1 Department of Psychology Information for Prospective Graduate Students
2 Graduate Studies in Psychology at the University of Regina 1 Letter from the Head, Department of Psychology ( ) Dear Graduate School Applicant: Thank you for your interest in our graduate programs in psychology at the University of Regina. We offer a fully accredited program leading to the Ph.D. in Clinical Psychology, as well as an M.A. and a Ph.D. program in Experimental and Applied Psychology. Our graduate programs are described in the following pages. We look forward to receiving your application. Richard MacLennan Ph.D. Head, Department of Psychology Graduate Program Co-ordinators Office Administrators Brenda Yung Catherine Hologroski Director, Clinical Training Director, Experimental and Applied Psychology Heather Hadjistavropoulos, Ph.D., R. D. Psych Chris Oriet, Ph.D.
3 2 Graduate Studies in Psychology at the University of Regina Living in Saskatchewan Residents of Saskatchewan enjoy a high standard of living coupled with a relatively low cost of living. Saskatchewan is rich with cultural heritage, has an excellent network of national and provincial parks, and has clean air that is smog free. The landscape varies tremendously from the vast wheat fields in the South to the dense trees and thousands of lakes that make up the Northern Forest. Saskatchewan has been a leader in health care for over 50 years. Saskatchewan pioneered universal hospital care insurance in the 1940 s and comprehensive coverage in the 1960 s. The province is now concentrating on a wellness model that promotes preventive care and innovative service delivery with a system of health regions across the province. Regina is home to three major healthcare facilities: The Regina General Hospital, Pasqua Hospital and the Wascana Rehabilitation Centre. The climate is relatively diverse across four distinct seasons and residents enjoy more hours of sunlight than most other places in North America. The temperature shows considerable fluctuation over the course of the year. The average temperature is -11 degrees Celsius for the winter and +23 degrees Celsius for the summer. The City of Regina Regina, the capital of Saskatchewan, is located in south central Saskatchewan, midway between Calgary, Alberta and Winnipeg, Manitoba. The Regina metropolitan area is well known as one of the sunniest places in Canada with a metropolitan area population of approximately 226,000 (2012 statistic). Regina is home to the beautiful Legislative Building, and residents benefit from an abundance of parks, pathways, cultural events, organised sports, and excellent sporting facilities. Regina s park system features over 100 parks and is crowned by the Wascana Centre, a 930-hectare park that includes a lake, a picnic island, a marina, and waterfowl park and display ponds. Wascana Centre is one of the largest urban parks in North America and has no counterpart in Canada. Major annual events include: the Regina Dragon Boat Festival, the Regina Folk Music Festival and the intercultural celebration, Mosaic. Winter sports are also popular including, for example, curling, hockey, and skiing. Regina is also home to several theatre groups, the longest continually running symphony in Canada and many fine restaurants. The cost of living in Regina is very reasonable compared to other major Canadian cities. Affordable arrangements for student accommodations include a variety of student housing options that are available on campus. As of August 30, 2013 cost of on campus accommodations ranges between $2,310 and $4,158 per semester depending on the nature of the accommodation and the options selected. Off-campus unfurnished one bedroom apartments near the University typically rent for approximately $900 per month. Less expensive rental accommodations are available throughout Regina. For additional information about on-campus housing, go to: For more information about Saskatchewan or the city of Regina you can check out or
4 Graduate Studies in Psychology at the University of Regina 3 The University of Regina is a young and dynamic institution. Although we achieved independence only in 1974, we have grown to ten faculties and many departments, which have established reputations for excellence and innovative programs leading to bachelor, master, and doctoral degrees. As well, a variety research centres and institutes on campus enhance teaching and research opportunities. Our main campus is located in the heart of Wascana Centre, a unique 930-hectare development dedicated to education, recreation, culture, and the seat of government. The new Campus and our historic 'old' campus provide an attractive work and study environment for our students, faculty, and staff. The University of Regina has grown rapidly over the past few years. The annual operating budget is over $200 million. Enrollment has exceeded 12,000 full and part-time students with over 1,400 faculty and staff. Over the last decade, the University has achieved dramatic increases in its research revenues from external sources. Research efforts cover an impressive array of topics including health, social justice, informatics, culture & heritage, and energy & environment. In recent years, the University has enjoyed renewed physical growth. This consisted of the addition of several new buildings including the multi-million dollar Dr. William Riddell Centre (a unique partnership bringing together the Students Union, the Faculty of Fine Arts, Student Services, a food court and commercial enterprises), a twostorey addition and renovation to the Education Building, an impressive home for the First Nations University of Canada, two new residences, a state of the art Kinesiology and Health Studies complex, a major laboratory building addition and new Regina Research Park buildings that have led to synergies and research partnerships with industry and government. A new 600-bed residence with indoor parkade is currently under construction. Much of this information is derived from the University of Regina s official web-site at
