non thesis masters in psychology philippines online

• Master in Counseling (Non-Thesis Program)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

Master in Counseling

(non-thesis program, ntmaclg).

The Master in Counseling Program (non-thesis) is designed for practitioners of counseling in various settings or for those who wish to get into the practice but are without the professional training for it.  It offers specializations in school and community counseling.

PROGRAM LEARNING OUTCOMES (PLOs)

Graduates of Master in Counseling (Non-thesis program) are expected to possess the following Lasallian attributes, namely:

LO1: Critical and Creative Thinker

• Demonstrates knowledge of the philosophies, theories, practices, techniques, and tools for individual and group counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Articulate a philosophical/theoretical framework for counseling. (Areas: Counseling Intervention; Career Counseling and Development)
• Develop assessment/appraisal instruments relevant to guidance and counseling interventions. (Area: Psychological assessment)
• Demonstrate knowledge and skills relevant to the selection, administration, and interpretation of psychological assessment data. (Area: Psychological Assessment)
• Demonstrate knowledge of the different psychological assessment tools and techniques necessary to enhance client career decision-making and lifestyle planning. ( Area: Career Counseling and Development )
• Demonstrate a comprehensive knowledge and understanding of the theories, principles, and models of organizing, administering, and managing guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and application of the theories, models, and skills in program development, implementation, and evaluation relevant to guidance and counseling programs. (Area: Group Process and Program Development)
• Demonstrate knowledge of relevant career trends, occupational outlook, and career development information. (Career Counseling and Development)
• Access scientific knowledge bases continuously and apply those appropriately. (Area: Scientific Foundation and Research)

LO2: Effective Communicator

• Demonstrate knowledge and skills in the proper writing and communication of counseling- and assessment-related reports. (Areas: Psychological Assessment; Counseling Interventions; Career Counseling and Development)
• Demonstrate knowledge and skills in the proper writing and communication of guidance and counseling programs. ( Areas: Organization, Administration, and Management of Guidance Programs; Group Process and Program Development )
• Contribute to knowledge, broadly defined (e.g., publication/presentation, dissemination of information about practice to researchers, contributing to a practice database, participating in peer supervision, contributing to communities and psychoeducational settings; ( Area: Scientific Foundation and Research ).

LO3: Reflective Lifelong Learner

• Assess the effectiveness of one’s own counseling intervention. (Area: Counseling Intervention)
• Critically evaluate the appropriateness of psychological assessment tools to local context and client characteristics. (Area: Psychological assessment)
• Promote multicultural awareness, cultural sensitivity, and appreciation of cultural diversity. (Area: Organization, Administration, and Management of Guidance Programs)
• Critically evaluate the appropriateness of the different approaches to group process, program development, and career counseling and development. (Area: Group Process and Program Development; Career Counseling and Development)
• Demonstrate the ability to be culturally sensitive in interpersonal and group skills and interventions that facilitate counseling effectiveness and client outcomes. (Areas: Counseling Intervention; Group process and Program Development)
• Critically evaluate one’s own interventions and outcomes. (Area: Scientific Foundation and Research)
• Show appreciation for science as a dynamic and continuous process by continually updating and evaluating one’s knowledge and skills. (Area: Scientific Foundation and Research)

LO4: Service-Driven Citizen

• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group counseling. (Area: Counseling Intervention)
• Establish effective counselor-client relationships that facilitate client change and well-being. (Area: Counseling Intervention)
• Demonstrate ability to design, implement, and evaluate need-based, developmental, and structured guidance and counseling programs, that provide preventive, remedial, and crisis interventions for clients across settings and developmental phases. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge of and skills relevant for effective management of program resources and components, as well as, personnel supervision and evaluation. (Area: Organization, Administration, and Management of Guidance Programs)
• Systematically deliver group interventions using contemporary theories of group process, functioning, and counseling. (Area: Group Process and Program Development)
• Utilize appropriate assessment and evaluation tools to define client needs, identify program content, and measure program effectiveness. (Area: Group Process and Program Development)
• Demonstrate facilitating and counseling skills relevant to and appropriate for individual and group interventions in career counseling and development. (Area: Career Counseling and Development)
• Demonstrate culturally sensitive interpersonal and group skills that facilitate counseling effectiveness and career development outcomes. (Area: Career Counseling and Development)
• Demonstrate knowledge in developing interventions for either community or school setting (Area: Counseling Intervention)

LO5: Innovator and Constant Seeker of Improvement

• Formulate appropriate modifications for counseling interventions. (Area: Counseling Intervention)
• Provide empirical evidence to support the effectiveness of guidance and counseling programs. (Area: Organization, Administration, and Management of Guidance Programs)
• Demonstrate knowledge and skills in organizing, analyzing, and utilizing assessment data for evaluating and improving programs and group-based interventions. (Area: Group Process and Program Development)
• Demonstrate knowledge of and apply scientific concepts that influence practice, including the internal and external validity inherent in cultural/social diversity. (Area: Scientific Foundation and Research)
• Subject one’s work to the scientific scrutiny of colleagues, stakeholders, and the public. (Area: Scientific Foundation and Research)

