PSYCH 101 Introductory Psychology
A general survey course designed to provide the student with an understanding of the basic concepts and techniques of modern psychology as a behavioural science. 3 hours.
Psychology (PSYCH)
79 courses in the 1971–72 Undergraduate Calendar, read from the scanned original. The text comes from OCR, so check the scanned page before relying on a detail.
Notes
Faculty listed in 1971–72
Professor (Management Sciences and Psychology)
Professor
Professor (Management Sciences and Psychology)
Professor (Statistics and Psychology)
Professor
Associate Professor
Associate Professor
Associate Professor
Associate Professor
Associate Professor
Associate Professor (Counselling and Psychology)
Associate Professor
Associate Professor
Associate Professor
issociate Professor (Sociology and Psychology)
Faculty listed in 1971–72
Associate Professor
Associate Professor
Associate Professor
Associate Professor
Visiting Associate Professor
Faculty listed in 1971–72
Associate Professor Associate Professor (part-time) Associate Professor Associate Professor Associate Professor Associate Professor Assistant Professor (part-time) Assistant Professor Assistant Professor Assistant Professor
Assistant Professor
Department of Psychology
Department of Psychology J.A. Dyal, B.4. (Oklahama), Ph.D. (Illinois)
Faculty listed in 1971–72
R.K. Banks, B.A., M.A., Ph.D. (Toronto) G.T. Barrett-Lennard, B.Sc., B.A. (Western Australia), Ph.D. (Chicago)
M.P. Bryden, S.B. (Massachusetts Institute of Technology), M.Sc., Ph.D. (McGill)
J.M. Butler, B.S., Ph.D. (Minnesota)
Faculty listed in 1971–72
M. Lerner, B.4., M.A. (Ohio State University), Ph.D. (New York University)
H.D. Kirk, B.S. (City College of New York), M.A.,Ph.D. (Cornell)
K.D. Mackenzie, 4.B., Ph.D. (University of California, Berkeley)
Faculty listed in 1971–72
R.K. Penney, B.Sci. (Wayne State), Ph.D. (Towa) S.D. Saleh, B.A. (Cairo), Dip.Ed. and Psych(i-hrs),M.A.,Ph.D. (Western
Reserve) D.A. Sprott, B.A, M.A, Ph.D. (Toronto)F.S.S.
M.D. Vogel-Sprott, B.4. (McMaster), M.A., Ph.D. (Toronto)
R. Bierman, B.A. (Yeshiva), Ph.D. (New York at Buffalo)
K.S. Bowers, B.A., Ph.D. (Illinois)
T.E. Cadell, B.A. (British Columbia), M.A. (Massachusetts), Ph.D. (Wisconsin)
J.M. Cornell, B.A., M.S., Ph.D. (Washington)
W.C. Corning, B.A. (Heidelberg), Ph.D. (Rochester)
W.W. Dick, B.7h. (University of Manitoba), B.A., B.D.(University of Toronto), M.A., Ph.D. (University of Ottawa)
G.R. Engel, B. A., M.A., Ph.D. {Queen’s)
W.D. Fenz, B.A. (Southern Missionary), M.A., B.D. (St. Andrew’s), M.Sc. (Hawaii), Ph.D. (Massachusetts)
W.J. Hudspeth, B.4., M.A. (San Jose State), Ph.D. (Claremont) R.D. Lambert, B.A., M.A. (McMaster), Ph.D. (Michigan)
H.M. Lefcourt, B.A. (Antioch), M.A., Ph.D. (Ohio State)
G.E. MacKinnon, B.A. (Queen's), Ph.D. (Johns Hopkins)
D. Meichenbaum, A.B. (City College of New York), M.A., Ph.D. (Illinois) P.M. Merikle, B.A. (Knox), M.A., Ph.D. (Virginia)
P. Pentony, B.A., M.A. (Western Australia) (Associate Professor of Psychology, Australian National University)
P.M. Rowe, B.A. (Toronto), M.A. (Dalhousie), Ph.D. (McGill) R.R. Ross, B.4., M.A,, Ph.D. (Toronto)
R.A. Steffy, B.A. (Albright), M.A., Ph.D. (Illinois)
R.V. Thysell, B.A. (Montana), M.A., Ph.D. (Iowa)
E.E. Ware, B.A., M.A. (Richmond), Ph.D. (Illinois)
D.M. Amoroso, B.A., M.A. (Toronto), Ph.D. (Waterioo)
P.E. Bowers (Mrs.), B.A. (Rosemont), M.A., Ph.D. (Illinois)
M. Breidenbaugh (Mrs.), B.A. (Wittenburg), Ph.D. (Vienna)
M. Brown, B.Sc, M.Sc. (McGill), Ph.D. (Michigan)
J.A. Cheyne, B.A. (Waterloo Lutheran) M.A. Ph.D. (University of Waterloo)
R.A. Cole, B.A. (Univ. of Rochester), M.A., Ph.D. (University of
Fae Pe eee
Faculty listed in 1971–72
Assistant Professor Assistant Professor J Assistant Professor Assistant Professor Assistant Professor Assistant Professor Assistant Professor
Assistant Professor (part-time)
Assistant Professor Assistant Professor Assistant Professor Assistant Professor Assistant Professor Assistant Professor
Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor
Adjunct Professor
Department of Psychology 421
Faculty listed in 1971–72
M. Coltheart, B.A, M.A, Ph.D. (Sydney)
A.C. Firetto, C.R.. B.A. (Western), M.A. (St. Louis), Ph.D. (Loyola) R.C. Godbout, B.4., Ph.D. (University of Texas)
G.A. Griffin, B. A. (Colgate), M.A., Ph.D. (Wisconsin)
F.D. Kemp, B.A. (Texas Christian), Ph.D. (Harvard)
A.H. Miller, BES., M.A. (Michigan)
Faculty listed in 1971–72
R. O'Day, B.A. (Univ, of British Columbia}, M.A., Ph.D. (University of Michigan)
R.W. Robinson, B.A. (Rutgers Univ.), M.A., Ph.D. (Temple Univ.)
R. D. Seim, B.A. (Queen’s), Ph.D. (Waterloo)
DJ. Torney, BA., M.A, (Western Ontario), Ph.D. (Waterloo
D.L. Wahlsten, B.S. (Alma College), Ph.D. (California, Irvine)
T.G. Waller, B.S, M.S. (Southern Mississippi), Ph.D. (Vanderbilt)
Faculty listed in 1971–72
J.L. Williams. B.A., M.A. (Alberta), Ph.D. (Missouri)
J.J. Wine, B.A. (Bridgewater College), M.S. (Iowa State University), Ph.D. (University of Alberta)
S.S. Appleton, B.4., M.D. (Toronto)
D.S. Barnes, B.A., M.D. (Western Ontario)
J.J. Hartford, M.D. (Toronto)
P.M. Lerner, B.A., M.Ed., Ed.D. (Illinois)
Faculty listed in 1971–72
M.G. Pruesse, B.S., M.A. (British Columbia), Ph.D. (Waterloo)
G. Sumner-Smith, I. R.C.V.S., B.V.Se. (Univ. of Liverpool), F.R.C.V.S., M.Sc. (Univ. of Guelph)
Faculty listed in 1971–72
L.E. Tauber, B.S. (Union College), M.A. (Univ. of Kentucky), Ph.D. (Purdue)
Undergraduate Offerings
A course in Introductory Psychology (Psychology 101*) is a normal prerequisite for all subsequent courses in Psychology.