5 4 Graduate Studies in Psychology at the University of Regina Psychology Department The Department of Psychology offers M.A. and Ph.D. degrees in Clinical Psychology as well as Experimental and Applied Psychology (EAP). The Master s degree programs offered in the Department are considered as preparatory for further work at the doctoral level. In all cases, the graduate programs offered in the Department of Psychology are subject to the general regulations of the Faculty of Graduate Studies and Research. For a relatively small Department, a rather broad range of interests is reflected in the scholarly activities of psychology faculty members (see section on faculty interests); and an even broader range of research activities is reflected in the products of our graduate students (see list of recent faculty publications and student theses). The size of the program allows students to receive a great deal of individual attention from faculty. At the undergraduate level, the Department of Psychology has the largest number of majors in the university. Our current complement of graduate students stands at 42 clinical and 16 EAP students. Admission Requirements Fully qualified acceptance into the M.A. program requires an Honours degree or its equivalent in psychology. Applicants with an Honours degree (or its equivalent) in related disciplines may also be considered for admission into the M.A. program. Admission to the Ph.D. program is traditionally contingent upon a Master s degree in Psychology. Fully qualified acceptance into either stream of doctoral studies requires previous academic preparation equivalent to that comprising the Master s degree programs offered in the Department. Financial Support The department strives to ensure that all of its graduate students have access to a satisfactory level of funding support. This is typically achieved through a combination of sources of support described in this section. During the average levels of funding (over 12 months) obtained by students in the Clinical program were $24,082 at the Master's level and $27,596 at the doctoral level prior to pre-doctoral residency. These levels of average funding have been stable in recent years. Students in the EAP program are also funded through a combination of sources with most students receiving funding from supervisors grants. A high proportion of our graduate students are funded through national scholarships. A number of scholarships ($6,000 [MA] - $7,000 [PhD] per semester), teaching assistantships for $2,426 [MA]; for $2,545 [PhD] per semester including vacation pay), research awards ($5,500 [MA] - $6,000 [PhD] per semester), and teaching fellowships ( $6,543 per semester including vacation pay) are available through the Faculty of Graduate Studies and Research. Conditionally qualified students (see Faculty of Graduate Studies and Research Calendar) are not eligible for University scholarships, assistantships, or fellowships. Some additional teaching assistantships are available from the Faculty of Arts, and individual faculty members often also support their own graduate students with research assistantships from their grants.
6 Graduate Studies in Psychology at the University of Regina 5 Students are strongly encouraged to seek additional funding from external sources. There are several national granting agencies that support graduate research through scholarships such as the Social Sciences and Humanities Research Council (SSHRC), the Natural Sciences and Engineering Research Council (NSERC), and the Canadian Institutes of Health Research (CIHR), among others. The Faculty of Graduate Studies and Research (FGSR) has offered financial enhancement packages for students who hold CIHR, NSERC and SSHRC awards. For more information on these enhancement packages please review the FGSR website Both EAP and Clinical students have achieved a great deal of success earning national scholarships. These awards have ranged in value from approximately $17,000 to $50,000 per year. Our students have also been highly successful in winning institutional scholarships and other awards such as the Governor General s Medal for best graduate thesis at the University of Regina. Application Procedures If what we have to offer appears to mesh with your goals, you can obtain the application or apply online (http://www.uregina.ca/gradstudies/future-students/application-process.html). There is a non-refundable application fee of $ for all applicants; please note that if your file is not complete by January 15 th you cannot be considered for the fall of that year. A complete file consists of: a) a completed application form b) your transcripts c) your GRE scores (verbal, quantitative, analytical are required; the Psychology subject test is optional) d) two letters of reference e) a letter of intent detailing your background, goals, and research interests including faculty members who you would be interested in having as research supervisors. Over the past several years, most students admitted into our clinical programs on average have had combined GRE scores (verbal, quantitative, analytical) above the 68 th percentile and an average grade of ~ 85%. It is unusual for students to be accepted into the program with GRE scores (verbal, quantitative, analytical, and psychology) below the 40 th percentile or with an academic average lower than 80%. With respect to the letter of intent, you must provide a short written statement detailing your background, your interests and why you think that our program is suited to your goals. A form letter designed to provide general information to a number of graduate schools may well be inadequate for our purposes. After you have reviewed faculty members interests you should contact a faculty member who shares your interest and discuss potential supervision. Applications must be complete and received in the Faculty of Graduate Studies and Research office, North Tower Residence Room 110.2, University of Regina, Regina, Saskatchewan, S4S 0A2. Tel: (306) by January 15 th. The department values diversity and encourages applications from all qualified women and men, including aboriginal peoples, persons with disabilities, and members of visible minorities. We hope that the information we have provided in this package will help you to make an informed decision and we thank you for your initial interest in our Department.
7 6 Graduate Studies in Psychology at the University of Regina Other Student Services The University of Regina, Department of Counselling Services offers confidential counselling services to any University of Regina student. For more information contact Counselling Services at: Riddell Centre Room 251 University of Regina Regina, Saskatchewan S4S 0A2 Telephone: (306) Fax: (306) Instructional areas used by the Department of Psychology are wheelchair accessible. Assistance can be arranged with parking, special arrangements with instructors and technologies to assist students. Other services are also available. For more information please contact the University s Co-ordinator of Special Needs ( ) or Room 251, Dr. William Riddell Centre.