ADMISSION REQUIREMENTS

• A Bachelor’s degree with 15 units of required subjects in psychology (i.e., 3 units each of general psychology, developmental psychology, social psychology, theories of personality, and abnormal psychology);
• A college grade-point average equivalent to 2.5 or 85%;
• Passing the admissions test administered by the ITEO;
• An interview with the department chairperson;
• For non-English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.

An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

COURSE REQUIREMENTS

Written comprehensive examination.

The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.

Oral Comprehensive Examination (capstone project evaluation)

The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.

PROGRAM CURRICULUM

Core courses (6 units).

CPS545M   Foundations of Guidance and Counseling (3 units) This course provides an overview of the concepts, principles and practices of guidance and counseling.  It provides a study of the rationale for the elements of the guidance and counseling processes in both school and community setting.

CPS675M   Human Development and Multicultural Awareness (3 units) This course highlights the intricate relationship between culture and human development.  It provides an overview of the developmental stages of men and women from early childhood to late adulthood.  The aim of the course is to increase the awareness and appreciation of students on the important contribution of cultural factors in directing the course of human development.

MAJOR COURSES (10 units)

CLG550M   Theories and Techniques in Counseling (3 units) This course is a discussion of the meaning and dynamics of the counseling process, covering general principles as well as various selected theories.  It is also designed to familiarize the student, through laboratory training, with the use of basic and advance counseling skills and techniques, applied with multicultural and ethical sensitivity.

CPS560M   Assessment Tools with Laboratory Training (4 units) This course provides students with an overview of different assessment tools, including standardized tests and alternate and authentic techniques, which are used for counseling.  It equips prospective test-users with skills to select, administer, score, interpret and evaluate these measures.

CPS595M   Development and Management of Counseling Services (3 units) This course covers two areas of counselor competency:  program development and the management of guidance and counseling services.  The course provides students with opportunities to learn and apply the principle of planning, designing, implementing and evaluating psychoeducational programs.  The course also focuses on the (1) organization and management of guidance and counseling services in the elementary, secondary, and tertiary levels; (2) responsiveness of the programs to contemporary social issues and client needs, and (3) the expanding roles of counselors in the school and community settings.

CLG593M  Group Process (3 units) The course deals with the theoretical and experiential understanding of group, purpose, development, dynamics and group counseling methods and skills and other group approaches.  Students will be exposed to various group activities/exercises to learn how to become effective members and facilitators of groups in different settings.

CLG601M   Career Counseling and Development (3 units) This course allows the students to examine the different career development theories and their use in understanding the individual’s personal and career needs across work settings.

COGNATE COURSES (6 units)

For school counseling.

CLG695M   Current Trends in School Counseling (3 units)  The course discusses the current trends and contemporary issues in school counseling.

CLG543M   Consultation with Individuals and Groups (3 units)

This course trains counseling students on basic skills in consultation with individuals and groups in schools, industry and the community.  This shall be done through exploration of the theoretical concepts in consultation, experiential learning, and actual field practice.

for Community Counseling

CPS600M   Counseling Special Populations (3 units) This course covers the counseling approaches and interventions that could be utilized when working with individuals and groups from traditionally underserved populations.  In counseling, such populations have traditionally included minorities, the elderly, the poor, homosexuals, and other groups that have encountered barriers in obtaining appropriate treatment.  Students will be given an opportunity to survey recent literature on how counseling has been used in serving special populations.

CPS621M   Trauma Counseling (3 units) This course examines the history, scope, and impact of human trauma, how human beings adapt to traumatic experience in different contexts.  The course also explores treatment, intervention, adaptation, resiliency, and recovery as applied in varied community, school, and other counseling settings.

ELECTIVE COURSES (to be offered upon request)

CPS612M   Marital & Family Counseling (3 units) This masteral subject is an introduction to selected theories and approaches to couple and family counseling.  Multicultural contexts, especially Filipino socio-cultural value systems, will be considered.

CPS662M   Creative Therapy (3 units) This course deals with theories and concepts of various creative therapies and their applications in particular settings.

CPS670M   Studies on Philippine Culture and Personality (3 units) A course which examines the role of Philippine social institutions and Filipino personality in counseling.

CLG695M   Current Trends in School Counseling (3 units) 

PRACTICUM (3 units)

CLG925M   Practicum (3 units) A course designed for actual field experience and practice, closely guided and supervised on the following areas:  application of assessment tools, counseling techniques and skills in different settings/practicum sites, and other pertinent counselor functions/services.

