OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
Human Development and Applied Psychology - Course Descriptions
Search the Bulletin for a word or phrase:

COURSES

The following list demonstrates the range of courses offered within the department. Not all of the courses listed are offered in any given year. Please consult the Course Schedule for currently scheduled courses.

A course is identified with this department when the prefix is HDP. Numbers 12 and 22 denote a master's level course, while numbers 32 and 52 denote a doctoral level course. Prior to this year, number 42 was also used to denote master's level course.

NOTE: This year several courses have changed from master's to doctoral level, and several courses titles have been revised. Please consult the Program Guidelines for a list of these courses.

HDP1200H Foundations of Human Development and Education
All students of human development are interested in two questions: What develops? What influences development? In this course we are also interested in a third question: What is the role of formal education in human development? This course will provide an opportunity for students to construct an overall perspective on development and education, and to be introduced to the main areas of expertise among the faculty.
J. Astington, A. Biemiller, M. Lewis and staff

HDP1201H Child and Adolescent Development
This course addresses factors involved in child development (preschool period, early school years, intermediate years, adolescence) and the problems of each period. As well, preventative and remedial phases of mental health are examined.
Staff

HDP1206H Proseminar in Human Development and Applied Psychology
The first part of the course includes a brief introduction to the history and basic ideas of cognitive and emotional development, including cognitive, educational, and clinical applications. This is followed by faculty members of the department explaining how their research is conceived, designed, and analysed. Students work individually and collaboratively on critical thinking in psychology, on how to understand published psychological research, as well as on designing, analysing, and writing up their own research projects.
K. Oatley

HDP1209H Research Methods and Thesis Preparation in Human Development and Applied Psychology
This course focuses on the four quantitative research methods most frequently used in psychology (observation, experiments, questionnaires, and semi-structured interviews) as well as their rationales and the implications of their use. The four main statistical methods of analysis - chi square, analysis of variance, correlation, and regression - will be reviewed and applied to specific pieces of research. The preparation and writing of a dissertation proposal will be addressed.
K. Oatley and K.E. Stanovich

HDP1211H Psychological Foundations of Early Education
The purpose of the course is to identify the psychological foundations of program/practice in early education in programs for children of 4 to 7 years, and to analyse the issues associated with the different resulting educational perspectives. The historical-theoretical roots of early education and associated views of the learner, research related to current issues, and selected features of current practice will be explored.
J. Hardacre and staff

HDP1215H Psychological Assessment of School-Aged Children
The purpose of this course is to gain an understanding of basic principles to psychological assessment and to acquire administration skills with respect to several widely used standardized tests of intelligence, academic achievement, and special abilities. Topics will include the history of intelligence testing, contextual issues surrounding the assessment process, basic statistical concepts related to psychometrics, test administration, and report writing. Students gain practical experience with respect to a test administration and scoring of a number of tests (e.g., WISC-III, WPPSI-R, WAIS-III, WIAT, K-TEA, WRAT-3) which is evaluated through review of completed test protocols and videotaped test administrations.
Pre-requisite: This course is limited to students in the School and Child-Clinical Psychology program and is a co-requisite with course HDP1216.
M. Peterson-Badali, T.W. Humphries, J. Wiener

HDP1216H Psychoeducational Assessment
Theory and practicum in psychological assessment techniques applied in school settings. Administration and interpretation of individual intelligence tests, academic tests, tests of special abilities and behaviour rating scales within the context of a practicum assignment in the Counselling and Psychoeducational Clinic. Topics focus on the development of assessment plans, clinical interviewing, test interpretation, report writing, feedback, and consultation.
Prerequisite: This course is limited to students in the School and Child-Clinical Psychology program who have completed course HDP 1215.

M. Peterson-Badali, T.W. Humphries and J. Wiener

HDP1217H Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention in Children
This course provides a basic overview of current behavioural and cognitive-behavioural approaches to the management and remediation of maladaptive behaviour, such as aggression, disruption, and noncompliance, in educational and residential settings. A conceptual model of behaviour and cognitive-behaviour therapy and learning principles relevant to this model will be considered. The model focuses on proactive, nonintrusive, and success-based approaches to remediation of problem behaviour. Topics will include assessment of maintaining variables, teaching of adaptive skill clusters, building tolerance to difficult environmental circumstances, moderating severe behaviour to enable skill-teaching, and evaluating clinical progress.
J. Ducharme

HDP1218H Seminar and Practicum in Assessment (Pass/Fail)
This course supports and evaluates the development of the student's clinical skills, (assessment and intervention) at the Masters level with children in the practicum placement. Placements are in school and clinical settings. Seminars focus on specific problems and issues related to clinical practice.
Note: Open to School and Child-Clinical Psychology students only, and ordinarily taken in the second M.A. year. Students are expected to consult with Dr. Link to arrange a practicum placement.

Pre-requisite: HDP1215, HDP1216, HDP1219, HDP1220 or equivalent; and permission of instructor.
Staff

HDP1219H Ethical Issues in Applied Psychology
This course provides students with an overview of legal, ethical, and professional issues as they relate to the practice of psychology. The current regulatory model of psychology in Ontario and its implications for practice are reviewed. The Canadian Code of Ethics, College of Psychologists' Standards of Practice, federal and provincial legislation, and case law that apply to practice in Ontario are reviewed as they relate to issues of confidentiality, record keeping, consent, competence, professional boundaries, and multicultural issues in assessment, psychotherapy, and research. Throughout the course, a model of ethical decision-making designed to assist practitioners with ethical dilemmas is reviewed and practised with a variety of case examples in the context of small- and large-group discussion.
(offered jointly with Adult Education, Community Development and Counselling Psychology)

M. Peterson-Badali and staff

HDP1220H Introduction to School and Child-Clinical Psychology
This course is intended to provide students in School and Child-Clinical Psychology with a grounding in the conceptual foundations of the program. The implications of the scientist practitioner model for practice as a school or child-clinical psychologist is the cornerstone of the course. Specific issues to be addressed include developmental and systemic approaches to psychological practice, systems and group behavior within, and related to the school organization, multidisciplinary teams, approaches to consultation, principles of prevention and intervention, and program evaluation. Students will apply the principles discussed in the course in a practicum placement.
Note: Open to School and Child-Clinical Psychology students only, and ordinarily taken in the first year of the School and Child-Clinical M.A. program. Students are expected to consult with Dr. Wiener to arrange a practicum placement.
J. Wiener

HDP1221H Seminar and Practicum in School Psychology: Part II
Further examination and discussion of professional relations in school models of psychological service delivery, ethical considerations, strategies of applying psychological principles to educational problems in the school, and case conferences. Includes seminar as well as practicum in the schools, one day per week.
Note: Open to School Psychology students only,

and ordinarily taken in the second year of the School Psychology M.A. program.

Prerequisites: HDP1219H and HDP1220H

S. Miezitis and O. Weininger

HDP1222H Approaches to Psychotherapy Across the Lifespan
This course introduces the major theories of psychotherapy with children and adults including: cognitive-behavioral, psychodynamic, and humanistic approaches. Issues related to gender and to individual and cultural diversity are also considered. A practical component assists students in developing basic psychotherapy skills.
Note: Open to School and Child-Clinical Psychology students only; others by permission of instructor.
C.R. Musselman and staff

HDP1223H Depression in the Schools: Assessment, Prevention, and Intervention
Multidimensional assessment and intervention models for working with depressed children and youth in the schools. Self-report as well as teacher observation and rating techniques for identifying at-risk children and youth; teacher-mediated and parent-mediated intervention approaches; group work for social-skill and self-esteem development. This course will include a practicum.
S. Miezitis

HDP1224H Atypical Development of Human Relationships in Early Childhood
In this course we consider atypical emotional and behavioural development in early childhood in the context of children's family and social relationships. We examine the role of the family in the emotional development of children including the attachment system, parent-child relationships, children in the context of the parental marriage, and sibling relationships.
J. Jenkins and staff

HDP1225H Practicum in Diagnostics and Psychotherapy
A practicum in diagnostics and/or psychotherapy, to be planned for each student in consultation with the instructor.
Prerequisite: This course is limited to students in the School Psychology program who have completed HDP 1216. Permission of instructor is required.
Staff

HDP1226H Selected Problems in Educational Psychology
Specialized study under the direction of a staff member on a topic chosen to reflect a current educational problem conceptualized in terms of the relevant disciplines and examined by empirical psychological means.
Staff

HDP1231H School-Based Social Competence Promotion
Concepts of social competence emerging from several theoretical perspectives are critically surveyed. The role of school psychologists in promoting social development is emphasized. The practicum provides experience either in the implementation of social skills training in schools or in the refinement of research in this area. Prerequisite: Permission of the instructor.
J. Wiener and staff

HDP1233H Cognition, Development and Education
This course examines applications of cognitive theory and research to problems of school learning and instruction. The emphasis is on recent advances that throw light on such areas of concern as reading and learning from texts, mathematical competence, learning in the sciences and social studies, problem-solving, motivation, and teaching practices.
Note: Ordinarily taken by students in their first year of the interdepartmental focus in Applied Cognitive Science.
D.R. Olson and staff

HDP1234H Foundations of Cognitive Science
This course examines the psychological and philosophical basis of cognitive science including such topics as the nature of mental representations, functionalist and computational theories of mind, intentionality, subjectivity, consciousness, and meta-cognition.
D.R. Olson and staff

HDP1236H Psychopathology for School and Child-Clinical Practice
In this course we look at the classification and epidemiology of psychological disorders of childhood.
J. Jenkins and staff

HDP1237H Cognitive Development and Instruction
This course will cover the core issues in cognitive development from several theoretical vantage points, and trace the changes in children's thinking from early infancy to adolescence. Intervention and instruction will be related to developmental issues.
R. Case, M. Lewis and staff

HDP1238H Special Topics in Human Development and Applied Psychology: Master's Level
A course designed to permit the study (in a formal class setting) of a specific area of human development and applied psychology not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.
Staff

HDP1241H Outcomes of Early Education and Child Care
This course is a concept-oriented analysis of methods and research in early child care and educational settings. Problems of child care and the nature of early experiences in different settings are examined. The research methodology and strategies, process-interaction, and developmental status measures, along with programs and results of intervention factors, will be considered. Students will be expected to evaluate published studies on aspects of early childhood education or care, and to design studies (including pretests) concerning problems in early childhood.
A. Biemiller, J. Hardacre and staff

