2017 Psychology Handbook

Department of Psychology
Handbook
College of Science
Reveal.
SCIENCE 2017
General Psychology Enquiries: Published as pdf online May 2017 by the University of
Phone: (+64) 3 369 4336 Canterbury, Private Bag 4800, Christchurch 8140, New
Fax: (+64) 3 364 2181 Zealand.
Email: [email protected] This book provides information about the Department
www.psyc.canterbury.ac.nz and its courses. Degree and course regulations are
Email contact for any UC staff member is available online at www.canterbury.ac.nz/regulations.
[email protected] Information contained in this publication is correct
at the time of printing, but may be subject to
change. While all efforts are made to ensure that
the information in this publication is correct, the
Department reserves the right to make changes as
required. Please check the Department website for any
updates to this document.
Contents
3 Welcome to the Department of 14 200-Level Courses 47 Adjunct Staff Profiles

Psychology 17 300-Level Courses 49 General Staff Profiles
4 What is Psychology? 21 General Information 51 Psychology Centre Staff Profiles
5 Including Psychology in your 24 Postgraduate Degrees & Diplomas 52 Current PhD Students
Degree
27 Postgraduate Level Courses 54 Recent PhD Successes
6 Enrolment, Planning & Changing
Courses 33 MSc in Applied & Industrial/ 55 Recent Masters Thesis Research
Organisational Psychology 56 Recent MSc APSY Dissertation
7 Undergraduate Degrees in Courses
Psychology Research
36 Clinical Psychology Programme
8 Graduate Student Profiles
38 General Postgraduate Information
11 What our former students’ have
to say... 40 Department Seminars
13 100-Level Courses 41 Academic Staff Profiles
Welcome to the Department of Psychology
A major strength of Psychology at Canterbury is The Department of Psychology is part of the

the balanced and comprehensive set of highly University's College of Science and is one of
regarded courses available. The Psychology the biggest Departments in the College. We
Department offers excellent opportunities have a large number of postgraduate and
from introductory psychology to PhD level. undergraduate students, 22 academic staff
In addition to courses in psychology we also who both teach and conduct research, plus 15
have nationally and internationally recognised technical, computer support, clinical educators
applied programmes in Clinical Psychology and and administrative staff. Experts from outside
in Industrial & Organisational Psychology. also contribute to teaching and research in
Our main goal is for students to learn about the Department. We usually have four visiting
psychology; its scientific underpinnings and its Erskine Fellows a year, and a number of other
application, and to become independent and overseas visitors come for sabbaticals or simply
critical thinkers. This process involves teaching call in to visit their collaborators here.
students about psychology research findings, Important matters and policy issues in the
concepts, theories and the scientific methods Psychology Department are decided at regular
of the discipline. To this end the Department meetings. Student input is valued and two
of Psychology courses not only promote an student representatives attend these meetings.
understanding of human behaviour, they There is also a Staff-Student Liaison Committee
also help students develop their thinking and to ensure that students have input in student-
analytical skills, both of which are essential for related issues.
many professions, not just psychology. On behalf of all of the staff, we hope that your
There are a very wide range of research association with the Department is a happy and
Psychology is a very popular programmes in the Department, in which successful one and we look forward to getting
subject at the University of students and staff can satisfy their own to know you better during your time with us.
curiosity about psychological questions and
Canterbury, as it is worldwide. can make a contribution to our understanding Assoc. Prof. Katharina Naswall
of human behaviour. This research focuses on Acting Head of Department
both basic and applied questions. The clinical,
industrial and organisational psychologists are
very active in their applied research areas, but
they are not alone. Many other people in the
Department do applied and socially relevant
research, as you will see from the rest of this
handbook. In addition to the opportunity of
becoming involved in staff research, students
are supported to develop new or novel research
ideas of their own. The research that comes out
of our Department is disseminated widely, both
nationally and internationally.
University of Canterbury 3
What is Psychology?
Psychology is the scientific study

of behaviour and its associated
biological and cognitive
processes.
It is a rapidly developing field that relates to
all aspects of human endeavour. The goal of a
scientific understanding of human behaviour
and its underlying processes is complemented
by investigations of animal behaviour.
Psychologists systematically test ideas and
beliefs against phenomena that are measurable,
and open to observation by others. The following
are examples of some of the varied questions of the effects of brain damage in humans?
interest in psychology today:
• What factors contribute to the cause and
• What are the bases for attractions between maintenance of problems such as depression,
people and how do we know when we are in a eating disorders and anxiety?
good relationship?
• What is "earthquake brain" and how do we
• How do biological make-up and life help individuals cope with natural disasters
experiences combine to produce secure and like earthquakes?
competent adults, and those who are not so
• A variety of psychotherapies have
well adjusted?
been developed for treating people
• What can be done to rehabilitate or manage with psychological problems. Which
the mentally ill, those unable to cope in psychotherapies are the most effective and
modern society or those who engage in Title: Two Great Brains
for which problems? Can we match the
criminal behaviour? psychotherapy to the individual to promote The Department offers postgraduate applied
• What factors make for stable, happy families, the most optimal response? psychology training in Clinical and in Industrial
and healthy lifestyles? & Organisational Psychology. The Clinical
• How do we assist people who have had Programme leads to Registration as a Clinical
• How can we develop personal robots to psychological problems to maintain wellness Psychologist by the Psychologists’ Board, under
improve the quality of life? and prevent relapse? the Health Practitioners Competency Assurance
• How can we assist managers and employees Knowledge about these topics and many others Act, 2003.
to make important decisions in the is currently being advanced through research Clinical Psychologists work with individuals and
workplace? performed by staff and students in the Depart- their families dealing with major psychological
• How can health and safety at work be ment. Postgraduate students in psychology are problems including substance abuse, gambling,
improved? important contributors to such research. psychiatric and family difficulties, eating
• Why do our powers of attention appear to be disorders, anxiety, neurological disorders,
limited and selective? Does information we Career Opportunities and general difficulties in coping. Some
have ignored or claim not to have seen affect Psychology graduates have a unique mix of work in the forensic field in rehabilitation
us later? To what extent are we consciously skills. They have a basic knowledge about of persons convicted of criminal offences.
aware of the things going on in our brains? people, and develop competency with Clinical Psychologists are employed by various
computers, data analysis, retrieving information health agencies, counselling services, and the
• Young children often fail to see things
from databases, writing and communication Department of Corrections, and many are in
from the point of view of others, so what is
skills, and a critical and objective way of private practice.
involved in acquiring the ability to see the
world from someone else’s perspective? approaching problems. Such a spectrum of Students who have completed postgraduate
skills finds application in many occupations. training in Industrial & Organisational
• Is learning a language the same as learning Some psychology graduates do research and Psychology are generally employed in consulting
to ride a bike? Are different brain systems others hold positions of responsibility in banks, firms and government departments, or in
used for learning skills and for acquiring retailing, manufacturing and marketing. Many human resource management, organisational
knowledge? work with people in human service agencies development, and training positions in large
• Is memory a single entity or is it composed such as employment services, social welfare, and organisations, including the armed forces.
of a number of different sub-systems each in analysis and treatment. A number also work
supported by different brain structures and in public relations, teaching and training. A few
processes? even become academics in tertiary education
• How can animal models help us understand institutions.
4 Department of Psychology Handbook

Including Psychology in your Degree
Psychology is a popular choice What background is needed

PSYC105 Introductory Psychology:
among a wide variety of students. to study psychology? Brain, Behaviour & Cognition.
Curiosity and an eagerness to acquire new Semester 1
Psychology can be included in
information along with regular attendance
degrees in arts, science, law, at lecture and laboratory classes and the self Major domains covered in this course
commerce, education, music, and discipline required to undertake unsupervised include:
fine arts. personal study are essential. No particular • Neuropsychology
subject backgrounds are required if you • Sensation, Perception & Decision Making
Anyone eligible to attend university may have met the general university entrance
• Memory & Cognition
enrol in first year psychology. Psychology is requirements via NCEA or an equivalent route
but students who have studied biology or any • Learning & Behaviour Change
commonly chosen as the majoring subject for
other science, or statistics or maths to NCEA • Drug & Behaviour
students graduating Bachelor of Arts (BA) or
Bachelor of Science (BSc) (see the later section levels 2 or 3 will find these useful preparation,
on completing a BA or BSc degree majoring in but they are NOT essential. However, if you PSYC106 Introductory Psychology:
Psychology). are more than 20 years of age and without Social, Personality & Developmental.
university entrance qualifications then note Semester 2
Two 15-point introductory courses are available.
that levels of competence in mathematics to
Together they provide a general introduction
NCEA level 1 and reading and writing in English Major domains covered in this course
to the major fields within psychology. PSYC 105
to NCEA level 2, which are all required to gain include:
and PSYC 106 (or equivalent courses from other
university entrance via NCEA, are assumed. • Developmental Psychology
universities) are the prerequisite courses for
Additionally, the ability to use a computer for • Social Psychology
advancement to PSYC 200 courses.
word processing, simple calculation using excel, • Personality
NB: PSYC206 may be undertaken with at least 15 and internet access are assumed. Those who do
points at 100-level and at least 45 points overall • Abnormal Psychology & Psychotherapy
not have university entrance qualifications and
(all other 200-level courses require BOTH PSYC105 • Applied Psychology
who lack these skills are advised to acquire them
and PSYC106, as above). via the Certificate of University Preparation of
elsewhere prior to enrolment.
Title: Lift Conformity
Enrolment, Planning & Changing Courses
To make an enrolment, change a course, or get advice concerning the structure of your degree please
see the Student Advisor in your College Office. BA/MA students go to the College of Arts Office, BSc/MSc
students go to the College of Science Office or other student advisor as appropriate.
If you seek academic advice concerning your choice of psychology and companion courses then see one of the following:
PSYC100-Level Coordinator PSYC200-Level Coordinator PSYC300-Level Coordinator

Dr Zhe Chen Dr Ewald Prof. Rob Hughes
PSYC100 Enquiries Neumann PSYC300 Enquiries
Room 509 PSYC200 Enquiries Room 206
Ph: 03 369 4415 Room 411 Ph: 03 369 4382
Ext 94415 Ph: 03 364 2964 Ext 94382
Email: zhe.chen@ Ext 6964 Email: rob.hughes@
canterbury.ac.nz Email: ewald. canterbury.ac.nz
neumann@canterbury.
ac.nz
PG Course Coordinator PG Research Coordinator General PG Enquiries

Prof. Simon Kemp Assoc. Prof. Roeline Robyn Daly
Room 208a Kuijer Administrative Services
Ph: 03 369 4394 Manager
PG Thesis/Doctoral
Ext 94394 Coordinator Room 222
Email: psyc400coord@ Ph: 03 369 4366
Room 505
canterbury.ac.nz. Ext 94366
Ph: 03 369 4362
Ext 94362 Email: robyn.daly@
canterbury.ac.nz
Email: roeline.kuijer@
canterbury.ac.nz.
Clinical/APSY General
Clinical Psychology MSc in Applied Psychology
Enquiries
Prof. Martin Assoc. Prof. Anna Leuzzi
Dorahy Christopher Burt Professional
Director of Clinical Director, MSc in Applied Programmes
Training Psychology & Industrial Administrator
Organisational Room 227
Room 511
Ph: 03 369 4337 Room 424 Ph: 03 369 4340
Ext 94337 Ph: 03 369 4431 Ext 94340
Ext 94431
Email: martin.dorahy@ Email: anna.leuzzi@
canterbury.ac.nz. Email: christopher. canterbury.ac.nz
[email protected]

Undergraduate Degrees in Psychology
Completing a BSc or BA PSYC207-213 (15 points each). students enrolled in two degrees to complete
both degrees but with fewer points than the sum
Degree in Psychology Note: PSYC206 is required for a major in Psychology of those required for the two degrees if taken
For information on the requirements for a BA 300-level separately. Determining a programme of study for
or BSc, please refer to the 2017 Undergraduate Required: 75 points of 300-level Psychology a double degree can be quite complex. Psychology
Prospectus or contact the Student Advisor in the courses (not including ARTS395). students embarking on double degrees should
College or Arts or College of Science. discuss their study plans with the Student Advisors
PSYC344 is required for Postgraduate study in in the relevant Colleges.
Psychology and Applied Psychology:
Requirements for a Major in
PSYC336 (or equivalent) is recommended for MSc in Conversion and Diploma
Psychology in Science (BSc) Applied Psychology
Students intending to complete a BSc in Programmes for Non-
PSYC335 (or equivalent) is required for Postgraduate
Psychology must be credited with the following Diploma in Clinical Psychology.
Psychology Graduates
100-Level This section is relevant to students who already
Required: PSYC105 AND PSYC106 Minor hold a degree from a recognized institution but
without a major in psychology and who now
Students intending to complete the BA with a
200-Level seek entry to postgraduate study in psychology
minor in Psychology must be credited with at least
or applied psychology, or to extend or upgrade
Required: PSYC206, and at least three 15 point 75 points in Psychology (not including ARTS 395)
their existing qualifications. Such students may
courses from PSYC207-213 which must include at least 45 points at 200 level
undertake the equivalent of one year of full time
or above.
300-level study and complete courses approved by the Head
Required: At least 75 points of 300-level of Department.
Psychology.
Transferring Credit from The GradDipSci requires not fewer than 120-points
Note: With the permission of the HOD, a student may
Another University or comprising courses from the BSc schedule of
substitute a 300-level course for one of PSYC207-213. Tertiary Education Provider courses including 90 points at the 300-level (See
the Student Advisor in the College of Science).
Postgraduate degree entry requirements: If you seek to transfer credit from another
university or tertiary provider and intend to The GradDipArts requires not fewer than 120
Students who wish to proceed to postgraduate points from the Arts schedule of courses; of these
complete your degree at Canterbury you should
degrees in Applied Psychology and Psychology 90 points must be at 300-level, including 60 in a
contact the Student Advisor in either the College
must satisfy the requirements of the BSc degree single subject. A maximum of 15 points towards
of Arts or the College of Science, requesting the
and have been credited with PSYC 344. the Graduate Diploma in Arts may be taken from
transfer of credit form which must be completed
Students intending to apply for the MSc in before credit can be transferred from your previous subjects not in the BA Schedule. Normally all
Applied Psychology must meet the postgraduate provider [www.canterbury.ac.nz/acad/credit. courses would be from the same subject (See the
degree requirements above. PSYC336 Industrial shtml]. Also specify the degree and majoring Student Advisor in the College of Arts).
Organisational Psychology would be an advantage. subject intended at Canterbury and include a Entry requirements for postgraduate study in
Students who wish to become eligible to apply for transcript of your credits to date and perhaps your psychology or applied psychology can be met by
the Postgraduate Diploma in Clinical Psychology current courses. You should receive a written reply including the appropriate courses within a diploma
must have completed PSYC 335 or an equivalent detailing the points credited towards study at programme. The entry requirements are described
course, as well as meet the postgraduate degree Canterbury. in the box entitled “Entry Requirements PG
requirements above. Courses and their credit values differ between Psychology” on page 22. Note it is not necessary to
universities but generally a first-year course from complete PSYC 105 or PSYC 106 or other Introductory
Requirements for a another New Zealand university is accepted as Psychology courses to gain entry to postgraduate
study by this route. Also, students undertaking a
Major and Minor in equivalent to PSYC 105 or PSYC 106 (depending
on topics covered) for prerequisite purposes GradDipArts/Sci are often exempt the prerequisite
Psychology in Arts (BA) requirements for individual PSYC 200 and PSYC
and will most likely translate to 15 credit points
Students intending to complete a BA in Psychology at Canterbury. Students who have successfully 300 courses making it possible to complete the
must be credited with the following: completed two first-year psychology courses at postgraduate entry requirements in a single
another New Zealand university can normally (albeit rather heavy) year of study. Alternatively,
Major expect to advance to PSYC 200 courses at the courses may be spread over several years of
Students intending to complete the BA in Psycho- Canterbury. New Zealand students seeking part-time study. Further information about the
logy must be credited with at least 165 points in additional information about credit transfer GradDipArts/Sci may be obtained from the Student
Psychology (not including ARTS 395) with at least should contact the Student Advisor in the College Advisor in the Colleges of Arts or Science.
135 points (five courses) at 200-level or above: Office appropriate to their degree. Places are not limited and normally suitably
qualified students with good levels of prior
100-level academic achievement are accepted.
Required: PSYC105 AND PSYC106
Double Degrees
Some students enrol in two degrees concurrently.
200-Level For example the combination of BA Psychology
Required: PSYC206, and at least three from with an LLB is quite common. Regulations permit
Graduate Student Profiles
I had always had a general interest in I am particularly interested in how people I believe that psychology is a science that
psychology. I took nearly every psychology make decisions in their daily life. After having transcends multiple disciplines, its impact, and
paper available during my undergraduate the opportunity to be involved in research research topics apply to a variety of scenarios and
study, but it wasn’t until my honours year that that focused on business relocation after the problematics. I started my undergraduate studies
I realised that neuroscience was what I wanted Canterbury earthquakes, I decided to enrol back in Colombia with that conviction, and my
to do. So I decided to pursue my postgraduate in an MSc in Psychology. Working with my interest in how psychology could be applied to
studies in Professor John Dalrymple-Alford’s primary supervisor, Professor Simon Kemp, I was organizations grew from there, that took me to
behavioural neuroscience lab. encouraged to explore a topic of my interest in Italy and Spain to do my Master’s degree in Work,
Behavioural neuroscience brings together many consumer psychology. Organizational and Personnel Psychology with the
different disciplines including psychology, My research focuses on investigating how Erasmus Mundus Program.
biochemistry, anatomy, physiology and faux money (loyalty rewards schemes such as I arrived in New Zealand to pursue my PhD
pharmacology making for a diverse and frequent flyer miles) is perceived and evaluated degree under the supervision of Assoc. Prof. Chris
exciting field of study. Our lab is particularly by the consumer. It has proven to be such a Burt and Assoc. Prof. Katharina Naswall in the
interested in the role of the limbic regions of broad topic that I felt the need to extend and Organizational Psychology area. The purpose of my
the brain’s thalamus and hypothalamus in consequently transferred to a PhD. research is to measure and investigate graduates’
learning and memory processes. My research In 2014 I received the Prime Minister's expectations of the orgnizational context they’re
has focused on the behavioural and functional Scholarship for Asia, which funded cross-cultural about to enter. Young graduates have spent at
impact of lesions to two key sites within these study components in Hong Kong. It was a least three years of continuous education that has
structures, the anterior thalamic nuclei and the valuable experience to return to my home city required considerable amounts of intellectual and
mammillothalamic tract. and collaborate with academics at The City emotional effort; it is only natural that if graduates
Damage to these two sites in the brain is University of Hong Kong. We worked to collect have planned for the future then graduates
consistently associated with an amnesic comparative data on the consumer behaviour in will expect of the future. I’m passionate about
syndrome in humans, so understanding and this large, international city driven by its strong researching expectations in young professionals
improving functional outcomes following this consumer culture. because those expectations feed goals and future
type of injury are of considerable interest. We performances, and being able to identify them and
It has been a great experience being part of the work on them in time will help to generate better
use many different approaches to help us Department of Psychology at UC. It is a great
understand how these structures function strategies of adaptation in the transition from
place to learn, the staff are knowledgeable, academia to work.
within a wider neural memory circuit including professional and supportive.
behaviour, immunohistochemistry and neural It has been a great experience to be part of the PhD
recording. Combining these different streams program at the Department of Psychology, the staff
May Chan
of information brings us closer to our ultimate and academics have been kind, knowledgeable and
goal of improving outcomes and quality of life in PhD Student helpful. Completing a PhD is a journey of being
human patients. guided by experts but mainly about getting to
know your strengths as a researcher and making
a few mistakes in the process, and I’m glad I have
Brook Perry found a good environment to do so here at the
PhD Student University of Canterbury.
Viviana Cedeno Bustos

PhD Student

I decided very early on during my undergraduate I first came to New Zealand in 2010 when I was I am close to completing my PhD in Human
degree that Psychology was the discipline for offered the chance to spend a year on an overseas Factors Psychology. Human Factors research
me. Throughout the course of my study, child psychology placement during my BSc(Hons) from focuses on how people perform physically and
development and the important role of the the University of Bath. I was welcomed into a psychologically in relation to technology, systems
family in developmental processes became the clinical research team based at the Christchurch and environments. I research the cognitive
focus of my interest. School of Medicine and the Psychology effects of exercise, with a passion for field work,
I have been a member of the Canterbury Child Department at UC. I loved the combination of and test participant’s performance in outdoor
Development Research Group (CCDRG) since clinical work and the research I observed on my settings where it will be applied. My research
2011, when I enrolled in a Master of Arts to study placement and by the end of the year I knew this investigates the relationship between complex
the school readiness of 4-year old children born was a field I would love to work in. cognitive thought during exercise (specifically
to mothers maintained on methadone during After completing my honours year back in the working memory) in order to investigate the role
pregnancy. Working alongside the CCDRG on UK I spent some time travelling and volunteering of the prefrontal cortex in whole body movement.
the Methadone in Pregnancy Study was a great but before I knew it I was back at UC beginning Using the dual task paradigm, I have participants
challenge and pushed me to expand my skills for my PhD in 2013 and the PGDipClinPsyc in complete a working memory task using a cell
working with families and children at potential 2014. I have loved being able to apply the phone app that I developed, while they completed
risk for adverse development. practical clinical skills I’ve been taught in running, rock climbing, kayaking or lab based
clinical placements to pursue my own research computer work. The results show that physical
The level of understanding for developmental performance is affected by increasing cognitive
psychology that I gained from this programme, interests. My PhD focuses on the impact of a
range of tobacco control strategies on smokers’ load and cognitive performance is affected by
as well as the enjoyment I experienced from physical factors as well. This research is relevant
working with a dedicated team, led me back to behaviour and demand for cigarettes. This has
given me the opportunity to work alongside to many occupational fields where physical work is
UC to enrol in a PhD. During my candidature I coupled with complex thought or decision making,
will be working with the CCDRG now led by Dr a range of experienced researchers and public
health specialists from all over the country who and can also be applied to elite level sports. I
Jacki Henderson. We will be following the same have also completed experiments on the effects
group of children and their families, assessing are collaboratively working towards the goal
of Smokefree Aotearoa 2025. It is incredibly of fatigue (both cognitive and physical) on risk
each child as they turn 9 years of age. perception. Results show that both cognitive and
rewarding to be able to carry out research that
I was fortunate enough to have been awarded contributes towards an understanding of such an physical fatigue effect our perception of risk.
a Lotteries Health Research Scholarship to important social issue at such a pivotal time of I have been fortunate to teach several
pursue my research, which will specifically be change. undergraduate psychology classes, giving me
examining the academic achievement of these valuable experience applicable to my career. I
children, as well as potential socio-familial Learning to balance these two programmes has
been a challenging but rewarding experience and recently attended the Human Factors and
and psychological correlates of academic Ergonomics conference in Washington DC which
achievement in middle childhood. I have really appreciated the supportive team
atmosphere among students and staff. The gave me the opportunity to present my work
I am grateful for the opportunity to be Psychology Department is a great environment and liaise with colleagues. My supervisory team,
participating in this internationally unique for postgraduate study that encourages students along with the whole psychology department, are
research, supported by a great team in the to pursue their own personal interests and goals. incredibly knowledgeable, supportive and helpful.
Psychology Department here at UC. It has been a pleasure to complete my research in
the Psychology Department at UC.
Megan Tucker
Samantha Lee
PhD & PGDipClinPsyc Student Megan Blakely
PhD Student
PhD Student
After completing my bachelor’s degree in I have always been passionate about working I have always been interested in understanding
neuroscience, and spending some time with people and set my sights on a career in people and after my first psychology lecture
working for the US Air Force Research Lab, I Psychology when I started my undergraduate I knew a career within psychology was
came to the University of Canterbury to pursue degree in 2009. After my honours year, I took meant for me. Throughout undergrad I was
a PhD in Human Factors Psychology. New some time out from study to gain experience interested in areas of behavioural, cognitive
Zealand’s beautiful landscape along with UC’s and worked for two years in sentence and neuropsychology. Within these areas,
incredible faculty and scholarships made UC management with the New Zealand Department topics related to mental health and offenders
an easy choice for me, both personally and of Corrections. During this time I was were always the ones that interested me the
professionally. My research involves taking supported to focus my Master thesis in this most. While studying I have also completed an
runnings and rock climbers and finding out area, specifically investigating the utility of a internship at the Department of Corrections
what kind of cognitive tasks they can and can’t risk assessment tool for individuals who have working within the reintegration team and I
perform simultaneously, in hope of better offended in New Zealand. worked on resources related to Maori rangatahi
understanding our cognitive resource structure I was encouraged by my thesis supervisor to youth suicide prevention at Te Rau Matatini.
and one day improving the safety, efficiency, present my research proposal at the Department Both have been rewarding and fuelled my
and performance in high-risk, high-demand of Corrections Psychological Services National passion to continue on with postrgraduate
operations. I have learned so much about Training Event, where I was supported not only study.
human factors theory, experimental design, data with my research but to further my studies. After completing my BSc(Hons), I approached
analysis, and the publication process through my supervisor, Prof, Neville Blampied, with a
the support of my supervisors, Deak Helton and My subsequent application for the PG Clinical
Psychology Programme was successful, and to range of ideas within behavioural psychology.
Paul Russell, and have become a more confident After many discussions, we decided to examine
and independent scientist along the way. date, has given me the opportunity to work with
a variety of clients. The support I have been the relationship between sad mood and
Something particularly special about UC’s PhD psychological flexibility (how adaptable you
program is that there is always help available given from the Clinical Supervisors has been
invaluable, both in terms of ongoing academic are to following rules) using developed implicit
when you need it, but also great freedom to measure called the ‘Relational Responding
tailor your research and overall education to the and clinical development and self-development.
Task’ (RRT). Essentially my research focuses on
things most relevant to your personal interests I am thoroughly enjoying the clinical differences in rates of responding for depressed
and career goals. programme, and am looking forward to and non-depressed participants before and
my continued development as a clinical after a sad mood. This research is useful in
Sam Epling psychologist as I continue with the programme. identifying the validity of our tools and if they
PhD Student support current cognitive and behavoural
Alyshia Averill theories realting to vulnerability to depression.
MSc & PGDipClinPsyc Student So far I have thoroughly enjoyed my studies
at UC, and in 2017 I look forward to beginning
my PhD in collaboration with the Christchurch
Health and Development Study, with the
support from a Ngai Tahu Research Centre
Doctoral Scholarship.
Julian Jennings
MSc in Applied Psychology Student

What our former students’ have to say...
I have completed a PhD about the online Heading to Canterbury to study Psychology After completing my undergraduate degree in
therapeutic relationship. I became interested was the clear choice for me. My choice was psychology at UC, I undertook the BSc(Hons)
in this topic because I provided (and continue supported by the expert teachers and helpful programme during which I had the honor of
to provide) psychotherapy to Danish clients via staff I encountered while completing my BSc working with Dr Juan Canales on a project
a video-link. Initially the work raised a number in Psychology in 2013. Taking my education examining the effects of activating a novel
of concerns and questions about the role of to the next level and enrolling in the MSc in brain receptor, TAAR1, on stimulants-induced
the client expectations and their experience of Applied Psychology allowed me to develop new behaviours in animals. This experience has
alliance and empathy when therapy is carried knowledge and skills with the help and support inspired my interest in behavioural neuroscience
out via a video-link. I was lucky enough to get a of the department along with my supervisor Dr and in stimulant addiction in particular,
UC funded Scholarship to study such an aspect Kumar Yogeeswaran and all the great staff in the and motivated me to go further with my
of the video-link therapy in more detail. Psychology Department. education by enrolling in the PhD programme
I have loved the laid back easy-going I am currently working in a Training and at UC. For my PhD, I conducted a series of
environment at UC, and at the same time been Development role within Open Country Dairy experiments investigating the therapeutic
impressed with the high academic level and helping to plan and prescribe the training potential of pharmacologically targeting
variety of research carried out by my fellow requirements of staff to help them flourish. My TAAR1 in the treament of stimulant addiction
students and the academic staff. I have had understanding of Psychology has helped me in animal models in Dr Juan Canales lab.
a dedicated and very supportive supervisory greatly with understanding how to best deliver Albeit the worldwide prevalence and negative
team and I have appreciated the flexibility to training and coordinate training requirements. consequences of addiction, there is no effective
undertake research that was as new to them as I have also benefitted greatly from my training treatment specifically for this brain disorder. My
it was to me. I have been incredibly supported in quantitative statistical analysis, allowing me research has demonstrated remarkable promise
by the Psychology Department to finance some to provide great business intelligence insights. of TAAR1-based agents and has generated
parts of my research and have gotten help I will always appreciate the strong foundation numerous peer reviewed publications, paving
with numerous practical issues concerning the UC has given me to excel in Industrial/ the way for future studies in this field.
technical side of experimental studies. Organisational Psychology I have thoroughly enjoyed my time studying
Currently, I work as an Intern Psychologist which at UC. Thanks to the general scholarships UC
is the final part of the PGDipClinPsyc Program has offered and numerous support from the
at UC. As expected the program has been Department community and administration
demanding, but also highly rewarding. It is a Julian Jennings team. I am currently looking for a Post-
very thorough program and it provides many MSc in Applied Psychology Doctoral position around the world. I believe
opportunities for hand on work and real-life my experiences at UC have equipped me with
learning in close collaboration with staff and skills that qualify me to be competitive in the
supervisors. The program has provided me with academic job market.
a comprehensive theoretical understanding of
clinical work and a range of practical abilities Dr Echo Pei
which I make use of daily with my off- and PhD
online clients.
Dr Signe Udall Wiingaard

PhD & PGDipClinPsyc Student
After completing my BSc(Hons) in Psychology, I My passion for learning motivated me to study Completing graduate school and traveling
decided to join the human factors and applied psychology at university, but my experiences abroad was a dream of mine...literally, I saw
cognition lab and complete a PhD in human during my undergraduate degree at UC drove me it in a daydream while studying towards my
factors psychology. to continue my studies further. bachelors in a small town of Ohio, USA. Only
Human factors psychology bridges the Investigating the impact of the Canterbury after my dream did my BSc supervisor tell me
gap between psychology and engineering, earthquakes on a couples’ relationships is that he had a psychology connection in New
looking at how technology systems can be humbling and inspiring. Zealand, and that he would introduce us via
designed to reduce human (user) error and email. Little did I know that this introduction
No doubt some couples will experience would lead me to submitting an application to
increase overall performance. My research increased conflict and marital distress following
focuses on preventing accidents caused by study, receiving a scholarship and embarking
a traumatic event such as this, however, other on a journey across the world, of which
lapses in sustained attention. Currently, I am couples may find their relationship has become
investigating human error in simulated friendly would accumulate in the most exhausting,
stronger. An important question I am asking hardworking and exciting 3 years of my life!
fire incidents using an experimental paradigm in my research is what do these “successful”
developed by my supervisor Professor Deak couples do to maintain relationship quality and My subdisciplines were anthrozoology, human
Helton and myself. I am also investigating the psychological well-being? factors and cognition. It was a challenge at
performance of operators using unmanned times being the only student at the university
vehicles (e.g., “drones”). I thoroughly enjoy doing this research and working on all of the specific research focuses,
mostly about hearing my participants’ but the support and help from colleagues
The PhD programme is the ideal mix of guidance experiences. I am constantly overwhelmed by
and knowledge from the best in the field, along and staff around the Department has been
Canterbury residents’ resilience. astounding. Not only did I gain so many
with independence and freedom to cut your own
path. I quickly found that you make your own There are great minds within this campus and academic mentors and friends, but I fell in love
mistakes and generate your own achievements. as I progressed through my degree I became with the country which embraces the drive to be
Other perks include international conference, increasingly aware of the calibre of the faculty yourself and encourages you to carve our your
great social clubs/societies, and two on-campus and students. own path.
bars for collaborating with other researchers After working as a post-doctoral researcher I completed 8 experiments, published 5 papers,
over a few beers. at Kent State University, Ohio for one year, I attended and presented at 2 international
The skills and experience I gained while studying have moved to Melbourne, Australia to work conferences. Aside from the academic
human factors at UC prepared me for the job at Deakin University. I am a post-doctoral acomplishments, I had the pleasure of meeting
market. Since finishing my PhD I have been researcher on an Australian Research Council some of my truest friends here, and showing my
working as a lecturer at the University of funded novel and cutting-edge study with Drs family around this new place I call home for the
Huddersfield (UK), and am excited about what Gery Karantzas, Judith Feeney, Marita McCabe, holidays. Oh, and I met the love of my life and
the future holds, whether it be in academia or and Jeffry Simpson, which seeks to understand future husband in Christchurch as well! It was
industry. the impact that family relationships have on sad to return home to the US, as it preserves a
caring for parents in later life. period of my life that was so critical in moulding
Dr Kyle Wilson my success as as student and professional
Dr Emma Marshall woman. Memories of New Zealand will always
PhD serve as reminder that you can accomplish
PhD
anything once you put a dream into action.
Dr Kristin Finkbeiner
PhD

100-Level Courses
If you wish to advance to equivalent route but students who have studied university entrance requirements via NCEA or an
biology or another science, or statistics or equivalent route but students who have studied
200-level Psychology, you must mathematics to NCEA levels 2 or 3 will find these biology or another science, or statistics or
complete both PSYC 105 and PSYC useful preparation, but they are NOT essential. mathematics to NCEA levels 2 or 3 will find these
106 (or equivalent courses from Lectures and Laboratories: There are two useful preparation, but they are NOT essential.
streams of lectures for PSYC 105, Stream A or Lectures and Laboratories: There are two
other universities). Stream B. Students will attend three 1-hour streams of lectures for PSYC 106, Stream A or
For updated information on any course, lectures per week and one 2-hour laboratory per Stream B. Students will attend three 1-hour
including lecture times, venues and textbook week. lectures per week and eight 2-hour laboratories
requirements, go to the Course Website http:// Assessment: Please refer to the course in total.
www.canterbury.ac.nz/courses/, or through our outline/information sheet available at the Assessment: Please refer to the course
own website link commencement of the course for details. outline/information sheet available at the
http://www.psyc.canterbury.ac.nz/courses/. commencement of the course for details
PSYC 106
PSYC 105 Introductory Psychology:
Introductory Psychology: Social, Personality,
Brain, Behaviour, & Cognition & Development
Semester One Semester Two
15 points 15 points
Coordinator: Dr Zhe Chen Coordinator: Dr Kyle Nash
Contact: Room 509 Contact: Room 209a
[email protected] [email protected]
Prerequisite for all 200-level courses Prerequisite for all 200-level courses
Description: PSYC 105 is an introduction to the Description: An introduction to the
scientific study of human behaviour and the psychological study of human beings;
mind, focusing on neurological and biological their development, social relations and
origins, principles of learning and behaviour interpersonal behaviour, the nature and
change, the senses and perception, and causes of psychological disorders and their
attention, memory and intelligence. treatments and an introduction to the ways
Learning Outcomes: Students completing this that psychologists can make a living providing
course will services to individuals, groups, communities,
• have learned some of the key terms used in businesses and governments.
the study of brain and behaviour, learning
and behaviour change, human sensation,
Learning Outcomes: Students completing this
course will
Dr Zhe Chen is the
perception and cognition. • have learned some of the key terms used overall Coordinator for
• have gained an understanding of key concepts
and theories in psychopharmacology and
in the study of developmental, judgement
and decision making, social, abnormal, and
both 100-level
neuropsychology, learning and behaviour applied psychology. Psychology courses. If
change, the human senses and perception,
human memory, reasoning and intelligence.
• have gained an understanding of key concepts
and theories in developmental, judgement
you have any enquiries
• have, through laboratory classes, gained and decision making, social, abnormal and relating directly to your
experience and an elementary understanding applied psychology.
of how experimental methods are used to • have practiced some of the research
first year of study please
gain scientific knowledge in psychology. techniques in the laboratory that are used to contact Zhe. She is also
• have demonstrated elementary abilities in gain scientific knowledge in psychology.
handling quantitative data in psychology
the Course Coordinator
• have demonstrated elementary abilities in
• have demonstrated abilities to write clearly handling quantitative data in psychology. for PSYC 105.
about research procedures and data in a • have demonstrated abilities to write clearly
research report about research procedures and data in a
• have practiced effective study skills. research report.
Preparation: No particular subject backgrounds • have practiced effective study skills.
are required if you have met the general Preparation: No particular subject backgrounds
university entrance requirements via NCEA or an are required if you have met the general
200-Level Courses
To major in Psychology you must • use computer software to conduct statistical

tests and analyse data.
take PSYC 206 and three of PSYC
Prerequisite: At least 15 points in 100 -level
207-213. PSYC 206 is a prerequisite Psychology and at least 45 points overall.
for most PSYC 300 courses. Lectures and Laboratories: There are three hours
of lectures per week in term 1 and two hours
For updated information on any course, includ-
of lectures per week for the remainder of the
ing lecture times, venues and textbook require-
semester; and a 2-hour lab per week for the full
ments, go to the Course Website
semester.
http://www.canterbury.ac.nz/courses/, or
through our own website link Assessment: Please refer to the course outline
http://www.psyc.canterbury.ac.nz/courses/. available at the commencement of the course
for details.
PSYC 206
Research Design & Statistics PSYC 207
Semester One Developmental Psychology
15 points Semester Two
Coordinator: Professor Randolph Grace 15 points
Contact: Room 205 Coordinator: Dr Jacki Henderson
[email protected] Contact: Room 430 Dr Ewald Neumann is
Compulsory course for a major in Psychology [email protected]
Description: An introduction to the theory Description: This course will examine
the Coordinator for all
and practice of statistics in psychology. For human development from conception to late
adolescence and will cover neuropsychological,
200-level Psychology
psychological science, statistics is a framework
for making rational decisions on the basis of cognitive, biological, behavioural and socio- courses. Enquiries
data. PSYC206 will emphasize the concepts of emotional development. Emphasis will be given
logic underlying statistics, and provide worked- to major theoretical influences that have shaped relating directly to
through examples that illustrate those concepts.
An important theme is that anyone can learn
current thinking about child and adolescent
development, as well as research methods and
these courses should be
statistics – no math beyond basic algebra is techniques that are used to study development. discussed with Ewald.
required. Practical instruction in the use of Key developmental issues will be considered in
computers for the analysis of psychological relation to both typical and atypical patterns of
data is given in the weekly two-hour laboratory development. Course content will draw on New
classes. Zealand and international research, as well as
video, laboratory, internet and other resources. provide them with a sound foundation for
Learning Outcomes: On successfully passing the
The course will be presented by way of lectures, advanced study in the areas of developmental
course, students will be able to
videos, the textbook, and laboratory work. and/or child clinical psychology.
• characterize data using descriptive statistics
Learning Outcomes: Prerequisite: PSYC 105 and PSYC 106
and graphical methods.
• assist students to develop a broad Lectures and Laboratories: There are two hours
• display and interpret relationships between
understanding of the major theoretical of lectures per week and six two-hour labs
variables in scatterplots
influences that have influenced contemporary across the semester.
• calculate and interpret standardized scores thinking about child and adolescent
(Z scores) development. Assessment: Please refer to the course outline
available at the commencement of the course
• calculate and interpret the correlation • develop an appreciation of the research for details.
coefficient process when working with children and
• use regression to make predictions based on adolescents, and begin to develop skills in the
the relationship between two variables critical evaluation of developmental research.
PSYC 208 Cognition
Semester Two
• understand the logic of null hypothesis • help students understand the
15 points
testing, significance testing, and statistical multidimensional and time-dynamic nature
Coordinator: Dr Ewald Neumann
power of development, as well as the important
Contact: Room 411
• calculate and interpret results of t tests, one- role that both biological and environmental
[email protected]
way ANOVA, and factorial ANOVA factors play in sharing development,
contributing to risk and resilience. Description: What is reputed to have more
• use the chi square test to evaluate hypotheses computing power than a billion PCs, is readily
about categorical variables • introduce students to a broad range of
portable, and weighs less than 1.5kgs? How does
developmental concepts and issues that will

this magnificent machine comprehend language available at the commencement of the course PSYC 211 Personality
and make inferences, such as that the previous for details.
Semester Two
sentence refers to the human brain? What is
15 points
known about how the brain stores information PSYC 209 Coordinator: Dr Kyle Nash
from our past experiences, and general world
Sensation and Perception Contact: Room 209a
knowledge so that information is generated
Semester One [email protected]
quickly when needed? Why does attention
appear to be so selective? Do we process 15 points Description: The course will provide an
information unconsciously? Do we follow logical Coordinator: Dr Zhe Chen overview of classic and contemporary theory
rules and rational procedures when making our Contact: Room 509 and research in personality. Our approach to
everyday decisions or has evolution provided [email protected] understanding personality will include Freudian
us with other modes of thought more suited Description: This course gives a broad overview and Neo-Freudian perspectives, existential and
to the uncertainties of our social and physical of contemporary research in sensation and humanist perspectives, genetic and evolutionary
worlds? Clever experiments coupled with newly perception. It addresses the fundamental perspectives, biological perspectives,
emerging methods for tracking activity in question of why we perceive the world as we behavioural perspectives, and trait perspectives.
the brain are rapidly enhancing knowledge of do. The goal is to help students to develop In the laboratory sessions students will take,
human cognition and its underlying processes. an appreciation and understanding of the analyse, and interpret various personality
This course is fundamental preparation complexity of the processes that give rise to assessment instruments.
for your later studies in almost any area of sensation and perception, and to understand the PSYC 211 is recommended preparation for PSYC
psychology and particularly in social, industrial- various factors, both biological and cognitive, 332 Social Psychology, PSYC 335 Abnormal
organisational, abnormal, clinical, forensic, and that influence our perceptual experience. The Psychology and PSYC 336 Industrial &
development psychology. major focus of the course is on visual perception, Organisational Psychology.
Learning Outcomes: On successfully passing but perception in the other senses will also be Learning Outcomes: On successful completion
this course, students will have briefly covered. of the course, students will have:
• gained an understanding of key concepts Learning Outcomes: On successful completion • an understanding of the key theories in
and theories within the major domains in of the course, students will have personality psychology, the differences
Cognitive Psychology, including attention, • gained an understanding of the fundamental between these theories; and ability to
representation of knowledge, memory, processes that give rise to sensation and critically evaluate theories of personality.
problem solving, expertise, reasoning and perception. • an understanding of the research methods
language. • demonstrated an understanding of how the commonly used in personality psychology
• developed an appreciation of the complex various factors (e.g., physiological, cognitive, • the ability to critically evaluate classic
neuronal underpinnings of mental processes. and environmental) influence our perceptual and contemporary research methods in
• through laboratory classes and exercises, experience. personality psychology.
gained an appreciation of the experimental • demonstrated an understanding of some of • hands-on experience via participation in
methods that are used to accumulate the commonly used methods and techniques contemporary personality science.
scientific knowledge in Cognitive Psychology. scientists use to answer questions related to
sensation and perception. • the ability to write up a succinct research
• obtained skills that enable critical evaluation
proposal.
of the design, data analysis, and the validity • demonstrated some ability to evaluate and
of conclusions drawn from empirical interpret research findings critically. Prerequisite: PSYC 105 and PSYC 106
investigations in Cognitive Psychology. • demonstrated some ability to do literature Lectures and Laboratories: There are two hours
• acquired skills to write clearly about research research on a topic, to synthesize research of lectures and a 2-hour lab per week.
hypotheses, procedures, and data in a articles related to the topic, and to present the Assessment: Please refer to the course outline
research report. research findings clearly in writing. available from the commencement of the course
• learned to appreciate the need to tolerate Prerequisite: PSYC105 and PSYC106, or with the for details.
ambiguity and realize that psychological approval of the HOD a pass in a professional year
explanations can be complex and sometimes of Engineering, or in approved courses in Art, Art PSYC 212
tentative. History or Computer Science. Foundations of Behavioural
Prerequisite: PSYC105 and PSYC106, or with the Lectures and Laboratories: There are two hours Neuroscience
approval of the HoD, a pass in a professional of lectures per week and four 2-hour labs in
year of Engineering, or in approved courses in total. Not offered in 2017
Computer Science, Linguistics, or Philosophy. Assessment: Please refer to the course outline
Lectures and Laboratories: There are two hours available from the commencement of the course
of lectures and a 2-hour lab per week. for details.
Assessment: Please refer to the course outline
PSYC 213 Learning Outcomes: On successful completion Aotearoa New Zealand.
of the course, students will have
Introduction to Social • ensuring an understanding of social
Psychology • gained systematic knowledge of the field behaviour and social dynamics to enhance
of Social Psychology and be prepared to graduates’ ability to engage with diverse
Semester One integrate this knowledge with advanced areas communities.
15 points of psychology. To be able to understand how
Coordinator: Dr Kumar Yogeeswaran Prerequisite: PSYC 105 and PSYC 106
social psychology research and theory informs
Contact: Room 210 theory and research in many advanced areas Restriction: PSYC332
[email protected] of the discipline. Lectures and Laboratories: There are two hours
Description: This course is designed as • developed an understanding of rigorous of lectures and a 2-hour lab per week.
an introductory overview of classical and experimental research and data analyses Assessment: Please refer to the course outline
contemporary social psychology. Social methods and can use this knowledge to available from the commencement of the course
psychology is the scientific study of how critically evaluate research in other related for details.
our thoughts, feelings, and behaviours are areas of psychology.
influenced by the real or imagined presence of
others. The lectures provide a broad overview • developed an understanding of social
of several key topics in the field including the dynamics as an attribute that enhances the
self, social perception, intergroup relations, employability of graduates in a variety of work
attitudes and persuasion, social influence, situations.
group processes, close relationships, prosocial • given students the experience in
behaviour and aggression. Within each of these communicating about science in a variety of
topics, we also consider the influence of culture forms and modalities.
and application to the real world. • developed an understanding and awareness
This course also contains a laboratory of the role of social and ethnic variables
component in which students work in small and the effects of these aspects of social
groups conducting social psychology research interaction and social engagement at dyadic,
projects. group, community and national levels in

300-Level Courses
To major in Psychology at least disorders, including Alzheimer's disease and PSYC 335
Parkinson's disease.
75 points of 300-level Psychology Abnormal Psychology
Prerequisite: PSYC 206
are required. Whole Year
Preparation: 15 further points from PSYC 200 30 points
Students wishing to proceed to postgraduate Lectures and Laboratories: There are three hours Coordinator: Dr Gini McIntosh
degrees in Psychology must have completed 75 of lectures per week and laboratory exercises will Contact: Room 506
points at 300-level PSYC, including PSYC 344. supplement the lecture material. [email protected]
For updated information on any course, Assessment: Please refer to the course outline Prerequisite for application into Postgraduate
including lecture times, venues and textbook available from the commencement of the course Clinical Psychology
requirements, go to the Course Website http:// for details. Description: This is a course in abnormal
www.canterbury.ac.nz/courses/, or through our psychology that builds on material about
own website link http://www.psyc.canterbury. PSYC 334 Learning & psychopathology introduced in PSYC106 and
ac.nz/courses/. on information about psychological processes,
Behaviour Analysis
theories and research gained from other
PSYC 333 Whole Year Psychology courses. The main emphasis of this
30 points course is on current views, perspectives, and
Biological Psychology Coordinator: Assoc. Prof. Anthony McLean research in this field. Because this is course
Semester One Contact: Room 507 introduces much new material, lectures will
30 points [email protected] largely consist of broad overviews of various
Coordinator: Professor John Dalrymple-Alford
Description: This course deals with learning psychological disorder concepts and selected
Contact: Room 204
and emphasizes the way in which events in specific problems areas.
[email protected]
an individual’s environment control his or Abnormal Psychology draws upon most basic
Description: This course will comprise lectures her behaviour. The general approach taken in areas of psychological knowledge (.e.g, social,
on neural and neurochemical bases of normal the course is to present some fundamental developmental, physiological, cognitive, learning
and abnormal behaviour, psychoactive drug principles of behaviour control, consider theory). Course reading and lectures will attempt
action and neuropsychology. Laboratory classes some of the experimental studies which have to apply knowledge from these areas to the
cover basic brain structure and function. PSYC investigated their properties, and to examine understanding of psychopathology.
333 is recommended preparation for PSYC 433 their implications for dealing with human
Behavioural Pharmacology and Teratology, problems of living. Later in the course some PSYC 335 is a prerequisite for application to the
PSYC 404 Human & Animal Neuropsychology advanced topics in the Experimental Analysis postgraduate Clinical Psychology Programme.
and PSYC 416 Cognitive Psychology, and for the of Behaviour will be studied. Laboratory work Learning Outcomes: At the completion of this
postgraduate Clinical Psychology programme. will illustrate selected principles of behaviour course, students will be able to
Learning Outcomes: On successful completion control using animal subjects in controlled • have an understanding of the major
of this course, the student will environments. PSYC 334 is recommended categories of psychiatric disorders
preparation for PSYC 415 Experimental Analysis
• be familiar with the geography and primary • identify the diagnostic symptoms and major
of Behaviour.
brain regions of the mammalian brain. features of psychiatric disorders
Learning Outcomes: By the end of the course,
• know the basics of neuroscience in terms of • understand the central theoretical
you may expect to have a thorough grounding in
neural function and neural processes. frameworks designed to explain the aetiology
the principles of learning and behaviour control,
• be familiar with some neuroscience and maintenance of psychological difficulties
and to be well prepared for graduate courses,
techniques and approaches in animals and especially PSYC457 Behavioural Interventions • differentiate the core features underpinning
in humans, including brain imaging and and PSYC415 Research in Experimental Analysis child and adult difficulties.
historical concepts in neuroscience. of Behaviour. Prerequisite: PSYC 206
• understand the psychopharmacological Prerequisite: PSYC 206. Preparation: PSYC 207 and PSYC 211
effects of some drugs, including some
Lectures and Laboratories: There are two hours recommended.
of those influencing addiction and early
of lectures and a 1-hour lab per week. Lectures and Laboratories: There is a maximum
neurodevelopment.
Assessment: Please refer to the course outline of 2 hours of lectures and a 2-hour lab per week.
• have experience understanding the influence
available from the commencement of the course Lecture and lab hours may vary in each term.
of sex differences and sex hormones on
for details. Assessment: Please refer to the course outline
brain function, including related issues in
neuroprotection. available from the commencement of the course
for details.
• understand some of the physiological and
neuropsychological issues concerning
learning and memory.
• have knowledge of some neurodegenerative
PSYC 336 Industrial & PSYC 339 Health Psychology Description: This course will provide advanced
knowledge in a variety of selected areas in
Organisational Psychology & Behaviour Change
Cognitive Psychology. The emphasis is on recent
Semester One Semester One work and includes contributions from cognitive
15 points 30 points neuroscience. There is no set text; we prefer
Coordinator: Dr Joana Kuntz Coordinator: Assoc. Prof. Roeline Kuijer instead to work from recent original research
Contact: Room 201 Contact: Room 505 and review papers. Class groups are small so
[email protected] [email protected] that student seminar presentations are relaxed
Recommended for MSc in Applied Psychology Description: This course aims to introduce and informal. Class participation and open
Description: The purpose of this course is students to the field of Health Psychology, one discussion are encouraged.
to familiarise the students with the field of of the most rapidly growing areas in psychology. Learning Outcomes: At the completion of this
Industrial Organisational Psychology (I/O Health psychology applies a psychological course, students will be able to
Psychology). This course will examine the theory and knowledge to study behaviour
• demonstrate familiarity with the major
applications of psychological theory and relevant to physical health, illness and health
contemporary concepts, theoretical
research to the workplace, in particular the care.
perspectives, and empirical findings in
contribution of I/O Psychology to enhanced Topics covered in this course include Cognitive Psychology.
organisational performance and improved determinants of health-related behaviours
• undertake critical analysis of advanced
employee attitudes. (e.g. smoking, diet, exercise, binge drinking),
content in Cognitive Psychology.
PSYC336 is a prerequisite for entry into the individual and population approaches to
health behaviour change, stress and coping, • critically appraise the design, data analysis,
Postgraduate programme of MSc in Industrial/
and adjustment to chronic illness. PSYC 339 is and the validity of conclusions drawn
Organisational Psychology.
recommended preparation for PSYC 437 Health from empirical investigations in Cognitive
Learning Outcomes: At the completion of this Psychology: Theories & Interventions. Psychology.
course, students will be able to
Learning Outcomes: Students who have • display enhanced writing skills and be able to
• demonstrate basic knowledge of the principal successfully passed this course should be able to apply these skills in the production of essays
theories in the field and understand their and/or research proposals.
applicability to the workplace. • demonstrate understanding of the key
theories in health psychology • construct PowerPoint displays and use them
• identify and apply the methods and tools in the presentation of informative, critical,
used by I/O Psychologists, and understand • demonstrate understanding and appreciation
and engaging oral presentations.
their implications for personnel decisions. of the complex interplay between physical
well-being and a variety of biological, • apply critical and creative thinking, sceptical
• Identify the antecedents and outcomes psychological and social factors. inquiry, and rigorous scientific approaches to
of workplace attitudes, and demonstrate issues related to mental processes.
basic knowledge of the principal strategies • demonstrate the ability to apply health
psychology theory and research to real life Prerequisite: PSYC208
employed by leaders to manage those
attitudes. questions. Lectures and Laboratories: Two hours per week.
• demonstrate basic understanding of the • demonstrate the ability to critically evaluate Assessment: Please refer to the course outline
impact of group and organisational structure health psychology research. available fro the commencement of the course
on workforce perceptions, attitudes, • demonstrate the ability to report health for details.
behaviours. psychology research.
• critically evaluate material presented in Prerequisite: PSYC206 PSYC 341
journal articles. Lectures and Laboratories: There are three hours Environmental Psychology
Prerequisite: PSYC 206 of lectures per week and approximately one Semester Two
Preparation: PSYC211, 15 further points from two hour laboratory per week plus a practical 15 points
PSYC200 fieldwork assignment. Coordinator: TBC
Assessment: Please refer to the course outline Description: This course informs students about
Lectures and Laboratories: There are two hours
available from the commencement of the course Environmental Psychology, an integrative area
of lectures and one 2-hour lab per week.
for details. of psychology which places particular emphasis
Assessment: Please refer to the course outline on people-environment interrelationships and
available from the commencement of the course transactions, including environment-behaviour
for details. PSYC 340 Cognitive relationships, environmental perception
Psychology and cognition, environmental stress and
Semester Two adaptive responding, cultural values, disaster
30 points preparedness and response, conservation
Coordinator: Dr Ewald Neumann behaviour and sustainability initiatives, and the
Contact: Room 411 effects of climate, ergonomics and behavioural
[email protected] design.

Learning Outcomes: At the completion of this analysis; survey research; single case research of lectures per week and 1-hour of practical work
course, students will be able to designs; and case studies. The laboratory classes per week for one semester.
• demonstrate understanding of the key are designed to provide practical experience Assessment: Please refer to the course outline
theories in environmental psychology. in conducting psychological research, and in available from the commencement of the course
writing research reports. for details.
• demonstrate the ability to apply those
theories human behaviour in the Learning Outcomes: At the completion of this
environment. course, students will be able to PSYC 348
• demonstrate the ability to critically challenge • understand something of the diversity of Special Topic: Contemporary
the different environmental psychology research methods in psychology Issues in Family Psychology
theories. • be able to adopt a critical perspective to the Semester Two
• demonstrate the ability to conduct choice of particular research methods 15 points
environmental psychology research. • conduct psychological research using a Coordinator: TBC
• demonstrate the ability to report variety of methods Description: This course will explore some
environmental psychology research. • write research reports. contemporary and controversial issues in
Prerequisite: PSYC 206, OR 30 points of 100-level Prerequisite: PSYC 206. research and theory in Family Psychology. Topics
Psychology PLUS 15 points of relevant advanced covered may include matters such as child
Lectures and Laboratories: There are three hours abuse and neglect; discipline and punishment;
courses approved by the HOD. of lectures per week and laboratory classes role of the family in adolescent development
Lectures and Laboratories: There are two hours approximately every second week. and socialization; and social-learning based
of lectures per week and one two hour lab per Assessment: Please refer to the course outline therapies and other family interventions.
week. available from the commencement of the course The emphasis will be on recent research and
Assessment: Please refer to the course outline for details.
available from the commencement of the course
for details. PSYC 346
Judgement & Decision Making
PSYC 342 Semester One
Special Topic 15 points
Whole year Coordinator: Prof. Simon Kemp
30 points Contact: Room 208a
Enquiries for Special Topics should be addressed [email protected]
to Prof. Rob Hughes, Room 206. It is unlikely that Description: This course covers risky and non-
this Special Topic course will be offered. risky decision making, theories of choice, and
the way in which people make biased decisions
PSYC 344 and use short-cuts to make choices. We shall
also examine decision criteria: reinforcement,
Research Methods
subjective well-being, the value of life. We
Semester Two emphasise how the theory of judgement and
30 points decision making applies in the real world. For
Coordinator: Prof. Neville Blampied example, consumer and investment decisions,
Contact: Room 469 choosing between future and present good
[email protected] and self-control, and medical decisions will
Required course for postgraduate study in be covered, and as an assignment you will Prof. Rob Hughes is
investigate a real-world decision or judgement
Psychology
of your choice.
the Coordinator for all
Description: This course will consider a variety
of methods used in psychological research and Learning Outcomes: Students who have 3rd year Psychology
producing psychological knowledge. The topics successfully passed this course should be
covered will include: Psychology as a science; able to courses. Enquiries
theories of scientific method; phenomena
detection, methods of theory construction;
• explore psychological research in the areas of relating directly to
judgement and decision-making.
qualitative research methods; research validity;
• show how this research has been used and
these courses should
standard experimental, quasi-experimental,
and correlational research design; multiple
can be used in real-world decision-making. be discussed with him.
regression; meta-analysis; the importance of Prerequisite: PSYC206, or equivalent preparation.
research design; evaluation of the standard Lectures and Laboratories: There are two hours
model of research and alternatives; visual
theorizing about the selected topics, on the
critical evaluation of research and theory, and on
its applications to policies and family therapies.
Learning Outcomes: Students who have
successfully passed this course should be
able to
• demonstrate an advanced knowledge of, and
an ability to apply, psychological knowledge,
principles, concepts and theories to family
situations and development, at a level
appropriate for a first-degree graduate.
• see how simple through moderately complex
clinical and applied problems of families can
be solved through the application of scientific
knowledge, research, and evidence-based
therapies. .
• demonstrate critical and analytical abilities in
relation to both popular culture ideas about
families and scientific knowledge.
• access, understand, critically evaluate, and
review new information from a range of
sources, including the world-wide web and Title: Life in a Glass House Title: Brain x 8e
scientific and professional literature.
• understand how to conduct a literature review
and compare and critique studies.
• interactive attributes.
• work collaboratively in teams on the task of
researching and orally presenting information
based on finding relevant sources.
• communicate effectively in written English
through the written assignments.
• communicate effectively in spoken English
as demonstrated in an oral presentation
(debate).
Prerequisite: EITHER PSYC206 or PSYC207; or
PSYC105 AND PSYC106, plus at least 15 points at
200-level or above in a course approved by the
HoD.
Lectures and Laboratories: There are two hours
of lectures and approximately one two hour
laboratory per week.
for details.

General Information
General Enquiries – Students should be aware of the following: Special Consideration

Administration • Recordings are a supplement to lectures; they The Aegrotat process was changed commencing
are not intended as a substitute for them. 2016 and is called Special Consideration.
General enquiries should be directed to the
Psychology Administration Area located in • The vagaries of technology mean at times the We advise all students to go directly to the
the Level 2 Lab Block, Room 226. Office hours systems may not work and lectures don't get University’s Examinations website - http://www.
shown may be subject to change in exceptional recorded. Therefore students cannot routinely canterbury.ac.nz/exams/special-consideration.
circumstances. Any change to hours will be rely on the recordings. shtml for information and contact Examinations
displayed in the reception area. • Listening to the recording takes as long as directly if you have any queries. On this same
being at the lecture, so the recordings are not website there is information about Results
and Appeals for final grades. The Department
Clinical & I/O Psychology a short cut!
of Psychology policy of "substantial part of
Enquiries • If you are unable to attend a lecture be sure to assessment" for all courses is set at 50% of
If you have any general queries regarding the listen to the recording as soon as you are able. all course work. Unless a minimum of 50%
Clinical Psychology Programme or the MSc in You will do yourself a considerable disservice of coursework is completed, final special
Applied Psychology Programme, please contact if you hold off catching up on lectures till the consideration will not be given.
the Professional Programmes Administrator, run-up to a test or exam.
Room 227, Psychology Lab Block, Ext 94340. Attendance at
Grading of Courses Laboratory Classes
Course Coordinators and Assessment
Attendance at scheduled laboratory classes
Each individual course is administered by The grade achieved in a course is intended to is required. Laboratory classes are an integral
a course coordinator. Course coordinators represent a stable quality from year to year component of psychology teaching and
are responsible for the day-to-day running that is also comparable across courses not only learning. They provide an opportunity to
of the course. Course outlines will provide within the Department of Psychology but the obtain first hand experience of the phenomena
information on the overall content, organization, University generally. Marks on the other hand, described in texts and lectures, to observe
timetabling, and assessment of a course. are likely to fluctuate with the kind of work behaviour in natural settings through visits,
Approach individual staff about the content or (e.g., multiple choice versus essay) and the films, and videos, and to engage in small group
for clarification of the grading or marking of purpose of the assessment (an examination activities. Practical, computing, data analysis,
work in their part of a course. versus laboratory feedback). Consequently there and other research tools are also taught in
can be no hard and fast rule for converting laboratory classes.
Course Outlines/ the component marks into a course grade.
Particularly in large classes you should consider
Information Sheets your achievement in relation to the class as Assessing Your Workload
Course outlines set out the objectives and a whole. For each major item of in-course Ensure that you consider your workload and
contents of courses. They contain essential assessment you should normally expect to be avoid enrolling in too many courses. The Student
information on assessment and set work, informed of your mark or grade, and be provided Advisors in the College of Arts or Science
including course completion requirements, with some indication of the class distribution (depending on your degree) will be able to advise
and the relative assessment contribution of of marks or grades so that you can assess you on this.
each item of assessment. The course outline your position relative to others in the class. Please also note that students wishing to enrol
is where you will find the due dates for all set If marks alone are reported, then you should in courses totalling more than 160 points (or 80
work, the portions of the course to be included be provided with some indication of how the points for a single semester) must seek advice
in each test and examination, and the dates and marks convert to grades for the work. It is also and/or approval from the Dean of the relevant
times of tests. The timetables for all lectures, important to understand that all marks/grades faculty at the time of enrolment.
labs and examinations are available on the are provisional until final determinations are
University Web. Course outlines are posted on made at examiners’ meetings following the final
Learn, available off the Course website and some examinations.
Collection of Tests /
Course Coordinators hand them out at the first Essays / Assignments
Below is the common grading scheme at UC.
lecture. To comply with the Privacy Act, some course
A+ 90 – 100 C+ 60 – 64 coordinators prefer the return of undergraduate
Department Policy on A 85 – 89 C 55 – 59 department tests, essays, assignments, lab
Lecture Recording reports etc to be distributed through the
A- 80 – 84 C- 50 – 54
Psychology Administration Area located on Level
The University provides the option for lectures 2 of the Psychology Laboratory Building. You will
B+ 75 – 79 D 40 – 49
to be recorded through the ECHO 360 system. be notified by the Course Coordinator, usually
Some, not all, Psychology courses use this B 70 – 74 E 10 – 39
via email or via Learn, when your work may be
option but only for lectures and not labs. B- 65 – 69 collected. Please note that the hours of return
for all work may vary so please check with the
Administration office in advance.
Academic Grievances
If you encounter any problems with a course
and wish to discuss these with someone, then
there are several means available. You should
initially approach the lecturer concerned if you
feel able to. Alternatively, you could approach
the class representative and ask them to present
the problem to the lecturer on your behalf.
You can also approach the course coordinator
directly, should you so prefer. If the problem is
not resolved, then you can approach the Head of
Department. To find out more ways of obtaining
help with problems visit the UC website "How
to Raise a Concern" at http://www.canterbury.
ac.nz/complaints/resolve/pathway.shtml.
Policy on Dishonest Practice

Plagiarism, collusion, copying and ghost writing
are unacceptable and dishonest practices.
• Plagiarism is the presentation of any material
(text, data, figures or drawings, on any
medium including computer files) from any
other source without clear and adequate Association. Sources such as O’Shea, Moss & purpose of essays and other assignments is for
acknowledgement of the source. McKenzie (2002/2007) Writing for Psychology the academic staff to evaluate their student’s
• Collusion is the presentation of work (4th/5th ed.) describe the conventions that are wit and wisdom, not the wit and wisdom of
performed in conjunction with another accepted in psychology. other authors.
person or persons, but submitted as if it has A related matter concerns cross-referencing to
been completed only by the named author(s). your own work. Generally you should not present Learn
• Copying is the use of material (in any substantially the same piece of work more than Learn is a web-based Learning Management
medium, including computer files) produced once, either in the same or in different courses. If System (LMS) that is used at the University
by another person(s) with or without their the topic and content for an assignment overlap to complement classroom-based courses. All
knowledge and approval. significantly with those in another course, or Psychology courses are Learn enabled.
with a research project you should consult the
• Ghost writing is the use of another person(s) Those enrolled in psychology courses are able to
course lecturers/coordinator. Treat reference to
(with or without payment) to prepare all or access online course material through the Learn
your own work from another course as if it were
part of an item submitted for assessment. interface. It provides:
someone else’s work and cite it in the manner
In the cases where dishonest practice is involved described above. The following site gives some • a single place to access Learn enabled courses
in tests or other work submitted for credit, useful information http:// that you are enrolled in at Canterbury using
the student may be referred to the University www.cite.auckland.ac.nz. the same User ID and password that you were
Proctor. The instructor may choose to not mark issued with when you enrolled.
the work. Quoting • You can check on your progress, view your lab
Plagiarism: Misrepresentation of Other People’s Quoting is the direct reproduction of the attendance and test results, if this feature is
Work as Your Own. exact words of some person other than the enabled for your course.
Plagiarism is a serious matter. Whenever you author of the document in which the quote • Communicate with other students and faculty
use ideas taken from other people you must occurs. Quotes are shown either by placing the members by using chat, discussion groups,
acknowledge them. If you use the actual words quoted words in quote marks (“ “) or by italics. and Learn mail, if these features are enabled
of others (a quotation) you should put the words Quotes are appropriate when they involve for your course.
in quotation marks and cite the page number. providing a definition, where it is some specific • Receive email notices about the course.
The Department reserves the right to require statement by another person that the author
work to be submitted in electronic format For more information on Learn please visit
is commenting on, or where a brief quote may
so that it can be submitted to a plagiarism www.learn.canterbury.ac.nz.
effectively illustrate or enliven an argument.
detection website. In all cases, the source of the quote must be
Citations: In essays, projects, and other written acknowledged by an appropriate citation and
work you should use the format for citations reference. Long quotes, even when legitimated
that is adopted by the American Psychological by appropriate citations should be avoided. The

Computing Facilities Psychology Liaison Librarian Psychology Staff-Student
Over 100 Psychology Department computers Margaret Paterson is the Liaison Librarian for Liaison Committee
connected to the University network are Psychology. Margaret is available to help you This committee exists to provide a forum for
distributed in four laboratories; Rooms 115 and make the best use of the resources available the general exchange of information between
225 for general use; Room 112 for Postgraduate through the library. An appointment can be staff and students in the Department. The
use and Room 436 for APSY student use. During made to committee comprises elected staff plus class
term time the larger laboratories are heavily • provide assistance with locating resources for representatives. It normally meets once a term.
used between the hours of 9am to 5pm for your research area Please contact the Convenor of the Committee,
scheduled teaching classes. Students must Dr Kumar Yogeeswaran, if you would like to have
vacate the labs at least 10 minutes prior to • provide advice on searching databases to find
any issues discussed by the Committee.
the commencement of a scheduled lab class. journal literature
Facilities in Room 115 are available at other times • help you learn to use EndNote to manage your
references
Text Books
and for extended hours in the evenings and over
the weekends, for use by psychology students. Information about course text books can be
• help you keep current with literature in your
All computer laboratories are equipped with found in the Course Website http://www.
subject area
laser printers. There is a standard University canterbury.ac.nz/courses/, or through our own
Margaret may be contacted by either email website link http://www.psyc.canterbury.ac.nz/
charge for printing (colour printing is also
([email protected]) or courses/.
an option). Individual student accounts are
phone (Ext. 93921).
automatically debited and printer credits issued
on your University card. Workload
Currently, only enrolled psychology students UC Careers, Internships The university expects students to work 10
and members of the Department may use & Employment hours/point/course, divided between scheduled
the Department's computer facilities. Users The University Careers, Internships & activities (eg lectures and labs) and independent
undertake not to eat or drink in the computer Employment Centre can offer all students study. 120 pts= 1200 hours of work across the
laboratories (all drinking vessels other than general career and preparation for job-hunting academic year.
sipper bottles are prohibited) or to play advice. Visit their website at www.canterbury.
computer games on the machines. They also ac.nz/careers/. For career resources go to Level
undertake not to leave books or other personal 1, Geography Building. To make a Drop In or
materials in the labs. Locking of workstations Career Counselling appointment, please email
for personal use is not tolerated. [email protected].
Postgraduate Degrees & Diplomas
Postgraduate Study BA BSc

Bachelor’s Degree
in Psychology and PSYC Major PSYC Major
(Non PSYC major
GradDipSci or other
Applied Psychology Including PSYC 344 Including PSYC 344
qualifying courses
While most postgraduate psychology students
progress from a BSc or BA degree with a
psychology major, “conversion” programmes are
available for degree holders who have majored
in a different subject (see page 7).
BSc(Hons)
Students can study for a BA(Hons), BSc(Hons), BA(Hons) MA Part I MSc Part I PGDipSc
(120 points from
(120 points from (120 points from (120 points from (120 points from
MA, MSc or a PhD in Psychology or for an PSYC404-477 and
PSYC404-477)* PSYC404-477) PSYC404-477) PSYC404-477)
MSc in Applied Psychology (APSY) (see later PSYC470 Project)
section). A Postgraduate Diploma in Science
and Postgraduate Diplomas in Clinical and in
Psychology are also offered (see later section).
As shown in the diagram opposite, BA(Hons) and
BSc(Hons) students take fourth year courses that
MA Part II MSc Part II
are equivalent to an MA Part I or MSc Part I. PSYC 690 Thesis PSYC 695 Thesis
Entry Requirements for

Postgraduate Study PhD
The entry requirements listed below (or
Key
comparable qualifications from other
Usual progression
universities) apply to all postgraduate degrees Possible Progression permitted only with approval of the appropriate Dean
in the Department and the Postgraduate
Diploma in Science (there are additional entry * NB BA(Hons) must include at least 30 points of research-related courses and students undertaking BSc(Hons), MA
requirements for the Postgraduate Diploma and MSc part I must include PSYC460. For advice on achieving this requirement see the PG Course Coordinator
in Clinical Psychology). Those who hold a
University degree but without a major in
(Divisions I and II) or a Pass, is determined by
psychology may proceed to postgraduate study
grades achieved in the component 400-level Entry Requirements
upon completion of a Graduate Diploma in
Science or Arts or by completing the necessary
courses (weighted by the course points value for all Postgraduate
maximum 120 points) and PSYC 690/695 Thesis Study in Psychology and
prerequisite courses which meet the entry
which is weighted as 120 points. Second, a Applied Psychology
requirements described in the box.
student who has completed the requirements
165 points from PSYC courses with at
for an Honours degree may proceed directly
Postgraduate Degrees least 135 points at 200-level and above,
to Part II of the Masters degree. In this case including:
and Diplomas in the award of Distinction, Merit or a pass is 1. PSYC105 and PSYC106
Psychology at a Glance determined solely by the thesis grade. To be
2. PSYC 206 and at least three from PSYC207-
eligible for Honours, Distinction or Merit, the
Available postgraduate psychology degrees and 213, and
work must be completed within the prescribed
the Postgraduate Diploma in Science together 3. 75 points at 300-level PSYC courses.
period, i.e., normally within three years of full
with their entry requirements are shown in the
time study for students completing Parts I and • PSYC344 is required for postgraduate study
diagram. Entry qualifications are in rectangles.
II and within two years of full-time study from in Psychology and Applied Psychology.
Each rectangle represents the equivalent of one
the time of enrolment for those completing • An average of at least a B grade over three
year of full-time study, 120 points (part-time
Part II only. There are also prescribed maximum PSYC 300 courses (B+ grade for BSc(Hons)).
study is possible). The classes of honours for
durations for part-time and mixed full- and part- • Equivalent courses from other universities
BA(Hons) and BSc(Hons) degrees are First Class,
time study. These are set out in the University are accepted
Second Class (Divisions I or II), and Third Class.
Calendar. Students are encouraged to submit
The class of honours is determined by averaging Note:
their thesis research for publication in peer- *
There are additional requirements for the Clinical
grades over the component 400-level courses
reviewed journals. A B average across fourth year Psychology and the MSc In Applied Psychology (APSY)
(including PSYC 470 if taken). Programmes.
courses is normally required to proceed to an MA
Requirements for the award of an MA or MSc or MSc thesis.
**
Students whose preparatory courses in Psychology were
may be met in two ways. First, a student may taken prior to 2005 should consult the HoD or a College
As the flow diagram indicates, students have Academic Advisor before enrolling in further PSYC courses.
complete both Parts I and II of the degree. In
considerable flexibility.
this case the class of honours, First, Second

Doctoral (PhD) Study cognitive, comparative, developmental, of an Honours or Masters Degree with a
economic, environmental psychology, minimum of Second Class Honours. As is the
in Psychology
family, health, human factors, perception, case throughout New Zealand, the University
Doctoral (PhD) study at Canterbury can be psychopharmacology, learning and memory, of Canterbury PhD is a research degree and
undertaken in any area of psychology (from motivation, neuropsychology, social, personality no coursework is required (although it may be
basic neuroscience to philosophical issues in and theoretical psychology. undertaken at the direction of the Supervisor).
psychology). The PhD degree at Canterbury It is completion of the PGDipClinPsyc that
Research in Experimental Psychology involves
is wholly a research degree although some ensures eligibility for registration as a Clinical
a close collaboration with academic staff
additional course work may be required by the Psychologist with the NZ Psychologists Board,
members. Interested students are encouraged
PhD supervisor. Students are normally enrolled not the PhD.
to discuss possibilities with individual staff
as a full-time student and regard study and
and to identify in their application a supervisor Entry into, and enrolment in, the PGDipClinPsyc,
research towards a PhD as a full-time occupation
and co-supervisor who could serve as an a Masters degree, or PhD study, are separate
throughout the calendar year. The minimum
academic/research supervisor. Ordinarily, MA, processes. Masters and PhD degree enrolment
period of enrolment for a full-time candidate is
MSc or BSc(Hons) graduates with First Class is an "any time" enrolment but application for
two years. The maximum period of enrolment
Honours or Second Class Honours (Division I) entry into the PGDipClinPsyc programme is
for a full-time candidate is normally four years.
are eligible for the programme. As well, BA(Hons) required by 30 September of the year prior to
Part-time candidates must normally complete
including PSYC470 may be considered. Masters anticipated enrolment.
their thesis within seven years. The completed
programmes for students planning to continue
research must make an original contribution to
to a PhD will be designed individually for each
psychological knowledge. The research should Entry Requirements for
student in consultation with his/her research
be of a standard acceptable for publication in
supervisor and the Postgraduate Research Clinical Psychology
well regarded, peer-reviewed journals and the
Coordinator. Application must be made by 30th September
Department strongly encourages students to
submit their research for publication in such Doctorates in Clinical (PhD) and Industrial of the year prior to commencement.
journals during the course of their doctoral Organisational (PhD) are also possible and Due to the intensity and demands of the
study. Please see University of Canterbury encouraged by the Department. course, entry requirements are a minimum
guidelines available from the Postgraduate of an Honours Bachelor’s degree in
For more information, please contact the
Office, website www.canterbury.ac.nz/postgrad/. Psychology (BA(Hons)/BSc(Hons)) or Part
Postgraduate Research Coordinator. 1 of a Master’s degree in Psychology (MA/
The Department is equipped to supervise MSc) from a New Zealand university, or an
doctoral research in many areas of psychological Masters Thesis Topics: equivalent qualification acceptable to the
science. Graduate students with good University and approved by the Head of
For help in identifying possible topics and
academic qualifications are invited to apply. Department.
supervisors, please talk to the PG Research
The Department usually makes a financial As a minimum, applicants need to take
Coordinator.
contribution to appropriate research expenses. PSYC335 Abnormal Psychology (or equivalent)
Please consult the Guide for PhD Students and an approved honours (400/600) level
available from our website www.psyc. Clinical Psychology research methods course prior to applying.
canterbury.ac.nz. The University of Canterbury offers a Post- Any course combination at honours level is
The Department welcomes enquiries from Graduate Diploma in Clinical Psychology acceptable as long as one of the courses is a
(PGDipClinPsyc) programme, which enables research methods course.
within New Zealand and from overseas.
University scholarships are available to both registration with the New Zealand (NZ) It is strongly recommended that students
New Zealand and foreign students. The Psychologists Board as a Registered Clinical wishing to undertake a placement or
Department encourages doctoral students (and Psychologist. In order for the PGDipClinPsyc internship in the psychological service of
to be awarded graduates must also hold the the Department of Corrections, or those
postgraduate students generally) to take up
minimum of a Master degree in Psychology, seeking employment within this area
teaching assistantships, and play an active part
which may be studied concurrently with the upon graduation, take PSYC428 Forensic
in the Department. Psychology.
PGDipClinPsyc. It is also possible to study
a PhD in Psychology concurrently with the Note also that students completing PSYC470
General Experimental PGDipClinPsyc. Research Project as part of their fourth year
Psychology Programme (PhD) degree have the option of enrolling in a
The University of Canterbury does not offer a PhD straight from their honours year. This
The General Experimental Programme is PhD in "Clinical Psychology" or any other form project is an automatic part of a BSc(Hons).
intended for students interested in an of doctorate in Clinical Psychology. At the Students with a BA(Hons) wishing to pursue
academic and/or research career. The PhD University of Canterbury the PhD is offered in a PhD and who did not complete PSYC470
degree is based on high quality basic research the subject of Psychology, and a wide range would need to first enrol in a Master’s degree
and is available in most areas of psychology. of topics, including abnormal psychology/ and then upgrade to a PhD.
The Department has excellent research psychopathology and clinical psychology may Completion of a Maori language course prior
facilities and offers postgraduate training in be studied for the degree. The minimum entry to entry is also strongly recommended.
the following subdisciplines of psychology: requirements for the PhD are the completion
behaviour analysis, behavioural neuroscience,
Students who have not been awarded a Masters
degree at the time of entry into their first year
of the PGDipClinPsyc must concurrently enrol
in an MA/MSc thesis (part-time), or in the PhD
(part-time).
Students with international qualifications
must first seek approval of their qualifications
from the UC Postgraduate Office. Graduates
with international qualifications who seek to
qualify for Registration as a Psychologist by
the NZ Psychologists Board may also need to
consult the NZ Psychologists Board and the New
Zealand Qualifications Authority to establish
eligibility for Registration.
Candidates wishing to qualify as clinical
psychologists are required to complete a
minimum of a three-year course. In the first
year they take, PSYC641 (.25), PSYC642 (.15) and
PSYC643 (.20) alongside part-time enrolment
in either the Master’s or PhD (unless they
already have a Masters). In the second year
they take PSYC651 (.25), PSYC653 (.25), PSYC654
(.10) along with part-time research. In the third
year students sit a practical examination for
the Diploma following a 12-month full-time, MSc in Applied Psychology PSYC460, PSYC466, PSYC473. One or more
or 24 month part-time internship PSYC670 PSYC400 level courses may be substituted
Students seeking a postgraduate qualification with approval of the Director, MSc in Applied
(PSYC671,672), with concurrent coursework in in Industrial & Organisational Psychology
PSYC661 and PSYC662 (See page 37). Psychology.
complete a two year Master of Science degree
Up to 12 students per year are accepted for in Applied Psychology. Each year up to 15 2. Comprises course work totalling 30 points
Clinical Psychology training. Places are keenly students are accepted, the majority being recent (selected from the same list as Part I) and a
sought. Preference is given to students with psychology and business graduates from New dissertation (APSY660, 90 points). The MSc
high academic achievement and strong research Zealand, Asia and Europe. Acceptance into (Applied Psychology) degree is awarded
interests. Tact and competence in personal the programme is competitive and based on with First or Second Class (Division I and
relations and experience in clinical work with applicants' past achievements. The prerequisite II) honours, or a pass. The class of honours
distressed and disordered people are also for the APSY courses is acceptance into the MSc is determined by grades achieved in the
sought. in Applied Psychology. Applications close on component APSY /PSYC course and APSY660
30 November in the year prior to enrolment. Dissertation.
More information on Clinical Psychology is
available in the Clinical Handbook available from For more information, see http://www.psyc.
the Psychology Administration area or visit the canterbury.ac.nz/apsy. Application must be made
Clinical website on 1. Comprises 120 points including PSYC460 by 30th November of the year
www.psyc.canterbury.ac.nz/clinical. normally selected from APSY601-619, PSYC451, prior to commencement.

Postgraduate Level Courses
The following post-graduate PSYC 404 Students can enrol in Postgraduate studies
courses include a range of Research in Human & at any time up to the commencement of
semester length courses Animal Neuropsychology the academic year in February.
Whole Year New Postgraduate students are able to
(worth 15 points) in addition to 30 points discuss their course options with
two-semester courses (worth Coordinator: Professor John Dalrymple-Alford Professor Simon Kemp, Postgraduate
30 points). Contact: Room 204 Courses Coordinator,Students are
[email protected] advised to email Prof. Simon Kemp
Courses taken for the BA(Hons) and MA/MSc Limited to 20 students [[email protected]], to make
Part 1 should total 120 points (120 points – 1 a time if you wish to discuss options with
Description: Information on the fundamentals
full-time year of study). [See below for more him. This should be done, preferably after
of neuropsychology is provided as well as by
information on BA(Hons) in Psychology.] Courses grades have been confirmed, and also after
seminars that cover selected topics. The course
taken for the BSc(Hons) should total 150 points you have looked at the options in this
deals primarily with human neuropsychology,
and include PSYC470 Project. Students enrolling Handbook or on the web.
focusing on various CNS disorders, from both
in MA/MSc Part I must do PSYC460 Research clinical and experimental perspectives. An
Methods. important part of the course is to include
For updated information on any course, relevant work on animal models that is
including lecture times, venues and textbook pertinent to understanding human disorders
requirements, go to the Course Website and the broader multidisciplinary study of brain-
http://www.canterbury.ac.nz/courses/, or behaviour relations in general.
through our own website link http://www.psyc.
canterbury.ac.nz/courses/. Specific seminars are not fixed and particular
student interests will be considered. For
To advance to an MA or MSc thesis, a B average example, likely topics would be: experimental
is normally required across fourth-year courses. approaches to recover of brain function
In addition, PSYC460 is required to enrol in an (intracerebral neural transplants; trophic
MA or MSc thesis. [PSYC460 can be completed as factors); the prefrontal cortex and cognition;
PSYC601 in the thesis year.] the neuropsychology of attention; dementia
(e.g. Alzheimer’s disease); multiple sclerosis;
Parkinson’s disease; memory disorders (limbic
BA(Hons) Psychology system functions); foetal alcohol syndrome;
All BA(Hons) Degrees must include a schizophrenia; attention deficit disorder; autism;
"substantial research component" – 30 neural basis of learning and memory. As far
points of research-based courses). Your as possible, the emphasis is on contemporary
options are: knowledge and understanding emanating
from recent empirical work. Some practical
Prof. Simon Kemp is the
1. PSYC470 Project; PSYC415 Research in
Experimental Analysis of Behaviour; experience in research-related tasks may also Postgraduate Coordinator
or PSYC433 Research in Behavioural be provided (e.g. human neuropsychology for all 1st year Psychology
Pharmacology & Teratology – these are testing, a contribution to an animal project
all 30 point courses. and/or a research proposal). Sometimes, a Postgraduate courses.
2. i) PSYC460 Research Methods in
visiting academic or member of the local Enquiries relating directly
health community will provide an additional
Psychology AND
perspective. to Psychology should be
ii) either of the following: PSYC458
Learning Outcomes: Students who have sent to psyc400coord@
Research in Visual Attention & Perceptual
Neuropsychology, OR PSYC475 Directed successfully completed this course will canterbury.ac.nz
Research in Psychology – 15 point • be familiar with some common tests and to make an appointment.
courses. approaches to neuropsychological questions;
• have a critical understanding of brain-
behaviour relationships derived from in
depth analyses of a range of common human
brain disorders, including contributions from Assessment: Please refer to the course outline
animal models of some of those disorders. available from the commencement of the course
for details.
Preparation: PSYC333
Class Attendance: Two hours per week.
PSYC 415 • demonstrate familiarity with the major PSYC 433
contemporary concepts, theoretical
Research in Experimental Research in Behavioural
perspectives, and empirical findings in
Analysis of Behaviour Cognitive Psychology. Pharmacology and Teratology
Whole Year • undertake critical analysis of advanced Whole Year
30 points content in Cognitive Psychology 30 points
Coordinators: Assoc. Prof. Anthony McLean Coordinator: Prof. Rob Hughes
Contact: Room 507 • critically appraise the design, data analysis, Contact: Room 206
[email protected] and the validity of conclusions drawn [email protected]
Coordinators: Prof. Randolph Grace from empirical investigations in Cognitive Limited to 20 students
Contact: Room 205 Psychology.
Description: An introduction to the effects of
[email protected] • display enhanced writing skills and be able to drugs on behaviour (behavioural pharmacology)
Description: This course covers advanced apply these skills in the production of essays and brain/behavioural development
topics in the study of operant behaviour. It is and/or research proposals. (behavioural teratology) with a particular focus
intended that the course will run on a seminar • construct Power Point displays and use them on drugs and other chemicals that are used to
basis, rather than formal lectures. The content in the presentation of informative, critical, treat psychological disorders and to enhance
will include core material on stimulus and and engaging oral presentations. memory, and drugs that are abused and may
schedule control of behaviour, and animal • apply critical and creative thinking, sceptical lead to dependence.
perception and cognition, but will otherwise inquiry, and rigorous scientific approaches to Learning Outcomes: Students who have
be determined by the interests of students. issues relating to mental processes. successfully completed this course should be
Laboratory work will contribute substantially to able to
the course assessment, and there will be ample Preparation: PSYC 208 and PSYC 333 or similar
opportunity for students to develop their own undergraduate courses are recommended. • critically evaluate literature describing effects
experimental work. Reading will be from recent Class Attendance: Two hours per week. of psychotropic drugs and other chemicals on
issues of Journal of Experimental Psychology: behaviour.
Animal Behavior Processes, and Journal of the available from the commencement of the course • appreciate the complexity of drug/brain/
Experimental Analysis of Behavior. for details. behaviour relationships.
Learning Outcomes: Students who have • be aware of how exposure of immature
successfully passed this course should be able to PSYC 428 organisms to drugs and other chemicals can
modify their brain/behavioural development.
• understand the basic processes and principles Forensic Psychology
and explain choice behaviour of animals. • design experimental studies of drug effects
Whole Year
• understand recent developments and on animal behaviour and interpret the
30 points
controversies. significance of all outcomes.
Coordinator: Assoc. Prof. Anthony McLean
Preparation: PSYC 334 is strongly recommended. Contact: Room 507 Preparation: PSYC333 (or equivalent) is
[email protected] recommended.
Class Attendance: Two hours per week plus
Limited to 20 students Class Attendance: Two hours per week.
laboratory time to be arranged.
Description: This course is concerned with the Assessment: Please refer to the course outline
application of psychology to understanding available from the commencement of the course
criminal behaviour, and to the New Zealand for details.
for details.
criminal justice system. The themes for the
course include theories of crime, measurement
PSYC 416 PSYC 437
and prediction of criminal behaviour, and the
Cognitive Psychology role of the psychologist within the system. Health Psychology:
Semester Two Invited speakers will contribute to the course Theories & Interventions
15 points with topics from their areas of expertise, and Whole Year
Coordinator: Dr Ewald Neumann there will be student seminars on elected topics. 30 points
Contact: Room 411 Preparation: PSYC 335 is recommended. Coordinator: Assoc. Prof. Roeline Kuijer
[email protected] Contact: Room 505
[email protected]
Description: This is a seminar-based course. The Assessment: Please refer to the course outline
course focuses on substantial and contemporary Description: This course is designed to cover
developments in Cognitive Psychology in general advanced topics in health psychology. Health
for details.
and reflects recent extensive contributions from psychology is basically concerned with trying
cognitive neuroscience. to understand psychological influences on a)
how people stay healthy, b) why they become
ill, c) how they respond when they do get ill.
successfully passed this course should be able to
Contemporary research and theories concerning

these three broad fields will be discussed as system contexts. PSYC 457
well as a range of psychosocial interventions. • demonstrate the ability to critically challenge Behavioural Interventions
Teaching is done in a mixed format of formal the different human factors theories.
lectures, student prepared seminars and student Semester Two
presentations of their research proposal. • demonstrate the ability to conduct human 15 points
factors research. Coordinator: Prof. Neville Blampied
• demonstrate the ability to report human Contact: Room 469
successfully passed this course should have
factors research. [email protected]
• gained knowledge about contemporary issues
Class Attendance: Two hours per week. Description: This is a one-semester course in the
in health psychology.
application of problem-solving interventions
• be able to critically evaluate health Assessment: Please refer to the course outline
across the life-span at the individual, family/
psychology research. available from the commencement of the course
group and community level. The applications
for details.
• be able to apply health psychology research to and interventions studied will be evidence-
real life questions. based and draw on the principles of behaviour
PSYC 452 analysis. Teaching will be by a combination of
• be able to understand issues surrounding
Family Psychology didactic presentations by the course teacher and
ethically, theoretically and methodologically
Semester One student-led seminars. Depending somewhat on
sound health psychology research.
15 points class size, students will work in small groups
• be able to present theories and research in to prepare and deliver seminars on particular
Coordinator: Dr Jacki Henderson
both written and oral formats. topics. Opportunities will be given for students
Contact: Room 430
Preparation: PSYC339 [email protected] to prepare research reviews. Results of these
reviews will be presented to the class via poster
Class Attendance: Two hours per week. Limited to 15 students
presentations towards the end of the semester.
Assessment: Please refer to the course outline Description: This course will consider a number
Learning Outcomes: It is expected that students
available from the commencement of the course of topics in Family Psychology, with an emphasis
who successfully complete this course will be
for details. on theoretical advances and current research
able to
findings in the field. There will be a focus on
PSYC 451 the relevance of research in Family Psychology • analyse problems using the conceptual
to critical issues in Aotearoa/New Zealand. This framework provided by behavioural analysis/
Human Factors – Ergonomics cognitive-behavioural theory.
course aims to introduce student to current
Semester Two research and theory in Family Psychology; to • plan "in principle" problem-solving
15 points explore the relevance of this research to the New interventions which embody evidence-based
Coordinator: TBC Zealand context and to also introduce students principles.
Description: This course deals with various to the professional work of psychologists in the • structure interventions so that outcomes may
issues in Applied Experimental Psychology, Child and Family area. be scientifically evaluated using appropriate
also known as Human Factors or Cognitive Learning Outcomes: Students who have research designs.
Ergonomics. The course will have an applied successfully passed this course should be able to
emphasis oriented towards using psychological • relate specific problems and interventions to
theory in the "real" world. Human Factors • identify several major of contemporary current relevant theory and research.
and Cognitive Ergonomics in the "real" world research in Family Psychology. Preparation: PSYC 334 and/or PSYC 339, PSYC348
basically reduces down to making devices, • relate these to the New Zealand context Class Attendance: Two hours per week.
processes, tools, software, appliances, vehicles, • understand the implications of research for
houses, etc. better. In many settings this can Assessment: Please refer to the course outline
policy/interventions available from the commencement of the course
directly save lives, e.g., medicine and aviation.
In commercial settings this generates (or • present research and theory to audiences for details.
conserves) money. First, products that are in a variety of formats, including lectures,
easier to use are often preferred by the public. tutorials, poster presentation, and essays. PSYC 458
Second, products/processes that are easier • be able to work collaboratively on Research in Visual Attention
to understand tend not to lead to as many presentation of ideas and information. & Perceptual Neuropsychology
disasters, thus saving liability costs. Good Preparation: PSYC 334 and/or PSYC 339, PSYC348
Human Factors saves or makes money. Semester One
Class Attendance: Two hours per week. 15 points
Learning Outcomes: At the completion of this Coordinator: Dr Zhe Chen
course, students will be able to Contact: Room 509, Ext 7179 or Ext 7987
• demonstrate understanding of the key for details. [email protected]
theories in human factors. Description: This course is designed to provide
• demonstrate the ability to apply those a relatively in-depth reading of current findings
theories to human behaviour in human-built in selective areas of visual dynamics and
perceptual neuropsychology. The goal is to regression and survival analysis, psychometrics, • clearly communicate research ideas in oral
develop both an understanding of the fields and exploratory and confirmatory factor analysis. and written form.
an interest in pursuing some aspects of them in Preparation: PSYC 206 and PSYC 344 or • apply scientific research from the area of
the future. One specific topic will be the focus of equivalent are strongly recommended. intergroup relations to real world problems.
discussion in each week.
Class Attendance: Two hours and a 1-hour lab Prerequisite: PSYC 332 (or equivalent).
Learning Outcomes: On successful completion per week.
of this course, students will have Class Attendance: Two hours per week.
• gained a relatively in-depth understanding Assessment: Please refer to the course outline
of the major models and theories in selective available from the commencement of the course
for details.
areas of visual attention and perceptual for details.
neuropsychology.
PSYC 466
• demonstrated the ability to read original PSYC 467 Special Topic:
The Psychology of
research articles, evaluate critically the Independent Course of Study
authors' empirical findings and their Inter-Group Relations
Enquiries about The Independent Course of
interpretation of the data and theoretical Semester One Study should be addressed to Professor Simon
claims. 15 points Kemp.
• learnt to lead discussion and to present other Coordinator: Dr Kumar Yogeeswaran
people's research in a clear and succinct way. Contact: Room 210
[email protected] PSYC 469 Special Topic:
• learnt to formulate a research question,
Limited to 15 students
Modern Research Methods
conduct a literature search on a topic of
Semester Two
interest, turn the research question into one Description: This course is designed to provide
15 points
or more testable hypotheses, write a research an advanced overview of theories and empirical
Coordinator: Prof. Brian Haig
proposal, and present the proposal in a semi- research on the social psychology of intergroup
Contact: Room 203
formal setting. relations. In the first part of the course, we will
[email protected]
• learnt to edit and to write in a style consistent discuss the various forms of intergroup biases
(i.e. stereotypes, prejudice, and discrimination) Description: This course is concerned with
with the English Wikipedia's Manual of Style.
before covering the blatant, subtle, and even methods and strategies that are of major
• produced a Wikipedia entry on-line. non-conscious ways in which these biases can importance to psychology and other behavioural
manifest themselves. sciences. It places a heavy emphasis on
Preparation: PSYC209 Sensation Perception, and/
acquiring an in-depth understanding of different
or PSYC208 Cognition, or similar undergraduate In the second part of the course, we will discuss
types of modern research methods as they occur
courses. the motivational, cognitive, affective, and
in their proper scientific contexts.
Class Attendance: Two hours per week. evolutionary factors underlying intergroup
bias before shedding light on how intergroup The topics and methods to be covered are:
Assessment: Please refer to the course outline perspectives, strategies, and methods; the
biases impact the self conceptions of members
available from the commencement of the course significance of sameness paradigm; tests of
of stigmatized groups. And finally, the course
for details. statistical significants; the new statistics,
will transition to better understanding the ways
in which intergroup bias and conflict can be Bayesian statistical inference; a model of
PSYC 460 reduced and how national unity can be achieved data analysis and replication; exploratory
Research Methods in Psychology in an increasingly multicultural world. data analysis; computer-intensive resampling
Semester One methods; robust statistics; exploratory factor
Learning Outcomes: At the completion of this
15 points analysis; grounded theory method; and, dos and
course, students are expected to be able to:
Coordinator: Prof. Randolph Grace don’ts for conducting thesis research.
Contact: Room 506 • demonstrate knowledge in the social
Learning Outcomes: At the completion of this
[email protected] psychology of intergroup relations.
course, students should:
Description: This course is an advanced course • develop a strong understanding of research
• have developed a critical understanding of the
in statistics and data analysis, with application methodology and design.
methods covered and the do’s and don’ts for
for Psychology. It is assumed that students have • critically evaluate theoretical and empirical conducting thesis research
taken an introductory course such as PSYC206, research in the field.
• have a conceptual understanding of hte
although there will be some revision of the • integrate research in the area of intergroup methods and the need to make informed
basics of null hypothesis testing, correlation/ relations and formulate novel research ideas decisions about their proper use.
regression, and ANOVA. There will be several
classes on multiple regression, which provides • propose and design new experiments in the Preparation: PSYC 206 and PSYC 344 or
a foundation for methods for analysis of both field of intergroup relations equivalent are strongly recommended.
experimental and correlational data which is • justify and provide rationale for research Class Attendance: Two hours per week.
subsequently considered, including repeated- ideas, while critiquing previous research.
Assessment: Please refer to the course
measures ANOVA, GLM, ANCOVA, logistic

outline available from the commencement important books written about psychology in PSYC 475
of the course for details. the past.
Directed Research
Preparation: No particular courses required. in Psychology
PSYC 470 Project Class Attendance: In term 1, everyone will Whole Year
Whole Year present on a book they have read on a Saturday 15 points
30 points early Term 2. Other than that there will be no Contact: Prof. Brian Haig
Coordinator: Prof. Brian Haig classes in Term 2 (and no exam at the end of the Room 203
Contact: Room 203 term either). [email protected]
[email protected] Assessment: Please refer to the course outline Limited to BA(Hons) Students only
Limited to 20 students available from the commencement of the Limited to 20 students
Compulsory Course for BSc(Hons) course. Description: In this course students will
Description: The project is a compulsory work on a research exercise under the close
component of the BSc(Hons) degree and may be PSYC 473 direction and supervision of a staff member.
included as one of the courses for the BA(Hons)
degree, PGDipSc and Part I of a Master’s degree.
The Individual in the Economy The research undertaken may involve a wide
range of activities, e.g., meta-analysis of
The project requires the completion of a research Semester Two
existing research; quantitative review of the
project where the work is performed under 15 points
effectiveness of outcome research; analyses of
the close direction of a designated supervisor. Coordinator: Prof. Simon Kemp
existing data archives; replications; and small-
Intending project students may discuss project Contact: Room 208a
scale data-gathering and analysis projects.
ideas in the first instance with the PG Courses [email protected]
Coordinator, or with members of the academic Students will be required to prepare a report
Description: The course examines how
staff they may wish to work with, but approval on their research activity using standard
psychology may be applied to public sector
for the project must be obtained from the APA style. Concurrently they will (unless
decision-making, particularly with regard to
Course Coordinator, prior to enrolment. credited previously) be enrolled in one of the
financial issues. Topics are likely to include
Department’s research methods courses. It
It is recommended that students completing decision-making, distributional justice;
is expected that the research exercise will
PSYC470 also complete one of the courses psychology of money; subjective well-being
give students the opportunity to practice the
in data analysis methods (PSYC460/464) of society; valuation of government services;
knowledge gained in the methods course.
concurrently with PSYC 470. psychology of regulation; household decision
making; saving; psychology of unemployment; Prerequisite: Subject to approval by the Head of
Assessment: The project is graded by the Department.
why doesn’t socialism work (or does it)?
supervisor and a second marker, as coordinated
and reviewed by the Course Coordinators. Learning Outcomes: Co-requisites: PSYC460, or PSYC461, or PSYC464.
• To explore ways in which psychological ideas Restrictions: PSYC413, PSYC415, PSYC433,
PSYC 472 and methods can enrich decisions made by PSYC467, PSYC470.
History of Psychology and in the public sector of the economy. Some
Semester One
sub-disciplinary overlaps with the course PSYC 477
are "decision-making in the public sector"; Special Topic:
15 points "behavioural public finance"; and "behavioural
Coordinator: Prof. Simon Kemp public economics".
Mental Health and Food
Contact: Room 208a Semester One
[email protected] • This course may be useful preparation for
15 points
those contemplating careers in public sector
Description: The course covers the history of Coordinator: Prof. Julia Rucklidge
research or policy.
psychology and particularly of ideas about Contact: Room 465
psychology, including ideas that originate Preparation: No particular courses required. [email protected]
before the beginnings of scientific psychology Class Attendance: Two hours per week. Limited to 20 students
in the mid-nineteenth century. The course will Assessment: Please refer to the course outline Description: The goal of the course is that
include reading some important past work in available from the commencement of the course students will learn about nutrition and mental
psychology as well as a very brief introduction to for details. health, the consequences of poor nutrition,
historical methodology. the role of different diets in the expression of
Learning Outcomes: mental health, the complexities associated
with measuring food intake, and the potential
• To deepen understanding of the history of
for nutritional therapies. In addition, non-
psychology, and particularly of the history of
nutritional components (natural and additives)
theories and ideas of psychology.
of food will be explored in the context of
• To encourage critical thinking about the neurological effects to give the student an
history of psychology. appreciation of the emerging importance of
• To create an opportunity to learn about some non-nutritive food components in mental
health. The course will also focus on the PSYC 690/695 Co-requisite: PSYC 601 must be taken
biochemical mechanisms that might be at play concurrently with PSYC 690/695, except for
MA/MSc Thesis students who have completed PSYC 460 or
to understand the role of nutrients and food in
health outcomes. The course is co-taught with Coordinator: Assoc. Prof. Roeline Kuijer PSYC464.
Professor Ian Shaw from Chemistry. Contact: Room 505
Prerequisites: Often Part I of an MA or MSc. It
[email protected]
Learning Outcomes: Students who have is also possible to proceed to the thesis from a
successfully completed this course will have: Description: Psychology theses normally involve BA(Hons), BSc(Hons) or PGDipSc.
reporting the rationale, method, and results
• developed an understanding of the Assessment: Grading of a thesis is determined
of an empirical investigation performed by
complexities associated with studying how by an internal and external examiner, who
the student under the direct supervision of, or
food and nutrients might play a role in the provide independent reports.
in close collaboration with, a member of the
expression of mental illness.
academic staff. A detailed theoretical analysis
• developed the skills to critically evaluate may also be undertaken and reported.
studies on food and mental health and the
Students should consult a supervisor and the
controversy associated with this line of
Postgraduate Thesis/PhD Coordinator (in either
research.
order) before deciding on a topic. A proposal
• developed and demonstrated skills in outlining the research to be undertaken must
communicating the findings of scientific be approved by the Department, and the
research on nutrients and mental health. Department Research Committee must approve
• gained a general knowledge of the role of a budget prior to the commencement of
nutrients and food in the expression of detailed work. Where human or animal subjects
psychiatric and psychological symptoms. are involved, approval for this research is
required from the appropriate University Ethics
• developed an understanding of the
Committee. A Department Intellectual Rights
biochemistry of how food can influence
Agreement must also be completed during this
psychological states.
process.
When the thesis comprises Part II of the MA
Assessment: A class presentation, an essay and and MSc degrees, it has equal weighting
a test. with Part I (i.e. 120 points) in determining the
grade of honours (if any) for the degree. To be
PSYC 601 eligible for the award of honours the thesis Assoc. Prof. Roeline Kuijer
Research Methods normally has to be submitted within two years
of commencement. For students who have is the Postgraduate
in Psychology
completed a BA(Hons) or BSc(Hons) the thesis Research Coordinator for
Semester One is undertaken “by thesis only” and an award of
15 points Distinction, Merit or Pass is awarded.
all Masters theses and
This course is required for students completing Students who have completed a BA(Hons) are Doctoral students.
an MA or MSc, who have not completed either also able to enrol in an MSc thesis. All enquiries should be
PSYC460 of PSYC464. PSYC601 (15 points) is
completed as PSYC460 (see prior descriptions
Thesis students are advised to ensure they directed to Roeline.
obtain a copy of the document Guide for PhD,
but is treated as Pass/Fail (no grade is assigned).
Thesis and Project Students available from the
web.

MSc in Applied & Industrial/
Organisational Psychology Courses
The MSc in Applied Psychology is Assessment: Please refer to the course outline APSY 613
limited to 15 students per year. Special Topic: Theory &
for details.
Practice of Negotiations
Applications close 30 November in the year
APSY 611 NOT OFFERED IN 2017
prior to enrolment. For updated information
on any course, including lecture times, venues Training and
and textbook requirements, go to the Course Learning at Work APSY 614
Website http://www.canterbury.ac.nz/courses/,
NOT OFFERED IN 2017 Leadership & Motivation in
or through our own website link http://www. Organisations
psyc.canterbury.ac.nz/courses/. The prerequisite
for these courses is acceptance into the MSc in APSY 612 Semester One
Applied Psychology. Performance Management 15 points
Coordinator: Dr Joana Kuntz
& Appraisal Contact: Room 201
APSY 601 Semester Two [email protected]
Advanced Industrial & 15 points
Description: The main objective of this course is
Organisational Psychology Coordinator: Assoc. Prof. Katharina Näswall
to familiarise students with the content domain
Contact: Room 221
Whole Year of leadership and of motivation in organisations.
[email protected]
30 points Both "classic" pieces and current research and
Coordinator: Description: This course will focus on the theory will be examined. The leadership topics
Assoc. Prof. Christopher Burt theory and application of performance covered will include attribution theories, leader-
Contact: Room 424 and performance management research. member exchange, transformational leadership
[email protected] Considerable attention will be given to the
development of performance management
Strongly recommended for Part I MSc systems in organisations. Topics such as
in Applied Psychology criterion theory and development, performance
appraisal methods, feedback, job evaluation
Description: The focus is on research and and reward systems will be discussed. As the
measurement problems as well as practical work course title suggests, APSY612 deals with various
and applications within the field of job analysis, issues related to performance and performance
and employee recruitment and selection. management, with particular attention given to
Learning Outcomes: practical application of the theory.
• To develop students’ abilities to employ Learning Outcomes: Students who have
critical skills and knowledge in order successfully completed this course will be able
to evaluate research, to complete set to:
assignments and to examine applied • Explain the purposes, methods and
problems in the workplace. applications of performance management
• To extend students’ academic background in and appraisal.
employee recruitment and selection theory • Demonstrate understanding of how
and practice. performance management fits in an
• To development student skills in: organisation’s strategic plan.
Assoc. Prof. Christopher
• job analysis • Critically evaluate performance management
• recruitment practice systems, understanding both their benefits Burt is the Director of the
• selection methods including measures
and limitations. Applied Psychology
such as interviews, psychometric tests, • Design a performance management system. Programme. General
application blanks Prerequisite: Acceptance into MSc in Applied
Psychology.
enquiries should be directed
• selection decision making
• selection data analysis Class Attendance: One 2-hour seminar per week. to the Professional
Prerequisite: Acceptance into MSc in Applied Assessment: Please refer to the course outline Programmes Administrator,
Psychology. available from the commencement of the course for course advice, please
for details.
Class Attendance: One weekly 2-hour lecture contact Chris.
per week and occasional laboratory/practical
sessions per week.
and ethical leadership. Motivation topics will • Variables which can be measured to evaluate APSY 617
include performance variability, attitudes, goal change outcomes.
Industrial &
setting, and self regulation. Prerequisite: Acceptance into MSc in Applied Organisational Psychology
Learning Outcomes: By the end of this course, Psychology.
you will be able to:
Measurement Issues
Class Attendance: One 2-hour seminar per week.
Semester Two
• Demonstrate sound knowledge of seminal Assessment: Please refer to the course outline 15 points
leadership and motivation theories. available from the commencement of the course Coordinator: Assoc. Prof. Katharina Näswall
• Critically evaluate theory development and for details. Contact: Room 221
empirical research in the topic areas. [email protected]
• Demonstrate an understanding of the APSY 616 Description: The purpose of this course is to
implications of leadership and motivation Small Group Theory familiarise students with classical and modern
research to I/O Psychology and general & Team Building measurement theories, and with the application
business practice. of these theories to measurement development,
Semester One
• Integrate and apply knowledge of leadership data interpretation, and competent decision-
15 points
and motivation principles to practical making for Recruitment and Selection,
Coordinator: Dr Joana Kuntz
workplace situations and problems. Performance Evaluation, and Employee
Contact: Room 201
Development practice.
Prerequisite: Acceptance into MSc in Applied [email protected]
Psychology. Learning Outcomes: After completion of the
Description: The purpose of this course is to
course students should be able to demonstrate:
Class Attendance: One 2-hour seminar per week. familiarise the students with different bodies of
research (e.g., leadership, motivation, training, • Knowledge of the main measurement
personality and individual differences) that theories and different types of validity
inform collective perspectives on organisational relevant to I/O Psychology, knowledge
for details.
dynamics, including change. Topics covered of reliability of measures/tests, why it is
will include organisational sensemaking, important, and what factors affect it, as well
APSY 615 power and politics, and leadership. Students as the relation between a research question,
Attitudes & Organisational will be provided with the necessary knowledge questionnaire construction, and statistical
Development and competencies to: a) critically analyse analysis.
Semester Two organisational dynamics, b) identify the • Ability to critically evaluate the quality
15 points interplay of psychological and interpersonal of a measure/test published in journals/
Coordinator: Assoc. Prof. Christopher Burt phenomena in organisational settings, and c) case reports/media, as well as choose the
Contact: Room 424 make research-informed recommendations as appropriate measure to assess a particular
[email protected] prospective I/O practitioners. phenomenon.
Description: This course focuses on a number Learning Outcomes: By the end of this course, • Ability to construct multiple indicator
of work related attitudes (e.g., organisational you will be able to: measurement scales for psychological
commitment, group cohesion, job satisfaction • Demonstrate an understanding of social constructs.
etc), theories that attempt to explain how behaviour in team settings, leadership, team • Ability to statistically evaluate measurement
these attitudes are related to organisational types and structures. properties of questionnaires based on latent
problems, the instruments that have been variables with multiple indicators (e.g.,
• Critically evaluate research and theory relating
developed for their measurement, and how by using exploratory factor analysis and
to interpersonal behaviour in small groups.
organisational development can change
reliability estimates).
organisational attitudes and deal with problems. • Apply knowledge of team leadership,
Organisational problems such as absenteeism, facilitation and training to practical workplace • Skills to discuss measurement properties and
turnover, and safety, are a particular focus. situations and problems. reflect on benefits and drawbacks of scales.
Learning Outcomes: Students that complete • Explore the influence of organisational Prerequisite: Acceptance into MSc in Applied
this course will understand: structure, culture and vision on work teams, Psychology.
• how to apply theory in order to understand their goals, and their effectiveness. Class Attendance: One 2-hour seminar per week.
issues that may be causing specific Prerequisite: Acceptance into MSc in Applied Assessment: Please refer to the course outline
organisational problems. Psychology. available from the commencement of the course
for details.
• how to identify appropriate measures and Class Attendance: One 2-hour seminar per week.
interpret the data they produce for specific Assessment: Please refer to the course outline
problems. available from the commencement of the course
• How to use data to develop a change plan for details.
• Key issues which influence the change
process.

APSY 618 • Relate boundaryless work and uncertainty
to practical phenomena and reflect on how
Organisational Change:
these aspects can be applied in practice.
Directions for I/O
• Discuss what boundaryless work and
Psychology Practice uncertainty represents and critically reflect on
NOT OFFERED IN 2017 these phenomena in working life.
• Identify gaps in current knowledge and
APSY 619 identify needs for future research.
Boundaryless Work and Prerequisite: Acceptance into MSc in Applied
Uncertain Working Conditions Psychology.
Semester One Class Attendance: One 2-hour seminar per week.
15 points Assessment: Please refer to the course outline
Coordinator: Assoc. Prof. Katharina Näswall available from the commencement of the course
Contact: Room 221 for details.
[email protected]
APSY 660 Dissertation
Description: The course focuses on two
emergent aspects of today’s flexible working Whole year
life from various psychological perspectives: 90 points
boundaryless work and uncertain working Coordinator: Assoc. Prof. Christopher Burt
conditions. With boundaryless working Contact: Room 424
conditions, boundaries are becoming less [email protected]
formalised in terms of space, time, and work
content as compared to traditional working Compulsory for Part II MSc
conditions. To a much greater extent than Description: Candidates enrolled for APSY 660,
before, individuals are having to cope with, which is equivalent to three courses, must
plan, and structure their own work and working present a dissertation to the Postgraduate
conditions, as they assume greater responsibility Office, by the 1 February in the year following
for negotiating between working lives and life enrolment for Part II of the MSc in Applied
outside work. The second aspect concerns the Psychology. The dissertation requires the
uncertain and unstable working conditions that completion of a research exercise and the
often emerge in association with temporary completion of a report where the work is
employment and more turbulent work performed under close direction of a supervisor.
situations. In this course, a strong emphasis Dissertation students should discuss
is put on how individuals cope with these two dissertation ideas in the first instance with the
general aspects, while also considering how Director of MSc in Applied Psychology or with
organizations and human resource personnel members of the academic staff with whom they
can use their knowledge of these aspects to may wish to work.
facilitate employee coping. Prerequisite: Students will normally have
This course is composed of a series of lectures completed a practical course in Statistics and
and related class discussions that rely on Research Design prior to enrolment in APSY660.
student participation. In addition to the text Assessment: Grading of a dissertation is
books, readings will be assigned which expand determined by the supervisor and an external
on a certain topic or bring in other perspectives examiner.
on phenomena studies in class.
Learning Outcomes: After completion of the
course students should be able to demonstrate:
• Discuss and contrast existing theories on
boundaryless work and uncertain working
conditions.
• Analyse how employee attitudes and
behaviours may be affected by boundaryless
work and uncertainty.
• Relate boundaryless work and uncertainty to
other aspects of I/O Psychology and reflect on
their interrelatedness.
Clinical Psychology Programme
These courses are restricted to Description: The course objective is to provide students will be able to critically integrate
students with the opportunity to apply the assessment and intervention strategies in
the students selected for Clinical science and practice of clinical psychology in supervised clinical work to the satisfaction
Psychology training each year. the context of a practicum placement at The of both the field supervisors and the clinical
Numbers of places vary from year Psychology Centre. The placement comprises lecturers.
interview skills training, and focuses on Prerequisite: Admission to the clinical
to year, with a minimum of 10 and psychological assessment with the opportunity psychology training programme, and
a maximum of 12 places. to develop interviewing and psychometric skills. satisfactory completion of the first year training
Expectations for the placement include gaining elements of the clinical programme (PSYC 641,
experience in interviewing, psychological PSYC 642, PSYC 643).
PSYC 641 assessment, report writing and observing
Advanced Psychopathology clinical psychologists doing their job.
PSYC 654
Coordinator: Prof. Julia Rucklidge (S1)
PSYC 651 Comprehensive Exam in
[email protected]
Psychotherapeutic Methods Clinical Psychology
Coordinator: Dr Gini McIntosh (S2)
[email protected] Coordinator: Dr Sarah Christofferson
Coordinator: Dr Sarah Christofferson
[email protected]
Limited to students admitted into the clinical [email protected]
psychology programme Limited to students admitted into the clinical
Limited to students admitted into the clinical
psychology programme
Description: Advanced Psychopathology psychology programme
is a broad survey of adult and child Description: For students who have successfully
Description: A primary goal of this course is to
psychopathology. The focus is on description completed Year 1 and 2 clinical programme
provide students with a basic understanding
(including classification, differential diagnosis, training elements, there will be a Comprehensive
of the conceptual foundations of cognitive
epidemiology, etc), etiology, and to some degree Exam in the last week of October/first week of
and behavioural therapies for child, adolescent
assessment. The course builds on what you have November that consists of one 3-hour written
and adult disorders. To this end, the course
already learned in PSYC335 Abnormal Psychology paper. This will be followed by a 30-minute
will explore the theory, application and
(or equivalent). The topics examine a range of oral exam two days later that concentrates on
processes of cognitive and behavioural
basic adult and child psychopathology and form students’ answers to the written paper. The
intervention approaches with reference to
a building block for the next year's focus on exam will consist of 12 short answer or essay
specific psychological disorders or problematic
intervention. questions, and the student is expected to pass
behaviour patterns, as well as highlight
11 of these. These exams will draw upon material
pertinent empirical data on the effectiveness
taught in all previously required preparations,
PSYC 642 of the various psychological interventions
and will be graded on a pass/fail basis. It is not
Psychometric reviewed.
possible to pass this exam based on a special
Assessment Methods Prerequisite: Admission to the clinical consideration.
psychology training programme, and
Coordinator: Liz Waugh Students who fail the Comprehensive Exam will
satisfactory completion of the first year training
[email protected] be given a second oral exam. The emphasis of
elements of the clinical programme (PSYC 641,
Limited to students admitted into the clinical this exam will be on the failed topics, although
PSYC 642, PSYC 643).
psychology programme any pertinent material related to clinical
programme preparations may be examined.
Description: The objective of the course is PSYC 653 Year 2 Practicum Students will be expected to pass all questions
to provide an introduction to the theory and during this second oral exam. Failure to pass this
Coordinator: Dr Neil Thompson
practice of psychometric assessment in clinical oral exam will mean that a student will not be
[email protected]
practice. It is intended that as the course able to enrol for PSYC 661/662/670 the following
proceeds you will become familiar with the more Limited to students admitted into the clinical
psychology programme year. A second failure on the Comprehensive
frequently used psychometric tests, be aware Exam will result in exclusion from the clinical
of the strengths and deficits of each test, be Description: This course offers the opportunity training programme.
confident with the choosing of tests for different to further practice interviewing and
presenting problems, and competent in the psychometric skills that developed during the The overall objective of the Comprehensive
administration, scoring and interpretation of first year, and to gain intervention experience. Exam is to evaluate mastery of core principles
the tests. Placements comprise of a Psychology Centre and applications in clinical psychology. Since
placement, and two placements within the eligible students will have already completed
post-graduate work in the main clinical areas,
PSYC 643 Year 1 Practicum community. The community placements will
the Comprehensive Exam is constructed to
be for 12 weeks, 2 days per week in terms 2 and
Coordinator: Liz Waugh evaluate the student’s ability to integrate
3. Expectations for the placements include
[email protected] theory, methodology, and empirical knowledge
observing clinical psychologists doing their job,
Limited to students admitted into the clinical gaining experience in conducting psychotherapy, associated with clinical psychology. Students
psychology programme and report writing. By the end of the course, who demonstrate adequate integrative skills are

permitted to enter the final stages of diploma techniques, schema therapy, interpersonal
training in clinical psychology (PSYC661/662/670). therapy, couples and family therapy, dialectical
Prerequisite: Satisfactory completion of all behaviour therapy, motivational interviewing
previous clinical programme requirements. and cultural issues in psychotherapy. .
Class Attendance: No associated class sessions. Prerequisites: 1) PSYC641, 642, 643, 651, 653, 654;
See information above for exam schedule and 2) approval from the Director of Clinical Training.
contingencies.
PSYC670
PSYC 661 PSYC671/672
Advanced Topics in Internship in Clinical
Clinical Psychology – I Psychology
Coordinator: Prof. Martin Dorahy Coordinator: Dr Neil Thompson
[email protected] [email protected]
Limited to students admitted into the clinical Limited to students admitted into the clinical
psychology programme. psychology programme. There will also be a
half-time option available
Description: A survey of advanced topics in
clinical psychology that builds upon previous Opportunity for students to apply the science Professor Martin Dorahy is
courses in psychopathology, assessment and and practice of clinical psychology in a practical
setting, the internship year is two full-time half-
the Director of the Clinical
intervention. Topics will include: ethics and
professional issues, working with specific year clinical placements. Programme. General
populations (e.g. intellectual disability and Prerequisites: 1) PSYC641, 642, 643, 651, 653, enquiries should be directed
forensic clients, substance use disorders); and 654; 2) completion of a Masters Degree or
cultural & diversity issues. satisfactory progress toward a PhD; 3) approval
to the Professional
Prerequisites: 1) PSYC641, 642, 643, 651, 653, 654; from the Director of Clinical Training. Programmes Administrator,
2) approval from the Director of Clinical Training. [Part-time clinical internships are available, with for course advice, please
permission of the Clinical Director]
PSYC 662 contact Martin.
Advanced Topics in
Clinical Psychology – II
Coordinator: Dr Eileen Britt
Important information
[email protected] for Clinical Students:
For further detailed information about the
Limited to students admitted into the clinical A student enrolling in the Postgraduate
Clinical Psychology Programme, please
psychology programme. Diploma in Clinical Psychology who has
refer to the Clinical Handbook available
already completed their Masters/PhD will
Description: Coverage of advanced topics in online [http://www.psyc.canterbury.ac.nz/
be studying 0.6EFTS, therefore not meeting
clinical psychology that builds upon previous clinical/contacts.shtml#handbook], or
the full-time requirement. Students are
courses in psychopathology, assessment and in printed format from the Professional
encouraged to explore their individual
intervention. Topics will include: advanced Programmes Administrator.
options directly with StudyLink.
cognitive behaviour therapy strategies and
General Postgraduate Information
Audio Visual Equipment The Health Research Council, The Royal Society that one’s performance was impaired on the
of New Zealand and the New Zealand Federation item(s) handed in by the last day of lectures in
The Department has modern audio-visual
of University Women also have awards mid-October then an application for impaired
equipment that can be booked for research and
supporting travel to conferences. Details are performance can be made. The regulations for
teaching purposes by postgraduate students.
obtainable from the Scholarships Office, Registry both situations are outlined in the University
Enquiries should be directed to the Reception,
(www.canterbury.ac.nz/scholarships/). Calendar. Briefly, the only acceptable reasons
Psychology Main Office.
are illness or injury, bereavement or some
Ethics other personal experience that has either
prevented the work from being completed or
Research involving data collection from either
has led to impaired performance. In all cases,
people or animals requires approval from either
applications must be supported by appropriate
the University Human Ethics Committee or
written evidence such as a doctor’s or student
the University Animal Ethics Committee and
counsellor’s report, a newspaper death notice,
sometimes from elsewhere (e.g. Southern
police report etc.
Regional Ethnics Committees A or B). This
process is designed to ensure that all research For such applications to be accepted, a
projects meet a rigorous set of ethical standards. “substantial part of the assessment” for
Approval must be obtained from the relevant the particular course concerned must have
Committee or outside agency before any data already been completed. In the Department of
Scholarships and Awards gathering can commence. Psychology, a “substantial part” means 50%.
Information about scholarships and awards, In order to give effect to the University’s
their application procedures and closing dates obligations under the Treaty of Waitangi, The New Zealand
(these range from 1 October to 1 November) researchers whose projects raise ethnic issues Psychological Society
are available on the Scholarships website (see involving a significant proportion of Maori The New Zealand Psychological Society offers
below). participants or issues which are of central a reduced rate for student membership.
University of Canterbury Scholarships are concern to the Maori should bear in mind that The society represents the interests of both
available for students undertaking masters and the Committee will look for detailed evidence professional and academic psychologists in
doctoral research. For information on these of consultation as appropriate to the research New Zealand. There is an annual conference
scholarships contact the University Scholarships proposed. For more information please consult and presentations by student members
Office or check their website www.canterbury. the Human Ethics website for “Principles and are encouraged. The Society publishes the
ac.nz/Scholarships/. There are two closing dates Guidelines” http://www.canterbury.ac.nz/ New Zealand Journal of Psychology, which
during the year for these scholarships which are humanethics/hec/apply.shtml. contains articles and reviews from all areas
advertised by the Scholarships Office. For students undertaking Doctoral or Masters of psychology. See www.psychology.org.nz
theses there is more detailed information for more information or write to NZPsS, Box
Conference Travel available in the Department documents “Guide 4092, Wellington. The Society also publishes
for Masters/PhD Thesis Students” available on Psychology Aotearoa three times per year. This
If sufficient funds are available, the Department
our website at http://www.psyc.canterbury. includes a Student Forum, which publishes
will offer a subsidy to doctoral students to
ac.nz/for/pg_studies/thesis_Project.shtml. student research reports, student opinion pieces
attend conferences to present a paper or poster
and comments.
based on their thesis research. This funding can
be used toward conference registration fees, Handing in Course Work
travel and accommodation costs. The value and All postgraduate course work is required for
Notices
conditions of the subsidy will be established inspection by the External Examiner at the end Any general postgraduate notices will be
at the beginning of each academic year and of the year. For all postgraduate courses, the displayed on the Postgraduate noticeboard
announced via the web to students. lecturer involved will have stipulated deadlines located on level 4 of our lab block near the
Applications for conference funding should for handing in various items of assessment that stairwell. Specific Clinical and APSY course
be made on the appropriate forms which can they require. It is obviously in your own interests noticeboards are also located in this area.
be downloaded from the department website to abide by these deadlines. The granting of Please check them regularly, as Departmental
(www.psyc.canterbury.ac.nz/for/pg_studies/ extensions for individual students beyond these information and other information will be
pgforms.shtml). Note that applications must be deadlines is entirely at the discretion of the posted there for your information.
accompanied by confirmation that your poster/ lecturers’ concerned.
paper has been accepted for the conference and If the reason for not being able to meet this final Postgraduate Studies
must be signed off by your supervisor. Quotes deadline comes within the University Special Information
for all items claimed need to be accompanied Consideration regulation for failing to complete For University information and guidelines
by documentation. For all air travel associated any major item(s) of work, then a special for all Postgraduate studies, the University
with conferences, please discuss this in the consideration application should be made to has a dedicated website available at http://
first instance with the Administrative Services Examinations. Alternatively, if the deadline is www.canterbury.ac.nz/postgrad/. This has all
Manager. met but there are good reasons for believing

the information you may need during your opportunities with position descriptions, hours schedules. There are also a number of spaces
enrolment as a Postgraduate student including required, and pay rates are posted in December dedicated to particular research activities and
forms for Masters and PhD students. for full year and 1st semester courses. Second programmes that call for specialized equipment
semester courses will be advertised later in the or facilities. Dedicated spaces exist for social
Postgraduate Common Room year. Students’ complete applications for the psychology, developmental psychology,
positions are considered and staff and student clinical psychology, animal behaviour,
The Department provides a Postgraduate behavioural neuroscience, health psychology,
preferences and contracts are drawn up for each
Student Common Room, currently Room psychopharmacology and neuropsychology,
position. Research assistantships are announced
474 (and Level 4 break-out space/kitchen). human memory, and human factors research.
by and negotiated with individual staff. The
Please remember that these facilities are for Use of these facilities is arranged in consultation
Head of Department must approve any lecturing
all Psychology Postgraduate Students – PhD, with your supervisor or course coordinator.
opportunity proposed by staff (students giving
BA(Hons), BSc(Hons), and Masters Part 1 and
lectures will be paid at a standard rate).
above. Please ensure that this room is left tidy
at all times. Thesis and Project Research
Postgraduate Office Space The Department produces documents entitled:
Lockers The Department will endeavour to provide each • APSY 660 Department Guidelines
postgraduate thesis student (Masters and PhD) • Masters Thesis Department Guidelines
Lockers are available outside Room 474, on Level
with office desk space but this may not be • PhD Department Guidelines
4. These are intended for students who do not
possible in all cases. PhD students will be given
have office space and course-work students. • PSYC 470 Department Guidelines
priority and normally share an office with others.
Lockers are secured by attaching a padlock. • IP Agreement
An attempt is made to accommodate Master’s
The padlocks will be removed at the end of These are all available on our website
thesis/APSY dissertation students in the same
December unless arrangements are made with
way. Applications must be made annually to www.psyc.canterbury.ac.nz/for/pg_studies/
the Administrative Services Manager.
Robyn Daly, Administrative Services Manager,
Room 222 using the form on our website www.
Postgraduate Computer psyc.canterbury.ac.nz/for/pg_studies/pgforms.
Laboratory shtml. Allocations are normally announced in
Within computer labs mentioned earlier (pg the first week of March.
23), we also have a Computer Laboratory (Room
112, Psychology Lab Block) for exclusive use of Psychometric Testing
Postgraduate students and also a computer The Department maintains a library of
laboratory for the MSc in Applied Psychology psychological tests which contains a wide
students (Room 436). The labs are occasionally variety of commonly used tests including: tests
used for undergraduate labs and if this is the of perceptual and motor skill; neuropsychology,
case the timetable will be advertised in advance. personality and interest tests; tests used in
vocational assessment; behaviour rating scales
and checklists; and intelligence and ability
tests. The test library is accessible to staff and
postgraduate students for research use.
Students beginning projects may find it useful
to consult the test library for relevant measures
during the planning of their research. To make
an appointment to view tests or order tests
please email [email protected].
Note that test publishers impose restrictions
on who may access and use particular tests.
Students need to check with their supervisors
to ensure that they meet these ethical and
contractual requirements.
Postgraduate Employment
Opportunities in the Research Space /
Department Room Bookings
Space for postgraduate student research is
Many employment opportunities are available
arranged with your thesis or project supervisor
in the Department, including research assistant,
or course coordinator in consultation with
part-time teaching assistant, test/exam writer,
Department office staff who manage booking
plus casual work. Teaching assistantship
Department Seminars
The Department holds a regular • Dr L. Maaike Helmus, Director of Research data”.

for the Global Institute of Forensic Research • Professor Brian Haig, Department of
seminar series during term time, (GIFR): “Assessing offenders’ risk to reoffend Psychology, UC: “What should we think about
with talks given by both local staff with structured risk scales”. ‘the new statistics’?”
and visitors. In 2016, presentations • Assoc. Prof. Chris Burt, Department of • Professor Rosemary Tannock (Visiting Erskine),
by visitors to the Department and Psychology, UC: “New employee safety: Staying Senior Scientist, Neurosciences & Mental
alive at work”. Health Research Program, The Hospital for
also current staff members were
• Drs Joanna Kuntz, Sanna Malinen, & Sick Children, Canada & Professor Emrita,
held on various days. Information Katharina Naswall, Departments of University of Toronto: “What colour is this
is emailed to staff and research Psychology: Management, Marketing and dress?”
Entrepreneurship, UC: “Employee resilience: • Dr Ewald Neumann, Department of
students and notices are posted Flourishing beyond adversity.” Psychology, UC: “How does attention regulate
on the Seminar board, outside • Dr Cheryl Kaiser (Erskine Visitor), Department competition between competing visual objects?”
Psychology reception on Level 2 of Psychology, University of Washington: • Professor Roger Mulder, Department of
and other noticeboards around the “Organizational diversity initiatives and Psychological Medicine, University of Otago:
perceptions of fairness”. “Classifying personality pathology: Time for a
Department.
• Professor Robert Didden (Erskine Visitor, radical rethink”.
The Department expects all research students Health Sciences), Behavioural Science • Dr John Church, Adjunct Staff Member,
(Masters thesis, PhD) to make every effort to Institute, and School of Education, Radboud Department of Psychology, UC:
attend these seminars. They are an important University at Nijmegen, & Trajectum, at “Implementing evidence-based practice:
part of continuing education in research issues. Zwolle, The Netherlands: “Treatment of Problems, perils and pitfalls”.
aggressive behavior in individuals with mild to
An example of some of the seminars presented • Paul Russell, Kyle Wilson, Aman Bedi,
borderline intellectual disabilities”.
in 2016 were: Department of Psychology, UC: “SART, DR SART
• Professor Julia Rucklidge & Hayley Bradley, and why the Vice-President of the US shot his
• Professor J. Lukas Thurmer, Department of
Department of Psychology, UC: “Can we lawyer”.
Social Psychology and Motivation, University
trust evidence-based medicine to inform
of Konstantz, Germany: “Planning and • Professor Martin Dorahy, Department of
best clinical practice? Trial registration and
performance in groups and teams: The role of Psychology, UC: “Auditory hallucinations in
selective outcome reporting in psychiatry and
implementation intentions”. dissociative identity disorder: Similarities and
psychology”.
• Professor Arla Day (Visiting Erskine), St Mary’s differences from schizophrenia”.
• Professor Brian Haig, Department of
University, Halifax, Nova Scotia: “Maybe • Dr Edward K. Morris (Erskine Visitor),
Psychology, UC: “Is there a replication crisis in
Aretha had it right: The role of respect in a Department of Psychology, University of
Psychology?”
psychologically healthy workplace”. Applied Behavioral Science, University of
• Professor Geoff Cumming (Erskine Visitor), Kansas, US: “The past ain’t what it used to be”.
• Professor Brian Haig, Department of
Emeritus, La Trobe University, Melbourne:
Psychology, UC: “What should we think about • Professor Randolph Grace, Department of
“Significance roulette and open science: The
‘the new statistics’?” Psychology, UC: “The origins of decision
research practices we need for better science”.
• Professor Cindy Bulik (Visiting Erskine), making: A comparative perspective”.
• Dr Zhe Chen, Department of Psychology, UC:
Department of Psychiatry, School of Medicine, • Dr Kevin Bennett, Department of Psychology,
“Making the task harder: Does that make us
University of North Carolina at Chapel Hill: Wright State University, Dayton, Ohio, US:
less distracted?”
“New twists on eating disorders: Genomics and “Postcards from the edge (where ‘training in the
the intestinal microbiota”. • Assoc. Prof. Quentin Atkinson, School of lab’ meets ‘cognition in the wild’)”.
Psychology, University of Auckland and Max
• Dr Sam Bora, Department of Pediatric • Assoc. Prof. Roeline Kuijer, Department of
Planck Institute for the Science of Human
Newborn Medicine, Brigham and Women’s Psychology, UC: “If it doesn’t kill you, does it
History: “Is religion an adaptation?”
Hospital: “Neonatal MRI to predict make you stronger?”
neurodevelopmental outcomes in preterm An example of some of the seminars presented
in 2015 were: • Dr Kumar Yogeeswaran, Department
infants: Revisiting a Decade later.”
of Psychology, UC: “Unity in diversity?
• Professor Simon Kemp, Department of • Mr Joseph Wallace (Erskine Visitor), Conceptions of national identity impact
Psychology, UC: “The myth of ordinal scaling”. Department of Personnel & Employment intergroup relations”.
Relations, University of Limerick, Ireland: “The
• Professor Rob Hughes, Department of
reality of industrial discipline: The persistence
Psychology, UC: “Drugs and sex, and their
of class bias in the absence of collective
interaction.”
responses”.
• Dr Kyle Nash, Department of Psychology, UC:
• Professor Neville Blampied, Department of
“Temperance under fire: Trait self-control and
Psychology, UC: “Graphs for the analysis of
reactive virtue”.
change: Innovations in the visual analysis of

Academic Staff Profiles
Professor Dr Eileen Britt Assoc. Prof. Professor Janet

Neville Blampied BSc(Cant.), MSocSc, DipClinPsych(Waik.), Christopher Burt Carter
MSc(Auck), FNZPsS PhD(Cant.), FNZCCP, MNZPsS BSc(Hons), PhD BA, MA, PGDipClinPsych(Cant),
Room 469, Ext. 94385 Room 515, Ext. 93694 Room 424, Ext. 94431 PhD(Otago), Academic Dean, CoS
Email [email protected] Email [email protected] Email [email protected] Room 510, Ext. 94210
Email [email protected]
Fields of Research: Fields of Research: Fields of Research:
• Applied behaviour analysis • Motivational Interviewing Fields of Research:
• Autobiographical memory
• Behavioural or cognitive behavioural • Clinical supervision and training • Bipolar disorder, etiology, course and
• Donations
therapies • Diabetes management treatment
• Eyewitness testimony
• Health psychology – especially • Bicultural and cross-cultural practice • Depression etiology, course and
• Recruitment advertising
nutritional interventions treatment
• Earthquake research • Team safety
• Single-case research designs • Eating disorders, etiology, course and
• Time Management
• Family Behavioural Interventions Researcher Summary: treatment
• Mechanisms of therapeutic change
Dr Britt's research interests include Researcher Summary:
Researcher Summary: motivational interviewing, with particular • Parenting
Dr Burt's research interests include work
Professor Blampied's research interests interest in its application to chronic • Psychotherapy effectiveness and
place health/safety/stress, attitude scale
are in the conceptual, applied and health problems, such as diabetes efficacy
construction, time management, charity
experimental analysis of behaviour, with management. She is also interested • Training, practice and process of
donations, employee recruitment, and
the emphasis currently on conceptual in clinical supervision and training, psychotherapy
autobiographical memory, temporal
and applied aspects. Conceptual work particularly training in motivational
memory and eyewitness memory.
has focussed on two long-term projects. interviewing. Researcher Summary:
One project has involved developing a Dr Carter’s current research is focused
bio-behavioural model of the processes on understanding psychotherapy factors
which engender, maintain and reverse related to outcome in depression,
infant sleep disturbance. The second bipolar disorder, anxiety and eating
project has been to view the current disorders. Her research is also focused
widespread criticism of null-hypothesis on comparing the efficacy of different
statistical tests and other standard empirical psychotherapies for adult
research practices from the perspective mental health problems and improving
of single-case research design. Applied the effectiveness of therapy by examining
research has a wider focus, and therapy process and mechanisms of
includes behavioural interventions for change in therapy.
infant sleep disturbances, behavioural
family therapies, special education
interventions, and various projects in
Health Psychology, including a specific
interest in safety, especially road safety.
See also Psychology staff research profiles on UC SPARK, http://www.canterbury.ac.nz/spark/Department.aspx?departmentid=66
Dr Zhe Chen Dr Sarah Professor John Professor Martin
MA(Lon.,Prin), PhD(Prin.) Christofferson Dalrymple-Alford Dorahy
Room 509, Ext. 94415 BA(Hons)(VUW), PGDipClinPsych, PhD BSc(Hons), PhD(Swan.) BA(Hons)(Newcastle), MPhil(Ulster),
Email [email protected] (Canterbury), MNZPsS Room 204, Ext. 6998 GradCert Therapies(Queensland),
Room 504, Ext. 94353 Email PhD(UNE), DClinPsych(Belf.)
Fields of Research: Email sarah.christofferson@canterbury. [email protected] Room 511, Ext. 94337
• Visual perception and attention and ac.nz Email [email protected]
cognitive control. Fields of Research:
• Visual awareness and inhibition. Fields of Research: • Alzheimer’s disease, Parkinson's Fields of Research:
• Cognitive biases in judgement and • Forensic/criminal justice psychology disease, Multiple Sclerosis • Dissociation and dissociative disorders
decision making. • Psychological treatment with sex • Behavioural pharmacology • Complex PTSD
• Short-term visual and working offenders • Enriched environments • Trauma and memory
memory. • Offender risk assessment and the • Hippocampal system function • Shame; Self-conscious emotions
assessment of therapeutic change • Neural transplants • Psychotherapy
Researcher Summary: • Sexual offence prevention • Neuropsychology, including disorders
Dr Chen's research focuses primarily Researcher Summary:
of memory
on visual attention, object perception, Researcher Summary: Dr Dorahy has an empirical and
and memory. Among other things, her • Recovery of function after brain
Dr Christofferson’s research interests damage clinical interest in complex trauma
research investigates the effect of image lie primarily in the field of clinical stress and dissociative disorders as
structure on attentional deployment, the psychology applied to the criminal
mechanisms that underlie the binding
Researcher Summary: well as being interested in process-
justice system, particularly the clinical oriented psychotherapy, particularly
of object features, the effect of working Professor Dalrymple-Alford has
assessment and treatment of sex psychodynamic therapies including
memory contents on visual search, the research interests in neuroscience and
offenders. She has explored methods intensive short-term dynamic
role of feedback projections in visual neuropsychology. These interest span
for an individualised assessment of psychotherapy.
awareness, and the factors that influence both human and animal research. His
change across treatment, and the
the inhibition of irrelevant information in current focus concerns primarily (1)
valid integration of treatment change
visual processing. More recently, she has longitudinal cognitive and biomarker
information with reoffending risk
also begun to study long-term memory changes associated with Parkinson’s
assessments. Her current interests
and cognitive biases in judgment and disease, (2) animal models of diencephalic
include theoretical and empirical factors
decision-making processes. (thalamic) amnesia, and (3) non-
linked wit the initial onset of sexual
pharmacological treatment prospects for
offending behaviour, and the application
impaired cognition associated with brain
of these to prevention efforts, as well
injury and neurodegeneration. Other
as exploring factors that may facilitate
interests include different dementias,
prevention, as well as prevention barriers.
mild cognitive impairment, the InterRAI,
and multiple sclerosis. He is one of the
senior researchers at the Interdisciplinary
New Zealand Brain Research Institute in
Christchurch. He is also a member of the
NZ CoRE: Brain Research New Zealand,
which is part of a national research
response to ageing-related neurological
disorders, with four broad themes
(neurodiscovery, neurobiomarkers,
neuroplasticity, prevention, intervention
and delivery) and several key platforms of
brain research (optogenetics, dementia
research clinics, strope, the Dunedin
longitudinal study, and Alzheimer
biomarkers).

Professor Professor Brian Haig Dr Jacki Henderson Professor Rob Hughes
Randolph Grace DipTchg, MA(Otago), PhD(Alta.), FAPS, MEd(Distinction), PhD(Cant) BSc(NZ), MSc, PhD(Belf.), FNZPsS, FAPS,
SB(MIT), MA, PhD(New Hamp.) FNZPsS Room 430, Ext. 94358 FPsSI
Room 205, Ext. 7996 Room 203, Ext. 7972 Email [email protected] Room 206, Ext. 94382
Email [email protected] Email [email protected] Email [email protected]
Fields of Research:
Fields of Research: Fields of Research: • Pediatric sleep: development, Fields of Research:
• Animal learning and cognition • Cognitive science and education prevention and management • Exploratory behaviour and curiosity
• Psychological theory intervention of pediatric sleep • Psychopharmacology (drug effects
• Experimental analysis of behaviour
• Research methodology disturbance. Sleep and technology use. on the unborn, anti-anxiety drugs,
• Forensic psychology
• Science studies and psychology • Children’s social and emotional caffeine and other recreationally-used
• Mathematical modelling development drugs).
• Research methods and statistics Researcher Summary: • Pediatric psychology
• Family psychology Researcher Summary:
Researcher Summary: Professor Haig’s research interests range
across the suject areas of theoretical • Sleep patterns, psychological well- Professor Hughes' research interests
Professor Grace's research interests include:
psychology, research methodology, being and academic achievement
include research methods, animal
educational theory and science studies. in young adolescents and emerging • effects of behaviourally active
learning and cognition, and history and
Work in these areas are characterized adults (psychotropic) drugs and other
theory.
and held together by a commitment to a chemicals on psychological
He is also involved in Research Projects in scientific realist view of science. Recent Researcher Summary: development
the areas of; Adult outcomes of childhood research has tended to focus on the Dr Henderson’s research interests • drugs and other chemicals used for
traumatic brain injury; Brain injuries from methodological foundations of both include developmental psychopathology, alleviating anxiety
birth to young adulthood; Prevalence, quantitative and qualitative research pediatric psychology, and child and • effects of recreationally-used drugs,
cause and risk factors; Prevention of methods, and theory construction family psychology. Her current research especially caffeine
adverse outcomes following childhood strategies in the behavioural sciences. includes the Methadone in pregnancy
traumatic brain injury; Self-disclosure • “natural” alternatives to synthesised
study: A nine year follow-up of the psychotropic drugs for treating
strategies among sex offenders: Changes neurodevelopmental outcomes of
over the course of treatment. psychological disorders, such as plant
children exposed to methadone in products and vitamins.
pregnancy (i.e. emotional, social,
language and educational outcomes). He is also interested in comparative
animal behaviour, particularly
Her sleep research interests include;
exploratory and related behaviour
the development of pediatric sleep; the
(such as spontaneous alternation), and
sleep patterns, academic achievement
invertebrate behaviour.
and psychological outcomes in middle-
school age children; the impact of sleep
quality, and quantity on emerging adults
perceived stress and psychological
functioning; preventive interventions
for pediatric sleep disturbance; social
competence and vocabulary development
in young children.

Professor Assoc. Prof. Dr Joana Kuntz Dr Virginia (Gini)
Simon Kemp Roeline Kuijer MSc (ISPA, Portugal), PhD(Tennessee.) McIntosh
MSc, PhD(Auck) MA, PhD(Groningen, Netherlands) Room 201, Ext. 94397 BA(Hons), PhD (Otago), DipClinPsyc
Room 208a, Ext. 94394 Room 505, Ext. 94362 Email [email protected] (Cant)
Email [email protected] Email [email protected] Room 506, Ext. 95214
Fields of Research: Email [email protected]
Fields of Research: Fields of Research: • Organisational change (contingent
resistance, readiness and engagement) Fields of Research:
• Economic psychology • Health psychology
• Resilience and Recovery (employee and • Effectiveness of psychotherapy
• History of Psychology • Couples adapting to stressful
organisational) • Eating disorders
• Memory circumstances (serious illness,
earthquakes) • Business ethics (decision-making) • Depression and anxiety
• Earthquake research
• Self-regulation and health behaviour • Human Resources Management. • Earthquake related PTSD.
Researcher Summary: (particularly in the eating domain) • Technology-mediated • Resilience and posttraumatic growth
communications • Neuropsychological and
Professor Kemp's research interests
include economic psychology, long-
Researcher Summary: neuroendocrine functioning in eating
term memory, decision making, and the Dr Kuijer's research is centred around
Researcher Summary: disorders.
history of psychology. two main topics. First, self regulation Dr Kuntz’s research areas include
organisational change with an
Researcher Summary:
and health behaviour (particularly in
the eating domain). Many studies have emphasis on readiness for change and Dr McIntosh is a registered Clinical
shown that people experience difficulties cognitive representations of change. Psychologist with experience in mental
in acting upon their good intentions Resilience and recovery (employee and health and clinical research. She has been
and fail to attain their goals (especially organisational). Leadership development involved in a number of large randomised
with respect to intentions and goals in in multicultural business environments. controlled trials for eating disorders -
the health domain). Successful goal Organisational culture and climate and anorexia nervosa, bulimia nervosa, and
striving requires some form of planning the impact on workplace attitudes and binge eating disorders, and developed
of how to reach the goal and requires Human Resource management. Ethical novel psychotherapies such as specialist
self-control in resisting temptations. desicion-making and social responsibility. supportive clinical management for
Second, partnet relations and adaptation Technology-mediated communications in anorexia nervosa. She has interests in
to serious illness (in particular cancer multinational business environments. earthquake-related distress and PTSD, and
and diabetes). The onset of a serious is involved in a large study of individuals
illness like cancer in one partnet not presenting for treatment with earthquake
only affects that partner’s life, but also related distress and PTSD and resilient
may have consequences for the healthy individuals with substantial earthquake
partner and accordingly the intimate exposure to the Canterbury earthquake
relationship between both partners. sequence of 2010-11. Research interests
Moerover, support provided by the include psychotherapy effectiveness,
spouse or partnet may impact onf self- mechanisms of change and non-specific
management behaviours by the patients elements of psychotherapy, diagnostic
(of particular importance in diabetes). issues, and neuropsychological and
Third, since the Canterbury earthquakes neuroendocrine functioning in eating
Dr Kuijer has become interested in how disorders, depression and anxiety, and
people cope with traumatic events. In distress and resilience related to the
particular, she is looking at correlates of Canterbury earthquake sequence. Clinical
post-earthquake stress, post traumatic interests include eating disorders, major
growth, and changes in eathing habits in depression, anxiety, earthquake-related
a sample of Christchurch residents who distress and PTSD. Treatment interests
have been participating in her research include cognitive-behavour therapy,
since 2007. She is also involved in a schema therapy, metacognitive therapy,
project looking at how couples cope with interpersonal psychotherapy, appetite
the aftermath of the earthquakes. focused treatment for problem eating.

Assoc. Prof. Dr Kyle Nash Assoc. Prof. Dr Ewald Neumann
Anthony McLean BA(Hons)(University of Manitoba), MA, Katharina Näswall MA (Calif.State Uni., Fresno), PhD(U. of
PhD (York University) BS(Bridgewater State College), MA, California, Santa Barbara)
BA(Hons), PhD(Victoria Univ. of
Room 209a, Ext. 94363 PhD(Stockholm) Room 411, Ext. 7955
Wellington)
Email [email protected] Room 202, Ext. 94332 Email [email protected]
Room 507, Ext. 94389
Email [email protected] Email
Fields of Research: Fields of Research:
[email protected]
• Cognitive psychology
Fields of Research: • Social Personality and Affective
Neuroscience Fields of Research: • Inhibitory mechanisms in attention,
• Criminal behaviour : Prediction of
• Social Decision-Making memory, and language
individual criminal behaviour • Job insecurity
• Individual differences • Selective attention
• Operant behaviour: Multiple or • Employee and organisational resilience
• Motivation • Bilingualism
concurrent schedule performances, • Employee well-being and health
animal psychophysics and memory • Self-Regulation • Boundaryless working life Researcher Summary:
• Ideals Dr Neumann’s research focuses on
Researcher Summary: • Intergroup relations Researcher Summary: selective attention, working memory
Dr McLean's research interests include • Positive psychology The primary focus for Dr Naswall’s and cognitive control as these are
experimental analysis of the control research is work-related stress and well- the building blocks of all cognitively
of behaviour by its consequences, Researcher Summary: being, employee resilience, uncertainty, complex behaviour and thought. In
behavioural resistance to change and its work-life balance and stress coping particular, he investigates the nature of
Dr Nash’s research is grounded in the
relation to stable-state, performance, factors such as social support. the representations and psychological
personality processes of motivation
acquisition of preference in choice processes underlying the smooth
and goal-regulation (Corr, 2008; Gray Dr Näswall currently collaborates
situations and modelling of dynamics interaction between attention, memory,
& McNaughton, 2000). People feel with organisations in the diagnosis
in the fine structure of reinforced and action. These issues are addressed
distress whe ntwo goals or impluses of staff stress and wellbeing, and the
responding within a framework of information
come into conflict. Distress promotes implementation of initiatives aimed at
disengagement from the conflicted increasing health and wellbeing at work. processing involving inhibitory control
goal and subsides when a viable in attention and memory. The major
She is also an active member of the approach he uses to address these issues
goal is pursued or the conflict is
Employee Resilience Research Group is to study the behaviour (for example,
actively resolved. Goals focused on
(EmPres) response latencies and accuracies) of
moving towards positive outcomes
(i.e., approach-motivated goals) are participants in carefully constructed
particularly effective at regulating cognitive paradigms. Along with
distress. Approach-motivated goals studying normal young adults, his current
increase the salience of rewarding stimuli research is designed to investigate
and decrease the emotion, or impluses potential individual differences between
are inhibited to pursue a more focal goal. persons of different age groups, from
young children to elderly adults. Its
From this perspective, he examines basic
purpose is to clarify the psychological
motivational and affective mechanisms
processes underlying selective attention
of personality and self-regulatory
and working memory, and to explore how
processes. He has three related lines of
the aging process affects them. A final
research. First, examining the nature
thread to his research involves the study
of psychological threat and ideological
of bilingual language representation
convictions. Secondly, examining
and processing. By examining patterns
individual differences in distress and
of within- versus between- language
conflict. Thirdly, by examining social
priming in bilingual individuals, one can
decision-making and self-control.
make inferences about the nature of the
processing mechanisms necessary for
coordinating two languages and how
See also Psychology staff research profiles on UC SPARK, http://www.canterbury.ac.nz/spark/Department.aspx?departmentid=66 the two languages might be organized
in memory.
Professor Julia Dr Kumar
Rucklidge Yogeeswaran
BSc(McGill), MSc, PhD(Calgary), FNZPsS PhD(University of Massachusetts -
Room 465, Ext. 94398 Amherst)
Email [email protected] Room 210, Ext. 94379
Email
Fields of Research: [email protected]
• Attention-Deficit/Hyperactivity
Disorder (ADHD) Fields of Research:
• Child and adolescent clinical • National Identity
psychology • Multiculturalism & Diversity
• Clinical Psychology • Stereotyping, prejudice and
• Youth offending discrimination
• Earthquake research
• Intergroup conflict
• Nurtritional inverventions
• Mood disorders • Applied Social Psychology in domains
of politics, communication, law &
Researcher Summary: robotics
Professor Rucklidge, Director of
the Mental Health and Nutrition Researcher Summary:
Research Group, has been researching At the broadest level, Dr Yogeeswaran's
micronutrient formulas for the primary research lies in the realm of
last decade for the treatment of intergroup relations. This interest is
psychological problems such as stress, fuelled by the desire to understand how
anxiety, depression, Attention-Deficit/ people’s membership in particular groups
Hyperactivity Disorder (ADHD), and (e.g. ethnic, gender, or national groups)
addictions. Her work assisted in the shape their attitudes, stereotypes, and
psychological recovery of Cantabrians behaviours toward others as well as their
following the Christchurch earthquakes own self-conceptions.
with the use of nutrients. She was the Much of his primary work to date
2015 recipient of the Ballin Award from examines the complexities and
the New Zealand Psychological Society, challenges of achieving national unity in
the premier award available for clinical societies comprised of diverse cultural
psychologists in this country. This award groups. This research also explores the
recognises significant contribution to the underlying psychological processes
development and enhancement of clinical that create intergroup conflict, while
psychology in the Aotearoa New Zealand also identifying new strategies that
context. Her work has received extensive help reduce intergroup conflict in such
media coverage (e.g. http://www.listener. nations.
co.nz/currentaffairs/social-issues-current-
affairs/pills-ills) as well as immense As a secondary interest, he conducts
public interest through over a 100 invited research that bridges interdisciplinary
requests for public talks (see her 2014 fields by applying social psychological
TEDxChristchurch talk https://www. science to areas such as law, politics,
youtube.com/watch?v=3dqXHHCc5lA). communication, and robotics.

Adjunct Staff Profiles
Dr John Church Professor Deak Helton Professor Dr Murray Laugesen

Dip.Tchg., MA(Hons)(Otago), PhD(Cant.) BA, MA(Cincinnati), PhD(Cincinnati) Richard Jones MBChB(Otago), Dip.Obstetrics(Auck),
Email [email protected] Email [email protected] FRCS (Edinburgh), MCCM, FAFPHM RACP,
BE(Hons), ME, PhD(Otago), FACPSEM,
FIPENZ, SMIEEE, FAIMBE, FInstP FNZCPHM
Fields of Research: Fields of Research: Email [email protected]
• Evidence based practice in educational • Expertise
psychology • Neuroergonomics Fields of Research: Fields of Research:
• Special education , and classroom • Measures of stress and workload • Smoking policy and cigarettes
• Neuroengineer and neuroscientist –
teaching • Vigilance and fatigue NZBRI • Reduction of cancer and heart disease
• Working dogs. • Director, Christchurch • Founded Health NZ Limited
David is based at George Mason Neurotechnology Research Programme • End Smoking NZ Trust Chair,
University, Northern Virginia. • Healthier, cigarette-free NZ
Dr Andy Martens Dr Audrey McKinlay Professor Warwick Paul Russell

BA(Skidmore), MA, PhD(Arizona) BA(Massey), MA(Hons), DipClinPsyc, Middleton MA(Hons)
Email [email protected] PhD(Cant) Email [email protected]
MB BS, FRANCSP, MD
Email [email protected] Email [email protected]
Fields of Research: Fields of Research:
• Aggression / killing Fields of Research: Fields of Research: • Dual task performance
• Connections between self-esteem and • Developmental neuropsychology • Acute and long term effects of • Sustained attention and vigilance
the autonomic nervous system • Cognitive decline in old age with psychological trauma decrement
• Role of existential fears in self-esteem specific focus on Parkinson's disease • Dissociative disorders/Dissociative
and prejudice (terror management and dementia Identity Disorder
theory) • Pediatric brain injury, particularly • Post-traumatic stress
• Stereotype threat prediction and long term psychosocial
• Memory and trauma
outcomes
• Eating disorders
Professor Don Stein Dr Darren Walton Professor Lianne
BA(Hons), MA (Michigan), PhD(Oregon) BS(Hons), PhD(Cant) Woodward
Email [email protected] Director, Research & Evaluation, Strategy,
MA(Hons)(Canterbury), PhD(London)
New Zealand Police
Brigham Women's Hospital,
Fields of Research: Email [email protected]
Harvard Medical School
• Role of neurosteroids in recovery of Email [email protected]
function after traumatic brain injury Fields of Research:
and stroke. • Behavioural Science Fields of Research:
• General Physiological Psychology • Applied Psychology • Children's social and emotional
• Recovery from Brain Injury • Applied Economics development
• Pharmacology of Brain Damage and • Statistical analysis • Children at risk
Recovery • Survey Design and implementation • Parenting and family violence
• History of Brain Function • Executive functioning in children
• Science and Public Policy • Paediatric brain development and
injury

General Staff Profiles
Anya Armstrong Justine Brougham Robyn Daly Silvana de Freitas Costa

Technician (Animal Facility) Department Administrator Administrative Services Manager BSc (UNIMES)
Room 523, Ext. 94359 Room 226, Ext. 94341 Room 222, Ext. 94366 Technician (Animal Facility)
Email [email protected] Email justine.brougham@canterbury. Email [email protected] Room 523, Ext. 94357
ac.nz Email
Key Areas: Key Areas: Key Areas: [email protected]
• General technical services in the • Website and Learn administrator • Department administration
Animal Facility management Key Areas:
• Postmaster for Departmental email
• Finance and Strategic Management • General technical services in the
services
Animal Facility
• Timetabling & Room bookings liaison • Management of student enrolments,
particularly Postgraduate • Department Health & Safety Officer
• Disability Resources - Liaison for
special sittings • Department exam coordination
• CIS Administration • Public relations
• SMS Administration • Management of Department Human
• General Office Administration Resources
Sharyn Gordon Marie Goulden Neroli Harris Anna Leuzzi

Administrator RGON, BN Certificate in Laboratory Animal Science Professional Programmes Administrator
Room 226, Ext. 94336 Research Coordinator Animal Facility Manager Room 227, Ext. 94340
Email [email protected] Room 427, Ext. 94342 Technical Officer Email [email protected]
Anna is on Parental Leave until July 2016
Key Areas Email [email protected]
• General Psychology Enquiries and Research Group: Key Areas:
Admin. • The Canterbury Child Development Key Areas: • All Clinical / Applied Psychology (APSY)
• Return of Assignments and tests Research Group • Management and technical services in enquiries
• Online Learn Administrator • Coordinator for Study of Premature the Animal Facility • Application and selection
• Participant Pool Administration Children and Study of Methadone use administration
during pregnancy. • Enrolments for Clinical and APSY
• Test special sitting liaison
• Preparation of examinations courses
• Department Seminar Administrator • Learn support and web administrator
for Clinical and APSY courses
• Research Incentives Administrator
• Clinical and APSY publication
• Departmental Stationery supplies
production and distribution
Ben McGinlay Gerard Mesman Jonathan (Jon)
Technical Officer BSc(Hons)(Lond.), CNE, CAN Wiltshire
Room 108, Ext. 94369 Senior Programmer Analyst
BSc in Computer Science (Auck)
Programmer Analyst
Room 512, Ext. 94338
Key Areas: Email
• Woodwork related enquiries Key Areas: [email protected]
• Metalwork related enquiries • Network administrator
• Audio visual enquiries • All computer related enquiries and Key Areas:
• Electronics enquiries allocation of projects to other IT staff. • Programming, IT assistance and
• Service Department’s equipment computing enquiries.
• Research related IT assistance

Psychology Centre Staff Profiles
The Psychology Centre is

the clinical psychology
training and research
centre for the Clinical
Psychology Programme
at the University of
Canterbury. The Centre
offers Clinical students
an opportunity to
participate in a wide Elizabeth (Liz) Waugh Ann Huggett Dr Neil Thompson
range of psychological Psychology Centre Coordinator Clinical Educator Clinical Educator
MA(Hons), DipClinPsyc, MNZCC, MINSP
assessments and Room 203 Geog Building; Ext 94288
MSc(Hons), DipClinPsych, MNZCCP
Room 206A Geog Building; Ext 94289
D.Clin.Psych (CCCU,UK), BSc(Hons) (Lon.)
Room 207A, Geog Building; Ext 94291
treatments as part of Email: [email protected] Email [email protected] Email [email protected]
their practicum course. Areas of Expertise: Areas of Expertise: Clinical Background:
• Supervision and training • Supervision and training • Adults with complex mental health
• Neuropsychology • Cognitive-behavioural therapy problems in community mental health
• Chronic pain and health conditions • Mindfulness-based interventions settings
• Addictive behaviours • Adult mental health issues • Mood disorders
• Offending and risk assessment • Trauma and identity disturbance
• Mood difficulties • Attachment theory
• Integrative approaches to • Assessment of Autistic spectrum
psychotherapy disorders
• Assessment and treatment of
personality disorders.
Research Interests include:

• CBT for psychosis
• Mentalization based treatment for
personality disorders.
Sarah Drummond Janet Cumberpatch

Clinical Educator Psychology Centre Administrator
LLB/MA (First Class), DipClinPsyc, Room 201, Geography Building
MNZCCP Phone: DDI 3439627; Int Ext. 94292
Room 206B Geog Building: Ext 94290 Email:
Email sarah.drummond@canterbury. [email protected]
ac.nz
Responsible for:
Areas of Expertise: • Client liaison and appointment
• Adolescent mental health and management
development • Psychology Centre Administration
• Supervision and training • PA / Administration services for
• Trauma Director
• Emotion regulation
• Cognitive-behavioural therapy
• Dialectical behaviour therapy
Current PhD Students
The Department of Psychology The research will focus on answering whether disorder (DID). The research is looking to expand
non-human animals have a 'memory' for the on the understanding of what details influence
has a large group of Doctoral consequences of certain choices made in the memory transfer between amnesic identities in
(PhD) students involved in past, and how much of an influence these DID.
research across a variety of consequences have on choices made in the
future. Lucy Moore: Lucy is pursuing two related goals
psychological areas as can be which build on her Master's research. She is
Kathryn Darling: Kathryn's research explores conducting a more comprehensive assessment
seen below. If you wish to contact micronutrient treatment of ADHD in children of treatment efficacy for sexual offenders in
these PhD researchers, please go and the effects on social skills and executive New Zealand and also conducting a general
to our webpage function. investigation into how multivariate statistical
methods can be utilised in evaluating treatment
[http://www.psyc.canterbury. Michelle Downs-Woolley: Michelle is looking
efficacy for sexual offenders against children.
at overgeneral autobiographical memory and
ac.nz/phd_programme/ dissociation. Phillipa Newton: Phillipa's research is looking at
current%20research.shtml]. Samantha Epling: Samantha's research will the use of micronutrients in smoking cessation
explore various factors affecting vigilance treatment.
Nadia Andrews: Nadia’s research is in the area of
positive and negative intergroup contact . performance, and in particular, how the Ivy Nkrumah: Ivy's research is in the area
sustained attention to response tasks maps of negative priming and involves testing
Sophie Barnett: Sophie’s research is enhancing onto understanding fratricide in games of hypotheses in identify and semantic priming
memory by optogenetic stimulation of the paintball. effects to predict the fate of the representation
anterior thalamus. of ignored stimuli, and extends further to
Germaine Gerken: Germaine's research is
Zhiyan Basharati: Zhiyan’s research is looking a assessing the links between paternal depression conduct experiments to contribute to the
personality typologies of incarcerated male child and socio-emotional behavioural adjustment ongoing debate on bilingual research in negative
molesters. problems in their children. priming.
Aman Bedi: Aman’s research is exploring the Aleksandra Gosteva: Aleksandra’s research is Tosin Olateju: Tosin is investigating the impact
alternatives to attention lapses as the genesis of looking at cultural competency in corporate of high-performance work practices on project
commission errors in high Go low No-go tasks settings. success.
such as the SART. Fleur Pawsey: Fleur’s research investigates
Megan Blakely: Megan's research is looking at Jennifer Hamilton: Jennifer's PhD research aims work stress and recovery in professional sport
the effects of sustained physical activity on to determine the comparative and collective coaches.
concurrent cognitive performance. effects of lesions within two regions of the
limbic thalamus to demonstrate how multiple Brook Perry: Brook's PhD research is investigating
Meredith Blampied: Meredith’s research is brain systems are engaged by thalamic the relative contributions of components of the
looking at anxiety and micronutrients in a neurocircuitry to support memory. extended hippocampal system on memory.
community setting.
Henrieta Hamilton Skurak: Henrieta is looking at Susan Rapley: Susan's PhD research is
Oindrila Bhattacharya: Oindrila will be looking employee motivation and self-determination in
at autobiographical memory and nostalgia. investigating the rate of c-type natriuetic
the context of Corporate Volunteer Programs. peptide in the brain, attempting to link this
Hayley Bradley: Hayley’s research is looking Nicola Hancock: Nicola has just commenced her peptide with alterations in learning and
an micronutrient intervention for perinatal research working in the area of Human Factors. memory. Following on from this area of research
depression and anxiety. completed for her MSc thesis.
YuChin (Annie) Chao: Annie’s research is looking
Viviana Cedeno Bustos: Viviana’s research is at the psychological effects of overconfidence in Hahna Retallick-Brown: Hahna is looking at
looking at the development and validation of decision making. a natural approval to treating premenstrual
the organisational reality perception scale. complaints using a randomized control trial
Samantha Lee: Samantha's research will look
May Chan: May's research is looking at the at the educational progress of children born comparing Vitamin B6 to a Broad Spectrum
perceived value of "faux" money and a study of to mothers maintained on methadone during Micronutrient formula.
loyalty schemes. pregnancy as a 9-year follow-up evaluation. Zhen Soh: Zhen’s research looks at incorporating
Lisa Chen: Lisa’s research involves processing of Megan Livingstone: Megan will be looking at the unequal terminal link entries in the CDM.
information outside awareness. combination of physical and cognitive exercises Geoff Sutton: Geoff’s research is looking at the
Jacinta Cording: Jacinta's research is in the and explore if they will improve cognition in dark triad in an organisational context with a
area of quantitative analysis of behaviour and patients with Parkinson’s Disease. progressive, functional approach.
aims to analyse and quantify the extent to Rosemary (Rosie) Marsh: Rosie's research will Sandila Tanveer: Sandila is exploring the role of
which prior rewards (or reinforcement history) assess episodic autobiographical memory inhibitory modulation of languages in bilinguals.
influence the future behaviour of an organism in across different identities in dissociative identity
terms of responses made to given alternatives.

Megan Tucker: Megan's research is looking Roma Watterson: Roma is commencing her PhD
research on tobacco control, specifically the use, research in the area of the etiology of eating
perceptions and experience of using Electronic disorders.
Cigarettes (e-cigarettes) and Denicotinized
Cigarettes to quit or reduce smoking. Kyla-Louise Wood: Kyla's research is part of a
longitudinal project on cognition in Parkinson's
Benjamin Wallace: Benjamin’s research is in the Disease (PD) currently underway. Her research is
general of pyloria. to determine the relevance of MRI and related
Matthew (Matt) Ward: Matt's research is on biomarkers for progression of cognitive decline
how moving from mobile phones to wearable in patients with PD as they progress through the
computers (like the Google Glass) will change disease.
how our devices will distract us from real-world
tasks. The focus is on adjusting how programs
are designed to reduce the demands on the
user's cognitive resource and hopefully find
ways to have the device work as an additional
pool of resources for the user rather than as a
distractor.
Title: Studying the Brain
Recent PhD Successes
Completed PhD Research

2017
Kristin Finkbeiner was awarded her PhD for her
thesis titled “A systematic assessment of stress
and attention via short-term canine association:
Difference between cognitive functioning,
performance, and subjective experience”. She was
supervised by Professor Deak Helton and Paul
Russell.
2016
Lara Aitchison was awarded her PhD for her
thesis titled “The behavioural implications of
postnatal exposure to benzylpiperazine and
methamphetamine - a longitudinal dose-
related study in male and female rats”. She was
supervised by Professor Rob Hughes.
Jonathan Hackney was awarded his PhD for his
thesis titled “An investigation and feasibility study
2015 her associate supervisor was Professor Garth
in using a multi-stage screening for early detection
Neil DeJoux was awarded his PhD for his thesis Fletcher.
of mild cognitive impairment in a community
sample”. He was supervised by Professor titled “Local-global feature discrimination: How James Perry was awarded his PhD for his
Randolph Grace, Lynette Tippett (University of configural elements of visual stimuli impact thesis titled “Progesterone and the striatal6-
Auckland) and John Dalrymple-Alford. sustained attention”. He was supervised by hydroxydopamine model of Parkinson’s Disease”.
Professor Deak Helton and his associate He was supervised by Professor John Dalrymple-
Lin Li was awarded his PhD for his thesis
supervisor was Paul Russell. Alford and his associate supervisor was Prof. Rob
titled “Cross-language negative priming from
Victoria Escaip was awarded her PhD for Hughes.
unattended number words: Extension to a non-
alphabetic language”. He was supervised by Drs her thesis titled “The acquisition of phrasal Kirsten Ritchie was awarded her PhD for her
Zhe Chen and Ewald Neumann. vocabulary by native and non-native speakers of thesis titled “The social competence of children
three major Western languages: Spanish, English born very pre-term at age 12 years”. She begun
Echo Pei was awarded her PhD for her thesis
and French”. She was supervised by Professor her research under the supervision of Professor
titled “Targeting the trace amine-associated
Kon Kuiper and her associate supervisor was Lianne Woodward, with assistance from Dr
receptor 1 in psychomotor stimulant addiction”.
Prof. Garth Fletcher. Jacki Henderson, and completed under the
She was supervised by Dr Juan Canales.
Heather Gordon was awarded her PhD for her supervision of Professor Neville Blampied and
Rebekah Smith was awarded her PhD for her Associate Professor Roeline Kuijer.
thesis titled “An investigation into the effects
thesis titled “Thriving after trauma: A study of
of micronutrients on mood and behaviour in Amy Romijn was awarded her PhD for her thesis
posttraumatic growth amongst resilient residents
children with attention-deficit/hyperactivity titled “Efficacy of a probiotic supplement as an
of Christchurch, New Zealand, after the 2010
disorder (ADHD): A pilot study using a single case intervention for the symptoms of depression: A
and 2011 earthquakes”. She was supervised by
ABABA design with six-month follow-up”. She double-blind, randomised, placebo-controlled trial,
Professor Janet Carter and Dr Gini McIntosh.
was supervised by Professor Julia Rucklidge and open label extension and 6-month follow-up”. She
Rikki Thompson was awarded his PhD for this her associate supervisor was Professor Neville was supervised by Professor Julia Rucklidge.
thesis titled “The behavioural pharmacology Blampied. Amy Wang was awarded her PhD for her thesis
of mephedrone (“bath salts”) and its effects on
Emma Marshall was awarded her PhD for her titled “Cognitive enrichment in patients with
anxiety-related behaviours in male and female
thesis titled “The impact of the Canterbury, New mild cognitive impairment”. She was supervised
hooded rats”. His supervisor was Professor Rob
Zealand, earthquakes on couples’ relationship by professor John Dalrymple-Alford and her
Hughes.
quality: A dyadic and longitudinal investigation”. associate supervisor was Professor Tim Anderson
Signe Wiingaard was awarded her PhD for her She was supervised by Assoc. Prof. Roeline Kuijer (University of Otago, Christchurch).
thesis titled “Common inter-video therapeutic and her associate supervisors were Professor
factors”. She was supervised by Professors Lucy Jeffry Simpson and Professor Neville Blampied.
Johnston, David Gleaves and Martin Dorahy.
Louella Orillaza was awarded her PhD for her
Kyle Wilson was awarded his PhD for his thesis thesis titled “Attachment, illness perceptions, and
titled “Friendly fire and the sustained attention to health outcomes: The mediating role of support-
response task”. He was supervised by Profesor seeking, supportive, and negative interactions in
Deak Helton. couples experiencing Type 2 Diabetes”. She was
supervised by Assoc. Prof. Roeline Kuijer and

Recent Masters Thesis Research
Research topics covered by “Offending outcome for Maori, an investigation of “The effects of money priming on support of
ethnic bias in the criminal justice system: Evidence government programmes” – Violet Gaffikin
Masters thesis students in the from a New Zealand birth cohort” - Bridgette “Lesions of the dorsal medial hippocampus induce
Department over recent years Jones different forms of repetitive behaviour in the rat” –
include the following: “A neurophysiological and behavioural assessment Sahina Haq
of interventions targeting attention bias and self- “Why we should expect success: The impact
2016 control in binge drinking” - Jessica Langbridge of priming self-expectancy on academic
“Can that donkey at the poker table increase “The happiness imperative” A possible solution to performance” - Greg Hubbard
prejudice? Investigating the effects of negative vs the present day social disconnect” - Jonathan Lim “The number race: The efficacy study of an
positive vicarious contact on outgroup attitudes” -
“Enduring cognitive, emotional and adaptive software in 5- to 7-year-old New Zealand
Nadia Andrews
neurogenic alterations induced by alcohol and children with low numeracy” – Patricia Kant
“An investigation of Dynamic Rick Assessment methamphetamine exposure in adolescent rats” - “Social facilitation in national basketball teams”
for Offender Re-Entry (DRAOR) with New Zealand David Loxton – Ellie Kay
sexual offenders” - Alyshia Averill
“Attention deficit hyperactivity disorder and “The proportion of youth offenders who receive
“Change in life roles and quality of life in older impulsivity in adults with substance use disorder: an additional conviction at a five year follow-up:
adults after traumatic brain injury” - Katie Dainter Implications for understanding and treatment” - Testing and developing an actuarial risk model for
“A comparison of MDMA (Ecstasy) and 2, Suzanne McLaughlin predicting long term recidivism” - Lucy Kioa
3-methylenedioxymethathinone (Methylone) in “Effects of the chronic Vitamin C treatment on “A pilot investigation into the effect of
their acute behavioural effects and development of responsiveness to an environmental stressor” - micronutrient supplement on symptoms of
tolerance in rats” - Mark Davidson Nalita Naidu insomnia in an adult population” – Joanna
“Infrahumanitarian aid? Humanizing those who “Autobiographical memory and theory of mind Lothian
give international aid while infrahumanizing the in non-mild cognitive impairment Parkinson’s “Using video self-modelling to improve the reading
recipients” - Thomas Davies patients” - Meisha Nicolson attitudes of students with Dyslexia” - James
“A comparison of the anixiolytic effects on “Parenting adolescents following a natural Maguire
behaviour of chronic administration of Kava and disaster: Evaluation of group teen Triple-P in post “The effect of the Canterbury Earthquake on
Diazepam” - Nicole Flynn -earthquake Christchurch, New Zealand” - Tabitha alcohol consumption” – Leila Marie
“Protective factors as used in risk assessment for Norton
“Enrichment facilitates recovery of spatial
correctional psychology: A conceptual analysis” - “Assessment of treatment change of sexual memory but not retrosplenial immediate gene
Roslyn Fowler. offenders against children: Comparing different hypoactivation after anterior thalamic lesions” -
“Does disruptive behaviour in schools mediate methodologies based on psychometric self-report” Stephanie Mercer
the relationship between children at risk for - Elizabeth Scott
“Sex differences in the ageing rat: the effect of
delinquency and their future offending behaviour?” 2015 caffeine and glucose, alone and combined, on
- Joshua Haigh-Ward
“Inhibitory deficits in rumination: A negative olfactory memory” – Maria Otto
“Are fish oil supplements effective in treating priming experiment” – Caitlin Aberhart “Hallucinations, delusions and formal thought
depression and bipolar disorder? A risk/benefit
“A history of Psychology in New Zealand: Early disorder in dissociative identity disorder and
analysis of Omega-3 and mercury levels in top
beginnings 1869 - 1929” – Angela Berliner schizophrenia” - Rachael Palmer
10 fish oil supplements in New Zealand” - Shelby
Hantz “The effects of response probability in commission “Shame, dissociation and cognition: An
errors in high go low no-go dual response versions experimental investigation” - Amber Scott
“In sickness and in health: Social support and
of the Sustained Attention to Response Task “Child sexual offender’s recognition of facial
inflammatory bowel disease” - Siobhan Hayde
(SART).” – Aman Bedi affect: Are offenders less sensitive to emotions in
“Group metacognitive therapy for Obsessive-
“Exploring the relationship between chocolate children?” – Christopher Stevens
Compulsive Disorder: Findings from a preliminary
cake-related guilt, eating and individual “The effect of prenatal methadone exposure on
trial” - Erin Helliwell
differences” – Paola Castaneda Castellanos child adaptive behaviour and its association with
“Effects of a broad-spectrum micronutrient
“Mental health diagnoses in persons with an caregivers parenting and general everyday stress”
supplement versus B vitamins and vitamin C
intellectual disability: How health practitioners - Jamie Stringer
on anxiety and memory in PVG/c hooded rats” -
overcome the challenges” – Karen Davies “Motivational interviewing Child, Youth and Family
Andrew Henderson
“The impact of repeated earthquakes on the residences: Case leaders’ experiences, appraisal and
“Mindfulness for smoking-cessation: A
cognition of Canterbury’s elderly population” – skill level, and the barriers to implementation” -
behavioural and neurophysiological study” -
Simon Donaldson Victoria Wilkinson
Stephanie Henderson
Recent MSc APSY Dissertation Research
Research topics covered by MSc “Do essentialists benefit from multicultural “Role-based trust: The effect of collector
APSY students in the Department experience?” - Julian Jennings identification on trust and donating behaviours” -
over recent years include the “Employee wellbeing: The wellbeing game in two Katharine Bolton
following: settings” - Alexis Keeman “Tall Poppy Syndrome and its effect on work
“The effects of exclusion by a robot on self-esteem performance” - Anna Dediu
2016 and prosocial behaviour” - Johanna Lea “Symbols of recovery: The impact of earthquake
“Safety risks associated with helping reciprocity” “Unemployment as a screening device? The effect images on vigilance - Nicola Hancock
Influences of the initial helping source” - Sarah of unemployment status on selection decisions “Do employee resilience and autonomy buffer
Adams among New Zealand recruiters” - Corinne Lucas- the negative effects of work demands? - Tessa
“Effect of corporate social responsibility D’Souza Jamieson
information in recruitment advertisements on job “Tackling the relationship between self-efficacy “Psychological contract fulfilment, employability
seeker attraction” - Alexandra Batt and performance in rugby” - Anthony Rasmusen and work attitudes” - Cherry Li
“Communication and trust: The effect of “An examination of different measures of work “The relationship between leader’s behaviours
organisational commitment and change process experience, and the relationship between previous and employee resilience: The moderating roles of
perceptions on change attitudes” - Emma Clarke experience and safety” - Rachel Shackleton personality traits” - Quyen Nguyen
“Self-leadership, leadership styles and employee “The backlash of forward thinking: The “Examining employees perceptions of workplace
engagement: Testing moderation models” - Luke relationship between gender quote beliefs and health and well-being promotion initiatives” -
Crossen attitudes towards women” - Jessica Sletcher Amelia Nichol
“An experimental evaluation of peoples’ reactions “Construct validation of Hazard Awareness Test “Fit employees: Fit organisations - What happens
to differing levels of safety hazards in an office (HAT)” - Anton Thomas when organisations support employees in their
environment” - Adam Davies personal fitness goals?” - Fleur Pawsey
“Building employee resilience through well-being
“The effects of mindfulness on work-related in organisations” - Karen Tonkin
stress, well-being recovery quality and employee
resilience” - Emma Hansen 2015
“Examining change process perceptions and “The relationship between policies availability,
proximal readiness for organisational change: The policies awareness and supervisor support to
moderating effect of distal readiness” - Matthew employee work-life balance and work-family
Holstein conflict” - Zhania Anindya
Photography Competition 2010 Credits

Page 4: “Two Great Brains” which is more ghostly and so, of great
Photograph submitted by Tracey McLellan and fascination to psychologists.
members of the Social Perception Lab. Page 18: “Brain x 8”
The general theme for the image is the study Photograph submitted by Alex Mackenzie and
of the brain and all that it entails. members of the Social Perception Lab.
Page 5: “Lift Conformity” The general theme for the image is the study
Photograph submitted by Kwun Ho Chan. of the brain, and all that it entails.
This photograph illustrated the classical Page 25: “Psychology Within”
psychology experiment – lift conformity. Photograph submitted by Jonathan Wiltshire.
Individuals conform outwardly to avoid Defined as a science and an art, Psychology
looking stupid or because of fear of being encourages us to explain changing mental
rejected by the group. processes and behaviours. This photo
Page 18: “Life in a Glass House” symbolises looking within to find that things
Photography submitted by Grace Watson. are sometimes not always as they appear.
Life in a Glass House reveals vulnerability Page 52: “Studying the Brain”
of the human psyche and form. The figure Photograph submitted by Brad Miles and
begs, embraces, surrenders and welcomes members of the Social Perception Lab.
all at once. Looking through its glass shell, The general theme of the image is the study
we see organs that ultimately give life, yet of the brain, and all that it entails.
no understanding to the nature of thought,

Department of Psychology:
T: +64 3 364 2902

F: +64 3 364 2181
E: [email protected]
University of Canterbury
Te Whare Wānanga o Waitaha
Private Bag 4800
Christchurch 8140
New Zealand
www. psyc.canterbury.ac.nz
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What degree programs are offered by the psychology department?

What degree programs are offered by the psychology department?

What research areas are covered in the department?

What research areas are covered in the department?

Department of Psychology

3 Welcome to the Department of 14 200-Level Courses 47 Adjunct Staff Profiles

A major strength of Psychology at Canterbury is The Department of Psychology is part of the

Psychology is the scientific study

4 Department of Psychology Handbook

Psychology is a popular choice What background is needed

Title: Lift Conformity

PSYC100-Level Coordinator PSYC200-Level Coordinator PSYC300-Level Coordinator

PG Course Coordinator PG Research Coordinator General PG Enquiries

6 Department of Psychology Handbook

Viviana Cedeno Bustos

8 Department of Psychology Handbook

10 Department of Psychology Handbook

Dr Signe Udall Wiingaard

12 Department of Psychology Handbook

To major in Psychology you must • use computer software to conduct statistical

14 Department of Psychology Handbook

16 Department of Psychology Handbook

18 Department of Psychology Handbook

20 Department of Psychology Handbook

General Enquiries – Students should be aware of the following: Special Consideration

Policy on Dishonest Practice

22 Department of Psychology Handbook

Postgraduate Study BA BSc

Entry Requirements for

24 Department of Psychology Handbook

26 Department of Psychology Handbook

28 Department of Psychology Handbook

30 Department of Psychology Handbook

32 Department of Psychology Handbook

34 Department of Psychology Handbook

36 Department of Psychology Handbook

38 Department of Psychology Handbook

The Department holds a regular • Dr L. Maaike Helmus, Director of Research data”.

40 Department of Psychology Handbook

Professor Dr Eileen Britt Assoc. Prof. Professor Janet

See also Psychology staff research profiles on UC SPARK, http://www.canterbury.ac.nz/spark/Department.aspx?departmentid=66

42 Department of Psychology Handbook

See also Psychology staff research profiles on UC SPARK, http://www.canterbury.ac.nz/spark/Department.aspx?departmentid=66

44 Department of Psychology Handbook

See also Psychology staff research profiles on UC SPARK, http://www.canterbury.ac.nz/spark/Department.aspx?departmentid=66

46 Department of Psychology Handbook

Dr John Church Professor Deak Helton Professor Dr Murray Laugesen

Dr Andy Martens Dr Audrey McKinlay Professor Warwick Paul Russell

48 Department of Psychology Handbook

Anya Armstrong Justine Brougham Robyn Daly Silvana de Freitas Costa

Sharyn Gordon Marie Goulden Neroli Harris Anna Leuzzi

50 Department of Psychology Handbook

The Psychology Centre is

Research Interests include:

Sarah Drummond Janet Cumberpatch

52 Department of Psychology Handbook

Title: Studying the Brain

Completed PhD Research

54 Department of Psychology Handbook