May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course introduces students to fundamental concepts, principles, and techniques employed in educational and psychological research. Priority given to graduate students in Educational Psychology.

The purpose of this course is to present students with a variety of educational data mining techniques, with an emphasis on conceptual understanding and applications. Students will also learn how to implement these techniques with statistical software such as R or Python. This course is open to graduate students across the campus, with priority given to the Faculty of Education graduate students.

An introduction to the theoretical perspectives, principles, processes, and methods of qualitative research. Prerequisite: EDPY 501 or equivalent.

This course aims to help students develop an understanding of basic survey research methods, particularly those that apply to research practices in education, psychology, and social sciences. In addition, the course provides a practical understanding of survey data analysis and reporting.

This course will focus on the analysis of data from experiments and surveys using the analysis of variance. Students will develop knowledge of and skills in understanding the underlying statistical models, matching statistical models to research designs, using computer software to conduct appropriate statistical analyses, and interpreting and reporting findings.

This course provides an overview of key topics in machine learning and broader issues in this domain. It builds on the research literature on machine learning as well as on the principles of constructivism (i.e., learning by doing). The course employs a combination of hands-on in-class activities, presentations, and discussions about readings and algorithms. It also provides an overview and practice of the R and Python programming languages that will be used to exemplify fundamental machine learning techniques. This course is open to graduate students across the campus, with priority given to the Faculty of Education graduate students.

This course will introduce students to the concepts and procedures required to develop, administer, and use educational and psychological assessments. Emphasis will be placed on the foundational concepts related to reliability and validity.

This course is concerned with aspects of human learning, cognition, and the practical application of these theories and methods within education.

This course includes a synopsis of theories and principles of second language learning, a historical overview of second language teaching, and an examination of cognitive and affective factors affecting learners' acquisition. Features of the learning context will also be discussed. Priority given to EDPY TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program. Students cannot receive credit for both EDPY 416 and EDPY 516.

Emphasis is on understanding child and adolescent development from the combined perspectives of research, theory and practical experience. Stages through to emerging adulthood will be studied. Intended for both masters and doctoral level students. Practitioners or theoreticians from related disciplines are welcome.

Theory, principles, and practice of psychological assessment. Students will gain clinical experience in working with individuals referred for psychological assessment. Prerequisites: EDPY 507 or equivalent and EDPY 521 or equivalent. Registration is restricted to School and Clinical Child Psychology and Counselling Psychology students. Students may not receive credit for both EDPY 518 and EDPY 545. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Theory and principles of psychological assessment in school and clinical settings with an emphasis on informing evidence-based interventions. Students will also expand their knowledge of special populations within the context of psychoeducational assessment. Prerequisite: EDPY 518, EDPY 527. Registration is restricted to School and Clinical Child Psychology students. Students may not receive credit for both EDPY 519 and EDPY 545.

This practicum provides supervised applied experience in both assessment and intervention with a focus on working with children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 507, EDPY 518 and EDPY 536 or equivalents. Co-requisite: EDPY 519 or equivalent.

This course deals with psychological and psycho-educational assessment and covers the basic principles and skills needed to administer and interpret standardized measures of cognitive abilities and academic achievement. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Requires payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

The course is intended to introduce students to the specialization of school and clinical child psychology. Topics discussed in this course include the history of school and clinical child psychology, exploration of professional identity, examination of foundational and functional competencies of practice and research, consideration of unique ethical issues in child psychology, and implementation of an evidence based practice approach. Restricted to students enrolled in the School and Clinical Child Psychology program.

Using psychological theory as a framework, in this course, students explore the effects of technology on the cognitive processing, emotional responses and social interactions of learners across different types of technology, different ages of learners and different learning contexts. The course begins with an overview of key psychological theories then examines each type of technology from a psychological standpoint. This course focuses on the psychological impact of technology on learners, rather than how to use, design or produce educational technology.

This course will examine lifespan career development as a dynamic and holistic enterprise. Topics include theories and techniques of career development, assessment, work-life issues, career-life decision-making and life transitions, with a focus on the practice of career counselling for diverse populations. Restricted to students in the School Counselling, Counselling Psychology, and School and Clinical Child Psychology Master's and Doctoral Programs. Students from other programs require consent of the Counselling Psychology program.

