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SENATE COMMITTEE ON ACADEMIC PLANNING AND 

SENATE 

?

. ?

SENATE GRADUATE STUDIES COMMITTEE 

To......... 

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

....

........

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

.... ....

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

From .....

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

................... NEW 

GRADUATE PROGRM PROPOSAL -. ................................... .. .. . 

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

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

APPLIED/CLINICAL PSYCHOLOGY 

?

NOVEMBER 15, 1977 

Subject

... ....

..........

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

........

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

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

MOTION: ? 

"That Senate approve and recommend approval to the 

Board of 

Governors, 

as set 

forth in S.78-4 (formerly S.77-168), 

the

proposal for a graduate program in Applied/Clinical 

Psychology, 

including:                 

1) ? 

The

requirements for degrees 

(a)

M.A. 

(b) ? 

Ph.D.              

(pages 

8,9) 

ii) ? 

New

courses 

(or changes) 

PSYC 

802-3 - Seminar in Assessment       

(page 11 and 

see

S.77-167) 

PSYC 

803-3 - Seminar in Intervention      

(page 11) 

PSYC 

804-3 - Seminar in Evaluation       

(page 

11 and 

see

S.77-167) 

PSYC 

806-3 - Advanced Topics in Assessment 

PSYC 

807-3 - Advanced Topics in Intervention 

PSYC 

808-3 - Advanced Topics in Evaluation 

PSYC 

809-3 - Advanced Topics in Applied Psychology                                   

. ?

PSYC 

880-5 

- Internship I 

PSYC 

886-5 

- Internship II 

PSYC 

881-3 - Practicum I 

PSYC 

882-3 

- Practicum II 

PSYC 

883 3 - Practicum III 

PSYC 

884-3 - Practicum IV." 

Note: See also Paper S.77-167, Item 7 ii) pertaining to new course 

PSYC 802-3. 

.,

.

SIMON FRASER UNIVERSITY 

From: Office of the Dean 

of Graduate Studies 

Subject: Proposal for a Graduate Program 

?

Date: November 15, 1977 

in Applied/Clinical Psychology 

The attached, proposal for a Graduate Program In Applied/ 

Clinical Psychology was approved by the Senate Graduate 

Studies Committee on November 14, 1977, and is now being 

recommended to Senate for approval. 

Note: New course, Psych 802-3, is Included In the documentation 

• S

from the Faculty of Arts Graduate Studies Committee. 

B. Clayman 

Acting Dean of Graduate Studies 

mm!

end. 

SiMON FRASER UNIVERSITY

MEMORANDUM

To.

Harry Evans 

?

From...

Dr. W. attmanik 

Secretary to Senate 

?

Secretary (pro-ten 

?

to SCAP 

Subject

New Graduate Program Proposal 

?

Date

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

December 

23, 1977 

?

led/Clinical Psychology 

The Senate Committee on Academic Planning at its 

meeting of December 21, 1977 approved unanimously the 

proposal for a Graduate Program in Applied/Clinical 

Psychology. Would you please place this program 

proposal on the Agenda for the next Senate meeting. 

During the course of the meeting of SCAP, a number 

of concerns were expressed about the budgetary implications 

of the proposed program. For the information of Senate, 

SCAP would: like to identify these 

-

concerns and outline 

the accompanying information and arguments. 

A. Budgetary implications due to teaching staff required 

for the new courses proposed in the program. 

(1) S.F.U. Academic Staff 

SCAP was informed b 

y Dr. M. Bowman, Chairman of the 

Psychology Department, that the new courses proposed 

in the program are not anticipated to incur extra 

costs as far as faculty are concerned. 

Psychology 803 has been part of the curriculum 

of the Psychology Graduate Program for one year. 

Psychology 804 and Psychology 808 are renumbered 

courses that have been offered previously by the 

Psychology Department. It is anticipated that 

the courses Psychology 802, 803, 804, 806, 807, 

808 and 809 will each be offered once a year at 

different times of the year. 

Provided that the two existing positions now 

vacant in the Department of Psychology are filled,. 

no new extra positions will be required to offer the 

proposed courses. If however, the two vacant 

positions are not filled,, the frequency with which 

the proposed courses would be offered would be reduced 

but the existing faculty complement within the department 

would still be able to provide the courses. In addition, 

?

-2-

if the now vacant positions are not filled, experts 

could be brought in to teach some of the courses on 

a temporary basis. The advantage of filling the 

existing vacant positions within the Department would 

be to fill in the gaps of expertise caused by Dr. 

Kendall's death in 1976. 

The proposed program will in no way change either the 

number or frequency of undergraduate course offerings 

currently available in the Department of Psychology. 

(2) External Adjunct Staff 

The duties of the Adjunct Professors would be supervisory 

in nature; students would be trained in interview pro- 

cedures with the supervisor present and the supervisor 

would provide consultation and intervention as necessary. 

The duties required of the Adjunct Professor would 

likely not extend his or her workday but would extend 

the effort required. 

Because of the different policies of the various agencies 

expected to participate in the program, honoraria will 

• ? 

be applicable in some cases,but not in others. Of the 

agencies that are in a position to accept honorariums, 

$500 per student per semester would be a reasonable 

stipend. The figure of $500 per student per semester 

is a maximum but would not be expected to apply in all 

cases. 

B. Budgetary implications due to Support staff required for 

the proposed program. 

It is anticipated that after three years of operation, 

the program will have approximately 15 students enrolled. 

Because of the large amount of correspondence that will 

have to be carried on with the agencies that will:.. 

provide support to the program, it is anticipated that 

a one-half time secretary will be necessary. Submissions 

to the various agencies have to be arranged for, students 

will have to be placed in practicums during the Fall and 

Spring Semesters and student evaluations will be necessary 

each semester. These activities will generate a large 

and steady stream of correspondence that will require 

the position outlined. 

-3-

It is understood, in the case of the academic staff 

as well as support staff, that approval of the program 

does not imply budgetary approval for the positions. 

Indeed, the approval for funding for the above positions 

will have to be made by the Dean of Arts and the Vice- 

President Academic and funds will have to be found within 

their budgets. 

C. The start-up costs of library materials in support of the 

program is estimated to be $28,000 with approximately 

$4,000 per year required for on-gOing acquisition. The 

start-up costs are expected to be prorated over several 

years. 

In its budget submission to the Universities Council, the 

University included a budgeted amount of $27,500 for the 

development of this program. If this money is included in 

the allocation to the University from the Universities 

Council after approval of the program, the amount budgeted 

for is expected to cover all costs over and above those 

embraced by the regular budget. 

Walter Wa tamaniuk 

WW/dw 

?

W4j4eJ4AM4.1V 

^-

- ?

4•

SiMON FRASER UNIVERSITY

MEMORANDUM

To .................... Ms. 

?

From 

.......She] la Roberts ...... Secre.t.a.r.y. ... ...... .......... 

Executive Committee, Senate      

Fa

c.0

I t.y of Arts.. G,r.a d.0 a. t.e .... S.t.ud I es 

Graduate Studies committee 

Subject..... 

Program 

... Proposal 

in

for

Applied/Clinical 

new .r..49a..t.............Date.... 

February 23, 1977 

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

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

Commi 

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

ttee 

Psyc 

hology 

.

The Faculty of Arts Graduate Studies Committee at its meeting 

App

of February 

lied/Clinical 

17, 1977

Psychology. 

approved 

Would 

the new 

you

Graduate 

please place 

Program 

this 

in

program on the agenda of the next Executive Committee. 

Thank you. 

S. Roberts 

Attachment: 

. ?

L71

PROPOSAL FOR A GRADUATE PROGRAM 

IN APPLIED/CLINICAL PSYCHOLOGY 

NOVEMBER, 1976 

'JISD OC-TorTER, (91)7

Department of Psychology 

Simon Fraser University 

Burnaby 2, B.C. 

r

?

•

?

PROPOSAL FOR A GRADUATE PROGRAM IN APPLIED/CLINICAL 

PSYCHOLOGY 

• This material has been prepared in accordance with requirements 

as outlined in the document "The establishment of new graduate programs" 

approved by Senate July 10, 1972. 

a. Justification for the program as a whole 

• . 

?

(1) student interest: Student interest in the application of the 

methods and findings of psychology to real-life situations, is 

• ? 

very high at both the undergraduate and graduate levels and 

both undergraduates and graduate students are pressing for 

programs which focus on applied topics. 

For example, student members of the Undergraduate Committee 

in Psychology at Simon Fraser did a survey of (primarily) 

majors and honors students in 1974 in order to determine what 

course topics students wished to have added to the curriculum.. 

The results showed great student interest in applied/clinical 

topics. ? - 

Similarly graduate student interest in the applied courses at 

?

. ?

. .

?

the graduate level Is high though no Applied program is currently 

available. For example, seven graduate students enrolled in a 

new Applied seminar this September despite any guarantee that it 

would yield graduate credit as part of an approved Applied! 

