Clinical Program Manual
Clinical Program Manual
for
M.A. Clinical Psychology
Ph.D. Clinical Psychology
Department of Psychology
Lakehead University
Revised September 2006
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Clinical Program Manual
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PREFACE
The Clinical Program Manual (CPM) is designed to guide the reader through
the inner workings of the MA Clinical Psychology and PhD Clinical Psychology
programs at Lakehead University. The information is based on departmental
documents and current practices and on university policies and procedures.
Copies of the CPM are made available to all Clinical Psychology graduate
students, Psychology faculty and Psychology Adjunct faculty members either in hard
format or in electronic copies. Departmental and university guidelines, policies and
procedures might change over time. The CPM will be revised accordingly.
The graduate clinical program at Lakehead University has a sibling graduate
MSc Experimental Psychology program. Information on all Psychology graduate
programs can be found on the departmental website http://psychology.lakeheadu.ca.
Clinical Program Manual
TABLE OF CONTENTS
I.
Overview
Philosophy............................................................................................................................................
Goals....................................................................................................................................................
Objectives............................................................................................................................................
Values..................................................................................................................................................
Theoretical Orientation.........................................................................................................................
Professional and Research Interests...................................................................................................
Department of Psychology Faculty Members and Administrative Staff.................................
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II. Administrative Structure
Governance of the Clinical Programs..................................................................................................
Link to the Graduate Studies Committee in Psychology......................................................................
Director of Clinical Training (D.C.T.)....................................................................................................
Clinical Placement Coordinator............................................................................................................
Clinical Practice Comprehensive Examination Coordinator.................................................................
Test Library Coordinator......................................................................................................................
Clinical Area Meetings.........................................................................................................................
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III. Graduate Clinical Programs in Psychology
M.A. in Clinical Psychology..................................................................................................................
Ph.D. in Clinical Psychology................................................................................................................
Non-Credit Required Courses..............................................................................................................
Research Seminar (Psychology 5600)..................................................................................
M.A. Practicum (Psychology 5901)........................................................................................
Ph.D. Practicum (Psychology 6090)......................................................................................
Ph.D. Internship (Psychology 6092)......................................................................................
Clinical Practice Comprehensive Examination (Psychology 6811).......................................
Science Comprehensive Examination (Psychology 6812)....................................................
Master’s Thesis (Psychology 5901).......................................................................................
Ph.D. Dissertation (Psychology 6901) ..................................................................................
Application to the Ph.D. Program.........................................................................................................
Internal Applicants.................................................................................................................
External Applicants................................................................................................................
Graduate Program Schedule...............................................................................................................
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IV. Clinical Placements
M.A. Clinical Practicum........................................................................................................................
Ph.D. Clinical Practicum.......................................................................................................................
Ph.D. Internship...................................................................................................................................
Clinical Placement Guidelines..............................................................................................................
A. Insurance coverage........................................................................................................
B. Clinical placement sites..................................................................................................
C. Clinical supervisors.........................................................................................................
D. Setting expectations for clinical training.........................................................................
E. Evaluation of student.....................................................................................................
F. Tracking supervisory hours............................................................................................
G. Tracking clinical training activities..................................................................................
H. In summary – what to submit.........................................................................................
APPIC Placement Process..................................................................................................................
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Clinical Program Manual
V. M.A. Thesis & Ph.D. Dissertation Policy and Procedure
Supervisor Selection and Timeline.......................................................................................................
Thesis Supervisory Committee/Dissertation Advisory Committee.......................................................
Thesis/Dissertation Examination Committee.......................................................................................
Appointment of an External (External) Examiner from Outside the University....................................
Process for the M.A. Thesis and Ph.D. Dissertation............................................................................
Preparation, Approval, Defense and Presentation of the Thesis/Dissertation Proposal......................
Seeking Ethics Approval Prior to Data Collection................................................................................
Annual and Final Report to the Lakehead University Senate Research Ethics Board.........................
After the Data Collection......................................................................................................................
Final Thesis/Dissertation Process........................................................................................................
Oral Defense........................................................................................................................................
The Final Step......................................................................................................................................
Failed Thesis/Dissertation....................................................................................................................
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VI. Monitoring of Student Progress and Annual Report.............................................................................
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VII. Resolution of Student Difficulties............................................................................................................
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VIII. Financial Assistance and Employment
Financial Assistance............................................................................................................................
Employment.........................................................................................................................................
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IX. Programme Evaluation..............................................................................................................................
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LIST OF APPENDICES
1. Research Interests of Psychology Full-Time and Adjunct Faculty Members......................................
2. Clinical Practice Comprehensive Examination (Psyc 6811)................................................................
3. Science Comprehensive Examination (Psyc 6812).............................................................................
4. Graduate Program Schedule...............................................................................................................
5. Listing of Lakehead University Clinical Psychology Placement Settings in Northwestern Ontario......
6. Clinical Placement Learning Expectations...........................................................................................
7. Lakehead University Clinical Psychology Practicum Evaluation Form................................................
8. Lakehead University Clinical Psychology Intern Evaluation Form.......................................................
9. Supervision Log...................................................................................................................................
10. Graduate Student Report on Completion of Clinical Placement Form.................................................
11. Agreement of an M.A. Thesis Supervisor Form...................................................................................
12. M.A. Thesis Supervisory Committee Form..........................................................................................
13. Ph.D. Dissertation Supervisory Committee Form................................................................................
14. M.A. Thesis Proposal Approval Form..................................................................................................
15. Ph.D. Dissertation Proposal Approval Form........................................................................................
16. Departmental Ethics Form for Recruitment from Introductory Psychology Subject Pool.....................
17. Student Annual Report.........................................................................................................................
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Clinical Program Manual
I.
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OVERVIEW
Philosophy
The mission of the Masters and Doctoral Program in Clinical Psychology at Lakehead University is
to pursue excellence in psychological research, professional education, and training, as well as public and
community service. We are committed to fostering a community of intellectual excellence that promotes an
evolving understanding of psychological science and the provision of high-quality graduate education and
training in the profession of psychology. The program strives to develop and nurture skills within our
students that are grounded in science, critical thinking, and ethics, so that they may serve as competent
researchers, clinicians and educators. We are dedicated to increasing the scientific understanding of the
behaviour of individuals, groups and social systems, and to the application of this understanding to enhance
the functioning and well-being of individuals, groups and societies.
The program adheres closely to the scientist-practitioner model of training and practice in
psychology. Specifically, we subscribe to the view that the practitioner who can critically evaluate these
research findings will make the soundest contributions to society and the profession by supporting evidencebased practice. Similarly, a clinical researcher who is knowledgeable about best practices will make the
most significant contribution to clinical research.
Goals
Our professional goal is to train our students in clinical and research skills that allow them to
pursue a career in professional practice that is informed by science or in academic/research settings that
require highly trained clinical psychology researchers. Furthermore, in keeping with the mission of
Lakehead University as a University in the north, the Ph.D. program also has an additional focus on rural,
community, native and cultural issues. Health care issues have been at the forefront in Northern Ontario for
many years. Distinctive geographic and population characteristics make the region difficult to serve, and the
recruitment and retention of health care professionals have remained a challenge. Through this program, it
is also hoped that the generation and dissemination of knowledge based on research on northern issues in
clinical psychology make possible an increase the number of practising clinical psychologists in the region.
To this end, students are provided with a comprehensive background in the field so as to prepare them to
deal with the wide range of mental health issues that confront clinical psychologists not only in urban
settings but also in remote areas. Clinical training in northern Ontario hospitals, clinics, and agencies are
made available to the students.
Objectives
Our objectives are to provide our students with knowledge in the following areas:
1.
The five core content areas in psychology, namely biological, social, cognitive-affective, individual
bases of behaviour, and history and systems of psychology.
2.
Research methods and advanced statistics
3.
Test construction and measurement
4.
Scientific and professional ethics and standards in accordance with the Canadian Psychological
Association Code of Ethics for Psychologists and Practice Guidelines for Providers of
Psychological Services and the College of Psychologists of Ontario Standards of Professional
Conduct.
5.
Psychological assessment
6.
Intervention
7.
Program development and evaluation
8.
Diversity issues in clinical psychology
9.
Information to launch careers in research and professional practice
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Values
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Learning. We view learning as a continuous lifelong process. It embraces the principles of
intellectual freedom and academic inquiry.
Science-based practice. The program adheres to the Scientist-Practitioner model of training. The
value of evidence-based practice is appreciated and applied to training in assessment, treatment,
and outcome evaluation. It is hoped that these ongoing contributions can be used to enhance
service delivery and the well-being of the mental health population as a whole.
Ethical and responsible practice. The program strives to prepare students who are ethical and
professional in their research, clinical, and teaching activities. The ethical principles of the field are
emphasized so that students come to value the dignity of the individual, the importance of the
promotion human welfare, and the maintenance of scientific, academic, and professional integrity.
Diversity. Training is grounded in an appreciation of cultural diversity and the unique needs of
Aboriginal persons and rural, remote and underserviced populations. Training is provided in
courses and clinical practica in the adaptation of approaches to assessment, treatment, and the
interpretation of data that are sensitive to individual differences. Moreover, the program attempts to
provide a “generalist” approach to training that is responsive to the varied interests, needs, and
goals of its learners.
Interdisciplinary. Our commitment to learning transcends specific programs, with collaboration
between psychology and other academic units within the university, including Women’s Studies,
and Gerontology.
Theoretical Orientation
The primary theoretical orientation of the program is cognitive-behavioural. However, students are
exposed to other theoretical orientations in their courses (e.g., psychodynamic, interpersonal, systems,
feminist). Additionally, our students work with faculty or clinical supervisors in the various clinical settings,
both within and outside of Thunder Bay, on their research and clinical activities. Exposure and familiarity to
different theoretical orientations are available when the students are trained with different supervisors.
Professional and Research Interests
The professional and research interests of the Clinical Faculty span a broad range, and their
research expertise include both quantitative and qualitative strategies of analyses. Students are
encouraged to work as well with the Experimental Faculty to broaden their scope of research training and
become familiar with other areas of Psychology. The research interests of the Psychology faculty members
are detailed in Appendix 1.
Department of Psychology Faculty Members and Administrative Staff
Clinical Faculty
Dr. Ron Davis
Dr. Dwight Mazmanian
Dr. Charles Netley
Dr. Kirsten Oinonen
Dr. Edward Rawana
Dr. Josephine Tan
Experimental Faculty
Dr. Steve Goldstein
Dr. Gordon Hayman
Dr. Mark Howe (presently on leave)
Dr. John Jamieson
Dr. Brian O’Connor
Dr. Michael Stones
Dr. Mirella Stroink
Administrative Assistant
Dr. Michael Wesner
Ms. Mary Lysenchuk (Departmental)
Ms.Sheila Delin (Graduate)
Adjunct Faculty
Dr. Jack Haggarty
Dr. Mary Donaghy
Dr. Steve Donaghy
Dr. Paul Johnston
Dr. Louise Maxfield
Dr. Mary Ann Mountain
Dr. Fred Schmidt
Dr. Scott Sellick
Dr. Peter Voros
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II. ADMINISTRATIVE STRUCTURE
Governance of the Clinical Programs
1.
The Director of Clinical Training (D.C.T.) and the Clinical Area (all core clinical faculty) assume all
responsibility and authority for the operation of the program, including admissions to the program.
2.
All decisions relating to issues about the M.A. Clinical and Ph.D. Clinical Psychology programs are
made by the Clinical Area in consultation with the clinical graduate students via their student
representatives. However, changes in program requirements have to be approved by the
Department of Psychology.
3.
The Director of Clinical Training (D.C.T.) is responsible for the administration of the M.A. and Ph.D.
Clinical Psychology programs, in consultation with the core clinical faculty. The D.C.T. abides by
the standards as set for in the document Accreditation Standards and Procedures for Doctoral
Programs and Internships in Professional Psychology 4th Revision (Canadian Psychological
Association, 2002), and strives to align the policies and procedures described herein regarding the
M.A. and Ph.D. program in clinical psychology with those standards.
4.
The core clinical faculty consists of faculty members whose doctorates are in clinical or counselling
psychology [CPA Standard V(G) p. 39].
5.
The core, adjunct, and complementary faculty who supervise students in the provision of
professional service are appropriately credentialed and registered in the jurisdiction in which the
service is provided.” [CPA Standard V(H), p. 39].
6.
A Clinical Placement Coordinator elected by the Clinical Area is responsible for the “monitoring and
evaluating practicum facilities and internship settings and for overseeing student progress within
them” [CPA Standard V[(I), p. 39]. More details are provided below in the section Clinical
Placement Coordinator.
7.
A Clinical Practice Comprehensive Examination Coordinator elected by the Clinical Area, is
responsible for the organization of the comprehensive examination. More details are provided
below in the section Clinical Practice Comprehensive Examination Coordinator.
8.
A Test Library Coordinator elected by the Clinical Area, is responsible for the operations of the Test
Library. More details are provided below in the section Test Library Coordinator.
Link to the Graduate Studies Committee in Psychology
The Department of Psychology has an advisory body, Graduate Studies Committee (G.S.C.),
which is responsible for the development and implementation of general policies and procedures that affect
the M.A. Clinical, Ph.D. Clinical, and the M.Sc. Experimental (General Experimental and Applied Health
streams) programs. It is also responsible for liaising between the Department and the Faculty of Graduate
Studies on matters relating to graduate education.
The G.S.C. membership consists of the G.S.C. Chair, the D.C.T., the Director of Experimental
Training, one Ph.D. student representative, and one M.A. student representative, and one M.Sc. student
representative. Student representatives are elected by their student peers.
1.
2.
The duties of the D.C.T. and the G.S.C. are related but still distinct in the following way:
The G.S.C. serves in an advisory capacity to the Department. It advises the Department on
matters pertaining to the development and implementation of general policies and procedures
relating to the clinical and experimental fields. Any changes to the existing policies and procedures,
including entries in the university Calendar, are motioned by the G.S.C. for approval at the
Department-wide meeting of faculty.
It is the responsibility of field Directors and their respective committees to carry the approved
policies and procedures documented herein. Directors are the first line of accountability on all
matters pertaining to individual or collective issues of graduate students within their respective
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fields.
Specific activities of the G.S.C. include, though not limited to, the following matters:
a.
advising the Department on standard criteria for minimal entry qualifications for both
graduate programs,
b.
advising the Department on standard criteria for selecting students for internal and
external awards of both a monetary and non-monetary nature, and for distributing
Graduate Assistantships,
c.
advising the Department on policies and procedures that affect both fields on matters
related to program development, student evaluation and progress, thesis/dissertation
requirements,
d.
liaising between the Department and the university-wide Graduate Studies Council
through its elected G.S.C. chair,
e.
keeping current with the status and developments within the clinical and experimental
fields to ensure open communication and smooth implementation of the psychology
graduate study policies and procedures detailed herein.
Director of Clinical Training (D.C.T.)
The D.C.T. is elected by the Clinical Area and the decision is ratified by a departmental vote during
the September departmental meeting. The term of the D.C.T. is for a period of 3 years and is renewable.
As outlined in the document Accreditation Standards and Procedures for Doctoral Programs and Internships
in Professional Psychology 4th Revision (Canadian Psychological Association, 2002), the duties of the
Director of Clinical Training include but are not limited to:
a.
“program planning and development requisite to the annual reporting and self-study
process,
b.
overseeing and delegating the professional and administrative tasks, which are necessary
to the operation of the program, and
c.
liaisoning with the Registrar and Accreditation Office staff and ensuring timely submission
of annual reports and annual fees, selecting site visit teams an scheduling site visits, and
responding to inquiries and requests for information from the Accreditation Office.” (CPA,
p. 7).
The D.C.T. works closely with the Clinical Placement Coordinator, Clinical Practice Comprehensive
Examination Coordinator, and the Test Library Coordinator for the smooth operation of all aspects of the
clinical programs. The D.C.T. conducts regular Clinical Area meetings in which clinical core faculty and
student representatives meet to discuss and decide on matters relevant to the clinical graduate programs,
and signs off on relevant forms and documents (e.g., APPIC forms, clinical placement learning expectations
forms).
The D.C.T. represents the clinical programs at the G.S.C. level. He/she informs the G.S.C. the
status and progress of the programs. The D.C.T. reports to the Clinical Area and to the Department for the
purpose of transparency, accountability, and consultation.
Clinical Placement Coordinator
The Clinical Placement Coordinator is elected by the Clinical Area to a three-year renewable term
to assist with the responsibilities associated with clinical placements. The duties of the Clinical Placement
Coordinator include liaison with clinical supervisors in the community, response to student inquiries about
placements, reviewing and approving student requests for placements and their placement agreements,
monitoring of student progress during their clinical placements, and addressing difficulties experienced by
students during their clinical placements. If remediation plans are required, these will be developed by the
Clinical Placement Coordinator in consultation with D.C.T., the student, and where necessary the clinical
core faculty. The Clinical Placement Coordinator will implement remediation plan and monitor the progress
Clinical Program Manual
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of the student in difficulty.
Clinical Practice Comprehensive Examination Coordinator
The Clinical Practice Comprehensive Examination Coordinator elected by the Clinical Area to a
three-year renewable term to assist with the responsibilities associated with the clinical comprehensive
examination. Duties include the development of examination questions together with the clinical faculty,
securing markers for the examination questions, scheduling of the examination date and place with the
students, proctoring the examination, delivering the examinations to the markers, collating the marks from
the markers, and feedback to the students on their performance in the examination. The Clinical Practice
Comprehensive Examination Coordinator will not contribute to the examination questions or mark the
examinations.
Test Library Coordinator
The Test Library Coordinator elected by the Clinical Area to a three-year renewable term to assist