This course provides an introduction to academic, behavioural, social, emotional, and counselling intervention with a particular focus on their application to school and clinical settings for use with children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 507 and EDPY 536 or equivalents.

The course takes a developmental psychological approach to understanding psychological practice and interventions with children and adolescents. Prerequisite: EDPY 527 or equivalent.

This course focuses on assessment of commonly encountered mental disorders across the life span based on the Diagnostic and Statistical Manual of Mental Disorders. The course covers interview-based assessment, diagnostic screening inventories, clinical observation, cross-informant data collection, differential diagnosis, and the role of cultural factors in the assessment and case conceptualization process. Restricted to students in the Counselling Psychology Program. Course pre-requisites: EDPY 533 and EDPY 534 or equivalent. Students in the School and Clinical Child Psychology Master's or Doctoral Program or other Graduate Programs may take this course with consent of the course instructor if they are deemed to possess adequate background preparation and knowledge.

This course introduces the major theories used in counselling/psychotherapy. Priority given to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs.

This course introduces major theories used in counselling psychology and focuses on the development of foundational skills, knowledge, and attitudes for clinical practice with diverse populations and issues. The course includes both in-class components and a Master's-level practicum. Restricted to students enrolled in the Counselling Psychology program.

This course is a continuation of EDPY 533. Restricted to students enrolled in the Counselling Psychology program. Prerequisite: EDPY 533.

This course provides an integrative survey of foundational knowledge, theories, and research on learning and development across the lifespan, covering life stages/transitions and normal and atypical cognitive, perceptual, language, social, emotional, and personality development, with an emphasis on their relation to education. Restricted to course-based MEd students in School Counselling. Students in other graduate programs in the Faculty of Education and Open Studies students may take this course with consent of the department if space permits.

This course is designed to increase knowledge of ethical, legal, and professional standards of psychological practice. Priority given to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Students from other programs require consent of the Counselling Psychology program.

This course provides an understanding of essential communication, relationship building, interview, and counselling skills for school counselors, integrating theory and practice in implementing interventions and providing skill practice opportunities. Restricted to course-based MEd students in School Counselling. Students will not receive credit for both EDPY 597 Basic Skills, Issues, and Attitudes in School Counselling and EDPY 537.

This course is designed to develop an understanding of group theory and process and to acquire skills needed in leading a counselling group. Prerequisites or corequisites: EDPY 533 and 534. Restricted to students in the Counselling Psychology program. Students from other programs require consent of the Counselling Psychology program.

This practicum provides supervised applied experience in psychological assessment of children, adolescents and / or adults. Restricted to students enrolled in the Counselling Psychology program. Students in the School and Clinical Child Psychology Program may take this course with consent of the instructor. Prerequisites: EDPY 521, EDPY 530 & EDPY 536 or equivalents.

Designed to establish a theoretical and practical understanding of the factors that influence the nature and effectiveness of the cross-cultural counselling process. Includes multicultural counselling competencies, ethics in cross-cultural counselling interactions, models of racial and cultural identity development, multicultural assessment procedures, and culture-specific (emic) and universal (etic) helping styles. Priority given to students enrolled in the Counselling Psychology and School and Clinical Child Psychology Programs. Students from other programs require consent of the Counselling Psychology program.

This course focuses on basic psychological testing and assessment skills such as behavioural observation, clinical interviewing, and individual and group testing.

Focuses on the theory, research, and practice of hope within classroom, counselling, and related professional settings. Addresses the impact of hope in individual, relational, and institutional contexts and explores current research in the area of hope enhancement.

This course focuses on theories and practical skill development related to group facilitation, including group formation, dynamics, norms, stages, and processes, with an emphasis on the use of groups with children and adolescents in school settings. Restricted to course-based MEd students in School Counselling. Students in other graduate programs in the Faculty of Education and Open Studies students may take this course with consent of the program if space permits.

Practicum course consists of a supervised school counselling field placement as well as a clinic-based instructional seminar that focuses on professional and clinical issues related to the practicum experience. Restricted to students enrolled in the School Counselling program.

