Honours Bachelor of Counselling Psychology

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Application for Ministerial Consent

July 7, 2017

SECTION 1: Introduction

1.1 College and Program Information

Full Legal Name of Organization: Georgian College of Applied Arts and Technology

Operating Name of Organization: Georgian College

URL for Organization Homepage: www.georgiancollege.ca Degree Nomenclature: Honours Bachelor of Counselling Psychology

Location where program is delivered:

Georgian College, Orillia Campus

825 Memorial Ave, Orillia, ON L3V 6S2

Person Responsible for this Submission:

Nancy Noldy-MacLean

Academic Quality Lead (Degrees)

Office of Academic Quality

One Georgian Drive

Barrie, Ontario L4M 3X9

Telephone: 705-728-1968 Ext. 1757

E-mail: [email protected]

Chair, Georgian College Board of Governors:

Mr. Tom McBride

Georgian College, Room H103

One Georgian Drive

Barrie, ON L4M 3X9

Tel: 705-728-1968, ext. 1252

Fax: 705-722-1559

Email: [email protected] 1.2 Table of Contents

SECTION 1: Introduction ...... 3 1.1 College and Program Information...... 3 1.2 Table of Contents ...... 4 1.3 Executive Summary ...... 9 1.4 Program Abstract ...... 12 SECTION 2: Degree Level Standard ...... 13 2.1 Depth and Breadth of Knowledge ...... 13 2.2 Conceptual & Methodological Awareness/Research and Scholarship ...... 16 2.3 Communication ...... 17 2.4 Application of Knowledge ...... 17 2.5 Professional Capacity/Autonomy ...... 19 2.6 Awareness of Limits of Knowledge ...... 20 SECTION 3: Admission, Promotion and Graduation ...... 21 3.1 Admission Requirements for Direct Entry ...... 21 3.2 Admission Policies and Procedures for Mature Students ...... 21 3.3 Promotion and Graduation Requirements ...... 21 SECTION 4: Program Content ...... 25 4.1 Balance of Theory and Practice...... 25 4.2 Program Advisory Committee ...... 28 4.3 Professional Accreditation ...... 29 4.4 Breadth/Non-Core Delivery ...... 29 Guiding Principles ...... 29 Structure ...... 29 4.5 Learning Outcomes ...... 31 Program Level Learning Outcomes ...... 31 Courses Mapped to Program Learning Outcomes and Degree Level Standards ...... 32 4.6 Course Descriptions ...... 35 Core Courses ...... 35 Non-Core Mandatory Courses ...... 42 Non-Core Elective Courses ...... 43 4.7 Course Schedule 1 ...... 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Bookmark not defined. 4.8 Course Schedule 2 ...... 57 4.9 Work Integrated Learning Experience ...... 62 Services to assist students with securing work integrated learning opportunities...... 62 Potential employers ...... 63 Current Field Placement and Internship Partners ...... 65 4.10 Course Outlines ...... 68 SECTION 5: Program Delivery...... 69 5.1 Quality Assurance of Delivery ...... 69 Methods of Delivery...... 70 Support for Professional Pedagogical Development of Faculty ...... 70 5.2 Student Feedback ...... 75 SECTION 6: Capacity to Deliver ...... 77 6.1 College Mission, Goals and Strengths ...... 77 College Mission ...... 77 College Vision ...... 77 College Values ...... 77 Priorities ...... 77 6.2 Learning and Physical Resources ...... 78 Library Resources ...... 78 Classroom Space ...... 79 Multimedia and Flexible Learning Classrooms at Georgian...... 80 Observation Interview Rooms and Technology Enhanced Classrooms ...... 80 Other Specialized Equipment, Workstations and Laboratory Space ...... 84 6.3 Resource Renewal and Upgrading ...... 84 Learning Resources ...... 84 Computers and Computer Access ...... 84 6.4 Support Services ...... 85 Indigenous Resource Centres ...... 85 International ...... 85 Awards & Scholarships ...... 86 Co-op Services and Career Success ...... 86 Student Advising ...... 86 Student Advisors: ...... 86 First Generation and Crown Ward Support: ...... 86 Counselling/Mental Health Support ...... 86 Orillia Campus Labyrinth: ...... 86 Health Services ...... 87 Information Technology ...... 87 Library and Academic Services ...... 87 Math Centre: ...... 87 Tutoring: ...... 87 Writing Centre:...... 87 Testing Services ...... 87 6.5 Faculty ...... 88 Current Faculty & Credentials ...... 88 Projection of Enrollment ...... 90 Projection of Teaching Hours ...... 90 Research, Scholarship and Currency in Field of Study ...... 91 Faculty Professional Development in Teaching and Learning ...... 92 Curriculum Vitae of Faculty Assigned to the Degree Program ...... 97 Curriculum Vitae Release ...... 97 Section 7: Credential Recognition ...... 99 Supporting Documents ...... 100 COU Statement on Advanced Study at Provincially Assisted Ontario Universities ...... 100 Letter of Support – Master of Arts (Counselling Psychology) Yorkville University ...... 100 Letter of Support – Master of Psychology, Adler Graduate Professional School ...... 100 Letter of Support – Master of Counselling, Athabasca University ...... 100 SECTION 8: Regulation and Accreditation ...... 107 Self-Regulation of Counsellors in Ontario ...... 109 Regulation of Psychotherapists in Ontario ...... 109 Review and Recognition of Programs of Education ...... 109 SECTION 9: Nomenclature ...... 113 SECTION 10: Program Evaluation ...... 115 SECTION 11: Academic Freedom and Integrity ...... 119 SECTION 12: Student Protection ...... 121 12.1 Publications ...... 121 12.2 Recruitment ...... 122 12.3 Student and Consumer Interests ...... 122 12.4 Student Awareness of Policies ...... 123 12.5 Blended, Hybrid and Online Delivery ...... 125 SECTION 13: Economic Need ...... 127 13.1 Economic and Employment Forecasts ...... 127 Employment Profile ...... 128 Employment Projections ...... 129 Job Postings ...... 131 13.2 Community Consultations ...... 131 13.3 Student Demand ...... 135 SECTION 14: Duplication ...... 137 14.1 Related CAAT Degree Programs ...... 137 14.2 Related 2-year CAAT Diploma Programs ...... 139 14.3 Related CAAT Graduate Certificate Programs ...... 141 14.4 Related University Programs ...... 141 SECTION 15: Optional Materials ...... 145 SECTION 16: Policies ...... 202 APPENDICES ...... 204 Appendix 1: Course Outlines ...... 205 A1.1 Mandatory Core Course Outlines ...... Error! Bookmark not defined. A1.2 Mandatory Non-Core Course Outlines ...... Error! Bookmark not defined. A1.3 Elective Non-Core Course Outlines...... Error! Bookmark not defined. Appendix 2: CVs of Potential Faculty Teaching Core Courses ...... Error! Bookmark not defined.

1.3 Executive Summary

Program Description

This full-time, four year Honours Bachelor of Counselling Psychology program consists of eight academic semesters, including field placements, and one longer work integrated learning opportunity. The program is designed for students who want to understand human behaviour and use this knowledge to promote the mental health of individuals, families, groups and communities. The curriculum emphasizes, human development, theory and practice of counselling, crisis intervention, ethical and professional practices, abuse and trauma, as well as applied research methods and skills. Students are exposed to a range of counselling and psychotherapy approaches as well as a strong foundation in psychology research and theory. In the practicum and work term, students obtain experience with different populations and working environments that allows them to explore career options and practice the skills that prepare them for employment or graduate studies. The purpose of the program is to graduate individuals who are competent to work with a diverse population (including individuals of all ages, couples, groups and families), in a variety of roles (e.g. case manager, child and youth care worker, mental health worker, project manager, support worker, disability counselor, educational assistant, attendance counsellor, employment counselor, intake coordinator, parole supervisor, probation officer, residential worker) and in different settings (e.g. correctional institutions, community support agencies, schools, youth residences, self-employment). Students obtain a broad view of theory and practice in a spectrum of counselling fields in order to inform their decisions regarding career options and environments, and if they choose, on which area of counselling they might focus in graduate school. Students will have both the skills and opportunities to start a career upon graduation or pursue a graduate degree in counselling or a related applied psychology area.

Georgian College Context

Georgian currently has ministerial consent to deliver five degree programs: Honours Bachelor of Police Studies, Honours Bachelor of Business Administration (Automotive Management), Honours Bachelor of Business Administration (Golf Management), Honours Bachelor of Business Administration (Management and Leadership), and Honours Bachelor of Interior Design.

Georgian continues to obtain exceptional scores in the Ontario college system’s annual survey of students and employers, conducted by independent researchers on behalf of the Ministry of Advanced Education and Skills Development (MAESD). Results of the 2016/17 Key Performance Indicators (KPI) survey reveal Georgian’s commitment to student success with scores well above the provincial averages. Of all Ontario colleges, Georgian has the highest graduate employment rate (87.3 percent). Georgian’s commitment to students is further evidenced its student satisfaction rate (79.0 percent), employer satisfaction rate (90.2 percent) and graduate satisfaction rate 78.3 percent. Georgian has also demonstrated a commitment to sustainability, through waste reduction and diversion strategies as well as advancing policies and procedures that consider environmental impacts. Georgian is currently the only Ontario college with programs accredited by the Canadian Association for Co-operative Education; this represents the highest standard of achievement for co-op programs in Canada. Georgian has the most Ontario college students enrolled in co-op programs (more than 5,000), the highest percentage of programs with coop and partners with 6200 employers to give students the best possible coop experience.

Georgian has campuses in Barrie, Midland, Muskoka (Bracebridge), Orangeville, Orillia, Owen Sound and South Georgian Bay (Collingwood). Georgian’s catchment area of all municipalities within Counties of Bruce, Grey, Dufferin, Simcoe, and the District of Muskoka covers approximately 21,000 square kilometers. These areas comprise a population of approximately 719,660 in a predominantly rural landscape, although about one-quarter of the population resides within Barrie’s Census Metropolitan Area (CMA). Georgian’s full-time enrolment of over 11,000 includes apprenticeship, Second Career, university partnership and international students. The international student population at Georgian has been on a steady incline over the past ten years, as the number of students from other countries increased almost 88 per cent from 2009 to 2013. Currently 1 in every 9 Georgian students is an international student.

Resource renewal and upgrading that support students is a priority for Georgian. Georgian is currently in the second phase of its Power of Education fundraising campaign for strategic priorities including: a student services centre; entrepreneurship, technology, and collaborative learning spaces; and awards and scholarships. Goals for Phase I were exceeded, and Georgian continues to progress towards its $40 million for Phase II through the focus on a $7 million campaign for its planned Advanced Technology Innovation and Research Centre.

In 2003, the Georgian College University Partnership Centre (formerly the Institute of University Partnerships and Advanced Studies) came into being by proclamation of the Minister of Training, Colleges and Universities. With this unique designation, Georgian offers degree programs in partnership with select universities to provide increased access to degree studies in the region. Currently, six new innovative degree-diploma programs are under development in collaboration with Lakehead University, with the first being launched in September 2017. Georgian has also developed over 500 pathway opportunities for students, with more than 45 institutions in Canada and around the world.

This proposal is aligned with Georgian’s commitment to deliver top quality learning programs. A high level of academic excellence and professional relevance will encourage student success as well as continued faculty development. Our ongoing liaisons with professional partnersand our commitment to forge positive relationships with other relevant stakeholderswill reinforce and support continued program relevance and ensure that employer needs are recognized and addressed. The Honours Bachelor of Counselling Psychology will accentuate our college’s commitment to pathways for students, to community leadership in mental health, and will demonstrate our dedication to promoting our college as a centre of educational excellence in central Ontario. This new degree is consistent with and is supported by Georgian’s strategic objectives as described in its Strategic Plan and Mission Statement. It was included explicitly in our 2014-2017 Strategic Mandate Agreement in the area of growth “Integrated Community Interprofessional Health Education” to support mental health services in our region. After a detailed examination of degree offerings to determine differentiation in this area, the Simcoe Facilitator Report (Gerretson, 2015) supported Georgian’s submission of this degree.

Ontario Mental Health Context

In 2011, the Ontario government announced a 10 year strategy to deliver mental health and addictions services to Ontarians (Open Minds, Healthy Minds, 2011). The first phase of this project was focused on child and youth services, as saw the hiring of more than 770 new mental health workers in Ontario’s communities. In 2016, the Ontario government announced the hiring of 80 more mental health workers for children and youth to local mental health services (Ministry of Children and Youth Services, 2016). In February, 2017, the Ministry of Health and Long-Term Care announced that Ontario was supporting more access to therapy for thousands of people, and supported the expansion of evidence-based therapies online or in-person with individuals or groups. “The province is working to transform the mental health and addictions system into one that is equitable, high-performing and recovery-oriented, where every person in Ontario can access consistent, high-quality services, no matter where they live.” (Ontario Providing Faster Access to Mental Health Services for Thousands of People, 2017).

“One in five Ontarians will experience mental health issues in their lifetime, and these issues often start in childhood and adolescence. We found that demand for care is rising dramatically, but the government has not updated its service-delivery plans and approaches to meet the demand” (Office of the Auditor General of Ontario, Annual report 2016, volume 1. Toronto: Queen’s Printer for Ontario). The 2016 Annual Report of Ontario’s Mental Health and Addictions Leadership Advisory Council, “Moving Forward: Better Mental Health Means Better Health”, made a number of recommendations to prevent and intervene early, to help close critical service gaps and to build foundations to transform the system. Among these recommendations are action items that relate to increasing capacity for services and evidence-based psychotherapy models. Ontario is the first province to commit to a publicly funded program that will allow increased access to evidence-based therapy to its population (Ontario Budget, 2017).

In Simcoe Muskoka, suicide is the second leading cause of death for youth. Although 70% of mental health problems are reported to begin during childhood, in North Simcoe Muskoka, only one in five receive help, and when they do, they are sometimes inappropriately referred or treated in inpatient adult psychiatric units (RVH Foundation, http://foundation.rvh.on.ca/priority-needs/child-and-youth - mental-health-services ). Statistics from 2013 indicate that whereas the number of people in Ontario hospitalized with mental illness was 443/100,000, in Simcoe Muskoka this number was disproportionately larger at 647/100,000.

Ontario’s Comprehensive Mental Health and Addictions Strategy for transforming the mental health system has four guiding goals:

1. Improve mental health and well-being for all Ontarians

2. Create healthy, resilient, inclusive communities 3. Identify mental health and addictions problems early and intervene

4. Provide timely, high quality, integrated, person-directed health and other human services.

It is clear that increasing capacity for mental health services and for providing evidence-based interventions requires a workforce with the appropriate knowledge and skills. This Honours Bachelor of Counselling Psychology is the first undergraduate counselling psychology degree in Canada. It will provide a wider range of students the skills they need to provide service-delivery, to learn a broad range of evidence-based psychotherapy techniques and understand diverse populations in different settings. Graduates will have the interviewing and counselling practice skills they need to be employment-ready in mental health settings or to progress to a Masters program and work independently in mental health fields. These graduate will have the ability to make countless contributions to their communities and provide much needed mental health services in Simcoe Muskoka. This degree aligns post-secondary educational opportunities with the workforce capacity needed to meet the recommendations of the Ontario’s Mental Health and Addictions Leadership Advisory Council and to help fill the critical service gaps in Ontario, and in Georgian’s catchment of Simcoe County in particular.

1.4 Program Abstract

This program is designed for students who want to understand human behaviour and use this knowledge to promote the mental health of individuals, families, groups and communities. Students are exposed to a range of counselling and psychotherapy approaches as well as a strong foundation in psychology research and theory. In the practicum and work term, students obtain experience with different populations and working environments that allows them to explore career options and practice the skills that prepare them for employment or graduate studies. The curriculum fosters an understanding of diverse sociocultural factors, lifespan development, theory and practice in a range of counselling and psychotherapy approaches, ethical and evidence-based professional practices, as well as the research methods and psychological theories that inform counselling and psychotherapy practice.

Graduates are prepared to work with diverse populations in a variety of roles (e.g. case manager, mental health worker, support worker, disability counselor, educational assistant, attendance counsellor, employment counselor, intake coordinator, parole supervisor, probation officer, residential worker) and in different settings (correctional institutions, community support agencies, schools, youth residences, self-employment). Graduates may start a career upon graduation or pursue a graduate degree in counselling or a related applied psychology area.

SECTION 2: Degree Level Standard

The program meets or exceeds the degree level standard and the applicant demonstrates how the program meets the standard.

2.1 Depth and Breadth of Knowledge

a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches, and assumptions in a discipline overall, as well as in a specialized area of a discipline

Developed knowledge in this program occurs through the increasing complexity of learning from survey courses in the first year which serve as prerequisites to more differentiated and advanced learning in the upper years. The key concepts, methodologies, current advances, theoretical approaches, and assumptions in a discipline overall are examined in a foundational stream of psychology theory courses which have Introduction to Psychology 1 and 2 as their prerequisites. The progression of these courses is designed to support the specialized area of the discipline, counselling. Similarly, in the specialized area of counselling, Introduction to Counselling and Psychotherapy provides the background for the more differentiated stream of Counselling courses. The development of knowledge is also apparent in the increasing complexity of course learning outcomes through the four years of study. For more detailed information about the courses relevant to this component of the benchmark see the Program Content section.

The following Program Learning Outcomes address this aspect of the Benchmark directly:

• Examine the concepts, methods, theories and research in major fields of psychology.

• Compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources.

• Use critical thinking and analytic skills that demonstrate breadth of knowledge in fields outside psychology.

b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines

One of the guiding principles for curriculum development in this degree was to offer a developed understanding of many of the major fields in counselling and psychotherapy in order to provide students with a foundational knowledge of the range and depth of counselling and a better sense of the skills required and environments in which it occurs. This includes scaffolding a developed understanding of the field from an introductory survey course, to Theory and Practice in individual and group counselling, and finally a range of more specific approaches, theories and techniques. The importance of an interdisciplinary perspective in this program is evidenced by the non-core requirements of a mandatory Multidisciplinary Research course in first year, which provides a basis for understanding research approaches in different disciplines. Our breadth curriculum requires students also take two survey courses in different areas outside their main field of study, one advanced course in one of those disciplines and an upper level interdisciplinary course that integrates related disciplines. The core counselling course Self-awareness in the Counselling Relationship requires students to acknowledge their own perceptions and apply diverse knowledge of intersecting fields to their experiences in Field Placements.

The following Program Learning Outcomes address this aspect of the Benchmark:

• compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources;

• examine the concepts, methods, theories and research in major fields of psychology;

• use critical thinking and analytic skills that demonstrate breadth of knowledge in fields outside psychology;

• undertake critical self-assessments, identifying the limits of their own knowledge and ability, and obtain feedback from peers and supervisors to assist in review of practices;

• behave with professional and academic integrity, taking into consideration social responsibility and environmental sustainability ;

c. A developed ability to i. gather, review, evaluate, and interpret information ii. compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline d. A developed, detailed knowledge of and experience in research in an area of the discipline

The development of this knowledge is supported by a scaffolded structure of courses. Research itself is developed through the following sequence: Multidisciplinary Research (research overview in first year) is a prerequisite for Research Methods, which, is in turn a prerequisite for the Applied Thesis courses in which a research project is proposed and carried out, providing a developed, detailed knowledge of and experience in research in an area of the discipline. Statistics also provides methodology for both doing and reading research. The Advanced Readings course provides students with an opportunity to explore a specific area of interest and offers supervised experience in the gathering, reviewing, evaluating, and interpretation of information. The Applied Thesis courses take this one step further in autonomy and require the student to compare the merits of alternate hypotheses. A reduced reliance on textbooks in the upper years and a shift to primary source scholarly journal readings furthers supports the more detailed knowledge and experience with research in the discipline.,

The following Program Learning Outcomes address these aspects of the Benchmark:

• Compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources

• Examine the concepts, methods, theories and research in major fields of psychology.

• Explain the significance of evidence from case studies and other research findings using structured and coherent arguments, both orally and in writing using APA conventions.

e. Developed critical thinking and analytical skills inside and outside the discipline, and;

f. The ability to apply learning from one or more areas outside the discipline

In their first year, students take a mandatory non-core course required for all of our degree students, called Multidisciplinary Research. In this course, students learn about research and conceptual approaches from the perspectives of different disciplines and how to begin to critically read and formulate arguments supported by evidence. This knowledge is woven throughout the program as it is applied in psychology courses, upper level research courses, and finally in their capstone applied thesis. In addition, upper year interdisciplinary breadth courses are designed to support students in the skill of bringing together knowledge, methods and concepts from different disciplines.

The following Program Learning Outcomes address these aspects of the Benchmark:

• Compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources;

• Use critical thinking and analytic skills that demonstrate breadth of knowledge in fields outside psychology

• Explain the significance of evidence from case studies and other research findings using structured and coherent arguments, both orally and in writing using APA conventions; • appraise and formulate resolutions for ethical issues and dilemmas in a manner consistent with legislation and professional standards

2.2 Conceptual & Methodological Awareness/Research and Scholarship

An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to a. evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques b. devise and sustain arguments or solve problems using these methods c. describe and comment upon particular aspects of current research or equivalent advanced scholarship

Students in this program learn methods of enquiry in the primary area of study through the stream of psychology courses, for example, the Learning and Cognition course explicitly defines “Articulate the arguments and research evidence that support different models of learning and memory” as a learning outcome. Such learning and practice in applying problem-solving methods appropriate to psychology to current research in a number of fields of psychology including counselling is found throughout the program.

Advanced Writing in Psychology is a foundational course that focuses directly on the specific use of primary source evidence to support an argument, and applying a critical approach to reading psychological articles. Later in the program, the Advanced Readings course not only gives students the flexibility to delve into research areas of counselling that are of particular interest to them, but also require that they synthesize and discuss current research in that area. The Applied Thesis takes this to another level, in which students propose a conceptual problem related to counselling and use current research to sustain an argument using psychological methods. Also, in their final year, the Counselling Psychology Research Seminar is focused on clearly articulating and evaluating current research with a scholarly attitude and a critical thinking approach.

Conceptual and methodological awareness are supported by the following Program Learning Outcomes:

• Compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources

• Examine the concepts, methods, theories and research in major fields of psychology.

• Explain the significance of evidence from case studies and other research findings using structured and coherent arguments, both orally and in writing using APA conventions;

• Undertake critical self-assessments, identifying the limits of their own knowledge and ability, and obtain feedback from peers and supervisors to assist in review of practices

2.3 Communication

The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline

Communication skills are supported in this program both by courses specific to communication in the field and by writing that occurs in the discipline. Modes of Communication is a first-year level breadth course that surveys concepts in written, oral and visual communication. Multidisciplinary Research also has a writing component that focuses on how research is communicated. This program also has a core writing course “Advanced Writing for Psychology” which focuses strongly on the writing techniques of the discipline. Both the background and mechanics of APA style its broadest sense, as a method for communicating scientific information, using structured and coherent arguments supported by empirical evidence are studied and practiced. Students apply these writing skills in all core courses in the program, but do so most independently in the Applied Thesis courses.

These aspects of the Degree Level Standard are supported by the following Program Learning Outcomes:

• Explain the significance of evidence from case studies and other research findings using structured and coherent arguments, both orally and in writing using APA conventions;

• Use effective and professional listening and communication skills with clients, peers and supervisors

2.4 Application of Knowledge

a. The ability to review, present, and critically evaluate quantitative and qualitative information to i. develop lines of argument ii. make sound judgements in accordance with the major theories, concepts, and methods of the subject(s) of study iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline iv. where appropriate, use this knowledge in the creative process b. The ability to use a basic range of established techniques to i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information ii. propose solutions iii. frame appropriate questions for the purpose of solving a problem iv. solve a problem or create a new work c. The ability to make use of scholarly reviews and primary sources

The core abilities to understand quantitative and qualitative information in psychology are introduced early in the Introduction to Psychology courses, but are taught at a more advanced level in the Statistics and Research Methods courses. The ability to apply, review, present and critically evaluate this information occurs across the core and non-core courses. Students learn how to develop a line of argument from the beginning of the program in the non-core courses Modes of Communication and Multidisciplinary Research, and is integral to discourse within the discipline of psychology. Application of theory and research to counselling practice also occurs throughout the program in the “Theories and Practices” of Counselling and Psychotherapy series of courses. These courses focus on applying the underlying concepts from the counselling theories in the area of the course (for example, Individual vs Group, Humanistic vs Cognitive-Behavioural) but also from the foundational psychology courses from which theorists in these areas draw. For example, to support the Theories and Practices course in individual counselling, students take Developmental Psychology and Theories of Personality. They take Social Psychology alongside the Theories and Practices in group counselling, and Learning and Cognition while to support Theories and Practices in cognitive-behavioural approaches to counselling. In this way we develop a broader and deeper context of evidence-based application of theory to practice.

The application of learned knowledge occurs in its most obvious form in the work-integrated learning aspects of the curriculum. A course in Self-awareness in the Counselling Relationship will be taken coincident with Field Placements to bring together early experiences and judgments in a counselling environment with theories of perception (from the Brain and Behaviour course). The Theories and Practices in Counselling and Psychotherapy series of courses gives students foundational theoretical knowledge in a variety of approaches and pairs this with the application of those theories to intervention practice. The four-month summer work term experience integrates and applies knowledge from all aspects of the curriculum.

The Applied Thesis courses specifically require the student to use established techniques in the field to initiate and explore critical evaluations of arguments, assumptions, abstract concepts and information. They are required to frame an appropriate question and set up a context in which they propose to solve the problem in the scholarly review of the literature, using primary sources, and develop a thesis proposal in Applied Thesis 1. In Applied Thesis 2 they carry out the evaluation of this information using methods appropriate to the question, critically evaluating and interpreting findings in the context of the current literature.

These aspects of the Degree Level Standard are evidenced in the following Program Learning Outcomes:

• Compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources

• Examine the concepts, methods, theories and research in major fields of psychology.

• Employ intervention strategies in accordance with major theories, concepts and practice in counselling psychology • Identify professional development resources to maintain currency and promote professional growth, considering the potential for entrepreneurship, intrapreneurship and social entrepreneurship.

2.5 Professional Capacity/Autonomy

a. The qualities and transferable skills necessary for further study, employment, community involvement, and other activities requiring i. the exercise of initiative, personal responsibility, and accountability in both personal and group contexts ii. working reflectively with others iii. decision-making in complex contexts b. The ability to manage their own learning in changing circumstances, both within and outside the discipline, and to select an appropriate program of further study c. Behaviour consistent with academic integrity and social responsibility

The aspects of professional capacity and autonomy that describe this aspect of the standard are critical for students who plan to work in mental health contexts. For this reason, while professionalism and autonomy are certainly a focus of learning in the work-integrated learning aspects of the program, they are also more directly approached in course learning. Concepts related to self-awareness in relationships are introduced early in Introduction to Counselling and Psychotherapy. Ethical Issues in the Helping Professions directly approaches ideas related to initiative, personal responsibility and not only personal accountability but also with respect to human rights and advocacy. The Counselling as a Profession course is an upper year course that brings the aspects of currency and professionalism together. Guest speakers engaged in a broad spectrum of counselling psychology roles and environments will discuss their experiences working with others and some of the decision-making that they have done in different contexts, to allow the students to profit from their experience, and see the applications of professionalism across a varying array of settings.

These aspects of the Degree Level Standard are supported by the following Program Learning Outcomes:

• Use effective and professional listening and communication skills with clients, peers and supervisors

• Undertake critical self-assessments, identifying the limits of their own knowledge and ability, and obtain feedback from peers and supervisors to assist in review of practices

• Appraise and formulate resolutions for ethical issues and dilemmas in a manner consistent with legislation and professional standards in counselling and psychotherapy

• Behave with professional and academic integrity, taking into consideration social responsibility and environmental sustainability

• Identify professional development resources to maintain currency and promote professional growth, considering the potential for entrepreneurship, intrapreneurship and social entrepreneurship. 2.6 Awareness of Limits of Knowledge

An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity, and limits to knowledge and how this might influence analysis and interpretations

Awareness of limits of knowledge is an important aspect of professionalism and autonomy in the applied context of counselling psychology. It is critical that these students understand and are able to articulate in a format acceptable to both specialist and non-specialist audiences the legal, ethical, conceptual and functional limits of their knowledge and practice. Currently the definitions of practice and nomenclature around counselling and psychotherapy are in transition. Students need to be aware of where they are positioned with respect to these parameters as well.

From an academic conceptual perspective, the non-core courses also provide students with perspectives different than those in their core areas, and an appreciation of the ways alternative approaches affect the analysis and interpretation of a finding, such that no one perspective is absolute. The interdisciplinary non-core courses, and the advanced level courses in particular, demonstrate this by example, where an issue is approached from the standpoint of different disciplines often resulting in quite different interpretations.

These aspects of the Degree Level Standard are supported by the following Program Learning Outcomes:

• Appraise and formulate resolutions for ethical issues and dilemmas in a manner consistent with legislation and professional standards in counselling and psychotherapy

• Undertake critical self-assessments, identifying the limits of their own knowledge and ability, and obtain feedback from peers and supervisors to assist in review of practices

• Behave with professional and academic integrity, taking into consideration social responsibility and environmental sustainability

• Identify professional development resources to maintain currency and promote professional growth, considering the potential for entrepreneurship, intrapreneurship and social entrepreneurship.

SECTION 3: Admission, Promotion and Graduation

Admission, promotion, and graduation requirements are consistent with the postsecondary character of degree granting organizations.

3.1 Admission Requirements for Direct Entry

The admission requirements for the proposed degree are an Ontario Secondary School Diploma (OSSD) or equivalent with six Grade 12 U- or M-level courses, Grade 12 English U, a minimum overall average of 65 per cent.

3.2 Admission Policies and Procedures for Mature Students

Policies regarding admission for mature students can be found in Section 2.2.2 of our Academic Policies and Procedures, on our website by selecting the Mature Students tab.

Mature applicants must meet all of the following criteria:

• Must be 19 years of age or older by Dec. 31 of the year of Admission

• Must not have been enrolled in a formal education program for at least one year prior to the beginning of degree studies.

• Must have no recent unfavourable academic performance

• Must have demonstrated potential for success in degree studies through academic accomplishments.

Mature applicants must possess the published subject requirements, or equivalents, and submit official copies of transcripts from high school and any postsecondary institutions attended. Applicants must also provide a résumé outlining work and volunteer experience since full-time attendance at school.

3.3 Promotion and Graduation Requirements

Benchmarks: 1. Promotion and graduation requirements are consistent with the learning outcome goals of the program and include a. policies governing academic remediation, sanctions, and suspension for students who do not meet minimum achievement requirements b. a grading system that is easily understandable, meaningful, and convertible to students, other postsecondary institutions, and potential employers, whether expressed as letter grades, percentages, or grade points c. regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standard has been achieved d. minimum overall average acceptable achievement for progression (across all degree requirements, including the breadth and discipline-related requirements) not lower than the level typically designated by C- or 60–62% e. minimum overall average acceptable achievement in discipline-related requirements for progression in the program not lower than the level typically designated by C- or 60–62% f. a level of overall achievement expected in the core discipline(s) of study higher than the overall average.

