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SiMON FRASER UNIVERSITY

.s.

R

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1

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MEMORANDUM

S

To

.

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ru

Faculty of Arts - Proposed Graduate

Sub jec

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.cu;''. .Ch

g

es. .ix. .tb

.D.epaxtu'nt.

.of

?

Date.......

Psychology

Action undertaken by the Senate Graduate Studies Committee

at its meeting of November 15, 1982, gives rise to the following

motion: -

MOTION:

"That Senate approve and recommend approval to the Board

of Governors, as set forth in S.82-134, the pro-

posed new graduate curriculum changes in the Department

of Psychology."

Webster ?

4...

Dean of Graduate Studies.

mm/'

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---

SiMON FRASER UNIVERSITY

MEMORANDUM

To.

Rr,

g

ryfl.P...Bei.rOe.,.Dean ?

.

Graduate Studies

Subject

Curriculum Changes - Psychology

raduate Programs

The attached proposal for changes to the graduate programs in

the Psychology Department have been approved by the Faculty of Arts

Graduate Studies Committee. Would you please forward the proposal to

the Senate Graduate Studies Committee for its consideration.

A.R. Blackman

Attachment.

cc. M. McGinn

S

?

ARB:ril

From...

.F9gr

.

.j.cKpp.cb&i.)2j1An.................

.... a.cu).ty..Qf.Ar.tsiira.du.te. .Studis. .Comi ttee

Date.. .

.1 9.8207.-30....................................

0

---

SiMON FRASER UNIVERSITY

MEMORANDUM

I0. . ... ?

of

Arts, Graduate Studies Committee

Sub 1 ec$. ?

.............

From. .

R:. .

?

Krebs, Chairman, Graduate

Date..

May

7...

198 .

..

•. . :..........

OVERVIEW

Ther6 are two graduate programs in the psychology department -- the general-

theoretical program, and the applied-clinical program, both leading to M.A. and

Ph.D. degrees. The general-theoretical program traditionally has prepared students

for

academic careers. The applied-clinical program prepares students to work in

clinical settings, as psychometricians, psychotherapists, etc. Following are

proposed revisions in-both the general-theoretical and the applied-clinical programs.

Problems have plagued the general program for several years. Designs for

several new programs have been discussed over the past five years. The present

revisions originated in the Graduate Studies Committee and have been approved,

almost unanimously, by the department as a whole.

The graduate program in clinical psychology officially began in Sentember

1978, although clinical courses were offered as early as 1976. The clinical

program is based on a model that places emphasis on training in both research and

clinical practice. The proposed clinical program quite clearly reflects this

perspective, as it includes a substantial number of research/theory oriented courses

(statistics, research design in clinical psychology, various seminars) as well as

practicum and internship experience in clinical settings.

Since the clinical program has been in operation for a number of years, it

seemed to he an appropriate time to evaluate how well it is meeting the intended

goals. The clinical faculty has extensively and critically examined the program

and has decided that some changes are necessary. It is believed that these

changes will accomplish two goals. One, the changes will strengthen the program

considerably as. a result of the addition of new courses and the expansion of

existing courses. Two, the changes will allow the program to apply for accreditation

from the American Psychological Association (APA) and possibly from the Canadian

Psychological Association (CPA) should it adopt accreditation criteria currently

under consideration. CPA does not have any accreditation procedures at this time.

At present, there are four clinical programs in Canada with APA accreditation

(Manitoba, McGill, Saskatchewan, and Waterloo). APA accreditation will be

important for the program because it demonstrates to the academic community that

the program has achieved the level of quality reflected in the accreditation

criteria and it opens up internship possibilities in settings which accept students

only from approved programs. Accreditation will enhance the attractiveness of the

program to prospective faculty and graduate students.

A number of changes are being proposed. As shown in Appendix A, the clinical

program is conceived as a five year Ph.D. program. We expect to accept students

primarily at the entry level, M.A,, although on occasion students who have

Master's degrees from other universities may be admitted to the Ph.D. program.

Students making normal progress through the 'irst two years, including satisfactory

completion of all course work and a Paster

l

s thesis, will be admitted to the

Ph. 1.). program.

---

.

??

The expansion of the assessment and intervention courses requires a change

in grading practice. The courses are viewed as single courses taught over two

semesters. It does not make sense to give a grade to students at the end of

one semester since students will essentially be in the middle of coursework.

As a consequence, we are requesting that an 'in progress' grade be registered

at the end of the first semester. The grade given at the end of the second

semester would then be the single grade for both semesters. Students would

register for the appropriate credits each semester (3 credits for the seminar,-

2 for the practicum). Thus, a total of 10 credits over two semesters would be

earned by the student. Similarly affected coursework, PSYC 880 (Practicum) and

PSYC 886 (Internship) which constitute the praçticum and internship placements

in clinical settings, cannot normally be comple1ed within the normal grade period

allocated for graduate courses. Consequently, students receive DEF (Deferred)

grade on their transcript until the Department receives their respective

evaluation from their immediate placement supervisor. A change of grade is

initiated at that time. Often this creates significant repercussions affecting

-------scholarship, stipend, and grant-applications. We recommend that an 'in progress'

grade be registered for all students in PSYC 880 and PSYC 886 until a change of

grade is submitted.

is

S

---

Simon FraserUniversity Graduate Program in

?

May, 1982

Clinical PsycholoQy

Name of Student:

Supervisor:_____________

to

Location:

STUDENT EVALUATION

I ?

1

Practicum (880)

Period:__________

F ?

]

Internship (886)

Period:.

Ati.vities

1. Treatment (observation,

discussion and front-

line work)

2. Assessment (observation,

discussion and front-

line work)

3.

Evaluation of Individual

treatment or program

effects

4.

!(iucation or advocacy re

individual clients,

groups, the public

Case meetings

to ?

. ?

4)ate:

-

QUALITY

?

Hrs/Wk

?

Poor

?

Fair ?

Good

?

Very Good ?

Excellent

. Admin: non-case meetings

7. Other (e.g., supervised

read i

rig)

Speci fy

Personal Qualities

8.

Rapport with clients

9. Technical skills

10.

Responsibility, reliability

ii.

?

Interaction with other

professionals

L'. Overall impression

(.OUUflCfl t S

Student Signature:_

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Supervisor Signature:

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GRADUATE PROGRAM

IN APPLIED/CLINICAL PSYCHOLOGY

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AP PENI)T X A

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YEAR

SEMESTER

COURSE

FAIL

Psyc.

820 Seminar in Individual Assessment

Psyc. 821 Practicurn in Individual Assessment

Psyc. 744 Psychopathology

Psyc. 910 Research Design I

SPRING

Psyc. 820 Seminar in Individual Assessment

Psyc. 821 Practicum in Individual Assessment

Psyc. 770 Personality

Psyc. 911 Research Design II

SUMMER

Psyc. 880 Practicum

II

FALL

Psyc. 822 Seminar in Intervention

Psyc. 823 Practicum in Intervention

Psyc. 824 Research Design in Clinical Psycholog

Psyc. ?

Core Course

SPRING

Psyc. 822 Seminar in Intervention

Psyc. 823 Practicum in Intervention

Psyc.

?

Core Course

SUMMER

THESIS

III

FAIL

Psyc. ?

Core Course

Psyc. 819 Ethics and Professional Issues

Advanced Topic

SPRING

Advanced Topic

Comprehensive Examinations

SUMMER

Psyc. 886 Internship

IV

FAIL

Psyc. 886 Internship

SPRING

Psyc. 886 Internship

SUMMER

(Psyc. 884 Internship, if not taken during

previous si.umier

or

Dissertation

V

FALL

Dissertation

SPRING

Dissertation

SUMMER

Dissertation

---

This course combines materjaj

presently taught in PSYC 730 and'

PSYC 780

SIMON FRASU UNIVERSITY

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Graduate Course rrnnonI Wnrm

CALLNDAR INFORMATION:

rpartment:

Psychology

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f,cirse

Wirth.r:

600-5 ?

Biological Bases o

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7 Behavidr

An overview of theory and research on the areas of sensation,

nerception,

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Credit fount

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AND SCHEDULING:-

Let 1ated Enrollment:

6-10 ?

When will the course first he offered,

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82-3

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often

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Once a year

.JIJSTIflCATION:

To satis

f

y breadth requirement in areas of sensation, percepon,

and

physiological

psychology in the new M.A. program.

rk Facult

y

aoher will normally teach the entire,:

Beyrstein,Davis,iamond,_'!'leinberg,

!3akan

ai

are the budgetary Implications of mnuntlnq the course: ?