Clinical Program. In a broader perspective it is of interest 

to note that the Applied Program at the University of British 

Columbia received 700 applications for graduate admissions last 

year. When these were sorted using very rigorous standards 

(3.5 CPA, 95th percentile on the Advanced Graduate Record 

Examination in Psychology, and on all-A record in Psychology 

courses) this pool of 700 was reduced to 135 qualified applicants 

from which approximately ten students could .be selected. 

(ii) faculty interest: There is a nucleus of faculty within the 

Department of Psychology which has been trained in various 

applied/clinical programs across the continent and beyond. The 

particular skills derived from this training are basically 

applicable to graduate programs, and the faculty have been 

eager to establish a program to which they can apply this 

specialized training. This proposal represents this long- 

standing interest within the department. 

In a broader perspective an applied/clinical program is widely 

- accepted across Canada, the United States and in the United 

Kingdom, as a major component of traditional graduate programs 

in psychology. Of possible graduate concentrations in 

• ? 

Psychology, those classifiable under the rubric applied/clinical 

• ? 

are by far the most widely prevalent. In this sense then our 

2.

proposed program will serve to round out the existing program 

in a way which will yield acceptance from the broad international 

community of psychology. 

(iii) employment 

,

opportunities: Applied/Clinical programs typically 

receive strong support from government, faculty, student and 

community groups because they prepare professionals who can 

help deal with problems of communities. 

A considerable array of community organizations feel that 

professional psychologists have skills of direct relevance to 

their tasks. Examples of these include schools, large businesses,' 

hospitals, management, consultant firms, family and individual 

counselling services, and residential care systems for dependent 

children, the disturbed and the elderly. In Vancouver at present, 

applied/clinical psychologists are employed in all of these 

settings; most of these workers have been educated outside the 

Province due to the lack of suitable graduate training in 

British Columbia. 

Further, in an era of diminishing academic job vacancies' there 

continues to be a steady demand for persons with applied training, 

within the broader community. 

(iv) 

historical factors: The creation of an applied/clinical program 

at Simon Fraser is timely in terms of the historical development 

of psychology as an applied professional 'discipline in British 

Columbia. After eighteen (18) years of negotiations the 

government has given notice (September 1976) that it 'plans to 

introduce a bill to govern the practise of psychology in the 

Province. Many other provinces have similar legislation; it will' 

provide recognition of the maturation of the profession locally, 

and will establish standards of competence for individual 

practitioners. (Note *1977: The Psychology Act has now been promulgated.) 

In addition to requiring individuals to meet criteria of professional 

competence, the creation of practitioner evaluation procedures 

is often linked to the creation of standards for the training 

programs which generate professional psychologists. In the 

United States, the American Psychological Association has an 

Accreditation procedure for various types of professional 

training in psychology. (Our program would fit within their 

category "Combined Professional-Scientific."). Three major 

Canadian Universities have applied for, and achieved such APA 

Accreditation as there is no comparable national accreditation 

system in existence in Canada. Rather, in view of the major control 

of education by provincial governments, there has been some tendency 

-for provincial accreditation systems to develop; Ontario has such 

a system for evaluating the eight Applied programs in that province. 

The Ontario standards are closely modelled on those of the APA 

accreditation system. With these facts in mind we have been con- 

cerned to develop our program to APA standards. 

3.

b.

New positions needed 

There is no need for new regular academic positions for this program, 

excluding those positions already approved for the department, but 

as yet unfilled. The existing and approved appointments will be 

sufficient to commence a viable program. 

There will be a requirement for an additional secretary; initially 

our-graduate-records secretary will be able to cope with the small 

early increases of work. However as the program builds up a pol of 

graduate students a half-time secretarial position will be required. 

Creation of a new type of faculty position Is necessary to ensure high 

standards of supervision of the students in field settings. We propose 

calling these field supervisors Adjunct Instructors. Each semester in 

which one of these Adjunct Instructors actually provides supervision 

to our students, a nominal honorarium would be provided. This will 

formalize the relationship between the program and the community 

agency staff, encourage serious supervision, and give the particular 

staff public recognition of their status in relation to the University 

program. The criteria and mechanisms for their appointment may be found in 

Appendix III as part of the "course outline" describing Courses 880, 886. 

c.

Finances 

Staff costs: One-half secretary (@ 13,000 per annum) 

?

$6500 

Adjunct Professors 

Honorarium of $500 per semester based on 

• ? 

an annual average of 3.5 such appointments 

per semester ? 

$5250 

Operating Costs: No significant additions to operating costs 

are anticipated, as the program will primarily use existing resources 

such as video-tape equipment and the psychological test library. 

Capital costs: None are anticipated; should particular equipment 

become of interest in the course of carrying out thesis research, 

applications for funds will be made to the usual sources both within 

and outside the university. 

d.

Names of Persons Involved in the Core Program 

Faculty: 

Marilyn Laura Bowman 

B.A. (University of Alberta), M.Sc., Ph.D. (McGill University) 

Associate Professor 

Area of Research: 

Psychological assessment. Evaluation of Treatment techniques. - 

Psychopharmacology. Stress responses to life events. 

Kendall replacement 

Area of research: 

Measurement, program evaluation, epidemiology. 

?

4.

Sheldon Mark Ksionzky 

B.A., Ph.D. (University of California, Los Angeles) 

Assistant Professor 

Area of Research: 

Nonverbal communication. The study of social interaction, with 

special emphasis on the study of the social behaviors of 

affiliation and self-disclosure. The effects of life style on 

mood states. 

James Edward Marcia 

B.A. (Wittenberg College), Ph.D. (The Ohio State University) 

Professor 

Area of Research: 

Personality theory and psychotherapy; constant validation of ego 

psychoanalytic theory (identity). 

Phillip Leslie G. Wright 

B.Sc. (McGill), M.A. (Toronto),Ph.D. (McGill) 

Assistant Professor 

Area of Research: 

Learning disabilities, aetiological factors in depression, 

cognitive approaches to psychotherapy. 

Supporting Faculty who will offer Advanced Topics courses 

in the program. 

Bruce Alexander 

A.B. (Miami University), M.S., Ph.D. (University of Wisconsin) 

Associate Professor 

Area of Research: 

The psychology of addiction. 

Barry L. Beyerstein 

B.A. (Simon Fraser University), Ph.D. (University of California, 

Berkeley) 

Assistant Professor 

Area of Research: 

Brain mechanisms and behavior. Sensory psychology. 

Psychopharmacology. 

Edward Michael Coles 

B.Sc., Ph.D. (University of London) 

Associate Professor 

Area of Research: 

Experimental Psychopathology. 

5.

Anand C. Paranjpe 

B.A., M.A., Ph.D. (Poona) 

Associate Professor 

Area of oesearch: 

Inter-group relations. Identity. Cross-cultural studies. 

Organizational issues. 

Ronald N. Roesch 

B.S. (Arizona State University), Ph.D. expected January 1977 

(University of Illinois) 

Assistant Professor. 

Area of Research: 

Community psychology. Program evaluation. 

Janet Strayer 

B.A. (Columbia), LA., 

Assistant Professor 

Area of Research: 

Ph.D. (Simon Fraser). 

Language and cognitive development, Ethological factors in 

dominance relations, attention in hyperactive children. 

Please see Appendix V for complete c.v.'s. 

e. The field of study and the core areas to be covered 

The Department of Psychology currently offers a graduate program leading to 

the M.A. and Ph.D. degrees. The proposed program represents specialty 

within this general program, which would likewise lead to M.A. and Ph.D. 

degrees in Psychology. The only difference at the level of describing the 

degrees relates to the additional term "in the Applied/Clinical program." 

At a substantive level the program will involve the existing M.A. and 

Ph.D. requirements as currently described in the graduate calendar, 

supplemented by additional applied seminars and supervised training in field 

placements. The content of these additional requirements will be based on 

three broad topics: 

(i) ? 

Assessment: In addition to the current training in 

psychological measurement already available in the 

graduate program, students will be required to participate 

in a core seminar in the clinical applications of psychological 

measurement techniques. Issues relating to the assessment of 

intelligence, personality, and other psychological attributes 

are included in this study, and supervised training is provided 

in the use of selected techniques. Beyond the core course in 

this topic, a number of selected "Advanced Topics in Assessment" 

will be introduced in future years dealing with such particular 

topics as assessment of behavior in groups and organizations, 

assessment of neuropsychological functioning in particular 

populations, and the assessment of learning difficulties in 

children. ? 

6.

(ii) Intervention: Students will be required to participate in a 

core seminar in Intervention. Topics included relate to the 

theories and historical development of current psychological 

treatments. Advanced courses in this topic will deal with 

research issues, ethical issues, practise of techniques of 

counselling, psychotherapy and behavioral therapies, and 

psychopharmacological treatments. 

(iii) 

Evaluation: Students will be required to participate in a 

core seminar dealing with the general research problems 

involved in program evaluation. Selected applications of 

research strategies to evaluation of particular treatments, 

particular populations and particular programmes will be 

included as part of this introductory seminar. Advanced 

seminars based on more specialized topics will deal with 

such areas as validation of selection procedures, develop- 

ment of evaluation criteria and the use of decision models in 

choosing optimal intervention procedures. 

