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Chair Dawn E. Good Graduate Officer Carolyn L. Hafer Professors Emeriti John J. Lavery, Edward W.G. Pomeroy Professors Jack R. Adams-Webber, Kathryn Belicki, John G. Benjafield*, Stefan M. Brudzynski, David DiBattista, Jane Dywan, Harry T. Hunt, Robert D. Ogilvie*, Joan M. Preston, Linda D. Rose-Krasnor, Stanley W. Sadava, Sidney J. Segalowitz, Paul D. Tyson Associate Professors Karen Arnell, Anthony Bogaert, Nancy DeCourville, Dawn E. Good, Carolyn L. Hafer, Darla MacLean, Cheryl McCormick, John O. Mitterer, Peter Ramm*, Teena Willoughby Assistant Professors Michael Ashton, Willard Bradley, Kimberly Cote, Andrew Dane, Tanya Martini, Cameron Muir Adjunct Professors Michael Alexander, Sherrie Bieman-Copland, Nancy Johnston, Don McCreary, Carlyle Smith, Barry Willer Associate Graduate Core Faculty Gary Pickering, Miriam Richards * on leave |
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Administrative Assistant Linda Pidduck 905-688-5550, extension 3543 Mackenzie Chown B326 The Department offers MA and PhD programs. Students may select Behavioural Neuroscience, Lifespan Development, or Social/Personality as their focus. Both MA and PhD programs are characterized by active faculty collaboration within and across areas and by both basic and applied research. Both programs have a part-time option. The PhD program offers special opportunities for students to individualize their learning experience through independent study papers and apprenticeships. Fields of Study Behavioural Neuroscience Behavioural neuroscience integrates concepts and methods from biology, chemistry, physiology, pharmacology, and psychology in the study of the neurophysiological and neurological underpinnings of behaviour. The basic tenet of the field is that behaviour ultimately reflects brain function and that understanding brain function helps us to understand behaviour. Research in behavioural neuroscience may occur on a number of levels of analysis, ranging from the single cell to the whole organism. Individual students will specialize in a particular area but must also learn to appreciate the concepts and methods related to other focal areas and other levels of analysis. Within the program, students can gain experience working with neuroanatomical, neuropharmacological, electrophysiological, neuropsychological, and behavioural methods. Current research involves behavioural pharmacological studies of major neurotransmitter systems (cholinergic, glutamatergic, dopaminergic, GABAergic) and their role in the production of vocalization and initiation of locomotor activity in rodents; the effects of stress on brain development and sensitivity to drugs in rodents; and the role of hormones in human and animal behaviour. In addition, Brock researchers use a variety of electrophysiological and behavioural techniques to investigate, for example, the physiological basis of sleep, the consequences of sleep deprivation, the neural correlates of normal and disrupted attentional and memory processes, developmental and age-related change in cognitive and emotional function and their psychophysiological correlates, and the long-term sequelae of closed head injury. A strong interdisciplinary team has formed the Brock Institute for Electrophysiological Research to help advance this field within neuroscience. Lifespan Development From birth to death, development is shaped by changes both within the individual and in his or her environment. The Brock program emphasizes development through the lifespan studied from social, emotional, cognitive, and/or neuropsychological perspectives. Particular emphasis will be given to the theoretical and practical implications of measuring change over time in the contexts of normal development and decline as well as atypical processes. Laboratories are available for the study of infant cognitive development, parent-child interactions, children's peer relationships, play patterns in exceptional or normal children, childhood aggression, adolescent lifestyle choices and resilience in children and youth, youth engagement, adolescent learning disabilities, and the neuropsychology of normal and abnormal aging, as well as atypical age-related decline. Current research involves special populations in the community from infants to older adults. Close links with faculty in Behavioural Neuroscience allow interested students to work towards an integration of neurological and experiential factors that help shape development throughout the lifespan. Brock University also enjoys strength in its Faculty of Education and interdisciplinary Department of Child and Youth Studies. Opportunities to engage in developmental research may be available through the Centre of Excellence for Youth Engagement and the Youth Lifestyle Choices - Community University Research Alliance (YLC-CURA). In addition, faculty are involved in the Brock Research Institute for Youth Studies (BRIYS), a multidisciplinary initiative involving faculty across the university engaged in youth-related research. These associated departments and research initiatives provide unique opportunities for research and thesis collaboration. Social/Personality Social psychology has been traditionally associated with a situational approach to human behaviour, whereas personality psychology focuses on relatively enduring individual difference factors. The social/personality group at Brock is involved in a broad range of research projects that investigate these traditional approaches as well as the synergy between the person and the social situation. Overall, we base our program on the notion of social/personality psychology as a dynamic hybrid area that links both person and social environment variables in the study of human behaviour. Social/personality graduate students will enjoy a solid theoretical and methodological experience designed to prepare them for careers in academic, research, and applied settings. Research interests of the social/personality faculty at Brock range from basic research issues to applied psychology. Two foci that involve several members of the social/personality group are positive psychology and the study of social issues. Broadly, the notion of "positive psychology" is based on the belief that psychology is not simply the study of pathology, weakness or "risk factors", but is also the study of strength, creativity and resilience. Faculty involved in positive psychology research at Brock study phenomena such as the meanings and consequences of forgiveness, secure attachment, intimacy, the influence of a positive orientation toward one's own health, imaginative absorption and openness to experience, and the meaning of resilience in the face of stress and disadvantage. Social issues research at Brock includes both basic research questions examined within the context of particular social issues as well as more directly applied interests. Faculty conducting social issues research are focused on topics such as addictions, social justice, coping with traumatic events, and sexual health. As well as positive psychology and social issues research, faculty are also currently pursuing research in the structure of personality, sexual orientation, expert systems, states of consciousness, and media psychology. This diversity of research topics is complemented by an array of methodologies for investigating social/personality issues, including: reaction time methodologies, observational techniques, qualitative methods, archival research, longitudinal designs, etc. Opportunities are also available for research in health care and community agencies. At both the master's and doctoral levels, requirements are intended to give students breadth and depth of knowledge in the field. At the doctoral level, students will have the flexibility to tailor their teaching, research, and applied experiences to match their particular post-graduate career goals. Research Facilities The department has well-equipped RF-shielded, sound-attenuated rooms for the collection of GSR, EKG, EMG, and high-density EEG and ERP data with dipole localization software for the study of neurocognitive and psychophysiological function; a two-bedroom sleep laboratory equipped with multiple channel digital amplifiers and specialized software for recording and analysis of human sleep and alertness in a 24-hour context; enzyme linked immunosorbent assays (ELISAs) for the detection of steroid hormones in biological fluids and tissue samples collected from rodents or humans; animal housing equipment for neurobehavioural studies, particularly for bioacoustic and locimotor analysis; animal labs with operant chambers, Y-mazes, automated activity cages, and provisions for surgery and histology; one-way mirror and video-equipped rooms and play rooms for behavioural assessment and observation; laboratory space for individual and group testing; and an easily accessed pool of Psychology undergraduates who regularly volunteer for research participation. Research activities are supported by highly efficient Electronics and Machine shops. The University Library, in addition to its regular holdings, has substantial on-line access to scientific databases and journals, as well as system-wide access to the many libraries in Southern Ontario universities and teaching hospitals relevant to the three areas of specialization. Graduate Study in Psychology Students applying at the MA level should indicate on their application whether they intend to pursue graduate studies through to a PhD so that their application can be considered in the context of their academic goals. |
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Program Objectives The objectives are to provide intensive research training in the fields of Behavioural Neuroscience, Lifespan Developmental Psychology, and Social/Personality Psychology and to develop an appreciation of the scientific basis of psychology and the skills necessary to examine systematically basic or applied issues in the field of interest. Many graduates will pursue further training at the doctoral level; others will be prepared to work in a wide variety of occupations in which an appreciation of the theoretical, conceptual, and methodological basis of psychology is of value. Admission Requirements Applications for admission to the MA program, on either a full-time or a part-time basis, will be accepted from students holding an honours BA in Psychology or equivalent, with an average of not less than 75 percent. Scores on the Graduate Record Examinations, both General and Psychology sections, must be submitted along with three academic reference letters and a personal statement of interest and goals. The Graduate Admissions