with the responsibilities associated with the test library which contains the Department’s collection of
psychological assessment resources. Duties include maintaining a listing of test materials currently in the
library, conducting periodic reviews of test catalogues and relevant literature to identify test instruments that
should be acquired, consulting clinical faculty on a regular basis in order to determine their test needs,
maintaining the security of test library and ensuring that only qualified individuals have access to its
materials, conducting reviews of test needs and assisting in the request to the Administration for funds
required to meet those needs, and providing the D.C.T. with annual reports on the status of the test library.
Clinical Area Meetings
On average, the Clinical Area meets every four weeks to review the status of the programs,
address any issues or difficulties that might arise, identify short-term and long-term objectives, and plan for
the accomplishment of the objectives and annual reports to the Canadian Psychological Association
Accreditation Panel. The D.C.T. and Coordinators also report their activities at these meetings. The Clinical
Area meetings might take place more frequently during January, February, and March to review graduate
applications for admission. Ad hoc meetings also occur whenever an issue in the program arises. Clinical
Area meetings are attended by the clinical faculty and the M.A. and Ph.D. Clinical student representatives.
Student representatives participate fully in the meetings and have voting privileges. However, they are
excluded from discussion and voting on confidential matters involving specific students and faculty
members. To protect confidentiality, student representatives do not have access to the files of applicants to
the clinical programs and do not evaluate the applications, although they have the opportunity to share their
views on the selection process and its criteria.
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III. GRADUATE CLINICAL PROGRAMS IN PSYCHOLGY
The Department of Psychology at Lakehead University offers an M.A. in Clinical Psychology and
Ph.D. in Clinical Psychology. Typically, students who enroll in the M.A. program continue into the Ph.D.
program. However, they have to make a formal application. Those who show satisfactory progress and
interpersonal suitability for clinical work in their M.A. program will normally be approved for continuation into
the Ph.D. program. Registration into the Ph.D. program is permitted by the Registrar’s Office only after all
M.A. program requirements have been completed.
M.A. in Clinical Psychology
The M.A. in Clinical Psychology requires the completion of 6 FCEs (full course equivalents) over
two years of study. Students must register in the following courses:
(a)
Psychology 5151 – Multivariate Statistics for Behavioural Research (0.5 FCE)
(b)
Psychology 5201 - Clinical Assessment Techniques (1.0 FCE)
(c)
Psychology 5271 - Ethical and Professional Issues (0.5 FCE)
(d)
Psychology 5551 - Clinical Interviewing (0.5 FCE)
(e)
Psychology 5571 – Psychotherapy (0.5 FCE)
(f)
Psychology 5901 - M.A. Thesis (2.0 FCE)
(g)
One FCE elective at the graduate level (1.0 FCE)
(h)
Psychology 5600 - Research Seminar (non-credit required course)
(i)
Psychology 5091 – M.A. Practicum (non-credit required course)
It is expected that the average student will take two years to complete the program. In addition to
the Master’s Thesis and the Research Seminar, students are expected to enroll in approximately three
FCEs per year. Students are expected to have completed the thesis proposal, have it approved and
defended before the thesis committee, and posted in the Department for departmental approval by
September 30 of M.A. Year 2. The Master's Practicum (Psychology 5091) will be taken in the summer of
the M.A. Year 2 after students have successfully completed their M.A. course work (with the exception of
the thesis defense). M.A. students must register yearly in Psychology 5901 (M.A. Thesis) and Psychology
5600 (Research Seminar).
Note that not every course is offered annually. Typically, Psychology 5201, 5311, 5551, 5571,
and 5600 will be offered every year while the remaining courses will be offered every second year.
Students are strongly advised to enroll in the courses that they require or desire in the year that they are
offered instead of waiting for the next rotation as it will unduly prolong their time in the program.
Ph.D. in Clinical Psychology
The Ph.D. in Clinical Psychology requires, over 4 years of full-time study, the completion of 6
FCE’s (3 FCE equivalent required courses and 3 FCE equivalent elective courses), plus the following noncredit courses: Ph.D. Practicum (Psychology 6090), Clinical Practice Comprehensive Examination
(Psychology 6811), Science Comprehensive Examination (Psychology 6812), Ph.D. Internship (Psychology
6092), Ph.D. Dissertation (Psychology 6901) and Research Seminar (Psychology 5600).
Ph.D. students in Years 1, 2 and 3 must register yearly in Psychology 6901 (Ph.D. Dissertation)
and Psychology 5600 (Research Seminar). The sequence of the program is shown in the next page.
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1st and 2nd Year Ph.D. Clinical Psychology
(The 6 courses listed below are typically offered only every other year)
Psyc 5311
Psyc 5711
Psyc 6211
Psyc 6231
Psyc 6251
Psyc 6751
Cognitive-Behavioural Therapy (0.5 FCE)
Research Methods and Program Evaluation (0.5 FCE)
Psychopathology of the Adult (0.5 FCE)
Psychopathology of Childhood and Adolescence (0.5 FCE)
Advanced Assessment Techniques (0.5 FCE)
Cultural Issues for Clinical Psychologists (0.5 FCE)
Other requirements
Psyc 5600
Research Seminar (non-credit required course. Must be enrolled for the first
3 years of the program except for periods when clinical placements are located
outside of Thunder Bay.)
Psyc 6090
Ph.D. Practicum (non-credit required course. Must be enrolled by spring/summer
of Year 1 and completed before application for Ph.D. Internship placements)
Psyc 6901
Ph.D. Dissertation (must be enrolled from 1st year of the Ph.D. program onwards)
Psyc 6092
Ph.D. Internship (normally undertaken in 4th year of the Ph.D. program).
Psyc 6811
Clinical Practice Comprehensive Exam (non-credit required credit. Must be
enrolled by spring/summer of Year 2, and completed before the beginning of
Year 3)
Psyc 6812
Science Comprehensive Exam (must be enrolled by fall of Year 3 and completed by
August 31 Year 3 of the Ph.D. program).
Six electives
Complete 6 graduate half-courses (total of 3.0 FCE) from the 4 cognate areas: Biological
Bases of Behaviour, Cognitive/Affective, Social/Developmental, and Individual Bases of
Behaviour (see below). A given half-course can fulfill only one of these cognate
requirements. These 6 elective graduate half-courses are normally completed over the
first 3 years of the Ph.D. program.
Note :
Successful completion of an honors level undergraduate psychology thesis may be credited towards one
applicable cognate area.
The table below lists the elective courses within each cognate area. Course description is provided
in the currrent Lakehead University calendar.
Cognate Areas
I. Biological
Elective Courses
Psyc 5111 Cognitive Neuropsychology
Psyc 5471 Psychopharmacology
Psyc 5475 Behavioural Endocrinology
Psyc 5472 Topics in Biological Psychology
Psyc 5751 Special Topics in Biological Psychology
Psyc 5801 Specialized Readings and Research Techniques
Psyc 5811 Specialized Readings and Research Techniques
Psyc 6411 Clinical Psychopharmacology
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Cognate Areas
II. Cognitive-Affective
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Elective Courses
Psyc 5075 Mood Disorders
Psyc 5111 Cognitive Neuropsychology
Psyc 5801 Specialized Readings and Research Techniques
Psyc 5811 Specialized Readings and Research Techniques
III. Social
Psyc 5110
Psyc 5250
Psyc 5801
Psyc 5811
Psyc 6331
Psyc 6531
Interpersonal Behaviour in Psychopathology
Evaluation in a Health & Social Services Context
Specialized Readings and Research Techniques
Specialized Readings and Research Techniques
Psychosocial Problems Across the Life Span
Community and Rural Psychology
IV. Individual Bases of
Behaviour
Psyc 5011
Psyc 5035
Psyc 5055
Psyc 5211
Psyc 5415
Psyc 5801
Psyc 5811
Correctional Psychology
Health Psychology
Eating Disorders and Obesity
Psychogerontology
Learning Disabilities
Specialized Readings and Research Techniques
Specialized Readings and Research Techniques
Non-Credit Required Courses
Research Seminar (Psychology 5600)
Research Seminar consists of 1- hour talks offered by visiting speakers, faculty members, and
students. The seminars are typically held twice a month on a Friday afternoon during the fall and winter
terms. Notice of upcoming talks are emailed to students and faculty one week in advance and posted in the
Department. Students who are required to make a thesis or dissertation proposal defense presentation may
choose to do so during the Research Seminar which allows them to share information about their projects
and receive questions and feedback from the audience.
All M.A. and Ph.D. clinical students are required to attend the Research Seminar. Those who are
completing their program requirements (e.g., clinical placements) out of town are not required to attend if the
distance does not permit them to do so. Those who are undertaking their clinical placements in town and
who are within traveling distance are expected to make arrangements with their clinical supervisors to
attend the Research Seminars.
Psychology 5600 will show as “in progress” on the student’s transcript because s/he is required to
enroll in it every year of the program. When the student has completed the program, Psychology 5600 will
show up as a “credit” on the transcript, provided that the student demonstrates 80% attendance in each year
of the program, with the exception of periods when it was not feasible for him/her to attend the seminars due
to distance.
M.A. Practicum (Psychology 5091)
M.A. students are required to successfully complete a 400-hour practicum in the summer of the
M.A. Year 2 when they have successfully completed their M.A. course work (with the exception of the thesis
defense). For more information, refer to the section Clinical Placements.
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Ph.D. Practicum (Psychology 6090)
Ph.D. students are required to successfully complete a 600-hour practicum. They are expected to
enroll in the course by spring/summer of Year 1 and to complete it before they apply for Ph.D. internship
placements. For more information, refer to the section Clinical Placements.
Ph.D. Internship (Psychology 6092)
Clinical Ph.D. candidates are required to complete a twelve-month (2000 hour equivalent)
internship. Internship settings are designated and approved by the program, and supervision is provided by
registered doctoral-level psychologists who are approved by the program. Students are encouraged to
apply for CPA accredited internships and to use the APPIC matching service. Before attending the Ph.D.
internship, students must have already completed their coursework, the Clinical Practice Comprehensive
Examination, the Science Comprehensive Examination, and dissertation data collection. In cases where the
dissertation project consists of analyzing a pre-existing secondary database, the student must have had
his/her dissertation project approved by his/her Dissertation Advisory Committee.
Clinical Practice Comprehensive Examination (Psychology 6811)
Ph.D. students are required to register for Psychology 6811 in the spring/summer term of their
Ph.D. Year 2. It is a full day closed book examination. Students are expected to have completed 100% of
their required courses in order to sit for the examination. More details on Psychology 6811 are provided in
Appendix 2.
Science Comprehensive Examination (Psychology 6812)
Ph.D. students are required to register for Psychology 6812 no later than the fall of Year 3 and to
complete the course by the end of Year 3 (August 31). More details on Psychology 6812 are provided in
Appendix 3.
Master’s Thesis (Psychology 5901)
M.A. students are required to complete a Master’s thesis. They are required to enroll in it during
every year of their program. For further information, refer to section M.A. Thesis and Ph.D. Dissertation
Policy and Procedure.
Ph.D. Dissertation (Psychology 6901)
Ph.D. students are required to complete a Ph.D. dissertation. They are required to enroll in it
during every year of their program. For further information, refer to section M.A. Thesis and Ph.D.
Dissertation Policy and Procedure. Students need to keep in mind that timely progress in the dissertation is
very desirable. Some APPIC internship sites require that the dissertation proposal be completed and
accepted before they would grant students an interview, let alone accept them into the internship placement.
Application to the Ph.D. Program
Internal Applicants
Students who have completed their M.A. in Clinical Psychology at Lakehead University may apply
to the Ph.D. program. The application process for internal candidates is as follows: (1) complete a
Graduate Studies Application Form that can be obtained from the Office of Graduate and International
Studies or downloaded from http://ogis.lakeheadu.ca/uploads/grad_application_form.pdf, (2) obtain a letter
from a full-time faculty member in the Department of Psychology indicating an agreement to supervise the
student’s dissertation project , and (3) submit the Graduate Studies Application Form, the application fee,
Clinical Program Manual
14
and the letter from the intended dissertation supervisor to Ms. Sheila Delin, Graduate Administrative
Assistant, for processing. The deadline for submitting the application to Ms. Delin is October 31 of M.A.
Year 2. If the application is successful, the student can be registered in the Ph.D. program in the fall term
of the following year on the condition that they have completed all their M.A. program requirements by
August 31. This condition is set by the Office of Graduate Studies and by the Registrar’s Office. This
means that the student must have successfully defended the thesis, completed all forms related to
completion of and graduation from the M.A. program, produced 3 copies of the thesis for binding, and
brought them to the Office of Graduate Studies by the deadline.
External Applicants
Students who have completed their M.A. in Clinical Psychology in another institution may apply to
the Ph.D. program. The application process is detailed in the Lakehead University Calendar (see Graduate
Studies). Information on the requirements for admission into the Ph.D. program is detailed in the Lakehead
University Calendar (see Faculty of Social Sciences and Humanities Graduate Programs - Department of
Psychology).
Graduate Program Schedule
Please see Appendix 4 for the Graduate Schedule that summarizes the deadlines for the M.A.
Clinical and Ph.D. Clinical programs.
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15
IV. CLINICAL PLACEMENTS
M.A. Clinical Practicum
Students in the M.A. program are required to complete a 400-hour clinical placement. This is
normally undertaken in the spring/summer of M.A. Year 2 after the student has taken Psyc 5201 Clinical
Assessment, Psyc 5271 Ethical and Professional Issues, Psyc 5551 Clinical Interviewing, and Psyc 5571
Psychotherapy. In order to be credited for Psyc 5091 Master’s Practicum, students must be registered in
the course. The practicum placement has to be approved by the Clinical Placement Coordinator (see
Clinical Placement Guidelines below).
Ph.D. Clinical Practicum
Students in the Ph.D. program are required to complete a 600-hour clinical placement. This may
be undertaken anytime during the Ph.D. program but it has to be completed prior to the Ph.D. Internship. In
order to be credited for Psyc 6090 Ph.D. Practicum, students must be registered in the course. The
practicum placement has to be approved by the Clinical Placement Coordinator (see Clinical Placement
Guidelines below).
Ph.D. Internship
Students in the Ph.D. program are required to complete a 2000-hour (or 1 year full-time equivalent)
internship. This is normally undertaken in the Ph.D. Year 4. Before attending the Ph.D. internship, students
must have already completed their coursework, the Clinical Practice Comprehensive Examination, the
Science Comprehensive Examination, and dissertation data collection. In cases where the dissertation
project consists of analyzing a pre-existing secondary database, the student must have had his/her
dissertation project approved by his/her Dissertation Advisory Committee. Please note that some APPIC
internship sites require that the dissertation proposal be completed and accepted before they would grant
students an interview, let alone accept them into the internship placement. As well, students who participate
in the APPIC process for their internship application need to have the D.C.T. complete a section of the
APPIC form. In that section, the D.C.T. is required to comment on the progress of the student in the
doctoral program, including the completion of the comprehensive examinations. The internship placement
has to be approved by the Clinical Placement Coordinator (see Clinical Placement Guidelines below).
Clinical Placement Guidelines
IMPORTANT: No student registered in the M.A. and Ph.D. Clinical Psychology program is permitted to
engage in any clinical activity unless under supervision. This is for the protection of the public and in
compliance with the College of Psychologists of Ontario Standards of Professional Conduct (effective
September 1, 2005) and with the Canadian Psychological Association Code of Ethics for Psychologists
(Third Edition).
A. Insurance coverage. All students on clinical placements have liability insurance from
Lakehead University as long as the clinical activities they are undertaking are requirements of their degree
program. Students who are on unpaid clinical placement anywhere in the world have to complete the
Ministry of Health and Long-Term Care (MOHLTC) health insurance form. This is to ensure that they have
coverage in the event of accident at work. The form is available from Ms. Sheila Delin (Graduate
Administrative Assistant), and should be returned to her after it has been filled out. It is expected that the
form will be submitted prior to the prior to the commencement of an unpaid placement. Students on paid
clinical placement would have coverage through their placement settings.
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B. Clinical placement sites. Selection of placement sites depends on the type of training the
student wishes to pursue. For example, some students are interested in working with children while others
prefer working with adults. In the past, students have worked at different placement sites during their
practicum to obtain a variety of experience. However, given the short duration of the practicum, students
should strongly consider the value of choosing one placement that offers them variety and continuity in
training. Ph.D. students on internship typically stay with one clinical setting that offers them breadth and
depth in training. Students are strongly encouraged to apply to accredited sites for their internship training.
Normally, this will entail undergoing the APPIC application process (see APPIC Application Process below).
Information on a number of clinical placement sites is available from the Test Library and from postings in
the Department. A listing of pre-doctoral internship programs in clinical psychology that are accredited by
the Canadian Psychological Association is available from www.cpa.ca/accredlist.htm. Pre-doctoral
internship training programs located in Canada that are accredited by the American Psychological
Association are listed on www.apa.org/ed/accreditation/interncanada.html.
Students who wish to undertake a clinical placement in the City of Thunder Bay are encouraged to
contact the sites directly for more information and make arrangements with potential clinical supervisors. A
listing of Psychology supervisors at the clinical placement sites in the city is provided in Appendix 5.
Students are strongly encouraged to consult with the Clinical Placement Coordinator to ensure that the
clinical setting is acceptable to the program especially for unaccredited sites that the program is not familiar
with.
•
•
•
•
•
Approval of clinical settings by the program is dependent on the following criteria:
APA and/or CPA accredited sites preferred
The clinical training is supervised by experienced doctoral level registered psychologists
The training program offers breadth and depth of clinical experience with respect to diversity of
client population and presenting problems
The graduate student is exposed to increasingly complex cases under appropriate and meaningful
supervision
Settings include assessment, intervention and consultation strategies related to clinical practice,
and in some cases opportunities for clinical research or program evaluation.
C. Clinical supervisors. Clinical supervisors have to be Ph.D. level psychologists registered or
licensed in the province or state in which they practice. Master’s level supervisors may be involved in the
supervision on the condition that they are not the primary supervisor, and that the primary supervisor is a
Ph.D. level registered/licensed psychologist. The primary supervisor is the individual who oversees the
progress of the student in the clinical placement, is responsible for the majority of the supervision, and who
signs off on the clinical documents prepared by the student. Clinical placements are designed to offer the
student breadth and depth of experience. Hence students are encouraged to work with their clinical
supervisors to expand their exposure to assessment and therapy/interventions, different types of presenting
problems, and different types of client population. However, the degree to which this objective can be
accomplished depends on the setting and the clinical supervisor.
D. Setting expectations for clinical training. Prior to commencing the clinical placement,
students should complete with their supervisor the Clinical Placement Learning Expectations (see Appendix
6). This form is to be signed by both the student and the supervisor, and forwarded to the Clinical
Placement Coordinator for review and signature. The original copy will be placed in the student’s file,
photocopies forwarded to the student and the supervisor. If the student is engaged in two or more
rotations/programs in their clinical placement in which there are different primary supervisors, then separate
Clinical Placement Learning Expectations Agenda should be completed for each rotation/program.
E. Evaluation of student. At the end of the M.A. and Ph.D. practicum, the student has to be
evaluated by his/her primary supervisor on the Lakehead University Clinical Psychology Practicum
Evaluation Form for M.A. and Ph.D. practicum students (see Appendix 7) or the Lakehead University
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17
Clinical Psychology Intern Evaluation Form for Ph.D. internship students (see Appendix 8). The evaluation
form is to be completed by the supervisor who reviews and co-signs it with the student. The form is then
forwarded to the Clinical Placement Coordinator who reviews and signs it. The original is placed in the
student’s file and copies are sent out to the student and the supervisor.
If the student has more than one primary supervisor, it is requested that separate evaluations be
undertaken with each supervisor. If secondary supervisors are involved in the student’s training and it is the
opinion of the primary supervisor that an evaluation by the secondary supervisor would be useful and
informative, the program will also appreciate receiving evaluations from the secondary supervisor. Students
undergoing a full-year Ph.D. internship have a mid-year and end of internship evaluation. If the student is
engaged in 2 or more rotations/programs, separate evaluation is required for each rotation/program.
F. Tracking supervisory hours. Students are also required to keep a log of their supervision
hours with their primary and secondary supervisors by using the Supervision Log (see Appendix 9). This is
fashioned after that used by the College of Psychologists of Ontario and permits the student to review the
amount of time spent on supervision and the types of issues discussed during supervision. The
Supervision Log is forwarded to the Clinical Placement Coordinator at the end of the clinical placement to be
placed in the student file. Students are asked to keep a copy of the sheets for their own information prior to
submitting it to the program.
G. Tracking clinical training activity. The program requires students to track the types and
duration of their clinical activities so assist them in their preparation for APPIC application and/or
professional registration with a regulatory body. Moreover, the D.C.T. needs the information to complete
APPIC forms for students. For the purpose of the program, the student needs to track the number of hours
undertaken in various activities during their entire clinical placement: assessment, intervention/therapy,
clinical documentation, supervision, professional development (conferences, readings required for the
clinical placement activities, etc.), and other type of activities specific to the placement experience. When
students have completed their clinical training in each setting or in each program/rotation, they have to
complete the Graduate Student Report on Completion of Clinical Placement form (see Appendix 10).
Students are requested to keep a copy of the information for their own use before they submit it to the
Clinical Placement Coordinator.
•
•
•
•
H. In summary – what to submit: Students submit to the Clinical Placement Coordinator:
the Clinical Placement Learning Expectations at the beginning of their clinical placements/rotations
an evaluation form from the supervisor at the end of the rotation or clinical placement. Ph.D.
interns also submit a mid-year evaluation form. The evaluation forms to be used are the Lakehead
University Clinical Psychology Practicum Evaluation Form (for M.A. Clinical Practicum and for
Ph.D. Clinical Practicum) or the Lakehead University Clinical Psychology Intern Form (for Ph.D.
Clinical Internship).
the Supervision Log at the end of the rotation or clinical placement and
the Graduate Student Report on Completion of Clinical Placement form which indicates the
breakdown of hours spent on various clinical activities (assessment, intervention/therapy, clinical
documentation, supervision, professional development, other types of activities specific to
placement) at the end of their 400-hour M.A. practicum, 600-hour Ph.D. practicum, or 2000-hour or
1 year full-time equivalent) Ph.D. internship.
NOTE: ALL FORMS RELATING TO CLINICAL PLACEMENTS CAN BE OBTAINED FROM MS. DELIN.
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APPIC Application Process
Ph.D. students are encouraged to seek internships from accredited sites. To do so, students
normally apply through APPIC although non-accredited sites also participate in the APPIC process. For
more information, students are directed to www.appic.org and to
http://www.appic.org/match/5_3_match_application.html. Note that the application process requires
preparation time, that there is an application deadline depending on the internship site and that a section in