None

ENk')LtM1:T

Alt-

theic

sufficient Library resource. (aDDend detnile): ?

Yes

:.1-ended: a) Outline of the Course

b)

An indication of th.comv.t.nce of tise Pecult

y

In

ember to Rive the course.

c)

LIbrary resource.

?

.vid: Departmental Graduate Studies Co

p

in(tt..,

?

Date:_____________

Faculty Graduate Studies oltteet

?

?

'

?

_

Date:

7 -

3

0

?

L

Faculty: ?

6-------------------____ ?

Date:

?

°

Senate Graduate Studies Comtt e: ?

at"!

Senstet

k'1/(

---

Course Outline: Psyc.. 600

Biological Bases of Behaviour

Week 1: Anatom

y

..Ph

y siolo g

v.and Development of the Nervous System

The structure and development of the central and peripheral nervous

systems. Neural transmission; axonal and synaptic processing of

information and its relation to behaviour.

Week 2: The Psychobiology and Biochemistry of LearninZ

Experiential effects on the structure and function of the nervous

system. Electrophysiological and biochemical indices of coding and

storage of learned information.

Week 3: The Processing of Information in the Nervous System

Measures of localization of function and recovery of function after

CNS damage and what they tell us about the neural substrate of higher

mental processes.

Week 4: Behaviour Genetics; The Motor Systems

Evolution of behavior, natural selection and adaptation.

Hereditary contributions to neural mechanisms and the control

of behaviour. The psychophysiology of movement.

Week 5: Neural Factors in Motivation; Hormones and Sexual Behaviour

Homeostatic mechanisms in hunger and thirst; The brain reward

system; Role of hormones in the development and activation of

sexual behaviour and sex-related behaviours.

Week 6: The Neural Basis of Emotion; Psychopharmacology

The psychophysiology of emotion in normal and abnormal behaviour,

the interactions of physiological and cognitive determinants of

emotional experience. Drugs and the brain. Drugs and behaviour.

Weeks 7,8: The Sensory/Perceptual Systems I: Vision

Evolutionary development of the visual sensory system. Structure

and function of the single lens eye. Visual pathways in the brain.

The language of the visual system: feature detection or spatial

frequency analysis? The dimensions of visual experience. Perception

of space, form, and motion: perceptual stability from sensory

variability. Cognitive influences on perception.

Week 9: The Sensory/Perceptual Systems II: Audition

. ?

Structure and function of the auditory sensory system. Dimensions

of auditory experience. Auditory location. Speech perception.

---

2.

S.

Week 10: The Sensoryfrceptuai Systems III: Touch, Taste, & Olfaction

The sensory mechanisms underlying touch, kinesthesis, and the

vestibular sense. Warmth and cold; pain; balance and articulation.

Empirical evidence and theories of taste and olfaction.

Week 11: Theories of Petception

The traditional view: we create a perceptual world from uncertain

sensory data. An alternative view: perceptual experience represents

direct detection of the rich information available to the sensory

systems.

Week 12: Arousal, Consciousness, and Experience

The arousal system: sleeping, waking. The meaning of consciousness.

Brain laterality and consciousness. The role of consciousness in

perception, memory, and behaviour.

Grading: Course grades willbe normal university graduate grades, A, B, P, F.

• I

40

-0

---

3.

SRepresentative Readings

Major Textbooks:

Gazzaniga and Blakeinore (1975) Handbook of Psychobiolgy

Carlson (1980) Physiology of Behavior (2nd Ed.)

Rock (1975) An Introduction to Perception

Gibson (1979) The Ecological Approach to Visual Perception.

Chapters from:

-

?

Uttal (1973) The Psychobiology of Sensory Coding.

? -

Uttal (1978) The Psychobiology of Mind.

Luria (1973) The Working Brain

Springer & Deutsch (1981) Left Brain, Right Brain

McClearn & DeFries (1973) Introduction to Behavioural Genetics

Schmitt & Worden (Eds.) (1974) The Neurosciences: Third Sty Program

Iverson & Iverson (1981) Behavioral Pharmacology (2nd. Ed.)

Schiffman (1976) Sensation and Perception

Kauffman (1979) Perception: The World Transformed

Walk & Pick (1978) Perception and Experience

Pick & Saltzman (1978) Modes of Perceiving and Processing Information.

Plus sundry journal articles.

is

---

ppendix B

Faculty Competence

The origiral proseminar versions of this new breadth course have

been taught by Dr. B. Beyersteir, Dr. C. Davis, Dr. A.L. Diaxrbnd,

Dr. H. Weinberg, and Dr. P. Bakan. These faculty are eminently suited

to teach the new core course.

Appendix C

Library Resources

As noted on the "New Graduate Course Proposal Form", the library

resources already in place for the former 'proseminars' covering the

areas mentioned are appropriate. Accordingly, the only library needs

in the future will be the need to keep the collection up-to-date.

?

-

S

0

---

This course combines material

presently taught in PSYC 720

and PSYC 725.

SIMON

FRASU

UNIVIRITY

?

C

'reduate Course Pronnasi 'oris

CALENDAR INFORflATION

Department:

?

Psychology ?

______

C..r.e Number:

601-5

Title: ?

_

Cognitiveafld Affective Bases ofBehavior

?

-

?

hescriptlon

An

overview

of theory

and research on learning, inforrnt ion

processing, nerTory, higher ?

enotion

Credit hours:

5 ?

Vector: ?

0-5-0 ?

__

?

Prerequisite(s) if env:

Nil

F.NWoI.I)Qfl AND

SCHEDUL1NC:

ajgated Enrollment:

610 ?

%Thcn will the course first he offered:

?

82-3

How often

will

the course be offeredt

Once ayear

JUSTIFICATION:

The course is inten

d

ed as a breadth requirenent for graduate students, in

order

to corrply with guidelines for

gra

duate

programs ipsyc1io1oqy.

It

will consolidate material now presented

in

2

sp.rte grtduata

seminars.

,sou p u

t:S:

W1,!rh Pculty

member will normally teach

the

Modi

g

liani/BursteirVTurnbull

are

the budgetary implication, of mountin

g

the couree: ?

None

A

l,-

there

sufficient

library

resources (p

p iid

drtnt)e)__yg

a)

Outline of

the Course

b)

An indication of the comoetance of

the

Faculty

member to

g

ive

the

course.

c)

Library resources

Aliroved:

L'partmcntal Graduate Studies Committe

_____- -

?

_Date:_

Faculty Graduate Studies

Committee:

?

-__

ai

?

.&

^ate:

--3612

c

4-------_1-z - -

Senate Graduate Studies

?

/_

...FL...l.I4441Wtj

?

fz.

Senate: ?

_Date:

---

Course Outline

Cognitive and Affective Bases of Behavior

1. PERSPECTIVES IN LEARNING

Orienting question: Is there a single learning process,

or are there

two

or more? Are there general laws of learning

Are there

biological

constraints and, if so,

how do they affect the generality of those laws?

Can we expect to be able to use the same theory

to adequately explain learning in earthworms,

rabbits, pigeons, and humans, to name a few?

Why or why not?

(a)

Learning and comparative psychology

(b)

The traditional Approach

(c)

Biological constraints on conditioning

(d) Evolutionary (and comparative) levels of learning

2.. CLASSICAL AND INSTRUMENTAL CONDITIONING

Orienting questions: What is classical conditioning? Instrumental?

Can they be reduced to the same underlying

process?

Doesttinformationfl

play a role in

classical and instrumental condiioning? (it

might be useful to think in terms of mammals

vs earthworms here)

(a)

Pavlovian (classical) conditioning

(b)

Instrumental and

operant conditioning

(c)

Traditional (i.e., prior to 1965) views on conditioning

(d)

Contemporary approaches

3. COGNITIVE LEARNING I: PERCEPTUAL LEARNING AND IMITATION

Orienting questions:

Can learning occur th

,

rough mere exposure to

situations? How can we detect it? What role does

it play in a set of representative mammals, say

kangaroos, rats, monkeys, chimpanzeess, and humans?

(a)

Kinds of perceptual learning

(b)

Imitation

(observational) learning.

.

---

page 2

S ?

4. COGNITIVE LEARNING U: LANGUAGE ACQUISITION

Organizing questions:Uow does a child acquire his/her first language?

What do the first words mean? What are the first

concepts a child masters?

(a)

Language as a social process

(b)

Language as a symbolic process

?

-

(c)

Language as a system of rules (i.e., grammar)

( (4) Form and Function in the child's first words

(e) The mastery of grammar

5. HUMAN CONCEPTUAL BEHAVIOR

Why are concepts useful?

Organizing questions:

,

ihat is a concept? How do people form concepts?

Are concepts always well defined? If they are

not well defined,what structure do they have?

(a)

Definition of a concept

?

-

(b)

Strategies and processes in learning well defined concepts

(c)

Structure of ill defined concepts

6. DETECTION, REGISTRATION, AND TEMPORARY RETENTION OF INFORMATION

Organizing questions: How does the human organism acquire information?

Does it have a finite or an

infirte

capacity for

S

?

?

acquiring information? If the capacity is finite,

?

how shall the limitation or limitations be

characterized? Do they affect the detection,

the registration, or the storage of information?

What are the processes of retention and forget-

ting over short pe'iods of time?

(a)

Sensory registers

(b)

Attention and pattern recognition: Bottleneck(s).

(c)

Forgetting processes over short periods of time.

7. PERMANENT STRUCTURES IN HUMAN MEMORY

Organizing questions: What is the structure of the (permanent)

memories that constitute our "knowledge"?

How does that structure, and the processes

therein, affect how we acquire and store new

information? Can we say anything about the form

in which permanent memories are stored?

(a)

Permanent memory

(b)

Episodic versus semantic memory

(c)

Models of permanent memory

0

---

8. PROBLEM SOLVING AND REASONING

Orienting questions: What do we man

when

we

say there is a problem

to solve? Are all problems well defined

or are they ill defined? What is the role of

past experience in the solution of a current

problem? How do we draw conclusions fran

given premises? Are there different kinds of

reasoning problems? What are the differences

between them? Is "natural" logic different

from "formal" logic?

(a) Definitions

(b)

Gestalt approaches

(c)

Information processing approaches

(d)

Simulation programs

(e)

Ill defined problens

(f)

Reasoning with linear series

(g)

Propositional reasoning

(h)

Syllogistic reasoning

9. THE CONCEPT OF

01MON

Orienting questions: Is emotion unitary and dimensional or are there

discrete differential enotions? What is the

relation among enotional experience, behavioral

change, and physiological/neurological correlates?

• (a) flrotion and classic theory (James, Cannon)

(b)

Emotion as behavior (Delgado, Millensen)

(c)

Emotion as physiological than (MacLean, Pribram)

(d) Ention

as phenoirenological experience (Davitz, Brenner, Sartre,

Human)

(e)

Eirotion as cognition (Schachter, Mandler)

(f)

Emotion as appraisal (Lazarus, Arnold)

(g) Emotion as discrete experience ('Itirkins, Izard)

10. EMOTION AND MOTIVATION

Orienting questions: What is the relation between emotional experience

and on-going activity? How is emotion related to

personality function and dysfunction?

(a)

Emotion as arousal (Wenger, Lindsley)

(b) Emotion as disruptive (Young, Freud)

(c) Emotion as organizing (Leeper, Delgado)

(d)

Enotion; as dispositions and tendencies (McDougall, Plutchik)

(e)

Enotion as drive

(f) Emotion and personality traits

11. COGNITION, AFFECT, AND BEHAVIOR

Orienting

questions: What is the role of learning in errotional experienc

and expression? What is the role of cognition in

initiation and modification of emotional experience?

Why does the sane stimulus saretirres evoke one

enotion and at other tines evoke a different emotion?

Wh y

do we saretiires "see" an erTotion in others without

S

L

---

being

affected

ourselves, while at other tines

we tend to experience that emotion? How is emotion

related to motivation, perception, and learning?

12. NE1II000LOGICTL PRDBLEMS IN THE S'IUDY OF E24YrIC

Orienting questions: Are there -primary, basic or fundamental emotions,

and if so what are the criteria? What are criteria

for differentiating one emotion from another? Is

emotion dimensional? What initiates emotional

experience? Why are emotions sometimes and saretins

not dependent on external stimulation? To what

extent is the consistency in the relation between

evoking stimulus, experience, and behavior universal

or ideosyrcratic?

Course Evaluation

Grades will be normal university graduate grades, i.e., A, B, P, F.

.

0

---

Suggested Readings

1.

Arnold, Maqda. Emotion and Personality. New York, Columbia University Press, 1960

2.

Arnold, Magda (ed). The Nature of Emotion. Baltimore, Penguin Books, 1968.

3.

Arnold, Magda (ed). "The Loyola Symposium", Feelings and Emotions. New York,

Academic Press, 1970.

4.

Candland,.D.K. et., al. Emotion. Monterey, Brooks/Cole, 1977.

5.

Davitz, J.R. The Communication of EmotiOnal Meaning. New York, McGraw-Hill, 1964.

6.

Davitz, J.R. The Language of Emotion. New York, Academic Press, 1969.

7.

Izard, C.E. The Face of Emotion. New York, Appleton-Century, 1971.

8.

Izard, C.E. Human Emotions. New York, Plenum, 1977.

9.

Plutchik, R. Emotion: A Psychoevelutionary Synthesis. New York, Harper and Row, 1980.

10.

Reymert, E. (ed). Feelings and Emotions: The Mooschart Symposium. New York,

McGraw-Hill, 1950.

11.

Sartre, J.P. The Emotions. New York, Philosophical Library, 1948.

12.

Strongman, K.T. The Psychology of Emotion. New York, JOhn Wiley, i973.

13.

Tomkins. Affect, Imagery and Consciousness. 2 Vol. New York, Springer, 1962,1963.

0

---

APPENDIX B

-.

?

Faculty Competence

The original proserninar versions of the new breadth course have

been taught by Dr. V. Modigliani, Dr. K. Burstein, and Dr. W. Turnbull.

These faculty are eminently suited to teach the new core course.

APPENDIX C

Library Resources

As noted on the "New Graduate

resources already in place for the

areas mentioned are appropriate.

in the future will he the need to

Course Proposal Form", the library

former 'proseminars' covering the

Accordingly, the only library needs

keep the collection up-to-date.

0

---

This course combines material'

presently taught in PSYC 750

and PSYC 760

SIMON FRASER UNIVERSITY

?

0

0

Graduate Course Pronosal Form

CALENDAR INFORJ4ATION:

Department!

?

Psychology ?

_____

?

C.niirai, Numbers

602-5

Title:

?

Developmental

and Social Bases of Behavior,

Description

A survey of the main topics and issues

k1

developmental and

social psychology

Credit Hours:

?

5

?

vectors

0-5-0 ?

Prerequisite(s) if an

y

:

None_

INkL)LUiEt4T

AND SCIIEDULINCt

Lotimaittd Enrollment;

6-10 ?

-Wien will the course first he oUer,dt

R2-3

How often will the course be offered:

?

p

JUSTIFICATION:

To satisfy breadth reuireirent of new M.A. proqam

RESOURCES:

Faculty member will normally teach the course:

Krebs/7½nes/14iller/Paranjpe/Strayer

at nrc the budgetary Implication, of mounting the couree:_

?

None

AT:

there sufficient Library resources (aoend details): ?

-

?

Yes

/.:pended: a) Outline of the Course

b)

An indication of the comeetunee of the Faculty znemh

?

to

g

ive the course.

c)

Library resource.

a

Aproved: Departmental Graduate Studies Committee:

?

-

?

Date:

5

1, (

Faculty Graduate Studies CoItt e:

Faculty: ?

z

Senate Graduate Studies Co tt ?

Li:

?

a

Senate: ?

--

?

flntr:

---

Course Outline

Deve.lopment and Social Bases,bf Behavior

I.

p rrL

DvFWPIIE!Yr, BIT1i, AND INFAIC

Orienting questions: that are

t

he ijwrtant prenatal determinants of behavior?

Can early danage be

overxre?

that capabilities are

children born with, and how do they develop during the

early rronths? that are

the

vechanisl!s of change?

(a)

Genetic, prenatal and birth factors in ceveloxent

(b)

Early experience

(c)

Habituation and learning in infancy

- II. - - D 1op

zEt?r

CF

PEICEPLON, ATIEfltON, MEflDRY AND CCOWME STRATEGIES

Orienting questions: that are the basic changes in the child's information -

processing

capacities during early and middle childhood?

that theories are proposI to account for these changes?

In real-life situations, are the child's

problem caused

by lack of basic capacity or by lack of strategies concern-

ing when and how to use the capacity?

(a)

Differentiation theory of perc:ption and attention

(b)

flevelopnent of iiory and neta-Irerory

III.. IANGUAGE t

T]Y

Orienting

questions: How do children learn to cxxrprehend and produce language?

To what extent is language eeveloient influenced by adults?

that are the coqnitive correlates of language?

IV. PThLr'S

¶flPD1?f OF COGNITIVE EVE10PME1T

Orienting questions: that is the difference between stage theories and

continuity

theories? that is Piaget's theory of genetic

epistcroloqjv? that are the major criticisiis of it,

and what is the state of current fl14)jge4j5fl"

research?

fr;it

Orienting questions: That are the first social bonds forred by children?

How

and why do they develop? How do children acquire knowledge

about others? How

do

children acquire values? How and

why do values

chance?

(a)

Attachment

(b)

ile-taking__

(c)

Moral develc_tent

---

VI. SCCIALI7ATIc

Orienting quest%ons: Are children born with dispositions that irust he suppressed

or extinguished? To what

e>tent

can we

fold or socialize

chilcren?

Tthat are the

processes by which behavior is

changed in the

long-term

endeavour we call "child-rearing"?

(a)

Social learning theory

(b)

Child-rearing by parents

(C)

Influence of peers

(d)

Influence of the rs r&ia

VII. SOCIAL PSYG{OLGY:

AN OVERVIF

Orienting questions: what is social psychology? Is there anything unique about

the social psychological perspective? Itiat are the

historically and currently irportaut issues in social

psytholoq'?

VIII. AWur SOCIAL COGNITION

Orienting questions: How do we cone to )mm

7

and forn pre. ions of

others?

How si'iilar ae the procees and structures involved iii

person and object pception?

ttiz±

are the inferential

strategies that we e---ploy in processing social informatió

and

what

are their lfjithtions?

(a)

person perception

(b)

attribution processes

(c)

inferential strategies

(d)

knowledge of self

IX. ATITIUDES

Orienting

questions: that is

an

attitude? flcw are attitudes forEd and changed?

•

hat is the relationship between attitudes and behaviors?

(a)

attitude forretion

(b)

attitude change

(c)

attitud-beh

g

v

j

.or 11

rC

(d)

prejudice

X. SOCIAL INFLL]FCE

Orienting

questions:

tthv are pep1e inf1uned by others? t!hat forirs can

social influence take?

(a)

social facilitation

(b)

social cczrparisori pocesses

(c)

conforrtLty and obedience

---

3.

. KI. SOCIAL ]NIEfl1CTION:

ME CASES OF PRSOCIAL BEHAVIOR AND NXRESSICt

Orienting questions: that are the social, biological and psychological accounts

of pro- and anti-social behavior? H

cb

biological, social

and psychological processes

interrelate

with respect to

pro- and anti-social behavior?

(a)

biological bases

(b)

social learning and culture

(c)

cxxnitive and affective rediators (equity, jtstice, anger, erTpathy)

(d)

interpersonal e:cchanges: esp. reciprocity

XII. GIJUP DYNNtLCS

Orienting questions: How do groupserqe? H do groups influence the behavior

and performance of its marbers?

1

1-tat are the determinants

of leadership ability?

(a)

group structure

(b)

group performance

(c)

leadership

(d)

intergroup relations, race relations, group ocnflict and its resolution

ODntxo'versies or issues of interest

• Interactive and transactive conceptualizations of the heredity-enVirOni

T

e

f l

t

cx)ntro'verSY

Child and parent as reciprocal influences on each other

stage vs. continuity theories of developnent

ODirpetence vs. performance

Person - Situation Debate

Biology - Culture rebate

cognition - Affect Interface

Attitude - Behavior Link

hot vs. Cold models of Infontion Processing

Alternative 1tx1e1s of Self Knowledge Acquisition

Haw

do we kxxxi the causes of our behavior?

?indlessness in Human Behavior

Croups as more than the sum of their iteithers

Social Psycholo

g

y as history vs. science

Sarrle Exam

Questions (,th: All orienting questions could be transfori'ed into exam

questions)

Write an

essay

on

"The

cognitive bases of social, perceptual, and language dew1opent."

S

Qzrpare and

evaluate the theoretical positions of Arnold areroff, John BozThy, and

Jean Piaget with respect to the

role

of early experience, using relevant examples f run

the work of each of them.

Discuss the relevance of Gibson's and Piaget's theories to the way children learn

language.

---

4.

Sari p

le Exair Questions Continued

Qnipare

and

contrast the adult's role in helping the child develop

Ia)

language, (b) perception, (c) conservation, (d)

ienory

Iiscuss and evaluate: "The irore new things an infant has seen and ... heard, the

ijore new things he is interested in seeing and hearing; and the rore variations in

reality he has coped with, the greater is his capacity for coping." (J. ficV. Hunt)

Discuss

the concept of consistency in social psychological forrrulations.

Mat is the relationship between cognitive structures (e.g.,

attitudes,

norrs,

scripts) and behavior?

Prepare an outline for your own text in social psycholo

g

y and justify it.

How can we best constnE the relationship between personality variables and aspects

of situations as they affect social behavior?

pescribe the different forms of social influence that have been investigated by social

psychologists and outline representative research on each.

Social psychologists seem to focus usually on one or the other units of analysis

.(a)

intra-indiviclual

variables such as attitudes or ccxinitiw structures

:(b)

interpersonal

interaction processes such as conformity, self disclosure,

.ngratiation, or (c) group or social structure variables, e.g., authoritarion vs.

drocratic organization of family/group etc. Discuss the relative rents of such

•

focus

and carivent on the need and possibility of their integration.

(urse Evaluation

?

.

Grades will be norral university graduate letter grades, i.e., A, 13, P, F.

0

---

Representative Readings

Prenatal developt, birth and infancy:

ar!eroff, A. J., and Chandler, M. J. "Reproductive Risk and the Continutnr of c-aretaking

Casualty." In F.D. Horiitz (F)1.), Review of (Mid rve1oprent Research, Vol. 4.

chicago: University of Chicago Press, 1975.

Korp, C. 13., and

Parrn1ee,

A.H. "Prenatal and P erinatal LnfluanceS on T nfant 8 ehavior"

?

In J. Osefsky (Es.), Handbook of Infant Develojrent.

ew

York:

Piley, 1q79.

Sherred, K., Vietze, P., and Friedman, S. Infancy. jonterey, California: Brooks/Cole,

1978.

tve1oprent of perception, attention, r

r

oIy

and cognitive strategi

es

Gibson, E.J., and Levin, U. The Psychology of

T

eac3ing. Carbricge, Mass.: MIT Press,

1975. Chapter 2 (A theory of perceptual learning) and Chapter 3 (The deve1opnt

of cognitive

strategies).

P.A. Ornstein (D1.), Merory neve1cpnt in children. Hills(9ale, 1.J.: Lawrence

Erlbaur, 1978. Selected ax ticles.

Language develozient

i3loc*n, L., and lahey,

4.

Language D.eve1op1ent and Language Disorders: N.Y.: Wiley,

1978. Chapter 4 (Developi

T

ent of lan

q

uae content/form: vocabulary) and Chapter

5 (De've1ozrent of language content/form: serrantic-syntactic structure)

Nelson, K. 'Individual Differences in Language DevelOTlTeflt: ijplications for Deve lop-

rent and Language," Developmental Psychology, 1981, 17, 170-187.

Piaget' s theory of cognitive developrent

Ginsburg, H., and Ooper, S. Piaget's

T.heori

of Intellectual De1Ct. 2nd edition.

E

nglewood Cliffs, N.J.: Prentice Hall, 1979.

c.

Piaget, J. Piaget' s theory, In P.H. Mussen (Ed.), Carriichael'S Manual of child

psychology. 3rd edition. N.Y.:

W

iley, 1970. Vol. 1.

Social dew lcç*rent

Cairns, R.B. Social I).eve].oprent:

The

origins and Piasticitv of interchanges. San

Francisco:

t J

.H.

Freenn, 1979. Chapters 6 (On human social

lxrx5.$),

7

(Social

adaptation and social deprivation)

Shantz, C.U. "The develorent of social oqnitiofl." In E.M. Hetheringtofl (Fd.),

Review of Child Developrent Research. Vol. 5. Chicago: University of Chicago

Press, 1975

Lickona, T. (Ed.), rora]. D evelorrent and Behavior. New

York:

flolt, Rinehart, &

Winston, 1976.

Chapters

by Kohlberg and 1\ronfreed.

socialization

Cairns, R.B. Social Develop

T

ent: the o:igins and Plasticity of Interchanges. San

Francisco: W.H. Freerren, 1979. Chapter 19 (Sial learning theories) and

13 (Aggressive interchanges in children).

---

6.

Representative Jearlinqs

Continua

Zahn-Waxler,

C., and

Radke-Yarrci, M. "The Developrent of Altruism: Alternate

Research Strategies." In N. Risenberg-Berg (I'd.), The evelont of Prosocial.

Behavior. N.Y.: Acadic Press, in press.

M=ay, J.P. 'Ièlevision and Youth. Boys

'ItMn,

Nebraska: Boys Town Center for Study

of Youth Developrent, 1980.

Overview

and History: Social Psychology

E.E. Jones and G.

Lindzey "History of Social Psychology." In G. Lir3zey and E. Aronson

(fls.) Handbook of

Social Psychology. Third

Ftlition, 1..

K.J. Gergen "Social Psycholog

y as History" JPSP,

1973, 26, 309-320.

Orienting perspectives

M.F. Shaw and P.R. Costanzo

Theories

of Social

P

sychology,

I'cGra;

Hill

S.C. W

est and R.A. Picklund A

p

riner of sDcial psychological theories Brooks/Cole,

1980.

Adult Cognition

D. "chreider, A. Hastorf,

and

P. Ellsworth Person Perception (Second fldition), 1979.

IL Nisbett and L. Ross

Jiurran

Inference, 190.

Gergen,

K. Self Con

ce pt

Attitudes

W. 1c0uire "Attitudes and Attittxe thariqe." In C. Lincizey and E. Aronson (Eds.)

Handbook

of social Psycholog

y

(Third rñition), 19

Social Influence

L.

Thee1er, E. Deci, H. Reis

and

N. 'xkerrran Interpersonal Influence (Second

Fdition), 1979.

Prosocial Behavior and

Aggression

D. Krebs and D. Miller

11Prrcocil 1

ehavior And Acqrssion" In G. Lindzey and E.

Aronson (Eds.) Handbook of social v.sychology (Third Fdition), 19

Group Dynarics

M.

Shaw Group Dynamics, 1981 (3rd

Edition)

0

---

APPENDIX B

0 ?

Faculty Competence

The original proseminar versions of this new breadth course have

been taught by Dr. E. Ames, Dr. J. Koepke, Dr. J. Strayer, Dr. D. Miller,

Dr. A.C. Paranjpe, and Dr. W. Turnbull. These faculty are eminently

suited to teach the new core course.

.

APPENDIX C

Library Resources

-

?

?

As noted on the "New Graduate Course Proposal Form", the library

resources already in place for the former 'proseminars' covering the

areas mentioned are appropriate. Accordingly, the only library needs

in the future will be the need to keep the collection up-to-date.

0

---

Date:_______________

Senate:

Approved: L>epartmeotal Graduate Studies Committee

?

Date:

Faculty

craduat.L M d

Lee

Co1

?

Date: ?

o

Faculty:

?

Dte: ?

-

Senate Graduate Studies Connttt

This course combines material

presently taught in PSYC 715, PSYC

744 and PSYC 770.

SIP&)N FRASER UN)VF.RSTTY

?

Graduate Course

?

neal form

CALENDAR iNF)RflATIONi

Department:

Psychology

?

('nurse Humbert

6035

Title: ?

Individual Differences

A survey course in the

psychology

of

individual

differences

Imscription.

including

the

theory, neasurenent and nature

of Lan

differences

Credit ilourst ?

5 ?

Vector3

0-5-0

?

Prerequtsite(s)

If

envi

Nil

ENROLLMENT AND SC)IFJflJLINGZ

Estimated Enrollment:

6-10

?

When

will

the course first he offered:

82-3

How often will the course be offered:

_Once

a

year

JUSTIFICATION:

C

The course is

intended as a breadth requirerrent for graduate students, in

order

to

corrply with guidelines for graduate programs

in4

psychology. It

will

consolidate neterial

now

presented

in3separate

graduate seminars.

RESOURCES:

10ih Faculty member will normally teach the couree:_Mill1jrjar/crawfort,4qrjghtJco1e

are the budgetary Implication, of mounting the course:

om

.v

there sufficient. Library resources (so p

end detatln):_ ?

Yes

i.;.pcn4ed: a) Outline of the Course

b)

An indication of the comoet.nce of the Faculty member to

g

ive the course.

c)

Library. resources ?

a

S

S

---

Course Outline

Individual Differences

'Jeek 1: Introduction to Individual Differences and Differential Psychology

Origins of

the

concept of individual differences; the concept of

determinism; rrodels of individual differences; dirensional vs. typological

approaches; states, traits, and situations as explanations of individual

differences

Week 2: ?èasurernent of Individual Differences

Episterrology of ireasureirent; Reliability and validity; scaling; theoretical

vs. eirpirical approaches

Week 3 and 4: Theories of Individual Differences

- -

?

Nature vs. nurture and their interaction.

m

ajor theories:

psychodynamic,

psychobiological, social learning and interactionist Fudels

of huran

differences.

Week 5: Individual Differences in Cognitive Function

Early work-Galton, Finet, Spearrran. Mxlern approaches - Weschler,

Peitari,

Luria. Piagetian approaches to intelligence. Specialization of

cerebral function

Week 6 and 7: Genetics, Environrrent and C)xjnitive Function

The work of Jensen, Kainin and Burt. Evidence for heritability and plasti-

city of intelligence. Social implications of the study of individual

differences

Week 8: Individual Differences in Personality

Personality as a construct: rreasurenent of oersonality; stability of per-

sonality-fact or artifact. Maior constructs in personality theory,

including intraversion-extraversion, field dependence, locus of control,

sex role, etc.

Week 9: Individual Differences in the !rrel Rarge

Variability in perception, affect, coqnition, behavior, teierairent

"Neurotic styles" Jackson and Cattell.

Week 10: I

v

ental Disorder

Definitions of rental disorder; descrptiw psychopathology; a synopsis of

rs-III

Week 11: Theories of-m

ental Disorder

Biological and psychological rodels of depression and schizophrenia;

Psvchodynaric approaches to rental disorder; learning theories of nental

disorder. Hurianistic theories of rental disorder

---

2.

Week 12: Perspectives on Individual Differences

Cross-cultural issues in individual differerxes; deve1otrental

perspectives on individual differences

Examination Questions

Discuss the relative contribution of hereditary and environxtental factors in the

study of individual differences.

Discuss the issues of reliability and validity as t1y relate to the ireasurer

r

ent of

individual differences.

Outline the history of the concept of intelligence. How does ones theory of the

nature of intelligence influence the rreasurerrent of intelligence?

Discuss the role of persons and situations as determinants of hurren behavior.

Discuss the issue of sex differences as a source of individual differences.

Outline briefly Freud's contribution to the study of personality.

Discuss the role of theory in the ireasureirent of personality.

Discuss the issue of reliability in the diagnosis of rental disorders.

Elaborate a irodel whereto' biological and psychological as well as individual

and environl

T

en.tal factors could be seen as simultaneous rather than cxrpeting

explanations of individual differences.

Discuss the contribution of cross-cultural and de'veloprrental

p erspectives to

the understanding of individual differences.

course Evaluation

Grades will be normal university graduate letter grades, i.e., A, B,

P,

F..

Representative Readings

Major Textbook:

flinton, H., and Schneider, F. Differential Psychology, Brooks/Cole, New

York,

1980.

or

Willerman, L. The Psychology of Individual and Grou

p

Differences Freerran,

San Francisco, 1979.

Additional Readings, including chunks of other texts could include:

Anastasi

'S

(1965) Individual Differences Historical antecedents

Wiggins (1973) Personality and Prediction Prediction ritxlels

Nunnaly' s (1979) Psychoretric Theory M

p asurem

.nt Issues

Rycthlak 's (1968) Philosophy of Science for Personality Theory

Wecshler' s Measurement of Intelligence

0

---

APPENDIX B

• ?

