Information Booklet For Prospective Applicants to MSc and PhD Programs In Counselling Psychology

Transcription

1 Information Booklet For Prospective Applicants to MSc and PhD Programs In Counselling Psychology Address questions to: Dr. Sharon Robertson Director of Training for Counselling Psychology

2 Information Booklet for Prospective Applicants to the MSc and PhD Programs in Counselling Psychology Thank you for applying (or for considering applying) to our on-campus MSc and PhD programs in Counselling Psychology at the University of Calgary. We want you to know something about us so that you can make a better and more informed decision regarding your graduate studies. This brochure will provide you with information about us, including: Program s philosophy and mission, Goals set and outcomes obtained by of the program, and settings where our graduates find employment, Requirements and expectations of our students, Training and the types of work for which we are preparing our graduates, and Training resources at the University of Calgary. We also want you to know something about the demographics of our Counselling Psychology program and our students. The brochure includes information on the following: The usual size of our applicant pool, Our acceptance and attrition rates, The percentage of male and female students or students who self-identify as other gendered, disabled, and/or originating form a minority /diverse background, The age distribution of students, and Availability and nature of financial, academic, counselling, and other support systems, The percentage of PhD graduates who successfully become registered/licensed psychologists. In this brochure, you will find information about the theoretical orientations, as well as the professional and research interests, of our faculty. Before we move into information about the program, we will provide you with some generic information about the Educational Studies in Counselling Psychology Area within the Werklund School of Education of Education. If you have further questions that are not answered in this document, please contact our graduate program administrator as follows: Edith Mandeville Graduate Program Administrator Office of Graduate Programs, Education Tower 114, The University of Calgary 2500 University Drive NW Calgary, Alberta T2N 1N4 [email protected] Educational Studies in Counselling Psychology, Werklund School of Education 1

3 Table of Contents Information Booklet for Prospective Applicants to MSc and PhD Programs in Counselling Psychology..1 Table of Contents... 2 The Educational Studies in Counselling Psychology Area, Werklund School of Education of Education... 4 The Mission, Values, and Priorities of the Counselling Psychology Program... 4 Mission... 4 Values... 4 Principles... 5 MSc Program in Counselling Psychology... 6 Overview... 6 The Usual Size of Our Applicant Pool and Our Acceptance and Attrition Rates... 7 Size of Applicant Pool... 7 Attrition Rate... 7 Demographic Information... 7 GPA Average and Range Upon Entry... 7 Additional Demographic Information... 8 Admission Requirements... 8 Requirements to Become Licensed as a Psychologist in Alberta... 9 Application Process... 9 Application Deadline...10 Advanced Credit...10 Advisement 10 Program and Course Requirements Plan of Study MSc Program Requirements and Sample Plan of Study Thesis and Oral Defence PhD Program in Counselling Psychology The Usual Size of Our Applicant Pool and Our Acceptance and Attrition Rates Size of Applicant Pool Attrition Rate Demographic Information GPA Average and Range Upon Entry Additional Demographic Information Admission Requirements CPA Core Foundations in General Psychology Application Process Application Deadline and Offers of Admission Advisement Program and Course Requirements Plan of Study Sample PhD Program with No Deficiencies Educational Studies in Counselling Psychology, Werklund School of Education 2

4 Admission with Deficiencies Plan of Study for PhD Program with Deficiencies Sample PhD Program with Up to Two Full Courses in Deficiencies Practicum PhD Candidacy Examinations Pre-Doctoral Internship Dissertation The Diversity of Our Students Backgrounds Training and the Types of Work for Which We Prepare Our Graduates Training Resources at the University of Calgary Teaching Facilities Library Facilities Work Space for Students Research Space for Faculty and Students Assessment Materials and Supplies Including Scoring Facilities Practicum and Internship Facilities Computer Facilities Resources to Support Data Analysis Recording Equipment Facilities and Technical Support for Building Research Equipment Facilities to Enable Access for Students with Disabilities Availability and Nature of Financial, Academic, Counselling, and Other Support Systems Theoretical Orientation Represented by our Faculty The Professional and Research Interests Represented by our Faculty Full Time Core Faculty Full Time Complementary Faculty Adjunct Faculty Contacting Professional Organizations Handbook developed by Dr. Sharon Robertson and revised [IMPORTANT: Please note that the information contained in this booklet is updated as revisions become necessary. For the latest information, please request the most recent copy of this booklet at periodic intervals] Educational Studies in Counselling Psychology, Werklund School of Education 3

5 The Educational Studies in Counselling Psychology Area Werklund School of Education of Education The University of Calgary has offered MSc, MEd, and PhD degrees on campus since These degrees are offered through the Faculty of Graduate Studies but the programs are located in the Werklund School of Education of Education with academic oversight provided by the Educational Studies in Counselling Psychology area and the core faculty associated with the program specialization. The MEd program was discontinued in An additional degree, an MC (Master of Counselling), is offered through a distributed learning format. This booklet is intended for those seeking information about our on-campus graduate program in Counselling Psychology leading to the PhD degree. The Mission, Values, and Priorities of the Counselling Psychology Program (On Campus) Mission The mission of the Counselling Psychology program is to prepare students for future careers in Counselling Psychology as researchers, educators, and practitioners across settings, including education (schools, colleges, and universities), government, social services, health units and hospitals, community agencies, business and industry, and private practice. This mission is in keeping with the mandate of the University of Calgary, which as a comprehensive research university in Alberta, offers degree programs at the master's and doctoral levels in education, engineering, fine arts, health sciences, humanities, law, management, physical and social sciences. The Counselling Psychology program at the University of Calgary contributes to the development of scientific thought and practice in Counselling Psychology through faculty and student research, the education of professionals, and interdisciplinary collaboration with, and service through engagement with local, national, and international communities. Members of the Counselling Psychology program provide transformative high-quality leadership in our areas of expertise. Our mission in the Counselling Psychology program is in keeping with the mandate of the University of Calgary and the missions of the Werklund School of Education and the EDCP area within the School. Values The Counselling Psychology program is committed to the application and advancement of psychological principles in global contexts. We provide a balance between theory, research, and practice to create a scholarly focus for preparing students to thrive in their professional roles and practices. We value innovative knowledge creation and mobilization that serves our discipline and the public. We recognize and embrace the importance of diversity and inclusivity, and value an indigenous and international perspective in all our endeavours. We encourage excellence, integrity, collegiality, and well being among faculty, staff, and students. We believe in the importance of developing full human potential and enhancing quality of life within the context of Educational Studies in Counselling Psychology, Werklund School of Education 4

6 life-long learning. Our values in the Counselling Psychology program are in keeping with the values of integrity and respect promoted by the University of Calgary and the Educational Studies in Counselling Psychology area. Principles The Counselling Psychology program bases its training on the definition of Counselling Psychology approved by the CPA Board of Directors in November, Consistent with this definition of counselling psychology, we emphasize: working within a developmental perspective across a wide range of psychological functioning; a focus on assets and strengths regardless of level of functioning; the importance of person-environment interactions; attention to issues of and respect for individual and cultural diversity; a sound ethical orientation; prevention and the promotion of health and wellness, including psycho-educational interventions; problem alleviation and remediation; the importance of education and career in the lives of individuals; a holistic and client centered approach to assessment, diagnosis, and case conceptualization; systematic training in interpersonal and counselling skills; evaluation and improvement through critical thinking and a commitment to the scientific approach and reflective practice; and the integration of theory, research, and practice across the content areas of counselling psychology. Counselling Psychology faculty recognize and emphasize the importance of a multifaceted approach to the preparation of counselling psychologists, emphasizing personal awareness and growth, knowledge and skills about professional identity, counselling processes, and content in counselling interactions. The program is generalist in nature and is designed to provide broad preparation for further specialization at the post-doctoral level. Faculty members provide a variety of perspectives and students are encouraged to enhance their competence in a number of approaches (e.g., humanistic, cognitive-behavioural, process-experiential, feminist, solutionfocused, narrative, systemic). Toward this end, we promote a strong conceptual base, an ethical orientation, respect for diversity, skill development and reflective practice, knowledge creation and translation that contributes to the discipline and responds to community needs. Both the MSc and PhD programs follow a scientist-practitioner model of training, emphasizing the integration of science and practice; critical evaluation of theory, research, and practice within the profession; and the generation and dissemination of new knowledge. All on-campus programs in Counselling Psychology embrace the concept of local clinical scientist, wherein professionals engage in practice that fosters replicating intervention, tracking process, and monitoring outcomes in a systematic manner that permits the identification of links between counselling processes and client outcomes. In keeping with our emphasis on sensitivity to Educational Studies in Counselling Psychology, Werklund School of Education 5

7 cultural issues, we promote the use of both qualitative and quantitative research methods drawn from diverse epistemological perspectives. The Counselling Psychology program (on campus) at the University of Calgary emphasizes the integration of theory, research, and practice components. Students learn the knowledge, attitudes, and skills needed to achieve the goals of the programs through coursework, selfdirected learning, role modelling, participation and collaboration in research projects, the research seminar, and thesis/dissertation. Instructional approaches include multiple formats including didactic instruction, discussion, experiential and inquiry based learning, case studies, modelling, role-playing and simulations, and skill practice. Students develop competence in the practitioner component through laboratory and practicum courses, practicum field experiences, and in the PhD program, a full-year internship. An emphasis is placed on evidence-based assessment and intervention practices. These principles of the Counselling Psychology program are consistent with the U of C s Eyes High vision and strategy to become one of Canada s top five research universities grounded in innovative learning and teaching and fully integrated with the community of Calgary through programs made rich by research and hands-on experiences, [Retrieved August 10, 2014 from Overview MSc Program in Counselling Psychology Our goals for the MSc program in Counselling Psychology are to prepare graduates who have a sound understanding of the broad base of psychology as well as the historical, theoretical, and empirical knowledge base in counselling psychology; understand and demonstrate ethical and professional conduct in psychological research and practice; are competent in assessing clients and in the selection and use of appropriate assessment methods; are self-aware, knowledgeable, and skilled for incorporating diversity and social justice issues in all areas of counselling psychology research and practice; demonstrate critical understanding of and competence in planning, conducting, evaluating, disseminating, and advancing research in the field of counselling psychology; are competent in the use of a variety of psychological interventions within at least two treatment modalities; and are self-aware, knowledgeable about, and skilled in developing positive interpersonal relationships. Educational Studies in Counselling Psychology, Werklund School of Education 6

8 The Usual Size of Our Applicant Pool and Our Acceptance and Attrition Rates Size of Applicant Pool ( ) Getting accepted into Masters program in Counselling Psychology at the University of Calgary is a highly competitive process. In recent years, we have accepted a total of about 10 students per year into the MSc program. The application count to the MSc program is generally over 50. This means that depending on the quality of the applicant pool, some very talented individuals are not accepted. Number of Students Applied to the MSc Program in Counselling Psychology, Number Offered Admission and Number Accepted Offer of Admission in Past Six Years Applied to program Offered admission Accepted Offer of Admission Attrition Rate Very few students who begin the MSc program in Counselling Psychology at the University of Calgary leave before completing their program. Personal situations do arise for some individuals, and this may preclude their ability to graduate. Of the 63 students admitted to the MSc program between 2009 and 2014, two withdrew (i.e., 3.2% of students withdrew). Demographic Information GPA Average and Range Upon Entry Information on the GPA average and range upon entry into the MSc program for the years 2009 to 2014 is shown in the table below. GPA Average and Range Upon Entry Into the MSc Program in Counselling Psychology By Admission Year Average Range Educational Studies in Counselling Psychology, Werklund School of Education 7

9 Additional Demographic Information Information on the percentage of male and female students currently enrolled in the MSc program in Counselling Psychology, the number of students with disabilities admitted to the program since 2009, and the age distribution of students is presented in the tables below. Information on the diversity of our students backgrounds can be found in a separate section later in this document. The Percentage of Male and Female Students, Students with Disabilities % Males/Females Enrolled - MSc program ( ) # of Students Accepted with Disabilities ( ) Males # (%) Females # (%) MSc Program 4/27(15%) 23/27(85%) 1 Admission Requirements Age Distribution of Students Enrolled in the MSc program in Counselling Psychology ( ) Males Females NR NR = Not reported because of small numbers Requirements for admission to the MSc program include: 1. A four-year undergraduate degree with a minimum grade point average of 3.0 over the courses taken during the last two years of study. 2. Normally, a minimum of three full-course equivalents in Educational Psychology and/or Psychology comprised of: a) Two undergraduate statistics courses (Note: For those who completed a psychology degree at the University of Calgary, PSYC 312 acts as an equivalent); b) One senior undergraduate Psychology or Educational Psychology half-course in each of developmental psychology, learning theory, and personality theory; and c) One senior undergraduate Psychology or Educational Psychology course in the area of Communications Skills in Guidance and Counselling or its equivalent, Communication Skills Interpersonal and Verbal Facilitation, 3. A typewritten resumé and concise rationale for the application (500 words or less), and 4. Two academic references. 5. One optional supplementary practice supervisor reference. 6. For applicants required to provide proof of proficiency in English, a minimum TOEFL score of 580 (written test) or 92 (Internet-based test) or a MELAB score of 82 or an IELTS score of 7.0. The test must have been taken within the last two years. Proficiency may also be met by successful graduation from Level III of the English for Academic Purposes (EAP) program. 7. Applied experience is an asset. Educational Studies in Counselling Psychology, Werklund School of Education 8

10 Requirements to Become Licensed as a Psychologist in Alberta Although the following is not an admission requirement into our MSc program, the College of Alberta Psychologists (i.e., the governing body that licenses psychologists in Alberta) requires that individuals have completed a senior undergraduate or a graduate half course in biological bases of behaviour prior to licensure as a psychologist. Furthermore, for those planning to eventually seek admission into a CPA accredited doctoral program, several additional undergraduate or graduate level prerequisite courses need to be completed as well. Please see CPA Core Foundations in General Psychology for detailed information concerning these requirements. Application Process All applications must include: A completed application A typewritten resumé and concise rationale for the application (500 words or less), Two letters of reference One optional supplementary practice supervisor reference. One official copy of transcripts from all post secondary institutions attended. For applicants required to provide proof of proficiency in English, a minimum TOEFL score of 580 (written test) or 92 (Internet-based test) or a MELAB score of 82 or an IELTS score of 7.0. The test must have been taken within the last two years. Proficiency may also be met by successful graduation from Level III of the English for Academic Purposes (EAP) program. Prospective applicants need to ensure that they become thoroughly familiar with the application procedure and that they allow sufficient time to complete and submit their application so that it meets the application deadline. Information about how to apply can be found by going to and clicking on How to apply followed by clicking on How to apply on the new page, then clicking on the Faculty of Graduate Studies link, and once there clicking on the APPLY NOW button. Application is done on-line via the Faculty of Graduate Studies web site. Supporting documents (i.e., Statement of Intent, CV, etc.) must be uploaded to the Student Centre through myuofc after the application has been submitted. Applicants will receive a confirmation with instructions and information regarding the process upon completion and submission of the online application. Official transcripts must be mailed or couried to: Office of Graduate Programs in Education Education Tower 114, The University of Calgary 2500 University Drive NW Calgary, Alberta T2N 1N4 For more information, please contact Edith Mandeville by at [email protected] or by phone at Educational Studies in Counselling Psychology, Werklund School of Education 9