In order to achieve a better understanding of experimentation in human behaviour, all students in introductory psychology courses are required to serve as subjects in up to 5 hours of appropriate psychological research.
In year 2 to 4 studnets in Honours Psychology must take Psychology 283*-284*, Psychology 499, and before entering the fourth year of the programme at least Two Research half courses: the Research courses must include at /east one from each of the following groups.
Group 1: 293*,295*,297* Group 2: 393%.
The research courses provide the student with first hand experience in carrying out independent research. While the nature of the activity engaged in may vary from one research course to another, these courses are designed to familiarize the students with experimental, observational, case study and/or field projects.
Students in the General programme who wish to major in Psychology must include Psychology 283* and at least One Research half course (From either Group 1 or Group 2 above) as part of their programme.
Students in either the Honours or General programme in Psychology should choose their electives after consultation with their advisors in the Department.
Department of Psychology
Undergraduate Course
The number of hours of lectures shown after the course description is an attempt to indicate the “normal”; each instructor determines how often his particular class will meet.
PSYCH 102 Introductory Psychology Special Topics
A more in depth study of selected topics introduced in Psychology 101* Prerequisite: Psychology 101*. 3 hours.
PSYCH 203 Learning and Motivation
This course is designed to introduce the student to theories in Learning and Motivation and to provide the student with an understanding of the experimental techniques in these areas. 3 hours
PSYCH 205 Sensory Processes
A consideration of data and theory concerning sensory processes. Topics will include psycho-physical methodology, sensory mechanisms and the: neuropsychological basis of perception. 3 hours..
PSYCH 206 Perceptual Processes
An examination of data and theory concerning perceptual processes. Topics will include the perception of form and space, perceptual learning and a consideration of the effect of personality variables in perception. 3 hours.
PSYCH 207 Cognitive Processes
An examination and evaluation of selected topics dealing with human learning, thinking, concept formation, memory and language. 3 hours.
PSYCH 211 Developmental Psychology
An examination of the process and factors of human development. 3 hours.
PSYCH 214 Socialization Processes in the Child 11* Educational Psychology: The sychology of Classroom Learning
Consideration will be given to a number ot topics relating to the development of social behavior in children. 3 hours. . .
A consideration of the main variables affecting learning in the classroom with special focus upon the conditions essential to efficient learning. 3 hours.
PSYCH 242 Educational Psychology: Learning Disabilities
Analyses of learning disabilities associated with various categories of exceptionality including mental retardation, emotional problems, and receptive and expressive handicaps. 3 hours
PSYCH 253 (Sociology 210°) Social Psychology
The relation between psychological processes and social interacton. Topics to be considered include (1) how we evaluate others’ personalities, (2) determinants of friendship, (3) formation and change of attitudes, (4) conformity and independence, (5) the self-concept. 3 hours.
4* (Sociology 212) Interpersonal Relations.
Department of Psychology
The contribution of social organization to the interpersonal processes. Consideration of some “theories” of social interaction. The social system approach to the problem of personal and interpersonal control. Prerequisite: Psychology 253* 3 hours.
PSYCH 261 Physiological Psychology
The structure and function of the nervous system and their relation to behaviour. 3 hours.
PSYCH 271 Animal Behaviour
An in depth study of the behaviour of animals emphasizing both observational and experimental research. 3 hours.
PSYCH 283 Statistical Methods in Psychology
An introduction to the logical and theoretical base for the application of statistical methods to the solution of problems in the social sciences. Consideration will be given to descriptive statistics, to sampling statistics and to an introduction to inferential statistics. Required of all students , in Honours Psychology. 3 hours.
PSYCH 284 Experimental Design
An examination of the effective use and interpretation of statistics in the design and understanding of experiments in the social sciences. Required of all students in Honours Psychology. Prerequisite: Psychology 283*. 3 hours.
PSYCH 285 Tests and Measurements
An introduction to the theory and use of psychological tests. Special emphasis is placed on the assessment of personality, intelligence, aptitudes and interests. Prerequisite: Psychology 283*. 3 hours.
PSYCH 293 Research in Learning and Motivation 95* Research in Perceptual and Cognitive Processes
Open only to students in Honours Psychology (and Joint Honours programmes with Psychology) and to those students in the General programme who are majoring in Psychology. Open-to students in other programmes by permission of instructor only. Prerequisite: Psychology 283* and one of Psychology 203*, 207* or 271*. 3 hours.
Open only to students in Honours Psychology (and Joint Honours programmes with Psychology) and to those students in the General Programme who are majoring in Psychology. Open to students in other programmes by permission of instructor only. Prerequisite: Psychology 283* and one of Psychology 205*, 206* or 207*.
PSYCH 297 Research in Biopsychology
Open only to students in Honours Psychology (and Joint Honours programmes with Psychology) and to those students in the General programme who are majoring in Psychology. Open to students in other programmes by permission of instructor only. Prerequisite: Psychology 283* and one of Psychology 261* or 271%. 3 hours. .
PSYCH 331 Individual Differences
An analysis of individual and group differences in behaviour, with emphasis on studies of intelligence. Prerequisite: Psychology 285*.
Department of Psychology
PSYCH 333 Industrial Psychology
An introduction to the methods and problems in Industrial Psychology. 3 hours.
PSYCH 334 Counselling Psychology
An introduction to the methods and problems in Counselling Psychology. 3 hours.
PSYCH 336 Goctology 310*) - Group Dynamics,
An analysis of natural and experimental groups from a social structural view. The study of processes of differentiation, integration, power etc., internally; and of nesting of small groups in larger collectives. Prerequisite: 3rd or 4th year standing in a social science or by permission.
PSYCH 338 (Sociology 324*) Field tesearch in Canadian Institutions
A study of a selected institution in the local community, such as the Courts, Mass Media, and Labour Unions, will be conducted employing observational and interview procedures. Permission of instructor.
PSYCH 350 J Principles of Facilitative Human Relations
Facilitative human relations within the context of education, guidance and interpersonal exchanges are treated in terms of current psychological theories and research. The demonstration and development of these concepts are aided by personal participation, observation and taped sessions. Application to both individual and group interaction. Prerequisite: Psychology 101*-102 and Psychology, 355*. 357* or suitable alternative, 3 hours.
PSYCH 355 Personality Theory
An examination and evaluation of some of the outstanding theories of personality. 3 hours.
PSYCH 357 Psychopathology - 366* - Special Subjects.
The nature and origin of deviant behaviour. 3 hours.
One or more half courses will be offered at different times as announced by the Department. Prerequisite: Consent of instructor.
PSYCH 393 Research in Developmental Psychology
Open only to students in Honours Psychology (and Joint Honours programmes with Psychology) and to those students in the General programme who are majoring in Psychology. Open to students in other Programmes by permission of instructor only. Prerequisite: Psychology 283* and one of Psychology 211%, 241* or 331*. 3 hours.
PSYCH 395 Research in Social Psychology 97* Research in Personality and Psychopathology
Open only to students in Honours Psychology (and Joint Honours programmes with Psychology) and to those students in the General programme who are majoring in Psychology. Open to students in other programmes by permission of instructor only. Prerequisite: Psychology 283* and 253%. 3 hours.
Open only to students in Honours Psychology (and Joint Honours programmes with Psychology) and to those students in the General programme who are majoring Psychology. Open to students in other programmes by permission of instructor only. Prerequisite: Psychology 283* and one of Psychology 331% 355* or 357*.
