91ÉçÇø

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.

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.

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), 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.

The School/Applied Child Psychology program at 91ÉçÇø 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 91ÉçÇø's scientist-practitioner training model, research supports and improves our clinical activities; and clinical activities support and inspire our research. 91ÉçÇø's School/Applied Child Psychology faculty and students are among the most productive research units in North America. Professional school psychologists educated at 91ÉçÇø become leaders in research and higher education, school-based practice, hospital-based positions, independent practice, mental health centres, and policy-making roles.

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.

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.

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 on 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 results of educational research.

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 course work (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 course work (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.

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 of clinical practice with children and families, as well as 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).

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.