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- Educational and Counselling Psychology Admission Requirements and Application Procedures
- Educational and Counselling Psychology Faculty
- 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)
- Doctor of Philosophy (Ph.D.); Counselling Psychology
- Master of Arts (M.A.); School/Applied Child Psychology (Non-Thesis) (60 credits)
- Doctor of Philosophy (Ph.D.); School/Applied Child Psychology
- Post-Ph.D. Graduate Diploma in School/Applied Child Psychology
- 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)
- 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)
- 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)
- 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)
- Master of Arts (M.A.); Educational Psychology (Thesis) — Learning Sciences (45 credits)
- Master of Arts (M.A.); Educational Psychology (Thesis) — School/Applied Child Psychology (78 credits)
- Doctor of Philosophy (Ph.D.); Educational Psychology — Human Development
- Doctor of Philosophy (Ph.D.); Educational Psychology — Learning Sciences
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:
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»¹ûÒùÔº 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:
- Graduate Degrees in Counselling Psychology
- Graduate Degrees in School/Applied Psychology
- Graduate Degrees in Educational Psychology
Master of Arts (M.A.) Degrees
Students can obtain an M.A. degree in:
- Counselling Psychology (Non-Thesis) with major concentrations in:
- School/Applied Child Psychology (Non-Thesis)
- Educational Psychology with a Major in:
- Educational Psychology with concentrations in:
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:
- Counselling Psychology
- Educational Psychology with concentrations in:
- School/Applied Child Psychology
Postdoctoral Degrees
The Department of Educational and Counselling Psychology offers one postdoctoral diploma:
Advising
For information about these graduate programs please view our website at www.mcgill.ca/edu-ecp/prospective or contact the appropriate Program Coordinator/Adviser:
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Graduate Program Coordinator – Educational Psychology programs (excluding School/Applied Child Psychology)
- Email: edpsych.education [at] mcgill.ca
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Graduate Program Adviser – Counselling Psychology and School/Applied Child Psychology
- Email: counsellingpsych.education [at] mcgill.ca or schoolpsych.education [at] mcgill.ca
Professional Accreditation
Important addresses:
- – Committee on Accreditation
- 750 First Street NE
- Washington DC 20002-4242, U.S.A.
- Telephone: 1-800-374-2721
- 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) |
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The aim of this program is to produce graduates who:
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:
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), the Ordre des psychologues du Québec (OPQ), and American Psychological Association (APA) (Please note that APA accreditation will cease for all Canadian institutions in Sept. 2015). 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) |
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The School/Applied Child Psychology program at Æ»¹ûÒùÔº 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 the professional skills and the knowledge base of our students. In Æ»¹ûÒùÔº's scientist-practitioner training model, research supports and improves our clinical activities; and clinical activities support and inspire our research. Æ»¹ûÒùÔº's School/Applied Child Psychology faculty and students are among the most productive research units in North America. Professional school psychologists educated at Æ»¹ûÒùÔº 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 receive intensive training of clinical practice with children and families, as well as basic and applied research. The program develops clinical skills through intensive assessment courses, a Clinic Practicum, 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 American Psychological Association (APA) and the Ordre des psychologues du Québec (OPQ) (Please note that APA accreditation will cease for all Canadian institutions in Sept. 2015). Graduates are eligible for licensure in Quebec. For further information, consult the website. |
Post-Ph.D. Graduate Diploma in School/Applied Child Psychology |
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 American Psychological Association (APA) (Please note that APA accreditation will cease for all Canadian institutions in Sept. 2015). 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) |
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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:
The program offers the following concentrations of study:
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:
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:
Major:
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Doctor of Philosophy (Ph.D.); Educational Psychology |
The aim of 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:
The program offers two concentrations:
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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)
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»¹ûÒùԺ’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.
See 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»¹ûÒùԺ’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 Departmental 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»¹ûÒùԺ’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
- GRE – General and Psychology subject tests
- A letter from the applicant's prospective supervisor agreeing to act as their Ph.D. supervisor
Information on application procedures, deadlines, supporting documents, and contact information for the Ph.D. in School/Applied Child Psychology, can be found on the Departmental 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
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»¹ûÒùԺ’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 Departmental website.
M.Ed. in Educational Psychology (Non-Thesis)
M.Ed. in Educational Psychology (Non-Thesis)
This program offers six concentrations:
Admission Requirements
Admission Requirements
- 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.
- 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»¹ûÒùԺ’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 Departmental website.
M.A. in Educational Psychology (Thesis)
M.A. in Educational Psychology (Thesis)
This program offers three concentrations:
and one Major:
Admission Requirements
Admission Requirements
Learning Sciences Concentration
- 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.
- 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
- 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.
- 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»¹ûÒùÔº Centre for Medical Education and affiliated faculty. Student selection is done jointly as is graduate supervision.
Human Development Concentration
- 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.
- 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
- 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).
- 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»¹ûÒùԺ’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 Departmental 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 Departmental 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 Departmental 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 Departmental 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
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 Departmental 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:
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»¹ûÒùÔº 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»¹ûÒùԺ’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 Departmental 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 Departmental 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
Application Deadlines
Application Deadlines
The application deadlines listed here 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»¹ûÒùÔº departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program.
Counselling Psychology (M.A. or Ph.D.) | ||
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Canadian | International | Special/Exchange/Visiting |
Fall: Dec. 15 | Fall: Dec. 15 | Fall: Dec. 15 |
Winter: N/A | Winter: N/A | Winter: N/A |
Summer: N/A | Summer: N/A | Summer: N/A |
Educational Psychology and School/Applied Child Psychology programs (M.A., M.Ed., or Ph.D.) | ||
Canadian | International | Special/Exchange/Visiting |
Fall: Jan. 15 | Fall: Jan. 15 | Fall: Jan. 15 |
Winter: N/A | Winter: N/A | Winter: N/A |
Summer: N/A | Summer: N/A | Summer: N/A |
Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.
Educational and Counselling Psychology Faculty
Educational and Counselling Psychology Faculty
Chair |
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Jeffrey Derevensky |
Program Directors |
Marilyn Fitzpatrick – Counselling Psychology |
Nancy L. Heath – Human Development, M.Ed. Concentrations in Educational Psychology |
Alenoush Saroyan – Health Professions Education, Learning Sciences |
Steven R. Shaw – School/Applied Child Psychology |
Ada 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.(W. Ont.), Ph.D.(Tor.) |
Florent R. Dumont; A.B.(Col.), M.S.(S. Conn. St.), Ed.D.(Mass.) |
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), D.Ed.(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.) |
Marilyn Fitzpatrick; B.A.(Tor.), M.Ed., Ph.D.(McG.) |
Nancy L. Heath; B.A.(McG.), M.Ed.(Ott.), Ph.D.(Tor.) (James Æ»¹ûÒùÔº 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 |
Alain Breuleux; B.Sc., M.Sc., Ph.D.(Montr.) |
Martin Drapeau; B.A.(Montr.), B.A.Ps.(UQTR), M.P.(Laval), Ph.D.(Montr.) (FRSQ Chercheur Boursier, Junior 2) |
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; M.A., Ph.D.(Leipzig) |
Krista Muis; B.A.(Wat.), M.A.(Vic., BC), Ph.D.(S. Fraser) |
Robert Savage; B.A.(Oxf.), M.Sc.(Camb.), M.Sc., Ph.D.(Lond.) (William Dawson Scholar) |
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.), A.A.(Md.) |
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) |
Assistant Professors |
Armando Bertone; B.A., M.A.(C’dia), M.Ps., Ph.D.(Montr.) (FRSQ Chercheur Boursier, Junior 1) |
Eve-Marie Quintin; B.Sc.(McG.), Ph.D.(UQAM) |
Jessica Ruglis; B.S.(Albany), M.A.T.(Union Coll.), M.P.H.(Hunter), Ph.D.(CUNY) |
Faculty Lecturers |
Karen Cohen-Gazith; B.A. (Dal.), M.A., Ph.D.(McG.) |
Jack De Stefano; B.A.(Loyola), M.Ed., Ed.D.(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) |
Lawrence Kirmayer; B.Sc., M.D.(McG.) (Psychiatry) |
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»¹ûÒùÔº 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 |
Dermot Bowler, Thomas Goetz, Judith Gradinger, Calvin Kalman, Jasvinder Magon, Katherine Moxness, Nathan Grant Smith, Lisa Spanierman, Anastassios Stalikas |
Master of Arts (M.A.); Counselling Psychology (Non-Thesis) — Professional/Internship (60 credits)
For more information, see http://www.mcgill.ca/study/2015-2016/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 http://www.mcgill.ca/study/2015-2016/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, see http://www.mcgill.ca/study/2015-2016/faculties/education/graduate/gps_edu_educational_and_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, 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»¹ûÒùÔº 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.
Post-Ph.D. Graduate Diploma in School/Applied Child Psychology
For more information, see http://www.mcgill.ca/study/2015-2016/faculties/education/graduate/gps_edu_educational_and_counselling_psychology.
For more information, see Post-Ph.D. Graduate Diploma in School/Applied Child Psychology.
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 http://www.mcgill.ca/study/2015-2016/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 provides students the flexibility to design a program that satisfies their professional and academic needs. The program provides a foundation in core areas of educational psychology (inclusive education, learning sciences) through courses on learning theories, motivation, human...
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 provides students the flexibility to design a program that satisfies their professional and academic needs. The program provides a foundation in core areas of educational psychology (inclusive education, learning sciences) through courses on learning theories, motivation,...
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 aim of the MEd in Educational Psychology (Non-Thesis) - Inclusive Education is to educate students on the major theories and practices of inclusive education. The program’s focus is on diversity in development behavior and attainment, and eco-systemic and cultural models of teaching, learning, and assessment. Similar approaches are taken to understanding...
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 aim of the M.Ed. in Educational Psychology (Non-Thesis) - Inclusive Education is to educate students on the major theories and practices of inclusive education. The program’s focus is on diversity in development behavior and attainment, and eco-systemic and cultural models of teaching, learning, and assessment. Similar approaches are taken to understand...
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 aim of the MEd in Educational Psychology (Non-Thesis) - Learning Sciences is to acquaint students with current theories and research on Teaching and Learning and their application to real-world and designed environments, while exploring other topics of interest in educational psychology. Students will develop a foundation in the learning sciences, including...
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 http://www.mcgill.ca/study/2015-2016/faculties/education/graduate/gps_edu_educational_and_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 http://www.mcgill.ca/study/2015-2016/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)
For more information, see http://www.mcgill.ca/study/2015-2016/faculties/education/graduate/gps_edu_educational_counselling_psychology.
For more information, see Master of Arts (M.A.); Educational Psychology (Thesis) — Learning Sciences (45 credits).
Master of Arts (M.A.); Educational Psychology (Thesis) — School/Applied Child Psychology (78 credits)
***This program is currently closed for admissions.*** For more information, see http://www.mcgill.ca/study/2015-2016/faculties/education/graduate/gps_edu_educational_counselling_psychology.
For more information, see Master of Arts (M.A.); Educational Psychology (Thesis) — School/Applied Child Psychology (78 credits).
Doctor of Philosophy (Ph.D.); Educational Psychology — Human Development
For more information, see http://www.mcgill.ca/study/2015-2016/faculties/education/graduate/gps_edu_educational_counselling_psychology.
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.