Department of Psychology
PSYCH 410 History and Systems
An examination of current theoretical approaches to psychological problems present in a historical contest. 2 hours.
PSYCH 449 Experimental Design
Logic and experimental designs. Randomization. Experimental and sampling errors. Designs applied to biological sciences. Methods of analysis for factorial designs. Latin squares, etc. 2 hours.
Seminars
PSYCH 451 Senior Seminar in Learning
Admission by consent of instructor. 2 hours.
PSYCH 452 Senior seminar in Perception
Admission by consent of instructor. 2 hours.
PSYCH 453 Senior seminar in Developmental Psychology
Admission by consent of instructor. 2 hours
PSYCH 454 Senior seminar in Educational Psychology
Admission by consent of instructor. 2 hours
PSYCH 455 Senior seminar in Social Psychology
Admission by consent of instructor.
PSYCH 456 Senior seminar in Personality
Admission by consent of instructor. 2 hours
PSYCH 457 Senior seminar in Clinical Psychology
Admission by consent of instructor. 2 hours
Senior seminar in Cognitive Processes Admission by consent of
PSYCH 458 instructor
.
2 hours.
PSYCH 459 Senior seminar in Motivation
Admission by consent of instructor. 2 hours.
PSYCH 461 Senior seminar in Physiological Psychology
Admission by consent of instructor. 2 hours
PSYCH 462 Senior seminar in Animal Behaviour
Admission by consent of instructor. 2 hours
PSYCH 463 Senior seminar in Special Topics
Admission by consent of instructor. 2 hours
Senior seminar in Special Topics. Admission by consent of instructor. 2 hours
PSYCH 465 Senior in Special Topics
Admission by consent of instructor.
Department of Psychology
466" § ected Studies in Special Topics
Senior seminar in Special Topics. Admission by consent of instructor. 2 hours
For the student who desires to pursue a particular topic in depth through independent experimental research and/or extensive reading. A faculty member must approve a student’s project prior to registration for this course. Open to exceptional students with permission of the instructor and the Department. May be repeated for credit. 3 hours
PSYCH 499 Senior Honours Essay Structure and Function of the Department
Each student will work under the direction of a member of the department on an experimental study. The result of this investigation will be presented in the form of a thesis, which will be critically examined by members of the department and also, where pertinent, by members of other departments. Required of all students in Honours Psychology.
Graduate Programmes
General Introduction
The graduate programme of the Department of Psychology is organized into six programme areas offering specialization at the Ph.D. level in Biopsychology, Child Development, Clinical, Learning, Perception and Cognition, and Social and Personality. A Master of Applied Science degree in Educational psychology also is offered. Academically, these programme areas are semi-autonomous; they are linked via the Graduate Affairs Committee, which consists of the Chairmen of each programme area plus two elected student representatives. There is a strong emphasis on research in all programmes of the department. Students are expected to become involved in research as soon as possible after entering the department, either through participation in ongoing faculty research or through developing their own ideas into researchable projects. The training programme itself is based on the concept of research apprenticeship in which each student’s training is, through consultation with his advisor, adapted to his specific interests and objectives. Formal course work in the programmes is intended to provide the student with (1) a general knowledge of the major areas of psychology and (2) intensive preparation in his area of concentration. Considering both of these objectives, a student enrolled in a given programme may be encouraged to take courses from other programme areas if, in the opinion of his advisor, such courses will facilitate the student’s development. Courses in disciplines other than psychology may also be encouraged. If it becomes clear that a student’s interests do not fit well into one or other of the existing programmes it is possible for the student, with the assistance of a faculty advisor, to form an individualized programme committee drawing on faculty members who are appropriate to his interests. This committee is responsible to the Graduate Affairs Committee of the Department. Students in the doctoral programme may receive the M.A. degree but the Department does not offer a M.A. programme as such. An interdisciplinary programme in Human Relations, leading to the M.A.Sc. degree and the Ph.D. degree has been mounted from the Psychology Department and is moving toward independent status. Infarmation canrernino thic nrnoramme ic nravided in the cartinn
Financial Assistance and Housing Accommodations for Students
Research Facilities
Examinations
Faculty Advisors
Department of Psychology 427
the Psychology Department programmes.
Canada Council Scholarships and Fellowships, Ontario Government Fellowships, Ontario Mental Health Foundation Fellowships, National Health Bursaries, National Research Council Scholarships and Bursaries, Queen Elizabeth II Scholarships, Woodrow Wilson National Fellowships, Mental Health Training Bursaries, and other awards are tenable for graduate study at the University of Waterloo. Research assistantships average $2500 for the calendar year and teaching assistantships average $1400 for the academic year. Research assistantships, teaching assistantships and other fellowships may be combined in various ways yielding a range of student stipends from $2500- $4500 per year.
Tuition fees are $35.00, plus incidental fees of $47.85, for each of the three years in the Ph.D. programme. Students who are required to make up one preliminary year of undergraduate courses are advised to consult the undergraduate section of the calendar for information on undergraduate courses and tuition fees. Ph.D. candidates who require longer than three years beyond an honours B.A. (or its equivalent) to meet the degree requirements pay a fee of $130.00 if they remain on campus under faculty supervision or $30. 00 per term if their work is carried out elsewhere.
Housing accommodations are available at the affiliated colleges, university student and married student residences, private homes and apartments. Information about accommodations may be obtained from the Office of the Registrar and the Off Campus Housing Office.
The Department of Psychology has extensive laboratory facilities. Animal and human research is conducted in laboratories in the Psychology Building and in the new Humanities Building which houses the Child Development and Social and Personality programmes. Five mobile psychological laboratories are available for research with children. Research requiring special populations (for example, clinical research) is often carried out at other institutions under the supervision of faculty members of the department.
A primate laboratory housing about 100 rhesus monkeys, and facilities for surgery, testing, and observation is available. Housing facilities for Tats, birds, cats, and dogs are also available, with surgery, testing rooms, and a histology complex. In addition a Marine laboratory for research with marine invertebrate is available.
The University has an excellent Computing Center which is available to graduate students. The Department of Psychology has its own key punch machines and card sorter, and is rapidly acquiring a comprehensive library of statistical programmes. Electronics, carpentry, and machine shops are also maintained by the department, staffed with six full-time technicians.
Incoming graduate students are required to take a diagnostic examination in order to, assess the student’s background and, where it is found necessary to plan remedial work for the student. Some programme areas specify a minor area requirement, which may be fulfilled by passing one or more specified courses. Major-area (special area) examination requirements are determined by individual programme areas.
On entering the Department, cach graduate student is assigned an
Student Evaluation
Teaching Experience
General Requirements for Admission
Department of Psychology
necesarily act as his thesis supervisor. A student enrolled in one programme may select a faculty member of another programme area as his thesis supervisor if, in the opinion of his advisor, such faculty member is appropriate by virtue of his interest and qualification to supervise the student. The composition of the student’s thesis committee, however, will ensure involvement of faculty members from his programme area in his thesis research.
Each year every student registered in the Ph.D. programme must submit a report of his activities. This report provides the basis for evaluating the student’s progress. While the specific procedures for the evaluation vary from area to area the following aspects are common to all programme areas.