Faculty Competence

-

??

The original proseminar versions of the new breadth course have

been taught by Dr. D. Miller, Dr. M. Bowman, Dr. C. Crawford, Dr. P.

Wright, and Dr. E.M. Coles. These faculty are eminently suited to

teach the new core course.

.

APPENDIX C

Library Resources

As noted on the "New Graduate Course Proposal Form", the library

resources already in place for the former 'proseminarS' covering the

areas mentioned are appropriate. Accordingly, the only library needs

in the future will be the need to keep the collection up-to-date.

---

SIMON FRASER

UNIVERSITY

New Graduate

Course

Pronoøl rot-n

CALENDAR

INFORMATION:

Department

:

?

Psycholociy

?

_______

Cn%lree

Number:

Psyc.819

Title:Description;

?

See Attached

Ethics

and Professional Issues

-

-

Credit

Hours ?

_cr3its_

Vector:

?

Prerequisite(s) if

any:_Gradjte Program

Standing

F.NR)I.l.MFNT AND SCHEDULING:

Latimated Enrollment: ?

__When

will the

course

first

he offered:

Spring1983

How often w

ill

the course be offered:

?

—er

Year.

JUSTIFICATION:

Students seekingregistrationaspsychologistsmustpassanethicsexamination;

Accreditingbodiesrequiresuchacourse.All

researchers must have

q

rants and

reseakch

approved by ethics review committees.

RLsct:KcES:

uich

Facult

y

number

will normally

teach

the

coureP:

Dr_

R.._Fxeear,flr_E_Dr. N. BcMrrn

iat are

the

budgetary implications of mounting the

cnurae:MlflhlTlal

-

SOfle

stinds_

or hOnoraria

toreirrburse speakers from the cormiunity Other resources are already available.

Aic

there sufficient Library resources (a

p

p

end detnhls):

Yes

__________________________

/.:.penied: a) Outline of the Course

b)

An

indication

of the com

p etence of

the

Facult

y

member to

g ive

the course.

c)

Library resources

A;roved: Departmental

Graduate Studies Commit

Faculty Graduate Studia

Co

mm

ittee:-

Faculty:

Senate Graduate Studies

CoTTtstt

Senate:

Date:

Date:

Date:

^t

pate

e: ?

//ki.

.

---

COURSE OUTLINE

Recent years have seen an increasing concern with the ethical and

social inpact of psychology, both as a profession and a science, on the

public at large. In the applied context, clinical, developmental,

industrial and social psychologists deal directly with both individual

and institutional ireirbers of the public, and all psychological research

irrpacts either directly or indirectly on society. Accordingly,

psychologists have developed a strong sense of the inportance of

considering the ethical irrplications of their professional activities.

It is the purpose of this seminar to increase the awareness of

students about the ethical implications of their professional activities,

and to familiarize

ri z them with both the le

g al and reciulator y

guidelines

that have been established for psychologists. Although of greatest

relevance to those in applied areas, the course is intended for all

graduate students in the Department.

Readings will consist of the Ethical Standards of the various

psychological associations, the Psychologist's Act of B.C., the Standards

for Providers of Psychological Services, and the ethical guidelines of

various research bodies. Where available, guest speakers will address

the class, and each student will be asked to prepare a paper on an aspect

of ethical or professional issues.

Evaluation

Graduate grades will be assigned on a satisfactory/unsatisfactory

(S/U) basis.

0

---

Appendix B

Richard Freeman, Assistant Professor, has previously taught a graduate

advanced topics course entitled Ethical and Professional Issues in Psychology.

He is Chair of the. Examinations Corrinittee of the British Co1uthia Psychological

Association, which is responsible for conducting and evaluating the oral

examination which all applicants must pass before registration as psychologis.

The major focus of that examination is familiarity with ethical and legal

aspects of psychological practice.

Elinor Aires, Associate Professor, has extensive experience in the

development of ethical standards in the Canadian Psychological Association.

She was a rreirber of the Committee on the Status of Woman that developed

'Guidelines for Counselling and Therapy with Woman', Canadian Psychological

Association, 1979, and a rrerrber of the Ethics Ccrunittee of the British

Colurrbia Psychological Association.

Marilyn BcMman, Associate Professor and Chair, Depar-brent of Psychology,

is a rreither of the Board of Directors of the British Columiba Psychological

Association. She is Chair of the Menbership Committee of the Association,

which is responsible for overseeing the work of the Examinations Corrmittee,

and makes the final recorrnendations to the Board regarding whether a candidate

should be registered.

is

---

Appendix C

Relatively few resources are needed. The bulk of the readings will

be imterial available from national and regional psychological associations.

- ?

The periodical irost pertinent are Arrerican Psychologist, Professional

Psychology and Canadian Journal of Psychology, all of which are in the

present library holdings.

Intended reading list includes:

Ethical Standards for Psychologists, British Colurrbia Psychological Association,

1978.

Psychologist's Act of British Columbia, Queen's Printer, Victoria, 1977.

Standards for Providers of Psychological Services, British Colurrbia

1978.

Standards for Users of Psychological Tests, American Psychological Association,

1972.

SEE LIBRARY REPORT ATTACHED

---

SIMON FRASER UNIVERSITY

LIBRARY APABILITY

TO

SUPPORT A GRADUATE COURSE PROPOSAL

IN THE

DEPARTMENT OF PSYCHOLOGY

Submitted by

Gail Tesch

Psychology Librarian

June 3, 1982

S

S

S

---

.

The Department of Psychology have submitted the following graduate

course proposal for assessment by the library collections division:

Ethics and Professional Issues

Psychology 819

The department have indicated that this graduate course will be

seminar in nature, and will be dedicated to "increase the awareness

of students about ethical implications of their professional activities."

Keeping this in mind a review of the literature, plus the present

holdings in both monograph and serial publications was undertaken.

Serials ? -

The serials collection in Psycholdgy is very good, and extensive. New

titles are added as funds permit. Of the most cited journals containing

articles relating to professional ethics, we found that the library did

indeed, subscribe to them all. For example: American Psychologist;

Science; Psychological Reports; Psychological Monographs; American

Sociological Review; and Psychology Today.

S ?

As ethical behaviour is a concern of many professions, it is reasonable

to expect that the library has journal subscriptions in concomitant

areas, and that these too, will be useful in this course.

Monographs

Publication in this area is not extensive. However, we have identified

15 new titles on order and in process, and one new title recently received.

There are numerous titles relating to medical ethics, which can be

purchased judiciously, if required. The library has few titles catalogued

and on the shelves, at present, however, with an estimated enrollment

of 15 for the spring 1983 semester, this can be rectified through

priority ordering.

The department stated that readings will consist of Ethical Standards

of the various psychological associations, the Psychologists Act of B.C.,

and guidelines of various research bodies. There should be no difficulty

in obtaining these items with cooperation from the department - and use

can be made of the Reserve System, should it not be feasible for students

to have a personal copy of each item.

. ../2

0

---

S

Costs and Conclusion

Monographs

?

-

?

$1000.00

Serials ?

-

?

$ 500.00

The costs inherent in offering this course are minimal and selective

purchase of relevant material would not put undue strain on library

resources.

0

---

.

SIMON FRASER UNIVERSITY

noelil Vor

Graduate Course Pro-

CALENDAR

INFORMATION:

-

Course

Department:

Psychology

Title:

?

Seminar in Individual Assessnent

A review of historical, theoretical and clinical issues in the

Descripti

on.

assessrrent of intelligence, personality and

Credit Hours:

?

6 ?

Vector; ?

0-3-0 ?

prerequisite(s) if an

y ;! ?

QitY will be

This course will _

?

given to clinical students in the event

of ?

11mant-Pressures.

both sem-sters will be required

students.

ENROLLMENT AND SCHEDULING:.

Estimated ?

will the course first be offered....98.____—

once

each year.

How often will the course be offered

'JUSTIFICATION:

This coarse is an expansion of the existing Psyc.

802

course (one serrester).

The two senester sequence allows for sufficient tie to cover

the mterial

necessary for urylerstardirq c1inic

RESOURCES:

WhiA Faculty member will normally teach the

?

Wright, Icy

,

.!,at

are the budgetary implications of mountin

g

the ?

Adjunc

t

Faculty nay

be used as Sessional Instructor

s

for this course as their acces

s

Qgiical

settings will be an advantage.

