full paper that is commonly required after acceptance.
It is permissible for several students to plan related studies that may combine to make a joint publication, or for a student's study to be similarly related to research being carried out by a faculty member. In all such cases, however, there must be a clear way to establish each student's individual contribution. For further information consult your Faculty Advisor.
With approval of the student's committee, a theoretical paper may in some cases be substituted for an empirical one. A high level of originality and sophistication is expected in these cases, comparable to that found in relevant theoretical journals. Literature reviews, however competently done, are not acceptable unless they involve further analysis, such as meta-analysis.
Option 2
The student will submit a report of the internship no longer than 2000 words to their Faculty Advisor. The student should construct his/her report around an aspect of the work in that setting that he/she found particularly interesting or challenging. In analyzing this issue the student should draw on theoretical and empirical work in human development. Students will be graded pass or fail on the basis of their work in the setting (satisfactory/unsatisfactory to be designated by the Supervisor in the setting) as well as their submitted report (to be reviewed by the student's Faculty Advisor). Such internships must be discussed with the student's Faculty Advisor before being arranged.
Upon successful completion of the Ph.D. comprehensive examination, students must submit a Ph.D. Comprehensive Requirement Completion Form to the HDAP Graduate Studies Liaison. Note that for student who complete Option 1 both committee members must sign the completion form.
M.A.
Ed.D.
Ph.D.
See THESIS (Section 6.3) and ETHICAL REVIEW (Section 6.4) in Things to Note...
The purpose of the Ed.D. internship is to broaden the student's experiential base in the field of human development. Thus, students are required to undertake internships in three of the following areas: clinical work, administration, teacher e ducation, research and evaluation, and curriculum development. Normally, students are expected to devote 250-300 hours to each internship.
The following are the conditions for meeting the internship requirement in each area:
a) Clinical Work
Clinical internships can be arranged at a variety of settings working with exceptional children and adults. In these settings, interns should be working with special educators and professionals in other disciplines to provide assessments and/or treatme
nt. Possible activities for interns include educational assessment, trial teaching, counselling, and consulting with schools. Possible settings include OISE/UT Counselling and Psychoeducational Clinic, the Child Development Clinic at the Hospital for Sick
Children, the Learning Disabilities Clinic and the Autistic Unit at the Clarke Institute, the Learning Disabilities Program at York University, the Learning Disabilities Program at the University of Toronto, Integra Foundation, and the Hugh MacMillan Cen
tre.
b) Administration
Administrative internships may be arranged with administrators in school boards, special schools, or the Ministry of Education and Training. In these settings, interns should work closely with the administrator, observing him/her as daily tasks are com
pleted and discussing the problem solving that occurs on an ongoing basis. Under supervision, interns should also be completing specific prearranged tasks independently. Possible activities will include participating in In-School Teams and Identification,
Placement and Review Committees (IPRCs), gathering data to assist the administrator in developing recommendations for placement, doing the research involved in developing policy or proposals, working on committees, assisting in the development of budgets
and day-to-day administration. While it is anticipated that some tasks may be tedious, interns should not primarily be occupied with clerical tasks.
c) Teacher Education
The focus of this internship is the preservice and inservice training of teachers. Interns wishing to fulfill this requirement might work on a voluntary basis with a selected instructor of a university preservice or inservice course in education, work
with an OISE/UT faculty member on developing a course for distance education or independently give or develop a series (at least 3) of workshops to teachers. A copy of the course/workshop outline and materials, and course/workshop evaluation data will be
required for all teacher education internships.
d) Research and Evaluation
A research internship should provide the intern with experience in conducting research and/or evaluation studies. Research internships will normally be served with a faculty member at OISE/UT, although internships may also be arranged with faculty in o
ther institutions, or persons engaged in research in schools or other agencies. While research typically involves many routine tasks such as testing, coding, and data entry, the majority of the intern's time should be spent in conceptual activities, such
as study design, instrument development, data analysis and report writing. The work may be in an area related to an intern's thesis, but it should represent a distinct activity.
e) Curriculum Development
This internship involves the development or adaptation of curriculum for education students and teachers. The document produced should include a rationale based on research, guidelines for use of the program, and the actual curriculum. It should be wri
tten in such a fashion that teachers could read it and use it. The intern should be the only or a major author of the curriculum. The curriculum should be field tested and the results of the field testing documented. The procedure for evaluating the curri
culum development internships is submission of the document to the Ed.D. Internship Committee.
The following procedures should be followed to complete the above internships:
Students should plan their internships in consultation with their Faculty Advisor or Thesis Supervisor, keeping the nature of his/her program and professional goals in mind. After the plan is in place and approved by the Faculty Advisor the student w rites a brief proposal (1-2 pages) outlining his/her internship plans. The proposal should include the names of the three individuals who are acting as the on-site Supervisors. The Internship Proposal Approval Form must be completed and signed by the Facu lty Advisor. The proposal and Approval form, signed by the Faculty Advisor, should be submitted to the HDE Program Chair within the academic year (September 1 to April 30). The HDE Program Chair will approve (or send back for revision) the internship prop osal within three weeks of receipt. The student should then pick up and retain the signed Internship Proposal Approval Form from the HDE Program Secretary.