The evaluation takes place at the end of the academic year (during the month of May). The student is evaluated on several criteria, viz., his course grades, reports submitted by the student of research completed or in progress, and teaching assistantship activity. Typically, the student’s entire record is considered by all faculty members in his programme in addition to his research supervisor (if from another area) and/or any other faculty member associated directly with the student’s programme. For some programmes this evaluation is the functional equivalent of the Special Examination in the student’s area of concentration; for all programmes the evaluation provides an intensive assessment of the student on the basis of criteria relevant to his competence as a professional psychologist in his chosen area. While course marks represent only one aspect it is important to note that an average of at least 66 (B-) must be maintained.
The written recommendation of the evaluation committee (i.e., that the student’s training be terminated, continued, or continued on conditional standing) is forwarded to the Graduate Affairs Committee for its approval. Direct feedback is given to the student either by his faculty advisor or by his Programme Evaluation Committee.
Development of the student’s teaching ability is a major concern of the department. It is expected that two years of teaching experience will be obtained by all students during their graduate training. Toward this end, students are strongly encouraged to accept teaching assistantships.
Admission
Candidates for a graduate degree in psychology who possess an ordinary bachelor’s degree must take af least one preliminary year of work in psychology to ensure that their preparation is equivalent to that of a graduate of an honours course in psychology. Candidates with an honours bachelor’s degree or equivalent preparation may enter directly into a research-oriented course leading to the Ph.D. degree. Candidates applying with a master’s degree in Psychology may request advanced standing in the Ph.D. programme. All candidates for graduate study must arrange to have their grades on the Graduate Record Examination and the Miller Analogies Test forwarded to the department when applying for admission.
Application for admission to graduate study and further inquiries, except for the Human Relations programme, should be sent to: Graduate Secretary, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada. The deadline for applications for admission is March 1: applications received after that date will be considered if
Departmental Requirements for the Ph.D. Degree
Specialization in Areas
Biopsychology
Programme Year 1
Department of Psychology 429
sent April 1. Applications and inquiries regarding admission to the Human Relations programme should be addressed to the Secretary, Committee on Human Relations Studies, University of Waterloo, Waterloo, Ontario, Canada.
The department requires a minimum period of registration of three years beyond an honours bachelor’s degree or two years beyond a master’s degree..
A reading knowledge of a modern foreign language is no longer a Ph.D. requirement. Entry into any of the programmes of the department presupposes general proficiency in the English language.
For the Ph.D. in psychology, the Department requires successful defense of the Ph.D. dissertation and satisfactory performance in a minimum of two full-year graduate psychology courses or their equivalent in half-year courses. One full year course credit may be obtained by taking both Psychology 631 and Psychology 632, satisfactory performance in which satisfies the requirement of proficiency in statistics. Students who do not take these courses for credit are required to pass the final examination set by the instructor. Further requirements for the Ph.D. are outlined in sections describing particular programmes. While many courses may be taken on a pass-fail basis at least half the courses taken by a student must be graded.
While a Ph.D. may be obtained within three years of an Honours B.A. a period of four or five years is more usual.
On the University application form for entry into graduate work, the prospective student is required to indicate one or more areas of special interest. The following description of programme emphases in the department may be useful in guiding such selection. (Refer to the section on Graduate Course Offerings for a description of the courses.)
As an interdisciplinary field, Biopsychology (Psychobiology) requires diverse skills and training which are not provided in any single undergraduate department. Any student with a degree in a Life Science such as psychology, biology, physiology, pharmacology, or biochemistry who is attracted into this area will have only part of the necessary background. Consequently, in order to achieve the level of competence usually associated with the Ph.D. degree it is envisaged that a student will familiarize himself with the relevant aspects of the various related disciplines.
Biopsychology Survey (714).T
Statistics and Experimental Design (631-632).t or equivalent qualifying exam.
Research Seminar (no credit)
M.A. Thesis.
In the event that a given student elects to take additional courses as a result of his diagnostic results, such courses may be taken in place of 631-632, which in turn, may be deferred to the second year. Since other options are open regarding the diagnostic examination, this typical programme may be considerably altered by the student and his advisor. It is conceivable that the first vear could he eccentinily a aualifuina woar in
Year 2 Through 4
Note 1
Note 2
Note 3
Note 4
Note 5
sild Behaviour and Development
Programme
Department of Psychology
Special Topics Seminar(s) and/or
Course(s) or Seminar(s) inside or outside the Department. Research Seminar
Ph.D. Thesis.
Apart from departmental requirements, the Biopsychology Programme requires only that the student take the Biopsychology Survey (714), participate in the research seminars, and submit a yearly progress report. The Biopsychology Survey will be, in effect, a proseminar lecture course which will cover extensively the material in the area of Biopsychology.
This course will be taught by the faculty in Biopsychology and will be required of all students, including those with Master's degrees. Passing the course will be considered the equivalent of passing a Special Area exam. The Research Seminar will meet as the occasion demands. Presentation of @ paper in the seminar is customary if a student is planning to present a paper outside the department. Otherwise the seminar will act as a forum Jor the discussion of theroetical and empirical issues relating to a student’s or faculty member's ongoing research. Participation is strongly
encouraged, but ultimately it is a decision left to the student and his advisor.
Participation in Special Topics seminars will be based on the student’s choice in consultation with his advisor. Two or three of these seminars will be presented each term. Care will be taken each year in the preparation of the topic list to ensure that a broad range of topics is covered over a two or three year period.
No requirements have been established for a minor inside or outside the Department. The Biopsychology group feels that this is a decision to be left to the student and the faculty advisor.
It is generally felt that students in Biopsychology should have experience writing and submitting a Master’s thesis. However, this is also a decision for the student and his advisor. An alternative to the Master's degree is a research project which meets all the degree requirements except the submission of the thesis to the Graduate Office. The research project, like the Master's thesis, would have to be read by at least two persons.
This graduate programme is concerned very broadly with theories and research on developmental processes. In specializing within child behaviour and development, students may select one of the following research areas: social and personality development, perceptual development, psychophysiological development, learning and the educative process. Students who are interested in special clinical groups such as the mentally retarded or the perceptually handicapped also choose one of the above areas; however, these students are placed in appropriate clinical settings during the summer months, where they collaborate in research and develop appropriate clinical-research skills.
Emphasis is upon research training as well as content training. Students will be expected to be continually active in research during both the academic year and summer.There are five mobile trailers for studies with school children or special populations. Moreover, an Office of Child Research was established in 1965 to act as a liaison between the investigator and the school systems to assure continued co-operation and good-will. Last year approximately 3,500 school children participated in research.
A typical program for an individual student might be as follows.
Note
Year 2
Year 3
Note 1 Note 2
Note 3
Note 4
Note 5
Clinical
Department of Psychology 431
Statistics (631-632) or a qualifying examination Individual Differences (735) Child Seminar (736)
Developmental Methodology (725) may be taken in place of Developmental Theory (705), depending upon the student's background.
Summer Research (i): Participation in an ongoing research project. (ID: Piloting of M.A. Thesis or equivalent project.
Fall/Winter
Research - continuation of pilot project from the previous summer to be completed by the end of winter term.
Developmental Methodology (725) if not taken Year 1.
Child Seminar (737)
Summer Research - piloting dissertation project.
Fall/Winter Research - dissertarion project. Child Siminar (738)
Summer Research - dissertation
Participation in the Child Seminar Series (736-7-8) is required of all students each year of their programme.
A student, in consultation with his thesis advisor, may elect to either complete formal requirements for an M.A. thesis, or complete the Year 2 research requirement in a form appropriate for publication.
No formal minor area requirement is stipulated.
Special Topic seminars in Child will be offered as interest and faculty resources permit.