(iv) In addition to these core seminars, other applied topics 

currently included in the existing graduate curriculum 

will be required of the students. These include Psycho- 

pathology and Personality. Both of these topics represent 

a more purely theoretical look at the issues; background 

competence in these topics is necessary for students before 

they are confronted with the practical issues raised in the 

applied seminars. Advanced topics dealing for example with 

the psychology of addiction will be added in later years. 

f. Faculty expertise in relation to the program 

All of the core areas described above reflect the interests and activity 

of the faculty in varying degrees, however a more detailed description of 

faculty skills in relation to these topics is provided below. Faculty 

are listed in decreasing order of involvement. 

Assessment:

M. Bowman 

Dr. Bowman has a solid foundation in the uses of psychological 

assessment techniques, has taught courses on psychological assessment 

at both the undergraduate and graduate levels, and has used psycho- 

diagnostic assessments in ten years of professional clinical practise. 

P. Wright 

Dr. Wright has been involved in the assessment of learning, 

disabled children and adolescents for a number of years at one of 

Canada's leading centres concerned with this problem (Montreal 

Children's Hospital Learning Centre). 

E.H. Coles 

Dr. Coles has extensive training in psychodiagnostic techniques, 

with a particular emphasis on the assessment of children, and is 

currently doing professional consulting in this field. 

L-1

7.

S ?

S.

Dr. Ksionzky's training in assessment included an internship 

which included complete psychological assessment on a wide array of 

patients over a period of a year. He has taught the undergraduate 

course on psychological assessment. 

J. Strayer 

Dr. Strayer has taught Child Assessment in another graduate 

program (McGill), has supervised students in assessment and observation at 

the Clarke Institute (Toronto) and at McGill and has been clinically 

involved in Piagetian assessments of children since 1970. 

R.M. Roesch 

Dr. Roesch has been an instructor in clinical psychology and 

criminal justice at the University of Illinois where he taught an 

undergraduate seminar on assessment, treatment, and alternatives 

in criminal justice. 

Intervention: 

J. Marcia 

Dr. Marcia is on the Board of Examiners for the British 

Columbia Psychological Association, is a consultant for a 

• ? 

variety of mental health agencies, conducts workshops on 

crisis intervention throughout the province, and is a 

practicing clinical psychologist. 

S. Ksionzky 

Dr. Ksionzky has an extensive training background in 

psychological Intervention techniques with a large variety 

of patient populations. He has acted as training consultant 

to a center for runaway children and has been a part time 

counselor at the Simon Fraser University counseling center. 

N. Bowman 

Dr. Bowman has taught graduate courses in Intervention and 

has used her knowledge in this area In the course of her 

clinical work for many years in student counseling, and adult 

outpatient psychological treatment. 

J. Strayer 

Dr. Strayer has interests in the treatment of atypical children, 

especially those suffering attentional deficits and social maladjust- 

ment. In recent clinical work she has attempted to incorporate 

Piagetian techniques into enrichment programs for children emphasizing 

affective, social and cognitive skills. 

B. Beyerstein 

.

?

?

Dr. Beyerstein has been trained as a physiological psychologist. 

His teaching and research interests include brain mechanisms and 

behavior and psychopharmacology. He is qualified to teach courses 

In psychopharmacological treatment of mental disorders and the 

effects of brain damage on behavior. 

?

8.

B. Alexander 

For the past five years Dr. Alexander's main focus of research 

has been on the social-psychological factors influencing drug 

addiction. He has published in the journal of Family Process on 

the relationship between family interaction patterns and drug 

addiction. 

Evaluation 

L. Kendall replacement 

This person will have expertise in measurement and program 

evaluation. 

S. Ksionzky 

Dr. Ksionzky is co-researcher on the program evaluation project 

at St. Paul's Hospital. He has taught a course on program evaluation 

at the graduate level. 

R. Roesch 

Dr. Roesch has published extensively and has taught courses at 

Indiana University on community based approaches in the criminal 

justice system. 

M. Bowman 

Dr. Bowman is currently engaged in a large-scale treatment 

program evaluation project in Ontario funded by the Federal 

Government, Ministry of Health. This represents an interest of 

many years during which she was director of various treatment 

services and responsible for ensuring their effectiveness. 

Psychopathology and Personality 

S. Ksionzky 

Dr. Ksionzky was trained as a clinical psychologist at the 

University of California, Los Angeles and has taught courses In 

psychopathology and personality at both the graduate and under- 

graduate levels. 

J. Marcia 

Dr. Marcia has taught psychopathology and personality at the 

graduate and undergraduate levels. He is a trained clinical 

psychologist and has continued his involvement in the field via 

workshops and consulting to mental health agencies. 

E.M. Coles 

Dr. Coles was trained as an experimental psychopathologist at the 

University of London and has continued his Interest in this in both 

graduate and undergraduate teaching, and in his clinical practise. 

M. Bowman 

Dr. Bowman has taught undergraduate and graduate courses in these 

clinical topics, and has published research on investigations dealing 

9.

with the personality consequences of prolonged use of particular drugs. 

B. Alexander 

Dr. Alexander is currently engaged in research on the psycho- 

pathology of addiction using animal subjects, and has become 

involved in studies relating human addiction to personality and 

family interactions. 

g.

The degree relevant to this program 

Students will be seeking the M.A. and Ph.D. degrees in Psychology as 

currently described in the Graduate Calendar; in addition to the 

requirements listed, further course and supervised field work will be 

required. These degrees will continue to be sought within the Faculty 

of Arts. 

h.

The degree requirements 

Admission to the applied/clinical program 

For general admission to the M.A. program, the requirements remain as 

described in the current graduate calendar for all students. Formal 

application and acceptance into the applied/clinical program will take 

place at the time of acceptance into the graduate program. The progress 

of each student in the Applied Program will be evaluated at the end of 

.

?

the first year and at the end of each succeeding year. Students will 

receive a letter following each annual evaluation informing them of their 

status in the program. 

Ci)

M.A. Program 

General Psychology requirements include satisfactory performance in 

21 credit hours of graduate courses, which must include 3 Prosenilnars, 

2 Research Design courses and 2 electives; all must be completed within 

5 semesters of entry into the graduate program. Students in the 

Applied/Clinical-Program will be required to choose the Proseminars in 

Psychopathology and Personality unless their undergraduate preparation 

in these areas has been unusually strong. In addition they will be 

required to take the three core Applied Seminars (in Assessment, Inter- 

vention and Evaluation) and one elective Advanced Topics Seminar as 

prerequisite course requirements for the Applied/Clinical Ph.D. program. 

Students will be required to complete a full-time four-month internship 

(PSYCH 880-5) in the summer semester of their first M.A. years. In 

addition, a part-time internship sufficient to complete the equivalent 

of twenty-one weeks of supervised full-time field work, will be required 

during one semester of the second M.A. year (PSYCH 881-3). A model 

example of a two-year M.A. program which meets all these requirements 

may be seen in Appendix II. 

Criteria and procedures relating to the M.A. research thesis remain 

as specified in the current graduate calendar. Thesis requirements 

. ?

will remain equally rigorous for students in the general, or in the 

applied/clinical program. 

10.

(ii) Ph.D. Program 

?

[i

Admission 

For admission requirements applicable to all candidates refer 

to the General Regulations Section of the Graduate Calendar. 

Candidates for admission to the Applied/Clinical program are 

further advised that they will normally be expected to have completed 

the course and internship requirements equivalent to those required 

for completion of the Simon Fraser applied/clinical M.A. Students 

without this may be required to complete these requirements as 

qualifying ' 

work before being accepted into the Ph.D. program. 

Ph.D. Thesis and Supervisory Committee 

Students will be required to proceed as described In the current 

Graduate Calendar. The thesis requirements will remain equally 

rigorous for students in the general, or the applied/clinical 

program, as noted earlier in the description of the M.A. Program. 

Required Courses 

Students will participate in a program of study which must include 

at least two Advanced 'Topics Seminars in Applied Psychology. These 

seminars may be chosen from any of those offered by the department. 

In common with other Ph.D. candidates in psychology, students in 

the applied/clinical program are required to complete two Research 

Design courses (PSYCH 910, 911 or their equivalent) with grades of 

no less than B. Two Advanced Topics Seminars will complete the 

course requirements at this level. 

Students will be required to complete further internships equivalent 

to twenty-seven weeks of full-time work, in more than one setting. 

Normally this would be distributed as an internship and part-time 

practica, in each of three or four semesters (PSYCH 882, 883, 884). 

These field placements will be graded on a Satisfactory/Unsatisfactory 

basis; internship credits may not be substituted for other course 

requirements for the Ph.D. degree. Appendix II illustrates a 

possible way of fulfilling these requirements. From this diagram 

it will be apparent that basic requirements for the M.A. degree could 

be completed within two years assuming that the thesis work proceeded 

without great difficulty. A further two years would represent the 

absolute minimum which completion of the Ph.D. would require, again 

assuming rapid progress on the thesis. 

i. New Courses Required 

Of the three courses set as required core courses in the program, one already 

exists (Program Evaluation, currently numbered PSYCH 907), one has been 

introduced in the September 1976 semester under the existing title Seminar 

in Measurement (PSYCH 915), and one represents a completely new course 

proposal. Details concerning the latter two of the trio are provided in 

Appendix III as New Course Proposals. For convenience a summary of these Is 

offered here which identifies the substantive area, new numbers proposed (and 

old if applicable). 