11 Application Deadline The deadline for the submission of a complete application to the MSc program in Counselling Psychology is December 1 for admission the following September. Advanced Credit The applicant must make advanced credit requests as part of the admission process. Credit will not be given for course work taken as part of another completed degree/diploma or for courses taken to bring grade point average to a required level for admission. Only courses completed within the last five years qualify for consideration for advanced credit. Advisement Upon admission to the M.Sc. program, students are assigned a supervisor. The supervisor will provide direction concerning course selection and other program information at the beginning of the program. Students must have an approved, permanent supervisor at least by the second annual registration (i.e., within 12 months) and preferably sooner. Information about the role of the supervisor, the student-supervisor relationship, and the thesis-based master s committee can be found in the Faculty of Graduate Studies Calendar ( ) available at specifically in the Handbook for Supervision and Examination: Part II Thesis-based Master s Degree (See p of the Graduate Calendar) and in the Handbook for Supervision and Examination: Part IV Policy Governing the Relationship Between Supervisor and Student (See p of the Graduate Calendar). It is recommended that as early as possible during the first year of registration, students begin to discuss the matter of supervision with appropriate faculty. The supervisor may become the permanent supervisor if this is mutually agreeable. Once a mutual arrangement for supervision is reached, the relationship is formalized by completing supervision forms, which can be obtained by contacting [email protected]. Students should plan their programs and the sequence in which courses should be taken with their academic supervisor. A list of the faculty and their research interests is included in this information booklet (See p. 27). The interests listed do not necessarily represent active research projects. Program and Course Requirements The MSc in Counselling Psychology is a 48-credit program (16 half course equivalents) plus thesis that can be completed in a minimum of two years of full-time study. Students are required to complete: a) 16 half-course 600- level equivalents including 500 hours of supervised practicum experience (1.5 full course equivalents), b) a thesis (equivalent to 2 half-courses); and c) a non-credit research seminar. The MSc requires two years of full-time study to complete. The program must be completed within four years of admission. Course content addresses theory, research, and practice in the domains identified by the CCPA Standards for Accreditation of Counsellor Education Programs. Educational Studies in Counselling Psychology, Werklund School of Education 10

12 Plan of Study In order to accomplish the goals of the MSc program, a series of courses and practica are offered in a coherent sequence such that theory and research precede or accompany skill development and practice with successive experiences increasing in complexity. The following is a two-year program plan for MSc students including required courses and thesis listed by year and semester in program: MSc Program Requirements and Sample Plan of Study MSc Year 1 Fall EDPS 615 Theoretical and Clinical Foundations of Assessment 3-0 EDPS 621 Creating a Working Alliance 2-2 EDPS 623 Theory in Counselling 3-0 EDPS 625 Cultural Influences on Professional Practice 3-0 Non-Credit Research Seminar Winter EDPS 614 Ethics in Educational Psychology 3-0 EDPS 609 Research Design and Statistics II 3-2 EDPS Psychological Assessment 3-3 EDPS Practicum in Counselling I 1-3 Non-credit Research Seminar Spring EDPS 611 Qualitative Research Methodologies (Note: OR EDPS 618 Multivariate Design and Analysis in Fall as noted below) Elective * Thesis Summer EDPS 627 Group Processes in Applied Psychology 3-1 MSc Year 2 Thesis Fall EDPS Multivariate Design and Analysis 3-2 (Note: OR EDPS 611 Qualitative Research Methodologies in Spring as noted above) EDPS 640 Practicum in Counselling Psychology 2-7 EDPS Program Development and Evaluation I Non-credit Research Seminar Thesis Winter EDPS 640 Practicum in Counselling Psychology 2-7 EDPS 643 Development, Learning, and Cognition: Adult 3-0 EDPS Program Development and Evaluation II Non-credit Research Seminar Thesis Educational Studies in Counselling Psychology, Werklund School of Education 11

13 Spring EDPS 631 Theories of Career Development 3-0 Thesis Summer Thesis * Students are required to complete a 3-credit elective at the graduate level as part of their program. The elective may be taken in the summer of the first year as indicated or elsewhere in the program when available and space permits. MSc Electives EDPS 639 Counselling Interventions 2-2 EDPS 651 Disorders of Learning and Behaviour 3-0 EDPS 654 Neurological and Developmental Bases of Learning and Behaviour 3-0 Although the following is not a requirement into our MSc program, the College of Alberta Psychologists (i.e., the governing body that licenses psychologists in Alberta) requires that individuals have completed a senior undergraduate or graduate half course in biological bases of behaviour prior to licensure as a psychologist. For students who have not fulfilled this requirement at the undergraduate level and who intend to seek registration as a psychologist through the College, completion of this requirement is recommended. The requirement can be met through registration in EDPS 654 Neurological and Developmental Bases of Learning and Behaviour. Thesis And Oral Defence Students in the MSc program in Counselling Psychology are required to complete a thesis and they are expected to defend it prior to completion of their program. Information about this exam and the role of the supervisor, the student-supervisor relationship, and the thesis-based master s examining committee can be found in the Faculty of Graduate Studies Calendar ( ) available at specifically in the Handbook for Supervision and Examination: Part II Thesis-based Master s Degree (See p of the Graduate Calendar) and in the Handbook for Supervision and Examination: Part IV Policy Governing the Relationship Between Supervisor and Student (See p of the Graduate Calendar). PhD Program in Counselling Psychology Our goals for the PhD program in Counselling Psychology are to prepare graduates who have a sound understanding of the broad base of psychology as well as the historical, theoretical, and empirical knowledge base in counselling psychology; understand and demonstrate ethical and professional conduct in psychological research and practice; are competent in assessing clients and in the selection and use of appropriate assessment methods; are self-aware, knowledgeable, and skilled for incorporating diversity and social justice issues in all areas of counselling psychology research and practice; Educational Studies in Counselling Psychology, Werklund School of Education 12

14 demonstrate critical understanding of and competence in planning, conducting, evaluating, disseminating, and advancing research in the field of counselling psychology; are competent in the use of a variety of psychological interventions within at least two treatment modalities; are self-aware, knowledgeable about, and skilled in developing positive interpersonal relationships; are knowledgeable and skilled for planning, conducting, and evaluating clinical supervision; are prepared for independent practice in counselling psychology. The Usual Size of Our Applicant Pool and Our Acceptance and Attrition Rates Size of Applicant Pool ( ) Admission into the PhD program in Counselling Psychology at the University of Calgary is highly competitive. Number of Students Applied to the PhD Program in Counselling Psychology, Number Offered Admission and Number Accepted Offer of Admission in Past Seven Years Applied to program Offered admission Offers as % Applications Accepted Offer/Enrolled 38% 29% 47% 38% 35% 23% 35% Attrition Rate Few students who begin a graduate program in Counselling Psychology at the University of Calgary leave before completing their program. Personal situations do arise for some individuals, and this may preclude their ability to graduate. Two of the 28 students (7%) who began the PhD degree program in Counselling Psychology between 2009 and 2014 voluntarily withdrew from the program. GPA Average and Range Upon Entry Demographic Information Information on the GPA average and range upon entry into the PhD program for the years is shown in the table below. Educational Studies in Counselling Psychology, Werklund School of Education 13

15 GPA Average and Range Upon Entry into the PhD Program in Counselling Psychology By Admission Year Average Range NR* *NR = Not reported because of small numbers Additional Demographic Information Information on the percentage of male and female students currently enrolled in the PhD program in Counselling Psychology, the number of those who self-identify as diverse (i.e., minority, disability, LGBTQ), and the age distribution of students is shown below. The Percentage of Male and Female Students % Males/Females Males # (%) Females # (%) 4 (16%) 21/25 (84%) Sixteen (4/25) per cent of students in the PhD program self-identify as diverse (i.e., minority, disability, LGBTQ). Age Distribution of Students Enrolled in the PhD program in Counselling Psychology Males Females years years Number of Students Graduated From PhD Program in Counselling Psychology and Number of Graduates Who are Registered Psychologists Academic Year Number graduated Of the 13 students who graduated from the PhD program in Counselling Psychology between and , 77% (10/13) are registered psychologists, 15% (2/10) are provisionally registered psychologists, and 8% (1/13) is not registered. The 13 graduates are employed in a variety of settings: University Counselling Centre (3), Community Health Centre (3), Academic Teaching Position (2), Private Practice (2), Rehabilitation Centre (1), Community /2 yr. College Counselling (1), School District/System (1). Educational Studies in Counselling Psychology, Werklund School of Education 14

16 Admission Requirements Requirements for admission to the PhD program in Counselling Psychology include: 1. A completed thesis-based Master's degree in Counselling Psychology or equivalent from an approved university with a minimum grade point average of 3.50 in the Master's program. If coursework from an applicant s master s program is not equivalent to courses from the MSc in Counselling Psychology at the University of Calgary, the student will be required to take additional courses within the doctoral program to ensure equivalent training. * 2. Two senior undergraduate or one graduate course (3 units or 0.5 full-course equivalents each) in (1) the biological bases of behaviour, (2) the cognitive-affective bases of behaviour, (3) the social bases of behaviour, and (iv) individual behaviour. 3. One senior undergraduate or one graduate course (3.0 units) in the historical and scientific foundations of general psychology; 4. If all of the prerequisite courses for admission to the PhD program in Counselling Program in Counselling Psychology have not been completed at the time of application, students who have up to 12 units (2.0 full-course equivalents) in deficiencies may still be admitted, but the prerequisite courses will need to be completed before the doctoral candidacy examination. 5. A typed curriculum vitae with a concise rationale (500 words or less) for the application. 6. Three references, including two academic references, one of which is normally from the former thesis advisor. As noted earlier in this handbook, requirements for the MSc degree in Counselling Psychology include completion of 48 credits in coursework, a thesis, and a two-year residency. The 48 credits of coursework includes courses in the areas of psychological assessment, psychometrics, theories of counselling and client change, counselling skills and interventions, group counselling, development/learning/cognition, cultural influences, ethics, career development, research design and statistics, program development and evaluation, and practica in counselling psychology (500 hours supervised by a registered psychologist) as outlined on the MSc program in Counselling Psychology. CPA Core Foundations in General Psychology The PhD Program in Counselling Psychology is accredited by the Canadian Psychological Association (CPA). Graduation from a CPA accredited doctoral program in professional psychology requires that coursework in the biological bases of behaviour, cognitive-affective bases of behaviour, social bases of behaviour, individual behaviour as well as the historical and scientific foundations of general psychology be completed at either the undergraduate or graduate level. These are reflected in our admission and program requirements. The following contains descriptions of these content areas and courses needed for graduation: A. Biological bases of behaviour (e.g., physiological psychology, comparative psychology, neuropsychology, psychopharmacology). Need a half graduate course or two half (or one full) senior undergraduate courses prior to graduation. Educational Studies in Counselling Psychology, Werklund School of Education 15

17 B. Cognitive-affective bases of behaviour (e.g., learning, sensation, perception, cognition, thinking, motivation, emotion). Need a half graduate course or two half (or one full) senior undergraduate courses prior to graduation. C. Social bases of behaviour (e.g., social psychology; cultural, ethnic, and group processes; sex roles; organizational and systems theory). Need a half graduate course or two half (or one full) senior undergraduate courses prior to graduation. D. Individual behaviour (e.g., personality theory, human development, individual differences, abnormal psychology). Need a half graduate course or two half (or one full) senior undergraduate courses prior to graduation. E. Historical and scientific foundations of general psychology. Need a half graduate or senior undergraduate course prior to graduation. Application Process All applications must include: A completed application including completion of a supplementary application required by the Counselling Psychology Program A typewritten curriculum vitae. A concise rationale and statement of research and professional interests (500 words or less) for the application. Three letters of reference including one from the Master s degree program supervisor, another academic reference, and a practice supervisor. One official copy of transcripts from all post secondary institutions attended. Prospective applicants need to ensure that they become thoroughly familiar with the application procedure and that they allow sufficient time to complete and submit their application so that it meets the application deadline. Information about how to apply can be found by going to and clicking on How to apply followed by clicking on the APPLY NOW button. Application is done on-line via the Faculty of Graduate Studies web site at Admission/default.aspx. The Counselling Psychology supplementary application form can be found by going to and clicking on Admission Requirements. The Supplementary Application form (PhD in Counselling Psychology) must be submitted together with other supporting documents. Supporting documents (i.e., Statement of Intent and Supplementary application) must be uploaded to the Student Centre through myuofc after the application has been submitted. Applicants will receive a confirmation with instructions and information regarding the process upon completion and submission of the online application. Official transcripts should be submitted to the following address: Office of Graduate Programs in Education Education Tower 114, The University of Calgary 2500 University Drive NW Calgary, Alberta T2N 1N4 Educational Studies in Counselling Psychology, Werklund School of Education 16

18 For more information, contact Edith Mandeville at or Application Deadline and Offers of Admission The deadline for the submission of a complete application to the PhD programs in Counselling Psychology is December 1 for admission the following September. In keeping with the CPA policy, as defined in its Graduate Guide, students are allowed until April 15 th of a given admission year to accept an offer of programme admission and/or financial support. Students are not permitted to defer admission to a subsequent year; they must begin the program in September of the year in which the offer is made. Advisement Upon admission to the PhD program, students are assigned a supervisor. They must have an approved, permanent supervisor at least by the second annual registration (i.e., within 12 months of admission) and preferably sooner. It is strongly recommended that during the first year of registration students begin to discuss the matter of supervision with appropriate faculty. The supervisor may become the permanent supervisor if this is mutually agreeable. Once a mutual agreement for supervision is reached, the relationship is formalized by completing supervision forms held in the Werklund School of Education of Education Office of Graduate Programs in Education. Students should plan their programs and the sequence in which courses should be taken with their supervisor. All students in the PhD program are required to have an approved Supervisory Committee composed of the student's supervisor and two other members within three months of appointment of the permanent supervisor. Given this time frame, it is recommended that the permanent supervisor not be appointed until the student is very clear on the dissertation topic and methodology. The supervisor in consultation with the student will recommend the supervisory committee members to EDCP. Information about the role of the supervisor, the student-supervisor relationship, and the PhD supervisory committee can be found in the Faculty of Graduate Studies Calendar ( ) available at specifically in the Handbook for Supervision and Examination: Part III Doctor of Philosophy/Doctor of Education (See p of the Graduate Calendar) and and in the Handbook for Supervision and Examination: Part IV Policy Governing the Relationship Between Supervisor and Student (See p of the Graduate Calendar). A list of the faculty and their research interests is included in this information booklet (See p. 27). The interests listed do not necessarily represent active research projects. Program and Course Requirements For students who meet all of the admission requirements, the PhD program in Counselling Psychology is an 18-credit program (6 half course equivalents) plus thesis that generally can be completed within four years of full-time study. Students are required to complete: a) Twelve credits (2.0 full-course equivalents) of coursework at the doctoral level normally including: a. EDPS 731 Advanced Clinical Supervision in Applied Psychology, Educational Studies in Counselling Psychology, Werklund School of Education 17

19 b. EDPS 742 Advanced Practicum in Counselling (minimum 400 hour practicum supervised by a registered psychologist) and c. 3 credits (.5 full-course equivalent) in research methods. b) a non-credit research seminar, b) A non-credit research seminar, c) Candidacy examination, d) Doctoral dissertation, and e) A twelve-month full-time internship: EDPS 788 Pre-doctoral Internship in Counselling Psychology (6 credits or one full-course equivalent). The program must be completed within six years of admission. Course content addresses theory, research, and practice in the domains identified by the Canadian Psychological Association for doctoral level programs in professional psychology. Plan of Study Years One and Two are completed at the Master s level. Years Three to Six are completed at the PhD level. For students who meet all the requirements outlined above for admission to the PhD program in Counselling Psychology, a sample plan of study including required courses, exams, and dissertation by year and semester is as follows: Sample PhD Program with No Deficiencies PhD Year Three (Years 1 and 2 Completed at Masters Level) Term Course 3 Course Title Credits Fall EDPS 731 Advanced Clinical Supervision 3 EDPS 742 Advanced Practicum in Counselling Non-Credit Research Seminar Winter EDPS 742 Advanced Practicum in Counselling 6 One graduate level half course in Research Methods 3 Non-credit Research Seminar Spring Summer Preparation of Dissertation Proposal Preparation for PhD Candidacy Exam Preparation of Dissertation Proposal Preparation for PhD Candidacy Exam Preparation of Pre-Doctoral Internship Application PhD Year Four Term Course # Course Title Credits Fall PhD Candidacy Exam PhD Dissertation Research Apply for Pre-doctoral Internship Educational Studies in Counselling Psychology, Werklund School of Education 18

20 Winter Spring Summer PhD Dissertation Research PhD Dissertation Research PhD Dissertation Research and Oral Defence PhD Year Five Term Course # Course Title Credits Fall EDPS 788 Pre-doctoral Internship in Counselling Psychology Winter EDPS 788 Pre-doctoral Internship in Counselling Psychology Spring EDPS 788 Pre-doctoral Internship in Counselling Psychology Summer EDPS 788 Pre-doctoral Internship in Counselling Psychology 6 Admission with Deficiencies Students who do not meet all of the requirements for admission to the PhD program as outlined above may be admitted as long as they have no more than 4 half-course equivalents in deficiencies. Such students may take up to two full courses on their PhD program to make up the deficiencies, if necessary. However, these courses as well as the normal PhD program requirements outlined above must be completed before the PhD Candidacy exam and may extend their program beyond the normal timeline. Plan of Study for PhD Program with Deficiencies For students entering with up to two full courses in deficiencies but who otherwise meet the admission requirements outlined above for the PhD program in Counselling Psychology, a plan of study including required courses, exams, and dissertation by year and semester is as follows: Sample PhD Program with Up to Two Full Courses in Deficiencies PhD Year Three (Years One and Two Completed at the Masters Level) Term Course # Course Title Credits Fall EDPS XXX Make up Course 3 EDPS XXX Make up Course 3 EDPS XXX Make up Course 3 Non-Credit Research Seminar Winter EDPS XXX Make up Course 3 One graduate level half course in Research 3 Methods Non-credit Research Seminar Educational Studies in Counselling Psychology, Werklund School of Education 19

21 Spring Summer Preparation of Dissertation Proposal Preparation for PhD Candidacy Exam Preparation of Dissertation Proposal Preparation for PhD Candidacy Exam PhD Year Four Term Course # Course Title Credits Fall EDPS 731 Advanced Clinical Supervision 3 EDPS 742 Advanced Practicum in Counselling Non-Credit Research Seminar Winter EDPS 742 Advanced Practicum in Counselling 6 Preparation of Dissertation Proposal Preparation for PhD Candidacy Exam Non-credit Research Seminar Spring Summer Preparation of Dissertation Proposal Preparation for PhD Candidacy Exam PhD Candidacy Exam Preparation of Pre-Doctoral Internship Application PhD Year Five Term Course # Course Title Credits Fall PhD Dissertation Research Apply for Pre-doctoral Internship Winter Spring Summer PhD Dissertation Research PhD Dissertation Research PhD Dissertation Research and Oral Defence PhD Year Six Term Course # Course Title Credits Fall EDPS 788 Pre-doctoral Internship in Counselling Psychology Winter EDPS 788 Pre-doctoral Internship in Counselling Psychology Spring EDPS 788 Pre-doctoral Internship in Counselling Psychology Summer EDPS 788 Pre-doctoral Internship in Counselling Psychology 6 Educational Studies in Counselling Psychology, Werklund School of Education 20

22 NOTE: The dissertation and oral defence can precede the hour internship. The order may also be reversed (i.e., the pre-doctoral internship may precede the dissertation and oral defence). Students are strongly advised to have as much of their dissertation completed as possible prior to taking up their internship. At the very least, they should have their doctoral research well underway preferably with the data collected and analysed before taking up an internship. Practicum Students in the PhD program are required to complete EDPS 742- Advanced Practicum in Counselling, a 400-hour practicum supervised by a registered psychologist. Students who wish to enrol in this course in the first year of their PhD program need to have a practicum and practicum supervisor in place well in advance of the beginning of the course. The program offers an information session for students applying for practica in January each year and provides information on possible practicum sites as well as course and supervision requirements. Students must begin applying for practicum placements normally at the end of January in order to obtain a placement beginning in September of the same year. Some sites begin reviewing applications in February and make placement decisions well before the application deadlines so students are advised to apply as early as possible in order to secure a placement. Most sites have a deadline of March 30 for accepting applications. Students must have their practicum arrangements finalized by the end of June in order to begin a practicum in September. Applicants accepted into the program and wish to set up placements should contact the Director of Practica and Internships for the PhD program in Counseling Psychology, Dr. Shelly Russell-Mayhew, at [email protected]. PhD Candidacy Exams Students in the PhD program are required to complete oral candidacy exams within 28 months of admission to the program, in accordance with Faculty of Graduate Studies regulations published in the U of C Graduate Calendar available at and in the Handbook for Supervision and Examination: Part III Doctoral of Philosophy/Doctor of Education (See p of the Graduate Calendar). All coursework, except EDPS 788 Pre-doctoral Internship in Counselling Psychology, must be completed prior to the Candidacy examination. Furthermore, the student must submit a dissertation research proposal, which has been approved by the student s supervisory committee, prior to undertaking the candidacy exam. The dissertation research proposal contains the following four (4) components: 1. A foundation component that demonstrates background knowledge in the candidate s disciplinary area 2. A review of the literature specific to the proposed research 3. Review and application of the proposed research methodology 4. A tightly written research proposal summary that could be used as the basis for funding and ethics approval The Candidacy examination is based on the research proposal and provides students with an opportunity to demonstrate their background knowledge in their discipline, as well as their Educational Studies in Counselling Psychology, Werklund School of Education 21

23 preparedness to conduct research of high quality in their particular field of study based on the four components of the dissertation research proposal. Information on the PhD Candidacy examination can found in Appendix A of this Handbook and also by going to and clicking on Candidacy Examination and Dissertation Pre-Doctoral Internship All students in the PhD program in Counselling Psychology must complete a hour predoctoral internship (EDPS 788), which can be completed full-time over one year or half-time over two years. The internship must meet the standards for Pre-doctoral Internships in Professional Psychology set by the Canadian Psychological Association and outlined at Students must develop and submit an application through the Association of Psychology and Professional Internship Centers (APPIC) system (See Students are advised that due to the limited number of internship sites available in Calgary, they may need to complete their internship elsewhere. Number of Students Applied and Received Internships during Past Five Years Applied * Received Funded Received Unfunded Received Accredited Dissertation One student withdrew the application for personal reasons. Students in the PhD program in Counselling Psychology are required to complete a dissertation and defend it prior to completion of their program. Information about this exam is contained in in the U of C Graduate Calendar available at and in the Handbook for Supervision and Examination: Part III Doctor of Philosophy/Doctor of Education available at and in the Handbook for Supervision and Examination: Part IV Policy Governing the Relationship Between Supervisor and Student available at Additional information can be obtained by going to and clicking on Candidacy Examination and Dissertation. Educational Studies in Counselling Psychology, Werklund School of Education 22

24 The Diversity of Our Students Backgrounds The University of Calgary community is dedicated to appreciate, encourage, and respect diversity. Diversity is a broad concept as one can argue that all are diverse insomuch as we each possess a unique set of qualities, skills, and personal characteristics. We value our students who reflect both visible and invisible minorities, and we endeavour to treat everyone equally, regardless of race, ethnicity, sexual orientation, gender, religion, or special needs. Consequently, we have both faculty and graduate students who reflect the pluralistic society in which we live. If you are accepted to our program and ever feel that you are not being treated fairly and equally, there is an advisor on campus that will hear and act on your behalf. Her name is Shirley Voyna Wilson, Protected Disclosure Advisor, Ph , Administration Building AD 116A, [email protected] or visit the website for the Office of Diversity, Equity and Protected Disclosure at There is also an external service established for this purpose: ConfidenceLine Phone: Training and the Types of Work for Which We Prepare Our Graduates We endeavour to prepare counselling psychologists as researchers, educators, and practitioners for work in a variety of settings, including education (schools, colleges, and universities), government, social services, health units and hospitals, community agencies, business and industry, and private practice. Teaching Facilities Training Resources at the University Of Calgary The program has adequate access to a number of classrooms in the University s Education Block building. For laboratory work, observation, and role-play, the program has nine rooms with audio-visual recording capabilities in the Education Tower. All have one-way mirrors for live observations. The Werklund School of Education also operates a clinic, Integrated Services in Education (ISE), out of the same space. The mission of ISE is to provide psychological and counselling services to individuals in the community. Library Facilities Students at the University of Calgary have access to resources through Libraries and Cultural Resources (LCR) ( which operates eight university libraries on campus and across the city of Calgary. Included in LCR are two art galleries as well as Archives and Special Collections, the University of Calgary Copyright Office, Research Data Centre, and the University of Calgary Press. LCR develops, preserves, and provides access to archival materials as well as large collections of print, digital, and three-dimensional objects. This unique organizational structure provides a key strategic advantage to researchers and makes information, regardless of format, readily available. More than 7.8 million items including books, microform units, and other resources make up the University s collection of research material, ranked as one Educational Studies in Counselling Psychology, Werklund School of Education 23

25 of the largest in Canada. These materials are housed at the High Density Storage Facility and eight university libraries: the Taylor Family Digital Library, Doucette Library, Bennett Jones Law Library, Business Library, Gallagher Library, Health Sciences Library, Downtown Campus Library, and the Library and Archives at The Military Museums. In addition, students have extensive access to library resources on-line and can access the holdings of other national and international libraries through inter-library loans. A resource librarian is available for faculty and graduate students in Education. Specialized resources include an extensive collection of psychology, counselling psychology, and assessment-related books and journals as well as a video collection of counselling-related adjunctive instructional material. In addition to the general university library system, the Werklund School of Education also operates a test library located in the ISE Clinic. It is intended primarily for use on the premises during scheduled hours. The library has a collection of digital assessment instruments and hardcopy tests that are available for loan, with a recall provision so that materials will be available in a timely manner for educational and clinical training purposes. Graduate students doing research may use the test library catalogues to order their research instruments. Work Space for Students The Educational Studies in Counselling Psychology Area has space, which is shared between graduate students. Priority for office space is given to students in the first two years of the PhD program and thesis-based master s students. The Education Tower is currently undergoing renovations. After renovations have been completed in the summer of 2015, students will move into workspaces, which have large, secure study carrels within dedicated student rooms. Touch down spaces and lockers will be available for students who are past their residency years in their respective programs. Research Space for Faculty and Students Faculty do not have labs as such. Since most of faculty research programs are field-based, this has not been an issue. The instructional video suite in the ISE Clinic described earlier is available for faculty or graduates students to schedule for research purposes, if the need arises. Once the building renovations are complete, all floors will have a small kitchen space to be shared by faculty and students, several meeting rooms, and a larger collaboratory space. Assessment Materials and Supplies including Scoring Facilities The ISE clinic contains a large and varied collection of testing materials and accompanying expendable materials (test forms and rating scales) used in assessments. The library also has archival storage in the basement of our building for those who may need access to earlier versions of tests for research purposes. The ISE Clinic has an annual budget to purchase testing materials and expendable supplies used in our applied assessment courses. Graduate students have access to these measures for coursework that involves instruction in administration of assessment measures as well as for clinical practicum work. Students do not have to pay to access these materials, although fees are charged for lost materials. Additionally, the ISE houses three computers that may be used by graduate students to score clinical assessment measures or Educational Studies in Counselling Psychology, Werklund School of Education 24

26 work on assessment reports. The clinic also provides other relevant materials such as portable video camera recorders and stopwatches. Practicum and Internship Facilities All practicum courses are field-based, and as such do not require on-campus facilities. Practicum students are placed in post-secondary counselling centres, schools, community agencies, hospitals, and community health clinics. Seminars attached to practicum courses are held in our classroom facilities. Internships are normally completed in external community agencies; school districts, post-secondary counselling centers, rehabilitation or health centers locally, nationally, or internationally and so there is no dedicated internship facility. Computer Facilities Students can access university computers through the main library, the Werklund School of Education of Education s Doucette Library computers, or the Computer Lab located on the 3 rd floor of the classroom block. All students are also given free access to the University s server through their home computer, including accounts and free access to data analysis and word processing packages. Resources to Support Data Analysis The University provides workshops, either free of charge or at minimal cost, to faculty and graduate students, in the use of reference management programs such as EndNote, Mendelay, and Refworks; data analysis software such as SPSS, BMDP, SAS; and common computer applications such as Microsoft Office. The School of Education supports Counselling Psychology faculty and students through access to the computer lab on the 3rd floor of the Education Classroom Block. At this time, commonly used data programs such as SPSS, LISREL, NVIVO etc. have been installed on those computers for use by faculty and students. The newly renovated seminar space on the 4th floor can be used for clinical case presentations and research meetings. Recording Equipment The instructional suite described earlier contains nine rooms equipped with closed-circuit video recording capability. Additional audio and video recording equipment is available for sign out through the ISE Clinic, or the Doucette Library housed in the Werklund School of Education of Education building. Extensive audio and video dubbing facilities are available to all students through the Com Media Department or the Learning Commons. Facilities and Technical Support for Building Research Equipment This is available in an as needs require basis, through the office of Information Technology and also through the computer support network available to all faculty. In addition, equipment pertaining to communications media (video cameras, video records, etc. are available through the Communications Media Department (COM Media) through an agreement paid for by the Educational Studies in Counselling Psychology, Werklund School of Education 25

27 Werklund School of Education. Requirements beyond the above are paid for through faculty research grants. Facilities to Enable Access for Students with Disabilities The University is an access friendly facility for students with special needs. The University has an Academic Accommodation Policy for students requiring special accommodations during exams or other term assignments, operated through Student Accessibility Services ( All renovated floors in our building are being equipped with wheelchair-accessible facilities, including auto-entry electronic doors, larger stalls, and motionsensor sinks and soap dispensers in washrooms. Availability and Nature of Financial, Academic, Counselling, and Other Support Systems The University offers many services for its students. Some of these include: The Counselling Centre The Student Success Centre Academic Services University Health Clinic Computer Technical Support International Centre Teaching and Learning Centre Graduate Students Association Recreational activities A complete listing of Student and Academic Services can be found at The University offers comprehensive, holistic, and accessible programs and services to foster student wellness through the SU Wellness Centre, which includes Health Services, the Counselling Centre, and the Faith and Spirituality Centre. There are also services and clubs on campus that pertain to the needs of diverse groups. At the University of Calgary, for example, there is a Student Success Centre, an International Student Centre, a Native Centre, a Women s Resource Centre, and a club for sexually- and gender-diverse individuals (called Q). The University offers accommodations for students with disabilities through several specialized support services including Student Accessibility Services and the Nat Christie Adaptive Technology Centre. Furthermore, all course outlines in the Werklund School of Education contain a statement regarding disability support: Various sources of funding are available to PhD students in the Counselling Psychology program. Graduate Programs in Education offers first and second year PhD students funding opportunities ( Information on graduate teaching assistantships (GAT) including an application form may be found at Similar opportunities are not available for students in the Masters programs. However, there are other possibilities for funding Educational Studies in Counselling Psychology, Werklund School of Education 26

28 for both MSc and PhD students (See Students at both the Masters and PhD levels are strongly encouraged and supported in applying for scholarships both external (e.g., Canada Graduate Scholarship, Social Science and Humanities Research Council, Canadian Institutes of Health Research, and National Science and Engineering Research Council Awards) and internal (e.g., Queen Elizabeth II Awards, Open Scholarships) awards. Students in the MSc and PhD programs are also eligible for three scholarships specific to EDCP students and students in the Educational Studies in School Psychology (EDSP) area: The Joe Woodworth Award valued at $6,800; the Walter Unruh Scholarship valued at $ each or two at $5,000 each; the Denise Owen award valued at $2,700; and the Anita Li Award valued at $2,200. Students also apply for and have been successful in receiving various other awards. Information on scholarships, bursaries, and other awards may be found at The Faculty of Graduate Studies provides a number of Graduate Student Support (GSS) funds that are awarded to students enrolled in thesis-based programs. These go primarily to PhD students and are geared toward mentoring them in teaching and research. Recommendations about scholarships and awards are made by the Graduate Programs in Education Scholarship Committee. Students may also receive funding as research assistants on faculty research projects, or as teaching assistants for various classes. Students may also apply for graduate student travel grants through the Werklund School of Education Research Office and through the Graduate Student Association. Theoretical Orientations Represented by Our Faculty Faculty members provide a variety of perspectives and students are encouraged to obtain competencies in a number of approaches (e.g., humanistic, cognitive-behavioural, processexperiential, feminist, solution-focused, narrative, systemic). Toward this end, we emphasize a strong conceptual base, an ethical orientation, sensitivity to ethnic-cultural differences, skill development, knowledge creation, and dissemination that contributes to the discipline, as well as a focus on personal awareness and growth. The Professional and Research Interests of Our Faculty Full-time Core Faculty in Counselling Psychology Faculty Name, Degrees, and Registration ALDERSON, Kevin B.A., M.Sc., Ph.D. RPsych Academic Rank Associate Description of Interests Sexual orientation, gay and lesbian studies, queer studies, human sexuality, gender roles, HIV/AIDS, identity development, hypnotherapy and applications of self-hypnosis. [email protected] Educational Studies in Counselling Psychology, Werklund School of Education 27

29 ARTHUR, Nancy B.A., M.A., M.Ed., Ph.D. RPsych CAIRNS, Sharon L. B.A., M.A., Ph.D. RPsych FELLNER, Karlee B.A., M.Ed., PhD (in process) KASSAN, Anusha PhD RPsych ROBERTSON, Sharon E. B.Sc., B.Ed. M.Ed., Ph.D. RPsych RUSSELL MAYHEW, Shelly B.Sc., M.Sc., Ph.D. RPsych STRONG, Tom B.A., Dip (Ed), M.Ed., PhD RPsych ZWIERS, Michael B.Ed., M.Ed., PhD. RPsych Full Associate Assistant Assistant Full Associate Full Assistant Multicultural counselling, cross-cultural transitions, career development, inter-professional education and practice. Post-secondary counselling, counselling outcomes, program development and evaluation, interpersonal trauma, attachment theory, and counsellor education Aboriginal counselling, aboriginal education, qualitative research, social justice, counsellor education, diversity, multicultural counselling, spirituality, holistic and traditional approaches to wellness, trauma justice, immigration, cultural transition, adolescent development, adolescent counselling, queer issues, same-sex binational couples, training and supervision, feminist-multicultural pedagogy. Counselling and School Psychology: Counsellor education, individual and group counselling, counselling girls and women; program development and evaluation, clinical supervision; psychosocial transitions, social support, grief and loss. Prevention of weight-related issues, eating disorders, health promotion, school-based health initiatives, systemic community change. Qualitative psychotherapy process research, social constructionist approaches to counselling and psychotherapy, counselling and health issues, conversation and discourse analysis, and professional ethics. Child, youth, and adult mental health; AD/HD across the lifespan, developmental psychopathology: autism-spectrum; psychological assessment and diagnosis; professional counsellor education; counselling and school psychology; aboriginal counselling; gay and lesbian studies Educational Studies in Counselling Psychology, Werklund School of Education 28

30 Full Time Complementary Faculty Most with Primary Affiliation to Educational Studies in Psychology Faculty Name and Degrees ANDREWS, John W. (Jac) B.A., B.Ed., M.Ed., Ph.D. RPsych CLIMIE, Emma PhD DREFS, Michelle A. B.A. Ed., M.Sc., Ph.D. HALE, James (Brad) B.Sc., M.Ed., Ph.D. MC CRIMMON, Adam W. B.A., M.A., Ph.D. RPsych NORDSTOKKE, David W. B.A., MSc., Ph.D. SCHROEDER, Meadow B.A., M.Sc., Ph.D. R. Psych. SCHWARTZ, Kelly D. B.A., M.Sc., Ph.D. RPsych Academic Rank Full Assistant Assistant Full Assistant Assistant Assistant Associate Description of Interests School psychology, psycho-educational assessment, childhood disorders, special education, approaches to teaching and learning. Bilingual/second language education; Cognitive developmental psychology; Cognitive science; Developmental psychopathology; AD/HD and disruptive disorders of childhood, developmental wellness and resiliency; Intelligence, cognition, and personality; Psycho-educational assessment; Schoolbased prevention programs; Treatment of childhood disorders. Early mathematics development, collaborative and expanding role of school psychologists, elearning program development and evaluation. AD/HD across the lifespan, child and youth mental health, developmental psychopathology, school neuropsychology, learning disabilities, differential instruction. Developmental psychopathology, Autism, Asperger's Disorder, cognition, executive functioning, clinical assessment. Statistical modelling, test construction and validation, use of simulation in teaching, and foundational issues in measurement and statistics. Child development, science education, teaching and learning methods, AD/HD across the lifespan. Adolescent development, particularly parent-child relationships, friendships, and media; positive youth development, particularly the developmental assets framework; faith and spiritual development across the lifespan; family systems and family development, particularly family strengths. Educational Studies in Counselling Psychology, Werklund School of Education 29

31 WILCOX, Gabrielle BSE, MS, PsyD. RPsych WILLMENT, Jo-Anne H. B.A., M.A., Ed.D. Assistant Associate Intellectual disabilities; stress and stress control; developmental wellness and resiliency; reading and writing assessment and intervention; psycho=educational assessment; program development and evaluation; developmental psychopathology: AD/HD and disruptive disorders of childhood; collaborative and expanding role of school psychologists Adult psychosocial development especially in the middle and senior years; program planning and evaluation; adult e-learning in Canada; adult career transitions, university-workplace programs. Adjunct Faculty [Some adjunct faculty may supervise student theses. However, this is usually done in exceptional circumstances and in such instances, the student must have a co-supervisor who is a core faculty member in the Counselling Psychology program. Faculty Name, Degrees, and Registration AMUNDSEN, Jon PhD. R. Psych. BARLOW, Constance PhD R. Psych. CHANG, Jeff PhD R. Psych. CHEW, Judy PhD R. Psych. ENMAN, Michael PhD R. Psych. Areas of Specialization and Description of Interest Clinical Psychology; Supervision, treatment and assessment, forensics, professional regulation [email protected] Counselling Psychology; Grief, trauma, loss, suicide prevention, qualitative research, women with addictions and mental health issues [email protected] Counselling Psychology; Marriage and family therapy, children and youth mental health, clinical supervision; counsellor and therapist development; narrative and solution-focussed approaches to therapy. [email protected] Counselling Psychology; Training and supervision, childhood sexual abuse, counselling men, feminist counselling, women s depression [email protected] Counselling Psychology; Evidence-based couple therapy; DBT/mindfulness within couple and individual therapy; emotional dysregulation in individuals and couples. [email protected] Educational Studies in Counselling Psychology, Werklund School of Education 30

32 ESTAY, Irene PhD R. Psych. FLESSATI, Sonya PhD R. Psych. GRIFFITHS, Stephanie PhD JOSE, Terisita PhD R. Psych. LAVERTY, Susanne PhD R. Psych. MAC DONALD, Brent PhD R. Psych. MC ELHERN, William PhD R. Psych. MILLER, Janet PhD R. Psych. OFFET-GARTNER, Kathy PhD RPsych PARRY, Alan PhD, RPsych PETTIFOR, Jean PhD R. Psych. PRICE, Anne PhD R. Psych. Clinical Psychology; Domestic violence, developmental disabilities, mental health, professional discipline, family assessment Counselling Psychology; Post-secondary counselling Paediatric neuropsychology, neuropsychology of aging and dementia, neuropsychology of major mental illness Child Development; Child and adolescent mental health Counselling Psychology; grief, loss, transition, eating disorders, relationship issues, student leadership, qualitative research, group counselling Counselling and School Psychology; Learning disabilities, special education, children, adolescents, young adults, and their families Clinical Psychology; Clinical psychology, individual and couple counselling, personality and cognitive assessment, health psychology Counselling Psychology; personal growth and development, grief and loss, relationships, recovery through trauma or crisis, depression, resiliency, anxiety and the pursuit of happiness and satisfaction. Counselling Psychology; addictions, anger, all forms of abuse past and/or present, assisting with conflict resolution, personal growth, positive parenting, and effective communication, cross-cultural and aboriginal counselling. Individual, Marriage, and Family Therapy Clinical Psychology; Application of ethical principles, practice guidelines, history of the development of the Canadian Code of Ethics, international ethical decision making Special Education; Assessment and program planning for students with learning disabilities and ADHD; transition planning; and self advocacy Educational Studies in Counselling Psychology, Werklund School of Education 31

33 SAKLOFSKE, Don PhD R. Psych. ST. GEORGE, Sally PhD TSAI, Chee-Ping PhD R. Psych. WULFF, Dan PhD, RSW Clinical Community, and School Psychology; Intelligence and cognition, personality, emotional intelligence, individual differences, psychological assessment Marriage and Family Therapy; collaborative practice, qualitative research methods Counselling Psychology; marriage and family therapy, play therapy, psychosocial oncology Family Therapy; supervision, qualitative research methodology Contacting Professional Organizations The PhD program in Counselling Psychology has been accredited by the Canadian Psychological Association (CPA) since The program s term of accreditation goes until the year The complete contact information for the CPA Office of Accreditation is as follows: Office of Accreditation, Canadian Psychological Association Société canadienne de psychologie 141 Laurier Ave. West, Suite 702 Ottawa, Ontario K1P 5J3 Tel: (613) Fax: (613) Toll free/ Numéro sans frais [email protected] Web Site: Information on the requirements and procedures for registration as a psychologist in Alberta may be obtained by contacting the College of Alberta Psychologists (CAP): College of Alberta Psychologists 2100 Sun Life Place, Street NW, Edmonton, AB T5J 3H1 Ph: (780) Educational Studies in Counselling Psychology, Werklund School of Education 32

34 The MSc program in Counselling Psychology have been developed in alignment with the CCPA accreditation standards. This program is not accredited by CCPA. We intend to apply for accreditation of the MSc program in the near future. The complete information for CCPA is as follows: Canadian Counselling and Psychotherapy Association Colonnade Rd S Ottawa, On K2E 7K3 Tel: (613) Toll free: Fax: Web Site: Educational Studies in Counselling Psychology, Werklund School of Education 33