Introduces conceptual and practical issues concerning research in social psychology, and provides experience with several different types of research.
This course is designed to consider in depth various research approaches used in social psychology (such as attitude questionnaires, observational methods for studying ongoing social interaction). Discussion and laboratory work.

This course introduces conceptual and practical issues concerning research in developmental psychology. Developmental psychology focuses on the process of change within and across different phases of the life-span. Reflecting the broad range of topics in this area, there are diverse research methods, including techniques for studying infant behaviour as well as procedures for studying development in children, adolescents, and adults. This course will cover a representative sample of some of these approaches.

A widespread survey on techniques derived from clinical psychology interventions and wellness and resilience research paired with the applied practice and implementation of those techniques designed specifically for students in the Specialist (Co-op) program in Mental Health Studies. Students will attend a lecture reviewing the research and details of each technique/topic. The laboratory component will consist of interactive, hands-on experience in close group settings with a number of techniques related to emotion, stress, wellness, and resilience. These are specifically tailored for university student populations.

In this course students will be introduced to the study of human movement across a range of topics (e.g., eye-movements, balance, and walking), and will have the opportunity to collect and analyze human movement data. Additional topics include basic aspects of experimental designs, data analysis and interpretation of such data.

This course introduces conceptual and practical issues concerning research in cognitive psychology. Students will be introduced to current research methods through a series of practical exercises conducted on computers. By the end of the course, students will be able to program experiments, manipulate data files, and conduct basic data analyses.

The course introduces brain imaging techniques, focusing on techniques such as high-density electroencephalography (EEG) and transcranial magnetic stimulation (TMS), together with magnet-resonance-imaging-based neuronavigation. Furthermore, the course will introduce eye movement recordings as a behavioural measure often co-registered in imaging studies. Students will learn core principles of experimental designs, data analysis and interpretation in a hands-on manner.

This course will introduce students to a variety of topics in psychology as they relate to climate change and the psychological study of sustainable human behaviour. Topics covered will include the threats of a changing environment to mental health and wellbeing; the development of coping mechanisms and resilience for individuals and communities affected negatively by climate change and a changing environment; perceptions of risk, and how beliefs and attitudes are developed, maintained, and updated; effective principles for communicating about climate change and sustainable behaviour; how social identity affects experiences and perceptions of a changing environment; empirically validated methods for promoting pro-environmental behaviour; and how, when required, we can best motivate people to action.

A survey of developments in Western philosophy and science which influenced the emergence of modern psychology in the second half of the Nineteenth Century. Three basic problems are considered: mind-body, epistemology (science of knowledge), and behaviour/motivation/ethics. We begin with the ancient Greek philosophers, and then consider the contributions of European scholars from the Fifteenth through Nineteenth Centuries. Twentieth Century schools are discussed including: psychoanalysis, functionalism, structuralism, gestalt, behaviourism, and phenomenology.

The concept of the unconscious mind has been integral to our understanding of human behavior ever since Freud introduced the concept in 1915. In this course, we will survey the history of the concept of the unconscious and discuss contemporary theory and research into the nature of the unconscious. Topics such as implicit cognition, non-conscious learning, decision-making, and measurement of non-conscious processes will be discussed from social, cognitive, clinical, and neuroscience perspectives. We will explore the applications and implications of such current research on the unconscious mind for individuals, culture, and society.

This course is designed for students interested in understanding the psychological influences on financial decision making, as well as the interplay between macroeconomic forces and psychological processes. Starting with a psychological and historical exploration of money's evolution, the course covers a wide range of topics. These include the impact of economic conditions like inflation and inequality on well-being, the psychology of household financial behaviours, including financial literacy and debt management, and the motivations affecting investment choices. The course also examines marketing psychology, the influence of money on interpersonal relationships, and the psychology of charitable giving. Finally, it investigates the psychological implications of emerging financial technologies.

An intensive research project intended to provide laboratory/field experience in data collection and analysis. The project must be completed over 2 consecutive terms.
These courses provide an opportunity to engage in research in an area after completing basic coverage in regularly scheduled courses. The student must demonstrate a background adequate for the project proposed and should present a clear rationale to prospective supervisors. Regular consultation with the supervisor is necessary, and extensive data collection and analysis will be required. Such a project will culminate in a written research report.
Students must first find a supervisor before the start of the academic term in which the project will be initiated. They must then obtain a permission form from the Department of Psychology's website that is to be completed and signed by the intended supervisor, and returned to the Psychology Office.
Students seeking supervision off campus are further advised to check the appropriateness of the proposed advisor with the Program Supervisor. If the proposed supervisor is not appointed to the Psychology faculty at UTSC then a secondary advisor, that is appointed at UTSC, will be required.

An intensive research project intended to provide laboratory/field experience in data collection and analysis. The project must be completed over 2 consecutive terms.
These courses provide an opportunity to engage in research in an area after completing basic coverage in regularly scheduled courses. The student must demonstrate a background adequate for the project proposed and should present a clear rationale to prospective supervisors. Regular consultation with the supervisor is necessary, and extensive data collection and analysis will be required. Such a project will culminate in a written research report.
Students must first find a supervisor before the start of the academic term in which the project will be initiated. They must then obtain a permission form from the Department of Psychology's website that is to be completed and signed by the intended supervisor, and returned to the Psychology Office.
Students seeking supervision off campus are further advised to check the appropriateness of the proposed advisor with the Program Supervisor. If the proposed supervisor is not appointed to the Psychology faculty at UTSC then a secondary advisor, that is appointed at UTSC, will be required.