Align practicum placement with specialization

COMPREHENSIVE EXAMINATIONS (0 units)

NTMC-CW   Written Comprehensive Examination

NTMC-OCE   Oral Comprehensive Examination (capstone project evaluation)

PREREQUISITE COURSES

CLG200M   Psychological Foundations 1 (3 units) (Personality, Abnormal Psychology, Developmental Psychology and Social Psychology)

This three-unit course is designed to provide students with a brief overview on the psychological foundation courses that includes Personality, Abnormal Psychology, Development Psychology and Social Psychology. Personality emphasizes on the application of their contributions to understanding normal behavior and personality in contrast to psychopathology.  Abnormal Psychology covers various theoretical perspectives on maladaptive behavior and the major diagnostic and treatment issues for a variety of categories of abnormal behavior according to the Diagnostic and Statistical Manual of Mental Disorders. Human development focuses on current research and theory on the biological, linguistic, social and emotional dimensions of development and the factors that affect the progress of development. Social psychology with emphasizes on how individuals form social cognition

CLG500M   Statistics (3 units) This course focuses on the fundamental principles and techniques of descriptive and inferential statistics as applied in counseling and education. The definition, data requirements and interpretation of statistical analysis are covered in the course. Each statistical analysis is performed through the process of hypothesis testing. Part of the course is training the students in performing statistical analyses using statistical software. Possible research problems in the different fields of counseling psychology and education are posed and data are gathered and analyzed statistically. The statistical analyses in the course are useful as a tool in conducting research.

ENG501M   Advanced Technical Reading and Writing 1 (3 units)  The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.

ENG502M   Advanced Technical Reading and Writing 2 (3 units ) The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.

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Master in Psychology

General provisions.

If the student has not taken undergraduate courses in a field of specialization, he is required to take eighteen (18) units of qualifying courses to be determined by the Academic Program Chairperson unless otherwise specified in the curriculum;

The student may take more than the prescribed units in any distribution in the curriculum to meet his career objective and professional needs;

Free electives may be chosen from among the courses offered which are outside the required subjects in the student’s curriculum;

If the student has completed courses substantially equivalent to the required courses, he may waive the latter by application to the Dean.

Program Description

The Master in Psychology (MP) is a practitioner’s degree. The Field Practicum should focus on an applied program/project that the student will undertake in his/her chosen area of practice. At the end of the practicum period, the student should write a Final Report detailing, among other things, the objectives of the program/project, the activities undertaken to meet the objectives, the student’s involvement in the program/project in his/her area of practice.

The Master in Psychology is envisioned as an outstanding graduate program offering of the University.

To produce psychologists who are professionally competent, ethically and morally upright, socially and environmentally concerned and dedicated to the service of God, countrymen and nation.

• To provide advanced training in different areas of specialization in psychology
• To enhance skills in the use of psychological tools for evaluation and assessment with the application of technologies
• To develop competencies in conducting psychological research for professional leadership and social development
• PSY 640 Development of Psychological Thought
• PSY 641 Statistics in Behavioral Sciences
• PSY 642 Advanced Psychometrics
• RSH 630 Research Seminar 1

Specialization: Clinical Psychology

• PSY 643 Advanced Theories of Personality
• PSY 644 Personality Assessment
• PSY 645 Clinical Psychology
• PSY 646 Psychotherapy
• PSY 656 Practicum/Internship

Specialization: Industrial Psychology

• PSY 647 Advanced Social Psychology
• PSY 648 Human Resource Development and Management
• PSY 649 Industrial/Organizational Psychology
• PSY 650 Theories and Techniques in Counseling

Specialization: School Psychology

• PSY 651 Developmental Psychology
• PSY 652 Career Guidance
• PSY 653 Psychology of Learning: Theory & Application
• RSH 631 Research Seminar 2 For MP with specialization in Clinical Psychology
• PSY 653 Psychology of Learning: Theory & Application For MP with specialization in Industrial Psychology
• PSY 653 Psychology of Learning: Theory & Application For MP with specialization in School Psychology
• RSH 640 Thesis
• PSY 500 Advanced General Psychology
• PSY 501 Abnormal Psychology
• PSY 502 Mental Hygiene
• PSY 503 Filipino Psychology
• PSY 504 Group Process
• PSY 505 Psychometrics
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Master of Arts in Psychology

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The Master of Arts in Psychology (MA PSYCH) is a graduate program that aims to provide graduate students high – level training and intends to prepare them to practice in the areas of teaching, research, and professional practice in psychology in the aspect of assessment and diagnosis, counseling, group influence, and psychological research.  

