Vol.4 Issue No.1 - University of Guelph

BUSINESS NAMECP:ADE NEWSLETTERBrief year-end report and best wishes M. A EvansVolume 4 Issue 1,January, 2013Yes, still busywith repeatedjoys and challenges of ‘11 andpresented new ones. The Areaand particularly DCT, MichaelGrand, spent many hours completingthe self-study towardsre-accreditation of our programmein ‘14. Two new faculty,Jeff Yen and Ben Giguère,joined the Applied Social areaand we secured approval torecruit into CP:ADE in 2013(see last page for ad.)In June the Centre for PsychologicalServices hosted its sixthSummer Institute for AdvancedClinical Training. Over 60 registrantsattended this two-dayworkshop by Dr. Sandra Paivioof York University. on EmotionFocused Therapy, with particularapplication to adolescentsand adults who have experiencedtrauma. Suggestionsfrom Alumni or for future topicsand speakers for the SummerInstitute are welcomed byCPS director, Brenda Kenyonat bkenyon@uoguelph.ca.In September, 8 CPADE studentsmoved to PhD studiesand we welcomed 5 new MAstudents. All along were welcomedat the annual awardsand graduate reception (seephoto inside).In fall, The Psychopacks returned—over60 faculty, graduateand undergraduate studentsdonned aprons andjoined close to 2000 others toscoop, combine, and pack rice,soy beans and vitamins intoover 315,000 relief meals.Thus U of G one again holds theGuinness World Record for themost relief food packaged inone hour. The Department alsoexceeded its target in raisingover $5600 for the Guelph UnitedWay.In December the Departmentgathered at Brasstaps with morebabies than ever (see inside) tocelebrate the season and AngelaMcHolm graciously hosted, asin many past years, the “clinicpotluck”.At year’s end, IT staff member,Alexander McIlwraith, left for anew position suited to his careergoals, I am also short staffed inthe Chair’s office but we carryon.Despite the busyness, I recallwriter Simon Winchester’s reportof the women of a villagein Tamil Nadoo who begin eachday creating a painting ontheir doorstep with differentcolours of fine sand.May we all createone thing of beauty— however small—each day.Our very best wishesto you and yoursPsychologists of the future : The new cohort admitted 20121st year CP:ADEstudents:Left to rightLisa De CoutoRachel DriscollCarolyn RoyRachel TomlinsonInside this issue:Summary and Highlights ofAlumni Survey: YouPhotos of Pride and JoyWelcomes to the world!Convocation Address byMichael Grand Oct 2012Pride and Joy- More photosand congatulations!2345Melissa BellRecognizing Excellence 6Psychopacks at Work 7Publications 8Employment Opportunities 9-10

Page 22012 CPADEALUMNIAs part of the self-study for applying for re-accreditation, 35 doctoral graduates of theprogramme received a survey from DCT Michael Grand, 18 of whom replied. Some excerpts areprovided below to give a sample of what alumni are doing and how they view the CP:ADEprogramme. Thank you to all of you who completed and returned the survey.Work setting:41% in a community mental health setting;29% in a hospital, 12% at a schoolboard, 35% in private practice and 6% asa research associate.Registration status:82% are currently registered registeredwith a College of Psychologists; 18% areIn the process of being registered .Percentage of alumni working with differentclient groups :Alcohol/drug use – 18%Child abuse/protection – 33%Poverty – 35%Minority cultural group - 47%Gay/Lesbian/Bisexual/Transgendered – 24%Developmental Delay – 65%Learning/cognitive disability – 94%Physical disability – 41%Chronic health problem – 29%Internalizing difficulties – 100%Externalizing difficulties – 100%Psychosis 17%Parental mental health - 53%First Nations communities – 29%Autism/developmental disabilities –71%Forensic – 6%pro bono work with clients 33% .Theoretical orientations identified with byalumni:Behavioral – 24%Cognitive Behavioral – 82%Developmental – 88%Family Systems – 53%Humanistic/Experiential – 6%Interpersonal – 29%Narrative – 24%Psychodynamic/Psychoanalytic - 12%Integrative – 18%Dialectic/ACT – 6%Research activities:Although 100% self- identified as primarilypractitioners, since graduating, severalhave published,, reviewed journal submissions,and/or received research grants.Knowledge translation:67% have given presentations to communitygroups and 39% have presented atconferences. Some (6% each) have appearedon TV or radio or a webinar, publishedarticles in magazines or newspapers;engaged in public health consultation,and/or lobbied or consulted withmembers of the Legislature. 11% testifiedin court as a psychologist. 