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Chapter 7 of the AIT is directed to the mobility of people and specifies that a qualified worker in one jurisdiction must have access to similar employment in other Canadian jurisdictions. With the AIT, governments hope to create more ef- ficient labour markets, create more oppor- tunities for employers and employees as well as contribute to a collective sense of citizenship. In January of 2009, to promote compli- ance with the AIT, amendments to Chap- ter 7 were endorsed by Canada’s first ministers. The amendments were intended to ensure full mobility of workers, clarify expectations and outcomes related to cer- tification and better articulate commit- ments requisite to complying with Chapter 7. The objectives of Chapter 7 include the promotion of common standards for cer- tification of workers whenever and wher- ever possible. It requires that provinces and territories agree to certify workers, al- ready certified in another Canadian juris- diction, without the imposition of further training, experience, examinations or as- sessment. A jurisdiction can impose addi- tional requirements to certify a worker who is already certified elsewhere in Canada only if these additional require- ments are in the service of a “legitimate objective”, an obvious example of which is public protection. A legitimate objective must meet with the approval of govern- ment. Any additional requirements of, or conditions imposed on, a worker certified in another jurisdiction can be no more onerous than those demanded of workers already certified in the receiving jurisdic- tion or applying for certification for the first time within the jurisdiction. Finally, these additional requirements or condi- tions cannot be disguised restrictions to mobility. The application of the AIT for health professions… When the Chapter 7 amendments to the AIT were presented most recently to the Health Action Lobby of which CPA is a member (see footnote), the representa- tives of the national associations of health professions voiced some common con- cerns. One was whether the AIT was in- tended to effect federal regulation of the health professions. We were re-assured that federal regulation was far from the in- tent or purview of the AIT. Governments have agreed to direct occupations to create the means for mobility of workers. They have not mandated what standards, crite- ria or mechanisms to which regulatory bodies must subscribe or enforce in the service of mobility. Although govern- ments are not defining or enforcing any particular licensing standard, they are mandating that the regulatory bodies come up with one. The challenge is that regulatory bodies do not necessarily share a common view of what that common standard should be. As reported in the Ottawa Citizen http://www.ottawacitizen.com/health/Mo - bility+risks+patient+health+regula - tors/1925988/story.html , the Federation of Medical Regulatory Authorities of Canada is concerned about threats to patient safety when a physician, certified in one juris- diction, is certified and allowed to practice in another jurisdiction whose standards would not have permitted him or her the same kind of certification. The Ottawa Citizen article quotes the Registrar of one of the medical colleges in Canada: “…the AIT removes the ability of medical regu- lators to set standards for licensure.” An important question in need of an answer is whether governments will take the position that any standard (even if it is the least rigorous or onerous of jurisdic- tions’ standards) that is acceptable and successful in one jurisdiction, must be ac- ceptable to all jurisdictions. If so, this means that mobility then becomes based on the least onerous entry to practice stan- dard when, one might argue, it should be based on a consensus or commonly held standard among regulators. A consensus or common standard provides more con- tent validity than one that is not com- monly held – whether the uncommon standard is one that is more or less rigourous than the majority standard. A more valid standard should provide better public protection and, it is public protec- tion that is the overriding mandate of reg- ulatory bodies. Herein lays an important role for the professional associations, accrediting and credentialing bodies of our health profes- sions – namely, to call for and support the regulatory bodies in coming up with a standard upon which to facilitate mobility that is based on some consensus view of the training and experience necessary to practice as a health professional. This standard should not be either the least or most rigourous of standards but the one commonly subscribed to and demonstra- bly predictive of competent practice. The application of the AIT for psychol- ogy practitioners… The Mutual Recognition Agreement (MRA), developed in 2001, and revised in 2004, by psychology regulators to comply with the AIT (http://www.cpa.ca/docu - ments/MRA.pdf ) went a long way to- wards addressing variability in registration requirements across jurisdic- tions and assuring a mechanism to facili- tate mobility for psychologists and psychological associates across Canada. It appears now, however, with the amend- ments to Chapter 7 of the AIT, the MRA and some of its provisions will be trumped. As mentioned, and often to a greater extent in psychology than in other health professions in Canada, the entry to prac- tice requirements of psychology practi- tioners vary considerably from jurisdiction to jurisdiction. There is vari- ability around degree (masters versus doc- toral), academic requirements (graduation from a psychology programme with a graduate degree in psychology versus the completion of specific graduate psychol- ogy or equivalent courses) title (psychol- ogist versus psychological associate) and, to some lesser extent, scope of practice (differences among jurisdictions in what titles and activities are restricted). When government presented to the HEAL meeting in April 2009, they were non-committal about how the different title issues in psychology would be af- fected by the AIT. The MRA currently af- fords the applicant the title to which they are entitled in the receiving jurisdiction by virtue of degree, rather than the title he or she held in the jurisdiction in which he or she was first certified. In other words, a psychologist registered with a master’s degree in Alberta or Nova Scotia becomes a psychological associate when registered and practicing in Ontario or B.C. It is not clear whether this will continue to be the case under the AIT. If not, the issue is fur- ther complicated when the mobility appli- cant, certified in one jurisdiction, gains access to a title in the receiving jurisdic- tion that a first time applicant, with the same credentials, would never have ac- cess to. In addition to the uncertainty around title, there is the variability and uncer- tainty around standards articulated earlier in the article. In psychology, we do not just have variability in degree require- ments (masters versus doctoral) we also have variability in what needs to consti- tute the graduate degree itself. Some ju- risdictions require completion of a psychology graduate programme but some allow the completion of a psychol- ogy graduate degree and some allow for a graduate degree, not necessarily in psy- chology, but which includes courses judged to be equivalent to a graduate de- gree in psychology. In 2006, CPA reported on a survey of the Canadian Council of Departments of Psychology (CCDP) intended to collect information about terminal masters pro- grammes in psychology in Canada. The results of this survey were reported in the fall 2006 issue of Psynopsis and I repeat some of them verbatim here. Only twenty-six percent of respondent pro- grammes (5 out of 19) reported having a master’s degree programme intended to graduate students with qualifications for registration as a psychologist or psycho- logical associate in an area of professional psychology (e.g., clinical, counseling, school, neuropsychology). Thirty-seven percent offered a master’s degree in an area of psychology that graduates used to obtain registration as a psychologist or psychological associate, even though the programme was not intended to train reg- istered practitioners. While there are only a few master’s programmes that are intentionally training future practitioners through a comprehen- sively defined and articulated training model and philosophy, there are several departments of psychology that are grad- uating individuals with a master’s degree in an area of psychology that was not in- tended for professional practice, yet their graduates do go on to register as a psy- chologist or psychological associate. There is a difference between a degree and a programme. A programme endeav- ors to provide organized and comprehen- sive training, in this instance, in professional psychology. A degree, in the absence of a programme, may graduate students who lack certain competencies that are crucial to the practice of psychol- ogy. This creates a greater burden on the regulatory bodies which then have to as- certain whether the graduate of the non- professional programme in fact amassed the competencies necessary for licensure and competent practice in psychology. Another facet of this topic that was brought to light through our survey is that there are universities that offer terminal master’s degrees in departments other than psychology (e.g., departments of Ed- ucational Psychology in Faculties of Ed- ucation). Unfortunately, this information was not available through our survey be- cause the CCDP membership, of course, is limited to departments of psychology. However, a quick perusal of Educational Psychology department websites found numerous university-based programmes, primarily in Counseling Psychology, which offered terminal master’s degrees Advancing Psychology for All L’avancement de la psychologie pour la collectivité PSYNOPSIS FALL/AUTOMNE 2009 VOLUME 31 NO. 4 CANADA’S PSYCHOLOGY NEWSPAPER – LE JOURNAL DES PSYCHOLOGUES DU CANADA 71 st Annual Convention 71 e Congrès annuel Deadline for submissions Date limite de soumission Education / Éducation 5 Science / Science 6 Practice / Pratique 7 CPA Affairs / Affaires de la SCP 8-9 THIS ISSUE CE NUMÉRO CANADIAN PSYCHOLOGICAL ASSOCIATION SOCIÉTÉ CANADIENNE DE PSYCHOLOGIE KAREN R. COHEN, Ph.D., CPA Executive Director hat is the AIT 1 ?... The AIT, an agreement first signed by federal and provincial and territorial governments in 1994, is intended to facili- tate the mobility of Canada’s people, investments and services across the country. W Canada’s Agreement on Internal Trade (AIT): Some things to think about for the practice and mobility of psychology and other health practitioners –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 1 The information presented in this section was developed with the aid of slides presented to the Health Action Lobby (HEAL) in April 2009 by a staff representative of the Labour Mobility Co- ordinating Group, Forum of Labour Market Ministers. HEAL, of which CPA is a member, is an organization made up of national associations of health professional associations and health care organizations. Please see AIT on page 2 Page 10
Transcript of Page 10 71 PSYNOPSIS 71...PSYNOPSIS FALL/AUTOMNE 2009 VOLUME 31 NO. 4 CANADA’S PSYCHOLOGY...
Chapter 7 of the AIT is directed to themobility of people and specifies that aqualified worker in one jurisdiction musthave access to similar employment inother Canadian jurisdictions. With theAIT, governments hope to create more ef-ficient labour markets, create more oppor-tunities for employers and employees aswell as contribute to a collective sense ofcitizenship.
In January of 2009, to promote compli-ance with the AIT, amendments to Chap-ter 7 were endorsed by Canada’s firstministers. The amendments were intendedto ensure full mobility of workers, clarifyexpectations and outcomes related to cer-tification and better articulate commit-ments requisite to complying withChapter 7.
The objectives of Chapter 7 include thepromotion of common standards for cer-tification of workers whenever and wher-ever possible. It requires that provincesand territories agree to certify workers, al-ready certified in another Canadian juris-diction, without the imposition of furthertraining, experience, examinations or as-sessment. A jurisdiction can impose addi-tional requirements to certify a workerwho is already certified elsewhere inCanada only if these additional require-ments are in the service of a “legitimateobjective”, an obvious example of whichis public protection. A legitimate objectivemust meet with the approval of govern-ment. Any additional requirements of, orconditions imposed on, a worker certifiedin another jurisdiction can be no moreonerous than those demanded of workersalready certified in the receiving jurisdic-tion or applying for certification for thefirst time within the jurisdiction. Finally,these additional requirements or condi-tions cannot be disguised restrictions tomobility.
The application of the AIT for healthprofessions…
When the Chapter 7 amendments tothe AIT were presented most recently tothe Health Action Lobby of which CPA isa member (see footnote), the representa-tives of the national associations of healthprofessions voiced some common con-cerns. One was whether the AIT was in-tended to effect federal regulation of thehealth professions. We were re-assuredthat federal regulation was far from the in-tent or purview of the AIT. Governmentshave agreed to direct occupations to createthe means for mobility of workers. Theyhave not mandated what standards, crite-ria or mechanisms to which regulatorybodies must subscribe or enforce in theservice of mobility. Although govern-
ments are not defining or enforcing anyparticular licensing standard, they aremandating that the regulatory bodiescome up with one. The challenge is thatregulatory bodies do not necessarily sharea common view of what that commonstandard should be.
As reported in the Ottawa Citizenhttp://www.ottawacitizen.com/health/Mo-bility+risks+patient+health+regula-tors/1925988/story.html, the Federation ofMedical Regulatory Authorities of Canadais concerned about threats to patient safetywhen a physician, certified in one juris-diction, is certified and allowed to practicein another jurisdiction whose standardswould not have permitted him or her thesame kind of certification. The OttawaCitizen article quotes the Registrar of oneof the medical colleges in Canada: “…theAIT removes the ability of medical regu-lators to set standards for licensure.”
An important question in need of ananswer is whether governments will takethe position that any standard (even if it isthe least rigorous or onerous of jurisdic-tions’ standards) that is acceptable andsuccessful in one jurisdiction, must be ac-ceptable to all jurisdictions. If so, thismeans that mobility then becomes basedon the least onerous entry to practice stan-dard when, one might argue, it should bebased on a consensus or commonly heldstandard among regulators. A consensusor common standard provides more con-tent validity than one that is not com-monly held – whether the uncommonstandard is one that is more or lessrigourous than the majority standard. Amore valid standard should provide betterpublic protection and, it is public protec-tion that is the overriding mandate of reg-ulatory bodies.
Herein lays an important role for theprofessional associations, accrediting andcredentialing bodies of our health profes-sions – namely, to call for and support theregulatory bodies in coming up with astandard upon which to facilitate mobilitythat is based on some consensus view ofthe training and experience necessary topractice as a health professional. Thisstandard should not be either the least ormost rigourous of standards but the onecommonly subscribed to and demonstra-bly predictive of competent practice.
The application of the AIT for psychol-ogy practitioners…
The Mutual Recognition Agreement(MRA), developed in 2001, and revised in2004, by psychology regulators to complywith the AIT (http://www.cpa.ca/docu-ments/MRA.pdf) went a long way to-wards addressing variability in
registration requirements across jurisdic-tions and assuring a mechanism to facili-tate mobility for psychologists andpsychological associates across Canada. Itappears now, however, with the amend-ments to Chapter 7 of the AIT, the MRAand some of its provisions will betrumped.
As mentioned, and often to a greaterextent in psychology than in other healthprofessions in Canada, the entry to prac-tice requirements of psychology practi-tioners vary considerably fromjurisdiction to jurisdiction. There is vari-ability around degree (masters versus doc-toral), academic requirements (graduationfrom a psychology programme with agraduate degree in psychology versus thecompletion of specific graduate psychol-ogy or equivalent courses) title (psychol-ogist versus psychological associate) and,to some lesser extent, scope of practice(differences among jurisdictions in whattitles and activities are restricted).
When government presented to theHEAL meeting in April 2009, they werenon-committal about how the differenttitle issues in psychology would be af-fected by the AIT. The MRA currently af-fords the applicant the title to which theyare entitled in the receiving jurisdiction byvirtue of degree, rather than the title he orshe held in the jurisdiction in which he orshe was first certified. In other words, apsychologist registered with a master’sdegree in Alberta or Nova Scotia becomesa psychological associate when registeredand practicing in Ontario or B.C. It is notclear whether this will continue to be thecase under the AIT. If not, the issue is fur-ther complicated when the mobility appli-cant, certified in one jurisdiction, gainsaccess to a title in the receiving jurisdic-tion that a first time applicant, with thesame credentials, would never have ac-cess to.
In addition to the uncertainty aroundtitle, there is the variability and uncer-tainty around standards articulated earlierin the article. In psychology, we do notjust have variability in degree require-ments (masters versus doctoral) we alsohave variability in what needs to consti-tute the graduate degree itself. Some ju-risdictions require completion of apsychology graduate programme butsome allow the completion of a psychol-ogy graduate degree and some allow for agraduate degree, not necessarily in psy-chology, but which includes coursesjudged to be equivalent to a graduate de-gree in psychology.
In 2006, CPA reported on a survey ofthe Canadian Council of Departments ofPsychology (CCDP) intended to collectinformation about terminal masters pro-grammes in psychology in Canada. Theresults of this survey were reported in thefall 2006 issue of Psynopsis and I repeatsome of them verbatim here. Onlytwenty-six percent of respondent pro-grammes (5 out of 19) reported having amaster’s degree programme intended tograduate students with qualifications forregistration as a psychologist or psycho-logical associate in an area of professionalpsychology (e.g., clinical, counseling,school, neuropsychology). Thirty-sevenpercent offered a master’s degree in anarea of psychology that graduates used toobtain registration as a psychologist or
psychological associate, even though theprogramme was not intended to train reg-istered practitioners.
While there are only a few master’sprogrammes that are intentionally trainingfuture practitioners through a comprehen-sively defined and articulated trainingmodel and philosophy, there are severaldepartments of psychology that are grad-uating individuals with a master’s degreein an area of psychology that was not in-tended for professional practice, yet theirgraduates do go on to register as a psy-chologist or psychological associate.
There is a difference between a degreeand a programme. A programme endeav-ors to provide organized and comprehen-sive training, in this instance, inprofessional psychology. A degree, in theabsence of a programme, may graduatestudents who lack certain competenciesthat are crucial to the practice of psychol-ogy. This creates a greater burden on theregulatory bodies which then have to as-certain whether the graduate of the non-professional programme in fact amassedthe competencies necessary for licensureand competent practice in psychology.
Another facet of this topic that wasbrought to light through our survey is thatthere are universities that offer terminalmaster’s degrees in departments otherthan psychology (e.g., departments of Ed-ucational Psychology in Faculties of Ed-ucation). Unfortunately, this informationwas not available through our survey be-cause the CCDP membership, of course,is limited to departments of psychology.However, a quick perusal of EducationalPsychology department websites foundnumerous university-based programmes,primarily in Counseling Psychology,which offered terminal master’s degrees
Advancing Psychology for All
L’avancement de la psychologie pour
la collectivité
�
P S Y N O P S I SFALL/AUTOMNE 2009VOLUME 31 NO. 4 CANADA’S PSYCHOLOGY NEWSPAPER – LE JOURNAL DES PSYCHOLOGUES DU CANADA
71 stAnnual Convention
71 eCongrès annuel
Deadline for submissions
Date limite de soumission
Education / Éducation 5
Science / Science 6
Practice / Pratique 7
CPA Affairs / Affaires de la SCP
8-9
THIS ISSUE CE NUMÉRO�
CANADIAN PSYCHOLOGICAL ASSOCIATION SOCIÉTÉ CANADIENNE DE PSYCHOLOGIE
KAREN R. COHEN, Ph.D., CPA Executive Director
hat is the AIT1?... The AIT, an agreement first signed by federal andprovincial and territorial governments in 1994, is intended to facili-tate the mobility of Canada’s people, investments and services
across the country. W
Canada’s Agreement on Internal Trade (AIT):
Some things to think about for the practice and mobilityof psychology and other health practitioners
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
1 The information presented in this section was developed with the aid of slides presented to theHealth Action Lobby (HEAL) in April 2009 by a staff representative of the Labour Mobility Co-ordinating Group, Forum of Labour Market Ministers. HEAL, of which CPA is a member, is anorganization made up of national associations of health professional associations and health careorganizations.
Please see AIT on page 2
Page 10
that graduates could use to obtain registra-tion as a psychologist or psychological as-sociate in provinces that register at amaster’s level.
Some of these programmes do not in-corporate substantive psychological con-tent in their curriculum, yet these graduatesmay attempt to obtain registration as a psy-chologist or psychological associate inprovinces that register at a master’s level.Of some concern, was that some of theseprogrammes, offered within Faculties ofEducation, are not developed or adminis-tered by psychology departments at all.This means that professionals, other thanpsychologists, are training students whowill go on to registration as psychologistsor psychological associates.
Having entry to practice standards thatallow for completion of equivalent course-work and degree, rather than completion ofa psychology degree within a programmethat is designed to develop and graduatepractitioners, poses daunting challenges forpsychology’s professional identity. Themental health marketplace is a crowded
one. Many health providers, regulated andunregulated, have similar and overlappingscopes of practice (think of the several wholay claim to expertise in psychotherapy, forexample). Public systems are challenged todo more with less and what may have oncebeen psychology positions have been re-placed by a lesser trained and a less expen-sive resource. These decisions may bebased on economics rather than on any ev-idence about which provider, with whatkind of training, is best equipped to suc-cessfully treat which person with whatkind of problem.
Those child and school psychologistsamong us are well aware of the challengeswhen cognitive and intellectual testing isundertaken by other kinds of workers orproviders within school environmentswhere psychological services are either notfunded or in short supply. If we support anentry to practice standard that permitsequivalent courses or degree, rather thancompletion of a degree within an organizedand coherent psychology programme de-signed to graduate psychology practition-ers, challenges of this sort will only bepotentiated. How can we, as a profession,lay claim to a unique or specialized skillset or expertise in the absence of an iden-tifiable programme within which theseskills or expertise are developed, re-searched and taught?
CPA has long held the position that thepractice of psychology would be betterserved were we to have a common entry topractice standard across Canada’s jurisdic-tions. The public would be better servedwere the titles and qualifications of psy-chologists clear and consistently applied.CPA accredits doctoral programmes in pro-fessional psychology rather than degreesand has suggested that the professional de-gree programme (e.g. PsyD) might be away to harmonize the training standard forpractitioner psychologists. Again to reiter-ate the survey reported in the fall 2006issue of Psynopsis, the professional degreeprogramme may provide for an efficientroute to practice for those psychologistswho want to be practitioners and may bet-ter accommodate the mid-career masters-prepared professional who wants to furtherhis or her training.
The past few years have witnessed theincreased credentialism of several healthprofessions. In 2001, the Canadian Asso-ciation of Occupational Therapists en-dorsed the masters degree as the entry topractice standard – this move in responseto increasing demands on, and competen-cies required of, its professionalshttp://www.caot.ca/pdfs/FAQS_Masters_employers_gov%20rev%20april%202008.pdf. For similar reasons, the Canadian Phys-iotherapy Association has called for sup-
port for the master’s degree as the entry topractice standard for physiotherapistshttp://www.physiotherapy.ca/Public/Pub-licUploads/222543EnvironmentalFac-tors.pdf.
Our own profession has witnessedchange in legislation in Quebec (parenthet-ically, the jurisdiction where half thecounty’s psychologists reside and practice)where the entry to practice standard forpsychologists is now the doctoral degree.
Again to borrow from the 2006 survey,whether masters or doctoral preparation,the profession, and the clients we serve,will most benefit if the training we provideto our practitioners is organized, compre-hensive and teaches to the competenciesthe profession has earmarked as essentialto competent registered practice. This isthe message we need to convey to our reg-ulatory bodies to support them in comingup with the consensus standards to facili-tate mobility for Canada’s psychologypractitioners. Even more importantly, thisis the standard that we owe to the publicour science and practice serves. For moreor ongoing information about this issue,please stay tuned to the practice pages ofCPA’s website and/or get in touch with Dr.Cohen at [email protected]
2 PSYNOPSIS FALL/AUTOMNE 2009
AITSuite de la page 1________________________________________
N E W S / N O U V E L L E S
Dr. Jamison has a distinguished careeras a psychologist and researcher in the areaof bipolar disorder. Her book, Manic-De-pressive Illness: Bipolar Disorders and Re-current Depression (now in its secondedition, published by Oxford UniversityPress in 2007), is the definitive text on thistopic, and was chosen in 1990 as the MostOutstanding Book in Biomedical Sciencesby the American Association of Publishers(plus, it has a prominent spot on my book-case). Dr. Jamison is also an accomplishedand passionate author of several books fora general audience, in which she shares herinsights as a psychologist, a scientist, andan individual who has had to face her ownpersonal challenges related to mental ill-ness and loss. For example, her 1995 mem-oir, An Unquiet Mind chronicled herexperience living with bipolar disorder, andwas on the New York Times bestseller listfor five months. Her latest book, NothingWas the Same: A Memoir, was just pub-lished in September of this year, and looksback at her relationship with her husband,Dr. Richard Wyatt (a renowned scientistwho worked in the area of schizophrenia),and the effects of losing him to cancer in2002.