The College publishes promotion and graduation requirements in Section 4 and 5 of the Academic Policies and Procedures. Grading System

In most cases, students will receive a numerical grade. However, other grading symbols may be used in certain instances to describe course status. Numerical grades are submitted by instructors and are used in the calculation of the program and semester grade point average (GPA). When failed courses appear on a transcript, the numerical grade achieved for these symbols is calculated in the program and semester GPA. Other grading symbols are not calculated in grade point averages. An explanation of Georgian’s grading system and a chart of non-numerical grading codes used in some courses can be found in Section 4.1 in the Course Evaluation section of the Academic Policies and Procedures.

Promotion

The Academic Policies and Procedures, Section 4, explains course evaluation policies including sanctions, promotional status and suspensions. A student’s promotional status, which is based on his or her academic performance, is determined at the end of each semester.

Students who end a semester with a weighted average of 60% or better proceed in good standing. Those who end a semester with less than a weighted average of 60% proceed on probation (where a subsequent semester of better than 60% will restore them to good standing and a subsequent semester averaging less than 60% will put them on academic warning). Students who end a semester with less than 50% as an average or fail all their courses must meet with their program area before proceeding to the next semester. Students who are on academic warning at the end of the subsequent semester and earn less than the minimum average of 60% are suspended from the College for two semesters. If a student returns from suspension and earns less than 60%, the student is withdrawn from the College for one year and then may reapply with conditions after one year. Policies regarding promotion and an explanation of how grade point average is calculated can be found in the Section 4.1.1 in the Course Evaluation section of the Academic Policies and Procedures.

Sanctions: A student who fails the same course twice is not permitted to register for it again without prior approval of the academic area and the Office of the Registrar. Students who are permitted to register for a course for the third time and who are again not successful must consult with their dean to discuss program progression or transfer options.

Academic Remediation and Support

Early Alert Program. As part of an overall retention and engagement strategy, students in their first year of study participate in an Early Alert Outreach Initiative in the first 5 weeks of classes. The purpose of the program is to:

• Identify students who may be in early academic difficulty, disengaged, or at risk of leaving the College

• Contact at-risk students (faculty, coordinators or counselors may contact students, as appropriate)

• Determine what advice, services or supports are appropriate to assist in the student’s success

• Offer appropriate referrals to services in October

Although numerous support services are available for our students, often students don’t ask for help until it is too late, or they don’t follow through on referrals to services. The Early Alert initiative has been designed to assist faculty members in identifying academic concerns enabling quick access to the appropriate College resources for students.

Georgian Profile Survey. The Georgian Profile Survey (GPS) is available to all first year students to promote awareness of college support service and identify those at risk of not persevering with their studies. The survey consists of a series of key questions that identify areas where a student may need additional support. Data are collected from this survey about student experience, level of engagement and students’ perceptions of their program and the institution. At the completion of the survey the student receives a Personal Resource Report which identifies Georgian specific campus resources available to support that student.

Graduation

The Academic Policies and Procedures, Section 5, reviews graduation and residency requirements for graduation. These are consistent with the learning outcome goals of the program and degree-level standard. To graduate from this program, a student must attain a minimum of 60% or a letter grade of P (Pass) or S (Satisfactory) in each course in each semester, and have an overall average of 65% in core courses.

To be eligible for a Georgian credential in a four-year degree program, the student must complete a minimum of 25 per cent of the program courses at Georgian College (residency requirement).

SECTION 4: Program Content

The program offers an education of sufficient rigour, breadth, and depth to achieve the knowledge and skills identified in the degree level standard.

4.1 Balance of Theory and Practice

Benchmarks: 1. The program ensures an appropriate balance of theory and practice.

This program balances theory and practice in several respects. The table below colour-codes courses generally in terms of whether they are primarily theory or practice courses. The foundation of psychology concepts and theories is evident in the stream of psychology courses throughout the program. Having said that, applied examples are used liberally in these courses to illustrate the application of the theory. The “Theories and Practices” counselling courses, as their name implies, make the critical connections between applied theory and and practice. We have coded these as “practice” courses because they are applied in nature, but it is clear that the theoretical component underlies practice. The objective is to graduate professionals whose counselling practice is evidence-based and is understood in the context of current theories and practice. To that end, functionally theory and practice are integrated in the curriculum, and no discrete separation is implied in the table below. Primarily theory courses are colour-coded in green, and practical application courses in red.

Content Psychology Counselling Research & Non-Core Work- Stream: Communications Integrated Learning

Semester

Introduction to Introduction to Counselling Modes of 1000-level non- Psychology 1 & Psychotherapy core (HUMA) Communication 1 1000-level non- core (SOCI or SCEN)

Introduction to Basic Interviewing Skills Multidisciplinary Non-core elective Psychology 2 Research 2 Ethical Issues in the Helping Professions

Developmental Theories and Practices of Advanced Writing for Foundations of Psychology 1 – Counselling and Psychology Human Sexuality Childhood & Psychotherapy -- Individual 3 Adolescence

Theories of Personality

Social Psychology Theories and Practices of Statistical Analysis Counselling and Psychotherapy -- Group

Developmental Theories and Practices of 4 Psychology 2 – Counselling and Adulthood & Psychotherapy – Aging Contemporary Psychodynamic and Humanistic Approaches

Brain and Self-awareness in the Research Methods Field Placement1 Behaviour Counselling Relationship (7 weeks – 42hr)

5 Field Placement 2 (7 weeks – 42 hr)

Learning and Theories and Practices of Advanced Readings in 3000-level non- 6 Cognition Counselling and Counsellilng core elective Psychotherapy --Cognitive- Behavioural Approaches

Psychometric Assessment in Counselling

Summer Internship

Abnormal Theories and Practices of Applied Thesis 1 Non-core elective Psychology Counselling and (any level) 7 Psychotherapy -- Abuse, Trauma & Crisis Intervention INTS4000-level non-core elective

Core PSYC3XXX Topics in Counselling & Applied Thesis 2 Elective Psychotherapy 8 Counselling as a Profession Counselling Psychology Research Seminar

Primarily Theory Courses Primarily Practice Courses 4.2 Program Advisory Committee

Benchmarks: 2. The Program Advisory Committee a. includes experts in the field external to the organization and, for degrees in applied and professional areas of study, employers and representatives from industry and professional associations b. confirms the currency of the curriculum and, as appropriate, its relevance to the field(s) of practice c. endorses the program as represented in the application.

The following Program Advisory Committee members include experts external to the organization from the local community who practice in the mental health field, and also experts in academic institutions who endorse the program and confirm its currency and relevance.

Member’s name Occupation Related Credentials Professional Employer(s) Affiliations New Psychologist tbd tbd Waypoint Centre for Representative Mental Health Care

Lara Sigurdson Registered MA (Counselling College of Lara Sigurdson and Psychologist Psychology), Psychologists of Associates C. Psych. Ontario

Adam Lodzinski Professor of Ph.D. (Applied Social Adler Graduate Psychology, Psychology) Professional School Dean of Students

Robert Duck Registered Ph.D., C.Psych. College of Simcoe Muskoka Catholic Psychologist Psychologists of District School Board Ontario Lisa Hickling Manager, Barrie, MA, R.P. College of New Path Youth and Miller Orillia and South Registered Family Services Simcoe Programs Psychotherapists of Ontario Elizabeth Yeaman Occupational BSc. College of Lara Sigurdson and Therapist, O.T. Reg. (Ont.), R.P. Occupational Associates Psychotherapist Therapists of Ontario College of Psychotherapists of Ontario

4.3 Professional Accreditation

None specific to the Honours Bachelor of Counselling Psychology.

4.4 Breadth/Non-Core Delivery

Benchmarks: 6. All bachelor programs have a breadth requirement that includes coherent and substantive non-core offerings. This requirement informs the design of non-core courses and provides the basis of at least some of the assessment of student outcomes. The curriculum (core and non-core) contributes to the achievement of a) critical thinking, quantiatitive reasoning, written and oral communication skills b) knowledge of society and culture, and skills relevant to civic engagement

7. The non-core curiuclum provides a) knowledge in at least two of the following: i) humanities ii) sciences iii) social sciences iv) global cultures v) mathematics b) more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core fields of study.

In 2014, Georgian College submitted a breadth plan for review. The plan was approved, we have begun implementation, and have designed the curriculum of this Honours Bachelor of Counselling Psychology to be consistent with that plan. The essential elements of that plan are described below.

Guiding Principles The overarching goals of Breadth course delivery in degree programs at Georgian College are to:

1. Contribute to the awareness of limits of knowledge by introducing and building on foundational knowledge in areas outside the core discipline.

2. Support the development of trans-disciplinary skills including written, oral and non-verbal communication skills, research methods, critical thinking, integration and synthesis of knowledge.

3. Give students the tools to develop inter-disciplinary perspectives that inspire innovation and an entrepreneurial mindset, and that inform their approach to their own discipline, their continued education and their life outside work.

Structure In keeping with PEQAB’s benchmarks, students are required to take at least 20% of their program hours in non- core/breadth courses. Subject matter experts in the program area, Liberal Arts and the Office of Academic Quality work together to define which courses are appropriate as non-core offerings for their programs. Courses that contribute knowledge to the main field of study, as identified in the degree nomenclature, or a related field are not offered as non-core options for students in that program.

The content and structure of this Breadth Plan was based on the guiding principles outlined above. It involves the sequenced delivery of three different categories of courses: trans-disciplinary, intra-disciplinary and interdisciplinary, as outlined below.

Trans-disciplinary Learning Courses (1000-level) These courses introduce students to skills required across disciplines. For example, INTS1002 Multidisciplinary Research prepares students for reading, evaluating, conducting and communicating research across disciplines. INTS1007 Modes of Communication develops written, spoken and visual communication skills using approaches from a variety of disciplines, and INTS1009 Modes of Reasoning fosters an awareness of logical thought and an ability to evaluate arguments. Students are required to take at least one of these courses. As a result of feedback from the PEQAB assessors, Multidisciplinary Research is a mandatory breadth course for all of our degree programs.

Intra-disciplinary Courses (1000-, 2000-, and 3000-level) Intra-disciplinary breadth courses deliver content that is specific to a particular discipline outside the core area of study. For most of our degrees there are 4 different sub-categories of intra-disciplinary courses: psychology, social science, humanities, and science. For students in the Honours Bachelor of Counselling Psychology, psychology courses are not considered breadth.

i. Introductory Survey Courses (1000-level) These are the foundational survey courses within a discipline that serve as pre-requisites for more advanced learning in a discipline. Students are required to take two introductory survey courses.

ii. Introductory courses with a more narrow focus (2000-level) These are courses that are introductory in nature and therefore do not require course prerequisites, but that are more focused in content and do not survey an entire field of study. These courses are optional. iii. Advanced Intra-disciplinary Courses (3000-level) These more advanced courses build on an introductory survey course within a particular discipline and focus on a particular aspect of that field in order to develop more than introductory knowledge in a discipline. These courses have the related 1000-level survey course in the same discipline as their prerequisite. Students are required to take at least one Advanced Intra-disciplinary course.

Advanced Inter-disciplinary Courses (4000-level) Courses at the 4000-level support the learning of high level integrative critical thinking, and provide exposure to complex theoretical issues. All of our 4000-level courses are inter-disciplinary. Students must be registered in their fourth year of study in order to take these courses. This requirement was imposed to ensure that students come to these courses with foundational knowledge both in their main field of study and in a discipline outside their core area. The ability to apply their breadth learning both to other liberal arts disciplines and to their main field of study is the learning goal of these courses. In applied areas of study in particular, interdisciplinarity has the power to inspire the innovation that comes from “thinking outside the box” and entrepreneurial spirit. This aligns strongly with the third guiding principle of this breadth plan.

Please note that the first digit of the course code denotes a level or type of course as described above. Several of our breadth courses have been recoded due to the new structure.

4.5 Learning Outcomes

Benchmarks: 3. Learning outcomes in the subjects/courses enable graduates to meet or exceed the requirements a. for graduates from similar programs in Ontario and other jurisdictions b. of the field(s) of study and/or practice c. of any relevant professional or accrediting body. 4. All courses provide exposure to increasingly complex theory at the degree level and, in applied or professional courses and where otherwise appropriate, the application of that theory to practice and the demands of practice in the field(s). 5. Time allotments assigned to the program as a whole and to its components are appropriate to the stated learning outcomes. 8. The curriculum reflects current knowledge in the core field(s). 9. The curriculum reflects current knowledge in the fields represented in the non-core/breadth offerings. 11. The type and frequency of student assessments demonstrate the achievement of the stated learning outcomes and provide appropriate information to students about their achievement levels. 13. Where applicable, the curriculum reflects appropriate levels of Ontario and Canadian content.

Program Level Learning Outcomes Program Level Learning Outcomes

Graduates will reliably demonstrate the ability to… 1. Compare and evaluate alternative theories and approaches relevant to counselling and psychotherapy based on information from a variety of sources 2. Examine the concepts, methods, theories and research in major fields of psychology.

3. Use critical thinking and analytic skills that demonstrate breadth of knowledge in fields outside psychology. 4. Explain the significance of evidence from case studies and other research findings using structured and coherent arguments, both orally and in writing using APA conventions. 5. Use effective and professional listening and communication skills with clients, peers and supervisors

6. Employ intervention strategies in accordance with major theories, concepts and practice in counselling psychology 7. Appraise and formulate resolutions for ethical issues and dilemmas in a manner consistent with legislation and professional standards in counselling and psychotherapy in Canada 8. Undertake critical self-assessments, identifying the limits of their own knowledge and ability, and obtain feedback from peers and supervisors to assist in review of practices 9. Behave with professional and academic integrity, taking into consideration social responsibility and environmental sustainability 10. Identify professional development resources to maintain currency and promote professional growth, considering the potential for entrepreneurship, intrapreneurship and social entrepreneurship.

Courses Mapped to Program Learning Outcomes and Degree Level Standards Provincial Degree Level Standards Program Learning Course Title / Course Code Outcomes

Skills The graduate has Knowledge Knowledge Scholarship Professional Professional Awareness & Conceptual & & Conceptual of Knowledge reliably demonstrated Application of Methodological Communication Communication Depth & Breadth of of Breadth & Depth Awareness of Limits of Limits Awareness Capacity/ Autonomy the ability to: 1. evaluate and Introduction to Counselling and Psychotherapy/CNSL1xxx differentiate among Basic Interviewing Skills/CNSL1xxx theories and Theories and Practices of Counselling and Psychotherapy – approaches to Individual/CNSL2xxx counselling and Theories and Practices of Counselling and Psychotherapy – psychotherapy based Group/CNSL2xxx on information from a Theories and Practices - Contemporary Psychodynamic and X X X variety of sources; Humanistic Approaches/CNSL3xxx Theories and Practices of Counselling and Psychotherapy – Cognitive-Behavioural Approaches/CNSL3xxx Theories and Practices of Counselling and Psychotherapy— Abuse, Trauma and Crisis Intervention/CNSL3xxx Topics in Counselling and Psychotherapy/CNSL4xxx Advanced Readings in Counselling Psychology/CNSL4xxx Counselling Psychology Research Seminar/CNSL4xxx 2. examine Introduction to Psychology 1/PSYC1000 fundamental Introduction to Psychology 2/PSYC1001 concepts, methods, Developmental Psychology – Childhood and Adolescence/ theories and research PSYC3xxx in major fields of Theories of Personality /PSYC3xxx psychology; Social Psychology/ PSYC3008 Developmental Psychology –Adulthood and X X X Aging/PSYC3xxx Brain and Behaviour/ PSYC3xxx Learning and Cognition/ PSYC3xxx Abnormal Psychology/PSYC3001 Statistical Analysis/STAS3xxx Research Methods for Psychology/PSYC4xxx Counselling Psychology Research Seminar/CNSL4xxx

3. use critical thinking Modes of Communication/INTS1009 and analytic skills in Multidisciplinary Research/INTS1007 fields outside of Foundations of Human Sexuality/INTS2xxx X X X X psychology; Breadth Elective Courses Provincial Degree Level Standards Program Learning Course Title / Course Code Outcomes

Skills The graduate has Knowledge Knowledge Scholarship Professional Professional Awareness & Conceptual & & Conceptual of Knowledge reliably demonstrated Application of Methodological Communication Communication Depth & Breadth of of Breadth & Depth Awareness of Limits of Limits Awareness Capacity/ Autonomy the ability to: 4. explain the Modes of Communication/INTS1009 significance of Advanced Writing for Psychology/PSYC2xxx evidence from case Statistical Analysis/PSYC3xxx studies and other Developmental Psychology – Childhood and research findings Adolescence/PSYC3xxx using structured and Theories of Personality/PSYC3xxx coherent arguments, Foundations of Human Sexuality/INTS2xxx both orally and in Social Psychology/PSYC3008 writing using APA Developmental Psychology –Adulthood and conventions; Aging/PSYC3xxx Brain and Behaviour/PSYC3xxx Learning and Cognition/PSYC3xxx Abnormal Psychology/PSYC3001 Research Methods for Psychology/PSYC4xxx X X X Theories and Practices of Counselling and Psychotherapy – Individual/CNSL2xxx Theories and Practices of Counselling and Psychotherapy – Group/CNSL2xxx Theories and Practices -Contemporary Psychodynamic and Humanistic Approaches/CNSL3xxx Theories and Practices of Counselling and Psychotherapy – Cognitive-Behavioural Approaches/CNSL3xxx Theories and Practices of Counselling and Psychotherapy— Abuse, Trauma and Crisis Intervention/CNSL3xxx Psychometric Assessment in Counselling/CNSL3xxx Topics in Counselling and Psychotherapy/CNSL4xxx Advanced Readings in Counselling Psychology/CNSL4xxx Applied Thesis 1/CNSL4xxx Applied Thesis 2/CNSL4xxx 5. use effective and Introduction to Counselling and Psychotherapy/CNSL1xxx professional Basic Interviewing Skills/CNSL1xxx communication and Self-awareness in the Counselling Relationship/CNSL3xxx listening skills with Theories and Practices of Counselling and Psychotherapy – clients, peers, and Individual/CNSL2xxx X X X X supervisors; Theories and Practices of Counselling and Psychotherapy – Group/CNSL2xxx Counselling as a Profession/CNSL4xxx Field Placements/CNSL3xxx Internship Provincial Degree Level Standards Program Learning Course Title / Course Code Outcomes

8. identify the limits Self-awareness in the Counselling Relationship/CNSL3xxx of their own Field Placements/CNSL3xxx knowledge and ability, Internship X X X and obtain feedback Counselling as a Profession/CNSL4xxx from peers and supervisors to assist in review of practices;

9. identify Advanced Readings in Counselling/CNSL4xxx professional Applied Thesis 1/CNSL4xxx development Applied Thesis 2/CNSL4xxx resources to maintain Field Placements/CNSL3xxx currency and promote Internship professional growth, Counselling as a Profession/CNSL4xxx X X X X considering the Topics in Counselling and Psychotherapy/CNSL4xxx potential for entrepreneurship, intrapreneurship and social entrepreneurship; Provincial Degree Level Standards Program Learning Course Title / Course Code Outcomes

4.6 Course Descriptions

Core Courses

Core Mandatory Courses by Semester

Sem 1 PSYC1000 Introduction to This course is a survey of various specialty areas within Psychology 1 contemporary psychology. Theories and research related to content areas such as Historical Perspectives, Research Methods, the Brain and Behaviour, Lifespan Development, Sensation and Perception, States of Consciousness and Learning are examined. Further, students integrate concepts of empiricism and scientific inquiry across these content areas. This course in combination with Introduction to Psychology II provides students with the requisite knowledge to study psychology at senior levels. CNSL1XXX Introduction to Students are introduced to central theories of counselling Counselling and psychotherapy. The history and development of therapeutic approaches are also explored. Key aspects of and effective counselling and psychotherapy are highlighted Psychotherapy and surveyed, including self-awareness in practitioners, client-centred values and skills, and the unique nature and qualities of effective therapeutic relationships. Students also learn about careers and further training opportunities in counselling and psychotherapy. Sem 2 PSYC1001 Introduction to This course is a survey of various specialty areas within Psychology 2 contemporary psychology. Students consider current psychological theories and research related to content areas such as Cognition, Intelligence, Motivation, Emotion, Personality, Social Behaviour, Psychology Disorders, Therapies and Health Psychology. Further, students integrate concepts of empiricism and specific inquiry across these content areas. This course in combination with Introduction to Psychology 1 provides students with the requisite knowledge to study at senior levels. CNSL1XXX Basic In this course, students focus on understanding and Interviewing developing basic clinical skills, including the use of non- Skills verbal communication, silence, probes, paraphrasing, summarizing, and empathy. A client-centred perspective is emphasized, with empowerment of clients being a primary clinical focus. The use of strengths-based feedback and establishing achievable client goals are also explored. Sem 2 CNSL1XXX Ethical Issues in In this course, students develop an awareness of moral, the Helping ethical and legal issues associated with the helping Professions professions and the ability to incorporate ethical practices in dealing with others in professional situations. Basic ethical issues in counsellor-client relationships are considered, as are such topics as professional codes of ethics, record keeping, and confidentiality. The role of regulatory and collegial professional associations in protecting the public is discussed. The student integrates knowledge, practical skills, and self-awareness throughout the course. Sem 3 PSYC3XXX Developmental Students study the basic concepts and mechanisms Psychology: inherent in the process of human development from Childhood and conception to adolescence. Students learn about the Adolescence nature and context of development as well as the research methods used to study human development. Students examine the biological, cognitive, social, emotional, and moral aspects of development with an emphasis on normal growth and development. Sem 3 PSYC3XXX Theories of Personality refers to the individual differences in thinking, Personality feeling and behaving that make us unique. In this course, students examine a cross-section of approaches to personality as advanced by traditional and contemporary theorists, and also explore the related empirical evidence in order to evaluate the theories. Applied issues and real- world implications of research are emphasized throughout the course. Sem 3 PSYC3008 Social Social psychology is the scientific study of the individual Psychology in the social context. Students are introduced to contemporary perspectives and research in social psychology and examine topics such as self and identity, social cognition, interpersonal behavior (interpersonal attraction and relationships, aggression, and helping behavior), attitudes, stereotyping and prejudice, social influence and group processes (persuasion, conformity, leadership and inter-group relations), and applied social psychology. Sem 3 CNSL2XXX Theories and Building on earlier clinical training, students deepen their Practices of knowledge and ability to utilize the clinical skills and Counselling – perspectives essential for effective individual counselling Individual and psychotherapy. Advanced skills, such as inferred empathy and solution-building, are introduced and practiced. Students also begin to develop their unique style in synthesizing the approaches to counselling and psychotherapy explored in the course. Sem 3 PSYC2XXX Advanced In the discipline of psychology, the accepted style of Writing for communicating research is the American Psychological Psychology Association (APA) publication style, widely accepted as the standard for scientific writing. In this course, students use APA conventions to cite, reference and format documents, as well as develop a writing style that values clarity, concise wording, and accuracy, and the specific use of empirical evidence to support an argument. Students learn to communicate in writing as academics in psychology. Sem 4 PSYC3008 Social Social psychology is the scientific study of the individual Psychology in the social context. Students are introduced to contemporary perspectives and research in social psychology and examine topics such as self and identity, social cognition, interpersonal behavior (interpersonal attraction and relationships, aggression, and helping behavior), attitudes, stereotyping and prejudice, social influence and group processes (persuasion, conformity, leadership and inter-group relations), and applied social psychology. Sem 4 PSYC3XXX Developmental In this course, students consider the physical, cognitive, Psychology – social, and psychological aspects of young and middle Adulthood and adulthood and old age, including the theoretical Aging approaches and research techniques used to study age- related changes in functioning. They discuss concepts associated with work and retirement, successful aging and end-of- life. Sem 4 CNSL2XXX Theories and Students explore and practice key group facilitation skills, Practices of including establishing purpose, planning processes, and Counselling & dealing effectively with a variety of group dynamics. Psychotherapy Students learn about the needs of a variety of therapeutic - Group groups, and practice building trust based on the needs of different groups. Central evidence-based theories and techniques for conducting group psychotherapy are explored. Students facilitate simulated therapeutic groups throughout the course, applying theories and approaches appropriately and effectively in a variety of situations. Sem 4 CNSL3XXX Theories and Students encounter contemporary psychodynamic and Practices – humanistic approaches, including the exploration of Contemporary unconscious impacts on behaviour, the importance of Psychodynamic relationships in psychological health, and the human and Humanistic need for purpose and meaning. A variety of evidence- Approaches based approaches, such as interpersonal therapy, emotion-focused therapy, and others which focus on change and the therapist-client relationship, are explored. Students practice psychodynamic and humanistic approaches at an introductory level, and reflect on potential future professional development in the area. Sem 4 STAS3XXX Statistical In this course, students are introduced to fundamental Analysis statistical methods used in the social sciences. Students examine descriptive statistics, probability theory, and hypothesis testing. Through examination of applied research scenarios, students explore software products used for statistical analyses. Sem 5 PSYC3XXX Brain and Students explore the relationship between behaviour and Behaviour the brain. They are introduced to the basic structures, functions and systems of the brain and how they give rise to a variety of mental functions and behaviours, including the ability to perceive and interpret the world, learn and remember, experience emotions, sleep and the effects of drugs and hormones. Students learn about disorders of the nervous system to better understand the functions of particular areas of the brain. Students also learn to evaluate the quality of published neurobehavioural research findings, including recognizing scholarly sources, and differentiating empirical evidence from speculation. Sem 5 CNSL3XXX Self-Awareness Students examine, discuss, and reflect on bias, prejudice, in the projection, and countertransference. Harmful behaviours that occur due to a lack of self-awareness are addressed, Counselling such as criticism, sympathy, ‘fixing’, advice-giving, and Relationship inappropriate relationships with clients. Approaches to increasing self-awareness are discussed and practiced. Students learn to recognize personal responses and reactions triggered while working with clients. Students process placement experiences with peers, and receive feedback and coaching regarding development and difficult situations. Sem 5 PSYC4XXX Research In this course, students learn and apply the principles of Methods for the scientific method, and the research designs and Psychology techniques used in psychology. Students acquire critical thinking skills with respect to understanding primary research and obtain the background necessary for further studies in psychology. Sem 5 CNSL3XXX Field Students have the opportunity to explore different Placements 1 & counselling roles in community-based agencies. Students 2 apply knowledge and skills gained through program courses, while demonstrating professionalism and an awareness of agency expectations and requirements. Supervision is utilized to gain feedback, improve practice, and to deal with any potential conflict or other difficult situation. Students use placement experiences to help select preferences for the summer internship. Sem 6 PSYC3XXX Learning and The study of learning and memory relates to human Cognition behavior in a variety of clinical and everyday settings. In this course, students are introduced to the research, (case studies and laboratory experiments) that led to the major theories and models of learning and memory. They develop an understanding of prevailing models of learning and memory using case studies, primary experimental research and everyday life examples to clarify and strengthen understanding and assist in the application of conceptual knowledge. Sem 6 CNSL3XXX Theories and Students examine the history and development of Practices of cognitive and behavioural approaches to counselling and Counselling & psychotherapy. Contemporary cognitive-behavioural Psychotherapy therapies are explored, including the identification of – Cognitive- similarities and differences in a variety of approaches. Behavioural Students apply cognitive-behavioural techniques at an Approaches introductory level, and reflect on what aspects of these approaches they may wish to develop further in the future. Sem 6 CNSL3XXX Psychometric Students are introduced to history, theory and practice Assessment in related to educational and psychometric assessment. Counsellilng Students learn the fundamentals of test construction, administration, scoring and interpretation using a variety of instruments that are used in a number of contexts including education and training, forensic, workplace, health care, clinical and counselling, and rehabilitation. Students discuss the characteristics of good assessment instruments including reliability and validity and factors influencing interpretation of assessment results with a variety of populations. Applications in different contexts are considered, with an overview of current assessment practices. Sem 6 CNSL4XXX Advanced The areas of counselling, psychotherapy and psychology Readings in are broad in scope in terms of theories, interventions, Counselling populations, environments, and applications. In this course, students have the opportunity to investigate problems or issues of specific interest to the student in greater depth than is normally possible in survey courses. In preparation for choosing an applied thesis topic in their final year of study, students are actively supported, guided and monitored through an exploration of primary source readings in more than one focused area. Summer CNSL3XXX Internship (14 Students take on a counselling role with a community Semester week) agency at a basic professional level, applying central program concepts and clinical skills developed through training and placement experiences. Students deepen their understanding of key concepts and application of skills through work with clients, reflective practices, and professional communication with colleagues and supervisors. Central ethics and values of counselling and psychotherapy inform the application and development of clinical skills during the internship. Sem 7 PSYC3001 Abnormal Students consider the nature, causes and treatment of a Psychology range of behavioural disorders. A descriptive and theoretical survey of the major forms of psychopathology in children, adolescents, and adults is conducted. As well, students examine current trends and evaluate research in the fields of mental health and psychopathology. Sem 7 CNSL3XXX Theories and Students learn to identify different types of abuse and Practices of trauma, including physical, emotional, sexual, and Counselling & neglect, and examine the effects of such experiences. Psychotherapy Students also explore types and stages of crises, causes of – Abuse, crises including potential links with abuse and trauma, Trauma & Crisis and practice approaches to working effectively with Intervention crises. Ethical guidelines for working with abuse, trauma, and clients in crisis are discussed, and issues and approaches to addressing counsellor wellness are highlighted. Sem 7 CNSL4XXX Applied Thesis Under the supervision of a faculty member, students 1 perform the preliminary stages of research involved in producing an applied thesis: selecting a thesis topic in the area of counselling, psychotherapy and/or applied psychology; performing and writing a literature review; preparing an ethics application; producing a research proposal and; presenting a proposal in oral and written form. Students are expected to attend a series of seminars relevant to accomplishing these tasks. Sem 8 CNSL4XXX Topics in In this course students address a particular current or Counselling & timely topic within the general context of theory, Psychotherapy research, intervention, or approach to counselling, psychotherapy or related psychology topic. The content focus of this course from term to term changes based on a combination of student interest, current issues in the profession, and specialized faculty expertise. Sem 8 CNSL4XXX Counselling as What is it like to be a counsellor? Counsellors work in a a Profession diverse range of settings, and with many different styles and goals. In this course, students hear from guest speakers, individuals who engage in counselling, psychotherapy and related activities, in different environments, with various populations and using different techniques. They learn about different career paths and challenges, acquire some contacts in the mental health community, and better develop a personal career plan. Sem 8 CNSL4XXX Applied Thesis Under the supervision of a faculty member, students 2 refine their literature review, collect and interpret data, write a scholarly report, and share their findings in a format conventional for their academic discipline. Sem 8 CNSL4XXX Counselling This research seminar course is designed to develop the Psychology processes of critically reading journal articles, presenting Research oral and written arguments, and engaging in scholarly Seminar discussion. A number of different issues and topics are discussed and the relevant evidence reviewed. The importance of critical research review in evidence-based practice is emphasized. Core Electives (Examples)

PSYC3000 Applied Sports This course presents the human factors and psychological Psychology dynamics of sports performance as it relates to a number of sports including golf. Students will learn methods and techniques for developing psychological skills to enhance game performance and personal growth, and will focus on learning strategies to increase the ability to influence others’ behaviour so that they will improve their game performance. PSYC3009 Applied This course introduces students to human sensation and Psychology of perception through both lecture and interactive Perception demonstrations of perceptual phenomena. As humans, we are constantly under the impression that what we perceive is exactly what is “out there” in the world; however, this is an illusion. In this course, students learn the effects of physiology, individual experiences and culture factors on our perception of objects, events, and other people.

PSYC3XXX Forensic Not yet developed Psychology

Non-Core Mandatory Courses Sem 1 INTS1007 Modes of Written, spoken and visual communication are essential Communication in the academic realm and workplace. Individuals must be able to communicate effectively for a variety of audiences and purposes. Students create written assignments and presentations using approaches from a variety of disciplines Sem 2 INTS1002 Multidisciplinary This course prepares students to conduct research Research appropriate to the degree level across disciplines. Students are taught how to access primary, secondary and tertiary sources and to evaluate the same, incorporating them into various communications for different audiences and varied purposes. Sem 3 INTS2XXX Foundations of Students explore human sexuality from an Human interdisciplinary perspective and learn the key Sexuality theoretical and methodological approaches that lay the foundation for studying human sexuality. Students also investigate the anatomy, physiology and endocrinology of human sexuality and reproduction.

Non-Core Elective Courses Trans-disciplinary Skills Courses (1000-level)

Modes of INTS1007/8 Written, spoken and visual communication are Communication essential in the academic realm and workplace. Individuals must be able to communicate effectively for a variety of audiences and purposes. Students create written assignments and presentations using approaches from a variety of disciplines. Modes of Reasoning INTS1xxx This course introduces students to thinking as a cognitive process, to be distinguished from feeling and emotion. Students learn the terminology of logical analysis, the rules of classification and reasoning, and how to identify and construct a valid argument. Learning and applying the skills of propositional logic, students will evaluate personal beliefs, cultural practices, and current issues, and develop their skills in speaking and writing more persuasively.

Introductory Survey Courses Students must take at least two courses, (in two different disciplines):

Introduction to SOCI1000 This course provides a systematic introduction Mandatory Sociology to understanding society, social structure, Breadth basic social institutions and their Course in interrelations, the nature of social interactions, Police and the relationship between the individual Studies and society. Particular attention is given to degree major issues within society such as power. Social issues will be examined comparatively with particular reference to Canadian society. Major theoretical issues in sociology, the methods of sociology, and the rules of evidence in social science are introduced. Introduction to the HUMA1012 Students have opportunities to explore the Humanities arts including film, television, music, art, dance, theatre and literature in this introduction to culture and the arts. Students consider provocative issues in the humanities including religion, morality, happiness, death and freedom, and the ways artists from many genres and backgrounds apply their skills to make us think critically about our world. Integrated Science SCEN1000 This course is an introduction to science for non-science majors, exposing students to scientific and technological issues in application to real-world scenarios. Concepts from a variety of disciplines will be incorporated, including biology, chemistry, physics, physiology and technology. Students are required to critically assess scientific theory in relation to social concerns.

Introductory Intra-disciplinary Courses in a more Narrow Field of Study (2000-level) These courses have no pre-requisites, are optional, and will be offered on a rotating basis providing more elective options for students Canadian Political SOSC2001 This course provides an intensive examination Parties of the origins and development of the major political parties in Canada and an overview of the cultural, social, economic, and institutional underpinnings of Canadian politics. Particular attention is paid to recent proposals for constitutional reform, the extent of state autonomy, the nature of Canadian parties and interest groups, and the extent and significance of regional differences. Crime and SOSC2002 This course presents an overview of concepts, Not breadth Punishment themes and issues encountered in the for Police discipline of Sociology with an emphasis on Studies Crime. This course emphasizes the social degree construct of crime, ideas, research, practice and policy, with special reference to the Canadian context. Students are introduced to a range of theoretical and substantive areas of interest to professional sociologists and criminologists and the Canadian public, with both historical and contemporary emphasis. Political Science SOSC2003 This course surveys four main fields of political studies: theory, comparative politics, international relations, and Canadian studies, with the purpose of exploring the major categories and concepts of the discipline. As a humanities option, students have the opportunity to link their learning from their core courses to relevant political issues. Students learn about the political processes of a number of countries, and they will understand how the use of power is (and is not) justified in diverse societies around the world. Organizational SOSC2009 This course introduces students to practical Not Breadth Behaviour and theoretical aspects of individual and group for Business behavior within an organization. Utilizing degrees principles from psychology and sociology, students study organizational culture, group dynamics, foundations of individual mechanisms, and organizational change and context. Gender and Women’s INTS2004 This course introduces students to the basic Major Studies: Foundations concepts and perspectives in the field of Revisions & Frameworks Gender and Women’s Studies. Focusing on both historical and contemporary events in Canada, we will work to critically analyze how gender intersects with race, class, sexuality and ability to create unique experiences of power and privilege for women. Students will further examine, deconstruct and challenge dichotomous frameworks of gender. Gender and Women’s INTS2006 This course introduces students to the basic Major Studies: concepts and perspectives in the field of Revisions Contemporary Issues Gender and Women’s Studies. Focusing on both historical and contemporary events in Canada, we will work to critically analyze how gender intersects with race, class, sexuality and ability to create unique experiences of power and privilege for women. Students will further examine contemporary issues for women in Canada. Anthropology SOSC2000 Anthropology is the holistic study of humankind, including biological and cultural variations and adaptations. In this course, you will be introduced to archeology and physical/biological anthropology including human physical variation, human evolution, and the comparison of humans to primates. Human Rights SOSC2010 This course will examine a number of historical-contemporary human rights issues with a particular emphasis on people's struggles for interlocking human rights (socioeconomic, cultural, collective, civil and political) from a critical, cross-cultural perspective. Students will also examine the impact of social inequities based on class, race, gender, sexuality and others. Film Theory HUMA2000 This course provides an intensive study of the theories of film, with particular attention to montage, mise-en-scene, auteur, genre and other classical and contemporary conceptions. Major Religions of the HUMA2001 This survey course exposes students to the World major philosophical underpinnings and beliefs of the world's major religions. Students will be encouraged to compare and contrast religious principles and texts. Music History HUMA2002 This survey course provides students with an introduction to the historical development of Western music. Students are introduced to the terms, names and dates of music history, to theories of history, to stylistic analysis of specific works through musical scores and recordings, and to methods for expressing historical concepts. This course has strong listening and writing components. Philosophies of Evil HUMA2031 In this course students examine the concept of evil - that is, the morally wrong, harmful, and downright bad behaviour of humans - using a variety of philosophical perspectives. In their evaluation of evil, students consider the various material, historical, and conceptual conditions that allow for humans to act at their absolute worst as well as survey both classical and contemporary literature in the humanities that enlighten us to the nature of evil. Philosophies of HUMA2029 In this course students examine the many Intimacy pressing philosophical issues that underlie our

popular notions of love, sex, and friendship. Students use a problems-based approach to the study of intimacy as well as draw from both influential and classical readings in philosophy. Philosophy HUMA2033 The major topics in this course include epistemology (ways of knowing), social and political thought, and ethics. After introducing students to each of these areas we explore a number of relevant topical issues. In the process we will consider three broad questions: How do we know what we know? How do/should we act? How do we understand social relationships and power? Philosophy of Food HUMA2027 In this course students consider their relationship with food and eating from a variety of philosophical perspectives, including ethical and moral questions. Students will also consider the aesthetic aspects of cultural relationships with food, both historic and contemporary. Gender and Ethics HUMA2023 In this course students examine the ethical theories and issues connected with gender theory and practice. This course focuses on the ways in which our moral concepts - that is, what and why we consider some acts right and others wrong - are shaped by historical and contemporary theory about gender. Children’s Literature HUMA2025 This course provides students with an introduction to the study of children's literature and the characteristics of this form of literature which is unusually named for its audience. Students develop strategies for reading children's literature in addition to cultural assumptions about children and childhood. Texts range from poetry, picture books, novels, digital media and film, considering some of the most influential texts. Plays and Movies HUMA2021 This course introduces students to the previously discipline of English Studies through a thematic Literary Genres – Drama approach to a range of genres including and Film poetry, novels and film. The course emphasizes active reading and analytical response to literary texts. Students implement principles of effective university-level writing through several different assignment types that emphasize process and relate to English Studies. Literary Genres – HUMA2019 This course introduces students to the Fiction and Poetry discipline of English Studies though a thematic approach to a range of genres including short fiction, the novel and poetry. This course emphasizes active reading and analytical response to literary texts.

Understanding Art HUMA2xxx This course is an introduction to art; the process of making art, various art forms and mediums, and the terminology used to describe art in an effort to critically analyze and evaluate art and the practices in the creation of it.

Advanced Intra-Disciplinary Courses (3000-level) Students must take at least one course from this category, and have the pre-requisite introductory course

Advanced 3000-level Sociology/Social Science Courses

Media and Society SOSC3003 This course provides a critical examination of media forms and their impact on society. The representation of culture through print media (books, magazines, newspapers, and online media) and through various visual media (film, television, Internet) is explored. Students learn how informational, entertainment, literary, and commercial messages are crafted and transmitted. The focus is on messages, the institutions behind the messages, and their impact on society. Prerequisite: SOCI1000 Social Media SOSC3008 This course invites students to consider the social, political, economic and aesthetic aspects of the rise of social media in the context of human communications. Students explore the historical nature of communications in terms of relationships, art, culture, philosophy, society and political science and analyze communications in the context of contemporary digital media. Prerequisite: SOCI1000 Race and Reality SOSC3006 What is race? Is race 'real'? Advances in biology and genetics suggest that races are not distinct biological categories but that race is a social, cultural and political construct. This course will examine the various perspectives on race. Prerequisite: SOCI1000 History of Education in SOSC3001 This course surveys the cultural Major Revisions Canada roots and development of education in Canada within the historical context of major ideas, events, and themes. Specifically, the course explores the purposes, both intended and otherwise, of schooling as it developed in each of the major geographic regions in Canada. Particular attention will be paid to issues of class, race and gender and the ways in which current social attitudes about these ideas both informed and, in turn, were shaped by the systems of education that developed. Prerequisite: SOCI1000

Advanced 3000-level Humanities Courses

Contemporary History HUMA3000 This course explores how history through Film and has been depicted through Popular Culture popular culture in cinema and other electronic media. Students focus on post WWII when filmmakers began to rethink the function of cinematic representations and their cultural and political relationships to the contemporary world. Prerequisite: HUMA1012 Introduction to Humanities Studies in Popular HUMA3001 This course draws upon Culture mainstream and independent films, contemporary fiction, graphic novels and comics, and popular forms of music as well as research in cultural studies. Students apply various theoretical approaches to the study of popular culture. Prerequisite: HUMA1012 Introduction to Humanities Fantasy and the HUMA3003 In fantasy, the outside is an Modern World externalization, a metaphor, of the internal. Magic is perhaps the most fruitful metaphor available to this kind of fiction. Artists in the fantasy genre use the metaphor of magic as a means of discussing the ways in which human beings are greater than the sum of their parts. This course considers fantasy as a rich study of social, cultural and intellectual developments. Prerequisite: HUMA1012 Introduction to Humanities Philosophies of HUMA3008 In this course, students examine Happiness the question “what is happiness?” and reflect on various answers given throughout Western history. Building upon previous courses in different disciplines, students explore various theoretical approaches to the topic. Students consider how happiness is affected by conditions that shape modern existence, including changing experiences of work and family life, alienation from nature, the rise of consumerism, and the influence of technology. Prerequisite: HUMA1012 Introduction to Humanities Special Topics in Art HUMA3010 This seminar course offers an History opportunity to study a particular genre (e.g., photography, painting, sculpture, Aboriginal) and/or period of development in the visual arts (e.g., Renaissance, Modern Canadian). Methodologies follow in the traditions of art history and research. Prerequisite: HUMA1012 Introduction to Humanities Special Topics in HUMA3011 This course explores special topics Literature which may include: a great author (e.g., Shakespeare); a type of literature (e.g., Arthurian legends); a genre (e.g., poetry); or a specific time period or geographic area (e.g., post-modern fiction; contemporary Canadian Literature). This focused course requires a high level of literary analysis and text engagement. Prerequisite: HUMA1012 Introduction to Humanities

Advanced 3000-level Science Courses

Environmental Science SCEN3005 This course introduces students to the interdisciplinary landscape of environmental science by examining its scientific and social basis. Students will study topics relating to Earth's ecological principles and how natural systems respond to anthropogenic factors such as population growth and resource use. The role that each of us plays in impacting the environment is assessed. A detailed examination of the scientific, social, cultural and political aspects of several environmental issues is undertaken. Holistic Sciences and SCEN3001 This course invites students to Healing consider students to consider transdisciplinary methodologies in explaining natural systems. These methodologies recognise that complex systems have "emergent properties" that describe their characteristics as wholes and that these properties are conditioned, but not determined, by the system's constituent parts. In considering alternative or holistic approaches to therapy, students are predominantly considering the socio-economic systems in place in Canada which support and/or prevent the acceptance of alternative health approaches. The Science of SCEN3002 This course introduces students to Pollution the major scientific concepts and principles that govern the origin, fate and effect of pollutants in the environment. Using an interdisciplinary framework the emphasis is on the natural sciences, but issues related to pollution legislation, regulation, history, and economy are also examined.

Advanced Inter-disciplinary Courses (4000-level) Students must have completed two introductory survey courses and one advanced 3000-level course to register for these courses: Conflict and Peace INTS4013 What is social identity? Are we “citizens of the world”? This

course addresses the moral and socio-political philosophical idea Previously that all human ethnic groups One World belong to a single community based on a shared morality, a shared economic relationship, and/or a political structure that embraces world government. In this course, students learn about origins of world citizenship and its current trials and tribulations. Interdisciplinary Critical INTS4021 This seminar offers students an Theory opportunity to do primary reading of specific theorists pertinent to multiple disciplines including the arts and visual culture, literature, sociology and psychology. Advanced Research INTS4009 This course focuses on the Skills development of both qualitative and quantitative research skills within the context of a capstone project designed and implemented by the class. Fieldwork, survey design and data analysis are all covered within the context of computer usage. Diversity and Politics in INTS4011 Students analyze the limitations Canada and possibilities for diversity in Canada by exploring policies concerning immigration, multiculturalism and bilingualism. Corporations, New INTS4010 This course offers a study of Not breadth for Technology and Social technological change with special business degrees Change emphasis on the way new technologies are affecting both the workplace and society. The course focuses on various public and private corporations where new technologies are being introduced. Students ponder questions regarding progress and sustainability as well as social benefit. Greed and INTS4007 This course examines capitalist Globalization enterprises historically and ethnographically. Students focus on forms of corporate capitalism; the historic spread of capitalism as a world system; globalization and neoliberalism. Global Environmental INTS4019 This course examines the Issues interrelationship between globalization and the environment. Students analyze the historical development of the global environmental system and theoretical approaches to understanding the global environment. Students also consider the main actors, institutions and legal instruments related to global environmental issues. The environmental impacts on, and political responses to, phenomena such as global warming, trade, transnational corporate activity, foreign aid, and biodiversity are studied. Labour Relations INTS4012 This course examines collective Not breadth for bargaining and business degrees union/management relations. Students are expected to critically evaluate the roles of unions as well as to understand their socio- political and historical relevance. Students use case studies to analyze labour relations at a highly developed level using methodologies based in law and sociology. Power and Knowledge INTS4006 Students have opportunities to explore concepts of power and its interrelationship with knowledge. In addition to defining concepts of power, this course promotes a critique of the ways in which power becomes disguised as well as challenged in complex ways in our workplaces. Of special interest are environments in health care, policing, education and business. This course encourages an intersection of a variety of theories from the social sciences including: sociology, political science, psychology and philosophy, but students do not need backgrounds in these areas. Sexual Politics INTS4xxx This course enables students to consider, in-depth, research which has challenged popular conceptions of sex as a natural and biological force. The socio- political construction of sexualities through the fields of psychoanalysis, law, education, sexology and popular culture are considered. Interdisciplinary INTS4021 In this course, students examine NEW Concepts of Happiness the question “what is happiness?” and reflect on various answers given throughout Western history. Building upon previous courses in different disciplines, students explore various theoretical approaches to the topic. Students consider how happiness is affected by conditions that shape modern existence, including changing experiences of work and family life, alienation from nature, the rise of consumerism, and the influence of technology.

Terrorism and Political INTS4XXX The course has an interdisciplinary NEW Violence perspective based in politics and history. Discussion aims to develop a working definition of “terrorism”. Often seen as specifically contemporary, terrorism has roots in antiquity (tyrannicide), the Middle Ages (Assassins), the Enlightenment (French revolutionary terror) and World War One (anarchism, Bolshevism). Students distinguish forms, antecedents to, and cases of political violence. Factors shaping and distinguishing terrorism are considered: nationalism, the state, the international system, culture, technology, ideology and inequality.

Entrepreneurial INTS4015 The millennial generation is NEW Mindset arguably the one wherein most individuals embrace an “entrepreneurial mindset“ – technologically savvy, capable of teaching themselves any number of skills and wanting to work for themselves under their own terms. In this course, students deconstruct the concepts of entrepreneurialism and contextualize it historically, emotionally, socially, and politically.

4.8 Course Schedule 2

Year and Course Title Total Course Prerequisites Potential Highest Semester Course and Co- requisites Instructor(s) Qualification Semester Earned and Hours Discipline of Study

Core Non- Core

FIRST YEAR COURSES Semester Introduction to 42 None MSc Education 1 Psychology 1 School Counselling

MHK Sport and Exercise Psychology

Introduction to 42 None MSc Education Counselling & School Psychotherapy Counselling

Modes of 42 None PhD English Communication Literature

1000-level non- 42 None core (HUMA)

1000-level non- 42 None core (SOCI or SCEN) Semester Introduction to 42 None MSc Education 2 Psychology 2 School Counselling

MHK Sport and Exercise Psychology

Ph.D. Psychology

Basic Interview 42 Introduction to MA Counselling Skills Counselling & Psychology, CRPO Psychotherapy MSc Education School Counselling; Ph.D. (abd) Women’s Ethical Issues in 42 Introduction to Ph.D. Clinical the Helping Counselling & Psychology Professions Psychotherapy Multidisciplinar 42 None Ph.D. Political y Research Science

Non-core 42 None Elective

SECOND YEAR COURSES Semester Developmental 42 Introduction to Ph.D.,Psychology 3 Psychology 1 – Psychology Childhood & Adolescence

Theories of 42 Introduction to Ph.D. (Psychology) Personality Psychology

Theories and 42 Introduction to Practices of Counselling & Ph.D., C.Psych, Counselling & Psychotherapy Psychology Psychotherapy - - Individual Advanced 42 Modes of Ph.D., C.Psych. Writing for Communication Psychology Psychology Foundations of 42 None MSc Education Human School Sexuality Counselling; Ph.D. (abd) Women’s Semester Social 42 Introduction to Ph.D.St di Psychology 4 Psychology Psychology

Ph.D., C.Psych, Psychology Developmental 42 Introduction to Ph.D., C.Psych. Psychology - Psychology Psychology Adulthood & Theories & 42 Introduction to Ph.D. (Psychology) Practices of Counselling & Dip (TIRP), R.P. Counselling & Psychotherapy Psychotherapy – Group Theories & 42 Introduction to Ph.D. Practices of Counselling & MA Counselling & Psychotherapy (Psychotherapeuti Psychotherapy c Studies) – Contemporary Psychodynamic & Humanistic Approaches 42 Ph.D., Statistics None Experimental Psychology

THIRD YEAR CORE COURSES Semester Brain and 42 Introduction to Ph.D., C.Psych. 5 Behaviour Psychology Psychology

Self-Awareness 42 Introduction to Ph.D. in the Counselling & MA Counselling Psychotherapy (Psychotherapeuti Relationship c Studies) 42 Ph.D., Research Experimental Methods Psychology

Ph.D. (Adult Education) M.Ed. (Human Field Placement 42 Introduction to Ph.D.De elopment and 1 Counselling & MA

(7 weeks – 42 Psychotherapy (Psychotherapeuti

hr) c Studies) Ethical Issues in the Helping Professions Field Placement 42 Introduction to Ph.D. 2 Counselling & MA (7 weeks – 42 Psychotherapy (Psychotherapeuti hr) c Studies) Ethical Issues in the Helping Professions

Semester Learning & 42 Introduction to Ph.D., 6 Cognition Psychology Experimental Psychology

Ph.D., C.Psych. Theories & 42 Introduction to Ph.D. Adult Practices of Counselling & Education; MEd Counselling & Psychotherapy Human Psychotherapy Development & – Cognitive- Applied Behavioural Psychology; Approaches Certificate CBT 42 Introduction to Ph.D., C.Psych. Psychometric Counselling & Psychology Assessment in Psychotherapy Counselling MSc Education School Counselling Advanced 42 Introduction to Ph.D. Clinical Readings in Counselling & Psychology Counselling Psychotherapy Ph.D. (Psychology – Forensics) Research Methods

3000-level non- 42 Depends upon core elective selection (not PSYC) SUMMER -- INTERNSHIP FOURTH YEAR COURSES Semester Abnormal 42 Introduction to Ph.D. C. Psych. 7 Psychology Psychology Psychology

Theories and 42 Introduction to Practices of Counselling & Ph.D. Clinical Counselling & Psychotherapy Psychology Psychotherapy – Abuse, Self-Awareness in Trauma & Crisis the Counselling Intervention Relationship 42 Applied Thesis 1 Research Methods Ph.D. (Experimental Non-core 42 Depends upon P hl ) elective (any selection level, not PSYC) INTS4000-level 42 Depends upon non-core selection elective Semester Core PSYC3XXX 42 Introduction to 8 Elective Psychology

Ph.D. Forensic Psychology

Ph.D. Psychology

Topics in 42 Counselling and Ph.D. Clinical Psychotherapy Psychology

Counselling as a 42 MA (Counselling Profession Psychology) MA (Education) Applied Thesis 2 42 Applied Thesis 1 Ph.D. (Experimental Ps cholog ) Counselling 42 Ph.D. Adult Psychology Education; MEd Research Human Seminar Development & Applied Psychology; Certificate CBT

Subtotal Course Hours Core: Ph D (P h l ) 1302 Non-core: 378 Percentage Course Hours Core: 77.5% Non-core: 22.5% Total Program Hours 1680

4.9 Work Integrated Learning Experience

Benchmarks: 10. Any work-integrated learning experience a. is appropriate to the field of the program b. has articulated, appropriate learning outcomes c. is supervised by both a college representative with appropriate academic credentials and an employer/staff member who collaborate to evaluate the student performance d. amounts to no less than 14 weeks of full-time equivalent work (420 hours), either in one block, or in multiple cumulative blocks appropriate to achieving the learning outcomes.

Students are assessed in their Work Integrated Learning outcomes through work experience portfolio, a professional work history journal, employer feedback evaluation and an academic component that is monitored and evaluated by an assigned member of the degree program faculty and the co-op consultant.

Services to assist students with securing work integrated learning opportunities. The main focus of Co-operative Education, Internship & Career Services at Georgian is to provide efficient, professional and equitable service to all of our stakeholders – the student, the employer and the College.

Consultants are available to students and offer comprehensive career development services to all Co-op/Internship students, including: • Co-op/Internship Hour (CPHR0001) • resume, cover letter, interview coaching and job search coaching • assess suitability of work terms • facilitate student application and selection process, including advertising job openings, forwarding resumes and arranging interviews through our database management system (Orbis) • maintaining student/employer files and databases • provide training to students on Orbis – Georgian’s on-line job posting site • individual coaching, performance evaluation and career planning • workplace monitoring/mediation between employers and students • provide industry feedback to college for curriculum and program planning • provide job-search resources, i.e. directories, company profiles, reference materials through blackboard • provide guidance for investigation of International employment opportunities • develop promotional materials • participate in trade shows, professional organizations, career fairs specific to program areas • provide continuous improvement of policies and procedures related to programs • encourage involvement in activities at college, community, provincial, national and international levels • provide career assessments • post on-campus jobs through Orbis/Blackboard • advice regarding academic and work term success • assist with graduate job search • provide industry with student and employer feedback through Advisory Board reporting • liaise with faculty to ensure student success on the work term Full-time internship = 14 consecutive weeks

Georgian is Ontario’s #1 co-op college

• we have the most Ontario college students enrolled in co-op programs – more than 5,000 • we have the highest percentage of programs with co-op • 6,200 employers partner with Georgian to offer student work experiences • Georgian is the only Ontario college with programs accredited by the Canadian Association for Co-operative Education; this represents the highest standard of achievement for co-op programs in Canada • be your own boss and start a business as part of Georgian’s eCo-op • co-op work terms can lead to full-time positions after graduation

Georgian grads get jobs

• Georgian is number one in graduate employment among all 22 English-language Ontario colleges • according to Key Performance Indicators for 2016-17, 87.3 per cent of Georgian graduates found work within six months – well above the provincial average of 83.6 per cent • Georgian has maintained a graduate employment rate above the provincial average for more than a decade

Potential employers Our EmployGeorgian (Orbis) database includes many employers who have posted positions with us for co-op students or graduates in diverse health, non profit and social services sectors.

Addiction Canada Almonte General Hospital/Fairview Manor Blooming Acres Canadian Mental Health Association (CMHA) Closing the Gap Healthcare Group Coleman Health Care Centre Collingwood General & Marine Hospital Community Living Meaford Community Living South Muskoka Community Solutions Ltgd. Dr Barry Shapiro Frontenac Community Mental Health & Addiction Services Future Therapists Georgian Bay General Hospital Georgian Manor Grove Park Home Headwaters Health Care Centre Hillcrest Village Care Centre Humber River Regional Hospital IOOF Seniors Homes Inc. Jarlette Health Services Kapuskasing & District Association for Community Living Leacock Care Center Leisureworld Care Giving Centres Leisureworld Senior Care corporation Mill Creek Community Care Mount Sinai Hospital Muskoka Algonquin Healthcare North Simcoe Muskoka Community Care Access Centre North York General Hospital Orillia Soldiers' Memorial Hospital Quest Colliegiate & Recovery Centres Roberta Place Royal Victoria Regional Health Centre Saint Elizabeth Health Care Sara Vista Longterm Care Facility Saugeen Valley Nursing Center Simcoe Manor Nursing Home Simcoe Muskoka District Health Unit Southlake Regional Health Centre Southlake Residential Care Village Stevenson Memorial Hospital The Bob Rumball Centre for the Deaf The Corporation of the County of Simcoe The County of Wellington The Regional Municipality of York Toronto East General Hospital Trillium Manor Victoria Village Manor Waypoint Centre for Mental Health Care We Care Home Health Services West Parry Sound Health Centre William Osler Health Centre Woods Park Care Centre York Region District School Board Bridton Health Care Services Inc. Credit Valley Hospital Trillium Health Care Vlinderland Group Home

Current Field Placement and Internship Partners Georgian has many partners in the community currently offering field placement and internship opportunities to our students in the mental health and services areas. They include

ADAPT Addiction & Mental Health Services - Hastings Prince Edward Addiction Services of Thames Valley Addiction Services of York Region Agilec AIDS Committee of Simcoe County Alcare Place Algoma Family Services Alpha Court Thunder Bay Associated Youth Services of Peel Barrie Women and Children's Shelter Base Borden Family Resource Centre Belleville Addictions Centre Beyond Support Services Big Brothers/Big Sisters Blue Hill Child and Family Centre Boost child abuse prevention and intervention-Barrie Boys & Girls Club Caithkin CAMH Carpe Diem CASON Catulpa Chigamik Community Health Centre Child Youth and Family Services Coalition Choices for Change - Stratford Choices Youth Shelter Chrysalis Women's Shelter CMHA CMHA - North Simcoe Actt Community Legal clinic Consumer Survivor Project Cottage Country FHT Couchiching Jubilee House DARA Rehab Koh Chang Dave Smith Youth Treatment Centre David Busby Street Centre Delisle Youth Services Durham Family Network Eagle Youth Outreach Eating Disorders Clinic - RVH and North York Edgewood Treatment Facility Elizabeth Fry Society of Simcoe County Family Connexions: formerlyCAS Family, Youth and Child Services Freedom from Addiction Georgian Bay Native Friendship Centre Gilbert Centre Green Haven Shelter for Women Greenstone Muskoka Grey Bruce Health Services Grey County Social Services Habitat for Humanity Health Unit Orillia Hincks Dellcrest Farm Home Horizons Hope Acres - Salvation Army Jean Tweed - Cumberland House Jen's Place John Howard Society John Howard Society Joyce Kope House Kerrys Place Key Stone Family Services Kids Help Phone, Barrie Chapter Kinark - Day Treatment Classroom Kinark Child and Family Services (Barrie) Kushions Inc. - Group Home,Barrie LOFT LOFT Community Service / McEwan Housing & Support Services Make a wish foundation Monarch Recovery Services Morton Observation & Detention Home Muskoka Interval House Muskoka Parry Sound Addiction Outreach Muskoka Parry Sound Sexual Assault Services Muskoka-Parry Sound Community Mental Health Services My Friends House My Sisters Place New Path Residential Program in Cookstown New Path Youth & Family Counselling Services Niagara Health Services Oakdale Child & Family Services Barrie Ontario Addiction Treatment Centres Orillia Pregnancy Resource Centre Orillia Youth Centre Owen Sound Addiction Services Panacea Canada Inc. Peel Addiction Assessment & Referral Centre Peel Youth Village. Residential Program & Community Centre Penetanguishene Correctional Center Pine River Institute Portage Quest Collegiate & Recovery Centre Ray of Hope Roberta Place Ronald McDonald House Rosewood Woman's shelter Royal Ottawa RVH - Addictions and Treatment unit Safe N Sound Seasons Seven South Street Treatment Centre Shelter Now Simcoe Outreach Services Sister Margaret Smith Centre Social Services - Rama First Nation St. Joseph's Healthcare - Womankind Stonehenge Therapeutic Community Street Haven at the Cross Roads Sutton Youth Shelter Teen Challenge - King City Telecare Crisis Line Orillia The Carah House Crisis Services- Barrie The Next Door Teen The Sharing Place Toronto Military Family Resource Centre Trafalgar Treatment Centre Trails Victim Services Vitanova Foundation Wasaga Beach Youth Centre Waypoint Waypoint - Acute Assessment Program WayPoint - Georgianwood Wendigo Lake Expeditions William Osler YMCA Barrie Recreation Facility YMCA Simcoe Muskoka Youth Services York Region Street Outreach Youth Centre Orillia Youth Haven

4.10 Course Outlines

Please see Appendix 1 for all individual course outline.

SECTION 5: Program Delivery

The delivery methods support achievement of the expected and actual learning outcomes.

5.1 Quality Assurance of Delivery

Benchmarks: 1. The institution conducts sustained, evidence-based and participatory inquiry to determine whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid, or online methods) are achieving the intended learning outcomes. The results of such inquiry are used to guide curriculum design and delivery, pedagogy, and educational processes. 2. Assessment of the delivery methods includes consideration of a. their quality and effectiveness b. standardized and regular feedback from students c. provisions for pre-registration and ongoing academic advising d. policies concerning interventions for poor student progress e. availability and suitability of technical and other supports. 3. Delivery methods are appropriate to course content and design. 4. The institution has the expertise and resources to support the proposed delivery methods and to ensure their effectiveness. 5. The delivery methods contribute to and enhance the creation of academic community among students and between students and faculty. For online learning elements, this includes ensuring that

a. the program/course design and the course syllabus make appropriate provisions for instructor-student and student-student interaction b. the technologies used to achieve interactions among faculty and students (e.g., email, telephone office hours, phone conferences, voicemail, fax, chat rooms, web-based discussions, computer conferences, threaded discussions) are adequate.