HDP1249H Emotional Development
This course will review the major theoretical positions on emotional development, and then follow the child's social-emotional growth from birth through adolescence. The experience, expression, representation, and regulation of emotions will be examined with respect to universal developmental patterns as well as individual personality formation.
M. Lewis and staff

HDP1250H Normative and Individual Patterns in Development
Studying individual differences in development provides a window on uniqueness, even pathology, but also a challenge to review how we define normal. This course examines diversity and its relation to normativity at a theoretical level, and then goes on to look at themes and variations in temperament, attachment, language acquisition, perspective-taking, emotional and personality development, intelligence and peer relations. These topics will be discussed with respect to developmental theory, day-to-day experiences of children and families, and implications for psychological practice (including assessment and intervention) with children and adolescents.
M. Lewis

HDP1256H Child Abuse: Intervention and Prevention
An examination of the nature and consequences of child maltreatment. Theory and research in physical, sexual, and emotional abuse will be reviewed. Coverage includes recent therapeutic interventions and promising prevention initiatives. The objective of this course is to provide a knowledge base for more effective practice and inquiry.
R. Volpe and staff

HDP1259H Child and Family Relationships - Implications for Education
This course has a dual focus: consideration of theory/research related to child-parent relationships and family influences on child development, and application of this literature in examining current child care/education policy and program initiatives.
J. Jenkins, C. Corter and staff

HDP1260H Children, Psychology and the Law
A critical analysis of the Canadian legal system's interface with children and youth. Individuals who intend to work with children in educational, clinical, or community settings will develop a working knowledge of legislation affecting children, the interface between legal and developmental/psychological issues, children's rights, and risks and opportunities for children in the context of today's legal system. Domains include education, health, family law (custody and access; protection), and criminal law. Specific topics include Ontario's child protection system, the Young Offenders Act, Special Education, issues in custody and access assessment, children's and youths' understanding of the legal system, etc.
Note: This is not intended as a law course, but to acquaint psychology practitioners with relevant legal issues.
M. Peterson-Badali and staff

HDP1265H Social Development in Infants and Children
This course examines the child's social development from infancy to middle childhood. Major topics include the nature of human sociality; neonatal and infant sociality (empathy, bonding, attachment, interactive play, etc.); egocentricity vs socio-centricity in early childhood; mythic structure of children's television; enculturation to the folkways and values of elementary school; children's conversations.
Staff

HDP1270H Children's Theory of Mind
The course examines children's developing understanding of themselves and other people as psychological beings, that is, as people who have beliefs, desires, intentions, and emotions. It explores the implications of this development for children's social understanding in the preschool years and beyond, and for their understanding of thinking and learning in school. It also considers children with autism, who apparently fail to develop a theory of mind in the ordinary way, and examines some theoretical explanations of children's understanding of the mind.
J. W. Astington

HDP1272H Play and Education
A series of seminars dealing with the definition of the term "play" and its relation to both psychological and educational processes in the young child. The history of play will be examined in relationship to various theories that have been advanced concerning the need children have to play, the functions of play, and their relationship to psychological, social, cognitive, emotional, and physical development.
This course is intended primarily for Child Study and Education students, those in the Interdepartmental program in Adaptive Instruction and Special Education and M.Ed. students in HDAP. Others must seek the permission of the instructor to register.
J. Hardacre

HDP1273H Psychology of Disability and Empowerment
This theoretical and practical course is intended to encourage students to explore the issues involved in thinking about empowerment and disability. The phenomena referred to by such terms as "disability", "impairment", "integration", "professionalism", and "empowerment" are examined in class seminars through the analysis both of selected readings and of the experience of working with a disabled partner throughout the course. The course is suitable for any educator wanting to understand the experience of being handicapped and the barriers to empowerment those with handicaps must face.
P. Lindsay

HDP1274H Research Planning in Human Development and Applied Psychology
The purpose of the course is to promote skills in planning and conducting theoretically motivated and field-based research. Research designs combining theory with practice will be emphasized. Clarity of written expression both in research proposals and in final research reports will be required. A key feature will be the unique blend of field-oriented issues and theoretical
knowledge necessary to conduct successful research in human development and applied psychology.
P. Lindsay, C.R. Musselman and E. Geva

HDP1277H Seminar and Practicum in Applied Developmental Psychology
Examination and discussion of professional issues, activities, and relations associated with the practice of applied developmental psychology in a variety of settings, including the school system, community mental health centres and literacy programs, early childhood education settings, and special needs offices at the post secondary level. The course includes a practicum that will provide experience and the opportunity to discuss strategies for applying principles of developmental psychology in different settings, professional consultation and collaboration, program modifications and the design of treatments based on psychological principles, case conferencing skills, and ethical consideration.
T. Humphries

HDP1279H Preventative Interventions for Children at Risk
This course will examine the theory and rationale for early intervention for at-risk infants and preschool children and the models of early intervention that have evolved. Family variables and family involvement in intervention programs will be covered, as will issues of identification and evaluation.
R. Volpe and staff

