phd counselling psychology online canada

• Doctor of Philosophy in Counselling Psychology (PhD)
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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 Program relies upon and builds qualitative and quantitative evidence to determine effective counselling interventions in educational, community, health, and occupational settings.

Our Doctoral Program is accredited by the Canadian Psychological Association and follows the scientist-practitioner model for the education of counselling psychologists: students receive a substantial education as both researchers and professional psychologists.  Designed for those with relevant experience who want to gain doctoral level competence, this program enhances research, counselling theory, and counselling skills.

For specific program requirements, please refer to the departmental program website

I decided to study at UBC because the Counselling Psychology program prepares its students to be excellent researchers as well as clinicians.

Katie McCloskey

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 90

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by all applicants.

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Counselling Psychology (PhD)

Criminal record check, citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

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.

Program Funding Packages

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.

Average Funding

• 2 students received Teaching Assistantships. Average TA funding based on 2 students was $10,800.
• 8 students received Research Assistantships. Average RA funding based on 8 students was $7,089.
• 1 student received Academic Assistantships valued at $2,700.
• 14 students received internal awards. Average internal award funding based on 14 students was $12,751.
• 9 students received external awards. Average external award funding based on 9 students was $25,370.

Scholarships & awards (merit-based funding)

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.

Graduate Research Assistantships (GRA)

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 Teaching Assistantships (GTA)

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 .

Graduate Academic Assistantships (GAA)

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.

Financial aid (need-based funding)

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.

Foreign government scholarships

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.

Working while studying

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 .

Tax credits and RRSP withdrawals

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.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

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 in Higher Education

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.

Enrolment, Duration & Other Stats

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.

ENROLMENT DATA

Completion Rates & Times

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

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.

• Bedi, Robinder (Counselling psychology; Investigating counselling and psychotherapy as Western cultural healing practices; Counselling psychology disciplinary and professional issues in Canada; Heterodox issues in counselling psychology that challenge its dominant narratives and sacred ideas; Counselling/psychotherapy/mental health with Punjabi/Sikh individuals; Neglected topics in the Psychology of Men and Masculinity)
• Borgen, William (Career Counselling, Career/life transitions, Developmental approaches to counselling, Group counselling)
• Cox, Daniel (Counselling psychology; Motivations and Emotions; Anxiety; depression; Mental Health and Society; stress; Suicide)
• Haverkamp, Beth (Counselling Process Research, Ethics and Professional Issues, Research Design)
• Hubley, Anita (Psychological and health measurement; test development and validation; adult neuropsychological, personality, and mental health topics and assessment; research with general community and vulnerable populations (e.g. elderly, homeless, drug addicted))
• Miller, Kenneth (Mindfulness and its incorporation into mental health interventions in settings of adversity, Development of culturally grounded assessment and evaluation tools, The use of mixed-methods in intervention development and evaluation research)
• Park, CJ (Vocational psychology; Career counseling; diversity and social justice; critical consciousness; international and cross-cultural psychology; interventions)
• Tomfohr-Madsen, Lianne

Doctoral Citations

Sample Thesis Submissions

• The influence of intergenerational knowledge and connections on adult adoptee sense of self
• Ts’iyenï kwin ghineendïl (everyone came back to the fire)
• Skilled immigrant Eastern European women doing well with career change at mid-life
• Research-based theatre in counselling psychology : centering trans ways of knowing
• Keep your hands to yourself and use your words : a condescendingly titled exploration of what helps and hinders people with visual impairments while receiving unsolicited help from sighted people
• Coping is a collective responsibility : a narrative inquiry with women veterans on the barriers and facilitators of coping with military sexual trauma
• Health and wellness for Métis youth involved with Métis family services : exploring cultural connection through Métis beadwork using photovoice
• The process of transitioning to a mainstream high school for hard-of-hearing youth
• Positions : possibilities and pleasures in gay, bisexual, and queer men's storytelling
• Operation returning to school (Op RTS) : Canadian veterans’ experiences of transitioning to post-secondary studies
• From disenfranchisement to integration : young women's narratives of embodiment and sexual satisfaction
• The impact of traditional masculinity ideology on veteran mental health and treatment outcome

Related Programs

Same specialization.

• Master of Arts in Counselling Psychology (MA)
• Master of Education in Counselling Psychology (MEd)

Same Academic Unit

• Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
• Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)
• Doctor of Philosophy in School and Applied Child Psychology (PhD)
• Doctor of Philosophy in Special Education (PhD)
• Graduate Certificate in Orientation and Mobility (GCOM)
• Master of Arts in Human Development, Learning, and Culture (MA)
• Master of Arts in Measurement, Evaluation and Research Methodology (MA)
• Master of Arts in School and Applied Child Psychology (MA)
• Master of Arts in Special Education (MA)
• Master of Education in Human Development, Learning, and Culture (MEd)
• Master of Education in Measurement, Evaluation and Research Methodology (MEd)
• Master of Education in School and Applied Child Psychology (MEd)
• Master of Education in Special Education (MEd)

Further Information

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.

UBC Calendar

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 .

Alejandra Botia

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...

Sarah Panofsky

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...

Christine Yu

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...

Curious about life in Vancouver?

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!

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PhD in Counselling & Clinical Psychology

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.

Doctor of Counselling and Psychotherapy (Online)

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. 

Program Benefits

Career outcomes, admission requirements, tuition and fees, course descriptions, testimonials.

Doctorate of its kind in Canada

New Term Starts Soon

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.

Only Professional Doctorate of Its Kind in Canada

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.

Leader in Flexible Online Education

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.

Experience Market-Leading Curriculum

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.

Skills to Solve Real-World Problems

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:

• 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 professional field of counselling and psychotherapy.

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

Meet the Program Associate Dean

Yvonne Hindes

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.

Doctor of Counselling and Psychotherapy Faculty

Dr. yvonne hindes, chair, dcp, behavioural sciences.

Jo Chang, MBA, EdD.

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, PhD, C.C.C.

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. 

Barb Bryden, PhD, PhD

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:

• Official master’s transcript and proof of a master’s degree*
• Provide proof of two years of post-master’s counselling experience. Click here to download the form.
• Resume and a 700- to 1000-word letter of intent
• Two letters of reference from professional or academic sources, click here to download form.
• Completed online application
• Application fee of $150 (CAD)

*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 program cumulative grade point average (GPA) of at least 3.3 on a 4.0 or a 4.3 scale, or the equivalent on other grading scales. Some applicants may be admitted on a probationary basis if their cumulative GPA is between 3.0 and 3.3.
• The clinical training component of the program requires students to be professionally active and have clients. Normally, this requirement is met by the applicant being employed as a counsellor or psychotherapist, either full-time or part-time. Alternatively, the applicant might be professionally active as a full- or part-time volunteer counsellor or psychotherapist.

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 Academic English Language – Computer Edition (CAEL-CE) with a score of at least 70;
• Test of English as a Foreign Language (TOEFL) with a score of at least 92;
• Canadian Language Benchmark (CLB) overall score of 8;
• International English-Language Test System (IELTS) with an overall bandwidth of 7.0;
• Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5;
• A score on any other test of English language proficiency that equates to level C1 or higher of the Common European Framework of Reference for Languages (CEFR);
• Or a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.
• Confirmation of Pearson Test of English (PTE) Academic score of 65

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.

Current Tuition

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.

• DCP Tuition: $49,500
• Cost per credit: $825
• $ 300 Seat Fee is deducted from Student’s first tuition payment

Assuming an average course load, tuition cost per term is $4,950

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.

Fall 2024 Tuition

Total cost (including application fee) is $51,450*.

• DCP Tuition: $51,300
• Cost per credit: $855

Assuming an average course load, tuition cost per term is $5,130

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.

DCP8413 | Professional Identity & Ethical Practice

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.

DCP8453 | Advanced Methods in Applied Research

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.

DCP8806 | Applied Scholarship Project and Integration Seminar

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.

DCP8513 | Professional Growth & Well-Being: Self of the Therapist

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.

DCP8613 | Doctoral Case Conference 1: Reflective Practice*

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.

DCP8443 | Theories & Models of Counselling & Psychotherapy*

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.

DCP8623 | Doctoral Case Conference 2: Advanced Competencies I*

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.

DCP8653 | Supervision*

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.

DCP8633 | Doctoral Case Conference 3: Case Studies*

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.

DCP8523 | Evidence-Based Practice: Therapeutic Applications of Research

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.

DCP8643 | Doctoral Case Conference 4: Advanced Competencies II

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.

DCP8463 | Assessment, Case Conceptualization, and Therapy Planning

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.

DCP8713 | Advanced Practices in Mental Health Counselling & Psychotherapy

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.