The college conducts sustained, evidence-based and participatory inquiry to ensure that all modes of delivery are achieving the intended learning outcomes. Curriculum design and delivery are continuously assessed through standardized and regular feedback from students (teacher and class reviews are regularly conducted) and KPI surveys. Coordinators provide academic advising, and a Centre for Student Success is located on campus to help students with a variety of learning difficulties. As well, information technology and media services departments are in place to assist with both software and hardware issues and provide technical support to both students and faculty.

Georgian College has a documented history of excellence in quality of program planning and delivery (PQAPA, 2009). Policies and procedures pertaining to quality assurance of program delivery methods are found in our Policies file (Curriculum Handbook: Programs and Courses v.3; Student Satisfaction KPI Survey, and Program Quality Assurance Process Audit Orientation Manual; Georgian College Final Audit Report, and 18-Month Follow-up Report).

Methods of Delivery This degree program offers both in-class and online delivery and class outlines clearly state expected learning outcomes and course content as well as evaluation methods.

The courses in this program will be delivered using lectures and visual presentations, site visits, tutorials, guest speakers, labs, case studies, demonstrations, and independent and group research as appropriate for the course content.

Support for Professional Pedagogical Development of Faculty Center for Teaching and Learning and Academic Excellence The Centre for Teaching, Learning and Academic Excellence (CTLAE) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal professional development as well as external professional development that leads to improved student learning through improved teaching and learning practices, systems, and support. Their website at http://www.georgiancollege.ca/ctlae/ provides faculty with a broad array of workshop and program options, and the support of knowledgeable faculty developers, instructional designers and academic technologists and technicians.

The CTLAE works with faculty and program areas to:

• facilitate skill development for the effective use of technology for teaching and learning • create instructional resources for teaching and learning • encourage and facilitate discussion about professional teaching practice at the postsecondary level through workshops, mentoring, online learning, and open dialogue materials for faculty on topics related to assessment, teaching strategies, and teaching with technology • provide and support technological resources to enhance teaching and learning (e.g., scanners, development software, digital camera, web links) and print resources (e.g., books, journals) to enhance teaching and learning • develop skills in academic areas for making and implementing informed curriculum delivery choices • implement a model for new faculty orientation and development • provide support and facilitate continuous improvement in college curriculum These concepts are put into action in several ways, as suited to faculty and program need. They are illustrated in the chart below.

Delivery of Online Courses Georgian College made a special application on November 9, 2010 to be assessed regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.”

Support for online teaching occurs through the CTLAE in two programs designed to assist faculty with the process of developing online courses (Online Course Development Program) and delivering courses online (Learning Online to Teach Online). These programs are described below.

Online Course Development The Online Course Development Program (OCDP) is a project based intensive professional development opportunity that guides full and part time faculty through the design, development and implementation of online courses. All faculty developing courses for online delivery are required to take this program.

OCDP Goals:

1. Apply the principles of Instructional Design to the development of an online course so that students successfully achieve learning objectives,

2. Use Blackboard tools effectively in both the development and running of an online course, 3. Complete the development of an online course that is ready for beta-testing & delivery.

OCDP Objectives:

1. Analyze the general & specific contexts for your online course. 2. Characterize the nature of your course subject(s) 3. Analyze your learners and yourself as designer/teacher 4. List parameters of your course including: a. Foundational Knowledge b. Skills & abilities to apply knowledge c. Linkages between, information, ideas, perspectives, integration with larger program- level d. Kinds of student interactions that promote learning e. Learning plans/sequence 5. Design active learning components linked to course objectives 6. Develop assessments, set criteria & standards 7. Review and check course integration 8. Analyze/select Blackboard tools and features 9. Develop skills using/managing Bb features 10. Development, organization and upload of course assets (without copyright conflicts) 11. Devise course communications tools/strategies considering integrated course design ideas 12. Build assessment mechanisms (Bb forums, blogs/journals, assignments & tests) 13. Ensure course usability and AODA compliance 14. Engage in collegial work/sharing including supportive critiques OCDP Format

The OCDP is formatted as a hybrid course. Each week faculty have online work and in class interactions. The program utilizes a group approach that can lead to colleagues sharing, additional support and less stress for the participants. At the conclusion of the semester each course is evaluated with industry accepted quality assurance metrics prior to being offered to students. Below is a sample calendar from a standard 14 week OCDP.

OCDP Weekly Online and In Class Schedule:

Online In class Mandatory outcomes

Topic Hands on/Demo Within OCDP shell Within your DEV shell

Week 1: Welcome, No class No class Learner Analysis Draft Welcome message Orientation, self- Worksheet assessment, gathering your “toolbox” What does an online/hybrid class “Look” like? Week 2: Outcomes and Overview of OCDP Posting Course Outline to Outcomes and Objectives Course Outline posted in About Course area Objectives for your course Viewing successful past courses DEV Shell Worksheet Learning Centered Design Examples of great instructor biographies Week 3: Mapping out your Overview of Blackboard Features for Online Creation of a welcome Course Map Worksheet Instructor bio posted Online/Hybrid course, Teachers discussion board project management, Roadmap of Blackboard sessions Laying out the course units • Gathering of needs • Review of Tech • Review of Bb tools (Blog, Journal, Online Discussion, Wiki) How to build them will come in Week 5 Week 4: Universal Design Online Assignment Design Alt-text an image or Syllabus Worksheet Communication expectations posted in for Learning and Screencasting demo making a document About Course section Accessibility Accessibility accessible

Week 5: Learning Activities Blackboard collaborative tools Creation of a self-check Evaluation Worksheet Weekly schedule with assignments & Online Pedagogy, self- Non-Blackboard collaborative tools for students (survey, quiz, checks, collaboration tools tutorial) Online Communication/Collaboration for Learning and Evaluation How to build: • Discussion boards • Journals • Blogs • Wikis • Common problems with communication/collaboration tools • Discussion Boards – The good, the bad and the ugly Week 6: Developing Online Graded Assignments in Blackboard and Creation of a rubric – Assignment Template Welcome discussion posted Assessment, rubrics and Introduction to Rubrics bring one to class! Worksheet graded assignments • Digitizing your assignments • In line grading • Student perspective • How to use Student view in DEV shell • Rubrics in Blackboard Rubrics in your Online course – The good the bad and the ugly Week 7: Instructional Online Testing Creating a test using Completed OntarioLearn About Course sections and Weeks One and Strategies in your Online Visuals in your online course Respondus – bring an Checklist for first two Two completed Class existing test! weeks and About Course READING WEEK – Mandatory About Course, Instructor Information, and 2 Week Review Week 8: Using Multimedia Creating Media for your Online course Creation of a welcome or Resources Plan Introduction to course or assignment videos in your course assignment screencast Worksheet posted • Screen Casting Placeholders for all weekly videos (if • Screen Shots applicable)

• Videos on smart phones • YouTube Capture, • Finding and using images • Best practices for video creation Week 9: Writing the course Balance in your course Participation in a group Annotated Weekly Weeks 3-5 completed modules/weeks, Online Testing wiki Module Screenshot instructions, writing for the Blackboard Command Tool Bar - One paragraph web explanation of online testing and/or survey strategy Week 10: Managing Grade Centre and Weighted Grades - Organizing columns and Early Alert and Retention Weeks 6-7 complete and posted Teaching Workloads, Grade Centre setup colour-coding worksheet performance dashboard, Keeping On Track (Your students and retention center, weighted yourself) grades • Retention Centre • Performance Dashboard Week 11: Facilitating your Week 11 Check in OntarioLearn preliminary Student Needs Weeks 8-14 completed Online Course checklist (paired) Worksheet Week 12: Assessing your Final group meeting Completed OL Checklist All assessment pieces in Bb (tests, course design & Wrap Up at current state assignments, DB, blogs etc) • Showcase Meet with Amy or • Moving from developing an Anthony online course to facilitating your online course • Wrap up Week 13: No class Meet with Amy or Anthony Working Period

Week 14: No class Meet with Amy or Mark Completed course ready for review Anthony

On-line Course Teaching The Centre for Teaching and Learning offers instructional workshops to support Georgian faculty professional development. These courses can be used towards earning the Teaching Practice Credential. Online resources are also available at http://www.georgiancollege.ca/ctlae/onlineblended/instructional- design-for-online-learning-tab.

The six-week Learning Online to Teach Online (LOTTO) program is delivered to faculty in a fully asynchronous online format. Led by a facilitator, this program has been designed for full and non-full time faculty who are interested in teaching online/hybrid OR who are interested in improving or modifying an existing online or hybrid course. The development of instruction and multimedia are incorporated throughout this series. Faculty have weekly assignments, tasks, and readings in a Blackboard shell where they are assigned a student role. They also have practical hands on experiences in Blackboard in the teacher role.

Part 1: An overview of online teaching Part 2: Your role as an online teacher Part 3: Adding materials to your online course Part 4: Preparing to teach your online course Part 5: What to do during the semester Part 6: Best Practices and wrap up

In addition, the Office of Academic Quality facilitates program areas in the designing of curriculum, program outlines, and course development and revision processes, and also provides resources for these processes on their website: http://www.georgiancollege.ca/academics/academic-quality/

Development of curricular and instructional innovation and technology skills is supported through the following policies and procedures (available in the Policies file): Employee Orientation and Training Program, Human Resources Development, Pro 4-102, Human Resources Development Funding, Academic Professional Development Leave, and the Staff Education Assistance Plan.

5.2 Student Feedback

Continuous improvement of our course delivery, materials, and the learning environment is a hallmark of our quality service to our students. Students are an important stakeholder in our Quality Assurance processes and are involved in consultation processes for new programs (student demand analysis), for program renewal, and on an ongoing basis in annual program assessment. In addition to the standardized feedback from students previously mention, students are represented on Program Advisory Committees and some programs have formalized “Dean’s Councils” on which students will sit to provide program feedback. As evidenced on our Integrated Planning and Stakeholder Consultation chart (see Section 10, Program Evaluation), students play an important consultative role in our academic quality processes that feeds both into our Quality Assurance Network, and our Quality Assurance Framework.

SECTION 6: Capacity to Deliver

6.1 College Mission, Goals and Strengths

Benchmarks:

1. The program is appropriate to the college’s mission, goals, and strengths.

College Mission Inspire innovation, transform lives and connect communities through the power of education.

College Vision Accelerate success through exceptional learning, innovation and partnerships.

College Values Excellence. Community Engagement. Integrity. Inclusion. Sustainability.

Priorities In pursuit of this mission, five strategic priorities have been identified for the period of 2016-2021. For each of the priorities, the goals relevant to the capacity to deliver this degree are specified:

Accelerated Success . Create degree pathways in every diploma program. . Offer relevant curriculum for in-demand jobs to increase the number of graduates finding jobs in their fields . Use Program Assessment processes to drive program sustainability. . Expand experiential learning opportunities in every program. . Streamline delivery of student services and provide integrated student support through holistic advising to increase overall student retention, satisfaction and engagement.

Meaningful Collaboration

. Proactively engage industry partners through well-established connections . Develop a comprehensive degree strategy for central Ontario including Georgian degrees, integrated degree-diplomas and partner degrees.

Inspired Innovation

. Graduate students with the skills and mindset to be innovative thinkers and change makers. Foster growth and development of businesses and social enterprises to build the regional economy and address community-based issues. . Foster a culture of research, scholarship and collegiality that connects students, employees and the community by implementing additional supports. . Empower faculty to select and use a variety of pedagogically appropriate technologies in the classroom to promote student engagement, communication and assessment.

Strong Foundations . Value and invest in our faculty, support staff and administrators to support teaching excellence, deliver quality services and provide extraordinary experiences for our students. . Enhance opportunities for professional development in building excellence in teaching practice. . Renew campus facilities to ensure they are modernized and updated.

6.2 Learning and Physical Resources

Library Resources

Benchmarks: 2. The college provides for reasonable student and faculty access to learning and information resources (e.g., library, databases, computing, classroom equipment, laboratory facilities) sufficient in scope, quality, currency, and kind to

support the program. 4. Learning resources are available online to students in online courses/programs. If not all appropriate resources are routinely available online, the college has made appropriate and adequate arrangements to provide them to online students.

The Library supports programs with a variety of resources and services. Resources exist in many formats including print material (books, magazines, journals, and newspapers), audiovisual formats, and electronic resources (e-books, electronic access to databases of magazine, journal and newspaper articles with the majority being full text). Library Services are provided through on- and off-site reference assistance, interlibrary loan of resources, and off-campus access to the online catalogue of books, audiovisuals and electronic databases. Georgian belongs to the Ontario College Library Service (OCLS) and maintains an effective Inter-library loan network. The library web site http://library.georgiancollege.ca/main is the focal point of access to all resources and services.

Georgian’s strong, comprehensive collection of electronic databases cover a full range of subject areas, with many specific to the program. Georgian College provides library research assistance to students face to face as well as by e-mail, web form, real time chat (AskON) and telephone. Assistance is not campus specific. The students’ primary resource for assistance is the library staff. Online Library Research tutorials are available on the library home page. Additional training and reinforcement is available upon request or as the need for such is identified by faculty or library staff. Online tutorials are also available within the databases themselves.

Classroom Space Number of Classrooms (seating capacity) Total On-site – Orillia Campus Off-site – Barrie 271 (7133) 48 (1219) 223 (6064)

Classroom and lab space with seating capacity in Orillia Room Type Capacity Description COMPUTER LAB 35 Computer Lab LAB 60 Classroom / Court Room LAB 25 Contract Training LAB 50 Dental Clinic LAB 20 Dental Clinic LAB 16 Dental Material LAB 50 Dentistry LAB 46 Forensic/NRC LAB 100 Gymnasium LAB 35 Interactive Computer Lab LAB 26 Interactive Computer Lab LAB 50 Lab LAB 48 MM Classroom - ECE Lab LAB 15 Multi Purpose - Fitness LAB 50 Radiography LAB 16 Radiography LAB 50 Surgery MEETING ROOM 12 Faculty Conference MEETING ROOM 6 Student Meeting Room MULTIMEDIA CLASSROOM 25 Career Prep MULTIMEDIA CLASSROOM 25 Career Prep MULTIMEDIA CLASSROOM 34 CDA Lab MULTIMEDIA CLASSROOM 52 Classroom MULTIMEDIA CLASSROOM 52 Classroom MULTIMEDIA CLASSROOM 50 Classroom MULTIMEDIA CLASSROOM 52 Classroom MULTIMEDIA CLASSROOM 25 Classroom MULTIMEDIA CLASSROOM 64 Classroom MULTIMEDIA CLASSROOM 35 Classroom MULTIMEDIA CLASSROOM 54 Classroom MULTIMEDIA CLASSROOM 45 Classroom MULTIMEDIA CLASSROOM 54 Classroom MULTIMEDIA CLASSROOM 50 Classroom MULTIMEDIA CLASSROOM 45 Classroom MULTIMEDIA CLASSROOM 25 Classroom MULTIMEDIA CLASSROOM 52 Classroom MULTIMEDIA CLASSROOM 50 Classroom MULTIMEDIA CLASSROOM 50 Classroom / Lab MULTIMEDIA CLASSROOM 50 Double Classroom MULTIMEDIA CLASSROOM 50 Double Classroom MULTIMEDIA FLEXIBLE CLASSROOM 35 Flexible Classroom MULTIMEDIA FLEXIBLE CLASSROOM 50 Flexible Classroom MULTIMEDIA FLEXIBLE CLASSROOM 45 Tech Classroom MULTIMEDIA FLEXIBLE CLASSROOM 150 Theatre

Multimedia and Flexible Learning Classrooms at Georgian All of Georgians classrooms are equipped with multi-media technology. The multi-media classrooms each have a data projector with speakers, a computer and/or laptop hookup, and DVD players, allowing faculty the flexibility to use multimedia presentations, surf the web to demonstrate a point or show videos during class. Our larger classrooms have microphones on the multimedia podiums. The podiums are also equipped with a phone, which faculty can use to call for immediate technological assistance from Media Services. The computers, projectors and other electronic equipment will be replaced every four years to ensure that the learning environment remains modern and to reduce the likelihood of malfunction.

Georgian’s energy-efficient lighting system has daylight and motion sensors to improve efficiency, but faculty can also control the lighting for various activities in their classrooms. For example, faculty can turn off as many fixtures as they like when using data projectors. The system is designed to respond automatically to ambient light from windows. The fixtures closest to the windows will reduce their light levels so that the lighting intensity is consistent throughout the room. The entire system can be programmed by Georgian College staff, negating the need for outsiders to make changes to the programming of the lights. More importantly, the automated system identifies when a ballast or tube is malfunctioning and issues a report to Physical Resources of the problem. The lighting retrofit project was recognized for excellence by the Ontario Power Authority.

Some classrooms are designated for collaborative learning. The desks in the collaborative learning classrooms are always set up in groups to facilitate collaborative learning exercises, but each seat also has clear sight lines to the front of the classroom for lectures and presentations. The permanent set up saves valuable learning time that used to be spent moving desks in and out of groups.

Under the direction of the Director, Organizational Planning and Development, the Space Management Committee makes recommendations to senior management regarding physical facilities on Georgian campuses. Decisions regarding creating or modifying physical space are guided by Procedure #5-108 “Management of Space at Georgian College”. Observation Interview Rooms and Technology Enhanced Classrooms A suite of four Observation Interview Rooms in Building D on the Orillia campus provides the opportunity for students to practice interview and counselling techniques.

Observation Rooms

Technology enhanced classrooms flank the suite of observation interview rooms, such that one-way mirrors allow real time views. In addition, cameras, screens and monitors allow more students to observe, and also provide recording and replaying of interactions for student self-reflection and for supervision.

Classroom with observation window into one of the Observation Interview rooms, monitor and computer for replay. The inside door also reveals the small hallway to two other Observation Interview Rooms.

The other side of the classroom, showing the orientation of each of the monitors, windows, and at the end of the hall the other classroom for observation and recording of activity in the Observation Interview Rooms on the far side

Additional classroom with observation space in another area of the college:

To simulate a group home or in-house visit, the Orillia Campus also houses a mock apartment learning space:

Other Specialized Equipment, Workstations and Laboratory Space No specialized equipment, workstations or labs are required for this program. The open access labs available to all students include software students would need for completion of their coursework.

6.3 Resource Renewal and Upgrading

Benchmarks: 5. The college makes a commitment in its budgets and policies to provide and maintain the necessary learning, physical, technological, human, and other resources for the program, and to supplement them as necessary.

Learning Resources Georgian’s Educational Services Collection Management Policy (Procedure #1-135) provides direction for the provision of quality materials to meet the resource needs of students, faculty, and staff at all college locations.. In addition to following the standards established for accreditation for each program, the Library Commons endeavors to develop collections that conform to the standards set by the Association of College and Research Libraries (ACRL). In particular, ACRL’s Standards for Libraries in Higher Education identifies principles around discovery, collections, and space, in addition to many others. The development and maintenance (selection and deselection) of the Library Commons’ collections is the responsibility of library professionals to whom the responsibility has been delegated, in conjunction with faculty, using prescribed criteria set out in the college procedure.

PsycArticles, PsycInfo and PsycBooks have been designated essential databases and resources for the proposed degree, and we have committed to resourcing these databases for this degree moving forward. The list of over 2500 journal titles relevant to psychology, counselling and psychotherapy to which PsychArticles and PsychInfo will provide access for our students are listed in SECTION 15. As of June 2017, there are 4,360 Books and 48,317 Chapters available through PsycBOOKS. The database and this list are updated monthly.

Computers and Computer Access Georgian College has a structure of technology committees, which work together to allocate the college's information technology funds. These funds are comprised of annual operating dollars and the revenue from a student educational technology fee.

The Academic Technology Committee (AcTech) determines priorities for academic technology and Educational Technology Fee spending. Deans present their academic technology plans to AcTech for review. AcTech works to ensure our academic technology priorities are in alignment with academic direction of college, and takes a regular scan of student needs. Where appropriate, AcTech will make recommendations for enhancements and changes to academic technologies based in research and consultation. AcTech focuses on technologies that support teaching and learning. AcTech works to assess the impact of information technology on students, faculty and curriculum. The Academic Technology Committee and the Standards and Policies Committee report to and work with the Information Technology Executive Committee and the Information Technology Department to manage renewal of Georgian's information technology needs, including open student computers, faculty computers, computer labs, classroom technology, software and program-specific instructional technology.

The College has a plan in place such that student and faculty computing are renewed on a four-year cycle. Specifically, this means that computer labs are refreshed every four years with new technology. Full-time faculty members have laptop computers that are on a three-year lease. Working closely with the Information Technology Department, the Administrative Technology Committee supports improvements to the technological infrastructure as required.

The Information Technology Executive Committee prioritizes and coordinates the strategic direction of Georgian's Information Technology standing committees and working group, provides guidance and ensures IT policies are in alignment with the overall strategy of the college. The IT Executive Committee allocates financial and people resources, shapes IT business processes and evaluates IT performance.

Georgian College recognizes the importance of both human infrastructure and learning infrastructure and support teaching and technology needs through the Open Learning Centre, Information Technology, Media Services, and the Centre for Teaching and Learning and Academic Excellence.

6.4 Support Services

Information regarding Student Services is available via the Georgian College website. A brief description of the services available are listed below.

Indigenous Resource Centres Indigenous Resource Centres are located at the Barrie, Midland, Owen Sound and Orillia campuses. They provide students with a culturally supportive and comfortable environment where they can study, socialize, and access a wide range of resources. The resource centres are home to the visiting Elder and Niwijiagan peer mentor programs, Getsijig (Indigenous education counsellor) and Indigenous student advisors. Feasts, potlucks, cultural teachings, craft nights, study and lounge areas, and computers are just a few of the benefits provided through the resource centres.

International The Segal International Centre at the Barrie campus is the welcome centre for the international students from over 65 countries around the world. Staff support students as they adjust to life in Canada. English language training, guidance for health insurance and issues related to airport pick-up, homestay arrangements, immigration related information, and counselling services are available. An International Student Ambassador will be assigned to the Orillia campus to assist new and returning international students. The Ambassador’s role is to support student transition to Canada and help to engage students with the Georgian community. An Ambassador can assist with things such as: helping to make a health insurance claim, providing advice on living in the city of Orillia, transit routes in Orillia, ways to get involved on campus, explaining services available etc.

Awards & Scholarships Georgian offers students access to more than 750 awards and scholarships each year with a combined value of over $750,000. Recipients receive the awards on the merit of academic achievements, demonstrated community involvement, financial need, area of study or sport and athletics. Completed through an online portal, the system matches applicants to awards based on the profile details provided.

Co-op Services and Career Success Our very successful Coop Services program helps students find co-op placements from among their 6200 community partners. Career Success extends that help to advising students as they are planning for their future career.

Student Advising Student Advisors: There are two students advisors dedicated to the Orillia campus. Student Advisors are assigned to students to help them transition into college life and have the best possible experience at Georgian. As a first point of contact for transition support, they offer:

• correct referrals and connection to the support and resources students need • study skills support to help students learn more effectively and efficiently, including time and task management, note-taking, effective studying, writing and essays, understanding assignments, giving presentations and taking tests.

First Generation and Crown Ward Support: Georgian College’s First Generation program includes First Gen mentors to assist students with questions, concerns or advice around postsecondary life. Services provided include individual advising, one-on-one transition support, information and connections with academic and financial supports and student services (disability services, counselling, peer services, testing services, adaptive technology, Crown Ward supports and more),a newsletter, social events and free workshops.

Counselling/Mental Health Support All Georgian College students have free, confidential access to professional counsellors. A priority of counselling services is to support students’ general well-being and positive mental health. Counsellors discuss personal and mental health concerns that are impacting life and/or academics. Students in Orillia also have access to a Self-care Club, dedicated to promoting and advocating for mental wellness and mental health awareness

Orillia Campus Labyrinth: Students at the Orillia campus have access to a labyrinth, a walking meditation that can help students find peace and calmness in our busy world. Labyrinths copy the spirals found in nature and have been found lower stress levels, promote reflective thinking, improve problems solving, stimulate creativity, encourage relaxation and increase openness. Health Services Students without a family doctor have access to the Nurse Practitioner-led Clinic at the Barrie campus. The clinic also provides services for emergency situations for students from out of town with no access to their family doctor.

Information Technology The Information Technology department provides access to anti-virus software, acceptable use procedures, as well as password and access support.

Media Services provides support for audio-visual equipment, including loans of and support for loaned digital voice recorders, digital camcorders, laptops and multi-media projectors.

Library and Academic Services Library services provides access to research and academic supports. Research help is available at the Orillia campus daily, between 9 am and 4 pm. Loanable chargers, cameras, laptops and laser pointers are available from the customer service desk.

Math Centre: The Math Centre is available to all Georgian College students. The Math Centre currently offers services at the Barrie, Midland and Owen Sound campuses.

Tutoring: Georgian College provides peer tutoring as a service funded through the student success fee included in college tuition. A variety of drop-in and scheduled tutoring services are available at the Barrie campus for Georgian students.

Writing Centre: The Writing Centre helps students improve writing skills. Drop in hours and scheduled appointments are available at both the Barrie and Orillia campus.

Testing Services Testing Services administers tests with accommodations and missed or make-up tests. Priority will be given to students requiring test accommodations. To be eligible for test accommodations, the student must meet with an accessibility advisor to obtain a letter of accommodation (LOA). The LOA must then be presented to each faculty member prior to writing the test. Students will complete the Request a test form and write at the same time as the rest of the class.

Missed tests are written in Testing Services only after the student and faculty have arrived at a mutually agreeable date and time. Seats are assigned on a first-come, first-served basis. If the date and time requested is not available, the student must go back to the faculty member to set an alternate date and time, to ensure that the integrity of the test has not been compromised. 6.5 Faculty

All faculty teaching in the professional or main field of study and, where appropriate, acting as thesis supervisors and/or members of examining committees a) have, where relevant, professional credentials and related work experience b) hold an academic credential at least one degree higher than that offered by the program in the field or in a closely related field/discipline c) engage in a level of scholarship, research, or creative activity sufficient to ensure their currency in the field.

In assessing faculty members’ currency and engagement with scholarship, research, or creative activity, the following may be considered, provided that these contributions are in a form (in a phrase adapted from Boyer) “subject to critical review and allowing use/exchange by other members of the scholarly community.” In all cases, such contributions may take digital form. In general, the Board seeks evidence that faculty are intellectually engaged with developments in their fields, including but not limited to • publishing and/or reviewing professional publications in their fields • participation and/or presentations at provincial, national, and international conferences, competitions, or exhibitions in their fields • engagement with the scholarship of pedagogy in their fields

The faculty who may be assigned to teach in this degree are listed below. The proportion of terminal degree faculty in the area of study exceeds the standard, and all hold an academic credential at least one degree higher than an Honours Bachelor degree.

Current Faculty & Credentials Faculty Name Highest Qualification Earned and Registrations

Terminal Degree in Related Field Wendy Blank MA (Counselling Psychology) Psy.D. (Clinical Psychology) Howard Bloom M.Ed. (Human Development and Applied Psychology) Ph.D. (Adult Education)

Certificate in Cognitive Behavioural Therapy (CBT) Robert Duck Ph.D. (Counselling Psychology), C. Psych.

Registered Clinical Psychologist (College of Psychologists of Ontario) Eleanor Gittens M.Sc.(Investigative Psychology) Ph.D. (Psychology – Forensics)

Michael Kennedy MSW Ph.D.(Social Work)

Ontario College of Social Workers and Social Service Workers Nancy Noldy- Ph.D. (Psychology), C. Psych. MacLean Registered Clinical Psychologist (College of Psychologists of Ontario) Jill Rettinger Ph.D. (Psychology) Richard Rinaldo Ph.D. (Experimental Psychology)

Sarah Spence Ph.D. (Psychology)

Dip (TIRP), Registered Psychotherapist Adam Stibbards Ph.D. (Educational Studies – Cognition & Learning) M.A. (Psychotherapeutic Studies) Ira Schweitzer MSW Ed.D.

R.J.E., R.S.W.

Terminal Degree in Progress (ABD) Liane Cheshire M.Sc. (Education – School Counselling) Ph.D. (Women’s Studies) ABD Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP), Member In process – Grandfathering with new College of Registered Psychotherapists and Registered Mental Health Therapists

Marissa Barnes M.A. (Psychology) Ph.D. (Psychology) ABD

Master’s Degree in Related Field Trista Hill M.H.K. (Master of Human Kinetics – Sport and Exercise Psychology)

Crystal Cooke M.A. (Counselling Psychology) M.A. (Education) Process of registering with the College of Psychotherapists Member of the Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)

Projection of Enrollment

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 S F W S F W S F W S F W S F W

Year 1 - 25 24 - 30 28 - 35 33 - 40 37 - 40 37

Year 2 - - - - 23 22 - 27 26 - 32 31 - 36 35

Year 3 ------21 20 - 25 24 - 30 29

Year 4 ------19 18 - 23 21

Total Enrolment - 25 24 - 53 50 - 83 79 - 116 110 - 129 122

Projection of Teaching Hours

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 S F W S F W S F W S F W S F W Year 1 o Regular (P/T) - 168 168 - 168 168 - 168 168 - 168 168 - 168 168 o Regular (F/T) - 42 42 - 42 42 - 42 42 - 42 42 - 42 42 o Technician (P/T) ------o Technician (F/T) ------

Year 2 o Regular (P/T) - - - - 168 168 - 168 168 - 168 168 - 168 168 o Regular (F/T) - - - - 42 42 - 42 42 - 42 42 - 42 42 o Technician (P/T) ------o Technician (F/T) ------

Year 3 o Regular (P/T) ------126 126 - 126 126 - 126 126 o Regular (F/T) ------84 84 - 84 84 - 84 84 o Technician (P/T) ------o Technician (F/T) ------

Year 4 o Regular (P/T) ------126 126 - 126 126 o Regular (F/T) ------84 84 - 84 84 o Technician (P/T) ------o Technician (F/T) ------

Total TCH (excl Tech) - 210 210 - 420 420 - 630 630 - 840 840 - 840 840

We have provided for the hire of a new full time faculty member dedicated to this program in the second or third year of delivery.

Research, Scholarship and Currency in Field of Study Much of our perspective on scholarly culture at Georgian College is based on the work of Ernest L. Boyer who may be best remembered for his work with the Carnegie Foundation for the Advancement of Teaching, and those who followed him (Glassick et al., 1997; Hutchings, Huber & Ciccone, 2011). Boyer (1990) challenged the traditional paradigm associated with college/university scholarship to expand its classification to include the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

A broader definition of scholarship should also enable institutions to define their goals more precisely. Although the full range of scholarship could flourish on a single campus, every college and university should find its own special niche. This may mean that an institution, while recognize all types of scholarly work, may choose to stress teaching, or application, or integration, or research. Whatever the scholarly emphasis, the approach deserves dignity and respect, insofar as it is performed with distinction. (Glassick, Huber & Maeroff, 1997, p.10)

This perspective has been adopted at an institutional level, and aligns with the scope of PEQAB’s benchmark as well. Georgian’s Research Advisory Council, and the Centre for Applied Research and Innovation, are working to strengthen the culture of research and scholarship at an institutional level. Our faculty are adapting this model of scholarship in their CVs, which are organized against Boyer’s four dimensions of scholarship: discovery, integration, application and teaching/learning.