HDP1281H Psychology and Education of Children and Adults with Developmental Disabilities
The identification and etiology of developmental delay and the intellectual/social development of developmentally delayed people. Issues of inclusion and segregation; curriculum-based, computer-assisted instructional procedures; programs for parents and adults.
Staff

HDP1282H Psychology and Education of Deaf Children
Communication, psychological, and social issues in the education of deaf and hard-of-hearing individuals.
C.R. Musselman

HDP1284H Psychology and Education of Children and Adolescents with Behaviour Disorders
Psychological and educational characteristics of children and adolescents with behaviour disorders with an emphasis on the interplay between constitutional and environmental factors that contribute to these disorders. Research on current assessment and intervention procedures will be analysed.
This course is intended primarily for Child Study and Education students, those in the Interdepartmental program in Adaptive Instruction and Special Education, M.Ed. students and School and Child-Clinical students in HDAP. Others must seek the permission of the instructor to register.
J. Wiener and staff

HDP1285H Psychology and Education of Children with Learning Disabilities
Characteristics of children with learning difficulties, their identification, and suggested remedial programs. Emphasis is placed on the concept of learning disability and on the educational implications of the research literature in the field.
This course is intended primarily for Child Study and Education students, those in the Interdepartmental program in Adaptive Instruction and Special Education, M.Ed. students and School and Child-Clinical students in HDAP. Others must seek the permission of the instructor to register.
T.W. Humphries and J. Wiener

HDP1286H Psychology and Education of Adolescents and Adults with Learning Disabilities
Psychological and educational characteristics of adolescents and adults with learning disabilities with an emphasis on the interplay between constitutional and environmental factors that contribute to these disabilities and enable optimal functioning. Current intervention approaches used in educational, community, and work settings will be critically evaluated.
J. Wiener, U. Shafrir and staff

HDP1290H Psychology and Education of Children with Pervasive Developmental Disorders
This course offers a review of theories of the nature of autism, its causes, its treatment, and the assumptions underlying these theories. The relationship to other types of exceptionality is emphasized, and programs for autistic children are reviewed and evaluated, especially those within educational settings.
Staff

HDP1299H Language Assessment and Intervention
The course will consider typical and atypical patterns of language acquisition, including the development of interpersonal communication and literacy. Various approaches to teaching language will be examined, as well as the communication needs of disabled learners in educational settings.
C. Musselman and staff

HDP2200H Child Study: Observation, Evaluation and Reporting
A course designed for students to learn the skills and knowledge fundamental to a developmentally oriented systematic study of children. This is done through observing, recording, interpreting, and reporting in a professional manner the behaviour and development of children in diverse practice and research settings. A range of methods from direct observation to standardized testing will be surveyed. The role of the practitioner as critical inquirer will be emphasized.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
R. Volpe and staff

HDP2201Y Childhood Education Seminar
A seminar examining the teaching-learning interaction between adults and children in preschool, primary, and junior educational settings. Emphasis is on the integration of teaching practice with principles of child development and learning theory. This seminar draws on the students' experiences from practicum placements. This course will also include a focus on childcare arrangements and related issues for children in elementary schools, and a review of the Day Nurseries Act. Note: This course is normally open to students in the M.A. in Child Study and Education program only.
J. Hardacre and staff

HDP2202Y Childhood Education Seminar II: Advanced Teaching
This seminar will provide for discussion of topics and issues that emerge during the students' internship (HDP2221Y Advanced Teaching Practicum). This course will also include a review of the Education Act and regulations, the College of Teachers and regulations, and one or more sessions on the history of the child care movement, and on current policy issues on child care.
R. Volpe and staff

HDP2210Y Introduction to Curriculum
A study of education techniques, and the role of the teacher in designing, evaluating, and implementing curricula for children aged three to twelve. Basic areas of the elementary curriculum will be introduced, including arts (drama, music, physical education, and visual arts), communications, mathematics, and science.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
Staff

HDP2211H Theory and Curriculum I: Language and Literacy
A detailed study of the design, implementation, and evaluation of the elementary curriculum in the area of communications (speaking, listening, reading, writing). The practical problems of curriculum design are informed by theoretical considerations of children's linguistic development from infancy onwards, and of the differences between oral and written language.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
J.W. Astington and staff

HDP2212H Theory and Curriculum II: Children's Epistemologies in Mathematics
A detailed study of the design, implementation, and evaluation of the elementary curriculum in the area of mathematics. The practical issues are informed by theoretical considerations of children's cognitive development from infancy onwards, particularly the ways in which implicit knowledge becomes explicit, and naive theories become formalized.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
R. Case and staff

HDP2220Y Teaching Practicum (Pass/Fail)
Students are placed in classrooms in the Institute's Laboratory School, in public and separate schools, and in other settings. Students are under the joint supervision of an associate teacher on site and an academic staff member at the Institute of Child Study. There are two practicum sessions, each providing 144 hours of practicum experience in 2, six-week, half-day blocks.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
J. Hardacre and staff

HDP2221Y Advanced Teaching Practicum (Pass/Fail)
Second year Child Study and Education students carry out one internship placement lasting 16 weeks. Internships may be in classes from preschool through grade six. Through these internships students consolidate skills under the supervision of a mentor teacher on site and a staff member from the Institute of Child Study. The internship provides a total of 320 practicum hours.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
J. Hardacre and staff

HDP2230H Designing Educational Programs
An educational program consists of a sequence of learning activities carried out over an extended period of time to accomplish a number of long-term learning goals. The main goal of this course is to help students learn how to plan educational programs that can accommodate a variety of children and achieve a variety of learning goals.
Note: This course is normally open to students in the M.A. in Child Study and Education program only.
A. Biemiller and staff

HDP2252H Individual Reading and Research in Human Development and Applied Psychology: Master's Level
Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to the student but are not included in available courses. While credit is not given for a thesis investigation proper, the study may be closely related to such a topic.

