School and Clinical Child Psychology (SCCP) PROGRAM BROCHURE DEPARTMENT OF APPLIED PSYCHOLOGY & HUMAN DEVELOPMENT, OISE.

School and Clinical Child Psychology (SCCP) PROGRAM BROCHURE DEPARTMENT OF APPLIED PSYCHOLOGY & HUMAN DEVELOPMENT, OISE ð 2013-2014 ð 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/

School & Clinical Child Psychology (SCCP) Program Brochure 2013 2014 Table of Contents Table of Contents Introduction... 2 1. What are the values and principles that underlie the SCCP program?... 3 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 1

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 models 1 that share similar features that underpin our own training model 2. 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; 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 21 st 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

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; 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 4

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 onesemester) 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. 5

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 program complete it. Between 2008 and 2013, only three students withdrew. Number of Students Who Applied, Were Offered Admission and Who Accepted Offer of Admission in the Past Five Years MA 2008-09 2009-10 2010-11 2011-12 2012-13 Applied to program 171 209 209 209 235 Offered admission 10 11 7 8 8 Accepted Offer of Admission 9 10 7 6 7 PhD 2008-09 2009-10 2010-11 2011-12 2012-13 Applied to program 43 34 35 40 39 Offered admission 11 8 7 7 10 Accepted Offer of Admission 9 8 7 7 8 Inquiries regarding admissions should be sent to the program liaison Diana Robinson (diana.robinson@utoronto.ca) 6

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. Katreena Scott and Dr. Mary Caravias are the Directors of Training of the SCCP program. Dr. Scott is currently the Program Chair. Her role is to coordinate the program, represent the program on the AP&HD Department Executive, and to chair the SCCP Program Committee. She provides the academic leadership for the program. Dr. Mary Caravias is the Director of Clinical Training. She provides the clinical leadership for the program. Her role is to coordinate the practicum and internship program, teach the two seminars accompanying the field placement practica, and advise students on career planning. She is also Co-Director of the OISE Psychology Clinic. Although all of the approximately 30 faculty members in the Department of Applied Psychology and Human Development are available to teach students in the SCCP 7

program, the following faculty members provide the leadership and direction for the program. 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, DPE, and B. Ed programs. 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. Joseph Ducharme conducts research and supervises student theses related to prevention and treatment of child psychopathology. His primary research program involves development and evaluation of non-intrusive, success-based intervention strategies for externalizing behaviour disorders. He also conducts research evaluating effective strategies for training parents, teachers, and clinical staff in the prevention and treatment of behaviour disorders. He has recently collaborated with Dr. Wiener on evaluating mindfulness cognitive behaviour therapy interventions for adolescents with ADHD and their parents. Dr. Ducharme has worked extensively with children with conduct difficulties, violent families, individuals with developmental disabilities, and adults with acquired brain injuries. His practice with these populations has spanned several settings, including residential, educational, hospital, and rehabilitation environments. Dr. Ducharme favours observational methodology and time-series designs, including multiple baseline and other process-focused clinical research strategies. Dr. Esther Geva was chair of AP&HD until June 30, 2013. She 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 8

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 crosscultural 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. Geva will resume teaching in the SCCP program in 2014/2015. 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 9

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 quasiexperimental 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. 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 AP&HD. 10

