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For further information, consult the website.

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.

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Students pursuing a Ph.D. in Counselling Psychology take a combination of theoretical, practical, and research-based courses throughout the duration of their degree. The program 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, aims to:

1. Contribute to the advancement of knowledge in the field of counselling psychology;
2. Practise from a strong evidence base;
3. 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.

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The MA in School/Applied Child Psychology (SACP) is a research-based, non-thesis degree that requires completion of a research project per program guidelines. SACP at 91Ë¿¹ÏÊÓƵ 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 91Ë¿¹ÏÊÓƵ's scientist-practitioner training model, research supports and improves our clinical activities; and clinical activities support and inspire our research. 91Ë¿¹ÏÊÓƵ's School/Applied Child Psychology faculty and students are among the most productive research units in North America. Professional school psychologists educated at 91Ë¿¹ÏÊÓƵ become leaders in research and higher education, school-based practice, hospital-based positions, independent practice, mental health centres, and policy-making roles.

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The Ph.D. in School/Applied Child Psychology is the second degree in a sequential pair of programs, the first of which is the the M.A. (non-thesis) Research Project in School/Applied Child Psychology or former M.A. in Educational Psychology, School/Applied Child Psychology (thesis) concentration (closed for admission as of Fall 2014).

Most students in the doctoral program completed their M.A. in the Department of Educational and Counselling Psychology 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 complete a research project at the M.A. level and a thesis at the Ph.D. level 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 the education of 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, 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). Graduates are eligible for licensure in Quebec.

For further information, consult the website.

For further information, consult the website.

There are five active concentrations in the M.Ed. : General Educational Psychology, General Educational Psychology Project, Inclusive Education, Inclusive Education Project, and Learning Sciences. Each provides a specially tailored path to the common goals as described above, enabling innovative educators to add advanced knowledge and skills while developing their ability to contribute to new knowledge and skills in their areas of specialization.

1. General Educational Psychology: Focuses on core areas of educational psychology, permitting students with specific experiences and career paths to tailor the program to their particular situations. In addition to a small number of required core courses, students may select courses in 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.

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

2. General Educational Psychology (Project) Focuses on core areas of educational psychology, providing students with the flexibility to design a program that satisfies their professional and academic needs. The program provides a foundation in core areas of educational psychology through courses on learning theories, motivation, human development, and diverse classroom populations, complemented by research skill development. The program provides opportunities to study one area in greater depth or to add diverse course experiences and complete a research project.

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

3. Inclusive Education: With roots in Developmental Science, Philosophy, and Human rights, this concentration prepares students to work with diverse individuals in a variety of settings that emphasize inclusive practice. 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.

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

4. Inclusive Education (Project): Focuses on diversity in developmental behaviour and attainment, and eco-systemic and cultural models of teaching, learning, and assessment. Students will be trained in application and practice through behaviour, literacy assessment and intervention, differentiated teaching planning objectives, and the completion of a Research Project. Application in school, community, and other settings to develop inclusive practices.

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

5. Learning Sciences: Focuses on the study of learning as it occurs in real-world situations, and in the ways in which learning may be facilitated in designed environments. Application in instructional design including the use of technology, program/curriculum development, and evaluation.

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

For further information, consult the website.

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, select a topic for research, and present the results of such research in a thesis.

The program offers three concentrations:

1. The Health Professions Education concentration (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. The program is offered in collaboration with the mcgill.ca/ihse/ and affiliated faculty. Graduate supervision is done jointly.

   See Master of Arts (M.A.) Educational Psychology (Thesis): Health Professions Education (45 credits).

2. The Human Development concentration (mcgill.ca/edu-ecp/programs/humandev) 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 interdisciplinary perspectives. Theses work should focus on an issue in the field of human development related to educational psychology.

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

3. The Learning Sciences concentration (mcgill.ca/edu-ecp/programs/learningsci) The M.A. in Educational Psychology; Learning Sciences focuses on educational research and its application to practice. Exploration and application of contemporary psychological and educational theories and empirical studies in (a) cognition, learning, and instruction; (b) self-regulation, motivation, and emotion; (c) technology-rich learning environments; and (d) social, cultural, and historical foundations of learning. Training in research design and data analytic techniques through coursework and thesis supervision.

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

1. Human Development concentration: (mcgill.ca/edu-ecp/programs/humandev) The Human Development concentration 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 interdisciplinary perspectives. Dissertations should focus on an issue in the field of human development related to educational psychology.

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

2. Learning Sciences concentration: (mcgill.ca/edu-ecp/programs/learningsci) The Ph.D. in Educational Psychology; Learning Sciences focuses on theory and research on understanding and improving learning and teaching in formal and informal educational settings including K–12 and post-secondary institutions, the workplace, professional practice, and virtual learning communities. Practical training in research design, advanced data analytic techniques, and professional development through coursework and dissertation supervision.

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