Teaching

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My Teaching Philosophy

As a lifelong learner myself, my goal for teaching is: self-discovery through guidance. I want students to build their foundation of knowledge first, then develop the ability to critique what is being taught to them and articulate their reactions. Students need to be able to communicate effectively in written and verbal form about what they know, what they think, and what new ideas they develop.

When I teach classes, I present multiple perspectives of theories, so that the students learn how to evaluate information and to understand that no one theory is absolute. I encourage discussion and provide a non-judgmental environment to discuss various viewpoints in an open and respectful manner. In addition to providing original source literature, I also stay current on the most recent research to update my courses each year. 

Finally, I share my clinical experiences as a psychologist to provide examples for applied learning during class. I incorporate student-generated writings into my classes to allow the students to have a more active role in their acquisition of the material. I enjoy using humor and demonstrating to each student that I learn much from them as well…


Undergraduate Courses

Methods of Behaviour Change

PSYC-4270 is a survey of theories and methods of behavioural change, including behavioral assessment and analysis, relaxation training, graduated exposure, contingency management, and cognitive restructuring. (Prerequisites: PSYC-3350 or PSYC-3580).



Psychological Perspectives on Parenting

PSYC-3270 covers contemporary theories and practices of parenting throughout the life cycle, with an emphasis on the psychological aspects of the family system. (Prerequisite: PSYC-2230 or PSYC-2240).


Graduate Courses



Family Therapy I

PSYC-8690 covers the background theory, research, and therapeutic techniques of the major approaches to family therapy. Issues relevant to the practice of psychotherapy with different groups will be discussed. (Prerequisites: PSYC-8674 as well as one additional adult therapy and one additional child therapy course sequence; Child Clinical students and students specializing in Child Clinical Neuropsychology have priority access).




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