Au cours du mandat de Dre Leeà titre de présidente, le conseild’administration de la SCP a dé-cidé de lancer la nouvelle Direc-tion générale de la science et laDirection générale de la pratiquequi desserviront mieux les be-soins de nos membres et amélio-reront la capacité de la SCP defaire des représentations pour lascience et la pratique de la psy-chologie. La SCP a également

conclu un protocole d’ententeavec l’association de psychologienationale de Russie et celled’Afrique du Sud. L’idée de tra-vailler avec Dre Lee au cours de laprochaine année m’enchante étantdonné qu’elle siégera encore auconseil d’administration à titre dedernière présidente sortante.

Je tiens également à remerciertrois membres du conseil d’admi-nistration sortants pour leurs

contributions au cours des troisdernières années. Dr ThomasHadjistavropoulos a assuré la pré-sidence de la SCP en 2007-2008.Au cours de son mandat auconseil d’administration, la SCPa lancé les Presses de la SCP etmis sur pied une nouvelle sectionsur la psychologie autochtone.Parmi ses nombreuses contribu-tions, Dr Hadjistavropoulos a jouéun grand rôle dans la réorganisa-tion de la fondation de la SCPd’une manière à assurer son suc-cès à l’avenir. Je tiens aussi à re-mercier les membres du conseild’administration sortants, Dre Ni-cole Aubé, qui a siégé à titre demembre non désigné pour unsiège désigné pour un franco-phone et qui a travaillé avecacharnement à définir les pro-blèmes des psychologues dans lapratique privée et à Dr Keith Dob-son qui a représenté le Conseil ca-

nadien des départements de psy-chologie (CCDP). En dernier lieu,je tiens à accueillir bien chaleu-reusement les trois nouveauxmembres du conseil d’administra-tion qui apportent avec eux unerichesse d’expérience administra-tive et un engagement envers lascience psychologique et une pas-sion pour la psychologie, de soit :Dre Suzanne MacDonald (direc-trice, département de psycholo-gie, Université York) qui vientsiéger au conseil à titre de nou-velle représentante du CCDP,Dr Jean-Paul Boudreau (directeur,Département de psychologie,Université Ryerson) qui se jointau conseil d’administration ausiège désigné pour un franco-phone et Dre Aimée  Surprenant(professeure, Département depsychologie, Université Memo-

MARTIN M. ANTONY, Ph.D. – Président de la SCP

e suis très heureux de l’occasion qui m’est donnéede servir à titre de président de la SCP en2009-2010. Laissez-moi d’abord commencer par

remercier tout particulièrement la présidente sortante,Dre Catherine Lee, pour son mentorat et son appui au coursde l’année qui vient de s’écouler et pour ses très nom-breuses contributions à la SCP et à la psychologie canadi-enne pendant son séjour au conseil d’administration,jusqu’à maintenant.

J

During Dr. Lee’s term as pres-ident, CPA’s Board voted tolaunch new Science and PracticeDirectorates that will better servethe needs of our members and im-prove CPA’s ability to advocatefor both psychological scienceand practice. CPA also signedmemoranda of understandingwith national psychology associ-ations in both Russia and SouthAfrica. I look forward to workingwith Dr. Lee over the next year,as she remains on the Board in therole of immediate past-president.

I also want to thank three out-going Board members for theircontributions over the past threeyears. Dr. Thomas Hadjis-tavropoulos served as CPA Presi-dent during 2007-2008. Duringhis tenure on the Board, CPAlaunched CPA Press and formed anew section on Aboriginal Psy-chology. Among his many contri-butions, Dr. Hadjistavropouloswas instrumental in reorganizingthe CPA Foundation in a way thatwill ensure its success going for-ward. Thanks also to outgoingBoard members, Dr. Nicole Aubé,who served as member at-large ina seat designated for a Francoph-one, and who worked hard toidentify issues for private practi-tioners, and to Dr. Keith Dobsonwho represented the Council ofCanadian Departments of Psy-chology (CCDP). Finally, a warmwelcome to three new Board

members who bring with them awealth of administrative experi-ence and a commitment to psy-chological science and a passionfor psychology, more broadly:Dr. Suzanne MacDonald (Chair,Department of Psychology, YorkUniversity) has joined the Boardas the new representative forCCDP; Dr. Jean-Paul Boudreau(Chair, Department of Psychol-ogy, Ryerson University) hasjoined the Board in a seat desig-nated for a Francophone; Dr.Aimée Surprenant (Professor, De-partment of Psychology, Memo-rial University of Newfoundland)has joined the Board in a seat des-ignated for psychological science.

Looking forward, there are anumber of priorities for the com-ing year. Now that the Practiceand Science Directorates havebeen approved in principle, CPAwill be shifting its efforts to focuson their implementation. In thecase of the Practice Directorate,we will work with our partner, theCouncil of Professional Associa-tions of Psychologists, to makesure that the appropriate re-sources and infrastructure are inplace. Over the next year, severalother priorities include (1) devel-oping resources to help new grad-uates find appropriate work inpsychology, (2) teaming up withother relevant organizations (e.g.,the Canadian Council of Profes-sional Psychology Programs) to

improve opportunities for intern-ship training in Canada (espe-cially opportunities inunderserved areas and opportuni-ties in counseling and school psy-chology), (3) Strengthening linksbetween CPA and our sister or-ganization, the Canadian Societyfor Brain, Behaviour and Cogni-tive Science (CSBBCS), and (4)enhancing the visibility of CPA(including CPA accreditation andCPA publications) outside of

Canada. With respect to thisfourth priority, CPA is currently indiscussions with APA about thepossibility of mutual recognitionof APA and CPA accreditation.CPA is also committed to signinga contract for at least one bookthrough CPA press over the com-ing year.

Interests in science, practice,and education in psychology areall very well represented by thecurrent CPA leadership. There is

lots of work ahead, but I am veryexcited to be part of such a greatteam, including the Board, CPAcommittees and sections, execu-tive director Dr. Karen Cohen,and the CPA staff. I also welcomeall ideas and suggestions fromyou. The best way to contact meis through e-mail, atpresident@cpa.ca.

Advancing Psychology for All

L’avancement de la psychologie pour la

collectivité

�

P S Y N O P S I SSUMMER/ÉTÉ 2009VOLUME 31 NO. 3 CANADA’S PSYCHOLOGY NEWSPAPER – LE JOURNAL DES PSYCHOLOGUES DU CANADA

Education / Éducation4

Science / Science 5

Practice / Pratique 6

CPA Affairs / Affaires de la SCP

12-15

THIS ISSUE CE NUMÉRO�

CANADIAN PSYCHOLOGICAL ASSOCIATION SOCIÉTÉ CANADIENNE DE PSYCHOLOGIE

MARTIN M. ANTONY, Ph.D. – CPA President

am grateful for the opportunity to serve as CPApresident for 2009-2010. Let me begin with a specialthank you to outgoing president, Dr. Catherine Lee

for her mentorship and support over the past year, and forher many contributions to CPA and Canadian psychologyduring her time on the Board, so far.

I

Points de transition et perspective d’avenir

Marking Transitions and Looking Forward

Voir Président à la page 2

Dr. Catherine M. Lee passes CPA Presidential Gavel to Dr. Martin M. Antony.Dre Catherine M. Lee remet le maillet présidentiel au Dr Martin M. Antony.

rial de Terre-Neuve) qui occuperale poste désigné pour la sciencepsychologique.

En perspective, il y a un cer-tain nombre de priorités pourl’année à venir. Maintenant queles directions générales de la pra-tique et de la science ont été ap-prouvées en principe, la SCPconcentrera ses efforts sur leurmise en œuvre. Dans le cas de la

Direction de la pratique, nous al-lons travailler avec notre parte-naire, le Conseil des sociétésprofessionnelles de psychologues(CSPP), pour nous assurer que lesressources appropriées et l’infra-structure sont en place. Au coursde la prochaine année, nous en-tendons 1)  créer des ressourcesvisant à aider aux nouveaux di-plômés à trouver du travail ap-proprié en psychologie, 2) nousallier à d’autres organismesconnexes (p. ex. le Conseil cana-dien des programmes de psycho-logie professionnelle) en vue

d’améliorer les occasions de for-mation en internat et en stages auCanada (particulièrement les pos-sibilités dans les domaines maldesservis et les occasions encounseling et en psychologie sco-laire), 3) renforcer les liens entrela SCP et notre organisation sœur,la Société canadienne dessciences du cerveau, du compor-tement et de la cognition(SCSCCC) et 4) améliorer la vi-sibilité de la SCP (y compris cellede l’agrément et des publicationsde la SCP) à l’extérieur du pays.En ce qui concerne cette qua-

trième priorité, la SCP tient ac-tuellement des discussions avecl’APA au sujet de la possibilitéd’une reconnaissance mutuelle del’agrément de l’APA et de la SCP.La SCP travaille également àconclure une entente de publica-tion d’au moins un livre auxPresses de la SCP au cours del’année à venir.

Les intérêts en science, en pra-tique et en éducation en psycho-logie sont très bien représentéspar la direction de la SCP. Il yaura beaucoup de travail à faire,mais je suis très enthousiasmé de

faire partie d’une équipe aussiformidable, notamment le conseild’administration, les comités etles sections de la SCP, la direc-trice générale Dre Karen Cohenet le personnel de la SCP. J’ac-cueillerai avec beaucoup d’intérêttoutes vos idées et vos sugges-tions. La meilleure façon de com-muniquer avec moi est parcourriel à l’adressepresident@cpa.ca.

2 PSYNOPSIS SUMMER/ÉTÉ 2009

PrésidentSuite de la page 1________________________________________

N E W S / N O U V E L L E S

Registrar, Accreditation Panel, Canadian Psychological Association

The Accreditation Panel of the Canadian Psychological Association announces an openingfor the position of Registrar. This is a .4FTE position, located in Ottawa, open to a psy-chologist with the following credentials:

• Registration, or eligibility for registration, as a psychologist. • Doctoral training, preferably from a CPA-accredited programme, in an area of profes-

sional psychology (clinical psychology, counselling psychology, school psychology,clinical neuropsychology).

• Familarity with standards and requirements for training, accreditation, credentiallingand registration in psychology in Canada.

• Bilingual, good interpersonal skills, efficient, organized, able to work independentlyand with a team, good communicator, able to process and review high volumes of writtenmaterials.

• Administrative experience an asset.• Some travel necessary.

Position and DutiesThe Registrar is responsible to the Accreditation Panel of CPA through its Chairperson andreports administratively within CPA to the Executive Director. The Accreditation Panel isa 7 member, volunteer, term-limited board which is responsible for setting AccreditationStandards and Policies, reviewing applications for accreditation and re-accreditation, andmaking accreditation and annual affirmation decisions for its 50+ accredited doctoral andinternship programmes. Information about the activities of the Accreditation Panel can befound at http://www.cpa.ca/accreditation/.

The Registrar’s duties are as follows:• Liaise with members of the psychological training community and act as a source of

information to programmes seeking and maintaining accreditation.• Initiate and maintain written communication and correspondence in Psynopsis and with

accredited programmes.• Monitor Policy and Procedure and, in collaboration with the Chairperson of the Panel

and the Accreditation Assistant, revise these when necessary.• Prepare tentative yearly budget, monitor expenditures, advise the Associate Executive

Director of status of budget.• Supervise Accreditation Assistant.• In collaboration with Chairperson and Accreditation Assistant, prepare agendas and or-

ganize Accreditation Panel meetings held semi-annually (meetings are two days long,one and sometimes both of which are convened over a weekend).

• In collaboration with the Accreditation Assistant, maintain the official set of Panelarchives.

• In collaboration with the Accreditation Assistant, maintain records to ensure that ac-credited programmes comply with Standards and Procedures to include remittance offees, scheduling of site visits, and submission of self studies and annual reports.

• Review annual reports submitted by accredited programmes and prepare re-affirmationletters for review by the Panel.

• Review applications for accreditation and re-accreditation for the purposes of authoriz-ing site visits as directed by the Accreditation Panel.

• In collaboration with senior staff, attend meetings and engage with partners on mattersrelating to training, accreditation, and credentialing.

Start Date: as soon as possible

Application Process: Letters of application, with accompanying curriculum vitae, shouldbe sent by September 1st, 2009 to: 

Director of Administration, Canadian Psychological Association141 Laurier Avenue West, Suite 702

Ottawa, Ontario, K1P 5J3admindirector@cpa.ca

For more information about the position, contact:Marie-Christine Pearson

Director of Administration, Canadian Psychological Associationadmindirector@cpa.ca

613-237-2144, ext. 329 or 888-472-0657, ext. 329

Registraire, Jury d’agrément, Société canadienne de psychologie

Le Jury d’agrément de la Société canadienne de psychologie est à la recherche d’un ou d’une re-gistraire. Les candidatures pour ce poste .4ETP, au siège social de la SCP à Ottawa, seront ac-ceptées de psychologues possédant les qualités suivantes :

• Agrément, ou admissibilité à l’agrément, au titre de psychologue.• Formation doctorale dans un domaine de la psychologie professionnelle (psychologie cli-

nique, psychologie du counseling, psychologie scolaire, neuropsychologie clinique) préféra-blement d’un programme agréé de la SCP.

• Familiarité avec les normes et les exigences relatives à la formation, à l’agrément, à l’accré-ditation et à l’inscription en psychologie au Canada.

• Bilingue (anglais et français), entregent, efficacité, bien organisé, capable de travailler en au-tonomie et en équipe, bon communicateur, capable de traiter et d’examiner des volumes élevésde documents écrits.

• Expérience en administration un atout.• Apte à faire des déplacements occasionnels.

Poste et fonctionsLe registraire est responsable envers le Jury d’agrément de la SCP par le biais du (de la) prési-dent(e) et, d’un point de vue administratif, il relève de la directrice générale de la SCP. Le juryest constitué d’un conseil de sept membres bénévoles, dont le mandat est de durée déterminée,responsable de l’établissement des normes et des politiques d’agrément, de l’examen des de-mandes d’agrément et de réagrément ainsi que des décisions relatives à l’agrément et à l’affir-mation annuelle de plus de 50 programmes de doctorat et de stage agréés. L’information au sujetdes activités du jury d’agrément se trouve à l’adressehttp://www.cpa.ca/psychologieaucanada/universitescanadiennes/agrement/.

Les tâches du (de la) candidat(e) qui sera retenu(e) sont les suivantes : • Assure la liaison avec les membres du milieu de la formation en psychologie et agir à titre de

source d’information pour la direction des programmes qui cherchent à obtenir ou à maintenirl’agrément.

• Établit et maintient une communication et une correspondance écrites dans Psynopsis et avecla direction des programmes agréés.

• Surveille les politiques et les procédures et les révise en collaboration avec le (la) président(e)du jury et l’adjoint(e) à l’agrément, s’il y a lieu.

• Prépare un budget annuel provisoire, contrôle les dépenses et informe la directrice généraleajointe de l’état du budget.

• Supervise l’adjoint(e) à l’agrément.• En collaboration avec le (la) président(e) du jury et l’adjoint(e) à l’agrément, prépare les or-

dres du jour et organise les réunions du Jury d’agrément qui ont lieu aux six mois (une de cesréunions et parfois les deux ont lieu au cours de la fin de semaine).

• En collaboration avec l’adjoint(e) à l’agrément, tient à jour les archives officielles du jury.• En collaboration avec l’adjoint(e) à l’agrément, tient à jour les dossiers afin d’assurer que les

programmes d’agrément se conforment aux normes et aux procédures relatives à la perceptiondes frais, la planification des visites d’installations et la présentation des autoanalyses et desrapports annuels.

• Examine les rapports annuels présentés par les programmes agréés et prépare les lettres deréaffirmation pour fins d’examen par le jury.

• Examine les demandes d’agrément et de réagrément aux fins d’autorisation des visites d’ins-tallations, à la demande du jury d’agrément.

• En collaboration avec le personnel de la haute direction, assiste à des réunions et s’occupeavec les partenaires de questions relatives à la formation, l’agrément et la titularisation.

Date de début d’emploi : le plus tôt possible

Processus de demande : La lettre de demande d’emploi, accompagnée d’un curriculum vitæ,doivent parvenir au plus tard le 1er septembre 2009 à l’adresse suivante :

Directrice de l’administration, Société canadienne de psychologie141, avenue Laurier ouest, bureau 702

Ottawa (Ontario) K1P 5J3admindirector@cpa.ca

Pour plus d’information au sujet du poste, prière de communiquer avec :

Marie-Christine PearsonDirectrice de l’administration, Société canadienne de psychologie

admindirector@cpa.ca613-237-2144, poste 329 ou 888-472-0657, poste 329

PSYNOPSIS SUMMER/ÉTÉ 2009 3

N E W S / N O U V E L L E S

Several students, who attendedthe 2009 convention symposiummoderated by CPA HumanitarianAward winner André Picard aboutgaps and opportunities in mentalhealth care delivery in Canada,have been in touch to ask howthey can learn to become advo-cates for the science and profes-sion they are on the brink ofjoining. What are the courses,workshops or applied experiencesthey can undertake to help bringabout change – change not just forthe profession or discipline itselfbut change that will enable psy-chologists to affect their expertiseto its fullest potential.

Students and psychologistsalike point out that we need toteach graduate students about so-cial, health and educational policyand about how to effectively ad-vocate with policy and decision-makers. Having perused thecourse curricula of many of Ca-nada’s graduate programmes overmy years at CPA, it is clear thatsocial, health or educational po-licy or advocacy don’t figure pro-minently. Graduate programmesare increasingly challenged by theneed to impart the knowledge andskills required of accreditation, li-censure and the academic, re-search and practitioner

marketplaces and to do all of thistimely and to do it well. Addingmore to the curricula can meanless.

That said, students graduate toresearch, teaching and practiceenvironments where they findthemselves in want of skills tocreate change – not just change inthe clients they treat or the know-ledge they create but in the sys-tems within which science andpractice take place. What are theskills and knowledge we need tobring this kind of change about?

There are several elements tobeing a successful advocate • Understanding your subject

matter• Understanding the systems in

which you want to bring aboutchange

• Being able to convince policyand decision-makers thatchange is valuableAlthough any researcher or

practitioner should by definitionhave a good grasp of his or hersubject matter, we don’t necessa-rily have a comparable grasp ofthe systems within which wework or of how to talk to and en-gage policy and decision makers.

Understanding of these systemsderives from knowledge abouteconomics, health systems, socio-logy, administration, epidemio-logy, and political science to nameonly a few of related disciplines.In addition, there is an entireknowledge base around how toprepare to meet a policy or deci-sion maker, how to position andsend a message, how to comportoneself during a meeting and howto followup – some of whichknowledge is rooted in social psy-chology!