- ?

11.

Seminar in Assessment ? 

PSYCH 802-3 (This is currently being 

taught as PSYCH 915-3, Seminar in 

Measurement). 

Seminar in Intervention PSYCH 803-3 (This is a new proposal). 

Seminar ? 

Evaluation ? 

PSYCH 804-3 (This is currently being 

taught as PSYCH 907,EValuation Techniques) 

In addition to the three core courses, a matched array of Advanced 

Topics courses will be developed as specialized topics in these 

content areas; the particular content and offerings in these would 

vary from year to year as student and faculty concerns dictate. A 

summary of these follows; full details may be found as part of 

Appendix III. 

Advanced Topics in Assessment             

PSYCH 

806-3 

Advanced Topics 

in

Intervention            

PSYCH 

807-3 

Advanced Topics in Evaluation             

PSYCH 

808-3 

Advanced Topics in 

Applied Psychology         

PSYCH 

809-3 

These courses will be available to all graduate students in psychology. 

A final group . 

of new offerings concerns the practicum and internship 

requirements (three and five units respectively). These will be 

listed as formal course requirements and will generate evaluations 

of student performance, therefore we wish to list them as courses with 

particular course numbers. Details will be found in Appendix III; a 

listing of the new course numbers required for these follows: 

PSYCH 880-5, 881-3, 882-3, 883-3, 884-3, 886-5 

It should be noted that this extensive creation of new numbers for 

field placement does not generally represent the creation of 

additional work-load for existing faculty, as most of the field 

placements will be supervised by the Adjunct Faculty described in 

section (b) of this report. For a thorough discussion of practices and 

Internship plans 

see

the course outlines in Appendix III. 

j.

Laboratory and research needs 

The program will be making use of many of the facilities already 

available within the Psychology Department. These include a 

series of observation chambers, portable audio and video-tape 

recording equipment, and an extensive collection of psychological 

tests. It is anticipated that the program will essentially need 

modest funds to keep these resources operational (e.g. tapes, test 

supplies), and that major new equipment items will not be needed. 

k. Support for students 

The department currently offers support to graduate students in the 

form of Teaching Assistantships. These will 'be available to students 

in the newly proposed program under the rules that currently apply 

(five semesters of T.A. support during the M.A., and additional seven 

semesters of T.A. support during the Ph.D.). 

12.

In addition students may apply for one semester of support per each 

graduate degree, from the Graduate Student Stipend fund. 

As competition for entry into the program will be quite intense, we 

expect our students will be excellent candidates for the competitive 

National fellowships in Canada. In view of this we will be 

encouraging students to apply for Canada Council, NRC, and (when 

possible) NRC money. 

1. ? 

Library statement 

A summary of anticipated library costs may be found In Appendix IV. 

M. ?

Estimated enrolment 

We plan to accept only small numbers into the program (4-5 per year), 

despite an expectation that the pressure of applications will be 

considerable. With small numbers we will be able to ensure the 

availability of suitable internship and practicum settings, and to 

ensure thesis supervision of a high quality. 

We do not see these figures as representing an additional group of 

students which would be added onto the existing graduate student 

intake. A substantial propo don of students already in the 

existing graduate program in fact have applied interest such that 

they would have specified this at the time of their original 

applications had a formal program existed then. Thus we see the 

Applied students in the future being part of the regular pool of 

graduate applicants and graduate admissions are not expected to 

show large increases on the basis of the proposed program. Minor 

Increases to the overall acceptances will be expected. 

n. ? 

Adequacy of space 

It is expected that only minimal additional space, beyond the 

needs of the psychology department as a whole, will be required 

as a result of the formation of the Applied Clinical program. 

The only definite space needs for the Immediate future will be 

office space for a half-time Applied program secretary. No new 

space will be needed for faculty and only a small amount of space 

will possibly be required for the minor increase in graduate 

enrollment as a result of the program. The existing faculty, 

along with one additional applied faculty member (already 

administratively approved), will be sufficient to commence a viable 

applied program. The bulk of student enrollment in the applied 

program will be initially comprised of graduate students already 

enrolled in the psychology graduate program. (A recent survey Of 

graduate student interests indicated that fully one-third of our 

present students expressed a strong interest in involvement in 

the proposed applied program). Because it is expected that initial 

.

13.

enrollments will involve realignment of our present graduate 

students, for the forseeable future there will only be a small 

absolute increase in student enrollment above the current 

departmental enrollment rates. These small student enrollment 

increases may require additional teaching assistant space. 

o.

Possible external assessors 

Dr. Park Davidson, Director of the Clinical/Community Graduate 

Training Program in Psychology, University of British 

Columbia. 

Dr. Ray Berry, President, Canadian Psychological Association 

(Address: Advisor in Psychology, 

Ontario Ministry of Health, 

Parliament Buildings, 

Toronto, Ontario - Telephone: 416-965-6241). 

Dr. Sam Smith, President 

At   ? 

College, 

Edmonton, Alberta. 

Dr. Keith Barnes, President, British Columbia Psychological 

Association, (Address: 

2125 West 7th Avenue, 

Vancouver, B.C.). 

p.

'Duration of the program 

A program of this type should be viewed as a long-term investment 

of staff and student energies, and we feel that the program as 

proposed should be regarded as a continuing one. By its very 

nature it is not something that can be quickly started and stopped, 

for the thesis and field training requirements both represent 

major time committments which are in addition to the time-limited 

demands of courses and seminars. As designed the program will 

take about five years in order to be really fully functioning; for 

example the gradual addition of new field placements, and the 

gradual rotation among the Advanced Topics courses will require 

some years to be accomplished. 

q.

The Graduate Calendar Entry 

Revised calendar copy will be found in the following pages, 

arranged so that the existing copy is aligned with the additions 

and revisions for easy comparison. Much of this copy repeats 

information already provided in earlier sections of this 

document. 

-

?

1-4

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00000

Appendix II 

A Typical Program 

Fall        

Spring         

Summer 

M.A. Yr. 1 ? 

(i)Prosem 

B*

(1) Prosem B* 

(2) 910           

(2)

?

911

(3)

(802) ? 

Assessment I: 

(3) ? 

(803) 

Intervention I: 

The Clinical       

Bases for    

Internship 

Uses of Psycho-     

Psychological  

Full-time X 4 

logical Tests      

Intervention  

months 

M.A. 

Yr. ? 

II ? 

(1) Prosem A       

(1)

Advanced topics 

(2)

(804) Evaluation I:    

seminar-applied 

Program eval.  

(2)

Thesis work      

Finish Thesis 

(3)

Thesis seminar 912  

(3)

Practicum: 

/

2 days wk. X 12 

weeks 

Ph.D. ? 

Yr. ? 

I ?

(1)

Prosem-elective    

(1) Qualifying exam  

(1)Internship 

(2)

Advanced topics    

(2) Practicum: 

Full-time X 4 

(3)

Practicum:         

2 days wk X 12 

wks ? 

months 

2 days wk X 12 wks                

(2) Begin Thesis 

Ph.D. Yr. II (1) Advanced topics 

Seminar - applied 

(2) Thesis ... 

?

Thesis ... 

?

Finish Thesis 

*

p

roseminar 

g B: 

Ordinarily students would be expected to choose 770 and 744 

from among this group, unless they had significant undergraduate 

preparation in these topics. Other Proseminar B topics would 

be acceptable in that case 

- ?

S

S

?

Appendix III 

New Course Proposals 

a

-

?

Psychology 802 has been offered in substance for two years now under 

the general title "Seminar in Measurement", Number 915. 

Please note that Psychology 803 has previously been approved as a 

graduate course and is now listed in the graduate Calendar. It is 

included here merely to round out descriptions of the three core courses. 

Psychology 804 similarly is an existing graduate course numbered 907. 

This proposal would alter its number to Psychology 804 to complete the 

triad of core courses (802, 803, 804). 

[II

- ?

SThN FRASER UNIVERSITY 

New Graduate Course Proposal Form 

?

Form GS.8 

I.1

1.

CALENDAR INFORMATION: 

Department: ? 

PSYm101AYV ?

Course Number:___________________ 

Title: ? 

-SEMINARJNINTERVENTION, 

Description: THEORIES AND HISTORICAL DEVELOPMENT OF CURRENT PSYCHOLOGICAL TR1ATMENT 

MODES 

Credit 

}Lours: ? 

Vector: ? 

0-3-0 

?

Prerequisite(s) if any: 

2.

ENROLLMENT 

AND SCHEDULING: 

Estimated Enrollment: 

10

When will the course first 

be offered: 

SPRING1977 

How often will the course be offered: 

?

ONCE PER YE-AR 

3.

JUSTIFICATION: ? 