DCP8473 | Systems Theory & Transformational Models*

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.

DCP8733 | Doctoral Seminar 1: Integrative and Systemic Practice*

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.

DCP8493 | Planning, Consultation, and Evaluation Models

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.

DCP8743 | Doctoral Seminar 2: Diversity and Underserved Communities*

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.

DCP 8763 | Practitioner Leadership Development I

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.

DCP 8773 | Practitioner Leadership Development II

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.”

What will my title be? Can I use Dr.?

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.

Is this program "accredited" and recognized by regulatory colleges, professional associations, insurance companies, or provincial government ministries?

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.

I am a current MACP student and would like to apply immediately after graduation. Is there any flexibility in the two-years post-master's experience requirement?

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.

Do I need to be working full-time while I'm going through this program?

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.

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5 Reasons to Pursue a Doctor of Counselling and Psychotherapy (DCP) Degree from Yorkville University

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Dr. Sarah Stewart-Spencer Set to Publish Second Book on Counselling Metaphors

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Student Ryan Tompkins Pursues Passion for Counselling Canadian Forces Vets

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Strengthening Her Voice | Darlene Denis-Friske’s Doctor of Counselling and Psychotherapy Story

Yorkville Graduate Among First to Enrol in Newly Launched Doctorate

Ready to Apply?

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Doctor of Philosophy (PhD) in Counselling Psychology

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.

A program committed to social justice

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 Information for Current Students

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.

Checklists and Forms

Doctoral Procedures Checklist

At the beginning of program:

• Register for an eID to access  myUCalgary . Keep your eID and password confidential.
• Accept your Offer of Admission in the online Student Centre .
• Activate your UCalgary  IT computing account  that comes with a UofC email. We strongly encourage you to use this email while in program.
• Before you start utilizing your UofC email, update your email address in the online Student Centre .
• Confirm your current e-mail address to your Graduate Program Administrator (see your Admission Letter for contact information). Please include your full name, UCID number, program, and specialization.
• Attend one of the scheduled Virtual Welcome Sessions for Graduate Programs: Education (GPE) students.
• Attend one of the scheduled Student Orientations to GPE Online Delivery Tools. We recommend this for students in on-campus programs, due to the fact that online tools may be utilized in on-campus courses.
• Connect with your supervisor to plan your program.
• Initialize your registration .
• Register for courses.
• Check with FGS, Research Services and SSHRC for possible research funding.

Within 12 months:

• Confirm the number of courses required for program completion with the supervisor.
• Submit the online Annual Progress Report form through student centre, approved by supervisor, and Graduate Program Director of GPE or designate.

Every 12 Months:

• Complete  registration initialization .

Within 15 months:

• Consult with supervisor regarding the appointment of the supervisory committee. Complete the Appointment of Supervisory Committee form.

Within 28 months:

• Request candidacy examination guidelines.
• Complete all course work prior to the candidacy examination.
• Submit a research proposal to the supervisory committee. If acceptable, this proposal is signed by the members of the supervisory committee and placed in the student's file.
• Complete candidacy requirements and examination.

Within 4 to 6 years:

• Have ethics application approved before collection of data.
• Complete thesis and final oral examination.
• Submit two unbound copies of the thesis to the Faculty of Graduate Studies along with the Thesis Clearance form.
• Submit an Application for Degree through your Student Centre .
• Attend convocation and celebrate.

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 .

PhD Funding

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.

Practicum & Internship

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

• EDPS 772 - Off Campus – Community based (Fall term)
• EDPS 773 - Off Campus – Community based (Winter term)
• EDPS 752 - - Off Campus – Community based (Fall term)
• EDPS 753 - Off Campus – Community based (Winter term)
• Off Campus – Community based (Fall, Winter, Spring & Summer terms)

*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.

Graduate Supervision

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.

Centre for Wellbeing in Education

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.

Graduate Program Administrator

Megan Freeman

Academic Coordinator

Dr. Tanya Mudry, Associate Professor

Complete Program Details

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Counselling Psychology

Master of Counselling (MC)

Course-based program

*Note: Program is not currently accepting applications

Program overview

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.

Completing this program

• Content Courses : Topics include counselling theories, group interventions and processes, research methodology, assessment theory and more.
• Practicum Courses: Two counselling practicum courses in a supervised school counselling setting.

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

Classroom delivery

Online classes are also available

Time commitment

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 .

Virtual Tour

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.

Admission requirements

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.

Minimum education

A four year baccalaureate degree, or equivalent from a recognized institution

Work samples

• A concise rationale for the application (500 words or less).
• A CV/personal resume documenting: professional experience; relevant work activities; presentations/publications; and relevant professional development/training.
• Statement of intent indicating the applicant's reasons for pursuing a graduate degree in the MC program; their educational goals; their personal and professional aspirations; and future career goals (approximately 500 words).

Reference letters

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.

English language proficiency

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 97.
• International English Language Testing System (IELTS)  score of 7.0.
• Canadian Academic English Language test (CAEL)  score of 70 (no less than 70 in each section).
• Academic Communication Certificate (ACC)  score of A- in each course.

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

Learn more about this program

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

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Related programs

If you're interested in this program, you might want to explore other UCalgary programs.

Thesis-based MSc

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MA and PhD Counselling & Clinical Psychology

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.

Requirements & Application Process

Contact Admissions & Student Recruitment

School of Graduate Studies

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:

• Counselling and Psychotherapy (MEd, EdD)
• Global Mental Health and Counselling Psychology​ (MEd)
• Guidance and Counselling (MEd)

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.

Quick Facts

“Graduate school will shape your career for the rest of your life. ”

Master of Counselling

At a glance.

• Credential: master's degree
• Credits: 36
• Next start: see program details

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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About Master of Counselling

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

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).

Program details

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:

• taking additional graduate courses in GCAP
• taking undergraduate psychology courses from Athabasca University or another institution

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 deadlines and start dates

Routes and options

• Master of Counselling: Counselling Psychology
• The courses in the Counselling Psychology specialization are designed to meet the graduate course requirements for licensure as a registered psychologist with the College of Alberta Psychologists. Learners from other provinces are responsible for checking their provincial regulatory body for licensure requirements.
• Learn more about the Counselling Psychology specialization

Completion times

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.

Financial aid and awards

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.

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.

2 The total program fee is split up and charged with individual course registrations.

Estimated program tuition cost (2024-2025):

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.

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 .

Art Therapy fees

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.

Courses to explore

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.

Focus areas

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:

• professional counsellor
• counselling psychologist
• school counsellor
• mental health therapist
• marriage and family therapist
• rehabilitation counsellor
• substance abuse counsellor
• career counsellor
• child and adolescent counsellor
• clinical supervisor
• corporate wellness counsellor
• crisis intervention specialist

Resources and links

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Master of Arts, Master of Education

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.

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Program Overview Program Design & Courses Locations Faculty Future Pathways Student Experiences Information Sessions Contact

PROGRAM OVERVIEW

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.

Program Structure

• Complete an MEd or an MA (with faculty approval)
• In-person classes typically held at the Surrey or Burnaby campus
• Clinic-based courses at the SFU Surrey Counselling Centre
• Designed for working professionals with classes held in the late afternoon/early evening

Intake Schedule

This program typically accepts applications on an annual basis.

Next Start Terms Fall 2025

PROGRAM DESIGN & COURSES

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:

• Effective counselling practice is guided by coherent theoretical frameworks, a working knowledge of assessment procedures, and a keen awareness of ethical principles and issues. 
• Counselling skills and strategies are best learned through a series of structured experiences that allow students to refine their skills while becoming increasingly independent and confident in their clinical skills and judgment.  

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.

Schedule & Courses

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.

Year 1: Fall

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.

EDUC 870-3 THEORIES OF COUNSELLING

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.

Year 1: Spring

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.

EDUC 872-3 ETHICS IN COUNSELLING PSYCHOLOGY

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.

Year 1: Summer

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.

Year 2: Fall

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.

EDUC 864-5 RESEARCH DESIGNS IN EDUCATION

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.

EDUC 873-3* CAREER COUNSELLING MA/MED STUDENTS COMPLETE ONE OF EDUC 871 OR EDUC 873.

An examination of contemporary approaches to career counselling. * This elective availability may change from year to year.

Year 2: Spring

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.

EDUC 878-5 GROUP COUNSELLING

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.

Year 2: Summer

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.

Year 3: Fall

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.

Year 3: Spring

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.

EDUC 883-5 MED COMPREHENSIVE EXAM

The examination is graded on a satisfactory/unsatisfactory basis.

Year 3: Summer

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.

SFU Surrey Community Counselling Centre

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.

Counselling Psychology Faculty

• Sharalyn Jordan
• Masahiro Minami
• Patricia Nitkin
• Gillian Diane Smith
• Krista Socholotiuk

Faculty who also provide senior supervision for MA thesis work in Counselling Psychology:

• Heesoon Bai
• Elina Birmingham

FUTURE PATHWAYS

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:

• Public schools
• University and college counselling centres
• Community-organizations

STUDENT EXPERIENCES

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

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about counselling psychology

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Western Education's MA | Counselling Psychology

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

Beyond the program details

• A four-year Honours degree (20 full courses or equivalent), with a major in Psychology, from an accredited university.
• An undergraduate honours thesis
• Minimum "B" standing (70%) or equivalent in the final two years of study.
• Minimum one year or equivalent paid and/or volunteer experience in the helping professions (see note for more information).

Recommended:

• Courses/background in research statistical methods.

Notes & Exceptions:

• With regard to work experience, the Admissions Committee will add time in positions together to make up the equivalent of one year. There is no minimum requirement in terms of hours of work. However, there should be a reasonable accumulation of time that is the equivalent of one or more years in a related field.
• When considering whether or not an applicant's helping experiences qualifies them for consideration the admissions committee will examine both the role of the helper and the conditions under which a person is seeking help. Helping experience encompasses any activity where the helper is aware that they are providing assistance to someone who needs support for emotional or mental distress and needs. The person who seeks help is looking to the helper to provide assistance and help them improve and modify their current emotional and mental state. Helping experience does not include tutoring, teaching, or sport/performance coaching, which would be focused on making change to a cognitive or physical state. It does include experiences where the helper is aware that they are responsible for attending to the emotional/mental needs and state of the client, and can include distress centres, shelters, street-level services for vulnerable people, and mentoring programs, for example. One marker of an acceptable helping experience is the inclusion of training on the role and limitations of a helper and the psychological needs and vulnerabilities of the client population.
• Decisions for the Counselling Psychology program are based on application materials and a personal interview. Approximately 24 candidates are selected for personal interviews based on their application, which are held in March each year.

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.):

• Academic Research Cluster Scholarships
• Students living with disabilities
• Indigenous students
• Ontario Graduate Scholarship (OGS)
• Canadian Graduate Scholarship – Masters (CGS-M)

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:

• High speed Internet access
• Access to a computer that enables connection to outside websites (flexible firewall restrictions)
• Multimedia playback capabilities (video/audio)
• Computer capable of running a recent version of Internet Explorer, Safari, or Firefox; and/or Cisco MOVI client for PC or Mac
• Audio headset and microphone for computer

Program information

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: 

• Western University
• University of Alberta
• University of Toronto
• University of Calgary
• University of North Dakota
• University of Ottawa

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. 

• Thames Valley District School Board, London, ON
• London Catholic School Board, London, ON
• Canadian Mental Health Association, London, ON
• Daya Counselling Services, London, ON
• Blue Hills Child and Family Centre, Aurora, ON
• Child Parent Resource Institute, London, ON
• Fanshawe College Counselling Services, London, ON
• Student Development Centre Western University, London, ON
• Western University Student Success Centre: Careers, Leadership and Experience, London, ON
• Center for Children and Families in the Justice System, London, ON
• Madame Vanier Children's Services, London, ON
• Halton Family Services, Oakville, ON
• Canada World Youth, Montreal, QC
• Glenrose Rehabilitation Hospital, Edmonton, AB
• Changing Ways, London, ON
• Huntington Society of Canada- London and Area, ON
• Canadian Mental Health Association, London-Middlesex, ON
• London Abused Women's Centre, London, ON
• University of Toronto, ON
• Western University, London, ON
• King's University College, London, ON
• McGill University, Montreal, QC
• Seneca College, Toronto, ON
• Humber College, Toronto, ON
• Rapport Youth and Family Services, Brampton, ON
• East Metro Youth Services, Toronto, ON
• Ryerson University, Toronto, ON
• Peel Board of Education, Mississauga, ON
• Toronto Board of Education, ON
• Cambridge Memorial Hospital, Waterloo, ON
• Centre for Prevention Research, CAMH, Toronto, ON

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.

Timing/delivery

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.

Typical Program of Study

The following is a typical itinerary for a full-time student:

Scheduling of courses

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.

Potential Supervisor

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.

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