Additional or substitute courses or seminars taken by the individual student will be chosen according to his research interests in consultation wit his thesis advisor.
The goal of the programme is to develop a well rounded clinical Ph.D. along the lines recommended by the Boulder Conference. The graduate of the programme is one who can take a traditional or innovative approach to assessment and treatment. The student is urged to develop an investment in various collateral academic areas, e.g., social-personality, psychophysiology, learning theory and other. He is required to pass a statistical and research design course, and a special area comprehensive examination. The clinical programme offers a formal course experience. As part of the practical training the student is enrolled in a full year practicum in intelligence testing, personality assessment, and psychotherapy from year one to year three respectively. The programme also requires a four-month field work placement during each of the summers of the first two graduate years. A student is directed to one of four institutions in the area in which the Waterloo faculty and the institutional staff are cross-appointed. In the first summer of graduate training the student is given experience in interviewing and further ability assessment training. The major
Programme Year 1
Year 2
Year 3
Department of Psychology
year the student is directed towards intensive training in personality assessment.
At the end of the three years residence at the University, by which time he should have developed a doctoral dissertation and some psychotherapy skills, the student takes a full year’s internship.
The research training is a continuous, ongoing process. Each student is assigned to a research advisor upon his arrival on campus, and the student is expected to serve an apprenticeship, research assistant role in his first year. As his research interests develop, he is expected to define a master’s level research project; which is followed by the dissertation in the third academic. year.
tAn APA accredited programme
Fall/Winter
Clinical Psychology I (627)
Statistics (631-632) or an equivalent qualifying examination Practicum in Intelligence Testing (633)
Minor area
Guided Research
Summer Clinical Field Work Practicum (635) Directed projects
Fall/Winter
Clinical Psychology II (628)
Practicum in Personality Assessment (639) M.A. Research
Summer
Clinical Field Work Practicum (635) Directed projects
Fall/Winter
. Psychotherapy Practicum (626)
Year 4
Note
Dissertation Research Seminar options . Special examinations
Summer Directed projects
Full year’s internship
During the third year all clinical majors will be required to pass a written and oral comprehensive examination. The examination is offered in January and May of each year and assesses the candidate’s breadth of knowledge and understanding of his professional role.
This programme is designed to provide a thorough grounding in the area of learning research and teaching. In many cases, this training provides the foundation for approaching problems which impinge on other areas of psychology (e.g:, developmental, clinical, perception) or other disciplines (e.g., biology, statistics). As a consequence the learning programme is constructed to permit maximum flexibility in course
Programme
Perception and Cognition
Programme
Year ]
Department of Psychology 433
courses which allows their learning interest to link with other academic areas (eg. ethology, linguistics, perception), or to focus on various practical problems (eg. addictions, behaviour modification, education, psychopathology).
Because of the various directions that learning research may take, research facilities for students are quite diverse. They encompass laboratories for human psychopysiology, information processing, memory and instrumental behaviour. Mobile laboratories are available for studies with school or hospital populations. In addition, facilities are provided for the study of a wide variety of animals (e.g., rats, monkeys, fish, cats, and marine invertebrates).
Students are expected to be actively engaged in research throughout their three years of residence. A student is assigned to a research advisor as soon as he arrives on campus. While his initial studies may be closely supervised, the successful student is expected to assume increasing independence and responsibility for his research.
Although the specific order and selection of courses will depend on the particular student’s background and interests Year 1 would normally involve completion of a Statistics course (Psych 631-632 or passing a qualifying exam), Psych 702 and a M.A. thesis.
One or more full-year graduate courses are selected for each of the two subsequent academic years, These courses are chosen by the student in consultation with his advisor. They may remain within the core learning area (Psych 722 and 732) and/or range broadly (eg. Psych 613, 615, 628, 640, 641, 660, 661, 670, 676, 705, 714). The major requirement for the Ph.D. degree is fulfilled by submission of the Ph.D. thesis.
Students are strongly encouraged to hold Teaching Assistantships during their graduate programme.
The programme is designed to provide a thorough grounding in the area of Perception and Cognition. The major emphasis is on the development of competence as an independent researcher. The research interests of the faculty and students in the programme are diverse, encompassing problems and issues in information processing, memory, psychophysics and sensory mechanisms, person perception and perceptual learning. In many cases, the training provides the foundation for approaching problems in other areas of psychology (e.g., learning, developmental, physiological and clinical). As a result, the programme allows students the flexibility to include courses and seminars related to their particular interests..
The research facilities for students include laboratories espically equipped for work with human subjects. Mobile laboratories are available also for studies with school children and hospital or other special populations (e.g., blind, deaf and otherwise handicapped individuals). In addition, facilities are available for studies with animals.
A typical programme is outlined below. It is to be emphasized that the programme for any particular student will be designed by the student in consultation with his advisor to fit the student’s needs and interests. It is expected, however, that every student will take a minimum of two full courses (from the honours B.A.) while he is working towards the M.A. and a minimum of four full courses from the M.A. while he is working towards the Ph.D.
Statistics course (631-632) or qualifying examination
Dann at- AA
Year 2
Year 3
Note 1 Note 2
Note 3
Note 4
Note 5
Note 6
Social and Personality
Programme Year I]
Department of Psychology
t (Normally a student will be expected to have completed his M.A. thesis no later than the beginning of his second year in the programme).
Perception (741) One other full course Research
Full year course in Perception (all students will be expected to attend the senior seminar in Perception).
One other full course
Ph.D. thesis
While it is possible for a student to complete the programme and receive the Ph.D. degree in three years, normally it takes four years.
All students entering either the Honours B.A. (or its equivalent) are required to complete a M.A. thesis.
While there is no formal Minor area of specialization required for the Ph.D. students are encouraged to take courses and seminars related to their research interests.
There is no formal special area examination required for the Ph.D. (In special cases, a student may be permitted to sit for a Special Area Examination upon request, and have his results on such an examination included in his yearly overall evaluation. See “Student Evaluation.” Each student in the programme is required to attend and participate actively in the senior seminar in Perception every year he is enrolled in the programme. As part of his participation in the senior seminar, a student working on Ph.D. research will from time to time meet with seminars to discuss (a) a review of the literature pertinent to his research, (b) pilot data collected, and (c) the data from the research.
From time to time Special Topic Seminars will be offered by the faculty and students in the programme. These seminars may be equivalent to either a full or half-course. Special Topic Seminars offered in the past include: Psychometric Methods, Language and Thought, Mathematics and Psychology, Person Perception.
The students in this division are expected to develop a broad and intensive understanding of the major areas of research and theory in personality and social psychology. In addition, the students will have experience with the major research methodologies--experimental, multivariate, survey, observation, etc. Clearly the major emphasis of this program is to train people who understand the strategy and techniques underlying research. It is expected that this background is appropriate to an effective career in teaching, academic or social problem oriented research or community action work. To better enable the students to achieve these skills and level of sophistication the faculty advisors work closely and intensively with each student. Beyond the basic requirements formal course work, and examinations are tailored to each students background and goals.
Students and faculty in the area are presently engaged in such diverse research areas as impression formation, anxiety, audience influence, decision making in groups, sex-role development, helping behavior, social psychology of justice, studies of attitude change, Machiavellism, prejudice and Discrimination. Research space, including observation rooms, is readily available.