Each of the three on-site internship Supervisors must complete an Ed.D. Internship Evaluation Form indicating that the student has satisfactorily completed that component of his/her internship. The student must retain a copy of the completed evaluati ons. When evaluations are completed for all three of the internship components, the student must complete the Ed.D. Internship Completion form, and have his/her Faculty Advisor sign it. The student then submits the Ed.D Completion form, the three Internsh ip Evaluation forms, and the original copy of the Internship Proposal Approval form to the HDE Program Chair. The HDE Program Chair will ensure that the Ed.D. Internship Completion form is filed with the Graduate Studies Liaison within one month after rec eipt of all materials. Materials for Internship completion will normally be received by the HDE Program Chair within the academic year (September 1 to April 30).
Exemptions may be granted to qualified candidates in up to two internship areas (although it is rare for two exemptions to be granted). To apply for an exemption the student must prepare a memo (and any accompanying documentation) for his/her Faculty Advisor or Thesis Supervisor detailing the rationale for the exemption and the previous experience that warrants the exemption. The Faculty Advisor or Thesis Supervisor must sign the memo. The signed memo and supporting documentation must then be submitt ed to the HDE Program Chair for his/her approval along with the completed Ed.D. Internship Exemption Request form.
See ORAL EXAMINATION (Section 6.5) in Things to Note...
The Departments of Curriculum, Teaching and Learning, and Human Development and Applied Psychology offer a two-year Master of Teaching degree in Human Development and Curriculum. Upon successful completion of this program, students will be awarded a Master of Teaching degree and a recommendation to the Ontario College of Teachers for an Ontario Teachers' Certificate of Qualification which qualifies them to teach in either the primary and junior divisions or the junior and intermediate divisions of On tario Schools. The cooperating departments contribute courses, provide facilities and provide supervision for graduate research. Students are admitted to the program through either of the two departments.
Students should consult the MT program calendar, which is provided to students at the beginning of the year. The MT Calendar provides further details on the program. For instance, unlike some other graduate programs, the MT is highly structured in th at students are enrolled in courses along with a cohort of other students. Elective courses should be chosen in consultation with your Faculty Advisor. If you have any questions consult your Faculty Advisor.
Students must select one of the following specializations:
|
Primary/Junior (junior kindergarten to grade 6). |
|
Junior/Intermediate (grades 4 to 10). |
Students in the Junior/Intermediate specialization must select one teaching subject from the following list:
|
English (First Language) |
Prerequisites: Two full university courses in English. |
|
|
Geography |
Prerequisites: Two full university courses in Geography. |
|
|
History |
Prerequisites: Two full university courses in History. |
|
|
Mathematics |
Prerequisites: Two full university courses in Mathematics. |
|
|
Science - General |
Prerequisites: Three full university courses in Science. |
|
|
Visual Arts |
Prerequisites: Two full university courses in Visual Arts or post-secondary equivalent. Candidates must have studio-oriented experience. |
The two-year M.T. degree is composed of the equivalent of 16 half-courses (14 core and 2 electives), including practica, and is undertaken on a full-time basis. Normally, advanced standing is not granted in this program. In addition to the coursework (including practica), all candidates must successfully complete a comprehensive examination at the end of the program in order to graduate and receive the M.T. degree and a recommendation to the Ontario College of Teachers for an Ontario Teachers' Certif icate of Qualification. Registration in the second year is contingent upon successful completion of all first-year work.
Required Courses offered through CTL
CTL1011H |
Anti-Discriminatory Education in School Settings |
CTL1019H |
Authentic Assessment |
CTL1797H |
Practicum in Curriculum: Master's Level |
CTL7000Y |
Curriculum and Teaching |
CTL7001H |
Collaboration, Curriculum, Community and Teaching |
CTL7003H |
Conceptual Basis for Methods of Teaching in Primary, Junior and Intermediate Classrooms |
Required Courses offered through HDAP
HDP1201H |
Child and Adolescent Development |
HDP4280H |
Introduction to Special Education and Adaptive Instruction |
HDP4288H |
Reflective Teaching and Analysis of Instruction |
HDP7002H |
Ethical, Legal and Professional Issues in Education |
HDP7004H |
Practicum in Schools |
HDP7005Y |
Practicum Internship |
Elective Courses
The two electives are selected from course offerings in the Departments of Curriculum, Teaching and Learning and/or Human Development and Applied Psychology. Choice of electives is contingent upon the approval of the student's Faculty Advisor.
In recent years HDAP has restructured the M.A. and Ph.D. programs in School and Child Clinical Psychology in anticipation of applying for American Psychological Association (APA) accreditation in the Spring of 2000. The changes to the M.A. in SCCP ar e taking place in two stages and should be complete by September 2000.
At the M.A. level, this edition of the Program Guidelines differs from the previous guidelines in terms of the timing of several courses and the courses included under the Assessment and Intervention menu. For students beginning the M.A. degree in th e 2000-2001 academic year, a new developmental psychology course has been added, HDP1250: Individual and Normative Patterns in Development.
At the Ph.D. level, this edition of the Program Guidelines differs from the previous guidelines primarily in terms of the organization of the assessment and intervention course 'menus'. At both the M.A. and Ph.D. levels there are also changes to the practicum and internship prerequisites and requirements that should be carefully noted (see Sections 5.5 and 5.6 ).
In the SCCP program, the word practicum is used to refer to a field placement that is associated with a course. The word internship is used to refer to a field placement that is not associated with a course.
All students should consult with their Faculty Advisor at some point before the first term.