Accreditation:

First Master of Arts in Psychology program to have been granted Level 3 PACUCOA Reaccredited Status in Region IV

Download Curriculum

The complete program curriculum for Master of Arts in Psychology

• Program Educational Objectives (PEO)
• Student Outcomes (SO)

Three (3) to five (5) years after graduation, alumni of Master of Arts in Psychology shall:  

• have applied the extensive knowledge and skills to practices that lead to innovation by handling advanced academic and professional requirements in the field of psychology in clinical, educational and industrial, or organizational areas
• have a professional practice, demonstrating expertise in the field of psychology.  

By the time of graduation, Master of Arts in Psychology students shall have the ability to:  

• demonstrate familiarity with the major concepts, theoretical perspective, and research findings in psychology;
• understand the basic application of research methods in psychology;
• demonstrate critical thinking and creative thinking in solving problems related to psychology and mental process;
• show deep understanding and application of psychological principles in their personal and social development;
• apply information technology in demonstrating psychological concepts and principles; and
• recognize, understand and respect the complexity of cultural diversity.

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• Master of Arts in Psychology

Students who graduate from this degree can work in the industries of Academe/Schools Industry/ Organizations/ Corporations, Private Practice, Clinics/Mental Health Centers, NGOs in which they can perform the work of an Assessment Psychologist, Clinical Psychologist, Counseling Psychologist, Developmental Psychologist, Educational Psychologist, Industrial/Organizational Psychologist (Human Resource Specialist).

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Accepting Students 1st SEM AY 2021-2020

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Home > ETD > Psychology > ETDM_PSYCH

Psychology Master's Theses

Theses/dissertations from 2024 2024.

The mediating role of perceived autonomy in the relationship of parenting style and facets of romantic competence , Maria Cristina Briones Barretto

How helping my nation protects my well-being: National identity as a predictor of well-being and the mediating role of volunteering behavior among the youth in the post-pandemic , Gissel A. Caseres

A photo-elicitation study on the health-seeking experiences of women with bipolar disorder , Angela Concessa M. Cheung

Attachment insecurity moderating the positive influence of impostorism on working young adults’ self-esteem , Anne Franchesca O. Dela Viña

The path of intra- and interpersonal factors to nonsuicidal self injury (NSSI) through emotional distress with emotion regulation as a buffer: A moderated-mediation study , Jan Kamille D. Igmen

The influence of religiosity on depression moderated by external locus of control among Christian Filipinos , Limuel O. Iledan

Psychological needs of siblings of individuals with autism across life stages , Ma. Lourdes Isabel H. Justiniani

The moderating role of self-objectification in the relationship between social media use and body image dissatisfaction , Aisha C. Lange

The moderating role of cognitive emotion regulation strategies in the relationship between cyberbullying victimization and cyberbullying perpetration , Sarah Jane B. Macuja

Multicultural personality and polyculturalism as moderators of the relationship between acculturative stress and psychological distress among international students , Rei Katrin C. Marcelo

The lived experiences of first-time motherhood for Filipino mothers: An interpretative phenomenological analysis , Regina Grace P. Pasion

The relationship of public stigma, self-stigma, & hiya on professional psychological help-seeking intentions of Filipino emerging adults , Collin M. Reyes

Making sense of the psychological suffering: The moderating role of sense of coherence on the relationship between death anxiety and post-traumatic growth of Filipino adults , Debbie Anne Largosa Salvamante

The mediating effect of positive body image on the relationship between nature exposure and mental health , Maria Isabel A. Samonte

Making sense of "making sense": Exploring the relationship between dimensions of rumination and dimensions of meaning in life , Joseph Eric Sardan

The moderating role of religiosity: Understanding sexual sensation seeking and risky sexual behavior among Filipino adolescent gay men , Kenneth Dale C. Villarin

Emerging adults' psychological flexibility mediates anxiety to accomplishment: Is self-transcendence capacity a moderator? , Patricka Coliflores Villaseñor

Theses/Dissertations from 2023 2023

How (un)fairness at work relates to Filipino emerging adult workers’ feelings of emptiness: A serial mediation model of organizational (in)justice and emotional exhaustion , Clifford Paul A. Andawi Jr.

Mediating effects of social connectedness and inspiration in the relationship between fandom identity and mental health , Jerizza Joy R. Arizabal

Exploring the impacts of job loss during the COVID-19 pandemic on the mental health of retrenched employees from the tourism sector , Ernest Bacani

The mediating role of Threat Perception and Self-Efficacy between Knowledge of COVID-19 and Adherence to COVID-19 Safety Guidelines , Maria Diana Cristina R. Batiles

The moderating effects of social support to student-athletes' athletic identity and psychological well-being , Mark Kristian V. Blando

Emotion regulation and the mediating effect of social comparison on passive social media use and depressive symptoms , Paula Francesca R. Canlas

The moderating role of cognitive reappraisal in the relationship between psychological vulnerability and the depression and anxiety levels of higher education students , Rachelle Louise C. Chavez

The buffering effect of mental Toughness on the impact of appearance-focused social comparison on disordered eating behaviors through body dissatisfaction , Alyssa Marie SP DarJuan

Test development of motivational self-regulation strategies of Filipino students , Maria Cristina A. DeVilla

The effect of post-COVID-19 pandemic life changes on child internalizing and externalizing behaviors: The mediation by parent's mental health difficulties vis-à-vis close parent-child relationship , Kisha Anne A. Dimaisip

Exploring and understanding the development of children with ASD undergoing teletherapy through the bioecological model , Victor Benedict Vienne Garcia

The desire for fame across generations: The effects of self-esteem, social media usage, consumption of reality television, peer comparison and family support , Arvin Carlo M. Gomez

Telecommuting intensity and job stress: Is employee remote work support a moderator? , Sherwin Lorenzo D. Gomez

Do home gardeners have better well-being? , Alissa Gale E. Lim

Examining the mediating role of psychological capital between dispositional mindfulness and well-being in the Philippines’ economically active population , Joanna Camille A. Litton

Does work-family centrality moderate the relationship between telecommuting intensity and work-family conflict? , Rommell P. Malenab

Psychometric properties of Covid stress scales (CSS) , Marites Silva Moya

The moderating role of identity commitment in the relationship between emotional autonomy and psychological well-being of Filipino adolescents , Wawie DG Ruiz

A qualitative study on self-differentiation among young adults with a history of non-suicidal self-injury , Nikki M. Sebastian

Determining the impact of a movement-based intervention on the trauma symptoms and emotion regulation of adolescent victims of child sexual abuse , Gabrielle Kaye M. Tad-y

The relationship of experiencing toxic behaviors and the psychological well-being of Filipino gamers and the moderating role of coping strategies , Mary Jearette Criskim A. Tan

Network analysis of depression and anxiety in Filipino youth , Gabrielle J. Tiongson

The mediating effect of coping strategies on the relationship between dispositional resilience and perceived stress among Filipino seafarers , Angelica Francesca A. Tumbocon

Parental rejection as a predictor of anxious and depressive symptoms among Filipino emerging adults: The role of self-criticism and social support , Gia Michaela V. Umil

Abusive supervision, counterproductive work behavior, and the role of negative affect and dispositional hope: A mediated moderation model , Rainier Besin Uy

Theses/Dissertations from 2022 2022

Self-esteem as a mediator of the relationship between social isolation and depression and anxiety symptoms of emerging adults in the COVID-19 pandemic , Frednick Luis O. Asistio

Poor mental health as a correlate of perceived unmet needs of earthquake survivors in evacuation camps: Posttraumatic stress and growth as parallel mediators , Maria Angelika T. Balungay

The mediating role of exercise self-efficacy on the relationship between depressive symptoms and exercise participation of student athletes in the Philippines , David Kuyunjik T. Damian

Unblocking the pathway to psychological care: The role of stigma and mental health literacy in general help-seeking for psychological distress , Abigail P. Del Puerto

The need to belong, perceived social support, and loneliness in Filipino college students , Ana Mariel A. Enrile-Inton

Positive Disability Identity Development in Adults with Autism , Maria Couline Gloria

Impact of altruism on Filipino young adult volunteers' subjective well-being: The role of relatedness, autonomy and competence , Danica Mae L. Mangampat

The relationship of perfectionism and peace of mind: The mediating role of implicit theories of intelligence , Renz Louis T. Montano

Dimensions of friendship in predicting quality of life of older adults , Beniliza R. Polican

Breakdowns to breakthroughs: Growth after intimate partner violence (IPV) of Filipino women , Ainah O. Salcedo

Theses/Dissertations from 2021 2021

The moderating role of employee voice in the relationship between regulatory focus and leader receptivity , Ann Lorainne Ancheta

The moderating role of psychological capital components in the Job Demands Resources (JD-R) model among a sample of filipino elementary and secondary school teachers , Beatriz C. Balilu

Pagsusuri sa pagpapahalaga ng “utang na loob” sa konteksto ng ugnayan sa pamilya , Jennifer Ides Rocha Bernardo

Age differences in future time perspective, social goals, and psychological symptoms of Filipino adults in the time of the COVID-19 , Shiela Grace M. Casis

Childhood maltreatment and dysfunctional parenting style of mothers: The mediating role of insecure adult attachment , Alyssa Patricia R. Cleto

Exploring the roles of locus-of-hope dimensions and self-stigma on help-seeking intentions among Filipinos , Angela Lorraine P. Cunanan

When worrying helps impostors cope: Metacognitive beliefs associated with impostor phenomenon and psychological well-being , Mark Lawrence Q. Gale

The moderating effect of extraversion on transformational leadership and employee engagement , Alison D. Galian

How does corporate social responsibility improve employee engagement: A mediational study of organizational trust , Alain Louise F. Garcia

The moderating effect of emotion regulation on telecommuting intensity, anxiety and depression: A study on telecommuting in the Philippines , Cecille Nicole Q. Golloso

Challenges, coping and future plans of aging parents who have older children with special needs , Ana Maria Cruz Ilustre

The mediating role of thriving at work: Transformational leadership influences organizational citizenship behaviors , Uzziel Nicolai C. Magsalin

A model of employee engagement: Integrating the job demands-resources model and Kahn's psychological conditions , Merwin R. Masanque

The moderating role of religiosity and relational spirituality in trait anxiety and marital satisfaction of filipino married couples , Mary Abigail G. Miranda

Bullying and college adjustment: The moderating role of resilience , Mary Anne J. Montoya

Shaping senior high school students' career adaptability through aspirations for the future and well-being , Mirasol A. Pineda

Do adaptive humor styles mediate the relationship between emotional intelligence and well-being? , Raydon L. Reyes

“The buffering effect of ego resiliency on the relationship of combat exposure and severity of post – traumatic stress disorder symptoms” , Jenny Marie Davantes Ruanto

Sibling rivalry as a mediator of therRelationship between parental differential treatment and depressive symptoms on college students , Ma. Jenine C. Santiago

The role of stressful life events, daily hassles and sense of coherence in understanding depressive symptoms , Jomar Veridiano Sayaman

The parenting styles and experiences of Filipino mothers of children with autism spectrum disorder , Lisette Ann T. Tan

Filipino psychologists and counselors experience of integrating spirituality in psychotherapy and counseling , Indira Grace P. Voloso

Levels of TriPM-disinhibition on the relationship between TriPM-boldness and verbal intelligence , Reinier Dave P. Zapanta

Theses/Dissertations from 2020 2020

Impact of military deployment to Filipino children's well-being: A qualitative study , Lalaine N. Bajin

The moderating role of virtual work environment on transformational leadership and personality types as predictors of occupational self-efficacy of employees from selected institutions in Metro Manila , Lizelle T. Caballes

The mediating role of locus of control in the relationship between paternal over parenting and depressive symptoms among children in transnational households , Eunica A. Dee

Factors affecting motivation of corporate scholars across the stages of their graduate study completion , Jaimie Lynne M. Elnas

The meditating role of job satisfaction in the relationship between job characteristics and organizational citizenship behavior , Philip S. Maaño

The moderating effect of resilience on the relationship between perceived community violence and anxiety of youth in a high-violence urban area , Gaea Marelle J. Miranda

The utility of human figure drawings as a screening tool for identifying anxiety and depression among substance users , Jeffrey Danao Sanchez

Moderating role of parental presence in the relationship between childhood adversity, emotional reactivity, rumination, and emotion dysregulation , Florina P. Santiago

Theses/Dissertations from 2019 2019

The spiritual development and well-being of seminarians: A basis for spiritual formation program , Augusto O. Abril Fr.

Testing the moderating role of self-reliance and social support on the mediated relationship of help-seeking attitudes and behavior through intentions among individuals with mental health concerns , Mahjalin Araiza S. Bugtong

Narrative identity of adult survivors of childhood psychological maltreatment (CPM) , Jethro O. Cristobal

A study on rewards and organizational commitment in a higher education institution , Johanna G. Minglana

Determining types of workplace incivility and their relationship to counterproductive work behaviors: Towards the development of HR interventions , Susan Grace T. Neri

I am a survivor: Experiences, impacts and coping mechanisms of Fiipino victims of sexual violence , Karen Anne C. Quing

Adolescents' value formation in the superhero fandom , Joseph Russell R. Santos

The relation of parenting styles with self-esteem as mediated by early maladaptive schemas among adolescents from matrilineal Khasi Society of India , Theophilus Sohtun

Family, anxiety, and substance use: The mediating role of anxiety in the relationship of family functioning and substance use , Gutsdozer E. Tancio

Theses/Dissertations from 2018 2018

The experiences of friendship of male adolescents with autism spectrum disorders , Marie Elaine F. Avellana

Self-compassion, mindfulness, internalized shame and aggression among adolescents in residential centers in the Philippines: Testing a moderated mediation model , Lorraine Jessica L. Baclig

The relationship of materialism and vitality among Filipino adolescents and the mediating role of relatedness , Matthew Christian Robert R. Doming

The moderated mediating role of social support and locus of hope on the relationship between self-efficacy and self-regulation among illicit substance use patients within therapeutic communities , Justin Vianey M. Embalsado

Social networking sites addiction: The moderating effect of self-regulatory focus and the mediating effect of affective state on need for belongingness online and dysfunctional social networking site use , Mary Jo Jessica V. Fenix

