This course will expose students to the ethical principles and guidelines articulated in the Canadian Psychological Association ethics code and Tri-Council guidelines for the ethical conduct of research with animals and humans, as well as other sources. Case discussions will be used to supplement comprehension and application of this knowledge.

This seminar reviews the organization of the human brain and how the brain produces behavior (e.g., thoughts, feelings, movements, perceptions, memories) using evidence from experimental and clinical human neuropsychology. A core set of topics will be used to examine the major neocortical and subcortical regions in the brain together with their associated neuropsychological functions as well as how these regions work together to produce complex adaptive behavior. Additional topics may include experimental and clinical measures of brain functioning and cognitive maturation and decline across the lifespan. Critical thinking about brain-behaviour relationships will be emphasized.

This skills course is designed to equip students with the basic interviewing and psychotherapy skills necessary to intervene with a variety of clinical problems. Students will develop interviewing skills using a micro-counselling approach involving instruction, modeling, and role-playing feedback. They also will develop psychotherapy skills that can be employed across techniques. Students will implement these skills by conducting three 50-minute sessions with undergraduate volunteers in which they will define the problem, establish therapeutic goals, and make recommendations for intervention. Students also will learn about empirically-supported therapies used to address common psychological problems in adults (e.g., depression, personality disorders).

The skills course will survey issues and procedures involved in the treatment of common child and adolescent emotional and behavior problems. Students will develop basic interviewing skills needed for interactions with children ranging in age from early childhood to adolescence and with parents, teachers, and others who may effect change in a child. The focus will be on developing basic skills that can be employed across techniques. Students also will learn about empirically-supported therapies across a range of modalities (e.g., individual, family, group) that are used to address common problems (e.g., anxiety, depression, behaviour difficulties). The course may take various formats depending on the instructor, student enrolment, and availability of volunteers.

Teaching is an important part of the roles and duties of experimental psychologists and is especially relevant to those considering academic careers. Because of this, students have the option of completing a co-teaching apprenticeship under the supervision of a faculty member. The purpose of the co-teaching apprenticeship is to offer students an opportunity to acquire fundamental teaching skills within the context of a supervised experience. The availability of specific courses may vary from year to year depending on departmental resources. Required course for experimental students who do not complete Psyc 6353 and Psyc 6354.

Students have the option of completing a second advanced practicum in pre-authorized setting. The aim of this second advanced practicum is to provide students with an opportunity to acquire additional clinical skills on a specialized clinical problem or more advanced skills with a particular clinical population. This practicum may be taken on either a full-time or a part-time basis as long as the student spends at least 250 hours in the selected practicum (i.e., setting or clinical rotation) and has not previously completed a practicum in the same setting. In order to be credited toward practicum hours, the necessary documentation must be submitted to the Practicum Coordinator. Please refer to the Practicum Policy Manual for further details.