Dr. Jamison received her Ph.D. in clini-cal psychology in 1975 from the Universityof California, Los Angeles. She has pub-lished 7 books, and more than 125 scien-tific papers, chapters, and otherpublications. Her books have been trans-lated into more than 25 languages. She hasalso served as executive producer andwriter for a series of award-winning publictelevision specials about manic-depressiveillness and the arts, and she has given over275 presentations and talks about her work.
Dr. Jamison has re-ceived more than 75prestigious honours andawards. Some of theseinclude the AmericanSuicide Foundation Re-search Award, the JohnD. and Catherine T.MacArthur Fellowship(MacArthur Award), theUCLA DistinguishedAlumnus Award, theUCLA Award for Cre-ative Excellence, theSiena Medal, the Endowment Award fromthe Massachusetts General Hospital/Har-vard Medical School, the Fawcett Human-itarian Award from the National Depressiveand Manic-Depressive Association, theSteven V. Logan Award for Research intoBrain Disorders from the National Alliancefor the Mentally Ill, the William StyronAward from the National Mental HealthAssociation, the Falcone Prize for Researchin Affective Illness from the National Al-liance for Research on Schizophrenia andDepression, and the Yale University Mc-Govern Award for excellence in medicalcommunication. In 1997, she was selectedby Time Magazine as a Hero in Medicine,and her books have been on “best books ofthe year” lists in publications such as theBoston Globe, Discover Magazine, Enter-tainment Weekly, San Francisco Chronicle,Seattle Post Intelligencer, Seattle Times,and Washington Post.
I look forward to welcoming Dr. Jami-son to the CPA convention in Winnipeg, inJune 2010.
MARTIN M. ANTONY, Ph.D., CPA President
lease join me in welcoming Dr. Kay Redfield Jamison as HonoraryPresident of CPA for 2009-2010! Dr. Jamison is Professor ofPsychiatry at the Johns Hopkins University School of Medicine and
co-director of the Johns Hopkins Mood Disorders Center. She is alsoHonorary Professor of English at the University of St. Andrews in Scotland,and was previously director of the UCLA Affective Disorders Clinic.
P
Honorary President, 2009-2010Dr. Kay Redfield Jamison
Présidente honoraire, 2009-2010Dre Kay Redfield Jamison
Dre Jamison a une car-rière distinguée en tantque psychologue et cher-cheure dans le domainedu trouble bipolaire. Sonlivre, Manic-DepressiveIllness: Bipolar Disordersand Recurrent Depression(aujourd’hui rendu à sadeuxième édition, publiépar Oxford UniversityPress en 2007), est letexte définitif sur ce sujetet a été choisi en 1990
comme le livre le plus exceptionnel ensciences biomédicales par l’American As-sociation of Publishers (sans dire qu’il oc-cupe une place de choix dans mabibliothèque). Dre Jamison est égalementune auteure accomplie et passionnée deplusieurs livres grand public, où elle par-tage ses perspectives en tant que psycho-logue, scientifique et une personne qui a dûfaire face à ses propres défis personnels surle plan de la maladie mentale et du senti-ment de perte. Par exemple, son mémoirede 1995, An Unquiet Mind dressait unechronique de son expérience de vie avec letrouble bipolaire et a été sur la liste desbest-sellers du New York Times pendantcinq mois. Son dernier livre, Nothing Wasthe Same: A Memoir vient d’être publié enseptembre de cette année et remémore sarelation avec son mari, Dr Richard Wyatt(un scientifique de grande renommée qui atravaillé dans le domaine de la schizophré-nie) et les effets de son décès des suitesd’un cancer en 2002.
Dre Jamison a obtenu un Ph.D. en psy-chologie clinique en 1975 de l’Universityof California, à Los Angeles. Elle a publiésept livres et plus de 125 articles, chapitres
et autres publications scientifiques. Ses li-vres ont été traduits en plus de 25 langues.Elle a également été productrice exécutiveet auteure d’une série d’émissions spécialespour la télévision publique qui s’est méritéedes prix sur le sujet du trouble bipolaire etles arts et elle a donné plus de 275 présen-tations et colloques au sujet de ses travaux.
Dre Jamison a reçu plus de 75 honneurset prix de prestige. Notamment l’AmericanSuicide Foundation Research Award, laJohn D. and Catherine T. MacArthur Fel-lowship (prix MacArthur), le UCLA Dis-tinguished Alumnus Award, le UCLAAward for Creative Excellence, la SienaMedal, l’Endowment Award de la Massa-chusetts General Hospital/Harvard MedicalSchool, le Fawcett Humanitarian Award dela National Depressive and Manic-Depres-sive Association, le Steven V. Logan Awardfor Research into Brain Disorders from theNational Alliance for the Mentally Ill, leWilliam Styron Award de la National Men-tal Health Association, le Falcone Prize forResearch in Affective Illness from the Na-tional Alliance for Research on Schizo-phrenia and Depression et le YaleUniversity McGovern Award for excel-lence in medical communication. En 1997,elle a été désignée Hero in Medicine (hé-roïne en médecine) par le Time Magazineet ses livres ont figuré sur les listes « desmeilleurs livres de l’année » de publica-tions comme le Boston Globe, la DiscoverMagazine, le Entertainment Weekly, le SanFrancisco Chronicle, le Seattle Post Intel-ligencer, le Seattle Times et le WashingtonPost.
Je serai très heureux de souhaiter labienvenue à Dre Jamison au congrès de laSCP de Winnipeg en juin 2010.
MARTIN M. ANTONY, Ph.D., président de la SCP
e vous invite à vous joindre à moi pour souhaiter la bienvenue àDre Kay Redfield Jamison à titre de présidente honoraire de la SCPen 2009-2010! Dre Jamison est professeure de psychiatrie à la Johns
Hopkins University School of Medicine et codirectrice du Johns HopkinsMood Disorders Center. Elle est également professeure honoraired’anglais à l’University of St. Andrews d’Écosse et elle a déjà occupé ladirection de la UCLA Affective Disorders Clinic.
J
PSYNOPSIS FALL/AUTOMNE 2009 3
N E W S / N O U V E L L E S
Publication of psychologicaltests…Many of you may havefollowed the many stories in thepress about Wikipedia’s publica-tion of the Rorschach plates alongwith some sample responses. CPAmade multiple media appearances(CBC, CTV, Globe and Mail) ex-pressing its concern about the im-plications of makingpsychological test material public.CPA’s position on the publicationof psychological tests can befound at http://www.cpa.ca/Advo-cacy2009. CPA, and many of itsprovincial and territorial associa-
tion partners, are very concernedabout access and use of psycho-logical tests and this issue is beingaddressed currently by our newlycreated Practice Directorate andits Council.
Honouring Honourifics…Following its many media appear-ances in August, CPA turned itsattention to the use of honourificsby Canadian media. Head Officewas in touch with the editorial of-fice of the Canadian Press Style-book who confirmed that theguide directs the use of the title
“Dr.” for regulated health careprofessionals and specifically in-cludes psychologists in that groupin accordance with provincial leg-islation. CPA addressed the issue,with reference to the Stylebook, ina letter sent to major, nationalmedia outlets. We also made theletter available to provincial andterritorial professional and regula-tory associations of psychology inthe event that any wanted to adaptthe letter for use with their localmedia. Please contact Dr. Cohenfor more information at [email protected].
Electronic Practice Net-work…CPA is pleased to an-nounce that it received acontribution from the PublicHealth Agency of Canada(PHAC) to further develop itselectronic practice network. Thenetwork administers a web-basedsurvey to subscribed psycholo-
gists to gather data about their de-mographic and practice character-istics as well as demographic andclinical characteristics of theclients they treat. A description ofthe current project, and the reporton the pilot project that gave riseit, can be found athttp://www.cpa.ca/Practice2009.More information can also be ob-tained from the network’s ProjectManager, Ashley Ronson at [email protected].
Other practice and researchcollaborations…CPA has takenthe lead on a proposal on behalf ofthe Mental Health Table (a Tableof national associations of healthcare providers) to secure fundingfor a national forum on access tomental health service. The pro-posed forum will engage nationaland international leaders and de-cision makers to explore gaps,needs and opportunities in access-
ing mental health service inCanada. CPA was asked by theHealth Action Lobby to take on asecretariat role in the develop-ment of a project that will assessthe health and workplace ofhealth care providers acrosshealth professions. CPA, and itssection on Industrial and Organi-zational Psychology, have begundevelopment of the project pro-posal. It is hoped that assessmentof the workplace health of healthcare providers will contribute tothe development of supports forCanada’s health human resource.CPA has been involved in the at-tention to psychological factorsin population-based health pre-vention and promotion pro-grammes. We are hoping tosecure funding to develop materi-als to aid in public educationaround the importance of mentalhealth and psychological factorsin health and wellbeing.
ueled by a very successful convention in Montreal,there has been no rest for the weary at CPA. The fol-lowing highlights some of the activities underway,
and not elsewhere covered in this issue, as we enter a newacademic and training year.
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Executive Office HighlightsK.R. COHEN, Ph.D., CPA Executive Director
Publication des tests psycho-logiques… Un grand nombred’entre vous avez eu vent desnombreux articles et entrevuesdans les médias au sujet de la pu-blication par Wikipedia desplanches de Rorschach ainsi quecertaines réponses types. La SCPa fait de nombreuses apparitionsdans les médias (CBC, CTV,Globe and Mail) pour exprimer sapréoccupation quant aux implica-tions de rendre public le matérield’essai psychologique. La posi-tion de la SCP sur la publicationdes tests psychologiques peut setrouver à l’adresseh t t p : / / w w w. c p a . c a / A d v o -cacy2009. La SCP, et de nom-breuses associations provincialeset territoriales partenaires, sonttrès préoccupées par l’accès etl’utilisation des tests psycholo-giques et cette question fait ac-tuellement l’objet d’un examenpar notre nouvelle Direction géné-rale de la pratique et son conseil.
Honorer les honorables… Àla suite de ses nombreuses appa-ritions dans les médias au moisd’août, la SCP a accordé son at-tention à l’utilisation des titresdans les médias canadiens. Lesiège social est entré en commu-nication avec le bureau de la ré-daction du Guide de rédaction dela presse canadienne qui confirmeque le guide stipule l’emploi dutitre « Dr » pour les professionnelsde soins de santé réglementés etinclut spécifiquement les psycho-logues dans le groupe, conformé-ment à la législation provinciale.La SCP a soulevé la question, enréférence au Guide de rédaction,dans une lettre qui a été envoyée
aux principaux médias nationaux.Nous avons également mis la let-tre à la disposition des organismesprofessionnels et réglementairesprovinciaux et territoriaux de psy-chologie au cas où ils voudraientadapter la lettre pour une utilisa-tion dans leurs médias locaux.Veuillez communiquer avecDre Cohen pour plus d’informationà l’adresse [email protected].
Réseau électronique de lapratique… La SCP a le plaisird’annoncer qu’elle a reçu unecontribution de l’Agence de santépublique du Canada (ASPC) afinde développer davantage son ré-seau électronique de la pratique.Le réseau administre une enquêteen ligne aux psychologues abon-nés pour recueillir des données ausujet de leurs caractéristiques dé-mographiques et de leur pratiqueainsi que les caractéristiques dé-mographiques et cliniques desclients qu’ils soignent. Une des-cription du projet en cours, et lerapport sur le projet pilote qui luia donné suite, se trouvent àl’adresse http://www.cpa.ca/Prac-tice2009. Vous pouvez égalementobtenir plus d’information du ges-tionnaire de projet du réseau, Ash-ley Ronson à [email protected].
Autres collaborations en pra-tique et en recherche… La SCPa pris la direction d’une proposi-tion au nom de la Table de la santémentale (une table des associa-tions nationales de fournisseurs desoins de santé) afin d’obtenir le fi-nancement d’un forum nationalsur l’accès au service de santé
mentale. Le forum proposé enga-gera des leaders nationaux et in-ternationaux et des décideurs pourexplorer les lacunes, les besoins etles occasions dans l’accès au ser-vice de santé mentale au Canada.Le Groupe d’intervention actionsanté a demandé à la SCP d’assu-mer le rôle de secrétariat dansl’élaboration d’un projet qui éva-luera la santé et le lieu de travaildes fournisseurs de soins de
santé dans toutes les professionsde la santé. La SCP, et sa sectionde psychologie industrielle et or-ganisationnelle, ont débuté l’éla-boration de la proposition deprojet. Il est à espérer que l’éva-luation de la santé au travail desfournisseurs de soins de santécontribuera à la mise en place deservices de soutien en ressourceshumaines en santé au Canada. LaSCP a été engagée dans l’attention
accordée aux facteurs psycholo-giques dans les programmes deprévention et de promotion dela santé axés sur la population.Nous espérons obtenir le finance-ment pour élaborer du matérielqui contribuera à l’éducation pu-blique au sujet de l’importance dela santé mentale et des facteurspsychologiques de la santé et dubien-être.
près le congrès très réussi de Montréal, nousn’avons pas vraiment eu le temps de reprendrenotre souffle à la SCP. Nous présentons ici les faits
saillants des activités en cours et qui n’ont pas été abordésdans le présent numéro, au moment où nous sommes sur lepoint d’entamer une nouvelle année universitaire et de for-mation.
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Faits saillants du bureau de la directionK.R. COHEN, Ph.D., directrice générale de la SCP
Update on the Restructuring of the Granting Councils
As noted in previous editionsof Psynopsis, CIHR, SSHRC andNSERC have been re-structuringtheir research programs. The im-pact of the re-structuring hasbeen felt across the membershipand sparked manyconcerns/questions. To addressthese concerns, CPA has contin-ued to meet with representativesof the Councils.
With respect to student appli-cations only, the following tablesummarizes which Council willfund students based on their pro-gram and research intent. Stu-dents in a clinical program whoseresearch focus is health can applyto CIHR; those in a clinical pro-gram whose focus is not healthcan apply to SSHRC. Students inan experimental program whoseresearch focus is health can applyto CIHR; those whose researchfocus is not health can apply toeither NSERC or SSHRC.
Unlike NSERC, program ofstudent enrolment is not an eligi-bility criterion for SSHRC orCIHR. Research that is intendedto improve health, produce moreeffective health services andproducts, strengthen the Cana-dian health care system or in-volves a clinical trial with ahealth research orientation is noteligible for SSHRC support butis eligible for CIHR support.
Applicants are advised to visitboth CIHR’s and SSHRC’s web-site for information on the man-dates of CIHR’s 47 committeesand SSHRC’s selection commit-tees, which were modified in there-structuring. For example:• Committees 20 (Health Stud-
ies, Social Work) and 27(Psychology 2) were elimi-nated.
• Committee 10 (Psychology)will adjudicate proposals inthe broad areas of Social,Developmental and Personal-ity Psychology.
• Committee 28 (Education 3)will adjudicate proposals inEducational Psychology.
• Committee 30 (Social Work,Library/Information Science,Career Guidance) is new andreplaces Committee 20.
Applicants are advised to re-view SSHRC’s Guidelines forthe Eligibility of Subject Matter,noting the criteria related tohealth and psychology research.Applicants are invited to contactCIHR and/or SSHRC programofficers with any questions abouteligibility. For the Standard Re-search Grants program, appli-cants are advised to provide asummary of their research, aswell as permission to share theinformation between the Coun-
cils to facilitate the consultationprocess between CIHR andSSHRC.
Applicants can not apply totwo agencies with the same pro-posal. For future Fall applica-tions, applicants are advised tosend a Notice of Intent to Apply(NOI) to SSHRC and registerwith CIHR as per the Fall dead-line; once funding applicabilityhas been determined, applicantscan then withdraw either theirCIHR registration or theirSSHRC NOI. Applicants whomiss the Fall CIHR deadline andare not eligible for SSHRC, canapply to CIHR as per Febru-ary/March deadline. Applicantsinterested in applying toSSHRC’s Standard ResearchGrants program, are advised tosubmit the NOI; while notmandatory, if submitted, programofficers can review the informa-tion, contact the applicant formore information and then con-sult with CIHR as necessary.
CPA remains committed toensuring that psychology re-search, which is inter-discipli-nary in nature and spans all of thegranting councils, is adequatelyrepresented in terms of fundingopportunities. Members are en-couraged to contact the specificgranting council withquestions/concerns, as well asforward their questions/concernsto CPA c/o [email protected].
ELIZABETH VOTTA-BLEEKER, Ph.D., CPA Associate Executive Director
À peu près une douzaine depersonnes assistaient à cette réu-nion dont moi-même etKaren Cohen (directrice généralede la SCP) et nos homologues del’APA, James Bray (président del’APA) et Norman Anderson (pré-sident-directeur général del’APA). Le but de la réunion étaitde définir des domaines d’intérêtcommun, des domaines où nouspourrions apprendre l’un de l’au-tre et des processus pour faciliterla collaboration à l’avenir. Dans leprésent article, je souligne certainsdes sujets qui ont été abordés aucours de la réunion.
Le rapport coût-efficacité etla représentation pour l’accèsaux services psychologiques.L’accès aux services psycholo-giques continue d’être un défi auCanada et aux États-Unis. Nousavons discuté de nos intérêts mu-tuels dans la représentation pourl’accès et la communication desdonnées sur le rapport coût-effica-cité des services psychologiques.Nous avons également discuté dela possibilité de rédiger conjointe-ment un livre blanc sur les sujetsdu rapport coût-efficacité et l’ac-cès.
Reconnaissance mutuelle del’agrément de l’APA et de laSCP. Cette question de la recon-naissance mutuelle de l’agrémentde l’APA et de la SCP a été soule-vée à notre réunion mixte, ainsique la possibilité d’élaborer desnormes internationales d’agré-ment en psychologie. Toute dis-cussion substantielle liée à cettequestion a été reportée à une autreréunion qui incluait les membresdu jury d’agrément de la SCP etdu Comité d’agrément de l’APA.Reportez-vous à l’article deKaren Cohen dans le présent nu-méro de Psynopsis, qui présenteune mise à jour de ces discus-sions.
Couverture des soins desanté. Dans le contexte de la ré-forme des soins de santé qui estmaintenant débattue auxÉtats-Unis, le personnel et lesmembres du conseil d’administra-tion de l’APA étaient très intéres-sés à comprendre les différencesentre les régimes de soins de santécanadien et américain et le rôle dela psychologie dans le système desoins de santé canadien. Nousavons eu l’occasion de dissipercertaines inexactitudes au sujet dusystème de soins de santé cana-dien qui sont véhiculées dans lesmédias américains. Aussi, l’APAnous a communiqué de l’informa-tion au sujet de changements ré-
cents apportés à la loi sur la paritéde la santé mentale, où les ré-gimes d’assurance-santé qui of-frent une couverture pour desproblèmes de santé mentale ou deconsommation d’alcool et dedrogue, doit assurer des niveauxsemblables de couverture pour cesproblèmes à ceux pour les besoinsmédicaux ou chirurgicaux.
Lignes directrices cliniques.Les associations des psychiatresdu Canada et des États-Unis ontélaboré des lignes directrices cli-niques pour la gestion de diversproblèmes psychologiques. Nil’American Psychological Asso-ciation non plus que la Société ca-nadienne de psychologie se sontdotées de telles lignes directriceset on a discuté à notre réunion dela possibilité d’aller de l’avantdans ce domaine à l’avenir.
Compétence culturelle. Nousavons discuté de certaines des dif-férences entre les perspectives ca-nadiennes et américaines sur lemulticulturalisme (p. ex. la mo-saïque verticale du Canada qui en-courage l’unicité culturelle paropposition à l’approche améri-caine du « creuset » au multicul-turalisme). En outre, le personnelde l’APA et les membres duconseil d’administration ont de-mandé si nous pouvions leur veniren aide dans leurs efforts pourcomprendre et améliorer les fa-çons que les psychologues peu-vent devenir culturellementcompétents.
Un certain nombre d’autres su-jets ont fait l’objet de discussionsbrèves, notamment les 1) défisd’assurer que tous les étudiants audoctorat aient accès à une forma-tion en internat ou en stages et laresponsabilité des programmes dedoctorat pour assurer un tel accès,2) la nécessité pour nos associa-tions de se concentrer davantagesur les applications de la psycho-logie à l’extérieur de la santé men-tale et des soins de santé et 3) lapossibilité de tenir des réunionsrégulières entre les représentantsde l’APA et de la SCP et le per-sonnel à l’avenir.
Dans l’ensemble, ce fut unediscussion très collégiale et pro-ductive qui mènera très certaine-ment à des collaborationspassionnantes et significatives àl’avenir. Par exemple, cet été il ya eu beaucoup d’attention média-tique consacrée à l’histoire del’urgentologue de Saskatchewanqui a posté les planches de Ror-schach originales sur Wikipedia(le Globe and Mail, Toronto Staret de nombreux autres quotidiens
ont aussi reproduit les imagesdans leurs articles). La questionde l’accessibilité publique auxtests psychologiques est impor-tante. Un examen récent du siteWeb eBay a révélé que plusieurstests utilisés pour évaluer le fonc-tionnement cognitif et intellectuel(y compris diverses éditions destests de Wechsler) peuvent êtreachetés. Au cours des mois àvenir, la SCP examinera desmoyens possibles de corriger cettesituation et la collaboration avecl’APA semble inévitable. Restez àl’écoute!
MARTIN M. ANTONY, Ph.D., CPA President
his summer, the American PsychologicalAssociation (APA) brought its annual convention toToronto. This provided an opportunity for several
joint meetings between our two associations to discussissues that are relevant to the science and practice of psy-chology across our borders. One such meeting occurredon August 6, 2009, and included a group of senior staffand board members from both associations.
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Joint Talks BetweenCPA and APA
Pourparlers entre laSCP et l’APA
Among the dozen or so peopleat the meeting were myself andKaren Cohen (CPA ExecutiveDirector), and our APA counter-parts, James Bray (APA Presi-dent) and Norman Anderson(APA Chief Executive Officer).The meeting was designed toidentify areas of shared interest,areas where we might learn fromone another, and processes for fa-cilitating future collaborations. Inthis article, I highlight some ofthe topics that were covered dur-ing the meeting.