The program involves two years of full-time study; it comprises eleven half-courses including a practicum course and a thesis. The program is designed to meet the academic requirements for registration in Ontario as a Psychological Associate. The foc us of this program is applied, with practicum experience in the second year (approximately 250 hours). All SCCP students must complete the 'SCCP Clinical Monitoring' form by September 30 of each year (see section 5.8 of these Guidelines).
Additional Requirement courses:
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year. Note that the order of the re quired courses is slightly different than what is listed in the OISE/UT Bulletin; the order listed here should take precedence. If you have any concerns please consult your Faculty Advisor.
Required Courses (all to be taken in the first year of program)
* |
1209H |
Research Methods and Thesis Preparation in Human Development and Applied Psychology (recommended in the second term) |
* |
1215H |
Psychological Assessment of School-Aged Children |
* |
1216H |
Psychoeducational Assessment |
* |
1219H |
Ethical Issues in Applied Psychology |
* |
1220H |
Introduction to School and Child Clinical Psychology |
* |
1285H |
Psychology and Education of Children with Learning Disabilities (recommended in the first term) |
1250H |
Normative and Individual Patterns of Development |
Required Courses (all to be taken in the second year of program)
* |
1218H |
Seminar and Practicum in Assessment (see Section 5.5 for details of the practicum) |
* |
1222H |
Approaches to Psychotherapy Across the Lifespan |
1236H |
Psychopathology for School and Child-Clinical Practice |
Additional Requirements (see note above)
* |
1201H |
Child and Adolescent Development |
* |
CTL2004H |
Elements of Statistics |
Assessment and Intervention in School and Child-Clinical Psychology (choose one half course to be taken in the first year of program)
1217H |
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention |
|
1223H |
Depression in the Schools: Assessment, Prevention, and Intervention |
|
* |
1256H |
Child Abuse: Intervention and Prevention |
1238H |
Special Topics in Human Development and Applied Psychology - Traumatized Children: Diagnosis and Treatment |
|
1238H |
Special Topics in Human Development and Applied Psychology - Adolescent Sexual Offenders: Etiology, Assessment and Treatment) |
|
AEC1275H |
Special Topics in Human Development and Applied Psychology - Youth at Risk: Special Challenges for Counsellors and Educators |
|
1290H |
Psychology and Education of Children with Pervasive Developmental Disorders |
|
2287H |
Classroom-Based Counselling Approaches |
|
2283H |
Psychology and Education of Gifted Children and Adolescents |
The program comprises of eight half-courses, including a doctoral practicum course. In addition, a doctoral thesis, a comprehensive examination and an internship are required. All SCCP students are required to complete the 'SCCP Clinical Monitoring' form by September 30 each year (see section 5.8 of these Guidelines).
Additional Requirements:
Exemption from any of these additional requirements is at the sole discretion of the program.
Courses marked with an asterisk (*) are typically offered yearly, otherwise courses are on a two or three year cycle. Refer to the Graduate Studies Course Schedule to see if a course is available in the current year.
Required Courses (to be taken in the first year of the program)
* |
3200H |
Research Proseminar in Human Development and Applied Psychology (fulfills requirement in cognitive/affective bases of behaviour) |
* |
3241H |
Seminar and Practicum in Assessment and Intervention with Children (see Section 5.5 for details of the practicum) |
REQUIRED COURSES IN SPECIFIC AREAS: [Courses marked with () involve a supervised clinical component which may include working directly with clients in the OISE/UT Psychoeducational clinic (or other approved setting) or providing clinical tr aining to parents or teachers of children with various forms of psychopathology. All courses involve admission by permission of the instructor.
Psychosocial Interventions (select one)
|
3224H |
Advanced Proactive Behavioural and Cognitive-Behavioural Interventions |
3255H |
Systemic Family Therapy for School and Child-Clinical Practice |
|
3231H |
Psychodynamic Bases of Therapy |
|
|
3238H |
Special Topics in Human Development and Applied Psychology: Practicum in Psychotherapy |
Instructional Interventions (one of)
|
5271Y |
Assessment and Programming for Reading and Writing Difficulties (counts as a half course in each of the Instructional Interventions and Advanced Assessment menus) |
|
5284H |
Assessment and Intervention in Multicultural/Bilingual Contexts |
Advanced Assessment (one of)
|
3232H |
Assessment of Infants and Preschool Children |
|
3240H |
Advanced Social and Emotional Assessment Techniques |
|
3292H |
Advanced Psychoeducational Assessment and Psychodiagnosis |
|
5271Y |
Assessment and Programming for Reading and Writing Difficulties (counts as a half course credit in each of the Instructional Interventions and Advanced Assessment menus |
|
5284H |
Assessment and Intervention in Multicultural/Bilingual Contexts |
Social Foundations of Psychology (one of)
1238H |
Special Topics in Human Development and Applied Psychology: Social and Moral Development in Adolescence |
|
1238H |
Special Topics in Human Development and Applied Psychology: Cross-Cultural Perspectives on Children's Psychological Problems |
|
1259H |
Child and Family Relationships - Implications for Education |
|
1260H |
Children, Psychology and the Law |
|
1265H |
Social Development in Infants and Children |
|
3238H |
Emotions in Social Interaction |
Advanced Research Methods
3226H |
Research Methods and Doctoral Thesis Preparation in Human Development and Applied Psychology |
Note: Students may be permitted to take one of the courses listed below in lieu of 3226 if they can demonstrate competency in the areas covered by 3226 (to be assessed by your Faculty Advisor). If 3226 has already been taken choose one of:
3201H |
Qualitative Research Methods in Human Development and Applied Psychology (restricted to students who have successfully completed 3205) |
|
CTL1306H |
Qualitative Research Methods in Education: Concepts and Methods |
|
CTL2005H |
Applied Dual Scaling |
|
CTL2799H |
Special Topics in Measurement and Evaluation: Path Analysis |
|
CTL2800H |
Structural Equations with Latent Variables |
|
CTL2805H |
Scaling Theory |
|
CTL2808H |
Intermediate Statistics and Research Design |
|
CTL2809H |
Multivatiate Analysis with Applications |
|
CTL4802H |
Doctoral Seminar in Qualitative Research on Teaching |
|
SES1905H |
Qualitative Approaches to Sociological Research in Education |
Biological Foundations of Psychology (one of)
3297H |
Biological Foundations of Low Incidence Disorders |
|
3286H |
Developmental Neuropsychology |
|
JNS1001H |
Neuroanatomy of the Mind |
|
PSY1062H |
Risk Factors/Neurophysiological Consequences in Human Development and Related Disabilities (offered by the Department of Psychology) |
|
PSY2100H |
Neuropsychology |
|
PSY2104H |
Developmental Cognitive Neurosciences |
|
PSY2240H |
Cognitive Neurology |
Additional Requirements (see above)
1201H |
Child and Adolescent Development |
|
3204H |
Contemporary History and Systems in Human Development and Applied Psychology |
See THESIS (Section 6.3) and ETHICAL REVIEW (Section 6.4) in Things to Note...