8 Graduate Studies in Psychology at the University of Regina 7 Graduate Programs Clinical Psychology Program Accreditation The Ph.D. program in Clinical Psychology has been fully accredited by the Canadian Psychological Association (CPA) since the academic year. Our next accreditation site visit will take place in the academic year. Information regarding CPA accreditation can be obtained by contacting the CPA Accreditation Office at: Accreditation Office Canadian Psychological Association 141 Laurier Avenue West, Suite 702 Ottawa, ON K1P 5J3 Mission CPA website: The mission of the Clinical Psychology Program at the University of Regina it to train our students in the scientist-practitioner tradition so that they will be prepared to work as either a researcher, teacher or practitioner or all of these within a variety of settings (academic, clinical, or research setting). Philosophy/Principles In keeping with the motto of the University of Regina as One Who Serves the philosophy of the clinical program in the Department of Psychology is characterized by a commitment to our responsibility to society and to our responsibility to the profession. In fulfilling these responsibilities, we endeavour to ensure that our students are not only knowledgeable and competent in both delivery of services and in the conduct of creative research, but that they also endorse an ethic of care. Underlying these skills and attitude acquisitions is the principle of integrity in relationships, which, in turn, is characterized, by respect for the dignity, and welfare of others.
9 8 Graduate Studies in Psychology at the University of Regina Values The following values are inherent in the clinical program s achievement of our mission: Excellence Scholarship Leadership Innovation & Creativity Integration of Science and Practice Generalist Training High Ethical Standards Responsiveness to Society Adherence to National Standards and Policies Concerning Training Compassion Diversity Respect & Integrity Professional Satisfaction Collegiality Collaboration Productivity and Effort Accountability Theoretical Orientations Students have opportunities through work with faculty or community supervisors to pursue various interests in clinical psychology including clinical health psychology. Opportunities exist to work with children, adults or seniors in a variety of settings such as mental health, psychiatric, acute care, rehabilitation, counselling or forensic settings. Exposure to a variety of theoretical orientations is possible, including cognitive-behavioural, experiential, humanistic and interpersonal. Exposure to neuropsychology is also available. Professional and Research Interests A rather broad range of interests is reflected in the professional and scholarly activities of the Clinical Psychology Faculty members (see section on faculty interests). Research expertise of faculty fall both within the quantitative as well as qualitative domain. Goals/Objectives Research Goals: The program strives to prepare students to have an understanding and respect for both basic and applied research. The faculty of the clinical program subscribe to the views that: (a) the clinical scientist, who is competently-trained in practice makes the most significant contributions to clinical research; and (b) the practitioner who is familiar with the body of basic and applied research, and who can critically evaluate research findings makes the soundest contributions to society and the profession. Research Objectives: To meet the above goals, students take courses in research methods and statistics. They also obtain experience in program evaluation (e.g., though participation in the Canadian Evaluation Society Annual Case Competition or completion of a program evaluation proposal as part of comprehensive exams). Research is incorporated into clinical courses and is a component of reading required for clinical training. Furthermore, students complete both an M.A. and Ph.D. thesis and have the opportunity to participate in faculty research projects.
10 Graduate Studies in Psychology at the University of Regina 9 Clinical Practice Goals: Students will be competent in: (a) assessment, (b) diagnosis, (c) evaluation; (d) consultation; and (e) intervention. In each area, students will gain competency in the development and maintenance of interpersonal relationships, including competency in working with diverse groups. It is recognized, however, that the field of clinical psychology is diverse and no single practitioner can master all areas. Students will be taught to recognize their skills and when appropriate refer to colleagues who have the requisite skills. Clinical Practice Objectives: Students complete course work in ethics, psychopathology, assessment and interventions exposing students to more than one theoretical orientation and skills needed to work with both adults and children and diverse populations. Students carry out at least 2,700 hours of clinical training under supervision (at least 300 direct client hours; at least 150 hours of supervision prior to the predoctoral residency), including a four month internship, two PhD clinical placements and a predoctoral residency. Students also complete an oral case presentation, an oral ethics exam and an exam covering broad topics in clinical psychology. Knowledge Goals: Students will gain a working understanding of biological, social, cognitive and affective bases of behaviour as well as individual differences, statistics and research methods. A more thorough knowledge of personality, psychopathology, assessment, diagnostics, intervention, ethics and professional behaviours will be obtained. Several theoretical orientations are covered. Knowledge Objectives: To gain the above knowledge students complete course work at the graduate level in the above areas. Further knowledge is gained through clinical experiences and comprehensive exams. Ethics and Professional Conduct Goals: The program strives to prepare students to be ethical and professional in their research, clinical, and teaching activities. Moreover, the program strives to prepare students to be sensitive to issues of racial and cultural diversity and individual differences. Ethical Objectives: To meet the above goals of our program, students take a course in professional ethics that not only thoroughly covers the CPA code of ethics and ethical decision making process, but also legislation, standards of practice, and cultural issues. They are also trained in becoming competent and effective in their interpersonal relationships. Students are exposed to diverse clients (over 2700 hours of clinical training), and diverse faculty mentors. Students also complete an oral ethics exam as part of the comprehensive examination process. Leadership Goals: We encourage our graduates to: (a) disseminate their work through conference presentations and publishing papers; (b) expand their knowledge by attending conferences or workshops and reading journals; (c) train others in psychology and other mental health fields; (d) educate the public; and (e) contribute to psychology as a discipline by holding leadership roles. Leadership Objectives: To meet the leadership goals, students are encouraged to present and publish their work, to obtain experience as teaching assistants, to be involved in training junior students and to play an active role in the development of the discipline of psychology by being an active member of the Psychology Graduate Students Association and the Canadian Psychological Association. To encourage professional development, students complete a seminar series devoted to professional issues at the PhD level. A major component of this seminar series is focused on development of skills in supervision and interprofessional relationships. Evaluation of Outcomes The program evaluates its outcomes on an annual basis. Our annual program evaluation is available on the departmental website and is included as an Appendix of this brochure.