the APPIC form requires completion by the D.C.T.. Hence, students are advised to start the application
process and forward the relevant information and documents to the D.C.T. in a timely fashion to meet the
APPIC site application deadline.
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19
V. M.A. THESIS & PH.D. DISSERTATION POLICY AND PROCEDURE
The M.A. thesis and Ph.D. Dissertation process may appear perplexing to someone who is not
familiar with it. In reality, it is logical in progression and involves several stages of research activities and
formal approval before culminating in an examination of the student’s work. Along the way, various forms
have to be signed to keep track of the process and the progress of the student. This will help to avoid
confusion and problems for the student. The student is encouraged to consult the thesis/dissertation
supervisor, the D.C.T. or the G.S.C., and especially the Graduate Administrative Assistant (Ms. Sheila
Delin) in the event s/he has a question. Ms. Delin will provide the necessary forms to the student or
supervisor and is extremely helpful in facilitating the process.
IMPORTANT: ALTHOUGH THIS MANUAL PROVIDES COPIES OF THE FORMS INVOLVED IN THE
THESIS AND DISSERTATION PROCESS, THESE FORMS MAY BE REVISED FROM TIME TO TIME.
TO ENSURE THAT THE MOST CURRENT VERSION OF THE FORMS ARE USED, PLEASE CONTACT
MS. DELIN.
Supervisor Selection and Timeline
Students may select either a clinical or experimental faculty from the Department of Psychology to
be their thesis or dissertation supervisor. This selection is based on mutual agreement between the student
and the faculty member. Ph.D. students must be supervised by a full-time Psychology faculty member who
would have submitted a written letter when the student was applying into the Ph.D. program, attesting to
his/her willingness to supervise the student. The M.A. student may be supervised by either a full-time or
adjunct Psychology faculty member. The M.A. thesis supervisor must be selected by October 31st of M.A.
Year 1 and the Agreement of A Thesis Supervisor form (see Appendix 11) must be completed and
forwarded to Ms. Delin.
Thesis Supervisory Committee/Dissertation Advisory Committee
An M.A. Thesis Supervisory Committee consists of the student’s primary Thesis Supervisor and a
Second Reader. The Second Reader is normally a faculty member (full-time or adjunct) from within the
Department of Psychology and is jointly chosen by the student and Supervisor by August 31st in M.A. Year
1. The student must Ms. Delin when the selection has taken place by submitting the M.A. Thesis
Supervisory Committee Form (see Appendix 12) that has to be co-signed by the supervisor and student. If
the M.A. thesis supervisor is an adjunct, the Second Reader has to be a full-time faculty member in the
Department of Psychology. If the Second Reader chosen is from outside of the Department of Psychology
(i.e., not full-time or adjunct Psychology faculty member), s/he must be approved by the Department. The
approval process consists of submission of the proposed Second Reader’s curriculum vita by the Supervisor
to the G.S.C. Factors that are considered in the approval of a Second Reader from outside the Department
of Psychology include the requirement that s/he possesses a Doctorate degree, his/her research expertise
especially as it relates to the area of the thesis, and his/her current research activities as evidenced by
scholarly and scientific publications and presentations.
The Ph.D. Dissertation Supervisory Committee consists of the student’s Dissertation Supervisor, a
Second Reader, and an Internal External. The latter two members are jointly chosen by the student and
the Supervisor. The Second Reader is normally a clinical or experimental faculty from within the
Department of Psychology. In some instances, the Second Reader may be an individual from outside of the
Department (i.e., not full-time or adjunct Psychology faculty member). Approval of a Dissertation Second
Reader from outside of the Department of Psychology has to undergo the same approval process and same
consideration as that for an M.A. thesis Second Reader as outlined in the paragraph above. The Internal
External is a Lakehead University faculty member outside of the Department of Psychology. The
development of the dissertation is guided primarily by the Dissertation Supervisor. The Ph.D. Dissertation
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20
Supervisory Committee must be chosen by January 31st of Ph.D. Year 1. The student must notify Ms. Delin
by submitting the Ph.D. Dissertation Supervisory Committee Form (see Appendix 13) that has to be cosigned by the student and supervisor.
Thesis/Dissertation Examination Committee
An M.A. Thesis Examination Committee consists of the student’s primary Thesis Supervisor, the
Second Reader, an Internal Examiner, and an External Examiner. The Internal Examiner is a full-time
faculty member from the Department of Psychology or an adjunct faculty with the Department and is
selected jointly by the Supervisor and the student. The External Examiner is an individual from outside
Lakehead University and is selected jointly by the Supervisor and student, usually when the thesis is close
to completion and ready for external review. The criteria and process for appointing an External Examiner is
covered in the section below Appointment of An External Examiner From Outside the University.
The Ph.D. Dissertation Examination Committee consists of the student’s Dissertation Supervisor,
Second Reader, Internal External, Internal Internal Examiner, and External External Examiner. The Internal
Internal Examiner is a full-time faculty member from the Department of Psychology and is selected jointly by
the Supervisor and the student. The External External Examiner is an individual from outside Lakehead
University and is selected jointly by the Supervisor and student., usually when the dissertation is close to
completion and ready for external review. The criteria and process for appointing an External External
Examiner is covered in the section below Appointment of An External Examiner From Outside the
University.
Appointment of An External (External) Examiner From Outside the University
As indicated in the section immediately above, the M.A. Thesis Examination Committee must have
an External Examiner while the Ph.D. Dissertation Examination Committee must have an External External
Examiner. Henceforth, the term “External (External) Examiner” will be used to refer to either type of
examiner. The criteria and process for appointing such an individual is outlined in this section.
The External (External) Examiner is selected jointly by the Supervisor and the student on the basis
of the following criteria:
1.
The individual holds a doctoral-level degree
2.
S/he has expertise in the area of the student’s research and is in a position to examine the
student’s work objectively without prejudice or favour.
3.
S/he has demonstrated research excellence in the form of active and current research activities
and peer-reviewed publications.
4.
S/he typically holds an academic position although a noted researcher in a research setting is
acceptable as well.
5.
S/he has experience in evaluating graduate work.
6.
S/he has no conflict of interest and is not in a position of a dual relationship by serving as the
External (External) Examiner. This means s/he does not have a relationship with either the
Supervisor or the student in the following manner: a close friend, a regular and current
collaborator, a recent supervisor/supervisee, a recent instructor, or a former colleague in recent
years.
1.
2.
3.
To appoint the External (External) Examiner, the following steps must be taken:
The Supervisor contacts the intended External (External) Examiner to determine if s/he would be
willing to serve as an examiner for the student’s thesis or dissertation.
The intended External (External) Examiner forwards a current curriculum vita to the Supervisor.
The Supervisor submits the curriculum vita to Ms. Delin who circulates it among the G.S.C. faculty
members for approval. The G.S.C. faculty members indicate their approval by initialing off on a
cover sheet.
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4.
5.
6.
21
The curriculum vita is then posted in the Department for 3 working days for departmental approval.
Any objection from the Department is forwarded to the G.S.C. in writing so that the Supervisor has
the opportunity to respond. Resolution is undertaken at the G.S.C. level. Should the G.S.C.
decision prove to be unsatisfactory to the Supervisor or to the faculty member who made the
formal objection, the matter will be forwarded to the Department for a resolution.
After departmental approval has been obtained, Ms. Delin forwards the departmental appointment
of the External (External) Examiner to the Office of Graduate Studies for approval. The Proposed
External Examiner form has to be completed and accompany the curriculum vita. This form is
available from Ms. Delin and can also be downloaded from
http://ogis.lakeheadu.ca/uploads/proposedexternal.pdf.
The curriculum vita is then kept on file at the Office of Graduate Studies.
Process for the M.A. Thesis and Ph.D. Dissertation
Completion of an M.A. thesis and Ph.D. dissertation requires the following process:
1.
The student and the supervisor agree on a topic and research question to be addressed in the
student research.
2.
The student comprehensively and critically examines the relevant and current research literature in
the area.
3.
The student develops the research project under the guidance of the supervisor, including the
research objectives, research hypotheses, and research methodology.
4.
The student then writes a thesis or dissertation proposal following the American Psychological
Association Publication Manual format, 5th Edition (2001).
5.
The proposal has to undergo an approval process (see section below Preparation and Approval of
the Thesis/Dissertation Proposal).
6.
The student has to seek ethics approval prior to data collection (see section below Seeking Ethics
Approval Prior to Data Collection).
7.
Once the appropriate ethics approval has been obtained, data collection begins under the
guidance and full knowledge of the supervisor.
8.
After the data has been collected, it is analyzed and interpreted under the guidance of the
supervisor.
9.
The student writes up the full thesis or dissertation. The document should have a face sheet, an
acknowledgement page (optional), an abstract, a table of contents, an introduction section, a
method section, a results section, a discussion section, a list of references, tables and appendices.
Writing of the full thesis or dissertation has to follow the American Psychological Association
Publication Manual format, 5th Edition (2001).
10.
The thesis or dissertation undergoes the examination process (see section below Final
Thesis/Dissertation Process).
11.
Students are reminded that ethics guides the undertaking of all research activities.
12.
Research costs associated with the M.A. thesis or Ph.D. dissertation, including binding of the final
document, is borne by the student. However in some cases, the supervisor might be able to cover
part or all of the research expenses from a research grant. This decision lies with the supervisor.
Preparation, Approval ,Defense, and Presentation of the Thesis/Dissertation Proposal
Prior to data collection, the student has to prepare a thesis/dissertation proposal under the
guidance of the supervisor. The proposal has to contain sufficient information to permit an external
observer to evaluate the research with respect to its scientific rigor and sophistication that commensurate
with a thesis or dissertation. It must also have an abstract and a cover page indicating the title of the
thesis/dissertation, student name, and the names of the Thesis/Dissertation Advisory Committee.
The proposal document very probably will have to undergo several rounds of revision before it is
considered to be of satisfactory quality. The M.A. student has to submit a written thesis proposal of
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22
acceptable quality, and has to defend the thesis proposal in order for the thesis proposal to be approved.
This can be carried out during a Psyc 5600 seminar or independent of Psyc 5600.The deadline for an M.A.
Thesis proposal approval by the Thesis Supervisory Committee is September 30th of M.A. Year 2. Approval
is documented by the completion of the M.A. Thesis Proposal Approval Form (Appendix 14). This form has
to be signed by the appropriate parties and forwarded together with the proposal document to Ms. Delin.
The Ph.D. student has to submit a dissertation proposal document of acceptable quality and has to
defend the proposal to be approved. This can be carried out during a Psyc 5600 seminar or independent of
Psyc 5600. The deadline for a Ph.D. Dissertation proposal approval by the Dissertation Advisory
Committee is September 30th of Ph.D. Year 3. Approval of the Internal External (the third member of the
Dissertation Supervisory Committee) is not required. However, if the Supervisor deems that approval from
the Internal External is in order, then the proposal will be submitted to that individual for a review. In that
event, approval of the dissertation proposal from all members of the Dissertation Supervisory Committee
(Supervisor, Second Reader, and/or Internal External) has to be obtained by September 30th of Ph.D. Year
3. Approval is documented by the completion of the Ph.D. Dissertation Proposal Approval Form (Appendix
15). This form has to be signed by the appropriate parties and forwarded together with the proposal
document to Ms. Delin.
When Ms. Delin receives the proposal document along with the M.A. Thesis Proposal Approval
Form or the Ph.D. Dissertation Proposal Approval Form, the document will be posted in the Department for
5 working days. Comments from the Department are forwarded to the Supervisor. Within two weeks of the
posting of the thesis/dissertation proposal in the Department, the student must schedule with Ms. Delin for a
proposal presentation to be made at a Psyc 5600 Research Seminar. The defense of the thesis/dissertation
proposal may coincide with the Psyc 5600 presentation.
The proposal presentation typically takes one hour or less. The student makes a 15 to 20 minute
proposal presentation and entertains questions from the audience. This seminar is open to faculty and
students from the Department, to any individual from the general Lakehead University community, and to
anyone who has a professional association with the Department of Psychology.
Seeking Ethics Approval Prior to Data Collection
All research projects involving humans have to comply with the Tri-Council Policy Statement:
Ethical Conduct for Research Involving Humans. Before data collection can begin, the student has to apply
for ethics approval of the thesis/dissertation project from the Lakehead University Senate Research Ethics
Board (REB). This involves submitting in the REB Researcher’s Agreement Form
(http://research.lakeheadu.ca/revised_researcher_agreement_form05.pdf) along with all the required
information requested on the form. The student is encouraged to familiarize himself or herself with the TriCouncil Ethics Procedures and Guidelines for Research Involving Humans
(http://research.lakeheadu.ca/policies/ethics.html). For more information and clarification, the student is
directed to consult with the REB. The Research Ethics and Administration Officer is Ms. Lisa Norton, 3438283, lenorton@lakeheadu.ca.
Students who need to recruit from institutions outside of the university such as hospitals, clinics,
and schools/colleges, are required to also obtain ethics clearance from these sites prior to data collection.
This is in addition to ethics clearance from the Lakehead University REB. Recruitment of subjects cannot
proceed until ethics approval has been obtained from all institutions involved.
Students who need to recruit from the Introductory Psychology classes have to obtain from Ms.
Delin a departmental ethics form for recruitment from the Introductory Psychology Subject Pool (see
Appendix 16). The form has to be completed and submitted back to her with the required supporting
documentation. The form will be reviewed by the Departmental Introductory Psychology Subject Pool
Coordinator. Approval by the Coordinator will be transmitted to Ms. Delin who will assign a code number to
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23
the project. The student is responsible for collecting the name, student ID number, and name of the
Introductory Psychology instructor of each and every Introductory Psychology subject who participates in
his/her thesis/dissertation project. The information is given to Ms. Delin before the end of March of each
academic year to ensure that the research participants are appropriately credited for their research
involvement. For more information, please contact Ms. Delin.
Annual and Final Report to the Lakehead University Senate Research Ethics Board
The student has to make an annual report to the REB about the progress of the thesis/dissertation
once ethics approval has been obtained. The student is required to complete the Lakehead University
Research Ethics Board Annual Progress Report and submit the form to the Office of Research by the end
of the winter term of each academic year. When the data collection is over, the student forwards the Final
Report on Human Research Projects to the Office of Research. Both forms can be downloaded from
http://bolt.lakeheadu.ca/~researchwww/annual_and_final_report.pdf.
After the Data Collection
The student analyzes the data under the guidance of the Supervisor, interprets the results, and
writes up the full thesis/dissertation document. This document will require revisions by the Supervisor until it
has attained the desired quality. As previously mentioned, the document should have a face sheet, an
acknowledgement page (optional), an abstract, a table of contents, an introduction section, a method
section, a results section, a discussion section, a list of references, tables and appendices. Writing of the
full thesis or dissertation has to follow the American Psychological Association Publication Manual format,
5th Edition (2001). The document has to be forwarded to the Second Reader for feedback before it is
considered ready for external review.
When the thesis/dissertation is close to completion, the Supervisor and student should approach a
Psychology faculty member to be the Internal (Internal) Examiner. This individual is involved only in the
examination stage.
Final Thesis/Dissertation Process
Once the thesis/dissertation has met the approval of the Supervisor and Second Reader, the
document is ready for external review. Information on the final thesis/dissertation process and the
necessary forms is available from http://ogis.lakeheadu.ca/wp/?pg=24.
1.
2.
3.
4.
The following steps are taken:
The Supervisor and G.S.C. Chair signs and submits the Confirmation for External Review form
(http://ogis.lakeheadu.ca/uploads/exconfirm.pdf ) and a copy of the full thesis/dissertation to Ms.
Delin who will forward them to the Office of Graduate Studies.
The Office of Graduate Studies sends the thesis/dissertation to the External (External) Examiner
who has 1 month to review and report back to the Office using the Examiner’s Report on
Thesis/Dissertation (http://ogis.lakeheadu.ca/uploads/examinersreport.pdf). All correspondence is
conducted by the Office.
The student makes sure that the remaining members of the Examination Committee have a copy
of the thesis/dissertation for examination. The intent at this stage is for everyone on the
Examination Committee to have a copy of the thesis/dissertation that has been sent out for
external review to the External (External) Examiner.
The rest of the Examination Committee members each have to complete and submit to the Office a
copy of the Examiner’s Report on Thesis/Dissertation. Their forms have to be received by the
Office before the External (External) Examiner’s report can be released back to the program.
Clinical Program Manual
5.
6.
24
Once the External (External) Examiner report has been received and released back to the program
by the Office, the thesis/dissertation oral defense is scheduled by the Graduate Adminstrative
Assistant.
An oral defense can take place after the report from the External (External) Examiner has been
received and the thesis/dissertation has been approved as indicated by a mark in the category of
“Thesis Accepted” or “Accepted Subject to Revisions”. If the Examiner marks off “Appreciable
Revisions Required”, the thesis/dissertation has to be revised and returned back to him/her for a
re-evaluation and a second report. The second report from the External (External) Examiner has
to be received and has to be marked “Thesis Accepted” or “Accepted Subject to Revision” before
an oral defense can take place.
Oral Defense
The oral defense presents an opportunity for the Thesis/Dissertation Examination Committee to
assess student’s research knowledge. The defense is open to anybody in the university community. The
defense is chaired by a member of the G.S.C. who may be one of the Examination Committee members,
except when s/he is the Supervisor.
In the oral defense, the student gives a 15 to 20 minute presentation of the thesis/dissertation.
There are two rounds of questioning by the Examination Committee before questioning is open to the floor.
The order of questioning within each round for an MA thesis oral defense is the External Examiner, Internal
Examiner, the Second Reader, and finally the Supervisor. The order of questioning within each round for a
PhD dissertation oral defense is the External External Examiner, Internal External Examiner, the Internal
Internal Examiner, the Second Reader, and finally the Supervisor. The External Examiner (for M.A. thesis
defense) or the External External Examiner (for Ph.D. dissertation defense) may be present in person, by
videoconferencing, or by teleconferencing. In the event that it is not possible for the External (External)
Examiner to be present, the Supervisor shares the External (External) Examiner report with the Examination
Committee and also asks questions on behalf of the External (External) Examiner. The Chair of the oral
defense (i.e., the G.S.C. member) may also ask questions later when questioning is open to the floor.
After the questioning period is over, the student and the audience are asked to leave the room.
Only the Examination Committee and the Chair of the oral defense are left behind. The Examination
Committee deliberates and comes up with either a “pass” or “fail” decision. The G.S.C. member has no vote
in the matter.
The student is then brought back for the Examination Committee decision. Members of the
Examination Committee who feel that revisions are required share their comments with the Supervisor and
student. The External (External) Examiner report is also shared with the student to allow him/her to address
the feedback from that examiner.
1.
2.
3.
A successful oral defense terminates with the signing of the following forms:
Recommendation of thesis/dissertation ( http://ogis.lakeheadu.ca/uploads/thesisrecom.pdf) form
signed by the Supervisor and the G.S.C. member.
M.A. Thesis/Ph.D. Dissertation top sheet (http://ogis.lakeheadu.ca/uploads/TopSheet.pdf) signed
by the Thesis Supervisor or by the Dissertation Supervisor and
Binding of thesis/dissertation (http://ogis.lakeheadu.ca/uploads/bindingready.pdf) form signed by
the Supervisor and the G.S.C. member.
In the event that extensive revisions to the thesis/dissertation are needed, the signature of the
G.S.C. member who chaired the oral defense will be withheld from the face sheet and binding of
thesis/dissertation sheet until adequate revisions have been made to the satisfaction of the
Thesis/Dissertation Examination Committee.
Clinical Program Manual
25
The Final Step
As indicated in the document Final Thesis Process (http://ogis.lakeheadu.ca/wp/print.php?pg=24)
from the Office of Graduate Studies, the student makes any required revisions under the guidance of the
Supervisor and submits the following to the Office of Graduate Studies:
1.
Three copies of the final version of the thesis/dissertation document
2.
The forms signed at the oral defense (Recommendation of thesis/dissertation; M.A. Thesis or
Ph.D. Dissertation Top Sheet; Binding of thesis/dissertation)
3.
Licence to the University form (http://ogis.lakeheadu.ca/uploads/lulicense.pdf,) signed by the
student and a witness
4.
Theses Non-Exclusive License form (http://www.collectionscanada.ca/obj/s4/f2/frm-nl59-2.pdf)
completed and signed by the student and
5.
Graduate Studies – Exit Survey (http://ogis.lakeheadu.ca/uploads/exitsurvey.pdf).
IMPORTANT: The student must also submit an Application to Graduate form
(http://registrar.lakeheadu.ca/~regwww/Application_to_Graduate.pdf,) to the Office of the Registrar! This
can be done before the thesis/dissertation goes out for external review.
Note that the student may choose to make additional copies of the thesis/dissertation to give away
to friends and family members. The copies would be bound at the student ‘s expense. To do that, the
student simply submits more than the 3 required copies to the Office of Graduate and International Studies
and will be billed accordingly.
Failed Thesis/Dissertation
On the extremely rare occasion in the past when a thesis or dissertation was failed by the External
(External) Examiner who ticks off the category “Thesis Rejected”, the Department of Psychology undertook
this procedure. The thesis or dissertation was reworked and improvements made, based on the comments
from the External (External) Examiner and then resubmitted for review by a new External (External)
Examiner, with the understanding that if this process resulted in another “Thesis Rejected”, the student must
withdraw from the program. The G.S.C. will consult with the Office of Graduate Studies in cases of failed
thesis or dissertation.
Clinical Program Manual
26
VI. MONITORING OF STUDENT PROGRESS AND ANNUAL REPORT
Student progress is tracked through satisfactory completion of courses and comprehensive
examinations, clinical placement evaluations by clinical supervisors, and an annual review. Both M.A. and
Ph.D. Clinical Psychology students are required to submit an annual report (see Appendix 17) by May 30th
of each year to Ms. Delin (Graduate Administrative Assistant) who will forward it to the D.C.T..
In the annual report, the students are expected to provide evidence of satisfactory progress and
the likelihood of continuation. Upcoming plans for the summer are also reviewed. The Clinical Area
consisting of the D.C.T. and the Clinical faculty will review the reports. Students are evaluated on several
criteria that are relevant to competence as a professional psychologist with a scientist-practitioner training:
1.
2.
3.
4.
5.
Academic Work - evaluated on the basis of (a) course grades (each student is required to maintain
a minimum 70% average with at least B work in each course), (b) expected completion of program
requirements, and (c) the comprehensive examinations.
Clinical Skills - evaluation on the basis of performance in practicum, internship, and the clinical
aspects of academic courses.
Research - evaluated on the basis of progress of the thesis/dissertation. Research activities