This course examines the applications of social psychological theory and research to understand and address social issues that affect communities. In doing so the course bridges knowledge from the areas of social psychology and community psychology. In the process, students will have the opportunity to gain a deeper understanding of how theories and research in social psychology can be used to explain everyday life, community issues, and societal needs and how, reciprocally, real-life issues can serve to guide the direction of social psychological theories and research.

This seminar offers an in depth introduction to the recent scientific literature on how humans manage and control their emotions (emotion regulation). We will explore why, and how, people regulate emotions, how emotion regulation differs across individuals and cultures, and the influence that emotion regulation has upon mental, physical, and social well-being.

This course provides an in-depth introduction to the field of moral psychology. In recent years there has been a resurgence of interest in the science of human morality; the goal of this course is to offer an introduction to the research in this field. The course will incorporate perspectives from a variety of disciplines including philosophy, animal behaviour, neuroscience, economics, and almost every area of scientific psychology (social psychology, developmental psychology, evolutionary psychology, and cognitive psychology). By the end of the course students will be well versed in the primary issues and debates involved in the scientific study of morality.

An intensive examination of selected issues and research problems in social psychology.

The development of social psychology is examined both as a discipline (its phenomena, theory, and methods) and as a profession. The Natural and Human Science approaches to phenomena are contrasted. Students are taught to observe the lived-world, choose a social phenomenon of interest to them, and then interview people who describe episodes from their lives in which these phenomena occurred. The students interpret these episodes and develop theories to account for their phenomena before searching for scholarly research on the topic.

This course investigates how linking theory and evidence from psychology, neuroscience, and biology can aid in understanding important social behaviors. Students will learn to identify, critique, and apply cutting-edge research findings to current real-world social issues (e.g., prejudice, politics, moral and criminal behavior, stress and health).

This course focuses on theory and research pertaining to gender and gender roles. The social psychological and social-developmental research literature concerning gender differences will be critically examined. Other topics also will be considered, such as gender-role socialization.

How can we break bad habits? How can we start healthy habits? This course will explore the science of behaviour change, examining how to go from where you are to where you want to be. Students will learn core knowledge of the field of behaviour change from psychology and behavioural economics. Topics include goal setting and goal pursuit, self-regulation, motivation, dealing with temptations, nudges, and habits. Students will read primary sources and learn how to critically evaluate research and scientific claims. Critically, students will not only learn theory but will be instructed on how to apply what they learn in class to their everyday lives where students work on improving their own habits.

An intensive examination of selected issues and research problems in developmental psychology.
The specific content will vary from year to year with the interests of both instructor and students. Lectures, discussions, and oral presentations by students.

The processes by which an individual becomes a member of a particular social system (or systems). The course examines both the content of socialization (e.g., development of specific social behaviours) and the context in which it occurs (e.g., family, peer group, etc.). Material will be drawn from both social and developmental psychology.

Mutual recognition is one of the hallmarks of human consciousness and psychological development. This course explores mutual recognition as a dyadic and regulatory process in development, drawing on diverse theories from developmental science, social psychology, neuroscience, philosophy, literature, psychoanalysis, and gender studies.

An in-depth examination of aspects related to perceptual and motor development in infancy and childhood. The topics to be covered will be drawn from basic components of visual and auditory perception, multisensory integration, and motor control, including reaching, posture, and walking. Each week, students will read a set of experimental reports, and will discuss these readings in class. The format of this course is seminar-discussion.

Humans’ abilities to reason and think about emotion (i.e., affective cognition) is highly sophisticated. Even with limited information, humans can predict whether someone will feel amused, excited, or moved, or whether they will feel embarrassed, disappointed, or furious. How do humans acquire these abilities? This course will delve into the development of affective cognition in infancy and childhood. Topics include infants’ and children’s abilities to infer, predict, and explain emotions, the influence of family and culture in these developmental processes, and atypical development of affective cognition. Through reading classic and contemporary papers, presenting and discussing current topics, and proposing novel ideas in this research domain, students will gain an in-depth understanding of the fundamental aspects of affective cognition over the course of development.

An intensive examination of selected issues and research problems in personality psychology. The specific content will vary from year to year.

This course provides an in-depth introduction to the field of cultural-clinical psychology. We examine theoretical and empirical advances in understanding the complex interplay between culture and mental health, focusing on implications for the study and treatment of psychopathology. Topics include cultural variations in the experience and expression of mental illness.

This course reviews the latest research on the causes, longitudinal development, assessment, and treatment of personality disorders. Students will learn the history of personality disorders and approaches to conceptualizing personality pathology. Topics covered include “schizophrenia-spectrum” personality disorders, biological approaches to psychopathy, and dialectical behaviour therapy for borderline personality disorder.

An intensive examination of selected issues and research problems in abnormal psychology. The specific content will vary from year to year.

This course reviews the psychopharmacological strategies used for addressing a variety of mental health conditions including anxiety, depression, psychosis, impulsivity, and dementia. It will also address the effects of psychotropic drugs on patients or clients referred to mental health professionals for intellectual, neuropsychological and personality testing. Limitations of pharmacotherapy and its combinations with psychotherapy will be discussed.