-U"e

as for existin

g

Ps

y

c

.

802.

----

Au there sufficient Library resources (aooend

.r.eoded

:

a) Outline of the Course

f the Facult y

member to give the course.

b)

An indication of the comoetance o

c)

Library resources

?

Date:

?

Iry

Approved: Departmental Graduate Studies Cosunittee:

Date

:T3O

-12.

Faculty Graduate Studies Committe

?

Date:

?

41

Faculty

Graduate Studies Comm

?

ate:

_______ ______

-

__Date

Senate

Senate

---

COURSE

.

OUTLINE

The course consists of a weekly three-hour seminar. Students will be trained

to understand the important psychometric qualities of the main clinical assessment

tools; administer the standard individual psychological tests commonly used in

clinical practise; analyze test data from these standardized tests. The objective

of the seminar will be to train students to develop sophistication in the choices of

assessment devices, and a scientific approach to testing clinical hypotheses through

a careful sequence of test choices and test analysis.

Reference Textbooks

Maehl, P. Psychodiagnosis: Selected Papers. Minneapolis: University of Minnesota

Press, .1973.

Wiggins, J.S. Personality and Prediction: Principles of Personality Assessment.

Reading, Massachusetts: Addison-Wesley, 1973.

wo:Lnian, B. (Ed.), Clinical Diagnosis of Mental Disorders: A Handbook. New York:

Plenum, 1978.

Cone, J. and Hawkins, D. Behavioral Asessrrent: New Directions in Clinical

PsycholoW. New York: Bruner/Mazel, 1977.

Maloney, M. and Ward, M. Psychological Assessment: A Conceptual Approach. New

York: Oxford University Press, 1976.

Sattler, J.M. Assessment of Children's Intelligence and Special Abilities.

BOston and Toronto: Allyn and Bacon, 1981.

Golden, C. J. Clinical Interpretation of Objective

Ps

y c

i -lological

Tests. Grune

and Stratton, 1979.

Evaluation

Grades will be assigned on the basis of seminar presentations, examinations,

and case reports Grades assigned will be normal university graduate grades,

i.e., A, B, P, F.

0

---

Appendix B

0 ?

Faculty Competence

The original one-semester version of this course has been taught by

Dr. Marilyn Bowman, Dr. Phillip Wright, and by Adjunct Professor, Dr.

Peter Hotz. These faculty are eminently suited to continue teaching the

extended version. In addition, new faculty members, Dr. Richard Freeman

and Dr. Robert Ley both have the academic training, interests, and

clinical experience to teach this course. In summary, there are faculty

strengths available for this course.

Appendix C

Library Resources

As noted on the "New Graduate Course Proposal Form", the library resources

already in place for Psychology 802 are appropriate for the needs of this new

course as it represents basically the same subject matter extended over a two-

semester period in order to allow greater depth to the practicum work.

Accordingly, the only library needs in the future will be the need to keep the

collection up-to-date.

.

S

---

App

roved: Departmental Graduate Studies Commit

Faculty Graduate

Senate Graduate Studies Commit

Senate:

Date:______________

ate:hao

ate:

I

-"

SDate:

SIMON FRASER UNIVERSITY

-.

?

Graduate

Course

Pronoal Form

CALENDAR_INFI)RJATION:

Department:

Psychology

Coijrne Number:

Psyc821

it I ?

e;

Practicum in Individual Assessnent

?

cr i pt ion:Administration

of

the standard

?

ological tests used in

clinical

practise.

Credit IIoiire:-_

?

- -

?

iector;

?

_0-0-2

Prnrequt.ite(a)

if

anv:Cpcijrrent

n

enrolment in

Psyc.

820 ;

Graduate standing in the Applied/Clinical Psychology

Program or permission

of

the

instructor

NUM-

3 .

?

offeredIa

?

aiester -seque-rice,

botit

èrers

will

be

N

Ke

Mwl

for-

:

clinical students

Eat lated EnrolIent:

7 ?

10

?

When

will

the course finit he offered..

Fall 1982 -

C

fltw often will the course be offered:

?

once each year

JUSTIFICATION:

This

practicurn

will

be offered concurrent with

Psyc.

810,

to provide students

r

with practicalexperience in assessment.

__-

sR(:ES:

Whlrh

Faculty

member will normally teach the courepB

o

wman, Freeman, Wright,

Ley

'it tire the budgetary implications of mounting the course: It

is

hoped that Ad j

unct Faculty

nay

be used as sessional instructors as their

a ccess to

clinical settings

will be

an advantaqe.

Ali-

there sufficient Library resources (aooend details):

Yes

i;pended: a) Outline of the Course

b)

An indication of the comoet.nce of

the

Faculty member to

g

ive the course.

c)

Library resources

S

---

COURSE OUFLINE

.

??

This course will consist of a two to three hour practicum in an established

clinical psychology setting. This course will be offered concurrently with

- ?

Psyc. 820, the seminar in individual assessrrent and will provide students with

an opportunity to apply the knowledge and skills obtained in the seminar. Students

will administer the standard individual psychological tests cciironly used in

clinical practise. It is expected that students will ccxrplete a ccxiprehensive

clinical assessrrent of one case per week, including test selection, administration

and scoring, data interpretation, and report-writing.

Reference textbooks

Mehl, P. Psychodiagnosis: Selected Papers. Minneapolis: University of Minnesota

Press, 1973.

Jiqqins,

3

.S. Personaliy and Prediction: Principles of Personality

- -

?

Reading, Massachusetts: Addison-Sley, 1973.

Wo1nur, B. (Ed.), Clinical Diagnosis

-

of Mantal Disorders: A Handbook. New York:

Plcn, 1978.

Cone, J. and Hawkins, D. Behavioral J\ssessncnt: New Directions in Clinical

Psv. Now York: Bruner/Mazel, 1977.

Maloney, M. and Ward, M. Psychological 2\ssessmrnt: A Conceptual Approach. New

York: Oxford University Press, 1976.

Sattler, J.M. Assessrrnt of children's Intelligence and Special Abilities.

Boston andToronto: Ilynand Bacon, l9Bl.

Golden, C.J. ClinicalInterpretation of Objective

Py

?

cal Tests. Grune

and Stratton, 1979.

Evaluation

Grades will be based on the case reports. Grades assigned will be noiml

university graduate grades, i.e., A, B, P, F.

0

---

Appendix B

Faculty Competence.

The original one-semester version of this course has been taught by

Dr. Marilyn Bowman, Dr. Phillip Wright, and by Adjunct Professor, Dr

Peter Hotz

?

These faculty are eminently suited to continue teaching the

extended version

?

In addition, new faculty members, Dr Richard Freeman

?

and Dr Robert Ley both have the academic training, interests, and

clinical experience to teach this course

?

In summary, there are faculty?

strengths available for this course

Appendix C

Librar

y

Resources

--

?

?

As noted on the "New Graduate Course Proposal Ford's the library resources

already in place for Psychology 802 are appropriate for the neeasof this he

course as it represents basically the same subject matter extended aver a two-

semester period in order to allow greater depth to the practicum work

Accordingly, the only library needs in the future will be the need to keep the

collection up-tb-ate.

0

---

e

SIN BASER UNIVERSITY

C

New Graduate Course rronosal

FOTIS

CALENDAR

?

pflPJ4ATTON:

iepartaent:

?

Psychology ?

•curne Number:

Psyc.822

Title:

Seminar

-.----.------------------------

in Intervention

-________________________ -

heacription

?

6 ?

if

anY

?

770;

Credit Hours:

______

This course will be offered in a two senester

?

or Permission of the Instructor

sequence; both

will be re

g

uired for

FNIWI LMENT AND SCHEDULING:

tatimated Enro1lnent:_L

-10_When

will the course first he offeredt

Fall_1983_-

How often will the course be offered:

Annual7__.

?

0 ?

-

.JUSTIFICA

TION:

This course provides the theoretical

ba

s is

f or th

e

skills in psychologicalpractition

e

r

s

.

Thiscourse

is an expansionofthe existing

PSYC öiIjrse(one semester). The two semester sequence allows for sufficient time

to covey-tts-M-MeYT`NT.

RLSOURCES: -:

wi,tch Faculty rncczber will normally teach the course:

Dr. J. Marcia, Dr. R. Ley, Dr.M. Bowman

.