11 10 Graduate Studies in Psychology at the University of Regina Academic and Practical Functions for which the Students will be Prepared Students from our program will be prepared to pursue a variety of careers, including primarily research, clinical, or teaching positions, or a combination of these activities. We recognize and value that students have varying career aspirations. The program strives to prepare students to be well grounded in research, the provision of clinical services, and teaching. Recent Practica and Four Month Internship Settings Beyond course work, clinical psychology students have a variety of training opportunities in Regina, other areas of Saskatchewan and elsewhere. Examples of four month internship and practica training sites include: Counselling Services, University of Regina Psychology Training Clinic (Child and Family Clinic & Adult Clinic), University of Regina Child and Youth Services, Regina Qu Appelle Health Region Mental Health Services, Regina Qu Appelle Health Region Wascana Rehabilitation Centre (Adult Rehabilitation Program; Functional Rehabilitation Program; Children s Program; Extended Care/Veterans program ), Regina Qu Appelle Health Region Prairie Psychological Services, Regina, SK Royal Canadian Mounted Police Academy, Regina, SK Battlefords Mental Health Centre, North Battleford, SK Saskatchewan Hospital (Inpatient Unit; Forensic Unit), North Battleford, SK Prince Albert Mental Health Centre, Prince Albert, SK Yorkton Mental Health Centre, Yorkton, SK Yorkton Functional Rehabilitation Clinic, Yorkton, SK Cypress Health Region, Swift Current, SK Regional Psychiatric Hospital, Saskatoon, SK Centre for Addiction and Mental Health, Toronto St. Joseph s Hospital, Anxiety Treatment and Research Center, and Mood Disorder Program, Hamilton, ON Carnat Centre, Alberta Health Services, Calgary, AB Alberta Health Services, Calgary, AB Cross Cancer Institute & Department of Psychology, University of Alberta Hospital, Edmonton, AB Life Mark Health, Calgary, AB Mandel and Associates, Calgary, AB Saanich Child and Youth Mental Health, Victoria, BC Rogers Memorial Hospital, Oconomowoc, Wisconsin These placements offer graduate students clinical experience in assessment, individual therapy, and or group therapy. Ph.D. level psychologists supervise from a variety of theoretical perspectives. Individuals who have an interest in seeking placements in other provinces can explore this option with the Clinical Placement Coordinator. This has been feasible in several instances in the past. Students who are accepted into our program should be prepared to seek some of their clinical training outside of Regina. Sun Life Financial Psychology Training Clinic Many students receive training in the newly renovated Sun Life Financial Psychology Training Clinic with supervision provided by registered doctoral clinical psychologists. Clients or community providers can refer to the clinic. Students are involved in the assessment and treatment of clients under supervision. Clients present with a variety of mental health conditions and gain experience in diagnostic assessment of mental health conditions. Individual, group and family therapy is used. Students working in the clinic can book a clinic computer and desk to complete reports, and book a group room (2), individual assessment/therapy room (4
12 Graduate Studies in Psychology at the University of Regina 11 [rooms) or family room (2 rooms) to see clients. All therapy rooms can be viewed by a one-way mirror and both audio and video recording are available. Predoctoral Residency As part of training, doctoral students must complete a 1-year predoctoral residency at a CPA accredited site or equivalent. Our students have had a high degree of success in obtaining residences to their liking. Predoctoral residences are normally completed outside Regina. Sites since 2001 include: Annapolis Valley Health - Valley Regional Hospital, Kentville, NS British Columbia Mental Health and Addiction Services, Vancouver Calgary Consortium in Clinical Psychology (3 students) Central California Psychology Internship Consortium (CCPIC), (2 students) Centre of Addictions and Mental Health, Toronto, ON (3 students) Clinical Health Psychology, University of Manitoba, Winnipeg (3 students) Edmonton Consortium Clinical Psychology Residency Millard Health Centre, Edmonton Ongwanada: Kingston Internship Consortium Ottawa Hospital (2 students) Queen Elizabeth II Health Science Centre, Halifax, N.S. (4 students) Regina Qu Appelle Health Region (9 students) River Valley Health, Fredericton, N.B. Royal Ottawa Health Care Group, Ottawa, ON (5 students) Saskatoon Health Region, Saskatoon, SK (6 students) St. Joseph s Hospital, Hamilton, ON University of British Columbia, Counselling Services University of Washington School of Medicine, Seattle Vancouver Coastal Health (2 students) Clinical Program Facts We received 65 applications for September 2014 admission. Each year, we extend approximately seven to eight offers to applicants and enrol five to six new students. Students who were admitted in the last three years had an average grade of approximately 87%. Average graduate record examination (GRE) percentile scores were as follows: Verbal 79%, Quantitative 61%, Analytical 76%. Attrition rates (i.e., leaving the department before the completion of a degree) are approximately 3% for the M.A. program and 3% for the PhD program in the last 13 years. The student body currently is comprised of 62.9% female and 30.1% male students. Approximately 35% of these students are from Saskatchewan, another 41% are from other western provinces and 24% are from eastern Canada. The average age of our graduate students is 29 and ranges from There is one student who is from a visible minority. At present, we have no students with special needs enrolled in our graduate programs; however, we encourage applications from qualified persons with special needs. All university buildings are wheel chair accessible and specific assistance and equipment for students can be arranged through the disability resource office ( ).
