HDE Program Chair: | Keith Stanovich |
SCCP Program Chair: | Esther Geva |
CSE Program Chair: | Andy Biemiller |
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 brochure are the established requirements of the three departmental programs. Students are expected to carefully follow the requirements of the program in which they are enrolled and to consult with their Faculty Advisor regularly. 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 obtained. Ultimately, responsibility for fulfilling the requirements for successful completion of a program rests with the student.
Students are strongly encouraged to refer to a number of resources specified throughout the Program Guidelines. Remember, in this booklet it is important to review course requirements, any additional requirements (such as a thesis or comprehensive examination) 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 courses, and other very useful information.
HDAP currently offers three graduate programs:
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 1201: Child and Adolescent Development (Special Elective) or an alternative course in adult development as one of their ten half-courses. It is recommended that during their program students focus on a specific domain of study. They may do so by selecting courses from one of the concentrations (listed below) or, in consultation with their Faculty Advisor, take at least four half-courses within a domain of study, which they identify. The remaining courses in the program are electives.
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)
* 4293H 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 CONCENTRATION:
Adaptive Instruction and Special Education (AI)
Required:
4280H 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
4283H Psychology
and Education of Gifted Children and Adolescents
4288H Reflective
Teaching and Analysis of Instruction
4292H 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
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
Plus the required number of courses to total 10 from the same concentration in the HDE Electives List. Courses may be chosen from outside the concentration in consultation with the student's Faculty Advisor.
The program comprises six half-courses and a thesis and is typically undertaken on a full-time basis. Under exceptional circumstances students may be permitted to undertake the program on a part-time basis; a detailed 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 1201: Child and Adolescent Development (Special Elective) or an alternative course in adult development as one of their six half-courses. As an apprenticeship approach is favoured, students are expected to become closely involved in the research of one or more members of the department.
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 CONCENTRATION:
Adaptive Instruction and Special Education (AI)
Required:
4280H 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
4283H Psychology
and Education of Gifted Children and Adolescents
4288H Reflective
Teaching and Analysis of Instruction
4292H 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
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 their 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 electives selected in consultation with their Faculty Advisor. 1201: Child and Adolescent Development (Special Elective) or an alternative course in adult development is highly recommended for students who have insufficient background in human development.
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 Advanced Research
Methods and Thesis Preparation in Human Development and Applied Psychology
(restricted to students who
have
completed 1209, 1666 or an equivalent course)
Special Elective for Students Without a Previous Course in Human
Development (see above)
* 1201H Child and Adolescent
Development
Plus at least six half-courses (at least three of which are doctoral level) chosen in consultation with the student's Faculty Advisor.
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. 1201: Child and Adolescent Development (Special Elective) 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 expected to become closely involved in the research of one or more members of the department.
Required Advanced Human Development Course
* 3200H Research Proseminar
on Human Development and Applied Psychology
Required Research Course
* 3226H Advanced Research
Methods and Thesis Preparation in Human Development and Applied Psychology
(restricted to students who have
completed
1209, 1666 or an equivalent course)
Special Elective for Students Without a Previous Course in Human
Development (see above)
* 1201H Child and Adolescent
Development
Plus at least four half-courses (at least two of which are doctoral level) chosen in consultation with the student's Faculty Advisor.
Concentration Abbreviations
AI Adaptive Instruction
and Special Education
CS Applied Cognitive Science
EC Early Childhood
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 permits 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 topic. 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 4293: Interpretation of Educational Research. It is not a paper for this course, however.
The three selected articles must be approved by the student's Faculty Advisor, and a M.Ed. Comprehensive Articles Approval Form must be signed and submitted to the HDE Program Secretary. 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.