Committee will review all applications and will consult with potential supervisors of suitable candidates. The Committee will offer admission to a limited number of acceptable applicants. Please note that in any given year admission to a particular field of study depends, in part, on the availability of supervisory and teaching resources. Degree Requirements Basic degree requirements include successful completion of the core course in research design, colloquium seminar, the thesis, and three additional half courses, at least two of which are in the field of specialization. Students will consult with the Graduate Officer and their thesis supervisor when planning a program of study. Required courses for Behavioural Neuroscience include PSYC 5F90, 5F01, 5P10, 5Y05 and one of PSYC 5P11, 5P12, 5P13, 5P14, 5P23, 5V10-5V19, plus one half-credit course. Required courses for Lifespan Development include PSYC 5F90, 5F01, 5P20, 5Y05 and one of PSYC 5P21, 5P23, 5P24, 5P26, 5P27, 5V20 -5V29, plus one half-credit course. Required courses for Social/Personality include PSYC 5F90, 5F01, 5P30, 5Y05 and one of PSYC 5P32, 5P33, 5P35, 3P36, 5P37, 5P38, 5P55, 5V30-5V39, plus one half-credit course. Thesis A thesis research proposal will be evaluated by the student's thesis committee before thesis research may formally begin. The thesis committee is comprised of the student's supervisor and two other faculty members associated with the program in a core, resource or extradepartmental support capacity. An open thesis oral defence is required with the participation of an examiner external to the University. The thesis will demonstrate the student's capacity for independent work of acceptable scientific calibre. Residency For full-time students, minimum residency for the program is one year of full-time study. Part-time students must take the research methods course in the first year and successfully complete at least one half credit course per year thereafter. The thesis must be completed within three years of completion of the program course requirements. Students who are employed must ensure that there is sufficient flexibility in their work schedules to allow for attendance at courses, seminars, colloquia, and examinations, to engage in data collection, and to participate in meetings with supervisors as required. PhD Program Program Objectives The objectives of the PhD program in Psychology are to develop a high level of research expertise and the capacity for assuming a critical and scholarly approach to basic and/or applied issues in the fields of Social/Personality, Lifespan Development, and Behavioural Neuroscience. The program adopts a skills-based approach, ensuring that students have access to hands-on training in basic research, teaching, and applied areas that will prepare them well for a broad range of post-graduate situations. They will build on the experiences acquired at the MA level by developing further the skills needed to achieve independent responsibility for learning, for seeking out and integrating relevant information from a variety of sources and perspectives, for achieving depth of understanding in a specific area of expertise, and for making original contributions to knowledge. Depth of knowledge is fostered through required courses and individual study within the student's area of interest in addition to their dissertation research. Breadth and integration are achieved through a minimum of one course and one individual study paper outside of a student's primary area of interest in addition to active attendance at the Departmental colloquium and proseminar series. Required course work provides the foundation for advanced statistical and methodological skills in preparation for thesis research. The acquisition of applied and job-related skills is facilitated through the completion of two of three apprenticeship credits from among teaching, research, and community options. All PhD students have the opportunity to serve as teaching assistants in each year of their program and they are given opportunities to increase their teaching responsibilities as they progress through the program. Admission Requirements Admission to the PhD program requires completion of an MA, MSc, or MASc in Psychology or its equivalent. Students must have achieved an A average for the previous two years of graduate study and evidence of research competence, normally demonstrated by a Master's thesis. Students are selected by the Graduate Admissions Committee in consultation with a core faculty member who is willing to act as the student's supervisor. Please note that in any given year admission to a particular field of study depends, in part, on the availability of supervisory and teaching resources. Master's students with backgrounds other than Psychology In recognition of the interdisciplinary nature of Psychology, the Admissions Committee will consider applications from students holding degrees in allied fields. To ensure that such applicants have a background in psychology adequate for successful completion of their graduate program, the following conditions for eligibility to the PhD program have been established. Applicants must first be sponsored in writing by an appropriate potential research supervisor from within the Department. Applicants must have completed a Master's thesis in another discipline that