Statistics (Psychology 631-632) or qualifying examination
Year 2
Year 3
Note 1
Note 2
Applied
Programme Year 1
Department of Psychology 435
Other content courses chosen in consultation with student’s advisors
Research seminar . Other content courses chosen in consultation with student’s advisors Ph.D. thesis proposal and “pilot” work
Ph.D. thesis
Generally prior to the major data collection for the Ph.D. thesis, an oral examination will be hold by the candidate’s thesis committee on the dissertation proposal. In general, a formal written proposal will be circulated to the members about two weeks prior to this meeting. A copy of the proposal will be made available to any other interested persons, who are also invited to attend the meeting. It will be the function of this oral to approve the question being investigated and the appropriateness of the design and procedures.
The structure of this programme is in an evolving state at present. Students interested in a fuller description of the program should contact the Chairman: Social and Personality Programme, Department of
Psychology.
This two year programme, leading to the M.A.Sc. degree, combines both full-time academic studies and practical training in field work settings. At the present time, only specialization in educational problems is available, although it is planned that specialization in such areas as industrial, addiction, etc. may be available by the fall of 1971.
The objective of the present programme is to provide training at the terminal master’s level that will be complete and adequate for pursuit of a job career in the educational system of Ontario. The programme emphasizes the acquisition of knowledge in experimental research, theoretical foundations, and necessary applied skills.
Students must complete two full theoretical courses, one of which is Developmental Theory (705). The second course would normally relate to his particular interests in educational problems (learning, perception, personality, etc.) Two applied courses must be taken: Individual Differences (Test Administration and Use) (735) and Educational Psychology (640-641). Competence must be shown in statistical procedures, as is usually evidenced by successful completion of Statistics (631). All students must carry out a research project similar to the M.A. thesis, on a problem directly related to the school situation.
A variable internship programme is planned for the student. It would normally include full-time work at some setting during the summer following the first academic year. Further placement during the second year would be specially planned in accordance with the work loads of the field settings and the availability of the students. Such a variable work schedule permits a student to continue his course work while experiencing work in a field setting. As far as possible, placements will be in local settings.
Fall/Winter
Statistics (631) Developmental Theory (705) Individual Differences (735) Educational Psychology (640) One other course
Summer
Year 2
Department of Psychology
Internship
Fall/Winter Educational Psychology (641) 2 other courses Internship (variable)
Summer Research Project Internship (variable)
Graduate Courses
*Indicates half year course
PSYCH 601–610 Special Topics in Clinical Psychology 15* Multivariate Procedures for Psychologists
May be graded on a pass-fail basis
The following topics will be introduced with the emphasis placed on application, understanding, and interpretation: Elements of matrix algebra, multiple and partial correlation, component and factor analysis, canonical correlation, discriminant analysis, multi-dimensional scaling. May be graded on a pass-fail basis.
PSYCH 619 Seminar in Behaviour Modicication
This course deals with issues and techniques derived from learning theory and social psychology which contribute to the modification of behaviour. Emphasis is placed on methoclological and design problems in modification research and the practical application of behaviour modification strategies and procedures.
PSYCH 626 Psychotherapy Practicum
A supervised psychotherapy training in one-to-one therapy. The supervision is conducted in small groups and individually; theoretical and practical issues are discussed in special seminars. Graded on a pass-fail basis. * Indicates half year course
PSYCH 627 Clinical Seminar
This course is designed to give the first year graduate student a comprehensive coverage of the core topics in clinical psychology. It features sections on psychological assessment, description and classification of abnormal behaviour, personality theory, behaviour change, and a discussion of other basic issues in clinical psychology. It is required of all students in the clinical programme.
PSYCH 628 Seminar in Clinical Psychology
Credit for this course will be offered on the basis of work done in four individual seminars. This course is advised for the second and third year students in the programme and open to others in the department. It allows students to elect special topic seminars offered by other divisions of the department in the place of these topics. Examples of electives that have been offered are as follows: Psychotherapy Techniques, Psychopathic Personality, Seminar in Community Psychology, Seminar in the Biological Foundation of Pathological Behaviour, Seminar on Deviance, Seminar on Nature of Utopias, Seminar on Psychophysiological Methods of Assessment in Clinical Practice and Clinical Research.
Department of Psychology
PSYCH 630 Directed Study
This course offers an opportunity for students who have previously taken a half-year course in a specific area to explore selected problems in greater depth.
PSYCH 631 Advanced Statistics
An advanced introduction to statistical inference. Prerequisite: Psychology 280 or its equivalent.
PSYCH 632 Experimental Design
Basic principles used in the design of experiments and the analysis of experimental data, with emphasis on complex analysis-of-variance techniques. Prerequisite: Psychology 631*.
PSYCH 633 Intelligence Test Practicum
Instruction and supervision in the use of standard IQ tests and report writing is emphasized. The course also covers the assessment of brain damage, basic interviewing procedures, and MMPI testing. This course is a requirement for all first year clinical graduate students. Graded on a pass-fail basis.
PSYCH 635 Clinical Fieldwork Practicum
Training in research in assessment and treatment procedures in a clinical setting. All clinical students are obliged to enroll for this course in their first and second years. Graded on a pass-fail basis.
PSYCH 637–638 Experimental Personality Research
Two half-year courses emphasizing experimental approaches to personality psychology. 637 will be given in the Fall term, 638 in the Winter term, but 637 is not a prerequisite for 638. Prerequisite: Psychology 711.
PSYCH 639 Personality Assessment Practicum and Lab
A survey and supervision of personality assessment procedures featuring projective tests. It is required for all second year clinical students. Graded on a pass-fail basis.
PSYCH 640–649 Special Topics in Psychology
Some examples of Special Topics that have been offered recently are: Topics in Mathematical Psychology and Educational Psychology May be graded on a pass-fail basis.
PSYCH 650–659 Special Topics in Perception and Cognition
May be graded on a pass-fail basis.
PSYCH 660–669 Special Topics in Learning and Motivation
Some examples of Special Topics that have been offered recently are: Research in Personality Development, and Learning Addiction. May be graded on a pass-fail basis.
PSYCH 670–679 Special Topics in Biopsychology §80*-689* Special Topics in Child Behaviour and Development
Some examples of Special Topics that have been offered recently are: Developmental Genetics, Advanced Behaviour Genetics, Current Topics in Biopsychology, Man: A Biological Organism, Chemistry of Learning and Memory, and Zoo-biology. - May be graded on a pass-fail basis.
Some examples of Special Topics that have been offered recently are: The Development of Aggression, and Conformity and Approval Seeking. May be graded on a pass-fail basis.
PSYCH 690–697 Special Topics in Social and Personality
Some examples of Special Topics that have been offered recently are: Interpersonal Processes in Critical Situations, Seminar in Sexual Behaviour, and Research Seminar in Social Personality. May ho avadod ann nace fail hacia
Department of Psychology
698 Internship
699 Thesis
701 Sensory and Perceptual Processes
A general graduate seminar in perception and cognition that will attempt to familiarize the student with contemporary theory and research in perception and cognition. This seminar is required of all incoming students in perception and cognition, and is open to any other student who wishes to learn about the area, although a good undergraduate course in perception is strongly. recommended as a prerequisite. The seminar is not didactic and will lean heavily on student presentations and participation.
PSYCH 702 Contemporary Research Problems in Learning 704, 724 Social Psychology 1, 2 5 Contemporary Developmental Psychology \7, 727, 747 Biopsychology 1, 2, 3
The purpose of the course is to examine in depth a limited number of contemporay research topics in the area of learning. May be graded on a pass-fail basis.