The finished paper (with copies of the three articles) should be submitted to the HDE Program Secretary. There are three deadlines for the submission of papers throughout the year: November 15, February 15 (latest date for Spring Convocation), and April 15 (latest date for Fall Convocation). It is the student's responsibility to verify (with the HDE Program Secretary) that the comprehensive has been passed. The graded comprehensive 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 a 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 comprehensive requirement may be met by an empirical research paper. The topic and written research plan should be approved in advance by a committee of two HDAP faculty members. One committee member, who cannot be the student's Faculty Advisor, will supervise the study and the other may or may not be the student's Faculty Advisor. It is the student's responsibility to recruit and convene this committee. To meet the requirements of comprehensiveness, the research should be undertaken in an area significantly different from the student's thesis research. This process will normally commence during the first year of the Ph.D. residency and will normally be completed in the second year.
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
Students may choose to do a 200-300 hour internship (approximately six weeks full-time) in a field-based setting relevant to human development. The internship should be undertaken in an area and setting in which the student has not previously worked. Appropriate settings include school boards in administration, research or classrooms, government departments, child focused agencies dealing with social policy, community organizations operating prevention or intervention projects, settings with technological innovation geared to human development. Other settings will be acceptable as long as the student can demonstrate the relevance of the setting to a theoretical or empirical problem in human development.
The student will submit a report of the internship no longer than 2000 words. 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.
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 education, research and evaluation, and curriculum development. Normally, students are expected to devote 250-300 hours to each internship. 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 submitted to the HDE Program Chair for his/her approval along with the completed Ed.D. Internship Exemption Request form.
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 treatment. 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 Centre.
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 completed 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 other 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 written 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 curriculum 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 writes 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. An Internship Proposal Approval Form must be completed and signed by the Faculty 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 proposal 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. 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 Internship 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 receipt 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).
See ORAL EXAMINATION in Things to Note...
Please note that several SCCP course titles have been updated for this issue of the Departmental Guidelines, as indicated by this symbol †. While the course number remains the same the title has been slightly modified from what is listed in the 1999-2000 Bulletin.
HDAP is currently in the process of restructuring 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 are 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. Note, however, that for students beginning their degree in the 2000-2001 academic year there will be an additional developmental psychology course required at the M.A. level. This new course is under development.
While it is not required, it is strongly recommended that both M.A. and Ph.D. students take course 1249: Emotional Development, in the first year of their program.
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 Section 3.5 and 3.6 of the Program Guidelines).
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.
The program involves two years of full-time study; it comprises ten half-courses including a practicum course and a thesis. The program is designed to meet the requirements for registration in Ontario as a psychological associate. The focus 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.
Additional Requirement courses:
Required Courses (all to be taken in the first year of program)
* 1209H Research Methods
and Thesis Preparation in Human Development and Applied Psychology
* 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
Required Courses (all to be taken in the second year of program)
* 1218H Seminar and Practicum
in Assessment (see Section 3.5 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)
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
1281H Psychology
and Education of Children and Adults with Developmental Disabilities
1290H Psychology
and Education of Children with Pervasive Developmental Disorders
4287H Classroom-Based
Counselling Approaches
4283H 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.
Additional Requirements:
Exemption from any of these additional requirements is at the sole discretion of the program.
Required Courses (to be taken in the first year of the program)
* 3241Y Seminar and Practicum
in Assessment and Intervention with Children (see Section
3.5 for details of the practicum)
* 3200H Research Proseminar
in Human Development and Applied Psychology (fulfills requirement
in cognitive/affective bases of behaviour)
REQUIRED COURSES IN SPECIFIC AREAS: [Courses marked with () involve a supervised clinical component working directly with clients in the OISE/UT Psychoeducational clinic (or other approved setting). Practicum hours in these courses can be applied to the practicum requirement. All courses involve admission by permission of the instructor.]