'

1

at are the budgetary implications of mounting the cnursc:ma]]

honoraria maybenecessary

for some invited

speakers.

Alt

there sufficient Library resources (aoend detntR):_._..yes___

:, j

cn.ed: o) Outline of the Course

b) An indication of the covet.nce of the Facult

y

member to g

ive the course.

- ?

c) Library resources

AIrovcd

Departmental Graduate Studies Coivn

?

Date: :

Date:___________

Faculty Graduate Studies Committee:

Faculty:

?

p' ?

\..4_.flate:

.

Senate Graduate Studies Coeaat

Senate:

1' ?

Date:

---

COURSE OUTLINE

This course has the following goals:

1. The exploration and tentative definition of students' values and goals as

prospective interveners in the lives of others.

2. Assurance of a fairly thorough grounding in theories giving rise to major

intervention techniques.

3.

Development of the most basic psychotherapeutic skills (e.g., active listening,

accurate refeiction, etc.).

4.

Aoguaintariceship with sate specific techniques.

ThacoDnplish these goals, the following course structure is proposed:

A.

Readings, written assignments, and discussion covering goals 1 & 2 above.

B.

A fairly permissive, supportive setting in which to discuss issues arising

in practicum experiences - particularly ones relevant to the development

of a professional identity as a clinical psychologist. The nature of this

year-long group is seen as lying somewhere between a seminar and a personal

growth group.

C.

A setting for the discussion of different techniques, their relevance for

particular problems, their effectiveness, and their ethical implications.

Following is a rationale for this course format:

?

0

A.

Psyc. 803 has been taught in at least three different ways by three different

individuals Dr. Jarres E Marcia concentrated prnrarily upon students'

IP

theoretical and value positions, Dr. Sheldon Ksionzky did assertiveness -

caTrrlunicatiorls training; Dr. Julie Brickman ran a group. All of these have

their rrerits. The above plan is intended to incorporate the best features

of them all.

B.

This course structure provides an opportunity for clihical students to became

meaningfully involved early in their program in a structured, supervised

setting in which they'll be providing direct client service.

C.

The practitioners' presentations and their technical seminars will expose

students to a wide variety of views and enable them to become closely

acquainted with a number of intervention techniques.

Pua lnaHrn

Final grades will be based on a paper and/or a final examination. Grades

assigned will be normal university graduate grades, i.e., A, B, P, F.

0

---

References

Haley, Jay Strategies of Psychotherapy. N.Y. Grune & Stratton, 1963.

May, Rollo (Ed.) Existential Psychology. N.Y.: Random House, 1969.

Menninger, Karl Theory of Psychoanalytic Technique. N.Y. Harper & Row, 1958.

Pens, Frederick, S. Gestalt Therapy Verbatim. Lafeyette, Cal.: Real People

Press, 1969.

Shapiro, David Neurotic Styles. N.Y. Basic Books, 1964.

London, P. Modes and Morals of Psychotherapy.

Frank, J. Persuasion and Healing.

- Freud, S. Introductory Lectures, Vol. XVI, Part III.

Becker, E. Denial of Death.

Progoff, I. Death and Rebirth of Psycho1pgy.

Reiff, P. Triumph of the Therapeutic.

Ansbacher, H.L. and Ansbacher, R.R. (Eds.) The Individual Psychology of Alfred Ad.

0 ?

Jung, C.G. Collected Works, Vol. 16.

Campbell, J. (Ed.) The Portable Jung.

Edinger, E. Ego and Archetype.

Fromm-Reichmann, F. Principles of Intensive Psychotherapy.

Dollard, J. & Miller, N. Learning and Psychotherapy.

Wolpe, J. The practice of Behavior Therapy.

Skinner, B.F. Beyond Freedom and Dignity.

Rogers, C.R. "A Theory of Therapy .. .etc." Chapter in Koch S. (Ed.) Psychology:

A Study of a Science, Vol. 3.

Reich, W. Character Analysis.

Sarason, S.B., Levine, M. et al., Psychology in Community Setti.

Caplan, Gerald Principles of Preventive Psychiatry, (New York, Basic Books, 1964),

pp.

39-40.

•

?

Erikson,Erik H. "Growth and Crisis of the Healthy Personality", in Personality

in Nature, Society, and Culture, ed., Clyde Kluckhorn and Henry A. Murray.

(New York: Alfred Knopf, 1956),

pp.

185-225.

---

References Continued

Golden, Kenneth

?

Suicide Assessment: A Self-Instructional Tp

?

An audio-visual

presentation, 56 mins., University of Arkansas, Department of Psychiatry, 1977.

Available in the audio-visual department of the Department of Psychiatry,

University of British Columbia.

Hill, Reuben Families Under Stress, (New York: Harper and Brothers, Publishers,

1949),

pp.

13-14; and Reuben Hill, "Generic Features of Families Under Stress",

Social Casework 39 (February-March 1958): 139-149.

Jacobsen, Gerald F. Strickler, Martin, and Morely, Wilbur. "Generic and

I

ndividual Ap p

roache tn Crisis Interventirm", American Journal of Public

Iiealh 8 tFeoruary

19681.

?

?-34.

Lindemann, Erich "Svmptomatolo9Y and Management of Acute Grief". American Journal

oPychiatry iUI

k

September 944): 141-148.

McGee, Richard Crisis Intervention in the Community (University Park Press, Baltipiore,

London, Tokyo,

19/4):

195-208.

Rapaport, Lydia 'The StatP of Crisis: S

?

.-tical Conside

r

ations", Social

Service Review

D

iuune 19b2, Il-l?.

?

-

Rapaport, Lydia

"!Crisi

s

,

Oriented Short-Term Casework", Social Service Review 41

(March 1967):

?

31-4I.

Sachs, Virginia "Crisis Intervention", Public Welfare 26 (April 1968): 112-117.

Smith, Larry "A Review of Crisis Interv

e

ntion Theory", Social Casework, (July 978)S

396-405.

0

---

0 ?

Appendix B

1.

Dr. Marcia has practiced psychotherapy and taught graduate courses

in psychotherapy both here and at the State University of New York

at Buffalo for the past 17 years.

2.

Dr. Ley has completed his clinical internship at Langley Porter and

is currently in the private practice of psychotherapy in Houston, Texas.

When he joins our faculty

in

January, 1982 he will be responsible for

both the teaching and supervision of graduate students in psychology.

3.

Dr. Bowman directed a psychological clinic at Queens University, has

been a consultant to community treatment facilities, sits on the

B.C. Psychological Association board determining credentials.of

practicing psychologists, and has been the Director of the Applied!

Clinical training programme here.

r

Appendix C

Librar

y

Resources

As noted on the "New Graduate Course Proposal Form", the library

resources already in place for Psychology 803 are appropriate for the

needs of this new course as it represents basically the same subject

matter extended over a two semesterperiod in order to allow greater

depth to the practicum work. Accordingly, the only library need in.

the future will be the need to keep the collection up-to-date.

---

SIMON FRAStR

UNIVERSITY

)lii Cri4tiate CourSe T'ronnpel'or

IAUNDA iN,)R)4ATIO$*

vpart.ni: ?

Psychology ?

-

Psyc.823

It ci

Practicum_in_Ij-iterventipn

bescripilon:

See

Attached

Credit Hours;

?

4

?

V.ctoi ?

0-0-2

?

rrerequtufte(s) it

21Ccincurrent

te: This course will

?

:enster ?

enrolirrent in Psyc. 822, Graduate Standing in the Applied

offered in a 2sciiestersequence,bothClinicalProqram1oennissionoftheinstructor

sflr3sters will herequired

for clinical ?

--

Ludents ?

ENk4)LI)ENT AND

SCUEDUL

?

tinted Enro)lment:7-lO ?

When will the course first he oFVr,d,

?

Fall1983

Iluw often will the course be offered:

ILIStIFICAT IAN:

Thiscourseprovidespracticaltraining in the Developrrerit of intervention

- - skills. for

cli

nical

_practise..

?

r

i.Irh

aculIv somber will normally t*ach itu'

cirer:JE.

Marcia, P..

?

y,_M._Bowman

eiri the

budietery

t,.plIè.ttons of mounting the coure.:

An Adjunct professor

maybe

- - enployedin place

.

offaculty

Alt

Iticte auftIctSni I.ibr.ry r.sourcea (aDDend detnfla):

:.

icn.icd: I) Outline of thi CoonS

b)

An Indication of the 60i41ence