STRATEGIC PLAN (2007-2012)

DEPARTMENT OF PSYCHOLOGY

THE UNIVERSITY OF MANITOBA

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Table of Contents

Executive Summary ····················································································· 3 Planning Process ..........................................................................................................4 Who We Are..................................................................................................................5

a. The University of Manitoba ..............................................................................5 b. Graduate Studies at The University of Manitoba .............................................5 c. Department of Psychology Programs of Study ................................................5

i. Undergraduate Programs ..........................................................................6 ii. Graduate Programs ...................................................................................7 1. Area Specialization Descriptions...........................................................7 d. Personnel.......................................................................................................10

i. Faculty......................................................................................................10 ii. Support Staff ............................................................................................11

Enrollment Statistics....................................................................................................11 Financial Analyses ......................................................................................................12 a. Department of Psychology Budget ................................................................13

b. Graduate Student Support .............................................................................13 Undergraduate/Graduate Degrees Awarded...............................................................13 Governance.................................................................................................................14 What We Want To Be..................................................................................................14 Strengths, Weaknesses, Opportunities, Threats (SWOT) Analyses ...........................16 Goals and Action Plans ...............................................................................................19 Assessments of Action Goals......................................................................................24 Appendix A: Psychological Bases of Health & Illness Specialty .................................27 Appendix B: The State of Science & Technology in Canada Report ..........................31 Appendix C Revised Graduate Curriculum..................................................................34 Appendix D: Psychology Graduate Fellowship Fund ..................................................36

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EXECUTIVE SUMMARY

The Department of Psychology at The University of Manitoba intends to maintain and enhance its status as a premier department in the behavioural and social sciences by continuing its excellence in research, teaching, and service. In particular, we will expand on our significant intellectual and practical contributions to the faculty, university, and general community. To meet our goals we will:

1. support growth in scholarly activity and research productivity that enhances our national and international prominence

2. offer outstanding undergraduate and graduate programs 3. provide exemplary professional service to our students and the university, as well as to

the city of Winnipeg and other Manitoba communities 4. explore avenues for increasing graduate student support 5. establish an applied health psychology program 6. establish a five year hiring plan 7. build a community of scholars which promotes academic inquiry in a collegial setting

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PLANNING PROCESS In November 2006, the Head (Harvey Keselman) asked the Executive Committee to assume responsibility for drafting a five-year strategic plan for the Department. Development of the strategic plan began with a request that admissions area coordinators prepare and submit to the Executive committee an analysis of the strengths, weaknesses, opportunities, and threats (i.e., a SWOT analysis) for their area. These SWOT reports were submitted by 8 December 2006. The ultimate goal of the strategic planning process is to bring to Departmental Council a Strategic Plan Document before the end of the 2006-7 academic year. Note: 2006-7 Executive Committee members are: Dan Bailis, Cheryl Harasymchuk (GASP President), Tammy Ivanco (Nonvoting guest/Associate Head-Undergraduate), Lorna Jakobson, Ed Johnson (Nonvoting guest/Director of Clinical Training), Harvey Keselman (Chair), Jason Leboe, Todd Mondor (Associate Head-Graduate), Lauren Unik (UPSA President), and Dickie Yu.

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Who We Are THE UNIVERSITY OF MANITOBA The University of Manitoba is the province’s largest, most comprehensive post-secondary educational institution. Founded in 1877, it was Western Canada’s first university and remains one of its leading research-intensive schools. More than 28,000 students from all over the world currently study in a wide range of programs in the liberal arts and sciences, the creative arts, and the professions. Research is a priority at the University of Manitoba and the success of its faculty in winning substantial research support in national competitions attests to this. For example, in the 2004-05 academic year, the university held 33 Canada Research Chairs, is the network leader of one of Canada’s 21 networks of excellence (ISIS Canada) and a participant in 14 others. It is also home to a wide range of research centers and institutes. Within the past decade, Smartpark was established with the assistance of provincial and national governments and is maturing as an environment where collaborations between university and industry enhance the commercialization of new technologies. GRADUATE STUDIES AT THE UNIVERSITY OF MANITOBA

More than 3,000 students from Canada and around the world come to the University of Manitoba to pursue their academic dreams, studying at the graduate level with professors who are known nationally and internationally for their excellence in research, creative activity, and graduate education. In recent years, faculty members have secured more than $146.7 million annually in external research funding pursuing research that has led to breakthroughs and new ideas in many fields, including psychology, medicine, engineering, science, agriculture, and social science. Graduate students are vital to making the University of Manitoba one of Canada’s top research-intensive institutions. The dedicated administration and members of the Faculty of Graduate Studies oversee the academic quality and integrity of 47 doctoral and 93 masters programs, including a number of highly innovative interdisciplinary programs, so that students find success and opportunity from their research and training at the University of Manitoba. The University of Manitoba has a long and impressive list of laurels. Persons can explore the Faculty of Graduate Studies web site to learn more about our accomplishments. (umanitoba.ca/faculties/graduate_studies) DEPARTMENT OF PSYCHOLOGY PROGRAMS OF STUDY The Department of Psychology at the University of Manitoba was officially established in 1946, although psychology courses had been taught regularly in one form or another beginning prior to 1900. Our Ph.D. program was officially initiated in 1964, and professional training in clinical psychology began in 1967. Today, our department is the largest academic unit in the university. The Department of Psychology, the University of Manitoba, and the Greater Winnipeg community combine to provide outstanding opportunities for both basic and applied

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research. In most areas of psychological interest, research opportunities are limited only by the creativity and initiative of the investigator. The main facilities of the Department of Psychology are housed in the Duff Roblin Building, which is linked directly to several University libraries, other Arts and Science departments, and the Psychological Service Center, which is a mental health clinic operated by the Department's Clinical Psychology Training Program. The Department includes approximately 37,000 square feet of space for offices, laboratories, and classrooms. Basic research facilities are housed in over 100 dedicated research rooms. Laboratories are maintained for the study of cognitive and brain sciences, psychological health, quantitative analysis and modeling, and social behaviour. The Department also hosts a large computer lab maintained by a crew of three excellent computer technicians, integrated animal care facilities under the supervision of a dedicated animal care technician, and a field station at which avian behaviour may be studied.

UNDERGRADUATE PROGRAMS For our undergraduate students, we offer a comprehensive program including foundation courses in many subfields of Psychology that may culminate in either an Honours or a general four-year degree. The selections provide a broad base of knowledge to students majoring in Psychology, and provide an opportunity for others to learn more about Psychology. In addition to educating students about the subject matter in a particular area, many courses are designed to encourage development of critical thinking, research, writing, and presentation skills. After completing the University 1 year, students electing to pursue a degree in Psychology have a wide variety of program options available to them. Whereas students who register in the Faculty of Arts can pursue the study of psychology in programs leading to the Bachelor of Arts (B.A.) degree, students who register in the Faculty of Science can study psychology in programs leading to the Bachelor of Science (B.Sc.) degree. The Three Year Major (B.A.) degree program promotes development of knowledge about Psychology within the context of a general education. This program requires that students complete Introductory Psychology, two 3-credit courses in research methods, and an additional six 3-credit courses in Psychology. The Four Year Advanced Major (B.A.) degree program is intended for students who desire a general education along with a reasonable degree of specialization in psychology. This program requires that students complete Introductory Psychology, two 3-credit courses in research methods, and an additional twelve 3-credit courses in Psychology. The Four Year Major (B.Sc.) degree program provides in-depth study of psychological science. This program requires that students complete Introductory Psychology, two 3-credit courses in research methods, and an additional fourteen 3-credit courses in Psychology. Within this stream students are required to complete courses from four of the five core content topics in Psychology.

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The Four Year Honours (B.A. and B.Sc.) degree programs involve a high degree of specialization in psychology, and provide the foundation for graduate study (i.e., master and doctoral programs). The unique component of the Honours program is that students must complete a research project and write a thesis under the supervision of a faculty member during their fourth year. This program requires that students complete Introductory Psychology, two 3-credit courses in research methods at the 2000 level, one research methods course at the 3000 level, and two courses at the 4000 level. Within this stream students are required to complete courses from each of five core content areas in Psychology to provide exposure to a wide range of topics within the discipline. The B.A. and B.Sc. Honours degrees require completion of 114 and 120 credit hours, respectively, with at least 48 credit hours obtained through Psychology courses. GRADUATE PROGRAMS Graduate study in the Department of Psychology at the University of Manitoba is offered at both the M.A. and the Ph.D. levels. The primary purpose of the program is to provide training in specialized areas such as Applied Behavioural Analysis, Applied Health Psychology (This is a specialization program, not an admissions area.), Brain and Cognitive Sciences, Clinical Psychology, Developmental Psychology, Methodology, School Psychology, and Social and Personality Psychology. The M.A. program is designed both to provide a broad foundation in the scientific approach to psychology, and to assist students in developing specialized skills. The Ph.D. program provides a higher degree of specialization coupled with more intensive training in research and application. An apprenticeship-style training model is used so students have the flexibility to generate an individualized program of study based on their own specific research interests. Areas of specialization include: Applied Behaviour Analysis. Applied Behaviour Analysis (ABA) involves the systematic application of learning principles and techniques to assess and to improve individual’s covert and overt behaviors, in order to help them function more fully in society. ABA faculty members and graduate students conduct applied research in a variety of areas including autism, developmental disabilities, behavioral assessment, verbal behavior, gerontology, sports psychology, and computerized approaches to teaching. They also conduct basic research in a variety of areas including behavioral momentum, stimulus control (e.g., blocking, equivalence, and generalization), and reinforcement schedule effects in humans. ABA graduate students may take supervised practica in the areas of childhood autism, developmental disabilities and sports psychology. In 2003, the ABA graduate course sequence was approved by the Behavior Analyst Certification Board. Our graduate program was the first in Canada to receive such certification and is the only program in Canada that offers a Ph.D. in ABA. Members of the ABA area receive funding from a variety of sources, and St. Amant, a community and residential treatment centre for children with autism and persons with developmental disabilities in Winnipeg, provides an additional source of financial support for ABA graduate students. The breadth of graduate student training in ABA is enhanced by on-going research relationships that ABA faculty have with researchers in the Faculties of Engineering, Medicine, Nursing and Human Ecology.

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Applied Health Psychology (Psychological Bases of Health & Illness) (See Appendix A). The availability within a single department of training in Applied Behaviour Analysis, Clinical Psychology, and School Psychology appears to be unique in Canada and we believe that creation of an Applied Health area will help enhance the visibility of this aspect of our program. Within the Applied Health area, specialized streams in ABA, Clinical Psychology, and School Psychology would be preserved. In addition, a new generalist program in Applied Health separate from these three specialized programs is proposed. A newly-developed program in Interdisciplinary Health Studies that will be launched soon largely ignores psychological issues so there appears to be a ready-made academic niche for such a program. Public interest in psychological health appears to be rapidly increasing and funding priorities of national granting agencies are changing to reflect this. For example, the Canadian Institute for Health Research (CIHR), which was established in 2000, distributed $8,800,280 to Psychology departments in its first year of operation and $53,833,838 in 2004-2005 (NSERC and SSHRC distributed $5,369,325 and $10,719,397 respectively, in 2004-2005). The very poor financial support for graduate students provided by the University of Manitoba requires that we access external sources of funding. By featuring our strength in the Applied Health area, we may be able to attract a larger number of students who enter the program with, or quickly secure, external funding. Brain & Cognitive Sciences. The Brain & Cognitive Sciences area offers graduate and undergraduate students a unique opportunity for research training in human cognition, cognitive neuroscience and animal behavior. The area boasts a number of faculty members who investigate human psychology from a biological perspective, providing students with opportunities to investigate the physiological processes underlying learning, memory, visual perception, and visuomotor control. Members of this area also offer training in developmental neuroscience and psychobiology, neuropsychology, cardiovascular psychobiology and stress, neurotoxicology, psychopharmacology, neurological impairments, and fMRI. This area also hosts several specialists in the experimental study of human mental processes. The Department’s cognitive scientists provide expertise in the domains of text comprehension, visual and auditory perception and selective attention, and memory. Finally, research opportunities provided by the Avian Behaviour Laboratory provides a unique opportunity for students to develop skills in the study of animal behaviour in a natural setting. Members of the Brain & Cognitive Sciences area receive funding from a variety of sources, resulting in cutting-edge facilities that utilize modern and diverse techniques. Both M.A. and Ph.D. training provides students with opportunities to develop their ability to think critically and work independently, while still being able to successfully collaborate and work as part of a team. The course requirements in the area are structured around a flexible core curriculum that permits specialization and concentration of research during graduate training. Students are given the opportunity to collaborate with faculty from other areas in the Department of Psychology at the University of Manitoba and with faculty in other Departments of Psychology in the region, including the members of the Centre for Visual Neuroscience at the University of North Dakota. The breadth of graduate student training in this area is further enhanced by opportunities to collaborate with researchers in related social, behavioural, and biomedical sciences. For example, members of the Brain & Cognitive Sciences area maintain ongoing

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research relationships with researchers in the Faculty of Medicine at the University of Manitoba and members of the Manitoba Centre for Health Policy.

Clinical Psychology. The Clinical Psychology Training Program is a doctoral program accredited by both the American and Canadian Psychological Associations (i.e., APA and CPA, respectively). The Clinical Program follows the scientist-practitioner model. Students are given a solid grounding in both the science of psychology and clinical practice. There is an early and continuous integration of science, theory with practice, and research training with clinical training. The Program includes Generalist and Behavioral streams. The Program's primary center of clinical training is at the Psychological Service Centre (PSC). The PSC is a large, active clinic at the University of Manitoba serving approximately 200 clients each year from the Greater Winnipeg area. Additional training is available throughout Winnipeg and other nearby communities at a wide range of sites including hospitals, clinics, prisons, and schools. Graduates of the Program are employed in academic, clinical, community, government, school, and private practice settings and conduct a wide range of clinical, research, and administrative functions. Clinical faculty members’ research interests and expertise encompass a wide range of research problems and methodologies. Areas of interest include clinical health psychology, child abuse, mood and anxiety disorders, aging and mental health, clinical neuropsychology, community mental health, among other topics.

Developmental. The interests and expertise of the core faculty of the Developmental Psychology Program encompass a broad approach to developmental issues. A variety of topic areas are represented by faculty research interests, and projects cover age groups ranging from infants to the elderly, and both normal and exceptional populations. Methodologies vary as well, and experimental, correlational, and ABA designs are represented in the work of the developmental faculty. The graduate training model has a strong apprenticeship core, but breadth is encouraged by having students take developmental courses offered by faculty members other than their advisor. Students also have ample opportunities for contact with faculty members from other areas of the Department, and it is possible to combine a specialty in developmental psychology with complementary work in other content areas. Methodology. Members of the Methodology group have expertise in a broad range of topics in measurement, research design, and statistical analysis. Topics such as classical and robust estimation and testing, meta-analysis methodology, mixed-effects modeling, parametric and nonparametric regression analyses and diagnostic procedures, the analysis of repeated or longitudinal data, and simultaneous statistical inference are of particular research interest. Training in this area includes practical applications as well as theoretical analysis. Members of the area collaborate with colleagues across campus and throughout the world and provide consultation to the university and local communities.

School Psychology. An M.A. degree in School Psychology is offered that is designed to meet the specific requirements for registration and licensing for school psychologists in Manitoba. The program incorporates training in several areas including interpersonal relationships, intervention and consultation, research, ethics and standards, and supervision. This training ensures that our program matches or exceeds the requirements of other programs in Canada and facilitates licensing of our graduates in other jurisdictions.

