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Master of Arts in Psychology Doctor of Philosophy in Psychology Fields of Specialization Behavioural Neuroscience Lifespan Development Social/Personality Dean Thomas Dunk Faculty of Social Sciences Associate Dean Dorothy Griffiths Faculty of Social Sciences Graduate Faculty Professors Michael Ashton (Psychology), Kathryn Belicki (Psychology), Anthony Bogaert (Community Health Sciences), Stefan M. Brudzynski (Psychology), David DiBattista (Psychology), Jane Dywan (Psychology), Carolyn L. Hafer (Psychology), Harry T. Hunt (Psychology), Dorothy Markiewicz (Psychology), Cheryl McCormick (Psychology), John Mitterer (Psychology), Linda D. Rose-Krasnor (Psychology), Gary Pickering (Biological Sciences), Stanley W. Sadava (Psychology), Sidney J. Segalowitz (Psychology), Paul D. Tyson (Psychology), Teena Willoughby (Child and Youth Studies) Associate Professors Karen Arnell (Psychology), Kimberly Cote (Psychology), Andrew Dane (Psychology), Nancy DeCourville (Psychology), Dawn E. Good (Psychology), Gordon Hodson (Psychology), Tanya Martini (Psychology), Cathy Mondloch (Psychology) Assistant Professors Angela Book (Psychology), Antonia Kronlund (Marketing), Cameron Muir (Psychology), Tim Murphy (Psychology) Adjunct Professors Michael Alexander (M.D.), Sherrie Bieman-Copland (Clinical Psychologist, Private Practice), Nancy Johnston (Psychology), Wanda Malcolm (Clinical Psychologist, Private Practice), Don McCreary (Defence R&D Canada), Carlyle Smith (Trent University), Barry Willer (University of Buffalo) Long-term leave Darla MacLean (Psychology), Peter Ramm (Psychology) Graduate Program Director Nancy DeCourville Nancy.DeCourville@brocku.ca General inquiries Administrative Assistant Linda Pidduck lindap@brocku.ca905-688-5550, extension 3543 Mackenzie Chown B326 |
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The Psychology 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 a choice of apprenticeships, a choice of methods courses, and a choice of electives, including independent study courses. |
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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. 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, 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). 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, neurophysiological correlates of certain personality traits, 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. |
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From birth to death, development is shaped by changes both within the individual and in his or her environment. Our program emphasizes development through the lifespan studied from social, emotional, cognitive, and/or neuropsychological perspectives. Particular emphasis is placed on 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 and perceptual development, parent-child interactions, children's peer relationships, play patterns in children, childhood aggression, adolescent lifestyle choices, and resilience in children and youth, youth engagement, adolescent learning disabilities, and the neuropsychology of normal 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. |
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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. Research interests of the social/personality faculty at Brock range from basic research issues to applied psychology. For example, several members of the social/personality group are involved in 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, 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. Faculty conducting social issues research are focused on topics such asaddictions, social justice, coping with traumatic events, and sexual health. Faculty are also currently pursuing research in the structure of personality, sexual orientation, prejudice and intergroup relations, psychopathy and forensic psychology and states of consciousness. 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, and longitudinal designs. |
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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 systematic examination of 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. Normally, those admitted to the MA program have the option of proceeding on to the PhD program when the MA criteria have been met and formal permission to proceed has been granted. Students apply via an internal paper application. For full-time students the program is normally six terms (two years). |
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Successful completion of an Honours Bachelor's degree, or equivalent, in Psychology or Neuroscience with a minimum overall average of B+. An empirical Honours thesis, or evidence of similar research is required. Scores on the Graduate Record Examination, both General and Psychology sections, must be submitted. 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. The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates. 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. Part-time study is available. |
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Students applying to the MA program with backgrounds other than Psychology or Neuroscience |
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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 additional requirements for admission to the Master's 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 an undergraduate thesis in another discipline that involved empirical research of scope and complexity comparable to that of an undergraduate Psychology thesis. |
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In addition to the thesis (PSYC 5A90), basic degree requirements are the completion of the courses listed below. All students are also expected to attend Departmental colloquia. Students will consult with the Graduate Program Director and their thesis supervisor when planning a program of study. |
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Elective |
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Elective |
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Elective |
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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 the research seminar course within the student's area of interest in addition to his or her dissertation research. Breadth and integration are achieved through the advanced study and professional issues courses and attendance at the Departmental colloquium series. The required methods course 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 one of three apprenticeships from among teaching, research, and community options. All PhD students have the opportunity to serve as teaching assistants in each year of their program. For full-time students the program is normally twelve terms (four years). |
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Successful completion of a Master's degree, or equivalent, in Psychology or Neuroscience. Students must have achieved an A average in the previous two years of graduate study and must provide evidence of research competence, normally demonstrated by a Master's thesis. Scores on the General Graduate Record Examination (unofficial test scores up to 10 years old may be provided) must be submitted. Note: internal MA PSYC applicants apply via the internal application form. The OUAC web application is not required. The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates. 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. Part-time study is available. |
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Students applying to the PhD program with backgrounds other than Psychology or Neuroscience |
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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 additional requirements for admission to the PhD program have been established. Applicants must 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 section of the Graduate Record Examination. |
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In addition to the thesis (PSYC 7B90), basic degree requirements are the completion of the courses listed below. All students are also expected to attend Departmental colloquia. Students will consult with the Graduate Program Director and their thesis supervisor when planning a program of study. Electives may be selected from courses numbered PSYC 5(alpha)00 or PSYC 7(alpha)00. |
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Half-course in Methods (e.g., One of PSYC 7P01, 7P02, 7P11, 5P12) Elective Elective |
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Half-course in Methods (e.g., One of PSYC 7P01, 7P02, 7P11, 5P27) Elective Elective |
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Half-course in Methods (e.g., One of PSYC 7P01, 7P02, 7P11, 5P37) Elective Elective |
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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 samples collected from rodents or humans; animal housing equipment for neurobehavioural studies, particularly for bioacoustic and locomotor analysis; animal labs with operant chambers, Y-maze A new $6.5 million complex includes facilities for research on developmental issues across the lifespan, including easy access for community participants and laboratories for the electrophysiology and psychophysiology of cognitive aging and adolescent brain development, visual perception in infants and young children; clinical issues in learning disabilities, developmental problems, and trauma (e.g., abuse, brain injury). The new complex also houses a laboratory for computer data acquisition in social and personality psychology, as well as bookable testing/interview rooms, observation recording labs, and meeting space. |
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Note: Not all courses are offered in every session. Students must consult with the Graduate Program Director regarding course offerings and course selection and must have their course selections approved by the Graduate Program Director each term. Refer to the Timetable for scheduling information: http://www.brocku.ca/registrar/guides/grad/timetable/terms.php 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. 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. Note: completion of this course will replace previous assigned grade and credit obtained in PSYC 5P01 and 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. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. 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 Note: completion of this course will replace previous assigned grade and credit obtained 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. Note: completion of this course will replace previous assigned grade and credit obtained in PSYC 5P03. Behavioural Neuroscience An overview of current issues in behavioural neuroscience. 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. 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). 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 permission. Risk and Resilience in Adolescence (also offered as CHYS 5P29) A critical analysis of adolescent risk and resilience research. General topics may include youth lifestyle choices, problem behaviour theory, risk and protective factors, competence, and developmental pathways in the context of community, family, peer, and intrapersonal factors. Note: completion of this course will replace previous assigned grade and credit obtained in CHYS 5P30. Research and Theory in Personality and Social Psychology Fundamental and contemporary issues in personality and social psychology. Emphasis will be placed on the integration of the two fields from the perspective of interactionism. 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 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. Topics in Psychology Selected topics in Psychology that vary from year to year. May include Advances in Sleep Research, Cognitive Electrophysiology, Biological Perspectives in Development, Social Development, Positive Psychology, Social Psychology of Justice, Functional Neuroanatomy, Emotional Development across the Lifespan, Lifespan Cognitive Development, Developmental Disorders, Psychosocial Aspects of Health and Illness, Evolutionary Psychology, Behavioural Endocrinology, Cognitive Psychology, Stress, Dreaming, Imagination and Metaphor. 2008-09: TBA Master's Behavioural Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural Neuroscience Master's Behavioural Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural Neuroscience. Master's Lifespan Development Research Seminar I Readings and discussion of contemporary issues in Lifespan Development. Master's Lifespan Development Research Seminar II Readings and discussion of contemporary issues in Lifespan Development. Master's Social/Personality Research Seminar I Readings and discussion of contemporary issues in Social/Personality. Master's Social/Personality Research Seminar II Readings and discussion of contemporary issues in Social/Personality. 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. 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. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. 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 an acceptable first draft of a manuscript or presentation based on the research conducted. 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. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. 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. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Advanced Study in Psychology Directed readings and take-home essay questions by which students will (a) develop a broad understanding of, and ability to integrate, major perspectives/topics in their focus area, and (b) learn to place their studies within the context of psychology in general. 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. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Structural Equation Modeling and Related Techniques Path analysis, confirmatory factor analysis, and structural equation modeling in psychological research. 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. Teaching Apprenticeship Students will participate in 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 Program Director, Chair and Focal Area Representative. 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 an acceptable first draft of a manuscript or presentation based on the research conducted. 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 Program Director, Chair, and Focal Area Representative. 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 Program Director, Chair, and Focal Area Representative. Multivariate Statistics for Psychological Research Application of multivariate statistical techniques such as MANOVA, discriminant function analysis, cluster analysis, loglinear modeling, and logistic regression, for psychological data. Prerequisite: PSYC 5F01 or equivalent. Note: students completing this course will forfeit credit in PSYC 7P01 if PSYC 7P01 was taken prior to 2005/06. Individual Study I Preparation of a paper in the student's primary area of interest but different from 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 Selected topics in Behavioural Neuroscience. Prerequisite: PSYC 5P10 or equivalent or permission of the instructor. Topics in Lifespan Development Selected topics in Lifespan Development. Prerequisite: PSYC 5P20 or equivalent or permission of the instructor. Topics in Social/Personality Selected Topics in Social/Personality. Prerequisite: PSYC 5P30 or equivalent or permission of the instructor. Doctoral Behavioural Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural Neuroscience. Doctoral Behavioural Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural Neuroscience. Doctoral Behavioural neuroscience Research Seminar III Readings and discussion of contemporary issues in Behavioural Neuroscience. Doctoral Lifespan Development Research Seminar I Readings and discussion of contemporary issues in Lifespan Development. Doctoral Lifespan Development Research Seminar II Readings and discussion of contemporary issues in Lifespan Development. Doctoral Lifespan Development Research Seminar III Readings and discussion of contemporary issues in Lifespan Development. Doctoral Social/Personality Research Seminar I Readings and discussion of contemporary issues in Social/Personality. Doctoral Social/Personality Research Seminar II Readings and discussion of contemporary issues in Social/Personality. Doctoral Social/Personality Research Seminar III Readings and discussion of contemporary issues in Social/Personality. |
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2008-2009 Graduate Calendar
Last updated: July 14, 2008 @ 08:41AM