This course is one of 

'

three core 

'

courses required of students intending 

top

ursueanapplied-clinicalpath _through their graduate studies inpsychology. It is 

intended to provide the beginning practitioner with an overview of techniques of psycholo- 

gical-intervention together with theoretical rationales. As contrasted with the broader 

more basic pro-seminars 

in

Personality and Ps 

y

cho p athology- 

it will

fneng

_Rlmngt_ewltiirly

on description and criticism of treatment modalities. 

?

This course 

is

a

prerequisite to more 

4.

RESOURCES: 

?

specialized intervention courses and recommended before more specialized 

evaluation course. 

Which Faculty member will normally teach the 

course 

:

(

KMnn'kj

Rwmap),

What are the budgetary implications of mounting the course:_ 

?

None 

Are

there sufficient Library 

resources (append details): 

?

Yes

Appended: ? 

a) ? 

Outline of the Course 

b) ? 

An indication of the competence of the Faculty member 

to give the course 

c) ? 

Library resources 

-

'

'   Departmental                     

"

Approved: ? 

Graduate Studies Committee: 

Date: 

?

Oct. _ 

14176

'

Faculty 

Graduate Studies Committee:            

Date: 

_______________

Faculty: 

Date: 

______________ 

Senate Graduate Studies                  

Date:_____________                       

.

Senate:                           

Date: 

27-

BasesforPsychologicalIntervention 

.

.

Course Outline 

I. Overview of psychotherapy 

A. Basic assumptions 

1.

Historical traditions of psychotherapy, 

2.

Individual vs. environmental change 

3.

Insight vs. action 

II. Psychoanalytic approaches 

A. Freud 

1. Free association 

2.

Transference 

B. Adler ? 

• ? 1. Early memories 

2. Lifestyle elucidation 

C. June 

1. Collective unconscious 

2. Dreams, symbols, and art 

III. Interpersonal and client-centered approaches 

• ? 

A.. Sullivan 

1. Participant observer (symbolic 

interactionism)

B. Rogers 

1. Preflection and 

confrontation

2.

Warmth, genuineness, and empathy 

IV.' Existential and gestalt 

A. Boss and Binswanger 

1.

Ontological anxiety and guilt 

2. Absurdity and choice 

B. Pens 

1. Responsibility 

2. Projection 

V. Learning approaches 

A. Instrumental 

1.

Dollard and Miller 

2. Rotter (social learning theory) 

B. Classical conditioning 

1.

Wolpe (systematic desensitization) 

2.

Stampfl (implosion) 

• ? C. Operant learning 

1. Skinner, Lindsley 

2.

Bandura 

VI. Family and group methods 

A. Family 

1. Psychoanalytic (Ackerman) 

2. Three-generational model (Bowan) 

3,. Communication model (Satir) 

B. Group 

1.

Encounter 

2. Sensitivity, T-groups 

3.

Therapy groups 

VII. Community and organization approaches 

A. Crisis intervention 

B. Community mentalhealth 

C.

Organizational change 

VIII. General medical approaches to psychological problems 

Psychopharmacology 

B. ECT 

C. Other approaches 

Partial Bibliography 

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 Psychology 

Menninger, K. Theory of Psychoanalytic Technique 

Reiff, P. Triumph of the Therapeutic 

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

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

Campbell, J.(Ed.) The Portable Jung 

Edinger, E. Ego and Archetype 

Fromm-Reichniann, F. Principles of Intensive Psychotherapy 

5 ?

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. 

Hart and Tomlinson. New Directions in Client-centered Therapy 

May, R. and Angel, E., and Ellenberger, H.G. (Eds.) Existence 

Pens, F. Gestalt Therapy Verbatim 

Reich, W. Character Analysis 

Sarason, S.B., Levine, M. et.al 

. Psychology in Community Settings 

Parad, H.J. (Ed.) Crisis Intervention: Selected Readings 

Varela, H.A. Psychological Solutions to Social Problems 

The readings noted here are Intended asa sample only. Some will be excluded; 

others added. Obviously, more 

rea4ings 

will be included In organizational approaches, 

learning theory, family and group methods, and general medical techniques. Our 

current library holdings are adequate to meet the needs of this course. 

In addition to regular seminar' meetings, graduate students enrolled in Psychology 

803 will also attend the lecture portions of Psychology 371-372, consisting of 

talks by practitioners in the Vancoqver community. 

Differentiation of Bases.. .from Pro-seminars in Personality and Psychopathology 

Pro-Seminar in Personality (770). 

?

The main thrust of this course has been the 

exploration of general issues in theory construction, familiarization with the 

formal constructs of major theories, and the discussion of some specific research 

areas in depth. The emphasis of the course is theoretical-experimental. 

Pro- Seminar in Psychopathology (744). The emphasis In this course has been on 

the nosology and etiology of psychological 

disor4ers. 

The focus has been primarily 

descriptive. 

Bases for Psychological Intervention (803). This course will concentrate on 

therapeutic techniques and theoretical rationales underlying those techniques. 

While this will necessitate touching somewhat on personality theory and psycho- 

pathology, the central emphasis will be on a survey of intervention approaches 

and their underlying rationales. It Is assumed that students taking 803 will have 

the grounding supplied by 770 and 744 both of which are required in the applied- 

clinical sequence. 

SThN FRASER UNIVERSITY 

New Graduate Course Proposal Form 

?

Form GS.8 

1.

CALENDAR INFORMATION: 

Department: 

?

PSYCHOLOGY ?

Course Number: 806 

Title: Advanced Topics in Assessment 

.-__________________________________________

Description: ? 

This seminar will focus on different special topics in different vears'. 

Credit Hours: 

3

Vector: 

0-3-0   

Prerequisite(s) if any:802,803, 

804

2.

ENROLUENT AND SCHEDULING: 

Estimated 

Enrollment: ? When will the course first be offered: 

—

Spring 1978 

How often will the course be offered: ? 

one semester peryear 

3.

JUSTIFICATION: 

ThisisdesignedasaseminarinwhichstudentsintheproposedApplied/Clinical 

program have an opportunity to deal in depth with specialized issues in the 

applications of psychological assessment procedures to particular population 

4.

RESOURCES: 

Which Faculty member will normally teach the course: _It will revolve among the Applied 

Facul: 

cia, 

owmn 

io  Cscri o, 

les, K and 

Wright 

hat

are the budgetary implications of mounting the course: ? 

_________ 

Strayer. 

The occasional 

p

urchase of 

te&tingmM-r41s

will hP lhA main epi; t-h'

will be of a very limited nature 

Are there 

sufficient Library resources (append details):Yes 

Appended: a) Outline of the Course 

b)

An indication of the competence of the Faculty member to give the 

course 

c)

Library resources 

Approved: Departmental Graduate Studies Committee: 

?

Date: 

Faculty Graduate Studies Committee: 

?

Date:________________ 

Facul 

ty

?

Date: 

Senate Graduate Studies Committee 

?

Date: ( 

Senate: 

?

Date: ? 

-2-

Course Outline: Advanced Topics in Assessment 

As thir title is meant to be a generic one through which a number of 

varing offerings may be made, a list follows which indicates some of the 

topics which might be used in different semesters. 

(1) Neuropsychological Assessment of children 

(2) Psychodiagnostic testing with adults 

(3)

The use of projective techniques in personality assessment 

(4)

The use of objective techniqes in personality assessment 

• (5) Behavioral assessments in planning treatment 

(6) Child assessment. 

The Applied/Clinical faculty already described the necessary competances 

to handle Topics 1-4 with iease; it is anticipated that new faculty.will 

round out skills in the area of Topic 5. 

It appears that library resources are currently sufficient to mount seminars 

in these topics based on preliminary title searches by library staff. The entire 

library report concerning the proposed program 'is documented elsewhere. 

.

.

-

?

SDVN FRASER UNIVERSITY 

S ?

New Graduate Course Proposal Form 

?

Form CS.8 

1.

CALENDAR ThFORMATJ.ON: 

Department: ? 

PSYCHOLOGY ? 

Course Number: 807, 

Title: Advanced Topics in Intervention 

Description: 

This seminar will focus on different special topics in different years 

Credit Hours: 

?

3 ?

Vector: 0-3-0   

Prerequisite(s) if 

any: 802.803. 

804

2.

ENROLLMENT AND SCHEDULING: 

Estimated Enrollment: 

_4-10  

When 

will the course first be offered: 

—

Fall 1978. 

How often will the course be offered:onesemesterper year 

-

3.

JUSTIFICATION: 

This is designed as a seminar in which students in the proposed Applied/Clinical program 

have an opportunity to pursue specialized training and knowledge concerning 2articular 

treatment procedures and systems 

4.

RESOURCES: It will rotate among the following faculty; 

Which Faculty member will normally teach the course: 

Alexander, Beyerstein, Bowman, lKsionzky 

Marcia, Strayne 

What are the budgetary implications of mounting the course:________________________________ 

Are there sufficient Library resources (append details):Yes 

Appended: a) Outline of the Course 

-,

? b) 

An indication of the competence of the Faculty member to give the course 

•

j

?

c) Library resources 

Approved: Departmental Graduate Studies Committee: 

?

Date: 

_______________ 

Faculty Graduate Studies Committee: 

?