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Social and Personality Psychology. Social and personality psychology are scientific fields that seek to understand how people think about, influence, and relate to one another, and how they strive to satisfy personal needs and goals in the wider world. These aims, which are common to both fields, are nevertheless pursued with a different emphasis in each. The emphasis in social psychology is on external situational and environmental factors that may affect social or personal functioning, whereas the emphasis in personality psychology is on relatively durable attributes within the person--including some that may be unique to each individual and others that may be universal to the species or to all living organisms. Training in social and personality psychology at the advanced undergraduate, M.A., and Ph.D. levels emphasizes critical thinking and the creative generation of research hypotheses and proposals. Such training occurs through a wide range of seminars and independent research projects with a faculty advisor. Current research interests of the social-personality psychology faculty include biases in social perception, intergroup relations and social justice, validity of personality judgments, attributions, academic motivation and achievement, perceptions of control, the origin and organization of social attitudes, health and related self-perceptions and behaviours, self-esteem, body image, close relationships, cross-cultural psychology, and the social psychology of science. PERSONNEL FACULTY Table 1. Academic Staff John Adair Bob Altemeyer Dan Bailis Judy Chipperfield Brian Cox Jessica Cameron Rayleen DeLuca Warren Eaton Melanie Glenwright Steve Holborn Cam Huynh Tammy Ivanco Lorna Jakobson Randall Jamieson Ed Johnson Harvey Keselman Joanne Keselman Richard Kruk Jason Leboe Mike LeBow Les Leventhal Corey Mackenzie Barry Mallin Jonathan Marotta David Martin Garry Martin Maria Medved Todd Mondor Janine Montgomery Marian Morry Jim Nickels Ron Niemi Joe Pear Raymond Perry Gerry Sande Jim Shapiro Murray Singer Katherine Starzyk Bruce Tefft Jacquie Vorauer Linda Wilson Roger Wilson Dickie Yu Note: J. Adair is a retired professor holding the title of Professor Emeritus; J. Chipperfield & B. Cox have nil (non salaried) appointments in Psychology. The number of academic staff has varied over the past five years. The numbers (excluding Dr. J. Keselman, Vice-President for Research), were: 2002/3 – 34 2003/4 – 36 2004/5 – 42 2005/6 – 42

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It is important to note that even though there is an upward trend in number of faculty over the 2002-2006 time frame, the number of academic staff has shrunk considerably from its high of 55 (1978). Demographics Table 2. Age Distribution by Area

Area/Age 26-30

31-35

36-40

41-45

46-50

51-55

56-60

61-65 66-70

70+

Total

ABA .5 2×.5 =1 .25 1.75 Brain & Cog Sci 2 2 1.5 2 1 1.25 9.75

Clinical 1 2.5 1 4 .5 *9 Developmental 1 1 1 3 Methodology 2.5 **2.5 School Psych 1 1 1 3

Social/Personality 1 1 2 1 2 1 .5 8.5 Note: Counts include tenure stream appointments running through July 1, 2007. Because persons can have affiliations with more than one area, counts need not be integer values. 18 out of 37.5 full-time members of academic staff (48%) are, in age, ≥ 55. *7 of the 9 count are involved in clinical supervision. ** Methodology has four members; however, Dr. Joanne Keselman serves as Vice-President (Research) and Dr. H. Keselman as Head of Psychology. SUPPORT STAFF There are 11 support staff members that contribute to the management of the department. In particular, the Head has both an administrative assistant and a personal secretary, and the Associate Head (Graduate) has two assistants that devote their time to graduate and school psychology student issues. In addition, the department has three secretaries, one animal technician, and three persons who maintain our computer operations. ENROLLMENT STATISTICS Undergraduate Student Credit Hours: 2003/4 – 35,217 2004/5 – 37,683 2005/6 – 38,646 2006/7 – 35,382 Enrollments for the 2006-2007 academic year declined relative to the 2005-2006 year across all faculties in the University of Manitoba. The reduction was, particularly pronounced in the Faculty of Arts, and in the in the Department of Psychology. Central Administration has predicted a further reduction in enrollments in the next few years, with a leveling-off thereafter.

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These enrollment projections must be taken into account in developing a strategic plan for the department. For example, decreases in enrollment will likely result in a reduction in the Faculty of Arts operating budgets, which consequently, could result in a reduction in funding provided by Arts to the Department of Psychology. The following table (Table 3) shows the number of students enrolled in Undergraduate Psychology Programs in the past five years. Table 3. Students Enrolled in Psychology Programs

Year 2002 2003 2004 2005 2006 B.A. (General/3 yr) 525 556 660 685 645

B.A. (Advanced/4 yr) 64 61 78 87 65 B.A. (Honours/4 yr) 71 77 79 110 95 B.Sc. (Honours/4 yr) 12 15 18 20 25

B.Sc. (Advanced/4 yr) 39 40 44 39 42 Total 711 749 879 941 872

Graduate (M.A. and Ph.D.) Student enrollments for 2006/7 and the previous four years are contained in Table 4. Table 4. Graduate Student Enrollments

Year 2002 2003 2004 2005 2006 M.A. 27 28 39 39 60 Ph.D. 60 57 58 59 64 Total 87 (13) 85 (10) 97 (18) 98 (21) 124 (25)

Note: Also contained in Table 4 (• ) are the number of graduate students that were admitted into the program during the five year time span. It is important to note that seven of the 21 students in 2005 were admitted into the new School Psychology program and this number was 11/25 for 2006. The department has been successful in developing and expanding graduate training in recent years. This attests to both the increased research activity in the department and to the success of our faculty in securing significant external research funding. Our reputation as a department that provides outstanding graduate training is growing and the future looks bright! FINANCIAL ANALYSES Department of Psychology Budget A breakdown of costs incurred by the department is given in Table 5 for the past five years. This breakdown enumerates fixed costs (including full-time salaries, benefits, special academic funds, and on-going departmental expenses), top-up funds (which includes a transfer from

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Distance Education income rebated to the department), travel funds, and funds allocated for maintenance of our Micro-computer laboratory. Table 5. Department of Psychology Budget ($)

Year Fixed Costs Top-Up Funds Travel Micro-Lab 2006-2007 4, 414,513 187,778 23,985 20,000 2005-2006 4,101,980 197,692 20,895 20,895 2004-2005 4,054,899 246,169 22,040 29,000 2003-2004 4,143,146 300,173 19,001 28,600 2002-2003 4,142,166 * * 32,600

*Note: Top-up and Travel funds were combined in the Fixed account in 2002-2003. Graduate Student Support (CIHR, MGS, NSERC, SSHRC, UMGF, etc.) In the past five years, graduate students have received the following amount of total funding: 2002 - $374,818 2003 - $520,648 2004 - $551,823 2005 - $524,149 2006 - $565,676 The data clearly indicate a general positive trend over time. However, based on graduate enrollment data presented in Table 3, one can note, that for the five year time periods enumerated, the average award per student equaled $4,308, $6,125, $5,689, $5,348, and $4,562, respectively. In addition, 41 graduate students received $333,743 through grant funds from academic staff in 2006/7. On average, therefore, an award recipient received $8,140. However, for the total group of 124 graduate students enrolled in our department, the average award per graduate student equaled $2,691. DEGREES AWARDED The following table (Table 6) contains the number of students having graduated in the past five years. Table 6. Graduate Numbers

Year 2001-2 2002-3 2003-4 2004-5 2005-6 B.A. (General/3 yr) 103 104 108 116 127

B.A. (Advanced/4 yr) 28 25 38 27 33 B.A. (Honours/4 yr) 29 28 37 28 35 B.Sc. (Honours/4 yr) 1 2 4 3 6

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B.Sc. (Advanced/4 yr) 2 4 12 12 18 M.A. 12 8 8 13 10 Ph.D. 7 7 2 11 6 Total 182 178 209 210 235

GOVERNANCE The governance of the department is overseen by the Head, Executive Committee and ultimately by Departmental Council. Issues related to rules and procedures are brought to Departmental Council for approval mainly through the Head and Executive Committee. However, any standing committee or members of staff may, through the mechanisms described in our manual, appropriately bring motions before departmental council for discussion and possible approval. Descriptions of the rights, privileges duties and responsibilities of the above are contained in the Department Manual. What We Want To Be We preface our statements regarding what type of department we strive to be by first reporting a Strengths, Weaknesses, Opportunities and Threats analysis of the department. This overall SWOT analysis is based on the SWOT analyses conducted by each of our specialty areas. Prelude The National Conference on Psychology as a Science report (1997) notes that “Despite the tremendous range of issues addressed by contemporary scientific psychology, two basic premises tie much of this work together. First, basic research on biological, developmental and cognitive aspects of behavior go hand in hand with applied research on issues such as domestic violence, the behaviour of criminal psychopaths, and the treatment of learning disorders or uncontrollable compulsive behaviours. A second premise is that psychosocial factors relating the influence of the social environment on individual behaviour are just as important as biological factors to the scientific understanding of normal and pathological behaviour. In this context, all research in basic and applied psychology can be seen as playing an essential role in addressing many of the most serious challenges facing the nation, our communities and our families, including literacy, productivity, health, aging, addiction, and violence.” (p. 18) The Department of Psychology at The University of Manitoba offers programs of study in the areas of psychology noted as important to our profession, the local community, and Canadian society. In particular, as previously noted, we offer training, provide expertise, and conduct scientific inquiries in the areas of Applied Behavioural Analysis, Brain & Cognitive Sciences, Clinical Psychology, Developmental Psychology, Methodology, School Psychology, and Social and Personality Psychology. It is our intention, therefore, to continue to support these important areas of study. However, The National Conference on Psychology as a Science report (1997) also identifies areas that are not sufficiently represented in our department, namely Health Psychology and Methodology. With regard to the realm of Health Psychology, the report notes that ”…one of

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the most significant issues preoccupying Canadians is their health care system. Psychology has been actively involved in improving our understanding of the biopsychosocial determinants of health and illness. This understanding has been advanced by both basic and applied research in a large number of health areas.” The report goes on to note that “Many of the major health problems facing Canadians have a recognized basis in problems with behaviour. For example, substance abuse disorders, compulsive gambling, obesity, clearly have a behavioual component that needs to be understood to develop better treatment and prevention strategies. Mental health and mental illness are the product of complex interactions among biological/genetic factors and the unique environmental factors that constitute an individual’s life history.” (pp. 23-24) With regard to the impact that methodology has on Psychology, the report notes “Formal models and associated statistical and computational techniques play an important role in contemporary scientific psychology, in large part due to the complexity of the phenomena under study, ranging from sensory processes to brain processes to social behaviour. Such complex processes cannot be adequately understood and described by verbal theories. This had led in this century to the development of a complex body of mathematical, statistical, and computational psychology (behavioural science), and associated professional and research organizations.” (p. 18) Reference Canadian Psychological Association. (1997). National conference on psychology as a science. J. G. Gauthier & A. G. Phillips (Eds.). Based on the preceding, we propose that we should be guided by the following propositions. Proposition 1. The organization of our department should be based, in part, on CPA's National Conference on Psychology as a Science report (and other considerations enumerated below). Proposition 2. Both because health psychology is, and will continue to be, a very important program that will be called upon by many individuals and organizations within our society, and because health psychology is an area to which the Federal Government is expected to direct significant funding, we view developing this area as a priority for the department. a. This entails commitments with respect to curriculum reform, program development, and

hiring. b. We plan to integrate a health psychology specialization into our graduate program at

our earliest opportunity. This program will afford graduate students an opportunity to complement their main area of study with specific training, in health psychology. The program will be designed to take advantage of the knowledge and expertise of faculty in all admissions areas in the department. This approach is in keeping with views expressed in the Building on Strengths Task Force on Strategic Planning (1998):.

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“It is a rare circumstance for a public university to be able to form a completely new department ... The more common approach was to add only one or two new members of faculty, and make use of existing academic staff in an array of departments...

Such “area studies” expanded academic programming without huge investments in emergent fields or in directions that were believed to be important to a university's mission... there is now an opportunity to realign the academic enterprise of the university with emergent ways of thinking in the wider intellectual community” (pp. 48-50).

c. It is important to note that not only does CPA recognize the importance of Health

Psychology, but the Federal government as well recognizes the importance of social scientists to health care and has accordingly allotted large sums of money for multidisciplinary research through the Canadian Institutes of Health Research (CIHR).

Proposition 3. Methodology is an important thematic area to the Department and accordingly

the areas future growth should be a priority in our five year new-hire plan. As noted, methodology was singled out by CPA as an area that is vital to our profession. Moreover, according to the findings reported by The Committee on The State of Science & Technology in Canada in their report The State of Science & Technology in Canada (Council of Canadian Academics, 2006), a report which, in part, was charged with identifying “scientific disciplines in which Canada excels in a global context” (p.1), Canada is a leader in Mathematical Psychology. Their Figures 6 and 7 (reproduced in Appendix B) indicate that Mathematical Psychology, according to their quality indicators [Average Relative Impact Factor (ARIF) and publication intensity (SI)], ranks in the top 30 among all area disciplines enumerated in their report. For ARIF, Mathematical Psychology ranks #24, while for SI its ranking is #5.

a. It should be noted that our Methodology program is one of a very few quantitative

psychology programs that exist in Canada, and thus the comments and findings contained in this report reflect, in part, on our accomplishments, and this strength, therefore, should be maintained and enhanced through new hiring (i.e., hiring in new emerging methodology specialties not covered with current staff and/or replacing retiring faculty).

Proposition 4. The Department should find sources of funding that provide incoming graduate

students with fellowships that are competitive with those offered at other Departments of Psychology at research-intensive Canadian universities.

SWOT ANALYSIS Strengths The department is home to many highly skilled personnel who have demonstrated their expertise and accomplishments in the areas of research, teaching, and service. Thus, we

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already possess the human resources necessary to rank as one of the most outstanding Departments of Psychology in Canada. The excellence of our faculty has been recognized by the University, the Province, and the Federal Government through their granting agencies which provide substantial funding to them. These funds provide members of our department with opportunities to be highly productive and successful. Although we have been successful in obtaining substantial research funding, we believe that we can do better and so hope to increase the level of research funding attracted by our faculty in coming years. With regard to teaching, it is clear that we have a number of gifted instructors in the department. To date, numerous members of our department have received teaching awards. In this area as well we can be quite proud of our collective accomplishments. Finally, members of our department have also distinguished themselves through their administrative service to the University, and through service to community organizations. Weaknesses Unfortunately we fall short on a number of dimensions that thwart our efforts. In particular, and most critically, we must identify, and commit ourselves to, a set of specific goals and activities that enhance the local, national, and international reputation of our department. In this vein, if we give more than lip service to supporting and enhancing our recently reorganized department study areas, we should be able to further enhance our ability to attract new academic staff of the highest caliber, the best incoming graduate students and the securing of funds to support our needs. We must work to sustain our new “sense of community” by encouraging all faculty to become involved in the operational affairs of the department by serving on the Executive Committee, chairing major committees, attending colloquia and graduation ceremonies, etc. We should also continue our attempts to collectively socialize! In summary, and in addition to the above, our weaknesses are:

• failure to develop a long term strategic plan for the department; • failure to develop a long term year hiring plan • an absence of a strong, universally embraced, esprit de corps; • a slowness to embrace change; • inequities in faculty workload; • limitations in graduate funding.

Opportunities We believe there are a number of opportunities available that can facilitate making meaningful changes in our department that can lead to a “better” department.

• First, in the past five years, we have hired a significant number of new members of academic staff. Collectively, these people provide us with a rich opportunity to initiate change. That is, they come to us with diverse backgrounds, energy, and ideas for creating a great department. We need to provide our new hires (as well as more established members of staff) with the opportunity to be actively involved in forming a new future-looking department.

• A new Dean of Arts joined the faculty 1 July 2004 and we should devote a lot of our effort to encouraging him to help us create the best Department of Psychology in North America.

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• Currently, there is a great deal of money that the Federal Government makes available for research (e.g., CIHR, CFI, NSERC, SSHRC), particularly in the area of health. We must make a concerted effort, both individually and collectively, to tap into this very rich resource.

• With the likelihood that the department will continue to hire more staff, primarily through replacements of retirees, we need to pay particular attention to the fit of these people with our future goals and not just hire to fill a vacant spot. The direction of future hiring must be very carefully planned being part-and-parcel of a clearly delineated strategic plan for what type of department we want to be in the next decade.

• Many members of staff have research interests that could be aligned with staff members from other units thereby fostering productive research teams. For example, we should seek to collaborate with members from the Departments of Community Health Sciences, Biology, Statistics, etc. Such collaborations will likely enhance our national and international reputation.

• Many members of staff are actively involved in translating their knowledge into actions that profoundly benefit persons and groups in the Winnipeg and Manitoba communities. Our Applied Behavioural Analysis program is an excellent exemplar of how the transfer of psychological principles into action is applied to problems found in the local community. Members of this area (as well as faculty members in other thematic areas), are actively involved in working with/treating persons with disabilities and autism (e.g., our activities at St. Amant, a non-profit corporation that offers a wide range of programming, services, and care to support both developmentally-disabled people and their families)

• The lack of sufficient research space has been a concern to the Department for decades. However, most recently, the Department has obtained additional space from the Faculty of Arts (e.g., P308/650 Sq ft), receiving as well funds through the Indirect Costs Program (ICP) to create two new research labs from this space. Prior successful ICP submissions have resulted in the creation of a suite of research rooms (P243-P245), containing one-way windows and observational compartments, which will benefit the research programs of many specialty areas in the Department (e.g., Developmental, Social & Personality). Moreover, the Associate Dean of Arts is attempting to acquire additional research space for Psychology outside of the Duff Roblin Building.

Threats Even though there are many opportunities that are available for us to seize, there are, unfortunately, potential impediments to change.

• First and foremost is a perennial lack of plans for future growth. As an example, our hiring priorities have never been based on securing people for programs that we want to enhance, or develop in the future; rather, we typically hire someone to replace an individual lost from a particular admissions area.

• We still need to get more faculty members actively involved in the administration and affairs of the department, though it is clear that members of staff are embracing a new sense of community. Thus, we must not falter from our new perspective that the

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department’s stature and reputation is important in and of itself, and that a nationally distinguished department enhances each of us individually as well.

• Not taking advantage of the opportunities previously enumerated is a threat to our success in the future. In particular, we strongly recommend that new hires be given substantial input in leading our department in a new direction – they with their diverse backgrounds and motivations for establishing themselves are very important resources that we should cultivate.

• Reductions in enrollments are likely to lead to fewer new hires in the foreseeable future. • Loss of new hires due to their dissatisfaction with our pace of incorporating their views

into future development plans • As indicated above, research space is crucial to maintaining the research enterprises of

the Department and although new space has been recently obtained, the Department will still require more/updated research space to accommodate new-hires and the special needs of these persons as well as current staff. Accordingly, the Department must be diligent in maintaining and acquiring research space to meet our ever growing/thriving research activities.

Goals and Action Plan

1. SUPPORT GROWTH IN SCHOLARLY ACTIVITY AND RESEARCH PRODUCTIVITY THAT ENHANCES OUR NATIONAL AND INTERNATIONAL PROMINENCE.

a. make available to staff as much information as available regarding external and internal grant programs

b. provide a formalized mentoring system for reviewing grant applications c. provide necessary research space to staff members d. provide support staff help in compiling grant material and the final document e. seek additional funding support from the Dean of the Faculty, and Vice-President

(Research) f. make our accomplishments known throughout the department, faculty, university,

Winnipeg community and across Canada and North America (Psychobabble Newsletter, Department Brochure)

2. OFFER OUTSTANDING UNDERGRADUATE AND GRADUATE PROGRAMS

a. the graduate curriculum was evaluated in 2005 and a description of our new program appears in Appendix C.

b. we are also preparing a new PSYC3000 level course in “Critical Thinking”. This course will provide undergraduates with information about the Honours program including its focus and requirements, so that they may better determine whether their goals are suited to the Honours program or to the regular undergraduate program. Because the number of Honours students that are currently enrolled in our program exhausts the resources we can provide them, re: faculty supervision, we are hoping that the Critical Thinking course will provide one means of helping students decide whether their career goals would be best pursued through the Honours program.

c. we will once again review our undergraduate program to determine if there are ways in which it should be modified to provide a better undergraduate

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psychology program. One issue that might reappear from our 2005 attempt at this endeavor is to establish a core set of introductory level courses for each of our program areas (e.g., Clinical, Brain & Cognitive Sciences, etc.). Recent meetings with the president of the psychology undergraduate association, suggests that students agree that such modifications would improve the undergraduate curriculum.

d. we intend to develop brochures publicizing the many reasons potential undergraduate and graduate students should pursue their education in the Department of Psychology at The University of Manitoba.

3. PROVIDE OUTSTANDING PROFESSIONAL SERVICE TO OUR STUDENTS AND THE UNIVERSITY,

WINNIPEG AND MANITOBA COMMUNITIES a. The Department of Psychology offers students theoretical and applied training in

Applied Behaviour Analysis, Clinical Psychology and School Psychology professional programs that directly benefit the local community. Whereas M.A. and Ph.D. degrees may be obtained in both the ABA and Clinical areas, at present only a terminal M.A. is available in School Psychology. The clinical program accredited by both the Canadian and American Psychological Associations. The University of Manitoba campus is the home of the Psychological Service Centre (PSC), the Director of which reports to the Dean of the Faculty of Arts. Not only does the PSC provide much needed psychological help to students and residents of Winnipeg, but it also provides an opportunity for clinical psychology students to obtain essential practicum experience.

b. Many members of the department provide other important professional services

to the community and they have received awards recognizing their outreach contributions. For example, members of the department are/or have been affiliated with St. Amant, the Manitoba Psychological Society, and the Winnipeg Police Department, etc.

c. The department is also heavily involved in providing undergraduate training

through the university’s Faculty of Extended Education, by way of the following programs: (1) Aboriginal Focus Program, (2) First Nations Community Wellness Diploma Program, (3) High School Program, (4) Distance and On-Line Education (Independent Study and Campus Manitoba), (5) Inter-Universities North, (6) Summer Session, and (7) Winnipeg Education Program.

4. EXPLORE AVENUES FOR INCREASING GRADUATE STUDENT SUPPORT (SEE APPENDIX D)

Graduate student training by-and-large follows an apprenticeship model. That is, graduate students and faculty work together on research, publication and teaching. As such, the recruitment of the best graduate students is essential to enhancing our national and international prominence. Accordingly, exploring avenues for increasing graduate student support is of vital importance to our department.

a. Arguably, the greatest impediment to recruiting and keeping graduate students of the highest caliber is the limited amount of funding that is available for graduate

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support. The amount of support and the number of awards granted through the University of Manitoba (from the Faculty of Graduate Studies) is not competitive with what is offered by other research-intensive universities. Thus, we truly are not competitive with regard to graduate funding (See Funding Analyses above).

b. The Department, with assistance provided by The Faculties of Arts & Graduate Studies, should consider providing a minimum amount of financial support (e.g., $14,000) for students admitted into our graduate program during their first year of studies. Perhaps we can fund the 7 ‘best’ incoming students to the tune of $14,000.

c. One avenue for providing graduate funding is through support from external grants held by faculty members (See Funding Analyses above). Accordingly, we must facilitate grant submissions by faculty members.

d. The Department of Psychology should continue to support student travel to conferences for paper presentations and symposium participation. Every attempt should be made to increase the dollar amount provided because, based on Psychology’s contribution, students may obtain matching funds from other sources on campus (e.g., The Faculty of Arts, The Alumni Association and The Faculty of Graduate Studies).

5. ESTABLISH AN APPLIED HEALTH PSYCHOLOGY PROGRAM -- “PSYCHOLOGICAL BASES OF

HEALTH AND ILLNESS” (SEE APPENDIX A) The availability within a single department of training in ABA, Clinical Psychology, and School Psychology appears to be unique in Canada and we believe that creation of an Applied Health thematic area will help enhance the visibility of this aspect of our program. Within the Applied Health area, specialized streams in ABA, Clinical Psychology, and School Psychology would be preserved. In addition, a new generalist program in Health Psychology, separate from these three specialized programs, will be proposed. The newly-developed program in Interdisciplinary Health Studies that will be launched soon largely ignores psychological issues so there appears to be a ready-made academic niche for such a program. The APA task force on Workplace Analysis indicates that approximately two-thirds of new psychologists are educated and trained in areas that can be broadly defined as within the health sector and that 38% of new Ph.D.s work in health care and related human services. As well, the World Health Organization indicated in its Global Burden of Disease study identified mental disorders as five of the ten leading causes of disability worldwide. Indeed, psychology has much to contribute to many aspects of health. For example consider the following:

a. Unipolar major depression ranked as the fourth-leading cause of mortality and disability worldwide in 1990 and was projected to become the second-leading cause by 2020, following only ischemic heart disease, according to the World Health Organization's (1996) global burden of disease study.

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b. Psychology, across all of its sub areas, has developed numerous successful interventions in the stress-coping process and in reducing risky health behaviours and promoting positive ones. These interventions have had well-documented positive effects on medical outcomes as well as quality of life, such as the incidence, progression, and responsiveness to medical treatment of major threats to population health in Canada, including coronary artery disease, lung cancer, and HIV. Our graduate students in all areas should have the opportunity, if they wish, to learn about and take an active role in furthering this part of psychology's contribution to our understanding of the human condition and the functioning of our society.

c. Not only do a large percentage of psychologists find employment in health and

human services as we understand that sector today, but the scope and presumably the size of that sector, in terms of policy and related government services, is set to expand by 2020 as well. We may begin to see a demand for psychologists -- with specific expertise in health -- in diverse fields of employment, such as education, human resources, environmental stewardship, and community development and recreation. New health-care delivery systems, as mediated by advanced technology in telecommunications, will call for further integration of psychology within medicine.

d. New research in health psychology is needed to improve our understanding of

psychological bases of health and illness beyond health-related behaviour, such as the neuroendocrine or immune system responses that occur through people's interaction with their environment, and to create a better match between public spending and the objectively measured impact of psychological variables upon population health.

Not surprisingly, therefore, public interest in psychological health appears to be rapidly increasing and funding priorities of national granting agencies are changing to reflect this. For example, the CIHR, which was established in 2000, distributed $8,800,280 to Psychology departments in its first year of operation and $53,833,838 in 2004-2005 (NSERC and SSHRC distributed $5,369,325 and $10,719,397, respectively, in 2004-2005). The very poor financial support for graduate students provided by the University of Manitoba requires that we access external sources of funding. By featuring our strength in the Applied Health area, we may be able to attract a larger number of students who enter the program with, or quickly secure, external funding.

a. At the 10 January 2006 meeting of Departmental Council, a motion was passed to pursue the establishment of an applied health psychology specialization area. The detailed description (e.g., courses to be required to meet the requirements for the specialty) of the Psychological Bases of Health & Illness specialization was brought before Department Council on 9 February 2007. The motion to approve the plan was unanimously passed. The department will bring the proposal before the appropriate faculty and university bodies for approval. It is estimated that the program should be operational in the 2008-9 academic year.

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b. To support our graduate specialty program in Psychological Bases of Health and Illness, each of the thematic areas of the department can develop a related theme supporting the overall specialty. For example, our Brain & Cognitive Sciences thematic area can develop coursework related to “Cognitive Processes and Brain Disorders”, our Social and Personality thematic area can institute courses in “Psychosocial Determinants of Health” and members of our Clinical Psychology specialty can develop courses related to “Prevention and Health Promotion in Aboriginal Communities”.

6. ESTABLISH A LONG TERM HIRING PLAN

a. The Department of Psychology needs to base its year to year requests for SIPs

on a strategic plan that lays out at least a multi-year year plan envisioning what type of unit it strives to be. A major purpose of this strategic plan is to address this issue and to specifically lay out a blueprint for hiring over the next five years.

b. As a guiding principle, we recommend that future new hires be capable of contributing in a meaningful way to teaching and research in more than one thematic area. We believe that it is through such appointments, that links between historically independent areas may be encouraged, and that this will in turn foster a more integrated, collegial department. Examples of new hires that would make contributions across multiple thematic areas in the department would be persons whose primary expertise would be methodology or who use animals in their research. New hires in these areas clearly benefit all our thematic areas of study. As well, persons brought in to our department to teach and conduct research in these areas could, potentially, be obtained from any of our thematic areas. For example, we certainly could find persons who work with animals from a developmental, brain and cognitive, etc., perspective.

c. Given this general approach to new hiring (i.e., hiring persons that will contribute to at least two of our thematic areas), the trends in the field, and the current composition of the department, we recommend that the Department of Psychology commit itself to the following new hires (listed in order of preference) and that only extraordinary circumstances (e.g., mass retirements from a admission area) will cause us to deviate from this thematic ordering. Our hiring therefore, based on a needs assessment, should be in the areas of

i) Developmental ii) Methodology iii) Applied Health Psychology (Applied Behavioural Analysis, Clinical, &

Psychological Bases of Health & Illness) iv) Social and Personality v) Brain & Cognitive Sciences vi) School Psychology

The preceding list recognizes that: (1) the Department is pursuing new-hires through other opportunities (i.e., a Canada Research Chair & a NSERC UFA) and these submissions are targeted to the Brain & Cognitive Sciences area; (2) due to retirements and a resignation,

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the Developmental area needs a new-hire immediately; (3) the Methodology area includes only two active members (Huynh & Leventhal) because H. Keselman and J. Keselman have assumed administrative positions and, therefore, are generally not available to teach or to supervise graduate students; moreover, the active members are both over 60 years old; (4) our new thematic area of Applied Health Psychology should be substantially strengthened; (5) members of the ABA and Clinical area will likely soon retire (or assume half-time positions) and, thus replacements must be secured – ABA and Clinical serves not only the academic community, but, as well, the Winnipeg and Manitoba communities as providers of services to the learning disabilities and autism community as well as those suffering from mental health problems (See also the data in Table 2); (6) the Social and Personality area has one person on a half-time appointment and one person who has indicated he will likely retire in 2008 and thus an additional new-hire in this area will soon be necessary to deal with these departures; and (7) the School Psychology area may need additional personnel once we establish a thesis component to the program. 7. BUILDING ON OUR NEW SENSE OF COMMUNITY

a. It appears that the Department is indeed concerned about creating a strong

sense of community. Indeed, during the past year many members of the Department have agreed to serve on numerous ad hoc committees (e.g., undergraduate/graduate curriculum restructuring committee, research space allocation committee, etc.) created by the Head.

b. Involvement by more members of staff is still necessary to strengthen this new found sense of community and to help equate workloads across members of staff.

c. We need to engage our alumni in our sense of community (perhaps alumni should be allowed to be members of some of our committees); in particular, they can be instrumental in establishing scholarship funds for our undergraduate, honours and graduate students;

d. As well, we need to expand our public relations efforts. Promoting ourselves within the faculty, university and Winnipeg communities should be undertaken to reinforce the contributions that Psychology has made, and will continue to make, to each of these groups.

Assessments of Action Goals SCHOLARSHIP

1. Number of peer-reviewed journal articles 2. Number of books 3. Number of conference presentations 4. Number of citations 5. Number of invited presentations 6. Number of awards 7. Number of external grants held 8. Amount of external grant funds received

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9. Amount of external monies provided to graduate students through external grants awarded to faculty

10. Number of Editorships 11. Number of Associate Editorships 12. Number of memberships on editorial boards 13. Number of memberships on external grant review committees 14. Number of graduate student authorships on publications 15. Number of graduate student conference presentations 16. Number of graduate student awards/honours for research (e.g., CPA, APA) 17. Number of graduate students who are awarded doctoral fellowships 18. Number of graduate students who are awarded post-doctoral fellowships 19. Number of internal university awards (e.g., Rh award) 20. Number of colloquia

Teaching

1. Number of faculty teaching awards 2. Number of university teaching awards 3. Number of new courses 4. Number of new courses developed by new hires 5. Maintenance of accreditation of clinical program 6. Student teaching evaluations 7. Student satisfaction 8. Number of undergraduate students 9. Number of honours students

10. Number of honours students that attend graduate school 11. Number of graduate students 12. Number of distance education courses offered 13. Number of summer session courses offered 14. Number of courses requiring writing skills 15. Number of students completing undergraduate/honours/graduate programs 16. Number of non-majors enrolled in psychology courses

Service 1. Number of outreach awards received by members of staff 2. Number of faculty serving as Editors of journals 3. Number of faculty serving on editorial boards 4. Number of faculty serving as journal reviewers 5. Number of faculty performing an extraordinary administrative function for the

Department 6. Number of faculty performing an administrative function for the Faculty 7. Number of faculty performing an administrative function for a professional society 8. Number of faculty performing an administrative function for a community organization 9. Number of faculty performing an administrative function for a national granting agency

10. Number of faculty performing an administrative function for a university committee 11. Number of faculty providing presentations to community groups 12. Number of faculty providing workshops

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Graduates 1. Positions taken (academic, government, clinical, research) 2. Number of clinical graduates obtaining licensure 3. Performance of clinical graduates on Examination for Professional Practice in

Psychology

Postscript The Department views this strategic plan as a ‘living’ document and, accordingly, it is our intention to periodically review it and, when appropriate, modify its contents. Furthermore, we anticipate reassessing this plan before it expires in order to formulate another five year strategic plan at the conclusion of the present plan.

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Appendix A: Specialization in Psychological Bases of Health & Illness

WHAT IS IT? The goal in establishing this specialization is to afford students an opportunity to supplement training in their principle area with secondary study of health psychology. The program will be open to all graduate students enrolled in the Ph.D. program who have received permission from their advisory committee. Students will be required to formally declare their intent to undertake the specialization by submitting a completed ‘specialization registration form’ to the Psychology Graduate Office.

WHAT ISN’T IT?

The program is NOT intended to provide students with qualifications to engage in clinical or counseling practice.

PLAN DEVELOPMENT

An ad-hoc committee was formed and its members discussed the potential sub-specialization and possible plans for its implementation. Based on the deliberations of this committee, and feedback provided by members of staff, the following plan was devised.

Psychological Bases of Health & Illness Specialty 1. Foundation course in Health Psychology (course to be developed) 2. One course (3 credit hours) in Illness Psychology, Medical Psychology, and/or Rehabilitation Psychology (drawn from an approved list or approved by steering committee) 3. Two additional courses (6 credit-hours) (drawn from an approved list or approved by steering committee)

The notion of a hybrid program that provides both a solid foundation in health psychology and an opportunity for students and advisory committees to create individualized programs was generally endorsed. Concern was expressed that a course in the Cognitive, Biological and/or Neuropsychological realm should be required, and that the social content area should be explicitly identified in the listing of course selection areas. The final implementation plan has been modified to address this.

FINAL IMPLEMENTATION PLAN

1. Foundation course in Health Psychology (course to be developed)

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2. One course in Cognitive, Biological, Neuropsychological, or Social dimensions of Psychological Health

(drawn from an approved list or approved by steering committee)

3. One course in Illness Psychology, Medical Psychology, or Rehabilitation Psychology (drawn from an approved list or approved by steering committee)

4. Elective Course (drawn from an approved list or approved by steering committee) ACCEPTABLE COURSES

There must be rigorous control over eligible courses. The determination of which courses could be used to satisfy program requirements will be assigned to a health psychology steering committee comprised of elected/appointed faculty members. As a working rule, any approved course must be one for which the primary focus is on human health.

Sample List of Eligible Courses

1. Foundation course in Health Psychology (3 hrs) PSYC 7??? Health Psychology (course to be developed)

2. One course in Cognitive, Biological, Neuropsychological, or Social dimensions of

Psychological Health (3 hrs) PSYC 7310 Current topics (if appropriate content) PSYC 8040 Psychology of aging PSYC 8230 Clinical neuropsychology PHED 7060 Social and psychological components of sports & physical education CHSC 7390 Health promotion BGEN 7140 Clinical genetics HSNC 7520 Nutraceuticals in human health

3. One course in Illness Psychology, Medical Psychology, or Rehabilitation Psychology

(3 hrs) PSYC 7870 Psychopathology PSYC 7080 Child/youth psychopathology PSYC 7310 Current topics (if appropriate content) NURS 7200 Human responses to illness CHSC 7200 Health and health care in developing countries CHSC 7380 Prevention and health DS 7010 Disability studies DS 7020 History of disability

4. Elective Course (3 hrs)

any of the courses named in #2 and #3 above PSYC 7310 Current Topics (if appropriate content)

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CHSC 7130 Methods in health services research & evaluation CHSC 7210 Epidemiology of women's health CHSC 7240 Cultural epidemiology and primary care CHSC 7270 Epidemiology of chronic (non-cancer) diseases CHSC 7370 Measurement of health and disability BGEN 7130 Genetic epidemiology of human populations PHAC 7210 Clinical trial design HNSC 7570 Theoretical approaches to dietary change interventions AHS 7xxx Research and practice in applied health sciences

USE OF ANCILLARY COURSE REQUIREMENT

The modified Ph.D. program, likely to be implemented in time for fall 2007, requires students to complete one ancillary course (3 credit hours). This course may be used to complete one of the four required courses for the sub-specialization. Thus, students who use this option would need to complete 3 additional courses to complete the specialization.

‘New’ Ph.D. Program (likely to begin fall 2007)

‘Old’ Ph.D. Program

2 courses from the major area 3 courses from the major area 1 course in research design or analytic methods

1 course in research design or quant. Methods

1 ancillary course History & Systems of Psychology (PSYC 7280)

1 Ph.D. Dissertation Proposal Development course

1 ancillary course

Candidacy exam Candidacy exam Ph.D. proposal Ph.D. proposal Ph.D. Dissertation Ph.D. Dissertation LIST OF COURSES THAT MIGHT BE USED TO COMPLETE A HEALTH PSYCHOLOGY SPECIALIZATION PSYCHOLOGY (PSYC) HUMAN NUTRITIONAL SCIENCES (HNSC) 7??? Health Psychology 7520 Nutraceuticals in human health 7080 Child/Youth Psychopathology 7570 Theoretical approaches to dietary

change interventions 7310 Current Topics (if appropriate content) 7610 Psychopharmacology NURSING (NURS) 7700 Problems in Psych. Research (if appropriate content)

7200 Human Responses to Illness

7870 Psychopathology 8040 Psychology of Aging OCCUPATIONAL THERAPY (OT) 8200 Development and Its Deviations 1 6120 Health and Disability 8210 Development and Its Deviations 2 8230 Clinical Neuropsychology PHYSICAL EDUCATION AND REC. STUDIES

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(PHED) 7060 Social and psychological components of

sports & physical education COMMUNITY HEALTH SCIENCES (CHSC) 7130 Methods in Health Services Research & Evaluation

7200 Health and health care in developing countries

7210 Epidemiology of women's health 7220 Health & health services of native & northern people

7240 Cultural epidemiology and primary care 7270 Epidemiology of Chronic (Non-Cancer) Diseases

7330 Cultural perspectives on illness and medical practice

7370 Measurement of health and disability 7380 Prevention and health 7390 Health promotion 7490 Empirical perspectives on social organization and health

MOVING FORWARD

At present, there are relatively few Psychology courses that might be used to complete the sub-specialization. However, several faculty members have expressed an interest in developing a course for the program once it begins running. Thus, it appears likely that the availability of relevant Psychology courses will increase over the next few years.

RELATION TO EXISTING PROGRAMS

A new Ph.D. program in Applied Health Sciences is scheduled to begin in September 2007. This is a multi-faculty program developed by Nursing, Physical Education and Recreation Studies, Human Ecology, and the School of Medical Rehabilitation. The program appears to be primarily, though not entirely, based on the study of physical health.

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Appendix B. The State of Science & Technology in Canada Report

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Figure 6 Position of Canada in Scientific Research Publications, 1997-2004

21. A More Detailed Perspective - In Figure 7, we list separately the top 30 sub-areas (out of 125 that we have analyzed) in terms of publication quality (ARIF) and publication intensity (SI). Some clear patterns emerge: a number of the top 30 areas fall into the clusters as identified from the survey results. In terms of publication quality, the top 30 includes eleven sub-areas of health and related life sciences and three in environmental science. In terms of publication intensity, there are nine sub-areas related to natural resources and the environment, and seven in health and related life sciences. A significant cluster of five psychology sub-areas appears in the list of greatest specialization, and there are 11 sub-areas of chemistry and physics in the list of highest quality as measured by ARIF.

The highlighted sub-areas in the figure are areas in which Canada publishes more intensely than the world average and also has publication quality above the world average — these are doubly strong. For example, clinical research, psychology, oceanography, forestry engineering, hydrology, geology, marine biology, environmental sciences and ecology are all areas in which Canada excels in terms of both publication quality and intensity.

33Figure 7

Top 30 Sub-areas in Descending Order of ARIF and of SI (Shaded lines are fields for which both ARIF and SI are above the world average. The sub-areas indicated by asterisk are those for which there was no clear equivalent among the 197 sub-areas in the online survey.)

Top 30 ordered by ARIF (Publication Quality) Top 30 ordered by SI (Publication Intensity)

ARIF SI

Inorganic Chemistry 1.43 0.55

Clinical Research 1.41 1.10

Gastroenterology* 1.41 0.72

Psychology, Educational* 1.40 0.81

General Ph sics* 1.29y 0.65

Patholog *y 1.26 0.82

Obstetrics & Gynecology* 1.25 0.76

General Chemistry* 1.25 0.75

Nuclear Engineering 1.25 0.56

Psychology, General* 1.23 1.33

General Engineering* 1.23 1.10

Anal tical Chemistr 1.23y y 0.66

Pharmacy* 1.23 0.37

Condensed Matter Physics 1.22 0.49

Social Sciences, Biomedical* 1.21 1.95

General Biomedical Research* 1.21 0.90

Cancer Research 1.21 0.88

Marine Biology & Hydrobiology* 1.20 1.87

Oceanography 1.20 1.37

Applied Chemistry* 1.19 0.84

Pol mer Chemistry y 1.19 0.69

Organic Chemistry 1.18 0.62

Dermatology* 1.18 0.46

Psychology, Mathematical* 1.16 2.06

Human Dev't & Youth Health 1.16 1.23

Circulatory & Respiratory Health 1.16 1.09

Nuclear Phys & Elem Particles 1.15 0.87

Nanoscale Physical Science 1.15 0.49

Astron, Astro Phys, Cosmol 1.14 0.99

Ecology & Evolution Biology 1.13 1.47

SI ARIF

Forestry Engineering 3.06 1.03

Industrial Relations & Labour* 2.49 0.75

Mining & Mineral Proc Eng 2.48 0.97

Hydrology 2.36 1.00

Psychology, Mathematical* 2.06 1.16

Kinesiology 2.05 1.02

Civil Engineering 2.05 0.83

Experimental Psychology 1.99 0.94

Geology 1.98 1.05

Operations Research* 1.98 1.03

Social Sciences, Biomedical* 1.95 1.21

Marine Biolog & Hydrobiology*y 1.87 1.20

Social Psychology 1.86 1.06

Earth & planetary Science* 1.82 0.89

Psychiatry* 1.78 1.05

Environmental Science* 1.74 1.08

Psycholog , Biological*y 1.71 0.95

Animal Biology 1.70 1.07

Soil Science 1.70 1.05

Physiology 1.65 0.98

Ergonomics* 1.63 1.05

Transport Studies* 1.62 1.03

Health Services & Policy 1.61 0.76

Women's Studies* 1.56 1..00

Linguistics 1.56 0.83

Entomology* 1.53 0.98

Population & Public Health 1.53 0.92

Psychology, Clinical* 1.52 1.09

Rehabilitation* 1.48 1.00

Ecology & Evolution Biology 1.47 1.13

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Appendix C: Revised Graduate Curriculum

We set out to restructure the graduate program for two reasons. First, we wished to modernize the look of the department to facilitate future advertising efforts. Although at first glance this may seem trivial, our success as a department depends largely on our ability to attract outstanding students and faculty and more effective advertising may certainly assist in this effort. Second, we wished to re-organize individual admissions areas into broader themes to reflect the current trend in research funding toward more multi-faceted approaches. We hoped that these broader areas may encourage interaction between people currently isolated in separate admissions areas, thereby leading, possibly, to teaching and research collaborations. In short, in reorganizing the program we sought both to modernize our ‘look’ and to establish conditions that might lead to more interaction among faculty members. HIGHLIGHTS OF THE PSYCHOLOGY GRADUATE PROGRAM RESTRUCTURING PLAN ADMISSIONS AREAS

1. Applied Behaviour Analysis 2. Brain & Cognitive Sciences

3. Clinical Psychology

4. Developmental

5. Methodology

6. School Psychology

7. Social Psychology & Personality PROPOSAL DEVELOPMENT

1. all M.A. & Ph.D. students, with the exception of those enrolled in School Psychology

(see below), will be required to complete a ‘Proposal Development’ course (3 credit hours)

2. the course will normally be supervised by the advisor

3. M.A. students will be required to complete this course in one of their first 4 terms in the

program

4. Ph.D. students will be required to complete this course in one of their first 8 terms in the program

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5. students enrolled in the M.A. program in School Psychology will not be required to complete the Directed Studies course because neither a Thesis proposal, nor a Thesis, is required

PROGRAM REQUIREMENTS

Proposed M.A. Program Current M.A. Program 2 courses from the major area 2 courses from the major area 2 courses in psychological statistics (PSYC7760 & PSYC8420)

2 courses in psychological statistics (PSYC7760 & PSYC8420)

1 ancillary course 1 ancillary course 1 M.A. Thesis Proposal Development course

M.A. proposal

M.A. proposal M.A. Thesis M.A. Thesis

Proposed Ph.D. Program Current Ph.D. Program 2 courses from the major area 3 courses from the major area 1 course in research design or analytic methods 1

1 course in research design or quantitative methods

1 ancillary course 1 History (PSYC7320) or Systems (PSYC7330) or History & Systems of Psychology (PSYC 7280)

1 Ph.D. Dissertation Proposal Development course

1 ancillary course

Candidacy exam Candidacy exam Ph.D. proposal Ph.D. proposal Ph.D. Dissertation Ph.D. Dissertation

1 All courses in research design or analytic methods will count as major courses for students with a program focus in Methodology. These students will be required to complete 2 ancillary courses at the Ph.D.-level. CANDIDACY EXAMINATION

A third format for the candidacy exam is proposed. This more open-ended format will consist of between two and six questions which require essay-style answers and either one or both of the following:

1. one sample application for a faculty-level research grant (following the most recent

format required by CIHR, NSERC or SSHRC) 2. one research paper for which the student had sole responsibility or for which the student

assumed first-authorship

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Appendix D. Psychology Graduate Fellowship Fund

Preamble The intent of this proposal is to present a plan for increasing graduate student support and, as well, promote grant application submissions by members of academic staff. A survey that asked Heads of Psychology throughout Canada the amount of support that their departments/universities/governments provide to incoming graduate students was conducted by the Head. Most apparent from the responses is that the amount of support that is made available by these departments is far larger than the amount available to graduate students at The University of Manitoba. As indicated previously in this document, the (weighted) average of support provided to our graduate students is $2,647; this amount is considerably less than at any department of Psychology responding to the survey. Accordingly, every attempt should be made to address the disparity in funding that exits between other Departments of Psychology and our own unit; hence this proposal. The present proposal attempts not only to identify sources of funding to address this disparity but as well proposes that access to this increased funding be tied to internal or external grant funding held by members of academic staff. In this way, this proposal has a dual objective: to increase the absolute value of support for graduate students and to stimulate an increase in the number of applications for research support by faculty members. As research grant funds are used, in the main, to support graduate training activities, increases in grant funding will also yield increased levels of graduate student support. Finally, because research productivity is very much related to the number and quality of graduate students in a program, it is expected that the Department of Psychology’s research profile will be further enhanced by this proposal. Purpose To fund incoming graduate students for two (four) years at say ($14,000) per year. Table D1. Sources of funding

Source Year 1 Year 2 Year 3 Year 4 Total Psychology 25,000 50,000 75,000 100,000 250,000

Arts 25,000 50,000 (75,000) (100,000) 250,000 Grad Studies 25,000 25,000 25,000 25,000 100,000

Total 75,000 125,000 175,000 225,000 600,000 Note: Values in parentheses indicate funds not guaranteed to date. Matching Program

1. A maximum of $7,000 of support per graduate student will be provided through funds from Psychology, Arts, and Graduate Studies.

2. The amount in 1. above must be matched by staff members.

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3. Matching funds will normally come from internal and/or external research grants that provide for graduate student support; however, any source may be used to provide matching funds (e.g., research grants in lieu of salary). New-hires (i.e., those in the first two years of their appointment) may also use start-up funding as matching monies.

Qualifications to support

1. Students receiving support must apply for University of Manitoba Graduate Fellowships and other fellowships (i.e., NSERC and SSHRC graduate fellowships) as soon as they are eligible to do so.

2. Students receiving fellowship (e.g., $7,000) funding and/or other income (e.g., TAships) will have their in-house (Psychology/Arts/Staff Matching) funding reduced accordingly; however, funding will never fall below ($14,000)/year for a total of (four) years. [That is, a guarantee of ($56,000) over four years.]

≥

3. Students will be informed that funds are provided for research activities and that it is expected that they are to create publishable research.

Distribution of Awards The current proposal can fund seven new incoming graduate students per year. As it is likely that more applications will be received than can be supported, GAFS will be charged with devising a system to allocate funding, such system to distribute support across both admission areas (7) and faculty members who meet the matching program funding requirement. In this system, a staff member whose student has been funded through this program cannot receive additional support for other students, except if funds are remaining in a given year after all eligible applications across all areas have been supported.