Seminars dealing with theoretical issues and research findings in the area of social psychology. May be graded on a pass-fail basis. A detailed study of: theoretical issues and research in the areas of child development and behaviour. Recent research findings from fields both within and outside the traditional limits of child and developmental psychology including experimental, comparative, cross-cultural, and studies of interactive processes will be sonsidered. Special emphasis will be given to an indepth consideration of Piaget’s theory and work. Open to all graduate students with permission of instructor.
Seminars dealing with topics in the comparative, psychological and neurological study of behaviour.
PSYCH 711 Seminar in Personality
Systematic review of personality theories and related research.
712 Social Development
Theory and data relating to the social development of humans, and sub-human species.
PSYCH 714 Biopsychology Survey 21, 741 Sensory and Perceptual Processes 2, 3 122, 732, 742 Learning 2, 3, 4
A course designed for broad coverage of topics related to biology and behaviour. Current topics include those from the areas of: neuroanatomy and histology, neurophysiology, biochemistry, endocrinology, genetics, evolution, ethology and embroyology.
Two advanced graduate seminars in perception and cognition. May be graded on a pass-fail basis.
Advanced research seminar May be graded on a pass-fail basis.
PSYCH 724 Social Psychology 2
A research seminar dealing with theoretical issues and research findings in the area of social psychology.
PSYCH 725 Current Methods in Developmental Psychology
The course will focus on the essential methodological issues in developmental psychology and will indicate the research methodology, variables and findings, via selected examples from the developmental research literature. Special attention will be given to the following topics: Early experience a and critical periods, learning and conceptual
Department of Psychology
PSYCH 735 Individual Differences in Children 736, 737, 738 Child Psychology Issue Seminar
This course deals with the available psychological measuring instruments used in research exploring the behavioural structure of the individual child. Emphasis will be placed upon the development of evaluative skills for the selection and research use of various standardized procedures in terms of rationale, validity, reliability, and interpretive value. A practicum portion of the course will involve the selection and use of instruments appropriate to research in representative investigations. Open to all graduate students with permission of instructor. May be graded on a pass-fail basis.
A seminar dealing with current issues and related research findings in the broad area of child behaviour and development. Restricted to Child Graduate Students May be graded on a pass-fail basis.
PSYCH 750 Individual Research Project
A supervised experimental study, together with a survey of relevant findings in the literature.
PSYCH 760 Advanced Experimental Psychology
Detailed study of selected problems in the student’s major area of specialiation; e.g., cognition, learning, motivation, perception. May be graded on a pass-fail basis.
PSYCH 801 Psychometric Theory Origins, Concept and Scope
An examination of methods and issues in the construction, selection and evaluation of psychological tests.
Human Relations Studies
The Committee on Human Relations Studies, established in July, 1970, is an emergent academic programme unit, incorporating and developing from the Counselling and Human Relations graduate programme of the Psychology Department, and moving toward independent status. The programme is developing qualitatively and expanding in scope in accordance with an over-all concept characterised by the following component perspectives and emphases. 1) Interdisciplinary perspective: The field of human relations is seen as a major interface or area of converging interest between a number of more traditional disciplines. It is concerned broadly with the experiencing person in his transactions with his human environment. It deals with human interaction and communication processes and effects and with individual, interpersonal and social system (or structural) determinants of these processes and effects. The phenomena and problems involved call for the collaboration of persons with articulating but complementary perspectives and expertise reflecting a variety of special interests, experience and specialised background. In keeping with this position, the human relations programme is appointing faculty with connected interests but varying formal disciplinary origins and specialization, and welcomes students of varying background and experience. 2) Humanistic perspective: The programme is oriented explicitly toward contributing to the quality of human life. This value orientation tends to be associated with a holistic view of man as an experiencing, self-concious being, acting upon and reacting to events and relationships in terms of their meanings to him. It is also imposes the challenge and need to transcend a neutral, descriptive level of inquiry and to include the development, testing and application of normative principles. Human
Department of Psychology
major axis or locus of concern of the programme. These aspects of the orientation of the unit are reflected, directly and indirectly, in its component educational and research programmes, in the activities of
. individual members in the University and larger community, and in its
Graduate Degree Programmes
current work toward the development of a combined resource, field-training and action-research centre in the community.
3) Scholarly/scientific orientation: The programme seeks to achieve a genuine fusion of humanistic/applied and scholarly/scientific values and activities. Fresh conceptual perspectives and increasingly salient and integrative knowledge are seen as essential conditions for adequate understanding of and response to human and social problems--which include damaging, often dangerous communication difficulties and failures at many levels; institutionalised social structures that are no longer responsive to human needs or the realisation of human potential; and large-scale problems of human suffering and interpersonal/experiential deprivation. The very complex pattering of influences and relationships among these phenomena call for advances in methodology in which a naturalistic and ecological emphasis is prominent, and for massive extension and addition to the present ‘beach-heads’ of systematic and functional knowledge in the human relations field.
4) Educational orientation and processes Consistent with its other emphases, the programme is concerned with the integrated scholarly-scientific and personal-professional development of its members. Students are substantially engaged in intensive practical-experiental learning situations as well as those of an explicitly conceptual and scholarly nature. The situations involved engage the learner in ways that assume his commitment and capacity to actually break new ground in his own development, his knowledge-in-action, and his scholarly inquiry. The predominant educational orientation of programme members is student-centered, and students (at present, graduate students) are actively and responsibly involved in the operation and development of the programme.
Graduate programmes lead to the Master of Applied Science (M.A.Sc) or Ph.D. degrees. (The M.A. degree is infrequently used but available in some circumstances to students in the doctoral programme.) Applicants to the M.A.Sc. or Ph.D. programme should hold, or be completing, a
- four-year honours bachelor degree or its equivalent. Their academic
record and other relevant evidence should provide clear indication of a high level of intellectual-scholarly ability. Evidence of substantial engagement in human issues, reflected in an applicant’s previous inquiry and extra-academic activities, and of relevant personal and interpersonal resources and potential, are also of major importance in selection of candidates. Applicants are asked to describe themselves and their goals in ways that go beyond their formal records and experience and individual and/or planned group interviews are arranged wherever possible before final acceptance of an applicant. To date, applicants admitted directly to full graduate standing in the programme all have undergraduate (or, in some cases, master’s degree) majors or specialisation in one or more of the behavioral and social science disciplines. However, persons with other academic backgrounds who believe their actual interests, experience and general scholarly and personal resources are consonant with the emphases and objectives of the Human Relations Programme, are also encouraged to apply. Successful candidates in this category may be admitted to regular graduate standing or. where preferred or necessarv. to a preliminary qualifying year.
M.A.Sc. Degree Programme
The Ph.D. Programme
Department of Psychology 441
Applicants who do not hold an honours bachelor degree or its equivalent may apply for a qualifying year, which would be flexibly designed to advance their preparation to an honours equivalent level, taking into account their actual background and intended graduate programme.
Candidates may be admitted from an honours degree to the M.A.Sc. programme or directly to the Ph.D. programme. As the formal prerequisites do not differ, the choice among these alternatives depends largely on the applicant’s current interest, motivation and objectives, and the openings available. A candidate in the M.A.Sc. degree programme may make fresh application for admission to doctoral studies at the conclusion of his master’s programme. The decision on his application would result from an up-to-date appraisal in relation to other applicants and current resources and openings for advanced doctoral work.