involved empirical research of scope and complexity comparable to that of a Master's Psychology thesis. Applicants must present recent evidence of suitable background knowledge in the form of a score for the Advanced Psychology (and/or Neuroscience equivalent) section of the Graduate Record Examination. Degree Requirements General degree requirements are the completion of two of PSYC 7F01, PSYC 7F02 and 7F03; PSYC 7F90, PSYC 7P03, PSYC 7P01 or PSYC 7P02; PSYC 7P40, PSYC 7P41 Additional required courses for each of the focal area programs are as follows: Behavioural Neuroscience one of PSYC 7V10 or 7V11; PSYC 7Y10 - 7Y19 Lifespan Development one of PSYC 7V20 or 7V21; PSYC 7Y20 - 7Y29 Social/Personality one of PSYC 7V30 or 7V31; PSYC 7Y30 - 7Y39 Dissertation A dissertation research proposal will be evaluated by the student's dissertation committee before dissertation research may formally begin. The committee is comprised of the student's supervisor and two other faculty members associated with the program in a core, resource or extra departmental support capacity. An open dissertation oral defence is required with the participation of an examiner external to the University. The dissertation is expected to make a substantial contribution to scientific knowledge and demonstrate the candidate's ability for independent research, integration of knowledge, and depth of understanding. Residency For full-time students, the residency requirements will be a minimum of two years (six terms), post-Master's degree. Students who hold an MA., MSc, or MASc in Psychology (or equivalent) may be admitted to the PhD program on a part-time basis. Part-time students are expected to complete the required statistical and methods course in the first year of their program, the two individual study papers within three years, and all non-dissertation courses before the PhD defence. The sequence of other courses will be planned jointly with the dissertation supervisor and the Graduate Officer. Students who are employed must ensure that there will be sufficient flexibility in their work schedule to allow for attendance at courses, seminars, colloquia, and examinations, to engage in data collection, and to participate in meetings with supervisors as required. Undergraduate Courses From time to time, students may wish to enrol in undergraduate courses to obtain proficiency in certain areas important to their graduate education. Such courses will not count toward academic credit in the Psychology MA and PhD programs. |
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Note: not all courses are offered in every session. Refer to the applicable timetable for details. Courses are open only to graduate students in Psychology or with permission of the instructor and Graduate Officer. Research Methods and Data Analysis Statistical analysis and research design with an emphasis on the Multivariate General Linear model as exemplified in basic and advanced multiple regression analysis, ANOVA, and ANCOVA. Students completing this course will forfeit credit in PSYC 5P01 and PSYC 5P02. MA Thesis The preparation and public defence of a thesis which will demonstrate the candidate's capacity for independent research, integration of knowledge, and depth of understanding. Introduction to Psychological Assessment An in-depth examination of the history, theory, and ethics of psychological assessment. Topics include the psychometric properties of various assessment tools, the range of approaches, and assessment across the lifespan. Students completing this course will forfeit credit in PSYC 5P03. Psychological Assessment Practicum Supervised experience in the administration and scoring of major psychometric instruments. Topics include interviewing skills, the development of rapport, diagnosis, and the communication of results through report writing and direct feedback. Prerequisite: PSYC 5P04 Students completing this course will forfeit credit in PSYC 5P03. Behavioural Neuroscience An overview of current issues in behavioural neuroscience. Advances in Sleep Research Current research regarding sleep and circadian rhythms. Topics include neurophysiological characteristics of sleep, anatomical and chemical mechanisms of sleep, phylogeny, and functions of sleep. Behavioural Neuroscience Techniques Completion of a research project carried out under the supervision of a behavioural neuroscience faculty member other than the thesis supervisor and outside the thesis area. Note: open to students outside neuroscience only with special permission. Cognitive Electrophysiology An introduction to theory, methods and application of event-related potentials and EEG in the context of information processing. Behavioural Endocrinology An overview of topics in behavioural endocrinology. Topics include mechanisms of hormone action, the role of hormones in brain and behavioural development (e.g., sexual behaviour, stress responses, cognition, and psychiatric disorders). Cognitive Psychology Classic and current questions in cognitive psychology. General topics include attention, memory, consciousness, laterality, language, object recognition, and decision making. The Concept of Development An analysis of the meaning of the concept of development. Lifespan developmental theories and principles will be discussed. Methods associated with different conceptions of development