unrelated to the thesis/dissertation are encouraged insofar as they do not impede the progress of
the thesis/dissertation.
Professional Suitability - The Department may require any student to withdraw from the program at
any time throughout the academic year or following the results of examinations at the end of any
academic term, if s/he has been found unsuited, on consideration of competence or professional
fitness, for the practice of clinical psychology. This right to require withdrawal prevails
notwithstanding any other provision in the Department's rules or regulations. A student may be
required to withdraw when he or she has: (1) been guilty of such conduct which, if participated in
by a practising clinical psychologist, would result in violation of the standard of conduct and
regulations of the College of Psychologists of Ontario, Code of Ethics published by the Canadian
Psychology Association or the Ethical Principles of Psychologists published by the American
Psychological Association, (2) in any clinic or practicum practiced incompetently due to ongoing
impairment of functioning, (3) jeopardized professional judgement through self-interest or (4)
demonstrated behaviour with respect to other students, colleagues, faculty, or the public which is
exploitive, irresponsible, or destructive.
Professional Development Activities and accomplishments are noted.
Following submission of the written annual report, the D.C.T. in collaboration with the clinical
faculty reviews the students’ reports to identify areas of strengths and difficulties and give feedback to the
students. Students who demonstrate a lack of progress or difficulties in the program or in certain areas of
their work will collaborate with the D.C.T. to develop written remediation plans with objectives, means (e.g.,
extra courses, directed readings, additional hours of clinical training), and timelines to be followed. Faculty
members in the Department of Psychology whose input into the process is necessary will be consulted and
be an active part of the remediation process.
The remediation plan is signed by both the D.C.T. and the student (and the faculty member if
necessary). The original is kept on the student’s file and a copy is given to the student. The progress of
student is revisited either before or in the next annual review, depending on the nature of the difficulty and
the remediation plans.
Clinical Program Manual
27
In situations involving extenuating external circumstances, the program attempts to work with the
student to arrive at a solution. Depending on the situation, the student might be given extensions to
deadlines for course completion in consultation with the course instructor and/or research supervisor, or
advised to take a leave of absence with the support of the program. Students are always encouraged to
work with the D.C.T. in order to arrive at a solution that best fits their circumstance.
Clinical Program Manual
28
VII. RESOLUTION OF STUDENT DIFFICULTIES
Course instructors, research and clinical supervisors, or other individuals who interact with
students might identify difficulties. If the difficulty is minor, it is recommended that the matter be resolved
informally with the student, and in consultation with the D.C.T. where appropriate.
When significant problems are identified, the D.C.T., student, and the instructor/supervisor involved
are responsible for developing a remediation plan. The plan should include the following: (1) identification of
the problem, (2) goals of the remediation plan, (3) process by which the goals are to be achieved, and (4)
criteria and timeline for meeting the goals of the plan. The plan should be provided in writing by the D.C.T.,
and signed by all parties, i.e., the D.C.T., the student, and the instructor/supervisor involved. The D.C.T.
monitors the progress of the student in meeting the goals of the remediation plan. The outcome of the
remediation plan has to be documented in writing by the D.C.T. and placed in the student file.
If the student fails to meet the goals of the remediation plan, the student, instructor/supervisor
involved, and the D.C.T. can meet to either renew or revise the remediation plan. Only one renewal or
revision will be approved. If the student still does not meet the goals of the renewed or revised remediation
plan, the Departmental Chair and if appropriate, the Dean of Graduate Studies will be consulted about
options such as alternate remediation plans. In extreme cases, termination of the program may be required
and is recommended as a last resort.
Students can appeal decisions relating to any aspect of the remediation plan, in accordance with
the reappraisal and appeal procedures by the Senate Academic Appeal Committee (see
http://policies.lakeheadu.ca/policy.php?pid=116). Students may also enlist the assistance of the
Ombudsoffice (343-8061) that offers confidential, impartial and independent support service.
Students who have complaints are encouraged to first seek informal resolution with the individual
concerned, and seek consultation if they so wish. If necessary, they can make a formal written complaint
that consists of the reason(s) for the complaint, details and dates, and the desired change. Students can
lodge a complaint, make a grievance or appeal at various levels that include the instructor/supervisor, the
D.C.T., the G.S.C., the Departmental Chair, the Dean of Graduate Studies, and the Senate Academic
Appeal Committee. It is expected that students will seek informal resolution prior to pursuing formal means.
Clinical Program Manual
29
VIII. FINANCIAL ASSISTANCE AND EMPLOYMENT
Financial Assistance
All students who are enrolled in the M.A. and Ph.D. Clinical Psychology program are considered for
graduate assistantships. While attempts are always made to fund all students, the limited pool of graduate
assistantships available often makes this impossible. In such instances, Ph.D. students are typically
considered first for funding, then the continuing M.A. students, and finally the new M.A. students. M.A. and
Ph.D. graduate assistantships are awarded for the months of September through to April, inclusive. Only
M.A. Year 1 and M.A. Year 2 students are eligible for M.A. graduate assistantships. Only Ph.D. Year 1,
Ph.D. Year 2, and Ph.D. Year 3 students are eligible for Ph.D. graduate assistantships.
Students who receive a graduate assistantship are normally assigned to a Psychology faculty
member to undertake graduate assistantship duties for 10 hours per week between the months of
September through to April, inclusive. In some instances, the student’s hours may be divided between two
Psychology faculty members. Students who receive a graduate assistantship are required to contact the
faculty member(s) to whom they have been assigned before the beginning of classes to introduce
themselves and to find out their graduate assistantship duties. Students are reminded that graduate
assistantships are a form of employment for which they are paid and are not scholarships. Hence they are
expected to perform their duties as any paid employees would. In the event that they are unable to fulfill
their duties, they are encouraged to speak to the faculty members to whom they have been assigned to
arrive at a solution. As per the collective agreement between the students’ union (CUPE) and the university
administration, the job performance of the graduate assistants will be evaluated on a yearly basis by the
faculty members to whom they are assigned. The Employee Performance Review form
(http://hr.lakeheadu.ca/pdf/cupprfap.pdf) will be completed and signed by both the faculty member and the
graduate assistant and given to the Graduate Administrative Assistant. The original is forwarded to the
Office of Graduate Studies, a copy is kept on the graduate assistant student’s file, a copy is given to the
Faculty Dean and a copy is kept by the graduate assistant.
Students are very strongly encouraged to apply for scholarships. These include, but are not
limited to, the Ontario Graduate Scholarships, the SSHRC Canada Graduate Scholarships – Master’s, the
SSHRC Doctoral Fellowships, and the NSERC Postgraduate Scholarships. Beyond their financial value,
scholarships are a testament to the academic caliber of the student.
For more information about graduate assistantships within the program, please contact Ms. Sheila
Delin, the Psychology Graduate Administrative Assistant. For more general information about graduate
assistantships and information about scholarships, please contact Ms. Lynn Gollat at the Office of Graduate
Studies, 343-8099.
Employment
Students are directed to a particular section in the Lakehead University Calendar under Graduate Studies
that read as follows:
FULL-TIME/PART-TIME STATUS
The University recommends that a graduate student will not normally be
employed for more than an average of ten hours per week for any term. When
the student is employed as a graduate assistant, the ten hours per week should
represent the total time spent by the student in connection with this
appointment.
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30
IX. PROGRAMME EVALUATION
Every year, the clinical faculty will review program goals, objectives and outcomes in a systematic fashion.
The following data will be compiled and examined on an annual basis:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Number of applicants per year to the MA Clinical and to the PhD program, and number admitted
Appropriate course offerings to enable students to complete their program requirements in a timely
fashion and that will accommodate faculty leave
Academic performance of students in courses as evidenced by a mark of not less than 70% and
success in their comprehensive examinations
Clinical performance of students as reflected in their success to secure clinical placements
particularly in APA/CPA accredited settings, and evaluation of their practicum/internship
performance by clinical supervisors
Calibre of students as indicated in their poster or oral presentations at scholarly meetings,
publications, and success in securing scholarships and awards.
Professional identification as demonstrated in the number of students who are members or student
affiliates in professional and/or research associations, number who attended conferences,
meetings and/or workshops
Professional achievements of graduates from the program as evidenced by their passing the
EPPP, JEE, supervised practice, and oral registration exam, resulting in their registration for
autonomous practice, awards and recognition from professional organizations.
Career choices of students that commensurate with their type and level of training.
Updates in the standards from the College of Psychologists of Ontario and legislation governing
the practice of psychology, and changing trends that would impact on the graduate training of
clinical psychology students will be tracked.
Student feedback: students provide feedback via their student representatives during the Clinical
Area meetings, departmental meetings, and GSC meetings.
The following data will be complied and examined on a tri-annual basis for trends:
1.
2.
3.
4.
5.
6.
7.
8.
Recruitment: Number of applications, percentage who accepted offer of admission to the program,
demographics of the students (sex, geographical representation, age, ethnicity)
Calibre of students who enter the program: GRE scores, average undergraduate grade point
average, average mark in undergraduate psychology courses, average mark in graduate
psychology courses, percentage of students with scholarships, and research track record.
Academic domain: average mark in each of the required courses, percentage of students who
passed their comprehensive examinations
Research domain: percentage of students who presented research at scholarly conferences,
published in peer-reviewed journals and books, and secured research funding or research training
funds
Clinical domain: percentage of students who successfully secured internships (accredited and also
non-accredited) and who successfully completed their training without difficulty or remediation
required
Professional achievement: percentage of graduates who passed the EPPP, JEE, supervised
practice without problems, and the oral registration examination resulting in registration for
autonomous practice, percentage who received awards and professional recognition within the
discipline
Employment domain: percentage of graduates who secured employment in the area of psychology
and that is consistent with their level of training. The types of settings and geographical areas in
which the graduates are employed will also be tracked.
Student retention and progress: percentage of students who enter the PhD program and
successfully completed it, average time to completion.
Clinical Program Manual
9.
10.
11.
31
Professional regulations, standards and codes: Updates in CPA ethics guidelines, and information
obtained from the College of Psychologists of Ontario Bulletin that might have relevance to the
program vision and objectives and to the training of students will be tracked.
Formal and informal feedback from students, complementary and adjunct faculty, clinical training
supervisors, and university administration and staff related to graduate studies will be noted.
Resource needs of the program
Information from the above will be used to determine areas of gaps and weaknesses in the contents,
policies and procedures of the program to inform changes or request for resources that might be required.
Changes that are implemented will be monitored for their effect and to guide any further modification strategies
that might be required. Data showing positive outcome would be retained as evidence of the health of the
program and the need of the resources in place to ensure its sustainability.
Clinical Program Manual
APPENDIX 1
Research Interests of Psychology Full-Time and Adjunct Faculty Members
32
Clinical Program Manual
33
Listing of Psychology Full-Time and Adjunct Faculty Interests
PSYCHOLOGY FULL-TIME FACULTY
Ron Davis, M.A. (Queen’s University at Kingston ), Ph.D. (Simon Fraser University) C. Psych. (Ontario)
E-mail: ron.davis@lakeheadu.ca
Dr. Davis is a Clinical Psychologist with broad interests in the assessment and treatment of adolescent and
adult psychological disorders. Specific interests include cognitive-behavioural models of psychopathology
with particular application to body image, disordered eating attitudes and behaviours, mood disorders,
therapy process and outcome.
Stephen R. Goldstein, M.Sc., Ph.D. (University of Alberta)
E-mail: stephen.goldstein@lakeheadu.ca
Dr. Goldstein is an Experimental Psychologist whose major areas of interest concern the evolutionary and
learning aspects of behaviour. Current interests focus on operant aspects of ecology and economics, as
well as the application of behaviour principles to sport (baseball) and human social relations. Dr. Goldstein
teaches Psychology ll00 (Introduction to Psychology), Psychology 250l (Conditioning and Learning),
Psychology 33ll/335l (Animal Behaviour/Research Methods in Animal Behaviour).
C. A. Gordon Hayman, Ph.D. (McMaster University)
E-mail: gordon.hayman@lakeheadu.ca
Dr. Hayman's research interests concern cognitive processes, including problem solving, memory, and
unconscious influences on thought and action. Recent research in his laboratory has focused on the study
of basic processing mechanisms in semantic and episodic memory. He teaches Introduction to Cognitive
Psychology (Psychology 2003), Problem Solving, Thinking, and Cognition (Psychology 3611), Human
Learning and Memory (Psychology 4511), and Cognitive Neuropsychology (Psychology 5111).
Mark L. Howe, Ph.D., (U. of Western Ontario)
E-mail: mark.howe@lakeheadu.ca
His research interests centre on structural (representational) and processing (encoding, storage, and
retrieval) components of working memory and long-term retention. Current work includes studies of
developmental changes and invariances in memory and forgetting from infancy to adulthood, infantile
amnesia and the development of autobiographical memory, children's memory for distinctive (e.g.,,
traumatic) events, the use of heart rate variability to investigate neurological and behavioral indices of longterm memory, dynamic modeling of cognitive development, and working memory analyses of the
development of reasoning skills.
John L. Jamieson, Ph.D. (U. of British Columbia)
E-mail: john.jamieson@lakeheadu.ca
Dr. Jamiesons main research interest is in the area of statistics, especially topics related to the
measurement of change. He is also interested in community health, which has lead to involvement
in Lakehead's Master of Public Health program. He generally teaches Psychology 3911 (Research
Methods), Psychology 5151 (Multivariate Statistics), and Psychology 2211 (Introduction to Health
Psychology).
Clinical Program Manual
34
Dwight Mazmanian, M.A., Ph.D. (U. of Western Ontario) C. Psych. (Ontario)
E-mail: dwight.mazmanian@lakeheadu.ca
Dr. Mazmanian is a clinical psychologist with interests in adult assessment and psychopathology. His
interests include the psychometric evaluation or modification of existing scales and the development of new
scales or novel assessment methodologies. Biological, cognitive, and interpersonal aspects of mood
disorders are also a primary interest (biological aspects include sex hormones, pregnancy and the
postparturm period, menopause, and psychopharmacology). Additional interests include problem gambling,
chronic pain, evolutionary psychology, stress, anxiety disorders and professional burnout. Recent
publications have appeared in the Journal of Affective Disorders, Canadian Journal of Psychiatry, and
Bipolar Disorders. He teaches Psychology 3201 (Introduction to Psychometrics Theory), Psychology 4531
(Motivation), Psychology 5075 (Mood Disorders), Psychology 6251 (Advanced Assessment Techniques),
and Psychology 6411 (Clinical Psychopharmacology).
Charles Netley, M.A. (Queen's University), Ph.D. (London), C. Psych. (Ontario)
E-mail: charles.netley@lakeheadu.ca
Dr. Netley is a clinical psychologist with particular interests in neuropsychology, health psychology, clinical
psychology (especially child clinical), sex differences, and developmental disorders. Dr. Netley would
welcome students interested in combining issues from the above areas,( eg. sex differences in lateralization
or lateralizations and symptomatic phenomena). He currently teaches The Exceptional Child (Psychology
3081), Health Psychology (Psychology 5035), Learning Disabilities (Psychology 5415) and Psychopathology
of Childhood and Adolescence (Psychology 6231). Recent publications have appeared in Brain and
Cognition, Journal of Child Psychology and Psychiatry and Clinical Genetics.
Brian P. O'Connor, M.Sc., Ph.D. (University of Victoria)
E-mail: brian.oconnor@lakeheadu.ca
Interests are in personality-abnormal-social psychology; personality disorders; interpersonal behavior and
psychopathology, research methods and statistics. He teaches Psychology 2301 (Personality), Psychology
4331 (Advanced Social), Psychology 5711 (Research Methods and Program Evaluation), and Psychology
5110 (Interpersonal Behavior & Psychopathology). Recent publications have appeared in a variety of
journals. Link to: Dr. O'Connor's Web Page
Kirsten Oinonen, M.A., Ph.D. (Lakehead University) C. Psych. (Ontario)
E-mail: kirsten.oinonen@lakeheadu.ca
Dr. Oinonen is a clinical psychologist with clinical interests in the areas of mood disorders, anxiety disorders,
and clinical neuropsychology. Current research interests include: the effects of hormones on behaviour
(e.g., oral contraceptives, testosterone, the menstrual cycle), genetic predictors of mood, drugs and
cognition, evolutionary psychology, neuropsychology, and women's health issues. Publications have
appeared in Journal of Affective Disorders, Journal of Psychosomatic Research, and Medical Hypotheses.
She teaches Introduction to Psychology, Behaviour and Drugs, Biopsychology II, and Behavioural
Endocrinology.
Michael Stones, B. Tech. (Brunel), Ph.D. (Sheffield)
E-mail: michael.stones@lakeheadu.ca
Dr. Stones has a broad program of research that includes aging, quality of life , and assessment and
intervention within health and social care. His current projects related to individual differences in aging, the
modeling of psychological well-being, the abuse of older people, physical activity effects on cognition, and
the design and evaluation of health assessment systems. Much of this work includes collaboration with
community groups and agencies. He teaches Psychology 3151 (aging and Cognition), Psychology 4131
(Psychology and Aging), Psychology 5211 Psychogerontology).
Clinical Program Manual
35
Mirella L. Stroink, M.A., Ph.D. (York University)
E-mail: mirella.stroink@lakeheadu.ca
Dr. Stroink is a social psychologist whose research explores the broad question of how the surrounding
culture shapes individuals' basic beliefs and assumptions, and how these assumptions in turn influence
other aspects of cognition, well-being, and behaviour. Current projects focus on understandings of the self
and multicultural identities, how these are rooted in cultural belief systems, and how they influence
predictors of well-being, environmental concerns, and prosocial behaviour. Recent publications have
appeared in the Journal of Social Psychology and Group Processes and Intergroup Relations. Courses
taught include Social Psychology (2801), Cross-Cultural Psychology (3210), and Community Psychology
(4215).
Josephine Tan, M.A., Ph.D. (U. of New Brunswick), C. Psych. (Ontario)
E-mail: josephine.tan@lakeheadu.ca
Dr. Tan is a clinical psychologist with research interests in depression, women's health Issues and
multicultural psychology. Current projects are primarily focused on seasonal affective disorder and its
pathological mechanisms and treatment and psychological distress in the Inuit population. She teaches
Psychology 6211( Psychotherapy of the Adult), Psychology 6751 (Cultural Issues for Clinical Psychologists),
Psychology 5571 (Psychotherapy), Psychology 4020 (Psychotherapy) and Psychology 4211 (Gender and
Mental Health). Dr. Tan is also an approved supervisor for the Collaborative Graduate Program with
Specialization in Women's Studies, and a Council Member with the College of Psychologists of Ontario.
Michael F. Wesner, M.Sc., Ph.D. (Washington State University)
E-mail: michael.wesner@lakeheadu.ca
Dr. Wesner is a behavioural neuroscientist whose primary interests are in vision, attention and memory. Dr.
Wesner studies colour, memory, attention and form perception. He is also studying the visual processes of
depression and the effects of aging on attention. Dr. Wesner teaches Psychology 3161 (Sensation &
Perception), Psychology 2401 (Foundations of Biopsychology) Psychology 4411 (Biopsychology 1),
Psychology 4811 (Human Factors) and Psychology 5471 (Psychopharmacology).
PSYCHOLOGY ADJUNCT FACULTY
Mary Donaghy, M.A., Ph.D., (Iniversity of Windsor), C. Psych. (Ontario)
Email: donaghym@tbh.net
Dr. Donaghy is a clinical psychologist currently working at St. Joseph’s Care Group, providing assessment
and treatment to clients in Outpatient Neurology Day and Pain Management Programs. A student
participating in a practicum placement could anticipate working with clients who have sustained a
neurological insult (e.g., CVA, Acquired Brain Injury, Multiple Sclerosis, or Parkinson’s Disease) or have
chronic pain. Dr. Donaghy’s clinical and research interests focus on adjustment processes and coping
strategies utilized by these two broad populations.
Steven Donaghy, PhD. (University of Windsor), C. Psych. (Ontario)
Email: donaghys@tbh.net
Dr. Donaghy is a Clinical Neuropsychologist, primarily providing outpatient assessment services at St.
Joseph’s Hospital. He is also involved in providing learning disability evaluations of post-secondary
students through the Northern Assessment and Resource Centre. The clients presenting at St. Joseph’s
Hospital are referred from Thunder Bay and surrounding region. Client population seen is quite varied,
frequently including individuals with traumatic brain injuries, stroke, multiple sclerosis, and chronic pain.
Clinical Program Manual
36
Referrals often request opinions regarding diagnosis of such conditions as adult ADHD, learning disability,
and dementia. Dr. Donaghy offers a practicum placement that includes training in the administration of
neuropsychological tests, conducting intake interviews, formulating cases, writing neuropsychological
reports, and providing feedback to clients. On occasion, students also have the opportunity to conduct
briefer cognitive screens on inpatients. Dr. Donaghy’s research interests include: evaluation of Symptom
Validity Measures; the interaction between various Wechsler Scales and their sensitivity in detecting
impairment; examining the efficacy of several measures that Dr. Donaghy uses routinely but which have not
as yet been studied thoroughly in mixed clinical populations.
Jack Haggarty, M.D. (McMaster University)
Email: jhaggart@uwo.ca
Dr. Haggarty is a psychiatrist and former family physician working in Thunder Bay, Ontario. A graduate of
McMaster Medical School, he completed his residency at the University of Ottawa (Family Medicine), and
the University of Western Ontario (Psychiatry). He is the Medical Director of Community Mental Health
Services Fort William Clinic in Thunder Bay, serving over 11 family physicians and 30,000 patients. As an
Associate Professor (Northern Ontario Medical School) and Adjunct Professor (Lakehead University), he
has presented internationally on collaborative mental health, health outcomes, as well as publishing
scientific papers on trans-cultural epidemiological research of Canada’s Inuit and First Nations people. He
is actively engaged with delivering mental health to First Nations people. He is a fellow of the Royal College
of Physicians of Canada, and a Diplomat of the Board of Neurology and Psychiatry.
Paul Johnston, M.A. (Lakehead University), Ph.D. (Pacifica G. I.), C. Psych. (Ontario).
Email: johnstop@tbh.net
Dr. Joihnston is a clinical psychologist at the Thunder Bay Regional Health Sciences Centre working on the
Adult Mental Health Inpatient unit. There he supervises Psychology staff and students and provides
individual and group psychotherapy and assessment for individuals suffering with a variety of illnesses. He
is also involved with the Behavioural Sciences Centre through the St. Joseph’s Care Group where he works
as a consultant. He is also a Lecturer with the University of Toronto and has supervised Psychiatric
Residents training in psychotherapy. His particular interests include Posttraumatic Stress Disorder, the
Personality Disorders and Gender Identity Disorders.
Mary Ann Mountain, M.A. (Lakehead University), Ph.D. (Victorial University), C. Psych. (Ontario), ABPP/CN
Email: mountainm@tbh.net
Dr. Mountain is a Clinical Neuropsychologist in private practice, where she provides disability assessment
and treatment services to adults and children who have suffered some type of neurological illness or injury.
She is also the manager of Community Mental Health Services (CMHS), a large interdisciplinary outpatient
program for clients with a serious and persistent mental illness operated by St. Joseph’s Care Group. The
CMHS staff of 38 health care professionals includes 5 psychologists and 1 psychometrist. Practica and
internship placements provide students with an opportunity to work closely with other disciplines including
psychiatry, nursing, social work, occupational therapy, recreation therapists, vocational rehab and spiritual
care staff. Assessment, including formulating and communicating a diagnosis as well as individual and
group intervention form the basis of the experience. As well, there is opportunity for students to engage in
program development and evaluation activities.
Fred Schmidt, M.A. (University of Guelph), Ph.D. (University of Windsor), C. Psych. (Ontario)
Email: Schmidt@tbaytel.net
Dr. Schmidt is a Clinical Psychologist with a sub-specialty in clinical child psychology, practicing at the
Children’s Care Centre Thunder Bay (formerly Lakehead Regional Family Centre). He has particular clinical
and research interests in children and adolescents with disruptive behaviour disorders, and adolescent sex
Clinical Program Manual
37
offenders. Dr. Schmidt currently sits as a committee member of the Thunder Bay Adolescent Sex Offender
Program. He is engaged in research on the treatment of young aggressive children, and adolescent sex
offenders, as well as a program evaluation project evaluating the effectiveness of mental health input in
addressing the needs of young offenders.
Scott S. Sellick, M.A. (Lakehead University), Ph.D. (University of Alberta), C. Psych. (Alberta and Ontario)
Email: scott.sellick@cancercare.on.ca
Dr. Sellick is the Director of the Supportive Care Program, and of the Department of Supportive Care
Services at the Northwestern Ontario Regional Cancer Centre. His position is both clinical and research
oriented. He is the Associate Director of the Supportive Cancer Care Research Unit, an affiliation of
McMaster University, the Cancer Centres in Hamilton, Thunder Bay and the Canadian Cancer Society. He
holds adjunct appointments in the Departments of Psychology and Social Work at Lakehead University. Dr.
Sellick’s research position with Cancer Care Ontario provides opportunities for students to become involved
in the application of sociobehavioural principles to the delivery of cancer care. Clinical work involves
patients who have been diagnosed with cancer and their families, dealing with all aspects of care throughout
the illness trajectory, including issues pertaining to the anticipation of death and bereavement. Research
includes investigations of the impact of illness and treatment, coping styles and strategies, the use of
psychological techniques for the alleviation of chronic and procedural pain related to cancer and cancer
treatment, and the screening of those most likely to need psychosocial support. Dr. Sellick’s most recent
publications have appeared in Psycho-Oncology, Psychosocial Oncology, Paediatrics and Child Health and
the Journal of Palliative Care.
Peter Voros, M.A. (Lakehead University), Ed.D. (University of Toronto), C. Psych. (Ontario)
Email: vorosp@tbh.net
Dr. Voros is a clinical psychologist currently practicing at Thunder Bay Regional Health Sciences Centre.
His clinical work involves group and individual treatment and assessment of adults who suffer from a serious
mental illness and the supervision of inpatient and outpatient psychological services for adolescents. Dr.
Voros’ clinical and research interests include addictions, group therapy, patient treatment choices, and
psychotherapy process issues. His most recent publications have appeared in the Journal of Cancer
Education and the Journal of Palliative Care.
Clinical Program Manual
Appendix 2
Clinical Practice Comprehensive Examination (Psyc 6811)
38
Clinical Program Manual
39
Doctoral Program in Clinical Psychology:
Comprehensive Examinations Guide
(amended 26 January 2006)
Preamble
Comprehensive examinations assess the student’s general preparation for the PhD degree and assess
specific areas of study in which the student may require further work (content, methodology, and/or theory). The
examinations assess the student’s ability to integrate material from divergent areas, to reconcile theoretical,
methodological, clinical or empirical issues, and to think creatively. There are two such examinations: Clinical
Practice Comprehensive Examination (Psychology 6811) and the Science Comprehensive Examination (Psyc 6812).
Continued registration in the Ph.D. Clinical Psychology program rests upon successful completion of both
Comprehensive Examinations. This document provides information on the Clinical Practice Comprehensive
Examination.
1. This is a full day sit-down closed book examination in which students are assessed on their ability to integrate
research and clinical materials from divergent areas related to clinical psychology (psychopathology,
assessment, treatment, ethics, professional issues) and to apply them to clinical scenarios in a competent,
ethical, and professional manner.
2. Students register in this course in the Spring of PhD Year 2, as all students should have completed all
required courses by the end of year 2. The Clinical Area must approve any extenuating circumstances. While
registration occurs in the Spring, students should typically be starting their formal preparation/studying in the
Fall of PhD Year 2.
3. The exam itself takes place on the third Monday of June in PhD Year 2.
4. The examination will be proctored by the Clinical Practice Comprehensive Examination Coordinator (CEC).
5. Evaluation consists of a written closed book examination that involves two three-hour sessions in one day: (a)
a 3-hour period from 9am to noon (morning session), and (b) a second 3-hour period from 1 to 4pm (afternoon
session). The exam begins and ends on time without exception. Students may hand in their exam before the
end of the official exam period.
6. The examination is held in Evans House with one student per room. Students may not bring anything to the
examination other than their writing instruments. Students may leave the House once they have handed their
examination to the CEC, and doing so constitutes completion of that portion of the examination. Students are
not permitted to communicate with anyone apart from the CEC during the examination.
7. At the beginning of each session students will be given a list of three different questions and instructed to
answer two of their choosing within the 3-hour period. Two examples are given below:
a.
You are a Registered Psychologist practicing in a small provincially funded mental health clinic in a rural
community of southern Ontario. Ms. Begoode calls you one day to request an assessment of her daughter.
Mother provides the following information: daughter Jenny is a 15-year old grade 11 student in advanced
school placement. Jenny has precipitously dropped 35lbs to a current weight of 88lbs over the previous 6
months. She has become increasingly irritable, socially withdrawn, and tearful. Mother notes, “She used to
be my perfect golden girl, I don’t know who she is anymore”. Jenny’s grades are plummeting and her
advanced school placement is in jeopardy. Jenny’s track coach expressed concern to mother that Jenny has
fainted twice during practice sessions in the past month. You agree to meet with the entire family (mother,
father, Jenny, and younger brother Jimmy). On the appointed day, mother arrives with Jimmy and states that
father is in the parking lot arguing with Jenny who refuses to attend the meeting. Jenny told mother “I would
rather be dead than see a shrink, I don’t need a head doctor, I need a real doctor who can tell me why I can’t
Clinical Program Manual
40
eat”. Discuss this case with respect to the following issues (feel free to add plausible details to this scenario
in order to make your answer coherent and logical, prefacing with “Assuming that…”).
i. Assessment
ii. Case formulation with reference to theory and scientific evidence.
iii. Treatment considerations
iv. Ethical and professional issues.
b.
Sexual abuse is proposed to a factor in the causal pattern for the development of borderline personality
disorder. Design a study to evaluate the veracity of this claim. Explicate details regarding:
i. Study design
ii. Internal/external validity
iii. Statistical considerations
iv. Ethical considerations
v. Dissemination
vi. Implications for future research
8. Not less than 2 months prior to the sitting of the examination, the CEC will solicit possible examination
questions from all clinical faculty. The pool of questions will be vetted through the Clinical Area, and a final
pool of six questions will be approved for the examination. Students will not be privy to this pool nor to the
identity of the faculty who contributed to the examination questions.
9. The CEC will convene a cohort of two faculty members per approved question before the examination.
Choice of faculty will be based on their area of expertise relevant to the specific examination question. Each
cohort is charged with the responsibility of grading their respective question. Each member of the cohort
independently marks the question, and submits a percentage grade to the CEC within two weeks (Note: The
CEC does not mark any portion of the examination.) The CEC averages the grade per student, per question,
over each of the two members of the marking cohort. For any questions that receive marks of less than 70
and have inter-rater discrepancies of greater than or equal to 15 marks, the discrepancies will be resolved
between the markers. In addition, for any questions where a marker provides a mark of less than 70, some
written feedback should be provided on the examination to indicate the areas of weakness. In order to receive
a mark of 70 or greater, it is expected that the student will provide an answer that is Ph.D.-level quality and
reflects the type of knowledge, degree of sophistication, and critical thinking that one would expect of a Ph.D.
candidate in Clinical Psychology. The CEC communicates to each student his or her examination outcome
approximately one month following the exam. Three outcomes of the examination are possible:
a. The average across the four questions is 70% or better, with no more than one question receiving
a grade of 50-69%. In this event, the student receives a “pass” on his/her transcript for Psychology
6811 Clinical Practice Comprehensive Examination.
b. Three or more of the four questions receive a grade of 49% or less. This is considered to be a
“failure”. In this event, the student will not be permitted to continue in the program.
c. Any other configuration of grades is considered “in need of remediation”. In this event, the student
must sit a second comprehensive examination that will take place approximately one month
following the examination feedback. The questions will not be duplicated from the first sitting. All
other test parameters remain the same. This second comprehensive examination will be marked
by all members of the Clinical faculty and any mark discrepancies that need to be resolved will be
done so by them. Students who are required to write this remediation examination must receive a
“pass” as defined in “a” above. Otherwise, the student will not be permitted to continue in the
program.
10. Students will be provided with the following feedback based on their performance: “pass”, “failure”, or “in need
of remediation”. Specific grades for each question or for the overall examination will not be provided. If
students wish to receive some general feedback regarding their performance, then this may be provided by
the CEC. The Director will be responsible for submitting a grade (pass or fail) to the Registrar’s Office.
Clinical Program Manual
11. Students have the right to appeal their outcomes by following the reappraisal and appeal procedures set by
the Senate Academic Appeal Committee.
41
Clinical Program Manual
Appendix 3
Science Comprehensive Examination (Psyc 6812)
42
Clinical Program Manual
43
Science Comprehensive Examination (Psychology 6812)
Preamble
Comprehensive examinations assess the student’s general preparation for the Ph.D. degree and assess
specific areas of study in which the student may require further work (content, methodology, and/or theory). The
examinations assess the student’s ability to integrate material from divergent areas, to reconcile theoretical,
methodological, clinical or empirical issues, and to think creatively. There are two such examinations: Clinical
Practice Comprehensive Examination (Psychology 6811) and the Science Comprehensive Examination (Psyc 6812).
This document provides information on the Science Comprehensive Examination. Continued registration in the
Ph.D. Clinical Psychology program rests upon successful completion of both Comprehensive Examinations. This
document provides information on the Science Comprehensive Examination.
The purpose of Science Comprehensive Examination is to assess the student’s ability to integrate and
critically evaluate an area of psychology from a scientific perspective. It can take one of three forms – a written
essay topic outside the student’s area of dissertation research, an oral examination, or a research project.
The student has to register for the Science Comprehensive Examination at the beginning of Ph.D. Year 3.
S/he informs the D.C.T. the intended format of the Examination (written essay, oral examination, and research topic)
and the membership of the Science Comprehensive Examination Committee. This committee which consists of
three Psychology faculty members evaluates the Science Comprehensive Examination. In certain instances, one of
the committee members may be an Adjunct Faculty or a faculty member from another department who has expertise
in the area under examination. The Chair of the Science Comprehensive Examination Committee is a full-time
Psychology faculty who is responsible for organizing the committee during evaluation time and for ensuring that the
student receives credit on the transcript upon successful completion of the Science Comprehensive Examination.
Written Essay Topic
This format of the Science Comprehensive Examination consists of a written comprehensive paper that has
to be submitted for evaluation to the Science Comprehensive Examination Committee. The topic is selected by the
Science Comprehensive Examination Committee with input from the student. However, the final decision rests with
the Committee. The topic has to be unrelated to the student’s dissertation. The student enters into an initial
consultation with the Committee in which the following expectations are outlined:
• the subject area
• goals and objective of the paper (e.g., questions to be addressed in the essay), its evaluation criteria,
specifications on how the comprehensive paper differs from a typical graduate term paper, and deadline for
submission of the paper
• evaluation criteria
• deadline for submitting the comprehensive paper
Based on the initial consultation, the student develops a Science Comprehensive proposal. The proposal
should indicate the goals and objective of the paper and a preliminary list of references. The proposal is forwarded to
the Committee for approval.
After the proposal has been approved, the student works on the paper independently. The student has to
submit the paper, written in APA format, by the deadline set by the Committee. It should have a cover page with the
title of comprehensive paper, the name of the student, date of submission, indication that it is a Science
Comprehensive paper, and the names of the Committee members.
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44
An Oral Examination
The oral examination is a half-day closed book examination of the student by the Science Comprehensive
Examination Committee. The area or areas to be covered in the examination is selected by the Science
Comprehensive Examination Committee in consultation with the student. However, the final decision rests with the
Committee. The area(s) has to be unrelated to the student’s dissertation. The student enters into an initial
consultation with the Committee in which the following expectations are outlined:
• the scope of the oral examination
• goals and objective of the oral examination
• evaluation criteria
• date for holding the oral examination
Based on the initial consultation, the student develops a proposed reading list for the Committee. The
reading list does not need to be comprehensive and should not serve to limit the student to studying only on what the
reading list contains. Rather the reading list is meant as a guide. The Committee can recommend additional or
alternative readings to the student but its recommendation should be treated as a guide and not as a definitive limit to
what the student should know. The student is expected to study extensively not only within the specified topic of the
examination but also in related areas so that s/he will be able to perform adequately in the oral examination to meet
the evaluation criteria set by the Committee.
On the day of the oral examination, the student is not permitted access to any books or articles for
referencing. The organization of the oral examination (e.g., order of questioning, any time limit set on questioning or
responses, etc.) as previously agreed-upon by the Committee will be disclosed to the student. This information is not
previously shared with the student to enable him/her to study freely to the best of his/her ability without the
constraints of the prior knowledge of time limits.
Research Topic
This examination involves the student undertaking a research project and producing a subsequent research
paper. The topic is selected by the student but subjected to the approval of the Science Comprehensive Examination
Committee. The topic has to be unrelated to the student’s dissertation. The student enters into an initial consultation
with the Committee in which the following expectations are outlined:
• the subject area
• goals and objective of the research project (e.g., questions to be addressed in the project)
• the evaluation criteria
• deadline for submission of the paper
Based on the initial consultation, the student develops a research proposal for the Science Comprehensive.
The research proposal should consist of a short literature review followed by the types of information required by the
Lakehead University Research Ethics Board (REB) for ethics submission. It is preferable that the proposal be in a
state ready for ethics submission to the REB. The research project must meet the Tri-Council ethics guidelines.
Once the research proposal has been accepted by the Committee, it is submitted to the REB for ethics
clearance. Following ethics clearance, the student implements the project, analyses the data and writes up a
research report following APA format. After the research report has been completed, it is submitted to the Committee
for evaluation.
Clinical Program Manual
Appendix 4
Graduate Program Schedule
45
Clinical Program Manual
46
DEPARTMENT OF PSYCHOLOGY – CLINICAL PSYCHOLOGY GRADUATE
SCHEDULE (14 Nov 2005)
Month
Sept.
Oct.
MASTER’S LEVEL
Year 1
Year 2
Program Registration
Program Registration
Program Registration
Required to attend
orientation meeting 1st
week of Sept.
G.A. students to contact
faculty 1st week of Sept.
M.A. thesis proposal
approved by Thesis
Supervisory
Committee*4 and posted
in the Dept. by Sept. 30.
All M.A. requirements
must be completed
by Aug. 31
registration to be
admitted into the
Ph.D. program*2.
Selection of M.A. thesis
Supervisor by October
31.
M.A .Thesis proposal
presentation must be
scheduled by Oct 15.
Ph.D. application due Oct.31*1
M.A. thesis proposal
presentation must be
done by Nov. 30.
Nov.
PH.D. LEVEL
Year 2
Year 3
Year 1
Program Registration
Program Registration
Must register for
Science Comps by fall
of Year 3.
Dissertation proposal
approved by
Dissertation Advisory
Committee*4 and
posted in the Dept. by
Sept. 30.
Dissertation proposal
presentation must be
scheduled by Oct. 15.
.
Dec.
Jan.
Ph.D.
Dissertation
Advisory Committee
must be chosen by
Jan. 31 (Supervisor,
2nd Reader, Internal/
External).
Feb.
Mar.
April
May
Annual Report
Due - May 31*3.
Must register for MA
Practicum if not done
previously.
Annual Report
Due – May 31.
Must select second
reader for MA thesis by
Aug 31.
Completed M.A. thesis
in Grad. Studies
by Aug. 31.
June
Must register for PhD
Practicum if not done
previously.
Annual Report
Due - May 31.
Must register for
Clinical Comp.
Annual Report
Due - May 31.
Clinical Comp – need
100% of required
course work.
Annual Report
Due - May 31.
July
Aug
Science Comps must
be completed by Aug.
31.
*1 Only for internal applicants. Application = Letter of agreement to supervise Ph.D. dissertation from proposed Ph.D. supervisor, application
form and fee.
*2 Completed thesis in Graduate Studies ready for binding by August 31st . (All course work complete, oral defense and corrections)
*3 Annual Reports are due May 31st of each continuing year until the program is completed.
*4 M.A. Thesis and Ph.D. dissertation approval by Committee = proposal and proposal oral defense passed by Committee, as indicated by
submission of the appropriate form.
REGISTRATION MUST BE KEPT UP EVERY YEAR UNTIL GRADUATION
Clinical Program Manual
Appendix 5
Listing of Lakehead University Clinical Psychology Placement Settings
In Northwestern Ontario
47
Clinical Program Manual
Lakehead University Clinical Psychology Placement
Settings
Setting
Supervisor
Telephone
& Fax
Thunder Bay Regional
Health Sciences Centre
Regional Cancer Care
Dr. Scott Sellick, C. Psych.
Director of Supportive Care
Thunder Bay Regional Health Sciences Centre
980 Oliver Road
Thunder Bay, Ontario P7B 6V4
684-7310 (t)
684-7305 (direct)
684-5805 (f)
Thunder Bay Regional
Health Sciences Centre
Mental Health Outpatients
Dr. Peter Voros, C. Psych.
Department of Psychology
Thunder Bay Regional Health Sciences Centre
980 Oliver Road
Thunder Bay, Ontario P7B 6V5
684-6000 (t)
684-6471 (direct)
684-5869 (f)
Thunder Bay Regional
Health Sciences Centre
Mental Health Inpatients
Dr. Paul Johnston, C. Psych.
Department of Psychology
Thunder Bay Regional Health Sciences Centre
980 Oliver Road
Thunder Bay, Ontario P7B 6V5
684-6000 (t)
684-6425 (direct)
684-5866 (f)
St. Joseph’s Care Group
Mental Health Services
(Personal Development Centre)
Eating Disorders Program
Dr. Ron Davis, C. Psych.
P.O. Box 3251
Thunder Bay, Ontario P7B 5G7
343-2400 (t)
St. Joseph’s Care Group
Chronic Pain Management
Neurology Day Program
Dr. Mary Donaghy, C. Psych.
St. Joseph’s Care Group
P.O. Box 3251
Thunder Bay, Ontario P7B 5G7
343-2448(t)
343-4696(f)
St. Joseph’s Care Group
Outpatient Neurology
Dr. Steve Donaghy, C. Psych.
St. Joseph’s Care Group
Out-Patient Neurology
P.O. Box 3251
Thunder Bay, Ontario P7B 5G7
343-2335 (t)
343-0144 (f)
St. Joseph’s Care Group
Adolescent Inpatient &
Day Patient Program
Dr. Ed Rawana, C. Psych.
Sister Margaret Smith Centre
Adolescent Inpatient & Day Patient Program
St. Joseph’s Care Group
35 N. Algoma Street
Thunder Bay, Ontario
343-8453 (t)
343-9447 (f)
48
Clinical Program Manual
49
Setting
Supervisor
Telephone
& Fax
Lakehead Psychiatric
Hospital
Dr. Mary-Ann Mountain, C. Psych.
Community Mental Health Services
580 North Algoma Street
Thunder Bay, Ontario P7B 5G4
343-4300(t)
343-4387(f)
Lakehead Psychiatric
Hospital
Dr. Jeannette Prenger
Community Mental Health Services
580 North Algoma Street
Thunder Bay, Ontario P7B 5G4
343-4398 x4453 (t)
Lakehead Public Schools
Dr. Ed Rawana, C. Psych.
Lakehead Public Schools
2135 Sills Street
Thunder Bay, Ontario P7E 5T2
343-8453 (t)
Children’s Centre
Thunder Bay
Dr. Fred Schmidt, C. Psych.
Lakehead Regional Family Centre
283 Lisgar Street
Thunder Bay, Ontario P7B 6G6
343-5000(t)
345-0444(f)
Lakehead University Health
and Counselling
Dr. Ron Davis, C. Psych.,
Dr. Kirsten Oinonen, C. Psych. ,
Dr. Josephine Tan, C. Psych.
343-8361(t)
346-7740(f)
Lakehead University
Psychology Clinic
(Evans House)
Dr. Charles Netley, C. Psych.
Dr. Josephine Tan, C. Psych.
343-8441(t)
346-7734(f)
Integrated Services for
Northern Children – ISNC
Dr. Robert Smith, C. Psych.
Box 196
Kenora, Ontario P9X 3X6
807-467-5596 (t)
Northern Ontario Assessment
Resource Centre (NOARC)
Dr. Alana Holmes
Cambrian College
1400 Barrydowne Road
Sudbury, Ontario P3A 3V8
705-566-8101, ext. 7621
705-524-6779
Clinical Program Manual
Appendix 6
Clinical Placement Learning Expectations
(Form available from Ms. Delin)
50
Clinical Program Manual
51
LAKEHEAD UNIVERSITY CLINICAL PSYCHOLOGY
CLINICAL PLACEMENT LEARNING EXPECTATIONS
Student Name: _______________________________________
Type of Clinical Placement (circle one):
Expected start date: __________________
Full time or part-time? _____________
Student ID: ____________
MA Practicum / PhD Practicum / PhD Internship
Expected end date: ___________________
If part-time, number of hours per week: _________
Name and location of clinical setting, and program/rotation (if applicable):
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Name, credentials of supervisor(s): _____________________________________________________
__________________________________________________________________________________
1.
What are types of population and presenting problems is the student expected to see? (e.g, child,
adolescents, adults, elderly, families, inpatient,outpatient, depression, eating disorders, brain
injury). What kinds of clinical activities will the student undertake under supervision?
2.
If possible, please identify the specific skills to be acquired by the student and how they will be
acquired:
Assessment (e.g., specific types of assessment and instruments to be used)
(a)
(b)
Treatment (e.g., type of treatment/interventions such as group, individual, family,
psychoeducation; therapeutic modalities used)
Clinical Program Manual
(c)
Other (if applicable, please specify)
3.
Number of clients the student might be expected to see:
Assessment:
_____ per week/per month
(b)
52
Treatment: ______ per week/per month
4.
Please describe the type of supervision expected to be provided (e.g, direct observation, cotherapy, monitoring through a one-way mirror). Will the type of supervision vary as the student
becomes more skilled? If so, how?
5.
Amount and schedule of supervision expected to be provided:
Supervisor signature : ___________________________________
Date: ______________
Student signature: _____________________________________
Date: ______________
LU Clinical Placement Coordinator signature: _________________________
Date: ______________
Signatures do not imply contractual or legally binding obligations. The information collected on this
form will be used to track the functioning and development of the Lakehead University Psychology
Department Clinical Psychology graduate programs for the purpose of accreditation.
Clinical Program Manual
Appendix 7
Lakehead University Clinical Psychology Practicum Evaluation Form
(Form available from Ms. Delin)
53
Clinical Program Manual
54
Lakehead University Clinical Psychology Practicum Evaluation Form
(This form must be completed by each supervisor at the endpoint of each practicum placement. The
original should be sent to the Clinical Placement Coordinator.)
Practicum Student:
______________________________
Practicum Site: ______________________________
Dates: from: ________to: ___________
Supervisor:
Rotation: _________________________
______________________________
Supervisor: Please evaluate the practicum student you have supervised on the following items
by marking the description that best fits your observations. Use “Not observed/not applicable”
for items that do not apply to your rotation. Provide note any special strengths or areas for
improvement within each skill area. Additional general comments can be written at the end.
A) KNOWLEDGE AND SKILLS
1.
Knowledge of psychological theory and clinical research:






Not observed/not applicable
Shows inadequate knowledge and little effort to acquire that knowledge
Shows less than minimal amount of knowledge related to client’s problems
Shows adequate comprehension and relates theory and research to client’s problems
Show’s above average knowledge and displays insight in relating this knowledge to clients
Demonstrates superior comprehension of theory and research and integrates these into clinical work
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
2.
Clinical assessment and testing skills:






Not observed/not applicable
Unable to perform basic assessment skills without assistance
Demonstrates basic assessment skills; needs frequent assistance
Demonstrates basic assessment skills; occasionally requires assistance
Demonstrates a variety of assessment skills; requires minimal assistance
Demonstrates a variety of high level assessment skills; with minimal assistance
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
3.
Therapeutic intervention with individual clients:
Clinical Program Manual






55
Not observed/not applicable
Unable to implement basic interventions without assistance
Demonstrates basic intervention skills; needs frequent assistance
Demonstrates basic intervention skills; occasionally requires assistance
Demonstrates a variety of intervention skills; requires minimal assistance
Demonstrates a variety of high level intervention skills; with minimal assistance
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
4.
Therapeutic intervention in group settings:






Not observed/not applicable
Unable to implement basic interventions without assistance
Demonstrates basic intervention skills; needs frequent assistance
Demonstrates basic intervention skills; occasionally requires assistance
Demonstrates a variety of intervention skills; requires minimal assistance
Demonstrates a variety of high level intervention skills; with minimal assistance
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
5.
Oral presentations:






Not observed/not applicable
Presentations are inadequate or reflect inadequate understanding/poorly organized
Presentations are complete and timely but poorly organized
Presentations are prompt and reflect adequate understanding
Presentations are timely, concise, and reflect good understanding
Presentations are of outstanding quality and reflect excellent understanding
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
6.
Written reports and documentation:






Not observed/not applicable
Reports consistently inadequate and/or late
Reports are complete but require frequent revisions
Reports are prompt and capably completed
Reports are concise, timely, and reflect good understanding
Reports are of outstanding quality and reflect excellent understanding
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
7.
56
Professional ethics:






Not observed/not applicable
Always fails to consider ethical concerns
Often fails to consider ethical concerns
Occasionally fails to consider ethical concerns
Reliably considers ethical concerns
Consistently arrives at good ethical decisions even on highly complex matters
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
8.
Knowledge of limits of competence:






Not observed/not applicable
Regularly fails to consider own limits of competence in work with clients or other professionals
Often fails to consider own limits of competence in work with clients or other professionals
Occasionally fails to consider own limits of competence in work with clients or other professionals
Reliably considers own limits of competence in work with clients or other professionals
Demonstrates an excellent understanding of limits of competence, consults when necessary, and makes
referrals when appropriate
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
B) PERSONAL QUALITIES
9.
Initiative/Motivation (Supervisor: include clinical, teaching and research opportunities):





Not observed/not applicable
Not motivated at all, unproductive; avoids “doing” when possible
Shows poor motivation, does work only when instructed to but frequently fails to follow through
Just getting by; does work when instructed and is able to follow through
Carries his/her share of the work load; does work without requiring instruction or reminder, and attends
to tasks satisfactorily
 Exceeds workload expectations, volunteers or seeks out extra tasks, and attends to them satisfactorily
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
10.
57
Supervision/feedback utilization:






Not observed/not applicable
Is not receptive to feedback; no evidence of feedback implementation
Is receptive to and shows some implementation of feedback
Is receptive to and implements feedback effectively
Seeks feedback, is receptive to and implements feedback
Seeks feedback, generates constructive self correction, and is receptive to and implements feedback
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
11.
Self-Awareness of Interpersonal Impact (impact on clients):






Not observed/not applicable
Consistently shows no awareness of how his/her behaviour impacts others
Frequently appears to not consider the impact of own behaviour on others
Occasionally seems unaware of own impact on others
Reliably monitors how own behaviour impacts others and makes amends when necessary
Shows an exceptional awareness of interpersonal impact on others and ability to engage in self-correction
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
12.
Self-Awareness of Interpersonal Impact (impact on supervisors and colleagues):






Not observed/not applicable
Consistently shows no awareness of how his/her behaviour impacts others
Frequently appears to not consider the impact of own behaviour on others
Occasionally seems unaware of own impact on others
Reliably monitors how own behaviour impacts others and makes amends when necessary
Shows an exceptional awareness of interpersonal impact on others and ability to engage in self-correction
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
13.
58
Professional presentation (demeanor/dress/grooming):






Not observed/not applicable
Consistently acts, dresses, or grooms self in an inappropriate/unprofessional manner
Often fails to dress professionally or engage in adequate grooming
Occasionally fails to present self in a professional manner
Reliably dresses and presents self in a professional manner
Consistently appears and presents self in a manner that reflects the highest ideals of the profession
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
14.
Ability to deal with stress:






Not observed/not applicable
Consistently fails to cope with stress with severe adverse impact on professional work and relationships
Ability to deal with stress is poor with some adverse impact on professional work and relationships
Ability to deal with stress is fair with occasional adverse impact on professional work and relationships
Ability to deal with stress is good with little to no adverse impact on professional work and relationships
Ability to deal with stress is excellent; able to defuse problematic situations before they deteriorate
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
15.
Ability to work effectively with multiple demands:
 Not observed/not applicable
 Consistently appears unable to adequately balance, organize and prioritize the multiple demands of the
profession
 Often appears unable to adequately balance, organize and prioritize the multiple demands of the profession
 Occasionally appears unable to adequately balance, organize and prioritize the multiple demands of the
profession
 Rarely appears to have a problem with balancing, organizing and prioritizing the multiple demands of the
profession
 Consistently demonstrates excellent organizational and prioritizing abilities
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
59
C) INTERPERSONAL FUNCTIONING
16.
Relationships with clients:






Not observed/not applicable
Unable to establish appropriate rapport with clients
Fair rapport established; sometimes seemed to be a lack of communication
Good rapport; listened and communicates concern for patient’s problems
Not only listens and communicates well but instills confidence in ability
Professional attitude; convinces clients of expertise and puts clients at ease
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
17.
Team participation/Co-worker relationships:






Not observed/not applicable
Behavior often undermines team effort
Behavior has little impact on team
An active member of the team who works well with the other members
An active member of the team who elicits the cooperation of others
An exceptionally active member of the team whose leadership qualities are sought by others
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
18.
Relationships with other practicum students:






Not observed/not applicable
Consistently fails to show good collaboration and/or collegiality with other practicum students
Sometimes shows good collaboration and/or collegiality with other practicum students
Often shows good collaboration and/or collegiality with other practicum students
Consistently shows good collaboration and/or collegiality with other practicum students
Behaviour exemplifies an ideal colleague who is regularly sought out by other practicum students due to
abilities, knowledge, and willingness to share without reservation
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
General Comments:
60
(Supervisor, please comment on skills and abilities specific to your particular rotation)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Supervisor Signature: ___________________________
Practicum Student Signature: ______________________
Date: __________________
Date: ____________________________
Clinical Program Manual
Appendix 8
Lakehead University Psychology Intern Evaluation Form
(Form available from Ms. Delin)
61
Clinical Program Manual
62
Lakehead University Clinical Psychology Intern Evaluation Form
(This form must be completed by each supervisor at the midpoint and endpoint of the predoctoral
internship. The original should be sent to the Clinical Placement Coordinator.)
Check One
 Mid year
 End of Year
Intern:
______________________________
Internship Site: ______________________________
Dates: from: ________to: __________
Supervisor:
Rotation: _______________________
______________________________
Supervisor: Please evaluate the intern you have supervised on the following items by marking
the description that best fits your observations. Use “Not observed/not applicable” for items that
do not apply to your rotation. Provide note any special strengths or areas for improvement
within each skill area. Additional general comments can be written at the end.
A) KNOWLEDGE AND SKILLS
1.
Knowledge of psychological theory and clinical research:






Not observed/not applicable
Shows inadequate knowledge and little effort to acquire that knowledge
Shows less than minimal amount of knowledge related to client’s problems
Shows adequate comprehension and relates theory and research to client’s problems
Show’s above average knowledge and displays insight in relating this knowledge to clients
Demonstrates superior comprehension of theory and research and integrates these into clinical work
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
2.
Clinical assessment and testing skills:






Not observed/not applicable
Unable to perform basic assessment skills without assistance
Demonstrates basic assessment skills; needs frequent assistance
Demonstrates basic assessment skills; occasionally requires assistance
Demonstrates a variety of assessment skills; requires minimal assistance
Demonstrates a variety of high level assessment skills; with minimal assistance
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
3.
63
Therapeutic intervention with individual clients:






Not observed/not applicable
Unable to implement basic interventions without assistance
Demonstrates basic intervention skills; needs frequent assistance
Demonstrates basic intervention skills; occasionally requires assistance
Demonstrates a variety of intervention skills; requires minimal assistance
Demonstrates a variety of high level intervention skills; with minimal assistance
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
4.
Therapeutic intervention in group settings:






Not observed/not applicable
Unable to implement basic interventions without assistance
Demonstrates basic intervention skills; needs frequent assistance
Demonstrates basic intervention skills; occasionally requires assistance
Demonstrates a variety of intervention skills; requires minimal assistance
Demonstrates a variety of high level intervention skills; with minimal assistance
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
5.
Oral presentations:






Not observed/not applicable
Presentations are inadequate or reflect inadequate understanding/poorly organized
Presentations are complete and timely but poorly organized
Presentations are prompt and reflect adequate understanding
Presentations are timely, concise, and reflect good understanding
Presentations are of outstanding quality and reflect excellent understanding
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
6.
Written reports and documentation:






Not observed/not applicable
Reports consistently inadequate and/or late
Reports are complete but require frequent revisions
Reports are prompt and capably completed
Reports are concise, timely, and reflect good understanding
Reports are of outstanding quality and reflect excellent understanding
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
7.
64
Professional ethics:






Not observed/not applicable
Always fails to consider ethical concerns
Often fails to consider ethical concerns
Occasionally fails to consider ethical concerns
Reliably considers ethical concerns
Consistently arrives at good ethical decisions even on highly complex matters
Strengths: _________________________________________________________________________________
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
8.
Knowledge of limits of competence:






Not observed/not applicable
Regularly fails to consider own limits of competence in work with clients or other professionals
Often fails to consider own limits of competence in work with clients or other professionals
Occasionally fails to consider own limits of competence in work with clients or other professionals
Reliably considers own limits of competence in work with clients or other professionals
Demonstrates an excellent understanding of limits of competence, consults when necessary, and makes
referrals when appropriate
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
B) PERSONAL QUALITIES
9.
Initiative/Motivation (Supervisor: include clinical, teaching and research opportunities):





Not observed/not applicable
Not motivated at all, unproductive; avoids “doing” when possible
Shows poor motivation, does work only when instructed to but frequently fails to follow through
Just getting by; does work when instructed and is able to follow through
Carries his/her share of the work load; does work without requiring instruction or reminder, and attends
to tasks satisfactorily
 Exceeds workload expectations, volunteers or seeks out extra tasks, and attends to them satisfactorily
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
10.
65
Supervision/feedback utilization:






Not observed/not applicable
Is not receptive to feedback; no evidence of feedback implementation
Is receptive to and shows some implementation of feedback
Is receptive to and implements feedback effectively
Seeks feedback, is receptive to and implements feedback
Seeks feedback, generates constructive self correction, and is receptive to and implements feedback
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
11.
Self-Awareness of Interpersonal Impact (impact on clients):