The master’s programme is designed to prepare candidates who will be qualified, on graduation, to proceed directly to career positions in the human relations field, in such settings as counselling and rehabilitation agencies, community service and welfare organisations, relevant kinds of community development programmes, correctional institutions oriented toward rehabilitation, community colleges and school systems, and clinics, community mental health programmes and other health-related institutions employing human relations and counselling specialists.
The degree course is formally a two-(calendar) year full-time programme, including internships, and may take one or two terms longer. It typically requires (from the honours B.A. level) four on-campus terms and two terms or equivalent of full-time supervised internship experience. As presently arranged, it is a non-thesis degree but includes an individual ‘research essay’ project, counting as a one-term course. Steps are now being taken to introduce an additional alternative option, involving a full research thesis. Students complete an individually planned academic programme, normally equivalent to 12 one-term (or six full-year) graduate level courses plus the internships carrying two further one-term course credits. .
Except for the research essay project (or research thesis), there are no individually required courses in the programme. Some general constraints exist in terms of each candidate drawing from specified clusters of course offerings. Varying emphases, and individual adaptions and combinations of these emphases, can characterise a student’s total programme, although no formal or standard options (besides the prospective thesis/non-thesis options) are distinguished. In terms of present resources and directions of development these potential emphases include counselling and personal facilitation, group and organisational processes, community studies and development, and human relations in education.
The doctoral programme is intended to prepare candidates who will make significant, innovative contributions to knowledge and practice in the human relations field. The programme emphasises the development of resources for facilitative intervention in dyadic, group, organisational and community contexts; the study of man in his human environment from a naturalistic and ecological perspective; the investigation of social innovation and change; and the application and development of methodology suited to investigation of the complex phenomena involved.
The Ph.D. programme, in the first two years, draws substantially on the same pool of courses, practicum provisions and other resources as the M.A.Sc. nrogramme and includes future wark in the area nf
811*Personality Theory
830*Personality Variation & Human Effectiveness
832*Basic Processes in the Helping Interview
835*Counselling Theory and Research
836*Counselling Practicum
855*Child and Family Counselling
845*Behaviour Therapies
Department of Psychology
pre-doctoral research. Candidates accepted for doctoral studies may qualify for the M.A.Sc. degree en route to the Ph.D. The total programme normally includes the equivalent of at least one full year of supervised internship experience divided among two or more appropriate field settings.
The formal duration of the Ph.D. programme is four calendar years, including internships, teaching experience (as a teaching fellow for one
" academic year, at least) and research experience and dissertation. By
present provisions the candidate’s third and fourth academic years would involve a continuing advanced seminar in human relations, not more than one other full course each year, the dissertation research and, in relevant instances, a part-time internship during one of these academic years. Formal annual reviews of each candidate’s progress and performance in his field include a comprehensive ‘mid-programme’ evaluation typically held at the end of his second year of graduate study, or after a shorter period if he was admitted with advance standing.
Graduate Courses
The following courses are offered specifically through the Human Relations Programme. /t is likely that additional courses will be introduced by Fall, 1971.
course under revision
An examination of concepts of optimal, healthy or mature personality, and of theoretical, normative and empirical foundations of these concepts. Basic issues, approaches, and relevant research in the study of personality variation in a normative perspective.
Concepts and prepracticum workshop in fundamentals of personal facilitation.
General theoretical and descriptive study of counselling and psychotherapy phenomena, emphasising developmental and actualization or growth orientations and concepts. Studies of process and outcome phenomena and of instrumental or facilitative conditions in personality and behavior change. Salient issues and developments in relevant contemporary research.
Supervised practice in individual and group counselling. Students will meet with supervisors individually and in smal! groups for intensive examination and discussion of their own counselling sessions and related issues, Prerequisite: Psychology 832 and 835, or consent of instructor. May be graded on a PASS/FAIL basis.
Theory, research and supervised practice in actualization counselling with children and families.
The thinking underlying a behavioural approach to the systematic understanding and helping of people is examined. Techniques for effecting behavioural change are studied and practiced. Included, for example, are Wolpe’s method of systematic desensitization for alleviation of specific anxieties, and positive reinforcement procedures in their application with school children and ‘chronic’ patients. Aversive treatment procedures are also critically examined.
PSYCH 838 Small Group Processes
Department of Psychology
The course will be concerned primarily with applications and interpretations of small-group procedures with normal persons, where the intention is to facilitate increasing sensitivity and skill in human relations, to foster self-related learning, or to facilitate communication and reduce tensions in an ongoing group or set of interacting individuals. Research investigations of small-group processes and their effects will be considered. A series of practicum sessions will provide a personal experience of a basic encounter or human relations training group process. May be graded on a PASS/FAIL basis.
PSYCH 848 Organisational Psychology: Analysis of Organisational Behaviour
PSYCH 822 Social Problems
A consideration of current theories of organisational behavior and the use of the system approach in its analysis. Special emphasis is placed on interpersonal interaction and organisational change.
An analysis of major contemporary social movements and socially deviant behaviour patterns. Seminars sessions will focus on specific areas, e.g. student protest, drug dependence, delinguency, changing family patterns, etc.
PSYCH 812 Assessment of Abilities
Theories of human abilities and nature of tests derived from these theories, including intelligence tests. Criteria for the selection of tests. Review of relevant research. Practice in test administration and evaluation of results.
PSYCH 816 Assessment Methods in Counselling
The role and use of various approaches to assessment in counsélling, with respect to both applied and research questions. Examination of theoretical issues, empirical data and ethical issues. Prepracticum experience with various interest and personality assessment devices.
820* Assessment Practicum
PSYCH 851 Contemporary Issues in Education '2* Assessment and Treatment of Exceptional Children 839*Naturalistic Research
870*-874*Selected Topics in
Intensive assessment of individuals (adults or children) and/or interactional patterns, with emphasis on integrating data and on relating the resulting information to an appropriate educational or personal helping process.
A critical evaluation of current curriculum development, educational theory and related issues in education.
The eight or ten most prevalent forms of exceptionality in children are studied to understand the defining characteristics of each. The implications of the exceptionality are investigated to understand its impact on the child’s development, life-style, and education. Methods of detection and of helping exceptional children in the home and school are considered in detail. Attention is given to the work of prominent exponents of relevant theory and procedures, such as Piaget, Montessori, Frostig, and Kephart.
An introduction to naturalistic research in areas in which it may be impossible, undersirable or impracticable to engage in controlled experimentation. Discovery and refinement of hypotheses will be stressed since they are intrinsic to naturalistic research. A model for naturalistic research and analysis will be presented. May be graded on a PASS/FAIL basis. ‘
May be graded on a PASS/FAIL basis
Human Relations
Department of Psychology
PSYCH 730–731 Advanced Human Relations Seminar
Advanced seminars, 1, 2 dealing with theoretical, research and professional developments and problems, and with critical contemporary issues in the field. May be graded on a PASS/FAIL basis.
PSYCH 860–864 Internship
PSYCH 843 Research Essay
Four-month (one-term) full-time supervised internships, in a professional field setting affiliated or co-operating with the University for this purpose. May be graded on a PASS/FAIL basis.
A formal paper which may either: a) report an empirical research study carried out under faculty supervision; or b) present an extensive review of the literature on a selected topic; or c) present a systematic case study or series of related case studies, within a theoretical framework. May be graded on a PASS/FAIL basis.
PSYCH 699 Thesis Note
Courses currently used in the Programme also include Psychology 631, Advanced Statistics, 613 Multivariate Analysis, and 801 Psychometric Theory. Further courses in Psychology and other departments are available on an elective basis.