Students begin the process of deciding on a practicum placement by referring to the SCCP Practicum and Internship Placement Handbook (available from the SCCP Program Secretary) and through consultation with other students and staff. Once the student has narrowed the selection he/she should consult Dr. Nancy Link, SCCP Clinical Coordinator (Rm. 7-292, ext. 2227, email nlink@oise.utoronto.ca) regarding the choice of the most appropriate placement. When a plac ement has been selected, the student should submit a Confirmation of Placement form, signed by his/her placement supervisor, to the Clinical Director.
For students seeking a clinical placement, the search should begin in the fall of the year prior to placement. [It may be difficult for doctoral students admitted to the SCCP at the Ph.D. level to find a practicum placement in their first year of the program. New students at the doctoral level, if they wish to undertake the practicum in their first year, should contact Dr. Link as soon as possible after they have been notified of admission to the program.] The most competitive clinical placements are often filled in February and March. School boards usually want applications in April or May and make their selection decisions in June.
Note: In order to complete the Ph.D. program, students must undertake one of their practicum placements in a school setting and one in a clinical setting.
M.A.
Note: In order to complete the M.A. program, students must submit three full assessment reports to the Clinical Director for placement in their clinic file. These assessments also must meet the following criteria: (1) consideration of cogn itive functioning; (2) consideration of academic skill development; (3) and either consideration of social and emotional functioning or an intervention plan or both.
All identifying information must be removed from the assessment report prior to submitting it for the clinic file records. If for any reason it is not possible to submit the report, the report must be shown to the Clinical Director who will document it in the file that the report met the criteria.
Ph.D.
All Ph.D. students are required to complete at least 1,500 hours of supervised internship in an approved training center. This is usually accomplished in one full-time, twelve-month internship. Typically students begin arranging their internship plac ements in the month of November for the following academic year.
Prior to beginning their internship, students must have:
Prior to commencing the internship, students must have:
These assessments must include the following components: (1) consideration of cognitive functioning; (2) consideration of academic skill development; (3) and either consideration of social and emotional functioning or an intervention plan or both.
All identifying information must be removed from the assessment report prior to submitting it for the clinic file records. If for any reason it is not possible to keep a record of the report, the report must be shown to the Clinical Director who will document in the file that the report exists and meets the above criteria.
Students should consult with Dr. Nancy Link, Clinical Director of the School and Child Clinical Psychology program (Rm. 7-292, ext. 2227, email nlink@oise.utoronto.ca) regarding the selection of an appropri ate internship placement. In general, students find their placements by referring to the School and Child Clinical Psychology Practicum and Internship Placement Handbook, the Canadian Council of Professional Psychology Programs Internship Dire ctory, the APPIC (Internship and Postdoctoral Programs in Professional Psychology) Directory and through consultation with other students and staff. Once a suitable placement has been found, the student should submit a Confirmation of Placeme nt form, signed by their placement Supervisor, to Dr. Link. The School and Child Clinical Psychology Practicum and Internship Placement Handbook can be obtained from the SCCP Secretary.
The purpose of the comprehensive examination is twofold:
Students are expected to complete the comprehensive examination by the end of their residency period. Normally the examination is taken before commencing data collection for the thesis or undertaking an internship. A student requesting special accom modation, for example, due to a learning disability, must submit such a request in writing, detailing the specific circumstances, well in advance of commencing the examination. In these cases, formal assessment and documentation may be required.
The examination is normally offered twice per year - November and May. Notification of the exact dates of the examination period will be posted at least two months in advance, and students must register for the examination with the SCCP Program Secre tary, no later than three weeks before the examination date. Only under exceptional circumstances (e.g., medical emergency) can alternate arrangements be made for students who cannot write the examination during the scheduled periods.
Answers, per question, should be approximately 2000 words in length and be submitted typed, double-spaced. Students are reminded that coherence and clarity are more important than length. High caliber answers are expected, including elaboration of po ints, a high level of synthesis and evidence of significant literature review.
The examination is a take-home format; students have one week to write the examination and submit their answers. The SCCP Comprehensive Examination Committee is responsible for setting the examination and will select 8 questions representing 4 core a reas. Students will not know the questions in advance.
Questions will be set to 4 core areas:
Students are required to answer a total of 3 questions. One of their questions must be a research question from any of the developmental/psychopathology, assessment or intervention areas. The 2 remaining questions should each be from 2 additi onal areas and should include one clinical question and one other question of the student's choice, either clinical or research. In summary, the total number of answers required is 3 from 3 different areas of the student's choice, but with one compulsory research question.
Questions are graded as pass, marginal pass or fail. Faculty members do the grading independently of one another and do not know the identity of the students. Students must include only their OISE/UT student I.D. number on their answers. Passing the comprehensive exam requires a minimum of a pass on two questions and a marginal pass on a third.
If a student fails their comp exam on the initial grading, the 3 faculty members who graded each of their answers will automatically meet as a committee to review the grading in order to decide if the failure warrants a change to a pass. If the origi nal failure stands, the committee will explain the reasons for this decision to the student in writing.
A student who wishes to appeal their failure after receiving the decision of the faculty members can do so by contacting the chairs of the comprehensive exam committee in writing within one week. Upon receipt of the written appeal, the chairs will ar range to have the student's 3 answers independently and blindly graded by a faculty member who did not do the original grading.
A student who fails their comprehensive examination on two separate sittings of the exam, and who has exhausted all appeals, will be asked to leave the program. If you have further questions regarding these policies and procedures, please contact a f aculty member on the School and Child Clinical Program Committee.
An annual review of each student's clinical progress in the program is undertaken through a meeting or series of meetings of the Clinical Progress Committee. Prior to the end of the first term, all students in the SCCP program beyond the first year M A are required to complete the Clinical Monitoring Form. Forms are available in the HDAP Forms File, and must be returned to the SCCP Program secretary by September 30th of each year. Please note that this is in addition to the Doctoral Student Monitoring forms explained in section 6.2.
The Clinical Monitoring form asks students to report their progress in the program in the areas of:
Prior to the review meeting, the Clinical Director integrates information from all Practicum and Internship Evaluation Forms and Clincial Progress Forms received during the past year and provides feedback to the other members of the committee regardi ng any identified areas of concern. Other School and Child Clinical Psychology Program faculty may also provide feedback to the Committee regarding students supervised in practicum-based courses. As a result of this review, the Committee completes the Stu dent Clinical Monitoring Form. A copy of the form is returned to the student indicating whether clinical progress is satisfactory. The original is retained in the student's department file and a copy is also placed in the student's clinic file. If problem s are noted, a member of the committee contacts the student, informs them of the areas of concern, and discusses with them possible ways to rectify the problem. If the difficulty is a significant one, a faculty member (usually the thesis supervisor) is as signed to the task of monitoring the student's progress. If the student's clinical progress remains unsatisfactory, he or she may be required to leave the program. The details of the system are found in the section entitled 'Monitoring of Student's Clinic al Progress' of the SCCP Practicum and Internship Placement Handbook.
Annual Faculty Meeting
The SCCP faculty will meet as a group once per year to review the progress of every Ph.D. student in the SCCP program. Information from both the Doctoral Student Monitoring Report and Clinical Monitoring Form will be considered in evlauating the stud ent's progress in the program. If progress is deemed unsatisfactory, remedial action will be suggested and follow up arranged.
NOTE: Students must take part in monitoring of their progress in the program. If forms are not completed and returned as required, students may be required to leave the program.
Students are required to consult the OISE/UT Guidelines to Theses and Orals available from Susan Hall in the Registrar's Office. It is highly recommended that students review the Guide to Academic Writing in General, and Writing Proposal s and Theses in Particular, available in the HDAP Forms File cabinet across from 9-190. Also see THESIS (Section 6.3) in Things to Note...
See ORAL EXAMINATION (Section 6.5) in Things to Note...
M.A. |
|
Year One: |
Courses, practica |
Year Two: |
Courses, internship |
M.Ed. (Length of program will vary depending on full- or part-time status) |
|
Year One: |
Courses |
Year Two: |
Courses and completion of comprehensive examination |
M.A. |
|
Year One: |
Courses, planning for thesis, formation of thesis committee, thesis proposal approval, data collection, beginning analysis |
Year Two: |
Complete analysis, completion of thesis |
Ed.D. (Length of program will vary depending on full- or part-time status; at least one year full-time study is required) |
|
Year One: |
Courses |
Year Two: |
Courses, planning for internship; planning for thesis |
Year Three: |
Completion of courses and internship, formation of thesis committee, thesis proposal approval |
Year Four: |
Completion of thesis and oral defence |
Note: Thesis committee should be formed by completion of required coursework; thesis proposal should be approved within six months of formation of thesis committee.