Cost effectiveness and advo-cating for access to psychologi-cal services. Access topsychological services continuesto be a challenge in both Canadaand the United States. We dis-cussed our mutual interest in ad-vocating for access and sharingdata on the cost effectiveness ofpsychological services. Therewas also some discussion of thepossibility of jointly writing awhite paper on the topic of costeffectiveness and access.
Mutual Recognition of APAand CPA Accreditation. Theissue of mutual recognition ofAPA and CPA accreditation wasraised at our joint meeting, aswell as the possibility of devel-oping international standards foraccreditation in psychology. Anysubstantial discussion related tothis issue was deferred to anothermeeting that included membersof CPA’s Accreditation Panel andAPA’s Committee on Accredita-tion. See Karen Cohen’s article inthis issue of Psynopsis, providingan update on these discussions.
Healthcare Coverage. In thecontext of healthcare reform thatis now under review in theUnited States, staff and boardmembers from APA were veryinterested in learning about dif-ferences between the Canadianand American healthcare sys-tems, and in psychology’s role inthe Canadian healthcare system.We had an opportunity to dispelsome misunderstandings aboutthe Canadian system that werebeing promoted in the Americanmedia. Also, APA shared with usinformation about recent changesto mental health parity legisla-tion, in which health insuranceplans that offer benefits for men-tal health or substance use prob-lems, must offer similar levels ofcoverage for these problems asthey do for medical or surgicalneeds.
Clinical Guidelines. Both theCanadian and American Psychi-atric Associations have devel-oped clinical guidelines for themanagement of various psycho-logical problems. Neither theAmerican nor Canadian Psycho-logical Associations have suchguidelines, and there was somediscussion at our meeting aboutthe possibility of moving forwardin that area in the future.
Cultural Competence. Wediscussed some of the differencesbetween Canadian and Americanperspectives on multiculturalism(e.g., Canada’s vertical mosaicthat encourages cultural unique-ness vs. the American “meltingpot” approach to multicultural-ism). In addition, APA staff andboard members raised the ques-tion of whether we might be ableto help them in their efforts to un-derstand and improve the ways inwhich psychologists become cul-turally competent.
A number of other topics werediscussed briefly, including the(1) challenges of ensuring that alldoctoral students have access tointernship training and accounta-bility of doctoral programs forensuring such access, (2) theneed for our associations to focusmore on applications of psychol-ogy outside of mental health andhealthcare, and (3) the possibilityof holding regular meetings be-tween APA and CPA officers andstaff in the future.
Overall, it was a very collegialand productive discussion that issure to lead to some exciting andmeaningful collaborations in thefuture. For example, this summerthere was significant media at-tention devoted to the story of aSaskatchewan emergency roomphysician who posted the origi-nal Rorschach images onWikipedia (the Globe and Mail,Toronto Star, and many othernewspapers also reproduced theimages in their stories). The issueof public accessibility to psycho-logical tests is an important one.A recent perusal of the eBaywebsite revealed that severaltests used to assess cognitive andintellectual functioning (includ-ing various editions of the Wech-sler tests) are available forpurchase. In the coming months,CPA will consider possible waysof addressing this issue, and col-laboration with APA seemslikely. Stay tuned!
4 PSYNOPSIS FALL/AUTOMNE 2009
Directors / Administrateurs
Peter J. Bieling, Ph.D.
Jean-Paul Boudreau, Ph.D.
David J.A. Dozois, Ph.D.
Jennifer Frain, Ph.D.
Suzanne E. MacDonald, Ph.D.
Juanita Mureika, M.A.
Lorne Sexton, Ph.D.
Kelly B. Smith, M.A.
Aimée Surprenant, Ph.D.
Executive Director /Directrice générale
Karen R. Cohen, Ph.D.
BOARD /CONSEIL2009-2010
CANADIAN PSYCHOLOGICAL
ASSOCIATION
SOCIÉTÉ CANADIENNEDE PSYCHOLOGIE
President-elect /Président désignéPeter Graf, Ph.D.
Honorary President /Présidente honoraire
Kay Redfield Jamison, Ph.D.
President / Président Martin M. Antony, Ph.D.
Past President /Présidente sortante
Catherine M. Lee, Ph.D.
MARTIN M. ANTONY, Ph.D., président de la SCP
et été l’American Psychological Association (APA)a tenu son congrès annuel à Toronto. Il a été ainsipossible de tenir plusieurs réunions mixtes entre
nos deux associations afin de discuter de questions quisont pertinentes à la science et la pratique de la psycholo-gie d’un côté comme l’autre de nos frontières. Une de cesréunions a eu lieu le 6 août 2009 et incluait un groupe decadres et de membres du conseil d’administration desdeux associations.
C
P E R S P E C T I V E
PSYNOPSIS FALL/AUTOMNE 2009 5
Le Comité de l’éducation etde la formation a discuté de lapossibilité d’effectuer une en-quête auprès d’un groupe deprofessionnels qui, nous pen-sons, pourrait nous révélerbeaucoup au sujet du travailque nous effectuons dans lecadre des programmes de doc-torat et de formation en internatet stages, c’est-à-dire les diplô-més récents qui ont débuté de-puis quelques années leurpratique ou tout autre travailconnexe. Nous croyons que cegroupe est bien placé pour ré-fléchir sur le genre de chosespour lesquelles ils ont été bienformés et le genre de chosespour lesquelles ils souhaite-raient avoir été mieux préparés.Il s’agit de données qui, dans lecontexte des normes d’agré-ment relatives à l’évaluation deprogramme, de nombreux pro-grammes de doctorat et d’inter-nat (ou stages) recueillent déjà.Ces données, si elles étaientcompilées et communiquéesaux intervenants, pourraientservir aux programmes etmême, à long terme, auxnormes d’agrément.
Cela nous ramène aux médi-caments. En parlant aux col-lègues à ce sujet (après avoirocculté toute la controverse ausujet de l’autorisation de pres-crire des ordonnances) une ten-dance claire se dessine : unefois que vous entrez dans le do-maine et débutez réellement lapratique vous constatez qu’enréalité vous n’en savez vrai-ment pas suffisamment au sujetde l’utilisation et des effets desmédicaments. Et grâce à Inter-net, aux livres sur le sujet, auxcollègues et la bonne vieille ex-périence pratique, vous créezpour vous-même un peu deconnaissances au sujet des mé-dicaments les plus administrésaux patients, de leurs avantageset de leurs inconvénients, vousélaborez une langue communeau sujet des médicaments quivous permet de communiqueravec le reste de l’équipe multi-disciplinaire ainsi qu’unlexique pour collaborer avecles patients et offrir une rétro-action (qui s’accompagne habi-tuellement avec la mise engarde, « Je n’ai pas reçu la for-mation qui me permet de pres-crire des médicaments »). Cette
connaissance, cette sagesse,même cette démystification desmédicaments s’acquière detoute évidence à l’extérieur dela formation officielle, « sur letas » pour ainsi dire. Et cetteplus grande familiarité avec lesmédicaments pose un contrastemarquant sur la façon que laplupart des stagiaires abordentla question, qui peut soit êtrerégimentée et sous-informée.Lorsque les patients posent desquestions au sujet de leurs mé-dicaments, de nombreux sta-giaires s’en remettent à laréponse classique « vous de-vriez poser cette question àvotre médecin traitant ». Il peuty avoir des problèmes à épelercorrectement le nom des médi-caments, ou même à les diffé-rencier de façon conceptuelle,sans parler ici de la difficulté àdéterminer à quelle classe ilsappartiennent. Par exemple, ilpeut y avoir une méprise à sa-voir si un patient a indiqué qu’ilprenait du clonazepam ou duclozapine, une erreur d’ortho-graphe facilement pardonnableet facile à corriger. Ne pas com-prendre la différence entre cesdeux médicaments et ce qu’ilssignifient pour un diagnostic etun traitement pose un problèmebeaucoup plus important.D’autres questions nous vien-nent à l’esprit, un stagiaire nerépondant rien à un patient quilui a déclaré qu’il commençait« un sevrage brutal » du Paxilet qu’il n’en avait pas glissémot à personne, parce qu’il nesavait pas la différence entre unpsychotrope et un médicamentcontre l’hypertension et le dia-bète. Et que dire du problèmede « double listage » des médi-caments parce qu’on ne sait pasdistinguer les marques de com-merce du produit générique?
Il arrive qu’on a l’impres-sion que les étudiants essaientd’éviter le sujet lorsqu’ils par-lent aux patients. Et peut-êtreque la raison en est qu’il s’agitd’un territoire inexploré et oùils se sentent vulnérables. Maisce n’est pas difficile. Dans lecontexte d’un hôpital psychia-trique (et probablement denombreux autres secteurs desoins de santé) tous les mem-bres du personnel qui sont dansle cercle de soins, qu’ils aientobtenu un certificat collégial ou
un doctorat, en viennent à com-prendre l’utilisation des médi-caments tout en respectant lefait qu’ils ne peuvent pas lesprescrire et reconnaissent leurslimites. En bout de ligne, ils’agit du soin axé sur les clientsétant donné que les médica-ments sont importants pour untrès grand nombre d’entre eux,et il est fort peu probable qu’ilsauront suffisamment de tempspour discuter à fond de leursquestions et de leurs préoccu-pations avec leur médecin. Ilest peut-être même bon que lespatients cherchent à obtenirl’opinion de « personnes qui neprescrivent pas de médica-ments » et qui pourraient avoirune perspective différente ouneutre.
Il semble aussi peu probableque l’utilisation généralisée demédicaments psychotropiquesdiminuera dans un avenir plusou moins rapproché et la plu-part des enquêtes révèlent queles psychologues rencontrentdes patients qui prennent desmédicaments et que la plupartd’entre eux sont d’avis que lesmédicaments sont un élémentimportant du traitement desmaladies mentales. Alors pour-quoi ne pas officialiser la for-mation que nous recevons surles médicaments et leur utilisa-tion? Pourquoi ne pas être spé-cifique à ce sujet dans nosnormes d’agrément? Les ap-proches pédagogiques sur lesquestions pharmacologiquesont été officialisées ailleurs; parexemple, il y a maintenant uncadre conceptuel qui décrittrois niveaux différents de for-mation concernant l’adminis-tration des médicaments et legenre de connaissances requispour chacun de ces niveaux. Laplupart d’entre nous convien-dront qu’un cours officiel sur lapharmacothérapie enseigné parun expert au sein d’un pro-gramme de formation au docto-rat et/ou d’internat (ou destages) produira de meilleursrésultats d’apprentissagequ’une connaissance ponc-tuelle glanée ici et là après laformation officielle. En ce sens,certains des problèmes et desquestions font actuellementl’objet de discussion d’ungroupe de travail de la SCP surl’autorité de prescrire des mé-dicaments.
Peu importe ce qui se pro-duira éventuellement en ce quià trait à l’autorisation de pres-crire des médicaments, il seraithonteux de perdre de vue uneautre chose réellement impor-tante au sujet des médicamentspsychotropiques - les connaître.
E D U C A T I O N / É D U C A T I O N
PETER J. BIELING, Ph.D., Chef, éducation
ès qu’on parle de « médicaments » avec laplupart des psychologues cliniques qui sontmembres de la SCP, ils pensent sans doute
tout de suite au débat entourant la question de l’au-torisation de « prescrire des ordonnances. » Cetteassociation est inévitablement suivie d’émotions et decognitions complexes, allant peut-être même jusqu’àla racine de nos identités professionnelles et nos sché-mas de soi. Mais ce n’est pas vers quoi je vais lorsquej’utilise le mot médicament dans la présente rubrique.
DPETER J. BIELING, Ph.D., Leader, Education
ay the word “medication” to most clinical psychologistswho are members of CPA and the most likely associationis probably going to be “prescription privileges.” That
association is inevitably followed with complex affect and cogni-tions, maybe even getting to the root of our professional identitiesand self-schemas. But that’s not the direction I’m going in when Iuse the word medication in this column.
S
Training and EducationAre we learning enough about
medications?
Formation et éducationEn savons-nous suffisamment
au sujet des médicaments?
The Education and Training Com-mittee has discussed the possibility ofdoing a survey on a group of profes-sionals who we think could tell us agreat deal about the job we’re doingin doctoral and internship trainingprograms, recent graduates who are inthe first few years practice or what-ever work they’ve taken on. We thinkthis group is well placed to reflect onthe kinds of things they have beentrained for well, and what kinds ofthings they wish they had been moreprepared for. This is data that, in thecontext of accreditation standardsaround programme evaluation, manydoctoral programmes and internshipsalready collect. This data, were itcompiled and shared among stake-holders, could be useful for programsand even, in the long run, accredita-tion standards.
That brings us back to medication.Talking to colleagues about this topic(after you partial out the whole pre-scription controversy) a clear patternemerges— once you get out in thefield and really start to practice yourealize you don’t know nearly enoughabout the actual use and effects ofmedications. And thanks to the inter-net, books on the topic, colleagues,and good old hands on experience,you create for yourself a bit of knowl-edge around the medications patientsare commonly on, the upsides anddownsides, develop common lan-guage about medications to commu-nicate with the rest of amulti-disciplinary team and a lexiconto collaborate with patients and be asounding board (usually offered withthe caveat, “I am not trained to pre-scribe”). This knowledge, wisdom,perhaps de-mystification around med-ications obviously ends up being out-side of formal training requirements,“on the job” training so to speak. Andthis more easy familiarity with med-ications stands in stark contrast tohow most trainees approach the ques-tion, which can be both regimentedand under-informed. When asked bypatients about medications, manytrainees retreat to the standard “you’llhave to ask your doctor about that”.There can be struggles to spell med-ications correctly or even conceptu-ally differentiate them, let alonefigure out what class they are in. Forexample, in the confusion aboutwhether a patient mentioned that sheis on clonazepam- or was it clozap-ine- a spelling mistake could be for-given and is easily corrected. Notunderstanding the difference betweenthose two medications and what thatmight mean for diagnosis and treat-ment is a far larger problem. Other is-sues come to mind, a student saying
nothing in response to a patient de-claring they were going “cold turkey”on their Paxil and haven’t told anyoneelse, not knowing psychotropic fromblood pressure and diabetes medica-tions, and “double listing” medica-tions because of failure to distinguishtrade names from generic.
Sometimes there’s a sense that stu-dents are trying to avoid this topicwhen talking to patients. And maybethat’s because it’s uncharted, vulner-able territory for them. But it isn’t dif-ficult. In psychiatric hospital settings(and probably many other health caresectors) every staff member who is inthe circle of care, whether their train-ing is a college certificate or doctoralprogram, comes to learn about med-ications while seemingly still respect-ing that they cannot prescribe andacknowledging their limits. It comesto down to client centered care sincethe medications are important to somany of our patients and they are un-likely to ever have enough time witha physician to discuss all their ques-tions and concerns. Perhaps it’s evengood that patients seek input from“non-prescribers” who may have adifferent or neutral perspective.
It also seems unlikely that thewidespread use of psychotropic med-ications is going to decrease anytimesoon, and there is plenty of data fromsurveys that most psychologists en-counter patients on medications andthat most psychologists believe thatmedications are an important compo-nent of treatment for mental illnesses.So why not formalize the training wereceive in medications and their use?Why not be specific about this in ouraccreditation standards? Approachesto training in pharmacological issueshave been formalized elsewhere, forexample there is now a conceptualframework that describes three differ-ent levels of training in medicationuse and the kinds of knowledge re-quired for each of those levels. Mostwould agree that a formal course onpharmacotherapy taught by an expertwithin a doctoral and/or internshiptraining program will sow betterseeds of learning than ad-hoc knowl-edge that is picked up in pieces afterformal training has ended. Indeed,these are some of the issues and ques-tions that are currently under discus-sion by CPA’s task force onPrescriptive Authority.
Whatever happens down the roadwith prescription privileges, it wouldbe a shame if we lost sight of the otherreally important thing about psy-chotropic medications— knowingabout them.
6 PSYNOPSIS FALL/AUTOMNE 2009
Many of us prefer to avoid speak-ing with the media, fearing that jour-nalists will distort the findings fromour research or misquote us. Yet themedia offers an important opportu-nity to reach a vast audience which isimportant to promote our research,our employment institutions and ourdiscipline. Psychology is uniquelypositioned to inform the media be-cause the media is interested in storiesabout how humans and animals think,feel and behave.
The CPA released a brochure thatdiscusses a number of important is-sues for dealing with the media (e.g.,preparing for television, radio andprint interviews; honorifics; factorsthat facilitate effective communica-tion, etc.). This brochure can be ac-cessed at http://www.cpa.ca/media.
My objective in this brief columnis to provide some general tips forspeaking to the media. Some of thesestrategies are adopted from a work-shop presented this summer by AnnHutchinson, Director of Media Rela-tions at The University of WesternOntario.
1. Understand the purpose. If ajournalist approaches you, in personor by telephone, ensure that you un-derstand what he or she wants in theinterview, which publication or pro-gramme this information is beingused for and how the media proposesto use your comments. In the case ofradio and television, it is helpful tofind out whether the interview will belive or recorded and the format of theprogramme.
2. Take time to prepare. Althoughthe media works on a tight clock, youdon’t need to feel caught off-guard.You should feel free to tell reportersthat you will call them back within ashort timeframe (e.g., half an hour).Doing so will allow you to collectyour thoughts, consult colleagues andorganize your message. Media rela-tions officers at hospitals, research in-stitutes and universities can be avaluable resource.
Ann Hutchinson suggests that youtake some time to write down re-sponses to the following questions:What is the key message I want toconvey? What facts/statistics supportmy main message? What examples orstories can I tell to illustrate mypoints? What is the answer to the onequestion I hope they don’t ask?
3. Get back to the media quickly.We may be frustrated with a journal-ist’s need for a quick turn-around;however, that is the way the mediaoperates. The closer our responses areto the end of a workday, the higherthe probability that the reporter willbe in a rush during the interview andthe greater the chance for error.
4. Prepare a key message. In yourpreparations, generate a list of the keypoints that you would like to make.Following this, develop short (10-15seconds) sound-bites that conciselyexplain your key message. The moretimes you repeat your key message inthe interview, the more likely it is tobe picked up by the media.
5. See the question as a spring-board. You are not limited by the pa-rameters of the interviewer’squestions. If you are clear about whatyour key message is, you will be ableto effectively articulate an answer thatis consistent with your agenda.
6. Be concise and simple. Journal-ists value researchers who are able toexplain the complexity of their workin a clear and simple manner. Re-member who your target audience isand avoid jargon. Stories or analogiesare often a great way to illustrate yourpoint and help people to understandthe work that you do. Remember thatthe general public is typically not sci-ence-literate and their retention of sci-entific details is often limited. Somake the story interesting, provide ahook and speak using a conversa-tional rather than academic style.
7. Don’t be shy. Often psycholo-gists feel as though they can onlyspeak to the media about topics thatfall directly within the limited scopeof their research programs or practicedomains. Although, ethically, it is im-portant that we do not step outside ofour boundaries of competence, thoseboundaries are often broader than wegive ourselves credit for. Given ourtraining, we have the ability to sharea considerable amount of informationwith the public to advance psychol-ogy for all and to promote our profes-sion.
ReferencesCanadian Psychological Associa-
tion (2005). Working with the media:A guide for psychologists. Ottawa,ON: Author.
Un grand nombre d’entrenous préférons éviter des’adresser aux médias parcrainte que les journalistes in-terprètent mal les conclusionsde notre recherche ou nos pro-pos. Toutefois, les médias of-frent une occasion importantede s’adresser à un vaste audi-toire, ce qui est important pourpromouvoir notre recherche,les institutions qui nous em-ploient et notre discipline. Lapsychologie jouit d’un atoutexceptionnel parce que les mé-dias sont intéressés par lesanecdotes sur la façon que leshumains et les animaux pen-sent, se sentent et se compor-tent.
La SCP a publié une bro-chure qui décrit un certainnombre de questions impor-tantes servant à apprivoiser lesmédias (p. ex. se préparer pourles entrevues à la télévision, àla radio et dans les journaux;les titres, les facteurs qui faci-litent la communication effi-cace, etc.). On peut accéder àcette brochure à l’adressewww.cpa.ca/cpasite/user-fi les/Documents/publica-tions/Apprivoiser lesmedias.pdf
Mon objectif dans cettecourte rubrique est de fournirdes conseils généraux sur lafaçon de s’adresser aux mé-dias. Certaines des stratégiessont adaptées d’un atelier pré-senté cet été par Ann Hutchin-son, directrice des relationsavec les médias à l’Universitéde Western Ontario.
1. Comprenez l’objet. Si unjournaliste vous approche, enpersonne ou au téléphone, as-surez-vous que vous compre-nez ce qu’il ou elle veut dansl’entrevue, la publication oul’émission où cette informationsera présentée et la façon queles médias entendent utiliservos commentaires. Dans le casde la radio et de la télévision,il est utile de déterminer sil’entrevue sera en direct ou en-registrée ainsi que le format de
l’émission.2. Prenez le temps de vous
préparer. Même si les médiasfonctionnent dans des délaisserrés, vous n’avez pas besoinde vous sentir pris au dé-pourvu. Vous devriez vous sen-tir libre d’indiquer auxjournalistes que vous les rap-pellerez sous peu (p. ex. d’iciune demi-heure). Ce faisantvous aurez le temps de rassem-bler vos idées, de consulter voscollègues et d’organiser lemessage que vous voulez fairepasser. Les agents de relationsavec les médias dans les hôpi-taux, les instituts de rechercheet les universités peuvent êtreune ressource précieuse.
Ann Hutchinson suggère deprendre le temps d’écrire vosréponses aux questions sui-vantes : Quel est le messageclé que je veux transmettre?Quels sont les faits/statistiquesà l’appui de mon message prin-cipal? Quels exemples ouanecdotes puis-je rapporterpour illustrer mes points?Quelle est la réponse à la ques-tion que j’espère qu’on ne meposera pas?
3. Rappelez le journaliste leplus rapidement possible. Nouspouvons être frustrés par ledélai serré d’un journaliste; ce-pendant, c’est la façon que lesmédias fonctionnent. Plus nosréponses sont données en finde journée, plus élevée est laprobabilité que le journalistesoit pressé au cours de l’entre-vue et plus les possibilités d’er-reur sont élevées.
4. Préparez un message clé.Dans votre préparation, pro-duisez une liste des points clésque vous voulez faire passer.Ensuite, élaborez de courtescapsules (10 à 15 secondes)qui expliquent de façon précisevotre message. Plus vous répé-tez votre message clé dansl’entrevue, meilleures sont lesprobabilités qu’il soit retenupar les médias.
5. Voyez la question commeun tremplin. Vous n’êtes pas li-
mité par les paramètres desquestions de l’intervieweur. Sivotre message clé est clair dansvotre esprit, vous serez en me-sure d’articuler effectivementune réponse cohérente avecvotre message.