Practicum course consists of a supervised school counselling field placement as well as a clinic-based instructional seminar that focuses on professional and clinical issues related to the practicum experience. Restricted to students enrolled in the School Counselling program.

This course examines therapeutic approaches for working with children and adolescents in clinical and school settings. The course emphasizes methods of integrating and applying systemic, developmental, and individual theories to assessment and intervention with children, adolescents, and their families. Restricted to course-based MEd students in School Counselling. Students in other Counselling Psychology and School and Clinical Child Psychology Master's and Doctoral Programs may take this course with consent of the program.

This course will provide an overview of learning and perceptual processes and current empirically based assessment and intervention supports relevant to autism.

This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course- based MEd Special Education Cohort students. EDPY 553 is the third course in the prescribed sequence. Prerequisite or co-requisite: EDPY 501

This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course- based MEd Special Education Cohort students. EDPY 553 is the third course in the prescribed sequence. Prerequisite or co-requisite: EDPY 501

This course provides an understanding of child language development, theories, and the relationship between oral language ability, reading, spelling and writing. Restricted to course- based MEd Special Education Cohort students. EDPY 553 is the third course in the prescribed sequence. Prerequisite or co-requisite: EDPY 501

This course provides students with an understanding of reading disabilities, introduces them to relevant assessment tools, and examines how to design and implement successful interventions for students with reading disabilities.

Aspects of theory, research and professional practice within the field of special education will be examined in this class. All special needs and developmental disorders are considered, particularly in the realm of theory/practice relationships. Such issues as program evaluation, integration, personnel preparation, and the identification of special needs will be considered. Validity of current practices and beliefs will be addressed through reviews of research, theory, and legislation/policy and the relationship between these areas and professional practice. EDPY 556 is the first course in the prescribed sequence for the Special Education Cohort students.

Contemporary research and applications regarding children exhibiting exceptionalities are reviewed from the perspectives of current research paradigms and methods. Students apply these qualitative and quantitative models of exploration and knowledge development in terms of better informed practice and more adequate theory development. Pre/corequisite: EDPY 501 or equivalent.

Students will learn how to respond to adult ESL/EAL students' learning needs using current English language teaching principles and techniques, design lesson plans, evaluate resources, and assess learner progress. Priority given to EDPY TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program. Students cannot receive credit for both EDPY 418 and EDPY 568.

Acquaints students with a wide variety of CALL opportunities available for the English as a Second Language (ESL) classroom, presents guidelines for evaluating CALL resources, and provides a framework for the effective integration of CALL into ESL curricula. Basic familiarity with the computer and the Internet is required. Priority given to TESL Diploma, MEd and PhD students. Students from other programs require consent of the TESL program.

This practicum is designed to provide EDPY TESL Master's students with an opportunity to observe and teach in an established ESL program for adults. Restricted to EDPY TESL Master's students.

This course provides an understanding of word reading development and difficulties from the cognitive and educational psychology point of views. Restricted to course-based MEd Special Education Cohort students. EDPY 577 is the fourth course in the prescribed sequence. Prerequisite or co-requisite: EDPY 553.

This course will provide an overview of the theory and practice of teaching English for Academic Purposes to advanced proficiency English as a second language students.

This course focuses on current theories of reading comprehension, and the cognitive and language underpinnings of reading comprehension difficulties. Restricted to course-based MEd Special Education Cohort students. EDPY 580 is the 5th course in the prescribed sequence. Prerequisite: EDPY 577.

Introduction to the study of bilingualism. Deals with the following questions: What is bilingualism? How do we measure bilingualism? How does a person become bilingual? What are the consequences of individual and societal bilingualism? Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.

Topics throughout the course will provide students with knowledge and skills to support students who find writing and spelling challenging. Restricted to course-based MEd Special Education Cohort students. EDPY 582 is the 6th course in the prescribed sequence. Prerequisite: EDPY 580.

Explores how grammar teaching can be contextualized according to the principles of communicative language teaching. Theories concerning the relationship between adult learners' implicit and explicit knowledge of grammar will be reviewed, and different approaches to grammar instruction will be explored. Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.