Ph.D. |
|
Year One: |
Courses, planning for thesis and comprehensive |
Year Two: |
Completion of comprehensive, thesis committee formation, continue thesis planning, begin formal thesis proposal |
Year Three: |
Thesis proposal approval, data collection, analysis and begin write-up for thesis |
Year Four: |
Completion of thesis and oral defence |
M.A. |
|
Year One: |
Courses, planning for thesis, including formation of thesis committee, thesis proposal approval |
Year Two: |
Courses, practicum, thesis data collection, analysis, completion of thesis |
Ph.D. |
|
Year One: |
Courses, practicum, planning for thesis |
Year Two: |
Courses, completion of comprehensive, thesis committee formation, continue thesis planning, begin formal thesis proposal |
Year Three: |
Thesis proposal approval, data collection, analysis and begin write-up for thesis |
Year Four: |
Full-time internship and continue write-up for thesis |
Year Five: |
Completion of thesis and oral defence |
The School of Graduate Studies requires the monitoring of the progress of all doctoral students throughout their programs. In addition to and separate from regular meetings with the student's Faculty Advisor, SGS requires the completion of the Doctor al Student Monitoring Form (the form is available from the HDAP Forms File in the department). If a student is in the very early stage of his or her pogram and has not yet formed a thesis committee, then the student's Faculty Advisor will supervise the co mpletion of the monitoring form. However, once a doctoral student has formed his/her Thesis Committee, he/she must meet with the Thesis Committee once per year. At this meeting the student's progress will be evaluated. The student must complete the first part of the Doctoral Student Monitoring Form and bring it to the meeting. The form is designed to permit students to plan their programs, allow the department to monitor their progress, and ultimately guide students through to a successful and timely grad uation. If progress is deemed not to be satisfactory, the committee will determine with the student how progress can be facilitated. The student and the committee will agree on a timeline for the goals that have been set, and these will be documented on t he Doctoral Student Monitoring Form by the supervisor. The previous years' monitoring forms will be available to the Thesis Committee for comparison purposes. The continuing role of the Thesis Committee is to ensure that the student is achieving the level of academic excellence and technical maturity expected of a doctoral graduate.
If the student does not agree with the assessment made by the Thesis Committee, he/she can attach a statement to the monitoring form. Thesis Committee meetings for the purposes of student monitoring are not intended to take the place of regular meeti ngs between the student and his/her Thesis Supervisor. (SCCP students please note that this requirement is distinct from the Clinical Monitoring form.)
The student and his/her supervisor can convene the monitoring committee at any point during the year, but they must meet no later than September to review the previous year. Completed Monitoring forms, signed by the Thesis Supervisor, the Committee m embers, and the student, should be submitted by the end of September every year of registration in the doctoral program. Forms are submitted to the HDAP Graduate Studies Liaison and will be reviewed and retained in the student's file.
Students are required to refer to the OISE/UT Guidelines for Theses and Orals, available from the Registrar. Students are recommended to refer to Guide for Academic Writing in General, and for Writing Proposals and Theses in Particular,< /em> available from the HDAP Forms File.
Normally, there are eight major steps to completing a thesis:
Students work in consultation with their Thesis Supervisors until a committee is formed and, after that, with their thesis committees, when preparing a thesis. The Ph.D. and Ed.D. thesis committees should be formed by the end of the second year witho ut exception. A Thesis Approval Form and an Ethical Review must be completed by the student and their thesis committee members before any data collection commences. A thesis in an M.A. program is evaluated by a minimum of two faculty members (both holding either Full or Associate School of Graduate Studies appointments with at least one member from HDAP). A thesis in an Ed.D. or Ph.D. program is examined through the oral examination process by the student's committee (normally three f aculty members, with the Thesis Supervisor holding a Full appointment to the School of Graduate Studies and at least one member from HDAP). For faculty, the SGS Supervisory Checklists are available in the HDAP Forms File. See RECOMM ENDED PROGRAM TIMETABLES (Section 6.1) in Things to Note...
Note that, as of the time of writing, the Registrar's Office will reimburse students up to $100 for thesis binding. Once you have submitted your bound thesis (keep the receipt) speak to the Registrar's Office.
Students are required to refer to the following sources for general instructions, forms, procedures for submission of protocols to Departmental Coordinators:
The Ethical Review process is designed to ensure that data collection procedures conform to current ethical standards. Generally, an Ethical Review is required whenever a study involves the collection of data from or on human subjects. When it is det ermined an Ethical Review is required, the investigator completes a set of standard forms which describe the relevant aspects of the proposed research study.
Students will submit ethical review forms for pre-review to a Departmental Coordinator; in HDAP please submit forms to Kathleen Kiang. After this pre-review the whole package will be passed for review and approval, via the student, to an OISE/UT-wide Student Educaion Ethics Review Committee (SEERC) administered by the University of Toronto Research Services (UTRS). If you have any questions please see Kathleen Kiang.
Note that a research study cannot begin until a final, written approval is obtained via the SEERC process.
Generally, there are 4 major steps to conducting an Ethical Review:
Deadlines for submission:
Students are required to refer to the OISE/UT Guidelines for Theses and Orals.
The Oral Examination is applicable to Ph.D. and Ed.D. students only. Once a student's thesis is in its final form and has been approved by the thesis committee, the Final Oral Examination is scheduled. Students defend their thesis at an examination c onducted by a Final Oral Examination Committee. The student's thesis committee recommends the thesis for the Final Oral Examination. It is this examination which determines whether or not a student may be recommended for his/her degree. The Ph.D. and Ed.D . Oral Examination Nomination forms and Timetables are available in the HDAP Forms File. The specific procedures for establishing a Final Oral Examination are quite detailed, and several steps must be taken well in advance of the actual examination.