13 12 Graduate Studies in Psychology at the University of Regina Our Graduates Graduates from our program have been highly successful in obtaining employment in clinical settings (e.g., hospitals, mental health clinics) and research settings (e.g., universities). All of our doctoral clinical program graduates have been successful in becoming registered, licensed or certified (or, in the case of very recent graduates, are in the process of becoming registered, licensed or certified) as psychologists in the jurisdiction of their choice. Clinical Degree Programs The degree programs in Clinical Psychology offered in the Department are based on a scientist-practitioner model of training and emphasise clinical, research, and professional skill development. The M.A. program in Clinical Psychology is intended to provide students with a solid grasp of basic academic and practical skills. The Ph.D. program in Clinical Psychology builds upon the M.A. program and provides an opportunity for advanced research, study, and clinical skills acquisition. In line with the current emphasis of many programs and jurisdictions in North America with respect to academic training and credentialing in Psychology, students pursuing graduate education and training in Clinical Psychology are strongly encouraged to do so at the doctoral level. As such, all students completing the M.A. are expected to apply to the Ph.D. program. Students who are enrolled in our clinical program are expected to maintain full-time student status. M.A. Psyc 801 Research Design and Methodology in Psychology Psyc 802 Applied Multivariate Statistics Psyc 806 Ethics and Standards of Professional Practice Psyc 832 Advanced Psychopathology Psyc 850 Psychological Assessment I Psyc 860 Psychological Interventions I Psyc 876 Internship in Clinical Psychology Psyc 900 Graduate Seminar Psyc 901 Thesis Research (3 credit hours) (3 credit hours) (3 credit hours) (3 credit hours) (3 credit hours) (3 credit hours) (1 credit hour) (2 credit hours) (16 credit hours) Total Credit Hours: 37 credit hours All course work is taken in the first academic year. The second academic year is used to complete research and usually the four month internship. Students in this program will normally apply for admission to the Ph.D. program in Clinical Psychology in January of their second year in the program. At this time of application to the PhD, all required course work and the clinical internship should be complete and data collection for the MA well underway. The likelihood of being accepted into the PhD program decreases if students do not meet these timelines. Ph.D. Psyc 800 History, Theory and System in Psychology (or equivalent, e.g., Psyc 824, 826) Psyc 803 Psychometrics Psyc 851 Psychological Assessment II Psyc 861 Psychological Interventions II One elective Psychology course Psyc 865 Comprehensive Exams Psyc 870 Practica in Clinical Psychology Psyc 871 Practica in Clinical Psychology Psyc 880AB Residency in Clinical Psychology Psyc 900 Doctoral Seminar Psyc 901 Thesis Research (3 credit hours) (3 credit hours) (3 credit hours) (3 credit hours) (3 credit hours) (1 credit hour) (1 credit hour) (1 credit hour) (3 credit hours) (1 credit hour) (44 credit hours) Total Credit Hours: 66 credit hours
14 Graduate Studies in Psychology at the University of Regina 13 Ph.D. courses are typically offered every 2 nd year. In addition to the above, students must demonstrate competence in: (a) biological bases of behaviour (e.g., physiological, comparative, neuropsychology, psychopharmacology); (b) cognitive and affective bases of behaviour (e.g., learning, sensation, perception, cognition, motivation, emotion); and (c) social bases of behaviour (e.g., social, cultural, ethnic, and group processes, sex roles, theories relating to organisations and systems). This can be accomplished either by taking a graduate course in each of these areas (one of which could be used to fulfil the Ph.D. elective course requirement), or by completing all-inclusive qualifying examinations (for students who demonstrate significant prior experience in an area, qualified faculty will co-ordinate the relevant reading lists and exam). A combination of graduate courses and examinations may also be used to fulfil the requirements. Moreover, students can demonstrate competence (subject to approval by the clinical committee) in a maximum of one cognate area (i.e., biological, cognitive or social) if they have completed a minimum of two advanced undergraduate courses in any one of the three cognate areas. Courses in these cognate areas may be taken at any point during the student s graduate training with departmental approval. In addition, students are encouraged to take courses in other areas such as program development/evaluation. Clinical Training Students in the graduate program in Clinical Psychology complete a minimum of 900 hours of supervised practical experience consisting of a 600 hour four month internship in Clinical Psychology (Psyc 876) and a minimum of two additional 150 hour Practica in Clinical Psychology (Psyc ) prior to the full-year Predoctoral Residency in Clinical Psychology (Psyc 880AB). No more than 600 hours of the required supervised clinical experience can be undertaken for academic credit by students enrolled in the M.A. program in Clinical Psychology. For the full-year pre-doctoral residency, students are expected to apply to CPA accredited sites or equivalent and to go through the Association of Psychology Postdoctoral and Internship Centers (APPIC) matching process (www.appic.org).students will receive at least 300 hours of direct contact with clients prior to the pre-doctoral residency and at least 150 hours of supervision. Comprehensive Examination The Ph.D. Comprehensive Examination (Psyc 865-CL) covers broad aspects of clinical psychology, and consists of four parts: 1) A case presentation (~2 hours in length for presentation and questions) in which students are required to summarize a case that they have assessed and treated during a previously completed practicum or internship. In the presentation, the student must cover and integrate theory, research, assessment, and intervention in relation to the clinical case. 2) A written exam testing students on recent literature published in the Annals of Clinical Psychology 3) An ethics oral examination (~1 hour in length) during which students are asked questions that are designed to assess their understanding of ethical and professional issues and their ability to resolve ethical dilemmas. 