Psychosocial Interventions (select one)
1204H Advanced Proactive
Behavioural and Cognitive-Behavioural Interventions
1255H 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)
4271Y 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)
1230H Assessment of
Infants and Preschool Children
3240H Advanced Social
and Emotional Assessment Techniques
3292H Psychoeducational
Assessment: Advanced Level
4271Y 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
1260H Children,
Psychology and the Law
1265H Social
Development in Infants and Children
1259H Child
and Family Relationships - Implications for Education
Advanced Research Methods
3226H Advanced
Research Methods in Human Development and Applied Psychology
(restricted
to students who have completed 1209, 1666 or an equivalent course).
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 the course (to be assessed by your Faculty Advisor). Or,
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 Measurement and Evaluation: Path
Analysis
CTL2800H Structural Equations with Latent Variables
CTL2805H Scaling Theory
CTL2808H Intermediate Statistics and Research Design
CTL2809H Multivariate 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)
1297H Biological
Foundations of Low Incidence Disorders
3286H Developmental
Neuropsychology
JNS1001H Neuroanatomy of the Mind
PSL1062H Risk Factors/Neurophysiological Consequences
in Human Development and Related Disabilities
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
Students should consult Dr. Nancy Link, Clinical Director of the School and Child Clinical Psychology program (Rm. 7-292, ext. 2227, nlink@oise.utoronto.ca) regarding the selection of an appropriate practicum placement. In general, students find their placements by referring to the School and Child Clinical Psychology Practicum and Internship Placement Handbook and through consultation with other students and staff. Once a suitable placement has been found, the student should submit a Confirmation of Placement form, signed by his/her placement Supervisor. The School and Child Clinical Psychology Practicum and Internship Placement Handbook can be obtained from the Graduate Studies Liaison.
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.
M.A.
All M.A. students are required to complete 1218: Seminar and Practicum in Assessment. The practicum is undertaken in the second year of the program. Students are required to spend a minimum of one day per week in their practicum setting (totaling approximately 250 hours). In some circumstances this may be extended to two days per week. If a longer practicum is planned, it is recommended that the student enroll in seven courses in his/her first year. As well, students are advised that if the practicum is extended to two days per week, often a third year in the program is necessary in order to complete the thesis requirement.
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 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 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 3241: Seminar and Practicum in Assessment and Intervention with Children. This is a two-day per week practicum in an assessment and intervention setting, usually undertaken in the first year of the program. Students will gain approximately 500 hours of experience in their practicum placement. 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.
All Ph.D. students are required to complete at least 2000 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 placements in the month of November for the following academic year.
Prior to applying for the internship, students must have:
Prior to commencing the internship, students must have:
These assessments must also meet the following criteria: (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 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.
Students should consult with Dr. Nancy Link, Clinical Director of the
School and Child Clinical Psychology program (Rm. 7-292, ext. 2227, nlink@oise.utoronto.ca)
regarding the selection of an appropriate internship placement. In general,
students find their placements by referring to the School and Child
Clinical Psychology Practicum and Internship Placement Handbook, the
The purpose of the comprehensive examination is twofold: (a) to ensure
an adequate level of psychological knowledge for professional functioning
as a practitioner, academic, or researcher; (b) to demonstrate an ability
to integrate information at the accepted standard for a doctoral student.
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 accommodation, 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 - late November and
late 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 Secretary 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 period.
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 10
questions representing 5 core areas. Students will not know the questions
in advance. Students are required to answer 3 of 10 questions in 3 different
areas. All examination questions will be drawn from the following 5 core
areas: assessment (educational and clinical), child development (cognitive,
emotional, social), ethical issues (pertaining to research and clinical
practice), intervention (clinical and educational) and research methods
(experimental and other designs). There will be no questions representing
specialty areas. The reading list is on reserve at the OISE/UT library.
The list and a set of sample questions is available from the SCCP Program
Secretary.
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 points, a high level of synthesis and evidence
of significant literature review.
Questions are graded as pass, marginal pass or fail. To pass the comprehensive
examination, students must receive a minimum of a pass on two of the three
questions they answer and a marginal pass on a third. If a student is unsuccessful,
he/she will have to re-sit the exam. Three sittings of the examination
are permitted per student. If a student is not successful after three sittings,
he/she will be asked to withdraw from the program.
Upon successful completion of the Ph.D. Comprehensive examination, students
must submit a Ph.D. Comprehensive Requirement Form to the HDAP Graduate
Studies Liaison. 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 for Writing Proposals and Theses in Particular, available
in the HDAP Forms File cabinet across from 9-190. Also see THESIS in Things to Note. See ORAL EXAMINATION in Things to Note... 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 officer. 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 elementary classroom in their second year of study.
Two further areas of concentration 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 second year of study, they will elect courses HDP4280H Introduction
to Special Education and Adaptive Instruction and 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 elect HDP1209H Research Methods and Thesis Preparation In Human
Development and Applied Psychology in their first year of study, and to
elect HDP2252H Individual Reading and Research in their second year in
order to pursue a Qualifying Research Paper (QRP). 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.
The option of completing eligibility for Special Education Part 2 is
not offered in 1999-2000. Required Courses (to be taken in the first year)3.7 COMPREHENSIVE
EXAMINATION - Ph.D.
3.8 DOCTORAL
THESIS - Ph.D.
3.9 ORAL
EXAMINATION - Ph.D.
Section 4: Child Study
and Education (CSE)
4.1 MASTER OF ARTS
4.2 COURSES
Courses (all courses are HDP unless otherwise noted)
* 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 courses (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 II: Advanced Teaching
* 2211H Theory and Curriculum
I: Language and Literacy
* 2212H Theory and Curriculum
II: Children's Epistemologies in Mathematics
* 2230H Designing Educational
Programs
* 2221H Advanced Teaching
Practicum I
* 2222H Advanced Teaching
Practicum II
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 Program
1259H Child and Family
Relationships - Implications for Education
1270H Children's Theory
of Mind
1272H Play and Education
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 (Special Elective)
4280H Introduction
to Special Education and Adaptive Instruction (Special Elective)
4283H Psychology and
Education of Gifted Children and Adolescents
As discussed above (4.1) 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 Education. 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 very 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 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 their 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 on-going research. Students should identify a Supervisor for their project by the end of the first term. Each fulltime member of the ICS staff is committed to supervising two QRP's per year. However, as is the case with most thesis supervision, they will 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 also supervise QRP's. 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.
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 analysis and prepare a QRP proposal, including an ethics proposal.
The decision to proceed with a QRP will be made at the end of the first academic year. If 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 5.4).
The student will elect one Independent Reading and Research course 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 not 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 concentration 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.
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
(Tel.) 416-934-4525
(Fax.) 416-978-6485
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
Year Two: Formation of thesis committee, thesis
proposal approval, 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
M.A.
Year One: Courses, practica
Year Two: Courses, internship
The School of Graduate Studies requires the monitoring of the progress of all doctoral students through their programs. Once a doctoral student has formed his/her Thesis Committee, he/she should meet with the Thesis Committee once per year. At this meeting the student's progress will be evaluated. The student must complete the Student Monitoring Form and bring it to the meeting (this form is available from the HDAP Forms File). 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 graduation. 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 the Student Monitoring Form. 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.
Completed Monitoring forms, signed by the Thesis Supervisor, should be submitted early in the academic year, every year of registration in the program. Forms are submitted to the HDAP Graduate Studies Liaison and will be reviewed and retained in the student's file. Thesis Committee meetings for the purposes of student monitoring are not intended to take the place of regular meetings between the student and his/her Thesis Supervisor.
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, 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, 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 without 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 a 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 faculty members, the Thesis Supervisor holding a Full appointment to the School of Graduate Studies with at least one member from HDAP). For faculty, the SGS Supervisory Checklists are available in the HDAP Forms File. See RECOMMENDED PROGRAM TIMETABLES in Things to Note...
NOTE: The Ethical Review process is undergoing review and new procedures will come into effect this academic year. You will be updated via registration materials and HDAP student email.
Students are required to refer to the OISE/UT Guidelines for Theses and Orals and the HDAP Ethical Review Procedures.
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 determined an Ethical Review is required, the investigator completes a set of standard forms which describe the relevant aspects of the proposed research study. The Ethical Review Committee then reviews the study. If the study is approved, an Ethical Certificate will be signed. Note that a research study cannot begin if an Ethical Review is required until the Ethical Certificate is obtained.
Normally, there are four major steps to conducting an Ethical Review:
1. Review OISE/UT Guidelines
for Theses and Orals and HDAP Ethical Review Procedures
2. Completion and submission
of necessary forms:
a) Statement
of Intent (if an Ethical Review is not required it is only necessary to
complete this form and have it signed by the Department
Chair)
b) Ethical
Review Package (if an Ethical Review is required a Statement of Intent,
Ethical Review Certificate must be completed - refer to the
Procedures
for exact specifications)
3. Ethical Review Package
is submitted to the SCCP Program Secretary who forwards it to the Chair
of the Ethical Review Committee.
4. If the Ethical Review
is approved it is forwarded to the Registrar's Office. The SCCP Program
Secretary will notify students of the review
results.
If the Ethical Review is not approved, the package, with comments from the
reviewer(s), may be picked up from the SCCP Program
Secretary
and the student is encouraged to contact his/her Faculty Advisor for additional
discussion.
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 before 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 Qualifications 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 qualifications 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 4280 Introduction to
Special Education and Adaptive Instruction
4292 Assessment
for Instruction
4294 Classroom
Adaptations and Instructional Strategies
Part I (TR) 1281 Psychology and Education of
Children and Adults with Developmental Disabilities
4280 Introduction
to Special Education and Adaptive Instruction
4292 Assessment
for Instruction
Part II 1281 Psychology and Education
of Children and Adults with Developmental Disabilities
4292 Psychology
and Education of Children and Adolescents with Behaviour Disorders
4292 Psychology
and Education of Children with Learning Disabilities
4292 Psychology
and Education of Adolescents and Adults with Learning Disabilities
4292 Psychology
and Education of Children with Pervasive Developmental Disorders
4292 Psychology
and Education of Gifted Children and Adolescents
4292 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) 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 psychologist 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 associates in Ontario. The SCCP M.A. is designed to meet the academic requirements for registration as a psychological associate. 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 psychological 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
(Tel.) 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. Students must meet the specific admission 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 and a written rationale clearly outlining the reasoning behind such a transfer of programs. 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. The form and attached rationale should be submitted to the Registrar's Office.
There are two categories of transfers:
(1) Transferring between the following programs:
Ph.D.
to Ed.D.
M.A.
to M.Ed.
M.A.
in SCCP to M.A. in HDE
The transfer requests listed above will be reviewed by the Program Chair
who will confirm that all admission requirements have been met. If the Program
Chair approves the transfer request it is then forwarded to the HDAP Department
Chair for approval. This procedure may be undertaken at any point in
the year.
(2) Transferring between any other programs including:
Ed.D
to Ph.D.
M.Ed.
to M.A.
From
one program to another within HDAP (e.g. HDE to SCCP, with the exception
listed above)
From
another department to HDAP
These requests will be reviewed in a pool with all other applicants to
the program during the admissions process, usually in March of each year.
Students proposing such a transfer are required to attach a copy of their
transcript (official or unofficial) and any supporting documentation that
may strengthen their application (e.g., new letters of reference, an up-to-date
curriculum vitae, a note from their current Faculty Advisor, etc.). No admission
fee will be charged. Students will be advised of the results of their request
by the Registrar's Office in conjunction with other applicants (usually
in April). These transfer requests are only reviewed once a year, during
the admissions process.