Areas of Expertise of AP&HD Faculty Topics Foundations of Professional Practice Cognitive Development Social Development Biological Bases History of Psychology Research Methods Psychopathology Professional Ethics Policy Developmental Issues Early Childhood Family Relations Parenting Peer relations Culture and Language Language & Literacy Numeracy Sexual Orientation Clinical Disorders Conduct Problems Mood and Anxiety Learning Disabilities ADHD Autism Spectrum Intellectual Disabilities Health Psychology* Addictions Trauma/maltreatment Skills Psychological Assessment Educational Assessment & Intervention Neuropsychology School Consultation Prevention Faculty Ganea, Lee, Peskin Arnold, Ganea, Lee, Perlman, Peskin Barrera, Ducharme, Ganea, Lee, Taylor Ferrari, Volpe Xi Chen, Falenchuk, Herbert, Jang, Lee Caravias, Cohen, Costaris, Goldstein, Jenkins, Stermac, Zucker Peterson-Badali, Schneider Pascal, Pelletier, Peterson-Badali Jenkins, Pascal, Pelletier, Perlman, Volpe Cohen, Jenkins, Perlman Ducharme, Pelletier, Wiener Gillis, Wiener Cunningham, Xi Chen, Geva, Moodley, Stewart, Wiener Cohen, Xi Chen, Geva, Martinussen, Pelletier, Willows Moss Gillis, Schneider Andrade, Caravias, Ducharme, Henderson, Peterson-Badali, Scott, Skilling, Wiener Caravias, Costaris, Manassis, Watson, Zweig Caravias, Cunningham, Geva, Martinussen, Wiener, Willows Caravias, Martinussen, Wiener Brian, Broeking, Caravias, Ducharme, Ferrari Broeking, Caravias, Ducharme Barrera, Piran, Rovet, Zucker Goldstein, Henderson, Skilling Scott, Stermac, Volpe Caravias, Costaris, Geva, Peterson-Badali, Wiener, Zweig Caravias, Cunningham, Geva, Martinussen, Willows, Wiener Taylor Caravias, Cunningham, Ducharme, Geva, Martinussen, Wiener, Willows Caravias, Cunningham, Ducharme, Geva, Martinussen, Scott, Wiener, Willows Behavioural Intervention Andrade, Caravias, Ducharme, 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) 11

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 30students who graduated between 2008 and 2012, 26 are licensed psychologists in the jurisdiction where they work, and 3 are engaged 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. 12

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 Children 1 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 Elective or course in cognitive, biological or social foundations of or Spring behaviour or APD3204: Contemporary History and Systems in Human Development and Applied Psychology MA1 Spring Develop thesis proposal MA1 or 2 MA2 PhD 1 APD1202: Theories and Techniques of Counselling 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 Development and Applied Psychology Thesis data collection, writing, and analysis 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 PhD 2 PhD 1, 2, 3 APD3241: Seminar and Practicum in Clinical Assessment and Intervention Comprehensive exams Doctoral dissertation proposal approval Supervision practicum mentor MA1 students in psychoeducational assessment Psychotherapy course from menu PhD Elective or course in cognitive, biological or social foundations of behaviour, or APD3204: Contemporary History and Systems in Human Development and Applied Psychology APD3202: A Foundation of Program Evaluation in Social Science 13

PhD 3/4 PhD 4/5 Dissertation data collection, analysis, writing APD3243: Additional Practicum in Assessment and Intervention (optional) Apply for internships 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 Interventions b 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 14

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). 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 15

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. 16

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. Followup 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 Financial Aid Disabilities Organization/Mandate/ Service OISE Financial Aid and Awards Office http://www.oise.utoronto.ca/ss/financial_aid_awards/index.html Advice re scholarship, assistantships, bursaries, loans Accessibility Services http://www.accessibility.utoronto.ca/ Provides support and accommodations for students with disabilities 17

Counselling and Health Child Care Housing Legal Food/Clothing Writing International Students Aboriginal Students University Health Services Centre Medical Services 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 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 Student Housing Service https://www.housing.utoronto.ca/ Downtown Legal Services http://dls.sa.utoronto.ca/ Food & Clothing Bank http://www.familycare.utoronto.ca/financial_resources/fcb.html 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) 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 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 18

Other Equity Services students OISE Indigenous Education Network http://www.oise.utoronto.ca/research/ien/ Aboriginal education and study interests, peer support 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 10. What is the accreditation status of the SCCP program? 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 accreditationoffice@cpa.ca 613-237-2144 x 328 or 1-888-472-0657 x 328 19