4) A program evaluation proposal. The following students are exempt from this component: a) Students who successfully completed a graduate course in program evaluation; b) students who participated in the Canadian Evaluation Society Annual Case Competition; and c) students who completed substantial supervised work (as determined by the clinical committee) in the area of program evaluation including a written program evaluation report. The comprehensive examination process is typically completed over a four-month time span and is used as a means of judging whether or not the student has a mature and substantial grasp of the discipline and the ability to integrate theory, research, and practice in the areas of psychopathology, assessment, treatment, and ethics. This examination is scheduled after the student has completed all degree requirements, with the exception of the doctoral dissertation and pre-doctoral residency. It must be taken prior to applying for the pre-doctoral residency.
15 14 Graduate Studies in Psychology at the University of Regina All parts must be passed in order to meet the comprehensive examination requirement. Unsuccessful candidates for the comprehensive examination may repeat each component of the examination once. A second failure will result in the student being discontinued from the Clinical Program. Program Manual More details on the Clinical Psychology Program can be obtained by downloading the Clinical Psychology Program Manual (http://www.uregina.ca/arts/psychology).
16 Graduate Studies in Psychology at the University of Regina 15 Experimental and Applied Psychology (EAP) Degree Program Overview The Experimental and Applied Psychology (EAP) program is designed to train psychologists who will work in either academic settings or as researchers in industry or the public sector. Students in the EAP program have the opportunity to specialize in Cognitive, Developmental, Forensic, Social, or Theoretical Psychology, or in Neuroscience. Orientation The EAP program focuses on training students to become independent researchers who are capable of carrying out high quality, high impact research. Faculty in the EAP program have research interests that address both basic questions of global importance and applied problems that impact our community, our province, and our country. To this end, student training takes place in traditional laboratory settings as well as in non-academic community settings, such as in hospitals, schools, and law enforcement agencies. A key component of the EAP program is strong mentorship, with students working closely with their supervisors at every stage of the development and implementation of research projects. Students also have opportunities to work with researchers in areas outside of their immediate area of specialization, and collaboration is encouraged. As part of their training, students are encouraged to present their findings at research conferences both at the University of Regina and around the globe. To this end, the Faculty of Graduate Studies provides travel awards on a competitive basis, in three competitions each year. Areas of Specialization Cognitive Psychology Students choosing to specialize in cognitive psychology learn to design research studies to address questions of interest in both basic areas (including attention and perception, memory, learning, mathematical cognition, and decision making) and applied areas (such as goal pursuit, with application to pro-environmental and conservation behaviour; face recognition, with application to policing and security; investigative interviewing, with application to the law; risk-taking behaviour, with application to gambling and criminal behaviour). Developmental Psychology Students choosing to specialize in developmental psychology learn to conduct research related to characterizing developmental differences and tracking learning and change over time. Current topics of interest among faculty include how children learn and become skilled in academic domains such as arithmetic, how social cognition develops in infancy and early childhood, and developmental differences in children s memory. Forensic Psychology Forensic psychology explores the intersection between psychology and the law. Faculty research interests include the psychology of policing, reliability of eyewitness testimony, issues related to child victims/witnesses, assessment of instruments used in forensic settings, predictors of criminal behaviour with emphasis on the role of risk-taking, and factors affecting decisions made by law enforcement officials in the field. Neuroscience Neuroscientists explore how the structure of the brain gives rise to its function. Faculty research in this area examines: the impact of acquired brain injury; the neural correlates of the expression and interpretation of