'Date., 

Faculty: ? 

Date:______________ 

Senate Graduate Studies 

Committee:    

(i

1

4.jAJA__.

_

Date: 

_2fd1h)

Senate: ? 

Date: ? 

Course Outline: Advanced Topics Intervention 

?

This title is meant to be a generic one through which a number of 

varying offerings will be made. The following list suggests the direction 

some of these will take: 

(1)

Counselling and Psychotherapy with Individuals 

(2) Behavioral therapies 

(3)

Psychopharmacological approaches to treatment 

(4)

Remediation of special problems (e.g. learning disabilities) 

(5) Family Treatment 

(6)

Group psychotherapy 

(7)

Psychotherapy with children 

Existing faculty have the training necessary to direct most of these 

seminars; close collaboration with Dr. B. Wong, psychologist within the 

Faculty of Education is planned in order to provide our students with 

access to expert training in Topic 4, in addition t&the use of P. Wright 

within our department. 

[II

SIN FRASER UNIVERSITY 

New Graduate Course Proposal Form 

?

Form GS.8 

CALENDAR INFORMATION: 

Department: ? 

PSYCHOLOGY ? 

Course Number:_____808 

•l. 

I

2.

Title: Advanced Topics in Evaluation 

Description: This seminar will - focus on different topics in different years 

Credit Hours: 

?

Vector:0-3-0 

?

prerequisite(s) if any:802,803, 

804

ENROLLMENT AND SCHEDULING: 

Estimated Enrollment: ? 

10 ? 

When will the course first be offered:Fall 1978 

110w often will the course be offered: 

?

one semester per year 

This is designed for, students in the propoged A 

pp lied/Clinical 

p

roraathe 

y wifl h 

y

e an 

opportunity to pursue specialized training in advanced issues in 

pro g 

ram evaluation 

?

RESOURCES: This course will be taught in rotation from amongst the following faculty: 

Which Faculty member will 

normally teach the course: 

Ksionzky., Parani 

pe,

Roesche_ 

What are the budgetary implications of mounting the course: 

?

None 

Are there sufficient Library resources (append details): 

?

Yes

Appended: a) Outline of the Course 

-

?

b) An indication of the competence of the Faculty member to give the course 

• ? 

.

?

c) Library resources 

:.

I ?

Approved: Departmental Graduate Studies Committee: 

?

Date:______________ 

Faculty 

Graduate Studies Committee: 

?

Date:________________ 

Faculty: 

?

Date:______________ 

• ? 

Senate Graduate Studies 

?

Date: 

/5 7

Senate: 

?

_________________________________________Date: 

-2-

Course Outline: Advanced Topics in Evaluation 

This title is intended as a generic title under which a number of 

specialized topics many be offered at various times. The following list 

suggests the direction some of these may take: 

(1)

Development of criterion validation 

(2)

Decision-making for optimal treatment outcome 

Existing faculty have the expertise necessary to conduct these seminars. 

The library has met the needs of this type of seminar in recent semesters. 

Anexample of a course outline dealing with one of these advanced topics 

is appended here. (It was developed recently but not put forward: the deferral 

was based on awish to match new course proposals to the outlines of the 

newly-proposed program). 

SIWN FRASER UNIVERSITY

New Graduate Course Proposal Form

Form CS8

CALENDAR INFORMATION:

Description: This seminar will focus on different special topics in different years

Credit Hours:

Vector: ?

0-3-0 ?

Prerequisite(s) if any:802,803,

804

ENROLLMENT ANDSCHEDULING:

Estimated Enrollment: 4-10

—

When will the course first be offered: Spring1979

How often will the course be offered:onesemesteroutof

six

which _tudente_fri_the_nroDosed_anolfad/clinical_.prngriun

have an opportunity to deal with s

treatment, treatment and program evaluation

, or assessment and validation.

• ?

4. RESOURCES:

• ?

Which Faculty member will normally

teach

the course: It will revolve amon

the applied/

clinical faculty: Bowman, Coles, Kaionzky, Marcia,

What are the budgetary implications of mounting the course:

Roesch&Wright

This will consist of library research and possibly the use of data derived from field

placements; no particular costs are anticipated

Are there sufficient Library resources (append details): Please see the library report

Appended: a) Outline of the Course

An indication of the competence of the Faculty member to give the course

Library resources

Approved: Departmental Graduate Studies Committee:

_Date:_______________

Faculty

Graduate Studies Committee:

Date:

Faculty: ?

•

Date:______________

Senate

Graduate Studies Committee:

(_..y1s.tA

Date:Jc

Senate: ?

Date:

- ?

loll I'll

Course Outline: Advanced Topicsin Applied Psychology 

This title is meant to be a generic one through which a number of varying 

offerings may be made. It Is intended to Include topics which do not fit neatly 

Into the "Advanced Topics in.. .Assessment/Interaction/Evaluation" series of 

courses. Topics which may be offered include 

(a)

detailed examination of 

.

a particular client population from a 

combined assessment and treatment perspective 

(b)

detailed study of treatment outcome research, incorporating both 

treatment and program evaluation considerations 

(c)

investigation of the uses of assessment techniques in predicting 

training or treatment outcome for specific populations. 

The intent is to permit offering occasional advanced applied/clinical 

topics which have a perspective which cuts across our "core" curriculum 

structure. 

Dj.r&m

I'LI

V-

) 1

^

PL urivr.ij

New

Graduate Course Proposal Form

Form GS.8.

1. CALENDAR INFORMATION: 

Department: ? 

PSYCHOLOGY ? 

Course Number: 88O886 

Title: ? 

Internship in Psychology 

INTERNSHIP_INTFSHIP_I_ 

Description: This consists of'full-time supervised professional training in a community. - 

agency. 

Credit Hours: 

?

5 ?

Vector:35 hours/Wk ? 

Prerequisite(s) if any: 802 ,803 

for four months 

2.. ENROLLMENT AND SCHEDULING: 

Estimated Enrollment: 

?

When will the course first be offered: 

-

Summer 1977 

How often will the course be offered: One or two Semesters each year 

3.

JUSTIFICATION: 

These two course numbers represent full-time internships; they are part of 

those

set as requirements in the newly 

.

proposed program in Applied/Clinical Psychology - 

4.

The internship placements will be coordinated by the following group of applied 

faculty: 

Which Faculty member will normally teach the course: 

Bowman, ?

Ksionzky, Marcia 

What are the budgetary implications of mounting the course: 

?

None 

Are

•

there sufficient Library resources (append details): 

?

Yes

Appended: 

'

a)' Outline of the Course 

b)

An indication of the competence of the Faculty member to give the course 

c)

Library resources 

Approved:

Departmental Graduate Studies Committee: 

?

Date:______________

Faculty Graduate Studies Committee: 

?

' ?

Date:______________ 

Faculty: ?

Date:_____________

Senate Graduate Studies 

?

Date:______________ 

Senate: ? 

Date:    

______ 

-2-

Course Outline: Internship 

Under the direction of a faculty internship coordinator, students within 

the applied/clinical program will be placed in various agencies within the 

community. Placements will be approved by the coordinator based on the 

following criteria: 

(1) Students will receive direct personal supervision of their work 

amounting to not less than two hours weekly in a full-time internship. 

(2)

Agency supervision must be provided by a registered Psychologist, as 

defined by the Psychology Act recently passed and promulgated In the British 

Columbia legislature. 

Policy and Procedures for Selection of Psychologists 

Clinical supervision will be provided by registered psychologists who 

will be appointed as Adjunct Professors in the University under Policy and 

Procedures recently developed. Essentially, a Departmental committee 

(composed of both general, and applied/clinical faculty) will make a 

recommendation concerning each appointment. This will be reviewed by the 

Departmental Chairman, the Dean of Arts, and the Vice-President (Academic), 

who will administratively conclude the appointment. 

For each semester in which supervision is actually provided our students, 

a Clinical Honorarium of $500 will be offered. 

?

From discussion with various 

psychologists likely to be involved in this program it appears that different 

services have individual ideas about the nature of the reward they would prefer. 

Some express approval of the honorarium, others wish to attend faculty seminars, 

while others desire access to computer services or the library which would 

normally be a part of the Adjunct appointment. (The comments of one external 

assessor as to the inadequacy of our honorarium do not accurately relate to the 

actual situation in our community.) 

-3-

Evaluation of the internshi 

As described in Point C (4) of the Internship Guidelines, p.9, students will 

be required to complete a written review and evaluation of their internship 

experiences. This serves both as a final review for the students, and as a 

source of information to the faculty internship coordinator in planning future 

placements. 

Particular Agencies Relevant to this Program 

Senior psychologists in a number of local settings have participated in 

discussions concerning this proposal. Each will be briefly noted and commented 

upon: 

Alan Clark, Ph.D. Senior Psychologist, Riverview Hospital. 

Dr. Clark is very interested in having students in his service, and has 

?

suggested a number of ways in which we might use his department. Paid summer 

Srelief jobs are available each summer on a competitive basis; we are currently 

discussing a guaranteed allocation of some of this money for our students. 

Summer government work projects are available in his service, funded for the 

whole summer; these could be jointly developed with our faculty each summer. 

Fall and Spring semester practica (part time) placements would be possible in 

any semester (unpaid, as is always the case in practica placements). We attach 

a letter written by Dr. Clark at our request following our earliest meeting 

concerning this program. 

Christopher Rainey, M.A., Senior Psychologist, Tony LePage Ph.D., Ronald 

Peterson, Ph.D., Burnaby Mental Health Service. 

?

The Psychology staff of the Burnaby Mental Health Units (distributed over 

three locations) have shown much interest in our program. A student placement 

informally arranged in the Summer 1977 has proven this service to be an excellent 

one in terms of quality of supervision, and range of training experiences. A 

letter from Psychologist Rainey is attached, solicited early in our discussion. 

-4-

Since that time the Burnaby group has officially obtained permission to 

provide teaching-supervision time with our students for both Summer 

internships and semester practica. Funding the Summer internship 

remains a problem with this agency, although there are a number of ways 

in which we can arrange non-agency funding. 

Beatrice Lipinski, Ph.D., Director, Simon Fraser Student Counselling Service. 

Dr. Lipinski has expressed great interest in participating in the 

training of our students in meetings, and in the attached letter. The 

nature of client demand in her service suggests that Fall and Spring 

practica placements are the most appropriate. These do not present any 

funding issue as the practica placements are all Intended to be without 

financial remuneration. 

The Greater Vancouver Mental Health Service. 

Discussions were initially held with John Kyle Ph.D. (Executive 

Director) and his senior staff, John Seager M.A. and D. Bigelow, Ph.D. At 

that time all were interested in participating in our program by providing 

internships to our students with their Community Case Team Network. Dr. 

Kyle has since left this agency but new discussions with the Acting 

Executive Director, John Seager, have confirmed 

,

a continuing commlttment 

to our program; funds will be placed in their budgets for internship 

support of our students for the Summer of 1978, and Fall and Spring prac- 

tica arrangements are totally without problems. 

In addition to these four major services, all but one of which can 

accept several students at one time, we have ongoing discussions with a 

number of other agencies which we believe will lead to participatioi in the 

program. These include the following: 

Malcolm Weinstein, Ph.D., Senior Psychologist, Vanocuver Health Dept. 

-5-

Geraldine Schwartz, Ph.D., Director of Psychological Services, 

Vancouver Children's Hospital. 

Dennis Schulman, Ph.D., Senior Psychologist, Youth Development 

Agency, Burnaby. 

Harry Stevens, Ph.D. 

Summary 

We believe we have a significant network of qualified psychologists 

working in reputable agencies and interested in participation in our program 

under the terms described in the proposal. This includes the allocation 

of supervisory time, the acceptance of the honorarium and a genuine 

connection to the University, and participation in ongoing reviews of the 

effectiveness of placements. 

•

?

?

By completion of the Ph.D. program as proposed, our students will have 

completed 48 full weeks of field training. This is slightly different from 

the standard one-year internship commonly found in American Programs 

located after the final year of Ph.D. course work, but we feel our system 

is to be preferred. Firstly, our students get into clinical work very 

early in their program; this allows those really unsuited to the field to 

be identified before they have spent years in graduate school. Secondly, 

this system allows students to develop thesis work based on clinical 

problems, and gives them connections in a range of agencies which may be 

of use in carrying out this research. Students in the year-long APA 

internships often fail to complete their doctoral thesis work because they 

enter the clinics after finishing their course work and are then expected 

to begin and complete thesis research while essentially separated from the 

university; their involvment with clinical service develops so rapidly during 

the internship the thesis becomes lost. These incomplete Ph.D.'s are a 

very common feature of clinical psychology because of this allocation of 

internship 

placements, 

placements, 

and our system helps to avoid this problem. 

In fact there is no formal stipulation in the APA accreditation criteria 

concerning clinical programs which require the internship to be completed 

on a one-shot, one-year basis, and McGill has received APA accreditation 

using an internship system very similar to the one we propose. 

Accreditation 

There is no Canadian system for the accreditation of either university 

applied/clinical programs or for agency internships, comparable to the 

system developed by the American Psychological Association. In Canada 

however one province (Ontario) has developed a provincial accreditation 

system, and with the development of professional psychology acrosss the 

country there is increasing interest in the development of a national 

system. In the meantime, programs outside Ontario have the option of 

applying for APA accreditation and a small number of universities have done 

this with success (McGill, Manitoba and Waterloo). Programs can apply for 

this anytime after having graduated a number of Ph.D. students; this 

obviously ensures assessment of a developed and functioning program, rather 

than assessment of an idea for a program as yet incompletely realized. 

We intend to seek APA accreditation in four or five years time as 

indicated in APA guidelines, if no suitable Canadian scheme has been 

established by then. If a Canadian system exists, we will seek Canadian 

accreditation. 

.

-7-

Evaluation of student performance 

In addition to regular supervisory meetings with the student in 

which ongoing evaluation and guidance is provided, the clinical supervisor 

is required to complete a student evaluation (copy attached). This must 

be done jointly with the students to ensure students receive the fullest 

possible information concerning their performance. 

SIMON FRASER UNIVERSITY GRADUATE PROGRAM IN APPLIED/CLINICAL PSYCHOLOGY 

Student evaluation ? 

Nam

F-1

Internship (full-time) 

?

Supervisor

Practicum (part-time) 

?

Location                

?

Date 

'I.

Activities 

Hrs/Wk 

Quality ? 

-

Poor ? 

Fair ? 

Good ? 

Very Good 

?

Excellent 

1.

?

Treatment-(bbservation, 

discussion and front- 

line work) 

2. ? 

Assessment (observation, 

discussion and front- 

line work) 

3.

?

Evaluation of individual 

treatment or program 

effects 

4.

?

Education or advocacy re 

individual clients, 

groups, the public 

5. ? 

Case meetings 

6.

?

Admin: ? 

non-case meetings 

7. ? 

Other (e.g. supervised 

reading) 

Specify_________________ 

Personal Qualities 

8. ? 

Rapport with clients 

9. ? 

Technical skills 

.O ? 

Responsibility, reliability 

.1. ? 

Interaction with other 

professionals 

.2. ? 

Overall impression 

Comments: 

Student signature 

?

Supervisor signature 

?

.

-

?

-9-

Internship Guidelines 

1

?

Operational guidelines for the internships 

The following guidelines represent material which will be received by 

the Adjunct faculty and the clinical student, at the outset of each placement. 

A. Principles 

(1)

The purpose of field placements is to give students experience in using 

psychological techniques and principles in a diversity of settings. 

(2)

This experience is to be gained under the supervision of a Ph.D. 

psychologist. (In exceptional cases psychologists of established 

reputation without the Ph.D. will be included.) Some specific 

activities may be supervised by other professionals (e.g. social 

workers, psychiatrists), however ultimate responsibility rests with 

the designated supervising psychologist (the Adjunct Professor). 

B. Responsibilities of the Applied/Clinical Committee 

(1)

to select and recruit suitable Adjunct Professors in good settings. 

(2)

to ensure that students are aware of these settings and are placed 

in them. 

(3)

to ensure that students and Adjunct Professors are well informed con- 

cerning the program. 

(4)

to provide liason with student, university and the supervisor during the 

placement. 

(5)

to provide students in field placements with a seminar-forum during 

the fall term in which issues arising from placement experiences may 

be discussed. 

(6)

to provide Adjunct Professors with information and other kinds of 

relevant university support. 

C. Responsibilities of the Students 

(1)

to actively seek out appropriate settings 

(2)

to obtain approval from the A/C Committee for the preferred settings 

(3)

to arrange directly with the settings the details concerning duties, 

their remuneration where relevant, and supervision. 

(4)

to write a• paper at the conclusion of the placement describing and 

evaluating the clinical training activities and including a detailed 

discussion of one case they handled including the theoretical framework 

used, its justification, and an evaluation of the effectiveness of the 

approach used. 

D. Responsibilities of the Clinical Supervisors (Adjunct Professors) 

. ?

(1) to choose from student-applicants those most suitable to the service. 

(2) to provide two hours per week of direct formal supervision to the 

student, including evaluative information as to the level of perform- 

ance being observed. Additional informal consultation is expected to 

occur in the course of daily professional activities. ? 

3.

(3)

to orient the student to the nature of the client population being 

served, the array of services offered in general in the setting, 

the kinds of staff providing these services, and the particular 

activities of psychologists. 

(4)

to train the student in the particular way psychological services 

are provided, and to assign work. 

(5)

to observe, supervise and evaluate the way in which the student 

performs on the assigned work. 

(6)

to arrange for the student to be a participant in meetings concerning 

case handling, administration and planning, in-service training 

seminars and other preventive or educational meetings, as found in 

the particular setting. 

(7)

to communicate with the university psychology department concerning 

the nature and effe'ctiveness of the student's work, at the conclusion 

of the placement using the Evaluation form provided by the University. 

[I:

I ?

IPLY

PHONEi UI - III

d!Pa!t!f!.t.

ftIVRVIEW HOSPITAL

UONDALI. D.C.