Sense of coherence as mediator in the relationship between spirituality and depressive symptoms among college students , Mary Jane A. Guba

A study on the perceived effects of the psychotherapy practice on the therapists and their self-care , Daryl Dizon Malonzo

Self-efficacy as a moderator of the relationship between emotional exhaustion and psychological well-being of Filipino child care workers in residential centers , Kimberly Kaye C. Mata

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Academic Catalog 2024-2025

• Graduate Information /
• College of Arts & Sciences /
• Psychology and Communication /

Master of Science in Psychology Non-Thesis (MS)

All application materials for the Master of Science in Psychology are due by the date prescribed by the Office of Graduate Studies and Research to be considered for admission. Students apply to begin the graduate program in the Fall.

The following are the admissions criteria for the MS in the Psychology Program:

• Submit an application for graduate studies by the Fall due date provided by the Graduate School. Deadlines may be found at: http://www.tamiu.edu/gradschool/
• Pay the application fee.
• Submit an official transcript from the last institution attended and an official transcript from the institution where the highest degree was earned. In some cases it may be the same institution.
• Submit two letters of recommendation from academic or professional sources to the Graduate School.
• Include a statement of purpose with a minimum of 300 words describing your academic and career goals and objectives.
• Include a sample of your academic writing skills (it may be an undergraduate research paper, a book chapter, or a journal article).

Major Curriculum - Psychology

9 SCH of electives may be selected from any 5000-level graduate courses, including those from other departments in the university, with the approval of the Graduate Advisor.

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MS in Psychology in the Philippines

• Read about the MS in Psychology course: Start reading >>

Find MS in Psychology schools

Program overview.

The Master of Science in Psychology is a two-year comprehensive graduate program designed to train students to become professionals who provide relevant counseling and interventions to children, teenagers, and adults. The program focuses on the general study of emotions, behavior and thought processes on individuals of all ages. It aims to help resolve the patient’s personality issues through critical thinking and effective problem-solving strategies.

Recommended Undergraduate Program

Students who wish to pursue a graduate degree in MS in Psychology should have an undergraduate degree in psychology and the social sciences field. However, students who do not hold an undergraduate program in those fields but still wish to pursue the program are encouraged to take at least 18 units of courses in the relevant fields.

Subjects and Curriculum

Principles, Philosophy, Organization, and Administration of Guidance

Ethical, Legal, and Professional Conduct for Counselors

Professional Identity and Pre-Practicum Skills

Psychological Assessment and Evaluation

Nature & Needs of Exceptional Children

Career Development and Assessment

Counseling Children and Adolescents

Human Growth and Development

Counseling Theories and Practice

Advanced Abnormal Psychology

School Counseling Practicum

Cross-Cultural Counseling

Theories of Personality

Admission Requirements

Qualifications

The student must have an undergraduate degree relevant to the program

An applicant with a degree not in line with the psychology and social science field may still be admitted to the program as long as they take the pre-requisite courses. However, some colleges and universities admit any bachelor’s degree holders. 

The student must pass the Graduate Admissions Test of the university

Basic Requirements

Undergraduate Transcript of records (Original and Photocopy)

Recommendation letters from former professors, deans, or colleagues

Letter of intent

Most recent medical and dental health record

Copy of NSO Certified birth certificate

Copy of undergraduate diploma

(1) Latest 2”x2”ID Picture

Areas of Specialization

Clinical Psychology

Cognitive Psychology

Counseling Psychology

Developmental Psychology

Educational Psychology

Forensic Psychology

Health Psychology

Human Factors Psychology

Industrial/Organizational Psychology

Physiological Psychology

School Psychology

Social Psychology

Program Outcome

Graduates of MS in Psychology are expected to be able to:

Discuss and analyze Psychology’s major theories and concepts

Apply the methods of psychological research

Demonstrate the application of psychological theories and methods in a professional and personal setting

Show capability for self-reflection and  independent learning

Abide with ethics in the practicing Psychology

Create a harmonious interpersonal relationship in a diverse cultural setting with colleagues and clients

Conduct psychological assessments and evaluation

Graduates may choose from the following licensure exams:

To become a Registered Psychometrician in the Philippines, a graduate of MS in Psychology needs to pass the Psychometrician Licensure Exam. The examination is conducted by the Board of Psychology under the supervision of the Professional Regulations Commission (PRC). 

To be a Licensed Psychologist in the Philippines, a graduate of MS in Psychology needs to pass the Licensure Examination for Psychologist . The examination is conducted by the Board of Psychology under the supervision of the Professional Regulations Commission (PRC). 

To become a Licensed Guidance Counselor in the Philippines, a graduate of MA in Guidance and Counselling needs to pass the Guidance and Counseling Licensure Examination. The examination is conducted by the Board of Guidance and Counseling under the supervision of the Professional Regulations Commission (PRC).