17 16 Graduate Studies in Psychology at the University of Regina emotion; sex differences in cognitive and visuomotor skills, and the effects of differential prenatal exposure to hormones on behaviour later in life. Social Psychology Students specializing in this area carry out research that examines social determinants of risk-taking; decisionmaking in police investigators, judges, and jurors; perceptions of credibility; and, ethical practices such as debriefing in social psychology research. Theoretical Psychology This specialization, one of very few of its kind in Canadian psychology programs, addresses foundational issues in psychology, such as the history of the discipline; the history of ideas on psychological topics such as mind, emotion, thought, and action; how psychology relates to other sciences; and critical and theoretical considerations of topics frequently explored in other areas of psychology, such as interpretation, perception, the concept of the self and the meaning of consciousness. Program Structure Students in the EAP program complete courses in research methods, statistics, ethics, and courses in their chosen area of specialization, as well as courses in other areas of interest to the student. Both M.A. and Ph.D. candidates complete thesis research, developed in consultation with the student s supervisor and a thesis committee. Following acceptance of a thesis by the student s thesis committee, an oral examination (defense) will be held. Doctoral candidates are also required to complete a comprehensive examination. The format of the comprehensive examination is flexible, with students able to choose from among several options including writing a mock research grant proposal, completing a research practicum with a community partner, or developing a new course, as best meets the career objectives of the student. M.A. students typically complete their program of study in two years; Ph.D. students typically complete their program of study in three years. The courses required for the M.A. and Ph.D. degrees are as follows. M.A. PSYC 801 Research Design and Methodology in Psychology PSYC 807 Research and Applied Ethics PSYC 802 Applied Multivariate Statistics or PSYC 805 Experimental Design and Analysis of Variance One additional PSYC course PSYC 900 Graduate Seminar in Psychology PSYC 901 Thesis Research (3 credit hours) (3 credit hours) (3 credit hours) (3 credit hours) (2 credit hours) (16 credit hours) Total: 30 credit hours Ph.D. PSYC 800 History, Theory and System in Psychology Three additional PSYC courses PSYC 901 Thesis Research PSYC 865-EA Comprehensive Examination (3 credit hours) (9 credit hours) (48 credit hours) (1 credit hour) Total: 61 credit hours Please visit: for current degree requirements and course descriptions.
18 Graduate Studies in Psychology at the University of Regina 17 Faculty Research Interests and Selected Publications Dennis P. Alfano, Ph.D. (Toronto) Professor Clinical neuroscience. Current research interests focus principally on clinical neuropsychological aspects of mild traumatic brain injury, concussion in high-risk athletes, and the clinical utility and validity of neurobehavioural measures. Representative projects include: a) prospective neuropsychological study of concussion in high-risk athletes, b) neurobehavioural aspects of mild traumatic brain injury, and c) ecological validity of neuropsychological assessment following traumatic brain injury. Alfano, D. P., & Nicholls, M. J. (2009). Comparative discriminative ability of neurocognitive assessment versus symptom report in the detection of sport-related concussion. Canadian Psychology, 50(2a), 65. Alfano, D. P., & Nicholls, M. J. (2008). Comparative discriminative ability of neurocognitive measures with and without baseline assessment in the detection of sport-related concussion. Archives of Clinical Neuropsychology, 23, 735. Hodsman, S. E., & Alfano, D. P. (2008). Construct validity of a neurocorrective index for the MMPI in traumatic brain injury. Archives of Clinical Neuropsychology, 23, 690. Gordon J. Asmundson, PhD, RD Psych, FRSC (Manitoba) Professor Research and clinical interests involve understanding the basic mechanisms of the anxiety disorders, health anxiety, acute and chronic pain, and the association of these with disability and behavior change as well as related assessment and treatment issues. Asmundson, G. J. G., Fetzner, M. G., DeBoer, L. B., Powers, M. B., Otto, M. W., & Smits, J. A. J. (2013). Let s get physical: A contemporary review of the anxiolytic effects of exercise for anxiety and its disorders. Depression and Anxiety, 30, Asmundson, G. J. G., Noel, M., Petter, M., & Parkerson, H. A. (2012). Pediatric fear-avoidance model of chronic pain: Foundation, application, and future directions. Pain Research and Management, 17, Hofmann, S. G., Asmundson, G. J. G., & Beck, A. T. (2013). The science of cognitive behavioral therapy. Behavior Therapy, 44, R. Nicholas Carleton, Ph.D. (Regina) Assistant Professor Research interests include the biopsychosocial measurement, assessment, and treatments of anxiety, chronic pain, traumatic stress, mood, and somatic disorders, focusing on transdiagnostics, fundamental cognitions (i.e., lowerorder factors such as intolerance of uncertainty), and shared emergent properties (i.e., higher-order factors such as extraversion). Attentional biases and psychometrics and statistics. Representative Projects include: Modifying cognitive biases in social anxiety: Exploring new avenues for treatment; Trauma, pain, and fear: Using the startle paradigm to explore the relationship between PTSD and chronic pain. Carleton, R. N., Mulvogue, M. K., & Duranceau, S. (in press). PTSD personality subtypes in women exposed to intimate partner violence. Psychological Trauma: Theory, Research, Practice, and Policy.
19 18 Graduate Studies in Psychology at the University of Regina Carleton, R. N., Duranceau, S., Freeston, M. H., Boelen, P. A., McCabe, R. E., & Antony, M. M. (2014). But it might be a heart attack: Intolerance of uncertainty and panic disorder symptoms. Journal of Anxiety Disorders, 28, doi: /j.janxdis Carleton, R. N. (2012). The intolerance of uncertainty construct in the context of anxiety disorders: Theoretical and practical perspectives. Expert Review of Neurotherapeutics, 12, doi: /ern Heather Hadjistavropoulos, Ph.D. (British Columbia) Professor; Director of Clinical Training Current research interests include examining: 1) strategies for improving health care, such as studying training in and delivery of therapist-assisted internet-based cognitive behaviour therapy; and 2) how psychological variables (e.g., health anxiety) impact health. Clinical interests focus on the assessment and treatment of adults with anxiety and depression, especially among those with health related conditions. Hadjistavropoulos, H. D., Alberts, N., Nugent, M., Marchildon, G. (in press). Improving access to psychological services through therapist-assisted Internet cognitive behaviour therapy. Canadian Psychology. Hadjistavropoulos, H. D., Thompson, M., Klein, B., & Austin, D. (2012). Dissemination of therapist-assisted Internet Cognitive Behaviour Therapy: Development and open pilot study of a workshop. Cognitive Behaviour Therapy, doi: / Janzen Claude J. A., Hadjistavropoulos, H. D., & Friesen, L. (2014). Exploration of health anxiety among individuals with diabetes: Prevalence and implications. Journal of Health Psychology, 19, doi: / Thomas Hadjistavropoulos, Ph.D., ABPP, FCAHS (Saskatchewan) Professor, Research Chair in Aging and Health and Director of Centre on Aging and Health Current research interests include the following: a) Clinical health psychology b) pain; c) aging; d) fear and anxiety in older persons; and d) ethics and professional issues in clinical psychology. Clinical interests fall within the areas of adult Cognitive Behaviour Therapy and adult clinical assessment. Hadjistavropoulos, T., Breau, L. & Craig, K. D. (2011). Pain assessment in adults and children with limited ability to communicate. In D.C. Turk & R. Melzack (Eds.) Handbook of pain assessment (3rd Edition) (pp ). New York: Guilford Press. Hadjistavropoulos, T. et al. (2012). The relationship of fear of falling and balance confidence with balance and dual tasking performance. Psychology and Aging, 27, Hadjistavropoulos, T., et al. (2011). A biopsychosocial formulation of pain communication. Psychological Bulletin, 137,
20 Graduate Studies in Psychology at the University of Regina 19 Bridget Klest, Ph.D. (Oregon) Assistant Professor Research interests focus on interrelations among trauma exposure, relational context of trauma, gender and ethnicity, and socioeconomic status, employing a broad definition of posttraumatic symptoms including both physical and mental health indicators. Additional interests include exploring options for expanding access to mental health care, for example through telehealth treatment modalities. Klest, B. (2012). Childhood trauma, poverty, and adult victimization. Psychological Trauma: Theory, Research, Practice, and Policy, 4, Klest, B., Freyd, J.J., Hampson, S. E., & Dubanoski, J. P. (2013). Trauma, socioeconomic resources, and selfrated health in an ethnically diverse adult cohort. Ethnicity and Health, 18(1), Mackelprang, J. L., Klest, B., Najmabadi, S. J., Valley-Gray, S., Gonzalez, E. A., & Cash, R. E. (2014). Betrayal Trauma Among Homeless Adults: Associations With Revictimization, Psychological Well-Being, and Health. Journal of Interpersonal Violence, 29(6), Jeff Loucks, Ph.D. (Oregon) Assistant Professor Broad research interests include the development of social cognition. More specific current interests include infant, child, and adult action perception, infant social cognition, and the relation between motor experience and action understanding. Loucks, J., & Sommerville, J. A. (2012). The role of motor experience in understanding action function: The case of the precision grasp. Child Development, 83, Loucks, J., & Sommerville, J. A. (2012). Developmental changes in the discrimination of dynamic human actions in infancy. Developmental Science, 15, Loucks, J., & Baldwin, D. (2009). Sources of information for discriminating dynamic human actions. Cognition, 111, Lynn Loutzenhiser, Ph.D. (Saskatchewan) Associate Professor Research interests include the transition to parenthood, infant sleep, and father involvement in families. Clinical interests include the assessment and treatment of childhood disorders, early childhood and family therapy. Loutzenhiser, L., Hoffman, J. & Beatch, J. (in press). Parental perceptions of the effectiveness of graduated extinction in reducing infant night-waking. Journal of Reproductive and Infant Psychology. Loutzenhiser, L., Ahlquist, A. & Hoffman, J. (2011). Infant and Maternal Factors Associated with Maternal Perceptions of Infant Sleep Problems, Journal of Reproductive and Infant Psychology, 29(5), Geissler, S., Loutzenhiser, L., Praud, J., Streifler, L. (2010). Mothering Canada; Interdisciplinary Voices: La maternité au Canada: Voix interdisciplinaires. Toronto, Ontario; Demeter Press.
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