VON IJO

CANADA

January 21, 1977. 

Dr Marilyn Bova, 

Department of Psychology,, 

Simon Fraser University, 

Burnaby, B.C. 

VA 188 

Dear Dr, Eonan: 

I wish to thank you for the interest you have 

•hoan in our department providing Internships to graduate                    

.

students qualifying in clinical psychology at S.P.U. For 

a number of years the department has provided paid, super- 

vised, summer praottoua experience to psychology students 

from all three universities, and I would certainly welcome 

the candidacy of those enrolled in your program for these 

positions. 

rely, 

Alan U. Clark, Ph.D., 

Chief Psychologist, 

AMC:nk 

n

SIMON FRASER

UNIVERSITY,

BURNABY, B.C. CANADA V5A iSis 291 3111

tb'Ave.t4Uy

Cowtoe.W.ng

SeAv4ce,

Room 200

FebnuaJty

1, 1917.

Vn. MaAA2yn &uIean

Vepo.nJneiit oJ P4ychoLogy,

Simon

Fta6e.n

UnLue.k6Lty.

vewt Man4Lyt,

you Uqut4.ted, I am

veky

pte.a6ed to 4ubni..t

.ee.UeJL suppoAting

plami4 6o,%

the

ptatement

oJ students 6ot

pxo.c.t2co2 tn.aimt.i.ng

in ou.t depaxiet.t. We haveengaged

4'A

mutwiily

at2. ac.oiy ?

JNen.t

withtudento om Poychotogy, Education,

and Coumu)JJmtg (nom

U8C),

who

have oe.kved

pac.&cum paemeitt6

with u4

in the past. My onLy coPtceM Z4 that 4upVWi6A.on o

the

students

wdt as

pM4en.to

a dt o

both

Mady

a 4tUaulatLng

ov-ended

4LL4heJL

cowt.oe

O't

e4pec2aUy .tn.u.e. dimAng 4wmne.fl 4eme..6teA4 when students a.'e.

£AkeLy to be seeking pLaceiien.t.

Howevex,

we have alway6

been

abe to

a.'m..we

at an

wtde.t6tanding

with the

students

4egaJtdA.ng

the n.eaUt.Le4 06 the situat

on. And it .Lo qu

te po44Lbte they

ILeceve

mote (and date I say beZteM) &upe/tuWon hexe -

despite

the above-ment

oned cUcuttLe.4 - than they might

kece..Lve

eZewhke.

LeeL a

keen Aupon6ibititY to 

piwu44e tn.ai.nng

6o't

4dent6

in p4ycJtoLogy and 4e.L4ted

a/tea6, 

e4pecA:aJly because

the

Cowioe.UAng

Svwe .L4 one

oJ the

6ew u

ou4ceA

availabLe

6ox

t'w)Lnimtg in wo.kk with

n2a60nabty 

weLL-6unc.tonAng

and

heaLthy young adc&U.4. Some 

time

ago, we

deveLoped

an ou.tthie

ox

an in.te.'cne4kp p.wg'tarn, a

copy o6 ki...ch

may be in the

6Ue4

o6 the Vean oJ Gn.aduate S.tuiJ2e6.

We enjoyed

taLking

with you, Mani_tyn, and hope that

we'll s

you again

the nea/t. 6u.twte. Good Luck with youA

Co4dLa.Uy,

Bea.tn.e G.

Lipinski, Ph.V.

Vixec.tox.

BGL:md

_ ?

R(PLY

PHONE

434

•

4247

SUSN It

MENTAL HEALTH CENTRE

3405 WLLINGOOt4 AVENUE.

B.C.

Psychology Department,

Simon Fraser University,.

Thank you for your letter, it was nice to

hear from you again.

SI am happy to lend m

support to your efforts

to establish within community agencies opportunities for your psychology

students to 

ac q

uire,

develop and provide clinical skills. 

The Burnaby Mental Health Services has on occasion

been able to offer such placements and continues to maintain a supportive

interest in that area. However, as you

are

aware, one of the major stumbling

blocks has been 

financial support

for students. As yet, I have received no 

indication if money will be available to us

for

that

purpose.

Nevertheless, aside from the financial issue, as I and

my colleagues in psychology stated when vs last discussed this matter with

you, we 

support

the idea of student 

placement

in our service and welcome the 

opportunity to most with you 

again

to work out a mutually beneficial arrange- 

ment. 

Touri truly,

^%-Ae^4 

Christopher A. Rainey, PI.A.,

Senior Clinical Psychologist. 

CAR/mb

cc:

Dr. T. LePage

Dr. R. Peterson 

April 4, 1977 

Dr. J. Kyle, 

Executive Director, 

Greater Vancouver Mental Health Services, 

1687 West Broadway, 

Vancouver, B.C. 

Dear Dr. Kyle: 

This letter is to recapitulate the meeting which we had on 

March 15, along with your two colleagues Dr. John Sayer and Dr. Doug 

Bigelow. 

After I described the proposed "Graduate Program in Applied/ 

Clinical Psychology" we are working on at Simon Fraser, you described 

the operations of the Greater Vancouver Mental Health Services. We 

discussed the possible ways in which the programs might benefit from 

the existence of each other. You noted that your service looks forward 

to hiring good clinical psychologists with community experience, and I 

considered the needs our students will have for good field training 

placements so that they will gain this kind of experience. 

You felt that it would be possible for our students to receive funded 

internship placements in your services, and we reviewed which particular 

teams would be most appropriate (the teams which have as their 

psychologists Dr. David Chan, and Dr. Cathy Siemens). 

I expressed our intention to provide the supervisors ("Adjunct 

Instructors") with an honorarium each semester they participate in 

student supervision; this will come into effect when the program is 

officially approved. We discussed the possibility of our faculty present- 

ing in return, occasional in-service training workshops or seminars to 

the GV)flIS staff. (In discussing this with my colleagues here they have 

indicated agreement with this, suggesting that two-hour seminars would be 

perfectly feasible from their points of view.) 

We concluded our discussion with clarifications about procedures 

which would be involved: 

(1)

All internship placements will be made through your office, 

never directly with teams. 

(2)

You will place internship salaries into budget plans. 

- __.--.--- -

2.

(3) No placements are required this simmer as our two 

students both appear to have satisfactory 

arrangements 

in hand. 

1 was very encouraged by our meeting; pleased at the kind of 

reception you provided and 

gratified at 

the prospect of cooperating with 

your service. In the long run it is the 

patient-community 

which will 

benefit, but in the short run I hope both of our endeavours will be 

enhanced by this new contact. 

Thank you very much for your help; I look forward to further 

work with you. 

Yours sincerely, 

Marilyn Bowman, 

Director, 

Applied/Clinical Program 

MB/mb 

ri

n

]

I. ?

New tir.lauare i.ourse rroposai rorm 

?

rorin '-,.o 

1. CALENDAR INFORMATION:

Department: 

?

PSYCHOLOGY 

?

Course Number: 881,882,883,884 

Title: 

Practicum in Psychology 

Description: 

This consists of part-time supervised professional training in a community 

agency 

Credit Hours: 

?

3 each 

?

Vector: Part-time _for 

prerequisite(s) if 

any:802,803 

?

thirteen weeks 

?

.

?

.

2..

ENROLLMENT AND SCHEDULING: 

Estimated Enrollment: 

2-8 ? 

When will the course first 

be offered: Fall1977 

Row often will the course be offered: 

Two semesters each year 

JUSTIFICATION:

These four course numbers each represent one part-time Rracticum placement, ip ended to 

meet the requirements of the newly proposed program: Applied/Clinical psychology 

4.

RESOURCES: ? 

The coordinators of these placements will be: 

Which Faculty member will normally teach the course: 

Bowman,.Ksionzky,Marcia 

What are the budgetary implications of mounting the course: 

None 

Are there sufficient Library resources (append details):    

Yes

Appended: a) Outline of the Course 

b) An indication of the competence of the Faculty member to give the course 

c). Library resources 

Approved: Departmental Graduate Studies Committee:          

Date: 

•1

Faculty Graduate Studies Committee: 

?

_

Date:_______________ 

Senate Graduate Studies 

?

Date: ic 

Senate: ?

Date:______________ 

Iwa

Course outline: Practicum in Psychology 

The details concerning the four course numbers included under this title 

closely resemble those provided for course number 880 and 886 relating to the 

full-time internships. The significant difference merely relates to the 

pratica being part-time (typically equivalent to two days per week), rather 

than full-time as in the case of the internships. 

Normally students will not 

receive remuneration for work done In the practicum placements. 

)

Appendix IV 

After extensive consultations between the library, the 

Department of Psychology and this office, the following rough 

estimate of the library costs of implementing the proposed 

program in Applied/Clinical Psychology was. agreed upon by all 

parties: 

Start-up Costs: 

?

Monographs 

?

$ 20,000 

Backfiles of Journals 

?

8,000 

$ 28,000 

Continuing Costs: Monographs 

?

$ 2,000 per annum 

Journals 

?

$ 2,000 per annum 

?

.

Dr. Bruce P. Clayun, 

Associate Dean of 

Graduate Studies 

a

5 6