Career Opportunities

Graduates of MS in Psychology may pursue a career path in human resource departments and educational institutions, research institutions, or community and private mental health centers. They may apply as a hospital and clinical psychologists, community program developer, training and program staff, guidance counselor, human resource officer, psychometrician, academician, researcher, or private practice as a psychologist. 

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• MA in Psychology
• MS in Guidance and Counseling

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Graduate Programs

Arts and sciences.

Master in Information Technology

Master of Arts in Anthropology

Master of Arts in Development Studies

Master of Arts in English

Master of Arts Major in Economics

Master of Arts in Guidance and Counseling

Master of Arts in Major in Philosophy

Master of Science in Biology

Master of Science in Chemistry

Master of Science in Information Technology

Master of Science in Psychology

Master of Science in Social Work

PHD-CLIN PSYCH

Doctor of Philosophy in Clinical Psychology

Doctor of Philosophy in Development Studies

Business and Governance

Master in Business Administration

MBA (NON-THESIS)

Master in Business Administration (Non-Thesis)

MBA – APEX

Master of in Business Administration – Accelerated Program for Executives

MBA – APEX (NON-THESIS)

Master in Business Administration – Accelerated Program for Executives (Non-Thesis)

Master in Business Administration Major in Human Resource and Organizational Management

MBA – HROD (NON-THESIS)

Master in Business Administration Major in Human Resource and Organizational Management (Non-Thesis)

Master in Public Administration Major in Local Government

MPA-LG (NON-THESIS)

Master in Public Administration Major in Local Government (Non-Thesis)

Master in Public Administration Major in Public Policy

MPA-PP (NON-THESIS)

Master in Public Administration Major in Public Policy (Non-Thesis)

Doctor of Business Administration

Doctor of Management Major in Human Resource Management

Doctor of Public Administration

Disaster Risk Reduction Management

Master in Tropical Risk Management

Master of Arts in Education Major in Basic Education (English)

Master of Arts in Education Major in Basic Education (Mathematics)

Master of Arts in Education Major in Basic Education (Science)

Master of Arts in Teaching English Language and Literature

Master of Arts in Education Major in Education Administration

Doctor of Philosophy Major in Basic Education Administration

Doctor of Philosophy Major Higher Education Administration

Engineering and Architecture

Master of Engineering Major in Civil Engineering

ME-COMP ENG

Master of Engineering Major in Computer Engineering

Master of Engineering Major in Electronics and Communications

Master of Engineering Major in Mechanical Engineering

Master of Engineering Major in Industrial Engineering

Master of Engineering Major in Innovation Management

Master of Engineering in Renewable Energy

Master of Arts in Nursing

Master in Nursing

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Graduate Programs

• Updated as of 9:44 am September 23, 2023

Institute of Accounts, Business, and Finance

• Master in Business Administration

Institute of Arts and Science

• Doctor of Philosophy in Psychology
• Master of Arts in Communication
• Master of Arts in Psychology
• Master of Arts in Letters
• Master of Science in Biology

Institute of Education

• Teacher Certificate Program
• Master of Arts in Education (Academic Track – Thesis Program)
• Master of Arts in Education (MAEd) in Educational Technology and Online Learning (ETOL)
• Master in Learning and Teaching (MLT) – Professional Track
• Master in School Guidance and Counseling (MSGC) – Professional Track
• Doctor of Philosophy (Education) – Academic Track
• Doctor of Philosophy in Educational Linguistics (PhDEdLing) – Academic Track
• Doctor of Education (EdD) – Professional Track
• MA and PhD in Education by Research

Institute of Health Sciences and Nursing

• Master of Arts in Nursing

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Master’s degree programs.

A) APPLIED SCIENCES

Master of Science in Architecture

              Major in Physical Planning

              major in urban heritage preservation,               major in urban design.

B)   ARTS AND HUMANITIES

Master of Arts in:

• Theology major in Social/Pastoral Communication

Master of Arts major in:

C) BUSINESS AND MANAGEMENT

Master in Business Administration major in Entrepreneurship

D) HEALTH SCIENCES

Master of Science in:

E) NATURAL AND PHYSICAL SCIENCES

Master of Science major in:

• Chemistry Education

F) SOCIAL SCIENCES AND EDUCATION

• Clinical Psychology
• Industrial Psychology

Master of Arts in Education major in:

Doctoral Degree Programs

A) ARTS AND HUMANITIES

Doctor of Philosophy major in:

B)   BUSINESS AND MANAGEMENT

C) NATURAL, PHYSICAL , AND HEALTH SCIENCES

Doctor of Philosophy major in Biology

D) SOCIAL SCIENCES AND EDUCATION

Doctor of Philosophy major in