Though some of us who havebeen involved in advocacy for thediscipline and profession learntmuch of what we know frommentors and on our feet, we needto do a better job of organizingand disseminating what we knowabout advocacy to the next gene-ration of psychologists. This maybe, but is not nearly only the roleof our graduate and internshipprogrammes, it is the responsibi-lity of our professional associa-tions – in the form of educationand continuing education.

CPA has had a parliamentaryintern on several occasions – adoctoral student who has spent a

day a week over the course of anacademic year participating in ad-vocacy activities. This has mostoften meant contributing to thepreparation of briefs to govern-mental standing committees andthe development of position pa-pers. The limitations of what wehave been able to offer in the pastare that the positions, not beingremunerated and being part-time,are limited to local students andthose with other forms of finan-cial support. They are also relianton whatever advocacy activity oragenda is ongoing during the in-ternship year.

In partnership with CPAP, CPAhas also helped to host advocacyforums – a way of contributing tothe advocacy training of post-de-gree professionals. With thelaunch of CPA’s Science and Prac-tice Directorates, we hope that therole and traction of advocacy ac-tivity will be enhanced. Withtime, planning and our own suc-cessful advocacy among psycho-logy’s collective memberships,we hope to be able to develop,fund and contribute to the advo-cacy training of the discipline andprofession as well.

KAREN R. COHEN, Ph.D., CPA Executive Director

theme that has resonated very much throughout the2009 convention and since is the extent to which thediscipline and profession underscore the need for

advocacy. Whether it is working to improve the support forpsychological research among the granting councils, securethe resources to support education and training within ouruniversities and internship settings, or improve access topsychological services for the Canadian public – the imper-ative is clear: advocacy is a key element to the success ofthe discipline and profession and to the contributions wecan make to Canadian society.

A

Advocacy – A Gap and Opportunity for theScience and Practice of Psychology

Plusieurs étudiants au congrèsqui ont assisté au symposiumanimé par André Picard, le réci-piendaire du prix humanitaire dela SCP, portant sur les lacunes etles occasions dans la prestation desoins de santé mentale au Canada,ont communiqué avec nous pourdemander comment ils pouvaientapprendre à devenir des défen-seurs de la science et de la profes-sion dans laquelle ils sont sur lepoint de s’engager. Quels sont lescours, les ateliers ou les expé-riences appliquées qu’ils peuventsuivre pour aider à apporter lechangement, non seulement pourla profession ou la discipline pro-prement dite, mais le changementqui permettra aux psychologuesde faire valoir leurs compétencesleur plein potentiel.

Les étudiants unissent leur

voix à celle des psychologuespour souligner qu’il faut ensei-gner aux étudiants diplômés lespolitiques en matière sociale, desanté et d’éducation et la façon defaire des représentations efficacesauprès des décideurs. Au cours demes années à la SCP, j’ai parcourule programme de cours de nom-breux programmes d’études supé-rieures au Canada, et il est bienévident que la politique sociale,de santé et d’éducation ainsi queles activités de représentation nefigure dans aucun de façon pro-éminente. Les programmesd’études supérieures sont de plusen plus mis au défi par le besoind’impartir la connaissance et leshabiletés requises d’agrément,d’octroi d’autorisation d’exerceret des marchés universitaires, dela recherche et des praticiens et de

le faire de manière opportune etconvenable. L’ajout au pro-gramme d’enseignement peut da-vantage signifier une dilution.

Cela étant dit, les étudiants en-trent en recherche, en enseigne-ment et dans les milieux de lapratique où ils se trouvent enmanque d’habiletés pour créer lechangement  – non seulement lechangement chez les clients qu’ilssoignent ou la connaissance qu’ilscréent, mais dans les systèmes ausein desquels la science et la pra-tique évoluent. Quelles sont leshabiletés et les connaissancesdont nous avons besoin pour opé-rer ce changement?

Il y a plusieurs éléments pourêtre un bon défenseur de la pro-fession• Comprendre la matière• Comprendre les systèmes où

vous voulez apporter un chan-gement

• Être en mesure de convaincreles décideurs que le change-ment vaut son pesant d’orMême si le chercheur ou le

praticien devrait d’emblée avoirbien saisi sa matière, nousn’avons pas nécessairement unecompréhension comparable dessystèmes au sein desquels nousœuvrons ou de la façon de parleret d’engager les décideurs. Lacompréhension de ces systèmesdécoule de la connaissance des as-pects économiques, des systèmes

de santé, de la sociologie, de l’ad-ministration, de l’épidémiologieet de la science politique pour nenommer que quelques-unes desdisciplines connexes. De plus, il ya une base de connaissances en-tière sur la façon de se préparer àrencontrer un décideur, de se po-sitionner et de communiquer unmessage ainsi que sur la façon dese comporter au cours d’une réu-nion et d’en assurer le suivi. Unepart de ces connaissances provientde la psychologie sociale!

Même si certains d’entre nousqui se sont engagés dans des re-présentations pour la discipline etla profession ont appris beaucoupde mentors et par nous-mêmes,nous avons besoin de faire unmeilleur travail d’organisation etde diffusion de ce que nous sa-vons au sujet de la représentationpour la prochaine génération depsychologues. Cela pourrait être,mais ce n’est vraiment pas le seulrôle de nos diplômés et de nosprogrammes d’internat et destages, mais c’est la responsabilitéde nos associations profession-nelles, par le biais de l’éducationet de l’éducation permanente.

La SCP a placé des stagiairesau Parlement à plusieurs occa-sions – un étudiant au doctorat quipassait une journée par semaineau cours d’une année universitairea participé à des activités de repré-sentation. Cela a le plus souvent

signifié une contribution à la pré-paration de mémoires aux comitéspermanents du gouvernement et lacréation d’exposés de position.Les limites de ce que nous avonsété en mesure d’offrir par le passésont que les postes, n’étant pas ré-munérés et étant à temps partiel,sont limités à des étudiants locauxet à ceux qui obtiennent d’autresformes de soutien financier. Ilssont également tributaires des ac-tivités de représentation ou duprogramme au cours de l’annéed’internat.

De concert avec le Conseil dessociétés professionnelles de psy-chologues (CSPP), la SCP a éga-lement aidé à organiser desforums de représentation  – unefaçon de contribuer à la formationà la représentation des profession-nels diplômés. Avec le lancementdes directions générales de lascience et de la pratique à la SCP,nous espérons que le rôle et l’in-fluence des activités de représen-tation seront améliorés. Au fil dutemps, la planification et nos pro-pres représentations auprès desmembres du milieu de la psycho-logie, nous espérons être en me-sure de mettre sur pied, financeret contribuer à la formation en re-présentation des membres de ladiscipline et de la profession.

KAREN R. COHEN, Ph.D., directrice générale de la SCP

epuis le début du congrès de 2009, l’étendue àlaquelle la discipline et la profession soulignent lanécessité de la représentation demeure un thème

récurrent. Qu’il s’agisse de travailler à améliorer le soutienà la recherche en psychologie auprès des conseils subven-tionnaires, trouver les ressources pour appuyer l’éducationet la formation au sein de nos universités et les contextesd’internat et de stage, ou améliorer l’accès aux services depsychologie pour le public canadien, l’impératif est on nepeut plus clair : la représentation est un élément clé du suc-cès de la discipline et de la profession et de notre apport àla société canadienne.

D

Représentation – Lacunes et occasions pour lascience et la pratique de la psychologie

Le recensement dans notreprofession est très complexeparce qu’il n’y a pas une sourceunique de données exhaustivessur le nombre de psychologuesau pays. Même les organismesqui octroient les autorisationsd’exercer ne pourraient dénom-brer que les personnes inscriteset ceci exclurait un certainnombre de fournisseurs et denombreux universitaires. Il estégalement décourageant de ten-ter de résoudre l’équation ducôté de la «  demande  »; cer-taines estimations peuvent êtrefaites à partir des facteurs dé-mographiques et des postespermanents qui devront êtrecomblés. Cependant, la de-mande peut également êtrefluide et dépendra des condi-tions du marché des services depsychologie, de la volonté ad-ministrative et de la politiqueen matière de soins de santé àl’avenir. Malgré ces ciblesmouvantes, tout porte à croireque nous n’aurons tout simple-ment pas le nombre de psycho-logues nécessaires au cours desannées à venir.

Que faut-il faire pourcontrer cette tendance? La SCPet ses nombreux organismespartenaires ont fait des repré-sentations et appuyé matériel-lement des efforts pour créerdavantage de lieux de forma-tion en psychologie au pays.Notre nouveau président,Dr Martin Antony, en a fait sapremière priorité, particulière-ment en ce qui concerne lesplaces d’internat ou de stagesqui peuvent produire un engor-gement majeur dans la prépara-tion clinique à la pratique. Celaaidera certainement à « soula-ger » le problème aigu du troppetit nombre de psychologuesqui se préparent à entrer dans lapratique. Cependant, il est aussiimportant de se concentrer surla « prévention », en interve-nant plus tôt auprès des jeuneset en déployant davantage d’ef-forts pour créer de l’intérêtpour notre formation et notreprofession. Même si ce n’estpas une analogie parfaite, laprévention dans ce sens sup-pose qu’il faut mettre l’épauleà la roue pour s’assurer quenous attirons suffisamment desjeunes doués, qui deviennentdes étudiants de premier cyclepuis des étudiants diplômés,qui aspirent au premier chef àune carrière professionnelle enscience ou en pratique de lapsychologie.

Aujourd’hui, bien entendu,il est vrai que les cours d’intro-duction à la psychologie etl’accès à la spécialisation dansplusieurs universités sont sur-souscrits au Canada. De nom-breux étudiants veulent déjà en

apprendre au sujet de la psy-chologie et attendront un boutsur une liste d’attente pour lefaire, mais ceci ne signifie pasque nous devons ralentir nosefforts pour attirer les étudiantsles plus talentueux et motivés.En fait, c’est ce dont nousavons besoin pour améliorer lacompétition et notre capacitéde sélectionner les scientifiqueset les praticiens ayant le meil-leur potentiel. Plus nous atti-rons un grand nombred’excellents étudiants, plusnous serons en mesure de pré-coniser la création d’un plusgrand nombre de lieux de for-mation et de nouveaux pro-grammes. Un auditoired’apprenants grandement ac-compli, motivé et large ne pas-serait pas inaperçu pendant trèslongtemps sur le marché uni-versitaire, particulièrementlorsque l’on sait que les em-plois après la formation dansles domaines scientifique et cli-nique sont nombreux et tou-jours en quête de bonscandidats.

À cette fin, la SCP a aussidéployé des efforts pour parlerà des jeunes qui songent à leurspécialisation universitaire et àleurs aspirations de carrière àplus long terme. En août 2009,la SCP publiera un guide decarrière rédigé par Dr

Marvin  Simner sur son siteWeb. Ce guide est approfondiet détaillé, le public cible vrai-semblable serait les étudiantsqui s’orientent vers l’universitéaprès leur dernière année de se-condaire ou les étudiants depremière année en voie deprendre une décision concer-nant leur spécialisation. Leguide regorge d’informationprécieuse et du travail considé-rable a été fait pour la colliger.Mais ce guide ne devrait pasconstituer la fin de nos efforts àcet égard. Un étudiant qui lit leguide pourrait être considérédans la phase de «  prépara-tion » ou même « d’action » dumodèle de changement- il saitqu’il est intéressé en psycholo-gie et il est prêt à s’attaquer auxdétails de ce qui est nécessaireet ce à quoi il peut s’attendre.Mais bien entendu nous vou-lons aussi nous engager dansun dialogue avec ceux qui sonten mode précontemplation etcontemplation, des jeunes quiveulent savoir ce qu’ils ne sa-vent pas, qui reçoivent des in-vitations de manière officielleet non officielle au sujet deschoix de carrière, et qui ont lacapacité intellectuelle, la curio-sité, la personnalité et l’éthiquede travail pour devenir un psy-chologue professionnel.

Comment pouvons-nouscommuniquer avec ces étu-

diants? C’est une question à la-quelle nous songeons encore,mais certaines choses ne sontpas difficiles à anticiper. Lesétudiants dans cette catégoriepourraient ne pas se penchersur un guide de carrière et lelire d’un couvert à l’autre; ilsnaviguent vraisemblablementdans Internet et cherchent del’information susceptible de lesintéresser, et décide en l’espacede quelques secondes et nonpas de minutes de ce qui lescaptivent. Ils ne cherchent pro-bablement pas dans les pagesWeb des associations profes-sionnelles (étant donné qu’ilsne sauraient pas nécessaire-ment qu’elles existent), mais ilspourraient utiliser des termesde recherche clés que nous nepouvons prédire. Ils voudraientlire des choses à petites doseset seraient enclins à utiliser deschoses qui sont bien conçues,alliant le texte à des gra-phiques. Du matériel qui leurpermet d’obtenir un résultat re-lativement rapidement, maisqui donne aux personnes lapossibilité de creuser lecontenu à mesure qu’elles s’in-téressent davantage aux détailsplus infimes. On pourrait ima-giner d’autres stratégies au-delàdu « matériel » simplement surInternet, notamment recourir ànos groupes professionnels quicommuniquent avec les écoleset les conseillers en orientation,mais ce que nous venons de dé-crire précédemment serait unbon point de départ.

En dernier lieu, en plus dutravail qu’une association pro-fessionnelle peut accomplirpour attirer de nouveaux étu-diants dans le monde de la psy-chologie, chacun d’entre nousen tant que personnes peut éga-lement jouer un rôle tout aussiimportant. Nous touchons tousà la vie des jeunes que nous ve-nons à connaître dans le cadrede nos activités; certains d’en-tre eux seront très près de nous,d’autres moins, parce que nousles rencontrons moins souvent.Et un grand nombre d’entre euxseraient sans doute fascinés parce que nous faisons au quoti-dien et la signification de notretravail pour les personnes et lascience. Bien entendu, il y a depetites choses qui nous attei-gnent dans notre travail et nosvies professionnelles et ceschoses reçoivent souvent plusd’attention lorsque nous pen-sons à nos propres emplois.Mais lorsque vous parlez à unjeune qui est intéressé (mêmes’il ne le montre pas), soyez en-thousiaste au sujet de ce que lapsychologie peut faire pour euxet ce qu’elle peut faire pour lemonde, dites-lui ce que voussavez au sujet de la SCP et deses ressources qui peuvent êtreconsultées en tout temps.Aidez-nous à recruter les meil-leurs et les plus brillants.

E D U C A T I O N / É D U C A T I O N

PETER J. BIELING, Ph.D., Chef, éducation

e nombreux indices laissent croire que notreprofession fera bientôt face à une pénurie depsychologues. La SCP surveille ce problème

de près depuis un certain nombre d’années et, à cetégard, a mis sur pied un groupe de travail présidépar Dres Catherine Lee et Wendy Josephson.

DPETER J. BIELING, Ph.D., Leader, Education

here are numerous signs that our field will soon be facinga shortage of psychologists. CPA has been watching thisissue closely for a number of years and has set up a task

force on the problem led by Drs. Catherine Lee and WendyJosephson.

T

Preventing a Shortageof Psychologists

Prévenir la pénurie de psychologues

The job of counting ourselves iscomplex- there is no single source ofcomprehensive data on the number ofpsychologists in the country. Even li-censing bodies can only count thosewho are registered, and this would ex-clude a number of providers and manyacademics. Considering the “demand”side of the equation is also daunting;some estimates can be made based ondemographic factors, and positionsthat are permanent and will require re-placement. However, demand can alsobe fluid and will depend on marketconditions for psychologists’ services,administrative will, and the politics ofhealthcare in the future. Despite thesemoving targets, it’s a good bet that wesimply will not have as many psychol-ogists as we’re going to need in thenext several years.

What can be done? CPA and itsmany partner organizations have lob-bied for and materially supported ef-forts to create more psychologytraining spaces in this country. Ournew president, Dr. Martin Antony, hasmade this one of his priorities, partic-ularly around internship spots whichcan be a major bottleneck in clinicalpreparation to practice. This certainlyis going to help “treat” the acute prob-lem of too few psychologists preparingfor practice. However, it is also impor-tant to focus on “prevention”, goingearlier in the life course and doingmore to create interest for our trainingand our profession. While it’s not aperfect analogy, prevention in thissense involves some effort to makesure that we are attracting enoughgifted young people, who become un-dergraduate students, and then gradu-ate students, to consider the scienceand practice of psychology as theirnumber one professional aspiration.

Now of course it is true that intro-ductory psychology courses and accessto the major at many universities areover-subscribed in Canada. Many stu-dents already want to learn about psy-chology, and will often sit a spell on awaiting list to do so, but this doesn’tmean we need to slow down on our ef-forts to attract the most talented andmotivated students. In fact, that is ex-actly what we need in order to enhancecompetition and our ability to selectthe best potential scientists and practi-tioners. The more of these excellentstudents we attract, the more likely itis that we can push to develop moretraining spaces and new programs. Ahighly accomplished, motivated, andlarge audience of learners would notgo unserved for very long in the aca-demic marketplace, especially when itis also known that jobs post-training inboth the scientific and clinical fieldsare plentiful and go wanting for strongapplicants.

Toward this end, CPA has alsomade some strides to speak to youngpeople considering both their univer-sity major and longer term career aspi-rations. In August 2009, CPA willpublish a career guide written by Dr.Marvin Simner on its website. Theguide is thorough and detailed, thelikely audience would be a university

bound student in their final year ofhigh school or perhaps a first year uni-versity student settling down to decideon a major. There is a great deal ofvaluable information in the guide andconsiderable work was done to put itall together in one place. But thisguide shouldn’t mark the end of our ef-forts in this regard. A student readingthe guide might be considered to be inthe “preparation”, even “action” phaseof the stages of change model- theyknow they are interested in psychologyand are willing to sink their teeth intothe details of what’s needed and whatthey can expect. But of course we alsowant to engage in a dialogue withthose who are in pre-contemplationand contemplation mode, young peo-ple who may not know what they don’tknow, who receive pitches in both for-mal and informal ways about careerchoices, and who have the intellectualcapacity, curiosity, character, and workethic to become a professional psy-chologist.

How do we reach these students?This is a question we’re still consider-ing but some things are not difficult toanticipate. Students in this categorymay not hunker down with a careerguide and read it cover to cover; theyare likely on the internet and“googling” for information that inter-ests them, deciding whether or not itdoes in seconds not minutes. They areprobably not searching the web pagesof professional associations (since theywouldn’t necessarily know thoseexist), but they may be using keysearch terms we can predict. They’dwant to read things in bite sizedchunks, and be prone to stick withthings that are designed well, incorpo-rating both text and graphics. Materi-als that get to a bottom line relativelyquickly, but with the ability to drilldown into content as a person becomesmore engaged in the finer points. Onecan imagine more strategies beyondsimply “materials” on the internet, in-cluding our professional groups reach-ing out to schools and guidancecounselors, but the foregoing would bea great start.

Finally, in addition to the work aprofessional association can do on at-tracting new students to psychology,each of us as individuals probably hasan equal, if not more important role.We will all touch the lives of youngpeople we come to know with what wedo; some will be very close to us, oth-ers we may know more casually. Andthere are many of these young peoplewho would be fascinated by what wedo day to day and the meaning of ourwork for people and science. Sure,there are little things that get to us inour work and career lives, and thosethings often receive more of a focuswhen we think about our own jobs.But when you are speaking to a youngperson who’s interested (even if theydon’t look that way), be enthusiasticabout what psychology can do forthem and what it can do for the world,tell them about CPA and resources ithas they can browse anytime. Help usrecruit the best and brightest.

4 PSYNOPSIS SUMMER/ÉTÉ 2009

One of the ways in which thegranting agencies have restructuredhas been through the elimination ofvarious programs or aspects of grant-ing programs. For example, SSHRCfunding for health-related researchwill be eliminated. In addition, fund-ing for Research Time Stipends (in-tended to allow more time for facultyto devote to research) has been elim-inated. The CIHR Open Team Grantprogram will be discontinued andfunding through the Indirect CostsProgram will be reduced. MultipleNSERC programs will be cut, in-cluding the Centres for Youth Re-search, Science Teaching andLearning (CRYSTAL), Research Ca-pacity Development and Special Re-search Opportunity programs.

An important implication of thisrestructuring to psychology is thatthe granting councils are now moreexplicitly creating research silos – adecision that runs counter to trendsin research that are increasingly in-terdisciplinary. Although SSHRChas, over the past 10 years or so, alsofunded health-related research theywill no longer do so. Instead, allhealth-oriented research grants willbe reviewed by CIHR. Psychology isan example of a discipline whose re-search spans the granting councilsand whose field of study is by its na-ture interdisciplinary. A risk of siloedresearch funding for psychology isthat research that falls into a greyzone may fall through the cracks.The SSHRC committees responsiblefor psychology (i.e., 10 and 27) havealso been restructured. Committee27, which, among other things, fo-cuses on health, counseling and psy-chotherapy will cease to exist. Theremaining areas of psychology for-merly listed under this committee(e.g., developmental) will move overto Committee 10. Will basic psycho-logical health research find a homeat CIHR?

In April, I participated in an ex-perts’ consultation on a revised state-ment that guides researchers to theappropriate funding agency. Thegranting agencies are in the processof readjusting and clarifying theirmandates following the strategic re-view so as to remove overlap in

funding (see http://www.sshrc.gc.ca/site/apply-demande/background-renseignements/selecting_agency-choisir_organisme_subventionnaire-eng.aspx). The main argument is thatthe 1995 shift from MRC to CIHRinvolved a mandate to move beyonddisciplines; because this transition isnow complete, the granting councilswould like to move all health re-search to CIHR. Many among uscontinue to be concerned that CIHRhas not sufficiently moved beyondits biomedical focus – a concern thatis amplified with the SSHRC moveto stop funding health-related re-search.

Psychology is fairly comfortablewith permeable boundaries but thegranting agencies clearly are not -they do want silos. Another examplethat came to the attention of the Sci-entific Affairs Committee had to dowith a clinical psychology studentwho was told that s/he had to eitherswitch to an experimental programor decline funding from NSERC. In-deed the eligibility requirements onthe NSERC website currently statethat “Clinical psychology programsare not normally eligible for NSERCsupport.” The exclusion of studentsin Clinical psychology programswill soon be even more explicit.However, the content, focus and in-tention of the research (rather thanthe specific area of psychology inwhich an individual is housed)should determine eligibility.

At the 2009 CPA convention,CPA invited senior representativesfrom the granting councils to discussfunding of psychological research.CPA and its officers and the Scien-tific Affairs Committee have heldand planned meetings with eachCouncil to discuss a variety of con-cerns about eligibility for funding(NSERC), funding of masters’ levelstudents in doctoral programmes(SSHRC), and funding of biopsy-chosocial health research (CIHR).Proceedings from these meetings arereported in this issue by CPA Asso-ciate Executive Director, Dr. LisaVotta-Bleeker and will be updated inthe Fall issue of Psynopsis.

L’élimination de divers pro-grammes ou de certains as-pects des programmes desubvention a été l’un desmoyens préconisés pour procé-der à cette restructuration.C’est ainsi, par exemple, que lefinancement du CRSH pour larecherche liée à la santé seraéliminé. De plus, le finance-ment des allocations de tempsde recherche (destinées à per-mettre aux membres des corpsprofessoraux de consacrer plusde temps à la recherche) a étééliminé. Le programme ouvertde subventions d’équipe desIRSC a été suspendu et le fi-nancement du programme descoûts indirects sera réduit. Lefinancement de nombreux pro-grammes du CRSNG serontréduits, notamment celui duCentre de recherche sur l’en-seignement et l’apprentissagedes sciences (CREAS), ainsique les programmes de renfor-cement de la capacité de re-cherche et d’occasionsspéciales de recherche.

Une conséquence impor-tante de cette restructurationpour la psychologie est que lesconseils subventionnairescréent maintenant explicite-ment des cloisonnements derecherche, une décision qui vaà contre-courant des tendancesen recherche qu’on veut deplus en plus interdisciplinaires.Même si le CRSH a, au coursdes 10 dernières années ou àpeu près, financé aussi de la re-cherche liée à la santé, il nepourra plus le faire. Plutôt,toutes les subventions de re-cherche liées à la santé ferontl’objet d’un examen des IRSC.La psychologie est un exemplede discipline où la recherches’intéresse à ce qui se fait dansles trois principaux conseilssubventionnaires, puisque sesdomaines d’intérêt sont, de par

nature, interdisciplinaires. Lerisque de cloisonnement du fi-nancement de la recherchepour la psychologie demeureque la recherche qui se trouvedans une zone grise pourraitêtre laissée de côté. Les comi-tés du CRSH qui se penchaientsur la recherche en psycholo-gie (p. ex. 10 et 27) ont égale-ment été restructurés. LeComité 27, qui, entre autres, seconcentrait sur la santé, lecounseling et la psychothéra-pie a été aboli. Les autres do-maines de la psychologie quirelevaient anciennement de cecomité (p. ex. la psychologiedu développement) seront dé-volus au Comité 10. Mais vou-dra-t-on aux IRSC s’occuperde la recherche fondamentaleen santé psychologique?

En avril, j’ai participé à uneconsultation d’experts sur unénoncé révisé dans le butd’orienter les chercheurs versl’organisme de financementapproprié. Les organismes sub-ventionnaires sont en voie deréajuster et clarifier leurs man-dats à la suite de l’examen stra-tégique en vue d’éliminer lechevauchement du finance-ment (reportez-vous àhttp://www.sshrc.gc.ca/site/apply-demande/background-renseignements/selecting_agency-choisir_organisme_subven-tionnaire-fra.aspx). Le princi-pal argumentaire est que lechangement en 1995 du CRMaux IRSC supposait un mandatvisant à transgresser les disci-plines; étant donné que cettetransition est maintenant ac-complie, les conseils subven-tionnaires aimeraient dévoluerla recherche en santé auxIRSC. Nous sommes nom-breux à continuer de croire queles IRSC ne se sont pas éloi-gnés suffisamment de leurconcentration biomédicale  –

une inquiétude qui est ampli-fiée avec la décision du CRSHde mettre fin au financementde la recherche liée à la santé.

La psychologie est assez àl’aise avec des frontières per-méables, mais les organismessubventionnaires ne le sontévidemment pas  - ils veulentdes cloisonnements. Un autreexemple qui a été porté à l’at-tention du Comité des affairesscientifiques concernait un étu-diant en psychologie clinique àqui on a dit qu’il devait plutôtopter pour un programme à sa-veur expérimentale ou refuserle financement du CRSNG. Eneffet, les exigences d’admissi-bilité sur le site Web duCRSNG stipulent actuellementque les « programmes de psy-chologie clinique ne sont nor-malement pas admissibles àl’appui financier du CRSNG. »L’exclusion des étudiants dansles programmes de psycholo-gie clinique sera même encoreplus explicite. Cependant, lecontenu, le point de mire etl’intention de la recherche(plutôt que le domaine particu-lier de la psychologie dans le-quel un individu étudie)devraient déterminer l’admis-sibilité.

Au Congrès de la SCP de2009, la SCP a invité des ca-dres des conseils subvention-naires à discuter dufinancement de la recherche enpsychologie. La SCP et ses re-présentants et le Comité des af-faires scientifiques ont tenu etplanifié des réunions avecchaque conseil afin de discuterde diverses préoccupations ausujet de l’admissibilité au fi-nancement (CRSNG), le finan-cement des étudiants au niveaude la maîtrise dans les pro-grammes de doctorat (leCRSH) et le financement de larecherche en santé biopsycho-sociale (IRSC). Les comptesrendus de ces réunions sontrapportés dans ce numéro parla directrice générale associée,Dre Lisa Votta-Bleeker et se-ront mis à jour dans le numérod’automne de Psynopsis.

S C I E N C E

DAVID J. A. DOZOIS, Ph.D., Chef, science

es résultats de l’examen stratégique des princi-paux conseils subventionnaires ont été en coïn-cidence avec le ralentissement économique, ou

ce que certains ont appelé la « tourmenteéconomique ». Les IRSC, le CRSH et le CRSNG fai-saient partie de certains des organismes gouverne-mentaux qui étaient tenus d’examiner leurs dépenseset d’évaluer l’efficacité et l’efficience de leurs pro-grammes en fonction des priorités de la populationcanadienne et de l’harmonisation avec les mandatsfédéraux qui les sous-tendent. En raison de la réduc-tion du financement et des résultats des examensstratégiques, les IRSC, le CRSH et le CRSNG ont dûprocéder à une restructuration des programmes derecherche.

LDAVID J. A. DOZOIS, Ph.D., Leader, Science

oincident with the economic downturn, or what some havecalled an “economic hurricane,” were the results of theStrategic Review of the major granting councils. CIHR,

SSHRC and NSERC were among a number of government organ-izations required to review their spending and assess whethertheir programs are effective and efficient, meet the priorities ofCanadians and align with core federal mandates. Due to fundingcuts and the results of the strategic reviews, CIHR, SSHRC andNSERC are restructuring their research programs.

C

Restructuring of theGranting Councils

Restructuration des conseilssubventionnaires

PSYNOPSIS SUMMER/ÉTÉ 2009 5

PSYNOPSISest disponible sur l’internet au is available on our website at

www.cpa.ca

6 PSYNOPSIS SUMMER/ÉTÉ 2009

The November 2008 final report,accepted unanimously by CPA, madeseveral key recommendations forCPA to: • Retain the doctorate as the na-

tional standard in professionalpsychology.

• Endorse both the scientist-practi-tioner (PhD) and the scholar-prac-titioner (PsyD) models fordoctoral training in professionalpsychology.

• Support the development of uni-versity based PsyD programs.

• Encourage the implementation ofPsyD mid-career training options.

CPA support for the PsyD has alengthy history. Adrien Pinard’s1964CPA Presidential address is likely thefirst documented consideration inCanada of developing dual academic(PhD) and professional (PsyD) op-tions. In 1991 the CPA/CPAP TaskForce on Mid-Career Training forPsychologists strongly recommendedconsideration of PsyD programs. The1994 Mississauga Conference onProfessional Psychology called forthe “creation” of doctoral programs“with the potential for accreditation”that “vary in the relative emphasis onpractice and research,” specifying thePsyD alternative. In 2003, CPA tookthe concrete step of establishing amodel PsyD curriculum. CPAgranted the first PsyD program ac-creditation to Université Laval in2006 (which co-exists in the same de-partment with a PhD clinical psy-chology program).

Academic interest in the PsyD isincreasing. PsyD programs employ-ing the CPA model curriculum havebeen established at Laval University,the University of Montréal, and, be-ginning this September, at MemorialUniversity in Newfoundland. TheUniversity of Moncton is developinga PsyD program with an anticipated2010 start. PsyD programs also exist(though not specifically deployingthe CPA model) at the Universities ofSherbrooke, Québec at Trois Riv-ières, and Québec at Montréal(UQAM).

The PsyD has important practiceimplications. CPA task forces haveseen the potential of PsyD programsto:• provide professional practice and

applied research training directlyapplicable for the majority ofgraduates who seek practitionercareers.

• solve practitioner supply and de-mand issues through appropriate

training models and durations.• open the door, in discussions

within psychology and with gov-ernments, to have a national doc-toral standard of independentprofessional practice.

Reasons for a PsyD have notchanged since 1964, but they havebecome more compelling. A recentsurvey by CPA’s accreditation panelindicated that PhD students average7.3 years of graduate study (McIl-wraith & Caputo, 2007), sometimeswith additional postdoctoral training.Overly extensive dissertations andexcessive practicum training werecited as problems. This equates to 11-12 years of university study to pro-duce a practicing doctoral levelpsychologist. This rate was calcu-lated as at best providing retirementreplacement with no growth poten-tial.

Scientist-practitioner (PhD) train-ing requires original and extensiveresearch projects. While this is a nec-essary preparation for successful ac-ademic careers, it is an inefficient andinapplicable model for professionalpractitioner training. Research train-ing within a scholar-practitionermodel (PsyD) emphasizes applied re-search skills relevant to practice set-tings such as epidemiology, treatmentoutcome and program evaluation,and implementation of new assess-ment technologies.

Embedded in the 1991, 1994, and1998 CPA reports’ recommending thePsyD, is the hope that the PsyDmight provide efficient practitionertraining and midcareer upgrading op-portunities that would potentiate a vi-able national doctoral standard. In arecent meeting with a former provin-cial health official, I was told can-didly: “the problem is thatpsychology can never get its act to-gether concerning standards of prac-tice.” With the full roll out of theFederal Agreement on Internal Tradewhere it appears that the professionswill be accountable to the lowestentry to practice standard set by aCanadian jurisdition, it’s time we did.As envisioned by previous CPA taskforces, the PsyD option, coupled withmidcareer training, may be the meansto accomplish this goal. It would betimely for universities to considerfurther PsyD development. It wouldbe timely for regulatory organiza-tions to open discussions about a vi-able national standard of practicebased on dual doctoral level options.

Le rapport final de novem-bre 2008, qui a été accepté àl’unanimité par la SCP, a formulé plusieurs recomman-dations clés à la SCP, notam -ment :• de conserver le doctorat

comme norme de forma-tion nationale en psycholo-gie professionnelle.

• d’endosser les modèles desc ien t i f ique-pra t ic ien(Ph.D.) et de chercheur pra-ticien (D.Psy.) pour la for-mation doctorale en psy- cho logie professionnelle.

• d’appuyer la création deprogrammes de D.Psy.dans les universités.

• d’encourager la mise enplace d’options de forma-tion en D.Psy. en milieu decarrière.L’appui de la SCP au

D.Psy. remonte à très long-temps. En 1964, l’allocutiondu président de la SCP,Adrien Pinard, est sans doutela première considération do-cumentée au Canada où il étaitquestion de créer deux optionsde formation universitaire(Ph.D.) et professionnelle(D.Psy.). En 1991, le groupede travail de la SCP/CSPP surla formation en milieu de car-rière des psychologues a forte-ment recommandé d’examinerla création d’un programme deD.Psy. À la conférence deMississauga de 1994 sur lapsychologie professionnelle,on préconisait déjà la « créa-tion » de programmes de doc-torat «  qui pourraient êtreagréés » qui « varieraient dansl’insistance relative sur la pra-tique et la recherche », ce fai-sant, soulignant l’alternativedu D.Psy. En 2003, la SCP amis de l’avant une mesurebien concrète en établissant unmodèle de programme d’en-seignement du D.Psy. La SCPa accordé le premier agrémentà un programme de D.Psy. àl’Université Laval en 2006(qui coexiste dans le même dé-partement que celui du pro-gramme de Ph.D. enpsychologie clinique).

De plus en plus, les univer-sités commencent à s’intéres-ser à offrir un D.Psy. Desprogrammes de D.Psy., quis’inspirent du modèle de pro-

gramme d’enseignement pré-conisé par la SCP, ont été éta-blis à l’Université Laval, àl’Université de Montréal et, àcompter de septembre pro-chain, à l’Université Memorialde Terre-Neuve. L’Universitéde Moncton est en voie d’éla-borer un programme de D.Psy.qui devrait voir le jour en2010. Les programmes deD.Psy. existent aussi (mêmes’ils ne s’inspirent pas spécifi-quement du modèle de laSCP) aux universités de Sher-brooke, Québec à Trois-Ri-vières et Québec à Montréal(UQAM).

Le D.Psy. a des consé-quences importantes sur lapratique. Des groupes de tra-vail de la SCP ont vu le poten-tiel des programmes deD.Psy., soit :• d’assurer une formation en

pratique professionnelle eten recherche appliquée quicorrespond directement à lamajorité des diplômés quiveulent poursuivre une car-rière de praticien.

• de résoudre certains desproblèmes d’offre et de de-mande de praticiens grâce àdes modèles et des duréesde formation appropriés.

• d’ouvrir la porte à des dis-cussions au sein de la psy-chologie et avec lesgouvernements, dans le butde créer une norme de doc-torat nationale pour la pra-tique professionnelleindépendante.Les raisons pour la création

du D.Psy. n’ont pas changédepuis 1964, mais elles sontdevenues plus attirantes. Uneenquête récente du Juryd’agrément de la SCP a faitvaloir que les étudiants auPh.D. ont en moyenne 7,3 an-nées d’études supérieures(McIlwraith et Caputo, 2007),parfois avec une formationpostdoctorale additionnelle.Des dissertations et une for-mation pratique trop longuesont été citées comme des pro-blèmes. Il faut de 11 à 12 an-nées d’études universitairespour produire un psychologuede niveau doctoral dans la pra-tique. À cette vitesse on pourraau mieux assurer le remplace-ment des retraités, mais il n’y

aucun potentiel de croissancede l’effectif.

La formation de scienti-fiques-praticiens (Ph.D.) faitappel à des projets de re-cherche originaux et approfon-dis. Même si cette préparationest nécessaire pour des car-rières universitaires fruc-tueuses, il s’agit d’un modèleinefficace et inapplicable pourla formation des praticiensprofessionnels. La formationen recherche au sein d’un mo-dèle de chercheur praticien(D.Psy.) met l’accent sur leshabiletés en recherche appli-quée pertinentes au contextede la pratique comme l’épidé-miologie, le résultat des traite-ments et l’évaluation deprogramme et la mise enœuvre de nouvelles technolo-gies d’évaluation.

Au cœur des rapports de laSCP de 1991, 1994 et 1998 re-commandant la création d’unD.Psy., se trouve l’espoir quele D.Psy. puisse assurer la for-mation de praticiens efficaceset des possibilités de forma-tion en rattrapage en milieu decarrière qui pourraient pro-duire une norme de doctoratnationale viable. À l’occasiond’une réunion récente avec unancien représentant de la santéprovincial, on m’a dit de ma-nière candide : « le problèmeest que la psychologie ne peutjamais se mettre d’accord ausujet des normes de pratique. »Avec la mise en œuvre del’Entente sur le commerce in-térieur fédérale suivant la-quelle il semblerait que lesprofessions seront responsa-bles de la norme de pratique laplus faible établie par lasphère de compétence cana-dienne, il est grand temps quenous le fassions. Tel qu’envi-sagé par les groupes de travailantérieurs mis sur pied par laSCP, l’option du D.Psy.,conjuguée à la formation enmilieu de carrière, pourrait re-présenter un moyen d’accom-plir cet objectif. Il seraitopportun pour les universitésde songer à la création d’unD.Psy. Il serait opportun aussipour les organismes de régle-mentation d’ouvrir les discus-sions au sujet d’une normenationale viable de pratiquebasée sur deux options de ni-veau de doctorat.

P R A C T I C E / P R A T I Q U E

LORNE SEXTON, Ph.D., Chef, pratique

ne décennie s’est écoulée depuis que le prési-dent de la SCP Janel Gauthier a mis sur piedet que Bob Robinson a présidé le groupe de

travail sur le D.Psy.

Udecade has passed since CPA President Janel Gauthierinitiated and Bob Robinson chaired the PsyD Task Force.

A

Conséquences d’unD.Psy. pour la pratique

au Canada

Implications of PsyD forCanadian Practice

LORNE SEXTON, Ph.D., Leader, Practice

Looking for CPA related documents?

Access to Careers in Psychology, CPA Journals Online, Membership Directory, Annual Reports, List of Fellows,

CPA Awards, Information on Sections, Continuing Education,

and so much more at www.cpa.ca

PSYNOPSIS SUMMER/ÉTÉ 2009 7

Directors / Administrateurs

Peter J. Bieling, Ph.D.

Jean-Paul Boudreau, Ph.D.

David J.A. Dozois, Ph.D.

Jennifer Frain, Ph.D.

Suzanne E. MacDonald, Ph.D.

Juanita Mureika, M.A.

Lorne Sexton, Ph.D.

Kelly B. Smith, M.A.

Aimée Surprenant, Ph.D.

Executive Director /Directrice générale

Karen R. Cohen, Ph.D.

BOARD /CONSEIL2009-2010

CANADIAN PSYCHOLOGICAL

ASSOCIATION

SOCIÉTÉ CANADIENNEDE PSYCHOLOGIE

U P D A T E O N C P A ’ S S C I E N C E A C T I V I T I E SAs CPA’s new Associate Exec-

utive Director, a primary focus ofmy portfolio, in collaborationwith CPA’s Scientific AffairsCommittee, is to promote the sci-ence of psychology and opera-tionalize the Science Directorate.Below is an update of some of theongoing science-related activitieswith which CPA is involved in re-cent months and which it hasplanned.

National Granting CouncilsThe 2009 Federal budget her-

alded some mandated strategic re-views for Canada’s grantingcouncils. The nature of these re-views and their consequentplanned restructuring are reportedby Dr. David Dozois, Leader forScience in this issue.

At the 2009 Convention, CPAconvened a symposium in whichsenior level representatives fromeach of the three national grantingcouncils (CIHR, SSHRC andNSERC) spoke to the member-ship about support for psycholog-ical research, directions andinitiatives related to psychologi-cal research, as well as gaps andopportunities.

The symposium addressed is-sues of relevance to students, newfaculty and faculty with estab-lished research portfolios/inter-ests. Key issues around whichdiscussion focussed included:

SSHRC’s decision to nolonger fund health-related re-search;

NSERC’s decision to explic-itly state that it will not fund psy-chology students in clinicalprograms, regardless of whetherthey are conducting research inthe basic sciences; and

CIHR’s mandate to fundhealth-related research with noadditional funding.

CPA will be writing a sum-mary report on the symposium;the report will be sent to the na-tional granting councils and high-lights from the report will bereported in upcoming issues ofCPA news. CPA also broughtthese issues to the attention of theCanadian Consortium for Re-search (CCR).

Meeting with NSERCRepresentatives

Following the Granting Coun-cil Symposium at the Convention,CPA representatives met with Is-abelle Blain, Vice-President, Re-search Grants and Scholarships,NSERC. The focus of this meet-ing was on NSERC’s criteria thatit will not fund students in clinical(i.e. applied) psychology pro-grams even when research has abasic sciences focus. CPA arguedthat funding decisions should notbe based on a student’s programbut rather on the content, focusand intent of their research. CPArepresentatives also stated thatwhile many students may begin ina clinical program, they mayswitch to an experimental pro-gram or finish their clinical stud-ies but pursue a basic sciences

research career. Given the manyimplications of this decision onstudents and psychology as awhole, CPA and NSERC agreedto meet following the conventionto further discuss this issue.

Meeting with SSHRCRepresentatives

Prior to the convention, CPArepresentatives met with repre-sentatives from SSHRC on April27th, 2009. A major focus of thismeeting was funding for post-baccalaureate masters students.Following meetings with CPAlast year, SSHRC conducted athorough analysis of the differenttypes of programs in order toavoid unfairness in combinedprograms. Based on this analysis,SSHRC plans to move to allowall students in combined MA-PhD programs to apply for MAfunding in the first year. They ex-pect to make this announcementin late spring or early summer forthe fall competition. Updates willbe provided in upcoming issuesof CPA News and Psynopsis.

Also discussed during themeeting was SSHRC’s re-struc-turing as related to health- andpsychology-related applications.Moving forward, SSHRC will nolonger be funding health-relatedresearch. Prior to the re-structur-ing, committees 10 and 27 wereresponsible for psychology re-search; with the re-structuring,committee 27, which focused onhealth, counseling and psy-chotherapy, will no longer exist.

Other issues discussed duringthe meeting included the differentways that psychology programsare described on university web-sites and the efforts of the threegranting councils to harmonizetheir policies and submission pro-cedures.

Since the April 27th meeting,SSHRC has updated its websiteregarding selecting the appropri-ate federal granting agency. As el-igibility will be stricter in comingyears, please visit SSHRC’s web-site for further information:

http://www.sshrc.gc.ca/site/app ly -demande /background-renseignements/selecting_agency-choisir_organisme_subvention-naire-eng.aspx

http://www.sshrc.gc.ca/site/app ly -demande /background-renseignements/selecting_agency-choisir_organisme_subvention-naire-fra.aspx

Meeting with CIHRRepresentatives

We hope to set up a meetingwith representatives from CIHR’sInstitute of Neurosciences, Men-tal Health and Addictions for thefall to discuss the relevance andapplicability of psychological re-search within and across CIHR’sinstitutes. CPA will also inquireabout CIHR’s ability to fund stu-dents in clinical programs that aredoing basic sciences research andits capacity to fund psychologicalresearch previously funded bySSHRC.

CPA has also been a source ofinformation for CIHR. RecentlyCIHR engaged CPA to help de-velop a list of key words theycould use to search their databasefor psychology-related researchthat they have funded.

CPA Web-based Survey onPromotion of Science

As a discipline, the CPA wouldlike to know what else it can bedoing to support the science un-derlying psychological research,education and practice. To thisend, CPA liaised with the Chair ofCPA’s Scientific Affairs Commit-tee and the Chair of the Councilof Canadian Departments of Psy-chology (CCDP) to develop a sur-vey to solicit feedback from thepsychology community aboutwhat they would like to see CPAdo more of or differently in sup-port of the science of psychology.The survey was open until July1st. Findings from the survey willbe presented in future issues ofCPA News and Psynopsis.

Research HubAre you looking to connect

with researchers who share yourresearch interests, or find out whomay be doing research in a givenarea? CPA is currently develop-ing a research network hub thatwill allow CPA members to findout the areas of research in whichother CPA members are involved.This service will be specific tomembers only for the time-being.Updates on the Research Hub willbe provided in CPA News, CPA’selectronic newsletter.

Seeking ResearchParticipants

Are you looking for psycholo-gists, students or other re-searchers to participate in yourresearch? CPA is currently devel-oping a web-based service thatwill allow CPA members the op-portunity to post requests forother CPA members to serve asresearch participants. Individualswill have to submit a brief de-scription of their project, statingwho they are looking to recruit.They would need to provide evi-dence of REB approval, as wellas the dates of recruitment (ifnone are provided, CPA will onlypost the project for one month).At least one member of the re-search team must be a student orfull member of CPA and a psy-chologist must be among the re-search team.  CPA will notactively solicit or recruit subjects,nor will it give out members co-ordinates to the researchers. Itwill be up to the individual mem-ber to decide to contact the re-searcher to volunteer as aparticipant - they would do thisby visiting the ad on the researchpage and clicking on the link tothe specific researcher. CPA willannounce new projects listed onthe research page in CPA Newseach month.  Updates on thisservice will be provided in CPANews.

Liaisons with UniversityDeans

In consultation with the Chair,Scientific Affairs, CPA also plans

to write a letter to universitydeans, highlighting current issuesrelated to psychological research,including but not limited to: theheavy supervision burden on fac-ulty members given the increasedpush for graduate students, but noconcurrent increase in faculty; in-creased cuts to psychology de-partments; limited influx ofnew/young faculty; differentfunding distribution of threecouncils.

———

As noted, this is a sampling ofsome of the science-related activ-ities with which CPA is currentlyinvolved or has planned. If youhave any questions or suggestionson what CPA can be doing moreof or differently to promote thescience of psychology, please donot hesitate to let me know at executiveoffice@cpa.ca.

ELIZABETH VOTTA-BLEEKER, Ph.D., CPA Associate Executive Director

President-elect /Président désignéPeter Graf, Ph.D.

Honorary President /Présidente honoraire

Kay Redfield Jamison, Ph.D.

President / Président Martin M. Antony, Ph.D.

Past President /Présidente sortante

Catherine M. Lee, Ph.D.

P S Y N O P S I SCANADA’S PSYCHOLOGY NEWSPAPER – LE JOURNAL DES PSYCHOLOGUES DU CANADA2009

PSYNOPSIS141, avenue Laurier Ave. West, Suite 702, Ottawa (Ontario) K1P 5J3

communications@cpa.ca Fax: (613) 237-1674 ISSN 1187-11809

1-888-472-0657

We encourage your ideas and comments. Please send all correspondence and articles to CPA at the address below:

Vos commentaires et suggestions sont les bienvenus. Veuillez faire parvenir vos articles à l’adresse suivante :

ADVERTISING / PUBLICITÉ

Linda McPhee 1-888-472-0657, ext. 325 email: communications@cpa.ca

The Official Newspaper of the Canadian Psychological AssociationLe journal officiel de la Société canadienne de psychologie

AGREEMENT REGISTRATION NUMBERNUMÉRO DE CONTRAT D’INSCRIPTION

CANADA POSTPOSTE CANADA

PUBLICATION MAILPOSTE PUBLICATION

40069496

Editor in Chief / Rédactrice en chef Karen R. CohenManaging Editor/Directrice des services de rédaction Linda McPhee

Revision/Révision Linda McPheeDesign/Production Raymond LéveilléTranslation/Traduction Marcel Racette

8 PSYNOPSIS SUMMER/ÉTÉ 2009

First, there are considerablestatistics on the number of appli-cants being far greater than thenumber of positions available. Inthe 2005 match, across the USand Canada there were 3,825 ap-plicants for 3,051 positions.However, the statistics for Canadaare much more even with 130 ap-plicants for 129 positions. Inother words, in the US there were773 fewer positions than appli-cants while in Canada there wasonly 1 fewer.

While we have lost some in-ternship programmes in Canada inrecent years, we continue to havenew programmes develop in otherareas of the country. As well,there are some areas of the coun-try, such as Toronto and the sur-rounding area, where there areconsiderably fewer positionsavailable than there are studentsgraduating from the local univer-sities. However, if interns arewilling and able to travel to amatch, the odds are much, muchbetter for Canadians to bematched in Canada than forAmericans to be matched in theUS.

Another issue is that internsfeel they “must” travel to sites tobe competitive at them. MostCanadian programmes follow theguidelines put forth by the Cana-dian Council of Professional Psy-chology Programs (CCPPP) thatstate “An in-person interviewshould not be required.” In theUS, many intern applicants areable to apply for numerous siteswithin their city. For example, theAPPIC directory lists 45 intern-ships in metro Chicago. There are39 listed in the Los Angeles areaand 61 in New York City. TheAPPIC directory only lists 27 forour country. The model of intern-ship applications in these areas,where it would look badly if theintern decided not come across

town to an interview, cannot beapplied to Canada. The internshipdirectors know this. They knowit is more difficult and very ex-pensive to travel across Canada tovisit sites. They also know thatJanuary is not the optimal time totravel in Canada.

This is not meant to imply thatvisiting a programme is not avaluable experience. It is gener-ally agreed by many candidatesthat it is very valuable to visit thesites to see what they are “reallylike”. However, Canadian intern-ship directors generally do not re-quire it. They realize that it wasbecoming an increasing problem(and major expense) for interns tobe traveling across the countryfrom day to day to go to inter-views. It is sometimes not feasi-ble given the geography of ourcountry. That was the reason fordeveloping the guideline forCanadian internship programmesto try and follow wherever possi-ble. They realize that Canada isnot Chicago – the rules that applythere from many US-based pro-grammes cannot apply here. Yet,the number of telephone inter-views, certainly at our site, has de-clined over the last 15 years.

Internship directors havebegun to look at video-conferenc-ing as option for interviews.While an interesting idea, thereare still some technical and costissues that need to be worked outbefore it can become a regular op-tion. However, while we hearfrom some students they wouldtake advantage of such an option,others have indicated that theiranxiety would still likely pushthem to visit - “just in case” – ifgiven the choice between visitingand video-conferencing.

Another aspect of Canada notbeing the same as Chicago is alsoimportant to recognize. Sincethere are not many internships

close to intern applicants, there isa greater likelihood that internswill be forced to move for intern-ships. It is difficult for interns tostay in the same geographic areaas they lived in for their doctoralprogramme. One of the main rea-sons for many applicants not re-ceiving an internship is becausethey can’t move for personal rea-sons and limit the places andnumbers of applications they sub-mit.

This is not to state that Cana-dian interns must make the samenumber of applications as Ameri-can applicants must make. Forexample, in 2005, the numberswould suggest that in the US in-terns submitted rankings for 7.4applications that year, likely re-flecting applications for 11-12programmes. In Canada, thenumber was rankings of 6.2 appli-cations, likely reflecting 9-10 ap-plications per year. In other

words, the number of applicationsfor someone applying withinCanada is a bit lower than whatyou would expect to make if youwere applying in the US. Whilethe average number of applica-tions appear to be going up in theUS, the same appears not to be thecase in Canada.

Another issue that often arisesin the intern listserv is the issue ofpost doctoral fellowships (postdocs). In many places in the US,they are assuming that you willlikely want to stick around for apost doc for one or two years, ifyou are a good fit with the pro-gramme at the internship level. InCanada, the rules on post doctoralsupervised hours are different be-cause those paying the salaryoften see someone in post doc-toral supervision as an entry levelpsychologist. In other words, inCanada the psychologist is oftenexpected not to be registered be-

fore they start his or her first jobas supervision is received “on thejob”. Therefore, you may want tothink about the setting and geo-graphic location in terms of longterm work opportunities and notin terms of post docs that areavailable. Differences in licen-sure requirements are one of themain reasons that post docs aremuch less available in Canada,particularly clinically-orientedpost docs.

The internship application pro-cedure is anxiety provoking. It isoften something that applicantsbelieve they have little controlover. However, those applyingfor internships should ask them-selves if what they are hearing isan American or Canadian issue.This may assist the applicant tokeep their anxiety to a more rea-sonable level.

N E W S / N O U V E L L E S

few years ago, I wrote an article for “Psynopsis”entitled “Canada is not Chicago”. The article recog-nized that the considerable information on the

internship match comes from American sources. The aim ofthe article at the time was “to point out some of the largerissues that Canadian intern applicants should be aware ofthat separates our system from the US system.” Since thesame issues and concerns still apply, it is a good opportuni-ty to restate some of these issues.

A

Canada is still not ChicagoIAN R. NICHOLSON, Ph.D., Director of Clinical TrainingLondon Clinical Psychology Residency Consortium

Jon Mills, Psy.D., Ph.D., ABPP, past-chair of the Sectionon Psychoanalytic and Psychodynamic Psychology of theCanadian Psychological Association, was awarded an$8000 grant for his next book from the Canadian Federa-tion for the Humanities and Social Sciences, through theAid to Scholarly Publications Program, funded by the So-cial Sciences and Humanities Research Council of Canada.This grant is for his 11th book, Origins: On the Genesisof Psychic Reality, and will be published by McGill-Queens University Press.  It is the first systematic psycho-analytic metaphysics in the history of ideas.   

PSYNOPSIS SUMMER/ÉTÉ 2009 9

71st Annual Convention • 71e Congrès annuel

Canadian Psychological Association Société canadienne de psychologie

JUNE 3-5 JUIN 2010 Delta Winnipeg – Winnipeg Convention Centre

Come to Venez àWinnipeg

WINNIPEG

CPA is proud to host its 71st Annual Convention in Winnipeg. Known for its rich history,Winnipeg is also a thriving cultural centre and is well known for its natural attractions.

10 PSYNOPSIS SUMMER/ÉTÉ 2009

The annual convention is CPA’s most important andlargest event. Kathy Lachapelle-Petrin, the CPA conven-tion manager, takes us behind the scene and talks aboutwhat is required to create this event.

PG: What are your responsibilities vis-à-vis the conven-tion?

KLP: I am the Convention Manager, responsible for con-vention planning — dealing with submissions, scheduling,registration, social activities, and a myriad of other largeand small tasks. This role requires me to be flexible, pa-tient, focused and calm with all players involved.

PG: How did you get your position, and what do you enjoymost about it?

KLP: I started small. CPA co-hosted the International Con-gress of Psychology in Montreal in 1996 and I was respon-sible for several components. Shortly thereafter, in the fallof 1996, I was offered and accepted the position of con-vention manager. My greatest joy comes from interactionswith conference attendants and making the event personal.

PG: What is your worst fear prior to a convention?

KLP: To have forgotten any of the things I have promisedto do or should have done when they ought to have beendone.

PG: When do you start planning for a convention?

KLP: Planning for a convention starts about 5 years into

the future with the signing of a venue-contract, and this istruly scary. So many things need to be considered. If theconvention returns to a location we were at in the past, youknow that it works; however, if the location is new, it’s awhole other ballgame and triggers worries about whetherthe venue is big enough, conveniently located, easilyreachable by air or train, whether hotel rooms are availableand affordable, whether there are nearby sightseeing at-tractions for family members, etc.. And shortly after eachconvention, we begin preparing for the next one, by up-dating the submission data-base, the call for submissions,by informing section chairs of deadlines about section pro-grams, etc..

PG: Our convention is the reunion that brings CPA familytogether from all parts of the country, and like other familyreunions, everybody arrives with lots of expectations.What do you think the average attendant expects from theconvention?

KLP: I believe everybody expects to learn something newand to network. First time presenters are excited and nerv-ous all at the same time and they just need the reassurancethat someone is there to help them out when needed.

PG: You and your team clearly share part of the responsi-bility for meeting the expectations of convention atten-dants? Equally clearly, however, it is not possible to meetspecial requests that were not communicated or that werecommunicated too late and the responsibility for this kindof communication lies with convention attendants. Whatmessage do you have for convention attendants who havespecial requests?

KLP: The message is simple: We try our best to accommo-date special requests, but don’t leave things to chance;

don’t assume we can read your mind. If you have a specialrequest, contact us well ahead of the convention and if wecan pull it off we will! And please inform yourself aboutthe convention by reading Psynopsis, CPA news and thewebsite.

PG: How do you rate the 2009 convention? Are you happywith the way it turned out?

KLP: I rate this year’s convention a success; I am pleasedwith the way things turned out, especially with the fact thatmost people were happy with the convention as a whole,with the fact that we had a large number of wonderful pre-sentations, a great venue, a beautiful city and of courseenjoy each other's company.

PG: I noticed a number of new features at this year’s con-vention, especially the much wider use of LCD screens inthe hallways which help me find sessions and rooms. Whatother aspects were new at this year’s convention?

KLP: For the first time this year, we used USB sticks in-stead of printed abstract books; we also used a new styleof badges and colorful bags which we hope will bring theCPA message to super-markets across Canada. We are al-ways looking for improvements. If you have any sugges-tions, please write to me at conventionmanager@cpa.ca.

PG: How do you feel about receiving praise for this year’sconvention, and do you have a preferred way of receivingthis praise?

KLP: I think that it would be wonderful to hear any kindof feedback that helps us improve and continue to serve inthe manner to which CPA members are accustomed!

Behind the Scenes at the Convention

C O N V E N T I O N / C O N G R È S

PETER GRAF, Ph.D., 2009 Convention Committee Chair

Dr. Nicole Aubé presents Dr. Terry Pezzot-Pearce with CPA DistinguishedPractitioner Award.

Dr. Martin M. Antony with Keynote Speaker Dr. David H. Barlow.

Dr. Jennifer Frain presents Dr. Adam Radomsky with CPA Distinguished Contributions to Public or Community Service.

Dr. Martin M. Antony presents Dr. Robert Hare with CPA DistinguishedContributions to the International Advancement of Psychology.

PSYNOPSIS SUMMER/ÉTÉ 2009 11

C O N V E N T I O N / C O N G R È S

Ms. Kelly B. Smith presents Dr. Meredith Kimball with CPAAward for Distinguished Contributions to Education and

Training in Psychology.

Dr. Keith Dobson presents Dr. Robert Pihl with CPA GoldMedal for Distinguished Lifetime Contributions to Canadian

Psychology.

Dre Catherine M. Lee présentant le Prix Donald O. Hebb pourcontributions remarquables à la psychologie en tant

que science au Dr Charles Morin.

Dr. Catherine M. Lee with the President's New Researcher Award Recipients, Drs. Simon Sherry, Brett Thombs and Andrew Ryder.

CPA ProfessionalAward recipient Dr. Ian Manion andCPA President Dr. Catherine M. Lee.

CPA Past Presidents - Quelquesanciens présidents de la SCP :

Drs. Michel Sabourin, Luc Granger,Keith Dobson, John Arnett, Pat

O'Neill, John Conway, CatherineLee, Cannie Stark, Jean Pettifor and

Thomas Hadjistavropoulos.

12 PSYNOPSIS SUMMER/ÉTÉ 2009

C P A A F F A I R SCALL FOR NOMINATIONS FOR ELECTION

TO THE STATUS OF FELLOW OF THECANADIAN PSYCHOLOGICAL

ASSOCIATION 2010

The Committee on Fellows invites you to recognize the distinguished contributions of yourcolleagues by nominating them for consideration by the Committee. Nominees must be Membersin good standing of the Association. Should the nominee not be selected as a Fellow the year sub-mitted, he or she will automatically be reconsidered in each of the next two years.

Any Member, except current members of the CPA Board of Directors, can be nominated forFellow status. Members may not nominate themselves and current CPA Board members may notnominate. As noted in the By-Laws, there are three ways to achieve Fellow status: (1) distin-guished contributions to the advancement of the science of psychology; (2) distinguished contri-butions to the advancement of the profession of psychology; and (3) exceptional service to nationalor provincial associations of psychologists.

Nominations must be made as follows:

• Nominations must include a current curriculum vitae for the nominee and at least three en-dorsing letters written in the last calendar year by current Fellows or Members. Preferably,the nominators should be drawn from three different institutions, with no more than one comingfrom the nominee’s home institution.

• The letters of nomination should be specific about the ways in which the nominee’s researchor practice has contributed to the advancement of the science or profession of psychology or asto ways the person’s service to national or provincial associations of psychologists have beenexceptional. In the case of nominations based upon accomplishments other than published the-ory or research, the specific innovative contributions and their impact on psychology shouldbe described.

• The letters of nomination should point out evidence of the quality of journals in which the nom-inee has published, awards received, etc. In the case of nominations based upon exceptionalservice to national or provincial associations of psychologists, the letters of nomination shouldpoint the nature of the associations (e.g., nature of the associations, number of members, serv-ices they provide).

• Normally, the nominee should have completed his or her post-secondary training 10 years priorto being nominated for Fellow status. Someone with less than 10 years experience followinggraduation, but more than 5 years of experience, could be elected Fellow if his or her contribu-tions or services have been found by the Committee to be truly exceptional.

Nominations must be submitted preferably by email (in PDF format) by NOVEMBER 30, andmust be accompanied by the nominee’s curriculum vitae/resume, together with supporting state-ments by at least three nominators, to:

admindirector@cpa.caDr. Catherine M. Lee

Chair, CPA Committee on Fellows and AwardsCanadian Psychological Association

141, Laurier Ave. West, Suite 702, Ottawa, Ontario K1P 5J3

The list of CPA Fellows is available on the CPA Web Site athttp://www.cpa.ca/aboutcpa/cpaawards/cpafellows/

PRESENT BOARD REPRESENTATION

So that you may be aware of the present balance of the Board, its current voting membershipis as follows:

President:Martin M. Antony, Ryerson University, Toronto, ON, ClinicalPast President: Catherine M. Lee, University of Ottawa, ON, ClinicalPresident-elect:Peter Graf, University of British Columbia, Vancouver, BC, Brain, Behaviour and Cognition

Directors retiring 2010Scientist-Practitioner – Peter Bieling, McMaster University & St. Joseph Hospital, Hamilton,

ON, ClinicalAt-large – Juanita Mureika, N.B. Department of Education, School Psychology, Fredericton, NB At-large – Aimée Surprenant, Memorial University, St. John's, NL, NSERC ScientistDirector representing the Canadian Psychological Association’s Section on Students –Kelly Smith, Doctoral Student, Queen’s University, Kingston, ON

Directors retiring 2011Scientist – David Dozois, University of Western Ontario, London, ON, ClinicalPractitioner – Lorne Sexton, University of Manitoba, Winnipeg, MB, Health Psychology

Directors retiring 2012At-large – Jean-Paul Boudreau, Ryerson University, Toronto, ON, DevelopmentalDirector representing the Council of Canadian Departments of Psychology (CCDP) –Suzanne MacDonald, York University, Toronto, ON, Clinical

*BY-LAW IX - NOMINATIONS - IS AVAILABLE ON CPA WEB SITE:http://www.cpa.ca/aboutcpa/by-laws/

CALL FOR NOMINATIONS FOR PRESIDENT-ELECT AND FOUR DIRECTORS

ON THE CPA BOARD OF DIRECTORS FOR 2010

Nominations are required for President-elect and four Directors who willassume office at the 2010 Annual General Meeting. Three Director-at-largepositions are to be nominated by all members as defined in By-Law IX (1) B*.One position is reserved for an experimental psychologist who is conductingbasic research. In addition, one seat is reserved for a Masters level psychol-ogist, as provided in By-Law IX (1) B (ii).

One Director for Designated Scientist-Practitioner is to be nominatedthrough Sections as defined in By-Laws IX.A.

The President-elect is nominated by all members as defined in By-LawIX.3. Please note that nominations for at-large Directors and President-electrequire the support of five Members/Fellows as defined in By-Law IX.3(i).

INSTRUCTIONS FOR NOMINATIONS FOR PRESIDENT-ELECTAND THREE DIRECTORS-AT-LARGE

Members and Fellows of the Canadian Psychological Association are in-vited to nominate for the President-elect and three Director-at-large positionson the Board of Directors. One position is reserved for an experimental psy-chologist who is conducting basic research. However as prescribed in By-Law IX (1) B (ii)* the Board of Directors has reserved one seat for aMasters level Psychologist.

Each nomination must include a curriculum vitae for the candidate, includ-ing educational background, present and former positions, and research and/orprofessional activities. It must be accompanied by a letter from the nom-inator and four letters of support that states the position for which the can-didate is being nominated, expresses support for the candidate, and contains astatement to the effect that the nominator has ascertained the candidate’s will-ingness to stand for nomination.

The names and supporting materials of nominees must be received by No-vember 9, 2009 at CPA Head Office and should be sent preferably by emailto:

admindirector@cpa.caDr. Catherine M. Lee

Chair, Nominating Committee Canadian Psychological Association

141, Laurier Ave. West, Suite 702Ottawa, Ontario K1P 5J3

INSTRUCTIONS FOR ONE SECTION-NOMINATED DESIGNATED DIRECTOR SCIENTIST-PRACTITIONER POSITIONDesignated Directors who are nominated by the Sections represent the three

categories of Scientist, Scientist-Practitioner and Practitioner. For the 2010elections, nominations are required for one Scientist-Practitioner seat.

As presented in By-Law IX, any CPA Member or Fellow who is a memberof a section(s) may submit a nomination(s) to any section(s) of which they area member. The sections shall establish their own procedures for the consider-ation of nominations received from their members for designated board seats.

All sections are invited to submit nominations for the section-nominateddesignated position of Scientist-Practitioner.

Scientist-Practitioners can be defined as one of the following: (a) A Sci-entist whose primary activities are in research and teaching and who focusesmainly on the application of psychological principles to specific applied prob-lems. The main concern of this scientist is to produce research findings thatare readily applicable to real world problems. This person differs from the tra-ditional Scientist in the direct concern for the applicability of research findingsto contemporary, real world problems.

OR(b) A Practitioner who uses research methodology in solving real world

problems. This type of Practitioner is not simply concerned with solving theparticular problem at hand, but attempts to conduct research which will be use-ful to others in the field who have similar problems. This person differs fromthe traditional Practitioner in the use of research methodology in her or hiswork and in the concern for generalizability of findings produced through theresearch performed to solve specific problems to other situations.

The submission of each nomination will include the written consent of thenominee, the curriculum vitae of the nominee, and a supporting letter from thenominator.

The name(s) of section nominee(s) for the designated Director Scientist-Practitioner position must be received at CPA Head Office by November 9,2009 and should be sent preferably by email to:

admindirector@cpa.caMs. Juanita Mureika

Chair, CPA Committee on SectionsCanadian Psychological Association

141 Laurier Ave. West, Suite 702Ottawa, Ontario K1P 5J3

PSYNOPSIS SUMMER/ÉTÉ 2009 13

A F F A I R E S D E L A S C PAPPEL DE PRÉSENTATION DE MISE EN

CANDIDATURE POUR LE TITRE DEFELLOW DE LA SOCIÉTÉ

CANADIENNE DE PSYCHOLOGIE

Le Comité des fellows vous invite à souligner la contribution de vos collègues en lui pré-sentant leur candidature. Les candidats doivent être membres en règle de la Société.

Si le ou la candidate n’est pas élu(e) l’année de mise en candidature, il ou elle sera éligiblepour les deux années suivantes.

Tous les membres, sauf les membres actuels du Conseil d’administration de la SCP, peu-vent être mis en candidature au titre de fellow. Les membres ne peuvent pas se mettre eux-mêmes en candidature et les membres du Conseil d’administration actuels ne peuvent pasproposer de candidature. Comme il est indiqué dans le règlement, il y a trois façons d’obtenirle statut de fellow : 1) une contribution éclatante au développement scientifique de la psy-chologie; 2) une contribution éclatante au développement professionnel de la psychologie;et 3) un service exceptionnel aux associations nationales ou provinciales de psychologues.

Les mises en candidature doivent être faites de la façon suivante :

• Les mises en candidature doivent inclure le curriculum vitae à jour de la personne en no-mination et au moins trois lettres d’appui rédigées au cours de la dernière année civilepar des fellows ou des membres actuels. Préférablement, les personnes qui font les misesen candidature devraient provenir de trois organismes différents, un seul au plus venantdu même organisme que celui de la personne mise en candidature.

• Les lettres de mise en candidature doivent être précises quant aux façons dont la rechercheou la pratique de la personne en nomination a contribué au développement scientifiqueou professionnel de la psychologie ou aux façons dont le service de la personne à son as-sociation nationale ou provinciale de psychologues a été exceptionnel. Dans le cas demises en candidature fondées sur des réalisations autres que de la théorie ou de la recherchepubliée, les contributions novatrices précises et leur incidence sur la psychologie devraientêtre décrites.

• Les lettres de mise en candidature devraient mettre en valeur la qualité des revues où lapersonne en nomination a publié, les prix qu’elle a reçus, etc. Dans le cas d’une mise encandidature fondée sur un service exceptionnel à son association nationale ou provincialede psychologues, les lettres de mise en candidature devraient souligner la nature des as-sociations (p. ex. la nature des associations, le nombre de membres, les services fournis,etc.).

• Normalement, la personne mise en candidature devrait avoir terminé sa formation post-secondaire dix ans avant sa mise en candidature au titre de fellow. Une personne possédantmoins de dix ans d’expérience après avoir obtenu son diplôme, mais plus de cinq annéesd’expériences, pourrait être élu fellow si sa contribution ou son service a été trouvé vrai-ment exceptionnel par le Comité.

Les mises en candidature doivent parvenir préférablement par courriel (en format PDF) auplus tard LE 30 NOVEMBRE et doivent être accompagnées du curriculum vitae du candidatou de la candidate et au moins trois lettres d’appui à l’adresse suivante:

admindirector@cpa.caDre Catherine M. Lee

Président du Comité des fellows et des prixSociété canadienne de psychologie

141 avenue Laurier ouest, bureau 702, Ottawa, Ontario K1P 5J3

Veuillez consulter la liste des fellows actuels sur notre site web http://www.cpa.ca/aproposdelascp/prixdelascp/fellowsdelascp/

APPEL DE MISES EN CANDIDATURE AU CONSEIL D’ADMINISTRATION DE LA SCP POUR

LES POSTES DE PRÉSIDENT DÉSIGNÉ ET DEQUATRE POSTES DE DIRECTEURS POUR 2010

Des mises en candidature sont requises pour les postes de président désigné etde quatre directeurs qui assumeront leurs fonctions lors de l’assemblée généraleannuelle de 2010. Trois directeurs non désignés doivent être nommés par tous lesmembres tel que stipulé dans le règlement IX (1) B*. Un poste est réservé à un(e)psychologue engagé dans la recherche fondamentale. De plus, tel que stipulédans le règlement IX (1) B (ii), le conseil d’administration a réservé un siège dedirecteur non désigné à un(e) psychologue détenant une Maîtrise. Un poste dedirecteur désigné scientifique praticien nommé par les sections est aussi requiscomme le stipule le règlement IX.A.

Conformément au règlement IX.3, le président désigné et les directeurs nondésignés sont nommés par tous les membres et les mises en candidature doiventêtre appuyées par cinq membres ou fellows.

DIRECTIVES POUR LES MISES EN CANDIDATURE POURLES  POSTES DE PRÉSIDENT DÉSIGNÉ ET DE

TROIS DIRECTEURS NON DÉSIGNÉS

Les membres et fellows de la Société canadienne de psychologie sont invitésà faire des mises en candidature pour les postes de président désigné et de troisdirecteurs non désignés dont un poste est réservé à un(e) psychologue engagédans la recherche fondamentale. De plus, tel que stipulé dans le règlement IX(1) B (ii)*, le conseil d’administration a réservé un siège de directeur non dé-signé à un(e) psychologue détenant une Maîtrise.

Chaque candidature devra être accompagnée du curriculum vitae du candidatet devra inclure ses antécédents en matière de formation, le(s) poste(s) qu’il occupeprésentement et qu’il occupait auparavant ainsi qu’un résumé de ses activités pro-fessionnelles ou dans le domaine de la recherche. La mise en candidature devraêtre également accompagnée d’une lettre du présentateur et quatre lettresd’appui mentionnant le poste pour lequel ce candidat est nommé et, finalement,la mise en candidature devra renfermer une déclaration à l’effet que la personnenommée accepte de se porter candidate à l’élection.

Assurez-vous de faire parvenir vos mises en candidature pour les postes deprésident désigné et de directeurs non désignés accompagnées des pièces néces-saires pour appuyer ces candidatures au plus tard le 9 novembre 2009, préféra-blement par courriel, à l’adresse suivante:

admindirector@cpa.caDre Catherine M. Lee

Présidente du Comité des mises en candidature Société canadienne de psychologie

141 avenue Laurier ouest, bureau 702Ottawa, Ontario K1P 5J3

DIRECTIVES POUR LES MISES EN CANDIDATURE POUR LE POSTE DE DIRECTEUR DÉSIGNÉ SCIENTIFIQUE

PRATICIEN NOMMÉ PAR LES SECTIONS

Les directeurs désignés nommés par les sections représentent les trois catégo-ries de membres de la SCP : scientifique, scientifique praticien et praticien. Pourles élections de 2010, des candidatures pour un poste de scientifique-praticien sontrequises.

Tel que stipulé dans le règlement IX, tout membre ou fellow de la SCP qui estégalement membre d’une ou de plusieurs sections peut présenter une mise en can-didature à la section (ou sections) dont il est membre. Les sections ont la respon-sabilité de déterminer leurs propres procédures pour examiner les mises encandidature qu’elles auront reçues de leurs membres pour les postes désignés duconseil.

Toutes les Sections sont invitées à faire des mises en candidature pour les postesvacants de scientifique-praticien.

Les scientifiques-praticiens peuvent être définis comme étant soit, a) un scien-tifique dont les activités principales se situent dans le domaine de la recherche etde l’enseignement et qui se concentre sur l’application des principes psycholo-giques à des problèmes appliqués spécifiques. Ses principales activités profes-sionnelles sont de faire des découvertes dans le domaine de la recherche pouvantfacilement s’appliquer aux problèmes du monde réel. Cette personne se distinguedu scientifique traditionnel par sa préoccupation directe pour l’aspect applicabledes découvertes découlant de sa recherche aux problèmes contemporains dumonde réel.

OUb) un praticien qui utilise une méthodologie de recherche afin de résoudre les

problèmes du monde réel. Ce genre de praticien ne se contente pas de résoudreun problème particulier mais il s’occupe de faire de la recherche qui sera utile àd’autres professionnels dans le même domaine et ayant des problèmes semblables.Cette personne se distingue du praticien traditionnel dans le sens qu’il utilise laméthodologie de la recherche dans son travail et dans son souci de généraliser lesdécouvertes émanant de la recherche afin de résoudre des problèmes spécifiqueset de les appliquer à d’autres situations.

La présentation de chaque candidature comprendra le consentement du candi-dat ainsi que son curriculum vitae et une lettre du présentateur du candidat.

Chacune des sections doit faire parvenir le nom de leurs candidats aux postesde directeur désigné scientifique et praticien au responsable du Comité sur les sec-tions avant le 9 novembre 2010 préférablement par courriel à l’adresse suivante :

admindirector@cpa.caMme Juanita Mureika

Présidente du Comité sur les Sections Société canadienne de psychologie

141, avenue Laurier ouest, bureau 702Ottawa, Ontario K1P 5H3

COMPOSITION ACTUELLE DU CONSEIL D’ADMINISTRATIONPrésident Martin M. Antony, Ryerson University, Toronto, ON, psychologie clinique Présidente sortante Catherine M. Lee, Université d’Ottawa, Ottawa, ON, psychologie cliniquePrésident désignéPeter Graf, University of British Columbia, Vancouver, CB, cerveau, comportement et

cognition

Directeurs dont le mandat se termine en 2010Scientifique-praticien - Peter Bieling, McMaster University et St. Joseph Hospital, Ha-

milton, ON, psychologie clinique Non désigné – Juanita Mureika, Département de l’éducation du N.B., Frédéricton, NB,

psychologie scolaireNon désigné – Aimée Suprenant, Memorial University, St. John's, NL, scientifique

CRSNGDirectrice représentante la Section des étudiants en psychologie de la SCP

– Kelly Smith, étudiant au doctorat, Queen's University, Kingston, ON

Directeurs dont le mandat se termine en 2011Scientifique – David Dozois, University of Western Ontario, London, ON, psychologie

cliniquePraticien – Lorne Sexton, University of Manitoba, Winnipeg, MB, psychologie de la

santé

Directeurs dont le mandat se termine en 2012Non désigné - Jean-Paul Boudreau, Ryerson University, Toronto, ON, psychologie du dé-

veloppementDirectrice représentant le Conseil canadien des départements de psychologie

(CCDP) – Suzanne MacDonald, York University, Toronto, ON, psychologie clinique

Veuillez consulter notre site web pour prendre connaissance du règlement IX - Mise encandidature au http://www.cpa.ca/aproposdelascp/reglementsgeneraux/

14 PSYNOPSIS SUMMER/ÉTÉ 2009

CALL FOR NOMINATIONS FOR 2010 CPA AWARDSCPA GOLD MEDAL AWARD FOR DISTINGUISHED

LIFETIME CONTRIBUTIONS TO CANADIAN PSYCHOLOGY

This award is presented to CPA Members or Fellows whohave given exceptional and enduring lifetime contributions toCanadian psychology during their career.

Eligibility for this award is limited to CPA Members or Fel-lows who are 65 years of age or older. The members of theCommittee on Fellows and Awards and the members of theBoard of Directors of CPA are ineligible.

CPA DONALD O. HEBB AWARD FOR DISTINGUISHED CONTRIBUTIONS TO

PSYCHOLOGY AS A SCIENCE

This award is presented to CPA Members or Fellows whohave made a significant contribution to Canadian psychologyas a scientific discipline. The recipient of this award should bea CPA Member of Fellow who meets at least one of the follow-ing criteria:1. Whose research has enhanced the knowledge base of psy-

chology;2. Whose influence has been exerted through leadership as a

teacher, as a theorist, as a spokesperson for the discipline,and/or as a developer of public policy regarding the scienceof psychology; or

3. Whose work has substantially influenced the developmentof psychology.In whatever form the individual’s contributions are regarded

as distinguished, the impact of the work shall have been onCanadian psychology as a science.

Members of the Committee on Fellows and Awards andmembers of the CPA Board of Directors are ineligible.

CPA EDUCATION AND TRAINING AWARD FOR DISTINGUISHED CONTRIBUTIONS TO EDUCATION

AND TRAINING IN PSYCHOLOGY IN CANADA

This award is presented to CPA Members or Fellows whohave made a significant contribution to education and trainingin psychology in Canada. The recipient of this award shouldbe a CPA Member or Fellow who meets at least one of the fol-lowing criteria:1. Whose influence on education and training has been exer-

cised through excellence and/or leadership as a teacher;2. Whose work as a teacher, researcher, supervisor and/or ad-

ministrator has influenced the methods and settings utilizedin education and training, in ways of significant benefit tothat endeavour;

3. Whose scholarship in education and/or training has enhancedthe knowledge base in these areas; or

4. Whose work has had the effect of bringing about changes ineducation and/or training practices.In whatever form the individual’s contributions are regarded

as distinguished, the impact of the work shall have been on ed-ucation and training in psychology in Canada.

Members of the Committee on Fellows and Awards andmembers of the CPA Board of Directors are ineligible.

CPA PROFESSIONAL AWARD FOR DISTINGUISHED CONTRIBUTIONS TO

PSYCHOLOGY AS A PROFESSION

This award is presented to CPA Members or Fellows whohave made a significant contribution to Canadian psychologyas a profession. The recipient of this award should be a CPAMember or Fellow who meets at least one of the following cri-teria:1. Whose work has influenced the method, settings, and/or per-

sons involved in applied practice, in ways of significant ben-efit to the profession and its clients;

2. Whose empirical research has enhanced the knowledge baseof professional psychology;

3. Whose influence has been exerted through leadership as ateacher, as a clinician, as a theorist, and/or as a spokespersonin public and/or professional arenas; or

4. Whose work has had the effect of bringing about changes inpractice or training performed by others, or redirection ofefforts in applied work.In whatever form the individual’s contributions are regarded

as distinguished, the impact of the work shall have been onCanadian psychology as a profession.

Members of the Committee on Fellows and Awards andmembers of the CPA Board of Directors are ineligible.

CPA AWARD FOR DISTINGUISHED CONTRIBUTIONS TO THE INTERNATIONAL

ADVANCEMENT OF PSYCHOLOGY

This award is presented to CPA Members or Fellows whohave made significant contributions to the international ad-vancement of psychology. The recipient of this award shouldbe a CPA Member or Fellow who has made distinguished and

enduring contributions to international cooperation and ad-vancement of knowledge in psychology. In whatever form theindividual’s contributions are regarded as distinguished, the im-pact of the work shall have been on the international advance-ment of psychology.

The members of the Committee on Fellows and Awards andthe members of the CPA Board of Directors are ineligible.

CPA AWARD FOR DISTINGUISHED CONTRIBUTIONS TO PUBLIC OR COMMUNITY SERVICE

This award is presented to CPA Members or Fellows whohave made outstanding contributions in serving the public or acommunity through their knowledge and practical skills. Inwhatever form they are regarded as distinguished, such contri-butions must be directed to and on behalf of the public or a com-munity.

Consideration is given to psychologists whose professionalinvolvement has resulted in a major benefit to the public as wellas those who have made significant contributions to specialpopulations such as those who have disabilities, are disadvan-taged or underprivileged, or are members of a minority group.Psychologists, who are active in legislative, legal, political, or-ganizational and other areas that are directed at providing ben-efits to the public or a community, are also considered.

The members of the Committee on Fellows and Awards andthe members of the CPA Board of Directors are ineligible.

CPA DISTINGUISHED PRACTITIONER AWARD

This award is presented to CPA Members or Fellows whohave made distinguished contributions in the practice of psy-chology. The recipient will have made his or her contributionsas a full-time practitioner in applied psychology (e.g., clinical,counseling, education, industrial/organizational, forensic,health). In whatever form the individual’s contributions are re-garded as distinguished, the impact of the work shall have beenon the application of psychology.

The members of the Committee on Fellows and Awards andthe members of the CPA Board of Directors are ineligible.

CPA AWARD FOR DISTINGUISHED LIFETIME SERVICE TO THE CANADIAN

PSYCHOLOGICAL ASSOCIATION

This award is presented to CPA Members or Fellows whohave given exceptional service to the Association during theircareer. The recipient of this award should be a CPA Memberor Fellow who has made distinguished and enduring lifetimecontributions to the Association.

Eligibility is limited to CPA Members or Fellows who are65 years of age or older. Members of the Committee on Fel-lows and Awards and the members of the Board of directors ofCPA are ineligible.

CPA JOHN C. SERVICE MEMBER OF THE YEAR AWARD

This award is presented to CPA Members or Fellows whohave given exceptional service or made a distinguished contri-bution to the Association during the year.

The members of the Committee on Fellows and Awards andthe members of the Board of Directors of CPA are ineligible.

CPA HUMANITARIAN AWARD

This award is presented to outstanding individuals or organ-izations (psychological or non psychological) whose commit-ment and persistent endeavors have significantly enhanced thepsychological health and well being of the people of Canada,at the local, provincial or national level. The recipient of theaward should meet the following criteria:1. The individual must hold Canadian citizenship or resident

status at the time of the award;2. The organization must be registered as an organization in

Canada at the time of the award;3. The contribution must be shown to have made a significant

and demonstrable impact on the psychological health andwell-being of the Canadian community; and

4. The goal of the contribution must be to enhance the psycho-logical health and well being of the Canadian communityand not for self-advancement.Members of the Committee on Fellows and Awards and

members of the CPA Board of Directors are ineligible for nom-ination.

The Humanitarian Award is made by the Board. CPA Mem-bers and Fellows should send nominations to the Chair of theCommittee on Fellows and Awards.

NOMINATIONS PROCEDURESFOR CPA AWARDS

Nominations for these awards shall consist of a letter ofnomination and a supporting statement by a Member or Fellowof the Association, a curriculum vitae of the nominee, and let-ters of support from three people familiar with the nominee’scontributions. In the case of the Member of the Year Award,the number of letters of support is two rather than three.

Should the nominee not be selected the year submitted, heor she will automatically be reconsidered in each of the nexttwo years.

The members of the Committee on Fellows and Awards andthe members of the CPA Board of Directors are ineligible.

The deadline for receipt of nominations and supportingmaterials is October 15. Nominations should be preferablyemailed (in PDF format) to:

admindirector@cpa.caDr. Catherine M. Lee

Chair of the Committee on Fellows and AwardsCanadian Psychological Association141, Laurier Avenue West, Suite 702

Ottawa, Ontario K1P 5J3

The list of previous CPA Award recipients is available onthe CPA Web Site at

http://www.cpa.ca/aboutcpa/cpaawards/

CALL FOR PAPERS FOR THE 2010CPA PRESIDENT’S NEWRESEARCHER AWARDS

These awards recognize the exceptional quality of the con-tribution of new researchers to psychological knowledge inCanada. Selection of award recipients is based on the exami-nation of both the applicant’s record of early career achievementand the merits of an article submitted for review. A maximumof three awards are conferred annually in diverse areas of psy-chology.

Eligible papers must meet the following criteria:1. Be first-authored by an individual who is a CPA member

with five years or less post-graduate training experience(e.g., post-Masters, post-Ph.D.);a) The award is for people who have graduated and are no

longer enrolled as a student in a graduate program.Therefore a student who has graduated from a Mastersprogram but is still in a doctorate program is not eligiblefor the award.

b) Students enrolled in post-doctorate programs must beCPA members to be considered for the award (not stu-dent members).

2. Currently be in-press or been established during the past 2years.The winners will receive a certificate and a $500 cash award

that will be presented during the CPA Convention. The winnerwill also receive a year’s free membership and a free registra-tion to attend the following CPA convention and participate ina symposium.

A review committee consisting of the President, the imme-diate Past President, the President-elect, and the Chair of theScientific Affairs Committee will judge papers.

Submissions must be sent by October 15 and must includea copy of the paper and the author’s curriculum vitae (in PDFFormat). Submissions are directed preferably by email to:

admindirector@cpa.ca

CPA President’s New Researcher AwardsCanadian Psychological Association141, Laurier Avenue West, Suite 702

Ottawa, Ontario, K1P 5J3

C P A A F F A I R S

CAREER ADSIN PSYCHOLOGY

www.cpa.ca/careers

PSYNOPSIS SUMMER/ÉTÉ 2009 15

PRÉSENTATION DE MISES EN CANDIDATURE POUR LES PRIX DE LA SCP 2010PRIX DE LA MÉDAILLE D’OR POUR CONTRIBUTIONS REMARQUABLES À LA PSYCHOLOGIE AU COURS DE

L’ENSEMBLE DE LA CARRIÈRE

Ce prix sera accordé à des personnes qui ont apporté des contri-butions éminentes et durables à la psychologie canadienne tout aulong de sa vie.

L’admissibilité est limitée aux membres ou aux fellows en règleâgés de 65 ans et plus. Les membres du Comité des fellows et desprix, ainsi que les membres du Conseil d’administration de la SCPne sont pas admissibles.

PRIX DONALD O. HEBB POUR CONTRIBUTIONS REMARQUABLES À LA PSYCHOLOGIE EN

TANT QUE SCIENCE

Ce prix est décerné à des membres ou fellows de la SCP qui ontapporté d’importantes contributions à la psychologie, au Canada,en tant que science. Le récipiendaire de ce prix répondra à au moinsl’un des critères suivants :1. avoir effectué des recherches qui ont permis d’élargir la base de

connaissances de la psychologie;2. avoir exercé une influence en jouant un rôle de chef de file en

tant que professeur, théoricien, conférencier ou concepteur depolitiques publiques relatives à la psychologie comme science;

3. avoir réalisé des travaux qui ont influé de façon significative surle développement de la psychologie.Quelle que soit la forme de la contribution considérée comme

émérite, le travail de la personne doit se répercuter sur la psycholo-gie en tant que science.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

PRIX DE L’ÉDUCATION ET DE LA FORMATION POUR CONTRIBUTIONS REMARQUABLES À L’ÉDUCATION ET LA FORMATION EN PSYCHOLOGIE AU CANADA

Ce prix est décerné à des membres ou fellows de la SCP qui ontapporté d’importantes contributions à l’enseignement de la psycho-logie au Canada et à la formation en ce domaine. Le récipiendairede ce prix répondra à au moins l’un des critères suivants :1. avoir exercé une influence sur l’éducation et la formation grâce

à son excellence ou son leadership comme professeur;2. avoir réalisé des travaux, comme professeur, chercheur, surveil-

lant ou administrateur, qui ont une très grande incidence positivesur les méthodes et les cadres utilisés en éducation et en forma-tion;

3. avoir réalisé, comme universitaire, des travaux en éducation ouen formation qui ont permis d’élargir la base de connaissancesdans ces deux domaines;

4. avoir réalisé des travaux qui ont entraîné des changements dansles pratiques utilisées en éducation ou en formation.Quelle que soit la forme de la contribution considérée comme

émérite, le travail de la personne doit se répercuter sur l’éducationet la formation en psychologie, au Canada.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

PRIX PROFESSIONNEL POUR CONTRIBUTIONS REMARQUABLES À LA PSYCHOLOGIE

EN TANT QUE PROFESSION

Ce prix est décerné à des membres ou fellows de la SCP qui ontapporté d’importantes contributions à la psychologie, au Canada,en tant que profession. Le récipiendaire de ce prix répond à aumoins l’un des critères suivants :1. avoir effectué des travaux ayant influé sur les méthodes, les ca-

dres ou les personnes engagées dans la pratique appliquée defaçon que la profession et les clients en tirent des avantages im-portants;

2. avoir réalisé des travaux de recherche empirique ayant permisd’élargir la base de connaissances sur la psychologie en tant queprofession;

3. avoir fait fonction de chef de file en tant que professeur, clinicien,théoricien ou porte-parole auprès du grand public ou sur des tri-bunes professionnelles;

4. avoir réalisé des travaux qui ont entraîné des changements dansla pratique ou les activités de formation exécutées par d’autresou qui ont réorienté les efforts déployés en psychologie appli-quée.Quelle que soit la forme de la contribution considérée comme

émérite, le travail de la personne doit se répercuter sur la psycholo-gie au Canada en tant que profession.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

PRIX POUR CONTRIBUTIONS REMARQUABLES À L’AVANCEMENT INTERNATIONAL

DE LA PSYCHOLOGIE

Ce prix sera accordé à des membres ou fellows de la SCP quiont apporté d’importantes contributions à l’avancement internatio-nal de la psychologie. Le récipiendaire de ce prix devrait être unepersonne qui a apporté des contributions éminentes et durables à lacoopération internationale et à l’avancement des connaissances enpsychologie. Quelle que soit la forme qu’aient pu prendre les contri-butions jugées éminentes, les travaux des candidats devront avoireu une incidence sur l’avancement international de la psychologie.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

PRIX POUR CONTRIBUTIONS REMARQUABLES AU SERVICE PUBLIC OU COMMUNAUTAIRE

Ce prix sera accordé à des membres ou fellows de la SCP quiont apporté d’éminentes contributions en servant le public ou unecollectivité grâce à leurs connaissances et à leurs compétences pra-tiques. Quelle que soit la forme qu’aient pu prendre les contributionsjugées remarquables, celles-ci devront avoir été orientées vers leservice au public ou à la collectivité.

On étudiera les candidatures de psychologues dont l’activité pro-fessionnelle a beaucoup profité au public, ainsi que ceux qui ont faitd’importantes contributions à des groupes spéciaux comme les per-sonnes atteintes d’invalidité, les personnes défavorisées ou désavan-tagées ou encore celles qui sont membres de groupes minoritaires.Seront aussi étudiées les candidatures des psychologues qui sont ac-tifs dans les domaines législatif, juridique, politique, organisationnelet autres qui visent à offrir des avantages au public ou à une com-munauté.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

PRIX POUR CONTRIBUTIONS REMARQUABLES À L’EXERCICE DE LA PSYCHOLOGIE

Ce prix est décerné à des membres ou fellows de la SCP qui ontapporté d’importantes contributions à l’exercice de la psychologie.Le récipiendaire de ce prix se sera démarqué à titre de praticien àplein temps dans le domaine de la psychologie appliquée (par ex.,psychologie clinique, counseling, éducation, psychologie indus-trielle et organisationnelle, psychologie judiciaire, santé). Peu im-porte la forme des contributions proposées que l’on estimera commeremarquables, il faudra reconnaître les répercussions de celles-cisur l’application de la psychologie.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

PRIX POUR CONTRIBUTIONS REMARQUABLES À LA SOCIÉTÉ CANADIENNE DE PSYCHOLOGIE AU

COURS DE L’ENSEMBLE DE LA CARRIÈRE

Ce prix sera accordé à des membres ou fellows de la SCP quiont apporté des contributions éminentes et durables à la Société ca-nadienne de psychologie tout au long de sa vie.

L’admissibilité est limitée aux membres ou aux fellows de laSCP âgés de 65 ans et plus. Les membres du Comité des fellows etdes prix, ainsi que les membres du Conseil d’administration de laSCP ne sont pas admissibles.

PRIX DU MEMBRE DE L’ANNÉE JOHN C. SERVICE

Ce prix sera accordé à des membres ou fellows de la SCP quiont fourni des services exceptionnels ou apporté une contributionéminente à la Société canadienne de psychologie au cours de l’an-née.

Les membres du Comité des fellows et des prix, de même queles membres du Conseil d’administration de la Société canadiennede psychologie ne sont pas admissibles.

PRIX POUR RÉALISATION HUMANITAIRE

Ce prix est décerné à des personnes ou des organismes reliés ounon à la psychologie, dont l’engagement et l’application constanteont permis d’améliorer considérablement la santé psychologique etle bien-être des Canadiens, aux paliers régional, provincial ou na-tional.

Le récipiendaire de ce prix doit répondre aux critères suivants :1. l’individu doit être citoyen canadien ou avoir le statut de résident

au moment de l’attribution du prix;2. l’organisme doit être enregistré en tant que tel au Canada au mo-

ment de l’attribution du prix;3. il faut prouver que la contribution a eu une incidence significative

et démontrable sur la santé psychologique et le bien-être de lacollectivité canadienne;

4. l’objectif de la contribution doit être d’améliorer la santé psycho-logique et le bien-être de la collectivité canadienne et non de fa-voriser l’avancement personnel du candidat.

Les membres du Comité des fellows et des prix, ainsi que lesmembres du Conseil d’administration de la Société canadienne depsychologie ne sont pas admissibles.

Le prix pour réalisation humanitaire est décerné par le Conseild’administration. Les membres ou fellows de la SCP sont invités àsoumettre des candidatures au président du Comité des fellows etdes prix.

MODALITÉS DE MISE EN CANDIDATURE

Les mises en candidature pour ces prix consistent en une lettred’un membre ou d’un fellow de la Société proposant la candidature,accompagnée du curriculum vitae du candidat ainsi que trois lettresde personnes pouvant témoigner des réalisations de ce candidat.Dans le cas du Prix du membre de l’année John C. Service, le nom-bre de lettres sera de deux au lieu de trois.

Si le ou la candidate n’est pas élu (e) l’année de la mise en can-didature, il ou elle sera admissible pour les deux années suivantes.

Les membres du comité des fellows et des prix ainsi que lesmembres du Conseil d’administration ne sont pas admissibles.

La date limite pour la réception des mises en candidature estle 15 octobre. Prière de faire parvenir les mises en candidaturepar courriel (préférablement en format PDF) à :

admindirector@cpa.caDre Catherine M. Lee

Présidente du Comité des fellows et des prixSociété canadienne de psychologie

141, avenue Laurier ouest, Bureau 702Ottawa, Ontario K1P 5J3

Pour la liste des lauréats des prix de la SCP précédents,veuillez consulter notre site web au http://www.cpa.ca/apro-

posdelascp/prixdelascp/.

APPEL DE DISSERTATION POURLE PRIX DU NOUVEAU

CHERCHEUR DÉCERNÉ PAR LEPRÉSIDENT DE LA SCP 2010

Ce prix sera décerné à de nouveaux chercheurs qui ont enrichide façon exceptionnelle les connaissances en psychologie au Ca-nada. La sélection des candidats doit être basée sur leur réalisationà titre de jeune chercheur ainsi que sur la qualité de l’article soumis.Trois prix au plus seront décernés chaque année.

Les dissertations admissibles doivent répondre aux critères sui-vants :1. Avoir pour premier auteur une personne membre de la SCP, pos-

sédant cinq années d’expérience ou moins liée à la formation dedeuxième ou de troisième cycle (suivant la maîtrise ou le doc-torat);a) le prix est pour les personnes diplômées qui ne sont plus ins-

crites comme étudiant dans un programme de troisièmecycle. Cependant, un étudiant titulaire d’une maîtrise maisqui est encore dans un programme de troisième cycle n’estpas admissible.

b) l’étudiant inscrit dans un programme postdoctoral doit néces-sairement être membre à part entière de la SCP (et non mem-bre étudiant) pour être admissible.

2. Être actuellement sous presse ou avoir publié au cours des deuxdernières années.Les lauréats recevront un certificat et un montant de 500 dollars

qui leur seront remis durant le congrès annuel de la SCP. Ils pourrontégalement assister gratuitement au congrès de la SCP de la mêmeannée et participer à un symposium.

Les dissertations seront évaluées par un comité d’examen, com-posé du président, du tout dernier président sortant, du président dé-signé et du président du Comité des affaires scientifiques.

Les documents, comprenant une copie de la dissertation et ducurriculum vitae de l’auteur, doivent être envoyés par courriel d’icile 15 octobre à l’adresse suivante :

admindirector@cpa.caPrix du nouveau chercheur décerné

par le président de la SCPSociété canadienne de psychologie

141, avenue Laurier ouest, bureau 702Ottawa, Ontario K1P 5J3

A F F A I R E S D E L A S C P

16 PSYNOPSIS SUMMER/ÉTÉ 2009

he inaugural CPA Accreditation Panelcelebrated 25 years, its Silver Anniver-sary – indeed a quarter of a century ofCanadian Accreditation - this June at the

CPA Convention in Montreal. We were first as-sembled in Halifax in June 1984. Going west toeast the CPA Accreditation Panel was composedas follows: Ken Craig , Chair (British Columbia),Bob Robinson (Alberta) John Conway(Saskatchewan), Terry Hogan (Manitoba), HenryEdwards and Harvey Brooker (Ontario), Anna-Beth Doyle and Mireille Mathieu (Québec) andJanet Stoppard (New Brunswick). I can tell youwe were very dependent procedurally on APA,and Paul Nelson, the Director of Accreditation,APA, was generously supportive in the most gra-cious and most respectful way. In the first yearwe did not accredit a single programme as wewere busy building processes, forms and an AccreditationManual. And we needed criteria and a training pro-gramme to establish a Site Visitor’s Roster. When we fi-nally started making ‘decisions’ in 1985, we gave a freepass to Canadian programmes that were Accredited byAPA, subject, of course, to a rigorous Canadian reviewof their documentation.  

Now that may convey the impression of cloning, buton the inside looking out, we were fiercely Canadian andready to support the Ontario Psychological Associationretiring from the Accreditation field, and shortly after, ne-gotiating a Memorandum of Understanding (MoU) withthe American Psychological Association. The MoU wasnegotiated with strategy and determination  just two stonethrows from the White House and indeed, formed the

foundation of many years of productive collab-oration with the APA via concurrent accredita-tion. When later we were advocating for mutualrecognition or reciprocity with the APA, JanelGauthier,  the CPA President, made sure wewere at the Château Laurier in Ottawa, and wealways had our guests face the ParliamentBuilding with the Maple Leaf furling in theirfaces - at every meeting and every meal. Noimmediate results, but one of our most patrioticmoments! However, upon reflection Accredi-tation in Canada has come to fruition and ma-turity, and I would assert that APA ultimatelyrelinquished any claim on our accreditation be-cause they were not needed and could not do itbetter.

For an incisive analysis of the developmentof CPA Accreditation, see Accreditation inCanada (2008) by Karen R. Cohen. In Judy

Hall and Elizabeth Altmaier (Eds.), Global Promise:Quality Assurance and Accountability in ProfessionalPsychology, Oxford University Press and Accreditationof Canadian Psychology Programs: Obstacles and Op-portunities, Canadian Psychology, Volume 50:2, May2009, by Terry-Lynn MacKay and Keith S. Dobson.

Well done, my Canadian colleagues!

The Silver Anniversary of Canadian Accreditation inProfessional Psychology

I N T E R N A T I O N A L R E L A T I O N S C O M M I T T E E

A C C R E D I T A T I O N P A N E L U P D A T E

We are pleased to announce that a mem-orandum of understanding expressing thecommon goal of both the Canadian Psy-chological Association (CPA) and the Psy-chological Society of South Africa(PsySSA) to advance psychology and toshare ideas has been approved by theboards of both organizations. The docu-ment was signed by their respective presi-dents in the spring of 2009. This is thesecond memorandum of understanding ap-proved by the CPA Board in less than ayear. In December 2008, a memorandumof understanding between CPA and theRussian Psychological Society was signedin Moscow.

The memorandum of understanding be-tween CPA and PsySSA is the result of aformal meeting between the officers ofPsySSA and the members of a CanadianPsychology Professional Delegation visit-ing South Africa in the fall of 2008. Duringthe meeting, PsySSA reiterated its interestin drawing up a memorandum of under-standing with CPA. As the Leader of theDelegation, Janel Gauthier informed thePresident of CPA that the President ofPsySSA was looking forward to discussingwith her the idea of a memorandum of un-derstanding with CPA. As Chair of theCPA International Relations Committee,Janel Gauthier expressed strong support

for the idea. His visit to South Africa hadconvinced him that a memorandum of un-derstanding between CPA and PsySSAwould help to pave the way for more pro-fessional and cultural exchange betweenCanadian and South African psychologists,something highly desirable and muchneeded in a globalising world.

At its February 2009 meeting, the CPAboard discussed the proposal. There was astrong consensus among the board thatsuch a memorandum of understandingwould make an explicit statement aboutCPA’s openness to work with psycholo-gists from other countries, recognizing thatcollaboration serves to advance psychol-ogy for all. During a teleconference, JanelGauthier briefed the board about thePsySSA. Subsequently, the board votedunanimously in favour of the principle ofsuch an agreement. The board is convincedof the potential benefits of this memoran-dum of understanding, recognizing thatCanadian psychologists have a great dealto learn from working with South Africanpsychologists, as well as a great deal tooffer to our South African colleagues.

PsySSA is the professional body repre-senting psychologists in South Africa. Itwas formed in January 1994, out of variousbodies then existing and representing psy-chology in South Africa (such as the Or-

ganisation for Appropriate Social Servicesin South Africa, the Psychological Associ-ation of South Africa, and PsychologistsAgainst Apartheid). The current Presidentof the Society is Professor Norman Duncanof the University of the Witwatersrand inJohannesburg.

PsySSA is comprised of Divisions(Clinical, Clinical Hypnosis, Counselling,Educational, Health and Sport, Industrial,Psychometric, Research, Forensic, Neu-ropsychology, Student), Standing Commit-tees (Ethics, Equity and Redress,Publications, South African QualificationsAuthority, Tariffs and Private Practice Is-sues, Public Services Issues, InternationalUnion of Psychological Science, Interna-tional Test Commission), Branches (FreeState, KwaZulu-Natal, Northern Province,Western Cape), and Affiliates (SouthAfrican Clinical Neuropsychology Associ-ation, Society for Student Counselling inSouthern Africa, The South AfricanWilderness Therapy Institute, UNISA Cen-ter for Applied Psychology).

PsySSA publishes quarterly a scientificjournal (South African Journal of Psychol-ogy), as well as a newsletter (PsyTalk). Theannual South African Psychology Con-gress hosted by PsySSA, is the highlight ofthe South African scientific psychologicalcalendar, attracting academics and practi-tioners from all over the country andabroad.

The Society regularly liaises with local,national and international structures to fa-

cilitate professional development and theexchange of ideas that underpin the disci-pline. The Society has signed memorandaof understanding with the American Psy-chological Association, the British Psycho-logical Society, the NorwegianPsychological Association, the AustralianPsychological Society, the ZimbabweanPsychological Association, the JordanianPsychological Association, the Union ofPsychologists’ Associations of Czech Re-public, the Psychological Association ofNamibia, the Psychological Society of Ire-land, the National Academy of Psychology(an Indian organisation), the Swedish Psy-chological Association, and the ChinesePsychological Society. These memorandaof understanding reflect great interest in es-tablishing collegial links with the rest ofthe world. They are extremely important tocountries that have undergone a period ofprolonged isolation. The Apartheid era hasleft indelible marks on South African soci-ety and South Africans are in the processof creating a new society.

Please remember that the next Interna-tional Congress of Psychology will be heldin Cape Town, South Africa, July 22-27,2012. Canadian psychologists have anopen invitation to attend the Congress. Wesincerely hope that you will give it fullconsideration. You will enjoy discoveringSouth Africa, its people and its culture.

Memorandum of Understanding between the Canadian PsychologicalAssociation and the Psychological Society of South Africa

Un protocole d’entente entre la Société canadienne de psychologieet la Société de psychologie de l’Afrique du Sud

JANEL GAUTHIER, Ph.D., Chair, CPA International Relations Committee CATHERINE M. LEE, Ph.D., CPA Past President

TBOB ROBINSON, Ph.D., Calgary, Alberta

PSYNOPSIS SUMMER/ÉTÉ 2009 17

N E W S

The event showcased currentresearch initiatives of severalhospital- and community-basedyouth mental health programs,such as the use of the internet asan effective tool for clinical datamanagement and exchange, anddeveloping group interventionsfor youth with borderline person-ality disorder traits. By bringingtogether various communityagencies, educators, hospital staff(including nurses, psychiatrists,and psychologists), academicpersonnel, scientific researchers,and graduate students, the organ-izers were able to facilitate thebridge between the aforemen-tioned current research initiativesand their clinical application.

A small group of Clinical Psy-chology graduate students fromthe University of Ottawa attendedthe event which was marked by aspectacular workshop series.Lead by a prominent team of

cross-appointed faculty and re-searchers, the students weregiven the opportunity to explorecurrent literature, examineemerging theories (e.g., currentissues in outcome measurement,bio-psychosocial models of theteenage brain), and critically an-alyze ethical and methodologicalquestions (all that and lunch forfree!). In addition, they werechallenged to generate ideas interms of implementing emergingresearch findings within their cur-rent clinical practice. Equally important, students were encour-aged to create interpersonal rela-tionships with a wide variety ofprofessionals involved in variousaspects of the service deliveryprocess. Speaking about the im-pact of the workshops, ClinicalPsychology student KatharineFilbert commented that, “Theworkshop series provided an ex-cellent forum for interdisciplinary

communication. Through discus-sion of the importance of evi-dence-based treatment for childand adolescent depression, to im-portant conceptual and measure-ment issues related todevelopmental trajectories anddiagnosis, students and profes-sionals in a variety of disciplinesgained further insight into thegrowing area of child and adoles-cent mental health.” Her col-league, Tiffany Pursoo, noted,“The presentations were each de-livered in a way that spoke to in-dividuals across educational,psychological and psychiatricdisciplines. I was inspired by theclinical application possibilitiesof many of the treatment ap-proaches and research findingsdiscussed.“

The academic conference alsoafforded students the opportunityto expand their knowledge of re-search initiatives in youth mentalhealth within several settings inthe Ottawa area. During thecourse of the event, Dr. MarioCappelli, Director of MentalHealth Research at the Children’sHospital of Eastern Ontario Re-search Institute, spoke about stu-dent-lead initiatives inscientist-practitioner programsand referred to students as the ris-ing stars of our research insti-tutes. He urged us to becomeinvolved in collaborative researchpartnerships within the commu-nity, and touched on current ca-reer opportunities and funding

sources available to psychologystudents. For students who werepreviously unfamiliar with re-search occurring outside the psy-chology department, this eventprovided access to the work offaculty who hold joint positionsand who are not always visiblewithin the department due to ex-ternal commitments.

This event challenged me toutilize emerging research in com-bination with best practice guide-lines during service delivery, as

outlined by presenter Dr. BarrySchneider in his examination ofthe literature surrounding adoles-cent depression. The workshopseries also inspired me by re-minding me that I am part of agreater research community anda wide group of service providerswho can all offer me invaluablesupport and whose projects helpaffirm the importance and rele-vance of my own clinical and sci-entific work.

Applying the Scientist-Practitioner Model: A Commentaryon the University of Ottawa’s Academic Day

Multidisciplinary clinic looking for registered Psychologist to provide general clinical service inBolton, On. Great opportunity to start own businessin a community that is growing and in need of suchservices. We offer many great benefits such as inter-nal referrals, support staff and start up patients.Our Clinic has been established since 1999 and islooking for a dynamic individual to join our team inhelping our community with their health needs. We are located 30 minutes North of Toronto and 15 minutes North East of Brampton.

For further information contact: Leah Dilley Phone: 905-857-5348 Fax: 905-857-8977

caledonmassage@hotmail.com

n May 2009, the University of Ottawa hosted anacademic research day organized by the division ofChild and Adolescent Psychiatry in collaboration

with the University of Ottawa’s School of Psychology andFaculty of Education.

I

MELISSA A. VLOET, Ph.D. Candidate, University of OttawaWith Contributions From:TIFFANY PURSOO, Ph.D. Candidate, University of OttawaKATHARINE FILBERT, Ph.D. Candidate, University of Ottawa

CALL FOR NOMINATIONSfor a Canadian Delegate To the General Assembly

of the International Union of Psychological Science

Nominations are required from CPA Members and Fellows fora “Canadian Delegate to the General Assembly of the InternationalUnion of Psychological Science.” Nominees must be Members/Fel-lows in good standing of the Canadian Psychological Association(CPA). Preference will be given to persons who have been involvedin national or international organizations in psychology and whosemajor professional activity involves research and teaching, andwhose CVs are judged by the Canadian National Committee for theInternational Union of Psychological Science to meet these crite-ria.

The name of the preferred nominee will be submitted to the CPABoard of Directors for approval and appointment for an eight-yearterm.

Each nomination shall consist of:• a letter from the nominator that states the position for which the

candidate is being nominated, expresses support for the candi-date, and contains a statement to the effect that the nominatorhas ascertained the candidate’s willingness to stand for nomina-tion;

• a current curriculum vitae of the candidate (including educa-tional background, present and former positions, research andprofessional activities, organization membership and involve-ment, and international congress participation); and

• two supporting letters from individuals familiar with the nomi-nee’s contributions.

The deadline to submit nominations shall be OCTOBER 9,2009. Nominations and supporting documents shall be sent by e-mail to the Chair of the Canadian National Committee at the fol-lowing address: janel.gauthier@psy.ulaval.ca

CALL FOR NOMINATIONSFOR AT-LARGE MEMBERS ON THE CANADIAN NATIONAL COMMITTEE

FOR THE INTERNATIONAL UNION OF PSYCHOLOGICAL SCIENCE

Nominations are required from CPA Members and Fellows for member-at-large positions on theCanadian National Committee for the International Union of Psychological Science (IUPsyS), to be as-sumed immediately after the election.

Seven positions are vacant: three of them are positions reserved for social scientists (one of them isfor a 3-year term, another for a 2-year term, and still another for a one-year term), two for health scientists(one of them is for a 3-year term and the other for a 1-year term), and two for neuro/bio/behavioural sci-entists (one of them if for a 3-year term and the other for a 2-year term). All terms are renewable oncefor three years.

Any CPA Member or Fellow whose primary activities are in research and teaching can be nominated.Given the nature of the activities to be performed by the Committee, candidates who are a member ofan international association or have attended at least one international congress will be given prefer-ence.

Each nomination shall consist of:• a letter from the nominator that states the position for which the candidate is being nominated, ex-

presses support for the candidate, and contains a statement to the effect that the nominator has ascer-tained the candidate’s willingness to stand for nomination;

• a current curriculum vitae of the candidate (including educational background, present and formerpositions, research and professional activities, organization membership and involvement, and inter-national congress participation); and

• supporting statements from two CPA Members/Fellows.

The deadline to submit nominations shall be OCTOBER 15, 2009. Nominations and supporting doc-uments shall be sent by e-mail to the Chair of the Canadian National Committee at the following address:janel.gauthier@psy.ulaval.ca

Il y a trois principales sourcesde financement : les prêts, les in-vestisseurs et le crédit-bail. Lemeilleur choix pour vous dépend

de la façon dont vous utiliserezl’argent et de votre volonté et devotre capacité à composer avecun endettement accru ou des par-

tenaires commerciaux.Les prêts offrent des liquidités

avec des conditions de rembour-sement spécifiques. Un prêt peutservir à n’importe quelle fin et ilne dilue pas la propriété de votrefirme.

Les investisseurs apportentaussi des liquidités. Bien quevous n’ayez pas de dette suite àleur investissement, vous devrezpeut-être céder un pourcentage dela propriété de votre firme. Lesinvestisseurs peuvent être passifs,c’est-à-dire qu’ils vous permet-tent d’utiliser l’argent comme bonvous semble, ou ils peuvent de-mander un rôle actif dans votre

firme ultérieurement. À moinsque ces investisseurs ne soient dela catégorie des «proches et desamis», ils recherchent un rende-ment sur le capital investi qui estsupérieur à ce qu’ils peuvent ob-tenir ailleurs.

Les contrats de crédit-bail ser-vent à acquérir divers élémentsd’actif, y compris des voitures, dumatériel ou des locaux à bureaux.Ils ne sont pas utiles pour réglerla croissance du nombre d’em-ployés ou les dépenses mineures,mais ils peuvent être un bonmoyen de favoriser l’expansionsans créer de dette supplémen-taire. Les contrats de crédit-bailréduisent la demande pour del’argent immédiat et distribuent lecoût d’utilisation du matériel oudes locaux sur une période detemps, libérant ainsi de l’argentpour d’autres fins.

Avant d’opter pour un type definancement, discutez de vos op-tions avec un conseiller pour pe-tites entreprises et votrecomptable pour veiller à ce quevotre choix soit judicieux d’unpoint de vue commercial et fiscal.

Se préparer pour le succèsObtenir du financement est

plus facile lorsque vous vous ypréparez.

Dressez un plan d’affaires quidécrit le projet proposé, ainsi queses objectifs et échéanciers. Unbon plan comprendra des projec-tions de ventes, un état des reve-nus projetés et des prévisions deflux de trésorerie. Visitez le sitewww.depassez-vouspourentre-prise.com pour utiliser un outilgratuit appelé Rédacteur de plansde gestion pour entrepriseMC.

Soyez précis quant au montantd’argent dont vous aurez besoinet du temps requis pour le rem-bourser. Intégrez ces hypothèsesdans vos prévisions de flux de tré-sorerie.

Si vous achetez un cabinetexistant de membres de profes-sions libérales ou que votre cabi-

net prend de l’expansion, vousdevrez sans doute présenter lesétats financiers historiques et lesdéclarations de revenus de l’en-treprise.

Vous devrez fournir un relevépersonnel de votre avoir net, quidécrira l’actif que vous possédezet vos dettes personnelles.

Vérifiez votre cote de crédit etson exactitude. Une cote de créditinexacte ou mauvaise peut nuireà vos projets.

Utilisez une copie impriméede votre plan d’affaires ou utilisezune présentation PowerPoint pourprésenter vos projets à des prê-teurs ou des investisseurs poten-tiels.

Préparez-vous à répondre auxquestions sur votre plan.

Commencez tôt à chercherdu financement

Obtenir le prêt approprié ouune bonne entente d’investisse-ment peut prendre du temps. Vousdevez donc commencer tôt pourque l’argent soit disponiblelorsque vous serez prêt. Utilisezvos prévisions de flux de trésore-rie pour cerner exactement quandvotre entreprise aura besoin defonds et calculez un délai raison-nable pour conclure une entente àce sujet.

La compréhension de vos op-tions de financement, l’établisse-ment d’un plan d’affaires solideet avec des objectifs précis et lerecours aux conseillers appropriésvous aideront à obtenir le finan-cement dont vous avez besoinpour faire passer votre cabinet auniveau suivant.

Pour plus d’informations,veuillez communiquer avec unconseiller de la Banque Scotiapour les petites entreprises, ou vi-sitez le site https://www.depas-sez-vouspourentreprise.com.

omme toutes les entreprises, les cabinets des mem-bres des professions libérales réussissent grâce autravail acharné, à la planification et aux investisse-

ments. L’expansion des services, l’ouverture de nouveauxbureaux, la mise à niveau de la technologie, l’achat d’unautre cabinet ou simplement la décoration de votre bureau,peuvent accroître le chiffre d’affaires et votre succès.Toutefois, vous aurez besoin d’argent pour réaliser ces pro-jets. Or, mettre en place le financement approprié est sou-vent un élément d’une stratégie d’expansion efficace.

C

Le financement de la croissance de votre cabinet professionnel

18 PSYNOPSIS SUMMER/ÉTÉ 2009

N E W S / N O U V E L L E S

There are three main sources offinancing: loans, investors andleases. The best choice for you de-pends on how you’ll use themoney, and your willingness andability to take on additional debtor business partners.

Loans provide cash with spe-cific repayment terms. A loan canbe used for any purpose and itdoesn’t dilute your ownership ofyour firm.

Investors also provide cash.While you don’t have debt as a re-sult of investment, you may give

up a percentage of ownership ofyour firm. Investors may be silent,in that they allow you to use themoney as you deem fit, or theymay ask for an active voice in thefuture of your practice. Unlessyour investors fall into the “familyand friends” category, they areusually looking for a return on in-vestment that is greater than whatthey can get elsewhere.

Leases can be used to acquirea variety of assets including cars,equipment or office space. Theydon’t help with a growing payroll

or minor expenses, but they canbe a good way to help expandwithout incurring additional debt.Leases reduce the demand forcash up front and distribute thecost of using equipment or spaceover time, thereby freeing upmoney for other purposes.

Before deciding on the type offinancing you want, discuss youroptions with a financial advisor,banker and accountant to ensurethat your choice makes sense fromboth a business and tax perspec-tive.

Prepare for successObtaining financing is easier

when you take the time to preparein advance.

Write a business plan that de-scribes the proposed project, andits goals and timelines. A goodplan will include sales projections,a projected income statement and

a cash flow forecast. Be specific about how much

money you’ll need and how longyou will take to repay it.

If you are purchasing an exist-ing practice or expanding yourcurrent practice, be ready to sup-ply historical financial statementsand tax returns for the business.

Providing a personal statementof Net Worth outlining both assetsyou own and personal debts.

Check your credit rating andensure that it is correct. You don’twant to be affected by an inaccu-rate or poor credit rating.

Provide a printed copy of yourbusiness plan or use a PowerPointpresentation to present your op-portunity to prospective lenders orinvestors.

Be prepared to answer ques-tions about your plan.

Start looking for financingearly

Securing the right loan or aninvestment deal can take sometime, so begin the process early tomake sure the cash is ready whenyou are. Use your cash flow fore-cast to identify exactly when yourbusiness will need funds and fac-tor in a reasonable time to makethe arrangements.

Understanding your financingoptions, establishing a strongbusiness plan with clear goals, andworking with the right advisorswill help you get the financingyou need to grow your profes-sional practice to the next level.

To learn more, speak to a Sco-tiabank Small Business advisor, orvisit https://www.getgrowingfor-business.com.

ike all businesses, professional practices succeedthrough hard work, planning and investment.Expanding services, opening new locations, updat-

ing technology, buying another practice or simply redeco-rating your office, can all build revenue and increase yoursuccess–and they all require cash to make them happen.This is where financing can help.

L

Financing your growing practice

PSYNOPSIS SUMMER/ÉTÉ 2009 19

S T U D E N T S

McGill is also unique when it comes to psy-chology programs and departments, as there aretwo departments that offer various undergraduateand graduate programs in psychology. Within theFaculty of Education, you will find the Depart-ment of Educational and Counselling Psychology(ECP). The ECP Department is committed to ad-vancing knowledge in the area of cognition anddevelopment in typical and atypical populationsacross the lifespan. ECP is composed of severalgraduate programs, which include Master of Artsdegrees in Educational Psychology (with streamsin School/Applied Child Psychology, LearningSciences, Health Professions and Human Devel-opment) and Counselling Psychology, Master ofEducation degrees in Educational Psychology(specializations in General Educational Psychol-ogy, Family Life Education, Inclusive Educationand Learning Sciences), and PhD programs inSchool/Applied Child Psychology, CounsellingPsychology and Educational Psychology. As well, ECP of-fers numerous diploma and certificate programs. A varietyof undergraduate psychology classes for students trainingto become teachers are also offered, such as EducationalPsychology and Exceptional students.

Within the Faculty of Science, you will find the Depart-

ment of Psychology. Undergraduate psychology programsin this department can lead to a Bachelor of Arts or a Bach-elor of Science degree in Psychology. Graduate programscan lead to a Master of Arts or Master of Science in Ex-perimental Psychology and to a PhD in Clinical Psychol-ogy (combined research and clinical training) or

Experimental Psychology. Six research areas are well rep-resented in the Department of Psychology which includes:cognition-language-perception, behavioral neuroscience,developmental psychology, social-personality psychology,health psychology, and quantitative-modeling psychology.The PhD in Clinical Psychology in the Department of Psy-chology and the PhD in School/Applied Child Psychologyand the PhD in Counselling in the Department of Educa-tional and Counselling Psychology have full CPA and APAaccreditation.

Finally, McGill is affiliated with numerous teach-ing and research hospitals around Montreal, thereforeproviding excellent research and clinical training forits students. These include: the Douglas MentalHealth University Institute, the Montreal Neurolog-ical Institute, the Montreal Children’s Hospital, theMontreal General Hospital, the Royal Victoria Hos-pital, and the Sir Mortimer B. Davis - Jewish GeneralHospital.

Finally, McGill University is located in downtownMontreal, a cosmopolitan city with diverse linguisticand cultural groups. Students living in Montreal enjoyits exciting night life, numerous summer festivals (in-cluding the International Jazz and Just for Laughs fes-tivals), gorgeous parks and scenic views from MountRoyal. Montreal is known for its European-like at-mosphere making it one of the most popular cities inCanada. As well, Montreal is the second largest cityin Canada next to Toronto, therefore all over the cityof Montreal you will come across an incredible vari-

ety of restaurants, cafés, and boutiques suited for every-one’s tastes. The town of Old Montreal is filled with 17thand 18th century architecture making it one of the mostcharming areas of Montreal. And of course, the best bagelsyou will ever taste are available by the dozen in the PlateauMont Royal situated about 15 minutes from McGill.

SANDRA MANSOUR– Graduate student representative – McGill University (Department of Educational and Counselling Psychology)

cGill University is recognized worldwide as an outstanding university with a reputation forstrong academics, teaching and research. There are 21 faculties and professional schools thatoffer over 300 areas of study including psychology. Accordingly, McGill attracts a wealth of

international faculty and students. Moreover, given that McGill is located in the second largest French-speaking city in the world, over 20% of McGill students are French-speaking.

M

McGill University (Department of Educational and Counselling Psychology & Department of Psychology)

CAMPUS CORNER

In addition, they also serve as a mark ofcomparison by which we can be measuredagainst our fellow students. Althoughgrades may serve their purpose in the un-dergraduate environment, in our opinion,the value of grades is greatly diminishedupon entering graduate school. Self-deter-mination theory (SDT), which emphasizesthe importance of three main componentsrelated to intrinsic motivation: autonomy,competence and relatedness (Deci,Vallerand, Pelletier, Ryan, 1991), is a use-ful frame by which to examine the valueof grades in graduate school.

Grades are often advocated as an impe-tus for striving. However, grades are exter-nal rewards and as such may hinder theintrinsic motivation of graduate students.Motivational research in the field of psy-chology has suggested that external re-

wards can be detrimental to fostering in-trinsic motivation. A meta-analytic reviewexamining the effects of external rewardson intrinsically interesting activities foundthat external rewards undermined stu-dents’ involvement in these activities(Deci, Koestner, Ryan, 1999). Graduateschool is purported to be the environmentwhere we begin our professional trainingand the qualities of autonomy and compe-tence tied to intrinsic motivation wouldgreatly benefit us as professionals.Throughout our future work we may en-counter many challenges, from a researchroadblock to a difficult clinical case, wherethe external rewards may not be presentand a cultivation of autonomy would fuelour ability to succeed.

Grades in graduate school are meant toreinforce us to reach for that extra bit of ef-

fort but the standard by which we compareourselves is an external one. We continueto compare ourselves to this standardscale, as opposed to comparing ourselvesto our own internal standards and values.We give value to a letter instead of givingvalue to our experiences in learning, andthe sense of competence we have fosteredwithin ourselves. Furthermore, the effortthat comes from intrinsic motivation islasting, and can change with your profes-sional experiences. External motivations,on the other hand, only reinforce a behav-ior as long as they are present (Deci et al.,1999).

A key function of grades is that theyprovide an opportunity for ranking stu-dents and comparing their performances.This comparison is the standard by whichstudents are accepted into graduate school.Yet, the range of grades in graduate schoolcan be restricted and this limits the abilityof grades to discriminate among students.While it is often argued that this discrimi-natory ability is critical in determining theadequacy of candidates for academicscholarships, the limited range of gradesoften leads to the evaluation of candidatesby other accomplishments (i.e. publica-tions, presentations). Given that presenta-tions and publications are closely linked toour future profession they may serve as an

alternative tool by which to discriminateamong students in terms of potential forprofessional contribution.

In our opinion, there are alternativeevaluation methods to grades in graduateschool, methods which will foster intrinsicmotivation. In our experience with classesat the University of Ottawa, a pass/fail sys-tem of evaluation which includes qualita-tive feedback has been very useful. Thepass/fail format of evaluation allows thestudent to set their own personal standardsfor success. In addition, the qualitativeevaluation component offers viable aca-demic feedback which can more easily beincorporated into our professional devel-opment. It is possible that this format ofevaluation will further contribute to the au-tonomy and competence of future psychol-ogists.

ReferencesDeci, E., Koestner, R., Ryan, R. (1999). A

meta-analytic review of experimentsexamining the effects of extrinsic re-wards on intrinsic motivation. Psycho-logical Bulletin, 125, 627-668.

Deci, E., Vallerand, R., Pelletier, L., Ryan,R. (1991). Motivation and education:The self-determination perspective. Ed-ucational Psychologist, 26 (3 &4), 325– 346.

CHRISTINE M. CABRERA, M.Sc, University of Ottawa, CanadianPsychological Association Student AffiliateDELYANA I. MILLER, B.A, University of Ottawa, Canadian Psychological Association Student Affiliate

eceiving grades is the quintessential scholastic experience. We havebeen receiving grades since elementary school and they have beenthe external reward for our academic efforts. Grades are used to

ensure we consistently strive and that this striving is a significant effort (theso called “110 %”).

R

The Value of Grades in Graduate School

Errata:In the Spring Issue of Psynopsis, the article “Advocating for Psychology as a Profession: A Clinical Psychology Student Initiative” was attributed to Pamela Seeds, De-

partment of Psychology, Westminster Hall, The University of Western Ontario when it should have been attributed to “Advocacy Through Action: Students Bringing Psychologyto Our Community” which is a student group from the University of Western Ontario.  We apologize for the error.

20 PSYNOPSIS SUMMER/ÉTÉ 2009