33% donatedtime to pro bono work with non-profitgroups .Supervision of others:On average each alumni has supervisedone practicum students as well as interns,medical students, post docs, temporaryregistrants.Satisfaction with quality of CP:ADEtraining,54% replied very satisfied and 47% extremelysatisfied.Satisfaction with relevance of CP:ADEtraining:12% replied moderately satisfied, 53% verysatisfied, and 35% extremely satisfied.Assets of the programme identified by respondentsincluded:the Centre for Psychological Services toextend and enrich courseworkand practicum training underexcellent supervision and throughteam meetingsan integrative theoretical orientationthat highlighted the developmentalcontextualization of psychopathologyand focussed on typicaldevelopment firstdevelopment of a solid basis of programevaluation skillsthe small size of the programme makingit possible for the professorsand associate clinicians to provideus with a great deal of attention,both in and out of classthe professors and clinical supervisorsincluding their high level of expertise,variety of theoretical andpractical orientations and genuineinterest in the success of studentsto help students to thinkmore flexibly, rather than seeingthings consistently through thesame lensesthe supportive environment that discouragedcompetitiveness andcreated a wonderful place for developingand exploring my ownstrengths.Life in the Field: the realities of working in different sectorsOne of the questions on the Alumni survey asked what changes to the programme are recommended. One response was providing students with a greater understanding of the typesof job opportunities available, some of the realities of working in different sectors (e.g., private,community, hospital, forensic); licensing/areas of competence; opportunities to becomeinvolved in local to global communities; how to maintain research involvement etc. Alumnican help with this through contributions to this newsletter. Everyone will appreciate your submissionon “Life in the Field” for future newsletters.

Volume 4, Issue 1Transitions and Congratulations!PARENTHOOD (Was there something in the air?)Page 3A son, Miles Son Hing Bennett, born August15, 2012, for Leanne Son Hing (I/O faculty)A son, James Lawrence, born February 9th, 2012for Shannon Edison (’08) and Ben Goddard.(NACS graduate)A son, Domenic, born on November 4, 2012 , forKieran O’Doherty (AS faculty) and MurielA daughter, Isabella Grace,born April 6, 2012 for GiovanniFoti (’12)A daughter, Hazel Alexandria,born October 21st, 2012, forGillian Stanley (‘11)A daughter, Neve, for Kofi-Len Belfon(’12) , Nicole and little sister for QuentinA daughter, Abigail Grace , bornDecember 13. 2012, for Alexa Kane (doctoralstudent in clinical)A son, Oliver Lloyd, born onOctober 3, 2012 , for BoyerWinters (NACS faculty)A son, Lcohlan John Francis, bornMay 17, 2012, for Alexis Arbuthnott(CPADE doctoral student)A son, Nolan Patrick David, bornJune 18th,, 2012, for JenniferLasenby-Lessard ( ‘11)A daughter, Delilah, born September 6,2012, for Angele MacTavish ( CP:ADEdoctoral student)

Page 4Newsletter TitleMichael Grand’s Convocation AddressAlistair Summerlee (President) , MichaelGrand, Maureen Mancuso (Provost), KerryMr. Vice Chancellor, graduate class, parents,family and friends:To begin, I would like to thank Dean Daly forinviting me to address the graduating class.When I asked Dean Daly whether there wereany rules for framing my comments he saidthere were only two: Don’t talk about your researchAND don’t speak for more than fiveminutes.To ask an academic to not speak about one’sintellectual passions, and to be brief, no less, areindeed cruel and unusual punishments. Nevertheless,in the spirit of this occasion, I will giveit a try.A formal university education is directed towardsthe mastery of several disciplinary subjects,the integration and analysis of this material,the ability to communicate, and to do all ofthis while under the pressure of evaluation. Asyou are about to receive your degrees, clearly,you have accomplished these tasks. I suspect,however, for many of you, a few months fromnow, the formal content of your courses will be adistant memory. If this is so, then why have youexpended such efforts to arrive at this station inyour life? Was your university education simplyan expensive interlude between adolescence andadulthood?I would suggest that it is not the explicit aspectsof your education, but the implicit ones, whichreflect the most valuable and enduring part ofyour time at the University of Guelph.So, let me give you my wish list for what I hopeyou have learned from your experiences in theclassroom, laboratory, library, and yes, even theBrass Taps and the Bullring, the UC and theAthletic Centre:I hope that you have learned to be able to challengethe contextual meaning of information.Knowledge is neither neutral nor wholly objective.It is always value laden, as meaning is onlyunderstood within the context in which it isgenerated. Today, with such easy access to information,we rarely take the time to considerthe contextual meaning of these facts. We have aresponsibility to slow down this process in orderto fully appreciate who generated this informationand whose interests are being served bythe form in which such information is presented.I hope you have learned to be able to articulate athoughtful and principled perspective. You havelearned much. You must continue to share yourunderstandings. Of particular concern for me isthe drift in our culture towards a style of discoursethat is based on divisiveness and disparagementrather than a thoughtful engagementwith the challenges of our country. What isimportant is not just what we say, but how wesay it.I hope you have learned to demonstrate respectfor others. The University of Guelph is movingtowards the creation of a School for Civil Society.It could not have come at a more auspiciousmoment in our history. The demographics ofCanada are changing dramatically. We have themost diverse population in the world. We bringdifferent cultural understandings to our encounters.We do not always share a common meansof talking to each other. You are about to leave acommunity that honors the opportunity to civillydisagree with each other without belittlingthose who hold contrary views. It is my wishthat you will carry this respectful style into yourfuture lives.I hope you have learned to be a risk taker, tostrike out from the crowd, to go to those placeswhere the outcome is uncertain. Don’t worryparents, I am not asking that your sons anddaughters put their lives in danger, but to pushbeyond their comfort zone in order to find outwhat they are truly capable of being.I hope you have learned to be able to see opportunityin life’s disappointments. One of the fewthings that I can guarantee is that life will notalways go as you had hoped it would...but whenthis happens, we are also presented with thechance to re-evaluate where we have been headingand what we really wish to be doing. If youcan think of disappointment not as loss but anopportunity for time-out and self reflection, youwill have gained much.I hope you are aware of the privilege and theresponsibilities that accompany your formaleducation. In truth, very few in our society havehad the opportunity to spend a prolonged periodof time encountering profound and excitingideas. You have been asked to work on the leadingedge of emerging culture, generated throughuniversity research and teaching. The challengefor you is whether you are willing to leave thisUniversity with a commitment to be a goodcitizen, one who will carry on this task of generatingculture: to not accept what is given but toalways ask what is possible and then to reachwell beyond your grasp.And this is where I am going to break DeanDaly’s rules about a convocation address. Manyyears ago, a young graduate student came to meand asked that I supervise her thesis. It was tobe one on search and reunion in adoption. I declinedas I knew almost nothing of the topic, butshe persisted and once I started reading theliterature, I realized that she had set me on a lifetrajectory. Together, we published her resultsand the article is often cited in the literature.What is of more importance is that we took theresults to the street. After 25 years of politicalactivism, 90% of adult adoptees and their birthparents have the legal right to obtain identifyinginformation about their kin. Our research gaveus the legitimacy to help pry open sealed recordsacross this country. For me, academic freedomdoes not just mean that we have the opportunityto explore any topic we wish, but with it comesthe responsibility to make Canada a better society.Finally, I hope that you are ready to make acommitment to something, particularly a commitmentto community. Viktor Frankl, aViennese psychiatrist, who barely survived theAuschwitz death camp wrote “Ever more people,today, have the means to live, but no meaning tolive for.” It is my wish for you that your time atthe University of Guelph has helped you to setgoals and direction in your life. The path youtake will not be our path, and this is exactly as itshould be. What is important is that you buildmeaning into your lives and the lives that youwill touch. I wish you courage and fulfillment asyou continue your life’s journey. Congratulationsfor all that you have accomplished!

Volume 4, Issue 1Page 5Doctoral Graduates June andOctober Convocations 2012Above: Cailey Hartwick, Ph.D., with her two of her mentorsMichael Grand and Eileen GrossTop Left : Michael Grand with his student Kofi-Len Belfon Ph.D.Bottom: Left: Pamela Taylor M.A . with supervisor MichaelWelcome to the Profession!REGISTRATION as PSYCHOLOGIST with College of Psychologists of OntarioKate Spere (’10), Melissa Wells-Cave (’10), Alexandra Gousse (’11), Jacqueline Roche (’11), Nora Klemencic(’11), in December 2012 and Gillian Stanley (‘11) and Meghan McMurtry (faculty) in June 2012REGISTRATION as PSYCHOLOGIICAL ASSOCIIATE with College of Psychologists of OntarioTamara Burnie (’92), in October 2012; and Richard Hauer (‘89) in October 2011WEDDINGSTop: Gillian Stanley (’11) and Mark CoatesLeft: Bronwen Davis (PhD candidate) and Zachary Wolochatiuk February 2012

Page 6GRADUATE STUDENT AND AWARDS RECEPTION SEPTEMBERWe welcomed the new academicyear, introduced ournewly admitted graduate students, and celebrated the excellenceof senior undergraduateand graduate students,some pictured here.We also want to recognizeexcellence of professional developmentin CP:ADE studentsthrough an endowed scholarshipin perpetuity. To donatevisit www.alumni.uoguelph.ca.Click on “Give to Guelph” onbar across top; Click on“Donate Now” which takesyou to the Better Planet page;Click “I prefer to support anarea not listed above”; Type inClinical Psychology ScholarshipFund in the box below. THANKU!Back row: Martin Sticht, (PhD student in NACS ) received CPA Teaching Assistant Award), Peter Hausdorf (AssociateChair), Lana Trick (Graduate Chair), Mary Ann Evans (Chair), Rod Barron (Chair of Undergraduate Awards)Front Row: Erin Rock (NACS doctoral graduate) received Richard Barham Graduate Medal, Sarah Doherty (PhD student inCP:ADE) received Department’s Best MA Thesis Award and CPA Teaching Assistant Award; Krista Mitchnik (MA student inNACS) received CPA Certificate of Excellence for BA Studies ; Alexandra Mueller (MA NACS gradate) received CPA Certificateof Excellence for MA studies Kiri Wills (MA student in NACS) received CPA Certificate of Excellence for BA studies;Leslie O’Brien (MA student in NACS) received the Norma Bowen Award for BA studies.Award to Thom HermannNew AS Faculty MembersThom Hermann,professor emeritus,was presented withthe University ofGuelph Faculty AssociationServiceAward at its annualawards ceremony inOctober 2012.We happily welcomed Jeffrey Yen (left) and Benjamin Giguère(right) to the Department and Applied Social Area. Both teachintroductory and social psychology. Dr. Yen’s interests are in therole of psychological concepts in decision making and the conversationsof everyday life. Dr. Giguère’s are in the role of socioculturalinfluences on motivation and behavior, including racialand ethnic disparities in health and immigration .If you know of any CP:ADE grads who have not received this newsletter or people whom you thinkmight like to receive it, please put them in touch with me —evans@psy.uoguelph.ca—to providetheir e-mail and I will be happy to add them to the distribution list.

Volume 4, Issue 1The Psychopacks Return Stronger then Ever!Fighting Hunger at the World Hunger Challenge September ‘12Page 7Sara Kafashan, Alexandra Chris, Heather McLean, Jasmine Mahdy, LeannSchneider. Eugenie Legare-Saint-Larent, Kevin Noble, Adam Sparks.Margaret Lumley, Matt McGuire & Meghan McMurtryMatt McGuire, Peter Hausdorf, and Meghan McMurtryElyse Redden Sara Kafashan , Naz Al-Aidroos & and othersJulia Wreford and Pam TaylorMary Ann Evans, Julia Wreford and othersContributions to the Newsletterare always welcome! Send to mevans00@uoguelph.ca

Page 8Some Publications of 2012 (Alumni, student and faculty names in bold)Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne; Sevcik, Rose A.; Steinbach, Karen A.; Frijters, Jan C.; Shapiro, Marla B.(2012).Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedialoutcome. Journal of Learning Disabilities, Vol 45(2), 99-127.Lovett, Maureen W.; Lacerenza, Léa; De Palma, Maria; Frijters, Jan C. (2012) Evaluating the efficacy of remediation for struggling readersin high school. Journal of Learning Disabilities, Vol 45, (2), 151-169.Houlding, Carolyn; Schmidt, Fred; Stern, Susan B.; Jamieson, John; Borg, Darcia (2012). The perceived impact and acceptability ofgroup triple P positive parenting program for aboriginal parents in Canada. Children and Youth Services Review, 4, 2287-2294.Harper, Julie; Schmidt, Fred (2012). Preliminary effects of a group-based tutoring program for children in long-term foster care. Childrenand Youth Services Review, Vol 34(6), 1176-1182.Levin, Laura; Henderson, Heather A.; Ehrenreich-May, Jill (2012). Interpersonal predictors of early therapeutic alliance in a transdiagnosticcognitive-behavioral treatment for adolescents with anxiety and depression Psychotherapy, Vol 49(2), 218-230.Walker, Olga L.; Henderson, Heather A. (2012).Temperament and social problem solving competence in preschool: Influences onacademic skills in early elementary school. Social Development, Vol 21(4), 761-779.Vitiello, Virginia E.; Moas, Olga; Henderson, Heather A.; Greenfield, Daryl B.; Munis, Pelin M. (2012).Goodness of fit between childrenand classrooms: Effects of child temperament and preschool classroom quality on achievement trajectories. Early Education and Development,Vol 23(3), 302-322.Lahat, Ayelet; Degnan, Kathryn A.; White, Lauren K.; Mcdermott, Jennifer Martin; Henderson, Heather A.; Lejuez, C. W.; Fox, Nathan A.(2012) Special Section: Cognitive-Behavioral Psychotherapy. Temperamental exuberance and executive function predict propensityfor risk taking in childhood. Development and Psychopathology, Vol 24(3), 847-856.Bailey, Heidi N.; DeOliveira, Carey Anne; Wolfe, Vicky Veitch; Evans, Elspeth M.; Hartwick, Cailey. (2012). The impact of childhood maltreatmenthistory on parenting: A comparison of maltreatment types and assessment methods. Child Abuse & Neglect, 36, 236-246.Grant, A., Wood, E., Gottaredo, A., Evans, M. A., Phillips, L., & Savage, R. (2102) assessing the content and quality of commercially availablereading software programs: Do they have the fundamental structures to promote the development of early reading skills in children?NHSA Dialog 15 (4), 319-342.Wood, E., Gottardo, A., Grant, A., Evans, M.A., Phillips, L., Savage, R. (2012) Developing tools for assessing and using commerciallyavailable reading software programs to promote the development of early reading skills in children. NHSA Dialog 15 (4), 350-354.Nowak, S., & Evans M.A. .(2012) Parents goals for and perceptions of alphabet books. Reading & Writing: An interdisciplinary Journal.Lumley, M. N.; Dozois, D. J. A.; Hennig, K. H.; Marsh, A. (2012). Cognitive organization, perceptions of parenting and depression symptomsin early adolescence. Cognitive Therapy and Research, Vol 36(4), 300-310.McCarthy, Molly C.; Lumley, Margaret N. (2012). Sources of emotional maltreatment and the differential development of unconditionaland conditional schemas. Cognitive Behaviour Therapy, Vol 41(4), 288-297.Lewis, Stephen P.; Arbuthnott, Alexis E. (2012). Nonsuicidal self-injury: Characteristics, functions, and strategies. Journal of CollegeStudent Psychotherapy, Vol 26(3), 185-200.Lewis, Stephen P.; Rosenrot, Shaina A.; Messner, Michelle A. (2012). Seeking validation in unlikely places: The nature of online questionsabout non-suicidal self-injury. Archives of Suicide Research, Vol 16(3), 263-272.Lewis, Stephen P.; Arbuthnott, Alexis E. (2012). Searching for thinspiration: The nature of Internet searches for pro-eating disorderWebsites. Cyberpsychology, Behavior, and Social Networking, Vol 15(4), 200-204.Wells, Melissa; Morrongiello, Barbara A.; Kane, Alexa (2012). Unintentional injury risk in school-age children: Examining interrelationsbetween parent and child factors. Journal of Applied Developmental Psychology, Vol 33(4), 189-196.Morrongiello, Barbara A.; Schwebel, David C.; Bell, Melissa; Stewart, Julia; Davis, Aaron L. (2012). An evaluation of The Great Escape:Can an interactive computer game improve young children's fire safety knowledge and behaviors? Health Psychology, Vol 31(4), 496-502.Morrongiello, Barbara A.; Sandomierski, Megan; Zdzieborski, Daniel; McCollam, Heather (2012). A randomized controlled trial evaluatingthe impact of the Supervising for Home Safety program on parent appraisals of injury risk and need to actively supervise. HealthPsychology, Vol 31(5), 601-611.

Volume 4, Issue 1Page 9Employment OpportunitiesPSYCHOLOGIST1 Year Contract (37.5 hours/week) Position (commencing March 2013)We are currently seeking a Psychologist or Psychological Associate to increase our capacity to provide psychological services to a range ofclinical programs that serve children and youth between the ages of 7-18. As a children’s mental health centre, we offer our services within amultidisciplinary framework and the discipline of psychology plays a critical role. As part of a multidisciplinary team, the successful candidatewill provide psychological assessments and translate results into multidisciplinary treatment plans; and provide case consultation to clinicalteams. Having knowledge and experience in providing evidence-based sexual abuse treatment, treatment for trauma and milieu experiencewill be an asset.The successful candidate will:Possess a Doctoral or Master’s degree from a recognized university and registration with the College of Psychologists of Ontario;Have a minimum of three years directly related experience in a children’s mental health setting;Be proficient in psychological assessment, including experience administering and interpreting psychometric measures used to assess children/youthand the ability to produce comprehensive reports, including detailed recommendations;Provide interpretation of psychological or psychometric findings and communicate diagnoses to clients, parents, agency, staff and communityas required;Demonstrate the ability to work effectively as an integral part of a multidisciplinary team to provide a unique perspective in case and programconsultation;In partnership with clients and families and the multidisciplinary team, provide specific psychological services to children including assessment,treatment and consultation;Participate in case conference meetings to inform, assess and collaboratively problem solve issues that may arise during the day to day treatmentwith the client and/or family;Have experience with evidence-based/evidence-informed therapeutic interventions;Participate in program evaluations, research and continuous quality improvement initiatives;Demonstrate a high level of computer proficiency in data entry, information sourcing and report writing;Have excellent communication skills, both written and oral.Have excellent analytical and flexible problem solving abilities.Sound knowledge of relevant legislation;Valid Ontario driver’s license and use of a vehicle.The annual salary range is $78,001 to $90,693, based on a 37.5 hour work week. In addition, contract staffs are eligible for 4% in lieu of benefitsand 4% in lieu of vacation.Please note that all successful candidates must provide a satisfactory vulnerable sector police records check prior to the commencement ofemployment. At Peel Children’s Centre we value diversity in our workplace, our clientele and our communities. We are actively engaged inbuilding a more diverse workforce and encourage all qualified candidates to apply no later than January 29, 2013.Please submit a cover letter and chronological resume, referring to File #13-005, through our website, e-mail, fax or regular mail.Human ResourcesPeel Children’s Centre85A Aventura CourtMississauga, ONL5T 2Y6Fax: 905 – 696 - 0351E-mail: hr@peelcc.org Website: www.peelcc.org

Psychology – Open Rank Position (Clinical Psychology:Applied Developmental Emphasis) University of GuelphThe Department of Psychology at the University of Guelph invites applications for an open rank faculty positionin Clinical Psychology: Applied Developmental Emphasis. This clinical program stresses a developmentalapproach to conceptualization and intervention regarding the difficulties of children and youth. Itis accredited by the Canadian Psychological Association. The appointment is to begin July 1, 2013.We welcome applicants with research expertise from any domain of health psychology or clinical psychologypertaining to children and adolescents. Those with expertise in implementing evidence-based interventionsand/or engaging in knowledge translation activities addressing child and adolescent issues are of particularinterest.Applicants must be receiving or have a PhD, ideally from a CPA or APA accredited program, and must beregistered or intending to become registered as a psychologist in the province of Ontario. As scientistpractitioners,they must also demonstrate a strong record of scholarship appropriate to their entry level rank,and the capacity to forge collaborations with the community. Candidates will be expected to demonstratecompetence to supervise students at both the graduate and undergraduate levels. In addition, we seek applicantswith strong leadership skills with a view to the possibility that the successful candidate might assumethe role of Director of Clinical Training in the near future. Ability to teach undergraduate and graduatecourses in at least two of the following topical areas is preferred: developmental psychology, developmentaldisabilities, language and learning disabilities, and cognitive assessment.Our facilities include the Department’s Centre for Psychological Services which provides psychological servicesto Guelph and the surrounding community, skills training for graduate students in assessment and therapyunder the supervision of faculty and clinic staff, and a setting to conduct research.Prospective candidates are encouraged to visit the web sites of the University of Guelph(http://www.uoguelph.ca/), the Department of Psychology (http://www.uoguelph.ca/psychology/) and theCP:ADE Programme http://www.uoguelph.ca/psychology/page.cfm?id=449.Applications are to include a curriculum vitae, a statement of research, teaching interests and evaluations,and sample publications. Arrangements also should be made for three letters of reference to be sent to theSearch Committee. Review of the applications will begin February 1, 2013 and will continue until the positionis filled.Hard copy applications should be sent to:Search Committee,Attention: Mary Ann Evans, Chair,Department of Psychology, University of Guelph,Guelph, Ontario, Canada, N1G 2W1.All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be givenpriority. The University of Guelph is committed to an employment equity program that includes specialmeasures to achieve diversity among its faculty and staff. We therefore particularly encourage applicationsfrom qualified aboriginal Canadians, persons with disabilities, members of visible minorities and women.