will be examined, with applications to specific content areas (e.g., social competence, intelligence). Emotional Development Across the Lifespan A survey of psychological research and theoretical approaches related to the study of emotion in childhood and adulthood. Lifespan Cognitive Development The origins and development of cognition over the lifespan from a dynamic systems perspective. Biological Perspectives in Development A critical analysis of the usefulness of biological constructs in psychological development throughout the lifespan. Topics focus on the relation between brain development and behavioural capacity. Social Development An examination of current theoretical, methodological and applied issues in social development, including topics such as ecological perspectives on social competence, the interaction of family and peer relationships and lifespan approaches to attachment. Learning Environments The impact of the environment on development and learning is considered from the point of view of extant development and cognitive theory. The focus is on the deliberate construction of environments and in particular, computer environments, which are thought to foster development and learning. Developmental Disorders A study of atypical developmental patterns, including genetically linked syndromes, psychosocial interference, discontinuities related to trauma and diagnostically recognized categories. In the latter part of this course intervention options and evaluation strategies will be examined, with a practicum being an integral part of the requirements. Lifespan Developmental Techniques Completion of a research project carried out under the supervision of a developmental faculty member other than the thesis supervisor and outside the thesis area. Note: open to students outside Lifespan Development only with special permision. Research and Theory in Personality and Social Psychology Fundamental and contemporary issues in personality and social psychology are explored. Emphasis will be placed on the integration of the two fields from the perspective of interactionism. Psychosocial Aspects of Health and Illness Personality and social predictors of health, including personality, socioeconomic status, stress, social support and interpersonal relationships. Examination of sickness as a role and interaction with health care providers. Research and models of health risk and health-related behaviours. Health maintenance and recovery, and the perspective of positive psychological variables. Social Cognition Classic and current issues in social cognition research. General topics include attribution, social schemata, the self, affect and cognition and applications of social cognition. Community Psychology An analysis of the contribution of individual difference and social influence traditions on the emerging field of community psychology. Particular emphasis upon changes taking place in the mental health system reflecting both an interactionist and social interventionist perspective. Dreaming, Imagination and Metaphor Review of methods used in dream research (experimental and correlational strategies, content analysis and phenomenological description), emphasizing the complementary nature of these approaches. The contrast between normative features of dreaming and forms of dreaming in special groups (lucid dreaming, nightmares) will be examined. The relation of dreaming and related imaginative states of current research on metaphor will also be considered. Communication, Media and Technology Social/personality aspects of media and technology; e.g., genre selection, programming techniques influencing viewer absorption, theoretical and research approaches and current topics such as fantasy, virtual reality and immigration into interactive internet communities. Social and Personality Research Techniques Completion of a research project carried out under the supervision of a social personality faculty member other than the thesis supervisor and outside the thesis area. Note: open to students outside Social/ Personality only with special permission. Topics in Positive Psychology The scientific study of human strengths, virtues, and resilience. We examine such topics as subjective well being, health, positive affective and cognitive states, including love, optimism, hope, creativity, forgiveness, the role of spirituality and religion, social support, and the beneficial aspects of social experience. Social Psychology of Justice Basic and applied research in the social psychology of justice. Basic research questions include: Is there a justice motive? What is a 'just' distribution of resources? What processes underlie responses to perceived injustices? Applied questions focus primarily on the social psychology of the legal system and social justice in organizations. Colloquium Seminar I In advance of each of 12 departmental colloquia, students will review and discuss reading(s) recommended by the speaker prior to their attendance at the colloquium. Colloquium Seminar II In advance of each of 12 departmental colloquia, students will review and discuss reading(s) recommended by the speaker prior to their attendance at the colloquium. Special Topics in Psychological Measurement and Analyses Selected topics and issues may include qualitative data collection and analysis, multidimensional scaling, nonlinear