Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.
52 students graduated between 2005 and 2013. Of these, career information was obtained for 50 alumni (based on research conducted between Feb-May 2016):
Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.
Students will be prepared for careers as researchers, practitioners, and educators in a wide variety of settings including academic, clinical, community, business, private practice, and research. Our graduates hold positions such as staff psychologist, research manager, professor, director, department head, clinical counsellor, vocational rehabilitation consultant, team leader, behavioural consultant, group facilitator, and psychoanalyst.
These statistics show data for the Doctor of Philosophy in Counselling Psychology (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
2023 | 2022 | 2021 | 2020 | 2019 | |
---|---|---|---|---|---|
Applications | 13 | 21 | 17 | 19 | 25 |
Offers | 3 | 2 | 3 | 4 | 6 |
New Registrations | 2 | 2 | 3 | 4 | 5 |
Total Enrolment | 31 | 32 | 32 | 35 | 37 |
These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Year | Citation |
---|---|
2024 | Dr. Heaslip examined the unsolicited help receiving experiences of persons with visual impairments, targeting what is and isn't helpful during these interactions. The prominent themes identified were consent, assumptions, courtesy, consideration and respect. Findings were used to generate recommendations for navigating these complex interactions. |
2024 | Dr. Bridger interviewed Hard of Hearing (HoH) students transitioning to their neighbourhood high school. She created a theory of the transition that highlights parallels with typically hearing peers, but also amplifies barriers faced by HoH students. The theory informs HoH teens and teachers of HoH students' struggles and ways to support them. |
2024 | Dr. Baugh studied the barriers and facilitators of coping among women veteran survivors of military sexual trauma. Illustrated in the women veterans' narratives is the importance of safety and support to move beyond survival strategies and towards meaningful facilitators of coping, and the crucial need for systemic reformation in military culture. |
2023 | Dr. Huang explored the transition experiences of military veterans as they pursued post-secondary studies. The findings from the research are intended to nurture cultural awareness for the unique needs of this population, as well as to enhance practices and policies on Canadian campuses towards better supporting this student population. |
2023 | Dr. Gendron explored gay, bisexual, and queer men's narrative positioning in sexual stories using an innovative reflective storytelling method. Focusing on perceived possibilities and pleasures in sex, Dr. Gendron's research offers a critical response to existing frameworks that regulate sex between men and socialize men away from connection. |
2023 | Dr. Beyer investigated the role of embodiment in young women's experience of sexual satisfaction. Research findings illustrated how young women's experiences of embodiment are intertwined not only with sexual satisfaction, but related aspects of sexuality including sexual desire and pleasure. |
2023 | Dr. O'Loughlin examined the impact of traditional masculinity on Canadian Veteran men's psychosocial functioning and psychotherapeutic treatment outcome. Her research elucidates the situational nature of masculinity in the context of mental health and points to the importance of gender sensitive interventions for veteran populations. |
2022 | Dr. Munro examined relational processes between sexual and gender minority youth and their parents, and how these processes contribute to the youth's identity formation. Findings show a dynamic and goal-oriented identity construction process and provide insight into complex relationship processes that facilitate youth identity construction. |
2022 | Dr. McDaniel examined how frontline community workers maintain wellness while responding to the fentanyl overdose crisis. Participant responses focused on collective ethics, social support, work-life balance, structural supports, and individual strategies. These findings make clear the crucial need to advocate for increased worker resources. |
2021 | Dr. Wojcik studied how cognitive and affective processes affect trauma-related distress in adults. She found that across populations maladaptive cognitions can worsen negative self-appraisals following traumatic events. This knowledge will help improve clinical interventions for PTSD, depression, and other forms of trauma-related distress. |
Same specialization.
Specialization.
Programs of research reflect the core values and foci of the discipline of Counselling Psychology: career development, health and wellness, indigenous healing, gender and cultural diversity, disability, and social justice issues. Faculty members are involved in a wide range of research activities including intercultural counselling, First Nations counselling, career development and counselling, stress and coping, sexuality and reproductive health, disabilities, trauma, working with families and children in school settings, prevention of anxiety disorders, and empirically supported approaches utilizing both quantitative and qualitative methodologies.
Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .
Throughout my undergraduate, master’s, and PhD programs, I have felt grateful to access a globally recognized university. Beyond being a stunning place, I chose to continue my graduate degree at UBC because of the invaluable friendships and professional relationships that I have built over the...
My PhD will be my fourth UBC degree and I am confident that the university will provide me with the comprehensiveness, relevance, and rigour that I seek in my studies. Connection to place is also important. Studying at UBC allows me to maintain relationships with the communities in Northwest BC...
I had a wonderful experience during the Master’s program at UBC and felt a sense of community, with excellent support from my supervisor. Once I was ready to pursue a doctoral degree, I wanted to re-engage in that type of supportive environment while stretching the boundaries of my clinical and...
Find out how Vancouver enhances your graduate student experience—from the beautiful mountains and city landscapes, to the arts and culture scene, we have it all. Study-life balance at its best!
Field: clinical & counselling psychology.
This program develops your research and theoretical knowledge in counselling and clinical psychology, and provides you with assessment skills, and knowledge in training in a range of professional issues. It also prepares you to apply for registration as a Psychologist with the College of Psychologists of Ontario (CPO).
Designed for practicing professionals, the flexible-time PhD option enables students to continue working while pursuing their studies. Flexible-time students are self-funded. Learn more .
OISE offers a OISE Graduate Funding Package to students in their first four years of a PhD program, excluding the flexible-time PhD.
OISE's Graduate Funding Package covers the cost of tuition, and helps offset other living expenses. Last year, awards averaged around $25,000 per eligible student.
Highest degree credential in the field.
The Doctor of Counselling and Psychotherapy degree is intended to bring clinical practitioners at the forefront of the emergence of counselling and psychotherapy as a distinct profession from other health and helping professions. The primary objective of the DCP degree program is to educate therapists with competencies beyond those expected at the master’s level, with a focus on leadership, social justice and cultural competence.
Applied Research Approach to Learning – T he program brings the tools of applied scholarship to examine and address problem areas of practice in counselling and psychotherapy.
Your Path to Leadership – Graduates of the DCP gain the knowledge and skills required to help define the identity of the counselling and psychotherapy profession and to be leaders in the establishment of the profession across Canada.
Career outcomes, admission requirements, tuition and fees, course descriptions, testimonials.
Doctorate of its kind in Canada
September, May, January
100% Online*
In as few as 3.5 years**
*Includes both asynchronous and synchronous learning activities and opportunities.
**With full course load, year-round study and/or approved transfer credits. Contact an Admissions Advisor for more information.
Along with being the only professional doctoral degree in Canada catering to practicing counsellors and psychotherapists, we’ve made our program accessible by accepting applicants from a variety of professional backgrounds in the field.
Being consistently featured as a top online Canadian university is a testament to our dedication towards online education. Over the years, we’ve built flexible programs that you can complete while working, accelerate or extend your program duration, and start the program as soon as you are ready with our multiple start dates.
Our standard-setting curriculum is taught by a faculty with doctorate credentials who’ve partnered with instructional design specialists to design courses that maximize the effectiveness and real-world applicability of our program.
Rather than requiring a formal, academically focused thesis, our program culminates in an Applied Scholarship Project, where you apply the practical insights of advanced research needed to address real problems of practice in counselling and psychotherapy.
The Doctor of Counselling and Psychotherapy is the highest degree credential offered in Canada, allowing graduates of the program to:
A variety of exciting and fulfilling outcomes are available to graduates of this program, including careers such as:
Psychotherapist Supervisor
Psychotherapist Educator
Leadership Roles in Psychotherapy
Leadership Roles in Counselling
Yvonne Hindes earned her master’s and doctorate degrees from the University of Calgary. She is an adjunct member of the Faculty of Behavioural Sciences and currently teaches for the Master of Arts in Counselling Psychology program at Yorkville University.
She has extensive training and experience teaching both online and in traditional psychology programs, with course content ranging from ethics, theory, assessment, and other more practical courses to research and statistics. She was the recipient of SSHRC scholarships for her research in both her master’s and her PhD. Her research interests include mental health, resilience, childhood psychopathology, youth leadership, test construction, literacy development, and program evaluation. She has published work in peer-reviewed journals as well as she has presented at national and international conferences.
Dr. Hindes is also a registered psychologist and her specialty is working with children and adolescents. Through her clinical work she has worked with children with diverse and complex needs and within a public school board, a special education school, and private practice.
Dr. yvonne hindes, chair, dcp, behavioural sciences.
Dr. Chang received her master’s and doctorate degrees in Counseling Psychology from the American School of Professional Psychology/Argosy University, an MBA, in Management from Baldwin-Wallace College, and a Certificate in Banking from the Graduate School of Banking at University of Wisconsin-Madison.
Dr. Chang is currently a full-time faculty and Course Lead for Research Methodology for the Master of Arts in Counselling Psychology program at Yorkville University. She also teaches Advanced Research Methods in Applied Research and Applied Scholarship Project and Integration Seminar for the Doctor of Counselling and Psychotherapy program at Yorkville University. Dr. Chang has taught Research Methods within the counselling psychology and forensic psychology programs for various universities for over a decade.
Dr. Chang’s business and counselling psychology degrees have provided her with a broad range of experience. Her research expertise has allowed her to serve on multiple dissertation committees as both chair and methodologist in business, education, and counselling psychology programs. Her research interests have focused on exploring the existential challenges of Chinese immigrants living in the United States. Her most recent work was on applied research projects within the Office of Administrative Management at the National Institutes of Health (NIH).
Dr. Chang is a member of the Research Ethics Board at Yorkville University. She is a professional member of the Canadian Counselling and Psychotherapy Association, the Asian American Psychological Association, and the Foundation for Critical Thinking.
Dr. Phuong-Anh Urga completed her doctorate in Clinical Psychology at Rutgers University (New Jersey, USA) and her clinical internship at the Centre for Addiction and Mental Health (Toronto, ON). A recipient of a pre-doctoral fellowship awarded by the National Institute on Alcohol Abuse and Alcoholism (NIAAA), Dr. Urga has extensive research, training, and clinical experience in the field of substance use disorders.
From 2007—2019, Dr. Urga served as the Clinical Program Advisor at the Foster Addiction Rehabilitation Centre (CRD Foster) in Montreal, Quebec; she also served interim roles as the Outpatient Clinical Coordinator and the Director of Professional and Rehabilitation Services. In these capacities she was responsible for the development, implementation, and quality assurance of the centre’s clinical programming, clinical training and supervision, the practicum/internship program, and regional and network training initiatives.
Dr. Urga joined Yorkville University’s MACP faculty in 2016 and maintains a small private practice in Montreal as a Certified Canadian Counselor (C.C.C). Her clinical, consultation, training, and supervision services are focused on Acceptance and Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT), and Motivational Interviewing (MI); her practice can be described as evidence- and process-based behavior therapy.
Dr. Bryden’s educational background is in counselling psychology and education from the University of Calgary. She was a Killam doctoral scholar in both. Academic interests are in counselling psychology, biopsychology, child and adolescent mental health, telemental health, and program evaluation, with applications in health care and education.
Dr. Bryden has worked in counselling, teaching or research capacities in academic and applied settings. She has extensive teaching experience in traditional and online psychology programs, including the Master of Arts in Counselling Psychology program. Example courses are health psychology; educational psychology; and mental health and well-being. YU courses include Biopsychosocial Approach to Counselling; Professional Growth & Well-being; Advanced Practices in Mental Health Counselling & Psychotherapy; Planning, Consultation and Evaluation Models; and the Applied Scholarship Project and Integration Seminar. She is a Course Lead in the Doctor of Counselling and Psychotherapy program.
The Doctor of Counselling and Psychotherapy online degree is administered from our New Brunswick campus.
Applicants to the Doctor of Counselling and Psychotherapy program are required to provide the following:
*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.
In addition, applicants are required to have:
A master’s degree in counselling, psychotherapy, marriage and family therapy, pastoral counselling, applied psychology, education, nursing, occupational therapy, and social work, or an equivalent credential from a recognized university.
Yorkville University reserves the right to refuse admission and ask admitted students to withdraw from the program in special circumstances.
For full details of admissions requirements, please see the Academic Calendar.
Admission to the Doctor of Counselling and Psychotherapy program is on a selective basis. Meeting minimum requirements does not guarantee admission. In keeping with the program’s emphasis on diversity and social justice, preference may be given to admitting qualified applicants who are members of Indigenous, marginalized and underserved communities.
English Language Requirements
English is the primary language of instruction at Yorkville University.
Applicants who have obtained their qualifying master’s in a language other than English are required to submit confirmation of an official test of ability to work and study in English.
Such tests include:
Canadian applicants who completed their qualifying master’s degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency.
The University reserves the right to refuse admission to any student whose proficiency of English is questionable and to ask any student whose written work is below acceptable standards to withdraw from the program.
Total cost (including application fee) is $49,650*.
* Note : The cost does not include textbooks, expendable supplies, equipment, and resource fees. To understand your specific program cost, please speak with an advisor.
By selecting to take more or fewer courses per term, costs will be updated accordingly.
A typical course is 3 credits. Students must complete 60 study credits to graduate. DCP8803 spans the duration of the program and is charged at a prorated amount throughout the program, but the course credits are earned in the final term.
Cost Per Credit
*As of May 2024. Please note that tuition and fees are subject to change.
Total cost (including application fee) is $51,450*.
Tuition payment and rate information.
Changes to tuition rates will be announced at least three months before the start of the term to which they apply.
Arrangements for payment of tuition must be made at least two weeks before the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made.
For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office at 1-888-886-1882.
Please contact an Admissions Advisor to learn more about financial aid options.
The rigorous curriculum of the Doctor of Counselling and Psychotherapy includes the following courses:
* Please note courses marked with the asterisk* have mandatory synchronous components offered through an online video platform that are scheduled by the instructors at the start of the course. While we strive to accommodate students’ schedules whenever possible, these particular courses may not offer flexibility in choosing or changing synchronous session times. We appreciate your understanding and adaptability with scheduling, as these synchronous components are designed to optimize the overall learning experience by facilitating real-time interaction with instructors and peers.
** Students are enrolled in DCP 8806 and working on their Applied Scholarship Project for the duration of their program.
This course examines some of the key components related to the professional identity of counselling within a Canadian context. It situates counselling within the broader mental health context and explores the similarities and differences that exist between the mental health specialties. It also examines the role that ethics plays in shaping professional identity.
This course prepares students to apply scholarship to the practice and problems of counselling and psychotherapy. It familiarizes students with a variety of advanced methods in applied research. Students learn to read advanced scholarly work fluently, think about it critically, and understand how it can be applied to practical problems in the profession.
This course serves several functions. It includes (a) ongoing development and integration of personal theory into practice, (b) regular development and discussion of each student’s Personal Practice Portfolio, (c) regular contact with and advisement from the students’ core faculty member, (d) preparatory steps for the Applied Scholarship Project (ASP), (e) preliminary drafts of all components of the ASP, and (f) final defence of the ASP. The course spans the duration of the Doctor of Counselling and Psychotherapy program and meets during the break between teaching sessions each term.
This course provides students with an advanced appreciation of personal characteristics needed to be effective in a variety of practice settings. The course includes self-assessment and professional mental health evaluation of the professional therapist’s overall personal adjustment and capacity to maintain healthy counselling relationships. Counsellor contributions to the therapeutic alliance are emphasized.
In this course, learners engage in several learning activities that are designed to facilitate awareness of reflective practice in counselling and psychotherapy. During this course, students will spend one hour per week receiving mentorship from a faculty member.
This course provides students with an advanced understanding of contemporary theories and models of counselling and psychotherapy. Students develop critical perspectives of the theories that guide psychotherapy practice and explore research evidence for each approach. Students are encouraged to develop case conceptualizations based on specific theories.
This course focuses on helping students develop advanced competencies in several areas of practice. This includes enhancing skills in case conceptualization and deepening understanding in two of the student’s preferred theories of intervention. During this course, students will spend one hour per week receiving mentorship from a faculty member.
This course reviews the major theories of supervision for counsellors and psychotherapists. While the course is primarily designed to help prepare therapists to become supervisors across various work settings, it also reviews what supervisees should expect from the supervision process. Overcoming supervisor-supervisee working alliance ruptures is also covered. Recent research on therapy supervision is reviewed and discussed.
During this course, students expand their ability to situate a client’s problem within the broader context of their personality, experiences, culture, and background. They deconstruct several case studies and analyze models used to guide case conceptualization across a variety of contexts. This course also includes an introduction to concepts, processes and styles of mentorship, and offers students the opportunity to gain experience in providing mentorship to other counsellors-in-training.
This course provides students with advanced understanding and implementation of evidence-based practices. Students work in consultation teams to identify best practices for particular client groups, localize or adapt interventions for multicultural effectiveness, and design empirically-supported treatment programs for implementation and evaluation.
This course further enhances students’ ability to organize and synthesize complex client-centred information. Students delve deeply into models and variations of case presentations and explore the discourse around “special” populations and the benefits and drawbacks of categorizing people based on shared characteristics. During the course, doctoral students guide counsellors-in-training at the masters’ level through weekly mentorship meetings and consider developmental stages of trainees, learner needs at each phase, and strategies for assessment, coaching, and role modelling.
This course provides students with an advanced understanding of assessment considerations, case conceptualization, and therapy planning within the counselling/psychotherapy profession. Students learn about the appropriate use of different assessment tools. The limitations of formalized assessment as used by psychiatrists and psychologists are examined. A nuanced and idiosyncratic approach is favoured that is strengths-based.
This course provides students with opportunities to build upon their current competencies in counselling and psychotherapy. The topics explored include counsellor identity development, theoretical orientation in counselling and psychotherapy, the therapeutic relationship, and advanced case conceptualization.
This course focuses on advanced applications of major systems theory and transformational models. The emphasis is couples and family therapy, although systemic perspectives may be applied to individual and community issues as well. Skills in systemic and transformational interventions within a multicultural context will be acquired.
The purpose of this course is to equip students with the advanced skills needed to contribute to the direct practice of integrated behavioural health in primary care. Students become knowledgeable about the roles of behavioural health providers working in primary care settings; theories and models of care; and cross-cultural issues. They develop skills in engagement, assessment, intervention planning and implementation, and practice evaluation. Because the populations served in primary care settings span the spectrum of severity in both the physical and behavioural health dimensions, students develop competencies in engaging and supporting patients across a range of health conditions.
The course will address contemporary approaches to program development and project management in counselling, educational, and psychological settings. This graduate seminar will be guided by a model for research, development, and utilization associated with innovation and planned change. The student will plan and organize a project, product, or service particular to a selected problem, population, and setting. Future trends and developmentally-oriented prevention projects will be highlighted.
This course focuses on counselling diverse clients, particularly those typically associated with belonging to underserved communities. The approach follows the culture-infused counselling approach of notable Canadian scholars Drs. Sandra Collins and Nancy Arthur.
This course focuses on evaluating current research in the areas of professional leadership and advocacy for the counselling/psychotherapy profession. Students will evaluate principles and apply methods of leadership and advocacy strategies to foster professional development and growth within complex and dynamic systems and organizations.
This course builds upon DCP 8533 (Practitioner Leadership Development I) and focuses on the understanding and application of adult learning theories and research within the counselling/psychotherapy profession. Students will apply adult learning theories and best practices to foster professional identity, leadership, and expertise within the counselling/psychotherapy profession.
Ryan Tompkins
“It’s been amazing having all these people who are in the profession and coming from different backgrounds challenging each other to think outside of our normal ways of thinking.”
The title ‘Doctor’ is a protected title by the various provincial health acts, meaning that the governments decide who can use the title doctor. In clinical practice, this is typically restricted to physicians, optometrists, clinical psychologists, chiropractors, etc. For the time being, this means that graduates of the doctorate will not be able to refer to themselves as Doctors in clinical settings but will be able to do so in non-clinical settings, such as educational settings. These laws apply to other professional doctorates in Canada, including doctorates in social work, occupational therapy, etc. This does not, however, prevent you from accurately stating the name of your degree upon completion of the program, which is Doctor of Counselling and Psychotherapy.
The term “accredited” is not a term post-secondary institutions use in Canada. Canadian Universities are granted designation status by the province where they operate – in this case from the Government of New Brunswick, Post-Secondary Education, Training and Labour. As such, the Doctor of Counselling and Psychotherapy is recognized as an approved program here in Canada and throughout North America. We cannot speak on behalf of external bodies, such as regulatory colleges, professional associations, insurance companies, or provincial government ministries, so questions need to be directly addressed to them.
No. Applicants to the Doctor of Counselling and Psychotherapy program must possess two-years post-master’s experience with a minimum 1,600 clinical experience hours.
Yorkville University’s Doctor of Counselling and Psychotherapy degree is completed part-time over ten terms, taking just over three years to complete. You can be working full-time, part-time, or even seeing clients as a volunteer during the program. The essential time that you need to have clients is during terms 2 through 5 while you are receiving mentoring (terms 2 and 3) and then providing mentoring (terms 4 and 5) to masters’-level students.
Thesis-based, on campus degree
The Doctor of Philosophy (PhD) in Counselling Psychology prepares individuals to develop the philosophical, theoretical, and research expertise in counselling psychology required of those who wish to offer effective psychological education and counselling and to work as counselling psychologists in a variety of public and private practice settings.
The PhD program is accredited by the Canadian Psychological Association (CPA), and course content follows CPA's accreditation guideline standards for training.
The mission of the Counselling Psychology program at the University of Calgary (hereafter the Program) is to prepare the next generation of Counselling Psychologists to be reflexive, critical, and culturally responsive researchers, educators, and practitioners. Taking on a generalist approach, the Program prepares students for careers in a wide range of settings, including education (schools, colleges, and universities), government, social services, health units and hospitals, community agencies, business and industry, and private practice. Both the MSc and PhD programs are grounded on a scientist-practitioner model, emphasizing: integration of science and practice; critical evaluation of theory, research, and practice; and generation and dissemination of cutting-edge knowledge. Furthermore, the Program upholds an active commitment to social justice, highlighting the importance of infusing advocacy in both the science and practice of psychology. As such, with the power and privilege obtained as Counselling Psychologists we aim to aid in understanding, healing, and advocating for wellbeing and justice within and beyond our communities.
The PhD program in Counselling Psychology at the University of Calgary has been accredited by the Canadian Psychological Association (CPA) since 2010-2011: Office of Administration, CPA, 141 Laurier Avenue West, Suite 702, Ottawa, ON K1P 5J3.
The program's term of accreditation goes until the year 2020-2026.
Program requirements.
The PhD in Counselling Psychology has a minimum requirement of two years of full-time residency on-campus. Maximum completion time allowed for the Doctor of Philosophy degree is six years.
The requirements for completion of the PhD program are as follows:
a) 24 units of course work at the doctoral level that includes:
i. Educational Psychology 706 and 707 and an additional 3-unit course in research methods at 600 or 700 level as approved by the supervisor;
ii. Educational Psychology 712 , 713 and 731 ;
iii. Educational Psychology 752 and EDPS753 ; and EDPS772 and EDPS773 . Note: Please see Practicum and Internship section below.
b) Candidacy requirements.
c) Dissertation.
d) A twelve-month full-time PhD Internship. Note: Please see Practicum and Internship section below.
Applicants who are offered admission as a qualifying student due to missing pre-requisite coursework or practicum hours will be required to take additional courses or to complete additional practicum hours within the doctoral program to ensure equivalent training. A qualifying student may take up to 12 units to meet equivalency requirements during the qualifying year. Qualifying status will be granted for a period not exceeding one year.
Course content addresses theory, research, and practice in the domains identified by the Canadian Psychological Association (CPA) for accreditation of doctoral programs in professional psychology.
Candidacy Examination
Candidacy must be completed within 28 months from the program start date. Admission to candidacy is an acknowledgement that a student is fully prepared to devote his/her full attention to the dissertation research. For admission to candidacy, the Faculty of Graduate Studies requires that (1) all mandatory course work has been completed, (2) an oral candidacy examination has been successfully passed, and (3) a dissertation research proposal has been approved by the student’s Supervisory Committee.
Dissertation
The Doctoral thesis is the focus of the degree program. In consultation with the supervisor, the student should formulate an appropriate thesis topic as early as possible in the program because the thesis proposal affects the choice and number of courses needed in order to complete the program. The thesis proposal must be approved by the supervisory committee before continuing towards candidacy.
Ethics approval is required for all research projects involving the use of human subjects, before data collection begins and for research using secondary data. Prior to submitting an ethics application, students must complete Ethical Conduct for Research Involving Humans: A Concise, Online Tutorial, https://research.ucalgary.ca/conduct-research/ethics-compliance/tcps2-core-tutorial , and attach the certificate issued upon completion to the ethics application form.
To initiate the ethics approval process, the student must submit a copy of the application (available on the Research Services website) to the Conjoint Faculties Research Ethics Board or the Conjoint Health Research Ethics Board.
Police Information Check
see Practicum and Internship section below
Supervisory Assignments
An interim supervisor is normally appointed at the time of admission. Students are responsible for initiating discussions with potential permanent supervisors and are expected to have finalized supervisory arrangements by their second annual registration.
Working with your supervisor
Financial Assistance
Financial assistance may be available to qualified students. For information on awards, see the Awards and Financial Assistance section of the Faculty of Graduate Studies website. Students applying for scholarships must submit their applications to Graduate Programs in Education by February 1.
Faculty Members/Research Interests
Current faculty members and their areas of interest can be found by going to the Counselling Psychology: Faculty Members page.
Doctoral Procedures Checklist
At the beginning of program:
Within 12 months:
Every 12 Months:
Within 15 months:
Within 28 months:
Within 4 to 6 years:
Program Forms
There are various forms related to a student’s progress through their graduate degree. Please refer to the forms for detailed instructions on their proper completion. Students who have any questions or concerns should contact their Graduate Program Administrator. Required forms are available in the GPE office and some can be accessed by downloading them from Faculty of Graduate Studies .
The Werklund School of Education provides funding opportunities for full-time doctoral students admitted to the on-campus program, for the first 4 years in program.
Awards and Scholarships
Current students are required to apply for internal and external scholarships (e.g., Tri-Council awards including SSHRC, CIHR), for which they are eligible to be considered for program funding for the following academic year.
For information on the Association of Psychology Postdoctoral and Internship Centers (APPIC) Match Dates, please go to, http://appic.org/Match/About-The-APPIC-Match/APPIC-Match-Dates .
The EPPIC Match & Post Match Schedule is available on the CNPY & SACP Internship D2L shell.
All successful applicants to the Werklund School of Education School PhD Counselling Psychology program are required to provide a current and clear Police Information Check which includes a Criminal Record Check and a Vulnerable Sector Search. Students must apply for a Police Information Check through their nearest police service or RCMP detachment in the area where they reside.
The original Police Information Check must be presented to and accepted by the administration in the Graduate Program Office in the Werklund School of Education, dated within timelines as directed by the Placement Coordinator.
Students will be required to request a Police Information Check upon admission and each subsequent year that they go on placement ( Educational Psychology 772 , 773 , 752 , 753 , and PhD Residency ).
A current and clear Police Information Check is required for all placements. Failure to present a clear and current Police Information Check may result in the student being unable to begin their program and/or go on placement. Successful completion of all placements is required for graduation.
Intervention Record Check
In addition, it is strongly recommended that students obtain an Intervention Record Check (IRC) in each year that they participate in a practicum. Even if your site does not specifically require this check, it is to your advantage to have an IRC done so as to prevent a potential issue should there be a last minute change in your placement site.
NOTE: IRCs are not required by the Werklund School of Education (WSE), and should not be submitted to WSE. Results should be kept in your personal records, and shown to your practicum site should they request to view them.
Practicum Schedule
*Preference for EDPS 772 & 773 (formerly EDPS 743) to be taken in year 1. However, if student is missing assessment pre-requisite course upon admission, they must take EDPS 752 & 753 (formerly EDPS 742) in year 1. ** Students are required to obtain approval from the Director of Training (DoT) and thesis supervisor via a Readiness to Apply form before applying to residency sites.
As a Graduate Student you are expected to devote the time, effort, and energy necessary to engage in scholarship. As a graduate student, you will determine the specific milestones and requirements of your program of study in consultation with the Faculty of Graduate Studies Calendar and with your graduate supervisor.
An integral part of the doctoral experience is working closely with a supervisor on the development and completion of a research project. A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs. As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis. While each student-supervisor relationship is unique, graduate supervisors can assist graduate students in a number of ways: advising on course selection, applying for awards and scholarships, obtaining research funds, applying for teaching assistant and sessional teaching opportunities, developing track records in refereed publications and conference presentations, getting involved in leadership and service, and encouraging and supporting apprenticeship in a research community of practice (collaborative review of papers, grants, academic writing, and data analysis).
In the PhD program a supervisor is normally appointed at the time of admission.
The primary mandate of the Centre is to provide a Centre of excellence in research, education and service through a coordinated holistic vision for the wellbeing of children, youth and transition-age youth (ages 4-25). learn more
Graduate students may participate in the intervention services provided by the Centre.
Megan Freeman
Dr. Tanya Mudry, Associate Professor
Master of Counselling (MC)
*Note: Program is not currently accepting applications
The University of Calgary has offered advanced counselling psychology degrees since 1964, but this option is unique in the flexibility it offers. Most of the course work is delivered online, allowing students to further their professional development while continuing to work and live in their communities.
However, some core competencies to be an effective counsellor can only be gained face-to-face and hands-on. Students are required to be on campus for the program’s skills-based courses (offered in the summer as residencies and workshops). You are also required to secure a practicum placement with a school, agency or workplace that offers counselling services and complete two practicum courses in that setting in the winter and fall terms your final year.
Public and private education systems, community and non-governmental agencies, career counselling, school district administration, universities, school-based health and mental health centers, community-based day treatment or residential clinics/hospitals, juvenile justice programs, private practice.
A course-based master’s degree in counselling psychology is usually considered a final degree.
15 courses including practicum courses
Learn more about program requirements in the Academic Calendar
Online classes are also available
Three years full-time; six years maximum; part-time available
No supervisor is required
See the Graduate Calendar for information on fees and fee regulations, and for information on awards and financial assistance .
Explore the University of Calgary (UCalgary) from anywhere. Experience all that UCalgary has to offer for your graduate student journey without physically being on campus. Discover the buildings, student services and available programs all from your preferred device.
A minimum of 3.0 GPA on a 4.0 point system, over the last two years of full-time study (a minimum of 10 full-course equivalents or 60 units) of the undergraduate degree.
A four year baccalaureate degree, or equivalent from a recognized institution
Test scores, additional courses.
A minimum of 9 units (1.5 full-course equivalents) in Psychology or Educational Psychology, including one course each in human development and learning. In addition, applicants are required to have a senior undergraduate Psychology or Educational Psychology course in the area of Communication Skills in Guidance and Counselling, or its equivalent, Communication Skills – Interpersonal and Verbal Facilitation. All prerequisite coursework must be completed with a grade of “B-“ or above.
Paid employment or volunteer work in counselling-related and research-related roles will be an asset.
An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:
Admissions to this program are suspended as of July 1, 2018
If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements
Educational psychology program.
Education Tower, Room 114 2500 University Drive NW Calgary, ABT2N 1N4 403.220.5675
Contact the Graduate Program Administrator
Visit the departmental website
University of Calgary 2500 University Drive NW Calgary, AB, T2N 1N4
Visit their website
Learn more about UCalgary by taking a virtual tour
If you're interested in this program, you might want to explore other UCalgary programs.
Thesis-based MSc
Located in the nation's most enterprising city, we are a living, growing and youthful institution that embraces change and opportunity with a can-do attitude.
Program: Counselling and Clinical Psychology Field: Clinical Psychology Degree: MA and PhD Duration: Full-time 2-year Master of Arts and 5-year Doctor of Philosophy
Housed within the Graduate Department of Psychological Clinical Science , the primary and overriding objective of graduate training in Clinical Psychology at UTSC is to produce exceptional clinical scientists according to the highest standards of research and professional practice.
Graduate training in Clinical Psychology at UTSC has primary research strengths in the areas of clinical neuropsychology and neurosciences , personality and psychological assessment , and mindfulness- and acceptance-based psychotherapies . Distinguished by its innovative cross-disciplinary approach to psychological clinical science, Clinical Psychology at UTSC emphasizes scientific innovation through novel research collaborations that push traditional boundaries in clinical science and practice. This theoretical knowledge is integrated into our clinical training which supports the delivery of evidence-based assessment and psychological interventions.
Contact Admissions & Student Recruitment
Counselling psychology, program overview.
The Counselling Psychology program is offered by the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), leading to the Master of Education (MEd) and Doctor of Education (EdD) degrees.
There are three fields:
In the field of Counselling and Psychotherapy, the MEd program provides individuals with the opportunity to learn and develop counselling skills appropriate for a variety of work settings. Students are encouraged to develop their courses and practicum learning experiences to suit their own goals. Examples of the types of goals for which suitable programs of study could be developed are adult counselling and psychotherapy, college and university counselling centres, career counselling, geriatrics counselling, multicultural counselling, and community mental health and family life centres. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA) and as a Registered Psychotherapist with the College of Registered Psychotherapists of Ontario (CRPO).
Counsellor training in the EdD program emphasizes the role of the counsellor in the educational system, the acquisition of effective supervisory and consultative skills, and the development and assessment of student counselling services in addition to the advanced study of counselling theory and practice. Graduates will be prepared to take leadership positions in the field of educational counselling; as educators in colleges and institutes of education; as directors and coordinators of school guidance programs; as specialists in the provision of counselling-related, in-service training for school personnel; and as providers of advanced levels of personal counselling to school, college, and related populations. This option will be especially attractive to individuals who have demonstrated a career commitment to the provision of counselling services in an educational and community setting.
In the field of Guidance and Counselling, the MEd program helps meet the need for well-prepared practitioners in the field of guidance and counselling in the schools. Therefore, strong preference for admission to this degree program is given to experienced teachers who are interested in specializing in guidance and counselling in the schools. The program of study provides students with the basic preparation for certification as a Certified Canadian Counsellor (CCC) with the Canadian Counselling and Psychotherapy Association (CCPA). The MEd program is typically offered on a full-time basis with a limited number of part-time spots available.
Domestic | International | |
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Application deadline | MEd: Fall 2024 entry 15-Nov-2023 | MEd: MEd (Counselling and Psychotherapy; Global Mental Health and Counselling Psychology): Fall 2024 entry 15-Nov-2023
|
Minimum admission average | MEd: B+ in final year of bachelor’s EdD:B+ in final year of bachelor’s; A-minus average in Master’s | MEd: B+ in final year of bachelor’s EdD:B+ in final year of bachelor’s; A-minus average in Master’s |
Direct entry option from bachelor's to PhD? | EdD: No | EdD: No |
Is a supervisor identified before or after admission? | EdD: After | EdD: After |
If a supervisor is identified after admission (as per question above), is admission conditional upon securing a supervisor? | EdD: No | EdD: No |
Is a supervisor assigned by the graduate unit or secured by the applicant? | EdD: Graduate Unit | EdD: Graduate Unit |
Are any standardized tests required/recommended? | MEd: NA | MEd: NA |
At a glance.
The online Master of Counselling program at Athabasca University equips you with the essential knowledge, skills, and judgment to address a wide range of emotional, cognitive, and behavioural issues, preparing you for adaptable roles in diverse settings.
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Athabasca University's online Master of Counselling program is a flexible, mixed-delivery learning experience designed to prepare you for a fulfilling career as a professional counsellor or counselling psychologist. The program offers a specialized track in Counselling Psychology, which is approved by the College of Alberta Psychologists, helping graduates meet academic requirements for licensure in Alberta. Whether you opt for the course-based or thesis-route, the program covers essential knowledge areas such as social, biological, and cognitive/affective bases of behaviour, setting you up for success in your chosen field.
Admission requirements include an undergraduate degree with a minimum grade point average (GPA), a minimum number of credits in psychology or educational psychology, and experience in the field of counselling (preferred).
Tuition and fees, career options.
The Master of Counselling is a 36-credit online graduate program. Learners must complete at least 24 credits through Athabasca University.
Because non-thesis learners require a total of 72 psychology credits for registration in Alberta, learners who intend to seek registration as a psychologist in Alberta must have 36 credits in addition to the 36 credits in the Master of Counselling program. For learners without 36 undergraduate credits, options include:
There is only one Master of Counselling intake each year. The application deadline is Feb. 1 and classes start in Sept. (fall term). All courses are paced with defined start and end dates.
Application deadline | Start date |
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Feb. 1 | Sept. |
Finish this program in as little as 3.5 years of full-time study. You can take up to 7 years to complete all requirements.
Understanding how higher education fees and tuition are calculated is important to ensure you stay within your budget and make informed decisions.
We're dedicated to supporting your academic goals and committed to helping you overcome financial barriers by providing many funding and award options.
The following fees are effective for courses starting Sep. 1, 2024, to Aug. 31, 2025. All fees are quoted in Canadian dollars and are subject to change. Academic-related fees are exempt from the Federal Goods and Services Tax (GST). GST is added to all other goods and services, for example, workshops, some publications, self-help seminars, and Athabasca University promotional sales items.
Program application fee (non-refundable) required each time a person applies: | $197 |
Program admission fee (payable upon acceptance into the program and non-refundable) | $255 |
Non-program application fee (non-refundable) required only once: | $124 |
Learners living in Canada | $1,866 |
Learners living outside Canada | $2,111 |
1 Master of Counselling (MC) course tuition fees now include a Course Administration and Technology Fee of $58 and Course Materials fee of $37 per course and are included in this calculation. This calculation also includes the Athabasca University Graduate Students Association (AUGSA) fee of $14 per credit.
Program fee per 3-credit course (non-refundable) | $676 |
Program fee per 6-credit course (non-refundable) | $1,352 |
(non-refundable) | $8,112 |
2 The total program fee is split up and charged with individual course registrations.
The total tuition cost for a learner living in Canada who takes all courses from Athabasca University, over a 3 ⅓ year period, would be $30,4504 ($1,866 x 12 = $22,392, 3-credit course equivalents, plus program fees of $8,112 for a total of $30,504). AUGSA fees are included in the above calculations. Application, admission, and Art Therapy specialization fees are not included in the above calculation.
The Athabasca University Graduate Student Association Fee of $14 per credit will be added to the Course Registration Fee.
Transfer credit evaluation fee | $348/course |
Course extension fee (this fee applies to extensions of all FHD graduate courses, regardless of credit weight) | $334 |
Letter of Permission fee: | $100 |
Course withdrawal processing fee : | $453 |
AU Graduate Student Association fee (per credit): | $13 |
2 The course withdrawal processing fee is a mandatory administrative fee charged when a learner withdraws from a course. For early withdrawal only, the student will be refunded the full course tuition fees (see above) less the course withdrawal processing fee. Refer to the information about course withdrawal under Course regulations and procedures .
In addition to the fees described above, learners in the Art Therapy specialization will pay additional fees to meet certification requirements of the Canadian Art Therapy Association.
Fee information effective Sep. 1, 2024, to Aug. 31, 2025.
In Athabasca University's Master of Counselling program, you'll engage in a comprehensive curriculum that includes core courses focused on essential counselling skills, professional ethics, and research methods, as well as specialized practicum experiences to apply what you've learned. Whether you choose the course-based or thesis route, you'll have the opportunity to delve into elective courses that cater to your interests and career goals, rounding out your academic journey.
To complete the program you will need to fulfill all the general requirements of the Master of Counselling.
Our program regulations plans can give you an idea of what courses you need to finish this program. If you’re feeling stuck, our academic advisors can help.
Below are some of the courses that our students take in this program. Please consult an advisor to confirm any course planning , as some of these courses may not apply to you.
After completing Athabasca University's Master of Counselling program, you'll be well-prepared for a variety of career paths in settings such as health care facilities, educational institutions, private practice, and community organizations. Whether you aspire to be a professional counsellor, counselling psychologist, or even a specialist in areas like family therapy or adolescent counselling, this program equips you with the skills and credentials to make a meaningful impact in the field.
Depending on your experience and goals, some possible careers could be:
Additional information that you need to know about AU and this program.
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In-person | October 1, 2024 | December 1, 2024 | September 2025 |
Application & Tuition
Interested in becoming a counsellor? We designed the Counselling Psychology program to prepare you for a career as a professional counsellor in the community or an educational setting, such as a school or university.
Program Overview Program Design & Courses Locations Faculty Future Pathways Student Experiences Information Sessions Contact
Designed for.
Those wishing to pursue a career as a professional counsellor in community and educational settings.
Become a B.C. K-12 School Counsellor
All school counselors in the B.C. public school system are qualified teachers. After achieving certification as a teacher and gaining experience in the classroom, the next step is to pursue a Master’s degree in counselling psychology. If you are already a teacher, see the Admission Requirements page.
Become a Certified Canadian Counsellor (CCC) or a Registered Clinical Counsellor (RCC)
Our graduates successfully seek certification by the Canadian Counselling and Psychotherapy Association as Certified Canadian Counsellors or by the B.C. Association of Clinical Counsellors as a Registered Clinical Counsellors. More information about certification by these professional associations can be found on their websites.
This program typically accepts applications on an annual basis.
Next Start Terms Fall 2025
Program design.
The Counselling Psychology MA and MEd programs are highly sequenced, with almost all courses offered only once per year. The program structure and sequence is guided by two key principles:
Graduates find rewarding careers providing counselling services (individual, group, personal, and career counselling and psycho-educational services) to adults and children in a variety of settings (e.g., public schools, university and college counselling centres, community-organizations). Graduates are eligible to register with the Canadian Counselling and Psychotherapy Association (CCPA) , and/or the British Columbia Association of Clinical Counsellors (BCACC) .
Both our Master of Arts (MA) and Master of Education (MEd) degrees are suitable for students who wish to practice counselling in various professional settings.
Our MA is suited for those who wish to conduct original research (in the form of a thesis) as part of their graduate studies. Students who are interested in pursuing a PhD in Counselling Psychology should consider the MA degree because most doctoral programs include a dissertation and accept applicants who have completed a thesis at the Masters level. In order to support a student's research for their thesis, an additional course in research is required. Students in the MA program may complete their Counselling Practicum in a wide range of professional settings.
Our MEd degree requires the completion of a comprehensive examination covering professional practice and ethics in counselling and a required course on counselling in educational settings. Students in the MEd program may also complete their Counselling Practicum in a wide range of professional settings.
Note: In order to be a school counsellor within the B.C. K-12 system, you must have a B.C. teaching qualification.
Employers typically make no distinction between the MA and the MEd when hiring counsellors. The MA and the MEd require the same time to complete and require the same amount of work on the part of students. Students in the MA and MEd take similar courses from the same instructors, and classes are often blended with both groups of students.
Key features of MEd and MA programs
Both the MA and the MEd provide the same amount and quality of clinical training. Students in both programs complete their first supervised counselling experience (the Supervised Clinic courses) together at the SFU Surrey Counselling Centre (SCC) .
The SFU SCC is the training centre associated with the program. While at the centre, students provide counselling, under close supervision by program faculty, to a small number of clients (ranging from elementary school aged children through adults, depending on students’ interests and experience). Upon successful completion of the two terms of clinics, students in both versions of the program then complete two terms of counselling practicum.
During the practicum terms , MA and MEd students spend 2-3 days per week at a practicum site (e.g., community counselling agency, public school, college or university counselling centre) and attend a weekly evening seminar together on campus.
You can complete the program in two calendar years and two terms (a minimum of eight terms).
The program begins with courses which help students to develop in-depth understandings of theories of counselling and become familiar with assessment procedures. This is followed by a practical component of Counselling Psychology training ( EDUC 874) in which students learn and practice advanced counselling skills with peers while receiving detailed feedback from program faculty. Students also usually take a course in ethics, and may take other required or elective courses.
Educ 862-3 individual assessment in counselling.
Assessment procedures used in educational and community counselling settings, including intake assessment, case conceptualization, observational procedures, diagnostic categories, ethics, bias and multicultural and diversity issues. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.
Students examine analytic, phenomenological, existential, behavioral and cognitive approaches to counselling, and the philosophical and personality theories upon which they are based. Prerequisite: Acceptance to the MA/MEd counselling psychology program or permission of instructor. Students must successfully complete a Criminal Record Check.
Educ 874-5 counselling skills and strategies.
Counselling skills and strategies are analysed, practiced, and critically examined. Counsellor decision-making, counselling effectiveness, and professionalism in counselling are also considered. Prerequisite: EDUC 870.
Issues related to foundational ethical principles and systems, professional and legal standards for counselling psychology, review of ethics codes, ethical decision-making, and other topics including professional boundaries, competence, service across cultures, social justice, consulting and private practice, and ethical guidelines around evaluation, assessment, supervision, and research.
Educ 877-3 contemporary school counselling.
An examination of contemporary approaches to school counselling. Program development, consultation skills, counselling interventions in school counselling are considered.
This is a core course for MEd students.
MA students are encouraged to begin exploring thesis ideas and meeting with their senior supervisor to discuss research ideas as early as possible in the program.
Students usually complete two supervised counselling clinics ( EDUC 799 and EDUC 800 ) at the SFU Surrey Counselling Centre , where they participate in their first supervised clinical experience. While at the Centre, students see a small number of clients under very close supervision. Supervisors are able to watch students conduct counselling sessions, join students in their sessions with clients, and review recordings of students’ counselling sessions. In addition to the Supervised Clinic courses, students also complete other required or elective courses.
Educ 799-3 supervised counselling clinic i.
An initial clinical course where students develop their basic and beginning counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 870, 874. Students must successfully complete a Criminal Record Check.
Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. EDUC 864 is sometimes offered in other terms and may be completed in a different term or year if this works with program requirements and the student's schedule.
An examination of contemporary approaches to career counselling. * This elective availability may change from year to year.
Educ 800-3 supervised counselling clinic ii.
An advanced clinical courses where students further develop their counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 799. Students must successfully complete a Criminal Record Check.
An examination of contemporary approaches to group counselling. Students with credit for EDUC 720 may not take this course for further credit. Prerequisite: EDUC 874.
Educ 871-3* family counselling ma, med students complete one of educ 871 or educ 873.
Students discuss models of family dynamics and instructional interventions applicable by school personnel in family counselling interactions. Concepts and techniques will be explicated through discussion and simulation. Prerequisite: EDUC 870. * This elective availablility may change from year to year.
MA students: Continued discussions with your thesis supervisor; completion of thesis proposal; ethics approval for thesis research. Data collection usually begins before the end of 2nd year.
In Year 2, MA and MEd students secure practicum placements for the fall & spring of Year 3. Placements begin in January and are completed in June. The first practicum will begin in September, and the second in January the following year.
All MA and MEd students complete their culminating supervised clinical experience: 2 practicum terms (September through April). During the practicums, students are placed in a community-based social service agency, a public school, or a university or college counselling centre where they see clients under the supervision of an on-site supervisor. The on-site supervisor is a fully qualified counsellor who works at the practicum site. Supervision during the practicum is based on supervisors and students reviewing recordings of the students’ counselling sessions and discussing sessions and cases. Students also attend an on-campus seminar (led by a faculty member from the program) with other students in the practicum. The seminar includes group supervision and case consultation. In addition, MEd students are required to register in the comprehensive exam course (EDUC 883) in their final term. Typically students complete all remaining degree requirements (course work, comprehensive examination, thesis examination) during this period.
Educ 801-1.5 counselling practicum i.
Supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 800. Students must successfully complete a Criminal Record Check.
Educ 802-1.5 counselling practicum ii.
Advanced supervised clinical experience for students enrolled in the MEd or MA Counselling Psychology Program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 801. Students must successfully complete a Criminal Record Check.
The examination is graded on a satisfactory/unsatisfactory basis.
Educ 898-18 master's thesis.
The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms. Graded on a satisfactory/unsatisfactory basis.
MEd students prepare for and complete the Comprehensive Examination in the final term.
MA students continue to work on their thesis throughout Year 3. Upon completion of the thesis to the satisfaction of the supervisory committee (8th term or later), MA students proceed to a Thesis Examination .
At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.
Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.
Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.
Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.
Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.
All counselling is provided by Counsellor Trainees in the SFU Master's program in Counselling Psychology under the close supervision of the program’s instructional team.
Learn more about the SFU Surrey Community Counselling Centre
Faculty members are recognized for their work in developing, advancing and enacting knowledge that makes a difference in public education. We follow a rigorous research program to investigate theory and provide innovative leadership in issues of educational pedagogy.
Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.
Occupations
Graduates find rewarding careers providing individual, group, personal, and career counselling and psycho-educational counselling services to adults and children in a variety of settings, including:
Meet some Counselling Psychology MEd/MA students and alumni.
May 11, 2023
August 31, 2022
The newly designed Surrey Community Counselling location at SFU's Surrey Campus is enabling the dedicated staff, faculty, and students to reach even more lives through accessible, free, and clinically sound mental health care.
"My time at the Faculty of Education changed my life, partly by facilitating my recognition of new competencies and interests within myself."
"I chose the Counseling Psychology Program within the Faculty of Education at SFU because of the high quality of instruction and training I would receive."
Cheryl Inkster , 2017 Graduate
Curious to know more about the program?
Learn more about counselling psychology
View pre-requisites
View all information sessions
The MA Counselling Psychology is a scientist-practitioner onsite full-time degree, which prepares you to work as a professional counsellor in community agencies and public institutions that serve a diverse range of clientele. Counselling faculty draw from different theoretical orientations to expose you to current thinking in feminist-informed, cognitive-behavioral and existential practices with individuals, families and communities. The thesis requirement prepares you to be both consumers and producers of research. The eight-month internship with experienced counsellors in child and family services, schools, colleges and universities, as well as mental health and justice settings, prepares you for counselling practice in specialized areas of interest.
Help children and families
Eight-month internship
Opportunities to specialize
What I like about my MA program is that I've been able to work closely with expert faculty on topics that pertain to my research. Every course focuses on critical topics and ties in with current events in Ontario education.
My MA degree program has helped me hone my research skills. Moreover, it has helped me develop a keen critical eye in both my academic and professional life.
- Ruth Nielsen, Graduated 2020
Recommended:
Notes & Exceptions:
Tuition amounts are set each year by Senate and then published on the Office of the Registrar's Fees Schedules web page. Fees are assessed once each term (Fall, Winter, Summer).
Current students can access fee information by logging into the Student Centre (use your Western email log in and password). Students are notified each term once fee amounts have been posted in the Student Centre; it is each student's responsibility to log into the Student Centre and pay fees by the due date indicated. Failure to do so may result in a late payment fee or deregistration.
For questions about fees, including how to pay fees and the methods of payment that are accepted, students should go to the Student Financial Services pages of the Office of the Registrar's web site or contact Student Financial Services (Office of the Registrar) at 519-661-2100.
The Graduate Student Affordability Calculator was designed for you to get a better estimate of what it will cost to attend one of Western's graduate programs for one year. The calculator is not a promise of funding or a place to access scholarship support or financial aid; rather, it is intended to provide you with an accurate estimate of how much money you will need to pay for your tuition, fees, housing, food, and many other necessities for a 12-month (three-term) academic year.
Both internal and external funding opportunities are available for students in our Research Intensive programs. The following funding scholarships are available at the Faculty of Education (please be aware, applicants are automatically considered for some scholarships. The process for each is described in the link below.):
See further details about funding opportunities available through the Faculty of Education.
Instructors of onsite courses use the Sakai OWL platform, although it is not required. Access to a course in Sakai OWL is typically opened the first business day of each term. Please note that although your own access may be granted prior to the first business day, course content may not be posted until closer to the scheduled term start. Your Western University login and password is required to access the course (your Western email without the @uwo.ca and its accompanying password). Access to the learning management system is found here: Sakai OWL .
For online courses, students are required to have access to the following:
Description.
Graduate Counselling Psychology Handbook
This scientist-practitioner onsite full-time degree prepares you to work as a professional counsellor in community agencies and public institutions that serve a diverse range of clientele. Counselling faculty draw from different theoretical orientations to expose you to current thinking in feminist-informed, cognitive-behavioral and existential practices with individuals, families and communities.
The MA program in Counselling Psychology alone does not result in certification; however, many of our graduates independently become certified with the Canadian Counselling and Psychotherapy Association. If graduates of the program plan to practice in Ontario, they will need to be registered with either CPO or CRPO .
The MA in Counselling Psychology degree may lead to entrance into advanced graduate work at the doctoral level in other institutions or faculties, such as:
Please Note: Candidates wishing to work in public school settings as a guidance counsellor must hold a suitable teaching qualification.
Employment
Recent graduates of the Master of Arts in Counselling Psychology work in a variety of community agencies. Graduates have continued their education in professional psychology at the doctoral level.
Below is a summary of the Thesis process. Students must consult the Master's Thesis Guide (PDF) , Program Policies web page, and the School of Graduate & Postdoctoral Studies' Thesis Regulation Guide for complete thesis guidelines and regulations.
Once a student completes their required and elective courses they will register in ED 9683 Individual Proposal Preparation (IPP). By the end of the semester in which a student completes the last required course, a student must decide on a topic for their thesis, and submit the Individual Proposal Preparation (IPP) - Supervisor Approval Form (found on the Forms and Guides page).
The IPP provides a structure for the writing of a thesis proposal. An initial review of relevant research provides the background for the proposed study. The methodological framework and the method to be employed are studied and developed. Ethical considerations are investigated and, where appropriate, an ethical review document prepared. The IPP is not a course but a milestone and compulsory element for those writing a Thesis.
The IPP should be completed in one term. The IPP is completed when the proposal and ethical review (where required) have been submitted for approval.
The Thesis Supervisor after consulting with the faculty members concerned, will formally appoint a Thesis Advisory Committee. The Committee will consist of a Thesis Supervisor and at least one additional faculty member who will act as a Thesis Advisory Committee Member. The Thesis Supervisor must be a member of the School of Graduate and Postdoctoral Studies with PhD supervisory status, as approved by the Credentials Committee of the School of Graduate and Postdoctoral Studies.
When the Thesis Supervisory Committee is satisfied with a student's written proposal, the student may submit the proposal for approval. The student submits one copy of their proposal and the MA Thesis Proposal Approval form to the Graduate Programs Office for approval by the Associate Dean, Graduate Programs.
If the proposed research involves human subjects, the student has to receive ethics approval from Western University Research Ethics Board before the research begins.
The student may proceed with their research and thesis preparation when all approvals have been obtained.
Only after all approvals have been obtained the student must register in ED 9590 Master's Thesis and may proceed with the research and the preparation of the thesis under the guidance and review of the Thesis Supervisory Committee. Please note that ED 9590 is not a course but a milestone.
When the thesis has been completed and approved by the Thesis Supervisory Committee. The student will submit the Application for Thesis Examination - Form B and Master's Thesis Supervisor Approval Form (found on the Forms & Guides page) to the Graduate Programs Office. The necessary arrangements will be made by the Graduate Programs Office for the examination of the thesis in accordance with the appropriate University regulations.
Full-time students:
Students will normally complete the program in five consecutive semesters beginning in September. The first three semesters are devoted to course work and thesis proposal, with the remaining two semesters constituting the Internship plus writing and defence of thesis.
Maintenance of a B average is required throughout the program. All students in this program are enrolled in the thesis-based route of study.
. Nine half-courses . ED9549 (Internship)
The program requires all students to be actively involved in research in counselling psychology.
See below for more information on ED9549 Internship.
The following is a typical itinerary for a full-time student:
Term | Courses |
---|---|
Fall Term 1 | 9544 Theories of Counselling Psychology |
Winter Term 2 | 9542 Assessment in Career and Counselling Psychology |
Summer Term 1 | 9552 Counselling for Career Development and Life Transitions |
Fall Term 2 | 9549 Internship in Counselling |
Winter Term 2 | 9549 Internship in Counselling |
Fall Term: 8:30 a.m. - 11:30 a.m. (each course meets one morning per week for 13 weeks)
Winter Term: 8:30 a.m. - 11:30 a.m. or 1:30 p.m. - 4:30 p.m. (each course meets one morning or afternoon per week for 13 weeks)
Summer Term (Intersession): 9 a.m. – 12 noon (course meets two mornings per week for six weeks)
Find more information on the current student's courses page
ED9549. Internship in Counselling. For counselling interns, who have completed the major part of their course work, to study cases, examine current problems and apply theory.
Prerequisite: completion of core courses or equivalent
Full course; two terms. Offered: Every Fall & Winter Term
Education 9549 involves a supervised Internship placement in counselling activities on at least a half-time basis over at least 8 continuous months of the academic year (namely September through April). Most students complete this requirement by working three days a week on-site for approximately 21 hours a week for 26 weeks (a minimum of 550 supervised hours on site) as well as one day of independent study off-site related to client issues.
The placement must be supervised by professional counsellors in accordance with Canadian Counselling and Psychotherapy Association guidelines. If the student plans to be employed with his/her current employer during the internship year, the student must arrange for both individual and group counselling activities to a minimum of half-time. Specific arrangements for the internship are made during the Winter term of the first year in the program.
Important note: The MA in the field of Counselling Psychology admits students based on the requirements listed above. In September, the Counselling Psychology Professors facilitate a match between each enrolled student and Applied Psychology Faculty members who share their research interests.
Daniel Ansari
Jason Brown
Claire Crooks
Emma Duerden
Barbara Fenesi
Deanna Friesen
Colin King
Perry Klein
Gabrielle Lee
Marguerite Lengyell
Albert Malkin
Nicole Neil
Susan Rodger
Katreena Scott
Jacqueline Specht
Shannon Stewart
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On average, it takes four to five years to complete the PhD program (after the MA) and requires full-time academic year residency until the attainment of candidacy.
At least 12 credits of coursework are required, and the details of required courses vary by research area . In addition to courses, doctoral students are required to complete a comprehensive examination and a dissertation. Students in the Clinical Program are, in addition, required to complete a year-long accredited clinical internship.
Study the rich and complex nature of human behaviour, thoughts and emotions and explore how you can help improve the lives of people in your community..
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The program is built on the scientist-practitioner model. It is currently accredited by the Quebec Order of Psychologists (OPQ) and the Canadian Psychological Association (CPA). The PhD program aims to develop graduates who: Contribute to the advancement of knowledge in the field of counselling psychology. Practice from a strong evidence base.
The Counselling Psychology Program, in line with the mission of the research-intensive University of British Columbia, creates, advances and critically examines knowledge in counselling psychology, especially with respect to its validity, applicability, limits, and interface with other disciplines. In developing and applying pertinent and innovative research methodologies, the
Counselling Psychology: David Smith: Coordinator: 613-562-5800 ext. 5804 [email protected] University of Toronto: Counselling Psychology: M.A. and M.Ed - Clinical and Counselling Psychology - Counselling and Psychotherapy - Guidance and Counselling - Global Mental Health and Counselling Psychology: Dr. Lana Sternac: Program Chair: 416 ...
This program develops your research and theoretical knowledge in counselling and clinical psychology, and provides you with assessment skills, and knowledge in training in a range of professional issues. It also prepares you to apply for registration as a Psychologist with the College of Psychologists of Ontario (CPO). Study options.
The Doctor of Counselling and Psychotherapy is the highest degree credential offered in Canada, allowing graduates of the program to: Redefine the identity of the counselling and psychotherapy profession. Educate, mentor, and supervise masters-level counsellors and psychotherapists. Assume senior leadership positions and roles within the ...
Doctor of Philosophy (PhD) Thesis-based program. Minimum education. A thesis-based Master's degree in Counselling Psychology or equivalent, including 500 yours of practicum with a minimum of 400 hours (200 direct client contact hours) completed under the supervision of a registered psychologist; one senior undergraduate or one graduate course in the historical and scientific foundations of ...
In addition to the Faculty of Graduate Studies admission requirements, entry requirements for the PhD in Counselling Psychology include: a) A completed thesis-based master's degree in Counselling Psychology (or equivalent) from an approved university, with a minimum grade point average of 3.50 in the master's program, including 500 hours of practicum, with a minimum of 400 hours (200 ...
The objectives of the Doctoral program are: (1) the scientific development of knowledge in counselling psychology; (2) the scientific application of psychological knowledge to counselling practice; (3) the promotion of ethical behavior; and (4) the understanding of and respect for human diversity. These objectives are accomplished via research ...
The Doctor of Philosophy (PhD) in Counselling Psychology prepares individuals to develop the philosophical, theoretical, and research expertise in counselling psychology required of those who wish to offer effective psychological education and counselling and to work as counselling psychologists in a variety of public and private practice settings.
The University of Calgary has offered advanced counselling psychology degrees since 1964, but this option is unique in the flexibility it offers. Most of the course work is delivered online, allowing students to further their professional development while continuing to work and live in their communities. However, some core competencies to be ...
Program: Counselling and Clinical Psychology. Field: Clinical Psychology. Degree: MA and PhD. Duration: Full-time 2-year Master of Arts and 5-year Doctor of Philosophy. Housed within the Graduate Department of Psychological Clinical Science , the primary and overriding objective of graduate training in Clinical Psychology at UTSC is to produce ...
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Find the best PhD programmes in the field of Counselling Psychology from top universities in Canada. Check all 7 programmes.
Learners living outside Canada. $2,111 1. The Graduate Diploma in Counselling (GDC) course tuition fees now include a Course Administration and Technology Fee of $58 and Course Materials Fee of $37 per course and are included in this calculation. This calculation also includes the Athabasca University Graduate Students Association (AUGSA) Fee ...
Why Study Counselling Psychology in Canada. Studying Counselling Psychology in Canada is a great choice, as there are 6 universities that offer PhD degrees on our portal. Over 323,000 international students choose Canada for their studies, which suggests you'll enjoy a vibrant and culturally diverse learning experience and make friends from ...
Overview. The Master of Counselling is a 36-credit online graduate program. Learners must complete at least 24 credits through Athabasca University. Because non-thesis learners require a total of 72 psychology credits for registration in Alberta, learners who intend to seek registration as a psychologist in Alberta must have 36 credits in ...
The Faculty of Education currently offers three graduate programs in Counselling Psychology. If you are interested in applying to the Counselling Psychology Master's Program Thesis-based Route or Course-based Route, please review our recently updated Frequently Asked Questions (FAQs) for more information. For instructions regarding reference letters and application documents, please review ...
Trina Zindler Program Assistant - Counselling Psychology MA/MEd. Burnaby Graduate Programs 778-782-8120 [email protected] SRYC 5203. Are you interested in becoming a counsellor? Would you like to work as a school counsellor or as a professional counsellor in a community agency or post-secondary setting?
The MA Counselling Psychology is a scientist-practitioner onsite full-time degree, which prepares you to work as a professional counsellor in community agencies and public institutions that serve a diverse range of clientele. Counselling faculty draw from different theoretical orientations to expose you to current thinking in feminist-informed ...
Program Overview. Adler University's Doctor of Psychology (Psy.D.) in Clinical Psychology program prepares students to be professional clinicians who empower individuals and address acute and chronic social justice issues that plague our society. Graduates are prepared to work with diverse populations, including children, adults, seniors ...
FAQ. The Canadian Counselling and Psychotherapy Association (CCPA) honours the sacred land and traditional territories upon which our staff, members, advocates and partners live, work, play, and learn. CCPA acknowledges the harms that have been done unto First Nation, Inuit and Metis people, since contact. To uphold our commitment to Truth and ...
PhD Program. On average, it takes four to five years to complete the PhD program (after the MA) and requires full-time academic year residency until the attainment of candidacy. At least 12 credits of coursework are required, and the details of required courses vary by research area. In addition to courses, doctoral students are required to ...
The Master of Arts in Counselling Psychology is a 59-credit hour program, which includes the 55 credit hours from the Master of Counselling Psychology program, in addition to the 4-credit thesis series. Successful completion of this program includes the core courses, and two of the five elective courses listed below.