HDP2275 H Technology for Adaptive Instruction and Special Education
This course will examine the potential of microcomputer-based technology in various types of learning environments. The focus is on the use of technology as a tool to increase the teacher's ability to handle a wide range of student learning needs in main-streamed classrooms. The course is suitable for students in the departments of Curriculum, Teaching and Learning and Human Development and Applied Psychology who are using or are considering using computers in the classroom.
P. Lindsay and staff

HDP2275H Technology for Adaptive Instruction and Special Education
This course will examine the potential of microcomputer-based technology in various types of learning environments. The focus is on the use of technology as a tool to increase the teacher's ability to handle a wide range of student learning needs in main-streamed classrooms. The course is suitable for students in the departments of Curriculum, Teaching and Learning and Human Development and Applied Psychology who are using or are considering using computers in the classroom.
P. Lindsay and staff

HDP2280H Introduction to Special Education and Adaptive Instruction
A critical analysis of current issues related to philosophy, practice, administration, integration and inclusion, and instructional and classroom adaptations. This course is intended primarily for Child Study and Education students, those in the Interdepartmental program in Adaptive Instruction and Special Education, M.Ed. students and School and Child-Clinical students in HDAP. Others must seek the permission of the instructor to register. This course is not appropriate for students who already have a background in special education.
C. Musselman, J. Wiener, P. Lindsay and staff

HDP2283H Psychology and Education of Gifted Children and Adolescents
The identification and the intellectual, social, and emotional development of the gifted; educational programs in regular and special classes.
D. Keating

HDP2287H Classroom-Based Counselling Approaches
This course will examine counselling approaches that are appropriate for teachers and counsellors to use in the school setting. An overview of classroom-based counselling approaches for the prevention and treatment of behavioural, social, and emotional problems will be presented. Interventions designed for individual students, small groups, classes, schools, and parents will be discussed, and evaluative research on these approaches will be analyzed.
J. Wiener and staff

HDP2288H Reflective Teaching and Analysis of Instruction
This course is designed to develop students' awareness of, reflection about, and evaluation of their own professional knowledge and skills in relation to classroom-based assessment and remediation of generic learning skill deficits in diverse student populations. Discussion of instructional and assessment methodologies will be followed by experience applying these methodologies to various content areas in the curriculum.
U. Shafrir

HDP2291H Special Topics in Adaptive Instruction and Special Education: Master's Level
A course designed to permit the study (in a formal class setting) of specific areas not already covered in the courses listed for the current year. A variety of courses may be offered under this category. For further information, see the course schedules available in early March.
Staff

HDP2292H Assessment for Instruction
Critical analysis of assessment procedures including psychometric tests, curriculum-based assessment, and dynamic assessment and of the function of assessment in relation to adaptive instruction. A practical component is included.
T.W. Humphries and J. Wiener

HDP2293H Interpretation of Educational Research
Introductory course in the critical evaluation of research reports and in elementary research methods. Emphasis is given to research as a mode of critical inquiry, research design in mainstream and special education settings, and the importance of theory development in both basic and applied research.
E. Geva, P. Lindsay, C.R. Musselman and U. Shafrir

HDP2295H Individual Reading and Research in Adaptive Instruction and Special Education: Master's Level
Specialized study, under the direction of a faculty member, focusing on topics that are of particular interest to the student but are not included in available courses. Although this course may be taken for other purposes, it is the vehicle through which the MRP requirement is fulfilled. While credit is not given for a thesis investigation proper, the study may be closely related to such a topic.
Staff

HDP2296H Reading and Reading Difficulties
The purpose of the course is to meet regular classroom teachers' needs in diagnosing and remediating children's reading problems. Half of the course will be devoted to learning diagnostic techniques, testing, and diagnosing children. The other half will be devoted to designing materials to meet specific remedial needs. Emphasis will be placed upon implementation of the remedial materials in actual classroom situations, and on the strategies used by expert and novice readers.
Staff

HDP3200H Research Proseminar on Human Development and Applied Psychology
The purpose of this course is to introduce students to basic ideas in human development, psychology and education, with an emphasis on applications. Faculty members or outside speakers will explain how their work is conceived, designed and analyzed. The aim of this course is to expose students to a breadth of approaches and problem areas, and to encourage students to consider research from a multiplicity of perspectives. Through readings assigned by the presenters, attendance at the HDAP bi-weekly colloquia, various assignments and classroom discussion, the course is intended to develop an appreciation of the broad range of topics undertaken by researchers in human development and psychology, help new Ph.D. students to become aware of alternative conceptual frameworks, and encourage students to be creative and open-minded as they develop their own research ideas.
E. Geva, D. Keating, M. Lewis and K. Oatley

