The purpose of this course is to develop student understanding of the professional and ethical dimensions of officership. Throughout, a distinction is made between the normative ideals of behaviour prescribed by ethical and military theorists and the reality of behaviour as described and explained by cognitive, social, and other psychological factors. Course content is drawn from moral philosophy, psychology, and military sociology and includes readings and discussions on: the function of ethics in social and organizational life; the major ethical theories and decision frameworks developed by moral philosophers to distinguish between right and wrong; individual difference factors in moral development and moral cognition; situational and organizational factors which either foster or undermine ethical behaviour; psychological models of ethical decision-making and action; the nature of military professionalism and the ethical obligations which derive from the military's social role and legitimate power; the military ethic and military codes of conduct; specific codes of conduct applicable in war; and value conflicts and ethical dilemmas inherent in military service.

Only offered through the Division of Continuing Studies.

This course discusses the professional, ethical, and leadership issues associated with commissioning. It is designed to introduce students to the ethical dimensions of the profession of arms and the underlying theoretical leadership theories that enhance individual and group performance, and to models of effective decision-making. The course includes readings and discussions on the major ethical theories and decision frameworks distinguishing right from wrong, the nature of military professionalism and the ethical obligations, the foundations of professional military ethics, individual difference factors in moral development, situational factors that foster or undermine ethical behaviour, psychological models of ethical decision-making and action, motivation theories and applications, power and influence, group dynamics and team building, leadership theories and applications, and decision-making models. Students are encouraged to demonstrate their understanding and integration of the material through assigned readings and case study analyses.

Note : Distance Learning computer system requirements

The objective of this course is to examine the relation between psychology as an empirical discipline and ethics as a normative discipline. The aim is to engage students in a reflection that will help them understand the important role of psychology in ethical thinking. The course focuses on what psychology teaches us about the structure of human beings as principal agents of ethical decisions. To address this issue, the course introduces a theoretical component where themes such as personality types, identity development, moral cognition, empathy and character development are examined, and a practical component in which ethical cases such as the sexual differences in the practice of ethics, cognitive dissonance in the ethical discourse, and the conflict of values in the ethical decision making are analysed.

The course will provide an analysis of the theory, research and practice of cognitive behavioural therapy, which helps people by examining, reflecting on and/or adjusting their thoughts, feelings and behaviours. Students will learn the fundamentals of empirically-based techniques and their appropriate use and will develop a comprehensive understanding of how this approach can be useful in a range of issues and life problems. Military and clinical applications will be discussed, such as in anxiety and stress disorders, mood disorders, eating disorders, sleep problems, anger management, and chronic pain.

This course provides the student with an understanding of the development and use of tests and measures of individual differences in key domains of psychology. Core material covered addresses: test design and psychometric analyses; ethical considerations in the use of tests; assessment of cognitive abilities; vocational assessment; and assessment of personality. Students will be introduced to measures commonly used in the military context.

Special research on an approved subject that, usually, includes statistical analyses and results interpretation. This thesis will be examined by a committee constituted for the purpose.

This is an advanced course on cognitive psychology. There are two major components to this course. The first, a content component, mainly focuses on major empirical findings and theories in cognitive psychology, including research methodology. The main focus of the second component, critical thinking, includes refining students' critical thinking skills through an active engagement in debates on major issues in applied cognitive psychology, such as, but not limited to, human factors as well as issues of awareness: memory, situation awareness, decision making, and team cognition.

This course will concentrate on the fundamental aspects of the biological and psychological approach to stress and its consequences. Students will develop an understanding of the plausible mechanisms that link psychological and behavioural factors to stressors, stress, and strain (stress reactions). They will also gain insight into the ways that interventions may interrupt these processes. The course will cover the different types of stressors and the cumulative nature of stress. Concepts of stress, vulnerability, adaptability, resilience, coping, regenerative power, social support and related research will also be included. Finally, the course will include major stress management techniques, helping others cope with stress, and promoting wellness.

This course introduces the student to the psychological and social factors inherent in sport and exercise. Topics will include understanding participants (e.g., personality, motivation, stress); understanding sport and exercise environments (e.g., competition, feedback, reinforcement); understanding group processes (e.g., team dynamics, cohesion, leadership); enhancing performance (e.g., imagery, goal setting, concentration); improving health and well-being (e.g., athletic injuries and psychology, addictive and unhealthy behaviors, burnout and overtraining). This course will provide students with a greater understanding of the psychological dimensions of sport, exercise and health, and then be better prepared to implement this knowledge in military settings.

This course will explore advanced topics in social psychology. Students will develop an understanding of the complexities of human relationships, gain an appreciation for how our behaviours come to be shaped by others, and how we, in turn, can exert an influence on those with whom we interact. Core material covered addresses: historical perspectives; intrapersonal aspects; personal, interpersonal and collective phenomena; interdisciplinary perspectives; evolutionary social psychology; and emerging trends. Students will be introduced to commonly used social psychological experimentation and methodologies.

This course provides detailed coverage of key concepts and practices related to conducting applied behavioural science research in an institutional setting. Four sections are presented. The first addresses the development and definition of a research proposal to ensure that research is based on sound theoretical and conceptual bases. The second involves the ethical and administrative considerations for data collection to ensure that research will generate valid, relevant results in accordance with ethical standards and institutional requirements. The third covers the collection, coding and statistical treatment of data with particular attention to maintaining confidentiality. The final section focuses on the interpretation and presentation of results with an emphasis on consideration of the differences between academic and organizational audiences.

Also offered through the Division of Continuing Studies.

The general objective of this course is to explore leadership theory and practice in depth, building on the concepts introduced in PSE301, and secondly, to develop an appreciation of how these impact on work performance and motivation. The general focus will be on the critical analysis of current leadership theories and their application to the military. Students will also be introduced to diagnostic and intervention strategies related to organizational development and to the leader as an agent of change. Ultimately, the student will be able to evaluate work situations and employ strategies to increase personnel performance and improve motivation and job satisfaction.

This course will introduce students to the broad problems in human-machine interactions and interfacing. This will involve studying human capabilities as applied to engineering and design. Topics will also include the measurement of human and machine capabilities, the effects of noise on performance, and the effects of sustained operations on performance. The various techniques used to enhance human effects of sustained operations on performance. The various techniques used to enhance human performance will also be discussed and evaluated. Aids to memory, perception, discrimination, and detection will be examined and demonstrated in class. Students will also be introduced to the use of computers in psychological settings.

With permission of the department head, specialized study on an approved subject in one of the areas studies in Military Psychology, but not available in other courses offered by the department. The method of instruction (i.e., lecture, seminar, tutorial, directed reading, etc.) will be determined by student needs and faculty availability.

For students in Third or Fourth Year.With permission of the department head, specialized study on an approved subject in one of the areas studies in Military Leadership, but not available in other courses offered by the department. The method of instruction (i.e., lecture, seminar, tutorial, directed reading, etc.) will be determined by student needs and faculty availability.

This course is designed to help students answer the following questions: What is international development? Where does development take place? Why do we provide development assistance (diverse motivations)? What are the key trends in international development over time? Who are the different actors in development around the world? Students will learn about the ethical imperatives and implications of development assistance; identity formation and image manufacturing; and the challenges of - and opportunities for - capacity building, leadership training, sustainability and cross-cultural awareness. Case studies for this course will focus on international and Canadian responses of development assistance to countries engaged in conflict including Afghanistan, Haiti, Sri Lanka and Sudan. Students will learn about the relevance of international development agencies, development strategies and development assistance to military operations in conflict and post-conflict areas.

With permission of the department head, Specialized study on an approved subject in one of the areas studies in Sociology of the Armed Forces, but not available in other courses offered by the department. The method of instruction (i.e., lecture, seminar, tutorial, directed reading, etc.) will be determined by student needs and faculty availability.