All research that is associated with Georgian College, including that conducted by external organizations or individuals, is subject to the policies and procedures described within our policy for responsible practice and ethics review in research. In 2007, Georgian College created a Research Ethics Board (REB) to establish clear and defined procedures for those wishing to undertake research at Georgian College, ensuring that research completed at Georgian College meets the standard for integrity as defined by the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council (NSERC), and the Social Sciences and Humanities Research Council (SSHRC). The Georgian College REB actively reviews a range of research activities involving human participants, including all research, regardless of whether the research is funded or non-funded, is performed by Georgian College students, faculty, support staff, or administrative staff, is a collaborative research undertaking with strategic college or university partners, or is for commercial or information purposes. Georgian College became is NSERC eligible in 2009 and SSHRC eligible in 2014. As we move forward with our degrees, and to support scholarly research activity among our faculty, we are putting procedures in place to keep faculty regularly apprised of research opportunities.

The CVs of most of our current faculty have been adapted to embrace Boyer’s model, and they address scholarly activity related to each area of scholarship in their CVs themselves.

With respect to professional development, Georgian College has an Academic Professional Development Leave policy to ensure that faculty have opportunities to obtain pursue further academic or technical studies. The college supports paid leaves for a period of from one to 12 months.

Faculty Professional Development in Teaching and Learning Center for Teaching and Learning and Academic Excellence The Centre for Teaching and Learning (CTL) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal PD as well as external PD that leads to improved student learning through improved teaching and learning practices, systems, and support.

The Centre for Teaching and Learning works with faculty and program areas to:

Support for On-line teaching On-line Course Development Overview of the Online Course Development Program (OCDP) The OCDP is a project based intensive professional development opportunity that guides full and part time faculty through the design, development and implementation of online courses.

OCDP Goals:

4. Apply the principles of Instructional Design to the development of an online course so that students successfully achieve learning objectives,

5. Use Blackboard tools effectively in both the development and running of an online course,

6. Complete the development of an online course that is ready for beta-testing & delivery. OCDP Objectives:

15. Analyze the general & specific contexts for your online course. 16. Characterize the nature of your course subject(s) 17. Analyze your learners and yourself as designer/teacher 18. List parameters of your course including: a. Foundational Knowledge b. Skills & abilities to apply knowledge c. Linkages between, information, ideas, perspectives, integration with larger program- level d. Kinds of student interactions that promote learning e. Learning plans/sequence 19. Design active learning components linked to course objectives 20. Develop assessments, set criteria & standards 21. Review and check course integration 22. Analyze/select Blackboard tools and features 23. Develop skills using/managing Bb features 24. Development, organization and upload of course assets (without copyright conflicts) 25. Devise course communications tools/strategies considering integrated course design ideas 26. Build assessment mechanisms (Bb forums, blogs/journals, assignments & tests) 27. Ensure course usability and AODA compliance 28. Engage in collegial work/sharing including supportive critiques OCDP Format

OCDP Weekly Online and In Class Schedule:

Online In class Mandatory outcomes

Topic Hands on/Demo Within OCDP shell Within your DEV shell

testing and/or survey strategy Week 10: Managing Grade Centre and Weighted Grades - Organizing columns and Early Alert and Retention Weeks 6-7 complete and posted Teaching Workloads, Grade Centre setup colour-coding worksheet performance dashboard, Keeping On Track (Your students and retention center, weighted yourself) grades • Retention Centre • Performance Dashboard Week 11: Facilitating your Week 11 Check in OntarioLearn preliminary Student Needs Weeks 8-14 completed Online Course checklist (paired) Worksheet Week 12: Assessing your Final group meeting Completed OL Checklist All assessment pieces in Bb (tests, course design & Wrap Up at current state assignments, DB, blogs etc) • Showcase Meet with Amy or • Moving from developing an Anthony online course to facilitating your online course • Wrap up Week 13: No class Meet with Amy or Anthony Working Period

Week 14: No class Meet with Amy or Mark Completed course ready for review Anthony

Online resources are also available at http://www.georgiancollege.ca/ctlae/onlineblended/instructional- design-for-online-learning-tab, along with access to Instructional Designers employed through the Centre for Teaching and Learning and Academic Excellence.

Overview of the Learning Online to Teach Online (LOTTO) Program Duration: 6 weeks Time/Location: Completely online, participants will have readings and activities to complete each week but will not meet at one set time or place. This 6 week, fully asynchronous online, facilitator led series has been designed for full and non-full time faculty who are interested in teaching online/hybrid OR who are interested in improving or modifying an existing online or hybrid course. The development of instruction and multimedia are incorporated throughout this series. Faculty have weekly assignments, tasks, and readings in a Blackboard shell where they are assigned a student role. They will also have practical hands on experiences in Blackboard in the teacher role. Part 1: An overview of online teaching Part 2: Your role as an online teacher Part 3: Adding materials to your online course Part 4: Preparing to teach your online course Part 5: What to do during the semester Part 6: Best Practices and wrap up

Curriculum Vitae of Faculty Assigned to the Degree Program Potential Faculty assigned to Deliver Core Courses

Curriculum Vitae Release The college has on file and available for inspection, for all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the program application.

Please see Appendix 2 for Curriculum Vitae of potential faculty assigned to deliver core courses.

Section 7: Credential Recognition

While meeting particular needs, the program is designed to maximize the graduates’ potential for employment and promotion in their field and for further study.

Early in the development of this degree, “Mental Health Counsellor” jobs postings were tracked over a six month period—March to August 2015—using the job postings website SimplyHired.ca, resulting in a total of 233 job postings. Positions typically listed bachelor’s or master’s degrees as the entry qualification and included titles as “shelter support worker – addictions counsellor”, “crisis counsellor”, “mental health counsellor”, and “child and youth counsellor”. The hiring companies were primarily mental health, workplace health, and family support centres.

Potential employers in the community were surveyed in the areas of individual and family counselling, correctional services, mental health services, psychological services, youth and family services, education, addiction services, social services, rehabilitation, treatment centres and other areas. Among this group, 82.3% indicated that their organization was very likely or somewhat likely to employ graduates of the program.

A great many relevant positions are available at the master’s degree level; Georgian’s proposed bachelor’s degree will open pathways to further education for graduates which could potentially lead to them pursuing and earning a master’s degree. Supporting documents from institutions with related Masters degrees indicating that students graduating from this program would be considered for admission into their Master’s program follow. In addition, the Council of Ontario Universities published a statement on advanced standing regarding eligibility and admissibility of students with undergraduate degrees to graduate and professional programs in Ontario Universities. That statement is also attached.

Supporting Documents

COU Statement on Advanced Study at Provincially Assisted Ontario Universities Letter of Support – Master of Arts (Counselling Psychology) Yorkville University Letter of Support – Master of Psychology, Adler Graduate Professional School Letter of Support – Master of Counselling, Athabasca University

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SECTION 8: Regulation and Accreditation

Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body.

The use of the term “Counsellor”, and the provision of counselling services is not regulated in Ontario, although Counsellors may be self-regulated as described below. However, the use of the term “Psychotherapist” is controlled and is now regulated by the College of Registered Psychotherapists of Ontario (CRPO). The landscape of regulation in this field has changed in the past five years, so we have provided below a brief summary of the current context of counselling and psychotherapy delivery in Ontario.

Counselling Certification

In 1986, CCPA established a credentialing service for its members: Canadian Certified Counsellors: A National Certification Program for Professional Counsellors.

The counsellor certification is a national service that identifies to the public those counsellors who CCPA recognizes as qualified to provide counselling services in Canada. Obtaining the status of Canadian Certified Counsellor (CCC) includes recognition of standards of professional preparation, continuing education, and a formal code of ethics. As a self-regulating body, CCPA provides advice and discipline for certified members on matters of professional conduct.

Only counsellors who are certified by CCPA are permitted to use the trademarked title Canadian Certified Counsellor and/or the acronym ‘CCC’. They also receive a certificate which their clients should expect to see displayed at the place of work.

In order to become certified, a Graduate degree in counselling or a related field is required, in addition to a number of other requirements:

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Retrieved from https://www.ccpa-accp.ca/wp-content/uploads/2017/05/CertificationGuide_EN-MAY3- 2017.pdf

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Self-Regulation of Counsellors in Ontario

The Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP) was formed in 1978 as a self-regulated professional association that now represents over 2000 mental health practitioners in a variety of setting throughout the province of Ontario.

Regulation of Psychotherapists in Ontario

The governing legislation for regulated health professionals in Ontario is the Regulated Health Professions Act, 1991. This act identifies “the controlled act of psychotherapy” as a smaller aspect of the overall practice of psychotherapy. A definition of the controlled act was developed by the five colleges whose members are authorized to perform the controlled act. These are comprised of The College of Nurses of Ontario; the College of Occupational Therapists of Ontario; the College of Psychologists of Ontario; the College of Registered Psychotherapists of Ontario; and the Ontario College of Social Workers and Social Service Workers. This definition “assists regulated and unregulated practitioners, employers, patients/clients and the general public to better understand when psychotherapy involves the controlled act, and when it should only be performed by a qualified, regulated professional authorized to do it”. The RHPA defines the controlled act of psychotherapy as follows:

Treating, by means of psychotherapy technique, delivered through a therapeutic relationship, an individual’s serious disorder of thought, cognition, mood, emotional regulation, perception or memory that may seriously impair the individual’s judgment, insight, behaviour, communication or social functioning.

The College of Registered Psychotherapists of Ontario (CRPO) was established under the Psychotherapy Act, 2007 and the Regulated Health Professions Act, 1991. Only Members of CRPO can use the protected titles “psychotherapist” and “Registered Psychotherapist”, along with the professional designation, RP.

Review and Recognition of Programs of Education

While not an accreditation process, criteria for evaluating education and training programs have been recently established by the College of Registered Psychotherapists of Ontario. The following evaluation criteria are from their website at http://www.crpo.ca/home/education-programs/reviewingrecognizing- education-programs/ .

Evaluation Criteria for Psychotherapy Education & Training Programs

The Review and Recognition process involves substantive review of a program by three Reviewers who have extensive experience in psychotherapy practice and education, and who are independent of the transitional Council/College. Reviewers examine a program’s submission to form an impression of the overall organization of the program. Reviewers also examine how the program enables students to develop the following entry-to-practice competencies:

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2.1 Use effective professional communication 2.2 Build and maintain effective relationships 3.1 Comply with legal and professional obligations 3.2 Apply ethical decision making 3.3 Maintain self-care and level of health necessary for responsible therapy 3.4 Obtain clinical supervision & consultation when necessary 3.5 Provide reports to third parties 4.6 Identify when and how to refer clients appropriately 4.7 Conduct an effective closure process to end a course of therapy appropriately 5.1 Access and apply a range of relevant professional literature 5.2 Use research findings to inform clinical practice

Reviewers will evaluate in greater detail how the program enables students to develop each of the following ten competencies: 1.1 Integrate a theory of human psychological functioning and development 1.2 Work within a framework based upon an established psychotherapeutic theory 1.3 Integrate knowledge of comparative psychotherapy relevant to practice 1.4 Integrate awareness of self in relation to professional role 1.5 Integrate knowledge of human and cultural diversity in relation to psychotherapy practice 4.1 Engage in psychotherapy with clients and maintain a professional frame for therapy 4.2 Establish and maintain an effective therapeutic relationship 4.3 Apply safe and effective use of self in the therapeutic relationship 4.4 Conduct an appropriate risk assessment 4.5 Structure and facilitate the therapeutic process For each of these ten competencies, Reviewers look for the following: Content • Program content is sufficiently detailed and current to support students in developing this competency. • The identified instructional/learning materials used in development of this competency are relevant and appropriate. Methodology • The approach/tools used to support students in developing this competency are balanced and appropriate. Connections & Integration • Development of this competency is integrated within the program and complements the overall delivery of the program. Evaluation • Learners’ achievement of the competency is evaluated using a variety of appropriate methods, e.g., participation, oral presentation, written work, experiential learning, clinical experience, supervision, safe and effective use of self, etc.

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It could reasonably argued that these competencies are at a Master’s level, and require more hours of professional practice than an undergraduate degree allows. However the learning outcomes for this program certainly contribute to these competencies, and provide a strong foundation for them, and for subsequent success in a Masters program.

In conclusion, there are no government regulatory bodies for counsellors, or accreditations for counselling programs associated with this degree.

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SECTION 9: Nomenclature

The program nomenclature reflects the postsecondary education achieved, facilitates public understanding of the qualification, and assists students, employers, and other postsecondary institutions to recognize the level, nature, and discipline of study.

Benchmark: 1. The degree title conveys accurate information about the a) degree level b) nature of the degree c) discipline and/or subject of study.

The proposed degree title is “Honours Bachelor of Counselling Psychology”.

This title conveys that the program is undergraduate degree level and that it is professional in focus rather than primarily research oriented. As is the case for all degrees delivered in colleges, this degree is quality assessed by the Postsecondary Education Quality Assessment Board against the “Bachelor’s/Baccalaureate Degree Honours ” standards outlined in the Ontario Qualifications Framework, therefore “Honours” most accurately reflects the nature of the degree. The main subject of core study is counselling, within a theoretical and research framework of psychology.

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SECTION 10: Program Evaluation

The quality of the proposed program is assured by procedures for periodic evaluation that meet the

requirements outlined below.

Georgian College has been previously assessed on this benchmark, and met or exceeded the standard. At this time the relevant policies have not changed, however they are currently under review.

In May of 2016, the college instituted an Office of Academic Quality (OAQ). The stated mission of this centralized team is “To enhance and implement comprehensive academic policies and curriculum processes that inspire best practices and contribute to the quality of the educational experience.” In keeping with the vision of “a culture of academic excellence through continuous quality improvement”, this team is undergoing a review of academic policies, including the policy for program evaluation. When these reviews are completed a new policy package will be submitted. In addition, because of the implementation of this team, the procedures for course and program review have been adjusted to link this team into the process.

The other change that has been implemented since our previous submissions is that our former Curriculum Guidebook has now been replaced by the OAQ website at http://www.georgiancollege.ca/academics/academic-quality/ . We invite you to visit this site which transparently outlines our procedures for new degree development, revision, and renewal, and supports our faculty and administration through these processes.

The following pages diagram our Quality Assurance Framework and Quality Assurance Network, which indicate the positioning of the OAQ in the larger systems of quality assurance at Georgian College.

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SECTION 11: Academic Freedom and Integrity

The college maintains an atmosphere in which academic freedom exists and in which students and academic staff are expected to display a high degree of intellectual independence. Academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity.

Georgian College has been previously assessed against the Academic Freedom and Integrity benchmarks. The policies and materials pertaining to Academic Freedom and Integrity have not been changed since they were last assessed with the following exceptions:

1. The Responsible Practice and Ethics Review Policy was updated in June 2012 to meet the requirements of the new Tri-council Policy Statement (TCPS2).

2. With regard to copyright, Georgian College has adopted the Association of Canadian Community Colleges (ACCC) Fair Dealing Policy and has updated the Information Technology Acceptable Use Procedure, Pro 2-117.

Georgian College promotes an atmosphere in which academic freedom exists and intellectual independence is encouraged. Academic activity is supported by existing policies and procedures in place that promote academic honesty and integrity. All of these policies and procedures are published for review by faculty, staff and students.

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SECTION 12: Student Protection

The college values and upholds integrity and ethical conduct in its relations with students.

12.1 Publications

Benchmarks: Public reports, materials, and advertising are produced in a thorough, accurate, and truthful manner.

• Key information about the college’s organization, policies, and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including • the college's mission and goals statement • a history of the college and its governance and academic structure • a general description of each degree program (e.g., purpose, outcomes, length) • the academic credentials of faculty and senior administrators

Key information regarding the college can be found in the Academic Calendar, Program Guide, in other Georgian publications and on the Georgian College website at www.georgiancollege.ca .

Key Information

Item Location

The college's mission http://www.georgiancollege.ca/about-georgian/strategic-plan/ and goals statement

A history of the http://www.georgiancollege.ca/celebrate50/history/ college and its http://www.georgiancollege.ca/about-georgian/president/marylynn-west- governance and moynes-tab academic structure

A general description http://www.georgiancollege.ca/academics/academic-areas/university- of each degree partnership-centre/programs-tab program (e.g., purpose, outcomes, length)

The academic http://www.georgianc.on.ca/president/ credentials of faculty

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and senior http://www.georgiancollege.ca/about-georgian/president/senior-leadership- administrators team-tab

Individual descriptions Course descriptions are included in the program outlines. There are links to the of all subjects in Program Outlines from each program’s page from: programs and their http://www.georgiancollege.ca/academics/academic-areas/university- credit value partnership-centre/programs-tab

Course information can be viewed by students, faculty and staff when they log onto the Banner Student Information System

Continuing Education website at: http://www.georgiancollege.ca/academics/part-time-studies/search- results/?type=certificates_programs&area=DEGR

12.2 Recruitment

Benchmark: Recruitment policies follow ethical business practices.

Georgian’s application and acceptance policies are clearly stated in the Program Guide, on the website and in the Academic Calendar under Admissions. Georgian College’s recruitment practices are fair and equitable. The policy endorses and seeks to apply the principles of the Ontario Human Rights Code, the Ministry of Training, Colleges and Universities’ regulations and the directives of Georgian’s Board of Governors.

12.3 Student and Consumer Interests

Benchmark: The college has policies and procedures that protect student and consumer interests in the following areas:

• the resolution of students’ academic appeals, complaints, grievances, and/or other disputes • security of academic student records • payment schedule of fees and charges • student dismissal • withdrawals and refunds.

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Georgian College provides information to students regarding policies and procedures that serve to protect students’ transcripts, and by following consent-holders’ obligations from the Ministry ensure that student transcripts are properly stored and secured, as well as taking steps to protect student tuition. According to Ministry requirements, Georgian College securely stores student transcripts for a period no less than 75 years.

Georgian College has numerous policies in place that protect the rights of its students and consumers including those which relate to human rights and harassment, privacy, accommodation of religious observances, code of conduct, lockdown procedures for physical safety, as well as those relating to their academics concerning issues such as appeal, misconduct, student fees and refunds.

These Academic Policies and Procedures are published on the Georgian College website and in the Academic Calendar are accessible to all students and they clearly explain their rights and the expectations imposed upon them regarding registration and the payment of fees including refunds and withdrawals; standards and the process for handling the consequences around academic misconduct and appeals.

12.4 Student Awareness of Policies

Benchmark: Prior to registration, students are provided with, and confirm in writing their awareness of, policies (and procedures) pertaining to:

Admission

• credit transfer arrangements for incoming students • credit transfer arrangements with and recognition by other institutions • entrance examinations • prior learning assessment • grading • the ability of international students admitted to the program to meet program requirements for degree completion • method of course delivery • academic honesty • intellectual property rights • student dismissal • dispute resolution • student support and services • tuition • scholarships and other financial assistance • payment of fees and charges • withdrawals and refunds • institutional closure • where appropriate, supervision, preparation, and examination of theses/dissertations.

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Admission requirements are published in the program outlines, Georgian’s Program Guide, on the website and in the Academic Regulations.

Policies and procedures pertaining to admissions, credit transfer, entrance examinations, prior learning assessment, grading, international students, course delivery methods, academic honesty, intellectual property, dismissal, dispute resolution, support services, tuition, scholarships and financial aid, fees, withdrawals, refunds, and college closures are included in the Academic Calendar. Before students are able to register in their courses using the Banner system each term, they must first acknowledge that they have read, reviewed and understand the Academic Policies and Procedures that apply to them by clicking on a button to “accept” them. Students agree to the following statements:

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12.5 Blended, Hybrid and Online Delivery

Benchmark: For courses and/or programs that incorporate blended, hybrid, or online delivery, potential students are fully informed about

• the technological requirements of participation and the technical competence required of them • the nature of learning and the personal discipline required in an anytime/anywhere environment • any additional costs, beyond tuition and ancillary fees, associated with e-learning aspects of course/program delivery • the kind of support and protection available to them.

In 2010, Georgian College was assessed against this benchmark for a special regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.”

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SECTION 13: Economic Need

13.1 Economic and Employment Forecasts

The National Occupation Code (NOC) that aligns with the positions that graduates of this proposed program could expect to be employed in is titled Psychologists, Social Workers, Counsellors, Clergy and Probation Officers (NOC 415). The Canadian Occupational Projection System (COPS) reports that in 2012, the number of Canadians employed in these occupations was 150,039.

Employment and Social Development Canada’s Job Bank site reports a demand for workers in Canada belonging to this occupational group, evident in the following:

Over the 2013-2022 period, an occupation will be in excess demand (a shortage of workers) if the projected job openings (arising from expansion demand and replacement demand) are greater than the projected job seekers (arising from school leavers, immigration and mobility), while an occupation will be in excess supply (a surplus of workers) if the projected job seekers are greater than the projected job openings. For Psychologists, Social Workers, Counsellors, Clergy And Probation Officers, over the period of 2013-2022, job openings are expected to total 60,895. It is expected that 60,272 job seekers will be available to fill these job openings.

[Source: Canadian Occupational Projection System (COPS), in Working in Canada, 2016]

Job Bank further states that most of the job openings will arise from retirements and expansion demand. Provincial and Regional data is not available for this NOC at this time.

A secondary NOC to which this program may align is titled Paralegals, Social Services Workers and Occupations in Education and Religion (421); specifically, Community and Social Service Workers (4212), which is part of the larger occupational group. The Canadian Occupational Projection System (COPS) reports that in 2012, the number of Canadians employed in these “NOC 421” occupations was 441,922.

Employment and Social Development Canada’s Job Bank site reports a balance between supply and demand for workers in Canada belonging to this larger occupational group:

Over the 2013-2022 period, an occupation will be in excess demand (a shortage of workers) if the projected number of job openings is significantly greater than the projected number of job seekers. An occupation will be in excess supply (a surplus of workers) if the projected number of job openings is smaller than the projected number of job seekers. For Paralegals, Social Services Workers And Occupations In Education And Religion, over the 2013-2022 period, job openings (arising from expansion demand and replacement demand) are expected to total 168,406 and 168,173 job seekers (arising from school leavers, immigration and mobility) are expected to be available to fill the job openings.

Based on the analysis of recent labour market conditions and the projections, it is expected that the balance between labour supply and demand will continue until through to at least 2022. Job openings

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are projected to arise from strong employment growth and from retirements. Expansion demand is projected to be above the average, given the major needs in the social services sector. However, although the number of retirements is expected to be high, the retirement rate is projected to be similar to the average of all occupations. Workers in this occupational group are generally younger than those in all occupations, but also usually retire at a younger age. With regard to labour supply, school leavers are expected to account for the majority of job seekers. Immigration also account for an appreciable number of job seekers. However, an appreciable number of workers are expected to seek opportunities in other occupations, which will create additional replacement needs. This occupation tends to receive many school leavers who have a university degree, but who were unable to find work related to their studies after graduating.

This occupational group is composed of seven occupations. Some of these occupations are too small in terms of employment to be analyzed individually. As a result, they were grouped according to the tasks specific to each of them. Paralegal and Related Occupations (NOC 4211), Community and Social Service Workers (NOC 4212), Employment Counsellors (NOC 4213) and Early Childhood Educators and Assistants (NOC 4214) are not expected to face significant gaps between labour supply and demand over the projection period.

(All data sourced from the Government of Canada’s Job Bank website http://www.jobbank.gc.ca/home- eng.do?lang=eng)

Employment Profile MTCU employment data historically applied psychology programming at the Bachelor level is available for one college at this time: St. Lawrence, which has offered a Bachelor of Applied Arts – Behavioural Psychology degree since 2010. While this program differs in its intent and approach from Georgian’s proposed program, it serves the same industry; thus, its employment outcomes are an indicator of the potential graduate outcomes for Georgian’s proposed program.

Historically, graduates of this program have shown extremely low levels of unemployment, particularly when compared to all college programs (all credential levels) overall:

2010- 2011- 2012- 2013- 2014- 2011 2012 2013 2014 2015

All Colleges, All Programs 15-20% 15-20% 15-20% 15-20% 15-20%

Bachelor of Applied Arts (Behavioural Psychology) 10-15% 0-5% 10-15% 0-5% 0-5%

The full-time employment rate in an occupation that is related or partially related to this field of study tends to be higher for this program than for all college programs (all credential levels) overall:

2010- 2011- 2012- 2013- 2014- 2011 2012 2013 2014 2015

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All Colleges, All Programs 40-45% 40-45% 45-50% 40-45% 40-45%

Bachelor of Applied Arts (Behavioural Psychology) 55-60% 55-60% 50-55% 40-45% 45-50%

The average annual earnings for full-time employment in an occupation that is related or partially related to this field of study also tends to be higher for this program than for all college programs (all credential levels) overall:

2010- 2011- 2012- 2013- 2014- 2011 2012 2013 2014 2015

All Colleges, All Programs $35000- $35000- $35000- $35000- $35000- 39999 39999 39999 39999 39999

Bachelor of Applied Arts (Behavioural $40000- $40000- $30000- $40000- $35000- Psychology) 44999 44999 34999 44999 39999

The graduate employment profile report also indicates the top occupations found by graduates who are working in full-time related or partially related jobs:

50% Social and community service workers (4212) 7% Nurse aides, orderlies and patient service associates (3413) 4% Elementary and secondary school teacher assistants (4413) 4% Family, marriage and other related counsellors (4153) 4% Home support workers, housekeepers and related occupations (4412) 4% Instructors of persons with disabilities (4215) 4% Occupational therapists (3143) 4% Program leaders and instructors in recreation, sport and fitness (5254)

(All data sourced from MTCU’s Employment Profile website https://www.app.tcu.gov.on.ca/eng/labourmarket/employmentprofiles/)

Employment Projections The EMSI Analyst tool combines data from the following sources to produce employment projections for the Georgian College area as well as Ontario and Canada:

• Canadian Business Patterns (CBP) • The most recent Census data Survey of Employment, Payroll and Hours (SEPH) • Labour Force Surveys (LFS) • Canadian Occupational Projection System (COPS) • CanSim Demographics

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For the combined occupations of “Family, marriage and other related counsellors” and “Community and social service workers”, the number of jobs in the Georgian College catchment area (Simcoe, Dufferin, Grey and Bruce Counties and the District of Muskoka) is expected to increase by 9% from 2016 to 2022. The GTA is expected to increase the number of jobs in these occupations by 10.2% during this time frame, while Ontario and Canada will increase the number of jobs by 8.1% and 7.1% respectively.

Region 2016 Jobs 2022 Jobs Change % Change

● Region 4,453 4,853 400 9.0%

● Ontario 70,623 76,338 5,715 8.1%

● Canada 193,723 207,456 13,733 7.1%

● GTA 29,421 32,430 3,009 10.2%

In Georgian’s catchment area, the following industries employ these occupations:

% of Occupation % of Total Jobs Occupation Industry Group Jobs in in Industry Group in Industry (2015) (2015) Industry (2015)

Individual and family services 1,076 24.9% 37.7%

Nursing care facilities 402 9.3% 11.0%

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% of Occupation % of Total Jobs Occupation Industry Group Jobs in in Industry Group in Industry (2015) (2015) Industry (2015)

Community care facilities for the elderly 379 8.8% 11.6%

Out-patient care centres 341 7.9% 15.2%

Residential developmental handicap, mental health and 314 7.3% 11.5% substance abuse facilities

(All data sourced from EMSI Analyst.)

Job Postings Early in the development of this degree, “Mental Health Counsellor” jobs postings were tracked over a six month period—March to August 2015—using the job postings website SimplyHired.ca, resulting in a total of 233 job postings. Positions typically listed bachelor’s or master’s degrees as the entry qualification and included titles as “shelter support worker – addictions counsellor”, “crisis counsellor”, “mental health counsellor”, and “child and youth counsellor”. The hiring companies were primarily mental health, workplace health, and family support centres.

13.2 Community Consultations

Community members and potential employers in the following areas were surveyed:

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Representative sample of comments regarding the usefulness of students with an Honours Bachelor of Counselling Psychology degree in their specific organization:

• “Enhance existing programs in Simcoe County”

• “They would be an asset if they were able to register as a regulated health professional to provide individuals and group counselling and psychotherapy to people with intellectual disabilities.”

• “I think having a qualified staff member, with a focus on counselling, would be a great asset to aid us in developing plans of care for our patients to improve their coping. At times our residents do not adjust well to moving into LTC, for various reasons. Having a trained professional who understands this in depth, may aid us to identify where in the adjustment phase our client or family members is at, and provide specific suggestions for interventions.”

• “There are no programs available at the undergraduate level that focus primarily on the craft of counselling/therapy. Most traditional psychology undergraduate programs are research focused and do not provide students with an opportunity to work directly with clients. As previously mentioned on the question before, we have relied on having numerous interns and practicum students over the years to fill out our counselling services at our organization. In addition, we have hired students that have progressed through our internship program. It also provides valuable work experience for students who are eager to enroll in graduate level psychology programs.”

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• “Our entry level to provide counselling services is a Master's Degree so graduates of the Bachelor of Counselling Psychology degree program would require additional graduate training to be eligible for consideration.”

• “A Counselling Psychology Degree (with its field placement and hands-on approach) would provide a much more integrated education than just learning about Psychology in general”

• “The key word here is counselling. The direct support professional who presently support the men and women with a developmental delay aren't always skilled in the area of counselling, they are highly skilled in the developmental area.”

Comments regarding the proposed degree in general:

• “I think students with knowledge of therapeutic rapport and how to case manage for people requiring clinical services would be an asset.”

• “The role of police agencies continues to become more about assisting citizens with social issues, then simply arresting and sending to court. As a result, the skill sets we are searching for are different, and more in line with the training course you are proposing.”

• “This sounds like a fantastic opportunity that I wish was available when I went to school. A lot is changing in this field and with greater and greater focus on post-graduate education, this could offer a focused education to those who know they want to provide support and are not interested in the other parts of the world of psychology (eg. research).”

• “I would have transitioned into this degree program directly proceeding my SSW diploma program!”

• “I see value in students enrolling in an undergraduate degree in counselling psychology as in traditional programs students often do not have the prerequisite experience or courses towards eligibility for entry into counselling or clinical psychology programs at graduate school. Having an undergraduate degree already who enhance a student's opportunities and competitiveness for postgraduate studies. I myself was required to complete an unrelated masters program in research before I was seen as a serious candidate for a masters level counselling program. This would ensure that students have the prerequisite course work and practicum experience necessary to qualify for a masters or direct entry PhD Program.”

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Responses to the question: “If Georgian offered a four-year Bachelor of Counselling Psychology degree program, how likely would your organization host students of the program in a work placement capacity (for example, a four month term)?”

“If Georgian offered a four-year Bachelor of Counselling Psychology degree program, how likely would your organization employ graduates of the program?”

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13.3 Student Demand

Results of a survey administered by the college’s Organizational Planning and Development department to students in several of Georgian’s programs as well as in Laurentian Universities’ programs1 revealed students have a high level of interest in obtaining a Bachelor of Counselling Psychology degree once they have finished their current studies: 49% were very interested and 32% were somewhat interested (n = 543). When asked if the proposed degree program had been available at Georgian when they first attended the college, 44% said it was very likely that they would have chosen to enroll in it at that time; 35% said it was somewhat likely.

Students were enthusiastic in their reasons for wanting to enrol in the proposed program, most often citing access to education and career factors. A small selection of the comments received from students follows:

• “I really think that this would be an excellent degree program, especially for people who have taken a college program before hand such as Child and Youth Worker, Social Service Worker, Personal Support Worker, and DSW. In a lot of cases after completing these programs students want to further their education with a degree, typically a degree in psychology or sociology. I think if this degree was offered, it would provide many more students with another opportunity.”

• “I am very interested in the proposed degree program because as a current psychology student; I feel it would be beneficial to have this new program, especially with a co-op placement to aid in the learning process.”

• “To have this degree offered Georgian would be amazing! If it was an option it would have been my first choice. Being a mom and not being able to commute left me with not a lot of options and I choose Psychology with knowing what I later wanted to pursue which is my masters in counselling Psychology. I honestly hope that that degree becomes available!”

• “I would benefit greatly from this program, I must assume that many other students in the program I am currently in would feel the same way.”

• “I think Georgian College should open up this degree program, as it is something that is needed in Orillia. I know of a man who is opening up (in the near future) a counselling centre (in Orillia), which could benefit this program.”

• “I definitely would have applied to this program. I am very interested in this program and if it becomes available, I would like to transfer into it.”

• “I am aware of several people pursuing this on their own through correspondence courses. I think you would have many interested people in taking this 'in class'.”

1 Child and Youth Worker, Developmental Services Worker, Early Childhood Education, Personal Support Worker, Social Service Worker, Therapeutic Recreation (graduate certificate), Human Resources Management (graduate certificate), Addictions: Treatment and Prevent (graduate certificate), ______

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• “I think it is awesome that we as a college offer programs that can get you a degree.”

• “With the interested in psychology from others that I know in the community, I believe this would be a very beneficial program for Georgian College to offer.”

• “Any education filling a need is worthwhile. I this fast changing World it is a must that we develop the best educated workers. Skilled jobs requiring brawn rather than brains will not come back how much we try - this is now a knowledge based economy.”

• “It is completely realistic for Georgian to offer degree studies. Georgian is an awesome facility and institution and has every service and support at its fingertips.”

• “Because as a psychology student now I would love to do counselling and I know a lot of other psychology students want to go that route as well, however it’s a lot harder for us now, because we either have to get a college certificate for something that is related to counselling but not exactly counselling which adds 1-3 years to our already four years of schooling or we have to get our masters or PhD which not everyone has the grades, money or time for having this program would be an excellent opportunity for those looking to do counselling in their future through a concurrent program such as this. I wish this was offered when I was looking into schools”

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SECTION 14: Duplication

The program does not duplicate programs normally offered by Ontario universities or contribute to unwarranted raising of credentials among similar programs in the college system.

Benchmark: 1. The college provides evidence that the program surpasses the standards of related diploma programs. 2. The college submits a comparison of the proposed program with potentially related university programs. 3. The college provides evidence that the proposed program meets a need not adequately addressed by

14.1 Related CAAT Degree Programs

Institution: St Lawrence College

Program name: Bachelor of Applied Arts (Behavioural Psychology)

Program Description: Governments and agencies are increasingly recognizing behavioural approaches as “best practices” in many fields such as autism, corrections, and more. Students are taught a set of complex and highly effective skills at a degree level now demanded by more and more employers. In this program you will:

. Learn about psychological theory and research;

. Practice clinical skills (under supervision) with clients in a wide variety of field settings;

. Graduate with the knowledge and skills to develop and carry out effective and efficient treatment programs with a variety of populations.

Similarities: Learn psychological Differences: Whereas the St Lawrence program is highly focused theory and research, and practice on one approach to treatment (applied behaviour analysis), the clinical skills Georgian degree encourages students to learn a broad range of counselling theories and techniques which may be applicable to different populations, situations and the student’s own preferred approach.

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Institution: George Brown College

Program name: Bachelor of Behaviour Analysis

Program Description: George Brown’s Behavioural Analysis degree is designed with an emphasis on Applied Behaviour Analysis (ABA). ABA rests on the systematic application of procedures derived from theories of learning and focuses on sustained behaviour change.

Similarities: Learn about special Differences: George Brown’s program focuses on behavioural populations, psychology, approaches, theories, principles, and methods. The Georgian research methods/statistics and degree encourages students to learn a broad range of ethics/professionalism. counselling theories and techniques which may be applicable to different populations, situations and the student’s own preferred approach.

Institution: Humber College

Program name: Bachelor of Behavioural Science

Program Description: Humber’s Behavioural Science degree program provides you with the knowledge, skills and abilities required for in-depth work in the behavioural science field with individuals throughout the lifespan. The program is firmly grounded in the theory, principles and practices of behavioural science (applied behaviour analysis and cognitive behavioural approaches) and psychology. The program focuses on empirical data as it investigates behaviour and cognitive events and the influence of environmental factors on behaviour. A broad perspective within the field of psychology includes the study of motivation, emotion, perception, personality, mental illness and genetic factors on human behaviour within the social system.

Courses in the first two years of the program provide a strong foundation in behaviour analytic approaches, psychology, research and ethics, while highlighting specific special populations. This is followed in the final two years with further in-depth study of ethics and professionalism, individual and group counselling, issues in behavioural psychology, further special populations, and two courses of senior thesis work.

Similarities: Differences:

Learn psychological theory and Whereas the Humber program is highly focused on one approach research, and practice clinical to treatment (applied behaviour analysis), the Georgian degree skills encourages students to learn a broad range of counselling theories and techniques which may be applicable to different populations, situations and the student’s own preferred approach.

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14.2 Related 2-year CAAT Diploma Programs

Institutions: Algonquin, Centennial, Confederation, Fanshawe, Fleming, Georgian, Humber, Lambton, Loyalist, Northern, St Clair

Program name: Developmental Services Worker

Program Description: The following description is from the MTCU (©2012, Queen’s Printer for Ontario) Developmental Services Worker Program Standard, which must be met by all CAAT developmental services worker programs:

“Upon successful completion of the Developmental Services Worker program, graduates are prepared to act in a professional, ethical*, competent* and accountable* manner. They work in accordance with human rights, the Developmental Services Worker Standards of Practice*, legal and ethical* requirements and policies and practices of the developmental services sector. They have a legal responsibility to maintain zero tolerance of all forms of abuse. Graduates of the Developmental Services Worker program are trained to provide person-directed supports and services for people with developmental disabilities in a manner that is respectful and fosters self-determination and empowerment. Additionally, graduates are prepared to promote the development of inclusive communities.”

Similarities: Differences:

Courses in counselling. These diplomas meet the Ontario Qualifications Framework standards for 2-year College Diplomas, but do not meet the OQF Honours Bachelor’s Degree standards.

The focus of the Honours Bachelor of Counselling Psychology degree is not on developmental disabilities specifically, but offers a broader study of psychological theory, and a range of counselling techniques for diverse populations.

Institutions:

Program name: Child and Youth Care

“Graduates of the Child and Youth Care program engage with children, youth and their families in their everyday lives, building on their strengths and capacities to promote optimal development and to facilitate positive changes. Many of the children and youth receiving care, and their families, experience complex challenges associated with multiple factors such as, socioeconomic factors, mental health or cognitive issues, developmental challenges and/or are youth involved in the justice system. Child and youth care practitioners engage and work with children, youth and their families across a wide variety of settings including community-based child and youth development programs,

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parent education and family support, school-based programs, community mental health, group homes, residential centres, day and residential treatment programs, early intervention, home-based care and treatment, private practice, psychiatric centres, rehabilitation programs, pediatric health care, child protection and youth justice programs.”

Similarities: Differences:

Courses in counselling and child These diplomas meet the Ontario Qualifications Framework development standards for 2-year College Diplomas, but do not meet the OQF Honours Bachelor’s Degree standards. The Honours Bachelor of Counselling Psychology includes critical analysis of theories and research in psychology, counselling and psychotherapy in diverse populations and throughout the lifespan.

Institutions:

Program name: Social Service Worker

Program Description: The following description is from the MTCU (©2007, Queen’s Printer for Ontario) Social Service Worker Program Standard, which must be met by all CAAT Social Service Worker programs:

The Social Service Worker program provides students with practical, integrated learning experiences and a body of knowledge related to the promotion of human well being and the affirmation of strengths and capacities of people in their environments. Graduates maintain professional relationships which adhere to legal and ethical standards and it is expected that they will have a commitment to work for social justice and to promote the development and sustainability of a culture of equality. They work with individuals, families, groups, and communities in identifying and mobilizing resources to facilitate opportunities for positive change.

Graduates of the Social Service Worker program may participate as a member of an interdisciplinary team and can expect to find employment in a variety of community service settings. These include federal, provincial, and municipal governments; group homes; shelters; community centres; programs for the physically and mentally challenged; mental health services; child protection agencies; older adult services, and educational and long term health care settings.

Similarities: Differences:

Courses in counselling related to diverse families, These diplomas meet the Ontario Qualifications individuals, groups and communities. Courses in Framework standards for 2-year College ethics and development and social agencies. Diplomas, but do not meet the OQF Honours Bachelor’s Degree standards. The approach of social service workers is primarily to mobilize social agencies and related resources in the community to support the client, rather than a

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psychology oriented evidenced-based approach to therapy.

14.3 Related CAAT Graduate Certificate Programs

Institutions: Georgian

Program name: Addictions: Treatment and Prevention

Program Description: In this graduate level program, students learn to provide a client-centred and client-driven continuum of treatment for individuals with addiction problems. With a solid framework of individual and group counselling skills, the students study individual, gender and societal considerations and the resulting treatment implications. They practise motivational interviewing techniques and learn the importance of matching client needs with intervention options. In addition, students reconstruct education and prevention strategies and design, facilitate and evaluate such tools.

Similarities: Differences:

Courses in counselling, This graduate certificate requires an undergraduate degree or addictions and working with diploma for admission. The Honours Bachelor of Counselling individuals and families Psychology degree encompasses a broader range of counselling theories with more diverse populations, and a strong theoretical

and research focus.

14.4 Related University Programs

Institution: Laurentian University and many others

Program Name: Honours Bachelor of Arts (Psychology)

Program Description: Psychology is the scientific study of behavior and mental processes, which includes both normal and abnormal human (and animal) behavior and the related psychological, social, and biological processes.

The program provides students with a good foundation in the scientific approach as well as in various content areas. Students are required to take Introduction to Psychology, Introduction to Statistics and Scientific Method and Analysis II and Fundamentals of Psychometrics. Other choices include but are not limited to Developmental Psychology, Sensation and Perception, Brain and Behavior, Emotion, Topics in Cognitive Psychology, Learning, and Psychopathology.

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Similarities: Differences:

Like an Honours Bachelor of Arts By definition, a Bachelor of Arts is a research-oriented degree in Psychology, this program is with little application. Honours Bachelor of Arts degrees focus on based fundamentally on theory and research in psychology but do not include the theories and research from the application to interview skills, theories and practices in discipline of psychology. The counselling individuals, groups, families, crisis intervention etc. theoretical courses, such as Georgian’s Bachelor of Counselling Psychology is an Honours Developmental Psychology, Bachelor’s degree in an applied area of study. Relevant Personality, Abnormal psychological theories and research are learned, but there is a Psychology and Research strong applied counselling learning stream. Further, our proposed Methods will be similar to those Counselling Psychology degree includes work integrated learning in a BA program. experiences. If students choose to further their education, Georgian’s Bachelor of Counselling Psychology prepares them for

a Masters in Counselling Psychology.

Institution: Lakehead University

Program Name: Honours Bachelor of Social Work

Program Description: The social work program at Lakehead, which concentrates on being relevant to the social service needs of northern populations, is an innovative program based on an ecological view of social work practice. This approach stresses the social worker's role in providing and facilitating a comprehensive range of helping experiences which relate to the client's needs as a whole person. This requires skill in an integrated practice method which students learn through both classroom courses and field practice experiences in human service agencies with actual client cases under the supervision of a field instructor. http://navigator.lakeheadu.ca/Catalog/previouscals/2012-2013/pg255.html

Similarities: Differences:

There is some cross-over in the types of skills Social work is based primarily on the application that are required by a social worker and a of sociological theories and research, the study counsellor. Therefore, some skills such as of social relationships, systems and institutions, interview techniques, people skills, problem and as such focuses on social and environmental solving and compassion will be learned in both causes and solutions for human problems programs. (adapting the environment to, or preparing the community for the individual). Hence, all of the mandatory courses in Lakehead’s program include the word “social”. By comparison, Counselling Psychology is based strongly on the application of theories and research in psychology. This program provides a strong foundational background in research methods, personality, developmental and physiological

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psychology in addition to interview and intervention skills. Students also may take elective courses in areas such as sport and forensic psychology.

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SECTION 15: Optional Materials

Journal Coverage for Psychology Databases

PsychArticles Coverage

APA Journals

American Psychologist Behavior Analysis: Research and Practice Behavioral Development Bulletin Behavioral Neuroscience Developmental Psychology Emotion Experimental and Clinical Psychopharmacology Health Psychology History of Psychology International Journal of Behavioral Consultation and Therapy Journal of Abnormal Psychology Journal of Animal Behavior Journal of Applied Psychology Journal of Behavior Analysis in Health, Sports, Fitness and Medicine Journal of Behavior Assessment and Intervention in Children Journal of Behavioral Health and Medicine Journal of Comparative Psychology Journal of Consulting and Clinical Psychology Journal of Counseling Psychology Journal of Early and Intensive Behavior Intervention Journal of Educational Psychology Journal of Experimental Psychology: Animal Learning and Cognition Journal of Experimental Psychology: Applied Journal of Experimental Psychology: General Journal of Experimental Psychology: Human Perception and Performance Journal of Experimental Psychology: Learning, Memory and Cognition Journal of Family Psychology Journal of Personality and Social Psychology Neuropsychology Prevention & Treatment Professional Psychology: Research and Practice Psychobiology Psychological Assessment Psychological Bulletin Psychological Methods Psychological Monographs: General and Applied

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Psychological Review Psychology and Aging Psychology of Addictive Behaviors Psychology of Aesthetics, Creativity and the Arts Psychology, Public Policy, and Law Rehabilitation Psychology The Journal of Behavior Analysis of Offender and Victim Treatment and Prevention The Journal of Speech and Language Pathology – Applied Behavior Analysis Training and Education in Psychology

APA Specialty Journals (EPF)

American Journal of Orthopsychiatry Archives of Scientific Psychology Asian American Journal of Psychology Clinical Practice in Pediatric Psychology Consulting Psychology Journal: Practice & Research Couple and Family Psychology: Research and Practice Cultural Diversity and Ethnic Minority Psychology Decision Dreaming Evolutionary Behavioral Sciences Families, Systems, & Health Group Dynamics: Theory, Research, and Practice The Humanistic Psychologist International Journal of Play Therapy International Journal of Stress Management International Perspectives in Psychology: Research, Practice, Consultation Journal of Diversity in Higher Education Journal of Latina/o Psychology Journal of Neuroscience, Psychology, and Economics Journal of Occupational Health Psychology Journal of Psychotherapy Integration Journal of Rural Mental Health Journal of Theoretical and Philosophical Psychology Journal of Threat Assessment and Management Law and Human Behavior Military Psychology Motivation Science Peace and Conflict: Journal of Peace Psychology Personality Disorders: Theory, Research, and Treatment Psychiatric Rehabilitation Journal Psychoanalytic Psychology Psychological Services Psychological Trauma: Theory, Research, Practice, and Policy The Psychologist-Manager Journal Psychology & Neuroscience

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Psychology of Consciousness: Theory, Research, and Practice Psychology of Men & Masculinity Psychology of Popular Media Culture Psychology of Religion and Spirituality Psychology of Sexual Orientation and Gender Diversity Psychology of Violence Psychomusicology: Music, Mind, and Brain Psychotherapy Qualitative Psychology Review of General Psychology School Psychology Quarterly Scholarship of Teaching and Learning in Science Spirituality in Clinical Practice Sport, Exercise, and Performance Psychology Stigma and Health Translational Issues in Psychological Science Traumatology

Canadian Psychological Association Journals

Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale Canadian Psychology/Psychologie canadienne

Hogrefe Publishing

Aviation Psychology and Applied Human Factors Crisis: The Journal of Crisis Intervention and Suicide Prevention European Journal of Psychological Assessment European Psychologist Experimental Psychology GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry Journal of Individual Differences Journal of Media Psychology: Theories, Methods, and Applications Journal of Personnel Psychology Journal of Psychophysiology Methodology: European Journal of Research Methods for the Behavioral & Social Sciences Nordic Psychology Rorschachiana Social Psychology Swiss Journal of Psychology Zeitschrift für Psychologie

National Institute of Mental Health

Schizophrenia Bulletin

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PsychInfo Coverage Journal

A.N.A.E. Approche Neuropsychologique des Apprentissages chez l'Enfant AAC: Augmentative and Alternative Communication Abhigyan Academic Psychiatry The Academy of Management Annals Academy of Management Journal Academy of Management Learning & Education The Academy of Management Review Accident Analysis and Prevention Accounting Education ACM Transactions on Applied Perception ACM Transactions on Computer-Human Interaction Acta Colombiana de Psicología Acta Comportamentalia Acta Ethologica Acta Neurobiologiae Experimentalis Acta Neuropathologica Acta Neuropsychiatrica Acta Neuropsychologica Acta Paediatrica Acta Psiquiátrica y Psicológica de América Latina Acta Psychiatrica Scandinavica Acta Psychologica Acta Psychologica Sinica Acta Sociologica Actas Españolas de Psiquiatría Action Research Active Learning in Higher Education Activities, Adaptation & Aging Activités Actualidades en Psicología Adapted Physical Activity Quarterly Adaptive Behavior Addiction Addiction Biology Addiction Research & Theory Addictive Behaviors Addictive Behaviors Reports Addictive Disorders & Their Treatment Adicciones Administration & Society

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Administration and Policy in Mental Health and Mental Health Services Research Administrative Science Quarterly Adolescent Psychiatry Adoption Quarterly Adult Education Quarterly Advances in Cognitive Psychology Advances in Cognitive Science Advances in Developing Human Resources Advances in Eating Disorders Advances in Health Sciences Education Advances in Human-Computer Interaction Advances in Mental Health Advances in Mental Health and Intellectual Disabilities Advances in Nursing Science Advances in School Mental Health Promotion Aerospace Medicine and Human Performance Affilia: Journal of Women & Social Work African Journal of AIDS Research African Journal of Drug and Alcohol Studies Ageing & Society Aggression and Violent Behavior Aggressive Behavior Aging & Mental Health Aging, Neuropsychology, and Cognition Ágora: Estudos em Teoria Psicanalítica AI Communications AIDS and Behavior AIDS Care AIDS Education and Prevention AIDS Patient Care and STDs Alberta Journal of Educational Research Alcohol Alcohol and Alcoholism Alcohol Research: Current Reviews Alcoholism and Psychiatry Research, Journal on Psychiatric Research and Addictions Alcoholism Treatment Quarterly Alcoholism: Clinical and Experimental Research Alcoologie et Addictologie Alzheimer Disease and Associated Disorders Alzheimer's & Dementia: The Journal of the Alzheimer's Association American Annals of the Deaf American Anthropologist American Behavioral Scientist American Educational Research Journal American Ethnologist American Imago American Indian and Alaska Native Mental Health Research American Journal of Alzheimer's Disease and Other Dementias

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American Journal of Audiology American Journal of Clinical Hypnosis American Journal of Community Psychology American Journal of Criminal Justice American Journal of Critical Care American Journal of Dance Therapy The American Journal of Drug and Alcohol Abuse American Journal of Education American Journal of Evaluation American Journal of Family Therapy American Journal of Forensic Psychology The American Journal of Geriatric Psychiatry American Journal of Health Behavior American Journal of Health Promotion American Journal of Hospice & Palliative Medicine American Journal of Medical Genetics Part B: Neuropsychiatric Genetics American Journal of Men's Health American Journal of Occupational Therapy American Journal of Orthopsychiatry American Journal of Play American Journal of Preventive Medicine American Journal of Primatology American Journal of Psychiatric Rehabilitation The American Journal of Psychiatry The American Journal of Psychoanalysis The American Journal of Psychology American Journal of Psychotherapy American Journal of Public Health American Journal of Sexuality Education American Journal of Sociology American Journal of Speech-Language Pathology The American Journal on Addictions American Journal on Intellectual and Developmental Disabilities American Psychologist The American Review of Public Administration American Sociological Review Anadolu Psikiyatri Dergisi Anales de Psicología Analyses of Social Issues and Public Policy (ASAP) Analysis of Verbal Behavior Anatomical Sciences Education Animal Behaviour Animal Cognition Animal Welfare Annales Médico-Psychologiques Annals of Behavioral Medicine Annals of Clinical Psychiatry Annals of Dyslexia

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Annals of Family Medicine Annals of General Psychiatry Annals of Neurology Annals of the American Academy of Political and Social Science Annals of Tourism Research Annual Review of Anthropology Annual Review of Clinical Psychology Annual Review of CyberTherapy and Telemedicine Annual Review of Neuroscience Annual Review of Organizational Psychology and Organizational Behavior Annual Review of Psychology Annual Review of Public Health Annual Review of Sociology Ansiedad y Estrés Anthropologica Anthropology & Education Quarterly Anthropology & Medicine Anthropos Anthrozoös Anuario de Psicología Anxiety, Stress & Coping: An International Journal Análise Psicológica Aphasiology Appetite Applied Animal Behaviour Science Applied Artificial Intelligence Applied Cognitive Psychology Applied Developmental Science Applied Ergonomics Applied Intelligence Applied Linguistics Applied Measurement in Education Applied Neuropsychology: Adult Applied Neuropsychology: Child Applied Psycholinguistics Applied Psychological Measurement Applied Psychology Bulletin Applied Psychology in Criminal Justice Applied Psychology: An International Review Applied Psychology: Health and Well-Being Applied Psychophysiology and Biofeedback Applied Research in Quality of Life Arab Journal of Psychiatry Archiv für Religionspsychologie / Archive for the Psychology of Religions The Archive of Guidance & Counseling Archives of Clinical Neuropsychology Archives of Gerontology and Geriatrics Archives of Psychiatric Nursing

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Archives of Psychiatry and Psychotherapy Archives of Scientific Psychology Archives of Sexual Behavior Archives of Suicide Research Archives of Women's Mental Health Arquivos de Neuro-Psiquiatria Art Therapy Artificial Intelligence in Medicine Artificial Intelligence Review Arts & Health: An International Journal of Research, Policy and Practice The Arts in Psychotherapy ASEAN Journal of Psychiatry Asia Pacific Education Review Asia Pacific Journal of Counselling and Psychotherapy Asia Pacific Journal of Education Asia Pacific Journal of Human Resources Asia Pacific Journal of Management Asia-Pacific Journal of Public Health Asia-Pacific Journal of Teacher Education Asian American Journal of Psychology Asian Journal of Psychiatry Asian Journal of Social Psychology Assessment Assessment & Evaluation in Higher Education Assessment for Effective Intervention Assessment in Education: Principles, Policy & Practice Assistive Technology Attachment & Human Development Attention, Perception, & Psychophysics The Auk: Ornithological Advances Australasian Journal of Disaster and Trauma Studies Australasian Journal of Organisational Psychology Australasian Journal of Special Education Australasian Journal on Ageing Australasian Marketing Journal (AMJ) Australasian Psychiatry Australian and New Zealand Journal of Criminology Australian and New Zealand Journal of Family Therapy Australian and New Zealand Journal of Psychiatry Australian Journal of Clinical & Experimental Hypnosis Australian Journal of Clinical Hypnotherapy and Hypnosis Australian Journal of Psychology Australian Journal of Rehabilitation Counselling The Australian Journal of Rural Health Australian Occupational Therapy Journal Australian Psychologist Australian Social Work Autism

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Autism Research Avances en Psicología Latinoamericana Aviation Psychology and Applied Human Factors Axiomathes: An International Journal in Ontology & Cognitive Systems B Bariatric Surgical Practice and Patient Care Basic and Applied Social Psychology Behavior Analysis in Practice Behavior Analysis: Research and Practice The Behavior Analyst Behavior and Social Issues Behavior Genetics Behavior Modification Behavior Research Methods The Behavior Therapist Behavior Therapy Behavioral and Brain Functions Behavioral and Brain Sciences Behavioral Development Bulletin Behavioral Ecology Behavioral Ecology and Sociobiology Behavioral Interventions Behavioral Medicine Behavioral Neuroscience Behavioral Psychology / Psicología Conductual: Revista Internacional Clínica y de la Salud Behavioral Sciences & the Law Behavioral Sleep Medicine Behaviormetrika Behaviour Behaviour & Information Technology Behaviour Change Behaviour Research and Therapy Behavioural and Cognitive Psychotherapy Behavioural Brain Research Behavioural Neurology Behavioural Pharmacology Behavioural Processes Best Practices in Mental Health: An International Journal Bilingualism: Language and Cognition Bioacoustics Bioethics Biofeedback Biological Psychiatry Biological Psychology Biological Rhythm Research BioPsychoSocial Medicine Bipolar Disorders Birth: Issues in Perinatal Care

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BMC Medical Ethics BMC Neuroscience BMC Psychiatry BMC Psychology BMJ: British Medical Journal Body Image Body, Movement and Dance in Psychotherapy Brain & Development Brain and Cognition Brain and Language Brain Imaging and Behavior Brain Impairment Brain Injury Brain Research Brain Research Bulletin Brain Stimulation Brain Topography Brain, Behavior and Evolution Brain, Behavior, and Immunity Brain: A Journal of Neurology British Educational Research Journal British Journal of Clinical Psychology British Journal of Criminology British Journal of Developmental Psychology British Journal of Educational Psychology British Journal of Educational Technology British Journal of Guidance & Counselling British Journal of Health Psychology British Journal of Learning Disabilities British Journal of Management British Journal of Mathematical and Statistical Psychology British Journal of Music Education The British Journal of Occupational Therapy The British Journal of Psychiatry British Journal of Psychology British Journal of Psychotherapy British Journal of Social Psychology British Journal of Social Work British Journal of Sociology British Journal of Sociology of Education British Journal of Special Education British Journal of Visual Impairment Bulletin de Psychologie Bulletin of Educational Psychology Bulletin of the Menninger Clinic Burnout Research Business Ethics: A European Review Business Strategy and the Environment

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C Cahiers Critiques de thérapie familiale et de pratiques de réseaux Cahiers Internationaux de Psychologie Sociale Cambridge Journal of Education Canadian Art Therapy Association Journal Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement Canadian Journal of Community Mental Health Canadian Journal of Counselling and Psychotherapy Canadian Journal of Criminology and Criminal Justice Canadian Journal of Education Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale Canadian Journal of Human Sexuality The Canadian Journal of Neurological Sciences / Le Journal Canadien Des Sciences Neurologiques Canadian Journal of Occupational Therapy / Revue Canadienne D'Ergothérapie Canadian Journal of Program Evaluation The Canadian Journal of Psychiatry / La Revue canadienne de psychiatrie Canadian Journal of Psychoanalysis / Revue Canadienne de Psychanalyse Canadian Journal of School Psychology Canadian Journal of Speech-Language Pathology and Audiology Canadian Journal on Aging Canadian Medical Association Journal Canadian Psychology/Psychologie canadienne Canadian Review of Sociology Cancer Nursing Career Development and Transition for Exceptional Individuals The Career Development International The Career Development Quarterly The Cerebellum Cerebral Cortex Československá Psychologie: Časopis Pro Psychologickou Teorii a Praxi Česká a Slovenská Psychiatrie Chemical Senses Chemosensory Perception Child & Adolescent Social Work Journal Child & Family Behavior Therapy Child & Family Social Work Child & Youth Care Forum Child & Youth Services Child Abuse & Neglect Child Abuse Review Child and Adolescent Mental Health Child and Adolescent Psychiatric Clinics of North America Child and Adolescent Psychiatry and Mental Health Child Care in Practice Child Development Child Development Perspectives Child Language Teaching and Therapy Child Maltreatment

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Child Neuropsychology Child Psychiatry and Human Development Child: Care, Health and Development Childhood Obesity Childhood: A Global Journal of Child Research Children & Schools Children and Youth Services Review Children's Health Care Chinese Journal of Clinical Psychology Chinese Journal of Guidance and Counseling Chinese Journal of Psychology Chinese Mental Health Journal Chronic Illness Chronobiology International CJNR: Canadian Journal of Nursing Research Clinical Case Studies Clinical Child and Family Psychology Review Clinical Child Psychology and Psychiatry Clinical Gerontologist: The Journal of Aging and Mental Health Clinical Journal of Oncology Nursing The Clinical Journal of Pain Clinical Linguistics & Phonetics Clinical Neuropharmacology Clinical Neuropsychiatry: Journal of Treatment Evaluation The Clinical Neuropsychologist Clinical Nursing Research Clinical Practice and Epidemiology in Mental Health Clinical Practice in Pediatric Psychology Clinical Psychological Science Clinical Psychologist Clinical Psychology & Psychotherapy Clinical Psychology Review Clinical Psychology: Science and Practice Clinical Psychopharmacology and Neuroscience Clinical Rehabilitation Clinical Social Work Journal The Clinical Supervisor Cliniques méditerranéennes: Psychanalyse et Psychopathologie Freudiennes Clothing & Textiles Research Journal Clínica y Salud CNS Drugs CNS Neuroscience & Therapeutics The Coaching Psychologist Coaching: An International Journal of Theory, Research and Practice Cochlear Implants International Çocuk ve Gençlik Ruh Sağliği Dergisi Cogent Psychology Cognition

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Cognition and Emotion Cognition and Instruction Cognition, Brain, Behavior: An Interdisciplinary Journal Cognition, Technology & Work Cognitive and Behavioral Neurology Cognitive and Behavioral Practice The Cognitive Behaviour Therapist Cognitive Behaviour Therapy Cognitive Computation Cognitive Development Cognitive Linguistics Cognitive Neurodynamics Cognitive Neuropsychiatry Cognitive Neuropsychology Cognitive Neuroscience Cognitive Processing Cognitive Psychology Cognitive Science Cognitive Studies: Bulletin of the Japanese Cognitive Science Society Cognitive Systems Research Cognitive Therapy and Research Cognitive, Affective & Behavioral Neuroscience College Student Journal Communication Disorders Quarterly Communication Education Communication Monographs Communication Reports Communication Research Communication Theory Community Mental Health Journal Community, Work & Family Comparative Cognition & Behavior Reviews Comprehensive Child and Adolescent Nursing Comprehensive Psychiatry Computational Intelligence Computational Intelligence and Neuroscience Computer Assisted Language Learning Computer Supported Cooperative Work (CSCW) Computers & Education Computers in Human Behavior Conflict Resolution Quarterly Connection Science Consciousness and Cognition: An International Journal Consulting Psychology Journal: Practice and Research Contemporary Drug Problems: An Interdisciplinary Quarterly Contemporary Educational Psychology Contemporary Family Therapy: An International Journal Contemporary Issues in Technology & Teacher Education

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Contemporary Nurse Contemporary Psychoanalysis Contemporary School Psychology CONTINUUM: Lifelong Learning in Neurology Cornell Hospitality Quarterly Corporate Communications Corporate Reputation Review Cortex: A Journal Devoted to the Study of the Nervous System and Behavior Counseling and Values Counseling Outcome Research and Evaluation The Counseling Psychologist Counseling: Giornale Italiano di Ricerca e Applicazioni Counselling & Psychotherapy Research Counselling and Spirituality / Counseling et spiritualité Counselling Psychology Quarterly Counselling Psychology Review Counselor Education and Supervision Couple and Family Psychology: Research and Practice Creativity and Innovation Management Creativity Research Journal Crime & Delinquency Crime Prevention and Community Safety Criminal Behaviour and Mental Health Criminal Justice and Behavior Criminal Justice Studies: A Critical Journal of Crime, Law & Society Criminology & Criminal Justice: An International Journal Criminology: An Interdisciplinary Journal Crisis: The Journal of Crisis Intervention and Suicide Prevention Critical Public Health Critical Social Policy Cross Cultural & Strategic Management Cross-Cultural Research: The Journal of Comparative Social Science Cuadernos de Psicología del Deporte Cultural Diversity and Ethnic Minority Psychology Cultural-Historical Psychology Culture & Psychology Culture, Health & Sexuality Culture, Medicine and Psychiatry Current Alzheimer Research Current Anthropology Current Directions in Psychological Science Current Issues in Personality Psychology Current Neuropharmacology Current Opinion in Behavioral Sciences Current Opinion in Neurobiology Current Opinion in Psychiatry Current Opinion in Psychology Current Psychiatry Reviews

158

Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues Current Research in Social Psychology Cybernetics & Human Knowing Cyberpsychology, Behavior, and Social Networking D Das Neurophysiologie-Labor Deafness & Education International Death Studies Decision Decision Analysis Decision Sciences Journal of Innovative Education Decision Support Systems Dementia & Neuropsychologia Dementia and Geriatric Cognitive Disorders Dementia: The International Journal of Social Research and Practice Depression and Anxiety Depression Research and Treatment Der Nervenarzt Deutsches Ärzteblatt International Developing World Bioethics Development and Psychopathology Developmental Cognitive Neuroscience Developmental Medicine & Child Neurology Developmental Neurobiology Developmental Neuropsychology Developmental Neurorehabilitation Developmental Psychobiology Developmental Psychology Developmental Review Developmental Science Devenir Deviant Behavior The Diabetes Educator Diagnostica Dialogue: Recherches sur le couple et la famille Die Psychiatrie: Grundlagen & Perspektiven Disability & Society Disability and Health Journal Disability and Rehabilitation: An International, Multidisciplinary Journal Disability and Rehabilitation: Assistive Technology Discourse & Society Discourse Processes Displays Dissertation Abstracts International Section A: Humanities and Social Sciences Dissertation Abstracts International: Section B: The Sciences and Engineering Distance Education Douleur et Analgésie Dramatherapy

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Dreaming Drogues, santé et société Drug and Alcohol Dependence Drug and Alcohol Review Drugs & Aging Drugs: Education, Prevention & Policy Dyslexia: An International Journal of Research and Practice Düşünen Adam: Journal of Psychiatry and Neurological Sciences E Early Child Development and Care Early Childhood Education Journal Early Childhood Research Quarterly Early Education and Development Early Human Development Early Intervention in Psychiatry Early Years: An International Journal of Research and Development East Asian Archives of Psychiatry Eating and Weight Disorders Eating Behaviors Eating Disorders: The Journal of Treatment & Prevention Ecologia della Mente Ecological Psychology Ecopsychology Education & Training Education & Treatment of Children Education 3-13 Education and Training in Autism and Developmental Disabilities Education and Urban Society Education for Health: Change in Learning & Practice Education for Information Education Thérapeutique du Patient / Therapeutic Patient Education Educational Action Research Educational Administration Quarterly Educational and Child Psychology The Educational and Developmental Psychologist Educational and Psychological Measurement Educational Assessment Educational Assessment, Evaluation and Accountability Educational Evaluation and Policy Analysis Educational Gerontology Educational Measurement: Issues and Practice Educational Media International Educational Psychologist Educational Psychology Educational Psychology in Practice Educational Psychology Review Educational Research Educational Research and Evaluation

160

Educational Researcher Educational Review Educational Studies Educational Studies: Journal of the American Educational Studies Association Educational Technology Research and Development Electronic Journal of Business Ethics and Organization Studies Electronic Journal of Knowledge Management Electronic Journal of Research in Educational Psychology The Elementary School Journal Emerging Adulthood Emotion Emotion Review Emotion, Space and Society Emotional & Behavioural Difficulties Empirical Studies of the Arts Employee Relations Employee Responsibilities and Rights Journal Enfance Enseñanza de las Ciencias Revista de investigacíon y experiencias didácticas Entrepreneurship Theory & Practice Environment and Behavior Environmental Education Research Epidemiology and Psychiatric Sciences Epilepsy & Behavior Equity & Excellence in Education Erdélyi Pszichológiai Szemle Ergonomics Estudios de Psicología Estudos de Psicologia Estudos de Psicologia Ethical Human Psychology and Psychiatry: An International Journal of Critical Inquiry Ethics & Behavior Ethics and Education Ethics and Social Welfare Ethik in der Medizin Ethnic and Racial Studies Ethnicity & Health Ethology Ethos Eurasia Journal of Mathematics, Science & Technology Education European Addiction Research European Archives of Psychiatry and Clinical Neuroscience European Child & Adolescent Psychiatry European Eating Disorders Review European Journal for Sport and Society European Journal of Ageing European Journal of Cancer Care European Journal of Communication

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The European Journal of Contraception and Reproductive Health Care European Journal of Criminology European Journal of Developmental Psychology European Journal of Education and Psychology The European Journal of Health Economics European Journal of Marketing European Journal of Mental Health European Journal of Neurology European Journal of Neuroscience European Journal of Oncology Nursing European Journal of Pain European Journal of Personality The European Journal of Psychiatry European Journal of Psychological Assessment European Journal of Psychology of Education European Journal of Psychotherapy and Counselling European Journal of Psychotraumatology European Journal of Public Health European Journal of Social Psychology European Journal of Special Needs Education European Journal of Sport Science European Journal of Women's Studies European Journal of Work and Organizational Psychology European Management Journal European Neuropsychopharmacology European Psychiatry European Psychologist European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée European Review of Social Psychology European Sport Management Quarterly Evaluation & the Health Professions Evaluation and Program Planning Evaluation Review Evaluation: The International Journal of Theory, Research and Practice Event Management Evidence and Policy Evolution and Human Behavior Evolutionary Behavioral Sciences Evolutionary Psychology Exceptionality Exceptionality Education International Existential Analysis Experimental Aging Research Experimental and Clinical Psychopharmacology Experimental Brain Research Experimental Economics Experimental Psychology Expert Review of Neurotherapeutics

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Expert Systems: International Journal of Knowledge Engineering and Neural Networks F Families in Society Families, Systems, & Health Family & Community Health: The Journal of Health Promotion & Maintenance Family and Consumer Sciences Research Journal Family Court Review Family Dynamics: Interdisciplinary Journal for system-oriented practice and research The Family Journal Family Practice Family Process Family Relations: An Interdisciplinary Journal of Applied Family Studies Fat Studies: An Interdisciplinary Journal of Body Weight and Society Feminism & Psychology Feminist Criminology Feminist Theory Field Methods First Language Focus on Autism and Other Developmental Disabilities Folia Linguistica: Acta Societatis Linguisticae Europaeae Folia Phoniatrica et Logopaedica:International Journal of Phoniatrics, Speech Therapy and Communication Pathology Folia Primatologica Food Quality and Preference Forensische Psychiatrie, Psychologie, Kriminologie Fortschritte der Neurologie, Psychiatrie Forum der Psychoanalyse: Zeitschrift für klinische Theorie & Praxis Frontiers in Aging Neuroscience Frontiers in Behavioral Neuroscience Frontiers in Human Neuroscience Frontiers in Integrative Neuroscience Frontiers in Neuroendocrinology Frontiers in Psychiatry Frontiers in Psychology Frontiers in Systems Neuroscience Frühe Bildung Frühförderung interdisziplinär Functional Neurology The Future of Children G Games and Culture: A Journal of Interactive Media Games and Economic Behavior Games for Health Gedrag en Organisatie Gedragstherapie Gender & Society Gender, Work and Organization General Hospital Psychiatry

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Genes, Brain & Behavior Geriatrics & Gerontology International Gerontechnology The Gerontologist Gerontology Gerontology & Geriatrics Education GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry Gestalt Review Gestalt Theory Gesture Gifted Child Quarterly Giornale di Neuropsichiatria dell'Età Evolutiva Giornale Italiano di Psicologia Glia Global Public Health: An International Journal for Research, Policy and Practice Group Group & Organization Management Group Analysis Group Decision and Negotiation Group Dynamics: Theory, Research, and Practice Group Processes & Intergroup Relations Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) Gruppi: Nella Clinica, Nelle Istituzioni, Nella Società Gériatrie et Psychologie Neuropsychiatrie du Vieillissement H Harm Reduction Journal Harvard Educational Review Harvard Review of Psychiatry Headache: The Journal of Head and Face Pain Health & Place Health & Social Care in the Community Health & Social Work Health and Quality of Life Outcomes Health Care Analysis Health Care for Women International The Health Care Manager Health Communication Health Economics Health Education Health Education & Behavior Health Education Research Health Expectations: An International Journal of Public Participation in Health Care & Health Policy Health Marketing Quarterly Health Policy and Planning Health Promotion International Health Promotion Practice Health Psychology Health Psychology Open

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Health Psychology Report Health Psychology Review Health Services Research Health Sociology Review Health, Risk & Society Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine Hearing Research Hearing, Balance and Communication Hellenic Journal of Psychology High Ability Studies The High School Journal Higher Education Research & Development Hippocampus Hispanic Health Care International Hispanic Journal of Behavioral Sciences History of Psychiatry History of Psychology History of the Human Sciences Home Health Care Management & Practice Home Health Care Services Quarterly Homicide Studies: An Interdisciplinary & International Journal Hormones and Behavior Howard Journal of Communications Hrvatska Revija Za Rehabilitacijska Istraživanja Human Brain Mapping Human Communication Research Human Development Human Dimensions of Wildlife Human Factors Human Factors and Ergonomics in Manufacturing & Service Industries Human Movement Science Human Nature Human Organization Human Performance Human Psychopharmacology: Clinical and Experimental Human Relations Human Resource Development International Human Resource Development Quarterly Human Resource Development Review Human Resource Management Human Resource Management Journal Human Resource Management Review Human Service Organizations: Management, Leadership & Governance Human Technology: An Interdisciplinary Journal on Humans in ICT Environments Human-Computer Interaction The Humanistic Psychologist Humboldt Journal of Social Relations Humor: International Journal of Humor Research

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I i-Perception Identity: An International Journal of Theory and Research IEEE Transactions on Professional Communication Illness, Crisis, & Loss Imagination, Cognition and Personality Indian Journal of Community Psychology Industrial and Organizational Psychology: Perspectives on Science and Practice Industrial Marketing Management Industrial Relations: A Journal of Economy & Society Infancia y Aprendizaje / Journal for the Study of Education and Development Infancy Infant and Child Development Infant Behavior & Development Infant Mental Health Journal Infant Observation Infants & Young Children Infanzia e Adolescenza Informatics for Health & Social Care Information & Management Information Design Journal Information Systems Journal Information Systems Research Information Technology & People Information Technology for Development Information, Communication & Society INFORMS Transactions on Education Injury Prevention Innovations in Clinical Neuroscience Innovations in Education and Teaching International Instructional Science Integrative Psychological & Behavioral Science Intellectica Intellectual and Developmental Disabilities Intelligence Intelligent Data Analysis Intelligent Service Robotics Intensive and Critical Care Nursing Interacting with Computers Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems Interactive Learning Environments Interazioni: Clinica e ricerca psicoanalitica su individuo-coppia-famiglia Interdisciplinaria Revista de Psicología y Ciencias Afines The Interdisciplinary Journal of Problem-based Learning International Body Psychotherapy Journal International Clinical Psychopharmacology International Coaching Psychology Review International Entrepreneurship and Management Journal

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International Forum for Logotherapy International Forum of Psychoanalysis International Gambling Studies International Journal for Educational and Vocational Guidance International Journal for Quality in Health Care International Journal for the Advancement of Counselling International Journal for the Psychology of Religion International Journal of Adolescence and Youth International Journal of Adolescent Medicine and Health International Journal of Advertising: The Review of Marketing Communications The International Journal of Aerospace Psychology The International Journal of Aging & Human Development International Journal of Applied Linguistics International Journal of Applied Psychoanalytic Studies International Journal of Art Therapy International Journal of Artificial Intelligence in Education International Journal of Audiology International Journal of Behavioral Development International Journal of Behavioral Medicine The International Journal of Behavioral Nutrition and Physical Activity International Journal of Bilingual Education and Bilingualism International Journal of Bipolar Disorders International Journal of Child and Adolescent Health International Journal of Child Health and Human Development International Journal of Child-Computer Interaction International Journal of Choice Theory and Reality Therapy International Journal of Clinical and Experimental Hypnosis International Journal of Clinical and Health Psychology International Journal of Cognitive Informatics and Natural Intelligence International Journal of Cognitive Therapy International Journal of Comparative Psychology International Journal of Computer-Supported Collaborative Learning International Journal of Conflict Management International Journal of Consumer Studies International Journal of Contemporary Hospitality Management The International Journal of Creativity & Problem Solving International Journal of Cross Cultural Management International Journal of Cultic Studies International Journal of Culture and Mental Health International Journal of Cyber Behavior, Psychology and Learning International Journal of Developmental Disabilities International Journal of Developmental Science International Journal of Digital Literacy and Digital Competence International Journal of Disability Management International Journal of Disability, Development and Education International Journal of Discrimination and the Law International Journal of Distance Education Technologies International Journal of Dream Research

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International Journal of Drug Policy International Journal of e-Collaboration International Journal of Early Childhood International Journal of Early Years Education International Journal of Eating Disorders The International Journal of Emotional Education International Journal of Environmental and Science Education International Journal of Evidence Based Coaching and Mentoring International Journal of Evidence-Based Healthcare The International Journal of Forensic Mental Health International Journal of Game Theory International Journal of Game-Based Learning International Journal of Gaming and Computer-Mediated Simulations International Journal of Geriatric Psychiatry International Journal of Group Psychotherapy International Journal of Hospitality Management The International Journal of Human Resource Management International Journal of Human Rights in Healthcare International Journal of Human-Computer Interaction International Journal of Human-Computer Studies International Journal of Industrial Ergonomics International Journal of Information and Communication Technology Education International Journal of Information Management International Journal of Intercultural Relations International Journal of Jungian Studies International Journal of Knowledge Management International Journal of Language & Communication Disorders International Journal of Law and Psychiatry International Journal of Management Reviews International Journal of Market Research International Journal of Men's Health International Journal of Mental Health International Journal of Mental Health and Addiction International Journal of Mental Health Nursing International Journal of Mental Health Promotion International Journal of Mental Health Systems International Journal of Methods in Psychiatric Research International Journal of Mobile and Blended Learning International Journal of Mobile Human Computer Interaction International Journal of Music Education International Journal of Neuropsychopharmacology International Journal of Neuroscience International Journal of Nonprofit and Voluntary Sector Marketing International Journal of Nursing Education Scholarship (IJNES) International Journal of Nursing Practice International Journal of Nursing Studies International Journal of Obesity International Journal of Occupational Medicine and Environmental Health

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International Journal of Offender Therapy and Comparative Criminology International Journal of Older People Nursing International Journal of Online Marketing International Journal of Organizational Analysis International Journal of Play Therapy International Journal of Primatology International Journal of Prisoner Health International Journal of Psychiatry in Clinical Practice International Journal of Psychiatry in Medicine The International Journal of Psychoanalysis International Journal of Psychoanalytic Self Psychology International Journal of Psychological Research International Journal of Psychology International Journal of Psychology & Psychological Therapy International Journal of Psychophysiology International Journal of Public Health International Journal of Public Opinion Research International Journal of Qualitative Studies in Education International Journal of Qualitative Studies on Health and Well-being International Journal of Rehabilitation Research International Journal of Research in Marketing International Journal of School & Educational Psychology International Journal of Science Education International Journal of Selection and Assessment International Journal of Sexual Health International Journal of Social and Organizational Dynamics in IT International Journal of Social Psychiatry International Journal of Social Research Methodology: Theory & Practice International Journal of Social Robotics International Journal of Social Welfare International Journal of Speech-Language Pathology International Journal of Sport and Exercise Psychology International Journal of Sport Psychology International Journal of Sports Marketing & Sponsorship International Journal of Sports Science & Coaching International Journal of STD & AIDS International Journal of Stress Management International Journal of Technoethics International Journal of Technology and Human Interaction (IJTHI) International Journal of Testing International Journal of Tourism Research International Journal of Training and Development International Journal of Transgenderism International Journal of Transpersonal Studies International Journal of Web-Based Learning and Teaching Technologies International Journal of Workplace Health Management International Journal on Disability and Human Development International Marketing Review

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International Medical Journal International Nursing Review International Organization International Perspectives in Psychology: Research, Practice, Consultation International Psychogeriatrics International Quarterly of Community Health Education International Review for the Sociology of Sport International Review of Psychiatry The International Review of Retail, Distribution and Consumer Research International Review of Social Psychology International Review of Sport and Exercise Psychology International Review of Victimology International Social Work International Statistical Review The Internet and Higher Education Interpreting Intervention: Journal of Mental Health and Psychosocial Support in Conflict Affected Areas Iranian Journal of Psychiatry and Clinical Psychology IRB: Ethics & Human Research Irish Journal of Psychological Medicine Issues in Mental Health Nursing J Jahrbuch der Psychoanalyse JAIDS Journal of Acquired Immune Deficiency Syndromes JAMA Neurology JAMA Psychiatry JAMA: Journal of the American Medical Association JANAC: Journal of the Association of Nurses in AIDS Care Japan Journal of Nursing Science Japanese Journal of Animal Psychology Japanese Journal of Behavior Analysis Japanese Journal of Behaviormetrics The Japanese Journal of Cognitive Psychology Japanese Journal of Developmental Psychology Japanese Journal of Educational Psychology Japanese Journal of Experimental Social Psychology Japanese Journal of Psychology The Japanese Journal of Psychonomic Science The Japanese Journal of Social Psychology Japanese Journal of Special Education Japanese Psychological Research Jornal Brasileiro de Psiquiatria Journal de Thérapie Comportementale et Cognitive Journal for Multicultural Education Journal for Specialists in Group Work Journal for Specialists in Pediatric Nursing Journal for the Education of the Gifted Journal for the Scientific Study of Religion

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Journal for the Theory of Social Behaviour Journal of Abnormal Child Psychology Journal of Abnormal Psychology Journal of Addiction Medicine Journal of Addictions & Offender Counseling Journal of Addictions Nursing Journal of Addictive Diseases Journal of Adolescence Journal of Adolescent and Young Adult Oncology Journal of Adolescent Health Journal of Adolescent Research Journal of Adult Development Journal of Advanced Academics Journal of Advanced Nursing Journal of Adventure Education and Outdoor Learning Journal of Advertising Journal of Advertising Research Journal of Affective Disorders Journal of Aggression, Conflict and Peace Research Journal of Aggression, Maltreatment & Trauma Journal of Aging and Health Journal of Aging and Physical Activity Journal of Aging Studies Journal of Alcohol and Drug Education Journal of Allied Health The Journal of Alternative and Complementary Medicine Journal of Alzheimer's Disease Journal of American College Health The Journal of Analytical Psychology Journal of Anxiety Disorders Journal of Applied Animal Welfare Science Journal of Applied Behavior Analysis Journal of Applied Behavioral Science Journal of Applied Biobehavioral Research Journal of Applied Communication Research Journal of Applied Developmental Psychology Journal of Applied Gerontology Journal of Applied Measurement Journal of Applied Psychology Journal of Applied Rehabilitation Counseling Journal of Applied Research in Intellectual Disabilities Journal of Applied Research in Memory and Cognition Journal of Applied School Psychology Journal of Applied Social Psychology Journal of Applied Sport Psychology Journal of Architectural and Planning Research Journal of Asia Pacific Counseling Journal of Asian Pacific Communication

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Journal of Asthma Journal of Attention Disorders Journal of Autism and Developmental Disorders The Journal of Baccalaureate Social Work Journal of Behavior Therapy and Experimental Psychiatry Journal of Behavioral Addictions Journal of Behavioral and Experimental Economics Journal of Behavioral Decision Making Journal of Behavioral Education Journal of Behavioral Finance The Journal of Behavioral Health Services & Research Journal of Behavioral Medicine Journal of Behavioural Sciences Journal of Bioeconomics Journal of Bioethical Inquiry Journal of Biological Rhythms Journal of Biosocial Science Journal of Bisexuality Journal of Black Psychology Journal of Black Studies Journal of Broadcasting & Electronic Media Journal of Business and Psychology Journal of Business Ethics Journal of Business Research Journal of Caffeine Research Journal of Cancer Education Journal of Cancer Survivorship Journal of Cardiovascular Nursing Journal of Career Assessment Journal of Career Development Journal of Change Management Journal of Child & Adolescent Substance Abuse Journal of Child & Adolescent Trauma Journal of Child and Adolescent Mental Health Journal of Child and Adolescent Psychiatric Nursing Journal of Child and Adolescent Psychopharmacology Journal of Child and Family Studies Journal of Child Custody: Research, Issues, and Practices Journal of Child Health Care Journal of Child Language Journal of Child Neurology Journal of Child Psychology and Psychiatry Journal of Child Psychotherapy Journal of Child Sexual Abuse: Research, Treatment, & Program Innovations for Victims, Survivors, & Offenders Journal of Children and Media Journal of Chinese Human Resource Management Journal of Classical Sociology

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Journal of Classroom Interaction Journal of Clinical and Experimental Neuropsychology Journal of Clinical Child and Adolescent Psychology Journal of Clinical Nursing Journal of Clinical Psychology Journal of Clinical Psychology in Medical Settings Journal of Clinical Psychopharmacology Journal of Clinical Sport Psychology Journal of Cognition and Culture Journal of Cognition and Development Journal of Cognitive Education and Psychology Journal of Cognitive Engineering and Decision Making Journal of Cognitive Neuroscience Journal of Cognitive Psychology Journal of Cognitive Psychotherapy Journal of College Counseling Journal of College Student Development Journal of College Student Psychotherapy Journal of College Student Retention: Research, Theory and Practice Journal of Communication Journal of Communication Disorders Journal of Communication Management Journal of Community & Applied Social Psychology Journal of Community Health Nursing Journal of Community Health: The Publication for Health Promotion and Disease Prevention Journal of Community Psychology Journal of Comparative Psychology Journal of Computer Assisted Learning Journal of Computer-Mediated Communication Journal of Computing in Higher Education Journal of Conflict Resolution Journal of Consciousness Studies Journal of Constructivist Psychology Journal of Consulting and Clinical Psychology Journal of Consumer Affairs Journal of Consumer Behaviour Journal of Consumer Culture Journal of Consumer Marketing Journal of Consumer Psychology Journal of Consumer Research Journal of Contemporary Criminal Justice Journal of Contemporary Ethnography Journal of Contemporary Psychotherapy Journal of Contextual Behavioral Science Journal of Contingencies and Crisis Management The Journal of Continuing Education in Nursing Journal of Correctional Health Care Journal of Counseling & Development

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Journal of Counseling Psychology Journal of Couple & Relationship Therapy The Journal of Creative Behavior Journal of Creativity in Mental Health Journal of Criminal Justice Journal of Cross-Cultural Gerontology Journal of Cross-Cultural Psychology Journal of Deaf Studies and Deaf Education Journal of Decision Systems Journal of Developmental and Behavioral Pediatrics Journal of Developmental and Physical Disabilities Journal of Disability Policy Studies Journal of Diversity in Higher Education Journal of Divorce & Remarriage Journal of Drug Education Journal of Dual Diagnosis The Journal of Early Adolescence Journal of Early Childhood Literacy Journal of Early Childhood Teacher Education Journal of Early Intervention Journal of Eating Disorders Journal of Economic Behavior & Organization Journal of Economic Psychology The Journal of ECT Journal of Education and Work Journal of Education for Business Journal of Education for Students Placed at Risk Journal of Educational & Psychological Consultation Journal of Educational and Behavioral Statistics Journal of Educational Computing Research Journal of Educational Measurement Journal of Educational Multimedia and Hypermedia Journal of Educational Psychology The Journal of Educational Research Journal of Educational Technology & Society Journal of Educational, Cultural and Psychological Studies Journal of Elder Abuse & Neglect Journal of EMDR Practice and Research Journal of Emotional and Behavioral Disorders Journal of Empirical Research on Human Research Ethics Journal of Employment Counseling The Journal of Environmental Education Journal of Environmental Psychology Journal of Epidemiology and Community Health Journal of Ethnic & Cultural Diversity in Social Work: Innovation in Theory, Research & Practice Journal of Ethnicity in Substance Abuse Journal of Evaluation in Clinical Practice Journal of Evidence-Based Complementary & Alternative Medicine

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Journal of Evidence-Based Psychotherapies Journal of Evidence-Informed Social Work Journal of Evolutionary Economics Journal of Experimental & Theoretical Artificial Intelligence Journal of Experimental Child Psychology Journal of Experimental Criminology Journal of Experimental Education Journal of Experimental Psychology: Animal Learning and Cognition Journal of Experimental Psychology: Applied Journal of Experimental Psychology: General Journal of Experimental Psychology: Human Perception and Performance Journal of Experimental Psychology: Learning, Memory, and Cognition Journal of Experimental Psychopathology Journal of Experimental Social Psychology Journal of Family and Economic Issues Journal of Family Communication Journal of Family History Journal of Family Issues Journal of Family Nursing Journal of Family Psychology Journal of Family Psychotherapy Journal of Family Studies Journal of Family Theory & Review Journal of Family Therapy Journal of Family Violence Journal of Feminist Family Therapy: An International Forum Journal of Financial Counseling and Planning Journal of Financial Therapy Journal of Fluency Disorders Journal of Forensic Nursing Journal of Forensic Practice Journal of Forensic Psychiatry & Psychology Journal of Forensic Psychology Practice Journal of Forensic Sciences Journal of Gambling Issues Journal of Gambling Studies Journal of Gaming and Virtual Worlds Journal of Gang Research Journal of Gay & Lesbian Mental Health Journal of Gay & Lesbian Social Services: The Quarterly Journal of Community & Clinical Practice Journal of Gender Studies Journal of General Psychology Journal of Genetic Counseling The Journal of Genetic Psychology: Research and Theory on Human Development Journal of Geriatric Psychiatry and Neurology Journal of Gerontological Social Work Journal of GLBT Family Studies Journal of Global Marketing

175

Journal of Groups in Addiction & Recovery Journal of Happiness Studies The Journal of Head Trauma Rehabilitation The Journal of Headache and Pain Journal of Health and Social Behavior Journal of Health Care for the Poor and Underserved Journal of Health Communication Journal of Health Psychology Journal of Hispanic Higher Education Journal of Historical Sociology Journal of HIV/AIDS & Social Services Journal of Homosexuality Journal of Hospitality & Tourism Research Journal of Hospitality and Tourism Management Journal of Human Behavior in the Social Environment Journal of Human Nutrition and Dietetics Journal of Humanistic Psychology Journal of Immigrant and Minority Health Journal of Individual Differences The Journal of Individual Psychology Journal of Infant, Child & Adolescent Psychotherapy Journal of Injury and Violence Research Journal of Insect Behavior Journal of Intellectual and Developmental Disability Journal of Intellectual Disabilities Journal of Intellectual Disability Research Journal of Intelligent & Robotic Systems Journal of Interactive Advertising Journal of Interactive Learning Research Journal of Interactive Marketing Journal of Interactive Media in Education Journal of Intergenerational Relationships Journal of International Consumer Marketing Journal of Interpersonal Violence Journal of Interprofessional Care Journal of Investigative Psychology and Offender Profiling Journal of Iranian Psychologists Journal of Jewish Education Journal of Knowledge Management Journal of Language and Social Psychology Journal of Language, Identity, and Education Journal of Latina/o Psychology Journal of Latinos and Education Journal of Leadership & Organizational Studies Journal of Leadership Studies Journal of Learning Disabilities Journal of Lesbian Studies Journal of LGBT Issues in Counseling

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Journal of LGBT Youth Journal of Literacy Research Journal of Logic, Language and Information Journal of Loss and Trauma Journal of Management Journal of Management & Organization Journal of Management Development Journal of Management Education Journal of Management Studies Journal of Management, Spirituality & Religion Journal of Managerial Issues Journal of Managerial Psychology Journal of Marital and Family Therapy Journal of Marketing Journal of Marketing Communications Journal of Marketing Education Journal of Marketing Research Journal of Marriage and Family Journal of Material Culture The Journal of Mathematical Behavior Journal of Mathematical Psychology Journal of Mathematics Teacher Education Journal of Media and Religion Journal of Media Psychology: Theories, Methods, and Applications Journal of Medical Ethics: Journal of the Institute of Medical Ethics Journal of Medical Humanities Journal of Medical Internet Research Journal of Memory and Language The Journal of Men's Studies Journal of Mental Health Counseling Journal of Mental Health Policy and Economics Journal of Mental Health Research in Intellectual Disabilities Journal of Midwifery & Women's Health Journal of Mind and Behavior Journal of Mixed Methods Research Journal of Moral Education Journal of Motor Behavior Journal of Multicultural Counseling and Development Journal of Multivariate Analysis Journal of Music Therapy Journal of Muslim Mental Health Journal of Negro Education Journal of Nervous and Mental Disease Journal of Neural Transmission Journal of Neurodevelopmental Disorders Journal of Neuroendocrinology Journal of Neuroimmunology Journal of Neurolinguistics

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Journal of Neurology, Neurosurgery & Psychiatry Journal of Neurophysiology The Journal of Neuropsychiatry and Clinical Neurosciences Journal of Neuropsychology Journal of Neuroscience Nursing The Journal of Neuroscience Journal of Neuroscience, Psychology, and Economics Journal of Neurotrauma Journal of Nonprofit & Public Sector Marketing Journal of Nonverbal Behavior Journal of Nursing Management Journal of Nursing Measurement Journal of Nursing Scholarship Journal of Nutrition Education and Behavior Journal of Nutrition in Gerontology and Geriatrics Journal of Obsessive-Compulsive and Related Disorders Journal of Obstetric, Gynecologic, & Neonatal Nursing: Clinical Scholarship for the Care of Women, Childbearing Families, & Newborns Journal of Occupational and Environmental Medicine Journal of Occupational and Organizational Psychology Journal of Occupational Health Psychology Journal of Occupational Rehabilitation Journal of Occupational Science Journal of Offender Rehabilitation Journal of Organizational Behavior Journal of Organizational Behavior Management Journal of Organizational Change Management Journal of Organizational Computing and Electronic Commerce Journal of Outdoor Recreation and Tourism Journal of Pacific Rim Psychology Journal of Paediatrics and Child Health Journal of Pain & Palliative Care Pharmacotherapy Journal of Pain and Symptom Management Journal of Pain Management The Journal of Pain Journal of Palliative Care Journal of Palliative Medicine Journal of Parapsychology Journal of Parkinson's Disease Journal of Pediatric Health Care Journal of Pediatric Oncology Nursing Journal of Pediatric Psychology The Journal of Pediatrics The Journal of Perinatal & Neonatal Nursing Journal of Personal Selling & Sales Management Journal of Personality Journal of Personality and Social Psychology Journal of Personality Assessment

