CCAP Clinical Training Sequence - MA

The CCAP sequence of clinical training follows a developmental trajectory aimed intentionally to increase core clinical competencies from basic to advanced levels throughout the program. 

MA first year

In the Fall semester of the first year, Foundations in Child and Adolescent Cognitive Assessment (PSYC*6690) is taken. In addition to introducing students to measurement theory, the course integrates an understanding of cognitive development from PSYC*6630 with assessment of cognitive competence and performance. Students are expected to accurately administer, score and interpret the WISC-V by the completion of this course. Students are to achieve a sufficient level of competence in this course to proceed to engaging with assessments with clients at CPS for PSYC*7991. On practicum, students also complete CPS orientation sessions that include intake line protocol, risk assessment training, and policies and procedures of CPS. Students will participate in training at CPS for completing phone intakes overseen by Clinic Director and a senior graduate student. 

In the Winter semester of the first year, students take Ethical Issues in Psychology (PSYC*6680) to emphasize major ethical considerations and guidelines that must be followed when undertaking research and clinical work. Students are given early scaffolded practice in ethical decision making.  Integrated Child and Adolescent Assessment (PSYC*6010) extends the knowledge and skills in assessment introduced in PSYC*6690 and takes a problem-solving approach to comprehensive cognitive assessment of children and adolescents. Assessment areas to be covered include: academic achievement and related skills (e.g., phonological processing), memory, attention, visual spatial skills, executive functioning, language, and screening of emotional functioning and adaptive behaviour.  The role of assessment in diagnosis and treatment planning of neurodevelopmental disorders (e.g., Autism Spectrum Disorder, Specific Learning Disorders, and ADHD) is covered throughout the course. This course is taken concurrently (and intentionally coordinated) with PSYC*7991 at CPS in which the clinical faculty supervisors provide supervised exposure to first assessment cases.  Students will also participate on the intake line, conducting phone screen interviews with potential CPS clients. 

MA second year

The Fall Semester of MA2 is comprised of three courses: Developmental Psychopathology (PSYC*6000), Personality and Social Assessment of Children and Adolescents (PSYC*6700), and Clinical Diagnostic and Interviewing Skills (PSYC*6020).  All of these courses are aimed to expand on basic knowledge of typical development by examining the variety of ways that development can go awry in childhood and adolescence and broadening assessment and clinical interviewing skills to assess and understand these complex challenges. Practice of clinical formulation and diagnosis is directly targeted in PSYC*6020. Further, on their PSYC*7991 at CPS during the MA2 year, students have an opportunity to practice their burgeoning clinical interviewing skills as junior members of our IPIT (in person intake team). Students are also expected to substantially contribute to a minimum of two full assessments at CPS by the end of this semester.

In the Winter semester of the second year of the MA, students take their first external practicum with an assessment focus, Practicum II (PSYC*7992). The vast majority of these placements are in a school board psychological services department. Clinical tasks to be undertaken include cognitive, social/personality and learning disabilities assessments. The student will also consult with teachers, school administrators, parents and community agencies, as required by the practicum setting. Many students’ placements may be extended into spring semester, ending in June. The program provides opportunities for these students to meet regularly with the course instructor (Clinic Director).