6. Soyez précis et simple.Les journalistes apprécient leschercheurs qui sont en mesured’expliquer la complexité deleur travail d’une manièreclaire et simple. N’oubliez pasqui est votre public cible et évi-tez le jargon. Les anecdotes etles analogies sont souvent uneexcellente façon d’illustrervotre propos et d’aider auxpersonnes à comprendre faci-lement le travail que vousfaites. Souvenez-vous que legrand public ne connaît habi-tuellement pas la science et sonsouvenir des détails scienti-fiques est souvent limité. Ren-dez donc votre anecdoteintéressante, mettez-y un ha-meçon et parlez en utilisant unstyle conversationnel plutôtqu’universitaire.
7. Ne soyez pas timide.Souvent les psychologuescroient qu’ils ne peuvents’adresser aux médias que surdes sujets qui sont directementliés à leurs programmes de re-cherche ou leurs domaines depratique. Même si d’un pointde vue éthique il est importantque vous ne débordiez pas desvos limites de compétences,ces limites sont souvent plusvastes que vous ne le croyez.Compte tenu de notre forma-tion, nous avons la capacité decommuniquer une quantitéconsidérable d’information aupublic pour faire progresser lapsychologie pour la collecti-vité et promouvoir notre pro-fession.
RéférencesSociété canadienne de psy-
chologie (2005). Apprivoisezles médias : un guide pour lespsychologues. Ottawa, ON :auteur.
S C I E N C E
DAVID J. A. DOZOIS, Ph.D., Chef, science
es psychologues sont souvent sollicités par lesmédias qui demandent leur opinion profession-nelle sur un sujet donné ou une entrevue au
sujet de leurs conclusions de recherche. Compte nontenu « des années de formation rigoureuse en tantque scientifiques et professionnels, la plupart des psy-chologues subissent leur baptême des médias parimprovisation, la plupart d’entre nous ne sachant plustrop quoi penser par la suite » (Société canadienne depsychologie, 2005, p. 1).
LDAVID J. A. DOZOIS, Ph.D., Leader, Science
sychologists regularly receive calls from the media askingfor their professional opinion on a given topic or request-ing an interview about their research findings.
Notwithstanding “years of rigorous training as scientists and pro-fessionals, most psychologists receive their first and only trainingwith the media by the seat of their pants, with most of us seekingthe services of a tailor immediately thereafter” (CanadianPsychological Association, 2005, p. 1).
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Dealing Effectivelywith the Media
Faire face efficacement aux médias
PSYNOPSISest disponible sur l’internet au is available on our website at
www.cpa.ca
PSYNOPSIS FALL/AUTOMNE 2009 7
There are two main barriers toCanadians’ access to psychologists:lack of supply and the absence of uni-versal funding. Regarding supply, Iwrote down an instructive quote fromformer CPA Executive Director JohnService at a Manitoba PsychologicalSociety AGM, (March 2008): “Themain issue facing psychology is theinadequacy of our supply. There arenot enough psychologists, therearen’t enough being produced, andthat is a vacuum that others will fillif we can’t.” CPA has commissionedan important Task Force on Supplyand Demand (see Psynopsis, Spring2009).
The second issue of universal ac-cess funding is probably trickier. Thesocial reformer in me stronglyfavours universal access to psychol-ogists as health service providers.But does psychology know what itwants? It is not clear what psychol-ogy associations would do were weafforded an opportunity to exploreexpanded or full coverage for psy-chology services. Some practitionersmay find it difficult to accept the lim-its of universal health care.
The current American health caredebate is instructive about the regu-lation of costs required to afford uni-versal access, and this debate hasadjusted my understanding ofCanada’s universal health care sys-tem and psychology’s potential placewithin it. In the American debate,Canada’s health system has receivedboth credit and criticism (e.g., waittimes). On the other hand, to para-phrase the words of the Mayo ClinicCEO, “America hasn’t had a healthcare system”. This non-system pro-vides severe limits and disproportion-ate access via the private sector formost Americans (40% of health carecosts) and relatively limitless govern-ment care for military veterans andMedicare for the elderly (60%). TheAmericans have lower wait times forhip replacement because this occursmainly in populations where “lavish”(to quote economist Paul Krugman)Medicare money is available. Costsin both private and public sectorshave escalated. Poorly regulatedhealth care is bankrupting America(the highest in the world at 18% ofGDP and rising). Cost is a primarypolitical driving force behind Ameri-can health reform as much or morethan the more advertised need foruniversality.
At the point of writing this col-umn, I have just returned from the
August APA Convention. The out-come of the USA health debate is un-certain. It is reassuring that APAofficials feel that the Mental HealthParity and Addiction Equity Act of2008 has positioned American psy-chology reasonably well for anychange.
The point to be taken from theAmerican debate is that any viablehealth system is a two edged accesssword. A viable health care systemprovides equal and adequate accessto all, but also allocates and priori-tizes access though regulation ofcosts, rationing, and required effi-ciencies. In advocating for universalpsychology access, it is necessary tocome to terms with the reality that auniversal health care system is alsoan allocation (rationing) system.
Medicine in Canada has facedthese controversial issues, albeit re-luctantly. Physicians in Canadianhealth care provide an effective uni-versal access, but struggle with anddebate the ongoing impact of alloca-tion. Universal coverage for physi-cians and medical care requires acombination of rationing limits viainstitutional budgets, hospital lengthof stay expectations, best practiceguidelines based on comparative ef-fectiveness, procedure limits, fee lim-its, extra billing limits and opting-outlimits.
Currently, access to Canadian psy-chology services is arguably over-ra-tioned in both the public and privatesectors. Private insurance limits ac-cess to private practitioners, and gov-ernment budgets severely restrict thepublic resource. To improve this de-gree of over-rationing, there must bea viable economic model, attractiveto public or private funding bodies,that establishes a better cost-effectivebalance between universality and al-location. It is easy to argue for in-creased or universal access; winningthe argument requires embracingsome form of service allocation.
Why are we not advocating morestrongly for universal coverage? Ifasked tomorrow whether or not to in-clude psychology under provincialhealth plans, would we say “yes” or“no”? Would we have a model to pro-pose that might interest governmentsand foster this discussion? Are we ina position to propose a model of uni-versal access that works for the pub-lic need and the public purse, andalso fosters viable professional ca-reers?
Il y a deux principaux obs-tacles à l’accès de la popula-tion canadienne auxpsychologues : le manqued’offre de psychologues etl’absence de financement uni-versel. Au sujet de l’offre, j’ainoté une citation éclairante deJohn Service, l’ancien direc-teur général de la SCP, à l’oc-casion d’une assembléegénérale annuelle de l’Asso-ciation des psychologues duManitoba (mars 2008) : « Laprincipale question à laquellela psychologie doit faire faceest l’inadéquation de notreoffre de psychologues. Il n’y apas suffisamment de psycho-logues, il n’y en a pas suffi-samment qui sortent desuniversités et il y a un vide qued’autres combleront si nous neparvenons pas à le faire. » À cepropos, la SCP a mis sur piedun groupe de travail importantsur l’offre et la demande depsychologues (voir Psynopsis,printemps 2009).
La seconde question du fi-nancement accès universel estprobablement plus épineuse.Le réformateur social en moifavorise fortement l’accès uni-versel aux psychologues entant que fournisseurs de ser-vices de santé. Mais est-ce quela psychologie sait ce qu’elleveut? Nous ne sommes pascertains ce que les associationsde psychologie feraient si onnous donnait la possibilitéd’explorer la couverture éten-due ou complète des servicesde psychologie. Certains prati-ciens pourraient trouver diffi-cile d’accepter les limites dessoins de santé universels.
Le débat actuel entourantles soins de santé aux États-Unis nous éclaire au sujet de laréglementation des coûts re-quis pour permettre l’accèsuniversel, et ce débat a recentréma compréhension du systèmede soins de santé universels duCanada et la place éventuelleque la psychologie pourrait oc-cuper. Dans le cadre du débataméricain, le système de santécanadien a reçu des éloges et aessuyé des critiques (p. ex. lestemps d’attente). En revanche,pour paraphraser les mots du
PDG de la clinique Mayo « lesÉtats-Unis n’ont jamais eu desystème de soins de santé ». Ce« non-système » crée des la-cunes graves et donne un accèsdisproportionné par le secteurprivé à la plupart des Améri-cains (40 % des coûts de soinsde santé) et le gouvernementassure la prestation de soins àpeu près sans limite aux an-ciens combattants et offre unrégime d’assurance-maladieaux personnes âgées (60 %).Les Américains jouissent detemps d’attente moins longspour le remplacement de lahanche étant donné que cetteintervention est surtout effec-tuée pour des populations quipeuvent profiter de « l’opu-lence » du régime d’assu-rance-maladie pour citerl’économiste Paul Krugman.Les coûts dans les secteursprivé et public ont grimpé. Unrégime de soins de santé malréglementé mène lesÉtats-Unis à la faillite (lescoûts les plus élevés au mondeà 18 % du PIB et toujours enhausse). Le coût demeure unprincipal fer de lance politiquequi sous-tend la réforme dessoins de santé aux États-Unis,autant ou davantage que le be-soin d’universalité qui faitl’objet d’une plus grande pu-blicité.
Au moment de rédiger cetterubrique, je revenais tout justedu congrès de l’APA au moisd’août. Le résultat du débat surla santé aux États-Unis est in-certain. Il est rassurant de voirque les représentants de l’APAcroient que le Mental HealthParity and Addiction EquityAct de 2008 a assez bien posi-tionné la psychologie améri-caine pour faire face à toutchangement.
Le point à retenir du débataméricain est que tout systèmede santé viable est une arme àdeux tranchants. Un systèmede soins de santé viable fournitl’accès égal et adéquat à tous,mais alloue et priorise aussil’accès par la réglementationdes coûts, le rationnement eteffectue les économies re-quises. En faisant des repré-sentations pour octroyer
l’accès universel aux servicesde psychologie, il faut égale-ment comprendre la réalitéqu’un système de soins desanté universels est aussi unsystème d’allocation (rationne-ment).
La médecine au Canada adû faire face à ces questionscontroversées, encore que cesoit avec beaucoup de ré-serves. Les médecins dans lesystème de soins de santé ca-nadien fournissent un accèsuniversel efficace, mais ils doi-vent aussi composer avec l’im-pact de l’allocation et endébattre. La couverture médi-cale universelle impose unecombinaison de limites de ra-tionnement dans le cadre desbudgets des établissements,des attentes d’hospitalisation,des lignes directrices pour lespratiques exemplaires baséessur l’efficacité comparative,des limites de procédure, deslimites de frais, des limites defacturation supplémentaire etdes limites dans les options denon-participation.
Actuellement, on pourraitsoutenir que l’accès aux ser-vices de psychologie au Ca-nada est surrationné dans lesecteur public et privé. L’assu-rance privée limite l’accès auxpraticiens privés et les budgetsgouvernementaux limitentgrandement la ressource pu-blique. Afin d’améliorer le ni-veau de surrationnement, ildoit y avoir un modèle écono-mique viable, attrayant pourles organismes de financementpublics ou privés, qui établit unmeilleur équilibre coût-effica-cité entre l’universalité et l’al-location. Il est facile depréconiser un accès accru ouuniversel, mais pour faire va-loir l’argument il faut convenird’une certaine forme d’alloca-tion de service.
Pourquoi ne faisons-nouspas davantage de représenta-tions pour une couverture uni-verselle? Si on nous demandaitdemain s’il faut ou non inclurela psychologie dans les ré-gimes d’assurance-santé pro-vinciaux, que serait notreréponse? Aurions-nous un mo-dèle à proposer qui pourrait in-téresser les gouvernements etfavoriser la discussion?Sommes-nous dans une posi-tion pour proposer un modèled’accès universel qui fonc-tionne pour le bien et les de-niers publics, tout en favorisantle foisonnement des carrièresprofessionnelles?
P R A C T I C E / P R A T I Q U E
LORNE SEXTON, Ph.D., Chef, pratique
es psychologues conviennent que l’améliora-tion de l’accès aux services de psychologiedemeure une question de représentation de
la plus haute importance. Un mémoire a été présen-té en juin 2009 par Dre Karen Cohen (directricegénérale de la SCP) à Leona Aglukkaq, ministre dela Santé, intitulé Canadian Psychological Association(CPA) Summary Position on Health Human Resourceand Access to Health Services, dans le cadre desactivités courantes de représentation de la SCP. Cedocument soulignait « qu’il est particulièrementimportant que la SCP travaille avec les décideurs envue d’améliorer l’accès aux services de santé men-tale ».
Lsychologists agree that a major advocacy issue is toincrease access to psychology services. In CPA’s ongoingadvocacy, a brief was submitted (June 2009) by Dr. Karen
Cohen (CPA Executive Director) to Leona Aglukkaq, Minister ofHealth, entitled Canadian Psychological Association (CPA)Summary Position on Health Human Resource and Access toHealth Services. This stated that “It is particularly important toCPA to work with policy and decision-makers to enhance accessto mental health services.”
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Universal Access to Psychologyand Health Care Reform
LORNE SEXTON, Ph.D., Leader, Practice
Accès universel à la psychologie etréforme des soins de santé
Nominations are required for President-elect and fourDirectors who will assume office at the 2010 Annual Gen-eral Meeting. Three Director-at-large positions are to benominated by all members as defined in By-Law IX (1)B*. One position is reserved for an experimental psy-chologist who is conducting basic research. In addition,one seat is reserved for a Masters level psychologist, asprovided in By-Law IX (1) B (ii).
One Director for Designated Scientist-Practitioner is tobe nominated through Sections as defined in By-LawsIX.A.
The President-elect is nominated by all members as de-fined in By-Law IX.3. Please note that nominations forat-large Directors and President-elect require the supportof five Members/Fellows as defined in By-Law IX.3(i).
INSTRUCTIONS FOR NOMINATIONS FOR PRES-IDENT-ELECT AND THREE DIRECTORS-AT-LARGE
Members and Fellows of the Canadian PsychologicalAssociation are invited to nominate for the President-electand three Director-at-large positions on the Board of Di-rectors. One position is reserved for an experimental psy-chologist who is conducting basic research. Howeveras prescribed in By-Law IX (1) B (ii)* the Board of Di-rectors has reserved one seat for a Masters level Psy-chologist.
Each nomination must include a curriculum vitae forthe candidate, including educational background, presentand former positions, and research and/or professional ac-tivities. It must be accompanied by a letter from thenominator and four letters of support that states the po-sition for which the candidate is being nominated, ex-presses support for the candidate, and contains a statementto the effect that the nominator has ascertained the candi-date’s willingness to stand for nomination.
The names and supporting materials of nominees mustbe received by November 9, 2009 at CPA Head Officeand should be sent preferably by email to:
[email protected]. Catherine M. Lee
Chair, Nominating Committee Canadian Psychological Association
141, Laurier Ave. West, Suite 702Ottawa, Ontario K1P 5J3
INSTRUCTIONS FOR ONE SECTION-NOMI-NATED DESIGNATED DIRECTOR SCIENTIST-PRACTITIONER POSITION
Designated Directors who are nominated by the Sec-tions represent the three categories of Scientist, Scientist-Practitioner and Practitioner. For the 2010 elections,nominations are required for one Scientist-Practitionerseat.
As presented in By-Law IX, any CPA Member or Fel-low who is a member of a section(s) may submit a nomi-nation(s) to any section(s) of which they are a member.The sections shall establish their own procedures for theconsideration of nominations received from their membersfor designated board seats.
All sections are invited to submit nominations for thesection-nominated designated position of Scientist-Prac-titioner.
Scientist-Practitioners can be defined as one of thefollowing: (a) A Scientist whose primary activities are inresearch and teaching and who focuses mainly on the ap-plication of psychological principles to specific appliedproblems. The main concern of this scientist is to produceresearch findings that are readily applicable to real worldproblems. This person differs from the traditional Scientistin the direct concern for the applicability of research find-ings to contemporary, real world problems.
OR(b) A Practitioner who uses research methodology in
solving real world problems. This type of Practitioner isnot simply concerned with solving the particular problemat hand, but attempts to conduct research which will beuseful to others in the field who have similar problems.This person differs from the traditional Practitioner in theuse of research methodology in her or his work and in the
concern for generalizability of findings produced throughthe research performed to solve specific problems to othersituations.
The submission of each nomination will include thewritten consent of the nominee, the curriculum vitae ofthe nominee, and a supporting letter from the nominator.
The name(s) of section nominee(s) for the designatedDirector Scientist-Practitioner position must be receivedat CPA Head Office by November 9, 2009 and should besent preferably by email to:
[email protected]. Juanita Mureika
Chair, CPA Committee on SectionsCanadian Psychological Association
141 Laurier Ave. West, Suite 702Ottawa, Ontario K1P 5J3
PRESENT BOARD REPRESENTATIONSo that you may be aware of the present balance of theBoard, its current voting membership is as follows:President:Martin M. Antony, Ryerson University, Toronto, ON,ClinicalPast President: Catherine M. Lee, University of Ottawa, Ottawa, ON,ClinicalPresident-elect:Peter Graf, University of British Columbia, Vancouver,BC, Brain, Behaviour and Cognition
Directors retiring 2010Scientist-Practitioner - Peter Bieling, McMaster Univer-sity & St. Joseph Hospital, Hamilton, ON, ClinicalAt-large - Juanita Mureika, N.B. Department of Educa-tion, School Psychology, Fredericton, NBAt-large – Aimée Surprenant, Memorial University, St.John’s, NL, NSERC ScientistDirector representing the Canadian Psychological As-sociation’s Section on Students - Kelly Smith, DoctoralStudent, Queen’s University, Kingston, ON
Directors retiring 2011Scientist - David Dozois, University of Western Ontario,London, ON, ClinicalPractitioner - Lorne Sexton, University of Manitoba,Winnipeg, MB, Health Psychology
Director retiring 2012At-large - Jean-Paul Boudreau, Ryerson University,Toronto, ON, DevelopmentalDirector representing the Council of Canadian Depart-ments of Psychology (CCDP) – Suzanne E. MacDonald,York University, Toronto, ON, Clinical
*BY-LAW IX - NOMINATIONS - IS AVAILABLEON CPA WEB SITE:
http://www.cpa.ca/aboutcpa/by-laws/.
8 PSYNOPSIS FALL/AUTOMNE 2009
C P A A F F A I R SSECOND CALL FOR NOMINATIONS FOR PRESIDENT-ELECT AND
FOUR DIRECTORS ON THE CPA BOARD OF DIRECTORS FOR 2010
SECOND CALL FOR NOMINATIONS FOR ELECTIONTO THE STATUS OF FELLOW OF THE CANADIAN
PSYCHOLOGICAL ASSOCIATION 2010
The Committee on Fellows in-vites you to recognize the distin-guished contributions of yourcolleagues by nominating them forconsideration by the Committee.Nominees must be Members ingood standing of the Association.Should the nominee not be selectedas a Fellow the year submitted, heor she will automatically be recon-sidered in each of the next twoyears.
Any Member, except currentmembers of the CPA Board of Di-rectors, can be nominated for Fel-low status. Members may notnominate themselves and currentCPA Board members may not nom-inate. As noted in the By-Laws,there are three ways to achieve Fel-low status: (1) distinguished contri-butions to the advancement of thescience of psychology; (2) distin-guished contributions to the ad-vancement of the profession ofpsychology; and (3) exceptionalservice to national or provincial as-sociations of psychologists.
Nominations must be made asfollows:
1. Nominations must include acurrent curriculum vitae for thenominee and at least three endors-
ing letters written in the last calen-dar year by current Fellows orMembers. Preferably, the nomina-tors should be drawn from three dif-ferent institutions, with no morethan one coming from the nomi-nee’s home institution.
2. The letters of nominationshould be specific about the ways inwhich the nominee’s research orpractice has contributed to the ad-vancement of the science or profes-sion of psychology or as to ways theperson’s service to national orprovincial associations of psychol-ogists have been exceptional. In thecase of nominations based upon ac-complishments other than publishedtheory or research, the specific in-novative contributions and their im-pact on psychology should bedescribed.
3. The letters of nominationshould point out evidence of thequality of journals in which thenominee has published, awards re-ceived, etc. In the case of nomina-tions based upon exceptionalservice to national or provincial as-sociations of psychologists, the let-ters of nomination should point thenature of the associations (e.g., na-ture of the associations, number of
members, services they provide).4. Normally, the nominee should
have completed his or her post-sec-ondary training 10 years prior tobeing nominated for Fellow status.Someone with less than 10 years ex-perience following graduation, butmore than 5 years of experience,could be elected Fellow if his or hercontributions or services have beenfound by the Committee to be trulyexceptional.
Nominations must be submittedpreferably by email (in PDF format)by NOVEMBER 30, and must beaccompanied by the nominee’s cur-riculum vitae/resume, together withsupporting statements by at leastthree nominators, to:
[email protected]. Catherine M. Lee
Chair, CPA Committee on Fellows and AwardsCanadian Psychological
Association141, Laurier Ave. West, Suite 702
Ottawa, Ontario K1P 5J3The list of CPA Fellows is avail-
able on the CPA Web Site athttp://www.cpa.ca/aboutcpa/cpa
awards/cpafellows/.
Looking for CPA related documents?Access to Careers in Psychology, CPA Journals Online, Membership Directory, Annual Reports, List of Fellows,
CPA Awards, Information on Sections, Continuing Education,
and so much more at www.cpa.ca
PSYNOPSIS FALL/AUTOMNE 2009 9
A F F A I R E S D E L A S C P
Des mises en candidature sont requises pour les postesde président désigné et de quatre directeurs qui assume-ront leurs fonctions lors de l’assemblée générale annuellede 2010. Trois directeurs non désignés doivent être nom-més par tous les membres tel que stipulé dans le règlementIX (1) B*. Un poste est réservé à un(e) psychologue en-gagé dans la recherche fondamentale. De plus, tel questipulé dans le règlement IX (1) B (ii), le conseil d’admi-nistration a réservé un siège de directeur non désigné àun(e) psychologue détenant une Maîtrise. Un poste dedirecteur désigné scientifique praticien nommé par les sec-tions est aussi requis comme le stipule le règlement IX.A.
Conformément au règlement IX.3, le président désignéet les directeurs non désignés sont nommés par tous lesmembres et les mises en candidature doivent être ap-puyées par cinq membres ou fellows.
DIRECTIVES POUR LES MISES EN CANDIDA-TURE POUR LES POSTES DE PRÉSIDENT DÉSI-GNÉ ET DE TROIS DIRECTEURS NON DÉSIGNÉS
Les membres et fellows de la Société canadienne depsychologie sont invités à faire des mises en candidaturepour les postes de président désigné et de trois directeursnon désignés, dont un poste est réservé à un(e) psycho-logue engagé dans la recherche fondamentale. De plus,tel que stipulé dans le règlement IX (1) B (ii)*, le conseild’administration a réservé un siège de directeur nondésigné à un(e) psychologue détenant une Maîtrise.