regression and survival analysis. Topics in Behavioural Neuroscience Selected topics in Behavioural Neuroscience. Prerequisite: PSYC 5P10 or permission of the instructor. Topics in Lifespan Development Selected topics in Lifespan Development Prerequisite: PSYC 5P20 or permission of the instructor. Topics in Social/Personality Selected topics in Social/Personality. Prerequisite: PSYC 5P30 or permission of the instructor. Teaching Apprenticeship Students will take major responsibility for the development and delivery of a half-credit undergraduate course, under the mentorship of a faculty member. Development of a teaching portfolio will be required. Students will attend teaching workshops and courses offered by the Brock Centre for Teaching and Learning and participate in an observation-based assessment of their teaching skills. Specific requirements and evaluation criteria will be determined by the teaching apprenticeship supervisor and the student prior to course registration and subject to approval by the Graduate Committee. Research Apprenticeship Students will take a major "hands on" role in a research project, under the supervision of a faculty member other than the thesis supervisor. It is expected that the student will produce a research report of publishable quality that will be submitted for publication. Specific requirements and evaluation criteria for the apprenticeship will be determined by the research apprenticeship supervisor and the student prior to course registration and subject to approval by the Graduate Committee. Community Apprenticeship Students will participate in one of a variety of approved community settings and engage in activities such as policy analysis, needs assessment, community education, program evaluation, and service delivery. Specific requirements and evaluation criteria for the apprenticeship will be determined by the on-site community mentor, the university-based community mentor, and the student prior to course registration and subject to approval by the Graduate Committee. PhD Thesis The preparation and public defence of a thesis that makes a substantial contribution to scientific knowledge and demonstrates the candidate's ability for independent research, integration of knowledge, and depth of understanding. Multivariate Statistics for Psychological Research Application of multivariate statistical techniques such as MANOVA, discriminate function analysis, simultaneous equation modelling, and loglinear analysis of psychological data. Prerequisite: PSYC 5F01 or equivalent. Psychological Measurement An introduction to psychometric theory and test construction, including scales of measurement, reliability, validity, methods of constructing tests, issues in item generation and selection, and the major factors of human psychological variation. Prerequisite: PSYC 5F01 or equivalent or permission of the instructor. Professional Issues in Psychology Ethical, social, and legal issues emerging from psychological research, teaching, and practice. Individual Study I Preparation of a paper in the student's primary area of interest but different than the thesis topic, usually directed by a faculty member other than the student's dissertation supervisor. The paper should be potentially publishable. Individual Study II Preparation of a paper outside of the student's primary area of interest, directed by a faculty member other than the student's dissertation supervisor. The paper should be potentially publishable. Special Topics in Psychological Measurement and Analyses Selected topics and issues may include qualitative data collection and analysis, multidimensional scaling, and survival analysis. Topics in Behavioural Neuroscience I Selected topics in Behavioural Neuroscience. Prerequisite: PSYC5P10 or equivalent or permission of the instructor. Topics in Behavioural Neuroscience II Selected topics in Behavioural Neuroscience. Prerequisite: PSYC 5P10 or equivalent or permission of the instructor. Topics in Lifespan Development I Selected topics in Lifespan Development. Prerequisite: PSYC 5P20 or equivalent or permission of the instructor. Topics in Lifespan Development II Selected topics in Lifespan Development Prerequisite: PSYC 5P20 or equivalent or permission of the instructor. Topics in Social/Personality I Selected Topics in Social/Personality. Prerequisite: PSYC 5P30 or equivalent or permission of the instructor. Topics in Social/Personality II Selected Topics in Social/Personality Prerequisite: PSYC 5P30 or equivalent or permission of the instructor. Research Proseminar in Behavioural Neuroscience Faculty and students will meet each week to discuss ongoing research and contemporary issues in Behavioural Neuroscience. In addition, students are required to attend departmental colloquia. Research Proseminar in Lifespan Development Faculty and students will meet each week to discuss ongoing research and contemporary issues in Lifespan Development. In addition, students are required to attend departmental colloquia. Research Proseminar in Social/Personality Faculty and students will meet each week to discuss ongoing research and contemporary issues in Social/Personality. In addition, students are required to attend departmental colloquia. |
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2004-2005 Graduate Calendar
Last updated: October 15, 2004 @ 08:21AM