For students who have the Ontario Teacher's Certificate, certain courses have been granted equivalence for Part I and/or Part II of the program leading to the Specialist Certificate in Special Education. The OISE/UT Additional Qualificat ions for Teachers Schedule is normally available from the Registrar's Office. Note that the CSE Program offers alternative routes to such qualifications - see Section 4. Additional qualific ations are granted solely by the Ontario College of Teachers; students must apply to the College directly for course credits. Students are responsible for verifying their course selections with the Ontario College of Teachers.
Presently, the College recognizes the following courses as equivalent to their requirements:
Part I |
2280 |
Introduction to Special Education and Adaptive Instruction |
2292 |
Assessment for Instruction |
|
2294 |
Classroom Adaptations and Instructional Strategies |
|
|
|
|
Part I (TR) |
1281 |
Psychology and Education of Children and Adults with Developmental Disabilities |
2280 |
Introduction to Special Education and Adaptive Instruction |
|
2292 |
Assessment for Instruction |
|
|
|
|
Part II |
1281 |
Psychology and Education of Children and Adults with Developmental Disabilities |
1284 |
Psychology and Education of Children and Adults with Behaviour Disorders |
|
1285 |
Psychology and Education of Children with Learning Disabilities |
|
1286 |
Psychology and Education of Adolescents and Adults with Learning Disabilities |
|
1290 |
Psychology and Education of Children with Pervasive Developmental Disorders |
|
2283 |
Psychology and Education of Gifted Children and Adolescents |
|
2287 |
Classroom-Based Counselling Approaches |
For verification and further information contact:
Ontario College of Teachers
121 Bloor Street East, 6th Floor
Toronto, ON M4W 3M5
Phone: (416) 961-8800 Fax: (416) 961-8822
Website: http://www.oct.on.ca
Students whose plans include preparation for professional practice in psychology should note the following:
The practice of psychology in the province of Ontario is regulated under the Statute Law of Ontario. Graduation from a Doctoral or Master's program or from any graduate program in psychology does not in itself qualify a person to practice as a psycho logist or a psychological associate. The College of Psychologists of Ontario regulates Professional practice of psychology in Ontario. The College of Psychologists of Ontario examines candidates for registration as psychologists and psychological associat es in Ontario. The SCCP M.A. is designed to meet the academic requirements for registration as psychologists and psychological associates in Ontario. The SCCP M.A. is designed to meet the academic requirements for registration as a psychological assdociat e. The SCCP Ph.D. is designed to meet the academic requirements for registration as a psychologist. At the discretion of the College, courses other than those required by the program may be required for certification; necessary substitutions should be discussed with the student's Faculty Advisor. These two programs are the only programs in HDAP that lead to such qualifications.
Students are strongly encouraged to refer to the Directory of Registered Psychologists in Ontario (a reference copy is available from the SCCP Program Secretary). Requirements of programs eligible for registration as a psychologist or as a p sychological associate are published as an appendix in this directory.
For more information contact:
The Registrar, College of Psychologists of Ontario
Suite 201, 1246 Yonge Street
Toronto, ON M4T 1W5
Phone: (416) 961-8817 Fax: (416) 961-2635
E-mail: cpo@cpo.on.ca
Transfers from one program to another within HDAP may be granted to students for academic reasons. There are several aspects of the transfer process which students should be aware of before submitting an application. Students must meet the specific a dmission requirements of the program he/she wishes to transfer into, as outlined in the OISE/UT Bulletin. There are several steps to request a transfer. Students must submit a 'Transfer Request' form to the Registrar's Office along with a written rationale clearly outlining the reasoning behind such a transfer of programs, similar to a statement of intent. The rationale should detail the specific academic reasons for the transfer, including how the new degree will meet the student's career goals, and it should be signed by the student and the student's Faculty Advisor. Additional requirements of a transfer request are explained below.
There are two categories of transfers.
(1) |
Transferring between programs and degrees including: |
Ed.D. to Ph.D. |
|
M.Ed. to M.A. |
|
From one program to another within HDAP |
|
From another department within OISE/UT to HDAP |
Please note that these transfer requests will be reviewed in a pool with all other applicants to the program during the admissins process. In other words, the transfer request is reviewed in competition with other applicants for admission into the pr ogram. There is no application fee. Since these programs are competitive, transfer is not guaranteed. Transfer applications are denied with the same frequency as regular applications. There may not be a specific 'reason' for the rejection of a transfer ap plicant other than the fact the department had fulfilled its quota for the degree with applicants of equal or greater qualifications.
Students requesting such a transfer are required to attach a copy of their transcript (official or unofficial) and updated supporting documentation (e.g., a statement of intent, new letters of reference, an up-to-date curriculum vitae, a note from th eir current Faculty Advisor, etc.). Transfer applicants can increase their probability of successful transfer by arranging for a HDAP faculty member to agree to supervise them and indicating this supervisor's agreement in their application. As with other applicants, lack of an appropriate supervisor is one reason for rejection. Students will be advised of the results of their request by the Registrar's Office in conjunction with other applicants (usually in March).These transfer requests are only revie wed once a year as part of the admissions process.