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Journal of Personality Disorders Journal of Personnel Psychology The Journal of Pharmacology and Experimental Therapeutics Journal of Pharmacy Practice Journal of Phenomenological Psychology Journal of Phonetics Journal of Physical Activity & Health The Journal of Physiology Journal of Pineal Research: Molecular, Biological, Physiological and Clinical Aspects of Melatonin Journal of Poetry Therapy Journal of Police and Criminal Psychology Journal of Policy and Practice in Intellectual Disabilities The Journal of Politics Journal of Positive Behavior Interventions The Journal of Positive Psychology Journal of Poverty and Social Justice Journal of Pragmatics Journal of Prevention & Intervention in the Community The Journal of Primary Prevention Journal of Professional Nursing Journal of Progressive Human Services Journal of Projective Psychology & Mental Health Journal of Psychiatric and Mental Health Nursing Journal of Psychiatric Intensive Care Journal of Psychiatric Practice Journal of Psychiatric Research Journal of Psychiatry & Neuroscience Journal of Psychoactive Drugs Journal of Psychoeducational Assessment The Journal of Psychohistory Journal of Psycholinguistic Research Journal of Psychologists and Counsellors in Schools Journal of Psychology Journal of Psychology and Christianity Journal of Psychology and Theology Journal of Psychology in Africa The Journal of Psychology: Interdisciplinary and Applied Journal of Psychopathology / Giornale di Psicopatologia Journal of Psychopathology and Behavioral Assessment Journal of Psychopharmacology Journal of Psychophysiology Journal of Psychosocial Nursing and Mental Health Services Journal of Psychosocial Oncology Journal of Psychosocial Research Journal of Psychosomatic Obstetrics & Gynecology Journal of Psychosomatic Research Journal of Psychotherapy Integration Journal of Public Child Welfare

179

Journal of Public Health Journal of Public Mental Health Journal of Public Policy & Marketing Journal of Public Relations Research Journal of Quantitative Criminology Journal of Quantitative Linguistics Journal of Racial and Ethnic Health Disparities Journal of Rational-Emotive & Cognitive-Behavior Therapy Journal of Relationships Research Journal of Religion & Spirituality in Social Work: Social Thought Journal of Religion and Health Journal of Religion, Spirituality & Aging Journal of Reproductive and Infant Psychology Journal of Research in Childhood Education Journal of Research in Crime and Delinquency Journal of Research in Music Education Journal of Research in Nursing Journal of Research in Personality Journal of Research in Reading Journal of Research in Science Teaching Journal of Research in Special Educational Needs Journal of Research on Adolescence Journal of Retailing Journal of Risk and Uncertainty Journal of Risk Research The Journal of Rural Health Journal of Rural Mental Health Journal of Russian & East European Psychology Journal of Safety Research Journal of Sandplay Therapy Journal of Scandinavian Studies in Criminology and Crime Prevention The Journal of School Nursing Journal of School Psychology Journal of School Violence Journal of Science and Medicine in Sport Journal of Science Education and Technology Journal of Sensory Studies Journal of Service Research Journal of Service Theory and Practice Journal of Sex & Marital Therapy Journal of Sex Research Journal of Sexual Aggression Journal of Sexual Medicine Journal of Sleep Research Journal of Small Business Management Journal of Smoking Cessation Journal of Social and Clinical Psychology Journal of Social and Personal Relationships

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Journal of Social and Political Psychology Journal of Social Issues The Journal of Social Psychology Journal of Social Service Research Journal of Social Work Journal of Social Work Education Journal of Social Work in End-of-Life & Palliative Care Journal of Social Work Practice Journal of Social Work Practice in the Addictions Journal of Sociolinguistics Journal of Sociology Journal of Sociology and Social Welfare The Journal of Special Education Journal of Speech, Language, and Hearing Research Journal of Spirituality in Mental Health Journal of Sport & Exercise Psychology Journal of Sport & Social Issues Journal of Sport Behavior Journal of Sport Psychology in Action Journal of Sports Sciences Journal of Strategic Information Systems Journal of Strategic Marketing Journal of Studies on Alcohol and Drugs Journal of Substance Abuse Treatment Journal of Substance Use Journal of Systemic Therapies Journal of Teaching in Physical Education Journal of Technology in Human Services Journal of Telemedicine and Telecare Journal of the Academy of Marketing Science Journal of the American Academy of Audiology Journal of the American Academy of Child & Adolescent Psychiatry Journal of the American Academy of Psychiatry and the Law Journal of the American Association of Nurse Practitioners Journal of the American Deafness and Rehabilitation Association Journal of the American Geriatrics Society Journal of the American Psychiatric Nurses Association Journal of the American Psychoanalytic Association Journal of the Canadian Academy of Child and Adolescent Psychiatry / Journal de l'Académie canadienne de psychiatrie de l'enfant et de l'adolescent Journal of the Experimental Analysis of Behavior Journal of the History of the Behavioral Sciences Journal of the Indian Academy of Applied Psychology Journal of the International Neuropsychological Society Journal of the Learning Sciences Journal of the National Medical Association Journal of the Neurological Sciences Journal of the Royal Statistical Society: Series A (Statistics in Society)

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Journal of the Royal Statistical Society: Series B (Statistical Methodology) Journal of the Royal Statistical Society: Series C (Applied Statistics) Journal of the Society for Psychical Research Journal of the Society for Social Work and Research Journal of Theoretical and Philosophical Psychology Journal of Threat Assessment and Management Journal of Transcultural Nursing Journal of Transpersonal Psychology Journal of Transport & Health Journal of Trauma & Dissociation Journal of Traumatic Stress Journal of Travel Research The Journal of Undergraduate Neuroscience Education Journal of Vestibular Research: Equilibrium & Orientation Journal of Veterinary Behavior: Clinical Applications and Research Journal of Vision Journal of Visual Impairment & Blindness Journal of Vocational Behavior Journal of Vocational Rehabilitation Journal of Voice Journal of Women & Aging Journal of Women's Health Journal of Workplace Behavioral Health Journal of Workplace Learning Journal of Youth and Adolescence Journal of Youth Studies Journal of Youth Studies Journal on Developmental Disabilities The Journals of Gerontology: Series A: Biological Sciences and Medical Sciences The Journals of Gerontology: Series B: Psychological Sciences and Social Sciences Judgment and Decision Making Jung Journal: Culture & Psyche K Kind en Adolescent Kinder-und Jugendlichen-Psychotherapie Zeitschrift für Psychoanalyse und Tiefenpsychologie Kinderanalyse Kindheit und Entwicklung: Zeitschrift für Klinische Kinderpsychologie Klinička Psihologija Klinik Psikiyatri Dergisi: The Journal of Clinical Psychiatry Klinik Psikofarmakoloji Bülteni / Bulletin of Clinical Psychopharmacology Klinische Neurophysiologie Knowledge and Process Management Knowledge-Based Systems Kriminologija & Socijalna Integracija Kuram ve Uygulamada Eğitim Bilimleri Kölner Zeitschrift für Soziologie und Sozialpsychologie L L'Année Psychologique

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L'Encéphale: Revue de psychiatrie clinique biologique et thérapeutique L'Évolution Psychiatrique La Psychiatrie de l'Enfant The Lancet Neurology The Lancet Psychiatry The Lancet Language & Communication Language Acquisition: A Journal of Developmental Linguistics Language and Cognition: An Interdisciplinary Journal of Language and Cognitive Science Language and Education Language and Linguistics Compass Language and Speech Language Assessment Quarterly Language in Society Language Learning Language Learning & Technology Language Learning and Development Language Sciences Language Testing Language, Cognition and Neuroscience Language, Culture and Curriculum Language, Speech, and Hearing Services in Schools Laterality: Asymmetries of Body, Brain and Cognition Law and Human Behavior Le Divan Familial Le Travail Humain: A Bilingual and Multi-Disciplinary Journal in Human Factors Leadership Leadership & Organization Development Journal The Leadership Quarterly Learning & Behavior Learning & Memory Learning and Individual Differences Learning and Instruction Learning and Motivation Learning Disabilities Research & Practice Learning Disabilities: A Contemporary Journal Learning Disability Quarterly Learning Environments Research Learning, Media and Technology Legal and Criminological Psychology Leisure Sciences Leisure Studies LGBT Health Life Span and Disability The Linguistic Review Linguistics Linguistics and Education Literacy

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Literacy Research and Instruction M M@n@gement Machine Learning Magyar Pszichológiai Szemle Maltrattamento e Abuso All'Infanzia: Rivista Interdisciplinare Management and Organization Review Management Communication Quarterly Management Decision Management Learning Management Science Managerial & Decision Economics Marine and Freshwater Behaviour and Physiology Marketing Intelligence & Planning Marketing Letters Marketing Science Marketing Theory Marriage & Family Review Mass Communication & Society Maternal and Child Health Journal Mathematical Social Sciences Mathematical Thinking and Learning The Mathematics Enthusiast Matrix: Nordisk Tidsskrift for Psykoterapi Maturitas MCN: The American Journal of Maternal/Child Nursing Measurement and Evaluation in Counseling and Development Measurement in Physical Education and Exercise Science Measurement: Interdisciplinary Research and Perspectives Media Psychology Medical Anthropology Medical Care Medical Care Research and Review Medical Decision Making Medical Education Medical Education Online Medical Teacher Megamot Memory Memory & Cognition Men and Masculinities Mental Health and Physical Activity Mental Health and Prevention Mental Health Review Journal Mental Health, Religion & Culture Mentoring & Tutoring: Partnership in Learning Mentálhigiéné és Pszichoszomatika Merrill-Palmer Quarterly

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Metacognition and Learning Metaphor and Symbol Methodology: European Journal of Research Methods for the Behavioral and Social Sciences Milbank Quarterly Military Medicine Military Psychology Mind & Language Mind & Society Mind, Brain, and Education Mind, Culture, and Activity Mindfulness Minds and Machines Minerva Psichiatrica Modern Language Journal Molecular Neurodegeneration Molecular Psychiatry Monographs of the Society for Research in Child Development Mortality Motivation and Emotion Motivation Science Motor Control Motricidade Multisensory Research Multivariate Behavioral Research Music and Medicine Music Perception Music Therapy Perspectives Musicae Scientiae Musiktherapeutische Umschau N Narrative Inquiry Natural Language Engineering Nature Nature Neuroscience Nature Reviews Neuroscience Negotiation and Conflict Management Research Negotiation Journal Nervenheilkunde: Zeitschrift für interdisziplinaere Fortbildung Network: Computation in Neural Systems Neural Computation Neural Networks Neural Plasticity Neurobiology of Aging Neurobiology of Learning and Memory Neurobiology of Stress Neurocase Neuroethics NeuroImage

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Neurologic Clinics Neurological Sciences Neurology Neuropharmacology Neuropsychiatric Disease and Treatment Neuropsychiatrie de l'Enfance et de l'Adolescence Neuropsychoanalysis Neuropsychobiology Neuropsychologia Neuropsychological Rehabilitation Neuropsychological Trends Neuropsychology Neuropsychology Review Neuropsychopharmacology NeuroRehabilitation Neurorehabilitation and Neural Repair NeuroReport: For Rapid Communication of Neuroscience Research Neuroscience and Behavioral Physiology Neuroscience and Biobehavioral Reviews Neuroscience Research The Neuroscientist Neurotoxicology and Teratology The New England Journal of Medicine New Ideas in Psychology New Media & Society New Zealand Journal of Psychology Nicotine & Tobacco Research Nonlinear Dynamics, Psychology, and Life Sciences Nordic Journal of Music Therapy Nordic Journal of Psychiatry Nordic Psychology Nordic Studies on Alcohol and Drugs North American Journal of Psychology Nouvelle Revue de Psychosociologie NPG Neurologie - Psychiatrie - Gériatrie Nursing & Health Sciences Nursing Ethics Nursing in Critical Care Nursing Inquiry Nursing Research Nöropsikiyatri Arşivi / Archives of Neuropsychiatry O Obesity Occupational Medicine Occupational Therapy In Health Care Occupational Therapy International Omega: Journal of Death and Dying Oncology Nursing Forum

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Open Learning: The Journal of Open and Distance Learning The Open Psychology Journal Organization Development Journal Organization Science Organization Studies Organizational Behavior and Human Decision Processes Organizational Dynamics Organizational Research Methods Orientation Scolaire et Professionnelle Orthopaedic Nursing OTJR: Occupation, Participation and Health P Paedagogisk Psykologisk Tidsskrift Paidéia Pain Pain Management Nursing Pain Medicine Pain Practice Pain Research & Management Pakistan Journal of Psychological Research Palliative Medicine Papeles del Psicólogo Parenting: Science and Practice Parkinsonism & Related Disorders Partner Abuse Pastoral Psychology Patient Education and Counseling The Patient: Patient-Centered Outcomes Research Patterns of Prejudice PDP Psychodynamische Psychotherapie: Forum der tiefenpsychologisch fundierten Psychotherapie Peabody Journal of Education Peace and Conflict Studies Peace and Conflict: Journal of Peace Psychology Pedagogische Studiën Pediatric Exercise Science Pediatric Obesity Pediatrics Pensamiento Psicológico Perception Perceptual and Motor Skills Performance Improvement Quarterly Person-Centered and Experiential Psychotherapies Personal Relationships Personality and Individual Differences Personality and Mental Health Personality and Social Psychology Bulletin Personality and Social Psychology Review Personality Disorders: Theory, Research, and Treatment

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Personnel Psychology Personnel Review Perspectives in Biology and Medicine Perspectives in Psychiatric Care Perspectives on Psychological Science Perspectives on Sexual and Reproductive Health Pharmacology, Biochemistry and Behavior Pharmacopsychiatry Pharmacy Education: An International Journal of Pharmaceutical Education Phenomenology and the Cognitive Sciences Philosophical Psychology Philosophy, Ethics, and Humanities in Medicine Philosophy, Psychiatry, & Psychology Physical & Occupational Therapy in Geriatrics Physical Education and Sport Pedagogy Physiology & Behavior Pistes: Perspectives Interdisciplinaires sur le Travail et la Santé PLoS ONE PNAS Proceedings of the National Academy of Sciences of the United States of America Police Practice & Research: An International Journal Police Quarterly Policy, Politics, & Nursing Practice Polish Psychological Bulletin Political Behavior Political Psychology Politics, Philosophy & Economics Population Health Management PPmP: Psychotherapie Psychosomatik Medizinische Psychologie Practice Innovations Practice: Social Work in Action Pragmatic Case Studies in Psychotherapy Pragmatics & Cognition Pratiques Psychologiques Praxis der Kinderpsychologie und Kinderpsychiatrie Prevention Science Preventive Medicine: An International Journal Devoted to Practice and Theory Primary Care Diabetes Primary Health Care Research and Development Primates PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies The Prison Journal Professional Psychology: Research and Practice Professional School Counseling Progress in Neuro-Psychopharmacology & Biological Psychiatry Przegląd Psychologiczny Psi Chi Journal of Psychological Research Psichiatria e Psicoterapia Psichologija

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PSICO Psicologia Clinica dello Sviluppo Psicologia Clínica Psicologia Educação Cultura Psicologia em Estudo Psicologia Sociale Psicologia: Reflexão e Crítica Psicologia: Revista da Associação Portuguesa Psicologia Psicologia: Teoria e Pesquisa Psicologia: Teoria e Prática Psicología desde el Caribe Psicología Iberoamericana Psicología y Salud Psicológica Psicooncología Psicoperspectivas Psicoterapia Cognitiva e Comportamentale Psicoterapia e Scienze Umane Psicothema Psihijatrija Danas Psihološka Obzorja / Horizons of Psychology Psihologia Resurselor Umane Revista Asociaţiei de Psihologie Indusstrială şi Organizaţională Psihologijske Teme Psikiyatride Güncel Yaklaşımlar Psiquis PsyART PsyCh Journal Psyche en Geloof Psyche: Zeitschrift für Psychoanalyse und ihre Anwendungen Psychiatria Danubina Psychiatria Polska Psychiatric Annals The Psychiatric Bulletin Psychiatric Clinics of North America Psychiatric Genetics Psychiatric Quarterly Psychiatric Rehabilitation Journal Psychiatric Services Psychiatriki Psychiatrische Praxis Psychiatry and Clinical Neurosciences Psychiatry Research Psychiatry Research: Neuroimaging Psychiatry, Psychology and Law Psychiatry: Interpersonal and Biological Processes PsychNology Journal Psycho-Oncologie Psycho-Oncology

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Psychoanalysis and History Psychoanalysis, Culture & Society Psychoanalytic Dialogues Psychoanalytic Inquiry Psychoanalytic Perspectives: An international Journal of Integration and Innovation Psychoanalytic Psychology Psychoanalytic Psychotherapy The Psychoanalytic Quarterly Psychoanalytic Review Psychoanalytic Social Work Psychodynamic Practice: Individuals, Groups and Organisations Psychodynamic Psychiatry Psychogeriatrics Psychologia: Avances de la Disciplina Psychologica Psychologica Belgica Psychological Assessment Psychological Bulletin Psychological Injury and Law Psychological Inquiry Psychological Medicine Psychological Methods Psychological Perspectives The Psychological Record Psychological Reports Psychological Research Psychological Review Psychological Science Psychological Science in the Public Interest Psychological Services Psychological Studies Psychological Test and Assessment Modeling Psychological Trauma: Theory, Research, Practice, and Policy Psychologie Française Psychologie in Erziehung und Unterricht Psychologische Rundschau The Psychologist The Psychologist-Manager Journal Psychology & Health Psychology & Marketing Psychology & Neuroscience Psychology & Sexuality Psychology & Society Psychology and Aging Psychology and Developing Societies Psychology and Education: An Interdisciplinary Journal Psychology and Psychotherapy: Theory, Research and Practice Psychology in Russia: State of the Art

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Psychology in the Schools Psychology Learning & Teaching Psychology of Addictive Behaviors Psychology of Aesthetics, Creativity, and the Arts Psychology of Consciousness: Theory, Research, and Practice Psychology of Language and Communication Psychology of Men & Masculinity Psychology of Music Psychology of Popular Media Culture Psychology of Religion and Spirituality Psychology of Sexual Orientation and Gender Diversity Psychology of Sport and Exercise Psychology of Violence Psychology of Women Quarterly Psychology Research and Behavior Management Psychology Teaching Review Psychology, Crime & Law Psychology, Health & Medicine Psychology, Public Policy, and Law Psychometrika Psychomusicology: Music, Mind, and Brain Psychoneuroendocrinology Psychonomic Bulletin & Review Psychopathology Psychopharmacology Psychophysiology Psychosis: Psychological, Social and Integrative Approaches Psychosocial Intervention Psychosomatic Medicine Psychosomatics: Journal of Consultation and Liaison Psychiatry Psychotherapeut Psychotherapie Forum Psychotherapy Psychotherapy and Psychosomatics Psychotherapy Research Psychothérapies Psyke & Logos Psykhe: Revista de la Escuela de Psicología Psykologia Pszichoterápia PTT: Persönlichkeitsstörungen Theorie und Therapie Public Administration Review Public Health Public Health Nursing Public Opinion Quarterly Public Personnel Management Q Qualitative Health Research

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Qualitative Market Research: An International Journal Qualitative Psychology Qualitative Research Qualitative Research in Psychology Qualitative Social Work: Research and Practice Quality & Quantity: International Journal of Methodology Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care & Rehabilitation The Quarterly Journal of Experimental Psychology Quarterly Journal of Speech R Race and Social Problems Rassegna di Psicologia Rationality and Society Reading & Writing Quarterly: Overcoming Learning Difficulties Reading and Writing Reading Psychology Reading Research Quarterly ReCALL: Journal of Eurocall Recherches en Psychanalyse Reflective Practice Rehabilitation Counseling Bulletin Rehabilitation Psychology Religion, Brain & Behavior Religions Remedial and Special Education Research and Theory for Nursing Practice: An International Journal Research in Autism Spectrum Disorders Research in Dance Education Research in Developmental Disabilities Research in Higher Education Research in Human Development Research in Learning Technology Research in Nursing & Health Research in Psychotherapy: Psychopathology, Process and Outcome Research in Science & Technological Education Research in Social & Administrative Pharmacy Research in the Social Scientific Study of Religion Research on Aging Research on Language and Social Interaction Research on Social Work Practice Research Studies in Music Education Research Synthesis Methods Residential Treatment for Children & Youth Review of Educational Research Review of General Psychology Review of Higher Education: Journal of the Association for the Study of Higher Education Review of Philosophy and Psychology

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Review of Psychology Review of Social Economy Reviews in the Neurosciences Revista Argentina de Clínica Psicológica Revista Brasileira de Orientação Profissional Revista Brasileira de Psicanálise Revista Brasileira de Psiquiatria Revista Chilena de Psicoanálisis Revista Colombiana de Psicología Revista Colombiana de Psiquiatría Revista de Historia de la Psicología Revista de Logopedia, Foniatría y Audiología Revista de Psicanálise da SPPA Revista de Psicoanálisis de la Asociación Psicoanalítica de Madrid Revista de Psicología Revista de Psicología del Deporte Revista de Psicología del Trabajo y de las Organizaciones Revista de Psicología Social Revista de Psicopatología y Psicología Clínica Revista de Psihologie Revista Española de Geriatría y Gerontología Revista Iberoamericana de Diagnóstico y Evaluación Psicologica Revista Interamericana de Psicología Revista Latino-Americana de Enfermagem Revista Latinoamericana de Psicología Revista Latinoamericana de Psicopatologia Fundamental Revista Mexicana de Análisis de la Conducta Revista Mexicana de Psicología Revista Psicologia Organizações e Trabalho Revista Puertorriqueña de Psicología Revue Adolescence Revue de Neuropsychologie, Neurosciences Cognitives et Cliniques Revue de Psychothérapie Psychanalytique de Groupe Revue de Psychoéducation Revue Francophone de Clinique Comportementale et Cognitive Revue Française de Psychanalyse Revue Française de Psychosomatique Revue Neurologique Revue Québécoise de Psychologie Richard e Piggle: Studi Psicoanalitici del Bambino e dell’Adolexcente RICYDE. Revista internacional de Ciencias del Deporte / The International Journal of Sport Science Risk Analysis Rivista di Psichiatria Rivista di Psicoanalisi Rivista Di Psicolinguistica Applicata Rivista Sperimentale di Freniatria: La Rivista della Salute Mentale Robotics and Autonomous Systems Roeper Review: A Journal on Gifted Education

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Rorschachiana Rural and Remote Health S Safety Science SAHARA-J: Journal of Social Aspects of HIV / AIDS Salud Mental Scandinavian Journal of Caring Sciences Scandinavian Journal of Educational Research Scandinavian Journal of Management Scandinavian Journal of Medicine & Science in Sports Scandinavian Journal of Primary Health Care Scandinavian Journal of Psychology Scandinavian Journal of Public Health Scandinavian Journal of Statistics Scandinavian Journal of Work, Environment & Health The Scandinavian Psychoanalytic Review Schizophrenia Bulletin Schizophrenia Research Scholarship of Teaching and Learning in Psychology The School Community Journal School Effectiveness and School Improvement School Mental Health School Psychology International School Psychology Quarterly School Social Work Journal Science Science Education Scientific Studies of Reading Scientific Study of Literature Seizure Self and Identity Seminars in Speech and Language Sensoria: A Journal of Mind, Brain & Culture Sex Education Sex Roles Sexologies: European Journal of Sexology and Sexual Health / Revue européenne de sexologie et de santé sexuelle Sexual Abuse: Journal of Research and Treatment Sexual Addiction & Compulsivity Sexual and Relationship Therapy Sexualities Sexuality & Culture: An Interdisciplinary Quarterly Sexuality and Disability Sexuality Research & Social Policy: A Journal of the NSRC Sexuologie: Zeitschrift für Sexualmedizin, Sexualtherapie und Sexualwissenschaft Shanghai Archives of Psychiatry Sign Language Studies Signs

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Signs and Society Simulation & Gaming Sistemi Intelligenti Sleep and Biological Rhythms Sleep and Hypnosis Sleep Medicine Sleep Medicine Clinics Sleep Medicine Reviews Sleep: Journal of Sleep and Sleep Disorders Research Small Group Research Smith College Studies in Social Work Social and Personality Psychology Compass Social Anthropology / Anthropologie Sociale Social Behavior and Personality Social Cognition Social Cognitive and Affective Neuroscience Social Development Social Development Issues: Alternative Approaches to Global Human Needs Social Identities: Journal for the Study of Race, Nation and Culture Social Indicators Research Social Influence Social Issues and Policy Review Social Justice Research Social Marketing Quarterly Social Networks Social Neuroscience Social Problems Social Psychiatry and Psychiatric Epidemiology Social Psychological and Personality Science Social Psychology Social Psychology of Education Social Psychology Quarterly Social Science & Medicine Social Science Computer Review The Social Science Journal Social Science Quarterly Social Science Research Social Service Review Social Theory & Health Social Work Social Work & Christianity Social Work Education Social Work in Health Care Social Work in Mental Health Social Work Research Social Work with Groups: A Journal of Community and Clinical Practice Society & Animals: Journal of Human-Animal Studies Socijalna Psihijatrija

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Sociological Forum Sociological Inquiry Sociological Methods & Research Sociological Perspectives The Sociological Quarterly The Sociological Review Sociological Spectrum Sociology Sociology of Education Sociology of Health & Illness Sociology of Sport Journal Somatosensory & Motor Research South African Journal of Psychology Southern Communication Journal The Spanish Journal of Psychology Spatial Cognition and Computation Speech Communication Speech, Language and Hearing Spirituality in Clinical Practice Sport in Society The Sport Psychologist Sport, Education and Society Sport, Exercise, and Performance Psychology Sports Medicine Statistical Methods and Applications Statistics Education Research Journal Stigma and Health Strategic Management Journal Stress and Health: Journal of the International Society for the Investigation of Stress Stress: The International Journal on the Biology of Stress Structural Equation Modeling Studia Psychologica Studia Psychologiczne Studies in Conflict & Terrorism Studies in Family Planning Studies in Gender and Sexuality Studies in Second Language Acquisition Subjectivity Substance Abuse Substance Abuse Treatment, Prevention, and Policy Substance Use & Misuse Sucht: Zeitschrift für Wissenschaft und Praxis Suicide and Life-Threatening Behavior Support for Learning Suvremena Psihologija Swiss Archives of Neurology, Psychiatry and Psychotherapy Swiss Journal of Psychology Symbolic Interaction

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System Dynamics Review Systemic Practice and Action Research Systems Research and Behavioral Science T Teachers and Teaching: Theory and Practice Teachers College Record Teaching and Learning in Medicine Teaching and Teacher Education Teaching in Higher Education Teaching of Psychology Teaching Statistics Technical Communication Quarterly Technology, Knowledge and Learning: Learning mathematics, science and the arts in the context of digital technologies Technology, Pedagogy and Education Telemedicine and e-Health Terapia Familiare: Rivista Interdisciplinare di Ricerca e Intervento Relazionale Terapia Psicológica Terrorism and Political Violence Theoretical Criminology Theoretical Issues in Ergonomics Science Theory & Psychology Theory and Decision Therapeutic Communities Thinking & Reasoning Thinking Skills and Creativity Thérapie Familiale: Revue Internationale en Approche Systémique Tidsskrift for Norsk Psykologforening Tijdschrift voor Gerontologie en Geriatrie Tijdschrift voor Psychiatrie Time & Society Tobacco Control: An International Journal TOJET: The Turkish Online Journal of Educational Technology Topics in Cognitive Science Topics in Early Childhood Special Education Topics in Language Disorders Topics in Stroke Rehabilitation Topique: La Psychanalyse Aujourd'hui Tourism Management Tourism: An International Interdisciplinary Journal Tourist Studies TPM-Testing, Psychometrics, Methodology in Applied Psychology Training and Education in Professional Psychology Transactional Analysis Journal Transcultural Psychiatry Translational Behavioral Medicine Translational Issues in Psychological Science Transportation Research Part F: Traffic Psychology and Behaviour

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Trauma & Gewalt Trauma, Violence, & Abuse Traumatology Travel Behaviour and Society Trends in Cognitive Sciences Trends in Neurosciences Trends in Psychiatry and Psychotherapy Twin Research and Human Genetics Türk Psikiyatri Dergisi Türk Psikoloji Dergisi Türk Psikoloji Yazilari U Universitas Psychologica UNLV Gaming Research & Review Journal Urban Education The Urban Review User Modeling and User-Adapted Interaction V Value in Health Verhaltenstherapie Verhaltenstherapie & Verhaltensmedizin Victims & Offenders Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete Violence Against Women Violence and Gender Violence and Victims Vision Research Visitor Studies Visual Arts Research Visual Cognition Visual Neuroscience Vulnerable Children and Youth Studies W Western Journal of Communication Western Journal of Nursing Research WIREs Cognitive Science Women & Health Women & Therapy Women's Health Issues Women's Studies International Forum Work & Stress Work and Occupations Work, Employment and Society Work: Journal of Prevention, Assessment & Rehabilitation The World Journal of Biological Psychiatry Worldviews on Evidence-Based Nursing Written Communication Written Language and Literacy

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Y Yeni Symposium: psikiyatri, nöroloji ve davraniş bilimleri dergisi Young Consumers Youth & Society Youth Violence and Juvenile Justice Z Zeitschrift für Arbeits- und Organisationspsychologie Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie Zeitschrift für Gerontologie und Geriatrie Zeitschrift für Gesundheitspsychologie Zeitschrift für Individualpsychologie Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie Zeitschrift für Klinische Psychologie und Psychotherapie: Forschung und Praxis Zeitschrift für Neuropsychologie Zeitschrift für Personalforschung Zeitschrift für Psychiatrie, Psychologie und Psychotherapie Zeitschrift für Psychoanalytische Theorie und Praxis / Journal for Psychoanalytical Theory and Practice Zeitschrift für Psychodrama und Soziometrie Zeitschrift für Psychologie Zeitschrift für Psychosomatische Medizin und Psychotherapie Zeitschrift für Pädagogische Psychologie / German Journal of Educational Psychology Zeitschrift für Sexualforschung Zeitschrift für Soziologie Zeitschrift für Sportpsychologie Zoo Biology

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SECTION 16: Policies

Our policy package has not changed since last submitted. However, our policies and procedures are currently undergoing review, and will be shared once the internal approval processes are complete.

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APPENDICES

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Appendix 1: Course Outlines

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