Chaque candidature devra être accompagnée du curri-culum vitae du candidat et devra inclure ses antécédentsen matière de formation, le(s) poste(s) qu’il occupe pré-sentement et qu’il occupait auparavant ainsi qu’un résuméde ses activités professionnelles ou dans le domaine de larecherche. La mise en candidature devra être égale-ment accompagnée d’une lettre du présentateur etquatre lettres d’appui mentionnant le poste pour lequelce candidat est nommé et, finalement, la mise en candida-ture devra renfermer une déclaration à l’effet que la per-sonne nommée accepte de se porter candidate à l’élection.
Assurez-vous de faire parvenir vos mises en candida-ture pour les postes de président désigné et de directeursnon désignés accompagnées des pièces nécessaires pourappuyer ces candidatures au plus tard le 9 novembre2009, préférablement par courriel, à l’adresse suivante :
[email protected] Catherine M. Lee
Présidente du Comité des mises en candidatureSociété canadienne de psychologie
141 avenue Laurier ouest, bureau 702Ottawa, Ontario K1P 5J3
DIRECTIVES POUR LES MISES EN CANDIDA-TURE POUR LE POSTE DE DIRECTEUR DÉSI-GNÉ SCIENTIFIQUE PRATICIEN NOMMÉ PARLES SECTIONS
Les directeurs désignés nommés par les sections repré-sentent les trois catégories de membres de la SCP : scien-tifique, scientifique praticien et praticien. Pour lesélections de 2010, des candidatures pour un poste descientifique-praticien sont requises.
Tel que stipulé dans le règlement IX, tout membre oufellow de la SCP qui est également membre d’une ou deplusieurs sections peut présenter une mise en candidatureà la section (ou sections) dont il est membre. Les sectionsont la responsabilité de déterminer leurs propres procé-dures pour examiner les mises en candidature qu’elles au-ront reçues de leurs membres pour les postes désignés duconseil.
Toutes les Sections sont invitées à faire des mises encandidature pour les postes vacants de scientifique-pra-ticien.
Les scientifiques-praticiens peuvent être définiscomme étant soit, a) un scientifique dont les activités prin-cipales se situent dans le domaine de la recherche et del’enseignement et qui se concentre sur l’application desprincipes psychologiques à des problèmes appliqués spé-cifiques. Ses principales activités professionnelles sont defaire des découvertes dans le domaine de la recherche pou-vant facilement s’appliquer aux problèmes du monde réel.Cette personne se distingue du scientifique traditionnel
par sa préoccupation directe pour l’aspect applicable desdécouvertes découlant de sa recherche aux problèmescontemporains du monde réel.
OUb) un praticien qui utilise une méthodologie de re-
cherche afin de résoudre les problèmes du monde réel. Cegenre de praticien ne se contente pas de résoudre un pro-blème particulier mais il s’occupe de faire de la recherchequi sera utile à d’autres professionnels dans le même do-maine et ayant des problèmes semblables. Cette personnese distingue du praticien traditionnel dans le sens qu’il uti-lise la méthodologie de la recherche dans son travail etdans son souci de généraliser les découvertes émanant dela recherche afin de résoudre des problèmes spécifiqueset de les appliquer à d’autres situations.
La présentation de chaque candidature comprendra leconsentement du candidat ainsi que son curriculum vitaeet une lettre du présentateur du candidat.
Chacune des sections doit faire parvenir le nom deleurs candidats aux postes de directeur désigné scienti-fique et praticien au responsable du Comité sur les sec-tions avant le 9 novembre 2010 préférablement parcourriel à l’adresse suivante :
[email protected] Juanita Mureika
Présidente du Comité sur les Sections Société canadienne de psychologie
141, avenue Laurier ouest, bureau 702Ottawa, Ontario K1P 5H3
COMPOSITION ACTUELLE DU CONSEIL D’AD-MINISTRATION
Président Martin M. Antony, Ryerson University, Toronto, ON, psy-chologie clinique
Présidente sortante Catherine M. Lee, Université d’Ottawa, Ottawa, ON, psy-chologie cliniquePrésident désignéPeter Graf, University of British Columbia, Vancouver,CB, cerveau, comportement et cognition
Directeurs dont le mandat se termine en 2010Scientifique-praticien - Peter Bieling, McMaster Univer-sity et St. Joseph Hospital, Hamilton, ON, psychologie cli-niqueNon désigné - Juanita Mureika, Département de l’éduca-tion du N.B., Frédéricton, NB, psychologie scolaireNon désigné – Aimée Suprenant, Memorial University,St. John’s, NL, scientifique CRSNGDirectrice représentant la Section des étudiants en psy-chologie de la SCP – Kelly Smith, étudiant au doctorat,Queen’s University, Kingston, ON
Directeurs dont le mandat se termine en 2011Scientifique - David Dozois, University of Western On-tario, London, ON, psychologie cliniquePraticien - Lorne Sexton, University of Manitoba, Win-nipeg, MB, psychologie de la santé
Directeurs dont le mandat se termine en 2012Non désigné - Jean-Paul Boudreau, Ryerson University,Toronto, ON, psychologie du développementDirectrice représentant le Conseil canadien des dépar-tements de psychologie (CCDP) - Suzanne E. MacDo-nald, York University, Toronto, ON, psychologie clinique
Veuillez consulter notre site web pour prendreconnaissance du règlement IX - Mise en candidatureau http://www.cpa.ca/aproposdelascp/reglementsgene-raux/.
RAPPEL DE MISES EN CANDIDATURE AU CONSEIL D’ADMINISTRATIONDE LA SCP POUR LES POSTES DE PRÉSIDENT DÉSIGNÉ ET DE QUATRE
POSTES DE DIRECTEURS POUR 2010
RAPPEL DE PRÉSENTATION DE MISE EN CANDIDATURE POUR LE TITRE DE FELLOW DE LA SOCIÉTÉ CANADIENNE DE PSYCHOLOGIE
Le Comité des fellows vous in-vite à souligner la contribution devos collègues en lui présentant leurcandidature. Les candidats doiventêtre membres en règle de la Société.
Si le ou la candidate n’est pasélu(e) l’année de mise en candida-ture, il ou elle sera éligible pour lesdeux années suivantes.
Tous les membres, sauf les mem-bres actuels du Conseil d’adminis-tration de la SCP, peuvent être misen candidature au titre de fellow.Les membres ne peuvent pas semettre eux-mêmes en candidature etles membres du Conseil d’adminis-tration actuels ne peuvent pas pro-poser de candidature. Comme il estindiqué dans le règlement, il y atrois façons d’obtenir le statut defellow : 1) une contribution écla-tante au développement scientifiquede la psychologie; 2) une contribu-tion éclatante au développementprofessionnel de la psychologie; et3) un service exceptionnel aux asso-ciations nationales ou provincialesde psychologues.
Les mises en candidature doiventêtre faites de la façon suivante :
1. Les mises en candidature doi-vent inclure le curriculum vitae àjour de la personne en nominationet au moins trois lettres d’appuirédigées au cours de la dernièreannée civile par des fellows ou des
membres actuels. Préférablement,les personnes qui font les mises encandidature devraient provenir detrois organismes différents, un seulau plus venant du même organismeque celui de la personne mise encandidature.
2. Les lettres de mise en candi-dature doivent être précises quantaux façons dont la recherche ou lapratique de la personne en nomina-tion a contribué au développementscientifique ou professionnel de lapsychologie ou aux façons dont leservice de la personne à son associa-tion nationale ou provinciale de psy-chologues a été exceptionnel. Dansle cas de mises en candidature fon-dées sur des réalisations autres quede la théorie ou de la recherche pu-bliée, les contributions novatricesprécises et leur incidence sur la psy-chologie devraient être décrites.
3. Les lettres de mise en candi-dature devraient mettre en valeur laqualité des revues où la personne ennomination a publié, les prix qu’ellea reçus, etc. Dans le cas d’une miseen candidature fondée sur un ser-vice exceptionnel à son associationnationale ou provinciale de psycho-logues, les lettres de mise en candi-dature devraient souligner la naturedes associations (p. ex. la nature desassociations, le nombre de mem-bres, les services fournis, etc.).
4. Normalement, la personnemise en candidature devrait avoirterminé sa formation post-secon-daire dix ans avant sa mise en can-didature au titre de fellow. Unepersonne possédant moins de dixans d’expérience après avoir obtenuson diplôme, mais plus de cinq an-nées d’expériences, pourrait être élufellow si sa contribution ou son ser-vice a été trouvé vraiment excep-tionnel par le Comité.
Les mises en candidature doiventparvenir préférablement par courriel(en format PDF) au plus tard LE 30NOVEMBRE et doivent être ac-compagnées du curriculum vitae ducandidat ou de la candidate et aumoins trois lettres d’appui àl’adresse suivante :
[email protected] Catherine M. LeePrésident du Comité des fellows et des prix
Société canadienne de psychologie
141 avenue Laurier ouest, bureau 702, Ottawa, Ontario
K1P 5J3Veuillez consulter la liste des
fellows actuels sur notre site web http://www.cpa.ca/aproposde-lascp/prixdelascp/fellowsde-
lascp/.
10 PSYNOPSIS FALL/AUTOMNE 2009
Deadline for submissions
November 15, 2009For more information please visit our
website at www.cpa.ca
Appel de communications – Date limite de soumission :
15 novembre 2009Pour plus d’information, visitez notre
site web www.cpa.ca.
Honorary President’sAddress
Allocution de la Présidente d’Honneur
The Family of Psychology
Keynote Address
Conférence “La Famille
de la Psychologie”
Science & ApplicationsAddress
Conférence “Science & Applications”
Robert J. Sternberg, Ph.D.
Robert J. Sternberg is Dean of the School of Arts and Sciences, Professor of Psychology, and Adjunct Professor of Education at Tufts University. He was previouslyIBM Professor of Psychology and Education in the Department of Psychology, Professor of Management in the School of Management, and Director of the Centerfor the Psychology of Abilities, Competencies, and Expertise at Yale. Sternberg was the 2003 President of the American Psychological Association, is President-Elect of the International Association for Cognitive Education and Psychology, and Chair of the Publications Committee of the American Educational Research As-sociation. He is the author of about 1200 journal articles, book chapters, and books, and has received over $20 million in government and other grants andcontracts for his research, conducted in five different continents. The central focus of his research is on intelligence, creativity, and wisdom, and he also has stud-ied love and close relationships as well as hate. Sternberg has been listed in the APA Monitor on Psychology as one of the top 100 psychologists of the 20th cen-tury, and is listed by the ISI as one of its most highly cited authors in psychology and psychiatry.
Robert J. Sternberg est doyen de l’École des arts et sciences, professeur de psychologie et professeur auxiliaire d’éducation à la Tufts University. Il a aussi été pro-fesseur de la chaire IBM de psychologie et d’éducation du Département de psychologie, professeur de gestion à l’École de gestion et directeur du Center for thePsychology of Abilities, Competencies, and Expertise à l’Université Yale. Dr Sternberg a été président en 2003 de l’American Psychological Association, il est prési-dent désigné de l’International Association for Cognitive Education and Psychology et président du comité des publications de l’American Educational ResearchAssociation. Il a signé quelque 1 200 articles de revues, de chapitres de livres et de livres, et on lui a octroyé plus de 20 millions de dollars en subventions et con-trats gouvernementaux pour sa recherche, menée sur cinq continents différents. Le point de mire de sa recherche est l’intelligence, la créativité et la sagesse et ils’est également intéressé à l’amour et aux relations étroites ainsi qu’à la haine. Monsieur Sternberg figure sur la liste de l’APA Monitor on Psychology comme l’undes 100 plus grands psychologues du XXe siècle et est listé par l’ISI comme l’un des auteurs les plus souvent cités en psychologie et en psychiatrie.
Edward A. Connors, Ph.D., C.Psych.
Ed is a Psychologist registered in Ontario. He is of Mohawk and Irish ancestry and is a band member of Kahnawake Mohawk Territory. He has worked with First Nationscommunities across Canada since 1982 in both urban and rural centres. Dr. Connors served as a board member and vice president of the Canadian Association of SuicidePrevention between 1990-98. He has worked as Clinical Director of an infant mental health centre in Regina and a suicide prevention program for First Nations communi-ties in Northwestern Ontario. While developing the latter Dr. Connors apprenticed with Elders in traditional First Nations approaches to healing. His current practice in-corporates traditional healing knowledge while also employing his training as a Psychologist. He and his wife Donna, manage a health planning firm which provideshealth consultation and psychological services to First Nations communities throughout the Georgian Bay region. He also serves as an elder/advisor for Enaahtig Learningand Healing Lodge and the Native Mental Health Association of Canada.. Dr. Connors is a committee member with the Mental Health Commission of Canada and a boardmember of the Mental Health Centre Penetanguishene, Ontario.
Ed est un psychologue agrée en Ontario. Il est de descendance mohawk et irlandaise et il est membre de la bande du territoire mohawk de Kahnawake. Il travaille avec lescollectivités des Premières nations depuis 1982 en milieu urbain et rural. Dr Connors a siégé à titre de membre du conseil d’administration et de vice-président de l’Associ-ation canadienne pour la prévention du suicide entre 1990 et 1998. Il a été directeur clinique d’un centre de santé mentale de l’enfant à Régina et d’un programme deprévention du suicide dans les collectivités des Premières nations du Nord-Ouest de l’Ontario. C’est en travaillant à la mise sur pied de ce programme que Dr Connors aappris auprès des ainés les approches traditionnelles à la guérison des Premières nations. Sa pratique actuelle intègre les connaissances de la guérison traditionnelles ainsique celles de sa formation de psychologue. Lui et sa conjointe Donna, gèrent une entreprise de planification de la santé qui fournit un service de consultation sur la santéet des services de psychologie aux collectivités des Premières nations partout dans la région de la baie Georgienne. Il agit aussi à titre d’ainé/conseiller de la EnaahtigLearning and Healing Lodge et de la Native Mental Health Association of Canada. Dr Connors est un membre de comité de Commission de la santé mentale du Canada etmembre du conseil d’administration du Centre de santé mentale de Penetanguishene, en Ontario.
Toutes les présentations sont décrites dans la langue de la communicationWINNIPEGD E L T A W I N N I P E G – W I N N I P E G C O N V E N T I O N C E N T R E
71st Annual Convention • 71e Congrès annuel
JUNE 3-5 JUIN 2010
Kay Redfield Jamison, Ph.D.
Kay Redfield Jamison is Professor of Psychiatry at the Johns Hopkins University School of Medicine and co-director of the Johns Hopkins Mood Disorders Center. She isalso Honorary Professor of English at the University of St. Andrews in Scotland. She is co-author of the standard medical text on manic-depressive illness, which waschosen in 1990 as the most outstanding book in biomedical sciences by the American Association of Publishers, and author of Touched with Fire, An Unquiet Mind, NightFalls Fast, and Exuberance. Dr. Jamison has written more than 100 scientific articles about mood disorders, suicide, creativity, and lithium. Her memoir, An UnquietMind, which chronicles her own experience with manic-depressive illness, was cited by several major publications as one of the best books of 1995. It was on The NewYork Times bestseller list for five months and translated into twenty languages. Night Falls Fast: Understanding Suicide was a national bestseller and selected by TheNew York Times as a Notable Book of 1999. Her book, Exuberance: The Passion for Life, was selected by The Washington Post, The Seattle Times, and The San FranciscoChronicle as one of the best books of 2004 and by Discover magazine as one of the best science books of the year. Her most recent book is Nothing Was the Same: AMemoir. Dr. Jamison is the recipient of numerous national and international scientific awards, including a MacArthur Award.
Kay Redfield Jamison est professeure de psychiatrie à la Johns Hopkins University School of Medicine et codirectrice du Johns Hopkins Mood Disorders Center. Elle estégalement professeure honoraire d’anglais à l’Université de St. Andrews en Écosse. Elle est coauteure du manuel médical standard sur le trouble bipolaire, qui a étéchoisi en 1990 par l’American Association of Publisher comme le livre le plus exceptionnel dans les sciences biomédicales, et elle est l’auteure de Touched with Fire, AnUnquiet Mind, Night Falls Fast et Exuberance. Dre Jamison a rédigé plus de 100 articles scientifiques au sujet des troubles de l’humeur, le suicide, la créativité et lelithium. Son mémoire, An Unquiet Mind, qui relate son vécu de personne aux prises avec le trouble bipolaire, a été cité par plusieurs publications majeures comme l’undes meilleurs livres de 1995. Son livre a fait partie de la liste des best-sellers du New York Times pendant cinq mois et a été traduit en vingt langues. Night Falls Fast: Un-derstanding Suicide a été un best-seller national et choisi par The New York Times comme l’un des livres remarquable de 1999. Son livre, Exuberance: The Passion for Life,a été choisi par The Washington Post, The Seattle Times et The San Francisco Chronicle comme l’un des meilleurs livres de 2004 et par la revue Discover comme l’un desmeilleurs livres scientifiques de l’année. Elle vient de publier récemment un livre intitulé Nothing Was the Same: A Memoir. Dre Jamison est récipiendaire de nombreuxprix scientifiques nationaux et internationaux, y compris du prix MacArthur aux États-Unis.
PSYNOPSIS FALL/AUTOMNE 2009 11
C A R E E R S / C A R R I È R E S
Canadian Journal of Behavioural Science Call for NominationsEditor: 2011-2014The Board of Directors of the Canadian Psychological Association has openednominations for the Editorship of Canadian Journal of Behavioural Science for theyears 2011-2014. Candidates must be members of CPA and should be available tostart receiving manuscripts January 1st, 2010 to prepare for issues to be publishedin 2011.
To nominate candidates, prepare a brief statement of approximately one page insupport of each nomination. Nomination, accompanied by the nominee’s vitae,should be submitted before November 2nd, 2009 to:
Publications Committee Chairc/o Head OfficeCanadian Psychological Association141 Laurier Ave. West, Suite 702, Ottawa, Ontario K1P 5J3
Interested individuals may obtain more information directly from the Editor, Dr.Greg Irving at Wilfrid Laurier University, 519.884.0710 x 3707 – E-mail:[email protected]
Revue canadienne des sciences du comportement Demande de mises en candidatureRédacteur en chef: 2011-2014Le Conseil d’administration de la Société canadienne de psychologie sollicite desmises en candidature pour le poste de rédacteur en chef de la Revue canadiennedes sciences du comportement pour la période 2011-2014. Les candidats doiventêtre membres de la SCP et doivent être disponibles pour recevoir des manuscrits àcompter du 1er janvier 2010, pour publication en 2011.
Les mises en candidature doivent comprendre un énoncé d’environ une page por-tant sur le candidat en nomination ainsi que son curriculum vitae. Les mises encandidature doivent être soumises avant le 2 novembre 2009 à l’adresse suivante :
Président du Comité des publicationsSociété canadienne de psychologie141, avenue Laurier ouest, bureau 702, Ottawa, Ontario K1P 5J3
Les personnes intéressées peuvent obtenir des renseignements complémentairesen communiquant avec le rédacteur en chef de la revue Dr Greg Irving, Wilfrid Lau-rier University, 519.884.0710 x 3707Courriel : [email protected]
Canadian PsychologyCall for NominationsEditor: 2011-2014The Board of Directors of the Canadian Psychological Association has openednominations for the Editorship of Canadian Psychology for the years 2011-2014.Candidates must be members of CPA and should be available to start receivingmanuscripts January 1st, 2010 to prepare for issues to be published in 2011.
A brief statement of approximately one page is required in support of a nominationalong with the nominee’s curriculum vitae. These documents should be sent byNovember 2nd, 2009 to.
Publications Committee Chairc/o Head OfficeCanadian Psychological Association141 Laurier Ave. West, Suite 702, Ottawa, Ontario K1P 5J3
Interested individuals may obtain more information directly from the Editor, Dr.John Hunsley at [email protected].
Psychologie canadienneDemande de mises en candidatureRédacteur en chef : 2011-2014Le Conseil d’administration de la Société canadienne de psychologie sollicite desmises en candidature pour le poste de rédacteur en chef de la revue Psychologiecanadienne pour la période 2011-2014. Les candidats doivent être membres de laSCP et doivent être disponibles pour recevoir des manuscrits à compter du 1er janvier 2010, pour publication en 2011.
Les mises en candidature doivent comprendre un énoncé d’environ une page por-tant sur le candidat en nomination ainsi que son curriculum vitae. Les mises encandidature doivent être soumises avant le 2 novembre 2009 à l’adresse suivante :
Président du Comité des publicationsSociété canadienne de psychologie141, avenue Laurier ouest, bureau 702, Ottawa, Ontario K1P 5J3
Les personnes intéressées peuvent obtenir des renseignements complémentairesen communiquant avec le rédacteur en chef de la revue, Dr John Hunsley àl’adresse courriel suivante : [email protected].
Living in such a divergent en-vironment for the first time, cer-tain things have entered my mindthat I have never had the opportu-nity to fully process until now.Being Rwandan is part of my her-itage. My father was born in
Rwanda and came to Canada inthe 1970’s. Like many immigrantswho have been in Canada for anextended period of time, hefiercely preserved his identity asa Rwandan while still feeling veryCanadian. However, I’ve always
felt that coming from such a smallcountry in East Africa is kind oflike having secret; very few peo-ple in Canada can share this expe-rience. Membership was limitedto a few people I knew throughmy father and we gathered andconversed in a way that no oneelse could. But during those twomonths, being Rwandan wasn’t asecret anymore. It was a way oflife that I could share with mil-lions of people. I was no longerthe expert in my milieu of allthings Rwandan. I was a novicesurrounded by a wealth of learn-ing opportunities.
This realization has made me
very excited to commence my in-ternship in the fall and to beginmy practical training as a counsel-ing psychologist. Working withimmigrants is an undeniable partof the practice experience forCanadian mental health practi-tioners. People born outside of thecountry now make up 20% of thepopulation, and the number of im-migrants in Canada is expected toreach somewhere between sevenand 9.3 million by 2017. Each oneof these individuals who seek psy-chological services brings theirown culture with them, offering aportal into another set of life ex-periences that can enrich the psy-
chologist’s empathic capacity andbroaden his/her worldview. Manywill be provided the opportunityto share their ‘secret’ with the psy-chologist – a secret which is an in-tegral to their functioning andgrowth.
Indeed, this travel experiencehas not only shaped my view ofthe globe while abroad but I be-lieve it will enhance how I relateto other Canadians who havecome from afar and my apprecia-tion of how they balance wherethey’ve been and where they hopeto be in the future.
12 PSYNOPSIS FALL/AUTOMNE 2009
I N T E R N A T I O N A L R E L A T I O N S C O M M I T T E E
Guatemala has a relatively small number of psycholo-gists (5,000 with 1,650 certified to practice). Under theleadership of Dr. Maria del Pilar Grazioso, Guatemalanpsychologists organized one of the best SIP congresseswe ever attended.
The main theme was “Psychology: A Path TowardPeace and Democracy.” There was a special focus in thescientific programme on health and quality of life, socialviolence and human rights, gender, political-legal con-structions, effects and consequences of poverty, impact ofnatural disasters, organizational and labour challenges,education and training, and assessment.
Most of the presentations were in Spanish with si-multaneous English translation available for invitedkeynote presentations. We were the only invited keynotespeakers from Canada. JB presented on the positivewell-being of immigrants and refugees, and JG spokeabout the relevance of the Universal Declaration of Eth-ical Principles for Psychologists for peace and democ-racy in today’s changing world.
The social and cultural events, high on ceremony, wereattended by ranking government and other officials.
Former CPA Honorary President, Albert Bandura, re-ceived the Intermamerican Psychologist Award for life-time achievement and a standing ovation during theopening ceremony held at the National Theater. The nextday, he received an honorary doctorate from La Univer-sidad del Valle de Guatemala.
The conference president, Dr. Maria del PilarGrazioso, and Guatemalan psychologists were also hon-oured during a ceremony held at the Palacio de la Cul-tura. After the end of the Guatemalan civil war in 1996,the government created a statue that symbolizes the peacetreaty. Each day, they place a new white rose on the statueto symbolize the peace. On special occasions, a person isallowed to change the rose to honour their contributions.This ceremony honoured the incredible work of Dr.Grazioso in developing psychology in Guatemala. She
was named an Ambassador of Peace, one of the highesthonours for a Guatemalan citizen.
The APA hosted a reception in honour of SIP at the Na-tional Museum of Archaeology and Ethnology and theCarlos Merida Museum of Modern Art which wereopened just for this reception.
The College of Psychologists of Guatemala held a re-ception at the ex-convent Santo Domingo where a localmusical group played marimba, the traditional instrumentused to create the music of Guatemala, and guests had theopportunity to dance.
Psychology in Latin America is growing rapidly. Thereis a lot to learn from our colleagues in Central and SouthAmerica and opportunities for collaboration are plentiful.We encourage you to join SIP and to attend the next In-teramerican Congress of Psychology to be held in 2011in Medellin, Colombia.
Founded in 1951, SIP leadership includes members ofNorth, Central, and South America, and the Caribbean.The official languages of the association are Spanish,English, Portuguese and French. Since 1967, the SIP pub-lishes The Interamerican Journal of Psychology. Formembership application, go to the SIP homepage(http://www.sipsych.org/english/home.htm).
The XXXII Interamerican Congress ofPsychology in Guatemala
he 32nd Interamerican Congress ofPsychology (Guatemala, June 28-July 2,2009) held under the auspices of La
Sociedad Interamericana de Psicología (SIP -Interamerican Society of Psychology) wasattended by 2000 persons representing 35countries. Ten of them were from Canada.
T
JANEL GAUTHIER, Ph.D., Chair, CPA International Relations CommitteeJOHN BERRY, Ph.D., Secretary
xperiencing life as a foreigner has been an incredi-bly eye-opening opportunity. As a Master’sCandidate in Counselling Psychology, spending the
summer in Rwanda has profoundly enhanced my ability toempathize with what life is possibly like for immigrantsback home in Canada.
E
A Visit to Rwanda: Enriching Perspective, Enriching Skills
ADIJA MUGABO, Masters Candidate in the CounsellingPsychology Program at the University of Western Ontario
The purpose of the Guidelines is to provide an ethicalframework for maintaining an effective and mutually re-spectful working alliance between supervisor and super-
visee that enhances the learning experience. Psychologistsrecognize that supervision is a specialized area of psycho-logical activity that has it own foundation of knowledgeand skills. The Guidelines document has several uniquefeatures.
First, it applies to all areas of psychological activity,thus expanding their usefulness beyond today’s emphasisin the supervision literature on only clinical practice.
Second, it primarily addresses relationships rather spe-cific good practice standards, such as how many hours ofsupervision are required, or the content of supervisorymeetings.
Third, supervisees and supervisors are considered tobe mutually responsible for maintaining ethical relation-ships. Both contribute to the success or failure of the re-lationship and the quality of the learning experience. Atthe same time the power differential is acknowledged andthe supervisor is seen to have the greater responsibility inresolving difficulties.
Fourth, all the guidelines are linked to the four ethicalprinciples of the Canadian Code of Ethics for Psycholo-gists: Respect for the Dignity of Persons, ResponsibleCaring, Integrity in Relationships, and Responsibility toSociety. This structure has been established by CPA inprevious documents, and indicates that guidelines repre-sent applications of the Code to special areas of practicerather than a proliferation of stand-alone documents.
The Guidelines are already in use for educational pur-poses in Canada. They also have been received positivelyby psychologists in other countries, and were presentedat a symposium on supervision at the European Congressof Psychology in Oslo in July.
We believe that the Ethical Guidelines for Supervisionin Psychology is another first in Canadian Psychology’scontribution to the ongoing discourse on ethical practice.
The Guidelines can be downloaded from the CPA web-site at http://www.cpa.ca/cpasite/userfiles/Documents/COESupGuideRevApproved7Feb09revisedfinal.pdf
thical Guidelines for Supervision inPsychology: Teaching, Research, Practice,and Administration was adopted by the
Canadian Psychological Association Board ofDirectors on February 7, 2009. The Committee onEthics, chaired by Carole Sinclair, responded to aneed expressed by CPA members for ethical guide-lines for supervision. A sub-committee (JeanPettifor, chair; Michelle McCarron; Greg Schoepp;Cannie Stark; and Don Stewart) prepared the draftdocument after widespread consultation.
EDR. JEAN PETTIFOR, CPA Committee on Ethics
Ethical Guidelines for Supervision: Another First for CPA
PSYNOPSIS FALL/AUTOMNE 2009 13
Of course we are delighted with these results. How-ever, future efforts and the rest of this column will focuson other issues, two of which were targeted by other sur-vey items and elicited less clear-cut results.
The 2009 convention program was provided on ahandsome CPA-branded, re-usable USB stick. A majority(53%) of respondents liked the USB-stick convention pro-gram, and a similar majority (57%) disagreed with CPAproviding paper copies of all convention materials. In con-
trast to these endorsements of the USB option, however,we received the strong message that the dearth of papercopies of the program made it difficult to navigate theMontreal convention. As a result, we will look at optionsfor the production of printed convention programmes atfuture conventions. Cost will be an important factor in se-lecting production options – producing the abstract in itsentirety in both print and on a USB key will be prohibi-tive. We will continue to produce the full abstract bookon a USB stick but, in response to 2009 convention feed-back, we will explore the possibility of a condensedprinted programme that enables registrants ready accessto the title of the presentation, the names of its authors,and where and when it will be held.
The convention committee was tasked a few years agowith reducing the number of concurrent sessions (note:50% of respondents agreed that the number of concurrentsessions in Montreal was about right), and we have al-ready taken two major steps toward this objective: En-couraging the poster as the default format for reportingempirical research and offering the round-table format forconversation sessions. More education of submitters andreviewers, as well as perhaps other creative interventionsare required to correct the mistaken perception thatposters are 2nd class presentations. We have also beenmade painfully aware that not all conversation sessionsare amenable to the round-table format. To make the con-vention a more positive experience for all, please contact
the CPA convention staff as soon as possible if your con-versation session does not lend itself to the round-tableformat.
A minor but perennial convention ‘beef’ concerns ses-sions that do not start or end on time. To correct this prob-lem, we will ensure that a moderator is appointed forevery session, and moderators will be tasked with keepingpresenters on time. All persons making a submission tothe next convention will be asked about their willingnessto serve as moderator. Please volunteer for this purpose,and if you are a presenter, please stay within your allottedtime.
Calls for improvements were also triggered by thecomplexity of the convention program which is due inpart to sessions varying in length from 30 min to 11/2hours. In the Montreal program we had to accommodate48 30-min theory-review sessions, all of which wereself/speaker moderated. To simplify the program andmake it feasible to staff each session with a moderator,theory reviews will henceforth be scheduled in groups ofthree in 1 1/2 hour sessions. A review of the 2009 abstractssuggested that a substantial proportion of the theory re-view submissions did not meet the criteria for this type ofsubmission. For 2010, we ask that participants be carefulto ensure that their submission meets the relevant criteria.Doing so will increase the likelihood that your submissionwill be accepted and allow us to better meet presenters’needs.
team of volunteers surveyed about 200attendants at our Montreal convention. Theresults showed a clear majority (81%) whorated the convention hotel as “excellent”.
A solid majority (80%) agreed that CPA shouldmake efforts to increase attendance at some ses-sions, and (57%) agreed that the conventionprogram offered the right mix of breath anddepth (15% disagreed with the program mix;28% remained neutral on this item). In addition,a decisive majority (71%) of the sub-sample whocompleted an item on the new format of the con-versation session responded favourably.
A
PETER GRAF, Ph.D., CPA 2009 Convention Committee Chair
2009 Draft revision of Ac-creditation Standards and Pro-cedures. As has been widely
communicated among stakehold-ers, CPA’s Accreditation Stan-dards and Procedures for Doctoral
Programmes and Internship is un-dergoing its 5th revision. A draft isposted on the CPA website alongwith an invitation to stakeholdersto submit feedback. The deadlinefor submission of feedback is Jan-uary 15th, 2009. Please visithttp://www.cpa.ca/accredita-tion/2009draftrevisionoftheac-creditationstandardsandproceduresfordoctoralprogrammesandin-ternshipsinprofessionalpsychol-ogy/.
International AccreditationNews. In August 2009, Drs. PeterHenderson (Chair, AccreditationPanel) and Karen R. Cohen (Ex-ecutive Director, CPA) met withcounterparts at the American Psy-chological Association to discussinitiatives and opportunities forinternational accreditation andmutual recognition.
CPA was eager to invite theAPA to participate in the develop-ment of a new agreement to opti-mize mobility of psychologists.As proposed, a mutual recogni-tion agreement between CPA andAPA would communicate to em-ployers, training sites, and regula-tors that the accrediting bodies ofprofessional psychology view ac-credited programs as substan-tially equivalent and, all otherfactors being equal, their gradu-ates should be treated equiva-lently. Mutual recognitionagreements have been developedand employed by other profes-sions (as an example, see theWashington Accord among engi-neers). The proposed agreementwould give doctoral programmesand internships some assurancethat their domestically accreditedprogrammes would continue to be
of value and attraction to interna-tional students.
We suggested that given CPAand APA’s long history of collab-oration on accreditation, the sim-ilarity of our accreditationsystems, and our collective com-mitment to support mobility, espe-cially when APA accreditation ofCanadian programmes sunsets in2015, the CPA and APA could de-velop the new agreement whichcould serve as a prototype foragreements on accreditation inter-nationally and with other membercounties. Next steps toward thisgoal include confirmation of del-egates from each association, em-powered by their respectivegoverning bodies, to draft a newagreement. A tentative meetinghas been arranged for February2010.
Changes at the AccreditationOffice. In July 2009, CPA wassorry to receive the resignation ofDr. Daniel Lavoie from his post asRegistrar for the AccreditationPanel. Dr. Lavoie will, however,maintain a more part-time rolewithin the Accreditation Office asits Associate Registrar, with a re-sponsibility for Francophone pro-grammes. In September 2009,CPA welcomes Dr. Heather Mac-intosh as CPA’s new Registrar. Dr.Macintosh has considerable expe-rience in accreditation, havingserved on the Accreditation Panelfor three years as its first studentmember. She will work at a .35FTE out of CPA Head Office.CPA is glad to welcome Dr. Mac-intosh to the CPA team and to beable to support Dr. Lavoie’s con-tinued role with us as well.
The Accreditation Panel would
also like to take this opportunityto sincerely thank all of those pro-fessionals and academics whovolunteered their valuable timeand expertise in serving as sitevisitors for the Panel in the 2008-09 academic year. The accredita-tion process is dependent, to agreat extent, on your expertise,your volunteerism, and identifica-tion with the profession of psy-chology. Many thanks to Drs.:
Sylvie BellevilleClarissa BushPam CooperJanice CohenKenneth CraigAnna-Beth DoyleHenry EdwardsJeffrey FagenPaul GreenmanAlan KingJane LedinghamSteward LongmanRobert McIlwraithLachlan McWilliamsKerry MothersillWilliam RayTeréz RétfalviDonald SaklofskeAlex SchwartzmanMichael VallisCarl von BaeyerJudith WienerRichard Young
KAREN R. COHEN, Ph.D., CPA Executive DirectorPETER HENDERSON, Ph.D., Chair, Accreditation Panel
A C C R E D I T A T I O N P A N E L U P D A T E
C P A C O N V E N T I O NLessons from Montreal
P S Y N O P S I SCANADA’S PSYCHOLOGY NEWSPAPER – LE JOURNAL DES PSYCHOLOGUES DU CANADA2009
PSYNOPSIS141, avenue Laurier Ave. West, Suite 702, Ottawa (Ontario) K1P 5J3
[email protected] Fax: (613) 237-1674 ISSN 1187-11809
1-888-472-0657
We encourage your ideas and comments. Please send all correspondence and articles to CPA at the address below:
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The Official Newspaper of the Canadian Psychological AssociationLe journal officiel de la Société canadienne de psychologie
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ith the recent downturn in the economy and the steady borage of employment lay-offs within many Canadian workplaces this past year, the impact of financial stressis likely an increasing concern of many counseling psychololgy clients. Financial
stress and unemployment have indeed been linked to depression and anxiety.
WJENNIFER A. NEBEN, OISE U of T, 1st year, area of studies: Ph.D. Counseling Psychology Program
14 PSYNOPSIS FALL/AUTOMNE 2009
N E W S / N O U V E L L E S
Roughly four years ago, agroup of 15 community organiza-tions wanted to make changes inthe local children’s mental healthsystem. AD VOX (“Adding ourVoices Together”) evolved fromthis group of 15, inspired by a pro-gram first developed in Windsor.Spear-headed by the efforts ofJudy Coulman and LorraineBruce-Allen, AD VOX wasadapted for the unique character-istics of Guelph and Wellingtoncounty, including the diversity ofrural and urban populations. AD
VOX adds together the voices ofparents, service providers (e.g.,psychologists, police officers, ad-diction counsellors) and commu-nity members (many fromeducation, business, and the legalsystem) in order to educate andadvocate at a local level. AD VOXgives talks to school boards, serv-ice groups, politicians, etc., inorder to increase communityawareness, interest, and action.
A typical AD VOX presenta-tion lasts 30 to 40 minutes, andstarts with an introduction based
on local needs and national statis-tics about children’s mental health.Then, parents speak of their expe-rience supporting a child withmental health problems. They alsorepresent the voices of their chil-dren and adolescents. Not surpris-ingly, their stories highlight theservice gaps and the desperate sit-uations that families often experi-ence trying to access effective,consistent, and affordable treat-ment. The presentation continueswith service providers speaking oftheir experience. As one of theservice providers, I try to bring theperspective of hope, helping theaudience to understand the avail-ability and effectiveness of treat-ments for many of the mostprevalent mental health problemsaffecting our young people. Fi-nally, the community members,who are in the audience, offer theirperspective on children’s mentalhealth, as lawyers, retired princi-
pals, or business people, for exam-ple. All those involved have beentouched by children’s mentalhealth in some way. The collectiveproduct of an AD VOX presenta-tion distills hundreds of experi-ences into a remarkably coherentand powerful message.
The inclusive and collaborativemodel of AD VOX recognizes thatno one discipline or group is likelyto be successful acting alone topromote children’s mental health.Members of AD VOX are allkeenly aware that the “silo” ap-proach to providing mental healthcare for our young people does notwork. Fortunately, timing is on ourside, given the mandate of theMental Health Commission ofCanada and the increasing aware-ness and interest at the local level.As an example of the growing mo-mentum, AD VOX was delightedto host Dr. Simon Davidson thisspring. Dr. Davidson, Chair of the
Child and Youth Advisory Com-mittee for the Mental Health Com-mission of Canada, spoke at aluncheon of approximately 70community leaders in Guelph andWellington county, includingpoliticians, social service workers,health officials, and media repre-sentatives. Dr. Davidson spokeagain at an evening event open tothe public. The community re-sponse to both events was verypositive. According to Dr. David-son, the AD VOX model is gener-ating interest at local, provincial,and national levels.
I encourage fellow psycholo-gists and psychological associatesto lend their voices to local advo-cacy efforts in order to improvemental health care for children andyouth in Canada. If you are inter-ested in more information aboutAD VOX, please contact me [email protected]
he recent CPA convention in Montreal was an excit-ing opportunity to discuss ideas and strategiesregarding mental health care for our children and
youth. As a follow-up to the convention, I would like toshare my recent involvement in a grass-roots group advo-cating for children’s mental health in Guelph and the sur-rounding Wellington county.
T
Advocacy for Children’s Mental HealthPATRICIA L. PETERS, Ph.D., C. Psych.
As a psychology student I have seen first handhow issues such as marital conflict and/or pre-ex-isting anxiety can be exacerbated by the addi-tional burden of financial hardship. Job loss orreduced work hours can also pose an impedimentto some individuals obtaining ongoing counselingfor themselves or family members and may evenlead to some clients ending counseling sessionsprematurely.
As a result of job loss causing increased stressand potentially affecting the willingness or abilityof clients to pay for counseling, job loss greatlyaffects both psychologists and psychology stu-dents alike. As a counseling psychology PhD stu-dent I am particularly interested in the issue of ourstruggling economy not just because fundinggrants and opportunities are jeopardized, but alsobecause job stress leads to changes in client needsand to clients seeking reduced rate counseling.My M.A. practicum site has indeed recently re-ported receiving an increased number of callsfrom clients seeking reduced intern rates. Thepractice is also receiving more calls from menwho are experiencing psychological distress as aresult of losing their job and according to recentnewspaper headlines men all across Canada arecalling crisis lines and reporting job-related stressin unprecedented numbers.
As psychologists and students, we can betterrespond to client needs by having increasedknowledge about the psychological impacts ofjob loss and available options for addressing as-sociated stress. For example, teach clients to rec-ognize the ways that they cope with stress (bothhealthy and unhealthy) and help them to capital-ize on positive coping strategies, such as main-taining balanced thinking, brainstorming,simplifying their finances and remaining organ-ized. Encourage healthy stress-reducing activitiessuch as walking and exercise, relaxation and so-cial support. Also help clients to understand what
money and work mean in terms of their own val-ues and identity. Lastly, recognize when a referralto another professional, such as a financial plan-ner, debt counselor, or career counselor may bewarranted.
Strategies for managing stress and recognizingthe need for an outside professional are not justimportant for clients; they also important for psy-chology professionals themselves who are sup-porting clients who face more problems, havefewer resources, attend sessions less frequentlyand may also be requesting reduced fees. Thecounseling psychology practice where I com-pleted my placement has decided to offer a freestress management consultation to individualswho have recently lost their job. Although thiscould be helpful to some clients, offering freeservices could pose additional challenges for psy-chology professionals. Aside from potential is-sues with motivation, many clients will likelyrequire additional sessions to adequately addresstheir needs and decisions will then have to bemade about how to ethically respond, particularlyif community referrals for free counseling serv-ices are not available. These issues present con-cerns for professionals who may thensubsequently experience their own increase inwork-related stress. As a result students and pro-fessionals must be fully aware of the issue ofcompassion fatigue and the need for self-care.When responding to increased demands fromclients, professionals could consider increasingtheir use of professional peer support or supervi-sion. To address client financial needs profession-als may consider seeing some clients lessfrequently and/or in groups. For professionalswho choose to offer pro bono or reduced fee serv-ices, decisions will need to be made on how tobalance public need with the need of maintaininga viable professional practice.
Responding to Client Stress inThese Stressful Economic Times
International Cross-Cultural Section
Who is the International Cross-Cultural (ICC) section?
RANDAL G. TONKS, Ph.D., Chair, CPA International / Cross-Cultural Section
Since our inception our members have been promoting the devel-opment of policies and actions that facilitate greater awareness of andconstructive work in dealing with cross-cultural issues in research andpractice across a wide variety of areas. Student membership is freeand each year we provide awards for the best student paper and posterpresentations. This year the John W. Berry Award goes to Maya Yam-polski for her paper “Computer-adaptive measurement of acculturationin multicultural contexts: The Multicultural Assessment Preferencesand Identities (MAP-ID)” while the Frances E. Aboud award goes toDarcy Dupuis for his poster on “Terror Management and Accultura-tion: The Effects of Mortality Salience on Acculturation Attitudes to-ward Culturally Close and Culturally Distant Immigrant Groups”. Formore information about our activities check out our website:http://tonks.disted.camosun.bc.ca/iccp.
Women & Psychology AnnualStudent Awards
E.B. BROWNLIE, Ph.D., Student Awards Coordinator, CPA Section for Women and Psychology
The Section on Women andPsychology (SWAP) is pleased toannounce that Anne MarieMikhail is the 2009 winner of theSWAP Student Paper Award. Thewinning paper, entitled “CareerDevelopment of Second-Genera-tion Immigrant Women: A PilotStudy” was presented at the 2009CPA annual convention. Ms.Mikhail is working on a Ph.D. inPsychology at McGill Universityunder the supervision of Dr. AdaSinacore, who co-authored thepaper. The $500 award was presented to Ms. Mikhail at the SWAPbusiness meeting during the convention.
SWAP also awards $200 travel bursaries to students presenting pa-pers or posters particularly relevant to women and/or feminism at theCPA convention. This year, travel bursaries were awarded to RebeccaHarriman (University of Saskatchewan), Jessica McCutcheon (Uni-versity of New Brunswick), and Melissa Castro (Ponce School ofMedicine).
Ms. Anne Marie Mikhail
History of the DepartmentThe University of Montreal’s Department of Psychol-
ogy was founded in 1942 by the Reverend Father NoëlMailloux and was known, at the time, as the Institute ofPsychology. It was the first French-speaking PsychologyDepartment in North America.
Clinical ProgramsAside from the research-oriented Master’s and Ph.D.
degrees in Psychology, the University of Montreal offerstwo programs in Clinical Psychology to potential Graduatestudents. The CPA-accredited Clinical Psychology Ph.D.in Research and Intervention is best suited for studentswho are not only interested in pursuing professional ca-reers as psychologists, but who also wish to pursue aca-demic careers or continue to conduct research in otherinstitutions. In fact, both clinical and research training areintegral aspects of this program. It is important to notehowever, that the Research and Intervention program alsooffers future students the options to study Clinical Neu-ropsychology or Industrial and Organizational Psychology.For students who wish to orient their careers more towardsclinical practice, the Clinical Psychology Doctorate(Psy.D.) has recently become an option at the University,since September of 2008. The two programs are equivalentin terms of clinical training, and upon completion, bothgive access to licensed practice in most provinces/states inNorth America. They differ, in that fewer credits are ac-
corded to research (24 credits vs. 63 credits) and more tocourses (46 credits vs. 36 credits) in the Psy.D. programthan in the Clinical Psychology Ph.D. program.
Psychology ClinicAt the University of Montreal, Clinical Psychology stu-
dents have the opportunity to complete three years of clin-ical training with either a child/adolescent or adultpopulation at the Psychology Clinic located in the depart-ment. Students obtain training while simultaneously pro-viding services to the community in various areas, such aspsychological evaluation, and individual, couples, andfamily therapies. Practica are supervised by experiencedclinical psychologists, some of whom are department fac-ulty members. Upon completion, students can then applyfor internship at local hospitals or clinics. It is importantto mention however, that the department is considering thepossibility of offering practica at local facilities other thanthe Psychology Clinic to second and third-year students inthe future.
“Testothèque”The “Testothèque” is a service affiliated to the Psychol-
ogy Clinic and is physically located next to the clinic’s re-ception area. It is a test library, which catalogues over 1000 psychological tests. These are made available to stu-dents and all members of the Quebec Order of Psycholo-gists who wish to consult them. Students can access the
tests to study them and/or administer them to clients andresearch participants with their supervisor/research direc-tor’s guidance.
EtceteraNumerous teaching assistantships for Undergraduate
and Graduate-level courses are offered to Graduate stu-dents as well as the possibility of teaching entire coursesduring advanced stages of study. Similarly, practicum su-pervision assistantships designed to help first-year clinicalstudents master the use of psychological tests are offeredto advanced clinical students. Opportunities to apply forvarious departmental and Faculty of Graduate and Post-Doctoral Studies scholarships are also available. In addi-tion, Psychology students can benefit from an upliftingstudent life: They have access to the “Psychic,” a studentcafé located in the department that hosts several eveningparties, and “jam sessions” where amateur musiciansshowcase their talents during lunch time. They can alsoparticipate in the “PsyShow,” an annual talent show, whichtakes place at Club Soda in downtown Montreal, and invarious intramural sports, such as hockey and basketball.Finally, Montreal is a beautiful city with a diversifiedchoice of restaurants, fine museums, and an incrediblenightlife, which are sure to keep students busy.
WebsiteFor more information on the Clinical Psychology pro-
grams (and other programs), Psychology Clinic, and“Testothèque” at the University of Montreal, please visitthe website: http://www.psy.umontreal.ca.
PSYNOPSIS FALL/AUTOMNE 2009 15
S T U D E N T S / É T U D I A N T S
ANGELA KYPARISSIS, University of Montreal, 3rd year, area of studies: Ph.D. in Research and Intervention (Clinical Psychology option), DANITKA GIBBS, M.Ps., Université de Montréal, 4ème année, domaine d’études : Ph.D. en recherche et intervention (option psychologie clinique)
Studying Clinical Psychology at the University of Montreal
Histoire du départementLe département de psychologie de l’Université de
Montréal a été fondé en 1942 par le Révérend Père NoëlMailloux. Anciennement connu sous le nom d’Institut depsychologie, c’était le premier département de psychologiefrancophone en Amérique du Nord.
Programmes cliniquesMis à part les programmes en recherche offerts au 2e et
3e cycle, le Département de psychologie de l’Université deMontréal offre deux programmes en psychologie cliniqueaux futurs étudiants gradués. Le programme recherche/in-tervention en psychologie clinique convient davantage auxétudiants qui s’intéressent non seulement à la pratique pro-fessionnelle, mais qui envisagent également la possibilitéde poursuivre une carrière académique ou de continuer àfaire de la recherche scientifique dans un autre milieu. Eneffet, la formation clinique, de même que le développe-ment de compétences avancées en recherche, font partieintégrante de ce programme. Notez que le programme re-cherche/intervention, agréé par la Société canadienne depsychologie, offre également l’option de poursuivre sesétudes en neuropsychologie clinique ou en psychologie dutravail et des organisations. Pour les étudiants qui se des-tinent plutôt à la pratique professionnelle, le Doctorat enpsychologie clinique (D.Psy.) est devenu une option àl’Université depuis septembre 2008. Ces programmes sontéquivalents sur le plan de la formation clinique et donnentaccès à l’exercice de la profession dans la plupart des pro-vinces/états de l’Amérique du Nord. Ils diffèrent cependantquant au nombre de crédits accordés à la recherche et aux
cours : moins de crédits sont accordés à la recherche (24crédits vs 63 crédits) et plus de crédits sont accordés auxcours (46 crédits vs 36 crédits) dans la programme D.Psy.que dans le programme de Ph.D. en psychologie clinique.
Clinique universitaire de psychologieLes étudiants en psychologie clinique de l’Université
de Montréal ont l’opportunité de compléter trois années deformation auprès d’une clientèle enfants/adolescents oud’une population adulte à la clinique universitaire de psy-chologie du département. Les étudiants poursuivent leurformation tout en offrant des services psychologiques va-riés à la communauté tels que des évaluations psycholo-giques et de la thérapie individuelle, de couple et familiale.Les stages sont supervisés par des psychologues cliniciensexpérimentés dont certains sont des professeurs du dépar-tement de psychologie. Au terme de leurs stages, les étu-diants peuvent ensuite entamer leur internat en milieuhospitalier ou dans diverses cliniques. Il s’avère cependantimportant de mentionner que le département examine lapossibilité d’offrir, dans le futur, des stages dans des mi-lieux de formation autres que la Clinique universitaire depsychologie aux étudiants inscrits en 2e et en 3e année.
Testothèque La Testothèque est un service rattaché à la clinique uni-
versitaire de psychologie et est située à côté de la réceptionde la clinique. Elle regroupe plus de 1000 tests psycholo-giques. Ces tests sont mis à la disposition des étudiants etde tous les membres de l’Ordre des psychologues du Qué-bec qui désirent les consulter. Les étudiants peuvent avoir
accès aux tests pour les étudier et/ou les administrer auxclients et aux sujets de recherche sous la direction du su-perviseur clinique ou du directeur de recherche.
Et ceteraPlusieurs assistanats à l’enseignement sont offerts aux
étudiants gradués dans le cadre des cours de premier cycleet des cycles supérieurs. Les étudiants qui sont plus avan-cés dans le programme ont également la possibilité d’ob-tenir des charges de cours. De même, des assistanats ensupervision clinique, qui ont pour but d’aider les étudiantsinscrits en première année du programme à utiliser certainstests psychologiques, leur sont également offerts. Il estégalement possible de poser sa candidature pour plusieursbourses offertes par le Département de psychologie et parla Faculté des études supérieures et postdoctorales. Par ail-leurs, pour égayer leur vie étudiante, les étudiants en psy-chologie ont accès au « Psychic », un café étudiant situédans le département qui accueille plusieurs évènements so-ciaux et séances de « jam » où des musiciens amateurs peu-vent démontrer leur talent. Ils peuvent également participerau « PsyShow », un spectacle amateur qui a lieu annuelle-ment au Club Soda au centre-ville de Montréal, et à denombreuses activités sportives telles que le hockey et lebasketball. Finalement, Montréal est une ville splendideoffrant un choix diversifié de restaurants et de musées, demême qu’une trépidante vie nocturne.
Site WebPour obtenir plus d’information sur les programmes de
psychologie clinique (et les autres programmes en psycho-logie), la clinique universitaire et la testothèque de l’Uni-versité de Montréal, veuillez consulter le site Web suivant:http://www.psy.umontreal.ca.
ANGELA KYPARISSIS, University of Montreal, 3rd year, area of studies: Ph.D. in Research and Intervention (Clinical Psychology option), DANITKA GIBBS, M.Ps., Université de Montréal, 4ème année, domaine d’études : Ph.D. en recherche et intervention (option psychologie clinique)
Étudier la psychologie clinique à l’Université de Montréal
CAMPUS CORNER
COIN CAMPUS
CAREER ADS IN PSYCHOLOGYCARRIÈRES EN PSYCHOLOGIE
www.cpa.ca/careers
16 PSYNOPSIS FALL/AUTOMNE 2009
S T U D E N T S
Moreover, about 70% of youngadults who report a history of self-harm indicate they have repeat-edly self-harmed (Whitlock,Eckenrode, & Silverman, 2006).Unfortunately, very few of theseindividuals ever seek professionalhelp. Part of this seems to be dueto the stigma attached to self-harm, the fear of how others willreact to it, a lack of awareness ofresources and financial barriers, toname a few.
Oftentimes, self-harm occurs inthe absence of a formal diagnosis;however, this does not mean thatthere are not underlying psycho-logical symptoms in need of inter-vention. In addition to symptomsand diagnoses, self-harm is asso-ciated with several negative out-comes including compromised
social relationships and even anelevated risk of suicide. Rates ofsuicide among individuals whohave self-harmed are significantlyhigher than among those whohave not.
The consequences associatedwith self-harm, coupled with thereality that only some seek helpfor it, highlights the importance ofand need for self-harm awarenessand help-seeking promotionwithin university populations.Young adults are an important agegroup to consider, especially sincemany young adults move awayfrom home to attend universitywhere they make many adjust-ments and face new stresses.Young adults are forced to bemore independent and make manysignificant decisions on their own,
including decisions about theirhealth and well-being. Therefore,a central goal for university cam-puses should be to increase self-harm awareness and education foryoung adults, who need to knowwhen and where to seek profes-sional help, and for mental healthcare professionals, in order to en-sure best practice when it comes torecognizing symptoms in vulnera-ble individuals and tailoring serv-ices accordingly.
Creating an environment inwhich self-harm is addressed isimportant considering the highprevalence rate among youngadults. There are several ap-proaches that campuses can taketo ensure all students have the ap-propriate information about self-harm and knowledge of helpfulservices. For example, informa-tional pamphlets could be distrib-uted, public education sessionscould be provided on campus byprofessionals and campus librariescould showcase books promotingmental health and, specifically,self-harm. Advertisements in stu-dent newspapers could direct stu-dents to appropriate campusresources or showcase particularbooks that promote mental healthawareness. Psychology depart-
ments could ensure that introduc-tory psychology courses addressself-harm and other mental healthissues that tend to arise, or inten-sify, in young adulthood. In thisway, students would be informedabout self-harm, could help reducethe stigma by reacting in a sup-portive way to friends who may bestruggling with self-harm and feelconfident in their ability to directtheir friends, or themselves, to ap-propriate help providers.
It is important to work towardenhancing self-harm awarenessand its prevention and treatment.Currently, many researchers andclinicians are working towardsachieving these goals. For in-stance, Dr. Stephen P. Lewis andthe CARES (Collaborative Aware-ness and Research Efforts in Self-harm) lab at the University ofGuelph is actively involved in sev-eral initiatives to better under-stand, prevent and treat self-harm.However, in order to have thebiggest impact when promotingawareness about self-harm, andhelp-seeking for it, it is importantfor researchers and clinicians topartner together to ensure thegreatest impact in addressing thisissue.
For more information on self-harm, please visit the followingwebsites:CARES (Collaborative Aware-ness and Research Efforts inSelf-harm)http://cares.psy.uoguelph.ca
S.A.F.E. (Self Abuse FinallyEnds) Alternativeswww.selfinjury.com/index.html
Secret Shamewww.crystal/palace/net/~llama/psych
ReferencesGratz, K. L., Conrad, S. D., &
Roemer, L. (2002). Risk factors fordeliberate self-harm among col-lege students. American Journal ofOrthopsychiatry, 72(1), 128-140.
Rodham, K., & Hawton, K.(2009). Epidemiology and phe-nomenology of nonsuicidal self-in-jury. In M. K. Nock (Ed.),Understanding nonsuicidal self-in-jury: Origins, assessment, andtreatment (pp. 37-62). Washington,DC: American Psychological As-sociation.
Whitlock, J., Eckenrode, J., &Silverman, D. (2006). Self-injuri-ous behaviors in a college popula-tion. Pediatrics, 117, 1939-1948.
serious mental health issue gaining more attentionfrom researchers and clinicians is self-harm amonguniversity students. Self-harm is the act of hurtingone’s body on purpose without suicidal intent (e.g.,
cutting, burning, etc.). Rates of self-harm in university popu-lations have consistently ranged from 11% to 24% (Rodham& Hawton, 2009) but have been as high as 38% (Gratz,Conrad, & Roemer, 2002).
A
Promoting Self-harm Awareness and Education on Campus
JILL SCHOONDERBEEK, University of Guelph, 2nd year MA in Clinical Psychology in Applied Developmental Emphasis
These issues are also addressed through various work-shops and a student social organized by members of theexecutive at the Annual CPA Convention. We also en-courage student involvement by soliciting submissions toPsynopsis, and by recruiting Campus Representatives atvarious Canadian institutions. If you would like to bemore involved in our section, please contact the Chair,Philip Jai Johnson, at [email protected].
Dear Students,Hope everyone has had an exciting yet restful summer,
and I would now like to take this opportunity to welcomeall of you to a new academic year. It is also with muchpleasure that I introduce to you the new Executive ofCPA’s Section for Students for 2009-2010:
Chair Philip Jai Johnson, Doctoral Student – Clinical Psychol-ogy, McGill University Past Chair & Student Representative on CPA’s Boardof DirectorsKelly Smith, Doctoral Student – Clinical Psychology,Queen’s UniversityChair-ElectRana Pishva, Masters Student – Clinical Psychology,Queen’s UniversityCampus Representative CoordinatorNicole Wilson, Masters Student – Industrial/Organiza-tional Psychology, Saint Mary’s University
Secretary/TreasurerPamela Seeds, Doctoral Student – Clinical Psychology,University of Western OntarioUndergraduate Affairs CoordinatorMargaret Hilton, Undergraduate Student – PsychologyHonours, University of TorontoCommunications OfficerAnnie Drouin, Doctoral Student – Clinical Psychology,University of OttawaWebsite & Listserv ManagerKelly Hayton
I would also like to take this opportunity to thankLindsay Uman, the outgoing Past-Chair of the Section,for her guidance and enthusiasm over the last few years– it has been a pleasure working with you, and I wish youall the very best with your career!
The Section for Students is the largest section in CPA,comprising of over 1800 members from various univer-sities and colleges (www.cpa.ca/students). The Sectionprovides opportunities for students to learn from eachother and to begin preparing for their careers in psychol-ogy. The past several years have seen a growth in our Sec-tion’s membership, and some exciting initiatives arecurrently underway. The newly-created CommunicationsPosition, filled in by Annie Drouin, has helped us im-mensely in addressing the needs of both Anglophone andFrancophone students, establishing us as a truly represen-tative Canadian student organization.
Furthermore, Kelly Smith and Lindsay Uman have de-veloped a comprehensive set of bylaws for our Section,which you can find on our website (www.cpa.ca/stu-dents/studentsinpsychology/sectionbusiness). In 2009-2010, the Section will continue to be involved in anumber of initiatives and events, such as ensuring studentrepresentation on all the CPA Sections, promoting Psy-chology month in February, conducting formalized elec-tions for Executive positions, and liaising with theNational Health Sciences Student’s Association(NHSSA). We will also continue to recruit student sub-missions for Psynopsis (www.cpa.ca/publications/psyn-opsis/). If you are interested in submitting an article to
Psynopsis about a student-relevant topic or in writing a‘Campus Corner’ profile, please contact Rana Pishva,Chair-Elect, [email protected].
In keeping with past years, the Section will activelyprepare student-based workshops for presentation at theannual CPA Convention. The 71st Annual Conventionwill be held in Winnipeg from June 3-5, 2010.
In addition to learning about the latest developmentsin a wide variety of research fields and networking withstudents from across the country, the convention will bea phenomenal opportunity to explore a city that isrenowned for its historical and natural attractions, finedining, and thriving local music scene.
You can also meet other students in a more relaxed en-vironment at the convention, when our Section hosts thevery successful Annual Student Social Night – so be sureto mark your calendars!
Finally, our Campus Representative Program contin-ues to thrive, as we aim to have undergraduate, graduate,and faculty CPA representatives at every Canadian uni-versity and college.
Becoming a student representative is a great way tobecome more involved with CPA, and to act as a liaisonbetween CPA and the students in your department. To seeif the rep position at your institution is vacant, please visitour website (www.cpa.ca/students/studentsinpsychol-ogy/campusrepresentation/).
For more information on becoming a student rep,please contact Nicole Wilson, Campus RepresentativeCoordinator, [email protected].
In closing, I am proud to be the Chair of this vibrantand dynamic section, and to work with a highly dedicatedteam of students who are committed to ensuring that yourvoice is heard within CPA.
If you have an idea for an event or initiative that youfeel might be of interest to our Section, please do not hes-itate to contact me at [email protected].
I am also happy to address any questions or concernsyou may have. Thank you all for making our Section asuccess and I wish you all an exciting and inspiring newacademic year!
ith over 1800 members, the Section forStudents is the largest section within CPA.Our aim is to provide a supportive envi-
ronment for undergraduate and graduate stu-dents in Psychology – by promoting intellectualdiscussion on student life, professional opportuni-ties, and mental health resources via a listserv.
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Welcome Students!PHILIP JAI JOHNSON, M.A., M.Sc., Chair, CPA Section for Students
Composition of the BoardThe newly reorganized Board now includes represen-
tation from the community at large, psychologists whoare not elected to the CPA Board, and CPA Directors. Wewere delighted to welcome Dr. Roberta McKay, a derma-tologist from Regina who has a long history as a distin-guished community volunteer, as our public member.Other members of the CPAF Board are Dr. Peter Bieling,Dr. Jean-Paul Boudreau, and Dr. David Dozois. Dr. KarenCohen, CPA Executive Director will also serve as a CPAFDirector. Linda McPhee, will serve as the CPAF Execu-tive Director on a part-time basis. Linda is the CPA Di-rector of Communications and Stakeholder Relations.This is a wonderfully compatible group committed toworking towards the CPAF objectives and it is apleasure to work with them as CPAF Presi-dent. I also take pleasure in thanking theformer Board of the Foundation, com-prised of members of the CPA Board,and the President of CPAF until Juneof 2009, Dr. Thomas Hadjistavropou-los, for their dedication and service tothe Foundation.
Awards: 2009 Innovative Access toPsychological Services
The dramatic shortfall between theneeds of Canadians for psychological servicesand access to these services led the CPAF Board toestablish a 2009 award programme recognizing and sup-porting innovation and excellence in the delivery of psy-chological services and/or in the training of psychologiststo deliver such services. We are well aware of the inge-nuity and dedication of many psychologists and theiragencies to ensuring services become available and wantto honour and support their accomplishments. We willdisburse in 2009 up to $25,000 to support up to 3 awardsto services that target children, older adults or rural andnorthern communities. Details on eligibility and nomina-tion requirements are available through the CPA websitehttp://www.cpa.ca/cpafoundation/awards-2009innova-tiveaccesstopsychologicalservices/. Please submit nom-inations to assist us in recognizing the best thatpsychology can deliver.
Strategic DevelopmentTwo meetings of the new Board have focused upon
strategic development designed to enhance the pro-grammes and activities of the Foundation. Because oureffectiveness is limited by the financial and human re-sources available, the CPAF Board is pursuing three pos-sibilities for fund-raising programmes:
The support of psychologistsI am convinced that this must be and will be the
strongest resource available to the Foundation. It has beenthe bread and butter of the Foundation for years. Throughvoluntary contributions, social events at the CPA Conven-tion, and revenue from the silent auction held on the oc-casion the CPA President’s Reception at the Convention,thousands of dollars has become available to CPAF an-nually. This amounted to $9,957 for 2008. We are con-vinced that the generosity of psychologists would amountto substantially more if CPAF were to mount the pro-grammes of interest to psychologists committed to char-itable activities. According to a Statistics Canada Surveyof Giving, Volunteering and Participating, Canadians con-
tributed $10 billion in 2007, a remarkable level ofcontribution. We want to participate in this.
The support of individuals in the com-munities we serve
Psychological services are of greatbenefit to large numbers of Canadians.The most obvious are those sufferingmental heath problems and/or the bur-den of illness with its commonplace
psychological difficulties. But researchand psychological services also are in-
valuable to healthy people interested inmaximizing their vocational, educational, and
interpersonal capabilities. Surely we are in a positionto demonstrate to these people and family, friends, em-ployers, community members and others that support ofthe Foundation would multiply the benefits of psycholo-gists’ contributions.
The support of organizationsIn keeping with the reality that the strongest support
for the Foundation will come from psychologists, I wasdelighted to learn that the CPA Board voted at its June,2009 meeting to donate 15% of any surplus in revenue atyear end to the CPAF. The contributions of course willvary with CPA economic wellbeing over the years, butthe commitment represents a strong endorsement of thesuccess and objectives of CPAF and we look forward toa continuing strong association with CPA. However, thisshould only represent the beginning of generous contri-butions and we look to the business community and non-profit organizations. The Board is beginning to explore anumber of possibilities and would welcome suggestionsand proposals from CPA members. We will commit timeand resources to developing these.
PSYNOPSIS FALL/AUTOMNE 2009 17
N E W S
AvailableCampus
RepresentativePositions!
The following institutions have Campus Represen-
tative positions available:
U of Alberta (grad & undergrad)
Athabasca (grad & undergrad)
Brandon (undergrad)
UBC (undergrad)
UBC-Okanagan (grad)
Brock (undergrad)
Cape Breton (undergrad)
Carleton (undergrad)
Dalhousie (undergrad)
U of Guelph (grad)
Laurentian (grad & undergrad)
U Laval (undergrad)
McMaster (grad)
Memorial (undergrad)
U de Moncton (grad & undergrad)
U de Montréal (undergrad)
Mount Allison (undergrad)
Mount St Vincent (grad & undergrad)
UNB-Fredericton (undergrad)
UNB-Saint John (grad & undergrad)
UNBC (grad & undergrad)
U of Ottawa (undergrad)
U du Québec à Montréal (undergrad)
U du Québec à Trois-Rivières (grad & undergrad)
Queen’s (undergrad)
U of Regina (undergrad)
Royal Military College of Canada (undergrad)
Ryerson (undergrad)
St. Francis Xavier (undergrad)
St Thomas (undergrad)
U de Sherbrooke (grad & undergrad)
Simon Fraser (undergrad)
U of Toronto-Mississauga (grad & undergrad)
U of Toronto-Scarborough (undergrad)
Trent (grad & undergrad)
Trinity Western (undergrad)
Vancouver Island (undergrad)
U Victoria (undergrad)
U of Waterloo (undergrad)
Wilfrid Laurier (grad & undergrad)
York (undergrad)
For updated information on available campus rep
positions, please also visit our website at:
www.cpa.ca/students/studentsinpsychology/cam-
pusrepresentation/.
For more information on becoming a campus rep,
please contact Nicole Wilson, Campus Representa-
tive Coordinator, [email protected].
The Canadian Psychological Association Foundation (CPAF)
Giving Back to Psychology
t is a pleasure to provide an update onan active and productive past year forthe Canadian Psychological Association
Foundation, the CPA initiative founded in 2001to provide opportunities for charitable acts toenhance the lives and communities ofCanadians through Psychology.
IDR. KENNETH D. CRAIG, CPAF President
DR. SUZANNE E.MACDONALD
CCDP Representa-tive, Dr. Suzanne Mac-Donald is a professor inthe Department of Psy-chology at York Univer-sity, appointed to thegraduate programs inboth Psychology and Bi-ology. She received her PhD in animal learning and be-havior from the University of Alberta, and then didpostdoctoral work at the University of British Colum-bia, before moving to York in 1990. In addition to main-taining an active research and teaching career, Suzannehas held several senior administrative positions at York,including four years as Associate Vice President (Re-search), Associate Dean, and Graduate Director. She iscurrently serving as Chair of the Department of Psy-chology.
She has three main areas of research expertise:• Memory and cognition in nonhuman primates, in-
cluding gorillas, orangutans and a variety of monkeyspecies
• Psychological well-being of captive animals• Reproductive behavior of critically endangered
species, including Vancouver Island marmots,African elephants, cheetahs, Sumatran tigers,jaguars, etc.
Much of her research is conducted at the TorontoZoo, where she has volunteered as their “Behaviorist”for almost 20 years. She has served on the Zoo’s Boardof Management as well as the Zoo Foundation Board,as well as a number of other nonprofit organizations.She currently serves as a Board member for LewaCanada, a nonprofit organization established for theconservation and protection of endangered wildlife inKenya, and works in the field in northern Kenya with avariety of species, including elephants, black and whiterhinos, and Grevy’s zebra.
New Member of the CPA Board of Directors
18 PSYNOPSIS FALL/AUTOMNE 2009
C P A S E C T I O N S
CPA currently has 31 Sectionsand 1 Interest Group. Member-ship in the Sections ranges fromover 1000 (2 Sections) to under100 (3 Sections). Most Sectionscollect annual dues to supporttheir interests and projects. Allmaintain a webpage on the CPAwebsite, and their mission state-ments are published in Psynopsiseach fall as an invitation to newmembers. All Sections are ex-pected to have an annual business
meeting at the CPA Convention,and all are expected to submit anannual report to CPA, which ispublished in the CPA Annual Re-port. All Sections have access tolist-serves operated by CPA, andas of September 2009, for pur-poses of accountability, all mem-bers of the CPA list-serves mustbe CPA members.
The richness of the number ofSections is that it reflects the va-riety and breadth of interest areas
of Canadian psychologists. Withinthe past 5 years, we have seennew Sections on Aboriginal Psy-chology, Sports and Exercise,Substance Abuse and Depend-ence, and most recently, Extrem-ism and Terrorism.
The challenge, however, to thenumber of Sections currently op-erating within CPA is that there isoverlap in membership and spe-cialty areas. As a result, some Sec-tions struggle to recruit andmaintain a working executive, toreview submissions for the Con-vention, to submit annual reportsand hold annual business meet-ings – in effect, to remain viable.
The question is, does CPAhave too many Sections for a pop-ulation base of approximately6500 members? APA, for exam-ple, has a membership of approx-imately 150,000 and only 54divisions. Would CPA do betterwith less; and if so, is there a wayof grouping or combining Sec-
tions to focus the energy and in-terests of our members more pro-ductively?
In the past, clustering of Sec-tions has been suggested. Thiswas not a popular idea at the time,but now is an opportune time torevisit that idea. There may beSections which now are strugglingbut which would grow and flour-ish through an amalgamation withanother Section with parallel oroverlapping areas of interest, thusmaking both groups stronger. Ifso, what is the process by whichSections which would like to con-sider amalgamation could identify
themselves? Could CPA facilitatethat process for those Sections?
CPA is proud of its Sectionsand relies on them for their sub-ject and practice matter expertise.The Board is attempting to findthe most effective way to supportall Sections as healthy and con-tributing members of the CPAfamily. If you have thoughts onhow to enrich our Sections, or ifyour Section is one that wouldlike to consider amalgamation,please contact us through the CPAoffice at [email protected]. I amanxious to hear your thoughts.
JUANITA MUREIKA, L.Psych., CPA Board Liaison with Sections
he Sections of CPA are the lifeblood of CPA.Sections provide an important forum for discussionand debate among Canadian psychologists with
similar interests. Sections also take an active and essentialrole in identifying keynote speakers and providing sessionsfor the annual Convention and pre-convention workshops,developing the CPA Fact Sheets, and providing a soundingboard and consultation for CPA on topics related to theirareas of expertise when media, the public, or the govern-ment raise issues.
T
Directions and Opportunities
CPA Sections To learn more visithttp://www.cpa.ca.
Aboriginal Psychology Dr. Dana Bova, [email protected]
Adult Development and Aging PsychologyDr. Yves Turgeon,[email protected]
Brain and BehaviourDr. Robert St. John, [email protected]
Clinical NeuropsychologyDr. Grant Iverson, [email protected]
Clinical PsychologyDr. Mark Lau,[email protected].
CommunityDr. Cyndi Brannen, [email protected]
Counselling PsychologyDr. Sharon Cairns, [email protected]
Criminal Justice Dr. Mark Olver,[email protected]
Developmental PsychologyDr. Jennifer Sullivan,[email protected]
Environmental Psychology Dr. Jennifer A. Veitch,[email protected]
Extremism and TerrorismDr. Wagdy Loza, [email protected]
FamilyMs. Ranjana Jha,[email protected]
Health PsychologyDr. Tavis Campbell, [email protected]
History & Philosophy of PsychologyDr. John Connors
Industrial and OrganizationalPsychologyDr. Peter A. Hausdorf, [email protected]
International and Cross-Cultural Dr. Randall Tonks, [email protected]
Perception, Learning and CognitionDr. James M. Clark, [email protected]
Psychoanalytic & PsychodynamicDr. Paul Jerry,[email protected]
Psychologists in EducationDr. Don Saklofske,[email protected]
Psychology and ReligionDr. Marvin McDonald, [email protected]
Psychology in the MilitaryDr. Peter Bradley, [email protected]
PsychopharmacologyDr. David Nussbaum, [email protected]
Psychophysiology Interest GroupDr. Alex Vincent,[email protected]
Rural & Northern PsychologyDr. Karen G. Dyck,[email protected]
Sexual Orientation and Gender Identity IssuesDr. Todd G. Morrison, [email protected]
Social and PersonalityDr. Sean E. Moore,[email protected]
Sport & Exercise PsychologyPeter Crocker, [email protected]
StudentsPhilip Jai Johnson, M.A., M.Sc.,[email protected]
Substance Abuse / DependenceDr. David Teplin, [email protected]
Teaching of PsychologyDr. Nicholas F. Skinner, [email protected]
Traumatic StressDr. Alain Brunet, [email protected]
Women and PsychologyTeresa Janz, [email protected]
UNIVERSITY OF SASKATCHEWANCollege of Arts and ScienceDepartment of Psychology
Applications are being accepted for a tenure-track position in clinicalpsychology at the Assistant Professor rank, effective July 1, 2010.
Applicants with research and applied interests in any area of clinical psychology are invited toapply, but preference will be given to applicants with a focus in health (broadly defined as mentalor physical health), especially health issues with respect to children. We are committed to hiringoutstanding scientist-practitioners who can make significant contributions to the research andteaching missions of the department, who are committed to interdisciplinarity, and who can forgeproductive links with other areas of graduate programming in the department (i.e., Basic Behav-ioural Science, Culture and Human Development, Applied Social Psychology). Requirements for thepositions include: Ph.D. (complete or near completion) in clinical psychology, a strong researchrecord, evidence of effectiveness in teaching and supervision, completion of an internship in an ac-credited or equivalent setting, and eligibility for registration as a psychologist in Saskatchewan.
The Department’s doctoral program in clinical psychology is a well-established scientist-practitionerprogram that is fully accredited by the Canadian and American Psychological Associations. The De-partment has 25 full-time faculty members, and 4 affiliate members from St. Thomas More College.There are over 75 graduate students completing an MA or PhD across the four graduate programs.
The University of Saskatchewan is located in Saskatoon, Saskatchewan, a city with a diverse andthriving economic base, a vibrant arts community and a full range of leisure opportunities. TheUniversity has a reputation for excellence in teaching, research and scholarly activities, and offersa full range of undergraduate, graduate, and professional programs to a student population ofabout 20,000. The university is one of Canada’s leading research-intensive universities.
The College of Arts & Science offers a dynamic combination of programs in the humanities andfine arts, the social sciences, and natural sciences. There are over 8,000 undergraduate and graduatestudents in the College and over 300 faculty including 12 Canada Research Chairs. The College em-phasizes student and faculty research, interdisciplinary programs, community outreach and inter-national opportunities.
Successful candidates will demonstrate excellence or promise of excellence in teaching and graduatesupervision. They will be expected to develop a vigorous, externally-funded research program.
Applications will be accepted until November 15, 2009, or until the position is filled. Pleasesubmit a curriculum vitae, copies of relevant publications and teaching evaluations, and a coverletter detailing how your research and clinical practice, past, present, and future would contributeto the clinical program. Applicants should also arrange to have three letters of reference sent to:
Head, Department of PsychologyUniversity of Saskatchewan, 9 Campus Drive Saskatoon, Saskatchewan, Canada S7N 5A5Phone (306) 966-6668, Fax: (306) 966-6630
For further information about the clinical psychology program, please seehttp://artsandscience.usask.ca/psychology/programs/clinical/.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be givenpriority. The University is strongly committed to employment equity. The University especially welcomes appli-cations from Aboriginal persons, members from visible minorities, women, and persons with disabilities, andencourages members of the designated groups to self-identify on their applications.
PSYNOPSIS FALL/AUTOMNE 2009 19
C A R E E R S / C A R R I È R E S
CPA is very pleased to announce the appointment inAugust 2009 of Dr. John Conway, as CPA Historian.Among Dr. Conway’s priorities will be the documen-tation of CPA’s officers and seminal reports and activi-ties, the review of materials with a view to makingLibrary & Archives Canada deposits, adding to our oralhistory with interviews of senior and distinguished psy-chologists in Canada. Dr. Conway, a former Presidentof CPA, is Emeritus Professor of Psychology at the Uni-versity of Saskatchewan. He now resides in Ottawa. Toreach Dr. Conway, email him at [email protected].
CPA welcomes Dr. John Conway as CPA Historian
20 PSYNOPSIS FALL/AUTOMNE 2009
LAUREATES OF THE CPA 2009 CERTIFICATE OF ACADEMIC EXCELLENCELES RÉCIPIENDAIRES DU CERTIFICAT D’EXCELLENCE ACADÉMIQUE DE LA SCP 2009
Many thanks to all departments of psychology who participated in the programme.The CPA strongly believes that students are the future of psychology and that they should beencouraged by having their achievements recognized. Congratulations to the following stu-
dents for their outstanding thesis for the academic year 2008-2009.
Merci à tous les départements de psychologie qui ont participé au programme.La Société canadienne de psychologie croit fermement que l’avenir de la psychologie résidedans les étudiants et qu’il est important de les appuyer en reconnaissant leurs réalisations.
Félicitations à tous les étudiants et étudiantes suivants pour la qualité exceptionnelle de leurdissertation pour l’année 2008-2009.
UNIVERSITY OF ALBERTADepartment of EducationalPsychologyMasters ThesisAllison KatesTatiana LoVersoTania JacobsDoctoral ThesisKatherine BostikShelagh DunnGeorge Georgiou
UNIVERSITY OF ALBERTADepartment of PsychologyHonours ThesisLinsey WarkentinJennifer St. JeanMichelle FoisyMasters ThesisMarisa HoescheleEric LeggeAllison MullalyDoctoral ThesisHongbo JiMelinda Pinfold
ACADIA UNIVERSITYDepartment of PsychologyHonours ThesisErin CrammJustin MilneTammy OultonMasters ThesisPaul MurphyHeather PattersonSusan Squires
BISHOP'S UNIVERSITYDepartment of Psychology Honours ThesisTyler BurleighAlicia Rubel
UNIVERSITY OF BRITISH COLUMBIADepartment of PsychologyHonours ThesisSherilynn ChanJayme HeiningerWhitney ScottMasters ThesisJennifer St. OngePatricia Brosseau-LiardWill GervaisDoctoral ThesisMatthew HillCarrie CuttlerEli Puterman
BROCK UNIVERSITYDepartment of PsychologyHonours ThesisJennifer DigiandomenicoCarlie MorettonAshley SoudantMasters ThesisXin (Reno) ZhengJennifer DobsonKimberly CostelloDoctoral ThesisBecky ChomaKaren Mathewson
UNIVERSITY OF CALGARYDepartment of PsychologyHonours ThesisLinette LawlorMasters ThesisVictoria SmithLana OzenAmanda EppDoctoral ThesisNicole YoungAmy WojtowiczNathaniel Will Shead
UNIVERSITY OF SASKATCHEWANDepartment of PsychologyHonours ThesisGord PennycookMarnie RogersKristjan SigurdsonMasters ThesisEdwin RogersTerri SimonKrista TrinderDoctoral ThesisPatrick CorneyMaxine HolmqvistFaizah VisramDepartment of Educational Psychology and Special EducationMasters ThesisFabiola de Pina-JenkinsKrista CochraneMischa Davison
UNIVERSITÉ DE SHERBROOKEDépartement de PsychologieBaccalauréatJustine Fortin-ChevalierAudrey GuérinLaurence Tanguay BeaudoinDoctoratIsabel Dagenais
ST. MARY'S UNVERSITYDepartment of PsychologyHonours ThesisCheryll FitzpatrickKerry WorthMasters ThesisBreanne RickettsAnnette GagnonCindy Suurd
ST. THOMAS UNIVERSITYDepartment of PsychologyHonours ThesisMandy FultonRoger TurnquestPaul Hildago
CARLETON UNIVERSITYDepartment of PsychologyHonours ThesisCandice M. JensenMarisa MurrayMartin WellmanMasters ThesisNikolina Duvall AntonacopoulosShannon GottschallCorrie VendettiDoctoral ThesisKimberley ArbeauMaria RasouliRenate Ysseldyk
CONCORDIA UNIVERSITYDepartment of PsychologyHonours ThesisJesse BurnsMichael SpilkaElana AugustMasters ThesisLawrence BaerErin JohnsKristen RostadDoctoral ThesisAndrea AshbaughHeather LawfordHolly Recchia
DALHOUSIE UNIVERSITYDepartment of PsychologyHonours ThesisNicole OuelletteChelsea K. QuinlanHeather O'RourkeMasters ThesisKerry MacSwainJonathan FawcettMichael LawrenceDoctoral ThesisEsther LauJennifer MullaneStephen Lewis
UNIVERSITY OF THEFRASER VALLEYDepartment of PsychologyHonours ThesisTanya Renee JonkerMark Andrew JaholkowskiMelissa Louise Hoeppner
UNIVERSITY OF GUELPHDepartment of PsychologyHonours ThesisEric BrownDillon BrowneElizabeth ShantzMasters ThesisBronwen DavisAnne Marie LevyKim RaghubarDoctoral ThesisJubilea Mansell
KWANTLEN POLYTECHNIC UNIVERSITYDepartment of PsychologyHonours ThesisNicole PernatThomas KerslakeMichael Deo
LAKEHEAD UNIVERSITYDepartment of PsychologyHonours ThesisNelson LyonNyssa HartinMichelle Bong
Masters ThesisJames BrazeauDoctoral ThesisAmanda Maranzan
LAURENTIAN UNIVERSITYDepartment of PsychologyHonours ThesisBasem GoharSarah LloydCindy NobertMasters ThesisLeslie VilleneuveSaoirse DeLay
UNIVERSITY OF TORONTOMISSISSAUGADepartment of PsychologyHonours ThesisJustin FeeneyLeann SchneiderSam Siannis
UNIVERSITY OF TORONTOSCARBOROUGHDepartment of PsychologyHonours ThesisMatthew KeoughStefano Di DomenicoRenante Rondina
UNIVERSITY OF TORONTO Department of PsychologyHonours ThesisDavid Cornelius De JongYuliya KotelnikovaMasters ThesisAlexa Mary TullettStephanie L. S. BassRenne Katherine BissDoctoral ThesisStephan SteidlHana BurianovaJay Joseph Van Bavel
UNIVERSITY OF TORONTOOntario Institute for Studies (OISE)Masters ThesisWendy LeeSachiko NagasawaDoctoral ThesisLorah Pilchak HarleyTheresa KellyRixi Abrahamsohn
UNIVERSITÉ LAVALÉcole de PsychologieBaccalauréatFrancis LemayJoanie Pépin-GagnéMarie-Esther ParadisThèse de DoctoratAnnie SanscartierDominick GamacheMarie-Pierre Gagnon-GirouardSéverine GarnierPierre-Luc GamacheVéronique Vachon
UNIVERSITY OF MANITOBADepartment of PsychologyHonours ThesisSigny HolmesJeremy HammSebastien NorthJennifer WoligroskiMasters ThesisRyan WilsonLisa ThouasJessica SholzDoctoral ThesisCheryl HarasymchukDebra KonykAndrea Piotrowski
McGILL UNIVERSITYDepartment of PsychologyHonours ThesisMary-Jane BlaisCory CoopermanShazia AbjiDoctoral ThesisDimitris XanthosPenelope KostopoulosSean Hutchins
McMASTER UNIVERSITYDepartment of PsychologyHonours ThesisAndree Nicole LebarrBriana HowarthBarbara Li
MEMORIAL UNIVERSITYOF NEWFOUNDLANDDepartment of PsychologyHonours ThesisRebecca LethbridgeJennifer MulleJacinta ReddiganMasters ThesisJennifer KavanaghDoreen MacNeillPatricia Rice
MOUNT ALLISON UNIVERSITYDepartment of PsychologyHonours ThesisMegan Joan FisherMichelle Amy GallantLaura Elizabeth Stephenson
MOUNT SAINT VINCENT UNIVERSITYDepartment of PsychologyHonours ThesisLaura HambletonHeather MoffattAlex Siegling
UNIVERSITY OF NEW BRUNSWICKFREDERICTONDepartment of PsychologyHonours ThesisSarah L. ClowaterJessica M. McCutcheonRebecca M. FreezeDoctoral ThesisSusan McAfee (nee Murphy)Aimee YazbekCheryl Techentin
TRINITY WESTERN UNIVERSITYMasters ThesisFung Ming ChauTina LeeLyndsay Woitowicz
UNIVERSITY OF VICTORIADepartment of PsychologyHonours ThesisSamantha EnnisSusanna CheungLia BestMasters ThesisPhilip ZemanLeila Scannell
UNIVERSITY OF WATERLOODepartment of PsychologyHonours ThesisKristi BaergNicole FernandesColleen MerrifieldFrank PrestonLeia SaltzmanCaylie Seyler
UNIVERSITY OF WINDSORDepartment of PsychologyHonours ThesisLauren WysmanMasters ThesisJoanna HessenTatiana NedechevaSara O'NeilAshley PatersonDoctoral ThesisJacqueline GoodwinWendy ManelRebecca Purc-Stephenson
UNIVERSITY OF NEW BRUNSWICKSAINT-JOHNDepartment of PsychologyHonours ThesisSarah D. ArthursMichael David FryRan WeiMasters ThesisDerek Pasma
UNIVERSITY OF NORTHERNBRITISH COLUMBIADepartment of PsychologyHonours ThesisAndrea E. HamelJodie A. JacobMasters ThesisAndrea Nicole BurnettYia-In Lucy ChenCherisse L. Seaton
UNIVERSITÉ D'OTTAWAÉcole de PsychologieBaccalauréatPatricia Barra de la TremblayeChristine Levesque
UNIVERSITY OF OTTAWASchool of PsychologyHonours ThesisChristine MacKayDoctoral ThesisLisa LegaultSophie GuindonJennifer LeeCharlaine Charron
UNIVERSITY OF PRINCE EDWARD ISLANDDepartment of PsychologyHonours ThesisHeather Hunter
UNIVERSITÉ DU QUÉBECÀ MONTRÉALDépartement de PsychologieDoctoratVanessa GermainAlessandra Chan MoyIsabelle Daignault
UNIVERSITÉ DU QUÉBECÀ TROIS-RIVIÈRESDépartement de PsychologieDoctorat D.Ps.Calixte KabayizaAnnie LavigneDiane MoreauDoctorat Ph.D.Marie-Josée BédardLynda MéthotLouise BourassaMaîtrise M.Ps.Elaine BrosseauAudrey ChampagneMarie-Ève Parent
QUEEN'S UNIVERSITYDepartment of PsychologyHonours ThesisMatthew Lovett-BarronNicole CampbellAmanda JarrellMasters ThesisSarah M.C. BannoffElizabeth V. HallinanTara HaleyDoctoral ThesisJoseph A. CamilleriJenny M. ItoBonnie M. MacNeil
UNIVERSITY OF REGINADepartment of PsychologyHonours ThesisChelsea J. MillmanAmber L. OroszAnthony SellesMasters ThesisMurray P. AbramsMeghan A. Woods
UNIVERSITY OF WINNIPEGDepartment of PsychologyHonours ThesisErin E. BuckelsLeah C. FunkBrenden Sommerhalder
WILFRID LAURIER UNIVERSITYDepartment of PsychologyHonours ThesisLisa ArmstrongAmanda SchellRebecca ShabagaMasters ThesisColin HawcoSune Tian-Xie Brian SandbeckDoctoral ThesisJulie MuellerElham SatvatChi-Hang (Kent) Lam
YORK UNIVERSITYDepartment of PsychologyHonours ThesisMagdalena DenenbergZohrah HaqaneeElaine TayMasters ThesisRoseanne AikenAshley MilesSara MillerDoctoral ThesisGigi LukChris FriesenMarie Arsalidou