For students who are successful in transferring into or within the Human Development and Education program (as listed above) it is important to realize that a successful transfer will always result in additional courses being required after the date of transfer. This is the case regardless of the courses that have been taken prior to the time of transfer. The Human Development and Education (HDE) program has adopted a policy of requiring a minimum of two extra courses of all successful transfe r applicant (e.g., from M.Ed. to M.A. and Ed.D. to Ph.D.) subsequent to the date of the transfer acceptance (not the date of the transfer application). In short, transfer is not granted on a course by course basis. A transfer student does not autom atically have the right to a course by course equivalence upon transfer. The Ph.D. and M.A. degrees are highly competitive, thus transfer is a privilege we confer upon successful applicants based in part on couses taken. This is part of the holistic judgm ent of applicant suitability for the new program. Thus, previous courses are taken into consideration - but in the holistic judgment of applicant suitability, rather than on a course by course basis. At the time of successful transfer notification, the ap plicant will be informed of the number of extra courses (minimum two) that must be taken after the letter of successful transfer has been tendered. In most cases, this will result in the applicant taking more courses than would have been required had they entered the program directly. There are no exceptions to this policy of extra courses. Any questions about this policy should be clarified with the departmental Liaison Officer prior to making a transfer application.
(2) |
Transferring between the following programs/degrees: |
Ph.D. to Ed.D. |
|
M.A. to M.Ed. |
These requests are less complicated and will be reviewed by the Program Chair who will assess whether all admission requirements have been met. If the Program Chair approves the transfer request it is then forwarded to the HDAP Department Chair for a pproval. Some additional courses may be required. This procedure may be undertaken at any point in the year.
The following revisions were made to course titles, descriptions, and level (e.g., from master's to doctoral) for the 2000-2001 academic year. These changes are also reflected in the OISE/UT Bulletin. However, they are listed here for your informatio n. All courses are HDP.
TITLE CHANGES: New title listed first in italics. (May include revised course description)
1204H |
Advanced Proactive Behavioural and Cognitive-Behavioural Interventions (#3224) |
(Old) Cognitive and Cognitive Behavioural Interventions for Children and Adolescents |
|
|
|
1217H |
Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention with Children |
(Old) Advanced Behaviour Management in Therapy and Education |
|
|
|
1220H |
Introduction to School and Child-Clinical Psychology |
(Old) Introduction to School Psychology |
|
|
|
1222H |
Approaches to Psychotherapy Across the Lifespan |
(Old) Approaches to Psychotherapy with Children and Adults |
|
|
|
1279H |
Preventative Interventions for Children at Risk |
(Old) Prevention and Intervention in Human Development |
|
|
|
1281H |
Psychology and Education of Children and Adults with Developmental Disabilities |
(Old) Psychology and Education of Children and Adults with Developmental Handicaps |
|
|
|
1290H |
Psychology and Education of Children with Pervasive Developmental Disorders |
(Old) Psychology and Education of Autistic Children |
|
|
|
1297H |
Biological and Psychological Foundations of Low Incidence Disorders (#3297) |
(Old) Biological Foundations of Atypical Development |
|
|
|
2212H |
Theory and Curriculum II: Children's Epistemologies in Mathematics |
(Old) Theory and Curriculum II: Math and Science, Children's Epistemologies |
|
|
|
3200H |
Research Proseminar on Human Development and Applied Psychology |
(Old) Research Proseminar on Human Development and Education |
|
|
|
3226H |
Research Methods and Doctoral Thesis Preparation in Human Development and Applied Psychology |
(Old) Advanced Research Methods and Thesis Preparation in Human Development and Applied Psychology |
|
|
|
3240H |
Advanced Social and Emotional Assessment Techniques |
(Old) Advanced Socio-Emotional Assessment Techniques |
|
|
|
3292H |
Advanced Psychoeducational Assessment and Psychodiagnosis |
(Old) Psychoeducational Assessment: Advanced Level |
|
|
|
4271Y |
Assessment and Programming for Reading and Writing Difficulties (#5271) |
(Old) Assessment and Programming for Written Language Difficulties |
COURSE DESCRIPTION CHANGES ONLY:
2201Y |
Childhood Education Seminar |
5284H |
Assessment and Intervention in Multicultural/Bilingual Contexts |
COURSES CHANGED FROM HALF (H) TO FULL (Y):
2221 |
Advanced Teaching Practicum (as this course is now a full credit we have deleted HDP2222) |
COURSE LEVEL CHANGES from master's level (1200 & 2200) to doctoral (3200 & 5200):
1204H |
Advanced Proactive Behavioural and Cognitive-Behavioural Interventions -new # HDP3224 |
1230H |
Assessment of Infants and Preschool Children -new # HDP3232 |
1255H |
Systemic Family Therapy for School and Child Clinical Practice -new # HDP3255 |
1297H |
Biological and Psychological Foundations of Low Incidence Disorders -new # HDP3297 |
4271Y |
Assessment and Programming for Reading and Writing Difficulties -new # HDP5271 |
OTHER COURSE NUMBER CHANGES: (HDAP deleted the 4200 series):
4275H |
Technology for Adaptive Instruction and Special Education -new # HDP2275 |
4280H |
Introduction to Special Education and Adaptive Instruction -new # HDP2280 |
4283H |
Psychology and Education of Gifted Children and Adolescents -new # HDP2283 |
4287H |
Classroom Based Counselling Approaches -new # HDP2287 |
4288H |
Reflective Teaching and Analysis of Instruction -new # HDP2288 |
4291H |
Special Topics in Adaptive Instruction and Special Education -new # HDP2291 |
4292H |
Assessment for Instruction -new # HDP2292 |
4293H |
Interpretation of Educational Research -new # HDP2293 |
4295H |
Individual Reading and Research in Adaptive Instruction and Special Education -new # HDP2295 |
4296H |
Reading and Writing Difficulties -new # HDP2296 |
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