Not observed/not applicable
Consistently shows no awareness of how his/her behaviour impacts others
Frequently appears to not consider the impact of own behaviour on others
Occasionally seems unaware of own impact on others
Reliably monitors how own behaviour impacts others and makes amends when necessary
Shows an exceptional awareness of interpersonal impact on others and ability to engage in self-correction
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
12.
Self-Awareness of Interpersonal Impact (impact on supervisors and colleagues):






Not observed/not applicable
Consistently shows no awareness of how his/her behaviour impacts others
Frequently appears to not consider the impact of own behaviour on others
Occasionally seems unaware of own impact on others
Reliably monitors how own behaviour impacts others and makes amends when necessary
Shows an exceptional awareness of interpersonal impact on others and ability to engage in self-correction
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
13.
66
Professional presentation (demeanor/dress/grooming):






Not observed/not applicable
Consistently acts, dresses, or grooms self in an inappropriate/unprofessional manner
Often fails to dress professionally or engage in adequate grooming
Occasionally fails to present self in a professional manner
Reliably dresses and presents self in a professional manner
Consistently appears and presents self in a manner that reflects the highest ideals of the profession
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
14.
Ability to deal with stress:






Not observed/not applicable
Consistently fails to cope with stress with severe adverse impact on professional work and relationships
Ability to deal with stress is poor with some adverse impact on professional work and relationships
Ability to deal with stress is fair with occasional adverse impact on professional work and relationships
Ability to deal with stress is good with little to no adverse impact on professional work and relationships
Ability to deal with stress is excellent; able to defuse problematic situations before they deteriorate
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
15.
Ability to work effectively with multiple demands:
 Not observed/not applicable
 Consistently appears unable to adequately balance, organize and prioritize the multiple demands of the
profession
 Often appears unable to adequately balance, organize and prioritize the multiple demands of the profession
 Occasionally appears unable to adequately balance, organize and prioritize the multiple demands of the
profession
 Rarely appears to have a problem with balancing, organizing and prioritizing the multiple demands of the
profession
 Consistently demonstrates excellent organizational and prioritizing abilities
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
67
C) INTERPERSONAL FUNCTIONING
16.
Relationships with clients:






Not observed/not applicable
Unable to establish appropriate rapport with clients
Fair rapport established; sometimes seemed to be a lack of communication
Good rapport; listened and communicates concern for patient’s problems
Not only listens and communicates well but instills confidence in ability
Professional attitude; convinces clients of expertise and puts clients at ease
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
17.
Team participation/Co-worker relationships:






Not observed/not applicable
Behavior often undermines team effort
Behavior has little impact on team
An active member of the team who works well with the other members
An active member of the team who elicits the cooperation of others
An exceptionally active member of the team whose leadership qualities are sought by others
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
18.
Relationships with other practicum students:






Not observed/not applicable
Consistently fails to show good collaboration and/or collegiality with other practicum students
Sometimes shows good collaboration and/or collegiality with other practicum students
Often shows good collaboration and/or collegiality with other practicum students
Consistently shows good collaboration and/or collegiality with other practicum students
Behaviour exemplifies an ideal colleague who is regularly sought out by other practicum students due to
abilities, knowledge, and willingness to share without reservation
Strengths: _______________________________________________________________________________
________________________________________________________________________________________
Areas for Improvement: ____________________________________________________________________
________________________________________________________________________________________
Clinical Program Manual
General Comments:
68
(Supervisor, please comment on skills and abilities specific to your particular rotation)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________________________________________________________
_____________________________________________________________________________________________
Supervisor Signature: ___________________________
Practicum Student Signature: _________________________
Date: __________________
Date: ____________________________
Clinical Program Manual
Appendix 9
Supervision Log
(Form available from Ms. Delin)
69
Clinical Program Manual
70
LAKEHEAD UNIVERSITY PRACTICUM OR INTERNSHIP
SUPERVISION LOG
Student: _____________________________
Supervisor: ______________________________
Name of clinical setting and program/rotation: _____________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Date
Time spent
Nature of contact with supervisor
Both signatures
(please be as specific as possible)
___________________________________________________________________________________________
Clinical Program Manual
Appendix 10
Graduate Student Report on Completion of Clinical Placement Form
(Form Available from Ms. Delin)
71
Clinical Program Manual
72
LAKEHEAD UNIVERSITY
DEPARTMENT OF PSYCHOLOGY
Graduate Student Report on Completion of Clinical Placement
Instructions: This report is to be filled out by all MA and PhD Clinical Psychology graduate students when they
have finished their clinical training (MA Practicum, PhD Practicum, or PhD Internship) at each clinical setting or in
each rotation/programme within a particular clinical setting. Please attach your supervisory log and the evaluation
form that your clinical supervisor(s) have completed. You will be given credit towards your clinical placement training
when you have submitted all the required information and completed the amount of training hours specified by your
program requirements. Please forward this report and its attachment to the Clinical Placement Coordinator. Thank
you.
Today’s date: __________________ (day/month/year)
Student Name: ________________________________________
Type of clinical placement (tick one): MA Practicum ____
Student ID: _____________________
PhD Practicum ____
PhD Internship ___
Name and location of setting: ____________________________________________________________________
Name of rotation/programme (where applicable): ____________________________________________________
Is your setting CPA accredited? Yes / No
APA accredited? Yes / No
Name of your primary supervisor(s) and credentials (e.g, Ph.D., C. Psych., diplomate): ____________________________
______________________________________________________________________________________________________
Name of your secondary supervisor(s) where applicable, and credentials (e.g., Ph.D., C. Psych., diplomate): __________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
When did you start your clinical placement? ___________________ (day/month/year)
When did you finish your clinical placement? _____________________ (day/month/year)
How many hours in TOTAL did you spend in your clinical placement? _____________________ hours
What is the breakdown of your clinical placement hours? Please estimate if you are unable to specify precisely.
Direct client contact: _____________ hours
Supervision: ______________ hours
Clinical documentation (notes, reports, writing related to clinical activity): __________________ hours
Professional development (e.g., attending workshops, conferences, etc. ) _________________ hours
Other activities (please specify and estimate hours): ____________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Clinical Program Manual
73
What type of experience did you gain from your clinical placement? Specify in the space below the type of activity
(e.g., assessment, individual therapy, group therapy, family therapy, consultation, psychoeducation, etc.), type of client
population (e.g., adult, adolescents, children, geriatrics, family), type of patient population (e.g, inpatient, outpatient,
young offenders, inmates, etc.), and types of problems seen (e.g., depression, bipolar, anxiety disorders, parenting
problems, substance use problems, learning problems, etc.).
Any comments or feedback you might have:
Please submit this report along with your supervisory log and supervisor evaluation form to the Clinical Placement Coordinator at
your earliest convenience. Thank you.
Clinical Program Manual
Appendix 11
Agreement of an M.A. Thesis Supervisor
(Ms. Delin will prepare form)
74
Clinical Program Manual
75
LAKEHEAD UNIVERSITY DEPARTMENT OF PSYCHOLOGY
M.A. CLINICAL PSYCHOLOGY PROGRAM
Agreement of A Thesis Supervisor
According to the Clinical Program Manual, the MA student must have selected a
thesis supervisor no later than October 31st of MA Year 1. By signing below, the faculty
member agree to supervise the student’s MA thesis. Please forward this form to Ms. Sheila
Delin by October 31st of MA Year 1.
Student Name:
________________________________________________________
Student Signature: ________________________________________________________
Date: ____________________________________________________________________
Supervisor Name: _________________________________________________________
Supervisor Signature: ______________________________________________________
Date: ___________________________________________________________________
Clinical Program Manual
Appendix 12
M.A. Thesis Supervisory Committee Form
(Ms. Delin will prepare form)
76
Clinical Program Manual
77
LAKEHEAD UNIVERSITY DEPARTMENT OF PSYCHOLOGY
M.A. CLINICAL PSYCHOLOGY PROGRAM
MA Thesis Supervisory Committee Form
Please write down the names of the committee members below and submit this form to Ms.
Sheila Delin no later than August 31st of MA Year 1.
Student:
____________________________________________________________________
Thesis Supervisor:
______________________________________________________________
Second Reader: ___________________________________________________________________
Student’s signature: __________________________________
Date: ________________
Supervisor’s signature: ________________________________
Date: ________________
Clinical Program Manual
Appendix 13
Ph.D. Disssertation Supervisory Committee Form
(Ms. Delin will prepare form)
78
Clinical Program Manual
79
LAKEHEAD UNIVERSITY DEPARTMENT OF PSYCHOLOGY
PH.D. CLINICAL PSYCHOLOGY PROGRAM
PhD Dissertation Supervisory Committee Form
Please write down the names of the committee members below and submit this form to Ms.
Sheila Delin no later than January 31st of PhD Year 1.
Student:
____________________________________________________________________
Dissertation Supervisor: ______________________________________________________________
Second Reader: ___________________________________________________________________
Internal External: __________________________________________________________________
From which department is the Internal External? _________________________________________
Student’s signature: __________________________________
Date: ________________
Supervisor’s signature: ________________________________
Date: ________________
Clinical Program Manual
Appendix 14
M.A. Thesis Proposal Approval Form
(Ms. Delin will prepare form)
80
Clinical Program Manual
81
LAKEHEAD UNIVERSITY DEPARTMENT OF PSYCHOLOGY
M.A. CLINICAL PSYCHOLOGY PROGRAM
MA Thesis Proposal Approval Form
Name of student: _______________________________________________________
Thesis Title: ___________________________________________________________
______________________________________________________________________
________________________________________________________________
The MA Thesis Supervisory Committee affirms that
1.
the submitted thesis proposal is of satisfactory quality and meets the approval of the
Committee, and that
2.
the student has successfully defended the thesis proposal.
_________________________________
Supervisor Name
________________________________
Supervisor Signature
______________________________________
Date
_______________________________________
Second Reader Name
________________________________
Second Reader Signature
______________________________________
Date
Note: This form has to be signed and submitted to the Graduate Administrative Assistant before the
proposal is posted in the Department of Psychology. Deadline for submission is September 30th of MA
Year 2.
Clinical Program Manual
Appendix 15
Ph.D. Dissertation Proposal Approval Form
(Ms. Delin will prepare form)
82
Clinical Program Manual
83
LAKEHEAD UNIVERSITY DEPARTMENT OF PSYCHOLOGY
PH.D. CLINICAL PSYCHOLOGY PROGRAM
PhD Dissertation Proposal Approval Form
Name of student: _____________________________________________________________________
Dissertation Title: ____________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
The Ph.D. Dissertation Advisory Committee affirms that
1. submitted dissertation proposal is of satisfactory quality and meets the approval of the
Committee and that
2. student has successfully defended the dissertation proposal.
_________________________________
Supervisor Name
________________________________
Supervisor Signature
______________________________________
Date
_______________________________________
Second Reader Name
________________________________
Second Reader Signature
______________________________________
Date
Note: This form has to be signed and submitted to the Graduate Administrative Assistant by September
30th of PhD Year 3. The dissertation proposal has to be posted in the Department by the same day as well.
Clinical Program Manual
Appendix 16
Departmental Ethics Form for Recruitment from Introductory Psychology Subject Pool
(Forms available from Ms. Lysenchuk or Ms. Delin)
84
Clinical Program Manual
85
Number ______________
ETHICS FORM FOR RESEARCH
EMPLOYING THE INTRODUCTORY PSYCHOLOGY SUBJECT POOL
Name of researcher:
_________________________________________________________________
Phone number: __________________________
Email: _________________________________
Supervisor (if appropriate): _____________________________________________________________
Title of Research: _____________________________________________________________________
_____________________________________________________________________________________
# of students required: _____
Hours per student: ______
Total subject hours: ________
1.
Please attach an abstract (maximum) 250 words describing your research project. Be sure to
include in the abstract clear information about the procedure and measures to be used. If the
measures are not standard or commonplace, a copy or a detailed description of them should
be attached as well.
2.
Please answer the following questions about your research:
A. Is there deception involved in the research? (circle your answer).
YES
NO
If yes, describe the deception and state whether or not you are going to inform the students.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Are the students going to be physically harmed during the research in any way? (circle
your answer).
YES
NO
Clinical Program Manual
86
If yes, describe the harm, why harm is involved, and what steps you have taken to minimize
the harm.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. Identify any possible psychological harm that the research may cause the students.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
D. Describe how you are going to debrief the students and provide them with information
about the nature and findings of the research.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
E. Attach two questions that you will pose to the students in order to assess whether they
understand the nature of the study in which they are participating. It may be necessary to
describe the nature of the study for some students until they answer the questions
correctly. Remember, this is a learning experience for the students.
Please note that you must inform the students that they can withdraw from the research at any time and
still receive the credit for participating. Also, keep records of who participated so that they will receive
credit. Submit these to Sheila Delin.
I (the researcher) ____________________________________________ agree to follow the
procedures described above and agree to follow the CPA/CPO guidelines.
_________________________________
Supervisor
___________________________________
Ethics Committee Member
Date: ____________________________
Date: _____________________________
Clinical Program Manual
Appendix 17
Student Annual Report (blank sample)
87
Clinical Program Manual
88
2005-2006 Clinical Psychology Graduate Student Annual
Report
(revised 16 February 2006)
Instructions: This report pertains to the period May 1, 2005 to April 30, 2006. Complete all sections in typed format.
Send one electronic and one signed hardcopy to Sheila Delin not later than May 30, 2006. The information will be
used to track student’s progress and accomplishments and for program evaluation and development.
Name:
Date:
Current Degree Program:
Year / month of entry into Current Degree Program:
_____________________________________________________________________________________________
A.
Course work
•
List all courses taken in 2005-2006 by number, name, and grade obtained
•
List all courses by number and name that you plan to take in 2006-2007.
•
List all courses for which a DEF appears on your transcript, detail exactly what remains to satisfy the course
requirement, and planned completion date.
B.
Thesis/Dissertation
•
Working title of thesis/dissertation:
•
Name of supervisor
•
Names of Thesis/Dissertation Supervisory Committee members
•
Provide a short summary (approximately 100 words) of your thesis/dissertation.
•
Tick off the present stage you are in the thesis/dissertation process:
 proposal writing
 proposal approved by Thesis/Dissertation Supervisory Committee
 proposal defended at 5600 research seminar
 ethics approval
 data collection
 data analyses
 complete draft approved by Thesis/Dissertation Supervisory Committee
 Thesis/Dissertation sent to External (External) Examiner
Clinical Program Manual
C.
89
•
If your thesis/dissertation has not been sent out to the External (External) Examiner for review, give your
best estimate as the month/year that you plan to have your thesis/dissertation out for external review.
•
Other research: Attach an additional page providing pertinent information regarding your research
experiences in 2005-2006 that is not directly related to your thesis/dissertation.
Clinical Training
•
If you engaged in practicum training in 2005-2006, please provide pertinent details (course number, setting,
supervisor, a short description of 100 words or less of the activities, and total hours accumulated).
•
If you engaged in internship training in 2005-2006, please provide pertinent details (course number, setting,
supervisor, a short description of 100 words or less of the activities, and total hours accumulated).
•
If you engaged in clinical activities in 2005-2006 that is not related to practicum or internship training, please
provide pertinent details (setting, supervisor, your position at the setting, a short description of 100 words or
less of the activities, and total hours accumulated)
•
List the internship sites that you applied to in 2005-06, indicate whether APPIC approved, and outcome of
your application.
D.
Research Accomplishments
Using APA format, list your accomplishments in each of the following areas. Please list all presentations/
publications to date as this information will be used to choose the winner of the New Scientist Award:
• Refereed journal articles published, in press, and submitted.
• Conference presentations (posters, papers read)
• Other publications
E.
F.
Awards
•
List in an attachment all scholarships, bursaries and other awards received in 2005-2006 (funding source,
name of award, amount of award, period of funding
•
List in an attachment all scholarships, bursaries and other awards applied for in 2005-2006 (date of
application, funding source, name of award, amount of award, outcome of application if known).
•
If you received a Graduate Assistantship in 2005-2006, which faculty member(s) did you worked for?
•
If you received a Research Assistantship in 2005-2006, which faculty member(s) did you worked for?
List other Information you deemed relevant to your academic experience in 2005-2006 (e.g., conferences or
workshops attended, courses taught, membership in professional or research societies)
Clinical Program Manual
G.
90
Please tick off below where relevant (information for CPA accreditation).
Members/affiliates in professional or research societies
Teaching assistantship
Authors/coauthors of articles in refereed journals
Research assistantship
Authors/co-authors of papers presented at scientific or Internal Scholarship or Fellowship
professional meetings
Authors/co-authors of articles in refereed journals
External Scholarship or Fellowship
Applied for internship
Received funded internship
Received accredited internship
Received unfunded internship
H. Outside Employment
The program is obliged for accreditation purposes to report to CPA the number of graduate students that have
worked on average more than 10 paid hours per week in a capacity unrelated to their academic requirements.
State whether this applied to you.
I. Projection of Activities Over the Summer
Outline activities related to your program (research, teaching, academic, clinical/applied, applications for funding,
etc.) that have been scheduled or that you plan to do over the spring and summer terms (May 1 to August 31,
2006).
J.
By signing below, I hereby declare that I have not engaged in any unsupervised clinical activity1 in 2005-06.
Furthermore, I have been a full-time graduate student in 2005-06 as defined on page 284 of the 2005-2006
University Calendar.
Signature: ____________________________________
Any service activity deemed to fit within the purview of a psychological practice is considered a “clinical activity” including, but
not limited to, psychological assessment and/or intervention concerning a person or persons. “Unsupervised” concerns the
conduct of any clinical activity without the expressed knowledge, guidance, and approval of a registered psychologist.
1