Holiday Closure: All Surrey Place locations close Dec 24 (noon) and reopen Jan 2.

Training Philosophy & Goals

The philosophy of the Residency follows the scientist-practitioner model of psychology in that it combines the scientific foundation of psychology with its practical applications. Training involves the integration of clinical and research skills in the assessment and treatment of individuals with developmental disabilities. This involves the use of evidence based assessments and interventions, with the objective evaluation of treatment and program outcomes, and with research and teaching activities. The training program provides an integrated approach to mental health and behaviour, including biological, cognitive, affective, and social perspectives, which can be applied to individuals with developmental disabilities. We are committed to providing new knowledge in the area of developmental disabilities through our involvement in program evaluation, research, training, and teaching. 

Developmental Practitioner Perspective  

The Surrey Place Psychology Residency is guided by a Developmental Practitioner perspective. The program provides a training environment that facilitates an Resident’s transition from graduate student to professional psychologist and builds upon the theoretical, empirical, and clinical foundations that Residents receive from their academic psychology programs. Specific goals are decided based on a Resident’s level of competence when entering the program and addressed in individual and group supervision. These mechanisms allow Residents to calibrate their professional autonomy based on their comfort level with new skills along with the complexity of the case. As their competence progresses, they are given the opportunity to supervise and consult to staff and medical Residents. The opportunity to work with care providers at earlier developmental stages provides perspective on their professional abilities. We believe that apprentice relationships are central to developing skills in a supportive environment, and Residents can be involved in coassessments and co-therapy, co-leadership, and consultative relationships in a number of rotations. Clinical practice is the final medium that fosters the professional growth of the Resident. Along with training, supervision, and mentorship, service provision becomes a medium forResidents to learn about the complexity of providing services to individual clients with varying needs.

Training Goals

The overall training goals of the program are:  

  1. The development of competencies as a clinical psychologist in Assessment, Intervention and Consultation, and Supervision.
    • Assessment and Evaluation. Surrey Place offers a number of assessment opportunities across rotations, which provides breadth in terms of presenting problems, underlying etiologies, ages, and systemic issues. It is expected that Residents will:
      • Develop knowledge and understanding of psychological assessment procedures 
      • Administer and interpret psychological tests, including good observation and listening skills 
      • Select appropriate instruments for testing 
      • Prepare an organized and detailed psychological report 
      • Demonstrate sound, useful conceptualizations of cases from assessment data for diagnostic purposes 
      • Make effective recommendations in accordance with best practices (i.e., evidence-based treatment options) 
      • Give feedback to families regarding assessment results and recommendations 
      • Make case presentations to an interdisciplinary team 
    • Intervention and Consultation. Depending on the rotations selected, Residents can gain experience providing therapy to individuals with developmental disabilities across the lifespan, including play therapy, individual therapy, family therapy, group therapy, and intensive behavioural intervention. It is expected that Residents will:
      • Develop knowledge and skills in the process of intervention with clients and/or families 
      • Demonstrate the ability to establish and maintain a constructive working alliance with clients and their families 
      • Convey concern, competence, warmth, and hope 
      • Demonstrate knowledge of various intervention approaches 
      • Communicate effectively and be aware of verbal and nonverbal cues 
      • Maintain appropriate notes and evaluate treatment progress 
      • Work with families as needed 
      • Consult to staff, students, and families 
      • Develop knowledge and understanding of systems and organizations 
    • Supervision. Residents will obtain supervision and be provided opportunities to supervise others within the developmental framework, in the Child Rotation (supervision of psychology practicum students). Residents will be expected to:
      • Recognize limits and seek help from supervisors and peers when required 
      • Receive and utilize constructive criticism 
      • Learn to provide clinical supervision to staff when appropriate 
      • Work collaboratively with peers 
      • Develop a collaborative hierarchy of roles and responsibilities 
      • Formulate clear and attainable supervisory goals 
      • Respond to supervisee’s professional questions and clinical dilemmas 
      • Provide case consultation for challenging clients 
      • Provide education pertinent to professional development 
      • Help supervisees become more theoretically coherent 
      • Protect the rights and welfare of client  
  1. The development of psychology practice skills within a scientist practitioner model. Residents can expect to have opportunities to:
    • Integrate scientific thinking and an understanding of scientific validation within the clinical process 
    • Use the research literature to determine which assessment methods are best suited to the client 
    • Apply data collection and hypothesis testing to the diagnostic and treatment planning process in psychological assessment and program evaluation 
    • Apply clinical research methods through the Research and Program Evaluation unit, including single case design, program development, program evaluation, and applied research 
    • Stay current in areas of interest and specialization, completing readings assigned by supervisors and attending training and professional conferences to expand expertise  
  1. Increase Residents’ awareness of professional, ethical, cultural and diversity issues, as well as relevant legislation. Situated in Canada’s most culturally diverse city, clinical practice at Surrey Place Centre requires cultural sensitivity and knowledge of diversity. Residents can expect to conduct treatment and assessments with individuals from marginalized groups and visible and cultural minorities. 
  1. Provide experience and develop knowledge and skills in working in interdisciplinary teams. This includes developing an understanding of the roles of the psychologist, developmental pediatrician, psychiatrist, speech language pathologist, occupational therapist, behavioral therapist, manager, nurse, and audiologist in the provision of services.

Types of Opportunities

Application Process

By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO