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Educational and Counselling Psychology

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Educational and Counselling Psychology

Location

Location

  • Department of Educational and Counselling Psychology
  • Education Building, Room 614
  • 3700 McTavish Street
  • Montreal QC H3A 1Y2
  • Canada
  • Telephone – Program Information: 514-398-4242
  • Fax: 514-398-6968
  • Email: ecpinfo.education [at] mcgill.ca
  • Website: www.mcgill.ca/edu-ecp

About Educational and Counselling Psychology

About Educational and Counselling Psychology

The Department of Educational and Counselling Psychology (ECP) programs and research examine the interplay between complex human systems (cognitive, social, emotional, behavioural, and biological) to maximize:

  1. learning
  2. wellness (mental and physical)
  3. human development

in multiple settings and throughout the lifespan. More specifically, they examine issues pertaining to cognitive processes and developmental neuroscience, assessment and intervention, and the design and evaluation of learning environments and instructional practices, with both typical and atypical populations in mind. While ECP’s primary disciplinary bases are psychology and education, it contributes to and is enriched by extended interdisciplinary collaborations with, among others, medicine and other health professions; neurosciences; computer science; science; social work and policy; and law.

Students in our programs benefit from having access to the ¿´Æ¬ÊÓƵ Psychoeducational and Counselling Clinic and the Departmental Assessment Materials Resource Centre. To develop their professional skills in assessment, therapy, and supervision, students are equipped with the latest standardized materials and a state-of-the-art venue within which to conduct psychological and cognitive assessments.

Our professional programs also have established connections with world-class public and private organizations, which include health care facilities and school boards where students receive supervised training for internships and practica. Our faculty members are involved in intra- and interdisciplinary collaborative research locally, nationally, and internationally. These networks offer students valuable exposure to, and connection with, different research laboratories, research leaders, and professional organizations. Students benefit from international mobility programs and specialized training offered in specific locations. Working closely with faculty members in their research teams, our students enrolled in research-based M.A. and Ph.D. programs have proven very successful in obtaining major external fellowships from bodies such as , , , and .

Our graduates secure careers in a varied and rewarding range of settings. These include, but are not limited to: academic and research settings; professional psychology (counselling and school psychology); specialized and innovative teaching; educational research; development and leadership at all levels (e.g., schools, colleges and universities; school boards; ministries of education); staff development; and education in the professions.

Detailed graduate degree descriptions are available in the following sections:

Master of Arts (M.A.) Degrees

Students can obtain an M.A. degree in:

  1. Counselling Psychology (Non-Thesis) with major concentrations in:
    • Professional/Internship (coursework and internship based)
    • Project (coursework and research based)
  2. School/Applied Child Psychology (Non-Thesis)
  3. Educational Psychology with a Major in:
    • School/Applied Child Psychology
  4. Educational Psychology with concentrations in:
    • Health Professions Education
    • Human Development
    • Learning Sciences

Master of Education (M.Ed.) Degrees

Students can obtain an M.Ed. degree in Educational Psychology. Please note these are all non-thesis options. The M.Ed. program in Educational Psychology offers concentrations in:

  • Family Life Education (admissions to this concentration are currently suspended)
  • General Educational Psychology
  • General Educational Psychology (Project)
  • Inclusive Education
  • Inclusive Education (Project)
  • Learning Sciences

Doctor of Philosophy (Ph.D.) Degrees

Students can obtain a Ph.D. degree in:

  1. Counselling Psychology
  2. Educational Psychology with concentrations in:
    • Human Development
    • Learning Sciences
  3. School/Applied Child Psychology

Postdoctoral Degrees

The Department of Educational and Counselling Psychology offers one postdoctoral diploma:

  • Post-Ph.D. Graduate Diploma in School/Applied Child Psychology Please note that admissions to this program is currently suspended

Advising

For information about these graduate programs please view our website at www.mcgill.ca/edu-ecp/prospective.

Please contact us at admissions.ecp [at] mcgill.ca for any questions related to the admissions process for any of the above programs.

Professional Accreditation

The Ph.D. in School/Applied Child Psychology is accredited by the Canadian Psychological Association (CPA). The Ph.D. in Counselling Psychology is also accredited by the CPA. The Ordre des psychologues du Québec (OPQ) accredits both the Ph.D. in Counselling Psychology and the Ph.D. in School/Applied Child Psychology.
Note: The APA no longer accredits programs outside of the United States of America effective September 1, 2015. The implication of this decision for students is that those who graduate from our programs after this date cannot attest to having graduated from an APA-accredited program. For further information regarding APA accreditation, see: .

Important addresses:

  • 141 Laurier Avenue West, Suite 702
  • Ottawa ON K1P 5J3, Canada
  • Telephone: 613-237-2144; 1-888-472-0657
  • Email: cpa [at] cpa.ca
  • 1600 Henri Bourassa Blvd. West, Suite 520
  • Montreal QC H3M 3E2, Canada
  • Telephone: 514-737-4717; 1-800-363-2643
  • Email: ordre [at] orientation.qc.ca
  • 1100 Beaumont, Suite 510
  • Mount-Royal QC H3P 3H5, Canada
  • Telephone: 514-738-1881; 1-800-363-2644
  • Email: info [at] ordrepsy.qc.ca

Graduate degrees in Counselling Psychology or School/Applied Child Psychology, and elsewhere in Educational Psychology, do not lead to teaching certification—see the Faculty of Education's Undergraduate section for B.Ed. programs. Holders of other undergraduate degrees may apply to enter the B.Ed. with Advanced Standing.

Research/Training Facilities

The Department houses a number of training and research units and maintains working relationships with specialized centres and research groups that offer opportunities for training and research to selected students. For a comprehensive list of such groups, consult our website.

Graduate Degrees in Counselling Psychology

Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Professional/Internship (60 credits)

The aim of this program is to produce graduates who:

  1. are trained in the major applied areas of counselling;
  2. will be qualified to work in a variety of settings where educational, vocational, personal, and developmental counselling is offered; and
  3. have had an extensive supervised internship in either a clinical or educational setting.

To do so, the training program emphasizes career and vocational theory and development, individual and group counselling skills, the integration of multicultural, gender, and other diversity theories into practice, and diagnosis and assessment procedures.

Students take a combination of theoretical and practical courses throughout the completion of their degree. Most coursework is taken during their first year (including the Summer term) while also completing a practicum in the Department’s Psychoeducational and Counselling Clinic. In their second year, students are on-site at internship placements for three full days per week while attending classes on their remaining two days.

Accredited upon graduation by the Ordre des conseillers et conseillères d’orientation du Québec (OCCOQ), this program prepares students to work in the field as Counsellors in settings such as CLSCs, schools, community, rehabilitation, and vocational guidance centres, governmental, non-governmental, or private settings. All students must also attend weekly case conferences.

For further information, consult the website.

Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Project (60 credits)

This program is designed to produce graduates with introductory academic preparation for research or clinical careers in counselling psychology. Training is provided in the research domain through coursework in data analysis and a research project. Clinical preparation is initiated in the program through coursework in ethics, intervention, assessment, psychological testing, and multicultural issues and through a practicum. Most coursework is taken during the student's first year of studies while beginning work on their research projects. In their second year, students gain practical experience via a practicum in the Department’s Psychoeducational and Counselling Clinic while also completing the majority of their work on the research project. The degree alone does not fulfil the requirements for membership in the orders that certify either guidance counsellors (OCCOQ) or psychologists (OPQ) in Quebec.

For further information, consult the website.

Doctor of Philosophy (Ph.D.) Counselling Psychology

Student pursuing a Ph.D. in Counselling Psychology take a combination of theoretical, practical, and research-based courses throughout the duration of their degree. It draws upon a number of different sciences (including developmental, social, career and neuropsychology and personality theory) to develop critically astute researchers and exceptionally skilled clinicians. Building on the M.A. in Counselling Psychology (Project concentration), or equivalent, the program offers opportunities in Practicum, Supervision, and full-year Internships to develop clinical skills while also working toward the completion of a doctoral dissertation (thesis). The Ph.D. program, has the following aims:

  1. To contribute to the advancement of knowledge in the field of counselling psychology.
  2. To practise from a strong evidence base.
  3. To take a leadership role in community, professional, and university organizations in counselling psychology.

Graduates of the program will be prepared to assume careers in education and community settings, including faculty positions, counselling and psychological positions on the staff of university and college mental health centres, and professional positions in psychological agencies offering preventative mental health services. The program is currently accredited by the Canadian Psychological Association (CPA), and the Ordre des psychologues du Québec (OPQ) (Please note that the APA no longer accredits programs outside of the United States of America). Graduates are eligible for licensure in Quebec.

For further information, consult the website.

Graduate Degrees in School/Applied Psychology

Master of Arts (M.A.) School/Applied Child Psychology (Non-Thesis) (60 credits)

The School/Applied Child Psychology program at ¿´Æ¬ÊÓƵ University prepares the next generation of school psychologists to provide state of the art educational and mental health services to children and adolescents from birth to 21 years old. Coursework, clinical experiences, field and community service, and research activities are designed to enhance and develop the professional skills and the knowledge base of our students. In ¿´Æ¬ÊÓƵ's scientist-practitioner training model, research supports and improves our clinical activities; and clinical activities support and inspire our research. ¿´Æ¬ÊÓƵ's School/Applied Child Psychology faculty and students are among the most productive research units in North America. Professional school psychologists educated at ¿´Æ¬ÊÓƵ become leaders in research and higher education, school-based practice, hospital-based positions, independent practice, mental health centres, and policy-making roles.

Doctor of Philosophy (Ph.D.) School/Applied Child Psychology

The Ph.D. in School/Applied Child Psychology is the second degree in a combined M.A. and Ph.D. program with the M.A. (Thesis) in Educational Psychology's School/Applied Child Psychology concentration. Most students in the doctoral program completed their M.A. in the Educational Psychology program although students can apply for direct entry into the Ph.D. program with a master’s degree obtained at another institution. At both the M.A. and Ph.D. levels, students take a combination of theoretical, practical, and research-based courses throughout the course of their degree. Students will produce a thesis at both levels of study.

Extending upon the M.A. degree, the program's focus remains on the improvement of the educational and psychological well-being of children and to educate school psychologists in a manner consistent with the highest international standards in the field. Students explore a variety of topics including mental health, child development, school organization, learning processes, behaviour, motivation, and effective teaching. They are prepared to become inquiring professionals committed to the development of children and youth and they receive intensive training in clinical practice with children and families, as well as in basic and applied research.

The program develops clinical skills through intensive assessment courses, a Clinic Practicum, a Field Placement, and a full-year Internship. Typically, our graduates go on to practise school psychology across a range of environments including private practice, academia, hospitals, and school boards. The Ph.D. program is accredited by the Canadian Psychological Association (CPA) and the Ordre des psychologues du Québec (OPQ) (Please note that the APA no longer accredits programs outside of the United States of America). Graduates are eligible for licensure in Quebec.

For further information, consult the website.

Graduate Diploma (Gr. Dip.) School/Applied Child Psychology (Post-Ph.D.)
Note: Applications to the Post-Ph.D program are suspended until further notice.

This post-Ph.D. graduate diploma enables holders of a doctorate in Psychology to pursue further studies in School/Applied Child Psychology. The course of study is adapted to the background of each student. The program includes exceptionally one, or typically two, years of courses and practica, plus a year of Internship. Students register on a per-credit basis (including Internship).

Students are not required to demonstrate knowledge of a second language within this program; however, any student wishing to be licensed as a professional psychologist in Quebec must have a working knowledge of French. Accreditation status may be confirmed by contacting the accrediting bodies.

Professional Accreditation

All elements of this postdoctoral graduate diploma are selected from the professional components of the Ph.D. in School/Applied Child Psychology, which is accredited in the School Psychology category by the Canadian Psychological Association (CPA). Graduates of a re-specialization program are normally accorded the same recognition as graduates of the accredited program.

The Ph.D. is approved by the Ordre des psychologues du Québec (OPQ), which has recommended the final stage of professional recognition to the Office des professions of the Government of Quebec. Once this accreditation is confirmed, however, graduates of the postdoctoral graduate diploma will not be automatically eligible for membership in the OPQ and the right to practise professional psychology in Quebec. Candidates wishing to practise in Quebec will be required to apply to the OPQ for the recognition of equivalent qualifications.

For further information, consult the website.

Graduate Degrees in Educational Psychology

Master of Education (M.Ed.); Educational Psychology (Non-Thesis) (48 credits)

The Master of Education (M.Ed.) degree offers educators and practising professionals advanced professional training in areas where educational psychology can make a practical contribution to the design, delivery, and assessment of educational programs and the impact of these programs on student learning. Courses aim to promote:

  1. a greater understanding of human development, individual differences, and the learning process;
  2. a greater understanding of classroom processes and strategies for teaching diverse learners in a variety of contexts;
  3. the evaluation of student learning, teaching, programs, and educational experimentation and innovation; and
  4. the application of educational research results.

The program offers the following concentrations of study:

  1. Family Life Education: Admission to this concentration is currently suspended.

    See Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Family Life Education (48 credits).

  2. General Educational Psychology: Permits students with very specific experiences and career paths to tailor the program to their particular situations. Students may draw courses from other concentrations within the M.Ed. programs including Inclusive Education, Learning Sciences, or any other general Departmental courses. This program suits students with very unique program needs in Educational Psychology.

    See Master of Education (M.Ed.) Educational Psychology (Non-Thesis): General Educational Psychology (48 credits).

  3. General Educational Psychology (Project) Provides students with an interest in the General Educational Psychology concentration the opportunity to focus on an issue in the field and complete a research project in place of coursework (12 credits).

    See Master of Education (M.Ed.) Educational Psychology (Non-Thesis): General Educational Psychology: Project (48 credits).

  4. Inclusive Education: Prepares students to work with diverse individuals in a variety of settings that emphasize inclusive practice. As most professional and educational contexts are becoming more diverse, this program has wide appeal and is relevant to current teachers, consultants, other professionals working in the education system, and to those wishing to understand human development and potential in all inclusive contexts.

    See Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Inclusive Education (48 credits).

  5. Inclusive Education (Project): Provides students with an interest in the Inclusive Education concentration the opportunity to focus on an issue in the field and complete a research project in place of coursework (12 credits).

    See Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Inclusive Education: Project (48 credits).

  6. Learning Sciences: Focuses on the study of learning as it occurs in real-world situations and ways in which learning may be facilitated in designed environments.

    See Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Learning Sciences (48 credits).

The M.Ed. program has been developed for students who have a background in education (B.Ed.), psychology, or another related degree. Students have the option of conducting academic or applied research (via a 12-credit Research Project or Special Activity) to enhance the applied experience of learning. The academic staff who teach and supervise within the program understand both research and applied contexts such as the school system. Courses are offered in the evening to accommodate full-time professionals and can be completed on either a full-time or part-time basis.

Many of our graduates work in the school system as resource teachers, special education, or educational consultants. Others work in or create special tutorial programs or family/child programs for students with difficulties, or in specialized settings (e.g., hospital programs), and others have moved on into our doctoral program in Human Development.

For further information, consult the website.

Master of Arts (M.A.); Educational Psychology (Thesis) (48 credits) (Note that the School/Applied Child Psychology Major (Non-Thesis) is 60 credits.)

The aim of the M.A. (Thesis) in Educational Psychology is to produce graduates who:

  1. are broadly trained in educational psychology;
  2. have sufficient research competence to critically evaluate research in educational psychology, and to design, conduct, and report empirical research; and
  3. have experience in applying research methods and findings to the solution of practical problems in varied educational settings.

Candidates are required to select and follow the set of courses in one of three concentrations of study or the Major in School/Applied Child Psychology, select a topic for research, and present the results of such research in a thesis.

The program offers three concentrations and one major:

  1. The Health Professions Education concentration (www.mcgill.ca/edu-ecp/programs/healthprofessions) is dedicated to the preparation of qualified researchers, developers, and practitioners who can advance the scientific understanding and practice of teaching and learning as they happen in the health professions and throughout the lifespan. The program is for health professionals who are interested in conducting educational research and working on development projects (e.g., program, curriculum, faculty) as well as for educational psychology graduate students who are interested in issues related to medical education and education in other health professions.

    The program will produce a graduate who can recognize the role of education in a health professions context, who has sufficient research competence to conduct empirical research in health education settings, and who can apply research results to solve practical problems in this field. Student admission and supervision is done jointly with the Centre for Medical Education.

    See Master of Arts (M.A.) Educational Psychology (Thesis): Health Professions Education (48 credits).

  2. The Human Development concentration (www.mcgill.ca/edu-ecp/programs/humandev) is intended to prepare students from education and psychology backgrounds to work in school, institutional, and university settings. The degree prepares candidates to support the educational and psychological well-being of individuals, to use research to critically inform practice, and to be able to conceptualize and conduct applied and theoretical research related to different trajectories of human development and varied educational settings. The program follows a mentorship model that encourages students’ active participation in research and prepares them for academia and leadership roles in the field.

    The program is unique in exploring development including cognitive, language, social, personality, and gender development issues in children and adolescents from the diverse perspectives of our multidisciplinary faculty. For example, students are exposed to clinical and non-clinical perspectives on developmental issues; these perspectives are then employed to better understand issues related to disabilities and individuals’ diverse needs in educational and community settings. Most students in this program go on to pursue studies at the Ph.D. level.

    See Master of Arts (M.A.) Educational Psychology (Thesis): Human Development (45 credits).

  3. The Learning Sciences concentration (www.mcgill.ca/edu-ecp/programs/learningsci) aims to develop competent and inquiring professionals who have the skills to understand and improve learning and teaching by way of conceptualizing and conducting applied and theoretical research in different formal and informal educational settings. It is dedicated to the preparation of qualified researchers, developers, and practitioners who can advance the scientific understanding and practice of teaching and learning in schools, colleges and universities, the workplace and professional practice, as well as virtual learning communities. Students acquire theoretical and practical knowledge through coursework, team-based research assistantships, and apprenticeships where appropriate.

    The profiles of our graduates speak to the flexibility and application of acquired skills and competencies in a range of professions. These include academic positions around the world, positions in school boards and hospital education programs, researchers involved in educational and institutional research and policy development, training and education specialists in business and industry, medical education researchers, and faculty developers.

    See Master of Arts (M.A.) Educational Psychology (Thesis): Learning Sciences (45 credits).

Major:

  1. The School/Applied Child Psychology Major (www.mcgill.ca/edu-ecp/programs/schoolpsych) is a combined M.A. and Ph.D. program with the doctoral degree in School/Applied Child Psychology. Most students who enrol in the master’s program continue to pursue studies at the doctoral level, although students can apply for direct entry into the Ph.D. program with a master’s degree obtained at another institution.

    The program's focus is on the improvement of the educational and psychological well-being of children and educates school psychologists in a manner consistent with the highest international standards in the field. Students explore a variety of topics including mental health, child development, school organization, learning processes, behaviour, motivation, and effective teaching, and are prepared to become inquiring professionals committed to the development of children and youth. Therefore, students receive intensive training in clinical practice with children and families, as well as in basic and applied research.

    To do so at both the M.A. and Ph.D. level, students take a combination of theoretical, practical, and research-based courses throughout the course of their degree. Students will produce a thesis at both levels of study. Our students go on to practise school psychology across a range of environments including private practice, academia, hospitals, and school boards.

    See Master of Arts (M.A.) School/Applied Child Psychology (Non-Thesis) (60 credits).

Doctor of Philosophy (Ph.D.); Educational Psychology
The Ph.D. in Educational Psychology emphasizes the development of research skills and supports both basic and applied research pertaining to all domains of educational psychology. It aims to develop graduates who can demonstrate:
  1. broad scholarship in planning and implementing basic and applied research on problems of cognition, teaching, learning, and human development;
  2. mastery of current theoretical issues in educational psychology and their historical development; and
  3. a detailed knowledge of their selected concentration.
The program offers two concentrations:
  1. Human Development concentration: (www.mcgill.ca/edu-ecp/programs/humandev) The Human Development concentration builds upon the M.A. program and is intended to prepare students to work in school, institutional, and university settings. The degree prepares candidates to support the educational and psychological well-being of individuals, to use research to critically inform practice, and to be able to conceptualize and conduct applied and theoretical research related to different trajectories of human development and varied educational settings. The program follows a mentorship model that encourages students’ active participation in research and prepares them for academia and leadership roles in the field.

    The Human Development program is unique in exploring development including cognitive, language, social, personality, and gender development issues in children and adolescents from the diverse perspectives of our multidisciplinary faculty. These perspectives are then employed to better understand issues related to disabilities and individuals’ diverse needs in educational and community settings.

    See Doctor of Philosophy (Ph.D.) Educational Psychology: Human Development.

  2. Learning Sciences concentration: (www.mcgill.ca/edu-ecp/programs/learningsci) The Learning Sciences concentration builds upon the M.A. program and continues its aim of developing competent and inquiring professionals who have the skills to understand and improve learning and teaching by way of conceptualizing and conducting applied and theoretical research in different formal and informal educational settings. It is dedicated to the preparation of qualified researchers, developers, and practitioners who can advance the scientific understanding and practice of teaching and learning. The settings could be schools, colleges and universities, the workplace and professional practice, as well as virtual learning communities. Students acquire theoretical and practical knowledge through coursework, team-based research assistantships, and apprenticeships where appropriate.

    See Doctor of Philosophy (Ph.D.) Educational Psychology: Learning Sciences.

Programs, Courses and University Regulations—2019-2020 (last updated Aug. 13, 2019) (disclaimer)

Educational and Counselling Psychology Admission Requirements and Application Procedures

Educational and Counselling Psychology Admission Requirements and Application Procedures

M.A. in Counselling Psychology (Non-Thesis)

M.A. in Counselling Psychology (Non-Thesis)

The M.A. in Counselling Psychology program offers the following two concentrations:

  1. Professional/Internship (coursework and internship based)
  2. Project (research based)

Admission Requirements

Admission Requirements

Concentration: Professional/Internship

To be eligible, applicants must hold a baccalaureate degree consisting of 18 credits of core courses in specific Psychology domains and 24 credits in related disciplines in the social sciences (see list in the Pre-Admission Academic Checklist) and a minimum Cumulative Grade Point Average (CGPA) of 3.0 out of a possible 4.0 or a Grade Point Average (GPA) of 3.2 out of 4.0 in the last two years of full-time studies. For more information please visit our website.

Concentration: Project

To be eligible, applicants must hold a baccalaureate degree in psychology consisting of 42 credits of core courses in specific domains (see list in the Pre-Admission Academic Checklist), with a minimum CGPA of 3.0 out of a possible 4.0 or a GPA of 3.2 out of 4.0 in the last two years of full-time studies at the undergraduate level. For more information please visit our website.

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See University Regulations and Resources > Graduate > Graduate ¿´Æ¬ÊÓƵ and Application Procedures > Application Procedures for detailed application procedures.

Additional Requirements

Additional Requirements

The items and clarifications below are additional requirements set by this department:

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s) – for applicants to the Project concentration
  • Interview – for applicants to the Professional/Internship concentration
  • M.A. in Counselling Psychology Pre-Admission Academic Checklist

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Counselling Psychology: Project and Professional/Internship concentrations, can be found on the Departmental website.

Ph.D. in Counselling Psychology

Ph.D. in Counselling Psychology

Admission Requirements

Admission Requirements

To be eligible applicants must hold:

A master's degree equivalent to the Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Project (60 credits) or a Master's degree from a directly relevant program (e.g., clinical psychology, other Counselling Psychology programs) along with 42 credits of core courses in specific Psychology domains (see list in the Pre-Admission Academic Checklist), with a minimum CGPA of 3.0 out of a possible 4.0 or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Additional Requirements

Additional Requirements

The items and clarifications below are additional requirements set by this department:

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s)
  • Written Work
  • Ph.D. Pre-Admission Academic Checklist

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in Counselling Psychology can be found on the Department's website.

Ph.D. in School/Applied Child Psychology

Ph.D. in School/Applied Child Psychology

Admission Requirements

Admission Requirements

To be eligible applicants must hold:

A master's degree equivalent to the Master of Arts (M.A.) School/Applied Child Psychology (Non-Thesis) (60 credits) along with 42 credits of core courses in specific domains (see list in the Pre-Admission Academic Checklist) with a minimum CGPA of 3.0 out of 4.0 or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

All doctoral students must have a research supervisor upon entry to the program. Interested candidates should consult the Departmental website for a list of faculty members and their research interests. A supervisor must be selected from among professors in the School/Applied Child Psychology program.

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Additional Requirements

Additional Requirements

The items and clarifications below are additional requirements set by this department:

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Research Proposal
  • Written Work
  • Ph.D. Pre-Admission Academic Checklist

Please note that the GRE is no longer required. Further information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in School/Applied Child Psychology can be found on the Department's website.

Post-Ph.D. Graduate Diploma in School/Applied Child Psychology

Post-Ph.D. Graduate Diploma in School/Applied Child Psychology

Admission Requirements

Admission Requirements

Please note that admission to the Post-Ph.D. program is currently suspended.

An earned doctorate in Educational Psychology, another area of Psychology, or a closely related discipline (to be recognized at the Program Director's discretion).

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Information on application procedures, deadlines, supporting documents, and contact information for the Post-Ph.D. Graduate Diploma in School/Applied Child Psychology can be found on the Department's website.

M.Ed. in Educational Psychology (Non-Thesis)

M.Ed. in Educational Psychology (Non-Thesis)

This program offers six concentrations:

  1. Learning Sciences
  2. General Educational Psychology
  3. General Educational Psychology: Project
  4. Inclusive Education
  5. Inclusive Education: Project
  6. Family Life Education (admission to the Family Life Concentration is currently suspended)

Admission Requirements

Admission Requirements

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Information on application procedures, deadlines, supporting documents, and contact information for the M.Ed. concentrations in Educational Psychology can be found on the Department's website.

M.A. in Educational Psychology (Thesis)

M.A. in Educational Psychology (Thesis)

This program offers three concentrations:

  1. Learning Sciences
  2. Health Professions Education
  3. Human Development

and one Major:

  1. School/Applied Child Psychology

Admission Requirements

Admission Requirements

Learning Sciences Concentration

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Health Professions Education Concentration

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

The Health Professions Education program has been conceived and is offered in collaboration with the ¿´Æ¬ÊÓƵ Centre for Medical Education and affiliated faculty. Student selection is done jointly as is graduate supervision.

Human Development Concentration

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology. It is recommended that some prior study of a relevant branch of psychology form part of the undergraduate training.
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

School/Applied Child Psychology Major

  1. An undergraduate degree in education, psychology, or another field relevant to the proposed studies in Educational Psychology, consisting of 42 credits of core courses in specific domains (see list in the Pre-Admission Academic Checklist).
  2. Minimum CGPA of 3.0 out of 4.0 or higher in undergraduate studies or a GPA of 3.2 out of 4.0 in the last two years of full-time studies.

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Learning Sciences Concentration

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: Learning Sciences concentration can be found on the Department's website.

Health Professions Education Concentration

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: Health Professions concentration can be found on the Department's website.

Human Development Concentration

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: Human Development concentration can be found on the Department's website.

School/Applied Child Psychology Major

Information on application procedures, deadlines, supporting documents, and contact information for the M.A. in Educational Psychology: School/Applied Child Psychology Major can be found on the Department's website.

Additional Requirements

Additional Requirements

The items and clarifications below are additional requirements set by this department:

Learning Sciences Concentration

  • Curriculum Vitae
  • Three reference letters
  • Statement of Research Interest and Preferred Supervisor(s)
  • Personal Statement

Health Professions Education Concentration

  • Curriculum Vitae
  • Three reference letters
  • Statement of Research Interest and Preferred Supervisor(s)
  • Personal Statement

Human Development Concentration

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s)

School/Applied Child Psychology Major

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Statement of Research Interest and Preferred Supervisor(s)
  • – General and Psychology subject scores
  • Pre-Admission Academic Checklist

Ph.D. in Educational Psychology

Ph.D. in Educational Psychology

Admission Requirements

Admission Requirements

All doctoral students must have a research supervisor upon entry to the program. Interested candidates should consult the Department's website for a faculty list. All applicants must have a minimum CGPA of 3.0 out of 4.0 or higher or a GPA of 3.2 out of 4.0 in the last two years of full-time studies. Please note: it is essential to clearly identify your desired concentration of study on your application. The two concentrations offered are:

  1. Human Development
  2. Learning Sciences

The specific requirements to be admitted at the Ph.D. 2 level are as follows:

Applicants should hold an M.A. in Educational Psychology from ¿´Æ¬ÊÓƵ or a recognized equivalent degree from a program which requires a thesis, reflecting high overall standing, study within the area of proposed doctoral specialization, and evidence of research competence.

Application Procedures

Application Procedures

¿´Æ¬ÊÓƵ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in Educational Psychology: Human Development concentration can be found on the Department's website.

Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in Educational Psychology: Learning Sciences concentration can be found on the Department's website.

Additional Requirements

Additional Requirements

The items and clarifications below are additional requirements set by this department:

Human Development Concentration

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Research Proposal
  • Letter from proposed supervisor indicating their agreement to act as the Thesis Supervisor

Learning Sciences Concentration

  • Curriculum Vitae
  • Three reference letters
  • Personal Statement
  • Research Proposal
  • Letter from proposed supervisor indicating their agreement to act as the Thesis Supervisor

Application Dates and Deadlines

Application Dates and Deadlines

Application opening dates are set by Enrolment Services in consultation with Graduate and Postdoctoral Studies (GPS), while application deadlines are set by the Department of Educational & Counselling Psychology and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate ¿´Æ¬ÊÓƵ departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program.

Counselling Psychology (M.A. or Ph.D.)
Ìý Application Opening Dates Application Deadlines
Ìý All Applicants Non-Canadian citizens (incl. Special, Visiting & Exchange) Canadian citizens/Perm. residents of Canada (incl. Special, Visiting & Exchange) Current ¿´Æ¬ÊÓƵ Students (any citizenship)
Fall Term: Sept. 15 Dec. 15 Dec. 15 Dec. 15
Winter Term: N/A N/A N/A N/A
Summer Term: N/A N/A N/A N/A
Educational Psychology and School/Applied Child Psychology programs (M.A., M.Ed., or Ph.D.)
Ìý Application Opening Dates Application Deadlines
Ìý All Applicants Non-Canadian citizens (incl. Special, Visiting & Exchange) Canadian citizens/Perm. residents of Canada (incl. Special, Visiting & Exchange) Current ¿´Æ¬ÊÓƵ Students (any citizenship)
Fall Term: Sept. 15 Jan. 15 Jan. 15 Jan. 15
Winter Term: N/A N/A N/A N/A
Summer Term: N/A N/A N/A N/A

Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.

Programs, Courses and University Regulations—2019-2020 (last updated Aug. 20, 2019) (disclaimer)

Educational and Counselling Psychology Faculty

Educational and Counselling Psychology Faculty

Chair
Jeffrey L. Derevensky
Program Directors
Martin Drapeau – Counselling Psychology
Tara Flanagan – Human Development, M.Ed. Concentrations in Educational Psychology
Nathan Hall – Health Professions Education, Learning Sciences
Armando Bertone – School/Applied Child Psychology
Ada L. Sinacore – Graduate Certificate in Counselling Applied to Teaching
Emeritus Professors
Mark W. Aulls; B.S.(Ball St.), M.Ed.(Ind.), Ed.D.(Georgia)
Robert J. Bracewell; B.Sc., M.A.(McM.), Ph.D.(Tor.)
Janet G. Donald; B.A., M.A.(UWO), Ph.D.(Tor.)
Florent R. Dumont; A.B.(Col.), M.S.(S. Conn. St.), Ed.D.(Mass.)
Marilyn Fitzpatrick; B.A.(Tor.), M.Ed., Ph.D.(McG.)
Carl H. Frederiksen; B.A.(Harv.), M.A., Ph.D.(Ill.)
Lynn McAlpine; B.A.(McG.), M.A.(C'dia), Ph.D.(Tor.)
Eigil Pedersen; B.A.(Sir G. Wms.), M.A.(McG.), Ed.D.(Harv.)
Bruce M. Shore; B.Sc., M.A.(McG.), Ph.D.(Calg.)
Howard A. Stutt; B.A.(Qu.), B.Ed., M.Ed.(Montr.), F.C.C.T.
Cynthia B. Weston; B.A.(G’town), M.L.S.(SUNY), Ed.D.(Wash.)
Professors
Jacob A. Burack; B.A.(Col.), M.S., M.Phil., Ph.D.(Yale)
Jeffrey L. Derevensky; B.A.(C.W. Post), M.A., Ph.D.(McG.)
Nancy L. Heath; B.A.(McG.), M.Ed.(Ott.), Ph.D.(Tor.) (James ¿´Æ¬ÊÓƵ Professor)
Susanne P. Lajoie; B.A., M.A.(McG.), Ph.D.(Stan.) (Canada Research Chair, Tier 1)
Alenoush Saroyan; B.A.(Pahlavi), M.Ed.(Loy. U. Chic.), Ph.D.(McG.)
Associate Professors
Armando Bertone; B.A., M.A.(C’dia), M.Ps., Ph.D.(Montr.) (William Dawson Scholar) (FRSQ Chercheur Boursier, Junior 2)
Alain Breuleux; B.Sc., M.Sc., Ph.D.(Montr.)
Martin Drapeau; B.A.(Montr.), B.A.Ps.(UQTR), M.Ps.(Laval), Ph.D.(UQAM)
Tara Flanagan; B.A.(Winn.), M.A., Ph.D.(McG.)
Nathan Hall; B.A., M.A., Ph.D.(Manit.)
Michael L. Hoover; B.S.(Tulane), M.A., M.Phil., Ph.D.(Col.)
Annett Körner; B.A., M.A., Ph.D.(Leipzig)
Gigi Luk; B.A., M.A., Ph.D.(York)
Krista Muis; B.A.(Wat.), M.A.(Vic., BC), Ph.D.(S. Fraser) (Canada Research Chair, Tier 2)
Steven R. Shaw; B.A., M.Ed., Ed.S., Ph.D.(Flor.)
Ada L. Sinacore; B.A.(Montclair St.), M.A., M.Ed., Ph.D.(Col.)
Ingrid E. Sladeczek; B.A., M.S., Ph.D.(Ariz.)
Ronald Stringer; B.Sc., M.A., Ph.D.(Tor.) (on leave)
Victoria Talwar; M.A.(St. And.), M.A., Ph.D.(Qu.) (Canada Research Chair, Tier 2)
Caroline Temcheff; B.Sc.(McG.), M.A., Ph.D.(C'dia)
Assistant Professors
Adam Dubé; B.A., M.A., Ph.D.(Regina)
Nate Fuks; M.B.A.(York), Ph.D.(McG.)
Marie-Claude Geoffroy; M.Ps., Ph.D.(Montr.)
Bassam El-Khoury; B.Sc.(Lebanese), B.A.(C’dia), Ph.D. (Montr.)
Chiaki Konishi; B.Ed.(Chiba), M.Ed.(Mass.-Amh.), M.A., Ph.D.(Br. Col.)
Rachel Langevin; B.Sc., Ph.D.(UQAM)
Tina Montreuil; M.Ed.(McG.), Ph.D.(UQAM)
Marie-Hélène Pennestri; B.Sc., M.Ps., Ph.D.(Montr.)
Eve-Marie Quintin; B.Sc.(McG.), Ph.D.(UQAM) (William Dawson Scholar)
Jessica Ruglis; B.S.(Albany), M.A.T.(Union Coll.), M.P.H.(Hunter), Ph.D.(CUNY)
Dennis Wendt; B.Sc.(Brigham Young), M.Sc., Ph.D.(Mich.)
Faculty Lecturers
Karen Cohen-Gazith; B.A.(Dal.), M.A., Ph.D.(McG.)
Scott Conrod; B.Sc.(Sir G. Wms.), M.Ed.(McG.)
Associate Members
Robin Cohen; B.Sc., M.Sc., Ph.D.(McG.) (Oncology)
Reut Gruber; B.A., M.A., Ph.D.(Tel Aviv) (Psychiatry)
Suzanne King; B.A.(McG.), M.Ed., Ed.S.(James Madison), Ph.D.(Virg. Poly. Inst.) (Psychiatry)
Laurence Kirmayer; B.Sc., M.D.,C.M., Dipl. Psych.(McG.) (Psychiatry) (James ¿´Æ¬ÊÓƵ Professor)
Heather Beth MacIntosh; B.A., Ph.D.(Ott.) (School of Social Work)
Vera Romano; B.A., Dip. H.R. & F.L.E., M.Ed., Ph.D.(McG.) (¿´Æ¬ÊÓƵ Counselling Services)
Brett D. Thombs; B.A.(N'western), M.A.(Ariz.), M.A., Ph.D.(Fordham Univ.) (Psychiatry)
Jeffrey G. Wiseman; B.Sc., M.A., M.D.,C.M.(McG.) (Medicine, Royal Victoria Hospital)
Associate Professors (Non-Tenure Track)
Marcia A.B. Delcourt; B.Sc.(Bloomsburg State Univ.), M.A., Ph.D.(Conn.)
Laura Winer; B.A., M.A., Ph.D.(C'dia) (Teaching and Learning Services)
Adjunct Professors
Sylvie Beauchamp, Dermot Bowler, Sam Bruzzese, Thomas Goetz, Mi Song Kim, Marina Milyavskaya, Katherine Moxness, Eric Poitras, Nathan G. Smith, Anastassios Stalikas
Programs, Courses and University Regulations—2019-2020 (last updated Aug. 13, 2019) (disclaimer)

Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Professional/Internship (60 credits)

For more information, see www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Professional/Internship (60 credits).

Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Project (60 credits)

For more information, see www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Master of Arts (M.A.) Counselling Psychology (Non-Thesis): Project (60 credits).

Doctor of Philosophy (Ph.D.) Counselling Psychology

For more information, www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Doctor of Philosophy (Ph.D.) Counselling Psychology.

Master of Arts (M.A.) School/Applied Child Psychology (Non-Thesis) (60 credits)

For more information please see: www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Master of Arts (M.A.) School/Applied Child Psychology (Non-Thesis) (60 credits).

Doctor of Philosophy (Ph.D.) School/Applied Child Psychology

The School/Applied Child Psychology program at ¿´Æ¬ÊÓƵ University prepares the next generation of school psychologists to provide state of the art educational and mental health services to children and adolescents from birth to 21 years old. Course work, clinical experiences, field and community service, and research activities are designed to enhance and develop...

For more information, see Doctor of Philosophy (Ph.D.) School/Applied Child Psychology.

Graduate Diploma (Gr. Dip.) School/Applied Child Psychology (Post-Ph.D.)

Note: Admission to this program is currently suspended For more information, see www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Graduate Diploma (Gr. Dip.) School/Applied Child Psychology (Post-Ph.D.).

Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Family Life Education (48 credits)

Note: Admission to this program is currently suspended For more information, see www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Family Life Education (48 credits).

Master of Education (M.Ed.) Educational Psychology (Non-Thesis): General Educational Psychology (48 credits)

The M.Ed. in Educational Psychology; Non-Thesis-General Educational Psychology focuses on core areas of educational psychology, including learning theories, human development, diversity, and inclusion. Application towards the growth and enhancement of knowledge and practice in a variety of formal and informal educational settings.

For more information, see Master of Education (M.Ed.) Educational Psychology (Non-Thesis): General Educational Psychology (48 credits).

Master of Education (M.Ed.) Educational Psychology (Non-Thesis): General Educational Psychology: Project (48 credits)

The M.Ed. in Educational Psychology: Non-Thesis - General Educational Psychology-Project focuses on core areas of educational psychology, including learning theories, human development, diversity, and inclusion. Application towards the growth and enhancement of knowledge and practice in a variety of formal and informal educational settings. Provides an...

For more information, see Master of Education (M.Ed.) Educational Psychology (Non-Thesis): General Educational Psychology: Project (48 credits).

Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Inclusive Education (48 credits)

The M.Ed. in Educational Psychology: Non-Thesis-Inclusive Education focuses on the major theories and practices in the field of inclusive education, including diversity in development, and ecological models of teaching, learning, and assessment. Application in school, community, and other settings to develop inclusive practices.

For more information, see Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Inclusive Education (48 credits).

Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Inclusive Education: Project (48 credits)

The M.Ed. in Educational Psychology: Non-Thesis-Inclusive Education-Project focuses on the major theories and practices in the field of inclusive education, including diversity in development, and ecological models of teaching, learning, and assessment. Application in school, community, and other settings to develop inclusive practices. Provides an opportunity to...

For more information, see Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Inclusive Education: Project (48 credits).

Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Learning Sciences (48 credits)

The M.Ed. in Educational Psychology: Non-Thesis-Learning Sciences focuses on the study of teaching and learning in formal and informal contexts, including cognitive, social and affective processes. Application in instructional design including the use of technology, program/curriculum development and evaluation.

For more information, see Master of Education (M.Ed.) Educational Psychology (Non-Thesis): Learning Sciences (48 credits).

Master of Arts (M.A.) Educational Psychology (Thesis): Health Professions Education (48 credits)

For more information, see www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Master of Arts (M.A.) Educational Psychology (Thesis): Health Professions Education (48 credits).

Master of Arts (M.A.) Educational Psychology (Thesis): Human Development (45 credits)

For more information, see www.mcgill.ca/study/faculties/education/graduate/gps_edu_educational_counselling_psychology.

For more information, see Master of Arts (M.A.) Educational Psychology (Thesis): Human Development (45 credits).

Master of Arts (M.A.) Educational Psychology (Thesis): Learning Sciences (45 credits)

The M.A. in Educational Psychology: Learning Sciences prepares graduates for a career in educational research and its application to practice. Content courses explore contemporary psychological and educational theories and empirical studies in (a) cognition, learning, and instruction; (b) self-regulation, motivation, and emotion; (c) technology-rich learning...

For more information, see Master of Arts (M.A.) Educational Psychology (Thesis): Learning Sciences (45 credits).

Doctor of Philosophy (Ph.D.) Educational Psychology: Human Development

The Ph.D. Educational Psychology: Human Development focuses on core areas of human development such as cognitive, language, social, personality, and gender development among children and adolescents with diverse trajectories and from various family, educational and community contexts. The program is unique in examining developmental trajectories from a variety of...

For more information, see Doctor of Philosophy (Ph.D.) Educational Psychology: Human Development.

Doctor of Philosophy (Ph.D.) Educational Psychology: Learning Sciences

A thesis for the doctoral degree must constitute original scholarship and must be a distinct contribution to knowledge. It must show familiarity with previous work in the field and must demonstrate ability to plan and carry out research, organize results, and defend the approach and conclusions in a scholarly manner. The research presented must meet current...

For more information, see Doctor of Philosophy (Ph.D.) Educational Psychology: Learning Sciences.

Faculty of Education—2019-2020 (last updated Aug. 13, 2019) (disclaimer)
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