HDP3201H Qualitative Research Methods in Human Development and Applied Psychology
This course provides an overview of qualitative research methodology and techniques. Coverage includes major philosophy of science, historical, and contemporary (critical, post modern, hermeneutic, constructivist and feminist) perspectives. Ethnographic, life history, individual and multiple case study, and focus group methods will be reviewed in relation to a narrative framework. Observational, interview, personal record, and archival data management will be discussed. Students will have an opportunity to design, implement, analyze, and report a micro qualitative study. Special emphasis will be placed on the use of computers and visual imaging techniques.
R. Volpe

HDP3202H Advanced Practicum in School Psychology
Study of core areas of school psychology. Second-year doctoral students, under faculty supervision, will supervise M.A. students in 1216H, 1220H, and 1221H. In addition, students will undertake advanced consultative and research projects involving the broad application of psychological principles to the school situation. Open only to doctoral students in School Psychology.
Prerequisites: HDP1216H, HDP1220H, and HDP1221H.
S. Miezitis and O. Weininger

HDP3203H Recent Advances in Children's Theory of Mind
The course assumes that students have an overview of children's developing theories of mind and focuses on particular research issues in the area. Different issues will be considered each time the course is offered, reflecting current concerns from different research perspectives, such as autism, infancy, epistemology. The course also considers how theories of mind might have developed during evolution and assesses different theoretical explanations of children's understanding of the mind.
Prerequisite: HDP1270 or permission of the instructor.
J.W. Astington and staff

HDP3204H Contemporary History and Systems in Human Development and Applied Psychology
An examination of the historical and philosophical bases of modern theories of applied psychology. Emphasis is on counselling, developmental, and educational psychology. The goals of the course are a) to make explicit the origins of current ideas in applied psychology, and b) to demonstrate the importance of historical context in understanding research and practice issues.
R. Volpe

HDP3206H Research Seminar in Development in Early Childhood
An examination of certain conditions during the infancy and toddler period of development that will have an impact on later behaviour. Normal attachment development is studied with a view to recognizing deviations from it, and research literature focusing on this early period is explored with particular emphasis on attachment theory.
O. Weininger

HDP3208H Research Seminar in Adolescent Development
This course focuses on the distinguishing characteristics of development during the adolescent years, as depicted in evolving psychological theory and current research. Broad themes will include adolescent thinking, self concept and identity formation, social and personal relationships, moral development and values acquisition, health and sexuality, and the role of gender and culture in shaping adolescent experience; specific topics will depend, in part, on the expressed interests of students. The course is intended primarily for students developing their own research agendas, but it is also relevant to those working with adolescents in educational and clinical settings.
M.L. Arnold

HDP3209H Psychology of Language and Literacy
This course examines current research on psycholinguistics including syntax, semantics, and pragmatics with an emphasis on their relations to literate competence. Topics considered are language development, literacy development, writing systems and the role of linguistic processes in thinking and instruction.
Prerequisite: Permission of instructor.
D.R. Olson and staff

HDP3210H Research Seminar in Social Psychology in Education
Organized around the ideas of persons-in-relation and mutual adaptation, this course attempts to consider what conceptions and methods are required in order to take a truly social-psychological perspective that involves two persons or more. Examples are drawn from teacher-student, counsellor-client, and parent-child transactions. Students are encouraged to try out a persons-in-relation perspective on their own research ideas.
Note: Open to doctoral students only.
Staff

HDP3220H Analysis of Learning Tasks
A general introduction to problems of instructional design, viewed within an information-processing framework. Brief training is given in both classical (hierarchical) and modern (process-structural) approaches to task analysis. Each time it is offered, the course focuses on a different instructional problem.
C. Bereiter

HDP3224H Advanced Proactive Behavioral and Cognitive-Behavioral Interventions
This course will provide an advanced examination of proactive behavioral and cognitive-behavioral approaches used with children for the remediation of skill deficits associated with defiance, aggression, impulsivity, depression, and anxiety. The course will have a practicum component to provide students with the opportunity to practice their assessment and intervention skills with children or adolescents experiencing classroom difficulties.
Prerequisite: This course is limited to students in the School and Child-Clinical Psychology Program who have completed HDP1217.
J. Ducharme

HDP3226H Research Methods and Doctoral Thesis Preparation in Human Development and Applied Psychology
This course focuses on current research and methods in human development and applied psychology. The course emphasizes the integration of research methods, statistics, and research content. The focus is on the thesis preparation process. Students will develop research expertise through work on their own projects and will broaden their understanding of the field through seminar discussion.
Prerequisite: One graduate course in quantitative analysis, and permission of the instructor.
D. Keating, M. Ferrari and K. Stanovich

HDP3229H Cognition and Emotion in Development
After a review of theoretical perspectives on emotion, cognition-emotion interaction and the development of this interaction over the lifespan will be discussed. Contemporary approaches to modelling development will be introduced. Clinical and educational implications will be discussed, including emotional constraints on cognition and learning, individual differences in emotion, and the development of personality and psychopathology.
M. Lewis, R. Case and staff

HDP3230H Understanding Narrative
In this course, we will explore how narrative is read and understood by people in schools and elsewhere, and how narrative is written, in fiction and other genres such as biography and autobiography. We aim to understand the psychological components of writing narrative literature and the psychological responses that occur during reading. We will also discuss the role of reading and writing narrative in the understanding of the self, and in therapeutic change. During the course we will discuss the following: a play by William Shakespeare, at least one nineteenth-century novelist, a case history of Sigmund Freud, a short novel by modernist writer Virginia Woolf, and a work by a recent or post-modernist writer. We will also discuss empirical work on responses to literature, and on the effects of reading and writing.
K. Oatley and staff

HDP3231H Psychodynamic Bases of Therapy
In this course we seek an understanding of psychodynamic theory as a basis for individual therapy in schools and elsewhere. We will discuss Freud's early work on sexual abuse, and its later repercussions, then move to his full-length case histories in order to understand fundamental ideas of interpretation, transference, and resistance. We will then move to interpersonal and object relations theories in the work of Klein, Winnicott, Guntrip, Fairbairn, and Laing, as well as theorists who have developed psychoanalytic theories of development including Horney, Bowlby, Ericson, and Stern. Throughout the course we will seek links to empirical data of human cognitive and emotional development, and we will end with findings of research on process and outcome in psychotherapy.
Staff

HDP3232H Assessment of Infants and Preschool Children
This course will cover the assessment of young children's cognitive, emotional, motor, social and language development. General principles of assessment and report writing will be included. Assessment tools that will be studied include the Bayley, Rossetti, Griffiths, McCarthy, Stanford-Binet, and WPPSI tests and checklists, and interview schedules such as the Connors, Achenbach and Vineland. Piagetian and other clinical techniques will also be covered. Students will do a practicum.
Prerequisite: HDP1215 and HDP1216 or equivalent, or permission of instructor.
M. Lewis and staff

HDP3237H Recent Advances in Cognitive Development and Education
This seminar will focus on contemporary theories of cognitive development. One or more classes of theories or general models will be selected each term. Changes in children's abilities and behaviours will be related to underlying changes in cognitive structures and processing.
Prerequisite: HDP 1237 or its equivalent, or permission of instructor.
R. Case, M. Lewis and staff

HDP3238H Special Topics in Human Development and Applied Psychology: Doctoral Level
Description as for HDP1238.
Staff

HDP3240H Advanced Social and Emotional Assessment Techniques
An advanced course in assessment of social and emotional functioning including standardized and projective assessment techniques.
Staff

HDP3241H Seminar and Practicum in Assessment and Intervention with Children (Pass/Fail)
This course supports and evaluates the development of the Ph.D. students' clinical skills (assessment and intervention) in the field placement. Placements are in schools and clinical settings. Seminars focus on specific problems and issues related to clinical practice.
Note: School and Child-Clinical Psychology students only. Students are expected to consult with Dr. Link to arrange their practicum placement in the year prior to taking this course or as soon as they are accepted into the program.
N. Link

HDP3252H Individual Reading and Research in Human Development and Applied Psychology: Doctoral Level
Description as for HDP2252.
Staff

HDP3255H Systemic Family Therapy for School and Child-Clinical Practice
The aim of this course is to introduce students to family therapy concepts and interventions for use in the practice of school and child-clinical psychology. Structural, strategic, narrative and transgenerational models are considered through discussion of readings, videotape analysis and practical exercises.
Note: This course is normally limited to students in the School and Child-Clinical Psychology program. Others by permission of the instructor.
J. Jenkins and staff

HDP3282H The Psychology of Critical Thinking
This course examines current research and theory on the psychology of critical thinking and explores the philosophical and empirical foundations of the concepts of critical and rational thinking. The framework for the course will be provided by recent research in cognitive, developmental, and educational psychology. Individual differences and the development of critical thinking will be discussed as a context for evaluating educational efforts to foster critical thinking.
K.E. Stanovich and staff

HDP3286H Developmental Neuropsychology
Introduction to the theoretical foundations of hemispheric asymmetries in function. The main purpose is to study current research and theoretical issues in development and in learning disabilities. The course focus is on basic research, but emphasis will also be given to implications for assessment and teaching.
Staff

HDP3287H Cognitive Science Applied to Exceptional Learners
This course uses the conceptual framework of cognitive science to study the processing problems underlying various types of exceptional learning. It will consider processing problems in areas of perception, memory, problem-solving, and metacognition from both an information-processing and a cognitive science point of view. It will also explore the "new look" in cognitive science - parallel distributed processing (PDP) - as an alternative conceptualization for how the brain works. The course is suitable for master's and doctoral students in Human Development and Applied Psychology.
P. Lindsay

HDP3292H Advanced Psychoeducational Assessment and Psychodiagnosis
The purpose of this course is for students to refine their skills in psychoeducational assessment by assessing children with a variety of complex learning and social and emotional problems. Traditional psychoeducational assessment techniques are combined with a systemic approach to assessment of cognitive, educational and social/emotional functioning of children. Assessment is seen as embedded in a counselling process in which the children, parents and teachers are assisted to understand the nature of the children's difficulties, how they learn best, and their adaptive strategies for coping in the social milieu. Students will undertake two assessments over the course of the academic year using the facilities of the Counselling and Psychoeducational Clinic.
Note: This course is intended for students in School and Child-Clinical Psychology. Others by permission of the instructor.

Prerequisite: HDP1216 and one of HDP1218, HDP4271, or HDP5284.
J. Wiener and staff

HDP3297H Biological and Psychological Foundations of Low Incidence Disorders
This course will focus on current knowledge of various low incidence disorders (those typically represented in one percent of the population or less), especially conditions that are first diagnosed in infancy or childhood. We will discuss both biological and psychological factors playing a role in the etiology and discuss characteristic profiles for specific disorders. We will also consider potential interventions for prevention and treatment of the various disorders. Disorders to be considered include (but are not limited to) mental retardation, autistic disorder, Rett's disorder, Asperger's disorder, tic disorders, selective mutism, pica, enuresis, stereotypy and feeding disorders.
T.W. Humphries and staff

HDP5271Y Assessment and Programming for Reading and Writing Difficulties
This full-year course is designed to bring theory and practice together in the area of reading, spelling, and writing difficulties. A practicum component involves implementing a theory-based assessment and remediation model (with students of all ages), report writing, and consultation with teachers and parents. The course is intended to be useful in the training of psychometrists/psychologists, special education and curriculum consultants, and classroom and resource teachers.
Note: This course is normally limited to students in School and Child-Clinical Psychology and to students in the interdepartmental specialization in Adaptive Instruction and Special Education. Permission of the instructor is required.
D.M. Willows and staff

HDP5280H Advanced Research Planning in Human Development and Applied Psychology
Study and interpretations of research relevant to the student's doctoral thesis.
Prerequisite: Permission of instructor.
E. Geva and K.E. Stanovich

HDP5281H Research and Theories of Reading Disability
A survey of current empirical evidence and theoretical models of reading disability, focusing on basic research on reading disability deriving from cognitive and developmental psychology. Individual differences in reading acquisition will be discussed as a context for understanding reading disability. Students will conduct an in-depth analysis of a specific research problem relevant to reading disability and/or reading acquisition.
K. E. Stanovich

HDP5284H Assessment and Intervention in Multicultural/Bilingual Contexts
The purpose of this course is to explore, from a multidimensional perspective, assessment and intervention issues and techniques arising when learners in second language or multicultural contexts experience learning difficulties. Through readings, classroom discussion, case studies, and client-work, the course is intended to help students become better aware and better prepared for work with individuals in culturally and linguistically diverse settings. Students are expected to integrate and apply such diverse areas as second language acquisition, learning disabilities, cognitive and affective functioning, and to consider alternative assessment and remediation practices.
E. Geva

HDP5295H Individual Reading and Research in Adaptive Instruction and Special Education: Doctoral Level
Specialized study, under the direction of a faculty member, focusing on topics that are of particular interest to the student but are not included in available courses. While credit is not given for a thesis investigation proper, the study may be closely related to such a topic.
Staff

HDP5298H Special Topics in Adaptive Instruction and Special Education: Doctoral Level
A course designed to permit study (in a formal class setting) of specific areas not already covered in the courses listed in the current year. For further information, see the course schedules available in early March.
Staff

HDP7002H Ethical, Legal and Professional Issues in Education
This course provides students with an overview of legal, ethical and professional issues as they relate to the educational practitioner. Models of decision-making designed to assist practitioners with ethical concerns are reviewed and practiced with a variety of case examples. Issues are also examined in relation to professional conduct and responsibilities. This course will address school law in Ontario. This course is normally open only to students in the M.T. in Human Development and Curriculum Program.
Staff

HDP7004H Practicum in Schools
This course provides supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Students are placed in partnership schools in public and separate school systems and in other settings. Students are under the joint supervision of a field teacher on site and an academic staff member at OISE/UT. The practicum provides a minimum of 30 days of field experience. This course is normally open only to students in the M.T. in Human Development and Curriculum Program.
Staff

HDP7005Y Practicum Internship
Students are placed in partnership schools in public and separate school systems and in other settings. Students are under the joint supervision of field teachers on site and an academic staff member at OISE/UT. The practicum provides a minimum of 80 days of field experience as junior staff members within school settings. This course is normally open only to students in the M.T. in Human Development and Curriculum Program.
Staff

JPX1001Y Parenting: Multidisciplinary Perspectives
This course is designed to introduce students to a multidisciplinary range of approaches to the understanding of parenting. Research, theory, and professional practice are surveyed in a number of disciplines. Levels of analysis extend from the psychology of parenting to the societal context. Synthesis of the material is achieved via an organizing framework based on the social ecology of human development and via critical comparisons of different disciplinary perspectives.
(Offered jointly by OISE/UT, the Faculty of Social Work and the Department of Psychology)C. Corter (Coordinator)

Other courses accepted for credit

The following courses may be accepted for credit in the Department of Human Development and Applied Psychology. For course descriptions please see the relevant department's course listing.

CTL1003 Language Arts in Primary Education
CTL1004 Reading and Language Comprehension
CTL1400 Classroom Adaptation and Instructional Strategies
CTL1401 The Resource Consultant: Skills in Classroom Consultation (credit/no credit)
CTL1803 Research Seminar in Reading
CTL1880 Analysis of Instruction
CTL1921 Computer-Supported International Learning Environments
CTL3017 Reading in a Second Language

OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
Search the Bulletin for a word or phrase: