PROGRAM BROCHURESCCP Program Brochure 2016-2017 Department of Applied Psychology & Human Development, OISE, University of Toronto 2. What are the requirements for admission? Admission

School and Clinical Child Psychology (SCCP)

PROGRAM BROCHURE DEPARTMENT OF APPLIED PSYCHOLOGY &

HUMAN DEVELOPMENT, OISE

2016 - 2017

A definitive guide for all prospective students interested in

applying to the School and Clinical Child Psychology

(SCCP) program at the Ontario Institute for Studies in

Education at the University of Toronto.

http://www.oise.utoronto.ca/aphd/

SCCP Program Brochure 2016-2017

Department of Applied Psychology & Human Development, OISE, University of Toronto

School & Clinical Child Psychology (SCCP) Program Brochure 2016 – 2017

Table of Contents

Table of Contents

Introduction ............................................................................................................................... 2

1. What are the values and principles that underlie the SCCP program? ............. 4

2. What are the requirements for admission? ................................................................ 6

3. What are the demographics of the current student population? ........................ 7

4. What is the nature of financial support given to students? .................................. 7

5. Who are the faculty? What are their research interests and theoretical orientations? .............................................................................................................................. 7

6. What are the goals/outcomes of graduating students? ....................................... 12

7. What are the program requirements? ....................................................................... 13

8. What practicum/training resources are available to the program? ............... 15

9. What should students do if they experience academic, clinical, personal or financial difficulties? ............................................................................................................ 17

10. What is the accreditation status of the SCCP program? .................................... 19



Introduction

The School and Clinical Child Psychology is one of five programs within the Department

of Applied Psychology and Human Development at OISE/University of Toronto. The

program was created in its current form in July 1996 when the Ontario Institute for Studies

in Education merged with the Faculty of Education at the University of Toronto. The

program was first accredited as a combined program in school psychology and clinical

psychology by the American Psychological Association in 2001, and by the Canadian

Psychological Association in 2008.

The specific mission of the SCCP program is to provide students with theoretical, research

and professional training in preparation for leadership in psychological practice with

children, adolescents and families in school, mental health, private practice and research

settings. The program is designed to provide professional training in psychological

assessment, therapy and other psychosocial and instructional interventions, professional

consultation, and prevention. Opportunities are available for research and professional

work with infants, young children, adolescents, adults and families. The degrees are

intended to meet the academic requirements of the College of Psychologists of Ontario for

registration as a Psychological Associate (MA) or Psychologist (PhD).

This program brochure addresses the following questions:

1. What are the values and principles that underlie the SCCP program?

2. What are the requirements for admission?

3. What are the demographics of the current student population?

4. What is the nature of financial support given to students?

5. Who are the faculty? What are their research interests and theoretical orientations?

6. What are the goals/outcomes of graduating students?

7. What are the program requirements?

8. What practicum/training resources are available to the program?

9. What should students do if they experience academic, personal, or financial

difficulties?

10. What is the accreditation status of the SCCP program?

2

1. What are the values and principles that underlie the SCCP program?



Values

1) School and Clinical Psychology with an Emphasis on Children, Youth and Families

A central feature of the SCCP program is that we are training candidates to become

competent in school psychology and clinical psychology with an emphasis on children,

youth, and families. We are convinced that integrated training in school and clinical

psychology facilitates the development of highly competent psychologists who work very

effectively in both school and mental health settings. Professional psychologists who work

in schools need much of the knowledge and skills traditionally viewed as the domain of

clinical psychologists, who in turn need much of the knowledge and skills traditionally

viewed as the domain of school psychologists. Both school psychology and clinical

psychology have models1 that share similar features that underpin our own training model2.

We assume multiple, non-linear explanations of behaviour and development. Individuals

do not simply react to environmental influences; they create and change their environment

and in a reciprocal manner are also affected by those environments. We believe that

psychologists should assess both adaptive and maladaptive behaviours, and the risk and

protective factors that foster them. We assume a proactive, preventive focus for

professional psychologists, whether they work in schools, hospitals or mental health

settings.

Although we recognize that there are some knowledge and skills that are more likely to

be needed by school psychologists (e.g., understanding the social ecology of schools,

instructional interventions) and clinical psychologists (e.g., individual and group

psychotherapy), we are able to train students in both fields because the basic knowledge

and skills of both fields overlap extensively.

The following are some of the core knowledge and skills that professional

psychologists practicing in both fields need:

• a solid foundation in developmental psychology and developmental

psychopathology;

• understanding of ethical issues and their application to professional practice;

• knowledge of jurisprudence pertaining to psychological practice;

• psychological assessment;

formulation of and communication of a diagnosis;

core skills for interviewing and therapeutic communication;

familiarity with a broad range of psychosocial prevention and intervention

programs;

1 There is substantial overlap between the developmental model in school psychology advocated by Nastasi

and Bronfenbrenner’s bioecological theory of human development. Lightner Witmer’s leadership vision of an

integrated discipline provides the historical foundation for our training model.

Nastasi, B.K. (2000). School Psychologists as health-care providers in the 21st century; Conceptual framework, professional identity, and professional practice. School Psychology Review, 29, 540-554.

Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. London: Sage. Chapter 1, The Bioecological Theory of Human Development, pp. 3-15.

Browne, D., Prime, H. & Wade, M. (2012). Contemporary systems psychology and integrated approaches to school and clinical service delivery: Reincarnations of Lightner Witmer’s “psychological clinic”. Journal of Scientific Psychology, 102-115.

3



communication and counselling skills;

skills in consultation and working in multidisciplinary teams;

sensitivity to cultural and individual diversity;

program evaluation, research design, and statistics.

At the outset of our program, students are informed that they are all being trained to work

in school and clinical settings, there are no specific tracks, and courses address issues that

arise in both settings. Students are required to complete two practica, one in a school

setting and one in a clinical setting, prior to embarking on their internship.

2) Scientist - Practitioner Model

Our training model reflects the belief that empirically based knowledge in psychology

should inform professional training and, at the same time, applied research should be

informed by professional experience. The training model adopted by the program is the

scientist - practitioner model. The goal is to develop professionals who are clinically

competent and intellectually curious, and who are able to conduct basic and applied

research relevant to the practice of psychology, use research to critically inform practice,

and provide services that enhance the well being of children, youth and families. These

components are complementary, and training occurs in each of the components in an

interwoven fashion throughout a student's program. We interpret the components of the

scientist - practitioner model as follows:

Scientist. Research is a crucial element of the SCCP program. Students are expected

to gain broad and general knowledge in the areas encompassed by school and clinical

psychology, and to develop a firm foundation in scientific methodology. They are expected

to become competent researchers as well as educated consumers of research. Students are

taught to critically evaluate and apply research through their substantive courses. The skills

needed to conduct research are developed in research methods courses, colloquia, graduate

assistantships, research groups, and masters' and doctoral theses. Students are encouraged

and supported in terms of presenting their original research at conferences, and in

professional and scholarly journals.

Practitioner. Students develop competence in the practice of school and clinical

psychology through practicum and other courses, practicum field experiences, and

internships. They are expected to apply their scholarly and scientific knowledge to practice

by engaging in critical reflection about their own practice, and by using empirically

supported assessment and intervention techniques.

3) Development, Diversity, and Ecology

The notions of development, diversity, and ecology permeate all of the courses in SCCP.

We believe that students must have a solid understanding of normal development,

appreciate the diverse individual learning, social, and emotional needs and behaviours of

children and adolescents, and understand that these needs and behaviours must be

understood within the larger context of the family, the school, and the social and cultural

environment in which they live. This framework specifies a systemic approach to

assessment and intervention, in which the educational and emotional needs of children and

youth are seen as intertwined. Furthermore, this component of our training model is one

that is common to all of the programs in the Department of Applied Psychology and



Human Development (AP&HD). A corollary of this fundamental component of our

training model is that we are training students to become leaders in facilitating system

change in academic, policy, school, clinical, and research settings.

Principles

1) Developmental-Hierarchical Curriculum

All students are required to have the equivalent of a University of Toronto four year

honours degree in psychology. This involves taking at least 6 full-year (or 12 one-

semester) courses in psychology, at least three of which are at the senior undergraduate

level. Our curriculum is designed to establish a strong foundation of core knowledge and

skills early in the program, with students free to specialize later on. They take graduate

courses designed to enhance scientific breadth and research knowledge, and they develop

professional knowledge and skills through required graduate courses and practica. They

also have the opportunity to choose courses and practicum experiences that allow them to

begin to establish their own professional direction and become deeply involved in

scholarship and research.

2) The MA and PhD Are One Coherent Program

The curriculum in the MA and PhD was designed to be one coherent program. Most of our

beginning level core professional and research courses as well as a school-based practicum

in assessment are given during the two-year full-time MA program. This allows some

students to terminate their program with a master's degree. (Within the province of

Ontario, the MA degree represents an entry point to professional practice with graduates

being eligible, following a five-year supervisory period and the passing of relevant

examinations, to become registered Psychological Associates.) Advanced courses designed

to provide scientific and scholarly breadth, advanced professional courses, as well as a

practicum in assessment and intervention and a 1600-hour internship are given during the

PhD program.

3) Mentorship

A mentorship model, which emphasizes the development of knowledge and skills through

professional relationships, is utilized in the SCCP program. Faculty members sponsor

students who share their area of research and scholarly interest into the program and agree

to function as their program advisor. This advisory relationship assumes importance as

students decide upon their areas of professional specialization and develop thesis topics.

Students become involved in their advisor's research through participation in research

groups, and through graduate research assistantships. This involvement typically leads to

the development of dissertation research. Faculty members also often continue to be

mentors for our students following completion of the program. They work together on

collaborative research, and faculty members provide support regarding career development

and dealing with professional issues.

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2. What are the requirements for admission? Admission to the MA program in SCCP requires a preparation equivalent to a University of

Toronto four-year bachelor's degree in Psychology with standing equivalent to a University of

Toronto A- or better. In practice, because of the outstanding pool of applicants, almost all

accepted students have an academic standing equivalent to an A. Applicants also must have

relevant professional experience with children and experience doing research. Continuation from

the MA in SCCP to the PhD program is not automatic but graduates from the MA program who

are progressing well are given priority for admission to the PhD. Admission to the PhD program

in SCCP normally requires a University of Toronto four-year bachelor's degree in Psychology or

its equivalent, and an OISE MA in SCCP or its equivalent. If the master's program was not

equivalent to the OISE MA in SCCP, the student is required to take additional courses to receive

equivalent training. The admission standard is standing equivalent to a University of Toronto

A- or better in the master's degree.

The SCCP core faculty members of the AP&HD Admissions Committee consider

applications for the program. Applicants are rated on a 6-point scale, from poor (1) to

outstanding (6), on their grades, statement of interest and intent, and academic and professional

references. Relevant research and applied experience, publications and conference presentations

are also considered. Each qualified applicant's file is examined independently by two core SCCP

faculty members and a mean is calculated. Applicants with high rankings are short-listed.

Faculty members then select students from the short list whom they wish to sponsor. Faculty

sponsorship ensures that the interests of the students match the goals of the program, and that

students have a committed supervisor.

As shown in the tables below, admission to the SCCP program is highly competitive. It is

important to note that in most years almost all of the MA students in the SCCP program are

admitted to the PhD. The vast majority of students admitted into the SCCP complete the

program. Between 2011 and 2016 1 student withdrew from the MA program and zero students

withdrew from the PhD program.

Number of Students Who Applied, Were Offered Admission and

Who Accepted Offer of Admission in the Past Five Years

MA

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

Applied to program

209 235 233 207 180 187

Offered admission

8 8 7 7 9 9

Accepted Offer of Admission

6 7 7 7 8 7

PhD

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

Applied to program

40 39 34 33 49 34

Offered admission

9 10 8 8 7 7

Accepted Offer of Admission 9 8 8 8 7 7



3. What are the demographics of the current student population?

The current student population of SCCP comprises approximately 15 MA students (2 male)

and 50 PhD students (5 male). The students are culturally and linguistically diverse.

Although most were born in Canada and have been educated in English, a large proportion

speaks another language including Mandarin, Cantonese, Spanish, Punjabi, Hindi, and

Bangladeshi. Although most students begin the program between the ages of 23 and 28,

some students are considerably older. A few students identify as LGBT. The program has

a strong commitment to and record of accommodating students with health problems and

disabilities.

4. What is the nature of financial support given to students?

a) Guaranteed Funding: Students are guaranteed funding equivalent to their tuition +

$15,000 for 2 years during their MA program and the first 3 years of the PhD. Students

who complete the MA elsewhere are funded for the first 4 years of the PhD. Students

receiving OISE funding are required to work as a research fellow or graduate assistant

for 200 - 220 hours, typically in the lab of their thesis supervisor, or as a Teaching

Assistant, except during MA2 and PhD2, when they do their field practicum courses.

b) External Scholarships: Students are strongly encouraged and given considerable

faculty support to apply for external scholarships, with most of these students being

funded by the Ontario Graduate Scholarship or a tri-council scholarship.

c) Bursaries and Loans: OISE provides bursaries and the Ontario Student Assistance

Program (OSAP) provides loans to students who demonstrate financial need.

d) Conference Funding: Students who have papers accepted at scholarly conferences

may apply for funding from the Deans Office, the OISE Graduate Student Association,

and faculty research grants.

5. Who are the faculty? What are their research interests and theoretical

orientations?

Dr. Mary Caravias is the Director of Clinical Training of the SCCP Program. After she

obtained her PhD in the School Psychology Program at OISE, she worked for 22 years as a

school psychologist and has a private practice in both educational and clinical psychology

where she does psychological assessments and psychotherapy with children, adolescents,

adults and families. Areas of clinical expertise are in adolescent depression, autism,

ADHD and learning disabilities. She has been a primary supervisor for new members of

The College of Psychologists and has also helped to develop re-training programs for

members of the College. Teaching fundamentals of clinical supervision and enhancement

of psychotherapeutic skills through self-awareness and self-reflection to doctoral students

has been a recent focus. She coordinates the practicum and internship placements and is

Co-Director of the OISE Psychology Clinic. She represents the program on the CPO

Training committee. Her position does not include research responsibilities.



Dr. Todd Cunningham recently received his PhD in the SCCP program and is teaching

courses in the SCCP, Dr. Cunningham’s expertise is in the area of psychoeducational

interventions for children and adolescents with learning disabilities and related disabilities

and disorders including children whose learning is impaired due to cancer treatments. His

research interest is in the development and evaluation of assistive technology. He has

consulted to school districts, clinics, aboriginal communities and other agencies across

North America in this area, and is currently working with the OISE Psychology Clinic to

develop a telepsychology program to support aboriginal communities in Northern Ontario.

Dr. Esther Geva teaches graduate courses and supervises graduate students in the areas of

reading in a second language, assessment and intervention in multicultural/bilingual

contexts, and cross-cultural perspectives on children’s psychological problems. Dr. Geva's

primary research focus has been on second language and literacy skills of normally

developing and reading disabled bilingual and ELL learners. Within cross-sectional and

longitudinal frameworks, she studies universal and language-specific aspects of learning to

read in a second language, and the extent to which reading theories, developed on the basis

of research with first language learners, are applicable to learning to read in a second

language. Her research has focused on developing ways of minimizing reading failure of

potentially at-risk second language learners by teasing apart the contribution of oral

language proficiency from basic processes in learning to read. A second strand of Dr.

Geva's work involves cross-cultural aspects of attribution and motivation, with a particular

focus on the psychological adjustment of immigrant parents and their children. She has

served on numerous advisory, policy, and review committees in the US and Canada

concerned with research on literacy development in minority children including the

National Literacy Panel (NLP) convened by the Institute of Education Sciences (U.S.

Department of Education) to conduct a comprehensive, evidence-based review of the

research literature on the development of literacy among language minority children and

youth. Dr. Geva is collaborating with Dr. Wiener on a book on assessment of culturally and

linguistically diverse children, youth and families in the Canadian context.

Dr. Chloe Hamza is an Assistant Professor her research program focuses on the promotion

of mental health and well-being across the lifespan, and she has strong interests in the

prevention of self-injurious behaviors (e.g., nonsuicidal self-injury, suicidal behavior). In

addition to identifying protective and risk factors for self-injury across a variety of contexts

(i.e., individual, social, academic, cultural), she also is interested in the development of

integrated mental health assessments to facilitate the early identification of students at risk

for self-injury in schools and the larger community.

Dr. Jenny Jenkins is the Atkinson Chair of Early Child Development and Education and

Director of the Atkinson Centre at the University of Toronto. She does research in the area

of developmental psychopathology. Dr. Jenkins uses a risk and resilience framework to

understand developmental trajectories in children. She has carried out research on a range

of environmental risks including poverty, neighbourhood stress, parental marital conflict,

living in step-families, parental depression, hostility in the parent-child relationship,

differential treatment in families, and the emotional climate in the family context. Her

work has involved both cross-sectional and longitudinal analyses, and she works on

epidemiological data sets using survey instrumentation, as well as smaller data sets



involving observation and semi-structured interviews. She is interested in a range of

outcomes for children in emotional and behavioural domains including anxiety, depression,

childhood aggression, and delinquency at the clinical level. She also works on normative

child outcomes such as patterns of emotional expression in children within the normal

range of personality development. A second focus of her work involves the development

of internal state talk in children and children's understanding of other minds.

Dr. Michele Peterson-Badali's research focuses on social-cognitive development in

children and adolescents, including their knowledge, reasoning, perceptions, and

experiences of social institutions (particularly within the youth justice system),

understanding of children's rights, and evolving legal capacities. Current projects include an

examination of the effectiveness of an evidence-based rehabilitation framework for

reducing recidivism in youth, an evaluation of Toronto’s first youth mental health court,

and – in collaboration with criminologist Carla Cesaroni – research into the well-being and

adjustment of incarcerated youth. Dr. Peterson-Badali is actively engaged in bringing her

research findings into the spheres of public policy and practice; she has conducted research

and provided policy consultation for the federal Department of Justice, provided

consultation and training to various youth courts and probation offices, and served as an

expert witness for the provincial advocate for children and youth.

Dr. Katreena Scott holds a Tier 2 Canada Research Chair in Family Violence Prevention

and Treatment. Her research concerns child maltreatment and family violence, and more

generally, the efficacy of prevention and intervention programs targeting these problems. In

2006, she received an Early Researcher Award from the government of Ontario in

recognition of her contributions to the field of family violence. Currently, she and her

students are engaged in four major strands of research: a) improving the efficacy of

intervention for men who have assaulted their intimate partners; b) developing and

evaluating intervention programs for fathers who have abused or neglected their children or

exposed them to abuse of their mothers; c) understanding pathways of influence of high-

risk fathers on children's development; and d) improving the ability of professionals across

fields (specifically the medical and education fields) to recognize and respond appropriately

to concerns about child maltreatment. Dr. Scott’s research is most often quantitative, and

done in collaboration with community treatment agencies.

Dr. Judith Wiener has a background in both school and clinical child psychology. She

has worked as a school psychologist, in children's mental health centres, and private

practice. Her primary clinical expertise is assessment and psychosocial interventions with

children with learning disabilities and ADHD. She is President of the International

Academy for Research in Learning Disabilities and is coordinating the SCCP program’s

consultation in Pikangikum, a remote First Nations reserve in Northern Ontario. Her

current research is on the understanding of children and adolescents with ADHD about the

nature of their disorder, their experience of their school and social environment, their self-

perceptions, behavioural attributions, friendships, and bullying experiences. She is

investigating their parents’ experiences of parenting stress and their involvement in their

children’s education. With Dr. Ducharme, she has evaluated a mindfulness cognitive

behaviour therapy intervention for adolescents with ADHD and their parents. She is also

writing a book on assessment of culturally and linguistically diverse children, youth and



families in the Canadian context with Dr. Geva. She typically employs quasi-experimental

and correlational designs and uses traditional multivariate statistics. Where appropriate she

also uses qualitative research methodology (mainly grounded theory) and mixed methods

designs to study the self-perceptions and experiences of her participants.

Dr. Debby Zweig is the Director of Training for the Toronto Area Internship Consortium

(TAIC), hosted by OISE and based within the Applied Psychology and Human

Development Department. The TAIC is a pre-doctoral internship program that provides

training in clinical, school and counselling psychology.

Dr. Zweig (Ph.D. University of Minnesota in 1984) is a clinical psychologist, registered

with the College of Psychologists of Ontario since 1985. Dr. Zweig is also a staff

psychologist at Mackenzie Health Hospital’s Shaw Clinic, Child and Family Services,

which she headed for 20 years until 2012. Currently, Dr. Zweig splits her time between

OISE and Mackenzie Health Hospital where she provides psychological services to

children, adolescents and their families and is also a clinical supervisor of doctoral students

from clinical psychology programs. Dr. Zweig also maintains a part-time private practice

providing general psychological services for children, adolescents and adults, with a

specialization in the treatment of Anxiety Disorders and OCD.

In addition to the above faculty members, other faculty in AP&HD and several adjunct

faculty, many of whom work in research positions in hospital and children’s mental health

settings, are eligible to supervise research of SCCP students. The table below lists areas of

interest of graduate faculty members in APHD.



Areas of Expertise of AP&HD Faculty

Topics Faculty

Foundations of Professional Practice Cognitive Development Ganea, Lee, Peskin

Social Development Ganea, Lee, Perlman, Peskin

Biological Bases Barrera, Ganea, Lee, Taylor

History of Psychology Ferrari, Volpe

Research Methods Xi Chen, Falenchuk,, Jang, Lee

Psychopathology Caravias, Cohen, Costaris, Goldstein, Jenkins, Stermac,

Professional Ethics Peterson-Badali, Schneider

Policy Pascal, Pelletier, Peterson-Badali

Developmental Issues Early Childhood Jenkins, Pascal, Pelletier, Perlman, Volpe

Family Relations Cohen, Jenkins, Perlman

Parenting Ducharme, Pelletier, Wiener

Peer relations Gillis, Wiener Hamza

Culture and Language Cunningham, Xi Chen, Geva, Moodley, Stewart, Wiener

Language & Literacy Cohen, Xi Chen, Geva, Martinussen, Pelletier, Willows

Numeracy Moss

Sexual Orientation Gillis, Schneider

Clinical Disorders Conduct Problems Andrade, Caravias, Ducharme, Henderson, Peterson-Badali, Scott,

Skilling, Wiener

Mood and Anxiety Caravias, Manassis, Watson, Zweig

Learning Disabilities Caravias, Cunningham, Geva, Martinussen, Wiener, Willows

ADHD Bedard, Martinussen, Wiener

Autism Spectrum Brian, Broeking, Caravias, Ducharme, Ferrari

Intellectual Disabilities Broeking, Caravias, Ducharme

Health Psychology* Barrera, Piran, Rovet, Zucker

Addictions Goldstein, Henderson, Skilling

Trauma/maltreatment Scott, Stermac, Volpe

Skills Psychological Assessment Caravias, Costaris, Geva, Peterson-Badali, Wiener, Zweig

Educational Assessment &

Intervention

Caravias, Cunningham, Geva, Martinussen, Willows, Wiener

Neuropsychology Taylor

School Consultation Caravias, Cunningham,, Geva, Martinussen, Wiener, Willows

Prevention Caravias, Cunningham,, Geva, Martinussen, Scott, Wiener, Willows

Behavioural Intervention Andrade, Caravias,, Wiener

Individual Psychotherapy Caravias, Costaris, Goldstein, Manassis, Piran, Scott, Silver, Stermac,

Watson, Zweig

Group Therapy Manassis, Scott

Family Therapy Jenkins, Stewart

Career Counselling Charles Chen

Indigenous healing Stewart

Mindfulness Therapy Caravias, Ducharme, Wiener

Names in italics are faculty members who do not supervise MA theses or doctoral dissertations.

*Health Psychology (gender identity, eating disorders, childhood illness)



6. What are the goals/outcomes of graduating students?

Students who graduate from the SCCP program typically work as school psychologists in

publically funded school systems; as clinical psychologists in hospital settings,

community/children’s mental health centres, or private practice; or as clinical researchers

or faculty in academic settings. Since the program was accredited by the CPA in 2008,

100% of graduates from the PhD program obtained employment in the field. Of the 29

students who graduated between 2010 and 2015, 28 are licensed psychologists in the

jurisdiction where they work, and 1 is in the process of being licensed.

The SCCP program is designed so that graduating students will achieve the following broad

outcomes:

1) Students will acquire broad and general knowledge in core content areas of psychology

including the history of psychology, cognitive-affective bases of behaviour, biological

bases of behaviour, social bases of behaviour, individual differences, and human

development.

2) Students will conduct original research to study both theoretical and applied questions

in psychology.

3) Students will apply appropriate standards of ethical, legal and professional conduct in

their provision of psychological services and in their research.

4) Students will conduct psychological assessments of individuals who have cognitive,

academic, psychosocial, and behavioural difficulties, and become skilled in formulating

and communicating a diagnosis.

5) Students will develop interpersonal skills and competencies necessary to provide

consulting services to schools, mental health agencies, and families.

6) Students will develop interpersonal skills and competencies necessary to develop,

monitor and evaluate psychoeducational prevention and intervention programs aimed at

ameliorating learning difficulties.

7) Students will develop interpersonal skills and competencies necessary to develop,

provide, monitor and evaluate psychotherapeutic prevention programs and interventions

aimed at ameliorating social and emotional (psychosocial) problems.

8) Students will provide informed psychological services to a culturally and individually

diverse population.

9) Students will acquire the knowledge and skills to become leaders in the field of school

and clinical child psychology. To this end they will develop skills to supervise

psychological research and school and clinical practice, and to advocate for policy and

systems changes that improve the quality of life of children, youth, and families.

These competencies are consistent with the requirements for registration as a psychologist

by the College of Psychologists of Ontario (CPO). The Director of Clinical

Training is a member of the CPO Academic Program Directors Committee, and the SCCP

program requirements have been approved by CPO.

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7. What are the program requirements?

As discussed above, the SCCP program has a developmental-hierarchical curriculum with

courses, practicum and research activities taken early in the program providing the basis for

later activities. Therefore, students in the program typically complete the following

activities in the sequence listed in the table below.

Year Course or Activity

MA1 Fall APD1215: Psychological Assessment of School-Aged Children1

APD1205: Ethical Issues in Applied Psychology

APD1285: Psychology and Education of Children and Adolescents with

Learning Disabilities

MA1 Winter APD1216: Psychoeducational Assessment

APD1288: Intermediate Statistics and Research Design

MA1 Winter

or Spring

Elective or course in cognitive, biological or social foundations of

behaviour or APD3204: Contemporary History and Systems in Human

Development and Applied Psychology

MA1 Spring Develop thesis proposal

MA1 or 2 APD1202: Theories and Techniques of Counselling

MA2 APD1236: Developmental Psychopathology

APD1218: Seminar and Practicum in School-Based Assessment,

Consultation and Intervention

Elective or course in cognitive, biological or social foundations of

behaviour, or APD3204: Contemporary History and Systems in Human


Thesis data collection, writing, and analysis

PhD 1 APD3222: Approaches to Psychotherapy with Children, Youth, and

Families

APD3260: Psychodiagnostic Systems

APD3240: Advanced Social and Emotional Assessment Techniques

APD5284: Assessment and Intervention with Culturally and

Linguistically Diverse Children, Youth, and Families

Colloquium attendance compulsory

PhD 1 Spring Develop doctoral dissertation proposal

PhD 2 APD3241: Seminar and Practicum in Clinical Assessment and

Intervention

Comprehensive exams

Doctoral dissertation proposal approval

PhD 2 Supervision practicum – mentor MA1 students in psychoeducational

assessment

PhD 1, 2, 3 Psychotherapy course from menu

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PhD Elective or course in cognitive, biological or social foundations of

behaviour, or APD3204: Contemporary History and Systems in Human


APD3202: A Foundation of Program Evaluation in Social Science

PhD 3/4 Dissertation data collection, analysis, writing

APD3243: Additional Practicum in Assessment and Intervention

(optional)

Apply for internships

PhD 4/5 3242: Predoctoral internship

Complete doctoral dissertation 1. Courses that are bolded have a practicum component.

2. Other than APD5284, all courses have 36 hours of class time. APD5284 has 72 hours.

The following courses are routinely offered in AP&HD and frequently taken by SCCP

students. Students also take courses in neuropsychology from the Psychology Department

at the St. George and Scarborough campuses.

MA Elective Intervention Course

1217: Foundations of Proactive Cognitive Behavioural Interventionsb

Cognitive Bases of Behaviour Menu

1233: Cognitive Development and Applications

1234: Foundations of Cognitive Science

1237: Cognitive Development and Learning

1238: Special Topics: Language Acquisition and Development

Biological Foundations of Behaviour

3286: Developmental Neurobiology

3297: Biological and Psychological Foundations of Low Incidence Disorders

Social Foundations of Behaviour Menu

1265: Advanced Topics in Social and Personality Development

3205: Social and Moral Development

3221: Cross-Cultural Perspectives on Children’s Problems

PhD Psychotherapy Courses Menu

3224: Advanced Proactive Cognitive-Behavioural Interventions

3255: Systemic Family Therapy for School and Child Clinical Practice

3231: Psychodynamic Bases of Therapy

3238: Advanced Intervention for Family Violence-Related Trauma

Elective Psychotherapy Courses Offered by Counselling Psychology Program

1245: Brief Counselling Strategies

1269: Use of Guided Imagery in Counselling and Psychotherapy

1278: Cognitive Therapy

1290: Indigenous Healing in Counselling & Psychoeducation



1291: Addictive Behaviors: Approaches to Assessment and Intervention

Advanced Statistics and Research Methods Menu

1289: Multivariate Analysis with Applications

1292: Test Theory

3227: Multilevel Modelling in Social Scientific and Education Research

3228: Mixed Methods Research Design in the Social Sciences

The following courses are routinely offered in AP&HD and frequently taken by SCCP

students. Students also take courses in neuropsychology and research methods from the

Psychology Department at the St. George and Scarborough campuses.

8. What practicum/training resources are available to the program?

Students have both in-house placements in the OISE Psychology Clinic and external

practicum placements in school and clinical settings. The OISE Psychology Clinic is the

setting where students acquire basic skills in assessment and intervention under supervision

of faculty members. The field-based practicum experiences represent the first opportunity

for students to function in an independent work setting. Field experiences allow students to

use acquired skills in a professional environment, to gain a rich experience of the task of

identifying and addressing applied problems, to develop an authentic professional role and

to participate in multidisciplinary settings.

The OISE Psychology Clinic: The principal mandate of the OISE Psychology Clinic is to

provide OISE graduate students with opportunities for professional training experience.

The Clinic provides interview rooms and a library with a collection of psychological and

educational tests. The Clinic is operated jointly by faculty and staff from the SCCP and the

Counselling Psychology programs. Adult Services (assessments and counselling for adults)

are provided by the counselling program and Children's Services (psychological

assessment, evidence-based instructional and clinical intervention for children, adolescents

and families) are provided by the SCCP program through the SCCP practicum courses.

Children and adolescents who are referred to the Clinic receive psychological assessments

or intervention conducted by SCCP graduate students and supervised by faculty who are

licensed psychologists. Parents hear about our services through schools, physicians, mental

health agencies, OISE faculty and staff, previous clients, and graduate students.

Information about new services is disseminated through mail-outs to targeted groups.

Subsidies are provided for clients who cannot afford the standard fee (which is substantially

below that of the private sector). Dr. Caravias, the Director of Clinical Training of the

SCCP program, is also the Co-Director of the Clinic and acts as principal liaison between

the Clinic and the SCCP program. She shares with the Counselling Co-Director the

responsibility for the smooth functioning of the Clinic. In conjunction with supervising

SCCP faculty, she assumes the responsibility for ensuring that students working in the

Clinic learn the basics of the professional role of a psychologist (e.g., file storage, note

taking). 15

School Practicum Placement: Students do a 250-hour practicum in a school setting in their

second year of the MA program. To be approved as a SCCP program school practicum



field placement, the setting must be in a school and the supervisor must be licensed with the

College of Psychologists of Ontario as either a Psychologist or a Psychological Associate.

Over the past 5 years, with few exceptions, our students have found practicum placements

in the 2 urban and 5 suburban school boards in the Greater Toronto Area (GTA). Because

the GTA is one of the most diverse urban areas in the world, all students gain experience

working with culturally diverse groups. Assessment and consultation are the primary

activities of these school district placements but students must spend at least 20 hours

conducting an intervention or consultation that is not associated with a psychoeducational

assessment. In addition, students learn about the overall structure of the school system and

they participate in multidisciplinary teams, and in-service workshops. We seek and try to

retain supervisors who have excellent psychological assessment skills, engage in a variety

of consultative and prevention/intervention activities, and demonstrate a commitment to

supervision.

Clinical Practicum Placement: Students are required to do a 500-hour practicum

placement involving both assessment and intervention in their second year of the PhD

program. To be approved as an SCCP program clinical practicum placement, the setting

must provide the students with assessment and intervention experience with children and or

adolescents and the supervisor must be licensed as a Psychologist (doctoral level) with the

College of Psychologists of Ontario. The doctoral practicum sites used by our students are

typically located in hospital clinics or children's mental health centres. We are fortunate

that we have a core of placements that are reliably available to our students: The Centre for

Addiction and Mental Health, Surrey Place Centre, Hincks-Dellcrest Centre, and Trillium

Health Centre. All of these institutions have provided practicum experiences to our students

for several years. Several other centres (Integra, York Central Hospital, North York

General, Reach Out Centre for Kids) have also provided excellent training. These centres

have a strong commitment to training students, have PhD level licensed psychologists who

supervise students, have a variety of training opportunities, provide access to a culturally

and individually diverse population, and have multidisciplinary teams providing services.

All of these placements involve training in psychological assessment, various modes of

intervention, and consultation.

Internship Consortium: The SCCP program is a partner and founding member of The

Toronto Area Internship Consortium. This pre-doctoral psychology internship training

program is hosted and directed by OISE and brings together the resources an academic

training program, two Toronto school boards and several community mental health settings.

The central goal of this internship consortium is to graduate interns who have competency

in both school and clinical psychology .The consortium partners are: OISE, Toronto

District School Board, Toronto Catholic District School Board, Integra, Kinark Child and

Family Services, Youthdale Treatment Centres and North York General Hospital. The

internship consortium offers six full-time internship positions in its 12-month, 1600-hour

training program. The Consortium is a member of the Canadian Council of Professional

Programs in Psychology (CCPPP) and participates in the Association of Psychology

Postdoctoral and Internship Centers (APPIC) match process. SCCP students will have

priority status for several positions in this internship site.



9. What should students do if they experience academic, clinical, personal

or financial difficulties?

The SCCP program is committed to supporting students in the program and facilitating

their success in graduate school. There are a variety of supports available to students in the

program who are experiencing academic, clinical, personal, or financial difficulties. The

first step students should take when facing difficulties is to talk to their primary supervisor.

Supervisors offer a first line of problem solving within the department and can also direct

students to the many resources available to support students at the University of Toronto

(see below). Should the matter not be resolved or if more resources are needed, students are

encouraged to discuss matters with the SCCP Program Chair and/or the Associate Chair of

the Department.

Student difficulties are also monitored proactivity by the program. Each year students

submit a report on their academic and clinical progress. The Annual Student Monitoring

Committee reviews this report, with particular attention paid to students for who there are

concerns or whose performance is unsatisfactory. Problems that have been identified with

specific students are thoroughly discussed, and a plan of action determined. Follow-up

meetings are held with students, supervisors and, in some cases, the Program Chair and/or

Director of Clinical Training to discuss the concerns and a plan of action. For more

immediate problem solving, any faculty member may ask that a case conference be held

regarding a student at an in camera Program Committee meeting. This procedure allows for

problem identification and remedial action to be taken quickly, as opposed to waiting for

the annual monitoring meetings. Once again, these meetings are followed with clear and

open communication with students about problem areas and recommended actions.

Students should also be aware of processes in place to dispute substantive or procedural

academic matters (e.g., grades, comprehensive exams). The Department of Applied

Psychology and Human Development’s policy for academic appeals which outlines the

steps and processes in such an appeal is available at:

http://www.oise.utoronto.ca/aphd/Students/Forms_and_Resources/index.html

Supports Beyond AP&HD The University of Toronto provides several sources of support for students with academic,

financial, health or personal difficulties, for students with disabilities, and for students with

other diverse needs (see table below). Students are encouraged to consult these university

organizations when they require support that cannot be provided within the Department of

Applied Psychology and Human Development.

Service Type Organization/Mandate/ Service

Financial Aid OISE Financial Aid and Awards Office

http://www.oise.utoronto.ca/ss/Financial_Aid_Awards/index.html

Advice re scholarship, assistantships, bursaries, loans

Disabilities Accessibility Services http://www.accessibility.utoronto.ca/

Provides support and accommodations for students with disabilities

Counselling University Health Services Centre – Medical Services

http://www.oise.utoronto.ca/aphd/Students/Forms_and_Resources/index.html

http://www.oise.utoronto.ca/ss/Financial_Aid_Awards/index.html

http://www.accessibility.utoronto.ca/



and Health http://healthservices.utoronto.ca/main.htm

Counselling and Psychological Services

http://caps.utoronto.ca/main.htm

Short-term individual counselling, psychotherapy, workshops, and psychiatric

medication services

Centre for Health Promotion

http://www.utoronto.ca/chp/EvntsWkshpsCourses.htm

Counselling regarding time management & coping skills, eating disorders,

relationship problems

Academic Success Centre

http://asc.utoronto.ca/

Counselling for study difficulties and exam anxiety

Campus Chaplains Association

http://www.multifaith.utoronto.ca/Campus-Chaplains-Association.htm

Religious counselling

Child Care Family Care Office

http://www.familycare.utoronto.ca/

Information on family issues such as pregnancy, infant and elder care, parenting

Early Learning Centre http://elc.utoronto.ca/

Non-profit centre in OISE building for children of students, staff & faculty

Other day cares

Several on campus including graduate residence

Housing Student Housing Service

https://www.housing.utoronto.ca/

Legal Downtown Legal Services http://dls.sa.utoronto.ca/

Food/Clothing Food & Clothing Bank

http://www.familycare.utoronto.ca/financial_resources/fcb.html

Writing OISE Student Success Centre

http://www.oise.utoronto.ca/ss/OISE_Student_Success_Centre_%28OSSC%29/

one on one consultation and editing

English Language and Writing Support

http://www.sgs.utoronto.ca/informationfor/students/english.htm

Writing courses and workshops for graduate students (e.g., thesis proposals,

ethics applications)

International

Students

Centre for International Experience http://cie.utoronto.ca/

English as a Second Language instruction, orientations, social programs, buddies

to enhance cultural adjustment

OISE International Students’ Association

http://www.oise.utoronto.ca/gsa/International_Student_Association_.html

Advocates for international students, organizes cultural activities

Aboriginal

Students

Office of Aboriginal Student Services & Programs

http://www.utoronto.ca/abs/services.html

Housing, advocacy, financial aid, social support

First Nations House http://www.fnh.utoronto.ca/

Provides culturally supportive student services and programs to Aboriginal

students

http://healthservices.utoronto.ca/main.htm

http://caps.utoronto.ca/main.htm

http://www.utoronto.ca/chp/EvntsWkshpsCourses.htm

http://asc.utoronto.ca/

http://www.multifaith.utoronto.ca/Campus-Chaplains-Association.htm

http://www.familycare.utoronto.ca/

http://elc.utoronto.ca/

https://www.housing.utoronto.ca/

http://dls.sa.utoronto.ca/

http://www.familycare.utoronto.ca/financial_resources/fcb.html

http://www.oise.utoronto.ca/ss/OISE_Student_Success_Centre_%28OSSC%29/

http://www.sgs.utoronto.ca/informationfor/students/english.htm

http://cie.utoronto.ca/

http://www.oise.utoronto.ca/gsa/International_Student_Association_.html

http://www.utoronto.ca/abs/services.html

http://www.fnh.utoronto.ca/



OISE Indigenous Education Network http://www.oise.utoronto.ca/research/ien/

Aboriginal education and study interests, peer support

Other Equity

Services

Anti-Racism and Cultural Diversity Office

http://www.antiracism.utoronto.ca/

Confidential consultations regarding race, ethnic origins and creed

Status of Women Office http://www.status-women.utoronto.ca/

Strives to remove systemic barriers to women

Sexual Harassment Office http://www.utoronto.ca/sho/

Counsels students regarding sexual harassment

Sexual and Gender Diversity Office http://www.sgdo.utoronto.ca/

Education, counselling, and referrals for LGBTQ students

University Ombudsperson http://www.utoronto.ca/ombudsperson/

Investigates complains, offers advice and assistance in academic or

administrative procedures

11. What is the accreditation status of the SCCP program? The School and Clinical Child Psychology is CPA accredited Initial accreditation: 2008-09 Next site visit due: 2019-20 The School and Clinical Child Psychology Program (SCCP) in the Department of Applied

Psychology and Human Development at OISE/University of Toronto is accredited by the

Canadian Psychological Association (CPA) as a combined program in school and clinical

child psychology.

Accreditation Office

Canadian Psychological Association (CPA)

141 Laurier Ave. West, Suite 702

Ottawa, ON K1P 5J3

[email protected]

613-237-2144 x 328 or 1-888-472-0657 x 328

http://www.oise.utoronto.ca/research/ien/

http://www.antiracism.utoronto.ca/

http://www.status-women.utoronto.ca/

http://www.utoronto.ca/sho/

http://www.sgdo.utoronto.ca/

http://www.utoronto.ca/ombudsperson/

mailto:[email protected]

Documents

PROGRAM BROCHURESCCP Program Brochure 2016-2017 Department of Applied Psychology & Human Development, OISE, University of Toronto 2. What are the requirements for admission? Admission